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    <title>Code in Place</title>
    <dc:date>2024-05-02T20:23:40+00:00</dc:date>
    <link>https://codeinplace.stanford.edu/</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[A free, human-centered, intro-to-coding course from Stanford University]]></description>
<dc:subject>python programming learning inls560 syllabus</dc:subject>
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    <title>Creativity Support Tools (Winter 2023)</title>
    <dc:date>2023-04-19T20:39:40+00:00</dc:date>
    <link>https://mkremins.github.io/syllabi/csts-2023-01/</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[Design, development, and evaluation of software systems intended to support human creativity. Students will read, write responses to, and discuss research papers on creativity support tools (CSTs), human-AI interaction, and related topics; work in small groups to create a software tool that supports artists, writers, designers, musicians, or other creative practitioners; and write a final project report that could serve as the seed for a future peer-reviewed conference or journal publication. HCI-focused complement to COEN 291 Computational Creativity, which approaches creativity from an AI-focused perspective.

]]></description>
<dc:subject>syllabus ai creativity tools hci</dc:subject>
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<item rdf:about="https://inst.eecs.berkeley.edu/~cs294-163/fa19/">
    <title>CS 294-163: Decentralized Security: Theory and Systems</title>
    <dc:date>2019-09-16T21:12:28+00:00</dc:date>
    <link>https://inst.eecs.berkeley.edu/~cs294-163/fa19/</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[This course is a graduate seminar on theory and systems for decentralized security. Recently, there has been much excitement in both academia and industry around the notion of decentralized security, which refers to, loosely speaking, security mechanisms that do not rely on the trustworthiness of any central entity. In only a few years, this area has generated many beautiful cryptographic constructs as well as exciting systems with real-world adoption. The course will cover topics such as decentralized ledgers, blockchain/cryptocurrencies, decentralized access control, secure multi-party computation, federated learning, coopetitive learning, and others. (3 units) ]]></description>
<dc:subject>decentralization crypto syllabus</dc:subject>
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<item rdf:about="https://christinakatopodis.net/2018/11/12/a-lesson-plan-for-democratic-co-creation-forging-a-syllabus-by-students-for-students/">
    <title>A Lesson Plan for Democratic Co-Creation: Forging a Syllabus by Students, for Students | Christina Katopodis</title>
    <dc:date>2018-12-17T22:20:17+00:00</dc:date>
    <link>https://christinakatopodis.net/2018/11/12/a-lesson-plan-for-democratic-co-creation-forging-a-syllabus-by-students-for-students/</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[On the first day of class, I asked my students (individually and then in pairs, using Think-Pair-Share) to determine their goals and priorities for the year. Then, in larger groups, students revised and added to parts of the syllabus to ensure they would achieve their goals. Coming together for open discussion on the second day of class, students deliberated on (and voted to implement) changes to multiple elements of our course syllabus. In the process, we learned in real-time, through experience, how amendments (friendly and not) change key words and phrases before laws become ratified. We also learned the pains of majority voting and tried to reconcile that with what would have happened if we had practiced consensus voting.]]></description>
<dc:subject>democracy syllabus teaching</dc:subject>
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    <title>Humanities Data Analysis</title>
    <dc:date>2018-11-04T15:05:17+00:00</dc:date>
    <link>http://benschmidt.org/HDA15/?page_id=10</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[Data analysis in the humanities presents challenges of scale, interpretation, and communication distinct from the social sciences or sciences. It also, some argue, opens up new opportunities for creative storytelling and narrativity. This seminar will explore the emerging pratices of data analysis in the digital humanities from both a critical and a practical perspective.

What light can algorithmic approaches shed on live questions in humanistic scholarship? What new forms of research are enabled by the use of data? What sort of data do practicing humanists want museums and libraries to make available?

Our goal in this class will be to explore the new emerging forms of data analysis taking place in humanities scholarship, both in terms of applying algorithms and in terms of better investigating the presuppositions and biases of the digital object. We’ll aim to come out much more sophisticated in the use of computational techniques and much more informed about how others might use them.

A wide variety of types of data will be used but we will focus particularly on methods for analyzing texts, particularly messy data from the Chronicling America Newspapers collection and clean TEI.

Working with these texts will allow us to ask more sophisticated questions on large documents of scholarly importance.]]></description>
<dc:subject>syllabus data analysis datascience digitalhumanities</dc:subject>
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<item rdf:about="https://fog.ccsf.edu/~abrick/">
    <title>CCSF // CS // BRICK</title>
    <dc:date>2018-10-24T12:28:18+00:00</dc:date>
    <link>https://fog.ccsf.edu/~abrick/</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[Aaron Brick's CS syllabi at CCSF.]]></description>
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<item rdf:about="http://bitfragment.net/dhhist/">
    <title>Historicizing Digital Humanities</title>
    <dc:date>2018-07-04T22:56:49+00:00</dc:date>
    <link>http://bitfragment.net/dhhist/</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[“Digital humanities” is a deliberately, rather than accidentally presentist name for an amalgamation of discourses and practices that are not new at all. Literary humanist involvement with computing is coterminous with the history of computing itself, beginning with research on machine translation immediately after the Second World War and in computer-assisted or computer-enhanced philological activity going back to the 1950s. Before asking ourselves what is at stake in debates both in and around the image of “digital humanities” today, we will situate its emergence in relation to this history and to its immediate antecedent, humanities computing. Topics to be examined will include the history of tension between quantitative and qualitative research methods in the humanities; the history of computational philology, from literary scholarship’s involvement with cryptology during the First World War to the machine translation research of the 1950s; debates and issues in research methodology, academic publishing, and the academic labor market; race and gender in the history of computing; and relations beween humanities scholarship and the contemporary security state. We will both examine and challenge the self-segregation of DH from the study of the impact of technology and media on culture (in science and technology studies, media studies, and other well-established but quite separate fields), as well as its promotion as a set of practices removed from or explicitly hostile to theory. We will also consider some developments since 2013 for which DH enthusiasts were unprepared, and which have left them excluded from emerging critical conversations on the politics of the technology industry, software engineering ethics, and the legislative regulation of data collection and analysis.]]></description>
<dc:subject>digitalhumanities history syllabus</dc:subject>
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    <title>HIST 355: Digital Labor</title>
    <dc:date>2017-10-13T23:05:17+00:00</dc:date>
