Relevant bibliographies by topics / Historians

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Historians'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 July 2024

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Journal articles on the topic "Historians"

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Herman, Gerald. "Creating the Twenty-First-Century "Historian For All Seasons"." Public Historian 25, no. 3 (2003): 93–102. http://dx.doi.org/10.1525/tph.2003.25.3.93.

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In "Creating the Twenty-first Century 'Historian For All Seasons,'" the author traces the development of the divide between historians and media producers, and the impacts that this has on the public's awareness of the work historians do and on the historian's ability to influence the public. To heal this breach, he argues, just as the training of historians has adjusted to accommodate the need for expertise in content-related methodologies, so it must now adjust to permit historians to develop presentation-related skills in order to reach wider audiences and reclaim the centrality of historians to the understanding of the past.
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Johnson, Linda Cooke. "The Historian Interviews Apprentice Historians." Historian 61, no. 2 (December 1, 1998): 265–88. http://dx.doi.org/10.1111/j.1540-6563.1999.tb01026.x.

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Soffer, Reba N. "The Conservative Historical Imagination in the Twentieth Century." Albion 28, no. 1 (1996): 1–17. http://dx.doi.org/10.2307/4051951.

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In 1935, R. G. Collingwood defined the historical imagination as an innate or a priori part of thinking that allows students of history to reconstruct the past. Whether stored in the furniture of the mind, learned through practice, or inherited as genetic inclinations, imagination is indispensable to the historian's craft. The historian's imagination may be richer, more diverse, more inventive than that, say, of an orthopedist, because the historian's present is the surviving but elusive past. Historians have to imagine more because they can never know what actually happened. Like orthopedists and everyone else, historians enter their professions hauling baggage packed haphazardly with images drawn from cultural, personal, religious, moral and practical experience. An orthopedist checks his psychological and social luggage when treating anesthetized muscle and bone in the controlled atmosphere of an operating room. For the orthopedist, the only images relevant for diagnosis and remedy are those produced precisely by x-rays or magnetic resonance. A historian neither diagnoses nor remedies. Instead, relying upon recalcitrant evidence, she tries to explain events that occurred in a dynamic, unpredictable, uncontrollable world already finished.When historians conduct research and then interpret what they find, they are unwilling and unable to lay aside their every day images of human nature and society. Such concepts, even when wrong, are logically necessary to explanation. Historical imagination organizes the categories that provide a historian with a match between her expectations and the subjects of her inquiry. The historian's juxtaposition, unlike the orthopedist's realistic image, is impressionistic. It becomes satisfying only when it fulfills a cultivated sense of propriety. Although honest historians are persuaded by the information they discover, there are few experiences more pleasing than that frisson of recognition when initial impressions are validated by the historical records. That pleasure is far more agreeable than disappointment. If the records repudiate anticipations then the historian must search for a more adequate explanatory scheme that approximates the truth more closely.
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Epstein, Catherine. "German Historians at the Back of the Pack: Hiring Patterns in Modern European History, 1945–2010." Central European History 46, no. 3 (September 2013): 599–639. http://dx.doi.org/10.1017/s0008938913001003.

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Some years ago, I realized that I was the first historian of Germany hired in a tenure-track position at Amherst College. I got my job in 2000. Steeped in German history, I was surprised that a premier liberal arts college chose to hire a historian of Germany only at the very end of the twentieth century. My generation of historians of Germany often think—and other historians of Europe share our perception—that German history is a strong (if not the strongest) field in modern European history. Whether measured anecdotally by the number of job openings, the number of historians hired, the stream of published books, or the share of German history articles in academic journals, it always seems that German historians and German history are at the forefront. In fact, though, historians of Germany have always made up the smallest cohort of historians of the major European history fields (that also include British, Russian, and French history). According to the latest figures available from the American Historical Association (AHA), in 2010 there were 990 historians of Britain, 668 historians of Russia, 605 historians of France, and 592 historians of Germany in the United States.
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Nylan, Michael. "Historians Writing about Historians." Monumenta Serica 67, no. 1 (January 2, 2019): 183–213. http://dx.doi.org/10.1080/02549948.2019.1603447.

