text:
Open Scholarship Press Curated Volumes: Community/Introduction

Community-Based and Community-Engaged Open Scholarship
Alyssa Arbuckle (University of Victoria)

Over the past several decades, academic work has evolved alongside substantial and far-reaching changes in communication and collaboration. One example of this evolution is the rise of open, digital scholarship: a movement that prioritizes access to information, social knowledge creation, and cross-community engagement. Now, in the 2020s, academics and other knowledge workers can produce, publish, and share their research findings much more openly and more publicly than previously possible. Increased open access to research, community-university partnerships, and knowledge mobilization are all evidence of shifting attitudes and practices in academia.

This Open Scholarship Press Community collected volume showcases key reprinted interventions on the subject of community-based and community-engaged open scholarship. The collection features 19 full-length, reprinted publications previously annotated in its companion piece, the Open Scholarship Press Community research scan / annotated bibliography available on Wikibooks (https://en.wikibooks.org/wiki/Open_Scholarship_Press_Collections:_Community) and PubPub (https://openscholarshippress.pubpub.org/osp-community). That annotated bibliography was developed by myself (Alyssa Arbuckle [University of Victoria]), Caroline Winter (University of Victoria), Jesse Kern (University of British Columbia), Vitor Yano (Concordia University), Anna Honcharova (European Students' Forum), Alan Colín-Arce (University of Victoria), Graham Jensen (University of Victoria), and Ray Siemens (University of Victoria), with the INKE and ETCL Research Groups. This curated volume of previously published work is not intended to be any sort of final word; rather, it showcases certain touchstone concepts for intellectual engagement in this space, aligned with the aims of the Implementing New Knowledge Environments (INKE) Partnership Community cluster. All of the selections speak to each other in varying ways, regardless of whether they focus on the intersection of open scholarship with pragmatics, theory, equity concerns, or community engagement.

Open access remains a foundational building block for the concept of open scholarship, enriched by the nuancing conversations of recent years around degrees of openness, digital research infrastructure, technical standards, community autonomy, and data sovereignty. Many scholars now understand and reiterate that although open access to research is important, access is simply not enough. As featured authors Heidi McGregor and Kevin Guthrie write, “Presumably our higher-level aim is not to enable or provide free access for its own sake, but rather to broaden the productive use of scholarly materials for the benefit of students, researchers, and learners all over the world” (2015). The Open Access movement played a critical role in the expansion of the depth and breadth of easily available research. But as with all global-scale movements in the academic space, open access is growing and evolving in response to its community of practice and the internal and external pressures and realities of knowledge production.

Prestige is one of the pressures of academic knowledge production. Well known open access advocate Peter Suber argues that the Open Access movement has cultural hurdles to jump in “Thoughts on Prestige, Quality, and Open Access,” originally published in 2008 in the SPARC Open Access Newsletter. He argues that quality and prestige are often associated, for understandable reasons, but can diverge, and that when they diverge, universities and funders must notice the divergence and put quality ahead of prestige. The prestige of open access will rise as open access journals mature and their author, reviewer, editor, and reader communities grow. Suber does suggest, however, that universities need to re-examine their dependence on metrics-based indicators like the Impact Factor for quality assessment, which is unfairly skewing and perpetuating rewards systems toward journals that are already deemed prestigious. More recently, Meredith T. Niles, Lesley A. Schimanski, Erin C. McKiernan, and Juan Pablo Alperin approach the concept of prestige and open access from a different angle. In “Why We Publish Where We Do: Faculty Publishing Values and Their Relationship to Review, Promotion and Tenure Expectations” (originally published in 2020), the authors present a study that demonstrates the gap between faculty members’ articulated publishing values (for themselves) and the publishing values they assume their colleagues hold. Although Niles et al. concede that there could be some bias involved, their research shows that faculty feel their own publishing values are community-oriented but that other academics value journal prestige and impact more—hence why they feel as though they must publish in prestigious journals. The authors argue that this disconnect between values (community-oriented) and behaviour (prestige-oriented) needs to be more widely acknowledged and addressed, including, as Suber writes, by reconsidering tenure and promotion mechanisms.

Open access varies by country and research discipline, too. Drilling into the North American context, Rosarie Coughlan and Mark Swartz provide an overarching look at the state of open access in Canada in their 2020 book chapter titled “An Overview of the Open Access Movement in Canada.” The authors claim that the development of the Tri-Agency Policy on Open Access to Publications, Canada’s participation in the Open Government Partnership, the activity of the Canadian Scholarly Publishing Working Group, and the Copyright Law review represent steady growth in this area. Coughlan and Swartz maintain, however, that Canada is far from a leader in the open access world. The country could move beyond these initial steps to affect quantifiable impact and, in doing so, more tangibly support and facilitate open scholarship nationwide. Expanding into the United States, Heather A. Piwowar and Todd J. Vision focus on the benefit of making open data available for reuse in a 2013 piece titled “Data Reuse and the Open Data Citation Advantage.” The authors recommend data management policies that facilitate more and better research by encouraging open data publication and citation. Such activity, according to Piwowar and Vision’s study, potentially extends the data beyond their original analysis and, thus, renders it more useful and usable.

The increasing corporatization of scholarly communication has led to several creative alternatives to academic knowledge production, some more legal than others. In the 2017 article “Access, Ethics and Piracy,” Stuart Lawson considers open access within the context of academic piracy. They argue that sites like SciHub should not be considered as open access publishing, since these sites do not always explicitly indicate how research is licensed and thus able to be reused or not. Academic piracy does increase access to research materials that are otherwise unavailable freely, however. Lawson also suggests that the very existence of academic piracy sites proves that the current scholarly communication system is not sufficient for global research access needs.

As stated above, many scholars now advocate for pushing beyond mere access to research. In “Delivering Impact of Scholarly Information: Is Access Enough?”—an article originally published by the Journal of Electronic Publishing in 2015—Heidi McGregor and Kevin Guthrie acknowledge conditions beyond free access that are necessary to engage with research and heighten its impact. Both authors write from their experience with the not-for-profit organization JSTOR. Regardless of JSTOR’s contributions to the Open Access movement, McGregor and Guthrie argue that literacy, technology, awareness, access, and training are all necessary to maximize research engagement. In “Beyond Open: Expanding Access to Scholarly Content,” originally published in the same journal issue, Alice Meadows provides an overview and evaluation of selected public, low-cost access initiatives from 1990 onwards. Meadows suggests that these initiatives add value for publishers because they facilitate access and usage of content beyond primary markets.

Increasingly, researchers are theorizing about what open scholarship could be. Publishing scholar John W. Maxwell moves into this more theoretical ground with “Beyond Open Access to Open Publication and Open Scholarship,” a 2015 article published in the journal Scholarly and Research Communication. There, Maxwell sketches out a vision for a humanities-based scholarly communication system patterned after web technologies, practices, and metaphors. He argues that a reinvigorated scholarly communication system that incorporates open scholarship principles could still maintain rigour, review, and access, while engaging communities beyond academic readers. Jon Saklofske expands on such concepts further in a 2016 article from the same journal titled “Digital Theoria, Poiesis and Praxis: Activating Humanities Research and Communication through Open Social Scholarship Platform Design.” In keeping with Maxwell’s premise, Saklofske agrees that scholarly communication lags behind contemporary social and technological practices. He argues for the engagement of theoria, poiesis, and praxis when producing and sharing academic work. Saklofske provides several examples of research experimentation that integrate these concepts and in doing so transform the ways that academic work can be communicated and engaged with in inclusive and public-facing ways.

Continuing to expand beyond open access to research, concepts of community-engaged scholarship, publics, and public scholarship have gained significant traction in recent years. Academia was long equated with the metaphor of the ivory tower: a prestigious and exclusionary space for the vaunted few. This town-versus-gown mentality is shifting as calls for and examples of more public-facing and publicly engaged, open scholarship persist. As my co-author Ray Siemens and I (Alyssa Arbuckle) write in “Digital Humanities Futures, Open Social Scholarship, and Engaged Publics” (2023):

"In practicing openness, scholars can carefully and explicitly consider their relation to and participation in publics, in discursive and collaborative communities. Such communities are not constructed by status (academic or otherwise); rather, they can be considered as collectives that come together with shared interests across the personal/professional continuum—perhaps even as communities of practice with academic, academic-aligned, and non-academic members. These publics embody positive, inclusive, and mutually beneficial relations between academic institutions and so-called broader society."

Participating in publics around shared areas of interest is a marked change from the one-to-many expertise model of knowledge sharing. Focusing on humanities broadly in a 2012 article titled “The Engaged Humanities: Principles and Practices for Public Scholarship and Teaching,” Gregory Jay argues that the humanities could increase their relevance and impact if reoriented toward more engaged or community-based scholarship. The development and widespread uptake of digital and social technologies—e.g., social media, digital humanities, and multimodal communication—is positively influential in this regard. Within academic/community partnerships, Jay underlines the importance of accountability and of avoiding a missionary approach to public engagement that only promotes academic knowledge outwards instead of prioritizing multidirectional knowledge exchange or collaboration. Authors Sheila Brennan and Jesse Stommel take up these concepts with a focus on digital scholarship. In a 2018 book chapter called “The Public Digital Humanities,” Stommel describes public digital humanities as a Venn diagram representing the intersection of public, digital, and humanities work. He suggests that making research both available and legible to broader publics is legitimate scholarly work that combines outreach, community building, and advocacy. For Stommel, this is a desirable direction for the field of digital humanities; he believes such activity will move practitioners away from internal competition and toward diversity and advocacy. Brennan offers important nuance to this position in “Public, First,” a book chapter from Debates in the Digital Humanities 2016. She asks digital humanities scholars (in particular) to become more conscientious about how they employ the terms public digital humanities and digital public humanities. Brennan reflects that many digital humanists consider their work to be implicitly public since it is available online. Rather, in keeping with the ideas espoused above on the necessity to move beyond the baseline of mere access, Brennan suggests that true public scholarship must consider and engage with members of the public first.

