The document discusses how digital technologies are transforming the arts and humanities. It provides examples of digital projects involving texts, images, databases, visualization tools, and more. These projects allow new forms of research, collaboration, access, and presentation compared to traditional humanities work. There is debate around whether digital humanities pursues traditional humanist goals in new ways or changes the nature of humanities work altogether.
Raising Funds: some advice for our PhD studentsSimon Tanner
This is the supporting material for the workshop given by Simon Tanner of the Department of Digital Humanities to our PhD students on finding and raising funds - whether for their PhD or other research interest.
Paper presented by Simon Tanner at MCN 2014, Dallas.
In session named Museums and Big Data: Measuring and Evaluating Trends, 22nd November 2014.
Session chaired by Trilce Navarrete.
Raising Funds: some advice for our PhD studentsSimon Tanner
This is the supporting material for the workshop given by Simon Tanner of the Department of Digital Humanities to our PhD students on finding and raising funds - whether for their PhD or other research interest.
Paper presented by Simon Tanner at MCN 2014, Dallas.
In session named Museums and Big Data: Measuring and Evaluating Trends, 22nd November 2014.
Session chaired by Trilce Navarrete.
Scholarly knowledge about the past through archives, repositories and collect...NTNU University
Museums and libraries were established as repositories of memory, initially as rarity-cabinets and archives by rich collectors in the 16th century. These resulted in the museum and library archives as public institutions of the 18th century with a mission to educate their visitors (Dilevko 2004). During the 19th century the past was defined as the product of “intellectual enactment and study” (Benett, 2004, p.2). Today, the use of Virtual Reality (VR) applications in Archaeology and Museology and the ever-increasing development of interactive software and new technological platforms have provided museum and library archives and historical collections with a new space of contact to their users. In other words, Museums, libraries and institutions of memory have been challenged to find new forms of dialogue with their users and have turned to VR technology to entertain and inform their audience.
Share Copy: Arts and Humanities DH Presentation October 2016Jennifer Dellner
Lightning talk given to colleagues in the School of Arts and Humanities, October 2016. Quick run through various aspects of digital humanities, e-lit, OER. Presentation notes likely to be useful.
Defining the humanities is no longer as simple as it once was. At .docxvickeryr87
Defining the humanities is no longer as simple as it once was. At one time, the word “humanities,” which grew out of the term “ humanism,” simply meant the study of what the best minds of classical Greece and Rome—the great artists, writers, and
philosophers—had accomplished. During the Renaissance, the huge artistic and political revolution that swept over Western Europe beginning in the fourteenth century, interest revived in the cultures of ancient Greece and Rome—cultures that had been left largely unexamined during the thousand-year span following the fall of Rome. The intelligentsia of the Renaissance believed that only through a study of classical art, literature, and philosophy could a person become fully human.
These disciplines became known as the humanities. In time, the term grew beyond the study of Greek and Roman cultures to include those of major Western European countries: first Italy, then France and Spain, then Britain and, finally, Germany. As cultures multiplied, so did the disciplines people needed to study in pursuit of humanness. Music, theater, and dance began to flourish during the Renaissance, and scholars discovered that these disciplines were also part of the ancient world’s legacy.
More recently, this ethnocentric view of the humanities—the study of Western cultures—has expanded again to acknowledge the vast contributions of cultures beyond Europe. The art, music, theater, and literature of China, Japan, and other Asian nations, as well as those of Africa and the Americas, have become important additions to the study of the humanities.
In this book, we define the term humanities as broadly as possible. Yes, we still need to pay attention to extraordinary artistic and intellectual achievements that have been singled out for special praise and that now represent what is sometimes called the “humanistic tradition.” All of us belong to the human race and should want to know as much as possible about the distinguished contributions of those who have gone before. We may also find in our study of the humanities our response to the traditional mandate: Know thyself. By exploring the contributions of others, we begin to see how we ourselves might
contribute—not, perhaps, as great artists or writers or musicians, but as more thoughtful and critical human beings.
