The resulting knowledge syntheses will identify roles the academic, public, private and not-for-profit sectors could play in promoting more inclusive, equitable societies, and could inform development of effective tools and technologies, robust policies, and sustainable practices needed to support the path toward a diverse and inclusive future for all.

Overall, these events and impacts on governance have also underscored the importance of considering First Nations, Metis and Inuit governance systems’ relationships with other orders of government—including federal, provincial or territorial, municipal and others—and the ways in which Indigenous self-determination can be meaningfully pursued and practiced within, and independently of, this broader context.  Current and future governance challenges create opportunities to rethink our perception and understanding of governance structures, which can pave the way for models that integrate diverse perspectives, while also providing greater agency to marginalized individuals and communities excluded from, or facing barriers in, existing governance models.

Recent studies have shown that social media play a role in the polarization of society and decline in trust in government observed in many Western countries. Restoring trust in government and institutions will require a concerted effort by the private and public sectors, through a combination of regulation, cooperation and new modes of meaningful, equitable citizens’ engagement.

In addition to responding to current crises, governance systems must also face the challenges of social acceleration in all aspects of contemporary societies. This includes the rapid development of new technologies, such as generative AI and blockchain technologies, which are evolving much faster than laws and regulations can be enacted. New and emerging technologies have immense potential to contribute to society in important ways, e.g., by improving access to information and communication, for a more transparent and informed democratic process. The same technologies can, however, undermine the electoral process if left unregulated, as demonstrated by the proliferation of deep fakes and AI-generated misinformation. This underscores the importance of robust, proactive and global digital governance.

n today's world, a growing number of crises, such as climate change, pandemics and the housing crisis, continue to expose the shortcomings of governance models built for another era. It is time to learn from the past and look at ways to make these governance systems work better. The complexity of these wicked problems calls for an innovative approach to governance that is proactive and collaborative, informed by a variety of evidence, perspectives and voices. This will likely require cross-sectoral engagement, involving non-state actors, such as communities, as well as involvement from different levels of government, at local, national and international levels.

no obvious examples of a mature data community in the humanities

Within theories of open research, the value of data sharing is rooted in the transparency it brings to the research process by allowing validation and reproducibility and the discoveries enabled by reuse of deposited data.[15] What validation and reproducibility means in most humanities contexts, which depend on interpretative rather than experimental methods, is unclear.[16] And thus far, as several of our interviewees pointed out, few humanists have the skills to ask new research questions of existing datasets.

These models of community generated data and co-created knowledge production can help inform and shape dynamic, equitable, and process-oriented data sharing across the academic sector. They may also hold the key to articulating an ethics of reuse within the humanities that is also valuable to researchers in other fields and point the way towards a data humanism.

This issue brief will ultimately suggest that one key perspective that humanists can bring to larger debates about data sharing and open access research outputs is their uniquely well-developed infrastructure for the public sharing of knowledge creation, exemplified in the many public humanities initiatives that are a highly visible and vibrant part of humanities scholarship.

How might humanists adopt STEM-oriented norms around data sharing

Notable among these barriers is that the dispersed network of domain repositories that the NSF and NIH, for example, have funded, has no analog in the humanities

the “Nelson memo” requires all publications and supporting data produced with federal funds be made freely and publicly available without an embargo period and points towards future mandates that would require all data generated with federal funds (not just data associated with publications) to be made public.

Board to consider recommendations 19   A board must consider the recommendations of the general faculties council, if any, on matters of academic import prior to providing for                              (a)    the support and maintenance of the university,                              (b)    the betterment of existing buildings,                              (c)    the construction of any new buildings the board considers necessary for the purposes of the university,                              (d)    the furnishing and equipping of the existing and newly erected buildings, or                              (e)    the establishment of faculties, schools, departments, chairs, programs of study and any other activities the board considers necessary or advantageous.

Around 1975, control of managing tapes went from the Engineering Department to the BBC Film Library, which was soon renamed the BBC Film and Television Library. There, archivists were not motivated by budget to keep programs shelved. At the same time, newspaper articles began to point out that the BBC had been rather mercenary in their approach to archival material. As the VHS revolution was just starting and people with home recording units were able to preserve programming, they found it unsatisfactory that the broadcaster itself wasn’t retaining content

