Summary:

The authors analyze developments in the scientific article in Europe from the seventeenth century to the present. They devote a chapter to "style and presentation" in each century, and a separate chapter to "argument" more specifically in each century, in French, German, and English examples. They find a remarkable similarity of style already evident in seventeenth-century examples, demonstrating that scientific authors were already addressing an international audience. Seventeenth-century articles show an "impression of objectivity" and "a movement toward a more impersonal style" (47), although the English examples were somewhat more personal, less quantitative, and less interested in explanation than were the French examples, and the prose overall is hardly what we would currently expect from a scientific article.

Although the eighteenth-century examples should, perhaps, be considered part of a larger period that included the seventeenth century, Gross et al do track a movement from impersonal to personal style, nominal to verbal style, and minimal presentation to more elaborate presentation during this period. Also, the French examples continue to approximate more closely to twentieth-century norms of scientific style, reflecting their more professionalized community. Overall, the authors characterize much of the eighteenth century as a period of "consolidation and altered emphasis," with "relative stability" of style (116), although the last quarter of the eighteenth century showed a sharp rise in standardization and standards for accuracy and precision.

Gross et al note that nineteenth-century prose still addresses amateurs as well as professionals, and they comment on its persistent difference from "the highly compressed, neutral, monotonal prose" of late-twentieth-century science(137). However, the English and German examples do become more professional in their use of impersonal style, and examples demonstrate a consolidation toward a more "homogeneous communicative style" (138). They also note that the nineteenth century exhibits a "master presentation system approaching maturity," with "title and author credits, headings, equations segregated from text, visuals provided with legends, and citations standardized as to format and position," as well as standardized introductions and conclusions (138).

They find that the combination of an increasing "passion for factual precision" and systematization produces more careful theorizing generally in science during this period, even as individual sciences specialize and diverge (158). Increased attention is given to the process by which facts are linked to theory, and to the role of evidence, governed by an "overriding need for explicitness" (160).

Twentieth-century examples include shorter sentences with more information packed into each by way of "complex noun phrases with multiple modifications in the subject position, noun strings, abbreviations, mathematical expressions, and citations" (186). The scientific article is now generally marked by high incidence of passive voice and low incidence of personal reference, along with a "master finding system" made up of "headings, graphic legends, numbered citations, numbered equations, and so on" (186). They argue that the current state of the scientific article reflects an evolutionary process whereby "current practices are a consequence of the selective survival of practices that were, persistently, better adapted to the changing environments of the various scientific disciplines over time" (212).

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The book opens with a thought "exercise": thirteen short essays, each in a different national voice and beginning "We, the people of a nation . . . " The honest, intelligent "speakers" love their countries and traditions; however, they try to express the ugly truths about their homelands as challenges for the future.

For example, American smugness over its know-how and wealth combines with American failure to recognize the resentment sparked elsewhere by these same attributes. Similarly, the mutual intolerance of Canada's linguistic and religious duality is portrayed as a grotesque irony. The U.S.S.R. has exchanged an old tyranny for a new; Japan must face the issue of controlling its population, if it is to control its impulse to aggression.

Chisholm then returns to his role as a socially committed psychiatrist who hopes to avert a war that could annihilate the human species. World aggression, he writes, is caused by the "anxiety" that emerges from intolerance typifying narrow parental guidance and even narrower systems of education and religion. People must learn to be comfortable with differences in population, race, language, and wealth. The message is simple: "anxiety" leads to "aggression." The book ends with a ideal curriculum for "world citizenship," surprisingly different from any currently in use.

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The author reminisces about her experiences teaching English literature in Iran before, during, and after the revolution and the Iran-Iraq war. Chronology is not important and the book opens near the end of her sojourn in Tehran. A small group of young women who met when they were University students gather in her home to read and discuss English literature. They wear western clothes, remove their veils, and eat sweets. Some have been in prison. They conceal their simple purpose from fathers, husbands, brothers, because their gathering to read Western fiction would be construed as an act of defiance.