We do need to recognize that the “humanistic tradition” was for many centuries limited more or less to the contributions made by men of the classical and then the Western European worlds. Plato and Michelangelo and Shakespeare continue to deserve our admiration and reward our study. But our study should and does include those persons, both male and female, past and present, from around the globe, who may be little known or not known at all, who nevertheless left behind or who now offer a myriad of wonderful songs, poems, and provocative thoughts waiting to be appreciated.
The humanities are also the creative and intellectual expressions of each of us in momen.
Digital Humanities as Innovation: ‘constant revolution’ or ‘moving to the su...Andrea Scharnhorst
Andrea Scharnhorst & Sally Wyatt
Paper given at the "New Trends in eHumanities" Research Meeting of the eHumanities group, 4 June 2015
Digital Humanities as Innovation: ‘constant revolution’ or ‘moving to the suburbs’?
Chapter 7 FROM THE RENAISSANCE TO THE DAWN OF SCIENCE.docxrobertad6
Chapter 7:
FROM THE RENAISSANCE TO THE DAWN OF SCIENCE
Zeitgeist (1350–1700)(1350–1700).
IntroductionThis chapter covers the time from the end of the Middle Ages to the dawn of science, a period of over 400 years.Heliocentrism ― the astronomical model in which the planets revolve around the Sun in elliptical orbits.
The RenaissanceHumanism helped ignite the historical period known as the Renaissance.
The RenaissanceErasmus (1467–1536)Erasmus was one of the first to take full advantage of the power of the printing press and was the first author to enjoy the benefits of a mass market.
Figure 7.1
The ReformationsMartin Luther (1483–1546)Luther’s use of the printing press, printing in Latin and German, allowed others to learn of his ideas quickly.The precipitating event for Luther’s revolt was the sale of indulgences, a long-standing practice in the Roman Catholic Church.
The ReformationsThe Counter ReformationThe Roman Catholic Church set up a new mechanism, the Index of Prohibited Books. Anyone caught reading or possessing a book on that list could be labeled a heretic.Another mechanism was the establishment of the Roman Inquisition in 1542 by Pope Paul III.
The Rise of ScienceNicolaus Copernicus (1473–1543)His only major work, On the Revolutions of the Celestial Spheres, was published in 1543 just before his death.In his book, Copernicus switched the positions of the earth and sun, placing the sun at the center of the universe.
Figure 7.2
Figure 7.3
The Rise of ScienceTycho Brahe (1546–1601)His hybrid system was a less radical modification of Ptolemy’s and was, thus, more palatable to astronomers than was copernicus’s.
Figure 7.4
Figure 7.5
The Rise of ScienceJohannes Kepler (1571–1630)He disliked Ptolemaic theory because of its complexity, lack of neatness, and dependence on a variety of hypothetical devices (e.g., epicycles, deferents, and equants).He published a book detailing his model the Mysterium Cosmographicum (The Mysteries of the Universe).Kepler took Brahe’s precise observations and interpreted them mathematically.
Figure 7.6
The Rise of ScienceGalileo (1564–1642)The book, Dialogue Concerning the Two Chief World Systems, was published in 1632. His punishment was house arrest at his home near Florence.While under house arrest, Galileo wrote his last book, Discourses and Mathematical Demonstrations Relating to Two New Sciences. It he covered his life’s work including technologies, the physics of motion, the strength of materials, and acceleration.
Photo 7.1
Religious IntoleranceIsaac Newton (1643–1727)His theory of universal gravitation along with his co-discovery of a new kind of mathematics, the calculus, would change physics and science itself forever.De Motu (On Motion), explained the reason why the planets moved as Kepler had described.Within a few years of publishing De Motu, Newton published his greatest scientific work,.
