Latest Research on Humanities April 2021

[1] The Landscape of Digital Humanities

The digital humanities is increasingly becoming a “buzzword”, and there is more and more talk about a broadly conceived, inclusive digital humanities. The field is expanding and at the same time being negotiated, and this article explores the idea of a broadly conceived landscape of digital humanities in some depth. It is argued that awareness across this landscape is important to the future of the field. The study starts out from typologies of digital humanities, a “flythrough” of the landscape, and a discussion of what being a digital humanist entails. The second part is an exploration of four concrete encounters: ACTLab at University of Texas at Austin, the Humanities Arts Science Technology Advanced Collaboratory (HASTAC), the Humanities Computing Program at the University of Alberta, and Internet Studies. In the third part of the article, it is suggested that a model based on paradigmatic modes of engagement between the humanities and information technology can help chart and understand the digital humanities. The modes of engagement analyzed are technology as a tool, study object, expressive medium, exploratory laboratory and activist venue.

[2] Introduction: Understanding the Digital Humanities

Across the university the way in which we pursue research is changing, and digital technology is playing a significant part in that change. Indeed, it is becoming more and more evident that research is increasingly being mediated through digital technology. Many argue that this mediation is slowly beginning to change what it means to undertake research, affecting both the epistemologies and ontologies that underlie a research programme (sometimes conceptualised as ‘close’ versus ‘distant’reading, see Moretti 2000???). Of course,this development is variable depending on disciplines and research agendas,with some more reliant on digital technology than others, but it is rare to find an academic today who has had no access to digital technology as part of their research activity. Library catalogues are now probably the minimum way in which an academic can access books and research articles without the use of a computer, but, with card indexes dying a slow and certain death (Baker 1996: 2001), there remain few outputs for the non-digital scholar to undertake research in the modern university. Email, Google searches and bibliographic databases are become increasingly crucial, as more of the world libraries are scanned and placed online.

[3] The Digital Future is Now: A Call to Action for the Humanities

The digital humanities are at a critical moment in the transition from a specialty area to a full-fledged community with a common set of methods, sources of evidence, and infrastructure – all of which are necessary for achieving academic recognition. As budgets are slashed and marginal programs are eliminated in the current economic crisis, only the most articulate and productive will survive. Digital collections are proliferating, but most remain difficult to use, and digital scholarship remains a backwater in most humanities departments with respect to hiring, promotion, and teaching practices. Only the scholars themselves are in a position to move the field forward. Experiences of the sciences in their initiatives for cyberinfrastructure and eScience offer valuable lessons. Information- and data-intensive, distributed, collaborative, and multi-disciplinary research is now the norm in the sciences, while remaining experimental in the humanities. Discussed here are six factors for comparison, selected for their implications for the future of digital scholarship in the humanities: publication practices, data, research methods, collaboration, incentives, and learning. Drawing upon lessons gleaned from these comparisons, humanities scholars are “called to action” with five questions to address as a community: What are data? What are the infrastructure requirements? Where are the social studies of digital humanities? What is the humanities laboratory of the 21st century? What is the value proposition for digital humanities in an era of declining budgets?

[4] A Note on Edgeworth Expansion

The Edgeworth expansion plays important role in approximating the distribution function, specially the tail probabilities of a complicated statistic. For example, sometimes, the test statistic, in hand, is too complicated and deriving its quantiles is too hard. However, these quantiles are necessary for decision making in hypothesis testing. This problem is seen frequently in change point analysis. Thus, in these fields, the Edgeworth expansion is valuable mean. The traditional Edgeworth expansion is derived using the approximation of characteristic function by Taylor expansion. In the current note, an alternative method is proposed to derive this expansion. This paper is concerned with application of Euler-Lagrange equation in Edgeworth expansion. The method is proposed and error analysis shows that the method is accurate. The application of bootstrap method is observed. Finally, a conclusion section is proposed.

[5] Short Note on Kyle’s Equilibrium Class

The asymmetric information plays critical role in all economics. In the presence of asymmetric information in a given market, market prices of assets are different with those prices under the no arbitrage assumption. It has fundamental effects on the market equilibrium. [1] considered three types of traders: noise trader, informed trader and market maker in a given market in the presence of asymmetric information property. He derived the equilibrium prices of assets. In this short note, Kyle’s results are extended. It is seen that a class of equilibrium prices exists, referred as the Kyle’s equilibrium class. To this end, first, it is proved that there is a simple linear relation between the variance of equilibrium price and the variance of traded asset size. Then, this simple relation is replaced with a general linear relation. By maximizing the profit function of informed trader, in this case, the Kyle’s equilibrium class is derived. Simulation results are also given. Finally, a conclusion section is given.

Reference

[1] Svensson, P., 2010. The landscape of digital humanities. Digital Humanities, 4(1).

[2] Berry, D.M., 2012. Introduction: Understanding the digital humanities. In Understanding digital humanities (pp. 1-20). Palgrave Macmillan, London.

[3] Borgman, C.L., 2010. The digital future is now: A call to action for the humanities. Digital humanities quarterly, 3(4).

[4]  Habibi, R., 2016. A Note on Edgeworth Expansion. Asian Research Journal of Mathematics, pp.1-4.

[5] Habibi, R., 2017. Short Note on Kyle’s Equilibrium Class. Asian Research Journal of Mathematics, pp.1-5.

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