Abstract"Overlap" is the common term for cases where some markup structures do not nest neatly into others, such as when a quotation starts in the middle of one paragraph and ends in the middle of the next. OSIS [Duru03], a standard XML schema for Biblical and related materials, has to deal with extreme amounts of overlap. The simplest case involves book/chapter/verse and book/story/ paragraph hierarchies that pervasively diverge; but many types of overlap are more complicated than this.The basic options for dealing with overlap in the context of SGML [ISO 8879] or XML [Bray98] are described in the TEI Guidelines [TEI]. I summarize these with their strengths and weaknesses. Previous proposals for expressing overlap, or at least kinds of overlap, don't work well enough for the severe and frequent cases found in OSIS. Thus, I present a variation on TEI milestone markup that has several advantages. This is now the normative way of encoding non-hierarchical structures in OSIS documents.
This paper describes an XML-based system to identify and visualize some of the structural features of natural-language poetry. Poetic texts are poster children for overlapping hierarchies, since the organization of poems into cantos, stanzas, lines, and feet is largely independent of the sentences and words of the text. Foot boundaries and word boundaries are mutually independent, yet the implementation of caesura depends on their synchronization. Furthermore, the formal organization of poetry is not only overlapping, but also massively discontinuous in terms of how underlying formal structures like meter or rhyme are realized in natural orthography. In many poetic traditions, stress and pronunciation are only implicit in written texts, and our first challenge is to identify those structures automatically and add markup to make them explicit, so that we can then use them to identify such properties as meter and rhyme. When stress and pronunciation are made explicit within an XML model, the most natural representations will often involve mixed content, which poses special challenges for subsequent XML processing.
In this chapter, we advocate for a task-driven approach to teaching computer programming to students of the digital humanities (DH). Our perspective is grounded first in Birnbaum's (2014) plenary address to the University of Pittsburgh Faculty Senate (Birnbaum 2014), in which he argued that coding, like writing, should be taught across the liberal arts curriculum in domain-appropriate ways. This position argued that (1) coding is not an esoteric specialization to be taught solely by computer scientists, and that (2) coding might be taught most effectively in the context of different disciplines. Here, we present a method for embedding Digital Humanities education, and more specifically programming pedagogy, within the long-standing traditions of the Humanities and argue that this approach works most effectively when new learners have access to context-specific mentorship. Our second point of reference lies with oral-proficiency-oriented (OP) foreign language pedagogy. Within an OP model, the ability to communicate in a foreign language is a skill, and the primary goal for learners who seek to acquire that skill is not an academic understanding of the grammar of a language, but, instead, the ability to function successfully within realistic contextualized human interactions. Seen from this perspective, computer-programming curricula organized around the features of the programming language might be compared to older grammar-and-translation foreign-language pedagogies. What we advocate instead is that the ability to use a programming language (programming proficiency) is best acquired in the context of performing contextualized, discipline-conscious tasks that are meaningful to humanists, an approach that has parallels to OP language learning.
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