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Doortmont, Michel R., John H. Hanson, Jan Jansen, and Dmitri van den Bersselaar. "Literacy's Feedback on Historical Analysis Revisited: Papers in Honor of David Henige." History in Africa 38 (2011): 1–6. http://dx.doi.org/10.1353/hia.2011.0017.

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During the course of a long and fruitful career as an historian and librarian, David Henige has made major contributions to the development of the field of African history, as well as to the historical profession in general. His insistence that historians reflect carefully on how they collect, sample and analyze their data, and the lucid way in which he has written about the historian's craft, has not only helped to remind us historians of important methodological concerns, it has also inspired us to engage with methodology as an exciting topic in its own right. One major theme in his work has been that of literacy and its impact on oral tradition, memory, and historical interpretation. His book Oral Historiography (1982) and his articles on “feedback” and chronology in oral tradition have become essential reading for all students of African history. While among historians of Africa, it is particularly in this area where he has made most if an impact, David Henige has also made important contributions to other fields of history. He is a remarkably versatile and widely read historian, who has engaged with an impressively broad range of topics – and in each case with a strong methodological concern. His wide-ranging oeuvre and impact are explored in detail in Michel Doortmont's contribution to this special issue.
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Fitri, Rahmi Nur. "Hamka Sebagai Sejarawan: Kajian Metodologi Sejarah terhadap Karya Hamka." Jurnal Fuaduna : Jurnal Kajian Keagamaan dan Kemasyarakatan 4, no. 1 (June 30, 2020): 42. http://dx.doi.org/10.30983/fuaduna.v4i1.2854.

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<em>Hamka was a contemporary Indonesian Islamic figure who was involved in many fields. He wrote hundreds of books on various topics of study, philosophy, interpretation, history, customs and culture, literature, and others. When mentioning the name Hamka, then he was an ulama, while his roles in other fields are a little blurred. One of them is a depiction of the figure of Hamka as a historian. Some researchers recognize and acknowledge it as part of a historical researcher, some even study his historical philosophy, while for others give the view that he is not a historian. There are several characteristics and types of historians themselves, including professional historians, historians of other fields, and amateur historians or so-called community historians. The purpose of this paper is to uncover the methods employed by Hamka in writing his historical-themed works by looking at the intellectual socio-historical life. Through this study, it can be concluded that Hamka is included in the class of community historians because there is no formal academic history in his study. However, the various steps he went through in the writing process and his teaching experience are proof that Hamka is a historian.</em><strong><em> </em></strong>
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Pérez Baquero, Rafael. "Memory, narrative, and conflict in writing the past." História da Historiografia: International Journal of Theory and History of Historiography 13, no. 32 (April 12, 2020): 47–81. http://dx.doi.org/10.15848/hh.v13i32.1494.

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In this paper I will analyze the distinctive features of the twentieth century historiography with regards to its most salient events. By doing so, I will provide an interpretation of the struggles which underlay the production of historical knowledge at the end of the century. In contrast to various theories of historiography which assert that autonomy from collective memory is a methodological assumption of the historian, I will argue that historiography is always interwoven with the political and ethical challenges of the historian’s time. In this regard, this paper´s theses are inspired by Walter Benjamin’s ideas concerning historiography, as well as by the interpretations of this ideas provided by other historians and philosophers, such as Enzo Traverso, Dominick LaCapra or Michael Löwy. Their ideas will serve as a framework for understanding the challenges historians face when narrating contemporary history.
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Marchildon, Gregory P. "Can history improve big bang health reform? Commentary." Health Economics, Policy and Law 13, no. 3-4 (January 26, 2018): 251–62. http://dx.doi.org/10.1017/s1744133117000378.

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AbstractAt present, the professional skills of the historian are rarely relied upon when health policies are being formulated. There are numerous reasons for this, one of which is the natural desire of decision-makers to break with the past when enacting big bang policy change. This article identifies the strengths professional historians bring to bear on policy development using the establishment and subsequent reform of universal health coverage as an example. Historians provide pertinent and historically informed context; isolate the forces that have historically allowed for major reform; and separate the truly novel reforms from those attempted or implemented in the past. In addition, the historian’s use of primary sources allows potentially new and highly salient facts to guide the framing of the policy problem and its solution. This paper argues that historians are critical for constructing a viable narrative of the establishment and evolution of universal health coverage policies. The lack of this narrative makes it difficult to achieve an accurate assessment of systemic gaps in coverage and access, and the design or redesign of universal health coverage that can successfully close these gaps.
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Holliday, J. S. "Historians Speakout: An Historian Reflects on Edgewood Children's Center." California History 64, no. 2 (1985): 122–31. http://dx.doi.org/10.2307/25158288.