In four sections, two named for twentieth-century novels and two for nineteenth-century authors--"Lolita," "Gatsby," "James," and "Austen"--Nafisi constructs a series of flashbacks that describe the events of late 1970s to the 1990s in the inner and outer world of an academic woman. The books and writers used in the section headings have walk-on parts or starring roles that jar in this ostensibly alien context. Yet, they work surprisingly well for the women students, stimulating them to think in new ways about the situation in which they find themselves. Conversely, as the students assimilate the English and American writers into their world, we learn more about their Iran.

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As the two physician-authors suggest, this book is kind of a primer for medical educators who plan to integrate medial humanities materials and approaches into curricula for healthcare providers and trainees. It is a "how-to" manual for teaching medical humanities content to clinicians.

The book's Introduction asks "why use the arts In medical education?" and identifies their utility in understanding the patient's unique and personal experience of illness, and the effects of  patients' social locations and psychological responses to their disease and to the healthcare professionals who care for them. And further, the arts offer a way for healthcare professionals to explore and reflect emotionally on their personal interactions with patients, to think creatively and practice empathetically.

The next chapter provides a model of "how to teach the arts" using a non-didactic, interactive approach as a series of questions around the work of art. Illustrative examples are included at each step. In the subsequent chapters, each focuses on an individual art forms-- literature, visual art, sculpture, photographs, music and drama-- with specific examples, exercises and activities for learners that have been piloted by the authors. For the music chapter, a CD with examples is included.

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In a fascinating and wide-ranging series of chapters organized by categories of disease or disability that have afflicted known artists, writers, and musicians, Sandblom examines the multifaceted relationship between creative work and illness. He begins his discussions of particular artists usually with basic information about the nature of the affliction and its manifestations; where available, introduces the artist’s own comments upon his or her condition; and then analyzes how particular works represent or implicitly allude to the illness. In some cases the disease is a context; in others a theme; in others a vehicle or tenor of metaphor.

The book is richly illustrated with reproductions of paintings, parts of musical scores, and poems or prose excerpts. Artists and writers under discussion include Bacon, Beethoven, Jorge Luis Borges, the Brontes, George Gordon Byron, Cezanne, Anton P.Chekhov, Chopin, Emily Dickinson, F. (Francis) Scott Fitzgerald, Johann Wolfgang von Goethe, Nathaniel Hawthorne, Franz Kafka, John Keats, Mahler, Thomas Mann, Herman Melville, John Milton, Flannery O’Connor, Proust, Rainer Maria Rilke, William Shakespeare, Robert Louis Stevenson, Titian, John Updike, William Wordsworth, and Yeats, to name a few.

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This extraordinary book is ostensibly "about" a doctor caring for persons with HIV/AIDS. That it is, but it is also a book containing multiple texts. It is a doctor's personal journey toward understanding the multiple meanings of HIV/AIDS for those who have it and those who care for them. It is the story of a physician, an Indian, born in Ethiopia to Christian expatriate teachers, in America since 1980, now in Johnson City, Tennessee, still trying to determine the meaning of "home."

It is, at the same time, a glorious pastoral account of practicing medicine in Tennessee--here making a house call to Vicki and Clyde, whose trailer is perched on the side of a mountain, now traveling through the Cumberland Gap to a cinder-block house to see Gordon, another native son who has come home to die. On still another level it is the story of a man trying to understand what it is like to be gay; a man trying to integrate his passion for his work with his life at home; a man trying to explain to his wife (and sadly, even some of his peers) his commitment to caring for persons infected with the virus.

The portraits Verghese draws of his patients are extraordinary: local boys now men, now sick, returning to Johnson City to be cared for by family; a woman infected by her husband who also infected her sister; a highly-respected couple from a nearby city seeking privacy, even from their grown children. Finally, part of what makes Verghese such a fine writer is that he is able to do so without romanticizing his relationships with his patients, and without self-congratulatory accolades for the kind of care he provides.

