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Conocimiento, Dirección de Gestión del. "Arts & Humanities Database." ProQuest, 2004. http://hdl.handle.net/10757/655263.
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Efer, Thomas. "Graphdatenbanken für die textorientierten e-Humanities." Doctoral thesis, Universitätsbibliothek Leipzig, 2017. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-219122.
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Vor dem Hintergrund zahlreicher Digitalisierungsinitiativen befinden sich weite Teile der Geistes- und Sozialwissenschaften derzeit in einer Transition hin zur großflächigen Anwendung digitaler Methoden. Zwischen den Fachdisziplinen und der Informatik zeigen sich große Differenzen in der Methodik und bei der gemeinsamen Kommunikation. Diese durch interdisziplinäre Projektarbeit zu überbrücken, ist das zentrale Anliegen der sogenannten e-Humanities. Da Text der häufigste Untersuchungsgegenstand in diesem Feld ist, wurden bereits viele Verfahren des Text Mining auf Problemstellungen der Fächer angepasst und angewendet. Während sich langsam generelle Arbeitsabläufe und Best Practices etablieren, zeigt sich, dass generische Lösungen für spezifische Teilprobleme oftmals nicht geeignet sind. Um für diese Anwendungsfälle maßgeschneiderte digitale Werkzeuge erstellen zu können, ist eines der Kernprobleme die adäquate digitale Repräsentation von Text sowie seinen vielen Kontexten und Bezügen. In dieser Arbeit wird eine neue Form der Textrepräsentation vorgestellt, die auf Property-Graph-Datenbanken beruht – einer aktuellen Technologie für die Speicherung und Abfrage hochverknüpfter Daten. Darauf aufbauend wird das Textrecherchesystem „Kadmos“ vorgestellt, mit welchem nutzerdefinierte asynchrone Webservices erstellt werden können. Es bietet flexible Möglichkeiten zur Erweiterung des Datenmodells und der Programmfunktionalität und kann Textsammlungen mit mehreren hundert Millionen Wörtern auf einzelnen Rechnern und weitaus größere in Rechnerclustern speichern. Es wird gezeigt, wie verschiedene Text-Mining-Verfahren über diese Graphrepräsentation realisiert und an sie angepasst werden können. Die feine Granularität der Zugriffsebene erlaubt die Erstellung passender Werkzeuge für spezifische fachwissenschaftliche Anwendungen. Zusätzlich wird demonstriert, wie die graphbasierte Modellierung auch über die rein textorientierte Forschung hinaus gewinnbringend eingesetzt werden kannIn light of the recent massive digitization efforts, most of the humanities disciplines are currently undergoing a fundamental transition towards the widespread application of digital methods. In between those traditional scholarly fields and computer science exists a methodological and communicational gap, that the so-called \\\"e-Humanities\\\" aim to bridge systematically, via interdisciplinary project work. With text being the most common object of study in this field, many approaches from the area of Text Mining have been adapted to problems of the disciplines. While common workflows and best practices slowly emerge, it is evident that generic solutions are no ultimate fit for many specific application scenarios. To be able to create custom-tailored digital tools, one of the central issues is to digitally represent the text, as well as its many contexts and related objects of interest in an adequate manner. This thesis introduces a novel form of text representation that is based on Property Graph databases – an emerging technology that is used to store and query highly interconnected data sets. Based on this modeling paradigm, a new text research system called \\\"Kadmos\\\" is introduced. It provides user-definable asynchronous web services and is built to allow for a flexible extension of the data model and system functionality within a prototype-driven development process. With Kadmos it is possible to easily scale up to text collections containing hundreds of millions of words on a single device and even further when using a machine cluster. It is shown how various methods of Text Mining can be implemented with and adapted for the graph representation at a very fine granularity level, allowing the creation of fitting digital tools for different aspects of scholarly work. In extended usage scenarios it is demonstrated how the graph-based modeling of domain data can be beneficial even in research scenarios that go beyond a purely text-based study
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Price, Emma Luthi. "CrashCourse Literature: Public Humanities by Reception." BYU ScholarsArchive, 2021. https://scholarsarchive.byu.edu/etd/8956.
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CrashCourse Literature and other educational YouTube videos are essential mechanisms for connecting students and the general public to the humanities. Public humanities projects are in an intellectual tug-of-war between what academia and the diverse developing public want them to be, but that contention can and should be mediated using new media tools like CrashCourse Literature. CrashCourse Literature's emphasis on bringing the reader to the text and the text to the reader, echoes the goals of reception theory. Reception theory focuses on finding meaning in a literary text using the reader's horizon of expectations more than an a traditional, essentialist, "original' reading of a text. Analyzing public humanities projects like CrashCourse Literature through the lens of reception theory can help to show why the public uses them to connect more fully with the humanities. Within the texts of the videos "Fate, Family, and Oedipus Rex: Crash Course Literature 202," "Shakespeare's Sonnets: Crash Course Literature 304", "Like Pale Gold--The Great Gatsby Part I: Crash Course English Literature #4," and "Was Gatsby Great? The Great Gatsby Part 2: Crash Course English Literature #5," I see two distinct levels of reception that influence and strengthen each other: 1. First level of reception: CrashCourse interacts with and refracts the texts they are explicating based on where the reader is in time and space. 2. Meta-reception: CrashCourse interacts and connects with the viewers of the video by interpreting their viewers' responses to said text. CrashCourse's use of popular culture references, references to current or familiar social, political, and cultural ideologies, jokes, validations of viewers previous literary experiences, informal language all situated well within sound academic scholarship constitute examples of first-level and meta-reception. CrashCourse Literature sees the humanities, and fictional literature in particular, as exercises in empathy. Accordingly, they treat their approach to the text (first-level reception) and their viewers response to the text (meta-reception) with the same empathetic care. Public humanities projects that use new media well, allow public access to and connection with scholarly discussion and information. If academic institutions want to continue humanities research and discussion in a way that keeps their publics enthusiastically engaged, they will find good tools in CrashCourse Literature, which is engaging precisely in the kind of intellectual work and dialogue the academic establishment needs in order to stay relevant and significant to the publics they serve.
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Masi, Elisabetta. "Un'applicazione mobile-based in ambito digital humanities." Bachelor's thesis, Alma Mater Studiorum - Università di Bologna, 2016. http://amslaurea.unibo.it/12195/.
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Obiettivo di questa tesi è riprogettare una nuova versione del progetto "di Piazza in Piazza", sviluppato dall'Università di Bologna in occasione delle iniziative dell’Ateneo in collaborazione con il Comune di Bologna e con l’Accademia delle Belle Arti in occasione di Expo2015, affinché i contenuti e le funzionalità dell’installazione multimediale siano fruibili anche attraverso device mobili. Il progetto “di Piazza in Piazza” ha rappresentato un “viaggio nella cultura alimentare”, raccogliendo e integrando i risultati di tanti ricercatori dell’Università di Bologna in tema cibo e tradizione culinarie legate alla regione Emilia-Romagna, provenienti da differenti discipline (dalla storia dell’arte alle scienze dell’alimentazione). Scopo di questo elaborato di tesi è stato il design e lo sviluppo di una versione mobile dell’applicazione alla base dell’installazione interattiva, garantendone un design responsive.
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Gray, Steven G. "The implementation of a humanities computer laboratory." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26823.
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The last 10 years have seen an explosion in the number of microcomputers available for use in the educational system. However, teachers have little experience in using microcomputers in the classroom and teachers' perceptions of this innovation have seldom been taken into account when implementing computers into the classroom.
This case study was undertaken to delineate teachers' perceptions of computers during the implementation of a 14 computer English/Social Studies computer lab being installed as a teaching tool. Twelve teachers were interviewed during June 1985, just before the implementation of the lab, and again in June 1986, one year after the lab's implementation. The interviews were analysed to determine whether past experience influenced teachers' present perceptions of the usefulness of the new computer lab.
The study found that Naive Users, or teachers with little or no experience with computers made more use of the computer lab as an aid in teaching the writing process than did Experienced Users who confined themselves to having students use the computer as an electronic typewriter. The study also found that the presence of an Aide to help students with the technical aspects of word processing freed the teachers to use the lab as writing tool without necessarily becoming technically proficient with the computer themselves.
