36 Matching Annotations
  1. Jul 2021
    1. , but most humanitiesprofessors remain unaware, uninterested or unconvinced that digitalhumanities has much to offer.

      Much like tparmar's comment, some of the professors I have had were not very willing to use technology. This was either because they did not know how or just did not like to use it. I think with the way things are going people are going to have to start using technology or at least know how to use it in order to do some things. Especially with this last year when everything was online many had no choice. A lot of professors I had learned new things by doing class online and also used different apps and modes of communication. Maybe it was not that they were uninterested in the digital humanities, it was more that they were unfamiliar with it and now that everyone has learned some of the basics it could continue into in-person things. I know that I had no idea what digital humanities could do and now that we have started talking about it I am excited to learn more.

    2. It’s easy to forget the digital media are means and not ends,” he added

      I like the way this was worded. I think that some people view digital media as an end and so there is not much you can do with it. What people are forgetting is that if digital media is a means, then that means there are so many things you could do with it and directions you could take. Digital media is the means to spark inspiration and generate new ideas on different subjects. It is also a different way to deliver things that could be more effective for some audiences.

    3. This latest frontier is about method,they say, using powerful technologies and vast stores of digitizedmaterials that previous humanities scholars did not have

      I agree that the latest frontier is about method. Methods change all the time with new ideas and developments taking place in every field. I think it is important to keep up with the changes and stay relevant because if you refuse to adapt a little bit you could lose some of your audience. Since scholars are using digitized materials that previous humanities scholars did not have they can take things to the next level and keep learning. Their work can be shown off in new and exciting ways.

    1. There were some developments in processing tools, mostly through the shift from tape to disk storage. Files no longer had to be searched sequentially.

      My mom and dad still have their old tapes but we never use them anymore. I also remember burning cd's but we never use them either. The phone has taken over and we just use aux or bluetooth to connect to speakers. I doubt I would ever use a CD again unless I find an old movie, but the computers barely even have a slot to load them anymore since people use netflix and other websites to watch shows and movies.

    2. The personal computer is now a necessity of scholarly life, but in its early days it was considerably more expensive in relation to now and early purchasers were enthusiasts and those in the know about computing.

      I did not think that computers were more expensive back then than they are now. If you look at iMac's and MacBook airs, they are well in the 2000 dollar range if you buy them brand new. Prices of phones, tablets and computers have gone up considerably so I wonder how much they were valued at in the 80s and 90s.

    3. If any single-word term can be used to describe this period, it would almost certainly be "consolidation." More people were using methodologies developed during the early period. More electronic texts were being created and more projects using the same applications were started. Knowledge of what is possible had gradually spread through normal scholarly channels of communication, and more and more people had come across computers in their everyday life and had begun to think about what computers might do for their research and teaching. The diffusion of knowledge was helped not only by Computers and the Humanities but also by a regular series of conferences. The 1970 symposium in Cambridge was the start of a biennial series of conferences in the UK, which became a major focal point for computing in the humanities. Meetings in Edinburgh (1972), Cardiff (1974), Oxford (1976), Birmingham (1978), and Cambridge (1980) all produced high-quality papers.

      I like the part that says "if any single-word term can be used to describe this period, it would almost certainly be "consolidation"". Computers have not been around for very long but their technology very quickly started advancing. Everything was then consolidated into one place: the computer. It seems like in the 70's and 80's people began to realize what a computer could do for them. I think it is interesting that the "diffusion of knowledge" was not just done through computers, it was still being done at conferences as well. People were using a combination of computers, technology, and conferences to share their knowledge. I think that is a piece of what digital humanities is.

    4. Published in 1962, this study did not use a computer to make the word counts, but did use machine calculations which helped Ellegard get an overall picture of the vocabulary from hand counts (Ellegard 1962). What is probably the most influential computer-based authorship investigation was also carried out in the early 1960s.

      I did not know that the most influential investigation was carried in the 60s because I would have thought that it would be later on when technology was more prevalent. I just google searched the image of the old mechanical calculators and it is interesting to see how that big box became so advanced. Imagine carrying that to a math exam! The dials on it look confusing since you have to turn them. It is fascinating to see how much technology advances and how it becomes faster and faster.

    1. First, writing for a public audience using a blogging platform changes the way you write, because you are engaging a reader who can do things in relation to what you write.  The ability to insert a hyperlink or embed a YouTube video means you have to think about how your reader will engage those things in your text. What if they don’t click and continue to read?

      I agree that it will change the way you write. Because you are using a blogging platform you already know someone is going to read it or at least that is the goal. One of the main things I have learned in digital humanities so far is that there are different ways to do things. Writing for a blog or website is one of those different ways. Because you can use hyperlinks, add audio, or add video you need to be very clear in what you want to say in case some readers don't click on these links. They are added tools you can use to enhance your writing that you would not be able to get with a written paper but you have to engage your reader enough to want to click on them.