The beforn seyd creatur was mech comfortyd bothe in body and in sowle be this good mannys wordys and gretly strengthyd in hir feyth. And than sche was bodyn be owyr Lord for to gon to an ankres in the same cyté whych hyte Dame Jelyan. And so sche dede and schewyd hir the grace that God put in hir sowle of compunccyon, contricyon, swetnesse and devocyon, compassyon wyth holy meditacyon and hy contemplacyon, and ful many holy spechys and dalyawns that owyr Lord spak to hir sowle, and many wondirful revelacyons whech sche schewyd to the ankres to wetyn yf ther wer any deceyte in hem, for the ankres was expert in swech thyngys and good cownsel cowd gevyn. The ankres, heryng the mervelyows goodnes of owyr Lord, hyly thankyd God wyth al hir hert for hys visitacyon, cownselyng this creatur to be obedyent to the wyl of owyr Lord God and fulfyllyn wyth al hir mygthys whatevyr he put in hir sowle yf it wer not ageyn the worshep of God and profyte of hir evyn cristen, for, yf it wer, than it wer nowt the mevyng of a good spyryte but rathyr of an evyl spyrit. The Holy Gost mevyth nevyr a thing ageyn charité, and, yf he dede, he wer contraryows to hys owyn self, for he is al charité. Also he mevyth a sowle to al chastnesse, for chast levars be clepyd the temple of the Holy Gost, and the Holy Gost makyth a sowle stabyl and stedfast in the rygth feyth and the rygth beleve. And a dubbyl man in sowle is evyr unstabyl and unstedfast in al hys weys. He that is evyrmor dowtyng is lyke to the flood of the see, the whech is mevyd and born abowte wyth the wynd, and that man is not lyche to receyven the gyftys of God. What creatur that hath thes tokenys he muste stedfastlych belevyn that the Holy Gost dwellyth in hys sowle. And mech mor, whan God visyteth a creatur wyth terys of contrisyon, devosyon, er compassyon, he may and owyth to levyn that the Holy Gost is in hys sowle. Seynt Powyl seyth that the Holy Gost askyth for us wyth mornynggys and wepyngys unspekable, that is to seyn, he makyth us to askyn and preyn wyth mornynggys and wepyngys so plentyuowsly that the terys may not be nowmeryd. Ther may non evyl spyrit gevyn thes tokenys, for Jerom seyth that terys turmentyn mor the devylle than don the peynes of helle. God and the devyl ben evyrmor contraryows, and thei schal nevyr dwellyn togedyr in on place, and the devyl hath no powyr in a mannys sowle. Holy Wryt seyth that the sowle of a rytful man is the sete of God, and so I trust, syster, that ye ben. I prey God grawnt yow perseverawns. Settyth al yowr trust in God and feryth not the langage of the world, for the mor despyte, schame, and repref that ye have in the world the mor is yowr meryte in the sygth of God. Pacyens is necessary unto yow for in that schal ye kepyn yowr sowle." Mych was the holy dalyawns that the ankres and this creatur haddyn be comownyng in the lofe of owyr Lord Jhesu Crist many days that thei were togedyr.

clichd‐ridden

the

read

composi tion

man ner

In a universe where a furnished bedsit [sic] on Isabella Street (comfortably far from the site of this taping) rented for $25 per week, $500 was serious money. That isn't my girlfriend, by the way, but another media-opportunist, someone who smelled CBC money and welded her unshowered hip to mine as soon as she saw the cameras. They paid her, too, though not as much, as she didn't have a speaking part. So there are multiple layers of irony, in this ancient footage. I'm not, in spite of what they say, from Vancouver; I'm from Virginia and rightly anxious not to be recognized as such. I'm thoroughly fed up with the particular Children's Crusade being examined here, and want nothing more than a ticket out of it. My love-beaded sweetheart is someone I only know well enough to cordially dislike.729

There were hippies who clearly believed that their lifestyle could change society. I don’t know how they ever got that impression. They were ignoring reality. They were also, I would have said, innocent and naïve, ignorant children of fairly well-off middle-class society. To have been around, as they were, in those years when the most horrendous things were going on, to black people, to poor people of all kind... I mean, in the midst of all that, to think that by, I don’t know, by singing and just maintaining the attitude that everything is just going to be peaceful, man, and we’re just going to chill out, and be peaceful, and there is harmony, and there’s no room for this disharmony in our lives, and... well, excuse me! I mean, that was racist, if nothing else. There’s no other way I can explain it. This kind of escapism defined the hippies.

Fisher & Ury, 1981; Fisher et al.,1991; Menkel-Meadow, 1983,2006

In most of the writing on higher education in recent years,these problems are treated in isolation. Curriculum reform andfinance and administration are commonly discussed by differentpeople, with different methods and assumptiOns and often withdifferent values; they are reported in different conferences andpublished in different journals for different audiences. Similarly,discussions of student unrest and disruptions in the universitiesmore often make reference to student po'tics and ideology thanto the changing relation of higher education to the occupationalstructures of advanced industrial societies. This essay will arguethat these problems can be understood better as different mani-festations of a related cluster of problems, and that they arise outof the transition from one phase to another in a broad pattern ofdevelopment of higher education, a transitionunder way inevery advanced societyfrom elite to mass higher education an

markets reward education with higher wages

Organization Information

In 1989, Gamil Gharbi murdered 14 female engineering students at the Ecole Polytechnique in Montreal. Gharbi (who had changed his name to Marc Lépine) was the son of a wife-beating Algerian immigrant to Canada who, after his father abandoned his mother, knew whom to blame for his personal problems: liberated women. Police incompetence allowed Gharbi the time to kill at leisure.