    <link>http://www.mariehicks.net/syllabi/DigitalLaborSyllabusSpring2017v1.pdf</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[What is digital labor? Since the mid-twentieth century, labor forces have radically changed in relation to new digital, electronic computing technologies. Perhaps the clearest example of this change is the evolution of computer programming as a respected and highly paid profession. But those who work directly with computers are not the only ones affected. As computerized systems have steadily reorganized many aspects of society and the economy, the idea of what counts as labor has changed.   This course introduces you to historical and contemporary issues in the history of technology to explore how national and global workforces are shaped by computing. We will look at everything from electronic codebreaking during World War II to present-day struggles over net neutrality. We will also look at the "hidden labor" behind our digital technologies, from hardware's origins in African mines and Chinese factories, to the strenuous manual and psychological labor hidden in the back end of many ubiquitous online services. Throughout, we will discover how seemingly unrelated changes share a common history.  ]]></description>
<dc:subject>digital labor syllabus</dc:subject>
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<item rdf:about="http://www.mariehicks.net/syllabi/HicksHIST385WomeninComputingFall2016v4forpub.pdf">
    <title>HIST 385: Women in Computing History</title>
    <dc:date>2017-10-13T23:04:10+00:00</dc:date>
    <link>http://www.mariehicks.net/syllabi/HicksHIST385WomeninComputingFall2016v4forpub.pdf</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[This syllabus is a version of the one used in my class in Fall 2016, extended and annotated in order to be more useful to a wider audience. I’m excited to share this syllabus and I’m both surprised and gratified by the amount of interest the course has generated online. Although I cannot say with complete certainty that this course is unique, from what I can tell it may be the first attempt to construct a history of computing class that explicitly sets out to teach the history of computing through women’s experiences. It does this not simply to center women, but to reframe standard narratives of technological progress and question assumptions at work in the  historiography of computing. Scholarship on gender, sexuality, race, and class in computing history has grown tremendously over the past decade: even just a few years ago, this class would not have been possible due to lack of sources. Many of the readings on the syllabus have only recently been published, are currently working their way through the publication process, or are still at the conference paper stage. ]]></description>
<dc:subject>women computers history syllabus</dc:subject>
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<item rdf:about="http://eng238introdh2017w.pbworks.com/w/page/113639581/Schedule">
    <title>Digital Humanities Introduction to the Field</title>
    <dc:date>2016-12-22T15:59:24+00:00</dc:date>
    <link>http://eng238introdh2017w.pbworks.com/w/page/113639581/Schedule</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[This graduate course offered by Alan Liu in the UCSB English Department meets Winter 2017.]]></description>
<dc:subject>digitalhumanities syllabus</dc:subject>
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<item rdf:about="http://rarebookschool.org/courses/library/l100/reading-list/">
    <title>Reading List | Rare Book School</title>
    <dc:date>2016-12-22T15:55:43+00:00</dc:date>
    <link>http://rarebookschool.org/courses/library/l100/reading-list/</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[We expect that this class will include students with a range of backgrounds and expertise. This reading list is meant to provide at least the beginnings of a common set of concepts and vocabulary for the class. There is a good chance, however, that you will see some items on the list below with which you’re already very familiar. If that’s the case, you should certainly move on to things you don’t already know. (Bibliographers likely don’t need to review Gaskell any more than catalogers need to review the MARC specification. Developers might need only a quick glance at the d3.js documentation, while others might stare at it for a long time in perplexity.)]]></description>
<dc:subject>syllabus book history HOB bibliography</dc:subject>
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<item rdf:about="http://projects.iq.harvard.edu/files/ablair/files/blair-3010histbook2011.pdf">
    <title>GRADUATE FIELD EXAM IN HISTORY OF THE BOOK AND OF READING</title>
    <dc:date>2014-08-22T20:24:02+00:00</dc:date>
    <link>http://projects.iq.harvard.edu/files/ablair/files/blair-3010histbook2011.pdf</link>
    <dc:creator>rybesh</dc:creator><dc:subject>book history syllabus</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:rybesh/b:b7ce437b9de3/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:book"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:syllabus"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://isites.harvard.edu/fs/docs/icb.topic1076260.files/2321_2012syll.pdf">
    <title>Methods in the History of the Book</title>
    <dc:date>2014-08-22T20:22:26+00:00</dc:date>
    <link>http://isites.harvard.edu/fs/docs/icb.topic1076260.files/2321_2012syll.pdf</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[This seminar will introduce students to methods and debates in the history of the book and of reading. Issues will include material bibliography; competing models of authorship, printing, and reading; changing practices in the production, circulation and use of the printed word. Primarily for graduate students; open to advanced undergraduates by consent of the instructors.]]></description>
<dc:subject>book history syllabus</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:rybesh/b:e643592b5e30/</dc:identifier>
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	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:history"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:syllabus"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://isites.harvard.edu/fs/docs/icb.topic1256348.files/1318%20syllabus%20to%20copy.pdf">
    <title>History of the book and of reading</title>
    <dc:date>2014-08-22T20:21:51+00:00</dc:date>
    <link>http://isites.harvard.edu/fs/docs/icb.topic1256348.files/1318%20syllabus%20to%20copy.pdf</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[The advent of digital communications has prompted questions about how change in the technology of communication affects authors, readership, intellectual property and the business of publishing. By studying the long history of written forms, this course provides students with historical context for grappling with these questions. We will consider major developments from the papyrus scroll to the web, with a special emphasis on the impact of printing in early modern Europe, 15th-18th centuries. Major themes include the economic and technical conditions governing book production and trade; the changing economic and legal conditions of authorship; and the social and intellectual contexts of reading and their impacts.]]></description>
<dc:subject>book history syllabus</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:rybesh/b:cf101086bff7/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:book"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:history"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:syllabus"/>
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</item>
<item rdf:about="http://isites.harvard.edu/fs/docs/icb.topic161447.files/histbkgrv3forposting.pdf">
    <title>Methods in the History of the Book</title>
    <dc:date>2014-08-22T20:21:03+00:00</dc:date>
    <link>http://isites.harvard.edu/fs/docs/icb.topic161447.files/histbkgrv3forposting.pdf</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[This seminar will introduce students to methods and debates in the history of the book and of reading. Issues will include material bibliography; competing models of authorship, printing, and reading; changing practices in the production, circulation and use of the printed word.]]></description>
<dc:subject>book history syllabus</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:rybesh/b:69087badf525/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:book"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:history"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:syllabus"/>
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<item rdf:about="https://webcache.googleusercontent.com/search?q=cache:xALK378m8SQJ:sites.fas.harvard.edu/~hist1318/syllabus/3318SYLL.doc+&amp;cd=5&amp;hl=en&amp;ct=clnk&amp;gl=us">
    <title>History 1318: History of the book and of reading</title>
    <dc:date>2014-08-22T20:20:19+00:00</dc:date>
