Author(s): Borgman, Christine L. | Abstract: The digital humanities are at a critical moment in the transition from a specialty area to a full-fledged community with a common set of methods, sources of evidence, and infrastructure – all of which are necessary for achieving academic recognition. As budgets are slashed and marginal programs are eliminated in the current economic crisis, only the most articulate and productive will survive. Digital collections are proliferating, but most remain difficult to use, and digital scholarship remains a backwater in most humanities departments with respect to hiring, promotion, and teaching practices. Only the scholars themselves are in a position to move the field forward. Experiences of the sciences in their initiatives for cyberinfrastructure and eScience offer valuable lessons. Information- and data-intensive, distributed, collaborative, and multi-disciplinary research is now the norm in the sciences, while remaining experimental in the humanities. Discussed here are six factors for comparison, selected for their implications for the future of digital scholarship in the humanities: publication practices, data, research methods, collaboration, incentives, and learning. Drawing upon lessons gleaned from these comparisons, humanities scholars are “called to action” with five questions to address as a community: What are data? What are the infrastructure requirements? Where are the social studies of digital humanities? What is the humanities laboratory of the 21st century? What is the value proposition for digital humanities in an era of declining budgets?

/pdf/the-digital-future-is-now-a-call-to-action-for-the-ve1ncbr7s7.pdf

The Digital Future is Now: A Call to Action for the Humanities

Distress and professional impairment among psychologists in clinical practice can adversely affect the process of psychotherapy. In this study, 522 practicing psychologists (52.2%) completed a mail survey on distress and impairment. Various life events and work factors were associated with different

Distress and Professional Impairment Among Psychologists in Clinical Practice

What was it that the British people believed they were fighting for in 1914–18? This compelling history of the British home front during the First World War offers an entirely new account of how British society understood and endured the war. Drawing on official archives, memoirs, diaries and letters, Adrian Gregory sheds new light on the public reaction to the war, examining the role of propaganda and rumour in fostering patriotism and hatred of the enemy. He shows the importance of the ethic of volunteerism and the rhetoric of sacrifice in debates over where the burdens of war should fall as well as the influence of religious ideas on wartime culture. As the war drew to a climax and tensions about the distribution of sacrifices threatened to tear society apart, he shows how victory and the processes of commemoration helped create a fiction of a society united in grief.

/pdf/the-last-great-war-british-society-and-the-first-world-war-3e5qxprc5f.pdf

The Last Great War: British Society and the First World War

Distress and professional impairment due to mental health problems among psychotherapists

Increased interest in the practice of brief counseling and therapy has been accompanied by an expansion of research activity. Nevertheless, signs abound of a schism between science- and practice-based understandings. This article outlines major approaches to brief counseling practice, including psychodynamic, cognitive-behavioral, and strategic; summarizes recent research on brief therapeutic outcomes and processes; and identifies overlapping themes in the science and practice literatures. An integrative model of brief intervention, capable of being flexibly modified for a variety of client populations, is offered as a framework for future practice, research, and training activities.

Arthur L. Kovacs

Papers

The valley of the shadow...

Survival in the 1980s: On the theory and practice of brief psychotherapy.

The emotional hazards of teaching psychotherapy.

Further remarks on psychotherapy as an intimate relationship: A reply to Dr. Shewmaker.