Essay on Life | Life Essay for Students and Children in English - A .... How To Live A Happy Life Essay - Learn to "Love Life" with All Your Heart. Critical Essay: Essays on life lessons. Life Lesson Essay Examples. Best Day Of My Life Essay. Best Essay About Experience In Life ~ Thatsnotus.
Essay on Life | Life Essay for Students and Children in English - A .... How To Live A Happy Life Essay - Learn to "Love Life" with All Your Heart. Critical Essay: Essays on life lessons. Life Lesson Essay Examples. Best Day Of My Life Essay. Best Essay About Experience In Life ~ Thatsnotus.
Researching Freemasonry in a Time of Coronavirus: Resources and OpportunitiesAndrew Prescott
Slides from a talk by Andrew Prescott for the Open Lectures in Freemasonry, 25 April 2020, describing some of the online resources available for investigating the history of British freemasonry. For more information on the Open Lectures on Freemasonry, go to openlfm.org
Scholarly knowledge about the past through archives, repositories and collect...NTNU University
Museums and libraries were established as repositories of memory, initially as rarity-cabinets and archives by rich collectors in the 16th century. These resulted in the museum and library archives as public institutions of the 18th century with a mission to educate their visitors (Dilevko 2004). During the 19th century the past was defined as the product of “intellectual enactment and study” (Benett, 2004, p.2). Today, the use of Virtual Reality (VR) applications in Archaeology and Museology and the ever-increasing development of interactive software and new technological platforms have provided museum and library archives and historical collections with a new space of contact to their users. In other words, Museums, libraries and institutions of memory have been challenged to find new forms of dialogue with their users and have turned to VR technology to entertain and inform their audience.
Share Copy: Arts and Humanities DH Presentation October 2016Jennifer Dellner
Lightning talk given to colleagues in the School of Arts and Humanities, October 2016. Quick run through various aspects of digital humanities, e-lit, OER. Presentation notes likely to be useful.
Defining the humanities is no longer as simple as it once was. At .docxvickeryr87
Defining the humanities is no longer as simple as it once was. At one time, the word “humanities,” which grew out of the term “ humanism,” simply meant the study of what the best minds of classical Greece and Rome—the great artists, writers, and
philosophers—had accomplished. During the Renaissance, the huge artistic and political revolution that swept over Western Europe beginning in the fourteenth century, interest revived in the cultures of ancient Greece and Rome—cultures that had been left largely unexamined during the thousand-year span following the fall of Rome. The intelligentsia of the Renaissance believed that only through a study of classical art, literature, and philosophy could a person become fully human.
These disciplines became known as the humanities. In time, the term grew beyond the study of Greek and Roman cultures to include those of major Western European countries: first Italy, then France and Spain, then Britain and, finally, Germany. As cultures multiplied, so did the disciplines people needed to study in pursuit of humanness. Music, theater, and dance began to flourish during the Renaissance, and scholars discovered that these disciplines were also part of the ancient world’s legacy.
More recently, this ethnocentric view of the humanities—the study of Western cultures—has expanded again to acknowledge the vast contributions of cultures beyond Europe. The art, music, theater, and literature of China, Japan, and other Asian nations, as well as those of Africa and the Americas, have become important additions to the study of the humanities.
In this book, we define the term humanities as broadly as possible. Yes, we still need to pay attention to extraordinary artistic and intellectual achievements that have been singled out for special praise and that now represent what is sometimes called the “humanistic tradition.” All of us belong to the human race and should want to know as much as possible about the distinguished contributions of those who have gone before. We may also find in our study of the humanities our response to the traditional mandate: Know thyself. By exploring the contributions of others, we begin to see how we ourselves might
contribute—not, perhaps, as great artists or writers or musicians, but as more thoughtful and critical human beings.