    <link>https://webcache.googleusercontent.com/search?q=cache:xALK378m8SQJ:sites.fas.harvard.edu/~hist1318/syllabus/3318SYLL.doc+&amp;cd=5&amp;hl=en&amp;ct=clnk&amp;gl=us</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[This course is an introduction to the new and growing field in cultural history known as the history of the book. We will consider major developments from scroll to web, but focus more in depth on early modern Europe, 15th-18th centuries. Major themes include the economic and technical conditions governing book production and trade; the political and religious forces behind censorship and regulation; and the social and intellectual contexts and forms of reading, in learned as well as more popular circles.]]></description>
<dc:subject>book history syllabus</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:rybesh/b:b3f8923871a2/</dc:identifier>
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</item>
<item rdf:about="http://liu.english.ucsb.edu/english-236-digital-humanities-introduction-to-the-field-fall-2013/">
    <title>Alan Liu » English 236, “Digital Humanities: Introduction to the Field” (Fall 2013)</title>
    <dc:date>2014-06-16T18:07:46+00:00</dc:date>
    <link>http://liu.english.ucsb.edu/english-236-digital-humanities-introduction-to-the-field-fall-2013/</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[This course provides a graduate-level introduction to the field.  The course introduces major types of digital humanities work and central topics and controversies.  It asks students to develop project ideas and public visibility in their intended professional field in its relation to the digital humanities.  Major topics include: the emergence of the digital humanities and the relation of DH to the humanities in general; the logic of text encoding (with some attention to relational databases); methods of text analysis (including quantitative analysis, topic modeling, and social network analysis); deep space and time in the digital humanities (visualization, mapping, archival theory, and media archaeology); “algorithmic criticism” and “deformance” theory; and “critical digital humanities” (including controversies about the field’s relation to “theory” and “cultural criticism”).]]></description>
<dc:subject>digitalhumanities syllabus</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:rybesh/b:21da586df484/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:digitalhumanities"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:syllabus"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.samplereality.com/2014/04/09/history-and-future-of-the-book-fall-2014-digital-studies-course/">
    <title>» History and Future of the Book (Fall 2014 Digital Studies Course) SAMPLE REALITY</title>
    <dc:date>2014-04-09T19:23:31+00:00</dc:date>
    <link>http://www.samplereality.com/2014/04/09/history-and-future-of-the-book-fall-2014-digital-studies-course/</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[A tentative syllabus for DIG 350: History & Future of the Book.]]></description>
<dc:subject>futureofthebook syllabus book history</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:rybesh/b:82215775aa66/</dc:identifier>
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</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://historying.org/2013/02/05/learning-by-doing/">
    <title>Learning by Doing: Labs and Pedagogy in the Digital Humanities | historying</title>
    <dc:date>2013-02-06T14:00:55+00:00</dc:date>
    <link>http://historying.org/2013/02/05/learning-by-doing/</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[I decided to blend a digital humanities curriculum with more traditional historical pedagogy. Under the broad umbrella of the nineteenth-century American West, I used a specific historical theme each week (mining, communications, tourism, etc.) to tie together both traditional analysis and digital methodology. As part of this, over five different class periods students met in the Center for Spatial and Textual Analysis to complete a weekly lab assignment.]]></description>
<dc:subject>digitalhumanities history syllabus</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:rybesh/b:53e9fcbdbac3/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:digitalhumanities"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:history"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:syllabus"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://workproduct.files.wordpress.com/2012/12/dh-syllabus-final.pdf">
    <title>Matthew Wilkens - English 90127: Digital Humanities</title>
    <dc:date>2013-01-01T17:12:37+00:00</dc:date>
    <link>http://workproduct.files.wordpress.com/2012/12/dh-syllabus-final.pdf</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[A graduate-level introduction to problems and methods in digital humanities with  an emphasis on computational and quantitative literary studies.]]></description>
<dc:subject>digitalhumanities syllabus</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:rybesh/b:3822a2e79f2c/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:digitalhumanities"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:syllabus"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://fredgibbs.net/courses/digital-history-techne/">
    <title>digital history techne | courses | fred gibbs</title>
    <dc:date>2012-12-29T02:17:35+00:00</dc:date>
    <link>http://fredgibbs.net/courses/digital-history-techne/</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[This course explores the techne (art/techniques) of digital history. It aspires to open new possibilities for historical research, especially in terms of asking and starting to answer fundamentally different kinds of questions. Historians typically develop important critical skills in parsing different kinds of sources, gaining familiarity and experience with possibilities and limitations of various kinds of sources. A key premise of the course is to learn to think about historical sources--regardless of kind--as data, and historical research can benefit from thinking in terms of data analysis. This course requires that you can bring a laptop to each class.]]></description>
<dc:subject>digitalhumanities syllabus</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:rybesh/b:ef5db501afe1/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:digitalhumanities"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:syllabus"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://compgeom.cs.uiuc.edu/~jeffe/teaching/datastructures/index.html">
    <title>CS 598 JGE: Advanced Data Structures (Spring 2011)</title>
    <dc:date>2012-10-09T19:26:13+00:00</dc:date>
    <link>http://compgeom.cs.uiuc.edu/~jeffe/teaching/datastructures/index.html</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[This course will survey important developments in data structures that have not (yet) worked their way into the standard computer science curriculum. The precise topics will depend on the interests and background of the course participants; see the current schedule for details. Potential topics include include self-adjusting binary search trees, dynamic trees and graphs, persistent data structures, geometric data structures, kinetic data structures, I/O-efficient and cache-oblivious data structures, hash tables and Bloom filters, data structures that beat information-theoretic lower bounds, and applications of these data structures in computational geometry, combinatorial optimization, systems and networking, databases, and other areas of computer science.]]></description>
<dc:subject>data structure syllabus algorithms</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:rybesh/b:9e512e07a4cc/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:data"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:structure"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:syllabus"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:algorithms"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://ils.unc.edu/courses/2012_fall/inls101_001/inls101_fall2012_syllabus.pdf">
    <title>INLS 101: Foundations of Information Science</title>
    <dc:date>2012-10-06T00:12:42+00:00</dc:date>
    <link>http://ils.unc.edu/courses/2012_fall/inls101_001/inls101_fall2012_syllabus.pdf</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[INLS 101: Foundations of Information Science (3). Examines the evolution of information science; information representation, organization and management; information in social organizations; search and retrieval; human information seeking and interaction; policy, ethics and scholarly communications.
