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This short article focuses on how visualizing data can be advantageous for the public and what kind of softwares can be used to create such projects. For instance, software "Tabeleau Public" is a desktop application that can post graphs, maps, and table sinto the web. "Flare" is a software relying on Flash and can create interactive data shared with other users. This article basically reveals the many ways to visualize data other than through the use of Microsoft Excel.

Hyperstudio is a blog written by Digital Humanist at the Massachusetts Institute of Technology. The latest post on the home page seems to be an invite/ad for the Visual Interpretations Conference that was held over two years ago. The purpose of the conference to provide a venue for experts in art and design to collaborate with digital humanist with the goal of the two become dependent on the other. This visualizations should allow for a different view and possibly promote questions and thoughts that were not previously discussed.

Data visualization is the study of the visual representation of data, meaning "information that has been abstracted in some schematic form, including attributes or variables for the units of information". A subtopic of the broader concet with which defining the structure and scope of it will align perspectives for other topics as an example.

The article explains the potential application of the SMI RED-m, an eye tracking device, in digital classrooms by explaining its use by the Humanities Lab of Lund University in Sweden. According to the article Lund University, in cooperation with other international researchers, installed 25 SMI RED-m devices to build a prototype digital classroom. By utilizing this eye tracking software, researcher sin the visual perception lab hope to analyze how children learn things in a classroom situation, particularly with regards to introducing new technology to the class room. The intent of the researchers is to use data collected from the project to better tailor educational materials to the abilities and interests of children.

This is an interactive question and answer website by the Association for Computers and the Humanities. The question this link leads to is more of a request by Inna Kizhner, a member of this website, for help with DH projects with strong visual/non-linear components. This website shows that in the field of Digital Humanities, many people reach out to each other and collaborate.

This article explains how, with the use of digital humanities and simulations, historians will be able to use animation archives to teach history to students. Like a lot of students, both young and old, we are visual learners. By the use of maps and charts and pictures, one can better understand what is being taught, in this instance it will be history. The picture shown here is an example of what students will use.

This article is one of my favorites! Ms. Knowles chose to ask a question that could not be aswered....until they found a way by means of digital humanities. The questions was simply this, "What could General Grant see in his view at Gettysburg?" This question sparked a menas to find an answer by digitally mapping the terrain at the time on the battle in coordination with Grant's height/ location. This success led to a Project wtih Knowles and Paul Jaskot concerning the concentration camp, Auschwitz, and another similar project done about the Salem Witch Trials by Benjamin Ray. Such great research and visual representations.

Anne Kelly Knowles, a geographer at Middlebury College in Vermont, posed a simple question that could not be accurately answered before: What could the confederate general Robert E. Lee actually see during the battle of Gettysburrg. In order to answer this question Ms. Knowles team began by creating a digital map of the areas topography at the time of the battle. Then, the group as whole began to replicate the view Lee would have had by generating what is known as a viewshed from a point 75feeet above the terrain the distance from the ground to the cupid floor plus Lee's eye level standing in his.

The NEH's Office of Digital Humanities announces 5 institutes that will receive government grants to further their research. Included are the University of Texas at Austin's HiPSTAS, the University of Maryland, College Park's Digital Humanities Data Curation, George Mason University's Another Week | Another Tool - A Digital Humanities Barnraising, Folger Shakespeare Library's Folger Shakespeare Library Summer Institute for Advanced Topics in the Digital Humanities: "Early Modern Digital Agendas," and Arkansas State University's Humanities Heritage 3D Visualization: Theory and Practice.

Professor Katherine Rowe teaches a Shakespeare class online and discusses with us the benefits of being able to digitize this course. She says that she has previously taught this exact same course in a lecture hall as well as a theater but believes that it was less effective. Students participate in assignments that allow them to recreate popular Shakespearean scenes digitally for deeper understanding. This article also highlights other projects assigned by various other professors. This includes a digital visualization of the University of Virginia's first library collection and editing of the transcribed online versions of Household Words and All the Year Round.

Digital humanities has gained popularity this year especially despite recent cuts to the program at certain universities. This distilling of information relies heavily on technology. At a recent NEH symposium, professors discussed projects they were having their students do. These involved heavy research on a subject and performances demonstrating the accumulated knowledge. Students learn through "living out" the roles others played in history. Some try to create visual representations of data. These projects can lead to cross referencing data and an overall deepening of research and information study. The humanities strives to make information widely available and open the scholarly world to a wide range of people.