Všeobecné zrcadlo digitální Asie

This is a podcast where we (hosts Amanda Shuman, Maggie Greene, and Alan Christy) discuss relevant projects and issues related to the digital humanities in East Asian studies. We appreciate your comments, suggestions, and other feedback.

The Chinese Text Project is an online open-access digital library that makes pre-modern Chinese texts available to readers and researchers all around the world. The site attempts to make use of the digital medium to explore new ways of interacting with these texts that are not possible in print. With over thirty thousand titles and more than five billion characters, the Chinese Text Project is also the largest database of pre-modern Chinese texts in existence.

LopLao (Easy Tibetan) was established to promote and advance Tibetan language and culture worldwide. It was founded in 2019 by Tenzin Choephel and Dr Rachael Griffiths, who were concerned by the lack of resources available to Tibetan language learners; especially members of the Tibetan diaspora, for whom this language provides a crucial link to their cultural heritage. Moving beyond traditional tools like textbooks, LopLao hopes to expand opportunities to learn Tibetan through creating varied, rich, and engaging resources. We aim to offer a variety of learning experiences like bite-size social media content, one-to-one online lessons with native speakers, YouTube videos, and blog posts. These additional formats offer flexibility, help keep learners engaged, and improve conversation, reading, and listening comprehension. Designed to support learners of all levels and backgrounds, including members of the diaspora, we believe our online provision provides the tools required for learning and sustaining engagement with Tibetan.

BuddhaNexus is a text-matching database with visualization capabilities that draws its data from Buddhist literary corpora in Pāli, Sanskrit, Tibetan, and Chinese. It allows users to conduct intralingual searches (e.g. searching among texts in Chinese only) of individual volumes for textual matches across the collection in question. Additionally, users are also able to produce Sankey visualizations of connections within different collections in the same language, which offers an intertextual view across collections, sections within collections, and within single texts.

Harvard WorldMap started in 2008 with the aim of lowering barriers for scholars to create, analyze, and share geospatial information. To continue the legacy and expand the capabilities available, the project has moved to ArcGIS Online. The Harvard ChinaMap project visualizes a huge variety and volume of modern and premodern historical and statistical data sets to create map overlays.

An academic website of Michael Stanley-Baker focused on Buddhist and Daoist medical sources in China.

A website and a blog dedicated to Tibetan fonts on macOS and Windows. With useful blog in Tibetan.

Learn to decode the so called "dakini script" of Tibetan calligraphy.

The Hachiman Digital Handscrolls project presents digital versions of Japanese illuminated handscrolls (emakimono) on the subject of the Hachiman deity created between the 14th and 19th century.

The Mongol Invasions of Japan website is devoted to understanding the Mongol Invasions of Japan in 1274 and 1281 through interactive maps, digitizations of handscrolls on the Mongol attacks, and guided views of the content.

A curated list of digital things related to the field of Chinese studies. - GitHub - fccsdigitalchina/digital-china: A curated list of digital things related to the field of Chinese studies.

The easy-to-use getaway to historical maps in libraries around the world. OldMapsOnline developed out of a love of history and heritage of old maps. The project began as a collaboration between Klokan Technologies GmbH, Switzerland and The Great Britain Historical GIS Project based at the University of Portsmouth, UK thanks to funding from JISC. Since January 2013 is the project improved and maintained by volunteers and the team of Klokan Technologies GmbH in their free time.

The University of Texas Libraries collects and preserves the finest achievements of human knowledge in support of not only research and instruction needs, but also the exploration of ideas and intellectual innovation. We are proud to provide access to geospatial data from our collections as well as the shared collections of other universities for researchers, scholars, educators, and the general public through this portal. You will find a wide variety of data types available for download including georeferenced scanned maps from the Perry-Castañeda Library Map Collection, vector datasets developed from collections in the Alexander Architectural Archives, geospatial data from the Benson Latin American Collection, and more. These datasets represent just some of the geospatial resources found in the UT Libraries’ collections. Additional datasets will continue to be added to this portal as they are processed. The Texas GeoData portal has been developed with a mix of open source solutions and commercial off-the-shelf technology, including GeoBlacklight 2.0.0 for the front end framework, ArcGIS Server, PostgreSQL, and Apache Solr. We provide access to the vector and raster datasets made available through this portal in a range of downloadable formats and via web services to facilitate the use of the data in both GIS software and interactive web maps. All University of Texas datasets that are available for download through this portal are georeferenced and use the WGS 84 (EPSG: 4326) coordinate reference system by default to facilitate use in GIS software. This portal has been configured to allow users to browse not only geospatial resources in the UT Libraries’ collections, but also raster and vector datasets shared by other universities that are utilizing GeoBlacklight and have shared the metadata for their resources through the OpenGeoMetadata collaboration. Since it is possible to find data from a variety of institutions through this portal you may notice some variations in the services and metadata that are available for particular datasets. This portal is built to conform to the standards set forth in the University’s Web Accessibility Policy.

