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History at Queens: Culture, Politics, and Identity course

February 4, 2012 in Class Summaries

I started the week with supervisor meeting and my Historical Documents class, which you can read about here. On Thursday, I had the first meeting of my second of the two spring courses: Culture, Politics, and Identity. This is a real, honest to goodness, class on history. Not theory, not practice, actual history. Though I’ve been sufficiently indoctrinated to question what ‘actual history’ is to begin with, we’ll put that aside. C.P.I., as I will probably refer to it for brevity’s sake, will cover ‘the interaction between culture and politics in different sections of Irish society between the sixteenth century and the recent past.’1

Irish history is a fascinating mix of differing views on culture and politics, and it should be much fun to study. For those of you who are unfamiliar with current political boundaries in Ireland, I’d definitely recommend this video summary by CPGray:


(if you want just the explanation of Ireland, skip to about 1:40 and play through 2:20 — I think the whole video is good, however)

I’ll be assessed2 by three papers, though one hardly counts at only 10% of my total marks. That leaves 90% of my marks contingent on two 4,000-5,000 word essays. Oh yay. Best line  from this part of the handbook: ‘It is your responsibility to organize your workload so that your two essays may be completed on time.’ There’s a shock. Anyway, the two essays must be on one of the topics covered in the class, but I can choose that, which is nice. The third essay is really just a short essay over a presentation we must attend, again of our choosing, and relating to the class.

The class topics will be:

  • 9 Feb: ‘More Irish than the Irish themselves’? The debate on culture and identity in early modern Ireland
  • 15 Feb: Anglo-Irish cultural identities in the 18th Century
  • 23 Feb: The culture and politics of O’Connellism 3
  • 1 Mar: Popular culture / language change
  • 8 Mar: Young Ireland and the politics of culture
  • 15 Mar: Cultural nationalism and revolution
  • 22 Mar: Diaspora and identity
  • 29 Mar: Religion and identity, 1800-1914
  • 26 Apr: Protestant politics and Ulster unionism, 1800-1914 4
  • 3 May: Politics, women and identity in Ireland, c. 1922-1972
  • 10 May: The politics of commemoration in modern Ireland

Should be fun, no? Well, I’m excited anyway. Stay tuned for updates along the way!

Read more from History at Queens:

 

  1. From the introduction to the wonderful module handbook
  2. Remember dear American reader, that they say ‘assessed’ and ‘marks’ rather than ‘graded’ and ‘grades’
  3. I will be doing a presentation on this topic, yay!
  4. If you are perplexed by the rather large gap between the last class and this one, it’s due to a university-wide 3 week break everyone gets. Yay!
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The Second Semester: History at Queens

February 3, 2012 in Class Summaries

I still haven’t posted all of my class summaries from last semester that I intended to do. Never fear, should you have some inner desire to read about historiography, there’s more where that came from! Nevertheless, I have begun my second semester as a Queen’s student. I’ll try to be more proactive in summarizing the history classes, for those of you who find this interesting.

First off, I now have a dissertation supervisor. I was assigned one, I’m assuming based in part on my research interests in the Troubles. Bragging moment, or perhaps moment of fear: he is the chair of the history department at Queens. Yes, I am mildly intimidated. But I met him for the first time Monday (actually, he led the discussion on Archives last semester–I met him for the first time in regards to my dissertation on Monday), and am excited to work with him. He definitely knows a lot, but seems like he’ll be supportive of my work too. He said he liked the general idea I had, and thought there would be plenty to write on (always a good sign!). I have to turn in a rough proposal outline next week, so I am currently skimming books and planing archive visits for the next few days. So much I want to do! Ah, I love academics.

Tuesday marked the first meeting of the ‘Historical Documents’ course. What, you may rightly ask, is historical documents all about? Well, aside from the obvious, the class is targeted at practical research skills. In fact, the ‘class’ is not so much a ‘class’ but a very, very large project. We’ll only meet regularly for about the next month, after which time we’ll be turned loose to produce fantastic original research aids. There are three options for projects in the class:

  1. Calendar. No, not the wall variety with cute puppy photos, or the popular doomsday Mayan calendar, this document is perhaps described as an annotated summary of a body of texts. Or to be more direct, a list of a collection of primary sources (such as newspapers or leters), which includes a transcription (perhaps the full text, or poignient quotations) and annotations (brief biographies, information on places, etc). It could be compared to a critical edition of a text, though a whole collection of material rather than a single text.
    Supposedly about 80% of students choose this route. Oh did I mention length? All projects have a 5,000 word introduction, the Calendar itself must be around 10,000 words. Final product therefore will be about 15,000 words, or approximately 50 pages, give or take.
  2. Finding Aids. Essentially a list of primary sources on a given subject. It aims at directing the reader to everything that might be relievant to a given subject. Fun subjects like ‘Northern Ireland & Canada: A Guide to Northern Ireland Sources for the Study of Canadian History, c.1705-1992.’ (lest you think I’m poking fun at some poor student’s topic, not only will I have to pick an equally narrow field whatever project I choose, but this was actually a book published by PRONI). Just in case you think this is somehow easier than a calendar, it’s not. It requires lots, and lots, and lots of comprehensive research. Remember I said everything? Yup.
    About 18-19% of students go this route. Goal is about 8,000 words, so mercifully a bit shorter than a calendar, though of course by the time you add your 5,000 word introduction, that is a small savings.
  3. Historical Database. This option, chosen by 1% or so of students, is certainly the most challenging of the three. In fact, no one has submitted one for the past several years. Why so few? Presumably because historians are generally afraid of numbers, and the database is essentially a statistical project and wholly devoted to numbers. Therefore the prospect of manipulating large amounts of them is quite terrifying. Equally terrifying is the prospect of using advanced computer databases and software. If this didn’t scare you, the size might. The website ‘London Lives‘ was given as an example. Check it out. The scope of such a project should scare you.
    Ok, in all seriousness, while difficult, this certainly would be interesting. And if you checked that site out, you’ll notice that a database need not be wholly devoted to numbers. It could also be, as in the case of ‘London Lives’, prosopographical (see what fun we historians have??). Also, it need not be as extensively large as the example.

Most likely, I’ll follow the route of 80% students, and produce a calendar. Maybe a collection of newspaper articles during the start of the Troubles, or something like that. The goal is, with any of these projects, to produce something useful to the wider scholarly audience. Some student projects even get published.
All in all, I’m quite excited, in a way, for the course. While I expect it to be a great deal of work, I think it could be quite rewarding.

Read more from History at Queens:

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My note-taking tools, part 3: backups

January 14, 2012 in Notetaking and Organization

This is the third part in a series about my note-taking tools and system. In Part 1, I expalined how I use OneNote 2010; in part 2, I explained the role paper plays in my system, and how I use a pen tablet. Now in this section, I’ll explain why I think backups are so important for any system, and how I accomplish some peace of mind.

Backups are critical for any important data. That goes for anything that you or I want to keep. While digital backups are frequently discussed these days–who hasn’t heard horror stories of someone losing all their work?–paper can be lost just as easily. I don’t know about you, but I often misplace documents. Spending time searching for them is lost productivity time. And since paper only exists in one place at one time, if anything ever happens to that physical item, it is lost forever. Therefore, I believe going digital offers a potentially much safer alternative to paper, provided I take some procautions.

One step is done via Dropbox. This free service allows you to syncronize a folder on your computer (My Dropbox) to their online servers. Yay cloud computing! This is done seamlessly anytime a file is changed. By saving all my academic work in my Dropbox folder, it is automatically backed-up every time I change a file. Not only that, but I can set up Dropbox on additional computers (remember my desktop and netbook?), and I can access all the files online. This gives me incredible flexibility. I can work on a paper anywhere with internet access. It also duplicates my files in three different places (desktop, netbook, and dropbox servers), thus providing some protection should something happen to one of my computers. Oh, it gets better too. Dropbox also saves previous versions of a file. This means that if you accidently do something stupid, like say save over your important paper (don’t laugh, I’ve done it!), you can simply restore an older version. More peace of mind. Did I mention it’s free? You get 2 GB of storage, more than sufficient for documents, and you can pay for additional storage if you need it. Sign up via this link, and I get additional storage space when you join. Ok, sales pitch over. I’d highly recommend it even if I didn’t get any extra space out of the deal. Dropbox. Great. Period.

OneNote 2010 also addresses some of my backup concerns in a similar way. It can automatically sync my notebooks to Microsoft SkyDrive (such an inspiring name, isn’t it? Life in the cloud…), which nearly seamlessly syncs my notes on both my desktop and my netbook and even my iPod touch. As with Dropbox, I can also view the notes online, though editing is limited.

I also have some built in backup by having my notes in both paper and digital form. If something happens to one, I should have the other. The internet isn’t failproof, and I do run into situations where I don’t have internet, the internet is down, my batteries aren’t charged, or some other electrical mishap occurs. It’s always good to be able to cope with these setbacks. I also try to save important work (i.e. term papers) on a flash drive, external hard drive, or some other medium. In the even that these cloud services dissapear, I like the idea of having yet another duplicate around.

That’s it from me! Hopefully you enjoyed a glimpse of my organizational life. If you enjoyed this, I have plans to write about my experience with Microsoft speech recognition (it was amusing), and perhaps some other things as well. And of course I’ll continue to post about my experiences in grad school and life in Belfast.

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My note-taking tools, part 2: Moleskine and Wacom

January 13, 2012 in Notetaking and Organization

In part 1, I laid out my tools, and discussed the primary component of my note-taking system, OneNote. Now, I’ll discuss the role paper plays in my system, and one of my favourite toys, the pen tablet.