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Sister Outsider is a collection of essays focusing on race/racism, gender/sexism, sexual identity, and social class as these are enacted in a white-supremist, heterosexist, capitalist patriarchy (i.e. the United States). As a Black woman, lesbian, feminist, mother, poet, essayist, and political activist, Lorde's essays in this collection include her often quoted "The Master's Tools Will Never Dismantle the Master's House," an essay that radically challenges how white people "learn about" racism, or how men "learn about" women: "Women of today are still being called upon to stretch across the gap of male ignorance and to educate men as to our existence and our needs. This is an old and primary tool of all oppressors to keep the oppressed occupied with the master's concerns . . . ."

Her essay "Poetry is Not a Luxury" suggests that poetry is "illumination," and is a way to wed ideas and feeling, a way "we help give name to the nameless so it can be thought. The farthest horizons of our hopes and fears are cobbled by our poems, carved from the rock experiences of our daily lives." Other titles include "Sexism: An American Disease in Blackface," "Man Child: A Black Lesbian Feminist's Response" (on being the lesbian mother of a son), and "The Uses of Anger: Women Respond to Racism."

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This is an essay from Patricia Foster's collection, Minding the Body: Women Writers on Body and Soul. The narrator describes her startling reversal to shame over her thin body as she sits in a women's bath house in Morocco with her Moroccan friend, shocked by the discovery that she was not completely at ease with the shape of her body, having thought she'd gone well beyond that stage.

Growing up in a culture that viewed thinness the way modern U.S. culture views fleshiness, the narrator describes her strong sense of unworthiness and disgrace and the jealousy she felt for the "ripe, round cheeks of the other girls, and their chubby arms and legs." Now more comfortable in her body, she is still struck by the ancient standards of beauty--thin or heavy--that are decreed by men. In this Moroccan bath, plumpness means that "women still stick to the rule that says that the male eye is the only mirror where [women] can see their true reflection."

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To find out how humans live and survive in minimum-wage America--particularly women who were at the time about to be pushed into the labor market because of "welfare reform"--writer Barbara Ehrenreich moved three times, from Florida to Maine to Minnesota, and worked as a waitress, a hotel maid, a house cleaner, a nursing home aide, and a Wal-Mart employee.

The "rules" of her project (1) prohibited her from falling back on skills available to her because of her education (a PhD in biology) or previous work (an essayist with 11 books); (2) required that she take the highest-paying job offered to her and do her best to keep it; and (3) dictated that she take the cheapest accommodations she could find. The idea was to spend a month in each setting and to see if she could find a job and make enough money to pay a second month's rent. The book, then, tells her story of trying to make ends meet, what "millions of Americans do . . . every day, and with a lot less fanfare and dithering."

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Subtitled Women Novelists of Color and the Politics of Medicine, this book draws on novels by eleven women to illustrate how physical and emotional states of health and illness are linked directly to social justice. The book is divided into two parts. The first five chapters deal with individual characters, their illnesses, and sometimes their healing: Toni Cade Bambara's The Salt Eaters, Paule Marshall's Praisesong for the Widow, Gloria Naylor's The Women of Brewster Place: A Novel in Seven Stories, Leslie Marmon Silko's Ceremony, Toni Morrison's Beloved and The Bluest Eye, Louise Erdrich's Tracks, and Sapphire's Push are among the works Stanford uses to examine women who have become ill because of broken ties to their histories and communities, because of racial hatred, or because of domestic and sexual violence (see this database for annotations).

The second part of the book finds novels examining medicine itself. Stanford uses Ana Castillo's So Far from God, Gloria Naylor's Mama Day (annotated in this database), Leslie Marmon Silko's Almanac of the Dead: A Novel (annotated in this database), and Octavia Butler's Parable of the Sower and Parable of the Talents again to raise connections between patients and social conditions but also to ask questions about bioethics and uncertainty, medicine and epistemology, and how medicine might resist dehumanizing trends through the "myriad possibilities of communitas" (218).

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