As computers become more common in the school system, it becomes important that teachers recognize and understand that these new tools are useful in helping to teach students to write. Otherwise computers may largely become a subject of study rather than a tool suitable for student use in many curricular areas.Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Davis, Rhonda D. "Emergence: Developing Worldview in the Environmental Humanities." Antioch University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1558349427796273.
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Flanders, Julia H. "Digital humanities and the politics of scholarly work /." View online version; access limited to Brown University users, 2005. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3174600.
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Goodman, Michael. "Illustrating Shakespeare : practice, theory and the digital humanities." Thesis, Cardiff University, 2016. http://orca.cf.ac.uk/97016/.
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The Victorian era was the 'Golden Age' for Shakespeare illustration. Between 1939 and 1880 thousands of illustrations were produced within many different editions of Shakespeare's Complete Works. What is so fascinating about these illustrations is that they have, historically, been widely neglected by academic scholarship. These editions, which were hugely popular in the Victorian era, are a very important part of our cultural heritage and, indeed, our construction of Shakespeare's plays as we understand them today. The 'Victorian Illustrated Shakespeare Archive' is centered on the four major Victorian illustrated editions of Shakespeare's Complete Works and makes available online over 3000 of these illustrations in an open-access database. The archive is available online at 'ShakespeareIllustration.org' and will allow researchers and members of the public to explore a rich image archive and to ask new questions about this material: for example, 'how did the Victorians portray certain characters and plays pictorially and does this portrayal differ throughout the Victorian era?' Alongside such questions, the archive, more broadly, allows users to explore and interrogate the complex relationship that exists between the page and the stage, between word and image and between the past and the present. Underpinning the project is my strong belief that an online academic resource can be both scholarly rigorous and user-friendly. Further, the archive uses social networking to enable a community of users to discuss the images and to collaborate in exciting new and unforeseen ways. This thesis explores the implications around the creation of such work.
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Conocimiento, Dirección de Gestión del. "Guía de acceso para Arts & Humanities Database." ProQuest, 2021. http://hdl.handle.net/10757/655263.
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Stutt, Arthur. "Argument in the humanities : a knowledge based approach." Thesis, Open University, 1989. http://oro.open.ac.uk/57290/.
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In this thesis I have a threefold purpose. I will attempt: (a) to present a generic design for a tool - the Argument Support Program - which can be of use in supporting the reasoning of archaeologists (and others especially, but not exclusively, in the humanities); (b) I will present a model of argumentation and debate as the theoretical orientation within which the model is developed; and, (c) I will suggest that this approach is a natural development of several strands of research within the artificial intelligence community. A tripartite model of argument is presented in terms of arguers, the argument structure produced and the argument domain or field. This model subsumes reasoning, interpretation and argument exchange or debate. It is maintained, further, that while this model is generally applicable, specific domains have particular styles of argument. The notion of argument style is discussed in terms of the types of reasoning used. The related concept of relevance in argument is discussed in terms of the specific tokens of these types which may be used in a particular argument. It is argued that archaeology is characterized, at least in part, by the use of argument by analogy and argument from theoretical principles or models. A design for a generic program - the Argument Support Program (ASP) - based on the theoretical principles is delineated. Details of the partial implementation of the model as a constrained debater in the domain of archaeology (ASP for archaeology or ASParch) are presented. Example runs which illustrate how the characterizing features of archaeology are dealt with are also presented as are examples of the various domain and system knowledge bases needed. The application of ASPs to other domains and areas such as literary criticism, legal reasoning and Darwinian theory is discussed. In the final chapter, the achievements and inadequacies of this research are summarized, possible reasons are presented for the inadequacies in the resulting system and future directions discussed.
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Xausa, Chiara <1991>. "Feminist environmental humanities: intertwining theory and speculative fiction." Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2022. http://amsdottorato.unibo.it/10435/1/XAUSA_CHIARA_TESI.pdf.
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This dissertation explores the entanglement between the visionary capacity of feminist theory to shape sustainable futures and the active contribution of feminist speculative fiction to the conceptual debate about the climate crisis. Over the last few years, increasing critical attention has been paid to ecofeminist perspectives on climate change, that see as a core cause of the climate crisis the patriarchal domination of nature, considered to go hand in hand with the oppression of women. What remains to be thoroughly scrutinised is the linkage between ecofeminist theories and other ethical stances capable of countering colonising epistemologies of mastery and dominion over nature. This dissertation intervenes in the debate about the master narrative of the Anthropocene, and about the one-dimensional perspective that often characterises its literary representations, from a feminist perspective that also aims at decolonising the imagination; it looks at literary texts that consider patriarchal domination of nature in its intersections with other injustices that play out within the Anthropocene, with a particular focus on race, colonialism, and capitalism. After an overview of the linkages between gender and climate change and between feminism and environmental humanities, it introduces the genre of climate fiction examining its main tropes. In an attempt to find alternatives to the mainstream narrative of the Anthropocene (namely to its gender-neutrality, colour-blindness, and anthropocentrism), it focuses on contemporary works of speculative fiction by four Anglophone women authors that particularly address the inequitable impacts of climate change experienced not only by women, but also by sexualised, racialised, and naturalised Others. These texts were chosen because of their specific engagement with the relationship between climate change, global capitalism, and a flat trust in techno-fixes on the one hand, and structural inequalities generated by patriarchy, racism, and intersecting systems of oppression on the other.
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Sprugnoli, Rachele. "Event Detection and Classification for the Digital Humanities." Doctoral thesis, Università degli studi di Trento, 2018. https://hdl.handle.net/11572/367606.
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In recent years, event processing has become an active area of research in the Natural Language Processing community but resources and automatic systems developed so far have mainly addressed contemporary texts. However, the recognition and elaboration of events is a crucial step when dealing with historical texts: research in this domain can lead to the development of methodologies and tools that can assist historians in enhancing their work and can have an impact both in the fields of Natural Language Processing and Digital Humanities. Our work aims at shedding light on the complex concept of events adopting an interdisciplinary perspective. More specifically, theoretical and practical investigations are carried out on the specific topic of event detection and classification in historical texts by developing and releasing new annotation guidelines, new resources and new models for automatic annotation.
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Sprugnoli, Rachele. "Event Detection and Classification for the Digital Humanities." Doctoral thesis, University of Trento, 2018. http://eprints-phd.biblio.unitn.it/2865/1/PhD_Thesis_03-04.pdf.
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In recent years, event processing has become an active area of research in the Natural Language Processing community but resources and automatic systems developed so far have mainly addressed contemporary texts. However, the recognition and elaboration of events is a crucial step when dealing with historical texts: research in this domain can lead to the development of methodologies and tools that can assist historians in enhancing their work and can have an impact both in the fields of Natural Language Processing and Digital Humanities. Our work aims at shedding light on the complex concept of events adopting an interdisciplinary perspective. More specifically, theoretical and practical investigations are carried out on the specific topic of event detection and classification in historical texts by developing and releasing new annotation guidelines, new resources and new models for automatic annotation.
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Lee, Stefan. "Data-driven computer vision for science and the humanities." Thesis, Indiana University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10153534.
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The rate at which humanity is producing visual data from both large-scale scientific imaging and consumer photography has been greatly accelerating in the past decade. This thesis is motivated by the hypothesis that this trend will necessarily change the face of observational science and the humanities, requiring the development of automated methods capable of distilling vast image collections to produce meaningful analyses. Such methods are needed to empower novel science both by improving throughput in traditionally quantitative disciplines and by developing new techniques to study culture through large scale image datasets.
When computer vision or machine learning in general is leveraged to aid academic inquiry, it is important to consider the impact of erroneous solutions produced by implicit ambiguity or model approximations. To that end, we argue for the importance of algorithms that are capable of generating multiple solutions and producing measures of confidence. In addition to providing solutions to a number of multi-disciplinary problems, this thesis develops techniques to address these overarching themes of confidence estimation and solution diversity.