Open scholarship has met a critical, self-reflexive point in its evolution. Much writing from the last decade focuses on equity concerns within the landscape of open scholarship; that is, who is open scholarship benefiting? To what end? Where is open scholarship causing intentional or unintentional damage? In 2018, Florence Piron published “Postcolonial Open Access,” and in 2020, Denisse Albornoz, Angela Okune, and Leslie Chan published “Can Open Scholarly Practices Redress Epistemic Injustice?” In both book chapters, the authors explicitly consider the relationship between open scholarship and equitable knowledge creation and sharing practices. They suggest that, contrary to original stated intentions, the Open Access movement has engendered the unintended consequence of increasing the availability and visibility of research from the Global North and, in so doing, obscured research from the Global South. Such an activity has ramifications for epistemic and cognitive justice, as upholding the research of one cultural group over others suggests that it is more valuable, legitimate, or verifiable—regardless of the context in which it is developed or accessed. Chan, Bud Hall, Piron, Rajesh Tandon, and Lorna Williams explore this concept further in a report they drew together for the Canadian Commission for UNESCO titled “Open Science Beyond Open Access: For and With Communities. A Step Towards the Decolonization of Knowledge” (2020). In this report, the authors recommend broadening the concept of open scholarship and integrating more decolonial approaches. They acknowledge that there are longstanding practices in academia to close off knowledge, including for fear of censorship or persecution. Chan et al. argue, however, that these protectionary measures result in exclusionary gatekeeping around expertise. Ramifications of such practices continue today, including for Indigenous and other marginalized peoples whose knowledges are not always sought after or valued in scientific contexts. In their own words, Chan et al. “offer a vision of Open Science that is just, fair and decolonial, but also realist and lucid. [The authors] have drawn attention to an understanding of science based on an inclusive universalism, open to Indigenous ways of knowing and all other theories, epistemologies and viewpoints.” Often, authors engaging with epistemic justice in scholarly communication push to decolonize open access so that all research globally is recognized as valuable and worthy of scientific consideration—especially within local contexts.

Community-based and community-engaged open scholarship blends values-based approaches with technical considerations. Theorizing about open scholarship feeds into the development of open digital research infrastructure, which, in turn, informs further theoretical consideration. In the 2019 article “Knowledge Organization for Open Scholarship,” Julia Bullard argues that those developing open digital research infrastructure need to adhere to culturally specific knowledge organization. With an eye to the Canadian context, Bullard points out that the current standards for subject description, for instance, were developed in the United States and therefore may not be culturally accurate for Canadian intellectual and cultural material. She argues that since open scholarship projects shape knowledge creation, engagement, and mobilization, there is an ethical imperative for project creators to instill the values of openness, multiculturalism, and decolonization into their knowledge organization design. In a 2019 conference paper, Okune, Rebecca Hillyer, Chan, Albornoz, and Alejandro Posada suggest that intersectional feminist approaches to open scholarship infrastructure development would help to address structural inequities. Technology is not neutral, nor does it affect positive change unilaterally. As such, the authors advocate for the conscientious design of open scholarship infrastructure that incorporates inclusivity, collaboration, reflexivity, and sustainability. In “Measuring Altruistic Impact: A Model for Understanding the Social Justice of Open Access” (originally published in 2016), Margaret Heller and Franny Gaede focus on a specific piece of open scholarship infrastructure: the university library-based research repository. Heller and Gaede argue that institutional repositories can be optimized to increase the impact of open access research, especially around social justice issues. They present findings that improving collection development in this area can extend the reach and uptake of a university’s research substantially. Conscientious approaches are critical; as Albornoz et al. write, “Open systems may potentially replicate the very values and power imbalances that the movement initially sought to change.” As such, it behooves the designers of open scholarship infrastructure to take an equitable, values-based approach to their endeavour.

All selections included in this Open Scholarship Press Community collected volume represent different facets of open social scholarship. The INKE Partnership defines open social scholarship as “academic practice that enables the creation, dissemination, and engagement of open research by specialists and non-specialists in accessible and significant ways.” Open social scholarship builds on open access as a foundation even while its practitioners ask, what next? And, how? And, with whom? Openness, in this regard, is a mechanism through which to broaden scholarly work into activities that are much more community-based and community-engaged. Centring community-based and community-engaged open scholarship, while considering both efficacious and creative ways to find, share, and publicize academic research, is at the heart of open social scholarship. Such a vision for the transformative potential of scholarly communication speaks to an ardent desire to leave behind the metaphorical ivory tower and to instead refigure postsecondary institutions as verdant sites of collaborative, collective knowledge creation. Academic work is changing, as all the authors featured here demonstrate. I hope the authors’ commitment to more open and more social ways of undertaking research and sharing inspires readers to consider applying open social scholarship principles and practices in their own academic lives.

Works Cited & Original Citations
Albornoz, Denisse, Angela Okune, and Leslie Chan. 2020. “Can Open Scholarly Practices Redress Epistemic Injustice?” In Reassembling Scholarly Communications: Histories, Infrastructures, and Global Politics of Open Access, edited by Martin Paul Eve and Jonathan Gray, 65–79. Cambridge, MA: MIT Press.

Arbuckle, Alyssa, and Ray Siemens. 2023. “Digital Humanities Futures, Open Social Scholarship, and Engaged Publics.” The Bloomsbury Handbook to the Digital Humanities, edited by James O’Sullivan, 397–407. London: Bloomsbury Publishing.

Brennan, Sheila. 2016. “Public, First.” In Debates in the Digital Humanities 2016, edited by Matthew K. Gold and Lauren F. Klein, 384–89. Minneapolis: U Minnesota Press.

Bullard, Julia. 2019. “Knowledge Organization for Open Scholarship.” ''Pop! Public. Open. Participatory.'' 1. https://popjournal.ca/issue01/Bullard

Chan, Leslie, Bud Hall, Florence Piron, Rajesh Tandon, and Lorna Williams. 2020. “Open Science Beyond Open Access: For and With Communities. A Step Towards the Decolonization of Knowledge.” The Canadian Commission for UNESCO’s IdeaLab.

Coughlan, Rosarie, and Mark Swartz. 2020. “An Overview of the Open Access Movement in Canada.” In Open Praxis, Open Access: Digital Scholarship in Action, edited by Darren Chase and Dana Haugh, 19–40. Chicago: American Library Association.

Heller, Margaret, and Franny Gaede. 2016. “Measuring Altruistic Impact: A Model for Understanding the Social Justice of Open Access.” Journal of Librarianship and Scholarly Communication 4: eP2132.

Jay, Gregory. 2012. “The Engaged Humanities: Principles and Practices for Public Scholarship and Teaching.” Journal of Community Engagement and Scholarship 3 (1): 51–63.

Lawson, Stuart. 2017. “Access, Ethics and Piracy.” Insights 30 (1): 25–30.

Maxwell, John W. 2015. “Beyond Open Access to Open Publication and Open Scholarship.” Scholarly and Research Communication 6 (3). https://doi.org/10.22230/src.2015v6n3a202

McGregor, Heidi, and Kevin Guthrie. 2015. “Delivering Impact of Scholarly Information: Is Access Enough?” Journal of Electronic Publishing 18 (3). https://doi.org/10.3998/3336451.0018.302

Meadows, Alice. 2015. “Beyond Open: Expanding Access to Scholarly Content.” Journal of Electronic Publishing 18 (3). https://doi.org/10.3998/3336451.0018.301

Niles, Meredith T., Lesley A. Schimanski, Erin C. McKiernan, and Juan Pablo Alperin. 2020. “Why We Publish Where We Do: Faculty Publishing Values and Their Relationship to Review, Promotion and Tenure Expectations.” PLoS ONE 15 (3): e0228914. https://doi.org/10.1371/journal.pone.0228914

Okune, Angela, Rebecca Hillyer, Leslie Chan, Denisse Albornoz, and Alejandro Posada. 2019. “Whose Infrastructure? Towards Inclusive and Collaborative Knowledge Infrastructures in Open Science.” In Connecting the Knowledge Commons—From Projects to Sustainable Infrastructure: The 22nd International Conference on Electronic Publishing—Revised Selected Papers, edited by Leslie Chan and Pierre Mounier. Marseille: OpenEdition Press. https://dx.doi.org/10.4000/proceedings.elpub.2018.31

Piron, Florence. 2018. “Postcolonial Open Access.” In ''Open Divide. Critical Studies in Open Access'', edited by Ulrich Herb and Jaochim Schopfel, 117–28. Litwin Books.

Piwowar, Heather A., and Todd J. Vision. 2013. “Data Reuse and the Open Data Citation Advantage.” PeerJ 1: e175. https://doi.org/10.7717/peerj.175

Saklofske, Jon. 2016. “Digital Theoria, Poiesis, and Praxis: Activating Humanities Research and Communication through Open Social Scholarship Platform Design.” Scholarly and Research Communication 7 (2). https://doi.org/10.22230/src.2016v7n2/3a252

Stommel, Jesse. 2018. “The Public Digital Humanities.” In Disrupting the Digital Humanities, edited by Dorothy Kim and Jesse Stommel, 79–90. Punctum Books. https://doi.org/10.2307/j.ctv19cwdqv.8

Suber, Peter. 2008. “Thoughts on Prestige, Quality, and Open Access.” SPARC Open Access Newsletter, September 2, 2008. https://dash.harvard.edu/handle/1/4322577


text:
User:Tankey6

(Waterfox, a fork of Firefox)

Hi! I'm Tankey! I joined Wikipedia around 2023 and Wikibooks in January 24th of 2024!

Introduction
Hi! This is my account, which has been existing since 2023 on Wikipedia and January 2024 on Wikibooks, and I edit chess openings to remove bad info and expand on stubs! My specialties are chess, Minecraft, and Pokemon (The mainline games, not anime or TCG or go)

Currently Working On
I'm currently a contributor to Chess Opening Theory, as there are a ton of openings that need to be improved on or just added in general. I also go to random pages and update them, such as How to Survive in Minecraft, or Units of Measurement.

Like:

 * Chess
 * Updating old pages
 * Roblox
 * Minecraft
 * Pokemon Showdown (mainline games, not anime or tcg or go)
 * Chemistry
 * SPACEEEE!
 * Video games in general

Dislike:

 * Griefing
 * Spammers
 * Anyone who says that porygon2 is not a good pokemon (it is my favorite)

license: Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/

title: User:Tankey6


text: Category:Fenugreek recipes

title: Category:Fenugreek recipes


text: Wikijunior:World at Work/Domestic helper


text:
Chess Opening Theory/1. d4/1...Nf6/2. Bg5/2...Ne4/3. Bc1

=Trompowsky Attack=

Bc1 is a rarely seen retreat that undevelops the bishop and allows black to get easy play.


text:
Chess Opening Theory/1. d4/1...Nf6/2. Bg5/2...Ne4/3. Bf4

=Trompowsky Attack=

Bf4 is the normal retreat that we normally see.


text:
Chess Opening Theory/1. d4/1...Nf6/2. Bg5/2...Ne4/3. Bf4/3...g5

=Trompowsky Attack=

g5 is a dubious one move attack of the bishop that weakens the kingside and allows the Bf4 to sit on a strong outpost on e5.


text: Vegan and vegetarian phrases/Tagalog

title: Vegan and vegetarian phrases/Tagalog


text: Vegan and vegetarian phrases/Bikol

title: Vegan and vegetarian phrases/Bikol


text:
User talk:Techx123

Welcome
Welcome to Wikibooks, Techx123!

