History - Conference Items

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    Ireland - Italy - India: Late Medieval spice trade and Ireland
    (2019-06-28) Färber, Beatrix
    This presentation was part of a special CELT event exploring the herbs and spices mentioned in the Irish Materia Medica, their use over time, their origins, and tracing the spice trade via the Flanders Galleys. This was combined with plant displays and a display of Indian herbs. Powerpoint presentation (Beatrix Färber), Irish and Mediterranean Plant Display (Brigid Mayes); Ayurvedic Herbs Display (Anuradha Gopalaiah); Poster Presentation on spice trade (Benjamin Hazard)
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    Von Montpellier nach Irland: Mittelalterliche Universitätsmedizin und irische Heilkunde
    (2018-07) Färber, Beatrix
    Bernard de Gordon (aktiv 1283-1308) war Medizinprofessor an der berühmten Universität von Montpellier im Languedoc. Die lateinischen Schriften Bernards und seiner Kollegen nahmen Literatur von Hippokrates, Galen, Johannitius, Avicenna und Haly Abbas auf, und entwickelten sie weiter. An den Universitäten Europas fanden sie weite Verbreitung. In Irland gab es keine universitäre Lehre, daher konzentrierte sich die Übersetzung, Rezeption und Verbreitung auf irische und schottische Ärzteschulen, denen angesehene alteingesessene Ärztefamilien vorstanden. So entstand zwischen 1400 und 1650 ein riesiges Corpus medizinischer Traktate, in der ganzen Breite des Spektrums scholastischer und frühneuzeitlicher Heilkunst. Sie erlauben uns faszinierende Einblicke in den Wissenstransfer innerhalb eines Berufsstandes und die Schaffung eines einheimischen heilkundlichen Wortschatzes, wenn auch der Großteil der Handschriften noch nicht bearbeitet ist.
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    Databases for quantitative history
    (Sun SITE Central Europe / RWTH Aachen University, 2013) Kirwan, Luke
    This paper will propose that, rather than sitting on silos of data, historians that utilise quantitative methods should endeavour to make their data accessible through databases, and treat this as a new form of bibliographic entry. Of course in many instances historical data does not lend itself easily to the creation of such data sets. With this in mind some of the issues regarding normalising raw historical data will be looked at with reference to current work on nineteenth century Irish trade. These issues encompass (but are not limited to) measurement systems, geographic locations, and potential problems that may arise in attempting to unify disaggregated sources. It will discuss the need for a concerted effort by historians to define what is required from digital resources for them to be considered accurate, and to what extent the normalisation requirements for database systems may conflict with the desire for accuracy. Many of the issues that the historian may encounter engaging with databases will be common to all historians, and there would be merit in having defined standards for referencing items, such as people, places, locations, and measurements.
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    National, inter-institutional, graduate modules – blended learning approaches for PhD education in Ireland
    (IATED, 2012-11) Cosgrave, Michael; Murphy, Órla
    This paper is a case study that describes the design and delivery of national PhD lectures with 40 PhD candidates in Digital Arts and Humanities in Ireland simultaneously to four remote locations, in Trinity College Dublin, in University College Cork, in NUI Maynooth and NUI Galway. Blended learning approaches were utilized to augment traditional teaching practices combining: face-to-face engagement, video-conferencing to multiple sites, social media lecture delivery support – a live blog and micro blogging, shared, open student web presence online. Techniques for creating an effective, active learning environment were discerned via a range of learning options offered to students through student surveys after semester one. Students rejected the traditional lecture format, even through the novel delivery method via video link to a number of national academic institutions was employed. Students also rejected the use of a moderated forum as a means of creating engagement across the various institutions involved. Students preferred a mix of approaches for this online national engagement. The paper discusses successful methods used to promote interactive teaching and learning. These included Peer to peer learning, Workshop style delivery, Social media. The lecture became a national, synchronous workshop. The paper describes how allowing students to have a voice in the virtual classroom they become animated and engaged in an open culture of shared experience and scholarship, create networks beyond their institutions, and across disciplinary boundaries. We offer an analysis of our experiences to assist other educators in their course design, with a particular emphasis on social media engagement.