This thesis investigates a diverse set of problems across a broad range of studies including glaciology, developmental psychology, architectural history, and demography to develop and adapt computer vision algorithms to solve these domain-specific applications. We begin by proposing vision techniques for automatically analyzing aerial radar imagery of polar ice sheets while simultaneously providing glaciologists with point-wise estimates of solution confidence. We then move to psychology, introducing novel recognition techniques to produce robust hand localizations and segmentations in egocentric video to empower psychologists studying child development with automated annotations of grasping behaviors integral to learning. We then investigate novel large-scale analysis for architectural history, leveraging tens of thousands of publicly available images to identify and track distinctive architectural elements. Finally, we show how rich estimates of demographic and geographic properties can be predicted from a single photograph.
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Croft, David. "Semi-automated co-reference identification in digital humanities collections." Thesis, De Montfort University, 2014. http://hdl.handle.net/2086/10491.
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Locating specific information within museum collections represents a significant challenge for collection users. Even when the collections and catalogues exist in a searchable digital format, formatting differences and the imprecise nature of the information to be searched mean that information can be recorded in a large number of different ways. This variation exists not just between different collections, but also within individual ones. This means that traditional information retrieval techniques are badly suited to the challenges of locating particular information in digital humanities collections and searching, therefore, takes an excessive amount of time and resources. This thesis focuses on a particular search problem, that of co-reference identification. This is the process of identifying when the same real world item is recorded in multiple digital locations. In this thesis, a real world example of a co-reference identification problem for digital humanities collections is identified and explored. In particular the time consuming nature of identifying co-referent records. In order to address the identified problem, this thesis presents a novel method for co-reference identification between digitised records in humanities collections. Whilst the specific focus of this thesis is co-reference identification, elements of the method described also have applications for general information retrieval. The new co-reference method uses elements from a broad range of areas including; query expansion, co-reference identification, short text semantic similarity and fuzzy logic. The new method was tested against real world collections information, the results of which suggest that, in terms of the quality of the co-referent matches found, the new co-reference identification method is at least as effective as a manual search. The number of co-referent matches found however, is higher using the new method. The approach presented here is capable of searching collections stored using differing metadata schemas. More significantly, the approach is capable of identifying potential co-reference matches despite the highly heterogeneous and syntax independent nature of the Gallery, Library Archive and Museum (GLAM) search space and the photo-history domain in particular. The most significant benefit of the new method is, however, that it requires comparatively little manual intervention. A co-reference search using it has, therefore, significantly lower person hour requirements than a manually conducted search. In addition to the overall co-reference identification method, this thesis also presents: • A novel and computationally lightweight short text semantic similarity metric. This new metric has a significantly higher throughput than the current prominent techniques but a negligible drop in accuracy. • A novel method for comparing photographic processes in the presence of variable terminology and inaccurate field information. This is the first computational approach to do so.
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Rehbein, Malte. "It’s our department: On Ethical Issues of Digital Humanities." Allitera Verlag, 2016. https://slub.qucosa.de/id/qucosa%3A23352.
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Alston, Linda-Anne. "Career management strategies of part-time lecturers in Humanities." Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/24768.
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There is a global trend towards using part-time lecturers to reduce unit labour costs and raise institutional efficiency. At the same time there is pressure on academics to develop their skills in an academic career path. The use of part-time lecturers is a recognised phenomenon at the University of Pretoria. This study set out to determine how part-time academics in Humanities manage and sustain their careers. The conceptual framework for this study juxtaposes key aspects of the part-time academic career with features of the traditional career model on the one hand, and those of the boundaryless and protean career on the other. This study was undertaken as a quantitative survey designed for self-completion. The aim was to describe trends in the data provided about the sample. It was found that the boundaryless and protean career models have relevance in describing the careers of part-time academics in Humanities. These lecturers measure career success by accumulated knowledge, a developed skills portfolio as well as psychologically meaningful work leading to an inner feeling of achievement. They respond to the tenuous nature of their employment situation by working across organisational boundaries and developing networks of career contacts, so as to sustain a career. Aspects that are not conducive to a part-time academic career such as early career stage, experience of positional insecurity and lack of inclusion into the collegium were identified. Those aspects that support a part-time academic career are flexibility and work-family balance. Recommendations for improvements at individual and institutional level were drawn from current literature and relevant research findings. These include the need for institutional planning, inclusion of part-time lecturers into the collegium, investment in the part-time human resource and consideration of improved contractual arrangements. Part-time lecturers need to invest in their transferable skills and maintain a career network as part of a planned strategy for obtaining their career objectives. They may need to function in boundaryless fashion in multiple positions. The significant priority accorded by respondents to the accumulation of knowledge and the development of skills may hold a key to a mutually beneficial work relationship between the institution and these part-time lecturers.Dissertation (MEd)--University of Pretoria, 2010.
Education Management and Policy Studies
unrestricted
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Linde, Candice. "A formative evaluation of the Humanities Faculty Mentorship Programme." Master's thesis, University of Cape Town, 2017. http://hdl.handle.net/11427/25362.
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In South Africa university under-preparedness, due to social, economic and cultural disadvantage, makes black students vulnerable to a complex set of problems when entering university. This negatively affects retention and graduation rates among non-traditional students. Universities must recognise these students' social, academic and economic struggles and implement interventions to support them. The Humanities Faculty Mentorship Programme (HFMP) provides psychosocial support through mentoring for students likely to be under-prepared to meet the demands of the University of Cape Town. This paper presents process and outcome evaluations of the HFMP. The process-level evaluation questions are divided into service utilisation, service delivery and organisational support categories. The outcome-level evaluation questions address the programme's intended outcomes; psychosocial adjustment, academic proficiency and university retention. Results indicate that mentor involvement was sufficient, mentees were generally satisfied with their mentoring experience as were mentors with mentor training. Psychosocial adjustment and academic proficiency were achieved. However, over-coverage, poor mentee attendance, and issues with staffing and programme monitoring could have affected the programme's implementation. In addition, the recurrence of academic problems among mentees warrants attention. Suggestions for improving the programme are presented as are recommendations for future evaluations to improve data quality and the assessment of programme effect.
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Gad, Samah Hossam Aldin. "Expressive Forms of Topic Modeling to Support Digital Humanities." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/65145.
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Unstructured textual data is rapidly growing and practitioners from diverse disciplines are expe- riencing a need to structure this massive amount of data. Topic modeling is one of the most used techniques for analyzing and understanding the latent structure of large text collections. Probabilistic graphical models are the main building block behind topic modeling and they are used to express assumptions about the latent structure of complex data. This dissertation address four problems related to drawing structure from high dimensional data and improving the text mining process.
Studying the ebb and flow of ideas during critical events, e.g. an epidemic, is very important to understanding the reporting or coverage around the event or the impact of the event on the society. This can be accomplished by capturing the dynamic evolution of topics underlying a text corpora. We propose an approach to this problem by identifying segment boundaries that detect significant shifts of topic coverage. In order to identify segment boundaries, we embed a temporal segmentation algorithm around a topic modeling algorithm to capture such significant shifts of coverage. A key advantage of our approach is that it integrates with existing topic modeling algorithms in a transparent manner; thus, more sophisticated algorithms can be readily plugged in as research in topic modeling evolves. We apply this algorithm to studying data from the iNeighbors system, and apply our algorithm to six neighborhoods (three economically advantaged and three economically disadvantaged) to evaluate differences in conversations for statistical significance. Our findings suggest that social technologies may afford opportunities for democratic engagement in contexts that are otherwise less likely to support opportunities for deliberation and participatory democracy. We also examine the progression in coverage of historical newspapers about the 1918 influenza epidemic by applying our algorithm on the Washington Times archives. The algorithm is successful in identifying important qualitative features of news coverage of the pandemic.
Visually convincing results of data mining algorithms and models is crucial to analyzing and driving conclusions from the algorithms. We develop ThemeDelta, a visual analytics system for extracting and visualizing temporal trends, clustering, and reorganization in time-indexed textual datasets. ThemeDelta is supported by a dynamic temporal segmentation algorithm that integrates with topic modeling algorithms to identify change points where significant shifts in topics occur. This algorithm detects not only the clustering and associations of keywords in a time period, but also their convergence into topics (groups of keywords) that may later diverge into new groups. The visual representation of ThemeDelta uses sinuous, variable-width lines to show this evolution on a timeline, utilizing color for categories, and line width for keyword strength. We demonstrate how interaction with ThemeDelta helps capture the rise and fall of topics by analyzing archives of historical newspapers, of U.S. presidential campaign speeches, and of social messages collected through iNeighbors. ThemeDelta is evaluated using a qualitative expert user study involving three researchers from rhetoric and history using the historical newspapers corpus.