    2. In an interview with Michael Gavin and Kathleen Marie Smith, Brett Bobley rattles off a list of activities that fall under the umbrella of digital humanities. Some, like data mining, are commonly associated with digital humanities, but others, like media studies, less so. What links them together is technology, which Bobley describes as a “game changer”: “Technology has radically changed the way we read, the way we write, and the way we learn. Reading, writing, learning–three things that are pretty central to the humanities” [2].

      I completely agree that technology has changed the way we read, write, and learn. You can do all three of those things using a computer nowadays. I am doing it right now to write this post. In any assignment I get in a class I immediately go to online articles for research or start typing up notes on my laptop. I was not always so dependent upon it, when I was younger we used books and notebooks. Kids today are growing up with it almost right away though. I think everything is going to continue to be done digitally because that seems to be where we are heading. Technology links the components of digital humanities together and in the article Brett Bobley describes it as a game changer. I think that it is as well because we are learning new things and are going to be able to use the humanities in different ways.

    3. Some the individuals who attended were not only interested in undergraduate research as a co-curricular activity, but also the unicorn that is digital humanities. I know many scholars in the humanities do not feel that they can participate in digital humanities. However, I think there is at least one thing that all humanities scholars can do to digital into their humanities.

      I love that this referenced digital humanities as a unicorn. Being a unicorn sometimes means that the thing, in this case digital humanities, is desired but difficult to obtain. I could see that being true because everyone uses a computer these days so more and more people are looking for someone who knows how to work one and what they can do with it. I don't think it is super difficult to obtain, more that not everyone really understands what digital humanities is. I had no idea what it was I signed up for the course because I wanted to learn more. I think that everyone can learn how to participate in digital humanities especially since it is becoming more and more prevalent.

    1. living in poverty

      This makes sense since there are less resources around for these women and typically more violence in the area.

    2. Ontogenic

      develops from the first three levels. focuses on the person individually

    3. Macrosystem—This refers to broader cultural factors, such as patriarchal attitudes and beliefs about gender relations in intimate relationships. • Exosystem—This concept refers to informal and formal social networks that connect intimate relationships to the broader culture. • Microsystem—This refers to the relationship in which violence takes place. • Ontogenic—This level refers to a person's individual development and what such development brings to the above three levels. (Brownridge, 2009; Dutton, 2006)

      These 4 levels makes up the ecological model

    4. Ecological models

      a model that helps explain the influences that usually leads to violence against women.

    5. common batterer intervention programs

      a psychoeducational group

    6. Why do men assault the women they love?

      Those without prior knowledge tend to ask this question often and even those with background. However, the possibility of mental illness and so much more can derive from this.

    7. In fact, many women who experience what the law defines as rape do not label their assaults as such or even as a form of victimizatio

      This is interesting to learn and this could lead to the decrease in victim reports.

  2. May 2019
    1. Humanities faculty, unlike their STEM counterparts, do not have labs. We do not have a place for our work and no one sees our process.

      Is this implying that people do see progress in labs? Or that somehow labs are in a way accessible for people to come in and view academic research in progress? If that's a thing that happens, I'd love to check in on the labs of more advanced students, but I have a strong feeling that simply asking to be in a lab and watch people work will be met with quite a bit of resistance.

    2. However, that work (and it is intellectual labor) is invisible and largely undervalued.

      In my microbiology lab in the January semester I realized for the first time exactly how much work goes into a paper. It gave me a healthy respect for published academics, as well as made me realize, immediately, I do not want to stay in academia my whole life. Some people are incredible with the amount of effort they put into their research.

    3. Academics are constantly being told that they need to make their work more relevant and accessible to the public. Blogging about your work hits both of those marks. It also means that you have to translate your work from academese to language that non-academics will understand (i.e. jargon) and also foreground the relevance of your work. You have to tell people why your work is important and what it adds to the world.

      Do you ever wish you read the whole article before annotating because you read one paragraph down and find out the article says the exact thing you said in your annotation? Yeah. Well, at least I feel validated in my constant search for accessible academic content.

    4. As a result, I suggest that one thing that all humanities scholars can do to take a baby step in the direction of digital humanities is to maintain a blog about their research.

      Oh, what a coincidence that our major project in this class is to maintain a blog about our findings! Joking aside, I wish articles came with a link to a blog about the research involved in them. No matter how many times I read and re-read the methods section I never can seem to fully understand what the researchers were doing, because I'm an undergraduate just scratching the surface of topics. A blog would have more casual details and wouldn't assume the audience knows a lot already and would allow me to learn without having to delve for 80 hours down a rabbit hole about a specific enzyme in one microbe to figure out why it was even mentioned. Or maybe I'm just not a natural born student!

    1. “People will use this data in ways we can’t even imagine yet,” Mr. Stowell said, “and I think that is one of the most exciting developments in the humanities.”