1938 Handguns had to be re-registered every five years, starting in 1939. (Initially, certificates had been valid indefinitely). While guns did not require serial numbers, it became an offence to alter or deface numbers (S.C.1938, c.44). The mandatory 2-year minimum sentence provision was extended to include the possession of any type of firearm, not just handguns and concealable firearms, while committing an offence. The minimum age was raised from 12 to 14 years. The first 'minor's permit' was created to allow persons under 14 to have access to firearms.

1919-1920 A Criminal Code amendment required individuals to obtain a permit to possess a firearm, regardless of where the firearm was kept. These permits were available from a magistrate, a chief of police or the RCMP. British subjects did not need a permit for shotguns or rifles they already owned; they only needed one for newly acquired firearms. Permits were valid for one year within the issuing province. The Criminal Code did not provide for a central registry; records were maintained at the local level. 1921 A Criminal Code amendment repealed the requirement for everyone in possession of a firearm to have a permit. Instead, only 'aliens' needed a permit to possess firearms. (British subjects still needed a permit to carry pistols or handguns).

What new ways of learning, particularly in higher education, will Canadians need to thrive in an evolving society and labour market? Canada, like many other countries, is at a tipping point in the way its education system, especially higher education, is conceptualized, structured and delivered in light of the knowledge and skills required for the 21st century. Debates are emerging in the research community and other sectors regarding the best way to deliver that learning. Subquestions: What knowledge, skills and delivery methods are required in order for the public education system to create an innovative, resilient and culturally rich society? What aspirations and expectations will a diverse and global citizenry bring to work environments, jobs and labour markets of the future? What conditions are needed for new models of research—particularly, co‑creation of knowledge with the public, private and/or not‑for‑profit sectors—to flourish? What roles will emerging and/or disruptive information and communication technologies play in learning for individuals, institutions and society? What role should individuals, institutions and governments play in promoting and supporting the life cycle of knowledge, including creation, accessibility, retention and mobilization, across sectors, both domestically and internationally? How can we harness Canada’s strength and innovation in the arts, digital media and cultural industries to build social, economic and cultural well‑being?

When readers are required to pay high prices, for accessing research outputs, they would be expected toabandon high-priced journals and substitute them from other sources, but readers are ‘protected’ fromthese price implications through the library system. The market is, in this respect, highly inefficient.

It is possible to separate the cost of submission, namely peer review costs for all articles both acceptedand rejected, from cost of publication in an author-pays system. It is feasible, to set up a price systemwhich levies a submission fee and a publication fee. In such a system all authors would pay for theirarticles to be peer reviewed. Those authors whose articles were accepted would then pay an additionalpublication fee. A submission fee of no more than $175 is a likely median figure and a publication chargeof around of $250–$750 might then be feasible. Undoubtedly some journals will fall outside this range.Very few are likely to do so. The total cost figures available in the literature and through discussion withpublishers indicate that this scale of costs is broadly realistic.

On the basis of estimates of costs in the literature and the evidence from surveys and data made availablein preparing this report, it is possible to make some assertions about the range and proportion of costs ofSTM journal publishing

For electronic subscription journals the pattern of costs is the same. There is no cost of paper orconventional distribution costs. The cost of maintaining (or renting space on) an appropriate electronicsystem replaces conventional distribution costs. For journals in science, technology and medicine anelectronic version is now considered essential. Electronic journals are generally slightly cheaper thanpaper journals but the relative cost of paper and electronic journals varies according to the type of journaland its circulation. A cautious, and conservative, approach is to assume that the total costs of paper andelectronic articles of a given quality are broadly the same.

For paper subscription journals, fixed costs are editorial costs involved in the selection and review ofarticles, the manuscript management system, page and illustration preparation and copy editing/rewriting,plus fixed costs unrelated to articles but required by the journal, such as the provision of covers, editorialand news content. Variable costs are the cost of paper, subscription management, licensing, distribution(including postage, packing and shipping costs), sales and some marketing. In addition there areoverhead costs which would be borne even if the article or journal were not published. These coverpremises, some management costs, depreciation on plant and other company wide activities.

