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Journal articles on the topic 'Analysis of historical sources'
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Ioganson, L. I. "Analysis of Historical Sources on Earthquakes in Crimea." Seismic Instruments 54, no. 3 (2018): 314–26. http://dx.doi.org/10.3103/s074792391803012x.
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Nolan, Melanie. "Lives in Transition: Longitudinal Analysis from Historical Sources." Australian Historical Studies 48, no. 1 (2017): 126–27. http://dx.doi.org/10.1080/1031461x.2016.1273056.
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Cloet, Quincy R. "Lives in transition: longitudinal analysis from historical sources." Transnational Social Review 8, no. 2 (2018): 222–24. http://dx.doi.org/10.1080/21931674.2018.1456152.
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Hawley, E. Haven. "Revaluing Mimeographs as Historical Sources." RBM: A Journal of Rare Books, Manuscripts, and Cultural Heritage 15, no. 1 (2014): 40–55. http://dx.doi.org/10.5860/rbm.15.1.414.
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Curators are partners with printing historians, collectors, and conservators, as well as with communities, in selecting, preserving, and interpreting cultural heritage. Uncovering the role of a technology such as mimeography reveals more than a history of a specific machine or technical process. It secures a better understanding about social experience by authenticating accounts about how diverse groups communicated with their own communities and to others. Special collections professionals need to be archaeologists to recover evidence from and to best preserve 20th-century publications. Current tools for studying recent print artifacts are insufficient. Thus, collaborating to generate methods for analysis is an . . .
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Mzhelskaya, Tatiana. "MAP ADVERTISEMENTS AS HISTORICAL SOURCES." Interexpo GEO-Siberia 5 (2019): 60–67. http://dx.doi.org/10.33764/2618-981x-2019-5-60-67.
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High research potential of maps and advertisements was recognized by scientists for a long time. The majority of research investigations contain analysis of separate documents. If a map contains an advertisement, it provides more opportunities for investigation. The purpose of the article is to reveal the research potential of maps containing advertisements. The author studied a map of Asian part of Russia and Turkestan Krai kept in the collection of Omsk State Library named after Alexander Pushkin. The research enabled the author to identify the time when the map was published (1901-1904), reveal the specifics of advertised goods and their manufacturers, and outline the supply geography and target audience of the advertised products. The author concludes that advertisements enhance the potential of maps as historical sources.
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Yumasheva, Yulia Yurijevna. "Source Base of Virtual Historical Reconstructions of Historical and Cultural Heritage Objects: Problem Setting." Историческая информатика, no. 3 (March 2020): 21–50. http://dx.doi.org/10.7256/2585-7797.2020.3.33473.
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Virtual historical reconstructions being an actively developing branch of historical information science are characterized by a peculiar approach to source base formation and study. New complexes of sources used pose several methodological problems of source studies. The first one is the place of scientific and technical documents in classical classifications of source studies. The second one is the place of documents which were created electronically or digitized in source studies classifications. The third problem is the consideration of complex source studies methods (analysis and synthesis) in relation to specific features of different source types and their informational capabilities used to solve virtual historical reconstruction problems.  The author proposes original solutions to the indicated problems based on the analysis of classification schemes of source studies existing in Russian historiography as well as the basic principles of identifying the types of historical sources proposed by L.N. Pushkareva, I.D. Kovalchenko, S.O. Sсhmidt, O.M. Medushevskaya, etc. She also specifies electronic documents (both digitized and initially electronic ones) within the framework of studying the possibilities to "embed" electronic documents into existing classifications of source studies as well as formulates new approaches to the methodology of source analysis highlighting a new stage in the development of source criticism: multidisciplinary source studies.
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Jaskot, Paul B., and Ivo van der Graaff. "Historical Journals as Digital Sources:." Journal of the Society of Architectural Historians 76, no. 4 (2017): 483–505. http://dx.doi.org/10.1525/jsah.2017.76.4.483.
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Historical Journals as Digital Sources: Mapping Architecture in Germany, 1914–24 demonstrates how historical journals can provide information for digital mapping and how mapping can tell us something new about the German construction industry in a moment of crisis. Digital maps can expand the art historical research process and raise fundamental art historical research questions. Paul B. Jaskot and Ivo van der Graaff developed a database from all issues of the German journal Deutsche Bauzeitung published in the period 1914–24 and visualized the evidence they collected using geographic information systems (GIS) technology. They assess how well the database works for historical analysis and GIS and discuss the indexical possibilities of the digital mapping of historical sources. The visualization of the database gives form to human actions and structural patterns that can redirect the art historical question from individual objects to what construction can tell us about society as a whole. In the process, such visualization allows us to see a much broader history of German architecture, 1914–24.
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Whitehouse, John A. "Critical Analysis of Sources in History: Developing Historical Thinking." Education and Society 36, no. 2 (2018): 5–14. http://dx.doi.org/10.7459/es/36.2.02.
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SHYGAL, D. A. "Hermeneutic Analysis of Comparative Historical and Legal Research Sources." JOURNAL OF THE NATIONAL ACADEMY OF LEGAL SCIENCES OF UKRAINE 25, no. 4 (2018): 30–43. http://dx.doi.org/10.31359/1993-0909-2018-25-4-31.
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Vasconcelos, Anselmo Ferreira. "Mapping Brazilian workforce diversity: a historical analysis." Management Research Review 39, no. 10 (2016): 1352–72. http://dx.doi.org/10.1108/mrr-04-2015-0104.
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Purpose The purpose of this paper is to examine how Brazilian organizations have handled diversity. Design/methodology/approach This study draws upon the historical analysis by focusing essentially on secondary sources of data, surface-level indicators, namely, race, gender and age. Accordingly, the major sources of information used in this study are the rankings of the Great Place to Work® Institute Brazil (between 2005 and 2013) and from the Brazilian Ministry of Labor and Employment’s reports (between 2009 and 2013). Findings The evidence gathered from the Great Place to Work® Institute Brazil’s lists and the Brazilian Ministry of Labor and Employment’s reports produced mixed results regarding the moral imperative derived from the acculturation of a broad diversity mindset. Research limitations/implications This study is not free from limitations. Both sources used in this inquiry do not depict other relevant data that could provide more accurate results. Practical implications Overall, the findings of this study suggest that training programs and sound work values revision are necessary steps to reduce discrimination, stereotypes, gender bias and to promote diversity and inclusion inside Brazilian organizations. Originality/value It contributes to the understanding of the current diversity scenario in Brazilian organizations by drawing on a historical analysis method. It relied on two germane secondary sources of data.
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Žemgulienė, Aušra, and Aistė Babachinaitė. "ARGUMENTAVIMAS PRADINĖSE KLASĖSE DIRBANT SU ISTORINIAIS ŠALTINIAIS: 4 KLASĖS MOKINIŲ ARGUMENTAVIMO IR ŠALTINIO SUPRATIMO GEBĖJIMŲ KAITA [ARGUMENTATION IN PRIMARY CLASS WHILE WORKING WITH HISTORICAL SOURCES: THE DEVELOPMENT OF 4TH FORMERS’ ARGUMENTATION AND UNDERSTANDING HISTORICAL SOURCE ABILITIES]." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 10, no. 1 (2018): 27–46. http://dx.doi.org/10.48127/spvk-epmq/18.10.27.
