The "Actas y Comunicaciones" (ISSN 1669-7286) from the University of Buenos Aires' Instituto de Historia Antigua y Medieval present research papers from the Institute in electronic format, in PDF files. The first issue of this electronic peer reviewed publication appeared in 2005, bringing together papers presented at a conference held at the Institute entitled 'Cuestiones historiográficas y representaciones históricas. Europa, ayer y hoy' (Historiographic Questions and Historical Representations. Europe, Yesterday and Today'). The articles are written in either Spanish or Italian and focus on such themes as: political power and intellectual development in the Middle Ages; the university as 'hammer and chisel' of medieval society, using 15th century Salamanca University as a case study; and, in a move away from medieval history, a study of Italian intellectuals and the fascist movement in Italy. The editors hope that the electronic format will permit greater dissemination of research output from the Institute, but they also welcome contributions from international scholars for future issues. At the time of review (2009) the PDF files three (2005-2007) of all four volumes posted online were not downloading properly.
This online essay entitled "Why Study History?" is published by the American Historical Association on their website. Written by the respected American historian Peter N. Stearns this piece outlines the importance of history in education and to society in general, and why it should be studied. The essay is divided under several headings, exploring the importance of studying history and the many ways it feeds into our understanding of the current world. Amongst the themes are the role history plays in helping us to understand people and societies, how it helps us to understand change and how society is created, and its contribution to moral understanding and the formation of identity. A further section discusses the skills students of history acquire, and how these can be applied to employment, and the essay ends with a short bibliography of further reading. This essay, although written in 1998, could be useful for those thinking of further study, to teachers and promoters of historical research, and for those contemplating historiography.
Directed and run by German professional historians, the Arbeitsgemeinschaft ausseruniversitärer historischer Forschungseinrichtungen in der Bundesrepublik Deutschland (AHF) was founded to further historical research. The site attempts to inform both professional historians and the public at large about all areas of historical research. The home page has a menu with helpful information, including a long list of links to institutions that are members of the AHF. There is another outstanding list of links that are essential for historians who work in German history. The AHF has two main publications. The first, the Yearbook of Historical Research (Jahrbuch der historischen Forschung) provides information on current historical research being conducted in Germany. The second, "Historical Bibliography" ("Historische Bibliographie") provides an annual update of all historical publications which appear in Germany, or are published outside Germany but are written in German.There is a page (Forschungsberichte) which lists current and recent authors of articles and article titles from the Yearbook. The site provides a link to a full online version of the Historical Bibliography, with entries from 1990-1997. However, the link is not clearly evident. Otherwise, the Historical Bibliography has easy search options and comprehensive information.Beyond this, the site provides information on conferences, museum exhibitions, and contact names and addresses for further information.The site has an English translation of its introduction, but all other pages are in German.
This is a Web page detailing the context, range and availability of the 'Canadian Census and Election Data, 1908-1968; 1925, 1926 and 1930 Elections' dataset hosted by the Economic and Social Data Service (ESDS), based at the UK Data Archive University of Essex (formerly part of the Arts and Humanities Data Service - AHDS). The data is available to order from the HDS and to make use of this dataset you must first register with the HDS, so further information is supplied giving instructions. This dataset consists of 7 files of Canadian census and election data, each corresponding to a particular electoral period when the number of constituencies was fixed. The files include: returns from the federal elections of 1908 and 1911 and data from the 1911 census; the elections of 1917 and 1921 and the census of 1921; the elections of 1925, 1926 and 1930; the elections of 1935, 1940 and 1945; the election of 1949 and the census of 1951; the elections of 1953, 1957, 1958, 1962, 1963 and 1965 and the census of 1961; the election of 1968. Main Topics: The election data include the total valid vote cast and the percentage of the total vote received by each of the major parties as well as a total for all other parties. The census data include religion and ethnicity as well as information on education, occupation, and income from the census of 1961.
The website "Facing History and Ourselves" is an interesting project which seeks to examine history in the light of human behaviour. It is an American project that focuses more on the experience of the individual within an historical context, rather than on historical processes. The website has several sections: Educator Resources; Professional; Events and News. Students and alumni have their own subsite. Resources for teachers include lessons and units, classroom strategies, online modules but also video clips with prominent scholars and public figures talking about an issue involving moral choices today concerning the past. The organisation runs summer schools. Virtual courses online deal with subjects such as: Becoming American, the Chinese Experience; Seeking Justice in the Aftermath of Genocide; and Identity, Religion and Violence, a Critical Look at Sept 11, 2001. The issues apparent around teaching pupils and students about the Holocaust and Civil rights movements are also addressed. The organisation has bases in many towns in the USA and one in Switzerland. They publish details of vacancies within the organisation on the website and details of their regional offices. Facing History was established over 25 years ago and seeks to engage those of different backgrounds in discussion of prejudices, racisms, and antisemitism. They can be found on Facebook, YouTube and change.org as well.