3. What is considered in the total cost of conducting research?  Direct research costs include: salaries and fringe benefits for faculty, laboratory staff, students and postdoctoral candidates working on specific research projects, and a portion of graduate student tuition laboratory supplies, small research equipment (< $5,000), publication charges, and economy travel for conducting research or disseminating research results  Full research costs include those often referred to as “facilities and administrative costs” or “indirect costs,” such as portions of: research facilities health and safety compliance and management utilities such as electricity, heat, lighting information technology infrastructure and services, libraries and library collections operating and maintaining the physical plant, e.g., building upkeep, campus security, ground care and custodial services departmental administration of grant / contract preparation and expenditure tracking central administrative granting / contracting costs (Stanford’s sponsored research administrative units that endorse sponsored project proposals, negotiate and accept awards, issue subawards, and establish financial accounts to meet sponsors’ reporting requirements) allowance for technical obsolescence of research facilities and equipment (>$5,000) disposal of hazardous waste University contributions include: research buildings and laboratories costs incurred above the 26% cap mandated by the federal government  for the Administrative component of the Facilities and Administrative Cost. (Stanford contributes approximately $38 million/yr for federal and non-federal research). start-up funds for faculty that support early career research labs and activities research administration staff administrative and financial management tracking systems investment in physical and digital library collections and digital repository of research data and results university subsidies (mandatory cost sharing) required by some federal sponsors plus voluntary university contributions

$2,266,068

Starting salary for Professor and Librarianwith a maximum CDI count

Professor, Librarian: Up to three Special Increases

The Search Committee of the Department or non-departmentalized College shall make a recommendation of the appropriate rank and salary for a candidate. The salary recommendation shall be comprised of a CDI count and Special Increase count. The starting salary of the candidate shall not be less than the recommended salary and may not be more than 2 CDIs or Special Increases above the recommended salarywithout referral back to the Search Committee;

Over the course of the pages above, readers will not have failed to notice, we move away from a focus on defining and identifying fake news based on its content. While such interest is certainly justified, we believe that attempts to classify and demarcate the terrain of associated phenomena should be grounded in empirical investigation of not just the features but also of the social lives of a variety of cases. We hope that such work will contribute to the development a more granular analytical, conceptual and theoretical vocabulary to describe the constellation of phenomena associated with the term.

Firstly, from a political point of view many have expressed disappointment that techniques and tactics commonly used to tackle fake news have not lived up to expectations. Fact-checking and debunking, in particular, often do not succeed in preventing the circulation of hoaxes and rumors. On the contrary: they can inadvertently contribute to making them even more visible on the web. A better understanding of how fake news travels online can help to inform responses that are more attuned to the phenomena. Secondly, from a methodological point of view, as there is no “ontological” difference between fake and authentic news, studying fake news circulation can help us understand more about how other kinds of news travel.

Pease

Gunner L.J. Doyle who was sentenced to death by shooting after being convicted of murdering Lance Corporal M.W. Lambert on 6 November 1943 near Campobasso Italy.

In May 1945, long after the 1st Canadian Corpshad been transferred to North-West Europe, there wereninety-four deserters listed at large in Italy

Judging this intent was up to regimental officers or those in the military courts.

While six soldiers in Britain were hangeddue to sentences from British civil courts, British judges generally tended towards leniency.180

Care must be taken to discriminate between offences due to youth, temper, sudden temptation or unaccustomedsurroundings, and those due to premeditated misconduct

a matter not covered by the Handbook

Ourdepartments have worked to expand the research opportunities offered to senior students and also to introduce research and scholarship to students in their second year or even

scholarly cohor

The increases in the minimum average cut-offs for admissionhave had apositive impact on student success and retention; however, they also can serve as a barrier to non-traditionalapplicants, particularly from our immediate community. To address this, UTSC has partnered with Seneca to provide access to a post-secondary education with the possibility of eventual admission to universityfor these applicants.Specifically, UTSC signed an agreement with Seneca College in 2011 to begin a facilitated transfer admission program.10Thisprogram providesan opportunity for graduates of the 2-year Seneca Liberal Arts program to be admitted to UTSC with 6.0 advanced standing degree credits. In 2013 the agreement was expanded to include a newly developed Liberal Science program providing the same total of 6.0 transfer credits, including all four of the standard first year university natural science credits. Thus far the results of theseprogramshave been encouraging and we have begun some very positive discussions with our Scarborough-based colleagues at Centennial College to develop a similar partnership.

Moreover, UTSC students seem to progress towards degree completion at a relatively slow rate.For example, approximately 50% of students in the 2009 cohort completed at least 5.0 credits in each of their first and second years, and another 40% completed 3.0-4.5 credits over these years. For the 2012 entering cohorts approximately 43% completed at least 5.0 credits and another 46% completed 3.0-4.5 credits over these years.All these students would be full-time -most significantly for purposesof OSAP eligibility -but those who do not complete 5.0 credits every year wouldrequire more than fouryears to complete a 20.0 credit degree. The graduation statistics support this observation. For instance, only 36.3% of the 2009 entry cohort graduated within the traditional four years, but 70.1% did so within six years. This might be expected on a campus that has the highest proportion of OSAP-eligible students at the universityand where a large proportion of students also are working in the paid labour force. However,it is important to note that,for students who choose the minimum 60% course load to be eligible for OSAP rather than a 100% load, while their total tuition costs will not increase, the extra years required to complete a degree means extra non-tuition debt and delayed income. If we are to improve these outcomes,we must understand the much broader range of factors correlated withstudent success at