 First steps tutorial Wikibooks is for collaborative development of free textbooks.

You do not need technical skills to contribute. You can easily change most books. Please introduce yourself, and let us know what interests you.

If you already contribute at other Wikimedia projects, our Wikimedia Orientation should quickly get you started.

  Getting help
 * Read the Using Wikibooks book for a friendly introduction to the project, or our help pages for more information.
 * You can get friendly help from the community in the user assistance room or our IRC channel.
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(Would you like to provide feedback on this message?) Thanks for your contributions! — L10nM4st3r / ROAR at me! 09:01, 25 January 2024 (UTC)

title: User talk:Techx123


text:
Talk:Introductory Agrometeorology

Agricultural science
Crops 102.23.96.9 (discuss) 14:34, 25 January 2024 (UTC)

title: Talk:Introductory Agrometeorology


text:
Cookbook:Filipino-style Spaghetti

| Cuisine of the Philippines

Filipino-style spaghetti is a favorite among Filipino families for serving during children's birthday parties.

Ingredients

 * 2 tbsp vegetable oil
 * 300 g (10.5 oz) canned hot dogs, sliced
 * 2 onions, finely chopped
 * 1 tsp sea salt
 * 4 garlic cloves, minced
 * 500 g (1 lb) pork mince
 * 2½ tbsp tomato paste
 * 1 cup banana ketchup
 * 700 g (1 lb 8 oz) tomato purée (you could also try sourcing the Filipino spaghetti sauce, although that will be sweeter)
 * ½ cup chicken stock
 * 2½ tbsp soy sauce
 * 600 g (1 lb 5 oz) dried spaghetti
 * 1 cup grated cheddar cheese, or to taste

Equipment

 * Stovetop
 * Frying pan or large cast-iron pan
 * Slotted spoon
 * Spatula or cooking spoon
 * Large pot
 * Colander
 * Tongs or two forks

Procedure

 * 1) Heat the vegetable oil in the pan over medium-high heat.
 * 2) Add the hot dogs, then cook, turning often, for 3–4 minutes until browned.
 * 3) Transfer hot dogs to a plate using a slotted spoon, leaving the oil behind.
 * 4) Add the onion into the hot oil, along with the salt. Cook, stirring, for 5–6 minutes or until the onion is lovely and soft.
 * 5) Add the garlic and cook for a minute until aromatic.
 * 6) Add the pork mince, breaking it up with your spatula. Keep cooking until the pork has evenly cooked.
 * 7) Add the tomato paste. Cook, stirring, for 1 minute to cook it down slightly.
 * 8) Return the cooked hot dogs to the pan, along with the banana ketchup, tomato sauce, chicken stock, and soy sauce. Stir to combine well.
 * 9) Bring to a simmer, then reduce the heat to low and cook, stirring often, for 10–15 minutes so the flavours develop. Take care as the mixture can easily burn.
 * 10) Meanwhile, cook the spaghetti in a pot of boiling salted water according to packet directions until al dente. Drain and add back into the warm pot that you cooked the pasta in.
 * 11) Spoon a few heaped spoonfuls of the cooked sauce over the pasta, then mix so that each spaghetti strand is coated.
 * 12) Divide pasta among serving bowls and top with more of the sauce.
 * 13) Top with grated cheddar and serve.

title: Cookbook:Filipino-style Spaghetti


text:
Cookbook:Pinakbet

| Cuisine of the Philippines

Ingredients

 * 2 tablespoons (30 ml) vegetable oil
 * 2 medium garlic cloves, minced
 * 1 small (4 ounces / 115 g) yellow onion, finely chopped
 * 2 plum tomatoes (about 8 ounces / 225 g), cored and chopped
 * 2 ounces (¼ cup / 60 g) bagoong alamang
 * 1 pinch of salt
 * 1 ea. (about 8 ounces / 225 g) bitter melon, halved lengthwise, seeded, and sliced ¼ inch thick
 * 1 small (about 8 ounces / 225 g) sweet potato, peeled, quartered, and cut into ¼-inch slices
 * 8 ounces (225 g) string beans, stem ends trimmed and beans cut into 2-inch lengths
 * 1 medium (about 6 ounces / 170 g) eggplant, halved lengthwise, and sliced ½ inch thick
 * 8 ounces (225 g) okra, caps trimmed, pods cut in half on the bias
 * Cooked white rice, for serving

Procedure

 * 1) Heat a skillet over medium heat.
 * 2) Add the oil, then garlic to the pan. Sauté briefly until aromatic.
 * 3) Add the onion, and cook until softened.
 * 4) Add the tomato, bagoong alamang, and salt; simmer for 5 minutes.
 * 5) Add the bitter melon and sweet potato. Cover and cook until almost, but not quite, tender.
 * 6) Add the string beans, eggplant, and okra. Cover and cook for a few minutes until all the vegetables are tender.
 * 7) Serve the vegetables with rice.

title: Cookbook:Pinakbet


text:
Inclusive Data Research Skills for Arts and Humanities/About the Project

The DAReS project The DAReS project is a 12 month project (April 2023-March 2024) that came to be in response to systemic inequalities in many academic related sectors (e.g. tech and computing, higher education, and research) and how these are amplified at the intersection of arts and humanities research, data and digital skills, and research, especially for under-represented groups. The key question for us was not ‘why are under-represented groups not engaging data skills?’ but ‘why are there so few approaches prioritising inclusion’ and ‘what does an inclusive approach look like?”. Thus, rather than developing a skills training programme for under-served groups, the DAReS project aimed to work with such groups to co-design an inclusive data skills curriculum. Taking an ethical co-creation approach, the DAReS project aims to develop an arts and humanities focused and inclusive data and digital skills curriculum which can inform a scalable regional or national pilot.

This Hackathon comes in the last phase part of the DAReS project, which is funded by the AHRC as part of the IDAH Digital Skills Network, lead by London College of Communication, University of the Arts London, with the Creative Computing Institute, King’s College London, Leeds University, Roehampton University, and partners, CRAC/Vitae and Wikimedia UK. The DAReS project is officially titled ‘Transforming the Gap: Inclusive Digital Arts and Humanities Research Skills’ (DAReS), AHRC AH/X007510/1.

https://www.arts.ac.uk/colleges/london-college-of-communication/research-at-lcc/dares


text:
Inclusive Data Research Skills for Arts and Humanities/DAReS Codesigners

Co-Designers
The DAReS co-designers are at the heart of this project and their thoughtful, engaged contributions have pushed the boundaries of how inclusion and arts and humanities focused data and digital research skills can be understood. This project would not exist without them and with thanks to each of them, they are:


text: Category:Hot dog recipes

title: Category:Hot dog recipes


text: Category:Tomato paste recipes

title: Category:Tomato paste recipes


text:
User:Andrew J Olson/sandbox

Hello everyone!

My name is Andrew Olson, and I'm a linguistics researcher.

title: User:Andrew J Olson/sandbox


text:
User:Andrew J Olson

Hello! My name is Andrew Olson, and I'm a linguistics researcher.

title: User:Andrew J Olson


text:
Talk:Flora of New York/Cyperaceae 2

Carex Species Index

title: Talk:Flora of New York/Cyperaceae 2


text:
Cookbook:Chicken Tetrazzini

| American cuisine | Cuisine of California | Chicken | Pasta

Ingredients

 * Salt
 * 6 tbsp butter
 * 8 ounces mushrooms, sliced
 * 1 cup white onion or shallot, finely chopped
 * 2 tsp fresh thyme, minced
 * 4 cups shredded rotisserie chicken meat
 * ¾ pound dried spaghetti
 * 4 tbsp all-purpose flour
 * 2 cups chicken broth
 * ¾ cup fresh Parmesan cheese, grated
 * Juice from 1 lemon
 * 2 cups frozen peas, rinsed under warm water to thaw
 * ½ cup breadcrumbs
 * Black pepper

Equipment

 * Oven
 * Stockpot
 * Skillet
 * 9 x 13-inch baking dish
 * Whisk

Procedure

 * 1) Preheat oven to 450°F. Grease the baking dish.
 * 2) Fill the pot with 4 quarts of water or enough to fully boil the pasta. Add 1 tablespoon salt and bring to a boil over high heat.
 * 3) Melt 2 tbsp butter in the skillet over medium heat. Sauté the mushrooms and onion, stirring occasionally, until the liquid evaporates (around 7–8 minutes).
 * 4) Add thyme with salt and pepper, and continue to cook until mushrooms are brown (another 8–10 minutes). Set the mixture aside in a bowl.
 * 5) When the water is boiling, add the spaghetti. Cook until al dente (about 8–12 minutes). Taste periodically to ensure the pasta does not overcook prior to baking.
 * 6) Return the skillet to the stove and melt 4 tablespoons butter over medium heat. To make a roux, add the flour and whisk until smooth with a light golden color (about 1–2 minutes).
 * 7) While continually whisking, add a little chicken broth at a time to the roux. Fully incorporate until smooth before adding more broth.
 * 8) Increase to medium-high and simmer until the sauce thickens (about 3–4 minutes).
 * 9) Remove from the heat, then stir in the Parmesan cheese with the salt and pepper.
 * 10) Add half of the lemon juice, then continue adding lemon juice to taste.
 * 11) Combine the ingredients (chicken, spaghetti, mushrooms, peas, and sauce) together. Spread into the baking dish.
 * 12) Sprinkle the bread crumbs evenly on top.
 * 13) Bake until the dish is heated through and breadcrumbs are light brown, about 12–14 minutes.

