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  • image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Authors: Romary, Laurent; Chambers, Sally;

    DARIAH, the Digital Research Infrastructure for the Arts and Humanities, is committed to advancing the digital revolution in the arts and humanities across Europe, by connecting resources and tools with the emerging next generation of digital scholars. National audience

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    Authors: Romary, Laurent;

    This DARIAH-DE report gives a complementary view to the first of its kind, entitled "Partnerships, relationships and associated initiatives ", where we analysed the tenets of the DARIAH infrastructure and provided an environmental analysis in order to outline a strategic plan for DARIAH. The present report focuses on "Technologies services and user expectations" with a view to better understand what kinds of concrete services we want to offer to our users, given the developments made within the various DARIAH partners in general, but with a special view on contributions of DARIAH-DE.

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    Authors: Raciti, Marco; Moranville, Yoann; Thiel, Carsten;
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    Authors: Lehmann, Jörg; Morselli, Francesca;

    The subject “Science and Technology in the First World War” has so far been treated from the perspective on inventions and the development of new weapons, and often the focus has been on the topic of chemical warfare at the expense of other important dimensions. The approach of this Archival Research Guide, by contrast, comes from the social sciences and focuses on the establishment of relevant scientific, military and governmental bodies and on the personal networks established during the war. By examining these institutions and networks country by country, comparisons between them can be drawn, enabling further research with regard to the sociology of institutions. By pointing to the connections and channels of exchange between the nations and institutions under consideration, this approach opens up a transnational perspective and supports the paradoxal insight that transnational ties can dissolve national obstacles while simultaneously strengthening the nation-states themselves. On the individual level, the ARG takes the role of intellectuals into account, for whom scientific objectivity / neutrality and patriotic commitment seemed to have been no contradiction. It is remarkable that the First World War led to the establishment of several institutions aiming at funding science through the state, most notably in the case of France (CNRS), the U.S. (NACA/NASA) and Russia (KEPS). CENDARI Archival Research Guide

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    Authors: Boukhelifa , Nadia; Giannisakis , Emmanouil; Dimara , Evanthia; Willett , Wesley; +1 Authors

    In this paper we describe the development and evaluation of a visual analytics tool to support historical research. Historians continuously gather data related to their scholarly research from archival visits and background search. Organising and making sense of all this data can be challenging as many historians continue to rely on analog or basic digital tools. We built an integrated note-taking environment for historians which unifies a set of func-tionalities we identified as important for historical research including editing, tagging, searching, sharing and visualization. Our approach was to involve users from the initial stage of brainstorming and requirement analysis through to design, implementation and evaluation. We report on the process and results of our work, and conclude by reflecting on our own experience in conducting user-centered visual analytics design for digital humanities. International audience

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    Authors: Depoortere, Rolande; Gheldof, Tom; Styven, Dorien; Van der Eycken, Johan;

    Contemporary researchers are beginning to explore the possibilities and opportunities of digital humanities, but encounter major obstacles regarding (meta)data1. Many archival institutions lack the technology or the skills to process (meta)data, let alone share it. Different types of standards coexist and sometimes conflict with each other, while implementing the same standards often leads to slight differences which decrease interoperability. Storing, securing and making born-digital or digitized information available in a sustainable manner is a major challenge. Concepts such as metadata, Meta Information, Linked Open Data (LOD), Big Data… are on the rise, but their meaning and content — let alone their implications in terms of social impact — are seldom questioned. Archival institutions thus face a myriad of challenges when sharing (meta)data with the scientific community and when planning to preserve information for future generations while maintaining data authenticity2 . ispartof: Archief- en Bibliotheekwezen in België vol:106 pages:5-13 status: published

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    Authors: Tahko, Tuuli; Zehavi, Ora; Lhotak, Martin; Romanova, Natasha; +3 Authors

