Aleixandre Duche, Lolo Juan Mamani-Daza, Elizabeth Mendoza-Quispe
This research, set in a Latin American context, aimed to delve into the political participation of ethnic minorities, particularly indigenous peoples, and its relationship with democracy, political systems, and parties. Using a comprehensive review of literature from various databases including Scopus, Web of Sciences, Wiley, and EBSCO, and employing the PRISMA method, it sought to understand the political perceptions and preferences of these minorities within society. The study underscored the critical role of ethnic minority participation, especially of indigenous peoples, in guaranteeing representation in the democratic framework. Notable differences emerged in how these minorities view democracy compared to the broader populace. Recognizing ethnic minorities in political roles not only acknowledges their unique challenges but also aids their integration into the political fabric. The overarching conclusion emphasized the indispensable nature of their participation for a just and genuinely democratic society, highlighting the significance of indigenous perspectives on democracy and the pressing need to respect their cultural norms. Political parties also play a pivotal role in influencing perceptions about ethnic diversity. What sets this study apart is its holistic examination of the political engagement of ethnic minorities, shedding light on their views and preferences in relation to democracy and the wider political system, and stressing the role of political parties in fostering a more inclusive political landscape.
本研究以拉丁美洲为背景，旨在深入研究少数民族，特别是土著人民的政治参与，及其与民主、政治制度和政党的关系。通过对包括Scopus、Web of Sciences、Wiley和EBSCO在内的各种数据库的文献进行全面回顾，并采用PRISMA方法，该研究试图了解社会中这些少数群体的政治观念和偏好。这项研究强调了少数民族的参与，特别是土著人民的参与在保证民主框架内的代表权方面的关键作用。与大众相比，这些少数群体对民主的看法出现了显著差异。承认少数民族的政治作用不仅承认他们的独特挑战，而且有助于他们融入政治结构。总体性结论强调了他们的参与对于一个公正和真正民主的社会的不可缺少的性质，突出了土著对民主的看法的重要性和尊重他们的文化规范的迫切需要。政党在影响人们对种族多样性的看法方面也发挥着关键作用。这项研究的与众不同之处在于，它全面考察了少数民族的政治参与，揭示了他们对民主和更广泛的政治制度的看法和偏好，并强调了政党在促进更具包容性的政治格局中的作用。
{"title":"The Influence of the Native Quota in the Organization of Local and Regional Indigenous Political Movements","authors":"Aleixandre Duche, Lolo Juan Mamani-Daza, Elizabeth Mendoza-Quispe","doi":"10.61424/ijah.v1i2.19","DOIUrl":"https://doi.org/10.61424/ijah.v1i2.19","url":null,"abstract":"This research, set in a Latin American context, aimed to delve into the political participation of ethnic minorities, particularly indigenous peoples, and its relationship with democracy, political systems, and parties. Using a comprehensive review of literature from various databases including Scopus, Web of Sciences, Wiley, and EBSCO, and employing the PRISMA method, it sought to understand the political perceptions and preferences of these minorities within society. The study underscored the critical role of ethnic minority participation, especially of indigenous peoples, in guaranteeing representation in the democratic framework. Notable differences emerged in how these minorities view democracy compared to the broader populace. Recognizing ethnic minorities in political roles not only acknowledges their unique challenges but also aids their integration into the political fabric. The overarching conclusion emphasized the indispensable nature of their participation for a just and genuinely democratic society, highlighting the significance of indigenous perspectives on democracy and the pressing need to respect their cultural norms. Political parties also play a pivotal role in influencing perceptions about ethnic diversity. What sets this study apart is its holistic examination of the political engagement of ethnic minorities, shedding light on their views and preferences in relation to democracy and the wider political system, and stressing the role of political parties in fostering a more inclusive political landscape.","PeriodicalId":43506,"journal":{"name":"International Journal of Humanities and Arts Computing-A Journal of Digital Humanities","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136232275","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study explored students' ability to think critically in connection to the learning processes, and it showed how important it is for students to engage in critical thinking in various educational environments. Cultivating students' abilities to engage in critical thinking is an essential component of the many educational methods and frameworks employed in today's classrooms. This research was conducted to provide a general overview of the notion of critical thinking as it pertains to the process of either teaching or learning. The only objective of this piece of writing is to carry out a literary analysis of the subject matter that is concerned with critical thinking. Each passing generation has a heightened awareness of the necessity to have an education due to the increasing sophistication and complexity of the world. It is generally accepted that the development of one's capacity for critical thinking is a stage in the educational process that is of the utmost significance across the board in all academic fields, particularly in the most recent few decades of education. As a consequence of the findings of this research, a significant conclusion has been drawn about the importance of having abilities in critical thinking for learners in all academic fields worldwide.