We do need to recognize that the “humanistic tradition” was for many centuries limited more or less to the contributions made by men of the classical and then the Western European worlds. Plato and Michelangelo and Shakespeare continue to deserve our admiration and reward our study. But our study should and does include those persons, both male and female, past and present, from around the globe, who may be little known or not known at all, who nevertheless left behind or who now offer a myriad of wonderful songs, poems, and provocative thoughts waiting to be appreciated.
The humanities are also the creative and intellectual expressions of each of us in momen.
Digital Humanities as Innovation: ‘constant revolution’ or ‘moving to the su...Andrea Scharnhorst
Andrea Scharnhorst & Sally Wyatt
Paper given at the "New Trends in eHumanities" Research Meeting of the eHumanities group, 4 June 2015
Digital Humanities as Innovation: ‘constant revolution’ or ‘moving to the suburbs’?
Chapter 7 FROM THE RENAISSANCE TO THE DAWN OF SCIENCE.docxrobertad6
Chapter 7:
FROM THE RENAISSANCE TO THE DAWN OF SCIENCE
Zeitgeist (1350–1700)(1350–1700).
IntroductionThis chapter covers the time from the end of the Middle Ages to the dawn of science, a period of over 400 years.Heliocentrism ― the astronomical model in which the planets revolve around the Sun in elliptical orbits.
The RenaissanceHumanism helped ignite the historical period known as the Renaissance.
The RenaissanceErasmus (1467–1536)Erasmus was one of the first to take full advantage of the power of the printing press and was the first author to enjoy the benefits of a mass market.
Figure 7.1
The ReformationsMartin Luther (1483–1546)Luther’s use of the printing press, printing in Latin and German, allowed others to learn of his ideas quickly.The precipitating event for Luther’s revolt was the sale of indulgences, a long-standing practice in the Roman Catholic Church.
The ReformationsThe Counter ReformationThe Roman Catholic Church set up a new mechanism, the Index of Prohibited Books. Anyone caught reading or possessing a book on that list could be labeled a heretic.Another mechanism was the establishment of the Roman Inquisition in 1542 by Pope Paul III.
The Rise of ScienceNicolaus Copernicus (1473–1543)His only major work, On the Revolutions of the Celestial Spheres, was published in 1543 just before his death.In his book, Copernicus switched the positions of the earth and sun, placing the sun at the center of the universe.
Figure 7.2
Figure 7.3
The Rise of ScienceTycho Brahe (1546–1601)His hybrid system was a less radical modification of Ptolemy’s and was, thus, more palatable to astronomers than was copernicus’s.
Figure 7.4
Figure 7.5
The Rise of ScienceJohannes Kepler (1571–1630)He disliked Ptolemaic theory because of its complexity, lack of neatness, and dependence on a variety of hypothetical devices (e.g., epicycles, deferents, and equants).He published a book detailing his model the Mysterium Cosmographicum (The Mysteries of the Universe).Kepler took Brahe’s precise observations and interpreted them mathematically.
Figure 7.6
The Rise of ScienceGalileo (1564–1642)The book, Dialogue Concerning the Two Chief World Systems, was published in 1632. His punishment was house arrest at his home near Florence.While under house arrest, Galileo wrote his last book, Discourses and Mathematical Demonstrations Relating to Two New Sciences. It he covered his life’s work including technologies, the physics of motion, the strength of materials, and acceleration.
Photo 7.1
Religious IntoleranceIsaac Newton (1643–1727)His theory of universal gravitation along with his co-discovery of a new kind of mathematics, the calculus, would change physics and science itself forever.De Motu (On Motion), explained the reason why the planets moved as Kepler had described.Within a few years of publishing De Motu, Newton published his greatest scientific work,.
Essay on Life | Life Essay for Students and Children in English - A .... How To Live A Happy Life Essay - Learn to "Love Life" with All Your Heart. Critical Essay: Essays on life lessons. Life Lesson Essay Examples. Best Day Of My Life Essay. Best Essay About Experience In Life ~ Thatsnotus.