Time and location are key parameters in any event; neglecting them while discovering topics from a collection of documents results in missing valuable information. We propose a dynamic spatial topic model (DSTM), a true spatio-temporal model that enables disaggregating a corpus's coverage into location-based reporting, and understanding how such coverage varies over time. DSTM naturally generalizes traditional spatial and temporal topic models so that many existing formalisms can be viewed as special cases of DSTM. We demonstrate a successful application of DSTM to multiple newspapers from the Chronicling America repository. We demonstrate how our approach helps uncover key differences in the coverage of the flu as it spread through the nation, and provide possible explanations for such differences.
Major events that can change the flow of people's lives are important to predict, especially when we have powerful models and sufficient data available at our fingertips. The problem of embedding the DSTM in a predictive setting is the last part of this dissertation. To predict events and their locations across time, we present a predictive dynamic spatial topic model that can predict future topics and their locations from unseen documents. We showed the applicability of our proposed approach by applying it on streaming tweets from Latin America. The prediction approach was successful in identify major events and their locations.Ph. D.
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Dargue, Joseph W. "Heuristic Futures: Reading the Digital Humanities through Science Fiction." University of Cincinnati / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1439301885.
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McCartan-Welch, Kathleen. "Resistance and reflection : the humanities experience for medical students /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9841346.
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Walden, Katherine Elizabeth. "Remapping and visualizing baseball labor: a digital humanities project." Diss., University of Iowa, 2019. https://ir.uiowa.edu/etd/6874.
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Recent baseball scholarship has drawn attention to U.S. professional baseball’s complex twentieth century labor dynamics and expanding global presence. From debates around desegregation to discussions about the sport’s increasingly multicultural identity and global presence, the cultural politics of U.S. professional baseball is connected to the problem of baseball labor. However, most scholars address these topics by focusing on Major League Baseball (MLB), ignoring other teams and leagues—Minor League Baseball (MiLB)—that develop players for Major League teams. Considering Minor League Baseball is critical to understanding the professional game in the United States, since players who populate Major League rosters constitute a fraction of U.S. professional baseball’s entire labor force.
As a digital humanities dissertation on baseball labor and globalization, this project uses digital humanities approaches and tools to analyze and visualize a quantitative data set, exploring how Minor League Baseball relates to and complicates MLB-dominated narratives around globalization and diversity in U.S. professional baseball labor. This project addresses how MiLB demographics and global dimensions shifted over time, as well as how the timeline and movement of foreign-born players through the Minor Leagues differs from their U.S.-born counterparts. This project emphasizes the centrality and necessity of including MiLB data in studies of baseball’s labor and ideological significance or cultural meaning, making that argument by drawing on data analysis, visualization, and mapping to address how MiLB labor complicates or supplements existing understandings of the relationship between U.S. professional baseball’s global reach and “national pastime” claims.
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Colavizza, Giovanni <1985>. "Mapping early modern news networks: a digital humanities approach." Master's Degree Thesis, Università Ca' Foscari Venezia, 2014. http://hdl.handle.net/10579/4893.
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The reconstruction of news flows in early modern Europe is a research topic spanning across media, time and space. Quantitative methods can help with semi-automatic techniques applied to the massive study of intertextuality.
Sharing Brendan Dooley's idea that “the first step in tracing news flows is to compare typical texts”, we are developing algorithms to automatically find textual borrowings to reconstruct these flows. Our corpus is made of both handwritten and printed newsletters, which allows us to specifically study inter and intra medium interactions. Texts are all in Italian, yet the language is not standardised and varies greatly across different sources. We thus need to approach comparisons with fuzzy language-independent methods, in fact relevant for early modern texts in general.
Our techniques are mixed and tailored for each medium type: OCRed texts extracted from printed sources are compared to manually constructed graphs of keywords from handwritten sources. We use a multi layer graph representation, which keeps track of named entities, quantities and other meaningful informations, linking them according to agentivity or specification, aiming at reconstructing the signature of each news. Different representations are then compared with ad hoc techniques, among which we profitably use vector and matrix similarity, string kernels originally developed for protein classification, and more traditional n-gram methods.
The research is mostly experimental and methodological, with a view on the potential reuse and expansion of the methods developed.
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Mactavish, Andrew N. "Making the links, the politics of multimedia in the humanities." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ59626.pdf.
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Lai, Lingchun. "Taiwan music teachers' attitudes toward the arts and humanities curriculum." connect to online resource, 2007. http://digital.library.unt.edu/permalink/meta-dc-3951.
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Groom, N. W. "Phraseology and epistemology in humanities writing : a corpus-driven study." Thesis, University of Birmingham, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.536571.
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Levine, Peter Lawrence. "Beyond culture : Nietzsche and the modern crisis of the humanities." Thesis, University of Oxford, 1991. http://ora.ox.ac.uk/objects/uuid:283dd735-07ff-4051-a543-9e703080cff9.
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This dissertation examines Friedrich Nietzsche's theory of culture. Nietzsche held that all beliefs were arbitrary and culturally contingent; cultures were distinct, organic, homogeneous entities, whose values were mutually incommensurable. I trace the origins of this theory to Nietzsche's experience as a philologist; but I claim that, in deriving his theory from historical data, Nietzsche drew false conclusions. As a mature philosopher, Nietzsche developed a somewhat more subtle theory, according to which cultures functioned like the underlying rules of a game. Thus any cultural world-view was arbitrary, but served as a necessary precondition for thought and communication. I argue that Nietzsche's mature theory led to contradictions and depended upon false inferences which he drew from history. Several of Nietzsche's doctrines including perspectivism, the Eternal Return, and the Overman depend upon his mature theory of culture. A similar theory underlies the work of two representative followers of Nietzsche, Leo Strauss and Jacques Derrida; and I discuss its consequences for their work. I then propose an alternative theory which explains the phenomenon of historical diversity without invoking Nietzsche's picture of reified cultures. Instead of imagining cultures as organic wholes, this alternative paradigm views the cultural background of any person as a heterogeneous collection of ideas and prejudices, often derived from diverse sources. Thus "cultures" are simply ways of categorizing people according to similarities in their backgrounds; and we belong simultaneously to numerous overlapping cultures. This paradigm, I argue, provides support for pluralist and democratic cultural ideals which Nietzsche and his followers have repudiated. Finally, I trace Nietzsche's reasons for criticizing humanistic scholarship to his theory of culture; and I defend humanism on the basis of my alternative paradigm.
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Chu, Chen M. Arch Massachusetts Institute of Technology. "To know is to empower : Chagos institute of environmental humanities." Thesis, Massachusetts Institute of Technology, 2021. https://hdl.handle.net/1721.1/132762.
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Thesis: M. Arch., Massachusetts Institute of Technology, Department of Architecture, February, 2021Cataloged from the official thesis.
Includes bibliographical references (pages 138-148).
Chagos Archipelago was sanitized in the 1970s for a US military base on Diego Garcia, following a secret "exchange of notes" that evaded legislative approval. 1,500 Chagossian evictees, "dumped" in Mauritius and Seychelles, have since become surplus population dwarfed by the planetary-scale military-colonial network. Of all the denounced legal ammunitions, the Chagos Marine Protected Area (MPA), along with its fiction of terra nullius, inflicts the greatest violence by legitimizing environmental fortification on the basis of a denial of the almost 200 years of Chagossian inhabitation. The assemblage of the military, security institutions and certain members of the scientific community, by defining the Chagos MPA as an "organic rationality," deploys a generalized and abstracted sense of ecological insecurity in aspiration for global environmental administration in opposition to traditional bodies of government. This thesis proposes the Chagos Institute of Environmental Humanities, a trojan horse with dual agency. While staging an apparent conformity to restrictions and regulations imposed by the UK-US alliance, the Institute quietly and resolutely supports an undercover project of decolonization and empowerment. Beyond physical resettlement, it recognizes and continues Chagossians' sustained efforts in resisting colonialism and militarism. It reads from the Chagos landscape their forgotten and dismissed stories. To know is to reclaim. To know is to empower. The new system of environmental humanities rejects the nature-culture dichotomy. In problematizing the anthropocentric bias within our production of knowledge, it reveals the racist and colonialist othering of non-Western epistemologies. There is not a deficit in knowledge, in a quantitative sense, but a deficiency at the epistemic level. This thesis urges that we reclaim prior Chagossian knowledge in the formation of their future that is still rooted in Chagossians' history.
by Chen Chu.