Forum: Qualitative Sozialforschung / Forum: Qualitative Social Research (FQS) is a peer-reviewed online journal for qualitative research, which began in 1999. FQS issues are published tri-annually in English, German and Spanish. All full-texts are available for free. Funding has been received from DFG (Deutsche Forschungsgemeinschaft, the central public funding organisation for academic research in Germany) to extend the FQS into an international and interdisciplinary gateway qualitative-research.net. The aim of FQS is to promote discussion and cooperation between qualitative researchers from different countries and disciplines, including social science, history, linguistics, and philosophy. Issues are themed, and recent subjects include: Subjectivity and Reflexivity in Qualitative Research; Using Technology in Qualitative Research; Cultural Sciences; Qualitative and Quantitative Research; and Text, Archive, Re-Analysis. For example, an article in that latter issue is Problems of Archiving Oral History Interviews. The Example of the Archive 'German Memory. The full-text, sometimes in all three languages, is available in HTML and PDF. When the full-text is not translated from the original language an abstract is provided in the other languages of the journal. There is a discussion board linked to every article.
H-History-and-Theory is a moderated email discussion list which is sponsored by the journal History and Theory. The aim of the list is to increase and broaden communication between anyone interested in critical philosophy of history, speculative philosophy of history, historiography, history of historiography, historical methodology, critical theory, time and culture, and related disciplines. The list also accepts announcements about events, books, jobs, etc. It is possible to search and browse the message archives. The website provides links to other related discussion lists on the H-Net service, subscription information and some general information about the list. It is necessary to register before posting to the list.
'Historia a debate' (History up for debate) is an international network of academic historians created to discuss the theory of history; historiography; and methodology. Although it is of an international nature, the group was created in Spain and the website is available in Spanish only. This should not deter those who don't speak Spanish as the group organises international conferences, and contributions are accepted in Spanish, English, and French. At the time of cataloguing, it was possible to access the list of contents and some abstracts for the conferences held in: 1993; 1999; and 2004. Some audio files and videos for past seminars are available on the site. The site also has a forum where historians from all over the world can contribute with their opinions on a wide variety of topics. There are several mailing lists, for which subscription is free. The site will be of interest to anyone interested in the theoretical aspect of writing history, be this within a Spanish, Latin-American or global framework.
History On Trial looks at the representation of historical events to expose the biases and inaccuracies in the way they are recorded. The site is a project that is hosted by Lehigh University in Pennsylvania. There are five sub-sections to the site: The Pocahontas Archive which examines representations of the Native American Princess; The Literature of Justification which looks at European justification for the treatment of Native Americans; Reel American History which compares historical events and the way they are presented on film; The Enola Gay Controversy which considers differing attitudes to the dropping of the atomic bomb in 1945; and The Vietnam Wall Controversy which looks at the Vietnam Veterans' memorial and the divisive issues which surrounded its design and construction, such as the lack of martial celebration and the non-American ancestry of the designer. There are short essays penned by academics associated with the university and extensive bibliographies for each sub-topic. Some of the site has been used as a teaching resource for Lehigh University.
The LEMUR (Learning with Museum Resources) project brings together important museum objects from the University of Aberdeen's Marischal Museum and Natural Philosophy Collection, alongside items from four of the University's other collections and its archives. It created a database of still and moving images with associated data and documentation, and also provides targeted learning packages based on the database for classroom and distance learning. LEMUR is designed around specific undergraduate courses in cultural history, the history and philosophy of science, the history of art, and physics. The project ran from 2000 to 2003 and received funding from the Joint Information Systems Committee (JISC).
The website "Making History - The changing face of the profession in Britain" is an online project of the Institute of Historical Research, London, focusing on the historians and history writing since the 19th century. As the main page explains, the site contains cross-references to historians, journals, organisations and relevant projects. The section dedicated to the historians contains a selection of historians that have had an impact in the field; the gallery lists the names alphabetically but a search is also possible. Each historian has a short professional biography together with the main publications and posts held, and cross-referenced entries of contemporary historians and themes of interest. Interviews with historians are posted on the site. Organisations and projects include research institutions and professional bodies connected with the study of the past and the preservation of its monuments. The section of journals is linked to the relevant page of the Royal Historical Society, while some of the most important titles such as "English Historical Review"; "Past and Present"; "History Workshop Journal"; "History Today"; "The Historical Journal"; "Economic History Review"; "Transactions"; and "Historical Research" are presented in detail, with links to their own websites. In the section of themes, these were chosen to reflect various "approaches to discipline", auxiliary sciences and terminology. Other resources on the site contain: articles, a bibliography, facts and figures (of history teaching today), interviews, image gallery and lists of lecture series (Creighton Lectures, Ford Lectures and Ford Special Lectures). This is a valuable site for students of history; it is easy to navigate and the information is intelligently displayed and cross-referenced.
This website presents users with a wealth of information on the study of history. Although much of the information available is aimed at school students (doing GCSEs and A-Levels and so on) there are, nonetheless, several very interesting articles on the importance of history, the practice of history, and the study of history. Of some significant value is the 'core concepts, terms and ideologies' section which lists the major ideals and ideas (from communism to fascism to Whiggish history to collective security) which have influenced history and the study of history. These articles are detailed and go into some depth and are of great use to both the novice and the established historian. Moreover, there is a very interesting article by Sir Geoffrey Elton (one time Regius Professor of History, University of Cambridge) which details why history continues to be an important subject in the (post)modern world. Lastly, there is a section on the theory of history (looking at, for example, Marxist interpretations of history and Herder’s philosophy of history, amongst others) which details how historians practice and the major schools of thought within the discipline. A highly useful website looking at an often misunderstood, and undervalued, section to history as a subject and discipline.