{"title":"The Impact of Critical Thinking on Learners to Increase their Self regulate in the Education Process: An Overview","authors":"Zanyar Nathir Ghafar","doi":"10.61424/ijah.v1i1.13","DOIUrl":"https://doi.org/10.61424/ijah.v1i1.13","url":null,"abstract":"This study explored students' ability to think critically in connection to the learning processes, and it showed how important it is for students to engage in critical thinking in various educational environments. Cultivating students' abilities to engage in critical thinking is an essential component of the many educational methods and frameworks employed in today's classrooms. This research was conducted to provide a general overview of the notion of critical thinking as it pertains to the process of either teaching or learning. The only objective of this piece of writing is to carry out a literary analysis of the subject matter that is concerned with critical thinking. Each passing generation has a heightened awareness of the necessity to have an education due to the increasing sophistication and complexity of the world. It is generally accepted that the development of one's capacity for critical thinking is a stage in the educational process that is of the utmost significance across the board in all academic fields, particularly in the most recent few decades of education. As a consequence of the findings of this research, a significant conclusion has been drawn about the importance of having abilities in critical thinking for learners in all academic fields worldwide.","PeriodicalId":43506,"journal":{"name":"International Journal of Humanities and Arts Computing-A Journal of Digital Humanities","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136181956","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-06DOI: 10.25082/ijah.2023.01.005
Patrick Edem Okon, Okon Effiong Udoyo, Leonard Odum Ojorgu
The paper explored the relationship between graffiti and new media, with specific focus on the effect of new media appropriation on the growth of graffiti writing in Nigeria. Qualitative research design and methodologies were used. The theory of technological determinism provided the conceptual directions. Findings showed that graffiti artists were increasingly active on social media; and, used social media for different purposes, including graffiti-based artistic activities. While a wide range of social media were used, only Instagram was the most preferred, because of its unique technical qualities. The engagements of graffiti artists with new media were, in varying ways, bearing innovative and socio-cultural benefits. Apart from providing opportunities for the showcasing of talents or the digital documentation of graffiti, the interface had also allowed for improved artistic creativity, through the placements of graffiti arts unto virtual spaces as Non-Fundable Token Arts (NFTs), as well as the education of young adults online/offline on graffiti arts. Also, in order to mitigate the low status of public awareness on graffiti in Nigeria, graffiti artists should heighten their engagements with social media to popularize the practice in its contextual form; and, the placements of graffiti arts on NFT panels should be seen as a step in the right direction, towards the preservation of graffiti arts for posterity.