]]></description>
<dc:subject>information science teaching syllabus inls201</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:rybesh/b:ff194d07c6cc/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:information"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:science"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:teaching"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:syllabus"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:inls201"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.scottbot.net/HIAL/?page_id=21794">
    <title>curated syllabi » the scottbot irregular</title>
    <dc:date>2012-09-22T03:37:34+00:00</dc:date>
    <link>http://www.scottbot.net/HIAL/?page_id=21794</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[There are a lot of cool courses out there about digital humanities. Many exist as part of library programs, and are focused on preservation and access, or as part of archival and editorial programs, with a focus on digitization. I like all of those things, but most of all I like courses which focus on teaching humanists how to computationally augment their research. The focus can be on the use of pre-packaged tools or online services, learning to program, algorithmic theory as applied to the humanities, statistics and visualizations, or whatever else might serve the goal of teaching humanities students to apply and think critically about computational methods.]]></description>
<dc:subject>digitalhumanities syllabus quantitative textanalysis algorithmic computational</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:rybesh/b:64aae475e028/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:digitalhumanities"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:syllabus"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:quantitative"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:textanalysis"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:algorithmic"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:computational"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.nd.edu/~mwilkens/Wilkens_DH_Syllabus_Init.pdf">
    <title>Matthew Wilkens - Fall 2012 Digital Humanities Syllabus</title>
    <dc:date>2012-09-09T23:49:25+00:00</dc:date>
    <link>http://www.nd.edu/~mwilkens/Wilkens_DH_Syllabus_Init.pdf</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[A graduate-level introduction to problems and methods in digital humanities with an emphasis on computational and quantitative literary studies.]]></description>
<dc:subject>digitalhumanities textanalysis syllabus</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:rybesh/b:c76a3c2c3116/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:digitalhumanities"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:textanalysis"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:syllabus"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://english236s2012.pbworks.com/w/page/49237951/Assignments">
    <title>english236s2012 / Assignments</title>
    <dc:date>2012-07-03T17:19:33+00:00</dc:date>
    <link>http://english236s2012.pbworks.com/w/page/49237951/Assignments</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[Students will group into teams of 3 to 4 each. Each team will design a project exploring one of the alternative paradigms of literary interpretation discussed in the course (e.g., text analysis, data mining, graphing, mapping, modeling, simulating, gaming, deformance, etc.). Teams will be formed up in Class 3. [Note: Students wishing to create a project in direct support of their dissertation may choose to work solo.] Grading: 50% of the final grade of each student will be based on the team-wide grade for the project.]]></description>
<dc:subject>digitalhumanities syllabus</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:rybesh/b:a736e9151e77/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:digitalhumanities"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:syllabus"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://english236s2012.pbworks.com/w/page/49237967/Schedule">
    <title>english236s2012 / Schedule</title>
    <dc:date>2012-07-03T17:18:55+00:00</dc:date>
    <link>http://english236s2012.pbworks.com/w/page/49237967/Schedule</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[The first part of the course ("Theory") focuses on key topics in literary studies related to the onset of the digital humanities and new media studies.  In the second part of the course ("Project Workshop"), students collaborate on developing and presenting team projects.]]></description>
<dc:subject>digitalhumanities syllabus</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:rybesh/b:d73ba0a9fc1d/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:digitalhumanities"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:syllabus"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://liu.english.ucsb.edu/english-236-literature-spring-2012/">
    <title>Alan Liu » English 236, “Literature+” (Spring 2012)</title>
    <dc:date>2012-07-03T17:18:14+00:00</dc:date>
    <link>http://liu.english.ucsb.edu/english-236-literature-spring-2012/</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[Digital methods shared with other disciplines have recently introduced new methods of literary “reading” that destabilize older methods and extend the interdisciplinary experiments of previous decades. This course uses the theoretical and practical tools of the digital humanities and new media studies to study the relaton between “close reading” and such methods as “distant reading,” “cultural analytics,” and “social reading” (with their component methods of text analysis, social network analysis, visualization, mapping, etc.).

The course is designed to be a hybrid discussion seminar and project-building workshop. We begin with discussion of selected theoretical readings and digital methods. Then students break into teams, choose a literary work, and collaborate in workshop/lab mode to produce a final project that uses digital methods to complement established modes of literary interpretation with some other kind of “reading.”  (Alternatively, students may work individually on projects designed to support or complement their dissertation topics.)  Students, for example, can choose a story or poem to data-mine, text-analyze, model, simulate, map, visualize, sonify, encode, remix, blog, social-network, or redesign as a database, game, app, database, hypertext, mobile or locative installation, or virtual world.  Individual students also undertake the following tasks: discover new online tools, prepare an annotated bibliography, write a brief research report, and write a final essay reflecting on the project. (Auditors participate in team projects and the minor assignments.)]]></description>
<dc:subject>digitalhumanities syllabus</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:rybesh/b:6cb513d357a3/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:digitalhumanities"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:syllabus"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://coursework.stanford.edu/homepage/Sp12/Sp12-ENGLISH-162-01.html">
    <title>Sp12-ENGLISH-162-01 : Critical Methods: Introduction to Digital Humanities</title>
    <dc:date>2012-03-16T15:49:55+00:00</dc:date>
    <link>http://coursework.stanford.edu/homepage/Sp12/Sp12-ENGLISH-162-01.html</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[Digital texts and digital libraries offer us new opportunities for searching and accessing literary material. But more interesting and exciting than the mere searching of digital texts is the ability to leverage computation in order to process and analyze textual data, to provide new methods for reading, analyzing, and understanding literature.