Vision Stateme

M Test. The M Test–no one knows if the M stood for mental or McGill University

Whereas, for example, in the year 1990 a paper in the humanities was cited 1.7times on average, the average citation rate in the natural sciences is 24.7citations per paper. If one compares the average citation rates of the various natural science disciplines, one again finds a bandwidth of a factor of about ten (http://thomsonreuters.com/essential-science-indicators/). The citation rates vary just as markedly between the sub-disciplines within the natural science disciplines(Neuhaus et al., 2009)

On the opposite side, error rates for fields in the humani-ties (history, other humanities and literature) were higher forreferences with a volume number than for those without avolume number.

Percentage of citations to journal articles in science Source: Larivière, Archambault, Gingras and Vignola-Gagné 2004

In order to shed light on the importance of journal articles, the Observatoire des sciences et des technologies (OST) produced a set of statistics that make it possible to gauge the importance of SSH communication media other than articles. Figure 1 provides statistics on citations from journal articles covered in the SCI, SSCI and AHCI databases. Its shows that, whereas 85% of citations in the natural sciences are to journal articles, less than 50% of SSH citations are to this publication medium.

In order to benchmark national performances and identify Canada’s strengths in SSH, it is possible to use research articles published in journals representing disciplines where this medium of communication is popular, such as economics. For other disciplines, journal-based bibliometric analysis may be used with due caution and databases can be built in order to factor in other knowledge dissemination media. However, one must be wary of conducting comparative analyses of SSH disciplines without taking into account the effects of the knowledge dissemination media of each discipline on the bibliometric tools being used.

Brianna:I had a negative experience where, in my master’s, my supervisor encouraged me to submit one of my papers to a journal for publication. I just submitted the paper to a journal as a course paper without making any changes, not even changing the title page. The journal told me to re-submit with revisions, but I thought thatit was a rejection, and I stopped the process—it was intimidating. I thought being involved in a journal where I know some of the people and they won’t just get an online e-mail response from editors would be helpful

Lotka, A. J. (1926). The frequency distribution of scientific productivity. Journal of the WashingtonAcademy of Sciences,16, 317–323

West, L. H. T., Hore, T., & Boon, P. K. (1980). Publication rates and productivity.Vestes,23,32–37

Emden, C. (1998). Establishing a ‘track record’: Research productivity and nursing academe.Australian Journal of Advanced Nursing,16(1), 29–33

Nevertheless, McGrail, Rickard, and Jones (2006)report that, whilst a small minority of academics publish a great deal, publication outputs ingeneral are quite low

The results were less clear, however, concerning the relative importance in writingof fact and interpretation. By this point in the course both ‘arts’ and ‘science’ studentsseemed to be aware that essays in the history of science involved the evaluation ofdifferent views. ‘Arts’ students, however, more often indicated that they had expecteda more factual course, preferred writing about facts than opinions and considered‘getting the facts down’ as the most important criterion. This orientation towardsfacts in the ‘arts’ students’ questionnaire responses appears surprising, given that intheir writing they were more likely than ‘science’ students to represent ideas as provi-sional and mediated rather than factual.This apparent discrepancy may perhaps be resolved by distinguishing betweenstudents’ perception of an issue as problematic and their actual performance withrespect to that issue. ‘Arts’ students’ views of the role of fact and interpretation mayindicate an awareness that the representation of reality is not straightforward and thatessays require a sophisticated discussion and evaluation of different points of view.They may deal more effectively with these issues precisely because they realise thatthey are problematic. Interviews with ‘science’ students suggested that they were notalways conscious of the significance of this type of discussion and might perceive it as‘waffle’ or ‘padding’.

Kuhn (1970, p. 167) commented that science education tends to elide the processthrough which knowledge has been constructed, whereas students of other subjectsare exposed to varying interpretations over time. As a result, he suggested, sciencestudents are blind to the history of their subject, seeing it only as unproblematicprogress. The interview data suggest that this is indeed a point of difference betweenthe ‘arts’ and ‘science’ students in this sample. While both of them tend to have adualistic view of science itself, the ‘arts’ students seem to be more at ease with arelativistic view of knowledge in history.