While most of my notes originate in digital form, I still use paper. In class, for instance, while I could use my netbook, I’ve opted to stick with a trusty pad of paper. Or more specifically, a Moleskine notebook. I don’t really like having a computer open in class, and as great as digital is, I still just like pen and paper. When I get back, I scan my notes into OneNote. They are still in the notebook if I need them, but I refer to them onscreen usually after that. I also take a highlighter and make a mark on the top left of the page once I’ve scanned it. A quick way of remembering what I have scanned in and what I haven’t.

Once I’m digital, I use OneNote, as I described before, and my Wacom Pen Tablet. What is a pen tablet, you ask? Well here’s a picture from Amazon:


Basically, it is a pen and a tablet. It functions a bit like a mouse, in that it moves the cursor on the screen. Unlike your mouse, however, the pen tablet is a relative position input device. That means that when you put the pen at the top right of the tablet, the cursor instantly jumps there. That makes it really easy to move around the scree. It also, conseqentially, works much better for drawing, writing, and underlining than a mouse. In short, with my set-up, it’s about as close as you can get to handwriting on the computer. Within a few years, with the advent of touch screens, I suspect this will be largely obsolete–at least as I’ve described here. Fortunately, it is also a graphic design and art tool, and I have tried my hand a bit at “painting” with it. More on that some other day.

The pen tablet also serves as a touch pad, so when I’m not using the pen, I can use it just like a laptop touch pad. Plus I can do the cool swipe gestures (e,g. two finger scroll) that are becoming so popular these days, thank you Apple. All in all, it is a fun toy that, while not essential, I have enjoyed and grown to use quite a bit.

In part 3, I’ll discuss my backup strategy.

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My note-taking tools, part 1: OneNote 2010

January 12, 2012 in Notetaking and Organization

I have a weird interest in scouring the web for note-taking tips and ideas, as well as idea on how to keep organized with notes and such. Of course, have I ever thought to post my approach to the process? Nope! So, for anyone interested, I’ll share my current note-taking and organizing process. Enjoy!

I have tried a number of different ‘systems’ for note-taking while I’ve been a student, everything from a fully paper-based system to a (nearly) fully digital system. Both have their strengths and weaknesses. I also seem to enjoy changing on a regular basis. Like every semester. Which defeats some of the usability of any given system, but oh well.

My ‘system’ consists right now of:

You can probably tell from that list that I am, at least partially, a paperless note-taker at the moment. I opted to go paperless, however, for several reasons. One is of course, saving paper. Less expense, less waste, etc. Another big reason for me is portability. Because I am living several thousand miles away from home, and often work from different locations in Belfast, a digital system allows me to access my notes anywhere, and that is very handy right now. The downside is that I do miss the tangible interaction with paper. Another downside is that I am dependent on having electricity and, to some extent, an internet connection. Some might argue another downside is that there is a potential for the entire digital collection to vanish. True enough. And of course, paper NEVER vanishes. Ever. Sarcasm, aside, I think backups are important with either approach. Paper can me misplaced, destroyed, misfiled, etc. Digital files can disappear on a faulty hard drive, be accidentally deleted, and so on. Save your work people, no matter what the medium.

The central piece in my system right now is Microsoft OneNote. Why OneNote? I’ve used similar product Evernote which I like and continue to use. For academic work, however, OneNote appeals for two main reasons. First, I find the organization structure of ‘Notebooks > Tabs > Pages’ to be very logical and flexible. Evernote only allows for ‘notes’ to be placed within ‘notebooks’. OneNote, to me, more closely imitates the way I use “real” binders. Second, OneNote installs a virtual printer on your computer, allowing you to send anything you can print to OneNote instead. For me, this means I can “print” articles and research into OneNote. This collects them in one place, gives me ocr1 search abilities, and allows me to highlight and annotate them–more on that in a bit.

So anything that starts in digital form–articles, book scans, class readings–I’ll simply print into OneNote and I’m done. For paper media, I simply scan into OneNote (which is very easy to do) and I’m set. I can also type notes in as I’m reading books or thinking through an outline. I can then refer back to my notes on my desktop or my netbook, as OneNote 2010 can sync notebooks between multiple computers. More on that in part 3. It also syncs with the iPod touch, and I can read my notes on the go–also very handy. I can also (with a real printer :) ) print my notes out and take them to class, file them, mail them, wallpaper, or whatever I feel like. Very handy. OneNote probably has a zillion other features I could use and don’t. Screen grabs, Outlook integration, audio & video features…

That’s it for part 1. Continue on to part 2 to see how I use paper, as well as the Wacom Pen Tablet. Or skip to part 3 to learn how I backup my work.

  1. For those of you non-techies, this stands for “optical character recognition” and basically means the computer is able to “read” the text in an image