This course provides an introduction to the field of humanities computing with a special emphasis on literary text-analysis. Students learn about the preparation and processing of digital texts while exploring literary methods which help us explain and interpret literary texts, genres, and movements. The course includes units dealing with "stylometry" (computer based stylistic analysis), authorship attribution, gender detection, text encoding, and the visualization of literary information using such open source tools as R and Gephi.

Throughout the course we consider the theoretical issues associated with employing quantitative methodologies in a traditionally qualitative discipline; we read and discuss landmark essays in the field; and we end with an informed discussion of how digital libraries and computation are taking literary scholarship "beyond the book." Students will develop basic coding skills in an environment in which understanding literature is the only prerequisite. No programming experience is required; students will develop fluency in XML and R through exercises and work on a collaborative text-analysis project.]]></description>
<dc:subject>digitalhumanities syllabus textanalysis</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:rybesh/b:007e145c55bb/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:digitalhumanities"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:syllabus"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:textanalysis"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://dh.obdurodon.org/">
    <title>Digital humanities</title>
    <dc:date>2012-02-01T19:45:02+00:00</dc:date>
    <link>http://dh.obdurodon.org/</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[Humanities students often do not realize (or even imagine) that 1) they are capable of learning to write useful and practical computer programs within the course of a semester even if they have no prior background in programming; 2) the ability to write one’s own programs can be valuable for scholars in the humanities, especially because commercial software often does not address research needs in the humanities; and 3) practical computer programming, no less than reading, writing, and arithmetic, is a useful skill that is within the reach of any educated person regardless of academic specialization.

This course will introduce students to the role that computational methods can play in primary research and scholarship in the humanities, using as a technological framework eXtensible Markup Language (XML) and related technologies.]]></description>
<dc:subject>digitalhumanities syllabus xml</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:rybesh/b:5f78b125edcd/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:digitalhumanities"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:syllabus"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:xml"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://web.uvic.ca/~englblog/507s2012.pdf">
    <title>Digital Literary Studies: History and Principles</title>
    <dc:date>2012-01-02T20:17:38+00:00</dc:date>
    <link>http://web.uvic.ca/~englblog/507s2012.pdf</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[This course gives you an opportunity to combine the hands-on production of multimodal scholarly communications with critical approaches to literature, new media, and digital culture. Here, by “multimodal,” I mean a material communication that demands more than one form of perception (e.g., distant reading, casual listening, scanning, or close watching) through more than one medium (e.g., audio, electronic text, image, video, or a database).  With this definition in mind, throughout the term we will ask how creating knowledge through algorithms, networked environments, graphical expressions, and dynamic texts influences the theory and practice of literary studies. In so doing, we will intertwine three primary threads in digital literary studies (DLS): (1) the legacies of electronic literature (where DLS implies studying literature that is “digital-born”), (2) computational approaches to literary criticism (where DLS implies using digital technologies to interpret literature and/or compose scholarly communications), and (3) critical frameworks for computational culture (where DLS implies examining the recursive relationships between digital technologies and cultural assumptions, practices, and formations).]]></description>
<dc:subject>literarystudies digitalhumanities syllabus</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:rybesh/b:13f86a3b0cbe/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:literarystudies"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:digitalhumanities"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:syllabus"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://web.archive.org/web/20070707201605/http://www.cs.berkeley.edu/~wilensky/CS294/readings.html">
    <title>CS 294-3: Distributed Information Management -- Optional Readings</title>
    <dc:date>2012-01-02T18:41:01+00:00</dc:date>
    <link>http://web.archive.org/web/20070707201605/http://www.cs.berkeley.edu/~wilensky/CS294/readings.html</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[Optional readings for Robert Wilensky's CS 294-3: Distributed Information Management course at UC Berkeley.]]></description>
<dc:subject>hypermedia syllabus inls620</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:rybesh/b:86ffd2ac7906/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:hypermedia"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:syllabus"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:inls620"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://web.archive.org/web/20070707201614/http://www.cs.berkeley.edu/~wilensky/CS294/assignments/">
    <title>CS 294-3: Distributed Information Management -- Readings</title>
    <dc:date>2012-01-02T18:38:57+00:00</dc:date>
    <link>http://web.archive.org/web/20070707201614/http://www.cs.berkeley.edu/~wilensky/CS294/assignments/</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[Readings for Robert Wilensky's CS 294-3: Distributed Information Management course at UC Berkeley.]]></description>
<dc:subject>hypermedia syllabus inls620</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:rybesh/b:daddc577bfad/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:hypermedia"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:syllabus"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:inls620"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://web.archive.org/web/20070705204012/http://www.cs.berkeley.edu/~wilensky/CS294/lectures/">
    <title>CS 294-3: Distributed Information Management -- Lectures</title>
    <dc:date>2012-01-02T18:37:46+00:00</dc:date>
    <link>http://web.archive.org/web/20070705204012/http://www.cs.berkeley.edu/~wilensky/CS294/lectures/</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[Lecture notes for Robert Wilensky's CS 294-3: Distributed Information Management course at UC Berkeley.]]></description>
<dc:subject>syllabus hypermedia inls620</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:rybesh/b:fe657b340c8b/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:syllabus"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:hypermedia"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:inls620"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://web.archive.org/web/20070904140747/http://www.cs.berkeley.edu/~wilensky/CS294/desc.html">
    <title>CS 294-3: Distributed Information Management</title>
    <dc:date>2012-01-02T18:36:26+00:00</dc:date>
    <link>http://web.archive.org/web/20070904140747/http://www.cs.berkeley.edu/~wilensky/CS294/desc.html</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[The purpose of this course is to examine ongoing research issues related to digital documents. As suggested by the title, major themes include information representation, information presentation, information linking, and information interoperation. Implicit in these issues are also issue of collaborative use of information, i.e., how networks of information using users can be greater than the same of their parts.

The goal of the course is to lay the foundation for further evolution of networked digital document systems. The ideal student is one with lots of initiative, who enjoys learning together with students from different disciplines, and is excited by the prospect of identifying the important questions to ask, and by the opportunity to shape the directions of an incipient technology.