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This research addresses the issue of development of argumentation and understanding historical sources abilities in 4th year classes. The theoretical section has revealed that the foreign studies propose to change educational system moving from the direct memorization, the knowledge reproduction to the knowledge interpretation, reasoning and using historical sources not only to obtain the necessary information, but to use it as evidence to create historical understanding. This approach is influenced by constructivism ideas, which encourage students to be active in the learning process. The basic idea is that history learning encourages students to think critically and defend their views by advancing sound arguments. When students is involved in argumentation process, they not only express their minds, but also they use language to improve their intellect and reasoning skills. We called argumentation as giving reliable arguments from historical sources to support statement. The aim of the research is to identify how argumentative skills changes while working with historical sources through well-planned educational activity. The following research methods have been employed: the educational and psychological literature analysis, the education program analysis and the questionnaire of the tasks (taking into account primary education curriculum in Lithuania) whose data have been investigated using the qualitative analysis methods. Organization of educational activities and repeated research on abilities. The conclusions show that 4th formers are sufficiently successful in giving statements and arguments to support statement while working with historical sources. They are insufficiently able to give sound arguments, because it requires to understand source’s reliability. The additional educational activities have slightly contributed the improvement of the 4th formers’ argumentative skills. They used the primary and secondary sources to construct a statement supported by the arguments and some evidence. Students have noticed that the arguments found in the primary sources are far more convincing and sounder than in the secondary sources. After this activity students are sufficiently successful in making a statement and giving arguments and reliable evidence to support statement. The research data have revealed that using historical sources in argumentation tasks developed not only argumentation (language subject), but also understanding historical source as evidence (history subject) abilities. Keywords: primary education, teaching argumentation, teaching history, working with historical source.
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Piotrowski, Michael. "Historical Models and Serial Sources." Journal of European Periodical Studies 4, no. 1 (2019): 8–18. http://dx.doi.org/10.21825/jeps.v4i1.10226.
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Serial sources such as records, registers, and inventories are the ‘classic’ sources for quantitative history. Unstructured, narrative texts such as newspaper articles or reports were out of reach for historical analyses, both for practical reasons — availability, time needed for manual processing — and for methodological reasons: manual coding of texts is notoriously difficult and hampered by low inter-coder reliability. The recent availability of large amounts of digitized sources allows for the application of natural language processing, which has the potential to overcome these problems. However, the automatic evaluation of large amounts of texts — and historical texts in particular — for historical research also brings new challenges. First of all, it requires a source criticism that goes beyond the individual source and also considers the corpus as a whole. It is a well-known problem in corpus linguistics to determine the ‘balancedness’ of a corpus, but when analyzing the content of texts rather than ‘just’ the language, determining the ‘meaningfulness’ of a corpus is even more important. Second, automatic analyses require operationalizable descriptions of the information you are looking for. Third, automatically produced results require interpretation, in particular, when — as in history — the ultimate research question is qualitative, not quantitative. This, finally, poses the question, whether the insights gained could inform formal, i.e., machine-processable, models, which could serve as foundation and stepping stones for further research.
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Žemgulienė, Aušra, and Nijolia Balcevič. "Development of Historical Literacy: 3rd–4th Formers’ Abilities to Understand a Historical Source." Pedagogika 123, no. 3 (2016): 86–103. http://dx.doi.org/10.15823/p.2016.35.
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The article analyses the problem of development of historical literacy in primary classes. Following the foreign theory and research, the article analyses which abilities to understand a historical source should be developed in primary forms. It is also discussed, which requirements for abilities to investigate and understand a historical source are imposed on primary learners in foreign countries (Cooper, 1995; 2006; 2012; Chapman, 2011; Lee, Ashby, 1995; Lee, 2005; Levstik 1993; Perikleous, Shemilt, 2011; Petri, 2014; Seixas 1996; 2006; Van Drie, Van Boxtel, 2007; Wineburg, 2010). The theoretical analysis allowed to notice that foreign researchers call for a transition from direct memorisation of information and data towards the development of an in-depth historical awareness among learners. In these times of information and rapid changes learning of history is expected to enable learners to think in an abstract manner freely using generalised secondary concepts such as changes, meaning, evidences, causes, empathy, etc. The research also discusses the specifics of integrated history teaching in the primary curriculum in Lithuania.
 The goal of the research: to identify what abilities of historical literacy are demonstrated by 3rd – 4th formers while working with historical sources. The objectives of the research: to analyse didactic approaches of historical literacy teaching primary learners to investigate and understand historical sources; to conduct research on 3rd–4th formers’ abilities to understand historical sources; to organise targeted educational activities for 4th formers and to identify changes in understanding of a historical source. The following research methods were used: analysis of scholarly literature on development of primary learners’ historical literacy; questionnaires of paper-and-pen assignments and quantitative and qualitative analysis of the obtained data; organisation of educational activities and repeated research on abilities. Considering the propositions of the foreign scientific theory and the specifics of the Lithuanian general curriculum of primary education, a 6 level matrix for data collection and processing was used for the analysis of the data.
 The conclusions of the research show that 3rd–4th formers are sufficiently successful in finding facts and data in direct and obviously presented historical information. They are insufficiently able to differentiate between the source information as a testimony of the context and a source as reliability of the evidence; to find information indirectly expressed in a source and to provide it as evidence describing the context of that time. Additional educational activities have slightly contributed to improvement of the 4th formers’ abilities to understand a historical source. They have approached a primary source as reliable evidence, have started applying the essential concepts related to understanding of a source, such as a primary source, an authentic letter because it is written in person. The research revealed that primary learners could achieve higher results if the aforesaid abilities were developed in a systematic way applying activities of active content creation and discovery.
 The research data revealed a number of contradictory moments. Firstly, the research disclosed gaps in learners’ reasoning skills. Despite the learners’ abilities to successfully find direct information in the source, a number of them are able to identify indirect information as well, their reasoning process as if “has got stuck” between differentiation of information as a testimony and reliable evidence. Secondly, the research results encouraged considerations about the issues related to content and quality of education. This is linked with specifics of primary education and integrated teaching of history themes during lessons of Surrounding World Learning. The curriculum does not provide for a precise definition of abilities to understand a historical source as learning outcomes and, thus, their development is not appropriate.
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KAMIONKA, Mateusz. "INDEPENDENT UKRAINE IN POLISH HISTORICAL SOURCES." Skhid 2, no. 2 (2021): 14–17. http://dx.doi.org/10.21847/1728-9343.2021.2(2).239294.