A collection of digitized maps of Asia held at the University of Alabama.

Major digital collections of maps of Asia, regions within Asia, and individual countries can be found at the following selected sites.

用户体验优先的设计思路介绍

數位人文學術研究平台 Online tool which enables construction of full-text database of primary sources, post-search classification, mapping of text content.

MARKUS - is a reading and text analysis platform with a wide range of functionality Markus was selected as a runner up in the category Best Tool or Suite of TOOLS in the DH2016 awards

Christopher M. Free's personal website containing his research and GIS data for Mongolia

The History of Yuan (Yuán Shǐ), also known as the Yuanshi, is one of the official Chinese historical works known as the Twenty-Four Histories of China. This website includes its entire digitized edition. Commissioned by the court of the Ming dynasty, in accordance to political tradition, the text was composed in 1370 by the official Bureau of History of the Ming dynasty, under direction of Song Lian (1310–1381). The compilation formalized the official history of the preceding Yuan dynasty. Under the guidance of Song Lian, the official dynastic history broke with the old Confucian historiographical tradition, establishing a new historical framework.

Chinese-English dictionary and corpus. The History of Yuan (Yuán Shǐ), also known as the Yuanshi, is one of the official Chinese historical works known as the Twenty-Four Histories of China. This website includes its entire digitized edition. Commissioned by the court of the Ming dynasty, in accordance to political tradition, the text was composed in 1370 by the official Bureau of History of the Ming dynasty, under direction of Song Lian (1310–1381). The compilation formalized the official history of the preceding Yuan dynasty. Under the guidance of Song Lian, the official dynastic history broke with the old Confucian historiographical tradition, establishing a new historical framework.

Useful resources for Mongolian NLP. Contribute to tugstugi/mongolian-nlp development by creating an account on GitHub.

The Tibetan Arts and Literature Initiative (TALI) supports projects that promote Tibetan culture and language in Tibetan areas within the People’s Republic of China. TALI is a non-profit, non-governmental organization with no political or religious affiliations. Project partners include artists, writers and educators, officials, and local community members, as well as Tibetan cultural associations and other non-governmental organizations. TALI is committed to supporting or implementing projects in the following categories: Tibetan-language children’s books; Tibetan-language children’s audiovisual materials of educational or entertaining nature; Enrichment programming aimed at promoting the early appreciation of Tibetan language, literature and the arts among Tibetan children; Short-term training for Tibetan artists, writers and educators; and Exchanges and collaboration between Tibetan artists, writers and educators and their counterparts in and outside the People’s Republic of China.

The Asian Center is the University of the Philippines' only unit with a regional area of specialization and one of the colleges in the university's Diliman campus. Established in 1955 as the Institute of Asian Studies, the Asian Center offers graduate-level multidisciplinary academic programs on Asian Studies and on Philippine Studies.

The Saw Swee Hock Southeast Asia Centre (SEAC) is a multidisciplinary Research Centre of the London School of Economics and Political Science (LSE), established in 2014. Building on the School’s deep academic and historical connections with Southeast Asia, SEAC seeks to foster world-leading academic and policy research with a focus on the Southeast Asian social and political landscape, guided by the Centre’s core intersecting research themes of urbanisation, connectivity and governance. SEAC’s blog is a platform for analysing and debating the Southeast Asia region’s critical and pressing issues as LSE’s gateway to Southeast Asia. The blog will introduce academic research of LSE faculty, fellows, students and alumni as well as external researchers and SEAC’s Southeast Asia early career researcher network members.

New Mandala provides anecdote, analysis and new perspectives on Southeast Asia. It devotes its attention to the politics and societies of Southeast Asian countries, and their connections with one another. New Mandala has a proud record of contribution to scholarly and popular debates and played a pioneering role in the digitisation of Southeast Asian studies. New Mandala is hosted by the Australian National University’s (ANU) Coral Bell School of Asia Pacific Affairs in the College of Asia and the Pacific. New Mandala was established in June 2006, with co-founder Dr Nicholas Farrelly editing and running the site until 2015. James Giggacher edited the site from May 2015 to March 2017. Liam Gammon took over in April 2017 and was the editor until July 2019, followed by Dr Rebecca Gidley. New Mandala was first established to focus on Thailand and Myanmar but has since expanded to cover the entire Southeast Asian region, and even surrounding provinces and countries. You can read more about New Mandala’s co-founders’ reflections on the history of the site upon its 10th birthday in 2016.

