Gary Munnelly

A screenshot of an excerpt from a word document. The text reads, "I have extensive experience delivering cutting-edge research in ambitious interdisciplinary and multidisciplinary research projects. I have played a central (often leading) role in pioneering research across 9 European and Irish academic research projects (combined: €31.25M). I have led the technical research planning for 2 Horizon Europe funding applications (combined: €7M). I have designed and taught courses across 15 different subjects from undergraduate to masters, spanning computer science and the humanities (~3,500 students). My research and technical leadership were fundamental to the development of the multi-award winning Virtual Record Treasury of Ireland, and the Knowledge Graph for Irish History."

Writing an narrative academic CV is a wild experience of imposter syndrome meeting documented academic contributions. I'm glad it's Friday, because I'm going to need to sit down for a bit and think about what I've done.

In other news, I'm applying for my first Assistant Professorship. Wish me luck!

Delighted to see that @vigilantproject.bsky.social has made it to BlueSky. This Horizon Europe funded project is doing incredible work to detect criminal activities linked to disinformation across Europe. Some fascinating research coming out of this team. Well worth following.

My cousin and their partner wrote an important letter today to @newstatesman.com about their unacceptable endorsement of anti-trans rhetoric. I’m very proud of the two of them for speaking up and eternally frustrated that we are still fighting these battles in 2025. #lgbtq #humanrights #newstatesman

Queer Justice Index — /Queer

I'd like to share one of my greater achievements this year- the Queer Justice Index.

Myself and @gary-munnelly.bsky.social created a measure of the relationship between political corruption and LGBTQ+ inequality, through data collected by @ilgaeurope.bsky.social + @anticorruption.bsky.social.

Brilliant work by the ATHENA team went into this analysis of 32 case studies of #FIMI yielding in several insights into these attacks on democratic societies. Our press release contains a summary of findings, but the full report will be available on the website soon
project-athena.eu/wp-content/u...

I need to retopologise it to bring down the (frankly absurd) polycount, and we'll need to process the rest of the point cloud in slices due to how massive the scan is, but this is some exciting stuff. I've never done this before, so very much learning on the job.

A 3D render of a small portion of a ship's hull. The paint is blue and gold. The texture of the surface is lumpy due to a noisy point cloud being used to generate the image. There is a detail of a rooster in gold carved prominently into the wood.

A 3D render of a small portion of a ship's hull. The paint is blue and gold. The texture of the surface is lumpy due to a noisy point cloud being used to generate the image. There is a detail of a rooster in gold carved prominently into the wood.

A friend recently sent me a point cloud she generated of an 18th century Swedish tallship using LIDAR. I wanted to try converting it to a 3D mesh that we can use to build an immersive virtual experience. So here's a render I managed to generate of a rooster carved into the ship's hull #dh #blender

Prompting is also an emerging art and there may genuinely be feedback for students on how to avoid prompts that will generate false or misleading information for their work. See, for example, Apple's leaked "do not hallucinate, do not make up facts" prompts, which are frankly hilarious.

So, I'm definitely interpreting from afar with just the context in your first post, but thinking out loud it makes sense that we should try to understand the processes that students are using to produce their work.

I think the idea is a general step in the right direction. Being adversarial about students using AI for their assignments in a world that already expects them to adopt it isn't helpful. So as educators we need to figure out how to teach alongside AI. That involves understanding how students use it

I haven't seen this suggested by anyone, but I suppose it gives some insight into the originality of the work being presented. How many ideas and thoughts are the student's own reasoning, and how many might have been produced through a carefully crafted prompt?

At the request of absolutely no one (I am bored to death in IAD), here is yet another starter pack!

People and projects in Linked Open Data! Hopefully this is of service to Digital Humanities folks.

Apologies if I missed you, and please let me know if you want to be added.

go.bsky.app/KC8Q9r8

Apologies, I actually posted the above from my second account 😅 Would you mind adding this one? Thanks again for the list!

Hey Seana, thanks for putting this list together! Any chance I could be added to it? I am the technical coordinator for the VIGILANT project which looks at criminal activity linked to disinformation, and a work package lead in the ATHENA project which investigates FIMI.

Hi, I am the technical coordinator for the VIGILANT project which is investigating criminal activity linked to disinformation, and a work package leader for the ATHENA project which is looking at FIMI. Would it be possible to add me to this list?

A photo of a man with a beard in an orange shirt delivering a talk. A presentation slide is visible on a television screen to the right. The content of the presentation slide is overexposed and cannot be read. The title of the slide reads "Goals". The VIGILANT logo is visible.

Hi folks! I'm a postdoctoral research fellow in the ADAPT centre in Dublin. Fundamentally I am interested in finding ways to make it as easy as possible for people find answers to questions. I currently help to combat disinformation, FIMI, and hate speech through the VIGILANT and ATHENA projects.

Hey, thanks for putting together this list! Would you mind adding me to it?

Hey, thanks for putting together this list! Could I be added to it?