Historical Scholarship Research Articles

“Don’t You Ever Say a Word About Him!”: Ḥadīth Scholars and Censorship in Early Islamic History

“Don’t You Ever Say a Word About Him!”: Ḥadīth Scholars and Censorship in Early Islamic History

Nomadic and Settled Worlds: The Mutual Diffusion of Economic Institutions on the Example of the Xi Xia, Liao and Song Empires

There is a commonplace in the historical scholarship that nomadic peoples, adopting a settled way of life, borrow from the agrarian sedentary population their methods of economy managing and state administration. Chinese historical tradition tells that the nomadic periphery fell under Chinese influence and adopted from the Han people both their political and economic institutions. However, sources let us know that the situation is not so simple. There are periods of reverse influence of the nomadic world on agrarian China. In the pre-Mongolian period, the Chinese empire was at the same time at the peak of its development, stood on the threshold of the industrial revolution, but was also heavily dependent on its neighbors, being forced to pay tribute to them. Practices of regular close interaction led to diffusion, that is, the mutual borrowing of various management methods. Using the example of the Chinese Song Empire and its neighbors of the Western Xia and Liao empires, the article shows that borrowings did not always go exclusively from the Han to nomads, but, on the contrary, there was a mutual penetration of both economic and political institutions in the sphere of finance and taxation.

Book Review of Youthsites: Histories of Creativity, Care, and Learning in the City

Book Review of Youthsites: Histories of Creativity, Care, and Learning in the City

Teachers' perceptions and implementations of global Englishes and Frenches in language classrooms

AbstractAn important first step to globalizing and decentralizing foreign language education is to clarify current language teachers' perceptions of language varieties and how these perceptions influence their pedagogy. The present study looked at English and French language classrooms in K‐12 and university settings in the United States to compare attitudes around varieties of two dominant global languages with colonial legacies through an anonymous questionnaire completed by 36 language teachers. The study aimed to understand to what extent English and French language teachers drew on the linguistic diversity of the respective languages and if there was a connection between received ideas and attitudes around varieties and approaches taken in language classrooms. Findings suggest that language teachers were influenced by their own language learning histories, leading to a misalignment between teaching beliefs and pedagogical practices. Additionally, language teachers were subject to curricular constraints that influenced their teaching practices around language varieties. Implications for teacher education are discussed.

Abstract A007: Beyond continental ancestry categories: trans-population genomic similarity continuum reveals overlooked somatic-germline interactions across cancer types

Abstract A growing body of research highlighted a strong presence of continuums that describe human genomic diversity. Historical scholarship has also extensively investigated the use of discrete classification systems in human genomics further questioning their validity. To investigate the limiting effect of pre-defined stratification, we performed a wide comparative driver GWAS analysis at the trans-population (i.e. without stratification) vs continent-based population levels across 16 cancer types. Results demonstrate that in the MSK-IMPACT cohort (n = 56,826 samples), the analysis of the trans-population genomic similarity continuum captures significant somatic-germline interactions (p < 5x10-8) in cancer type-specific and pancancer cohorts, with a set of interactions overlooked by the discrete continent-based paradigm. We demonstrate that overlooked germline SNPs have similar allele frequencies and directional relationships with somatic alterations across pre-defined discrete categories, and that earlier stratification prevents their detection due to lowered statistical power. PheWAS analysis of detected germline variants revealed associations with cancer and non-cancer phenotypes reported in previous studies as well as novel hits. To expand the scope of the trans-population lens, we carried out a comparative analysis on 17 whole-exome TCGA cohorts to identify potential cancer drivers based on mutational frequencies. Results similarly revealed known and potential cancer drivers at the trans-population level that would be overlooked when pre-defined continent-based stratification is applied. The lens we adopt further highlights the necessity for new quantitative perspectives to comprehensively detect genomic patterns and to leverage entire genomic datasets without pre-defined stratification schemes. Citation Format: Hussein Mohsen, Tomin Perea-Chamblee, Jian Carrot-Zhang. Beyond continental ancestry categories: trans-population genomic similarity continuum reveals overlooked somatic-germline interactions across cancer types [abstract]. In: Proceedings of the 17th AACR Conference on the Science of Cancer Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; 2024 Sep 21-24; Los Angeles, CA. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2024;33(9 Suppl):Abstract nr A007.