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Dissertations / Theses on the topic "Historians"

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Thorsberg, Jenny Kristina. "Framtidens historia,historians framtid : en studie om historieämnet i gymnasiereformen, Gy2011." Thesis, Högskolan i Gävle, Akademin för utbildning och ekonomi, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-8097.

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Syftet är att undersöka vilka ifrågasättanden av nuvarande styrdokument och kunskap som kan ha lett till utvecklandet och genomförandet av gymnasiereformen Gy 2011. Med ifrågasättande av kunskap menas att vedertagen kunskapsutveckling och tankesätt får fortgå så länge inga röster höjs som ifrågasätter den, detta sker med utgångspunkt i Thavenius teori. Studien innefattar vidare vilka förhandlingar, mellan forskarsamhället och statsmakten som eventuellt har gjorts vid framtagandet av den nya reformen. I enighet med Odéns teori om hur förhandlingar uppstår när det sker förslag på förändringar, jag skall därför undersöka om det går att urskilja några sådana vid framtagandet av Gy2011, med fokus gällande historieämnet.  Syftet med studien är att: skapa en bild av vad som teoretiskt sett styr gymnasieskolans undervisning hur och varför detta åstadkommits skillnader mot tidigare läroplan och kursmål samt vad man önskar uppnå med gymnasiereformen
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Smeznik, Megan. ""Whose Digital History:" Closing the Gaps Between Academic Historians, Public Historians, and the Public." Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent14923519523071.

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Favero, Claudia. "Developing digital historians in Italy." Thesis, Open University, 2014. http://oro.open.ac.uk/44504/.

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This study concerns the experiences of Italian digital historians and their implications for historical scholarship. The present and future of the profession of historian, in academia and outside it, are inextricably linked to the digital revolution that is pervading society. How historians face the challenges and take advantage of the affordances of technology will have a strong impact on teaching and researching history in the future. However, the voice of digital historians on these issues does not emerge systematically from the literature. This research uses grounded theory methodology to delineate a theory of being a digital historian in Italy, a country with a rich historiographical tradition and widespread interest in history, but a weak connection with technology in scholarly endeavours. Based on in-depth interviews with digital historians, the analysis presented here highlights their initiatives, evaluations and strategies, in relation to all aspects of scholarship but particularly the education of future historians. This research is motivated and informed by my professional experience as lecturer in digital methodologies for historical research. The emerging theory revolves around the concept of developing digital history: Italian digital historians are pioneers, animated by passion and desire to innovate but working in a challenging, largely unsupportive environment where their initiatives have not translated well into educational provision for future digital historians or, more generally, to provide students with tools and methodology for historiography in the digital age. Through an illuminative comparison with interviews conducted with digital historians in the United Kingdom, differences and similarities are analysed, with a view to creating a general theory of being a digital historian and its implications for the future of scholarship in history.
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Schneider, Ulrich Johannes. "The international dictionary of intellectual historians." Universitätsbibliothek Leipzig, 2015. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-161088.

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This paper sets out a particular concept of intellectual history for discussion and debate concerning the guidelines for our project for the International Dictionary of Intellectual Historians. First let me advance the idea that intellectual history is written everywhere, not only in West European countries, where it emerged, but in East European countries, too, and second that it really is a concept that applies not just to Europe alone but to the whole world, although this suggestion will vastly complicate our notions of intellectual history.
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Vaughn-Blount, Kelli M. "Psychologist-historians : historying women & benevolent sexism /." Read thesis online Read thesis appendix online, 2008. http://library.uco.edu/UCOthesis/Vaughn-BlountKM2008.pdf.

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Lambert, P. "The politics of German historians, 1914-1945." Thesis, University of Sussex, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.373895.