The course will cover some fundamental technologies, but also examine ongoing (and continually evolving) attempts to bring such technologies into common use. The course will comprise weekly readings, lectures followed by discussion of papers and issues, and occasional guest lectures. Students will work on assignments and a course project, which they will report on in class toward the end of the semester.

Ideally, student projects will advance the state of the art of "network-centric" digital documents.]]></description>
<dc:subject>hypermedia syllabus inls620</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:rybesh/b:a80eea857a9c/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:hypermedia"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:syllabus"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:inls620"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://courses.ischool.berkeley.edu/i190-waim/s10/">
    <title>Web Architecture and Information Management (Spring 2010 – INFO 190-02 – CCN 42509)</title>
    <dc:date>2012-01-02T17:59:00+00:00</dc:date>
    <link>http://courses.ischool.berkeley.edu/i190-waim/s10/</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[his courses focuses on understanding the Web as an information system, and how to use it for information management for personal and shared information. The Web is an open and constantly evolving system which can make it hard to understand how the different parts of the landscape fit together. This course provides students with an overview of the Web as a whole, and how the individual parts it together. We briefly look at topics such as Web design and Web programming, but this course is not exclusively designed to teach HTML or JavaScript. Instead, we look at the bigger picture and how and when to use these and other technologies. The Web already is and will remain a central part in many information-related activities for a long time to come, and this course provides students with the understanding and skills to better navigate and use the landscape of Web information, Web technologies, Web tools, and common Web patterns.]]></description>
<dc:subject>web syllabus waim inls620</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:rybesh/b:5622e97fa97d/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:web"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:syllabus"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:waim"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:inls620"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.infosci.cornell.edu/Courses/info4302/2011fa/">
    <title>INFO/CS 4302: Web Information Systems | Course Website | Fall 2011</title>
    <dc:date>2011-12-11T17:06:21+00:00</dc:date>
    <link>http://www.infosci.cornell.edu/Courses/info4302/2011fa/</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[It is now almost two decades since the Web has been invented. Initially motivated by the need to exchange documents between computer systems, the Web evolved rapidly, reshaped the notion of information systems, and changed our social interactions and cultural development. Decentralization and openness were fundamental design principles in the Web Architecture and enabled the creation of large, community-driven information spaces such as Wikipedia or OpenStreetMap. In recent years, people and organizations began to adopt these architectural principles for publishing data on the Web, resulting in efforts such as Open Government Data or Linked Data.
This course will examine technologies for building data-centric information systems on the World Wide Web, discuss the social and policy context from which they arose, show the practical applications of such systems, and go into cross-cutting issues in this context. Course work involves lectures and readings, and weekly homework assignments. In addition, there will be a semester-long project in which the students should demonstrate their expertise in building data-centric Web information systems.]]></description>
<dc:subject>syllabus inls620</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:rybesh/b:b095061904fd/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:syllabus"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:inls620"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.ils.unc.edu/courses/2010_spring/inls465_001/inls465-spring2010-syllabus.htm">
    <title>INLS 465: Understanding Information Technology for Managing Digital Collections</title>
    <dc:date>2011-11-18T14:27:45+00:00</dc:date>
    <link>http://www.ils.unc.edu/courses/2010_spring/inls465_001/inls465-spring2010-syllabus.htm</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[The fundamental motivation for this course is that anyone responsible for digital collections will have to understand and be conversant in various aspects of the associated information technologies, in order to evaluate the work of developers, delegate tasks, write appropriate requests for proposals (RFPs), and establish reasonable management and preservation policies.]]></description>
<dc:subject>sils syllabus standards IT data digitization forensics</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:rybesh/b:b79245fb736c/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:sils"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:syllabus"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:standards"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:IT"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:data"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:digitization"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:forensics"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.karikraus.com/?page_id=25">
    <title>LBSC773: Classification Theory - Kari Kraus</title>
    <dc:date>2011-08-08T16:30:21+00:00</dc:date>
    <link>http://www.karikraus.com/?page_id=25</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[Survey of classificatory principles from bibliographic, philosophical, biological, psychological, and linguistic perspectives. Challenges to traditional principles from the cognitive sciences and their implementations for bibliographic classification.]]></description>
<dc:subject>inls520 classification syllabus</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:rybesh/b:4ecba324d214/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:inls520"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:classification"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:syllabus"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://citeline.mit.edu/fd86695ba2977553d1d40baa97b310a1ae64e10b/digital_humanities_syllabi.html">
    <title>Digital Humanities Syllabi</title>
    <dc:date>2011-08-08T16:11:56+00:00</dc:date>
    <link>http://citeline.mit.edu/fd86695ba2977553d1d40baa97b310a1ae64e10b/digital_humanities_syllabi.html</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[Collection of DH syllabi from Dan Cohen's syllabus dump.]]></description>
<dc:subject>digitalhumanities syllabus</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:rybesh/b:17dc40f031c4/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:digitalhumanities"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:syllabus"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.inf.ed.ac.uk/teaching/courses/anlp/">
    <title>School of Informatics: Advanced Natural Language Processing</title>
    <dc:date>2011-06-28T20:33:37+00:00</dc:date>
    <link>http://www.inf.ed.ac.uk/teaching/courses/anlp/</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[The course will synthesize recent research in linguistics, computer science, and natural language processing with the aim of introducing students to theoretical and computational models of language. The course will familiarize students with a wide range of linguistic phenomena with the aim of appreciating the complexity, but also the systematic behaviour of natural languages like English, the pervasiveness of ambiguity, and how this presents challenges in natural language processing. In addition, the course introduce the most important algorithms and data structures that are commonly used to solve many NLP problems.]]></description>
<dc:subject>nlp syllabus discourse</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:rybesh/b:190376f837ce/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:nlp"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:syllabus"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:discourse"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://courses.ischool.utexas.edu/feinberg/2010/spring/INF385U/">
    <title>INF 385U Spring 2010 Feinberg: Digital Media Collections</title>
    <dc:date>2011-06-07T13:45:46+00:00</dc:date>
    <link>http://courses.ischool.utexas.edu/feinberg/2010/spring/INF385U/</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[This course will be a project-based, studio-style exercise in designing a resource collection. We’ll concentrate on the conceptual aspects of design as opposed to technical implementations: figuring out a purpose and audience for the collection, selecting resources, describing and organizing the resources, and determining how to present those resources to users. While the ideas we engage and the skills we will learn should be applicable to any sort of collection, our design environment for this course will focus on digital media collections (primarily videos) made available online as a type of digital library. Our design practice will be grounded in the idea that a collection is itself a type of document and not merely a container for documents. With this theoretical committment comes a number of fundamental questions, which we will engage throughout the semester as we proceed with our project work.]]></description>