Essay on Life | Life Essay for Students and Children in English - A .... How To Live A Happy Life Essay - Learn to "Love Life" with All Your Heart. Critical Essay: Essays on life lessons. Life Lesson Essay Examples. Best Day Of My Life Essay. Best Essay About Experience In Life ~ Thatsnotus.
Researching Freemasonry in a Time of Coronavirus: Resources and OpportunitiesAndrew Prescott
Slides from a talk by Andrew Prescott for the Open Lectures in Freemasonry, 25 April 2020, describing some of the online resources available for investigating the history of British freemasonry. For more information on the Open Lectures on Freemasonry, go to openlfm.org
What Happens When the Internet of Things Meets the Middle Ages?Andrew Prescott
Keynote lecture by Andrew Prescott, University of Glasgow, to the second medieval materialities conference, 'Encountering the Material Medieval', University of St Andrews, 19-20 January 2017: https://medievalmaterialities.wordpress.com
Slides from presentation to Digital Editing Now conference, CRASSH, University of Cambridge, 7-9 January 2016. The text of the talk is available at: https://medium.com/@Ajprescott/avoiding-the-rear-view-mirror-870319290bb2#.pobalr4rv
Short presentation for Alan Turing Institute workshop on heritage and cultural informatics at UCL, 10 November 2015. The picture only slides illustrate data of varying complexity.
Doing the Digital: How Scholars Learned to Stop Worrying and Love the ComputerAndrew Prescott
Slides from keynote presentation to Social Media Knowledge Exchange meeting on Scholarly Communication in the 21st Century, University of Cambridge, 4 June 2015. Examines my changing relationship to scholarly communication, current pressures and drivers, and likely future trends.
Slides from keynote lecture by Andrew Prescott to the 7th Herrenhausen conference of the Volkswagen Foundation, 'Big Data in a Transdisciplinary Perspective'
Digital Transformations: keynote talk to Listening Experience Database Sympos...Andrew Prescott
Discussion of AHRC Digital Transformations theme, followed by discussion of nature of digital disruption and change. Examples of transformative projects involving use of sound, as part of symposium organised by the Listening Experience Database: http://led.kmi.open.ac.uk
1. Professor Andrew Prescott, King’s College London,
AHRC Digital Transformations Theme Leader Fellow
The Arts and Humanities in a Digital Age
2.
3.
4.
5.
6.
7.
8.
9.
10. Wordsworth, The Ruined Cottage, 1798
- Rural poverty and hunger
- Effect of French Wars
- Leading characters in poem engage in repetitive, alienated
and meaningless tasks – in an almost machine-like fashion
- The poem is haunted by almost spectral figures – elegy for
a lost countryside
11. The Old Cumberland Beggar
But deem not this Man useless.--Statesmen! ye
Who are so restless in your wisdom, ye
Who have a broom still ready in your hands
To rid the world of nuisances; ye proud,
Heart-swoln, while in your pride ye contemplate
Your talents, power, or wisdom, deem him not
A burthen of the earth! 'Tis Nature's law
That none, the meanest of created things,
Or forms created the most vile and brute,
The dullest or most noxious, should exist
Divorced from good
12. The Excursion, 1814
Meanwhile, at social Industry's command
How quick, how vast an increase. From the germ
Of some poor hamlet, rapidly produced
Here a huge town, continuous and compact
Hiding the face of earth for leagues - and there,
Where not a habitation stood before,
Abodes of men irregularly massed
Like trees in forests, - spread through spacious tracts.
O'er which the smoke of unremitting fires
Hangs permanent, and plentiful as wreaths
Of vapour glittering in the morning sun.
13.
14. Coleridge:
‘We are daily advancing to the state in which
there are but two classes of men, masters
and abject dependents’.
Calls for ‘a general revolution in the modes of
developing and disciplining the human mind
by the substitution of life and intelligence for
the philosophy of mechanism which, in
everything that is most worth of the human
intellect, strikes Death’.
