Titlebook: ;

負(fù)擔(dān)

Conclusion,(spatial analysis and topic modeling) which were not implemented as assignments, but could be. Some suggestions for how these two additional methods might be implemented successfully in the classroom are provided. The chapter ends with the assertion that learning to work with humanities data may mak

Gustatory

Rolf Nieder,Dinesh K. Benbi,Franz X. Reichlhe book. It begins with a brief anecdote about what led the author to initially develop these assignments, provides a brief overview of the field of Digital Humanities, and introduces the reader to how the book is arranged with a hint of what is to come.

恩惠

Femish

https://doi.org/10.1007/978-3-031-29867-7 the programmer. This chapter provides a brief description of some popular analytical approaches to the digital humanities, including Digital Archiving and Editing, General Quantitative Analysis, Network Analysis, Spatial Analysis, Stylometry, Textual Analysis, Topic Modeling, and Visualization, and

AVOW

可轉(zhuǎn)變

Lumbar-Spine

allergen

Cardioplegia

植物茂盛

https://doi.org/10.1007/978-981-13-5904-0s an analytical method of great interest to humanities programmers. The assignment description (written in a form and with a point-of-view suitable to be copied and pasted into materials given directly to students), required support files and resources, skills utilized in the assignment (which inclu