A bleg about tools and toys and software

Hello, all --

So, like many people, I'm thinking about eventually getting an iPad. I have been at a couple of conferences lately and just think it would be so much easier not to lug a full-sized computer around when I travel. I'd really like it to be usable even for extended trips -- for example, is it enough computer to take to the UK for six weeks? Or would I need to take my macbook, but still only carry the iPad to the BL to work? (and of course I now need to check and find out if the stories of abused iPad manufacturing workers in China are true...

No, I can't really afford one, but we can use our research allotment towards it, which I think would be better than trying to justify one on my taxes. Far easier to explain why I need professional memberships and journals.

Anyway, so the first questions are:

Is it really a good tool?
How much memory is the minimum I need?
How much can it replace my heavier computer?


But also... and these are more important questions:

Can I use it to duplicate my current workflow?

Can I use it to re-create the workflow I want?


Because here is the thing -- I like to take notes by hand, but I like the organization of programs like zotero. Zotero only runs with Firefox, which I can use on a mac, but not on an iPad. Sente seems to do much of the same, so that's a possibility on the organizational end.

But what I would love to do, and what would absolutely sell me on an iPad, is to be able to take notes on the iPad with a stylus (no problems with bringing pens into the BL!!) and then drag them into the note management software. It's clear that scrivener will not be available, but Apple has at least made a version of Pages for the iPad, so writing can be done -- but the research still has to be somewhere.

So people, what do you think? Is it possible to do what I want? What software do you recommend?

NaBloPoMo 14 -- teaching reading

NaBloPoMo 14 -- teaching reading

(note: flashy auras happening, so spelling/typing likely to be affected)

Hmm. I'm teaching methodology and historiography next fall. Not my turn. Grrr. On the other hand, I'm looking forward to undoing some less-than-effective teaching. Some of that is down to me. I don't think it's that I've been doing things badly, but I haven't really seen what wasn't working as clearly or as soon as I'd like.

But I need to make some changes even sooner than fall. Next term, I'm going to have to start changing my assignments for reading and analyzing primary sources. I'd been focusing on getting students to talk about what sorts of evidence a text could provide, and put the text in context. Mostly, I can get them to talk about authorship and purpose, but more and more, the students aren't connecting those things to the text. There's no overall understanding. So starting next semester, the exercises will focus on context and really giving detailed discussions of how the document fits into the time period -- as well as some discussion of what's going on in them. And I will probably also have to get them to write out vocabulary lists, to be honest. I won't quiz them, but my students are not so good with words.


In the methods class -- and in my future upper-division classes -- I will be working more and more on getting them to read secondary works critically. I was trying to figure out when I learned to read articles, and I never was taught. But as an undergrad, we were assigned a lot of what were then DC Heath Readers (called Problems in European History). For those unfamiliar, the readers focused on a time period and/or series of major questions, and were made up of seminal and/or famous works (abridged) that addressed those things. We were never asked to compare the view of X versus Y, but we were asked to reiterate and discuss the various arguments. So I guess there was some sort of absorption of the ideas of argument and historiography without explication. Me, I'm going to be more explicit and those things are going to be integrated into every class I can manage, and if I can't get pre-assembled ones, I'll just choose articles myself. I'm also going to have to push the vocab skills and the "look up what you don't know/understand" skills. Most of my students simply don't look things up -- they just keep reading. I'm gong to have to tell them (many times) that I still run into references and allusions I don't get, and *i* look things up. And I will have to teach them to recognize the signposts of academic writing: fore example, when do quotes indicate a quote, and when do they (also) indicate an allusion to a larger idea? And what are hermeneutics?


However.... before doing that, I think I will ask you all to help me. Do you know of any similar collections or titles? Do you have ideas of controversies or subjects on which there are clearly very different interpretations that are also likely to be interested to undergrads? Leave recs in the comments, and I will put together one big "sources for teaching" post!