Wikistan, The Web Road to Oxiana, is a global collaborative, multidisciplinary community of research, expertise and communication on Central Eurasia. Led by a consortium of academia, it aims at offering an up-to-date, dynamic and interactive panorama of human, social, economic and political science research on the region.

Publishing the European Handbook of Central Asian Studies: History, Politics and Societies is the most ambitious task of the EISCAS project – to create a teaching tool that does not exist yet in Europe and will be crucial for developing and strengthening the education of Central Asian Studies at EU universities. The handbook is designed to improve the quality and prospects of teaching of CAS in the EU as it will transfer latest research findings into education and directly prepare these materials for the classroom by providing exercises, assignments, e-learning materials, tips for future study, etc. At the same time, the handbook also aims to place the European research tradition and European perspectives and insights on CAS firmly at the center of this global research field by becoming a multi-disciplinary reference work for CAS all over the world. Since this project is co-funded by the European Union’s Erasmus+ Program this handbook and its complementary didactic materials will be available on this website and free of costs under a fair-use license. A fair-use license indicates that any copying of copyrighted material can be done for a limited and “transformative” purpose, such as to comment upon, criticize, or parody a copyrighted work. Such uses can be done without permission from the copyright owner. Such Open Access is a cornerstone in the vision of European projects, and all members of EISCAS support this policy fully. This European Handbook of Central Asian Studies: History, Politics and Societies, ibidem Verlag, Stuttgart, published on 10 September 2021 – is foremost directed at learners of Central Asian Studies (CAS) – the primary target audience – in this case students in their final years of their bachelor program, master students, and junior PhD-students. (The book can be used in a classroom context, but also for self-study.) Since this is a diverse main group, every handbook chapter includes the following elements to aid them with their learning process: Introductory questions (Learning outcomes) Summaries/conclusions (after each section) Info Boxes Aimed at providing depth to an argument/statement Aimed at providing context to an argument/statement Cases / Case studies As the basis for an assignment/exercise A future reading list Exercises for revision, self-study In addition, to facilitate learning the handbook in general also includes: A glossary of concepts (in the beginning of the book) A list of abbreviations and their meaning Maps (for visualization the explained phenomena/trends/etc.) Other visual materials Links to e-learning materials (recorded lectures) A guide on self-study (within introductory chapter 3 “How to use this handbook” by J. Hadaś) Some career advice for students (within introductory chapter 1 “Why study Central Asia” by A. Fauve) – More detailed information can be found in the project’s final report with CAS curriculum design recommendations. The second target audience are the teachers of these students. The handbook encompasses different tools to aid this particular group with constructing lesson plans, formulating homework, selecting relevant handbook chapters for their courses, setting up study programs, completing/enriching courses by selecting e-learning materials, assignments, etc. To this purpose each handbook chapter contains: Learning outcomes Case studies As the basis for an assignment/exercise A whole range of exercises at different levels: For review (testing basic knowledge) For testing insights (deeper knowledge & skills) For writing assignments For classroom activities The handbook in general also offers to teachers: A full list of learning outcomes covered in the handbook (at the end of the handbook) Curriculum recommendations (forthcoming Fall 2021) A guide on teaching techniques, which are promoted in the handbook (within introductory chapter 3 “How to use this handbook” by J. Hadaś) The third target audience are of course (young) scholars, academics from related disciplines that aim to migrate into the field of CAS, but not excluding the general public or other experts. They will be reading the handbook to increase their understanding about the region or in search for references and insights by its authors. Most probably, this group will use the handbook on their own terms, and will do so selectively without guidance of a mentor, promoter or teacher. Nonetheless, each handbook chapter contains some elements that they will find useful: Introductory questions Summaries/conclusions (after each section) Case studies Info Boxes Aimed at providing depth to an argument/statement Aimed at providing context to an argument/statement A further recommended reading list The handbook in general will also offer them: A smart index with four categories: names, concepts, events and places A guide on self-study (within introductory chapter 3 “How to use this handbook” by J. Hadaś) A glossary of concepts (in the beginning of the book) A list of abbreviations and their meaning Over 20 original Maps (for visualization the explained phenomena/trends/etc.) Other visual materials As described above, the handbook thus caters to three different audiences and has various tools to facilitate their process of studying the region. This handbook thus differs radically from existing handbooks, which are predominantly ‘author-based’ and narrative or from textbooks that offer basic knowledge in stacked form. While such books may sometimes also be used for teaching, and can be excellent reference works, they were not designed for teaching, and therefore demand much more preparatory work and creativity from teachers in order to be used to this purpose. By focusing first on students, then on their teachers, and thirdly on advanced readers this book project actually increases the variety of end-users, and does not narrow them down to one segment by discriminating others. As experienced readers, scholars and other experts can easily read over the learning outcomes, skip exercises entirely and focus solely on the text. This will not hamper their reading-process. And many of them will enjoy to watch an online lecture (related to the chapter topics of their interest). On the other hand, the other two target audiences require more assistance as to make optimal use of such a handbook.