The Hidden Histories of Social Studies: Collaborating with Elementary Preservice Teachers on a School-Wide Community Event

ABSTRACT In this reflective piece we address the importance of uncovering hidden histories and voices. Traditional history lessons taught in schools have been predominantly taught through a White, Eurocentric narrative. White males are the dominant voices heard, while People of Color (POC) remain largely silenced from the traditional social studies curriculum (Conner, 2021). After learning of the rich history that thrives in our communities and in our role as university professors, we decided to teach about these critical aspects of history. We share the process of organizing a school-wide social studies, living museum event highlighting unknown New Mexico historical figures. We provide a synopsis of the three themes that emerged from our analysis, which are unveiling hidden historical figures, teaching culturally responsive curriculum, and focusing the project through a critical lens. Within the analysis we describe some of the units presented during the living museum event, followed by a discussion of our reflection.

Historical empathy can longitudinally predict adolescent students’ history achievement via classroom engagement

In the context that many students have been fed up with rote learning or mechanical learning in history, this three-wave longitudinal study with one-year intervals examined the potential role of historical empathy in facilitating history learning. A sample of 821 middle school students participated (aged from 11 to 15 years, M = 13.47 years, SD = 0.64). Results indicated that historical empathy positively predicted students’ classroom engagement in history, which further positively predicted students’ history achievement. More specifically, both cognitive historical empathy and affective historical empathy could be longitudinally associated with cognitive, affective, behavioural, and agentic classroom engagement, respectively. Each of the four facets of history classroom engagement could be longitudinally associated with history achievement, respectively. These findings empirically validated the positive role of history empathy in improving history learning and suggested that it may be a promising way to change the current status quo of history learning by cultivating students’ historical empathy.

Problem Behaviours and Relinquishment: Challenges Faced by Clinical Animal Behaviourists When Assessing Fear and Frustration.

Fear and frustration are two emotions thought to frequently contribute to problem behaviour, often leading to relinquishment. Inferring these emotions is challenging as they may present with some similar general signs, but they potentially require different treatment approaches to efficiently address the behaviour of concern. Although behavioural assessment frameworks have been proposed, it is largely unknown how clinical animal behaviourists (CABs) assimilate information about the emotional state of an animal to inform their behavioural assessment. In other fields (such as both in human and veterinary medicine), the use of intuition and gut feelings, without the concurrent use of an assessment framework, can lead to higher rates of error and misdiagnosis. Therefore, this study used semi-structured interviews of ten CABs and qualitative methods to explore the ways they conceptualise, recognise and differentiate fear and frustration in dogs. Although interviewees perceived fear and frustration as negative affective states that lead to changes in an animal's behaviour, there was little consensus on the definition or identification or differentiation of these emotions. The use of a scientific approach (i.e., hypothesis-driven and based on falsification of competing hypotheses) for behavioural assessment was highly variable, with individual assessment processes often characterised by tautology, intuition, circular reasoning and confirmation bias. Assessment was typically based on professional judgment, amalgamating information on interpretation of communicative signals, motivation, learning history, breed, genetics and temperament. Given the lack of consensus in the definition of these states, it is clearly important that authors and clinicians define their interpretation of key concepts, such as fear and frustration, when trying to communicate with others.

Local wisdom-based assessment of historical thinking skills: Developing and testing an instrument for junior high school students

The aim of this research is to develop an assessment instrument based on local wisdom from the Pagaruyung Palace to measure the historical thinking skills of junior high school students. The research methodology includes the use of a modified ADDIE model, starting with a needs analysis through literature review and interviews with 18 history teachers. The initial instrument was designed and validated by experts in history education, language, and evaluation. The instrument was then tested on 136 eighth-grade students in Solok Regency, and the data were analyzed using the Quest and Parcale programs to evaluate model fit, item difficulty, information function, and Standard Error of Measurement (SEM). The results indicate that the developed instrument has high validity and reliability, with a reliability value of 0.92. All items meet the established criteria and fit the expected measurement model. The integration of local wisdom enhances the relevance and effectiveness of history learning, enriching students' understanding of cultural and historical values. Therefore, the assessment instrument based on local wisdom from the Pagaruyung Palace is effective in measuring the historical thinking skills of junior high school students. This instrument provides a more accurate and contextual assessment of students' abilities to analyze, interpret, and use historical evidence.