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Rasori, Tina Marie. "Becoming historians a project-based learning curriculum /." Diss., [La Jolla] : University of California, San Diego, 2009. http://wwwlib.umi.com/cr/ucsd/fullcit?p1467935.

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Thesis (M.A.)--University of California, San Diego, 2009.
Title from first page of PDF file (viewed September 17, 2009). Available via ProQuest Digital Dissertations. Includes bibliographical references (p. 180-183).
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Tsagouria, P. "The polis, its coinage and its historians." Thesis, University College London (University of London), 2006. http://discovery.ucl.ac.uk/1445887/.

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This thesis sets out to explore whether the Greeks had a concept of economics and whether it is appropriate to talk about the polis economy. These issues are explored, first by studying Greek coinage and economic practices related to polis public finance and, second, by studying Greek historians' understanding of economics. In the latter case, we consider Herodotus' treatment of the economics of the Persian Wars as well as Thucydides' and Xenophon's treatment of the economics of the Peloponnesian War. From the study of economics in Greek historiography, it is maintained that Herodotus, Thucydides and Xenophon were not only interested in economics but also understood war economics. This is due to the dominance of naval warfare especially in the last years of the Peloponnesian War, which resulted in the monetization of the polis economy. However, we claim that the above historians in varying degrees failed to encapsulate the ramifications of the polis economy and its complexity, because there is a disparity between the reality of the polis economy and its interpretation by the historians. Thus any reconstruction of the polis economy and of the rationale for economic practices based on fifth century Greek historiography is limited and insufficient. It is for this reason that we have studied Greek coinage and certain economic practices employed by the polis to manage public finances, finance public expenditure and deal with economic crises. From this study, we argue that the polis economy was a rational and independent institution operating within the polis. In a nutshell, the main conclusion of this thesis is that although the understanding of economic factors was 'embedded' in the prevailing ideology of wealth and money, there was indeed a polis economy as an independent institution.
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Mangset, Marte. "The discipline of historians : a comparative study of historians' constructions of the discipline of history in English, French and Norwegian universities." Paris, Institut d'études politiques, 2009. http://www.theses.fr/2009IEPP0057.

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L’enseignement supérieur en France et en Norvège a été profondément marqué par des réformes liées au Processus de Bologne. La réorganisation des programmes d’études constitue une partie centrale de ces réformes. En Angleterre, c’est plutôt des réformes nationales qui ont changé l’organisation des cursus dans la discipline de l’histoire. Avec cette thèse, j’ai cherché à étudier les rapports, s’il y en a, entre l’organisation des programmes d’études et les conceptions disciplinaires dans une discipline donnée, celle de l’histoire. A partir d’entretiens semi-directifs avec des historiens qui enseignent en master dans deux universités de chacun des trois pays, j’ai étudié les façons de concevoir la discipline de l’histoire en relation avec les pratiques d’enseignement et les structures dans lesquelles ont lieu ces pratiques d’enseignement. Plutôt que de prendre les réformes en tant qu’objet d’étude, j’ai choisi de les utiliser comme un outil méthodologique afin d’étudier les conceptions disciplinaires. Les réformes des cursus ont créé des controverses dans les six départements d’histoire étudiés. Les argumentations développées par les historiens dans ces controverses dévoilent des conceptions disciplinaires autrement plus tacites. Les divergences entre différentes conceptions de l’histoire ainsi exposées posent la question de l’universalité et de l’essentialisme des disciplines affirmés dans une grande partie de la recherche. L’analyse des conceptions disciplinaires à travers les pratiques d’enseignement, les programmes d’études et les réformes de ces programmes reformule la question des liens entre la discipline et son environnement
Reforms related to the Bologna process have profoundly influenced on French and Norwegian higher education. The reorganisation of study programmes is a key feature of these reforms. In England, it is rather national reforms that have changed the degree structure in the discipline of history. With this thesis I have sought to study the relationships between the structure of study programmes and conceptions of a discipline in a given discipline, that of history. Based on interviews with historians teaching at master level in two universities in each of the three countries, I have studied ways to understand and define the discipline related to teaching practices and the structures within which these practices take place. Rather than taking the reforms as object of study, I have chosen to use them as a methodological means in order to study disciplinary conceptions. The degree structure reforms have created controversies in the six history departments under study. The argumentations developed by the historians in these debates unveil tacit disciplinary conceptions. The variations between different conceptions of history hereby exposed pose the question of the disciplines’ universality and essentialism claimed by many. The analysis of disciplinary conceptions conducted through the analysis of study programmes and the reforms of these study programmes reformulate the question of the relationship between a discipline and its context
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Kim, Dong Sung. "Historiography, history writing and identity : a critical and comparative analysis of five Korean Protestant historians and their histories." Thesis, University of Edinburgh, 2008. http://hdl.handle.net/1842/30351.

