Digital humanities (DH) involves using digital technologies and computational methods to study the humanities. DH emerged in the 1940s and is an interdisciplinary field that combines humanities with computing. It is a changing field without a stable definition. Experts describe DH as a term of convenience and as methods for doing humanistic inquiry with computers in relation to topics in the humanities. The document discusses DH values and goals, which include providing background on DH, making it a safer and more welcoming space for experimentation, and building a DH community. It also provides examples of DH projects and resources for further DH training and collaboration.
This is a basic overview of several social media platforms as well as specific guidance for creating or improving the visibility of your research profile. Created for the Institute of Biodiversity, Animal Health & Comparative Medicine at the University of Glasgow.
This is a basic overview of several social media platforms as well as specific guidance for creating or improving the visibility of your research profile. Created for the Institute of Biodiversity, Animal Health & Comparative Medicine at the University of Glasgow.
Social Media For Researchers -- A personal accountcdessimoz
In this talk, I provide very pragmatic reasons for scientists—particularly early-career ones—to consider joining the social media bandwagon. I also provide a few examples of effective uses of social media.
Academics' online presence: Assessing and shaping your online visibility_26oc...SarahG_SS
In our digital world, if you use the web, you have an online presence. And academics are no exception. Universities have webpages profiling their staff. Academic networks, like LinkedIn, Academia.edu and more, are used by researchers around the globe to keep in contact with colleagues and collaborators. And social media are everywhere you turn.
As an academic, you want your research outputs to be found and read. Making a difference and having an influence is almost a job requirement. Nowadays, the expectation is that you can be found online. So, what can you do to be aware of how you appear online? And, what can you do to increase your visibility? This presentation was part of a session for academics wanting to find out how they can review their existing digital footprints and shadows, make decisions about what kind of online presence they would like and plan how they can achieve it.
Several different possible ways of increasing their visibility as well as the visibility of their research and their outputs are discussed.
Slides of my presentation given at an EATAW conference in Tallinn in June 2015. The presentation reports on Mystory - Digital English project which suggests a creativity and visuality based approach to developing academic skills, in particular related to writing processes. Presentation abstract plus notes are available at: https://goo.gl/NdcLHf.
Any comments and questions are appreciated.
The role and importance of social media in science Jari Laru
The role and importance of social media in science presentation in the course: 920001J - Introduction to Doctoral Training (1 ECTS credit). UNIOGS, University of Oulu, Finland.
Slides for a workshop on Managing Your Research Profile given by Brian Kelly, UKOLN at the University of Edinburgh on 20 June 2013.
See http://www.ukoln.ac.uk/web-focus/events/workshops/sgs-dtc-edinburgh-2013-06/
Feb.2016 Demystifying Digital Humanities - Workshop 1Paige Morgan
Slides from Demystifying Digital Humanities Workshop 1: What are the digital humanities, and why should I care? -- taught at the University of Miami Libraries in February, 2016
Social Media For Researchers -- A personal accountcdessimoz
In this talk, I provide very pragmatic reasons for scientists—particularly early-career ones—to consider joining the social media bandwagon. I also provide a few examples of effective uses of social media.
Academics' online presence: Assessing and shaping your online visibility_26oc...SarahG_SS
In our digital world, if you use the web, you have an online presence. And academics are no exception. Universities have webpages profiling their staff. Academic networks, like LinkedIn, Academia.edu and more, are used by researchers around the globe to keep in contact with colleagues and collaborators. And social media are everywhere you turn.
As an academic, you want your research outputs to be found and read. Making a difference and having an influence is almost a job requirement. Nowadays, the expectation is that you can be found online. So, what can you do to be aware of how you appear online? And, what can you do to increase your visibility? This presentation was part of a session for academics wanting to find out how they can review their existing digital footprints and shadows, make decisions about what kind of online presence they would like and plan how they can achieve it.
Several different possible ways of increasing their visibility as well as the visibility of their research and their outputs are discussed.
Slides of my presentation given at an EATAW conference in Tallinn in June 2015. The presentation reports on Mystory - Digital English project which suggests a creativity and visuality based approach to developing academic skills, in particular related to writing processes. Presentation abstract plus notes are available at: https://goo.gl/NdcLHf.
Any comments and questions are appreciated.
The role and importance of social media in science Jari Laru
The role and importance of social media in science presentation in the course: 920001J - Introduction to Doctoral Training (1 ECTS credit). UNIOGS, University of Oulu, Finland.
Slides for a workshop on Managing Your Research Profile given by Brian Kelly, UKOLN at the University of Edinburgh on 20 June 2013.
See http://www.ukoln.ac.uk/web-focus/events/workshops/sgs-dtc-edinburgh-2013-06/
Feb.2016 Demystifying Digital Humanities - Workshop 1Paige Morgan
Slides from Demystifying Digital Humanities Workshop 1: What are the digital humanities, and why should I care? -- taught at the University of Miami Libraries in February, 2016
Digital Humanities is a term that elicits both excitement and scorn in scholarly circles, and there is still a great deal of discussion as to whether it is a field of inquiry, a set of research methods, or simply a new perspective on arts and humanities research. This workshop will provide a brief survey of how the evolving theory and practice of using contemporary technology and technology-assisted research methods are impacting scholarship in the arts and humanities.