Searching for Traces of the Shi in Tombs of the Jin Dynasty

Abstract Scholars of Jin history have noted a flourishing literati culture after the mid-Jin period, but excavated tombs suggest a more complicated picture. The shi, referring to literati without official titles, constituted a prominent group in Northern Song tombs, as evidenced by their epitaphs, but this group appears to have nearly vanished from the Jin tombs. To search for traces of the shi, this article comprehensively examines the social elites’ tombs with burial inscriptions and ink writings, where the shi would most likely be laid to rest. It shows that the text and paratext of epitaphs, as well as the tombs that yielded them, contain direct information about the shi and their interactions with other officials and non-official elites. Analysis of ink writings suggests that the shi played a role in the advanced literary expression in the tombs of some non-literati local elites. Examining these traces of the shi in tombs allows us to reintegrate them into broader society, investigate their interactions with other elites, and attain a more holistic understanding of Jin elite society and culture.

Accounting for informalization in Africa's extractive industry: Evidence from Ghana's small‐scale gold mining sector during the colonial period

AbstractIn this paper, we draw on the accountability and institutional theories to explicate the informalized state of Ghana's small‐scale gold mining sector as an exemplar of informalization of the extractive industry in Africa during the colonial period. We present a critical and historical perspective on the role of colonial subjugation that took the form of discriminatory policies and lack of accountability, in laying the foundations for the current challenges of continuous informalization of the indigenous gold mining sector and its implications on livelihoods, the economy and the environment in Ghana. We analyzed archival data on the mining industry in Ghana, consisting of official correspondences between colonial bureaucrats in Britain and Ghana, as well as colonial policies on mining, interpreted through the lenses of institutional theory. Specifically, we used records comprising letters, mineral policies, mineral output, and labor relations in the Gold Coast during the colonial period as well as minutes of meetings held by those governing mining enterprises that operated in Ghana before 1957. We also drew on periodic reports of the Ghana Chamber of Mines and their member enterprises, Government of Ghana white papers, parliamentary records among others. We found that the colonial authority, as the new institutional power with vested interest in the extractive industry, adopted discriminatory policies that banned small‐scale gold mining by indigenous population in Ghana, marginalizing the sector's operation to the advantage of foreign large‐scale gold miners. We demonstrate that the control of mineral resources by the colonial authority under new ownership structures disenfranchised the indigenous population and their right to the mineral resources of the Gold Coast. We argue that this institutionalized discriminatory policy, and the resulting lack of accountability is largely responsible for the ongoing informalization of Ghana's small‐scale gold mining sector. This paper contributes to the corpus of critical and historical scholarship that investigates the role of racialization and accountability during colonial period, but with notable distinction that departs from specific professional or disciplinary perspectives. Instead, it focuses on the colonial subjugation and exploitation of the small‐scale gold mining sector and its ongoing informalization that traces its roots to the era of British colonial rule in Ghana. It reiterates the need for accountability for these historical inequalities affecting the small‐scale mining operators, to facilitate the sector's formalization and to effectively control and manage the myriads of negative impacts associated with it.

ANALISIS INTEGRASI MATERI SEJARAH DAN KEBERAGAMAAN DALAM PRAKTIK PENDIDIKAN DI INDONESIA

This research is motivated by Indonesia's long history based on diversity of cultures, languages, religions, ethnicities, races, and customs. The integration of historical and religious materials in educational practices in Indonesia aims to understand the learning content that will shape the character of students as grassroots individuals with a nationalist spirit and religious moral values. In this study, the author employs a qualitative literature approach by collecting various relevant data sources. The theory of multicultural education, consisting of five elements: content integration, understanding the construction process of knowledge, reducing prejudice, equity pedagogy, and strengthening school culture as well as social structure by James A. Banks, serves as the analytical foundation for this research. The results indicate that historical materials also contain teachings on being tolerant and open to various differences in race, ethnicity, tribe, and culture. History learning that incorporates religious practices will create a harmonious environment by applying the principles of mutual respect, equality, and togetherness.