Notes, tips, and variations

 * Rotisserie chicken is easiest to shred when still warm. Just break the meat apart using your fingers. If the chicken is too cool to shred, use a knife to chop the meat. This step can be done in advance.
 * When you drain the spaghetti, leave just enough water (about ¼ cup) in the pot so the pasta doesn't dry out while finishing the sauce.
 * The entire dish can be made a few days in advance. Complete steps 2–11 and refrigerate. When ready, top with bread crumbs and bake. Expect the dish to require longer to bake.
 * If a rotisserie chicken is not available, use a poached chicken (whole or parts).
 * Traditionally, this recipe uses spaghetti, but can you can substitute with other pasta shapes like farfalle or cavatappi.
 * Tetrazzini is a great way to use leftover poultry. For example, use the meat normally discarded after you make a homemade chicken broth. It is also an excellent way to use the leftover turkey from Thanksgiving.

title: Cookbook:Chicken Tetrazzini


text:
AQA A-Level Physics/Longitudinal and transverse waves

Longitudinal and transverse waves are the two main classifications/types of waves.

Transverse Waves
Transverse waves are characterised by the fact that the direction of energy transfer is perpendicular to the direction of wave oscillation and particle displacement.

Examples of Transverse waves include the whole EM Spectrum, secondary earthquake waves, and waves formed along a string.

It is also important to note that all EM waves travel at the same speed in a vacuum, that being 3.00*10^8ms^-1

Most transverse waves cannot travel through liquids. While oceanic waves themselves are transverse, these waves instead propagate through the surface tension of the ocean.

Light and EM waves are also 'self propogating', meaning they sustain themselves using their own magnetic field, and can therefore travel through liquids.

This self-propogation concept is not assessed in any of the Physics A-Level, however it may help with your understanding of transverse waves.

Polarisation of Transverse Waves
Transverse waves can also be polarised. Polarisation is the act of restricting the vibration of a transverse wave to one vertical plane / direction. This can, in many cases where a pulse of light will consist of many different individual waves oscillating in different directions, reduce the amount of perceived light that would pass through the polarising filter.

Therefore, polarising filters are used in various everyday applications, such as;

 * Sunglasses, to reduce the impact of sun on the vision of the user.
 * Camera Lenses, to reduce glare and its impact on a picture taken.
 * Antennas, Waves must be aligned with Antenna receivers to ensure a good reception signal.

This feature of polarisation is exclusive to Transverse Waves. Therefore, in scientific applications, polarising filters can be used to easily and effectively determine the type of wave when this is not a known quantity.

Longitudinal waves
Longitudinal waves are characterised by the fact that the direction of energy transfer is parallel to the direction of wave oscillation and particle displacement.

Examples of Longitudinal waves include sound waves, primary earthquake waves, and ultrasound waves.

Longitudinal waves cannot be polarised.


text:
Stellar Astrophysics/Energy Transport

Within a star there are two main methods of energy transport: radiation and convection. Both of these take place within our Sun, but occur in different regions of the star. Modelling this transfer is important understand how stars function and evolve over time.

Radiative Transfer
Radiative transfer is the transfer of energy via photons, and is the dominant method of transport within the core of the Sun and in the solar atmosphere. Photons passing through a region of gas can be absorbed while other photons may be emitted from the same region, so to model radiative transfer one must consider both the absorption and emission of radiation.

Parallel ray equation
In this section, we assume that the light is emitted in parallel rays to the observer. The more general non-parallel case will be considered later.

Absorption
Imagine there is a column of gas with a side area of $$A$$ and length $$dL$$. Assume that the gas has a number density of $$n$$ absorbing particles per unit volume, with each particle having an effective cross-sectional area $$\sigma_\lambda$$ when interacting with light of a particular wavelength.

From this, the proportion of area A that blocks the light is:$$d\tau_\lambda = \frac{dV n \sigma_\lambda}{A} = \frac{A dL n \sigma_\lambda}{A} = n \sigma_\lambda dL. $$This dimensionless value is called optical depth, and is proportional to the amount of light absorbed. The number density can be rewritten in terms of the mass density $$\rho$$ and average molecular mass $$\bar m$$ as: $$n = \frac{\rho}{\bar m}$$, which allows the above expression to be written as $$\rho \frac{\sigma_\lambda}{\bar m} dL$$. $$\kappa_\lambda^m =\frac{\sigma_\lambda}{\bar m}$$ is also known as the mass absorption coefficient, or the opacity per unit mass.

From the definition of optical depth, it can be implied that the reduction in light intensity caused by absorption is:

$$dI_\lambda = - I_\lambda d\tau_\lambda $$

Therefore, if only absorbtion is taking place, the intensity of the light leaving the column can be determined by integrating over the length of the column:

$$\int^{I^\text{out}_\lambda}_{I^\text{in}_\lambda} (I_\lambda)^{-1} d\tau_\lambda = -\int^{\tau_\lambda}_0 1 d\tau_\lambda $$$$[\ln (I_\lambda)]^{I^{\text{out}}_\lambda}_{I^{\text{in}}_\lambda} = -\tau_\lambda  $$$$\therefore I^{\text{out}}_\lambda = I^{\text{in}}_\lambda e^{-\tau_\lambda}  $$

title: Stellar Astrophysics/Energy Transport


text:
User:CulinaryAdventures

Hello! Welcome to my Wikibooks user page.

I contribute to the Wikibooks Cookbook.

title: User:CulinaryAdventures


text:
Chess Opening Theory/1. d4/1...g5/2. Bxg5

=2. Bxg5: Borg Gambit Accepted=

First Impressions
After accepting the Borg Gambit with Bxg5, White has gained a pawn as well as developed the queenside bishop. Obviously, this puts Black at a disadvantage, as White is now leading in development. Black has three main options here: Play the better move Bg7 and commit to a pseudo-Indian defense, c5 to try to destabilize the center and let the queen out, or try to kick the bishop out with f6.

2... Bg7
Bg7 prioritizes development over central control, and is considered better by masters and computers alike. This move aims to get quick development up in exchange for gambiting the g pawn. White can fight back by expanding in the center and developing their own pieces, leading to a rather quick race for who can develop their pieces the fastest. This gambit is usually considered not justified.

2... c5
The intent of c5 has two reasons. First, it is to destabilize White's center pawns and force them to respond lest they lose space by a center pawn being taken by a flank pawn. Secondly, it is to let the queen out, which can help destabilize the center or hunt the b2 pawn. This also develops a piece, getting a bit of advantage back for Black.

2... f6?
f6 attempts to kick away the bishop and expand in the center with an eventual e5, but this can be refuted with 3. e4!, saving the bishop for 1 turn and making some center space. If Black tries to take the bishop, the White queen can go to g5 for a quick checkmate. Overall, this line is considered inferior to Bg7 by masters and computers.

Other options
Black can also play Nf6 to develop the kingside knight, however after Bxf6, there are doubled pawns on the f file and there is a clear line of sight to the king which can be exploited since the kingside pawns are weak.

Theory table
1.d4 g5 2.Bxg5


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Wikijunior:Asia/Qatar

Qatar officially the State of Qatar is a country in West Asia. Its capital is Doha.

Where is Qatar?
It occupies the Qatar Peninsula on the northeastern coast of the Arabian Peninsula in the Middle East; it shares its sole land border with Saudi Arabia to the south, with the rest of its territory surrounded by the Persian Gulf. The Gulf of Bahrain, an inlet of the Persian Gulf, separates Qatar from nearby Bahrain.

How many people live in Qatar?
The number of people in Qatar fluctuates considerably depending on the season, since the country relies heavily on migrant labour. In early 2017, the population was 2.6 million, with foreigners making up a vast majority. Only 313,000 (12%) were Qatari citizens, while the remaining 2.3 million were expatriates.

What are the most common languages in Qatar?
Arabic is the common language in Qatar.

What is the most common religion in Qatar?
Islam is the predominant religion and is the state religion of Qatar.

What is the sport of Qatar?
Football is the most popular sports in Qatar.

title: Wikijunior:Asia/Qatar


text: User talk:DaisyGeekyTransGirl

title: User talk:DaisyGeekyTransGirl


text:
Inclusive Data Research Skills for Arts and Humanities/About the DAReS project

The DAReS project is a 12 month project (April 2023-March 2024) that came to be in response to systemic inequalities in many academic related sectors (e.g. tech and computing, higher education, and research) and how these are amplified at the intersection of arts and humanities research, data and digital skills, and research, especially for under-represented groups. The key question for us was not ‘why are under-represented groups not engaging data skills?’ but ‘why are there so few approaches prioritising inclusion’ and ‘what does an inclusive approach look like?”. Thus, rather than developing a skills training programme for under-served groups, the DAReS project aimed to work with such groups to co-design an inclusive data skills curriculum. Taking an ethical co-creation approach, the DAReS project aims to develop an arts and humanities focused and inclusive data and digital skills curriculum which can inform a scalable regional or national pilot.

This Hackathon comes in the last phase part of the DAReS project, which is funded by the AHRC as part of the IDAH Digital Skills Network, lead by London College of Communication, University of the Arts London, with the Creative Computing Institute, King’s College London, Leeds University, Roehampton University, and partners, CRAC/Vitae and Wikimedia UK. The DAReS project is officially titled ‘Transforming the Gap: Inclusive Digital Arts and Humanities Research Skills’ (DAReS), AHRC AH/X007510/1.

More information is on the DAReS web page: https://www.arts.ac.uk/colleges/london-college-of-communication/research-at-lcc/dares.


text:
Inclusive Data Research Skills for Arts and Humanities/Project Team

The project team consists of an interdisciplinary team with the following roles:

Principal Investigator
 * Zoetanya Sujon

Co-Investigators
 * Anna Troisi
 * Maitrayee Basu
 * Nessa Keddo
 * Gauti Sigthorsson

Post-Doctoral Research Fellow
 * Bea Wohl

Project Coordinator
 * Anna Glarin

Senior IT Support Analyst
 * Iza Najkowska

Project Partners
 * Richard Nevell, Wikimedia UK
 * CRAC / Vitae


text: User talk:2600:3C07:0:0:F03C:94FF:FE2C:4706


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Inclusive Data Research Skills for Arts and Humanities/Contributors

Although Wikibooks has its own mechanisms for keeping track of editors and contributors, we warmly invite all Hackathon participants to add their name below in recognition of their work and contribution. You are also welcome to add your role and institutional affiliations(s) if you wish.