Technologies such as Diigo make it possible to amass a personal library of any size. Having access to the information you need amplifies your memory giving you an outboard brain. The social aspects of Diigo makes it possible to share content amongst like-minded collectors of information.
A short 10,000 foot view of Digital Humanities and an introduction to the ongoing planning project to start the Claremont Center for Digital Humanities
In this presentation, Alex Juhasz, Director of the Mellon DH Grant and Professor of Media Studies at Pitzer College, along with Ashley Sanders, Digital Scholarship Librarian and DH specialist, will describe
(1) what the digital humanities is (and digital scholarship more broadly)
(2) the opportunities the Mellon DH grant and the Claremont Colleges Library provide for faculty and students to learn more, and
(3) present a snapshot of some of the exciting work already happening at the 7Cs.
A presentation/conversation to be provided by Dr Bex Lewis and Dr David Rush at the Hertfordshire Blended Learning Conference, 17th June 2010. You'll have to come along to see what we actually say alongside it!
Demystifying Digital Scholarship Slides: Big Project, Small Project: Steps in...Paige Morgan
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Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The French Revolution Class 9 Study Material pdf free download
Demystifying Digital Humanities Fall Workshop 1
1. What is DH, and why does it matter?
Have you taken the DH Profile Quiz?
http://tinyurl.com/dmdhquiz
2. Defining DH
• By when it began (1946, approximately: date of
Roberto Busa’s plan for the Codex Thomisticus)
• Its stability, or lack thereof
• Its self-consciously mutable and multimodal nature
• According to its friction with traditional a.k.a.
analog humanities
3. What others say
“I don’t. I’m sick of trying to define it. When forced
to, “...I’ll I like “I make think to say the digital that referent humanities digital the humanities people is an unfortunate
instead is just of one
the
ideas or method methods for -- doing Digital humanistic Humanities enquiry.”
is the thing
practiced by people who self-identify as Digital
Humanists. It’s helpful to have a name for the field
chiefly for institutional authority. Though granted I
think it does involve coding/making/building/doing
things with computers, things related to, you know,
neologism, largely because the humanities itself is
--Brian Croxall, Emory University
a problematic term.”
--Trevor Owens, Library of Congress
“A term of tactical convenience.”
--Matthew Kirschenbaum, U of Maryland
the humanities.”
--Amanda French, Center for History and New
Media
5. Goals: what we can do
• Provide necessary background and vocabulary via
these workshops and the DMDH website.
• Make the digital humanities a safer, less intimidating,
and more welcoming space for experimenting.
• Allow you to begin charting your own course, and
developing your own projects.
• Build a DH cohort at UW.
9. Websites for Evaluation
Old Bailey Online : http://www.oldbaileyonline.org/
DHPoco - Rewriting Wikipedia Project : http://dhpoco.org/rewriting-wikipedia/
The Homer Multitext Project : http://www.homermultitext.org/
TranscribeBentham : http://blogs.ucl.ac.uk/transcribe-bentham/
UVic Maker Lab in the Humanities: http://maker.uvic.ca/
www.twitter.com/feministhulk
www.twitter.com/autoblake
http://tinyurl.com/fycchat2 and http://fycchat.blogspot.com
10. Website Evaluation Questions
What do you see as the project teams’ priorities?
Which DH values do you see in operation?
What sort of usage (and user) is being posited?
What aspects (if any) aren’t working well?
Is there anything else that stands out, or raises questions
for you?
11. Flash Project Development
(Students at Cabrini College brainstorm a DH project on porn. Image c/o Adeline Koh.)
Brainstorm a DH project with your team!
12. Flash Project Brainstorming
Will it focus on one distinct topic? Or on
bringing multiple topics together?
What perspectives do you want it to explore?
What artefacts will it contain, or collect?
How will users interact
and/or contribute?
What forms (modes) will it take?
13. Resources for further training and
collaboration
DMDH (http://www.dmdh.org)
HASTAC (http://www.hastac.org)
DHSI (http://www.dhsi.org)
TEI Seminars at Brown University
(http://www.wwp.brown.edu/outreach/seminars/)
UW Libraries Workshops (http://www.washington.edu/lst/workshops)
Profhacker (http://chronicle.com/blogs/profhacker/)
Online coding courses: Skillcrush
(http://www.skillcrush.com) and Codecademy
(http://www.codecademy.com), many others (just google!)
Digital Humanities on Twitter -- no account needed
(https://twitter.com/paigecmorgan/digital-humanities)
14. With thanks to our sponsors...
Faculty sponsors: Tyler Fox, Ann Lally, Brian Reed, Miceal Vaughan,
Stacy Waters, Helene Williams
15. Works Cited
The quotes in the slide “What others say”
were taken from the essay “Day of DH,” in
Debates in the Digital Humanities, edited by
Matthew K. Gold, and published by the
University of Minnesota Press in 2012.
Thanks to Adeline Koh for permission to
use the image in Slide 11.