Seven of the ‘arts’ students described a process of this sort, compared with only twoof the ‘science’ students. There was, however, another approach to revision, involvingonly one revision cycle. This was mentioned by five interviewees, four of whom werefrom ‘science’ backgrounds. Um ... rewriting? No. I can probably, once I’ve got the, I’ve got the feel of it, it probablytakes me a couple of hours to write, and then, shuffling stuff around, ... it’ll probably takeme, I don’t know, a morning or something to do a fair draft of it. (Ewan, 2002, science)Only one ‘arts’ student mentioned using a single revision cycle, and he had originallygraduated in science before starting his OU arts study

Although some ‘science’ students reported similar problems, it was only ‘science’students who talked in terms of ‘padding out’ their answers in order to reach therequired length: I’m more this, get all the facts down, yes it’s only three hundred words, but that’s it in anutshell. And it’s a lot harder then to flower it up to say either five hundred words or athousand words. (Larry, 2002, science)I’m not used to waffling I think that’s the problem. A lot of the art students say oh I’vewritten too much, ... and I have the opposite problem I kind of write down what Ithink the answer’s and I’ve only got like 200 words and I have to pad it out. (Ruth,2003, science)The tendency for some ‘science’ students to write relatively short essays may berelated to their conceptions of knowledge. If it is seen as factual, then once the factshave been stated, the student might see the task as complete; as Larry said, ‘that’s itin a nutshell’. If knowledge is relativistic, however, then competing views are equallyworthy of consideration and greater elaboration is needed to make a case

While the ‘arts’ students frequently described a strug-gle to make their essay ‘flow’, the ‘science’ students did not talk about textual struc-ture as problematic

Geisler (1994) and Russell and Yañez (2002) discuss a comparable situation in theUSA, where to fulfil general education requirements, undergraduates take a numberof disciplinary courses in fields which are not their major. They note the contradic-tions involved in conflating the aims of general education and disciplinary encultura-tion, with lecturers using a disciplinary discourse that is not only unfamiliar tostudents, but also seen as irrelevant to their individual aims and aspirations. Similarly,Moore (2000) discusses the tension between integration and disciplinarity in an inter-disciplinary foundation course in South Africa, voicing concerns that the attempt topromote generic competences risks undermining the disciplinary basis of academicperformance (p. 192).

The distinction between hard and soft fieldsrelates to the extent to which knowledge is constructed on the basis of a frameworkof shared assumptions. The pure sciences (hard) typically maintain a degree ofinternal unity over aims, methods of investigation and evaluation criteria, which maycome to be seen as derived from reality itself, rather than constructed by disciplinaryconvention. The humanities and social sciences (soft), in contrast, tend to becharacterized by internal discord, encouraging a view of knowledge as a matter ofinterpretation.

‘However’ is a textual theme with the function of indicating the relationship of theclause to the preceding text; ‘it is apparent’ is an interpersonal theme with the func-tion of indicating the writer’s stance towards the proposition that follows; ‘during thesecond half of the sixteenth century’ is an experiential theme providing informationabout circumstances surrounding the event or situation. In the discussion that followsI refer to these three types of non-subject theme as orienting themes. Unlike thesubject, none of them is grammatically compulsory and their use reflects a choicemade by the writer about how to frame the proposition presented within the clausecomplex.These orienting themes were consistently more common in the ‘arts’ students’essays, and the difference between the two groups was highly significant (t= 2.865,p < 0.006). ‘Arts’ students used on average 31.50 textual and 15.14 interpersonalelements in every 100 clause complexes, compared to 24.28 textual and 9.75 inter-personal elements for the ‘science’ group. They also tended to use more clausecomplexes containing an experiential orienting theme, although this difference wasnot significant. Since essays which used more orienting themes were also significantlymore likely to receive a higher mark (t= 2.336, p< 0.023), it is clearly worth investi-gating further the differing ways in which these were deployed by ‘arts’ and ‘science’students.

Research suggests that students majoring in hard fields with a high degree ofdisciplinary consensus are more likely to subscribe to beliefs in absolute knowledgethan those majoring in soft fields, and that these beliefs may be encouraged byaspects of the disciplinary context in which they work (Paulsen & Wells, 1998;Schommer-Aikins et al., 2003). Neumann (2001) reviews evidence of disciplinarydifferences in a number of aspects of teaching and learning, noting that soft disci-plines tend to emphasize critical thinking, oral and written expression, and analysisand synthesis of course content, while hard disciplines tend to emphasize skills indealing with facts and figures, with little writing required beyond the exposition ofexperimental results. In a large-scale undergraduate survey Entwistle and Tait(1995) found that students’ learning styles varied between different disciplines in linewith the demands of their course. Students of science and economics, for example,were more likely to use surface strategies, perhaps encouraged by assessmentpatterns that emphasized the reproduction of facts. In contrast, markers in historyand English were likely to penalize a reproducing orientation and a serialist (listing)style (Entwistle & Tait, 1995, p. 96).