 * Richard Nevell, Wikimedia UK
 * Harry Solomons
 * Huda Almazroua, PhD researcher at Chelsea College of Art, University of the Arts London.
 * Nina O'Reilly, Central Saint Martins, University of the Arts London
 * Junting Yang - Wimbledon College of Arts, University of Arts London
 * Grace Cappy - Coventry University
 * Christine Gibson - BIEA
 * Pushpi Bagchi
 * Annie Mackinnon
 * Akriti Goel, MA User Experience Design, University of the Arts London
 * Khanh Bao Tran, MSc Computing and Information Systems, Queen Mary University of London
 * Syeda Sana Batool - PhD Researcher at Falmouth University
 * Simon Banos, Central Saint Martins, UAL
 * Chen Wang, PhD researcher at the University of the Arts London, London College of Communication.
 * Fancheng Richard Meng, PhD researcher at London College of Communication, University of the Arts London.
 * Lucy Xu
 * Karen Hanrahan
 * Laura Wain
 * Aditi Bhatt, MA Design for Social Innovation & Sustainable Futures, University of the Arts London
 * Maribel Hidalgo-Urbaneja, Transnational Art Identity and Nation (TrAIN) Research Centre, Chelsea College of Arts, UAL.
 * Karen Hanrahan
 * Claire Carroll


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Inclusive Data Research Skills for Arts and Humanities/Purpose and context of code

The DAReS project set out to work with marginalised arts and humanities researchers at every career stage to develop and pilot an inclusive model for advanced data and digital research skills provision. The longer term goal is to transform known gaps in data and digital skills research training by moving away from a focus on individually oriented ‘skills literacies’ and towards the lack of inclusive approaches in arts and humanities data skills training. To achieve these aims, we recruited 30 co-designers who identified with under-represented groups with protected characteristics as identified by the 2010 Equalities act (black, ethnic minorities, those who are part of national or migration status minorities, part of the LGBTQ+ community, those with disabilities, neurodiversity (or neurodiversities).

We set out a programme of co-design work on inclusion and arts and humanities based data and digital research skills. In this work, we prioritised the ethical co-creation of materials, trust building and a learning environment shaped by inclusion and openness. Part of this work involved co-creating a code of conduct for the 12 month project specific to our community and through which we could articulate norms and share values and expectations.

This code of conduct has been adapted from this work specifically for the Hackathon. It includes contributions from everyone in the DAReS project and in our view, represents what we hope is both good inclusive practice and an on-going inclusive process - intended to build in and on a culture of respect. These are articulated in values, clear points on inclusive behaviours we ask all participants to strive for, and a commitment to avoid any behaviour that is prejudicial, biassed, or discriminatory. As part of a co-design project, this is also an evolving code of conduct and one that can be shaped by those who want to shape its future development.


text:
Cookbook:Kwek-Kwek (Deep-Fried Quail Eggs)

| Cuisine of the Philippines

Kwek-kwek is a bite-sized and tempura-like street food of the Philippines.

Ingredients

 * Hard-cooked quail eggs, peeled
 * 1 cup water
 * 1 cup all-purpose flour
 * Orange food coloring or annatto
 * Vegetable oil

Equipment

 * Pot and stove or electric fryer
 * Whisk or other stirring implement
 * Slotted spoon or tongs

Procedure

 * 1) Gradually but vigorously whisk the water into the flour. The wet mixture should be thick but flow like a pancake batter.
 * 2) Dip the eggs in the batter to coat them completely.
 * 3) Heat several inches of vegetable oil in a deep pot. You're aiming for about 350°F (180°C).
 * 4) Add the coated eggs to the hot oil, and deep fry until very light golden and cooked through. Remove from the oil and drain off any excess.
 * 5) Serve with spicy vinegar.

Notes, tips, and variations

 * The chicken egg variant is called tokneneng.


text:
Inclusive Data Research Skills for Arts and Humanities/Introductory context: How we came to data epistemologies and decolonial approaches

One of the challenges we face as arts and humanities researchers who want to engage with data-oriented computational tools and methods is that these are usually embedded within scientific as well as colonial disciplinary priorities and biases which can be very hard to unpick and work with in critical research. In this session, we focus on asking: What kinds of thinking, epistemologies and colonial practices come with data tools, skills and methods? How can we engage decolonial approaches to data for arts and humanities? How might we move towards empowering forms of data research?

Sana Batool and Marika Grasso, two of the DAReS project co-designers, will introduce the way in which the DAReS project has come to the ‘data epistemologies and decolonial approaches’ theme, providing important context for the session.

From this basis, we will then focus on asking: What kinds of thinking, epistemologies and colonial practices come with data tools, skills and methods? How can we engage decolonial approaches to data for arts and humanities? How might we move towards empowering forms of data research? To meet these challenges we will work in small groups around these specific related problems: ''' Each of these groups will engage these questions and work to identify what these challenges look like in research and their experience. The aim is to better understand these areas and co-create collaborative resources for sharing across Arts and Humanities and with under-represented groups.
 * Deconstructing data methods and decolonising approaches: What are some ways we can approach and use data methods using a decolonial lens? Facilitators: Pushpi Bagchi and '''Annie Mackinnon
 * Data agencies: How do we approach data research methods in ways that are empowering for marginalised and excluded groups? Facilitators: Christine Gibson and Zoetanya Sujon
 * Data inequalities and power: What are power inequalities in data methods and skills? How can arts and humanities research challenge these inequalities? Facilitators Leah Junck and Maitrayee Basu


text:
User:Il lupa

About me
Welcome to my user page! My (user)name is Il Lupa and I recently completed a degree in religious studies. I can often be found drinking good tea, complaining about car-centric infastructure or waxing eloquent about open knowledge.

I also contribute to Wikidata, Wikipedia and Wikicommons.

title: User:Il lupa


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Inclusive Data Research Skills for Arts and Humanities/Purpose, values, code and consequences

Purpose and context of the code
The DAReS project set out to work with marginalised arts and humanities researchers at every career stage to develop and pilot an inclusive model for advanced data and digital research skills provision. The longer term goal is to transform known gaps in data and digital skills research training by moving away from a focus on individually oriented ‘skills literacies’ and towards the lack of inclusive approaches in arts and humanities data skills training. To achieve these aims, we recruited 30 co-designers who identified with under-represented groups with protected characteristics as identified by the 2010 Equalities act (black, ethnic minorities, those who are part of national or migration status minorities, part of the LGBTQ+ community, those with disabilities, neurodiversity (or neurodiversities).

We set out a programme of co-design work on inclusion and arts and humanities based data and digital research skills. In this work, we prioritised the ethical co-creation of materials, trust building and a learning environment shaped by inclusion and openness. Part of this work involved co-creating a code of conduct for the 12 month project specific to our community and through which we could articulate norms and share values and expectations.

This code of conduct has been adapted from this work specifically for the Hackathon. It includes contributions from everyone in the DAReS project and in our view, represents what we hope is both good inclusive practice and an on-going inclusive process - intended to build in and on a culture of respect. These are articulated in values, clear points on inclusive behaviours we ask all participants to strive for, and a commitment to avoid any behaviour that is prejudicial, biassed, or discriminatory. As part of a co-design project, this is also an evolving code of conduct and one that can be shaped by those who want to shape its future development.

Values
Patience, Hope, Sharing, Idealism, Compassion, Desire for change, Diversity, Humble, Understanding, Equality, Contribution, Kindness, Innovation, Thoughtfulness, Openness, Inclusivity, Equitable, Interdisciplinary, Empathetic, Creative, Diverse, Social purpose, Understanding complexity, Celebration, Inclusion.

We ask that you agree to the following:
1. Provide allyship and advocacy: Support and stand up for others, especially marginalised groups, to foster inclusivity and equality.

2. Empathise before communicating: Seek to understand others' perspectives before responding.

3. Avoid talking over people: Respect others' contributions and avoid interrupting during discussions.

4. Pause for thoughts: Take time to consider responses instead of impulsively reacting.

5. Negotiate meaning: Clarify and ensure mutual understanding during discussions and conversations.

6. Practise active listening: Fully engage in listening and show genuine interest in others' thoughts.

7. Encourage open and honest communication: Foster an environment where people feel comfortable sharing their thoughts honestly.

8. Consider experience and perspectives: Acknowledge and value diverse experiences and viewpoints.

9. Ask open questions: Where relevant, encourage open communication and knowledge exchange, by asking questions that promote open-ended responses.

10. I will not behave in a way that discriminates, offends, intimidates and/or is hostile, degrading or humiliating to others. This includes jokes and banter as well as physical actions related to harassment and/or discriminatory behaviours.'''

Consequences for violating the code
The process for enforcement is dependent on the gravity of the behaviour. If a participant engages in a discouraged behaviour, the team retain the right to take actions to keep the event a welcoming environment for all participants. This includes warning the offender or expulsion from the room/event if necessary.

Reporting
If someone makes you or anyone else feel unsafe or unwelcome, please report it as soon as possible (in person or using the channels available, see below). When reporting please be specific, stay constructive, and use respective communication.

Information on how to report anonymously can be found in the Hackathon welcome pack or you can report via email dares@lcc.arts.ac.uk.


text:
User:DataDiscoverer/sandbox

hello this is my wiki book

title: User:DataDiscoverer/sandbox


text:
User:Ricorée Canard/sandbox

I am the only person who can edit this page *hehehe*

hello

title: User:Ricorée Canard/sandbox


text:
User:Alison McK Green/sandbox

I'm starting writing straight away to test out how to use this.

title: User:Alison McK Green/sandbox


text:
User:SDevina/sandbox

I am attending the DAReS Hackathon and following along Richard's instructions to learn editing wikibooks.

title: User:SDevina/sandbox


text:
User:Zoetanya/sandbox

Link to Klein and D'Ignazio's 'Data Feminism'

title: User:Zoetanya/sandbox


text:
User:Sharmilagnanakumarmalathi/sandbox

This is a test message for a DAReS Workshop

title: User:Sharmilagnanakumarmalathi/sandbox


text:
User:Mac Pudding/sandbox

Permacomputing is a sustainable website design philosophy.   list item 1  List item 2

title: User:Mac Pudding/sandbox


text:
User:Kelsact/sandbox

Testing: This is a test of putting things in Sandbox. I guess I remember how to do this? This is how to add a citation

title: User:Kelsact/sandbox


text:
User:Darling58/sandbox

Testing Testing 1 2 3.

title: User:Darling58/sandbox


text:
User:AndiJohnson/sandbox

This is the sandbox page for Andi Johnson to play around with Wikibooks and Wikipedia.

title: User:AndiJohnson/sandbox


text:
User:Sarblue/sandbox

Hello everyone

title: User:Sarblue/sandbox


text:
Talk:Inclusive Data Research Skills for Arts and Humanities/Section 3

What else could be in this section?
I'm wondering if things like learning from community collaborations, research-led teaching, 'impact' and public engagement might also be important parts of data skills research journeys, especially for arts and humanities researchers doing work that extends outside of academia/with other partners/communities? I'm thinking about this both practically -- we need partners on grants. And also in terms of ethics/the social good or values of our research -- speaking from my own experience, I only know if my data skills training/methods are improving because this gets reflected back in my experiences with students, people I train, or by the people who my research is about/conducted with. Maybe this goes with funding, but I think it is a bigger part of the journey (at least for some AnH researchers) than that. :-) Drfigtree (discuss • contribs) 10:57, 26 January 2024 (UTC)


text:
Cookbook:Silog

| Cuisine of the Philippines

Silog is a heavy, easy-to-make breakfast on every Filipino's table.