Stručné dějiny dobývání Tibetu je otevřený projekt zaměřený na historické cesty západních objevitelů do Střední Asie, zejména do Tibetu. Cílem není poskytnout vyčerpávající informace (podrobnější informace o jednotlivcích lze najít např. na Wikipedii), ale uvést často oddělená historická fakta do souvislostí, poskytnout základní osnovu pro případné další bádání v této oblasti. Nezasvěceným snad může tento přehled posloužit k snazší orientaci v příslušné literatuře, podat základní představu o chronologických souvislostech a v neposlední řadě se může pokusit eliminovat nepřesné a nejednotné přepisy tibetských, mongolských, čínských, popř. jiných cizojazyčných slov a názvů. Máte-li zájem, můžete se do projektu zapojit. Na několika místech se zde zmiňují i místa ležící mimo Tibet, popř. osoby, které Tibet nikdy nenavštívily. Jde o případy, které s touto problematikou nějakým způsobem souvisejí a ve kterých přesné „zaškatulkování“ není možné nebo je ke škodě věci. V neposlední řadě stojí za zmínku, že náš úhel pohledu (myšlena pozice českého čtenáře), je svým způsobem výhodný, protože je nám nyní dostupná jak západní literatura, tak i prameny z bývalého Sovětského svazu, které jsou v některých případech v anglofonní oblasti málo známé. Vždyť ani slavný (a nesmírně sečtělý) Hedin nevěděl zhola nic o Cybikovovi, který došel do Lhasy přibližně ve stejné době, kdy on o to léta marně usiloval. Jednotlivé výpravy jsou svým způsobem nesrovnatelné, svoji roli zde sehrál čas i účel cesty. Stovky let přitahovala tato nepřístupná, v Evropě téměř neznámá země, misionáře, vojáky, obchodníky, vědce i dobrodruhy. Stejně zajímavé jsou i osudy lidí, kteří se do Tibetu dostali nedobrovolně, jako uprchlíci nebo trosečníci. Nebylo jich mnoho a pokud tato místa navštívili v průběhu staletí další Evropané, pak o svých cestách nezanechali žádné zprávy. První zprávy o Střední Asii souvisejí s nájezdy Mongolů do Evropy, a přinesli je vyslanci papeže, kteří se vrátili z návštěvy u dvora mongolských chánů (cca 1240). Jak vyplývá z jejich zpráv, nebyli jedinými křesťany a Evropany u mongolského dvora. Byli však první, kdo o své cestě podal zprávu. Také skutečnost, že v srdci mongolské říše bylo nestoriánské křesťanství běžným jevem, svědčí o tom, že země Střední Asie měly kontakty se západním světem už mnohem dříve. Archeologické objevy v Chara-Choto (Kozlov) dokazují obchodní kontakty s kulturou starověkého Řecka. Tibeťané zpočátku nijak nebránili příchozím ze západu v cestě do vnitrozemí ani do samotné Lhasy. Přirozená nepřístupnost země byla spolehlivou ochranou až do 19. století, kdy koloniální tlak Británie a Ruska způsobil, že Tibet se stal pro západní svět "zakázanou" zemí. Po celou druhou polovinu 19. století byl cizincům neprodyšně uzavřen a každý pokus o proniknutí na jeho území byl zároveň hrou o život (proto byla např. přesná zeměpisná poloha hlavního města Lhasy zjištěna až tajným měřením indických geodetů v britských službách koncem 19. století). K postupnému obratu došlo až na začátku 20. století a pro tibetskou civilizaci to mělo neblahé důsledky. Proroctví o posledním dalajlámovi se nadevší pochybnost právě naplňuje.