    The DESIR project sets out to strengthen the sustainability of DARIAH and firmly establish it as a long-term leader and partner within arts and humanities communities. The project was designed to address six core infrastructural sustainability dimensions and one of these was dedicated to training and education, which is also one of the four pillars identified in the DARIAH Strategic Plan 2019-2026. In the framework of Work Package 7: Teaching, DESIR organised dedicated workshops in the six DARIAH accession countries (Czech Republic, Finland, Israel, Spain, Switzerland and the United Kingdom) to introduce them to the DARIAH infrastructure and related services, and to develop methodological research skills. The topic of each workshop was decided by accession countries representatives according to the training needs of the national communities of researchers in the (Digital) Humanities. Training topics varied greatly: on the one hand, some workshops had the objective to introduce participants to specific methodological research skills; on the other hand, a different approach was used, and some events focused on the infrastructural role of training and education. The workshops organised in the context of Work Package 7: Teaching are listed below:• CZECH REPUBLIC: “A series of fall tutorials 2019 organized by LINDAT/CLARIAHCZ, tutorial #3 on TEI Training”, November 28, 2019, Prague;• FINLAND: “Reuse & sustainability: Open Science and social sciences and humanities research infrastructures”, 23 October 2019, Helsinki;• ISRAEL: “Introduction to Text Encoding and Digital Editions”, 24 October 2019, Haifa;• SPAIN: “DESIR Workshop: Digital Tools, Shared Data, and Research Dissemination”, 3 July 2019, Madrid;• SWITZERLAND: “Sharing the Experience: Workflows for the Digital Humanities”, 5-6 December 2019, Neuchâtel;• UNITED KINGDOM: “Research Software Engineering for Digital Humanities: Role of Training in Sustaining Expertise”, 9 December, London.

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    Authors: Tasovac, Toma; Edmond, Jennifer; Garnett, Vicky; Thorpe, Deborah;

    • To the extent that is has been theorised, work on DH pedagogy has tended to be very strongly tied to the classroom experience. A classroom experience, however, exists within a particular social and institutional framework (students seeking knowledge, experience or qualification from instructors who master a specific body of knowledge) which is quite different from the operational and distributed nature of Research Infrastructures such as DARIAH.• Research infrastructures seldom possess the kinds of specialised procedures, staff, resources and expertise to deliver formal educational programmes, but the strength of RI’s lies in the provision of and reflection upon the experience of acculturation and professionalization in “real” cross-institutional and often cross-cultural projects in which peer learning, skills transfers and network building are a rule rather than an exception.• Research Infrastructures such as DARIAH have a specific role to play in the European educational landscape by complementing rather than replacing the pedagogical models prevalent in HEIs today.• RI’s such as DARIAH should focus not only on DH or even on a discipline in which a student or researcher seeks to use DH methodologies, but also on highlighting how these practices engage interdependent communities of practice with intersecting concerns.• DARIAH should intensify effort to position itself as pedagogically relevant beyond the individual humanities disciplines in terms of what it can contribute to the development and dissemination of early-career researchers’ transferable skills and competences as identified by the Eurodoc 2018 Report.• DARIAH should establish an active educational partnership network in order to validate a new approach to the skills needs of humanities students and researchers, looking beyond the frame of what is currently available in the context of formal educational programmes.• DARIAH should develop a curricular model and, if possible, an internship program, to enable fluid exchange of knowledge and students between university programmes and the applied contexts of the research infrastructure.• DARIAH should continue to create and maintain essential filtering and contextualising layers for training materials, which are now available throughDARIAH-Campus, in order to coordinate and enhance open educational resources with other stakeholders in the field.• DARIAH should aim to apply and test its learning resources in different HE contexts in order to profit from unforeseen synergies and unexpected outcomes such as, for instance, the initiative to publish young researchers’ data papers using the DARIAH-Campus Event Capture Template, which emerged out of the DESIR Workshop at the University of Neuchâtel.• Building on currently identified needs, DARIAH should develop foresight models to predict future needs within the Higher Education sector.

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    Authors: Renneville, Marc; Pouyllau, Stéphane;

    Huma-Num (UMS 3598) est une très grande infrastructure (TGIR) née de la fusion du TGE-Adonis et de IR-Corpus. Elle vise à faciliter le tournant numérique de la recherche en sciences humaines et sociales. Pour remplir cette mission, la TGIR Huma-Num est bâtie sur une organisation originale consistant à mettre en oeuvre un dispositif humain (concertation collective) et technologique (services numériques pérennes) à l’échelle nationale et européenne en s’appuyant sur un important réseau de partenaires et d’opérateurs. Ce rapport intermédiaire dresse le bilan des premières années de la TGIR en rappelant son contexte de création, les services créées, son fonctionnement en réseau et les perspectives de développement à moyen terme.

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    Authors: Raciti, Marco;

    The document gives and overview of funding opportunities related to European Structural and Investment Funds (ESIF) for digital arts and humanities research, and provides concrete examples of successful actions that have been carried out in the last two programming periods (2007-2013 and 2014-2020). Moreover, this guide describes other funding schemes, notably Erasmus+, COST, Creative Europe, Connecting Europe Facility (CEF) that could be interesting for DARIAH partners.