{"title":"Graffiti and new media: Levearaging technology to advance creativity and learning in Nigeria","authors":"Patrick Edem Okon, Okon Effiong Udoyo, Leonard Odum Ojorgu","doi":"10.25082/ijah.2023.01.005","DOIUrl":"https://doi.org/10.25082/ijah.2023.01.005","url":null,"abstract":"The paper explored the relationship between graffiti and new media, with specific focus on the effect of new media appropriation on the growth of graffiti writing in Nigeria. Qualitative research design and methodologies were used. The theory of technological determinism provided the conceptual directions. Findings showed that graffiti artists were increasingly active on social media; and, used social media for different purposes, including graffiti-based artistic activities. While a wide range of social media were used, only Instagram was the most preferred, because of its unique technical qualities. The engagements of graffiti artists with new media were, in varying ways, bearing innovative and socio-cultural benefits. Apart from providing opportunities for the showcasing of talents or the digital documentation of graffiti, the interface had also allowed for improved artistic creativity, through the placements of graffiti arts unto virtual spaces as Non-Fundable Token Arts (NFTs), as well as the education of young adults online/offline on graffiti arts. Also, in order to mitigate the low status of public awareness on graffiti in Nigeria, graffiti artists should heighten their engagements with social media to popularize the practice in its contextual form; and, the placements of graffiti arts on NFT panels should be seen as a step in the right direction, towards the preservation of graffiti arts for posterity.","PeriodicalId":43506,"journal":{"name":"International Journal of Humanities and Arts Computing-A Journal of Digital Humanities","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135350339","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Guest Editors' Introduction: Digital Humanities Pedagogies in Times of Crisis","authors":"Roopika Risam, Sara Dias-Trindade","doi":"10.3366/ijhac.2023.0304","DOIUrl":"https://doi.org/10.3366/ijhac.2023.0304","url":null,"abstract":"","PeriodicalId":43506,"journal":{"name":"International Journal of Humanities and Arts Computing-A Journal of Digital Humanities","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135705767","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The digital scholarship department in Binghamton University’s libraries was created in 2018 as part of a larger effort to bring digital humanities (DH) efforts to Binghamton. The initiative was largely spearheaded by one person who became one of the biggest digital scholarship (DS) champions on campus. They, along with the new DS librarian, founded a Digital Humanities Research Institute igniting the creation of smaller working groups and initiatives across campus. Our article discusses the role of DS champions on Binghamton’s campus, including the types of advantages they were able to leverage, their interests and goals for a DS community, and what happens when they leave. Champions are a well-researched phenomenon in business and health sciences spaces, but there is sparse research on DS champions, despite the fact they often share characteristics with champions’ roles in those areas. Understanding more about who champions are and what drives them would help DS communities plan for building sustainable and robust communities should their champions leave or no longer be able to participate in the communities they built.
{"title":"What We Did Then and What We Do Now: A Crisis of Digital Scholarship Champions at Binghamton University","authors":"Ruth Carpenter, Amy Gay","doi":"10.3366/ijhac.2023.0307","DOIUrl":"https://doi.org/10.3366/ijhac.2023.0307","url":null,"abstract":"The digital scholarship department in Binghamton University’s libraries was created in 2018 as part of a larger effort to bring digital humanities (DH) efforts to Binghamton. The initiative was largely spearheaded by one person who became one of the biggest digital scholarship (DS) champions on campus. They, along with the new DS librarian, founded a Digital Humanities Research Institute igniting the creation of smaller working groups and initiatives across campus. Our article discusses the role of DS champions on Binghamton’s campus, including the types of advantages they were able to leverage, their interests and goals for a DS community, and what happens when they leave. Champions are a well-researched phenomenon in business and health sciences spaces, but there is sparse research on DS champions, despite the fact they often share characteristics with champions’ roles in those areas. Understanding more about who champions are and what drives them would help DS communities plan for building sustainable and robust communities should their champions leave or no longer be able to participate in the communities they built.","PeriodicalId":43506,"journal":{"name":"International Journal of Humanities and Arts Computing-A Journal of Digital Humanities","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135705677","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In the midst of COVID-19, I adapted an upper-year-undergraduate digital editions class to a contract grading method. I struggled to find models that suited the needs of my class. My course demanded a single, core final assignment (a digital edition), but almost all models are for smaller, cumulative assignments with which students make up their contracted grade level. The intervention of this article is methodological: what might contract grading look like in a way that supports scaffolding to a single, larger assignment? And it is critical and theoretical: how does this particular case study interact with theories of improved learning and equity and accessibility in the classroom? Jordana Cox and Lauren Tilton’s theories of argument or rhetoric as ‘gift’ in the context of the digital public humanities provides a framework through which to consider the ways that contract grading and student DH projects together might imagine co-operative argumentation.