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This year (2021), we are celebrating the 30th anniversary of Ukraine regaining its inde-pendence. Poland was the first country to recognise the independence of this Central-Eastern European country in the international arena. In this article, I would like to present and dis-cuss selected journal articles and monographs written by Polish authors as a comment to this critical event. The analysis will be based on selected histographic sources, especially those analysed in terms of ideology, but it will also be reasonable to highlight the most im-portant problems that, according to the authors, the young state may await. Often the fears for the future accompanying the authors of the 90s, unfortunately, proved to be true when we analyse the situation at the beginning of the 21st century. One thing does not change. How-ever, over the first years of bilateral relations, it is difficult to find significant press articles negatively related to this matter, and if there are negative ones, they are mostly marginal.
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Mior, Aaron. "Critical analysis and inferential potential of Sable Island historical sources." Proceedings of the Nova Scotian Institute of Science (NSIS) 48, no. 2 (2016): 367. http://dx.doi.org/10.15273/pnsis.v48i2.6665.
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Over four hundred years of history has been documented in a variety of primary and secondary resource materials regarding the cultural maritime landscape on Sable Island. While this wealth of resource data provides intricate details regarding historical human occupation on the island, in order to derive conclusions and inferences from the data a critical analysis of this resource material should be conducted. The remote location of Sable Island, and the comparably limited historical human occupation, presents a unique, primarily undisturbed, maritime landscape to investigate scientifically. This paper examines the ability to study and analyze the historical events related to the island’s maritime history which specifically occurred on the island. The essential purpose of this article is to evaluate the variety of historical sources documenting the maritime history on Sable Island and argue for the classification of these sources based on their perceived reliability and accuracy. Only when the historical sources have been critically analyzed can they be utilized to provide greater inferential potential and confidently test hypotheses to develop relevant conclusions regarding events which specifically occurred directly on the island.
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Khlytina, Olga M. "The Efficiency of the Modern Practice of Teaching the Critical Analysis of Historical Sources in Russian Teachers' Self-Assessments." Vestnik Tomskogo gosudarstvennogo universiteta, no. 468 (2021): 226–35. http://dx.doi.org/10.17223/15617793/468/26.
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The article summarizes the results of an Internet survey of history teachers, in which 216 teachers from 31 regions of Russia took part. The author considers the development of the subject-oriented ability to work with historical sources in the context of the development of schoolchildren's functional literacy as a priority task of the modern Russian school. The aim of the study is to characterize the methodological ways of teaching schoolchildren the methods of analyzing historical sources dominant in teachers' work based on expert teachers' assessments of how well graduates of the 9th and 11th grades mastered the ability to critically analyze historical sources, identify their effectiveness, suggest options for improving mass teaching practice. The analysis of literature has shown that the ability to analyze historical sources is interpreted as the basis for the development of historical and critical thinking, a person's ability to independently cognize the past. Methodological science has substantiated various models of student analysis of historical sources based on the methodology of modern historical science and focused on the development of schoolchildren' subject and metasubject skills, functional literacy. At the same time, the results of the survey indicate that the vast majority of the teachers organize work with sources outside any system and sequence, and no more than once or twice during the term. Explaining the reasons for this, the teachers point to work overload, lack of high-quality didactic support of courses, and a low level of student learning. They also say they need advanced training in teaching schoolchildren to work with historical sources. The teachers note the low level of their students' mastery of the basic procedures for analyzing historical sources: according to the teachers' assessments, in 60-80% of classes in Russian schools, less than half of the students mastered the basic ability to “read” sources (extract explicit and implicit information). According to a third of the teachers, no more than 20% of their students are able to complete tasks on commenting on a historical source when a student, relying on knowledge of the context, begins to understand the past, think as historians think. Another quarter of the teachers indicated an interval of 30-40%. When working with sources, the dominant feature is the formation of historical knowledge, and the tasks of the students' learning the activity- and value-based components of educational historical knowledge are not solved effectively enough, which ultimately makes it difficult for students to achieve results in the subject and complicates the solution of the complex tasks of improving the quality of education that Russian education is faced with today.
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Abidin, Nur Fatah. "MODEL OF HISTORY TEACHING BASED ON THE USE OF PRIMARY HISTORICAL SOURCES." Jurnal Pendidikan 11, no. 1 (2020): 1. http://dx.doi.org/10.31258/jp.11.1.1-11.
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Analyzing primary historical sources become the biggest challenge for students in history class. This research aims to develop EAR learning instruction based on the elaboration of historical thinking and three cognitive processes of knowledge construction. The Elaboration Theory was adopted to calibrate those concepts into systematic learning instruction for analyzing the primary source in history class. The elaboration generates EAR learning instruction consisted of three stages namely Engagement, Anatomization, and Reconstruction. These stages represent systematic steps to sourcing, analyzing, and reconstructing historical narrative based on the analysis of the primary source. EAR learning instruction can provide implementable steps to examine primary historical sources in history class and support the improvement of students’ historical thinking by giving a simple path to analyze the primary historical sources. EAR is expected diminishing students’ barriers in facing complexity in analyzing the primary source in history class.
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Setumu, Tlou, and Mpho Ngoepe. "AUGMENTING CONVENTIONAL SOURCES WITH ALTERNATIVE SOURCES IN RESEARCH: AN ANALYSIS OF HISTORICAL DISSERTATIONS AND THESES FROM UNIVERSITIES IN SOUTH AFRICA." Mousaion: South African Journal of Information Studies 32, no. 3 (2016): 1–12. http://dx.doi.org/10.25159/0027-2639/1664.
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In most historical research works, conventional sources are used. In most cases these are primary sources (eg, professionally obtained archaeological material, rock art, archival records and oral evidence) and original documents (eg, newspapers, reports and diaries), as well as secondary sources (eg, books, journal articles, theses, etc). There is consensus among historical scholars that alternative sources, such as old objects, and artefacts (eg, machinery, wagons, epitaphs, etc), are not always used adequately in research as compared to conventional sources. Researchers point out that rich sources, including alternative sources, enhance the quality of the research outcome. This study investigated the use of alternative sources by master’s and doctoral scholars in historical research at public universities in South Africa in order to compare the use thereof with the use of conventional sources. The study used a non-reactive research method, that is, content analysis of 93 selected master’s and doctoral historical research works from public universities in South Africa, to investigate the extent to which conventional sources are used at the expense of alternative sources. The study findings revealed that historical researchers preferred using conventional sources to alternative sources, which were used in only four theses. The study concluded that the use of alternative sources can enrich historical research works as well as augmenting conventional sources. A further study to investigate why researchers do not use alternative sources is recommended. In addition to historical research, the study model can be extended to fields of study such as Sociology, Anthropology and Archaeology.
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Krejčí, Jiří, and Jiří Cajthaml. "Historical Vltava River Valley–Various Historical Sources within Web Mapping Environment." ISPRS International Journal of Geo-Information 11, no. 1 (2022): 35. http://dx.doi.org/10.3390/ijgi11010035.