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    Authors: Romary, Laurent; Chambers, Sally;

    DARIAH, the Digital Research Infrastructure for the Arts and Humanities, is committed to advancing the digital revolution in the arts and humanities across Europe, by connecting resources and tools with the emerging next generation of digital scholars. National audience

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    Authors: Romary, Laurent;

    This DARIAH-DE report gives a complementary view to the first of its kind, entitled "Partnerships, relationships and associated initiatives ", where we analysed the tenets of the DARIAH infrastructure and provided an environmental analysis in order to outline a strategic plan for DARIAH. The present report focuses on "Technologies services and user expectations" with a view to better understand what kinds of concrete services we want to offer to our users, given the developments made within the various DARIAH partners in general, but with a special view on contributions of DARIAH-DE.

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    Authors: Raciti, Marco; Moranville, Yoann; Thiel, Carsten;
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    Authors: Lehmann, Jörg; Morselli, Francesca;

    The subject “Science and Technology in the First World War” has so far been treated from the perspective on inventions and the development of new weapons, and often the focus has been on the topic of chemical warfare at the expense of other important dimensions. The approach of this Archival Research Guide, by contrast, comes from the social sciences and focuses on the establishment of relevant scientific, military and governmental bodies and on the personal networks established during the war. By examining these institutions and networks country by country, comparisons between them can be drawn, enabling further research with regard to the sociology of institutions. By pointing to the connections and channels of exchange between the nations and institutions under consideration, this approach opens up a transnational perspective and supports the paradoxal insight that transnational ties can dissolve national obstacles while simultaneously strengthening the nation-states themselves. On the individual level, the ARG takes the role of intellectuals into account, for whom scientific objectivity / neutrality and patriotic commitment seemed to have been no contradiction. It is remarkable that the First World War led to the establishment of several institutions aiming at funding science through the state, most notably in the case of France (CNRS), the U.S. (NACA/NASA) and Russia (KEPS). CENDARI Archival Research Guide

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    https://doi.org/10.17169/refub...
    Other ORP type . 2016
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      Other ORP type . 2016
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    Authors: Boukhelifa , Nadia; Giannisakis , Emmanouil; Dimara , Evanthia; Willett , Wesley; +1 Authors

    In this paper we describe the development and evaluation of a visual analytics tool to support historical research. Historians continuously gather data related to their scholarly research from archival visits and background search. Organising and making sense of all this data can be challenging as many historians continue to rely on analog or basic digital tools. We built an integrated note-taking environment for historians which unifies a set of func-tionalities we identified as important for historical research including editing, tagging, searching, sharing and visualization. Our approach was to involve users from the initial stage of brainstorming and requirement analysis through to design, implementation and evaluation. We report on the process and results of our work, and conclude by reflecting on our own experience in conducting user-centered visual analytics design for digital humanities. International audience

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    ProdInra
    Conference object . 2015
    License: CC BY SA
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    Conference object . 2015
    License: CC BY SA
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    Authors: Depoortere, Rolande; Gheldof, Tom; Styven, Dorien; Van der Eycken, Johan;

    Contemporary researchers are beginning to explore the possibilities and opportunities of digital humanities, but encounter major obstacles regarding (meta)data1. Many archival institutions lack the technology or the skills to process (meta)data, let alone share it. Different types of standards coexist and sometimes conflict with each other, while implementing the same standards often leads to slight differences which decrease interoperability. Storing, securing and making born-digital or digitized information available in a sustainable manner is a major challenge. Concepts such as metadata, Meta Information, Linked Open Data (LOD), Big Data… are on the rise, but their meaning and content — let alone their implications in terms of social impact — are seldom questioned. Archival institutions thus face a myriad of challenges when sharing (meta)data with the scientific community and when planning to preserve information for future generations while maintaining data authenticity2 . ispartof: Archief- en Bibliotheekwezen in België vol:106 pages:5-13 status: published

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    Lirias
    Article . 2019
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    Authors: Tahko, Tuuli; Zehavi, Ora; Lhotak, Martin; Romanova, Natasha; +3 Authors