Such tutor comments suggest that ‘science’ students are less ready to criticallyevaluate source material, a feature that can be related to the tendency already notedin their writing to downplay the role of human interpretation in the construction ofknowledge

The audiences to which we are now seeking to explain our work are increasingly not only administrators and funding agencies whose broad remits echo the breadth of digital humanities, leaving us to elaborate only the digital

In singling out digital literary studies as a counterpoint, I seek to disrupt the recent tendency in both scholarly and popular discussion to equate that field with digital humanities.

Nowadays, it would be hard to find a humanist who doesn't use a com- puter in some aspect of his work. The computing humanist has evolved into a scholar who not only uses the computer in his work, but also engages with the methodological and theoretical aspects of computer use in humanities disciplines. The ways in which technology is used by humanists has diversi- fied to span everything from word processor use and web page creation to the development and use of complex software systems for analysis of a broad range of data types, including not only literary and historical texts but also databases of humanities information, images, and sound. As a result, in recent years CHum has come to serve an increasingly wide array of disci- plines and research areas - English, History, New Media, Music, Corpus Linguistics, Comlutational Linguistics, and many others - and received top- notch submissions in all of them. For most of its history, the diversity of disciplines and methodologies represented in CHum's articles enabled cross- fertilization of ideas which was highly valued by the community. However, as computer use in the humanities has come to span an increasingly broad range of activities, and as computational methodologies evolve and become more sophisticated and specialized, it has become more and more difficult to retain that diversity and at the same time provide enough articles relevant to a particular area of interest. It seems, then, that the time has come to narrow the journal's focus in order to best serve its readers

The digital humanities as a humanitiesproject

What is clear, is that data are increasingly conceptualized as inherently valuable products of scientific research, rather than as components of the research process

the vast majority of scientific data generated in the 20th century have only been accessed by small groups of experts; and few of those data, selected in relation to the inferences made, have been made publicly available in scientific journal

The real prize for society is not simply producing open data but facilitating open innovation. Open data enables a situation where the collective genius of thousands of researchers produces insights and analyses, inventions and understanding beyond what isolated individuals with their silos of data could produce.

Subject to the provisions of Article 2.22and principles of natural justice, all evidence considered during the Appeal process governed by this Article shall pertain to the review period considered by the original STP Committee or the Appeal process itself.

Efforts shall be made to evaluate the quality and originality of both publishedand unpublished scholarly work

scholarship as evidenced by the Member's depth and breadth of knowledge and general contributions to the research life of the University.

hat the quality and quantity of the candidate’s academic work relative to the criteria of Article 12.01merit the award of tenure.if the hearing is pursuant toArticle 19.04

(c)otherwise at the discretion of the Board after consultation with ULFA.

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rers. The inter- dependence of form and content in other areas of study teaches us that tools are not neutral. Although tools may begin as external objects, in learning to master their use we internalize them (Ong, 1982, p. 81). Thus they become perceptual agents - "new technologies for thinking," as Alan Kay calls them (1991, p. 140) - whose charac- teristics affect how and what we know and do through them. According to the Torontonian scholars Harold Innis, Eric Havelock, Marshall McLuhan, and others, and more recently Walter Ong, "writing restructures consciousness."9 Dis- covering how this happens (e.g. with e-mail) is a formidable task, however, since the new per- ceptual agent is itself a product of the mind it affects, and that altered mind is what attempts to understand the agent that has chan

we consider the future of CMC as a medium for scholarly commu- nication by discussing factors that threaten to impede its development as well as its potential to create a new and more highly interactive form of scholarship. Although CMC offers great promise, its development cannot be taken for granted. Systematic and organized efforts are required to integrate the use of CMC into the communication practices of an academic community. We recom- mend that professional academic organizations begin to undertake such efforts now. We also argue that CMC can have a more substantial impact on scholarship than that achieved simply in facilitating interaction. This new medium offers the opportunity to realize the advantages of oral and written discourse simultaneously, producing a text with "dialogic" qualities. Generated in on- going computer-mediated exchange between scho- lars, a dialogic text allows us to re-appropriate and preserve some of the interactive, conversational qualities of knowledge production lost since the development of printed text.

makes possible the production of an altogether new form of discourse that could be of consider- able scholarly value.

Given the dramatic rate of diffusion and the intense levels of interest in these capabilities that we have witnessed in connection with our six years of experience with COMSERVE, it is our opinion that if established professional organizations do not move to incorporate computer-mediated com- munication, new CMC-based professional organ- izations may soon emerge•

