Alexy Karenowska, from the Institute for Digital Archaeology #BeMuseum2016Jennifer Beauloye
Slides from Alexy Karenowska, Director of Technology at
the Institute for Digital Archaeology, at the kick-off conference BeMuseum (14th October 2016, Royal Museums of Fine Arts of Belgium, Brussels).
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.
Capturing the semantics of documentary evidence for humanities researchEnrico Daga
Identifying and curating documentary evidence from textual corpora is an essential part of empirical research in the humanities.
Initially, we discuss "themed" evidence - traces of a fact or situation relevant to a theme of interest and focus on the problem of identifying them in texts. To that end, we combine statistical NLP, background knowledge, and Semantic Web technologies in a hybrid approach. We illustrate the method's effectiveness in a case study of a database of evidence of experiences of listening to music. We also evidence its generality by testing it on a different use case in the digital humanities.
Finally, we ponder the applicability of knowledge extraction techniques to automatically populate a database of documentary evidence and discuss the challenges from the point of view of scientific knowledge acquisition.
A brief overview of the four stages of the Holocaust. Usually I introduce it with Episode 9 of Band of Brothers (the clip where they find the camp) and Schindler's List (deportation of the ghetto clip and when the women's train arrives in Auschwitz).
Daniel Bukvich This PowerPoint presentation focuses the history of the Dresden bombing, history
Piece Duration: 6 1/2 minutes of the composition and composer, photos of Dresden before and after, and personal
Presentation Duration: 30-45 minutes accounts from the victims of the boming. Seperate from the PowerPoint is a hand-out to
students for simple vocalizations for the spoken German words.
Predavanje na konferenciji "Upotreba digitalnih materijala u nastavi istorije i društveno-humanističkih predmeta", Beograd, 25.3.2017. #MIEExpert #Historiana #HPP
Dio materijala za prvu aktivnost u sklopu projekta "Moj zavičaj kroz vrijeme" u školskoj godini 2014/2015. Radionica je održana učenicama Srednje škole Čakovec
Prezentacija pojašnjava osnovne pojmove vezane uz eTwinning (što je, zašto se i kako uključiti). Prvenstveno je namijenjena za djelatnike Srednje škole Čakovec.
Sent by Idris Tuna from Mustafa Zeki Demir Ortaokulu, Istambul. Part of eTwinning project - Meeting point in history: Szigetvár (translation from Turkish)
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
1. Visualizing
Holocaust
European Workshop CoE 2013 1020-1026
Poland «Understanding History» 3 – 9
November 2013 in
Warsaw/Sulejowek, Poland
LESSON PLAN BY:
MILJENKO HAJDAROVIĆ, MIROSLAW KWIATKOWSKI, STANISLAW JEDRYKA,
ANDRZEJ DABROWSKI, PAVLIN ATANASOV
2. Goals:
Students will create a design of Treblinka monument or installation
Discuss the ways in which the Holocaust is commemorated –
especially in our region (do we have monuments for it?)
Expanding their knowledge of Holocaust (case study on Treblinka)
4. Introduction
How do you commemorate your dead relatives?
What would you do if there were no grave of them or if you didn’t
know exactly what happened to them?
Do we have any monuments devoted to the Holocaust in our
city/region?
What is the emotional impact of monuments on you?
5. Group work
Each group will read:
short text with basic information about Treblinka (URL:
http://en.wikipedia.org/wiki/Treblinka_extermination_camp)
Witness testimony about Treblinka at the Eichmann Trial 1961 by Jankiel
Wiernik (URL:
http://www.holocaustresearchproject.org/trials/wierniktestimony.html)
Each group will create a design of Treblinka monument or
installation
6. Treblinka (material for students)
Treblinka was an extermination camp, built by Nazi Germany in occupied
Poland during World War II.
The camp operated officially between 23 July 1942 and 19 October 1943 as
part of Operation Reinhard (the most deadly phase of the Final Solution). During
this time, more than 800,000 Jews as well as unknown numbers of Romani
people were murdered there.
The victims included men, women, and children. Other estimates of the number
killed at Treblinka exceed 1,000,000.
The camp consisted of two separate units: Treblinka I, and Treblinka II
extermination camp. [...] Inmates died from summary
executions, hunger, disease and mistreatment.
7. Jankiel Wiernik arrived in Treblinka death camp on the
23 August 1942 and he escaped during the revolt on the 2
August 1943.
In the courtyard, there were the two large barracks. They brought the women in to the
left, and the men were kept outside. They made the women remove all their clothes. The
men remained standing outside.
On either side, there were two large written notices to the effect that money and
valuables had to be handed over, and whoever failed to do so would be put to death.
The women’s hair was cut off. At the end, a small area was fenced off their hair was cut
off and then they were taken to the gas chambers. Here was a building with three gas
chambers, in the large building there were ten gas chambers. The doors were closed and
it lasted some forty to forty-five minutes.
Here was the entrance- here is the first camp (points to it). All this belongs to the first
camp. This was the Schlauch (the tube) the path along which people walked.
And here people went through the side, they went into the gas chambers. When the gas
chambers were not yet in existence they went in this way (he indicates the spot).
Until the end of 1942 they did not burn those who had been gassed, but they would bury
them in enormous pits. The bodies were placed inside. Only at the beginning of 1943 did
they make various experiments of how to burn them and they did not succeed.
11. Discussion
What do the students designs have in common?
What do the students’ designs have in common with the original
instalation in Treblinka?
Who/what is represented?
UPGRADE: Make a plan for an exhibition...