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This thesis attempts to analyse the manner in which various unexamined presumptions have influenced the historical study of Protestant Christianity in Korea. The main argument is that the perspectives and methods utilised by the Korean Protestant historians in their study of Protestant Christian history in Korea simply serve to replicate these presumptions. Despite the purported application of different perspective in their historical study of Protestant Christianity in Korea the actual written histories of the Korean Protestant historians remain identical in nearly all aspects. The first three chapters provide the theoretical basis for a critical and comparative analysis of the five Korean Protestant historians. It will be demonstrated that Korean Protestant historians systematically fail to obtain a coherent understanding of the very context in which their historical studies are undertaken. This failure leads the historians to uncritically appropriate various historical presumptions regarding Protestant Christianity into their histories. This further leads to the actual written histories adopting identical forms and contents. Three examples of how the uncritical appropriation of presumptions distorts the reality of the historical experience show that the failure by the historians to question such presumptions results in distorted narratives and mistaken interpretations of historical experiences. Furthermore, these presumptions function as a master narrative that undermines the appropriate application of the purported historiographical perspectives of the Korean Protestant historians. The final part of the thesis seeks to identify theoretical and methodological alternatives that can inform the historical study of Protestant Christianity in Korea. Developments in methodology and perspective with regard to the historical study of Christianity as a world religion can provide useful insights into how Korean Protestant historical studies can move beyond its present state of entrapment.
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Books on the topic "Historians"

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Kutler, Stanley I. American retrospectives: Historians on historians. Baltimore: Johns Hopkins University Press, 1995.

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Curtis, L. P. The Historian's workshop: Original essays by sixteen historians. New York: Garland Publ, 1985.

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1932-, Curtis L. Perry, ed. The Historian's workshop: Original essays by sixteen historians. New York: Garland Pub., 1985.

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Kraus, Christina Shuttleworth. Latin historians. Oxford: Published for the Classical Association [by] Oxford University Press, 1997.

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Marincola, John. Greek historians. Oxford: Oxford University Press, 2001.

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Dorey, T. A. Latin Historians. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003460664.

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1935-, Banner James M., and Gillis John R, eds. Becoming historians. Chicago: University of Chicago Press, 2009.

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Barreyre, Nicolas, Michael Heale, Stephen Tuck, and Cecile Vidal, eds. Historians across Borders. Berkeley: University of California Press, 2019. http://dx.doi.org/10.1525/9780520958050.

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Bartlett, R. J., ed. History and Historians. Oxford, UK: Blackwell Publishing Ltd, 2004. http://dx.doi.org/10.1002/9780470755785.

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Popkin, Jeremy D. History, historians, & autobiography. Chicago: University of Chicago Press, 2005.

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Book chapters on the topic "Historians"

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Howsam, Leslie. "Histories and Historians." In Charles Kingsley, 235–50. New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780429275197-14.

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Hynes, Samuel. "Hardy’s Historians." In Thomas Hardy Annual No. 5, 102–18. London: Palgrave Macmillan UK, 1987. http://dx.doi.org/10.1007/978-1-349-07813-4_7.

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Birns, Nicholas. "Sylvan Historians." In The Literary Role of History in the Fiction of J. R. R. Tolkien, 144–65. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003456162-6.

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Musto, Ronald G. "The Historians." In Writing Southern Italy Before the Renaissance, 14–42. First edition. | New York : Routledge/Taylor & Francis Group, 2019. | Series: Routledge studies in renaissance and early modern worlds of knowledge ; v. 6: Routledge, 2018. http://dx.doi.org/10.4324/9781315196558-2.