Analysis of Historical Learning Using the Problem-Based Learning (PBL) Model on the Entry of Hindu-Buddhist Religion in Indonesia in Class X 4 of SMA Negeri 14 Medan

The background of this research is to improve student learning outcomes through contextual and realistic problem solving at Senior High School (SMA) Problem-Based Learning makes it easier for students to develop skills in thinking and expertise in solving problems. This research is classroom action research (PTK). In this case, the subjects of this research are class X 4 students at SMA Negeri 14 Medan. The aim of this research is to gain knowledge about; 1. Planning history learning using the Problem-Based Learning model, 2. Implementation of History learning using the Problem-Based Learning model, 3. Obstacles in learning History using the Problem-Based Learning model in class X 4 SMA Negeri 14 Medan. The research method used is qualitative. The data used in this research includes primary and secondary data. Primary data was obtained from observing student and teacher activities during the learning process and the results of student learning evaluations after the learning was carried out. Meanwhile, secondary data was obtained from information regarding the number of students and facilities available to support student learning at SMA Negeri 14 Medan.

Improving History Learning Activities and Outcomes With the Project-Based Learning Model

The aim of this research is to apply a demonstrative learning approach to improve student activity and learning outcomes in history classes. Classroom action research is the research methodology used in this research. Class XI–5 students at SMA Negeri 14 Medan were used as research subjects. The findings of the second cycle learning evaluation, which involved 35 students, can be used to analyze this, there were 32 students who completed it or 88.88% of students achieved the specified KKM, namely 75. Compared to cycle I, only 23 students completed it or 63.88% or in the initial condition (pre-cycle) only 10 students completed it or 27.88%. The application of the demonstration method in history learning increases students' learning activities. Students will not only gain knowledge from the teacher, but with the demonstration learning method students can express their knowledge in the form of drama and role playing.

Efforts to Improve History Learning Outcomes Through Snack and Ladder Media at Class XII IPS 3 SMA Negeri 3 Medan

The low value in history subjects is the background of this research, classroom action research is conducted so that students are more motivated in their learning. So that the right step in improving learning outcomes, this study uses snakes and ladders media. Results of the study produced a level student learning activities in cycle 1 = 56.14% while cycle 2 = 88.28%. This has increased. Conclusion of studenst learning cycle 1 = the percentage of completion was 39.41% with an average value of 64.11%. Furthermore, cycle 2 saw an increase in the percentage of completion of 82.35% with an average value of 79.91%. The conclusion of this study is that the use of snakes and ladders media can increase learning outcomes of history of class XII IPS 3 students of SMA Negeri 3 Medan.

Extent of Use of Virtual Field Trips in Instruction of History and Government Among Secondary Schools in Murang’a County, Kenya

The use of field trips for instruction has been limited by the cost of trips, logistical planning, time taken in traveling, and learners’ safety concerns. This has led to the adoption of Virtual Field Trips (VFTs) that offer opportunities for learners to virtually visit historical sites for learning. However, the utilization of VFTs in teaching and learning History and Government in secondary schools has not been sufficiently researched and documented in Kenya thus the essence of the study. The study was guided by Technological, Pedagogical, and Content Knowledge Theory (TPACK) and adopted a Quasi-Experimental Design targeting thirty-five public sub-county secondary schools. Schools and teachers were purposively sampled while learners were randomly selected. A sample size of 372 respondents took part in the study. Learners’ questionnaires, interview schedules for teachers, and classroom observation schedules were used to collect data. The study found that majority of teachers and learners were not aware of the use of VFTs for teaching and learning. Further, even after training, teachers were not able to effectively use VFTs in instruction. Against these findings, this study recommended that the Ministry of Education and Teachers Service Commission should team up and organize training for teachers to equip them with ICT skills for preparation and use of VFTs for teaching and learning. Also, teacher training institutions should endeavor to equip teacher trainees with ICT skills to exploit VFTs in their specific teaching-learning areas.

