Monthly Archives: September 2013

Call for Papers: Writing Women’s Lives

I am beginning to take a glimpse into the future, what it holds and what one may benefit from the DH world.  I stumbbled over this announcement and I think it resonate with with our class project on Rice University women’s that I may title “Chronicling Rice University Women’s History.” (Subject to change).  Take some tme to explore this page because you never can tell what you will get out of it.

Posted on September 17, 2013 by 

 

Writing Women’s Lives: Auto/Biography, Life Narratives, Myths and Historiography Symposium.
Yeditepe University, Istanbul.
April 19 – 20, 2014.

– See more at: http://greenfield.blogs.brynmawr.edu/2013/09/17/call-for-papers-writing-womens-lives/#sthash.NksplUUg.dpuf

2014 Mellon International Dissertation Research Fellowship Now Accepting Applications

I am bringing your attention to this information because if might be of benefit to you and/or you may know of someone that will benefit from it. Please pass it on!!

From: Kathryn Green <klgreen@MVSU.EDU>
> Subject: 2014 Mellon International Dissertation Research Fellowship Now Accepting Applications
> Date: 11 September 2013 5:42:09 AM CDT
> To: H-AFRICA@H-NET.MSU.EDU
> Reply-To: H-NET List for African History and Culture <H-AFRICA@H-NET.MSU.EDU>
>
> Date:  11 September 2013
> From:  <idrf=rc.org@CMAIL1.COM>  <http://idrf.cmail1.com/t/j-u-tiykdrk-ykgnhiu-k/>
>
> 2014 Mellon IDRF Competition Now Accepting Applications
>
> The Mellon International Dissertation Research Fellowship (IDRF) offers nine to twelve months of support to graduate students in the humanities and humanistic social sciences who are enrolled in PhD programs in the United States and conducting dissertation research on non-US topics. Eighty fellowships are awarded annually. Fellowship amounts vary depending on the research plan, with a per-fellowship average of $20,000. The fellowship includes participation in an SSRC-funded interdisciplinary workshop upon the completion of IDRF-funded research.
>
> Join us for an informational webinar on September 18th from 1:00pm-2:00pm, or October 10th from 2:00pm-3:00pm. Reserve your seat for September’s webinar  here  [https://www3.gotomeeting.com/register/330736422]and for October’s  here [https://www3.gotomeeting.com/register/920258262].
>
> Applications will be accepted until November 5th, 2013.
>
> [http://www.ssrc.org/fellowships/idrf-fellowship/]
>

Gender Quarrel

This is not a new topic.  As Simone De-Beauvoir notes in The Second Sex “enough ink has flowed over the quarrel,” so that you think that the quarrel is almost over.  No, no, no.  Not so soon!!!  I read this article and reasoned that, indeed, this is one major way laws are compiled, turned into principles and perpetuated.  As you would imagine, those who make and compile the laws, being men, favor their own sex.  Yes, no more higher education, for the girl child.  Hmmmmmmmmmmm.  Her place remains in the kitchen, her husband’s bedroom as a sex creature.  Over and over again, the woman’s womb is prized more highly than her brain.  Check out this link – http://www.fixthefamily.com/blog/6-reasons-to-not-send-your-daughter-to-college – and leave your thoughts.

In another development, new windows are opened for women to realize their dreams.  For example in Wales women are becoming bishops. Check this out – http://www.huffingtonpost.com/2013/09/13/female-bishops-wales-anglican-church_n_3920837.html

And then in Botswana, Africa, women made landmark history as Botswana court uphold the right of women to inherit under customary law by rejecting the tradition of males as sole heirs.  http://allafrica.com/view/group/main/main/id/00026257.html

I want to shout it on the mountain top, “women are not second class citizens.” And I dare say, the quarrel will continue to remain until laws which fraudulently victimizes in any technique against a woman exclusively on the basis of her gender.  Such laws are not in accord with humankind, morals ethics, natural justice, fairness and good conscience. And this is what the article on Fixing the Family – http://www.fixthefamily.com/blog/6-reasons-to-not-send-your-daughter-to-college – wants to perpetuate in a seemingly civilized village.

When Women Succeed, America (the Society) Succeeds

Interested in bridging the gap in economic, etc inequality, then follow AAUW to see what they have been up to: http://www.aauwtexas.org/

Exploring DH

The village woman explores Digital Humanities

As a new comer in the DH field, I found Sharon Daniel’s Public Secrets project very compelling and chose to explore it as my class project for the Digital Humanities class of September 3rd, 2013.  This Public Secrets project was designed by Erik Loyer. See details: http://vectors.usc.edu/projects/index.php?project=57. http://vectors.usc.edu/issues/4/publicsecrets/

About the Project – The State’s massive prison system – houses three prisons with the two largest women’s prisons in the world – is a rapidly expanding industry in Central California.  Public Secrets project committed to and categorized for oral history and scholarly communications was, therefore, designed to project the voices and experiences of incarcerated women within the prison system.

My Interest in Public Secrets Project – I chose Public Secrets project because I find it ideal and related to my own research interest.  I am interested in working with communities and hope to focus on the use and development of information and communications technologies for social inclusion. I want to provide and frame, like Daniel, a context with and for the community of my interest.  My research data will comprise collection of stories, conducting interviews, sourcing for archival materials.  And I hope to build online archives, and make the data available across national, social, cultural, economic, and religious boundaries.