Ingredients

 * 1 serving of fried rice
 * 1 fried chicken egg (sunny side-up or beaten)
 * Add-ons of your choice, such as:
 * 2 hot dogs
 * 1 can of corned beef
 * 1 longganisa sausage
 * Sliced cucumber and tomato

Procedure

 * 1) Place the fried rice and the egg on your plate.
 * 2) Arrange your desired add-ons around the rice.
 * 3) Serve with any desired condiments, such as spicy vinegar.

title: Cookbook:Silog


text:
User:Green.flamingo/sandbox

art news

Art Terms

 * Impressionism Monet - Impression, Sunrise.jpg

title: User:Green.flamingo/sandbox


text:
User:LKM2024/sandbox

here to learn about Wikibooks

title: User:LKM2024/sandbox


text: Inclusive Data Research Skills for Arts and Humanities/What are the benefits of conference panels?


text:
Inclusive Data Research Skills for Arts and Humanities/Data inequalities and power

What is power?
Contributor 6: Power is with policymakers at the government level and academic funders

Challenge Structure:
Defining challenges

What is the context?

Examples and sources

Challenge 1: Chinese queer culture study

Government Censorship: The Chinese government tightly controls information, particularly on topics deemed sensitive or politically controversial. Research on queer issues may be subject to censorship, with certain topics or findings deemed unacceptable or politically subversive. Chinese social media regulation of queer, THE GENERAL RULES, restrict all queer-related mediated posts in China, which means if you have queer-related posts, you will be banned.

Stakeholders: the Chinese government, including the regulatory authority responsible for media and information control.

Lack of Official Recognition: China does not officially recognize same-sex relationships, and LGBTQ+ rights are not fully protected under the law. This lack of recognition may limit the availability of data and resources for researchers and contribute to societal stigma surrounding queer issues.

Stakeholders: the Chinese government, particularly social media policymakers responsible for enacting laws

Social Stigma and Discrimination: Despite some progress in recent years, LGBTQ+ individuals in China still face significant social stigma and discrimination. This stigma can affect research participants' willingness to disclose their experiences or participate in studies, leading to challenges in data collection and interpretation.

Stakeholders: Chinese society, including individuals, communities, and institutions that perpetuate social stigma and discrimination against LGBTQ+ individuals.

Language and Cultural Barriers: For researchers from outside China, language and cultural barriers can pose additional challenges to conducting research on queer issues in the country.

Stakeholders: Researchers, academics, and institutions from diverse linguistic and cultural backgrounds seeking to research LGBTQ+ issues.

Challenge 2: Date Access Limitations- stem from diverse factors, including privacy regulations, legal and ethical considerations, proprietary constraints, and technical barriers.

- Privacy regulations often require strict controls on the access to datasets containing sensitive information, prompting researchers to navigate compliance intricacies. (Stakeholders: individuals; researchers and entities that responsible for overseeing and ensuring the privacy date and regulations)

- Proprietary datasets owned by private entities may have restricted access due to commercial interests, necessitating negotiations or collaborative efforts. (Stakeholders: private Entities, owners of the proprietary datasets in protecting their data)

- Some data sources may limit usage to specific purposes, such as academic research, and researchers must respect these conditions. (Data providers, researchers who determining their data usage)

- Accessing data through APIs may encounter rate limits, prompting researchers to manage requests responsibly. (Stakeholders; API Providers; IT Teams manage server loads and limit)

- Data quality, security, and confidentiality may also contribute to access restrictions. (Date subjects; data providers)

Challenge 3: When discussing the challenges that women face in the context of gender and data colonization, particularly in terms of data methods and skills, the challenges are:

Stakeholders: government agencies, businesses and tech companies, social media platforms and general public(specifically for women)
 * 1) Data Collection Bias: There may be biases in the collection of data concerning women, resulting in incomplete or stereotyped information. This can affect the accurate analysis and understanding of women as a demographic.
 * 2) Insufficient Gender Sensitivity: Data scientists and analysts might lack gender sensitivity, leading to inadequate consideration and interpretation of gender factors. This oversight can result in the neglect or mishandling of gender-related issues in data analysis.
 * 3) Lack of Gender Diversity: Data science teams may lack gender diversity, leading to the oversight of women's needs and experiences in the development of data methods and skills.
 * 4) Gender Technology Gap: Women may face a technology gender gap, wherein they have fewer opportunities and skills to engage with digital technologies compared to men. This can impact their development in fields related to data science.
 * 5) Lack of Gender Data Expertise: Data scientists and analysts may lack specialized knowledge in gender data, making it challenging to interpret and analyze data related to women accurately.
 * 6) Insufficient Privacy Protection: Privacy protection for women in data collection and processing may be inadequate, potentially leading to the misuse and inappropriate use of their personal information.
 * 7) Limited Digital Literacy and Skills Training: The lack of digital literacy and skills training specific to women can restrict their participation in the digital society, affecting their development in fields related to data science and technology.

Challenge 4:

 * Issues of Informed Consent: Ensuring that the elderly fully understand and consent to data usage is a significant challenge during data collection. They might not fully grasp how their data is being collected and used, especially in the face of complex data collection and processing technologies. In addition, the majority of Chinese elderly influencers have teams running their accounts, so informed consent decisions for data use may involve the actual account holders.

 * Technological Capability Gap: Elderly people generally are not as proficient with technology as younger individuals, which could create barriers in understanding and managing their own data. For instance, they may not know how to control or refuse access and usage of their data. This challenge can also link to the above one.

 * Data Representativeness and Bias: The data collected may not adequately represent the diversity of the elderly population, potentially leading to biased decisions and analyses based on this data. For example, collecting data only from elderly individuals in a particular region or socio-economic class may not represent the entire elderly demographic.
 * Stakeholder: Actual account holder, which mainly are the MCN agency.

Challenge 5: Digitalisation and downloadability hierarchy of resources and data:

 * Easier to find and access the ‘big names’ English publications

 * Less open-access/free resources about the Global South/Asia
 * Moderation of data

 * [E.g.1]The expertise and advice of supervisors on using certain reading lists
 * The preferences for those set out by the more ‘prestigious’ institutions
 * Who sets the list?
 * Who decides which readings are "essential" and which are not?
 * [E.g.2] When it comes to readings about art and politics, the "essential" readings are Western-centric. Most case studies and topics are about European and North American historical events and artistic works or those events/works that the Western powers were involved in (like the Vietnam War).
 * Stakeholders:
 * Students: whether they use more recognised sources can affect whether they can pass their exams/get their degrees?
 * Researchers: complying the sources they used to the hierarchy can help them get published more easily?
 * Academic advisors/supervisors (Authors/Makers of reading lists?): where they received their academic training determine what kind of materials they advise their tutees/students to refer to e.g. many Asian scholars were trained in the Western/Westernised institutions
 * Publishers: publications related to the Western ‘big names’ are more popular
 * Audience of research projects:
 * Global North/West: they do not have to expose themselves to non-Western thinking
 * Global South/East: they have to familiarise themselves with the thinking of the Western ‘big names’ in order to the conceptual/scholarly framework of the research projects

Challenge 6: Data tools

 * Funding for access to data tools in humanities research because funders deem the humanities less requiring of these tools. E.g.: A supervisor asking questions whether or not student need NVIVO software in qualitative research in Arts.
 * Tools are expensive and impossible for many researchers in global south to access. E.g: A person doing a research in Pakistan cannot afford tools that are priced in dollars.
 * Tools are not global-friendly i,e. to interpret data in different languages - For example: AI transcription generators only transcribe in English and its hard to transcribe long interviews in Urdu language etc.
 * E.g. Brandwatch visualises data gathered mainly from English media. Researchers have to gather and visualise non-English data by themselves. There is extra workload for researchers handling non-English data. In other words, research projects working on or using non-English data can subject to more time/resource restrictions.

Who are the stakeholders?
Funding bodies

Licensing softwares

Designer of softwares - incorporating languages

Institutions and their postgraduate and research bodies that allocate budget for research

Collective Bibliography of theoretical frameworks
- Acilar, A. and Sæbø, Ø., 2023. Towards understanding the gender digital divide: A systematic literature review. Global knowledge, memory and communication, 72(3), pp.233-249.

- Antonio, A. and Tuffley, D., 2014. The gender digital divide in developing countries. Future Internet, 6(4), pp.673-687.

- Bailer, Savita., 2018 ‘Gender, Mobile, and Development:The Theory and Practice of Empowerment | Introduction’. Information Technologies.

- D'ignazio, C. and Klein, L.F., 2023. Data feminism. MIT press.

- Buolamwini, J. and Gebru, T., 2018, January. Gender shades: Intersectional accuracy disparities in commercial gender classification. In Conference on fairness, accountability and transparency (pp. 77-91). PMLR.

- Noble, S.U., 2018. Algorithms of oppression. In Algorithms of oppression. New York university press.

- York, J.C., 2022. Silicon values: The future of free speech under surveillance capitalism. Verso Books.

- Benjamin, R., 2023. Race after technology. In Social Theory Re-Wired (pp. 405-415). Routledge.

- Nyamnjoh, F.B., 2019. ICTs as Juju: African inspiration for understanding the compositeness of being human through digital technologies. Journal of African Media Studies, 11(3), pp.279-291.