Effect of utilization of VFTs on teaching and learning History and Government in Murang’a County in Kenya

The adoption of Virtual Field Trips (VFTs) as a teaching method has provided opportunities for learners to virtually visit historical sites for learning. However, the effects of utilization of VFTs in instruction on students' performance in History and Government had not been sufficiently researched and documented in Kenya. Therefore, the essence the study was to establish how use of VFTs in teaching and learning affects learners' academic performance in History and Government in Murang’a County in Kenya. The study was guided by Technological, Pedagogical, and Content Knowledge Theory and adopted a Quasi-Experimental Design targeting 35 public sub-county secondary schools with a target population of 3,329 respondents. Schools and teachers were purposively sampled while learners were randomly selected. A sample size of 372 respondents made up of teachers and form one learners of History and Government took part in the study. Research instruments used were learners’ questionnaires, interview schedules for teachers, History and Government Assessment Tests, and classroom observation schedules. Piloting was done on all research instruments and reliability accepted r=0.657. Statistical Package for Social Sciences (SPSS) was used to analyze data for descriptive and inferential statistics. The study found that use of VFTs significantly affected learners' academic performance at t (365) = 15.50, p=0.00. The study recommended teacher training institutions to equip teacher trainees with skills to exploit VFTs in teaching. A VFT teaching guideline was developed to assist teachers in preparation and use of VFTs for instructional purposes to improve teaching and learning for better academic performance.

Progress in application of machine learning in epidemiology

Population based health data collection and analysis are important in epidemiological research. In recent years, with the rapid development of big data, Internet and cloud computing, artificial intelligence has gradually attracted attention of epidemiological researchers. More and more researchers are trying to use artificial intelligence algorithms for genome sequencing and medical image data mining, and for disease diagnosis, risk prediction and others. In recent years, machine learning, a branch of artificial intelligence, has been widely used in epidemiological research. This paper summarizes the key fields and progress in the application of machine learning in epidemiology, reviews the development history of machine learning, analyzes the classic cases and current challenges in its application in epidemiological research, and introduces the current application scenarios and future development trends of machine learning and artificial intelligence algorithms for the better exploration of the epidemiological research value of massive medical health data in China.

The British Art Section of the 1906–1907 New Zealand International Exhibition: Its Complexities and Contributions to New Zealand’s Art History

The British Art Section of the 1906–7 New Zealand International Exhibition in Christchurch remains the largest exhibition of British art in New Zealand history. However, its cultural impact has been little explored in art history scholarship. This article addresses contrasting interpretations of the section by examining its origins, purchases and legacies, reconsidering and recontextualising previous analysis by art historians Linda Tyler and Warren Feeney. The success of the section neither devastated nor revitalised the work of local artists, but instead reinforced the continued importance of purchasing British art for New Zealand and the pivotal role it played in shaping this country’s nascent art collections.

The Urgency of Strengthening Historical Emphaty in Historical Learning: A Review of Bibliometric Analysis

Strengthening an empathetic attitude towards past events is crucial, particularly in the educational context. This study investigates four key areas: (1) the growth of international publications on historical empathy within the Scopus database from 2002 to 2023; (2) the core journals that focus on historical empathy research; (3) the productivity of researchers in this field; and (4) the development of research on historical empathy based on co-words and co-authors. Data were collected from Scopus using keywords related to history and empathy, focusing on publications from 2002 to 2023. The analysis, conducted using VosViewer software, revealed that although the number of publications on historical empathy has remained relatively small, it has steadily increased each year. A total of 132 articles have been published, primarily by researchers from the United States and the United Kingdom. This study provides valuable insights for history educators and researchers by highlighting the trends in historical empathy research, which is particularly relevant for teaching and learning history in academic settings.