      I keep coming back to history in my annotations, and honestly the article could work as a reading in a history class too. This kind of collection of data; of sources for the future could do wonders for future historians. Digital records, especially those online, don't burn or get water damaged or get eaten by moths. I think it's very important that we consider our digital footprints in a historical sense, from our own personal data (which I can see functioning much the same way as diaries do for historians now) to larger projects such as the tapestry mentioned above.

    2. Mr. Edelstein said that many of his senior colleagues view his work as whimsical, the result of playing with technological toys. But he argues such play can lead to discoveries.

      As he should; he's correct. Technological advances come from "playing with technological toys" all the time, it's no stretch of the imagination to assume academic advances would as well. Of course people are always resistant to change; it's in our nature, but using the tools at our disposal to improve our work is a part of academia.

    3. “You would think if England was this fountainhead of freedom and religious tolerance,” he said, “there would have been greater continuing interest there than what our correspondence map shows us.”

      While I am not surprised that the extent of England's greatness was greatly exaggerated (given our colonial, euro, and white -centric views of history) it's very important to have the data and evidence to back it up.

    4. Even historians, who have used databases before, have been slow to embrace the trend. Just one of the nearly 300 main panels scheduled for next year’s annual meeting of the American Historical Association covers digital matters.

      We explored the expansion of digital records briefly in HIST211 in the January semester. One of the issues with history is having very few (if any) primary sources, but a bigger issue is that they often contradict each other. Digital databanks and scans of old documents and even sites like ancestry.ca have broadened sources available to historians but they also cause more contradictions to be found, making the reconstruction of any historical event/period potentially more difficult.

    5. Mr. Bobley said the emerging field of digital humanities is probably best understood as an umbrella term covering a wide range of activities, from online preservation and digital mapping to data mining and the use of geographic information systems.

      Honestly the category of digital humanities seems like it could do with being split into two (or several) smaller fields of study. I'm sure it already is, the same way ecology and ornithology are both biology, but at least with biology it can be summarized as "the study of life" - with digital humanities I still struggle to come up with something like that - "the study of anything that could possibly be explored further/easier with anything similar to a computer?"

    6. This alliance of geeks and poets has generated exhilaration and also anxiety. The humanities, after all, deal with elusive questions of aesthetics, existence and meaning, the words that bring tears or the melody that raises goose bumps. Are these elements that can be measured? Advertisement Continue reading the main story “The digital humanities do fantastic things,” said the eminent Princeton historian Anthony Grafton. “I’m a believer in quantification. But I don’t believe quantification can do everything. So much of humanistic scholarship is about interpretation.”

      Not to argue with the New York Times and a Princeton Historian, but are the digital humanities really limited to quantification? I think that's perhaps a bit of a narrow minded opinion, or that I'm misinterpreting. For example, digital art or the study of digital artwork could be considered digital humanities, and I don't think that digital art has anything to do with quantification.

      I do understand the idea that quantification and data can't "deal with elusive questions of aesthetics, existence and meaning, the words that bring tears or the melody that raises goose bumps" (frankly an awful sentence, but that's besides the point) without human interpretation. I've seen some truly horrifying or very encouraging statistics before that can evoke these responses like a piece of literature, but the statistics alone do not embody those reactions.

  3. May 2017
  4. Jan 2017
    1. I have said to you that I would eliminate the liquor agents in this state and that the money saved would be returned to our citizens . . . I am happy to report to you that I am now filling orders for several hundred one-way tickets and stamped on them are these words . . . "for liquor agents . . . destination: . . . out of Alabama." I am happy to report to you that the big-wheeling cocktail-party boys have gotten the word that their free whiskey and boat rides are over . . . that the farmer in the field, the worker in the factory, the businessman in his office, the housewife in her home, have decided that the money can be better spent to help our children's education and our older citizens . . . and they have put a man in office to see that it is done. It shall be done. Let me say one more time . . . . no more liquor drinking in your governor's mansion.

      This hearkens so much to current day - everyone's focused on jobs and politicians are using weird backward economic logic to further their own unreasonable beliefs. We can look back now and say prohibition really was not that great for the economy, or the poor and working class, but that wasn't even on anyone's radar.

  5. Jun 2016
    1. Yet at its core, a DSC is an inquiry-based group activity, and the first step in the inquiry process is to ask questions, either about the narrative or about the subject matter of the central text.

      Adding inquiry to ELA, how powerful is that?

    2. As an alternative, at the conclusion of a literature lesson, students can create video adaptions of the works they have read in class, showcasing their comprehension and interpretation of the text

      That seems like a reasonable use of digital storytelling in the classroom

    3. hich posits that students who partici-pate in meaning-centered and socially centered activities are more successful at learning.

      interesting concept to consider

    4. s benefit from interacting with technology in the areas of motivation and en-gagement

      get those students engaged

  6. Feb 2014