{"title":"Crises, Fast and Slow: A Contract-grading Response in Digital Humanities Pedagogy","authors":"Emily Christina Murphy","doi":"10.3366/ijhac.2023.0306","DOIUrl":"https://doi.org/10.3366/ijhac.2023.0306","url":null,"abstract":"In the midst of COVID-19, I adapted an upper-year-undergraduate digital editions class to a contract grading method. I struggled to find models that suited the needs of my class. My course demanded a single, core final assignment (a digital edition), but almost all models are for smaller, cumulative assignments with which students make up their contracted grade level. The intervention of this article is methodological: what might contract grading look like in a way that supports scaffolding to a single, larger assignment? And it is critical and theoretical: how does this particular case study interact with theories of improved learning and equity and accessibility in the classroom? Jordana Cox and Lauren Tilton’s theories of argument or rhetoric as ‘gift’ in the context of the digital public humanities provides a framework through which to consider the ways that contract grading and student DH projects together might imagine co-operative argumentation.","PeriodicalId":43506,"journal":{"name":"International Journal of Humanities and Arts Computing-A Journal of Digital Humanities","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135705760","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The arrival of the COVID-19 pandemic and its disruption of post-secondary education turned future planning for online courses into an immediate reality. Given the in-person limitations, courses centred on experiential learning (EL) opportunities were challenging to offer without their curricula undergoing extensive reconsideration. This article highlights how two Italian Studies courses at the University of Toronto (U of T) and University of Toronto Mississauga (UTM), known for their in-person EL opportunities and study abroad, were able to provide highly interactive, global learning spaces online through the deployment of digital technologies and inclusion of redesigned high-impact practices (HIPs). What emerged from these new virtual spaces and adjacent components (e.g. virtual lectures, tours, workshops, assessments) were models for the preservation of academic integrity, frequent peer-to-peer interaction, and innovative ways to put learners into direct contact with Italian culture. Drawing from these successes and from current scholarship in teaching and learning, the courses at the centre of this article – Modern Italian Culture (ITA358/9Y0, U of T) and Italian Culture through Food (ITA235H5, UTM) – are presented as case studies which champion the inclusion of digital learning tools, open access and virtual opportunities across humanities curricula, regardless of delivery mode.
COVID-19大流行的到来及其对高等教育的破坏使在线课程的未来规划成为现实。考虑到面对面的限制，以体验式学习(EL)机会为中心的课程在不进行广泛重新考虑的情况下很难提供。本文重点介绍了多伦多大学(U of T)和多伦多大学密西沙加分校(UTM)的两门意大利研究课程是如何通过部署数字技术和重新设计的高影响力实践(HIPs)，提供高度互动的全球在线学习空间的，这两门课程以面对面的EL机会和出国留学而闻名。从这些新的虚拟空间和邻近的组成部分(如虚拟讲座、参观、研讨会、评估)中出现的是维护学术诚信、频繁的点对点互动和让学习者直接接触意大利文化的创新方式的模式。借鉴这些成功案例和当前教学领域的学术成果，本文的核心课程——现代意大利文化(ITA358/9Y0，多伦多大学)和意大利饮食文化(ITA235H5, UTM)——作为案例研究呈现，这些案例研究支持在人文学科课程中纳入数字学习工具、开放获取和虚拟机会，无论授课模式如何。
{"title":"Humanities Pedagogy in a Pandemic Context: Maintaining High-impact Practices in Virtual Classrooms","authors":"Teresa Lobalsamo, Ethan Salerno Nogueira, Dellannia Segreti, Adriano Pasquali","doi":"10.3366/ijhac.2023.0305","DOIUrl":"https://doi.org/10.3366/ijhac.2023.0305","url":null,"abstract":"The arrival of the COVID-19 pandemic and its disruption of post-secondary education turned future planning for online courses into an immediate reality. Given the in-person limitations, courses centred on experiential learning (EL) opportunities were challenging to offer without their curricula undergoing extensive reconsideration. This article highlights how two Italian Studies courses at the University of Toronto (U of T) and University of Toronto Mississauga (UTM), known for their in-person EL opportunities and study abroad, were able to provide highly interactive, global learning spaces online through the deployment of digital technologies and inclusion of redesigned high-impact practices (HIPs). What emerged from these new virtual spaces and adjacent components (e.g. virtual lectures, tours, workshops, assessments) were models for the preservation of academic integrity, frequent peer-to-peer interaction, and innovative ways to put learners into direct contact with Italian culture. Drawing from these successes and from current scholarship in teaching and learning, the courses at the centre of this article – Modern Italian Culture (ITA358/9Y0, U of T) and Italian Culture through Food (ITA235H5, UTM) – are presented as case studies which champion the inclusion of digital learning tools, open access and virtual opportunities across humanities curricula, regardless of delivery mode.","PeriodicalId":43506,"journal":{"name":"International Journal of Humanities and Arts Computing-A Journal of Digital Humanities","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135705759","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Focusing on graduate student education and professional development in the humanities, we examine how crises of the last few years – COVID-19, precarious employment and racial reckoning, among others – exposed iniquities in digital humanities (DH) and pedagogical training. This article explores how Emory Center for Digital Scholarship’s (ECDS) outreach initiatives operated through and responded to recent years’ crises post-2020. ECDS is committed to creating equitable opportunities for DH and pedagogical training for graduate students through long-term training, six-week intensives and an evolving open educational repository. The Digital Scholarship Training Program (DSTP) is a paid training programme for graduate students to learn digital skills through project-based learning. For students who cannot commit to a long-term practicum, ECDS offers two six-week intensives to provide equal opportunities for pedagogical training with emphasis on digital methods and tools. Currently, ECDS is building a repository hosted on WordPress to provide more flexible graduate training opportunities. By attuning ECDS offerings to varying levels of time and access, this suite of options aims to create equitable opportunities for graduate professional development that could serve as examples for other institutions. We conclude that DH methods and modalities can be deployed effectively to help address gaps in graduate student training.
{"title":"Doctoral Teaching and Mentoring in Digital Humanities: Changing Approaches to Graduate Pedagogy in Times of Multiple Crises","authors":"Bailey Betik, Alexander Cors","doi":"10.3366/ijhac.2023.0309","DOIUrl":"https://doi.org/10.3366/ijhac.2023.0309","url":null,"abstract":"Focusing on graduate student education and professional development in the humanities, we examine how crises of the last few years – COVID-19, precarious employment and racial reckoning, among others – exposed iniquities in digital humanities (DH) and pedagogical training. This article explores how Emory Center for Digital Scholarship’s (ECDS) outreach initiatives operated through and responded to recent years’ crises post-2020. ECDS is committed to creating equitable opportunities for DH and pedagogical training for graduate students through long-term training, six-week intensives and an evolving open educational repository. The Digital Scholarship Training Program (DSTP) is a paid training programme for graduate students to learn digital skills through project-based learning. For students who cannot commit to a long-term practicum, ECDS offers two six-week intensives to provide equal opportunities for pedagogical training with emphasis on digital methods and tools. Currently, ECDS is building a repository hosted on WordPress to provide more flexible graduate training opportunities. By attuning ECDS offerings to varying levels of time and access, this suite of options aims to create equitable opportunities for graduate professional development that could serve as examples for other institutions. We conclude that DH methods and modalities can be deployed effectively to help address gaps in graduate student training.","PeriodicalId":43506,"journal":{"name":"International Journal of Humanities and Arts Computing-A Journal of Digital Humanities","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135705766","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Front matter","authors":"","doi":"10.3366/ijhac.2023.0301","DOIUrl":"https://doi.org/10.3366/ijhac.2023.0301","url":null,"abstract":"","PeriodicalId":43506,"journal":{"name":"International Journal of Humanities and Arts Computing-A Journal of Digital Humanities","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135663307","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Editor's Note","authors":"Daniel Alves","doi":"10.3366/ijhac.2023.0302","DOIUrl":"https://doi.org/10.3366/ijhac.2023.0302","url":null,"abstract":"","PeriodicalId":43506,"journal":{"name":"International Journal of Humanities and Arts Computing-A Journal of Digital Humanities","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135705671","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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