M. Arch.
M.Arch. Massachusetts Institute of Technology, Department of Architecture
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Lerner, Heidi G. "Digital Humanities and Jewish Studies: a View from the U.S." HATiKVA e.V. – Die Hoffnung Bildungs- und Begegnungsstätte für Jüdische Geschichte und Kultur Sachsen, 2015. https://slub.qucosa.de/id/qucosa%3A34901.
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Lai, Lingchun. "Taiwan music teacher attitudes toward the arts and humanities curriculum." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3951/.
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The purpose of the study was to investigate teacher attitudes toward following the Taiwanese arts and humanities curriculum and the relationship of teacher attitudes to four selected curriculum integration factors. These include (1) The quantity of content areas taught in music class, (2) Teachers' satisfaction of their students' learning outcomes, (3) Teachers' confidence in planning lessons, and (4) The number of years spent in curriculum integration. Questionnaires were distributed to 85 stratified random selected junior high schools throughout Taiwan. The school responses rate was 74%. Content validity was checked. The internal consistency reliability ranged from 0.74 to 0.92. Recorder playing, group singing, and music appreciation were found to be the most frequently taught musical skills, the most satisfied students' learning outcomes, the most confident lesson planning areas, and the most important to be included in the music instruction. Writing-by-ear and playing-by-ear were found to be the least frequently taught musical skills, the least satisfied students' learning outcome, the least confident lesson planning area, and the least importance. The two most frequently encountered barriers were insufficient administrative leadership and shallow student learning. The results of the Pearson product-moment correlation coefficient showed a low positive significant relationship between teachers' overall attitudes and the quantity of musical content areas taught (n = 83, r = 0.29, p = 0.007*, r2 = 0.09). Based on prior research, if attitudes that are formed from personal histories are difficult to change, and in order to change attitudes, multiple strategies must be used. The majority of teachers did not strongly support or reject this new curriculum, and strong support would be needed for the curriculum to be successfully implemented. One of the most important things that the Taiwan MOE could do is to provide music teachers with on-going in-service teacher development programs and monitoring mentor systems, in addition to the exploration and development of additional strategies that might possibly impact teachers' neutral beliefs about this new curriculum.
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Torres, Mary Ann Rado. "Transnational feminism in the academy : linking humanities and human rights /." Electronic version (Microsoft Word), 2005. http://dl.uncw.edu/etd/2005/torresm/marytorres.doc.
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Watts, Steven Richard. ""iDilemmas" and Humanities Education: Redefining Technology Literacy Pedagogy and Practice." DigitalCommons@USU, 2013. https://digitalcommons.usu.edu/etd/1728.
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U.S. and global citizens will increasingly be called upon to navigate complex social issues surrounding information and communication technologies (ICTs). At the start of the 21st century, humanities educators are uniquely positioned to impact the ways technology literacy is taught and learned in secondary and post-secondary educational settings. Cultural, social, and textual criticism are increasingly embedded in the evolving theories surrounding technology literacy. To build the new kinds of technocultural humanism required, however, humanities educators must continue to fight against fragmented, "atheoretical" technology literacy practices that while not ill-intentioned, do not fit the methodologies needed to produce the best results. Humanities educators must 1) inoculate themselves against the "E Literacy Myth" positing that Gen-Y / Millennial students are inherently "tech savvy"; 2) be willing to provide key perspectives and conversations that have been largely absent from technology discussions; 3) avoid focusing research on narrow textual perspectives, but also investigate the vast range of practical and social implications of technology's use conditions; and 4) explore new classroom techniques that can produce immediate technology literacy gains even if programmatic changes are not forthcoming.
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Blaj, Ward Lia. "Doctoral education in the humanities: Research training pedagogies in the UK." Thesis, Open University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.489918.
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Current research training policies for doctoral students in the UK place knowledgemaking and thesis-writing centre-stage and are accompanied by funding which enables training provision to be organised in the universities. This thesis focuses on the uptake of doctoral training policies in the context of the Humanities. The main aims of the research were to document and to theorise training opportunities available outside the doctoral student-supervisor relationship, in order to give empirical weight to the concept of "research training culture" (Deem and Brehony, 2000).
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Sicilia, Maria. "REMEMBRANCE IN THE CITIZEN HUMANITIES : Co-producing memories and historical knowledge." Thesis, Umeå universitet, Sociologiska institutionen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-180903.
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This dissertation explores the relationship between remembrance and citizen humanities. Combining the study of three qualitative empirical sources (an explorative comparison of five citizen humanities projects, an autonetnography conducted in one of the projects and the observation and analysis of the interaction of the online community in said project) the epistemic culture in citizen humanities and how remembrance is enacted in this context are addressed. The findings indicate that the participatory epistemic culture inherent to the citizen humanities allows a limited number of participants to transcend the roles that are assigned as mere data collectors, pursuing their own independent research projects. In this context, remembrance takes place in two levels, first by creating cultural mnemonic manifestations in the form of searchable metadata, transcribed data, digitized objects, images and rerecorded stories and second, by the act of creating knowledge and sharing it with the community. Finally, it is suggested that in the context of the citizen humanities, the traditional dichotomy of history vs. memory is challenged by the figure of the citizen historian, as this subject creates historical knowledge but also enacts mnemonic practices exemplified by the creation of cultural mnemonic manifestations and by recalling, recognizing, and localizing memories, both their own and from others.
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Messemer, Heike, Walpola Layantha Perera, Matthias Heinz, Florian Niebling, and Ferdinand Maiwald. "Supporting Learning in Art History – Artificial Intelligence in Digital Humanities Education." TUDpress, 2020. https://tud.qucosa.de/id/qucosa%3A73553.
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In recent years and especially in the context of the coronavirus pandemic, digital distance learning increases. But for academic students, the selection of adequate learning materials for educational purposes is becoming more and more complex. This marks only one starting point where the use of artificial intelligence (AI) offers additional value. AI has a great potential to enhance and support research and education in the field of digital humanities (DH). As international organisations have just expressed their thoughts on the subject, AI is the topic par excellence and will decisively shape the future development of educational processes.
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Burgass, Catherine. "Discipline after deconstruction : a defence of conceptual oppositions in the humanities." Thesis, University of Leicester, 1996. http://hdl.handle.net/2381/34839.
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'Discipline After Deconstruction' is a critique of the application of deconstruction in the humanities. The thesis seeks to show that the recruitment of deconstruction to certain projects which seek to alter disciplinary practices betrays a false assumption of the material power of metaphysics. It challenges the literary theory which presents conceptual oppositions as pernicious ideological reifications and empirical methods of inquiry as naive. Part One examines the status of oppositions in metaphysical philosophy. While Derrida is unwilling to endorse the total collapse of conceptual oppositions, the disjunction between metaphysics and the real world means that actual cultural differences are impervious to deconstruction. Part Two investigates the deconstruction of discursive and generic oppositions. Chapter two analyses some abuses of rhetoric by postmodern theorists which are validated by deconstruction and promotes classical categories as a corrective to this trend. In chapter three it is shown that although in formal terms the literature/philosophy opposition is susceptible to deconstruction, a historical analysis indicates the relative stability of generic identity. Chapter four shows that mimesis and metafiction co-exist in literary realism but refutes the claim made by certain postmodern theorists that metafiction confuses the ontological categories of word and world. The third part addresses methodological, pedagogical and political issues in the humanities. Chapter four analyses the contemporary trend in university English for the application of literary theory and the practical problems that ensue. In chapter five it is shown that the historical opposition between English and cultural studies has been eroded by the introduction of literary theory. However, it is suggested that English should resist the encroachment of textualism because of its methodological inadequacy. Against the claims of contemporary poststructuralists the final chapter argues that deconstruction is fundamentally unfit for political application.