Blegging for entries

Blegging for entries

Hi all --

We are looking for entries for the carnivalesque due up in a week or so. We are especially looking for good Ancient posts (anything posted after January 1 is fair game) and would really like more on the closures of Classics departments, cool discoveries, and generally interesting stuff!


this is a great way to get the message out about new blogs and remind people about older ones.

(and obviously, good medieval posts are always welcome!)

Put your links in the comments!


Thanks!

Argh on the paper ...

Argh on the paper

So this may in fact be the dullest paper ever ... athough it's certainly talking about using digitized sources. Well, the ones in databases, at least.

But here's a related question: 'vestitionis' as in 'ecce hic testes illius vestitionis'...

Two very smart people have said that it's probably a livery of seizin. But did such things exist in C9 Francia? Especially in the east?

Computer Bag Update

Computer Bag Update

Ok, here are some options, for those of you who are interested ...


This Tom Bihn messenger bag

This Pinder bag in chocolate with the matching sleeve -- which I like, because it's big enough to carry stuff, and doesn't look too computer-case-y, but OTOH, I don't know how comfortable I'd find the straps, because I usually carry bags on my shoulder...

This Timbuk2 bag, which is a little bigger than I'd like, and I'm iffy on the colours ...


this other Timbuk2 bag, but the colours are a bit much for me -- can't argue with the price, though

I really like this, but am not at all sure I want a backpack -- opinions?


This, in black

This Sumdex one in green or brown


What do you think, oh lazywebs?

Placeholder

Placeholder

I know -- the semester is done and I am still busy. I've got training on new pedagogical techniques or some such this week. I am meanwhile thinking out a post on teaching. Not just about teaching the students we have, but teaching the students we have to be the students they need to be. But all of this thinking means that I need your help. I need a new bag for my new macbook. I remember Ancarett and New Kid and Tiruncula posting about such things lo, these many moons ago.


What I need:

Not too spendy, but I can live with reasonable

Small-ish. Big enough for the computer, cords, my wallet, and a makeup bag. I'm trying to lighten my load. Ok, and maybe a pad of paper, my moleskine, and a paperback to read on the Tube.

Something that doesn't shout, "LOOK!! I'M CARRYING A MACBOOK!! MUG ME!!!"


Something not Black or grey would be nice

Vera Bradley need not apply.


C'mon ... some of you are way better at shopping than I am. I HATE shopping. Even online.

Shopping bleg

Shopping Bleg

So I'm getting a new macBook (the small one) in the next couple of months. This means I might really need a new computer bag. So if you're bored and want to do some virtual online shopping, give me suggestions!

I'm also looking for a pair of low-heeled black shoes to wear with skirts for teaching and such like.



I will blog about the conference I just went to as soon as I get caught up!

Going to Leeds

Going to Leeds Bleg

Hello, Leeds Attendees --

I'm registering for Leeds -- just discovered that this has to be done by mail, wtf?

I'm checking boxes for accommodations -- where do I want to check? Do I want to share? HELP!!!

Any advice from people who have been (especially fairly regularly) would be appreciated.

Place-name bleg

Place-name Bleg

Could someone with access to Bach's Deutsche Namenkunde or sim. check for me and find out if there is (and what is) the better-known name of 'Rezi' in the following:
'villa qui dicitur Thininga sitam in pago Rezi super flumen Agira'

Thininga is modern Deiningen, Agira is the Eger.

But I'm stumbling over Rezi and don't have the resources here on campus.

Thanks in advance!

AHA bleg 2

AHA Bleg 2

anybody need a roommate for the night of the 2nd? or possibly the 3rd?

update Huzzah for adopted big sister and BiL. I'm staying about an hour out of NYC and taking the train in. So I'll only be there on the Saturday, but still hope to see some of you folk there!

Petition to save Marc Bloch institute

Petition to save the Marc Bloch Institute

Via H-German:

Sorry -- I don't have time to translate it, but if you're a European Historian, you should be able to fight your way through!


