La représentation de la polysémie et des termes complexes de type locution faible dans une base de données terminologique

We propose to identify, for the French language, the senses and subsenses of travail in the field of international commerce. We also intend to present the main weak idioms containing this form, from a corpus that has been constituted ex novo in the framework of the DIACOM-fr project (Department of Foreign Languages, University of Verona), part of the Excellence Project “Le Digital Humanities applicate alle lingue e letterature straniere” (“Digital Humanities applied to foreign modern languages and literatures”). The senses and subsenses as well as the weak idioms, classified on the basis of a number of semantic labels, will be represented in a draft of terminological network.

Dostoevsky and the Word “Jew”: A Quantitative Analysis of F.M. Dostoevsky’s Greatest Novels

The relationship of F.M Dostoevsky with Jews attracted the attention of numerous scholars throughout the years, many of whom attempted to grapple with the views of the great writer and their origin. In this article we will attempt to show this relationship by analyzing six of Dostoevsky’s greatest novels, written through the entirety of his career. We are analyzing these novels using Distant Reading in conjunction with Close Reading, tools that are commonly used in the field of digital humanities, which enabled us to show visually the extent of F.M. Dostoevsky’s engagement with this topic. The study poses two research questions: 1. To what extent did the writer use the more denigrating term “Zhid”? 2. Can we see a correlation between the writer’s portrayal of Jews with the definition of Anti-Semitism as it was known during his era? The obtained results show that there is clearly a correlation between the definition of anti-Semitism as it was understood at the time of Dostoevsky and the “Jew” as depicted in his novels, as the financial motif is paramount in the depiction of Jews as this is the central topic in 49% of the negative sentences in which the word “Jew” appears, with 59% of these sentences classified as stereotypes. The negative financial stereotype constitutes 32% of the entire corpus. In addition, we found the term “Zhid” is commonly used by the writer, a variation of which constitutes 75% of the total terms used to depict Jews.

University Education in Digital Humanities for Information Professionals

Purpose/Thesis: The article presents the concept of university course in digital humanities for future information professionals. Approach/Methods: The concept of university course in digital humanities draws on the author’s deep knowledge of digital humanities as well as the particular models of research project lifecycle. The concept consists of three elements: the description of educational aims, the graduate’s profile, and the learning outcomes. Results and conclusions: The author proposes that university course in digital humanities should be provided as a part of specialization within a Master program for information professionals. Classes will give students a basic knowledge of a given discipline in the humanities and the theoretical aspects of digital humanities, as well as its structure and history. Students will also learn about information and knowledge organization, digital sources used in humanities, information systems, digital collections, research data management, and scholarly editions. Graduates would be equipped to work at research institutions running digital humanities projects or providing research infrastructure for digital humanists, e.g. academic libraries, museums, archives, digital humanities centers and laboratories. Practical implications: The concept may be used to prepare a detailed program of specialization by faculties offering information science programs. Although the concept has been developed in the context of Polish higher education, it can be modified and adapted successfully in other countries, especially in the EU countries which, like Poland, need to meet the European Qualifications Framework. Originality/Value: Formal university course in digital humanities for information professionals is not very common. The concept of a specialization within a Master program proposed in this article fills this gap so that a new generation of librarians and other information professionals will become more proficient intermediaries between humanists and information.

Packaging research artefacts with RO-Crate

An increasing number of researchers support reproducibility by including pointers to and descriptions of datasets, software and methods in their publications. However, scientific articles may be ambiguous, incomplete and difficult to process by automated systems. In this paper we introduce RO-Crate, an open, community-driven, and lightweight approach to packaging research artefacts along with their metadata in a machine readable manner. RO-Crate is based on Schema.org annotations in JSON-LD, aiming to establish best practices to formally describe metadata in an accessible and practical way for their use in a wide variety of situations. An RO-Crate is a structured archive of all the items that contributed to a research outcome, including their identifiers, provenance, relations and annotations. As a general purpose packaging approach for data and their metadata, RO-Crate is used across multiple areas, including bioinformatics, digital humanities and regulatory sciences. By applying “just enough” Linked Data standards, RO-Crate simplifies the process of making research outputs FAIR while also enhancing research reproducibility. An RO-Crate for this article11 https://w3id.org/ro/doi/10.5281/zenodo.5146227 is archived at https://doi.org/10.5281/zenodo.5146227.

Digital Education Strategy

This chapter analyzes and discusses key strategies for digital education. The chapter begins by examining and defining several key concepts, including global citizenship, digital citizenship, computational thinking, informational thinking, and systemic thinking. Next, the chapter analyzes the role of leadership in the age of digitalization and advocates for panoramic leadership. The chapter then discusses strategies and tools for teaching the digital humanities and compares STEM-based education with STEAM-based education. The virtual classroom is then analyzed, followed by a discussion of why Finnish schools excel in digital education. The chapter concludes by analyzing and discussing the architecture for digital schools and universities.

Digital Humanities Strategy

This chapter outlines a strategy for digital humanities that can address some of the challenges that have arisen due to informing technologies. The chapter begins by giving a definition of humanism and by describing the nature of the humanistic attitude. The chapter next considers the role that mythology plays in humanism. After this, a matrix model of the humanities is presented that shows the role of the humanities in a computerized society. Then, a digital humanities research strategy is discussed with specific recommendations for implementing such research. This is followed by a discussion of the role that supercomputers play in research. Strategies for creating content in the digital humanities are then explored in disciplines such as philosophy, archeology, and history. Next, strategies for publishing and distributing information are described. The chapter concludes by considering strategies for teaching digital humanities and for developing digital social resonance.

An Enterprising Take on Undergraduate Research in English

This article profiles a University of North Carolina Greensboro undergraduate research digital humanities opportunity. The authors explain how their faculty-student-library team met challenges of generating a digital exhibit while overcoming typical resource constraints. They articulate three sites of applied knowledge the student gained from this research and detail the project design and efforts to call attention to invisible undergraduate research (UR). Such visibility facilitates additional course-based research opportunities and helps institutional stakeholders imagine further enterprising opportunities for UR despite time and material constraints.

The Author and the Authors of the 'Vita Ædwardi Regis:' Women's Literary Culture and Digital Humanities

Commissioned by Queen Edith in the 1060s, the Vita Ædwardi Regis (hereafter VER) has recently received substantial scholarly attention, including focus on identification of the author of this putatively anonymous text; the quest for authorial identification has until now proceeded with the assumption of sole authorship of the text. Lexomics, an open-access vocabulary analysis tool, adds digital strategies to more traditional literary and historical analyses; the Lexomic evidence indicates that the VER is a composite text built by multiple contributors under the direction of the queen. Not only did Edith's patronage cause the VER to be written, but her knowledge, and her personal and political interests, shaped the Life's content. Hers was the active, guiding intellect behind the entire text, and in two passages the VER appears not only to communicate the queen's intentions but also to preserve her voice. If any one person is to be identified as the 'author' of the VER, therefore, it is Edith, guiding a team of writers and scribes to tell her story.