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O'Gorman, Francis, and Tess Cosslett. "The Historians." In The Selected Works of Margaret Oliphant, Part II Volume 9, 266–88. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003513223-20.

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Badian, E. "The Early Historians *." In Latin Historians, 1–38. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003460664-2.

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Olstein, Diego. "Eight World Historians." In 21st-Century Narratives of World History, 339–46. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-62078-7_13.

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Gutzke, David W. "Historians and Progressivism." In Britain and Transnational Progressivism, 11–22. New York: Palgrave Macmillan US, 2008. http://dx.doi.org/10.1057/9780230614970_2.

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Pilbeam, Pamela. "Historians of Revolution." In The Revolting French, 1787–1889, 114–23. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003460596-6.

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Davies, R. W. "The Professional Historians." In Soviet History in the Gorbachev Revolution, 167–79. London: Palgrave Macmillan UK, 1989. http://dx.doi.org/10.1007/978-1-349-20060-3_12.

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Conference papers on the topic "Historians"

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Fox, Sarah, and Christopher Le Dantec. "Community historians." In DIS '14: Designing Interactive Systems Conference 2014. New York, NY, USA: ACM, 2014. http://dx.doi.org/10.1145/2598510.2598563.

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Crease, R. P. "Yang–Mills for Historians and Philosophers." In Proceedings of the Conference on 60 Years of Yang–Mills Gauge Field Theories: C N Yang's Contributions to Physics. WORLD SCIENTIFIC, 2016. http://dx.doi.org/10.1142/9789814725569_0022.

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Kainulainen, Mikko. "Historians' Epistemic Practices: Interviewing Academic Experts." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1430562.

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Mohammed, D. BELARBI. "THE MYTHOLOGICAL TENDENCY AMONG ARAB HISTORIANS." In I. International Century Congress for Social Sciences. Rimar Academy, 2024. http://dx.doi.org/10.47832/soci.con1-14.

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This research deals with the phenomenon of mythological tendency among Arab historians in the Middle Ages. The ancient Arabs contributed to writing history: the history of human events. They also contributed to writing other aspects of history, such as the history of cities, as Al-Khatib Al-Baghdadi did in his History of Baghdad, or as Ibn Al-Khatib did in his briefing on the news of Granada. He also dated the Arabs for kings, messengers, and scholars. Hence, history in its various aspects is a cognitive obsession and a scientific preoccupation that the Arabs have known and written extensively about. As for general history, many historians have worked on it, perhaps the most famous of whom are Ibn Jarir al-Tabari 310 AH - 923 AD, Al-Masudi 346 AH - 956 AD, Al-Maqrizi 845 AH - 1442 AD, and others. In this research, we will attempt to study the legendary mythological tendency in the historical writing of Al-Tabari and Al-Masudi, a tendency that permeated the history of these two historians. Al-Tabari was famous for his book The History of the Messengers and Kings or The History of Nations and Kings, as we find in other versions. In which, Al-Tabari tried to narrate the history of the world since the appearance of man on Earth, drawing his information from his culture and religious sources. Hence, his cosmic history is closer to religious history than to human history. He relies on religious texts such as the Qur’anic text and Hadith texts, and he does not hesitate to mention the myths of other nations. Which explains the history of the origin of the universe and the appearance of creation on Earth, and he formulates it in his beautiful foundry style so that it appears as if it were of his own making.
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Fando, Roman A. "Information technologies available to historians of science." In 2022 International Workshop on High Technologies History and Development (HISTHIGHTECH). IEEE, 2022. http://dx.doi.org/10.1109/histhightech57099.2022.10038224.

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Coopersmith, Jonathan. "Historians: Learning from the History of Technical Societies." In 2009 IEEE Conference on the History of Technical Societies. IEEE, 2009. http://dx.doi.org/10.1109/hts.2009.5337825.

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Farrimond, Brian, Steve Presland, Janette Bonar-Law, and Fiona Pogson. "Making History Happen: Spatiotemporal Data Visualization for Historians." In 2008 Second UKSIM European Symposium on Computer Modeling and Simulation (EMS). IEEE, 2008. http://dx.doi.org/10.1109/ems.2008.42.