I want toconsider the mechanics of one of the processes of authentication, before turning to theobstacles that digital medieval projects face in bridging the divide that can separate cred-ible scholarship and the new technologies used to facilitate its creation. Consider thehybrid edition ofCædmon’s Hymn, edited by D.P. O’Donnell and published as a bookwith an accompanying CD in 2005.15Several years after publication, O’Donnell noted ofhis own edition that, despite the inclusion of substantial textual variants made possible bythe mixed digital⁄physical publication, he has ‘yet to see a citation that does not use aform found in the print edition’ (O’Donnell, 114). There are three important points tobe made here. One, in 7 years since publication, CDs have largely become obsolete, andthe future of optical media more generally is questionable. Two, textual variants are notfrequently cited – only very particular types of scholarship are concerned with exploringand discussing textual variants, whether as philological evidence or as literary texts ontheir own right. Scholars regularly discuss Langland’sPiers Plowman, a poem about whichcritics tend to be keenly aware of the state of the text in competing critical editions,without tracking back to the constituent readings made available through the editorialapparatus. Three, O’Donnell’s comments point to a practical difficulty, though one heattempted to resolve by encouraging citation of numbered paragraphs rather than print-bound page numbers: it is difficult to cite things in the hybrid digital⁄analog world thatdominates the present moment.

The digital social networks that have quickly become ubiquitous have made visiblemany of the patterns underlying existing academic personal and professional relationships,and the ways in which reputation and reliability circulate in these structures. Social andintellectual networks have long constituted the professional contexts of scholars, but digi-tal networks representing some subset of those contexts have exposed more of what takesplace at the margins of those networks.

The venerableLISTSERV email lists such as mediev-l (founded in 1992) and other medieval-focusedlistservs are early instances of the digital democratization of scholarship, conducted as anasynchronous and geographically dispersed conversation.

From July 2008 to April 2012, Googleoffered a service called Google Knol, where a ‘knol’ is a basic ‘unit of knowledge’ asopposed, presumably, to a unit of information.4Users wrote ‘knols’ predicated upon theirown interests and expertise.

firstwant to consider the ways in which our increased online presence has exposed manyof the existing networks that ground the sources of academic and intellectual authority(reputation, credibility, reliability).

out the provisions that agreements are deemed to contain under sections 92 and 96;

Continuation of dispute settlement provisions 91 The provisions that were contained in an agreement pursuant to section 87(3)(b), (4)(e) or (5)(d) or the provisions of the regulations under section 92, as the case may be, apply to a difference arising between a board and an academic staff association during the period between the date of termination of an agreement and the date of entry into a new agreement as if the agreement had remained in effect. Model dispute settlement provisions 92 If an agreement concluded or renewed under section 87(1) does not contain provisions respecting the matters set out in section 87(3)(b), (4)(e) and (g), (5)(d) and (e) or (7), as the case may be, the agreement is deemed to contain the provisions set out in the regulations in respect of which the agreement is silent.

(2) No member of the academic staff is required to sign an agreement that has been entered into on the member’s behalf by the academic staff association.

Compulsory binding arbitration

87(1)

(3) A board shall, subject to any existing agreement, (a) determine the remuneration of academic staff members, (b) prescribe the duties of academic staff members, and (c) prescribe the term of employment and the terms and conditions of employment of academic staff members.

(2) The board of a public post-secondary institution other than Banff Centre may, after consultation with the academic staff association of the public post-secondary institution, do one or more of the following: (a) designate categories of employees as academic staff members of the public post-secondary institution; (b) designate individual employees as academic staff members of the public post-secondary institution; (c) change a designation made under clause (a) or (b) or under section 5(2) or 42(2).

hall do one or both of the following: (i) designate categories of employees as academic staff members of the public college or technical institute; (ii) designate individual employees as academic staff members of the public college or technical institute,

(3) Subject to any existing agreement, a president may, in the president’s discretion, suspend from duty and privileges any member of the academic staff at the university and shall forthwith report the president’s action and the reasons for it

(2)

under this Act;

A party to an agreement affected by this section may apply to the Board for a determination respecting the application of this section, and the Board’s decision is final and binding

For greater certainty, nothing in this section prevents the parties from referring matters in dispute to voluntary arbitration under section 93.

An agreement under section 87 or 96 of the Post-secondary Learning Act that operates for an unspecified term is deemed, despite section 129 of this Act, to provide for its operation for a term of 3 years beginning on the date the Bill to enact An Act to Enhance Post-secondary Academic Bargaining receives Royal Assent or for a shorter period agreed on by the parties.

Effective on the day on which the Bill to enact An Act to Enhance Post-secondary Academic Bargaining receives first reading, a provision in an agreement under section 87 or 96 of the Post-secondary Learning Act that requires disputes that arise during the negotiation of a future agreement to be resolved by binding arbitration is unenforceable.

A person or bargaining agent affected by a designation or change in designation made under section 5(2), 42(2) or 60(2) of the Post-secondary Learning Act, or a failure to designate, may apply to the Labour Relations Board to decide whether a category of employees or individual employees are academic staff members.

This section applies whether a designation or change in designation or a failure to designate by the board of governors occurred before or after the coming into force of this section

(2) The academic staff association of a public post-secondary institution is deemed to be a trade union for the purposes of acting as bargaining agent for the public post-secondary institution’s academic staff members.

Application