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The article deals with a comprehensive information system of the historic Vltava River valley. This system contains a number of resources, which are described. For old maps, which are the basis of the whole system, their georeferencing and potential problems in creating seamless mosaics are described. Other sources of data include old photographs, which are localized and stored in the system, along with the definition point of the place from which they were probably taken. The vectorization of data is described, not only for area features used for the analysis of land-use changes, but also for the vectorization of contours. These were vectorized from old maps and are substantial for the creation of historic DEM. Vectorized footprints of buildings and vectors of other functional areas subsequently serve as a basis for the procedural modeling of the virtual 3D landscape. The creation of such a complex and broad information system cannot be described in one article. The aim of this text is to draw attention to a possible approach to the presentation and visualization of the historic landscape, along with links to important documents.
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Kravchenko, Yevhen. "Soviet statistics as a historical source." Universum Historiae et Archeologiae 2, no. 2 (2020): 262. http://dx.doi.org/10.15421/26190220.
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The main purpose of the article is to identify capabilities of soviet statistics as a historical source. Basic information on this type of historical sources is represented. The article is concerned with a significant tradition of the soviet society studying. Research methods: comparative, logical, historical, analysis and synthesis, systematic, historical-genetic, method of historiographical image. Main results. The article describes a large toolkit for working with statistics: mathematical correction of censuses, research on falsifications and political pressure. A number of themes are considered including soviet statistics as mass historical source. The article reports on relevance and accessibility of soviet statistics nowadays. Concise conclusions. Ukrainian and foreign historians have created a large number of conceptual reviews of Soviet statistics. The author outlines some classification types of soviet statistics. It is specially noted on little-known aspects of soviet sources studying. Special attention is given to the verification of statistics of the USSR for authenticity and representativeness. Internet sites with open access to soviet statistics are considered. The paper studies leading concepts about changing the accounting of economic and demographic indicators of Soviet Union. Stalin era is described as main factor in the development of soviet statistics. The article reveals this concept and scrutinize it critique in historiography. Practical significance: recommended for use by authors of articles about the economic and the population history. Originality: the practical experience of scientific research and reference materials devoted to the features of statistical (mass) sources is generalized. Scientific novelty: the first of proposed the image of development soviet statistics with source problems in historiography. The formation of central and local statistic bodies in Ukrainian and foreign studies is described. The article reveals the main statistic sources and scrutinize their critique in historiography. Article type: descriptive.
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Djimantoro, Michael Isnaeni, Widjaja Martokusumo, Heru W. Poerbo, and R. Joko Sarwono. "The Historical Soundscape Analysis of Fatahillah Square, Jakarta." Acoustics 2, no. 4 (2020): 847–67. http://dx.doi.org/10.3390/acoustics2040048.
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Understanding conceptions of the protection of cultural heritage continues to develop until now. Presently, urban historic places are not only comprehended as tangible but also include intangible dimensions. However, the conservation of cultural heritage dominantly still emphasises the visual sense more than any other senses. Thus, this paper addressed several questions on the role of human senses, the historic sonic environments, and the soundmarks of the past in examining a historical area. This paper aims to reveal the relation between sound sources and its predicted sonic environment in historic places over the time. The case study was Fatahillah Square, Jakarta, which has been documented from the 19th century until now. Some methods were carried out such as soundwalk, recalled in memory, and visual analysis. The results show that comprehensive study of multisensorial stimulus can increase a holistic understanding of historic places. Therefore, the protection of historic sites cannot only focus on the object per se, but also it must be considered to be a holistic entity. This research highlights new perspectives in analysing historical areas using combination of pictorial sources and sonic information.
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Mahoney, James. "Comparative-Historical Analysis and Development Studies." Sociology of Development 1, no. 1 (2015): 77–90. http://dx.doi.org/10.1525/sod.2015.1.1.77.
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This essay first explores how the defining features of comparative-historical analysis (CHA) endow this approach with comparative advantages for substantive research on macro development. It identifies three major traits of CHA that make this tradition an especially powerful approach for the study of development: cased-based research; a focus on context and configurations; and a concern with mechanisms and temporal flow. It then considers what concretely we have learned about the sources of macro development from CHA studies. While some findings are tentative or open to debate, the list of empirical contributions from CHA is quite substantial. Finally, the essay considers some of the frontiers of CHA work on development. Included at this frontier is work on the concept of development itself, displacing the centrality of property institutions with a focus on identity institutions, and moving the focus of analysis from the national level to subnational and supranational levels.
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Bickford, John H., and Brigid O’Farrell. "Exploring Eleanor Roosevelt’s labor advocacy using primary and secondary sources." Social Studies Research and Practice 14, no. 1 (2019): 64–77. http://dx.doi.org/10.1108/ssrp-10-2018-0038.
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Purpose Education initiatives have increased expectations of students’ non-fiction reading and text-based writing within history, social studies and other curricula. Teachers must locate age-appropriate curricular materials and implement discipline-specific pedagogy to guide students’ history literacy, historical thinking and historical argumentation. The paper aims to discuss these issues. Design/methodology/approach Students are guided on an inquiry into an underemphasized element of a historically significant figure’s life. Eleanor Roosevelt’s labor and poverty advocacies generate comparably less attention by historians and trade book authors than her work with civil rights, human rights and international diplomacy. Findings Students are positioned to scrutinize primary and secondary sources using differentiated optics relevant to each source type. History literacy and historical thinking strategies ground students’ analyses. After extracting meaningful content from diverse sources, students are prompted to engage in text-based writing to articulate their newly developed understandings. Diverse elements of revision bolster students’ historical argumentation. Practical implications Close reading, critical thinking and text-based writing are joined throughout the guided inquiry. Originality/value The previously unused texts and original tasks are intended for middle school classrooms. These sources and strategies integrate different elements of history literacy, historical thinking and historical argumentation throughout the inquiry.
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Sodnom, Tsolmon. "Зөвлөлт, оросын монголч эрдэмтэн П. Балданжаповын монголын түүхийн сурвалж судлалд оруулсан хувь нэмэр (= О вкладе советского, российского ученого П. Б. Балданжапова в изучение монгольских исторических источников)". Монголоведение (Монгол судлал) 13, № 4 (2021): 672–84. http://dx.doi.org/10.22162/2500-1523-2021-4-672-684.