Liebe Leserinnen und Leser,

das Centre Marc Bloch in Berlin ist im Jahr 2009 von massiven Mittelkürzungen durch das französische Außenministerium bedroht. Seine Arbeitsfaehigkeit, ja sogar seine Existenz stehen auf dem Spiel.
Der folgende Offene Brief formuliert den Protest von Wissenschaftlern aus Frankreich, Deutschland und vielen anderen Ländern der Welt. Wir bitten auch um Ihre Unterschrift und haben dafür auf der Website
http://www.jotform.com/form/83433242635 ein Formular bereitgestellt.

Mit freundlichen Grueßen,
Die Direktoren des Centre Marc Bloch

Prof. Dr. Pacale Laborier
Prof. Dr. Yves Sintomer
Dr. Daniel Schuenpflug

------------------------------------------------------------------------


Sehr geehrter Herr Außenminister, sehr geehrter Herr Botschafter,

dem Centre Marc Bloch in Berlin droht eine massive Budgetkuerzung seitens des französischen Außenministeriums, die gegebenenfalls zur Schließung oder zumindest zur drastischen Einschraenkung seiner Aktivitaeten schon ab Beginn des Jahres 2009 fuehren würde. Die Unterzeichner dieses Briefes haben in den letzten Jahren eng mit diesem deutsch-franzoesischen Zentrum fuer Sozial- und Geisteswissenschaften zusammengearbeitet und dabei seine Dynamik und die große Qualitaet der dort entstandenen Forschungsarbeiten zu schaetzen gelernt. Sie sind daher davon ueberzeugt, dass die Schließung des Centre Marc Bloch einen enormen Schaden fuer den deutsch-französischen Wissenschaftsaustausch bedeuten würde.

Die fuer das Centre Marc Bloch geplanten Streichungen stehen in voeligem Gegensatz zu den Grundsaetzen, welche der franzoesische Staat fuer die Reform der Forschung und der Verwaltungen formuliert hat: Soll nicht akademische Qualitaet belohnt und die Effizienz oeffentlicher Politik gefoerdert werden? Das Centre Marc Bloch kann eine bemerkenswerte Bilanz vorweisen. In rund fuenfzehn Jahren hat sich dieses bescheiden ausgestattete Institut fest in der franzoesisch-deutschen Forschungslandschaft etabliert und verfuegt ueber eine große Ausstrahlungskraft und Autoritaet. Die Zahl der wissenschaftlichen Veroeffentlichungen, der abgeschlossenen Promotionen, der wissenschaftlichen Projekte, unterstützt vor allem von der Agence Nationale de la Recherche, dem Bundesministerium für Bildung und Forschung und den großen deutschen Stiftungen, ist beeindruckend und waechst weiterhin. In den Evaluierungen wurden die Exzellenz und die Innovationskraft des CMB begrueßt. Darf die Politik einen solchen Erfolg bestrafen? Entmutigt sie damit nicht die Wissenschaft? Ist es legitim, eine solche Politik des Rotstifts als Modernisierung auszugeben?

Eine Abwicklung des Centre Marc Bloch stünde auch im Widerspruch zu den vielfaeltigen Bestrebungen, die Forschung in Europa zu internationalisieren. Das Centre Marc Bloch stellt ein anerkanntes Forum fuer internationale Forschungen weit ueber Deutschland und Frankreich hinaus dar. Hunderte von Doktoranden und Forschern haben von der Unterstuetzung und der anregenden Atmosphäre des Centre profitiert. Sie konnten Arbeitsgruppen und Veranstaltungen des Centre Marc Bloch nutzen, um ihre Projekte in einem multinationalen Umfeld zu diskutieren. Hat nun die Stunde des Rückzuges aus der europaeischen Forschung geschlagen?