<dc:subject>designresearch syllabus organization rhetoric</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:rybesh/b:bfbfb9e23a73/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:designresearch"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:syllabus"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:organization"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:rhetoric"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www3.isrl.illinois.edu/~unsworth//Kings.5-00/primitives.html">
    <title>&quot;Scholarly Primitives: what methods do humanities researchers have in common, and how might our tools reflect this?&quot;</title>
    <dc:date>2011-04-20T21:15:19+00:00</dc:date>
    <link>http://www3.isrl.illinois.edu/~unsworth//Kings.5-00/primitives.html</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[The notion of “primitives” as the “finite list of self-understood terms” from which, without recourse to further definitions or explanations, axiomatic logic may proceed, has (as you probably know) run into some difficulty in philosophy and mathematics, especially in the 20th century, but it’s not my purpose here to sort that out—I’m using the term “primitives” in a self-consciously analogical way, to refer to some basic functions common to scholarly activity across disciplines, over time, and independent of theoretical orientation.  These “self-understood” functions form the basis for higher-level scholarly projects, arguments, statements, interpretations—in terms of our original, mathematical/philosophical analogy, axioms.]]></description>
<dc:subject>digitalhumanities syllabus</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:rybesh/b:163736f0e561/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:digitalhumanities"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:syllabus"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://muse.jhu.edu/journals/pla/v004/4.1manoff.html">
    <title>Marlene Manoff - Theories of the Archive from Across the Disciplines - portal: Libraries and the Academy 4:1</title>
    <dc:date>2011-04-20T21:08:00+00:00</dc:date>
    <link>http://muse.jhu.edu/journals/pla/v004/4.1manoff.html</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[Creative and compelling theoretical formulations of the archive have emerged from a host of disciplines in the last decade. Derrida and Foucault, as well as many other humanists and social scientists, have initiated a broadly interdisciplinary conversation about the nature of the archive. This literature suggests a confluence of interests among scholars, archivists, and librarians that is fueled by a shared preoccupation with the function and fate of the historical and scholarly record. The following essay provides an exploration and overview of this archival discourse.]]></description>
<dc:subject>digitalhumanities syllabus archives</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:rybesh/b:ae20fc2858ae/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:digitalhumanities"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:syllabus"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:archives"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://toolingup.stanford.edu/">
    <title>Tooling Up for Digital Humanities</title>
    <dc:date>2011-04-20T21:05:00+00:00</dc:date>
    <link>http://toolingup.stanford.edu/</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[This web site is designed to be a starting place, an entryway for scholars interested in beginning to explore the possibilities for digital tools, programs, and methods to empower and enhance their scholarship in the humanities. These essays and links are only a brief glimpse into the vast field of potential in the digital humanities, but we hope that they point outward to the field’s many possibilities.]]></description>
<dc:subject>digitalhumanities syllabus</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:rybesh/b:6fe2ef6aa8ed/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:digitalhumanities"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:syllabus"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://moodle.wolfware.ncsu.edu/course/view.php?id=12539">
    <title>Course: ENG 798 &amp; ENG 583: Introduction to Digital Humanities</title>
    <dc:date>2011-04-08T17:03:56+00:00</dc:date>
    <link>http://moodle.wolfware.ncsu.edu/course/view.php?id=12539</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[Welcome to ENG 798.001/ENG 583.001, Introduction to Digital Humanities. This course will introduce you to the digital humanities (DH), a multi-disciplinary, international field comprising academic researchers, librarians, archivists, museum professionals, technologists, artists, designers, and professionals working in both the government and private sectors.]]></description>
<dc:subject>digitalhumanities syllabus</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:rybesh/b:d9fc2e3a01d2/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:digitalhumanities"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:syllabus"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://ddhbloomington.tumblr.com/">
    <title>Decoding Digital Humanities Bloomington</title>
    <dc:date>2011-03-30T14:11:06+00:00</dc:date>
    <link>http://ddhbloomington.tumblr.com/</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[An informal monthly gathering to discuss issues related to the digital humanities. ]]></description>
<dc:subject>digitalhumanities syllabus</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:rybesh/b:60d0f81822be/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:digitalhumanities"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:syllabus"/>
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</item>
<item rdf:about="http://manovich.net/vis241_spring_2011.html">
    <title>digital humanities ++</title>
    <dc:date>2011-03-30T13:19:22+00:00</dc:date>
    <link>http://manovich.net/vis241_spring_2011.html</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[Lev Manovich's Spring 2011 Digital Humanities course at UCSD.]]></description>
<dc:subject>digitalhumanities syllabus</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:rybesh/b:7032f8368dd1/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:digitalhumanities"/>
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</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.ade.org/bulletin/ade.150.55.pdf">
    <title>Matthew G. Kirschenbaum, What Is Digital Humanities and What's It Doing in English Departments?</title>
    <dc:date>2011-03-22T13:34:16+00:00</dc:date>
    <link>http://www.ade.org/bulletin/ade.150.55.pdf</link>
    <dc:creator>rybesh</dc:creator><dc:subject>digitalhumanities syllabus</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:rybesh/b:1437ca743bbb/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:digitalhumanities"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:syllabus"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://commons.gc.cuny.edu/wiki/index.php/DH_Syllabi">
    <title>DH Syllabi - CUNY Academic Commons</title>
    <dc:date>2011-03-21T12:58:00+00:00</dc:date>
    <link>http://commons.gc.cuny.edu/wiki/index.php/DH_Syllabi</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[A brief selection of DH-related syllabi.]]></description>
<dc:subject>digitalhumanities syllabus</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:rybesh/b:d615cd2d129f/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:digitalhumanities"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:syllabus"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.delicious.com/search?p=syllabus&amp;chk=&amp;context=userposts%7Calabamawaltz%7C&amp;fr=del_icio_us&amp;lc=1">
    <title>Search results for syllabus on Delicious</title>
    <dc:date>2011-03-21T12:57:15+00:00</dc:date>
    <link>http://www.delicious.com/search?p=syllabus&amp;chk=&amp;context=userposts%7Calabamawaltz%7C&amp;fr=del_icio_us&amp;lc=1</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[Alex's digital humanities / digital scholarship syllabi.]]></description>
<dc:subject>digitalhumanities syllabus</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:rybesh/b:1db892fe1a90/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:digitalhumanities"/>
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</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://dret.net/lectures/ppos-spring11/">
    <title>Principles and Patterns of Organizing Systems (Spring 2011 — INFO 290-6 — CCN 42628)</title>
    <dc:date>2011-01-30T00:55:04+00:00</dc:date>
    <link>http://dret.net/lectures/ppos-spring11/</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[We have traditionally analyzed collections of information or things using categories like libraries, museums, archives, content or knowledge management systems, and data repositories. The concept of an organizing system complements this categorical view with a dimensional perspective that sees these categories as sets of design patterns that reflect typical answers to questions about what is being organized, why, when, how much, who is doing the organizing, and how services are provided to interact with the organizing system. These dimensions frame trade-offs and constraints about the content, policies, and implementation of organizing systems. The primary goal of this course is to use these design dimensions to better understand traditional design patterns and their consequences, and to identify useful new ones.