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Introduction. In 1958, the Mongolian Academy of Sciences launched the “Monumenta Historica” series, which was to become the main venue of modern historical science in Mongolia for over fifty years of research in the field. Several factors were influential for the series reputation: i) leading Mongolian scholars, as well as scholars outside of Mongolia, worked hard in the country and abroad to collect a large amount of material on Mongolian sources; ii) the Mongolian-Soviet team of scholars published “History of Mongolia”, which contributed to the study of research methods of historical sources; and iii) a large number of sources and scholarly works were published by Russian and Soviet scholars at the time, including such authors as A. M. Pozdneev, Ts. Zh. Zhamtsarano, L. S. Puchkovsky, N. P. Shastina, S. D. Dylykov, etc. whose contribution to the development of the source studies was invaluable. Among these scholars, we would like to single out Purbo B. Baldanzhapov. The present article aims to describe Baldanzhapov’s contribution to the study of Mongolian historical sources. Materials and methods. The main research methods employed for the study were biographical, historical-problematic, and historical-descriptive. Baldanzhapov’s major publications in the field and a wide range of published sources on Mongolian history were the materials selected for the undertaken research. Results. The scholar’s studies were focused on the main sources on the history of Mongolia, such as Galdan’s “Erdeniin Erikhe” (Precious Rosary), “Tsagaan tukhe” (White History), “Altan Tobchi” (Golden History) by Mergen-gegen, etc. He had an excellent command of Mongolian script, perfectly understood the content of the original monuments, and was a master of the source analysis. Baldanzhapov made several visits to Mongolia and during his stays copied many sources, including “Tsagaan tukhe” from the collection in the library of the Gandantegchenlin monastery. Conclusions. Granted a close friendly relationship between Baldanzhapov and the first editor-in-chief of the “Monumenta Historica”, Sh. Natsagdorj, who knew each other since their postgraduate days in Moscow, it may be assumed that the latter’s knowledge of his friend’s research methodology, as well as of Baldanzhapov’s published works had an overall influence on the methodology of publications in the series. Baldanzhapov’s studies of Mongolian sources have not lost their relevance, his elaborate contributions to Mongolian history and written tradition studies have served as a methodological guide for young Mongolian scholars.
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Fedorova, E. S. "ON COMPILING A LEXICAL COMMENTARY ON HISTORICAL SOURCES." Humanities And Social Studies In The Far East 18, no. 1 (2021): 129–33. http://dx.doi.org/10.31079/1992-2868-2021-18-1-129-133.
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We are considering a new manuscript that contains documentary historical material. The text was written about a century ago. Its author, Princess Vera Lobanova-Rostovskaya, belongs to the traditional Russian culture, to the highest layer of the aristocracy that was educated in the 1880-s. The author is characterized by religiosity as she describes religious realities (Optina pustyn, Trinity- Sergius Lavra, etc.) and, consequently, her description is the Christianized language of narration. The analysis of the vocabulary of the text shows that without a special preliminary philological commentary it is impossible to make a correct historical study.
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Sizemskaya, Irina. "Historiosophical Sources and Meanings of the Russian Philosophy of History." Russian Journal of Philosophical Sciences, no. 7 (November 8, 2018): 7–23. http://dx.doi.org/10.30727/0235-1188-2018-7-7-23.
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The article analyzes the socio-cultural and theoretical origins of the Russian philosophy of history. These origins determined the development of the philosophy of history as a special feld of philosophical knowledge. This process took place in the second half of the 19th century, a significant factor of which was the split within the cultural and spiritual unity of Russian society on the wave of Alexander II’s reforms associated with the abolition of serfdom. In this period the subject-matter of the philosophy of history was defned. In the author’s opinion, the subject-matter of the philosophy of history includes: 1) the historical process in its universal human dimensions and in “past – present – future” movement, 2) the life of society in historically concrete forms of the organization of human community, 3) historical epistemology. The article shows why the philosophy of history, formed in this research feld, was established in the public consciousness and intellectual context as historiosophy, i.e. knowledge of spiritual senses, the beginning and end of history. This philosophical-historical paradigm excluded the oppositions, on the one hand, between philosophical knowledge and historical science and, on the other hand, between the philosophy of the history and social philosophy. As the main ideas of the Russian philosophy of history during that period, the author considers the idea of the integrity of historical existence as an “organic life” (Granovsky) and the idea of the variability of the historical process, interpreted as the constant inclination of history to “permanent improvisation” (Herzen). The author pays special attention to the development of the concepts of “transitional form” and “chaos,” which provide the acceleration of the progressive movement of history and the possibility of an active and responsible participation of an individual and masses in it. The attention to this problem introduced the spiritual and moral component into the ontological basis of the historical process as well as the concept of necessity and chance, freedom and violence, revolution and evolution into the conceptual apparatus of philosophical and historical knowledge. As a result, simultaneously with the metaphysical principles, the principles of concrete historical and axiological analysis were integrated into the methodology of the philosophy of history. This approach to the analysis of the historical process has preserved its heuristic potential to the present day.
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Akhmedov, Tulkin Olimjonovich. "Foundation Properties Of Zarafshan District: Historical And Source Analysis Of The Procedure Documents." American Journal of Interdisciplinary Innovations and Research 02, no. 08 (2020): 72–77. http://dx.doi.org/10.37547/tajiir/volume02issue08-10.
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Kurniawan, Putut Wisnu. "SEJARAH BERDIRINYA PERGURUAN RAKYAT (VOLKSUNIVERSITEIT) 1928 DI JAKARTA." HISTORIA 5, no. 1 (2017): 15. http://dx.doi.org/10.24127/hj.v5i1.729.
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This research aims to description and analysis about the historical of Perguruan Rakyat School (Volksuniversiteit) in Jakarta (1928). The research of this special issue of the historical base of Perguruan Rakyat. This study in order to critical history method there are 5 steps such as: (1) Topic selection, this is first step in a research to certain issue will investigates, (2)Heuristic, this is step to assembling the historical sources, (3) Critical Source, it is the research of tracks or historical source which assembling so we found the authentic source and accurate, (4) Interpretation, this is the analysis of historical sources where it accociated and verificated, (5) Historigraphy, this is to telling of synthesis from chronological research. The results of this research are: First, Perguruan Rakyat builded the base of Sumpah Pemuda and the effect from ethical-policy decisions. Second, appear of nationalism is base to offering the understand for societies. Third, education is the effective step to offering the nationalism concept for societies. And Finally, the figures are the graduated of Perhimpunan Indonesia
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Edscorn, Steven R. "Sources: Historical Guide to World Media Freedom: A Country-by-Country Analysis." Reference & User Services Quarterly 54, no. 3 (2015): 62–63. http://dx.doi.org/10.5860/rusq.54n3.62b.
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Al-Tel, Othman Ismael. "Historical Narratives on Reconstruction of al-Aqsa Mosque in Early Islam." Journal of Al-Tamaddun 16, no. 2 (2021): 59–73. http://dx.doi.org/10.22452/jat.vol16no2.5.
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The aim of this paper is to examine historical accounts related the first demarcating re-construction of al-Aqsa mosque in Jerusalem after Islam. It focusing on the differences between the early and later sources by examining the early and later Islamic narratives and sources and the available non-Islamic sources. This research attempts to find some explanation behind the differences between the early and later sources. Through the analysis of the early sources, the author also discusses and analyses the views of some modern researchers who have dealt with some of these issues.
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Старых and Natalya Starykh. "MASS MEDIA AS A SOURCE OF FORMATION OF HISTORICAL MEMORY OF THE GREAT PATRIOTIC WAR." Journal of Public and Municipal Administration 4, no. 2 (2015): 148–52. http://dx.doi.org/10.12737/13186.
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The article considers mass media as a source of formation of historical memory of the Great Patriotic War. The author examines the main sources of information about the Great Patriotic War; analyzes the current possibilities of formation of historical memory; gives the results of content - document analysis.