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Ivanova, N., and E. Bryukhanova. "Digitaleducation – new challenges or what to teach historians?" In Historical research in the context of data science: Information resources, analytical methods and digital technologies. LLC MAKS Press, 2020. http://dx.doi.org/10.29003/m1844.978-5-317-06529-4/427-433.

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The purpose of the publication is to demonstrate the experience of introducing (within the discipline of “source studies”) teaching technologies for working with digital data (electronic copies of historical sources, electronic NSA, historical information systems) using the example of one massive statistical source – the First General Census of the Russian Empire in 1897 as well as mastering database technologies.
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Eren, Halit. "Assessing the health of sensors using data historians." In 2012 IEEE Sensors Applications Symposium (SAS). IEEE, 2012. http://dx.doi.org/10.1109/sas.2012.6166285.

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"TEMPORAL SOCIAL NETWORK ANALYSIS FOR HISTORIANS - A Case Study." In International Conference on Information Visualization Theory and Applications. SciTePress - Science and and Technology Publications, 2011. http://dx.doi.org/10.5220/0003315802070217.

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Reports on the topic "Historians"

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Rutner, Jennifer, and Roger Schonfeld. Supporting the Changing Research Practices of Historians. New York: Ithaka S+R, August 2015. http://dx.doi.org/10.18665/sr.22532.

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Schonfeld, Roger, and Matthew Long. Supporting the Changing Research Practices of Art Historians. New York: Ithaka S+R, August 2015. http://dx.doi.org/10.18665/sr.22833.

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Parsons, Jean L., and Sara B. Macketti. Historians’ Reconstruction of the Past: The Internet Web of Serendipity. Ames: Iowa State University, Digital Repository, 2014. http://dx.doi.org/10.31274/itaa_proceedings-180814-1116.

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Faulhaber, Charles B., and Óscar Perea Rodríguez. Philobiblon as a Digital Tool for Historians of Medieval Iberia. Edicions de la Universitat de Lleida, 2023. http://dx.doi.org/10.21001/itma.2023.16.15.

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Barry Goldenberg, Barry Goldenberg. Creating Youth Historians: How Can History Increase Urban Students' Academic Literacies? Experiment, September 2013. http://dx.doi.org/10.18258/1289.

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McNaught, Susan. A historiography of the Elizabethan poor laws: late XIXth and XXth century historians. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1976.

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Steckel, Richard. What Can Be Learned from Skeletons that Might Interest Economists, Historians and Other Social Scientists? Cambridge, MA: National Bureau of Economic Research, March 2003. http://dx.doi.org/10.3386/w9519.

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Stoel, Caroline. The origin of property in land: Paul Vinogradoff and the late XIXth century English historians. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1671.

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Engerman, Stanley, and Kenneth Sokoloff. Factor Endowments: Institutions, and Differential Paths of Growth Among New World Economies: A View from Economic Historians of the United States. Cambridge, MA: National Bureau of Economic Research, December 1994. http://dx.doi.org/10.3386/h0066.

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Meardon, Stephen. A Tale of Two Tariff Commissions and One Dubious ¿Globalization Backlash? Inter-American Development Bank, January 2006. http://dx.doi.org/10.18235/0010964.

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During much of the previous era of globalization, from the 1860s until the First World War, U.S. tariffs were surprisingly high. Present-day economic historians have suggested that U.S. protection as the result of a backlash against globalization that was the beginning of its decline. They have also argued that the backlash holds a lesson for the present: specifically, that we must attend to the distributive inequities that globalization engenders, or else globalization will again plant the seeds of its own destruction. I show that U.S. tariffs were not the product of backlash. A history of economic ideas in the nineteenth century United States, centered on two tariff commissions in 1866-1870 and 1882, reveals that the ideas debated in intellectual and policy circles alike bore no trace of globalization backlash. The important feature of U.S. intellectual and tariff policy history is not globalization backlash, but rather the absence from most historical accounts of certain thinkers and ideas that were crucial to the debate. Accordingly, the lesson that history holds for the present is not that we must attend to globalization's inequities. (That lesson is likely to stand or fall apart from history.) Instead it is that we need to attend to the /idea/ of backlash, which has a foothold in history that is deeper than the evidence. The lesson implies that to understand the present and future of globalization, what are required are histories of ideas.
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