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Baldini, Jacopo. "New visualization tools for sciences and humanities: databases and virtual reality." Doctoral thesis, Scuola Normale Superiore, 2018. http://hdl.handle.net/11384/85816.
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Within the scientific view, one of the major problems related to simulations developed for Virtual Reality, more specifically in research, is mainly related to the poor development of interaction between the data being displayed in the database in which they are contained, combined with the difficulty of making everything directly accessible in virtual environment.
In Digital Humanities, it becomes increasingly necessary to have an instrument capable of combining scientific visualization in Virtual Reality with the access and consultation of an open repository.
The work done for this thesis is based on the creation of a heterogeneous relational database called ArcheoDB, run by an open web platform, on which researchers can upload 3D content and share them with their own collaborators. The web platform and the database are alongside an application called "ArcheoDB VR Toolkit" developed with Unity Engine, which dynamically loads contents within the ArcheoDB database and visualizes them in a complex scene. This application also provide a detailed reconstruction of the various objects, the background of the discovery and the chemical analyzes made in a highly immersive way, thanks to the use of immersive visualization.
Likewise, in order for the application to be 3truly innovative, it must allow not only to display 3D data, but also to interact in real time with the displayed models, enabling to enrich and modify them, based on data consultation and metadata drawn from the database.
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Wulle, Kathy Ann Rhodes Dent. "Selected instructor characteristics related to instruction in community college interdisciplinary humanities courses." Normal, Ill. Illinois State University, 1990. http://wwwlib.umi.com/cr/ilstu/fullcit?p9115233.
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Thesis (Ed. D.)--Illinois State University, 1990.Title from title page screen, viewed December 2, 2005. Dissertation Committee: Dent M. Rhodes (chair), Barbara Sherman Heyl, Phyllis J. Kozlowski, William C. Woodson. Includes bibliographical references (leaves 217-235) and abstract. Also available in print.
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Shrikumar, Aditi. "Designing an Exploratory Text Analysis Tool for Humanities and Social Sciences Research." Thesis, University of California, Berkeley, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3616576.
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This dissertation presents a new tool for exploratory text analysis that attempts to improve the experience of navigating and exploring text and its metadata. The design of the tool was motivated by the unmet need for text analysis tools in the humanities and social sciences. In these fields, it is common for scholars to have hundreds or thousands of text-based source documents of interest from which they extract evidence for complex arguments about society and culture. These collections are difficult to make sense of and navigate. Unlike numerical data, text cannot be condensed, overviewed, and summarized in an automated fashion without losing significant information. And the metadata that accompanies the documents – often from library records – does not capture the varied content of the text within.
Furthermore, adoption of computational tools remains low among these scholars despite such tools having existed for decades. A recent study found that the main culprits were poor user interfaces and lack of communication between tool builders and tool users. We therefore took an iterative, user-centered approach to the development of the tool. From reports of classroom usage, and interviews with scholars, we developed a descriptive model of the text analysis process, and extracted design guidelines for text analysis systems. These guidelines recommend showing overviews of both the content and metadata of a collection, allowing users to separate and compare subsets of data according to combinations of searches and metadata filters, allowing users to collect phrases, sentences, and documents into custom groups for analysis, making the usage context of words easy to see without interrupting the current activity, and making it easy to switch between different visualizations of the same data.
WordSeer, the system we implemented, supports highly flexible slicing and dicing, as well as easier transitions than in other tool between visual analyses, drill-downs, lateral explorations and overviews of slices in a text collection. The tool uses techniques from computational linguistics, information retrieval and data visualization.
The contributions of this dissertation are the following. First, the design and source code of WordSeer Version 3, an exploratory text analysis system. Unlike other current systems for this audience, WordSeer 3 supports collecting evidence, isolating and analyzing sub-sets of a collection, making comparisons based on collected items, and exploring a new idea without interrupting the current task. Second, we give a descriptive model of how humanities and social science scholars undertake exploratory text analysis during the course of their work. We also identify pain points in their current workflows and give suggestions on how systems can address these problems. Third, we describe a set of design principles for text analysis systems aimed at addressing these pain points. For validation, we contribute a set of three real-world examples of scholars using WordSeer 3, which was designed according to those principles. As a measure of success, we show how the scholars were able to conduct analyses yielding otherwise inaccessible results useful to their research.
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Strafella, Giorgio. "The debate on the spirit of the humanities in China, 1993-1995." Thesis, University of Nottingham, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.659210.
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This thesis analyses the "debate on the spirit of the Humanities", a discussion on cultural and political issues that unfolded throughout mainland China from 1993 to 1995. It examines a corpus of articles from a critical discursive perspective, integrating a close reading of the texts with critical theory and historical contextualisation. The study also relies on insights from interviews with participants in the debate. Its structure draws on Raymond William' "keywords approach". While the literature depicts the debate as an elitist reaction to mass culture, this thesis shows that participants focussed on the definition of their jobs as scholars, authors and intellectuals. The core issue at stake was their relationships with the market, the state and "the nation". This study investigates how they represented China's transformation in the 1990s and identifies recurrent discursive strategies that reveal a process of depoliticisation. It argues that because they viewed "marketisation" and "commodification" as inevitable processes, they focussed on the ethical choices in their own field. It explores the conflicting ideals about humanist work that emerge from their reflections. It shows the importance placed on criticality, but also suggests that the sense of moral superiority towards the rest of society that often underlies their ideals bears similarity to the style of governance of the CCP leadership. The thesis also analyses the role of geographical concepts in the debate and highlights the dominance of the "China/west" binary opposition. It reveals that the participants employed this binary as the main criterion to categorise theoretical resources and links this observation with the subsumption of class discourse in post-1992 China. Finally, the analysis shows the argumentative use of patriotism in support of opposed standpoints. In conclusion, this thesis sheds new light on intellectual discourse in China during a crucial phase of its contemporary history.
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Bellés, Calvera Lucía. "Mulilingual education: A contrastive analysis in Humanities, Social Sciences and Health Sciences." Doctoral thesis, Universitat Jaume I, 2021. http://dx.doi.org/10.6035/14110.2021.481594.
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This study seeks to present a comparative analysis of metadiscoursal features produced in CLIL lectures and seminars offered in the fields of Soft Sciences and Hard Sciences. As for the methodology, the data were retrieved from several research instruments: audio-recorded interviews, transcripts of CLIL seminars and lectures, observation rubrics, students’ questionnaires and placement tests. The findings in the area of Soft Sciences indicate that the linguistic devices found in teacher discourse seem to be more predominant in the fourth-year module delivered in the History degree. It has also been illustrated that metadiscoursal features are more numerous in Hard Sciences, where communicative exchanges occur at a higher rate. This investigation sheds some light on the relevance of interpersonal markers in multilingual practices delivered in higher education. Evidence may be used in future teacher training programmes in order to support meaningful CLIL experiences.Este estudio pretende presentar un análisis comparativo de los rasgos metadiscursivos producidos en las clases y seminarios AICLE ofrecidos en las áreas de Ciencias Blandas y Ciencias Duras. En cuanto a la metodología, los datos se obtuvieron a partir de varios instrumentos de investigación: entrevistas grabadas en audio, transcripciones de seminarios y conferencias AICLE, rúbricas de observación, cuestionarios y pruebas de nivel.Los hallazgos en el área de Ciencias Blandas indican que los recursos lingüísticos encontrados en el discurso del profesor parecen ser más predominantes en el módulo de cuarto curso impartido en la licenciatura de Historia. También se ha puesto de manifiesto que los rasgos metadiscursivos son más numerosos en Ciencias duras, donde los intercambios comunicativos se producen en mayor proporción. Esta investigación arroja algo de luz sobre la relevancia de los marcadores interpersonales en las prácticas de interacción multilingüe que se dan en la educación superior. Las pruebas pueden utilizarse en los futuros programas de formación del profesorado con el fin de apoyar experiencias significativas de AICLE.
Programa de Doctorat en Llengües Aplicades, Literatura i Traducció
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HUNTER, ANDREA LEIGH. "The Digital Humanities: Third Culture and the Democratization of the Humanities." Thesis, 2011. http://hdl.handle.net/1974/6934.