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Mulyana, Agus, and Yeni Kurniawati. "PHENOMENOGRAPHY ANALYSIS OF STUDENTS’ HISTORICAL THINKING ABILITY IN STUDYING SOCIAL HISTORY." Jurnal Cakrawala Pendidikan 39, no. 3 (2020): 666–78. http://dx.doi.org/10.21831/cp.v39i3.28982.
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The Marton Phenomenography Analysis model is interesting to apply because it has a significant characteristic of learning that is based on two academic learning patterns, namely "surface" and "in-depth" learning approaches. This study aimed to investigate students’ historical thinking ability using the Marton Phenomenography Analysis. Qualitative method was utilized with a phenomenography approach. The phenomenography approach was aimed to identify students’ historical thinking ability as they experience, conceptualize, perceive, and understand various historical phenomena of social movements. The subjects were students who took part in Social History. Data were collected from examination, observation, interviews and document study. The results showed that students who have "surface" and "in-depth" learning patterns have different thinking patterns, perspectives, and perceptions. There is a significant difference as much as 12.11% in the historical thinking ability between both groups. The "in-depth" group has an advantage over the "surface" group in terms of understanding changes, comparing historical narratives, interpreting history, understanding historical interpretation, as well as constructing history. Both the "in-depth" and "surface" groups have a good ability in the aspect of knowledge on facts and how to search for historical sources. Finally, both groups have less ability to develop different thinking patterns, create questions from historical stories, and evaluate historical sources.
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Haeri, Iman Zanatul. "FOTO SEJARAH PADA MEDIA DIGITAL: PEWARNAAN DAN MEME BERKONTEN SEJARAH." SASDAYA: Gadjah Mada Journal of Humanities 3, no. 1 (2019): 14. http://dx.doi.org/10.22146/sasdayajournal.43884.
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Technological developments make it easier for historical reviewers to approach historical sources. But there is a trend in Indonesian digital society to change historical sources such as historical photos as information consumption. Along with the development of the times, analog photos turned into historical photos that were present in the millennial era appeared in two ways; first coloring photo history, the second "meme" set in historical photos. In order to track digital footage of this phenomenon, historical methodology and photo analysis of Roland Barthes are used to show the birth of historical photo coloring trends and memes in the digital world. The coloring of historical photos causes a change in time awareness of historical sources and memes on historical photographs cause a change and multiplication of meanings in digital photos as historical sources.
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Fitzgerald, Jason C. "Textbooks and Primary Source Analysis." Social Studies Research and Practice 4, no. 3 (2009): 37–43. http://dx.doi.org/10.1108/ssrp-03-2009-b0004.
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In such a diverse society, some have suggested that teachers use primary source documents to increase history knowledge and build historical thinking skills. These calls come from a myriad of works that have been critical of textbooks. While these concerns may be appropriate, textbooks are still frequently used in the classroom. In an attempt to better use textbooks in light of such criticism, I propose that teachers and students analyze their textbooks as if they were primary sources. Discussion about how this analysis might be accomplished as well as a sample classroom handout is provided.
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Ivanova, R. G. "Documentary archives of the Museum of History of Kazan state medical university as historical source." Kazan medical journal 95, no. 4 (2014): 608–11. http://dx.doi.org/10.17816/kmj1854.
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The aim of the research - to evaluate complex documentary archives stored in the Museum of History of Kazan State Medical University as a source providing evidence needed for the reconstruction of various historic events linked to high medical education in Kazan. Source-classification methods, as well as external and internal criticism of historical documentary sources were applied. The article discusses the features of the documentary sources study analysis of the documentary archives stored at the Museum of History of the Kazan State Medical University. Stages of forming of a number of documentary collections that became the product of faculties, institute and later university clinical and theoretical departments’ activities, are characterized. While structuring an array of written sources, the decision to allocate three fundamental stages that determined the particular characteristics of documentary collections creation was made. The features of numerous documents were considered; their value for reconstruction of separate aspects of national medical science development in general, as well as the activities of the Kazan medical schools in particular, were defined. As a result of the source-study analysis of the written sources deposited in the Museum of History of Kazan State Medical University five independent groups were allocated. These are collection of business documents; collection of state certification documents; collection of personal papers; collection of official documents reserving copyrights; collection of manuscripts of scientific researches of scientists-physicians. Results of research allow to determine the source value and information potential of documentary archives of the Museum of history of the Kazan State Medical University. Written sources fund is an important historical source for studying the history of the Kazan medical schools, in general, and individual medical scientists, in particular. From the source-study point of view, an extensive array of documents that were not previously included in the scientific examination and require comprehensive analysis, are of considerable interest. Among them there are documents of healthcare manager V.V. Treiman, internist V.F. Bogoyavlenskiy, neurologist L.I. Omorokov, etc. Thus, documentary collections contribute to the expansion of the source base for researches.
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Moore, Alyssa K., Lillian I. Larsen, and Diana Stuart Sinton. "The Spatially Interactive Literature Analysis System Study Tool." International Journal of Applied Geospatial Research 3, no. 3 (2012): 70–85. http://dx.doi.org/10.4018/jagr.2012070105.
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The integration of spatial technologies with humanistic approaches to scholarship is expanding and creating new opportunities and challenges for students. Documenting information about source material is a fundamental step of the historical research process. Traditional geospatial data documentation is maintained within standardized metadata forms, but these are not well suited for documenting historical sources and are cumbersome for people new to GIS and metadata. The Spatially Interactive Literature Analysis System Study Tool (SILAS.ST) addresses this and other usage issues for students in undergraduate humanities courses. Through customized toolbars and map templates designed to be used with Esri software, SILAS.ST lowers the barriers to understanding the parameters of spatial datasets while at the same time models the processes of historical inquiry, documentation, and communication of research results. The use of natural language and focused prompts help students begin to understand complex mapping topics such as authorship, relevance, purpose, and uncertainty. This prototype tool aids in the introduction of digital mapping technologies to humanities students.
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Gaffield, Chad, and Peter Baskerville. "The Automated Archivist: Interdisciplinarity and the Process of Historical Research." Social Science History 9, no. 2 (1985): 167–84. http://dx.doi.org/10.1017/s0145553200020435.
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The basis of most historical research including social science history is quite unsystematic. This characteristic results from the ways in which researchers find and choose historical sources for examination. Despite claims to be systematic, historians still tend to identify relevant evidence in impressionistic ways. Many social science histories involve the rigorous study of a source happily discovered by chance. Of course, access to the past has never been easy. Researchers have always lamented a presumed lack of “essential” records. Nonetheless, the actual ways we discover existing evidence have received little attention despite the fact that this process is fraught with difficulties and hidden dangers especially for researchers of a social scientific bent. Do not the presuppositions of social science history extend to the identification of sources? How do we know when we have all the “relevant data” for a particular project? Can systematic data analysis be justifiably built upon unsystematic identification of sources?