Seeks studies promoting ‘’the harmonious
development of those qualities and faculties
which characterise our humanity’
15. Matthew Arnold, Literature
and Science, 1882
‘The great majority of
mankind... would do well, I
cannot but think, to choose
to be educated in humane
letters rather than in the
natural sciences. Letters
will call out their being at
more points, will make
them live more’.
16.
17. 776 pieces of Shakespeare’s Plays from the First Folio, each of
1000 words, rated on two scaled principal components (1 and
4). The color key for the dots: Histories (green), Comedies (red),
Tragedies (orange) and Late Plays (blue). Late plays are: The
Tempest, The Winter’s Tale, Cymbeline, Henry VIII. Note
Romeo and Juliet in the lower-left, History quadrant.
18. Biblical concordance in a 14th-century manuscript
from Rochester: British Library, Royal MS 4 E.V
26. Text of Mark 1:1 in the British Library portion of the Codex
Sinaiticus under standard light, showing corrections
including insertion of the phrase ‘Son of God’.
27. ‘The digital humanities are what happens as soon
as you start to use computers to study the
humanities’ Willard McCarty
As soon as we started creating Electronic
Beowulf, we immediately became engaged with:
• New research questions
• New forms of access
• New methods
• New skills
• New forms of presentation
• New forms of collaboration and of working
together
28. Debates in the Digital Humanities
Formalism, Freudianism, structuralism, postcolonialism – grand
intellectual cathedrals from which assorted interpretations of literature,
politics and culture spread. The next big idea in language, history and
the arts? Data. Instead of looking for new ‘isms’, digitally savvy
humanists now argue, we should start looking at how technology is
currently changing our understanding of what it means to do liberal arts.
New York Times, November 2010
Does the digital humanities offer new and better ways to realize
traditional humanities goals? Or does the digital humanities
completely change our understanding of what a humanities goal (and
work in the humanities) might be?
Stanley Fish, January 2012
30. Digital humanities (along with other ‘new’
humanities such as spatial humanities,
environmental humanities, medical
humanities) as a space for debating
what the humanities is and should be
Mark Sample: The digital humanities
should not be about the digital at all. It’s
all about innovation and disruption. The
digital humanities is really an insurgent
humanities.
31.
32. What is Changing?
• No longer an easily defined set of methods
• Wide variety of formats: not just text but sound, image, moving
image, animation, visualisation, making
• Recycling: visualising, linking, mash-up
• Cannot be confined within single disciplinary practice or structures
• More experimental and ad hoc
• Stronger cross-connections with practice-led research of different
types, particularly in arts
• Requires fresh appoaches to initiating and conceiving research
• Reflects increasing availability of born-digital data; digitisation no
longer at centre of agenda
33. Letter of Gladstone to
Disraeli, 1878: British
Library, Add. MS. 44457, f.
166
The political and literary
papers of Gladstone
preserved in the British
Library comprise 762
volumes containing
approx. 160,000
documents
34. George W. Bush Presidential Library:
200 million e-mails
4 million photographs
35.
36.
37.
38. Visualisation of languages used in tweets in London in
Summer 2012: Centre for Advanced Spatial Analysis, UCL:
http://mappinglondon.co.uk/2012/londons-twitter-tongues/
51. Jekyll 2.0: A React Hub project. Collaboration between
Slingshot (Pervasive Game Developers) and Dr Anthony
Mandal, Cardiff University: http://www.react-
hub.org.uk/books-and-print-sandbox/projects/2013/jekyll-
20/
53. Component
and Behavior
for Protein 1
Component
and Behavior
for Protein 2
Component
and Behavior
for Protein 3
ParametricModeling Quantitatively MapsSingle Cell Protein
Levelsto Individual Qualitative Components
54. Data objects developed by Ian Gwilt, Sheffield Hallam University:
http://www.shu.ac.uk/research/c3ri/projects/data-objects