    The DESIR project sets out to strengthen the sustainability of DARIAH and firmly establish it as a long-term leader and partner within arts and humanities communities. The project was designed to address six core infrastructural sustainability dimensions and one of these was dedicated to training and education, which is also one of the four pillars identified in the DARIAH Strategic Plan 2019-2026. In the framework of Work Package 7: Teaching, DESIR organised dedicated workshops in the six DARIAH accession countries (Czech Republic, Finland, Israel, Spain, Switzerland and the United Kingdom) to introduce them to the DARIAH infrastructure and related services, and to develop methodological research skills. The topic of each workshop was decided by accession countries representatives according to the training needs of the national communities of researchers in the (Digital) Humanities. Training topics varied greatly: on the one hand, some workshops had the objective to introduce participants to specific methodological research skills; on the other hand, a different approach was used, and some events focused on the infrastructural role of training and education. The workshops organised in the context of Work Package 7: Teaching are listed below:• CZECH REPUBLIC: “A series of fall tutorials 2019 organized by LINDAT/CLARIAHCZ, tutorial #3 on TEI Training”, November 28, 2019, Prague;• FINLAND: “Reuse & sustainability: Open Science and social sciences and humanities research infrastructures”, 23 October 2019, Helsinki;• ISRAEL: “Introduction to Text Encoding and Digital Editions”, 24 October 2019, Haifa;• SPAIN: “DESIR Workshop: Digital Tools, Shared Data, and Research Dissemination”, 3 July 2019, Madrid;• SWITZERLAND: “Sharing the Experience: Workflows for the Digital Humanities”, 5-6 December 2019, Neuchâtel;• UNITED KINGDOM: “Research Software Engineering for Digital Humanities: Role of Training in Sustaining Expertise”, 9 December, London.

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    Authors: Tasovac, Toma; Edmond, Jennifer; Garnett, Vicky; Thorpe, Deborah;

    • To the extent that is has been theorised, work on DH pedagogy has tended to be very strongly tied to the classroom experience. A classroom experience, however, exists within a particular social and institutional framework (students seeking knowledge, experience or qualification from instructors who master a specific body of knowledge) which is quite different from the operational and distributed nature of Research Infrastructures such as DARIAH.• Research infrastructures seldom possess the kinds of specialised procedures, staff, resources and expertise to deliver formal educational programmes, but the strength of RI’s lies in the provision of and reflection upon the experience of acculturation and professionalization in “real” cross-institutional and often cross-cultural projects in which peer learning, skills transfers and network building are a rule rather than an exception.• Research Infrastructures such as DARIAH have a specific role to play in the European educational landscape by complementing rather than replacing the pedagogical models prevalent in HEIs today.• RI’s such as DARIAH should focus not only on DH or even on a discipline in which a student or researcher seeks to use DH methodologies, but also on highlighting how these practices engage interdependent communities of practice with intersecting concerns.• DARIAH should intensify effort to position itself as pedagogically relevant beyond the individual humanities disciplines in terms of what it can contribute to the development and dissemination of early-career researchers’ transferable skills and competences as identified by the Eurodoc 2018 Report.• DARIAH should establish an active educational partnership network in order to validate a new approach to the skills needs of humanities students and researchers, looking beyond the frame of what is currently available in the context of formal educational programmes.• DARIAH should develop a curricular model and, if possible, an internship program, to enable fluid exchange of knowledge and students between university programmes and the applied contexts of the research infrastructure.• DARIAH should continue to create and maintain essential filtering and contextualising layers for training materials, which are now available throughDARIAH-Campus, in order to coordinate and enhance open educational resources with other stakeholders in the field.• DARIAH should aim to apply and test its learning resources in different HE contexts in order to profit from unforeseen synergies and unexpected outcomes such as, for instance, the initiative to publish young researchers’ data papers using the DARIAH-Campus Event Capture Template, which emerged out of the DESIR Workshop at the University of Neuchâtel.• Building on currently identified needs, DARIAH should develop foresight models to predict future needs within the Higher Education sector.

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    Authors: Renneville, Marc; Pouyllau, Stéphane;

    Huma-Num (UMS 3598) est une très grande infrastructure (TGIR) née de la fusion du TGE-Adonis et de IR-Corpus. Elle vise à faciliter le tournant numérique de la recherche en sciences humaines et sociales. Pour remplir cette mission, la TGIR Huma-Num est bâtie sur une organisation originale consistant à mettre en oeuvre un dispositif humain (concertation collective) et technologique (services numériques pérennes) à l’échelle nationale et européenne en s’appuyant sur un important réseau de partenaires et d’opérateurs. Ce rapport intermédiaire dresse le bilan des premières années de la TGIR en rappelant son contexte de création, les services créées, son fonctionnement en réseau et les perspectives de développement à moyen terme.

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    HAL AMU
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    Authors: Raciti, Marco;

    The document gives and overview of funding opportunities related to European Structural and Investment Funds (ESIF) for digital arts and humanities research, and provides concrete examples of successful actions that have been carried out in the last two programming periods (2007-2013 and 2014-2020). Moreover, this guide describes other funding schemes, notably Erasmus+, COST, Creative Europe, Connecting Europe Facility (CEF) that could be interesting for DARIAH partners.

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