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Khayitov, Shodmon Akhmadovich. "UZBEKS IN RUSSI UZBEKS IN RUSSIAN FEDERA AN FEDERATION: HIST TION: HISTORICAL AN ORICAL ANALYSIS (1991-2015)." Scientific Reports of Bukhara State University 3, no. 2 (2019): 204–7. http://dx.doi.org/10.52297/2181-1466/2019/3/2/5.
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In the following article is a scientific reconsideration of the history of Uzbeks in the Russian federation in the last decade of 20th and the beginning of the 21th century on the basis of historical sources. These national associations have become the main centers for the preservation of the Uzbek language, Uzbek traditions, national identity of the Uzbeks of the Russian Federation, the financial support of our compatriots in need, the dissemination of information about Uzbekistan.
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Palacios Mena, Nancy, Paula Bibiana García Cardona, María Lucía Mosquera, and Natalia Alarcon Gama. "Development of Historical Thought in Primary Education: Analysis of an Intervention in Colombian Schools." Australian Journal of Teacher Education 45, no. 11 (2020): 93–115. http://dx.doi.org/10.14221/ajte.202v45n11.6.
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The main goal of this study was to analyze the development of historical thinking abilities in two groups of fourth graders in Colombian schools. The study consisted of the design, implementation, and evaluation of a three-month pedagogical intervention. After an initial assessment, nine learning activities were implemented. An Intervention Group (IG) received the intervention, while a Control Group (CG) served as a comparison. The assessment comprised three main areas (Historical Sources, Narratives, and Change and Continuity). The results of the intervention indicated that the IG performed better than the CG in the assessment. Introducing concepts that favor historical thinking development such as working with historical sources, identifying change and continuity, and constructing narratives, seems to promote the construction of historical knowledge in a complex way. Pedagogical interventions focused on the development of these concepts provide information on the progression of learning and the ability of children to understand the past.
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Schiegg, Markus, and Deborah Thorpe. "Historical Analyses of Disordered Handwriting." Written Communication 34, no. 1 (2016): 30–53. http://dx.doi.org/10.1177/0741088316681988.
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Handwritten texts carry significant information, extending beyond the meaning of their words. Modern neurology, for example, benefits from the interpretation of the graphic features of writing and drawing for the diagnosis and monitoring of diseases and disorders. This article examines how handwriting analysis can be used, and has been used historically, as a methodological tool for the assessment of medical conditions and how this enhances our understanding of historical contexts of writing. We analyze handwritten material, writing tests and letters, from patients in an early 20th-century psychiatric hospital in southern Germany (Irsee/Kaufbeuren). In this institution, early psychiatrists assessed handwriting features, providing us novel insights into the earliest practices of psychiatric handwriting analysis, which can be connected to Berkenkotter’s research on medical admission records. We finally consider the degree to which historical handwriting bears semiotic potential to explain the psychological state and personality of a writer, and how future research in written communication should approach these sources.
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Herschend, Frands. "Historical or Textual Archaeology - An Archaeology of Critical Rereading." Current Swedish Archaeology 5, no. 1 (2021): 65–78. http://dx.doi.org/10.37718/csa.1997.05.
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Based on a discussion of the relationship between history and archaeology, the author proposes a critical analysis of both written and material sources. All sources are considered textual and should be analysed (reread) on three levels: the conceptual, the intentional and the structural. In an example - an analysis of the meaning of the concept ’land'- the value of the analysis is shown to be the formation of a discursive and meaningful concept in an evolutionary and additive production of knowledge. Rereading ought to be the methodological approach of textual archaeology.
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Malovichko, S. I. "Versions of Essayistic Practice of the Historical Narration in the Russian Historiography of the XVIII Century." Prepodavatel XXI vek, no. 2, 2020 (2020): 266–83. http://dx.doi.org/10.31862/2073-9613-2020-2-266-283.
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In paper studies the problem of the appearance, spread, and transformation of essayistic forms of historical narration in Russia of the XVIII century. The study was conducted in the subject field of a source study of historiography. The category “kind” was selected as the classification unit, it allows source analysis of historiographic sources in the context of European historical culture. The author drew attention to the narratological problem associated with the forms of historical writing. As a result of the analysis, the versions of the essay that were present in Russian historical culture of the 18th century, such as: “Essay”, “Nachertanie” (“Abriß”), “Izobrazhenie” (“Tableau”) and “Notes”. The conclusion is drawn that defining features of an essayistic form became an author’s position (testing) and imperfection / limitation of a narration that distinguished such practice from a strict scientific form of an historical writing.
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Richards, K. Andrew R., and Victoria N. Shiver. "“What’s Worth Doing?”: A Qualitative Historical Analysis of the TPSR Model." Journal of Teaching in Physical Education 39, no. 3 (2020): 300–310. http://dx.doi.org/10.1123/jtpe.2019-0215.
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Purpose: The authors sought to trace the development of the teaching personal and social responsibility (TPSR) model from its initial conception by Don Hellison as a humanistic approach to teaching physical education to the current version of the model through qualitative historiography. Methods: Data sources included: (a) books written by Don, (b) sources that discussed the evolution of the model, and (c) supplemental texts that are important to the TPSR literature. Results: The authors identified four phases of TPSR model development: (a) setting the stage for a humanistic approach through practical inquiry, (b) moving beyond balls and bats to developing a model focused on the affective domain, (c) further defining humanistic goals and teaching strategies, and (d) continuous tinkering in the context of a living model. Discussion/Conclusions: Lessons learned about the model are discussed in relation to practical inquiry, and recommendations are made related to the future of the TPSR model.
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Säily, Tanja, Eetu Mäkelä, and Mika Hämäläinen. "Explorations into the social contexts of neologism use in early English correspondence." Pragmatics and Cognition 25, no. 1 (2018): 30–49. http://dx.doi.org/10.1075/pc.18001.sai.
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Abstract This paper describes ongoing work towards a rich analysis of the social contexts of neologism use in historical corpora, in particular the Corpora of Early English Correspondence, with research questions concerning the innovators, meanings and diffusion of neologisms. To enable this kind of study, we are developing new processes, tools and ways of combining data from different sources, including the Oxford English Dictionary, the Historical Thesaurus, and contemporary published texts. Comparing neologism candidates across these sources is complicated by the large amount of spelling variation. To make the issues tractable, we start from case studies of individual suffixes (-ity, -er) and people (Thomas Twining). By developing tools aiding these studies, we build toward more general analyses. Our aim is to develop an open-source environment where information on neologism candidates is gathered from a variety of algorithms and sources, pooled, and presented to a human evaluator for verification and exploration.
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Shafi, Kamran, Essam Debie, and David Oliver. "Historical operational data analysis for defence preparedness planning." Journal of Defense Modeling and Simulation: Applications, Methodology, Technology 15, no. 2 (2016): 231–44. http://dx.doi.org/10.1177/1548512916664803.