Schließlich steht die Bedrohung des Centre Marc Bloch auch im Widerspruch zu den aktuellen Weichenstellungen in Europa. Frankreich und Deutschland sollen ein Motor der europaeischen Integration sein. Doch vollmundige Erklaerungen auf Gipfeltreffen reichen fuer solche Zwecke nicht aus. Europaeische Identität muss in einem gegenseitigen Verstaendnis der europaeischen Gesellschaften verankert sein. Das Centre Marc Bloch hat Personen und Gruppen weit außerhalb akademischer Zirkel angesprochen. Es hat seine Forscher angeregt, die Ergebnisse ihrer Arbeit mit Politikern, Kulturschaffenden, Journalisten, Studenten zu diskutieren und so zur Entstehung einer europaeischen Oeffentlichkeit beigetragen. Sollte diese Dynamik, in einem Moment, in dem sie noetiger scheint als je zuvor, wirklich gestoppt werden?

Aus diesen Gruenden bitten wir Sie nachdrücklich, dem Centre Marc Bloch die finanziellen Mittel zur Verfügung zu stellen, die zu seinem Weiterbestand im Jahr 2009 noetig sind. Nur so kann den verschiedenen Traegern in Frankreich und Deutschland die Zeit bleiben, dauerhafte Loesungen für die Zukunft zu finden.

Die ersten Unterzeichner des Briefes:

Jutta Allmendinger, Wissenschaftszentrums Berlin fuer Sozialforschung Etienne Balibar, Université de Paris 10 Nanterr) Jean-François Bayart, Institut d́études politiques de Paris Olivier Beaud, ĺInstitut Universitaire de France Helmut Berding, Justus-Liebig-Universität Giessen Luc Boltanski, ĺEcole des Hautes Etudes en sciences sociales Jean Boutier, Humboldt-Universität zu Berlin Daniel Cohn-Bendit, Grünen Partei Catherine Colliot-Thélène, l'Université de Rennes Vincent Duclert ĺEcole des Hautes Etudes en Sciences Sociales Christophe Duhamelle, la Mission Historique Française en Allemagne Patrice Duran, l'École Normale Supérieure de Cachan Wolfgang Engler, Hochschule für Schauspielkunst "Ernst Busch"
Etienne François, Université de Paris I (Panthéon-Sorbonne) Ute Frevert, Max-Planck-Instituts für Bildungsforschung) Saul Friedländer, University of California, Los Angeles Carlo Ginzburg, Scuola Normale Superiore, Pisa Gert-Joachim Glaeßner, Humboldt-Universität zu Berlin Alfred Grossen, la Fondation Nationale des Sciences Politiques Gérard Grunberg, ĺInstitut d́études politiques de Paris Isabell Hoffmann, Bertelsmann Stiftung Rainer Hudemann, Universität des Saarlandes, Dr. Christian Ingrao, ĺInstitut du Temps Présent Konrad Jarausch, University of North Carolina at Chapel Hill Hartmut Kaelble, Humboldt-Universitaet zu Berlin Wolfgang Kaschuba, Humboldt-Universitaet zu Berlin Jürgen Kocka, Freie Universität Berlin, Hélène Kohl, Korrespondentin von Europe 1 Sandra Laugier, l'Université de Picardie Jules Verne, l'Ecole Doctorale en Sciences Humaines et Sociales Jean-Louis Lebrave, ĺEcole Normale Supérieure Jean-Pierre Lefebvre, Ecole Normale Supérieure) Christoph Markschies, Humboldt-Universität zu Berlin Matthias Middell, Zentrum für Höhere Studien Leipzig Marie-Claude Maurel, ĺEcole des Hautes Etudes en Sciences Sociales Karol Modzelewki, Polnische Akademie der Wissenschaften) Martin Nagelschmidt, Berlin Graduate School of Social Sciences Eric Neveu, ĺInstitut d́études politiques de Lyon Paul Nolte, Friedrich-Meinecke-Instituts der FU Berlin Pasquale Pasquino, Centre de Théorie et Analyse du Droit Kiran Klaus Patel, European University Institute Bertrand Perz, Institut fuer Zeitgeschichte der Universitaet Wien Gilles Pollet, ĺInstitut d́études politiques Lyon Jacques Revel, ĺEcole des Hautes Etudes en Sciences Sociales) Karl Schloegel, Europa-Universitaet Viadrina in Frankfurt/Oder Gesine Schwan, Beauftragte der Bundesregierung für die deutsch-polnische Zusammenarbeit Joachim Vannahme, Mitglied des Haut-Conseil Franco-Allemand pour la
Culture)
Pascal Vennesson, Institut Universitaire Européen Florence Sabine von Oppeln, Freie Universitaet Berlin Jakob Vogel, Universitaet Koeln Michael Werner, Centre interdisciplinaire de recherches et études sur ĺAllemagne