For example, the thingness, uniqueness, persistence, useful lifetime, mashability, and intended uses and users of the content of an organizing system jointly determine how it is implemented and operated. We will examine how these design influences intersect, and consider what alternative designs would look like if some of these content and policy choices were to change. Furthermore, in many domains the Web has become the default implementation of organizing systems interfaces, yet we don't critically examine the implications this should have on the system itself. So we will study how Web Architecture — or the architectures and constraints implied by other metamodels and architectures such as Linked Data or WS-* services — influence decisions about content granularity and structure, how identity and provenance are supported, the kinds of interactions and services the organizing system allows, and so on.]]></description>
<dc:subject>syllabus information organization web architecture inls620</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:rybesh/b:614c3b2df00f/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:syllabus"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:organization"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:architecture"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:inls620"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.kcl.ac.uk/content/1/c6/06/57/30/SyllabusExploring-DisciplinesSpring-2011.pdf">
    <title>Exploring disciplines, Spring 2011 syllabus</title>
    <dc:date>2011-01-14T16:47:31+00:00</dc:date>
    <link>http://www.kcl.ac.uk/content/1/c6/06/57/30/SyllabusExploring-DisciplinesSpring-2011.pdf</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[Exploring Disciplines is an exciting one-semester course that introduces PhD students to practical strategies for interdisciplinary research. It enables them responsibly and efficiently to undertake explorations into fields other than their own and so to pursue their dissertation research much more effectively. Its focus is on doing interdisciplinarity rather than theorizing it. Nevertheless the course proceeds by questioning disciplines for their explicit and implicit theoretical presuppositions and at each step reflects on how an outsider may understand a discipline in its own terms.

Exploring Disciplines is based on the idea that academic disciplines are “epistemic cultures” that can be negotiated in much the same way as social anthropologists have negotiated other human cultures. After some consideration of disciplinarity, basic principles of ethnography and gross differences among the major disciplinary groups, it considers seven epistemic cultures as case-studies. For each, core texts from those cultures are discussed. ]]></description>
<dc:subject>interdisciplinary research syllabus</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:rybesh/b:22f838da95be/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:interdisciplinary"/>
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</item>
<item rdf:about="http://www.theatlantic.com/science/archive/2010/08/print-culture-101-a-cheat-sheet-and-syllabus/61707/">
    <title>Print Culture 101: A Cheat Sheet and Syllabus - Science and Tech - The Atlantic</title>
    <dc:date>2010-08-20T19:35:02+00:00</dc:date>
    <link>http://www.theatlantic.com/science/archive/2010/08/print-culture-101-a-cheat-sheet-and-syllabus/61707/</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[The primary goal of this class is to teach students about the culture of "print media" in an era when that culture is being joined (and in some cases, overtaken) by a culture that we might variously call digital culture, online culture, or the culture of the web.]]></description>
<dc:subject>syllabus history culture technology media</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:rybesh/b:77b9f84c38f1/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:syllabus"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:culture"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:technology"/>
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</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://currents.cwrl.utexas.edu/Spring08/Liu">
    <title>Literature + | Currents In Electronic Literacy</title>
    <dc:date>2009-06-07T17:51:02+00:00</dc:date>
    <link>http://currents.cwrl.utexas.edu/Spring08/Liu</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[Because of the recent, shared emphasis in many fields on digital methods, scholars in the humanities, arts, social sciences, and sciences increasingly need to collaborate across disciplines. This course reflects theoretically and practically on the new digitally facilitated interdisciplinarity by asking students to choose a literary work and treat it according to one or more of the research paradigms prevalent in other fields of study.
]]></description>
<dc:subject>humanities digitalhumanities syllabus interpretation modeling tools theory</dc:subject>
<dc:identifier>https://pinboard.in/u:rybesh/b:ed23e44901e2/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:humanities"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:digitalhumanities"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:syllabus"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:interpretation"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:modeling"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:tools"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:theory"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://home.earthlink.net/~hsbecker//Telling.html">
    <title>Howard Becker: Telling About Society</title>
    <dc:date>2007-03-10T15:43:23+00:00</dc:date>
    <link>http://home.earthlink.net/~hsbecker//Telling.html</link>
    <dc:creator>rybesh</dc:creator><description><![CDATA[This class deals with ways people have developed for telling others what they think they know, what their research or investigation has revealed to them about society, social life, and social problems. It thus has to do with problems of what has been call
]]></description>
<dc:subject>representation narrative sociology socialscience anthropology syllabus</dc:subject>
<dc:identifier>https://pinboard.in/u:rybesh/b:1ee72bce5149/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:representation"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:narrative"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:sociology"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:socialscience"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:anthropology"/>
	<rdf:li rdf:resource="https://pinboard.in/u:rybesh/t:syllabus"/>
</rdf:Bag></taxo:topics>
</item>
</rdf:RDF>