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Preparedness is an important function of defence planning that involves developing defence capabilities to deal with emergent situations relating to national defence and security. Preparedness planning relies on a number of inputs, including requirement analysis, to identify critical capability gaps. Modern data analysis can play an important role in identifying such future requirements. To this end, this paper presents an analytical study, consisting of both descriptive as well as predictive analysis, of historical defence operational data. The descriptive analysis component of the methodology focuses on identifying useful features in the collected data for building a predictive model. The predictive analysis investigates existing patterns in the data, including spatial and temporal trends. An artificial neural network based time series forecasting model is developed to predict future operations based on the identified features. The proposed methodology is applied to a defence operational data set, built from a number of unclassified sources relating to the historical operational deployments of the Australian Defence Force between 1885 and 2012. Implications are also discussed.
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Petin, Dmitry I., and Maksim M. Stelmak. "Anti-Bolshevik Omsk in 1919: A Source Study Analysis of the French Intervention Newsreels." Herald of an archivist, no. 1 (2018): 48–64. http://dx.doi.org/10.28995/2073-0101-2018-1-48-64.
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After the opening in 2012 basis of a Center for Studying History of the Civil War at the premises of the Historical Archive of the Omsk Region, a newsreel, shot in April–May 1919 by French military journalists became well-known to scientific and cultural community. And yet despite great popularity of this unique and ‘live’ historical source among filmmakers and journalists, it remains unstudied by researchers. The article aims to fill the lacuna in order to introduce the French newsreel of the anti–Bolshevik Omsk into scientific use. For this purpose, the authors have carried out an attribution and a historical analysis of the film document. The study incorporates scientific publications and an array of historical sources (including photo documents), which the authors have found in the fonds of archives and libraries. The resulting study follows the footage and identifies buildings and places on the film. It also provides a detailed description of what the buildings housed in 1919, when Admiral Kolchak was in power, and what they house now. It points out the well-known personalities of anti-Bolshevik Omsk (A.V. Kolchak, M. Zhanen, A.I. Dutov). Attribution of the French newsreels depicting Omsk in 1919 allows to reconstruct daily life of a provincial town, which had been for a time the capital of anti-Bolshevik Russia. The chronicle features official aspect of White Omsk, but also some particulars of town life and Omsk urbanism of a hundred years ago, which are of great value for historians. It is noteworthy that visual sources on the Civil War are little used by researchers. The fact enhances the significance of the publication, which may be of interest to military historians studying the Civil War and foreign military intervention, scholars in the history of Siberia, source studies, and history of everyday life.
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Zaitsev, Ivan Alexeevich, and Ilia Sergeevich Kolnin. "Funeral Epitaph of Zhao Rugua (1170-1231), the Author of Zhufan zhi (“Records of Foreign Peoples”; 1225). Structural-Descriptive and Archaelogical Analysis of the Source." RUDN Journal of World History 13, no. 1 (2021): 77–95. http://dx.doi.org/10.22363/2312-8127-2021-13-1-77-95.
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The present work is a continuation of two previously published articles in which the biography of Zhao Rugua 趙汝适 (1170-1231), the author of Zhufan zhi 諸蕃志 (Records of Foreign Peoples; 1225) an important historical geographical source about the foreign lands during the Song dynasty (960-1279), was studied through the usage of the text of his funeral epitaph as well as other historical sources. They also included the translation of the text of inscription into Russian and English [1; 2]. The goal of this article is to deepen the study of Zhao Ruguas funeral epitaph by researching the material features of the source, analyzing the structure of the text and comparing it with other similar sources of Medieval China. In contrast with the previous works the inscription in this article is analyzed both as a textual source and as an object of material culture which enables to understand the context of the creation of the source as well as the extent of detalization of the deceaseds biography.
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Bylova, Natalia Sergeevna. "“Strokes to the portrait”: the senior member of the Moscow City Duma N. P. Vishnyakov (1844–1927) on his contemporaries and himself (based on the materials of the personal archive)." Исторический журнал: научные исследования, no. 6 (June 2021): 76–83. http://dx.doi.org/10.7256/2454-0609.2021.6.36902.
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This article examines the informative capabilities of the body of materials from the personal archive of N. P. Vishnyakov for reconstructing the history of the senior member of the Moscow City Duma. Leaning on the historiography dedicated to the work with personal archive collections, as well as determining lacunas in the scientific literature, assessment is given to composition of the fund with emphasis on one of the varieties of sources stored therein – “Reminiscences of the Duma”, internal and external criticism of these materials. The example of N. P. Vishnyakov's “Reminiscences of the Duma” demonstrated the experience of development of the methods of archival studies, source studies, historiographical and specific-historical approaches towards examination of personal and family archives. Work with the body of materials from personal archive collections allows introducing the new historical sources into the scientific discourse. Based on the substantive analysis of the texts that comprise the source base of the article, the author attempts to reconstruct the everyday activity of the Moscow Duma, which draws interest of the historians in the context of sociopolitical history, as well as micro-historical analysis. The sources of N. P. Vishnyakov's personal archive bear the imprint of ego-documents, which allow reconstructing the actions “behind the scene” through the prism of personal relations and contracts of the founder, as well as direct participants of the historical process, including the figure of N. P. Vishnyakov.
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Shcherbak, Vitalii. "1638 Cossacks Register as Historical Source." Kyiv Historical Studies 13, no. 2 (2021): 131–36. http://dx.doi.org/10.28925/2524-0757.2021.217.
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The article gives the analysis of the register of cossacks in 1638 as one of the Ukrainian historical sources which contain data about the structure and special ethnic origin of the Zaporozhian Host before the beginning Liberation war in the middle of the 17th century. Attention is focused on the fundamentals of register formation based on the territorial principle which was initiated by the Kurukovo Agreement. The reasons for the absence of key positions such as a quartermaster (obozny), a judge (suddia) and a chancellor (pysar) in the registered army are being clarified. Information about the amount of payment for the service of Cossack officer is also valuable. The continuity of Cossack family traditions was traced, in particular through participation in the resistance to Turkish aggression and armed uprisings.
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Araújo, Lauro. "Chinese Strategic Culture and Sea Power: Geographic and Historical Sources." DAXIYANGGUO - REVISTA PORTUGUESA DE ESTUDOS ASIÁTICOS / PORTUGUESE JOURNAL OF ASIAN STUDIES, no. 25 (2020): 39–71. http://dx.doi.org/10.33167/1645-4677.daxiyangguo2020.25/pp.39-71.
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This paper sought to understand how geographic and historical sources of Chinese strategic culture shaped China’s stance regarding sea power throughout the imperial period and in the People’s Republic of China. By applying a deductive qualitative analysis, it was possible to identify that the borders of the Chinese heartland with the northern strategic periphery inhabited by non-Han peoples constituted an element of vulnerability that prompted the various dynasties to prioritize land-based strategic options. In the People’s Republic of China, the strategic environment favored the construction and adoption of sea power, however, continental domestic imperatives still influence Chinese strategic culture and security decisions. The study of the Chinese case enabled this paper to contribute to the understanding of how strategic culture molds strategic decisions by interacting with material and ideational variables. Keywords: maritime; continental; China, strategic culture.