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Over half a century ago the scientist and novelist C. P. Snow described a world divided into two cultures – scientists on the one hand, literary intellectuals on the other. Both played a significant role in shaping the world, but were unable to even hold a conversation (Snow 1971). This dissertation brings a sociological perspective to this divide (now seen as a divide between the sciences and the humanities) and hope for reconciliation, as it has been revisited in the more technologically saturated environment of the twenty-first century. The digital humanities combines computer science and the humanities and its impact on the humanities has been called “game changing” (Bobley 2008). Just as technology has revolutionized science, in fields such as astronomy or neuroscience for example, by allowing scientists to see and analyze objects and patterns they could not before, digitization allows humanities scholars to ask questions, and find answers, that were not possible in the past (Katz 2005; Kirschenbaum 2010; Kornbluh 2008). The digital humanities also promises to expand the reach of the humanities in terms of what is studied, who is able to participate, and who has access. This dissertation argues that the digital humanities is leading to the democratization of the humanities by expanding access to and participation in the humanities. In addition, although there are still divides between the two cultures, the digital humanities is a place where a third culture is fostered, as digital humanists are increasingly becoming experts in both the humanities and computing. Three case studies are examined: the Centre for History and New Media at George Mason University, The Orlando Project, a joint project between the University of Alberta and Guelph University, and the Electronic Arts Game Innovation Lab at the University of Southern California.Thesis (Ph.D, Sociology) -- Queen's University, 2011-12-31 17:50:49.587
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Dalbello, Marija. "A Program for the Humanities: Panel Position Statement for Mapping Work in the Humanities." 2008. http://hdl.handle.net/10150/105138.
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This brief position statement relates to a more sustained argument presented in published paper, available at: http://dlist.sir.arizona.edu/2477.This position paper presents and argument for "A Humanities Program," as a contribution to the mapping work for the arts and humanities in information science, prepared for the â Mapping Work in the Arts and Humanities: A Participatory Panel Discussionâ at ASIS&T 2008, organized by SIG-AH. Panelists: Kristin Eschenfelder (moderator and chair). Panelists: Marija Dalbello, Paul Marty, Stephen Paling (panel organizer), Scott Simon, John Walsh, Megan Winget and Lisl Zach.
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Efer, Thomas. "Graphdatenbanken für die textorientierten e-Humanities." Doctoral thesis, 2016. https://ul.qucosa.de/id/qucosa%3A15329.
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Vor dem Hintergrund zahlreicher Digitalisierungsinitiativen befinden sich weite Teile der Geistes- und Sozialwissenschaften derzeit in einer Transition hin zur großflächigen Anwendung digitaler Methoden. Zwischen den Fachdisziplinen und der Informatik zeigen sich große Differenzen in der Methodik und bei der gemeinsamen Kommunikation. Diese durch interdisziplinäre Projektarbeit zu überbrücken, ist das zentrale Anliegen der sogenannten e-Humanities. Da Text der häufigste Untersuchungsgegenstand in diesem Feld ist, wurden bereits viele Verfahren des Text Mining auf Problemstellungen der Fächer angepasst und angewendet. Während sich langsam generelle Arbeitsabläufe und Best Practices etablieren, zeigt sich, dass generische Lösungen für spezifische Teilprobleme oftmals nicht geeignet sind. Um für diese Anwendungsfälle maßgeschneiderte digitale Werkzeuge erstellen zu können, ist eines der Kernprobleme die adäquate digitale Repräsentation von Text sowie seinen vielen Kontexten und Bezügen.
In dieser Arbeit wird eine neue Form der Textrepräsentation vorgestellt, die auf Property-Graph-Datenbanken beruht – einer aktuellen Technologie für die Speicherung und Abfrage hochverknüpfter Daten. Darauf aufbauend wird das Textrecherchesystem „Kadmos“ vorgestellt, mit welchem nutzerdefinierte asynchrone Webservices erstellt werden können. Es bietet flexible Möglichkeiten zur Erweiterung des Datenmodells und der Programmfunktionalität und kann Textsammlungen mit mehreren hundert Millionen Wörtern auf einzelnen Rechnern und weitaus größere in Rechnerclustern speichern. Es wird gezeigt, wie verschiedene Text-Mining-Verfahren über diese Graphrepräsentation realisiert und an sie angepasst werden können. Die feine Granularität der Zugriffsebene erlaubt die Erstellung passender Werkzeuge für spezifische fachwissenschaftliche Anwendungen. Zusätzlich wird demonstriert, wie die graphbasierte Modellierung auch über die rein textorientierte Forschung hinaus gewinnbringend eingesetzt werden kann.In light of the recent massive digitization efforts, most of the humanities disciplines are currently undergoing a fundamental transition towards the widespread application of digital methods. In between those traditional scholarly fields and computer science exists a methodological and communicational gap, that the so-called \\\"e-Humanities\\\" aim to bridge systematically, via interdisciplinary project work. With text being the most common object of study in this field, many approaches from the area of Text Mining have been adapted to problems of the disciplines. While common workflows and best practices slowly emerge, it is evident that generic solutions are no ultimate fit for many specific application scenarios. To be able to create custom-tailored digital tools, one of the central issues is to digitally represent the text, as well as its many contexts and related objects of interest in an adequate manner. This thesis introduces a novel form of text representation that is based on Property Graph databases – an emerging technology that is used to store and query highly interconnected data sets. Based on this modeling paradigm, a new text research system called \\\"Kadmos\\\" is introduced. It provides user-definable asynchronous web services and is built to allow for a flexible extension of the data model and system functionality within a prototype-driven development process. With Kadmos it is possible to easily scale up to text collections containing hundreds of millions of words on a single device and even further when using a machine cluster. It is shown how various methods of Text Mining can be implemented with and adapted for the graph representation at a very fine granularity level, allowing the creation of fitting digital tools for different aspects of scholarly work. In extended usage scenarios it is demonstrated how the graph-based modeling of domain data can be beneficial even in research scenarios that go beyond a purely text-based study.
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Wright, Laurence. "A research prospectus for the humanities." 2006. http://hdl.handle.net/10962/d1007213.
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The humanities in South Africa, as elsewhere, face a crisis of credibility.There is pressing need for the humanities to articulate their social and educational purpose more clearly, so that their academic value is recognised beyond the confines of academia.The aim of reshaping human character and society remains the foundational impulse of the humanities. This is achieved through the careful study of specially selected exemplary 'texts': literary works, fine art, social schemes, intellectual movements, historical episodes, and philosophical and religious outlooks.Students are required to respond in person to both 'text' and the discourse of which it is an exemplary instantiation. This is the manner in which they act to influence character and society.
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Caldeira, Beatriz Ferreira. "Arts, Humanities, & Robotics in (STEAM) Education." Master's thesis, 2021. https://hdl.handle.net/10216/135649.
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O objetivo desta dissertação é enfatizar a articulação de três importantes temas que definem nosso presente e definirão nosso futuro - Artes e Humanidades, educação (STEAM) e Robótica. Espera facilitar a preparação das gerações futuras para a sociedade e economia do século XXI, bem como auxiliar na resolução de problemas de questões mundiais e minimizar os desafios colocados pela relação entre o homem e tecnologia complexa. O objetivo principal é compreender a forma ideal de incluir o 'A' na educação STEAM (K-12) com Robótica, também descobrindo como as escolas europeias estão a implementar STEAM (com ou sem Robótica) e o que especialistas e profissionais nessas áreas têm a dizer sobre esses assuntos.
Para além da robusta revisão da literatura, dezasseis especialistas foram consultados, dez fizeram parte do mesmo painel no processo de questionários do Delphi Method e os outros seis foram entrevistados segundo a Critical Incident Technique.
Devido à relevância dos temas em estudo, isto será útil para colegas investigadores e profissionais nestas três áreas.