Goal: (What is the project trying to achieve?) Public Secrets tries to use DH to:

1)      expose the multiple social problems and cost of incarceration within Central California’ prison system;

2)      examine prisons from the inside out so that the physical, psychological and ideological spaces can be reconfigured;

3)      To dissipate misconceptions about the nature of prisons and expose the abusive and violence within the walls

4)      To make more public the social ills that prison system perpetuate, how it impacts the society and how to improve the system so it could be a more humane world.

Methods:  (How does the project pursue those goals?)

Sharon Daniel pursued these goals by conducting a one on one interview with incarcerated women.  She also made it available to the online academic community and requested for feedback.  She also created links for her audience to participate and/or be involved in the project. Through a thoughtful and respectful framing of individual women’s voice and experiences in a unique context, the online academic community becomes part of the violent public secrets world.

Scholarly contexts: How does the project tries to advance humanities scholarship?

The Public Secrets project tries to advance humanities scholarship in the under listed ways:

  1. Retrieving oral history of incarcerated women whose voices ordinarily would not have been heard.
  2. Archiving these stories
  3. Preserving research data/findings in ways that the information could be available to a greater audience

Project Development:

i)                    How was the project created?

Daniel and Loyer employed a combination of treemap and typographic algorithms.  This program helps to shrink phrases in ways that fits quite well in the program.  Content conforms exactly to the dimensions of structure that encloses it.  That is, whatever is programmed takes its own form and shape without losing any information.  This program also solves aesthetic problem.

ii)                  Who was involved with the project?

Project Public Secrets was made possible through the collaborative effort of:

1)      Erik Loyer, the designer who used “Squarified” treemap algorithm;

2)      Sound effects provided by The Freesound Project collaborative database of Creative Commons licensed sounds;

3)      Justice Now, Co-directors Cassandra shaylor and Cynthia Chandler;

4)      Proof reading experts;

5)      Assistance with audio production, audio recording facilities;

6)      And support provided by the Digital Arts and News Media MFA program at the University of California, Santa Cruz.

Strengths: What does the project do well?

I find the graphic descriptions of prison conditions quite fascinating. The narratives each has a link that connects to a considerable amount of textual information that has been broken down from its original state and split up into short paragraphs.

As you click on a link, statement by a particular woman unfolds.  And you can listen to it or just read the transcript.  Buttons labeled “more” or “view connections” allows you to follow the thread of a given statement to a new screen containing related content.  By rolling over the strip at the left, you can access the three sections of the project, or return to this screen.

The most fascinating thing about this design is the capability to shrink information to a sizeable and available space.  I guess in this way, every voice and information is not left out.

Weakness:

As noted in the Strength of the project, textual information was broken up into short paragraphs from the original narrative.  I consider the style of breaking up narratives into short paragraphs without labeling it a weakness.  Reading these narrative gives a sense of disconnect

Award:

I thought it is interesting to state that the skills, ingenuity and vision of Public Secrets has been acknowledged as it was voted the  Oscars of the Internet  by NY Times and The Webby Awards for exhibiting remarkable achievements on the Internet, Websites, Interactive Advertising, online film and Video, and the mobile Websites.

 

Does the teacher still count in the technological age?

The last decade has witnessed a steady increase in the usage of internet and this seem, in my view, to have endorsed an overriding conviction that knowledge is about information and getting information translates to getting power.  This semester I am a teaching assistnt in a course on “Introduction to Christianity in Africa.” It is the first time I will be a teaching assistant in the US.  In the last class, ninety-six (96) students (from different disciplines) were in attendance.  At some point, I made my way through the room to ensure everyone got an opportunity to pen down their names and Net ID on the attendance sheet.  I realized a great number of the students who were supposed to be listening and/or taking notes were not using their laptops decisively.  For example, while some were face booking, others were either Skyping or watching movies and/or listening to music.  Many conversed away. My colleague who lectured on behalf of the Professor noticed the many distractions from students.  In one instance, he saw a gift pack with cake being passed. And he asked, “Is it someone’s birthday today?” The answer was, “Yes.”  The students continued the conversation but he comported himself and continued with the lecture.

This was not the first time I was experiencing this. In spring 2013, I was in another Religious Studies class, and the practice was the same.  My friend who was the TA along with others usually moved around to ensure “adult” students were using their internet purposefully during lecture.  I have been very concerned and think this is very distracting and disturbing.

My firsthand experiences in these classrooms make me ask many times, “where are we going from here?” And I cannot but agree more with April Deconick’ position when she stated that “we are scattering our attention.  Like our devices, we do two or three things at once.” See her blog titled “Humanities and technology,” http://forbiddengospels.blogspot.com/ I am concerned because these students were in class, yet they were not committed to neither the lecture nor what they had divided their attention for.   They were held in the clutches of their “I’s” phone, pads, Facebook, etc. “So addicted that unplugging even during lectures is problematic,” as Deconick noted.

Now my questions, is the invasion of the classroom with internet connectivity not making the teacher less of a human being?  For instance, the teacher was just chatting away his “life” with so much effort and enthusiasm and yet more than half the class was in a different planet – social media planet?  Is it not the case that the invasion of classrooms with laptops (that are misused) is robbing either the student or the teacher of something? Does the life, time and talking of the teacher still count in the technological age?  Is the value of knowledge not going down the drain for what we desire to replace with information?  And I join John Duhring in asking, “Do you think teachers should move their lectures online?” See link http://www.hastac.org/blogs/duhring/2013/09/03/will-teachers-move-their-own-courses-online Largely, this pattern is changing the manner we perceive of traditional pedagogy? Can this be addressed, if at all you think this issue is worth addressing?  Let me hear your thoughts.