- McFarlane, A., Samsioe, E., 2020. #50+ fashion Instagram influencers: cognitive age and aesthetic digital labours. JFMM 24, 399–413. https://doi.org/10.1108/JFMM-08-2019-0177

- Digital activism e.g. the Risktakers Fellowship hosted by the Allianz Foundation

- Youth-focused digital technology training programmes e.g. the Digital Day Camp hosted by Eyebeam

- Research Data MANTRA. https://mantra.ed.ac.uk/.

- Lehuedé, S. (2024). An alternative planetary future? Digital sovereignty frameworks and the decolonial option. Big Data & Society, 11(1).

- Gupta, S. (2020). Digital India and the Poor: Policy, Technology and Society (1st ed.). Routledge India. https://doi.org/10.4324/9781003010241

Propose some creative and critical ways in which you can address some of the challenges:
Editor 1:

Digital and Online Platforms:

Utilize digital and online platforms to conduct research in environments where censorship or restrictions may limit access to traditional research methods.

Leverage social media, online surveys, and virtual focus groups to reach LGBTQ+ individuals.

Virtualized Sexual Orientation:

Conduct design research by blurring the interviewee’s sexual orientation (queerbaiting/straightbaiting). Circumvent government policy and access all interviewees as straight people

Editor 2:

1. Collaboration and Networking: developing the connections with institutions, organizations, or individuals who have access to the desired datasets.

2. Participation in Data Initiatives: participating in data initiatives that focus on specific research areas may provide access to shared datasets.

3. Advocacy for Policy Changes: engaging in advocacy efforts for policy changes that facilitate responsible and ethical data access can contribute to a broader shift in the research landscape.

4. Alternative Data Sources: exploring alternative data sources that are more accessible or publicly available can be a pragmatic approach.

Editor 3:

Gender-Sensitive/Fair Data Collection Training: Provide gender sensitivity training for data scientists, analysts, and relevant professionals to ensure they understand, consider, and appropriately handle gender-related data. Meanwhile, advocate for fair and inclusive data collection methods, ensuring datasets include diverse gender information to avoid stereotypes and biases.

Promote Tech Gender Equality: Efforts to narrow the technology gender gap, providing more opportunities for women to engage in digital technology and data science fields. This includes offering training, mentorship programs, and career development support.

Encourage Gender Diversity/Data Expertise: Advocate for gender diversity in data science teams, ensuring women are adequately represented in the development of data methods and skills to better address their needs. Especially when conducting research related to women/feminism, having the same-gender researchers are necessary. Also,encourage and support research and educational institutions to conduct professional training and research on gender data to cultivate specialized talent.

Develop Gender-Friendly Tech Tools: Encourage and support the development of gender-friendly technology tools, making them more adaptable to women's needs while ensuring the gender neutrality of technological solutions.

Digital Literacy and Skills Training: Provide digital literacy and skills training tailored for women to enhance their participation in the digital society, improve understanding of data science, and increase employment opportunities in related fields.

Emphasize Privacy Protection: Strengthen privacy protection for women, including ensuring compliance during data collection and processing and assessing risks that may lead to privacy infringements. Which also need to be noticed is the research ethics, the boundaries between personal privacy and research topics have to be carefully discerned from a gender perspective.

Editor 4:

 * Clarify and Simplify the Informed Consent Process: Ensure that the elderly fully understand how their data is being collected and used. Use language and formats that are easy to understand, and provide additional explanations and support as necessary. For example, if dialect-speaking older people are involved, it is necessary to seek help from local researchers to help communication with older people.
 * Provide Data Management Education and Training: Educate the elderly about data privacy, security, and their rights. This can be done through community centers, online resources, or family members. For example,
 * Organize workshops and seminars in community centers focusing on data literacy.
 * Develop easy-to-understand online tutorials and resources.
 * Involve family members in educational sessions to create a support network.

Editor 5:

 * Organising reading groups focusing on non-Western sources and literature and with a more international scope e.g. collaborative reading groups between the institutions in the Global North and the Global South
 * Providing digital sources with non-hierarchical terminology e.g. stop using terms like ‘essential’ and ‘additional’
 * Encouraging the use of digital tools/media to explore non-Western digital resources e.g. Language reactor, an AI translator that allows instant translation of different digital media
 * Forming a network of academic researchers/scholars to lobby with publishers on the balance of jouranl issues/publications about Western and non-Western theories/thinkers/projects

Editor 6: Resource or tool kit for humanities researchers - the example is https://mantra.ed.ac.uk/

Training and discussions with software designers and policymakers - such as Brandwatch - to keep at forefront inclusivity and diversity of various cultural perspectives to cater global communities.


text:
Inclusive Data Research Skills for Arts and Humanities/Data agencies

Introduction and context
The objectives of this section were to:

 * 1) Co-develop the working concept 'Data Agencies' as an approach to data research methods for marginalised and excluded groups
 * 2) Creating a self-sustaining community of arts and humanities researchers interested in data and digital research
 * 3) Co-write a Data Agency toolkit for arts and humanities researchers interested in data and digital research, using Wikibooks as a tool.

Core question is: how do we approach data research methods in ways that are empowering for marginalised and excluded groups?

"Critical science and decolonial theory, when used in combination, can pinpoint the limitations of an AI system and its potential ethical and social ramifications, becoming a "sociotechnical foresight tool" for the development of ethical AI" (Royer, 2020: 22).

Decolonial theory has its foundations in race, law, feminism, queer theory, and philosophical technology studies and understanding the blind spots and limitations of a particular technology necessitates exposing the power dynamics and political relationships that support its application. By infusing a decolonial critical approach into AI, data and socio-technical communities, we could establish insights and approaches that better connect research and technology development to established ethical values grounded in decolonial theory. This will require the development of new research cultures, as well as original technical research in equality and fairness, including the definition of fairness and its ideals, translation, and privacy.

Encouraging inclusive dialogue in research methodologies could contribute to the development of a responsible AI and a renewed responsibility to current technologies. By critically engaging with the past and present, researchers must try to unlearn colonial reasoning, reinstate norms of living that were previously incompatible with life, and create new forms of political and affective transdisciplinary research communities to address these challenges.

Ontological Turn - Digital and the real.

Important distinctions between dualism have been adopted in humanities theory, "A diverse body of work known as the “ontological turn” has made important contributions to anthropological theory. In this article, I build on this work to address one of the most important theoretical and political issues haunting contemporary theories of technology: the opposition of the “digital” to the “real.” This fundamentally misrepresents the relationship between the online and offline, in both directions. First, it flies in the face of the myriad ways that the online is real. Second (and just as problematically), it implies that everything physical is real. Work in the ontological turn can help correct this misrepresentation regarding the reality of the digital" (Boellstorff, 2016: 387).

Define how we are using ontology here relating to data and digital -expand (holbraad, links between decolonial, animism, process phil)

Ontology as a way of acting a reality or realities, performing the process, and constructing and acting those life worlds. What we believe our world is made up of, plays a part in how we interact with it, and our understandings of that world (reality/realities) are shaped also by our actions.

Data epistemologies
What are data epistemologies?

Data epistemologies: How to move past critique and challenge/compliment scientific disciplines (challenge the dualism between coloniser/colonised to redefine decolonisation).

 * "Epistemic cultures are cultures of creating and warranting knowledge. This is what the choice of the term 'epistemic' rather than simply 'knowledge' suggests ... [i[t brings into focus the content of the different knowledge-oriented lifeworlds, the different meanings of the empirical... particular ontologies of instruments, specific models of epistemic subjects" (Knorr-Cetina as cited in Lury 2021: 11)
 * "Big Data, coupled with new data analytics, challenges established epistemologies across the sciences, social sciences and humanities, and assesses the extent to which they are engendering paradigm shifts across multiple disciplines. In particular, it critically explores new forms of empiricism that declare ‘the end of theory’, the creation of data-driven rather than knowledge-driven science, and the development of digital humanities and computational social sciences that propose radically different ways to make sense of culture, history, economy and society" (Kitchin 2014: 1 ).

Gaps between data literacies (individualised), data infrastructures (e.g. university computing, data tools and developers, disciplinary approaches) and critical data thinking (e.g. data feminism, data conscience, critical data literacies) CARE principles.

Data Epistemolgies map

Examples of data epistemologies
Nodocenctrism and paranodality (Mejias 2009 ; Mejias 2013 ; Barnes 2020 )

 * …”the digital network as part of a media economy that reproduces inequality through a hegemonic–yet consensual and pleasurable–culture of participation. To support my thesis, I consider the politics of inclusion and exclusion of the network. In order for something to be relevant or visible within the network it needs to be rendered as a node (a phenomenon I refer to as “nodocentrism”). Thus, digital networks are constituted as totalities by what they include as much as by what they exclude” (Mejias 2013)
 * How do we do paranodality?
 * Engage multiple methods such as Social Network Analysis AND participant observation, action research, ethnography, interviews etc. - Develop for toolkit

The Alternative Epistemologies of Data Activism (Milan & Velden, 2016 )

 * "Data activism indicates the range of sociotechnical practices that interrogate the fundamental paradigm shift brought about by datafication. Combining Science and Technology Studies with Social Movement Studies, this theoretical article offers a foretaste of a research agenda on data activism. It foregrounds democratic agency vis-à-vis datafication, and unites under the same label ways of affirmative engagement with data (“proactive data activism”, e. g. databased advocacy) and tactics of resistance to massive data collection (“reactive data activism”, e. g. encryption practices), understood as a continuum along which activists position and reposition themselves and their tactics".

Materiality of networks and data (e.g. Starosielski )

 * Data materialities and of methods - where do they come from and where do they sit?
 * Actor-network theory and non-human actants.https://monoskop.org/images/e/e4/Latour_Bruno_We_Have_Never_Been_Modern.pdf

Multi-methods and/or other methods:

 * Ethnography
 * Auto/biographical approaches
 * Autoethnography/arts and humanities researchers
 * Quantitative/Qualitative
 * Multimodal representations
 * Centering community and worldview, choose methods best for the community, what works best for them
 * Mixed methods and multi methods
 * Theory of change (empowered researcher in the process)
 * Starting from an ethics of care - CARE Principles.
 * Reflexivities of discomfort (Pillow, 2003)
 * Indigenous Data Sovereignty Networks.
 * Participatory Action Research (PAR) - Data Stewardship.