À medida que avançamos para um futuro cada vez mais tecnológico para o qual não parecemos estar preparados, o principal problema é a dissonância entre as disciplinas escolares e a falta de aplicabilidade do seu conteúdo na vida real. As STEAM e o conhecimento transdisciplinar têm ganhado força nos últimos anos e têm-se revelado como técnicas educativas adequadas e bem-sucedidas. A articulação das Artes com as áreas STEM tem mostrado resultados notáveis. Todas as áreas devem, desde que faça sentido, trabalhar juntas para fornecer aos alunos as ferramentas, o conhecimento e a educação certas para terem sucesso não apenas na economia global e no mercado de trabalho do Século XX, como também na vida.The purpose of this dissertation is to emphasise the articulation of three important themes that define our present and will define our future - Arts & Humanities, (STEAM) education, and Robotics. It hopes to facilitate the preparation of future generations for the 21st century society and economy, as well as to aid in the problem-solving of key world issues, and minimise the challenges posed by the relationship between men and complex technology. The main goal is to understand the ideal way of including the 'A' in STEAM (K-12) education with Robotics, by also figuring out how European schools are implementing STEAM (with or without Robotics) and what experts and practitioners in these areas have to say on these matters. In order to achieve such results, besides the robust literature review, sixteen experts were inquired, ten were part of the same panel on the Delphi Method questionnaire process, and the other six were interviewed according to the Critical Incident Technique. Due to the relevance of the study's themes, this will be useful and resourceful for both fellow researchers and practitioners in these three areas. As we go further into this evermore technological future for which we do not seem to be prepared for, the main problem is the dissonance between disciplines and the lack of their content's real-life applicability. STEAM and transdisciplinary knowledge have been gaining traction throughout the last years and have been proving themselves as suitable and successful educational techniques. The articulation between the Arts with the areas from STEM have proven to produce remarkable results. All areas must, while making sense, work together in order to provide students with the right tools, knowledge, and education to be successful not only in the global economy and job market of the 21st century, but in life too.
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Caldeira, Beatriz Ferreira. "Arts, Humanities, & Robotics in (STEAM) Education." Dissertação, 2021. https://hdl.handle.net/10216/135649.
Full textAbstract:
O objetivo desta dissertação é enfatizar a articulação de três importantes temas que definem nosso presente e definirão nosso futuro - Artes e Humanidades, educação (STEAM) e Robótica. Espera facilitar a preparação das gerações futuras para a sociedade e economia do século XXI, bem como auxiliar na resolução de problemas de questões mundiais e minimizar os desafios colocados pela relação entre o homem e tecnologia complexa. O objetivo principal é compreender a forma ideal de incluir o 'A' na educação STEAM (K-12) com Robótica, também descobrindo como as escolas europeias estão a implementar STEAM (com ou sem Robótica) e o que especialistas e profissionais nessas áreas têm a dizer sobre esses assuntos.
Para além da robusta revisão da literatura, dezasseis especialistas foram consultados, dez fizeram parte do mesmo painel no processo de questionários do Delphi Method e os outros seis foram entrevistados segundo a Critical Incident Technique.
Devido à relevância dos temas em estudo, isto será útil para colegas investigadores e profissionais nestas três áreas.
À medida que avançamos para um futuro cada vez mais tecnológico para o qual não parecemos estar preparados, o principal problema é a dissonância entre as disciplinas escolares e a falta de aplicabilidade do seu conteúdo na vida real. As STEAM e o conhecimento transdisciplinar têm ganhado força nos últimos anos e têm-se revelado como técnicas educativas adequadas e bem-sucedidas. A articulação das Artes com as áreas STEM tem mostrado resultados notáveis. Todas as áreas devem, desde que faça sentido, trabalhar juntas para fornecer aos alunos as ferramentas, o conhecimento e a educação certas para terem sucesso não apenas na economia global e no mercado de trabalho do Século XX, como também na vida.The purpose of this dissertation is to emphasise the articulation of three important themes that define our present and will define our future - Arts & Humanities, (STEAM) education, and Robotics. It hopes to facilitate the preparation of future generations for the 21st century society and economy, as well as to aid in the problem-solving of key world issues, and minimise the challenges posed by the relationship between men and complex technology. The main goal is to understand the ideal way of including the 'A' in STEAM (K-12) education with Robotics, by also figuring out how European schools are implementing STEAM (with or without Robotics) and what experts and practitioners in these areas have to say on these matters. In order to achieve such results, besides the robust literature review, sixteen experts were inquired, ten were part of the same panel on the Delphi Method questionnaire process, and the other six were interviewed according to the Critical Incident Technique. Due to the relevance of the study's themes, this will be useful and resourceful for both fellow researchers and practitioners in these three areas. As we go further into this evermore technological future for which we do not seem to be prepared for, the main problem is the dissonance between disciplines and the lack of their content's real-life applicability. STEAM and transdisciplinary knowledge have been gaining traction throughout the last years and have been proving themselves as suitable and successful educational techniques. The articulation between the Arts with the areas from STEM have proven to produce remarkable results. All areas must, while making sense, work together in order to provide students with the right tools, knowledge, and education to be successful not only in the global economy and job market of the 21st century, but in life too.
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Kanakachary, M. "Information needs and use patterns in Humanities survey and proposal for setting up: A national documentation centre for humanities." Thesis, 1993. http://hdl.handle.net/2009/4313.
Full text
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Brown, Jacob Hohmann. "A New Model for Image-Based Humanities Computing." 2008. http://hdl.handle.net/1969.1/ETD-TAMU-2953.
Full textAbstract:
Image-based humanities computing, the computer-assisted study of digitallyrepresented
“objects or artifacts of cultural heritage,” is an increasingly popular yet
“established practice” located at the most recent intersections of humanities scholarship
and “digital imaging technologies,” as Matthew Kirschenbaum has pointed
out. Many exciting things have been and are being done in this field, as multifaceted
multimedia projects and “advanced visual and visualization tools” continue to be
produced and used; but it also seems to lack definition and seems unnecessarily limited
in its critical approach to digital images. That is, the textual mediation required
to make images usable or knowable, and the kinds of knowledge images offer, often
goes unexamined, and the value of creative or deformative responses to images overlooked.
This thesis will suggest Blake’s production of the Laoco¨on as a model for a
more open and relevant approach to images, will analyze what image-based humanities
computing does and how Blake’s engraving recapitulates these actions, and will
describe how acritical approaches to image description could be integrated and used,
and how images could function as graphic mediation for other materials, in this field.
Blake’s idiosyncratic Laoco¨on exemplifies the ways that creators or editors respond
to and describe images and the ways they use images to illuminate text. In
entitling his plate “[Jah] & his two Sons [. . . ]” and filling it with descriptive text,
Blake shares the focus of image-based humanities computing on images as things to
be broken down, described, and understood. But Blake’s classification and description,
deformative in misreading the image, reveals the true nature of such mediation and the need for a more open system, one which allows observers to record how they
interpret an image, perhaps best accomplished in image-based humanities computing
through semantic web technologies like folksonomy tagging or collaborative wiki
formats. And Blake’s act of pulling a pre-existing image out of context and applying
it to a new textual work suggests a new function for images and the highly structured
image databases of image-based humanities computing, to clarify or complicate
textual works through graphic mediation.
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chen, Hsuan-Hui, and 陳軒慧. "Trumpet：The Humanities of Instrument and Classic Orchestral Excerpts." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/947zr6.
Full textAbstract:
碩士國立臺北藝術大學
音樂學研究所
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Trumpet is an ancient instrument, it evolved from animal horn or conch. In the history, it has gradually evolved into a multi-faceted expressive instrument from a purely practical items. In a variety of ensemble music,the trumpet player''s image often give magnificent brilliant melodies, sometimes like a military with a chill in the air, sometimes noble symbol of royal status. With the evolution of the times, the composers developed a variety of new features for trumpets. Changes of trumpet can be said that a relatively large degree in instruments, there are much affected by the cultural background and historical events Therefore, the purpose of this paper is to study the humanities of trumpet, and classic orchestral excerpts hop to sort out the history of music and instrument history of the development of the more comprehensive contexted by my own trumpet-learning experiences,so that the history of trumpet and the profound cultural connotations can be more understood by humans. This article first introduces the scope and concepts of the trumpet, and an overview of its development process. Then described trumpet’s three functions in humanistic ideas and culture: as an instrument of war, ceremony and religion to explore how these roles affect the image of trumpet. Then introduce the status of each era orchestra small numbers, the last selected seven classic trumpet orchestra fragments for analysis, the trumpet and music do combine various roles