Another Vocab Bleg

Another Vocab Bleg

Zehntrecht -- I know exactly what it is, but don't know if 'tithe' is the translation we usually use -- part of me thinks there's a word we use in Latin instead? Can I tell you how much I really wish that German scholars kept technical terms in Latin?

Vielen Dank!

Vocab Bleg

Vocab Bleg

Can anyone remember the word we use in English (or better, Latin) for Ger. Vogt. I want to say it starts with an 's', but I can't get it past the tip of my tongue. Oh -- and it can't be 'reeve', because that doesn't work for the geographical area. Thanks1

update: Duh -- advocatus is the word, although the one I was thinking of was scabinus. Thanks, all!

Charter Bleg

Charter Bleg

Does anybody know if there is a QAD list of charter terms and their equivalents in different languages online somewhere? I've checked the ORB, and there isn't anything I could find. Mostly, it's trying to figure out if words that look like technical terms in German are in fact technical terms, so, for example, I am assuming that the Eschatokoll is the technical term for the closing formula, maybe ... but does that mean that, in a similar context, the Protokoll is the opening formula?

I did not sign up to be a charter historian!!

Citation Bleg

Citation Bleg

Argh! For some reason my request for this book did not go through, and it's a 48+ hour request -- the article is supposed to be in today.

Do any of you have a copy of Barbara Walvoord and Virginia Johnson Anderson, Effective Grading. (San Francisco: Jossey-Bass Publishers, 1998)?

I'm looking specifically for a page(es) ref to the discussion of using "the Muddiest Point" as a type of assessment.

If you can help, but need more info, you can call, text, or e-mail me, whichever works best for you. Thanks!


Update: Got it! Thanks!

Monday Blegging

Monday Blegging

Bleg One:


Still looking for a host for this month's Ancient/Medieval Carnivalesque. Anyone? Professor Noakes? ITM? Bueller?


Bleg Two:


Does anyone have a favourite Ren-Ref textbook? The last time I took a Ren-Ref course was undergrad, and we used Spitz. I know I would like to teach Martin Guerre, and will probably use Engels' The Peasant War in Germany. I might also use Scarisbrick, The Reformation and the English People and/or O'Day, The Debate on the English Reformation. But I really am at a loss on the Renaissance (apart from some Machiavelli and maybe More's Utopia) -- and I am leaning too far towards England (although that's probably a good thing, as the only reason I'm teaching this class is that the ed. majors need it).

But any suggestions would be appreciated.

In need of SCUBA gear, good chocolate and Laphroaig or sim.

In need of SCUBA gear, good chocolate and Laphroaig or sim.

• SCUBA gear because I am buried alive under a never-ending pile of OMG too much frakkin', gorram work and administrative bullshit and colleagues who make me feel like I'm Mary-Sue-ing the "groundhog day" episode of Xena: Warrior Princess that LDW showed me when I was visiting him in fabulous European Capital, and large cat. X, having read about my fear of being buried alive ("I'm not dead yet!"), suggested I be buried in a cardboard box with an oxygen tank, just in case...
  
• good chocolate because of the endorphins
  
• Laphroig or sim.? Need you ask?

Also ...

Host needed for the next A/M Carnivalesque ... SQ? Tenth C? Magistra?