This site provides access to a series of four lectures given by Jacques Maritain (1882-1973), the French Catholic philosopher, on the philosophy of history. The lectures were delivered at the University of Notre Dame in 1955. They were edited by Professor Joseph Evans and later revisions have been included. The website has a introductory section, four main sections and a section of final remarks. The four main sections are entitled: the philosophy of history in general; axiomatic formulas or functional laws; typological formulas of vectional law; and God and the mystery of the World. The site has been produced by the Jacques Maritain Center at the University of Notre Dame.
This site provides access to the text of Nietzsche's essay On the Use and Abuse of History for Life, 1873. The essay has been translated from German into English by Ian Johnston of Malaspina University College in Canada. It was originally translated in September 1998 and revised in April 2000. This essay forms part of a larger collection of texts on a variety of topics (for example: history of science, works from Kafka, Homer, Bunyan and miscellaneous essays written by Ian Johnston). The site was mainly designed as a source of instructional material for Liberal Studies and English courses at Malaspina University College but is also useful for a wider audience. It is also possible to download the resource from the Oxford Text Archive (OTA) website (formerly part of the Arts and Humanities Data Service (AHDS)).
Red Clydeside acts as a gateway to resources about the Scottish Labour movement and working class political history in Glasgow from 1910-32. It is a project of the Glasgow Digital Library and aims to offer online access to relevant materials including: left-wing and socialist pamphlets, political cartoons, posters and documents. The website includes a time line of events, it also includes essays on the historical significance of the movement, the main political organisations and key figures. Each section contains scanned images of primary source materials. A bibliography of further readings and links to other relevant websites is also provided.
'Roger Scruton : writer and philosopher' is the personal website and weblog of British philosopher Roger Scruton. One of the most valuable elements of the website is Roger Scruton's active weblog, which has archives that date back to 2000. In the 'Journalism' section there is a link to an external website containing a full bibliography and full-text copies of many notable press articles by Scruton. A full listing of books can be found in the online C.V., and there are also links to selected Amazon pages that feature books. The website also has details of Scruton's activities in music composition, broadcasting, teaching, his farming, and his personal projects.
This is the website for Salomons Museum, the onetime home and estate of the Salomons family. The Salomons included Sir David Salomons, Member of Parliament, equality campaigner and the first Jewish Lord Mayor of London and his son, the scientist and road transport pioneer Sir David Lionel Salomons. As well as the family's historic home and estate (one of the earliest buildings in the country be powered by electricity and including Sir David Lionel Salomons' purpose-built Science Theatre) the museum is cares for the various collections built up by the family: badges; ballooniana; Jewish history; London; electrical/scientific; estate and family; transport; medals; World War I. The collection’s illustrated catalogue is available online, and the website includes a virtual museum tour and information about public access. Salomons Museum has received AHRC funding.
The Untimely Past website is devoted to the place of postmodernist and poststructuralist philosophies within historiography. The site primarily provides a number of online bibliographies on the following philosophers and topics: a general bibliography, including new and forthcoming publications, links to key themes, and lists of writings by the main participants in the current debates; Michel Foucault; Michel de Certeau; post-colonial historiography; rhetoric; poetics; narrativity; poststructuralism; and postmodernism. Most individual entries within the bibliographies have been annotated with a paragraph or more of descriptive and evaluative prose. Links are included to online articles and related sites, including book retailers. On his opening page, the site's author takes a somewhat uncritical view of the postmodern deconstruction of historical method. He also does not explain the general historiographical context of this problem; thus, this site would not necessarily be a good starting point for beginners. However, he has provided a balanced, exhaustive and painstakingly-detailed resource. He covers both the main sources from either side of the debate between revisionist and non-revisionist historians, as well as discussions within the revisionist school on the influence of 20th century philosophical thought on history and historical method. As such, the site will provide a good reference source for professional academics, graduates and undergraduates. It could also serve as a teaching resource in the preparation of reading lists for courses in either Modern Historiography or the Philosophy of History. The site has its own search engine and links page. Navigation is clear and straightforward.
Internet for Historians is a free "teach yourself" tutorial on the Web, focusing on Internet information skills. The tutorial is aimed at students, lecturers, and researchers who want to improve their knowledge of the best Internet resources for history. Internet for Historians is one of a set of tutorials within Intute's Virtual Training Suite. The tutorials may also be used to support teaching and training courses: a section for teachers gives suggested uses of the tutorial for a class setting. Each course consists of: a tour of some key sites; techniques for discovering additional Web resources; guidelines for critically evaluating such resources; and a selection of case studies indicating how the Internet might be used in academic contexts. Each tutorial is written by a subject specialist. The Intute Virtual Training Suite receives funding from the Joint Information Systems Committee (JISC).