What does data agency look like? Definition
''' What are Data Agencies? '''

Refers to agency of humans and non-humans. For example, data has agency itself. Which values shape Data Agencies? Where do they come from? How and why?

Values will be a crucial issue if we consider social environments/entanglements as a project of mutual creation, cooperatively constructed and rebuilt.

How are we defining agency? ''And how are we prioritizing it (who/what gets priority)? - develop''

Data agencies may be regarded multilayered since they interact with a variety of systems at different times (people, social structures, economies, and technical systems), all of which may be examined using diverse approaches. Data agencies possess agency distinct from humans and exert multidirectional influence, representing varying meanings to individuals in different circumstances and times, influenced by the researchers agency and their reflexivity.These agencies can affect both humans and machines (as actors) and create areas of conflict that may generate prospective changes.

Data agencies are inherently complex, impacting individuals and data at multiple junctures through feedback loops. If we consider the concept of data agencies as a crucial link between the machine and the human, this situates machine learning technologies as being a key analytical tool for the possibility of being able to decode data agencies.

One way to think of data agencies is to consider the humility of the researcher and how the data challenges the researcher. For example, the researcher should be prepared to shift their own thinking and enter into a reciprocal relationship with the data and its agency (as an object of study) in which the researcher is not just trying to explain and interpret the data but allows it to shift you and become a participant within a movement in your own thinking. The agency of the data could lead us to analytical humility and reflexivity while allowing for conceptualisation between the researchers agency and the data's agency as mutual entities inhabiting different worlds (Holbraad et al, 2014).

Even if we try to adopt pre-existing frameworks or establish prioritization checklists to support research endeavors, a goal of decolonial data agency is to question methodologies and practices, within reason. There will always be more context that can be provided and support research conclusions, but balancing interpretability and explainability with performance and the ability to execute is as fundamental a part of a research process as it is an AI model.

Questions

Where is the agency found?

How does it interact with the machine and human in symbiosis?

Where is the intersection of contact?

Agency embedded in the data though historical processes/extension of the human mind but takes on an agency as the data.

Data and algorithmic code’s encounter with the human but where are the concrete set of connections between humans and machines?

Can we build a system that does not oppose the machine and data/algorithms against the body or being human but is a coevolution and can be decololnised with biases revised?

If so, at which point in the process?

Where are the intersecting value systems that could define an agreed set of 'fairness' values to work with?
 *  Definitions
 * Data should not stand alone but within the human experience..
 * Data as an extension of the human mind and historical practices of collecting data embedded in the data.
 * Data has agency itself.
 * Where do data agencies fit into the wider structure and where is the data living
 * Multilevel data agencies (not just the researcher, data agencies are intertwined with wider social structures).
 * Data and human re-transformed through entanglements and cant separate human from the data.
 * Encountering the data agency we must realise we may reach the limitations of our own thinking (through alterity/difference).
 * Invent new resources to shift our own ways of thinking and reevaluate your own assumptions and positionality and catergories thinking we are using in research (reflexivity).
 * Consider critiques and difficulties with data already existing in the agency of the data.
 * Representation: inclusion and exclusion in data sets and data agencies.

Would it be possible to decolonise data agencies?
Machine learning often superficially scrapes data instead of delving into in-depth analysis--expand.

Issues of alignment and values competing values may prevent stakeholders from defining fairness while developing machine learning systems. Where is the intersection of an agreed-upon idea of 'fairness' between distinct value systems (which may be applied to frameworks)? Consider the concept of sameness (not universalism) but a sameness within/ 'inside' difference (Taussig alterity/mimesis and Greaber).

How then can biases then be revised by decolonial approaches? For example, by animism, and through indigenous languages, meaning and context? Would it be possible to build a decolonial AI?

Decolonial thinking, from an African perspective, challenges the dualism inherent in scientific thought through a relational, contextual, and historical approaches (Fanon, 1952). A decolonial approach could play a crucial role in identifying and addressing biases in machine learning by examining the historical and contextual factors that shape data agencies. This approach could enable a more nuanced understanding of the information being processed, thereby enhancing the accuracy and cultural sensitivity of the outcomes.

Deep learning mechanisms that prioritise calculation in data sets and corpus-gen-AI, what are the issues where can a decolonial position materialise?

Possible entry point: Assessment of base code at the test and evaluation stage may be helpful, considering the potential impact on model performance and efficiency from a decolonial perspective. Additionally, incorporating feedback loops during the training process could further optimise the deep learning mechanisms for improved results and how use cases/biases in data sets could impact protective classes and be revised before impact by the machine.

Ethnography and Large Language Models

Inclusiveness: African philosophy and artificial intelligence - value (mis) alignment.

Development theories prioritise control over the environment, individual freedom, self-interest, and market dynamics. These concepts contribute to welfare, private property, materialism, and the unification of value through the instrumentalization of the market and the production process. All these factors play a role in the labour force process and changes to market dynamics through the development of new technologies. Ultimately, these concepts play a critical role in shaping society's economic structure by influencing various aspects of the economy and technological development.

New digital divisions related to technological advancements are emerging and issues such as capacity building, new labour redundancies, privacy concerns, and ethical challenges will continue to develop. Unlike previous waves of automation, a new wave of automation will impact a significant portion of the economy, particularly middle-class occupations. There will also be new opportunities for employment, new job positions, and increased productivity and previously undervaued parts of the economic activity such as caring and social service occupations will become increasingly valuable.

Is it possible to develop intercultural digital/data ethics? Deep learning principles that incorporate ontologies and indigenous languages, as well as diverse perspectives, could help address some of the ethical challenges in the digital age. Collaborative efforts between different cultures and communities will be essential to ensure that digital advancements are developed and implemented in a responsible and inclusive manner.

African Philosophy

The Nguni languages of southern Africa are the foundation for the concept of reciprocity, also known as Ubuntu (I am because you are) which enhances concepts such as the economy, inclusivity, and reciprocity, refining their understanding. It considers how humans and non-human beings (nature and beliefs) are more important than economics. All living things, including nature, and the earth are closely interconnected and interdependent, emphasizing unity over separation. It encompasses the idea that each individual contributes to collective well-being, fostering harmony within society and 'intelligence' may also be generated through relational beings and as a whole (collective intelligence).

The grammar of African languages e.g Muntu and Bantu (which focus on personhood) enables exploring Ubuntu-related ideas embodying the fundamentals of African thought. While English is a noun-based language with teleological future thought, African languages (with complex noun class systems) prioritise motion and verbs, emphasising the present. For example, people who came before you are part of the living community, and future generations also shape the community that exists today. The decisions you make are influenced by those who preceded you and those who will come after you ( links to critical race theory and historical perspectives expand with taussig and defacement and labour of the negative analysis https://www.sup.org/books/title/?id=432).

This is in misalignment with transhumanism because transhumanism can be based on a restricted worldview; the concept of robots replacing humans and developing general intelligence presupposes the ability to separate and individualise intelligence, which is in contention with the concept of Ubuntu (collective intelligence).

Where are African ethics in AI located? AI and language.

Language is used in programming in AI and could be for a shared intercultural digital ethics. Including African languages in computer programs, connecting different dialects, embracing their African perspective, and moving away from English as the standard could be considered.

How will bias continue to impact AI and Data? Are there interventions points to reduce bias? Or will they decrease or exacerbate bias? Will it make AI more transparent or more opaque?

What does economics entail? Governance and the bottom-up approach?

Ontologies and deep learning-- How can a framework be constructed from an intercultural viewpoint?

How could a decolonial approach account for data agencies and bias in data be developed as a critical approach, and ultimately how to get beyond that?

Can we use “polyvocality ,” a movement towards the inclusion of multiple perspectives in and on data agencies? How reliable is the data to obtain the perspectives of different stakeholders and the relationships between them and the data agencies? What theoretical framework do we use to define perspectives and their relations with the underlying data? Understanding polyvocality in machine learning will require a methodology that can accurately capture the diverse perspectives of stakeholders. A combination of qualitative and quantitative research methods may be beneficial in developing a theoretical framework that defines perspectives and their interconnectedness within machine learning and data agencies.

Examples?
 * Data 4 Black Lives (D4BL)
 * Masakhane
 * Data cooperatives
 * Data stewards and stewardships
 * Data trusts
 * Data feminism
 * Machine learning for te reo Māori
 * Indigenous AI
 * AI Intersections database

Challenges to data agency approach
Political Economy approach to data agencies: rather than abandon the categories of “subject” and “object” and of “Society” and “Nature,” as suggested by proponents of “the ontological turn,” researchers can compare subject–object transformations and the naturalization of social power relations in the two contexts. In acknowledging the ultimate dependence of modern technology on exchange rates and financial strategies in a globalized economy, we realize that the agency of modern artifacts is also dependent on human subjectivity. In shifting the focus of comparative anthropology from ontology to political economy, we can detect that modern technology is a globalized form of magic (Hornborg, A, 2015: 35).

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How do Data agencies relate to Roy Bhaskar's Critical Realism and the Philosophy of Meta-Reality Part II: Agency, Perfectibility, Novelty ======

Would a multi methods approach to data agencies be an appropriate method?

Can a data toolkit be developed to analyse data agencies during research for arts and humanities researchers?

What kinds of things would help us?

 * Data epistemologies map - conceptual framework
 * Meta survey of methods
 * Diagnostic tool - what methods and skills are related to what kinds of questions?
 * Person-centred
 * "Data joy" (what does this look like?)
 * Advocacy and participatory approaches and centering community worldview.
 * Choose research methods best for the community and the outputs that you are aiming for in research project.
 * Promote data and the DaRes project as a resource as an agency for the community.
 * Research should not be extractive.
 * Defining concept - data agencies, multi methods
 * Ethnography of large language models/linguistic anthropology

Data Empowerment for Empowerment of Arts and Humanities Research
Interdisciplinary work centred on data activism and justice research is key, as well as how to avoid mistranslation and develop a common language for arts and humanities researchers to use.

Add decolonial data methods and data agencies toolkit

Examples:

Part of this will include how to feed into technical and legal frameworks to raise awareness and question the coding and design of data sets. But also how researchers might be empowered by legal, policy, and technological advancements, as well as what else needs to change. Data empowerment could also entail legitimising a non-scientific worldview of data through the arts and humanities' multiple complexities and values.


text:
User:Doofenshmirtzx/sandbox

This is DAReS Hackathon. You are invited with 30 co designers

title: User:Doofenshmirtzx/sandbox