Tremor: A Biography of Parkinson’s Disease

With Professor Dorothy Porter

Tuesday 16 May 2017

5.30-7.30pm at Liverpool Medical Institution & Conference Centre, 114 Mount Pleasant, Liverpool, L3 5SR

This year’s Frances Ivens annual lecture explores how and why transformations have taken place in the material, cultural and experiential history of Parkinson’s Disease from the time of its first description by James Parkinson as The Shaking Palsy in 1817.

This talk will also focus on the experiences of patients, and examines a range of creatively expressive patients, including Wilhelm von Humboldt, Mervyn Peake, John Betjeman and contemporary artists such as Johanne Vermette.

If you wish to attend the two-course dinner after the lecture, please book via the LMI Admin officeadmin@lmi.org.uk (£20 per person)

Visit www.liverpool.ac.uk/history/events/ for more information and to register your place.

The 6th Annual Archaeology and the Bible Conference

The 6th Annual Archaeology and the Bible Conference,

Saturday 25th March, 2017

Archaeology and the Bible’s first five books

The Lecture Theatre, Department of Continuing Education, 126 Mount Pleasant, L69 3GR

The Bible’s first five books, sometimes called the Torah or Pentateuch, tell the story of Israel’s origins and its place in the wider Ancient World. But can this story be illuminated, even authenticated by the archaeological evidence?

10.00 – 10.30 Dr. Paul Lawrence (University of Liverpool): In the beginning … in a coffin in Egypt – some observations about the structure of the Book of Genesis

In the beginning …”, so begins the Bible’s first book. It is an apt title for a book that outlines the Hebrew worldview of the origins of the universe, mankind, sin and death, the nations and the nation of Israel. Does the book of Genesis have a clearly evident structure and does this give clues to the book’s composition or compilation? What evidence is there for it accurately representing events of the early Second Millennium BC?

10.30 – 11.00 Dr. James Patrick (University of Oxford): Interpreting the Creation Week in its Ancient Context

The creation of the world over a seven-day period in Genesis 1:1–2:4 has been interpreted in many different ways, particularly since the time of Darwin.  But how was this precise timing interpreted by its first hearers?  This lecture will consider evidence from ancient Israelite culture and the wider ancient Near Eastern context, in order to come closer to the original intention of this passage and its theological message.

11.00-11.30 break

11.30-12.30 Dr. James Hoffmeier (Trinity Evangelical Divinity School):Moses and Akhenaten

Akhenaten (1353-1336 B.C.) is thought by many scholars to be the first monotheist in history.  Moses is believed to have lived in the following century, which naturally has raised the question, did Akhenaten’s religious revolution surrounding the solar deity, Aten, have any influence on the development of Israel’s religion? This lecture will examine the evidence for Akhenaten’s religion and its unique elements, followed by the an investigation of the possible connection between Moses and Akhenaten.

12.30-13.30 lunch

13.30-14.30  Dr. James Hoffmeier: Israel’s Earliest Sanctuary, Priestly Garments and Bejewelled Breastplate in the Book of Exodus in the Light of Archaeological Data

One of the most compelling arguments for the historicity of the Hebrew sojourn in Egypt is the imprint that Egyptian language, culture, and religion left on early Israel. This lecture will examine some this evidence as it relates to Israelite religion that demonstrates strong Egyptian connections that most likely can be traced to the centuries the Hebrews lived in Egypt before the exodus.

14.30-15.00 break

15.00 -15.30 Alistair Dickey (Ph.D candidate University of Liverpool): Semites in Ancient Egypt “So Jacob and all his offspring went to Egypt, taking with them their livestock and the possessions they had acquired in Canaan.”

This account in Genesis 46 describes Jacob and his family moving house to Egypt.  However, is such an account plausible?  What do we know of Semites in Egypt during the Second Millennium BC?  This presentation will explore some of the archaeological and textual evidence from the Delta in the north to Thebes in the south that sheds light on the situation.

15.30-16.15 Emeritus Professor Alan Millard (University of Liverpool): Babylonian and Hebrew Law 

Similarities and differencesGod gave the ‘Laws of Moses’ to Israel at Mount Sinai, according to the Book of Exodus, with the Ten Commandments, at least, written on stone tablets. Israel’s laws are not unique. Babylonian laws have been discovered and some of them are very similar to some of the Mosaic laws, but there are also major differences. The lecture will compare those, showing how the Hebrew laws are distinctive.

16.15-16.30 Questions to the speakers and closing remarks

Advance registration £27 includes a sandwich lunch. If you would like to book on this event you can do so by clicking here 

The Everyman and Playhouse: The Playwrights Programme 2016 – Applications open

By the Everyman and Playhouse.

Our Playwrights’ Programme is a completely free course for writers and theatre makers in the Liverpool City Region, who wish to develop their playwriting craft.

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Up to ten writers will be invited to join the programme, working closely with us to hone playwriting skills and knowledge with a view to writing a full length stage play.

Applicants must be aged 18+ and have some experience of writing for the stage (not necessarily a full production). Talent, full commitment and passion, however, are more important than experience. We’re looking for innovative, original and exciting new writers from Liverpool who are committed to playwriting and making theatre which will delight, engage and challenge audiences.

Application deadline: Fri 5 Aug
Interviews: w/c Mon 29 Aug
Programme starts: Thu 15 Sep

To apply click here http://goo.gl/I6qTkR

If you have any queries, please contact us via email at literary@everymanplayhouse.com.

 

 

Talents Tips – Create a SmartArt graphic

By Peter Talent

Peter will be leading Become a Proficient MS Office 2010 User from Tuesday 2 February – for more information click here http://goo.gl/w8L9kV

A SmartArt graphic is a visual representation of your information that you can quickly and easily create, choosing from among many different layouts, to effectively communicate your message or ideas. You can create SmartArt graphics in

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You can create a SmartArt graphic in Excel, Outlook, PowerPoint, and Word. Although you cannot create in most other Office 2010 programs, (e.g. Access, Project) you can copy and paste SmartArt graphics as images into those programs.

Some layouts for SmartArt graphics contain a fixed number of shapes. For example, the Opposing Arrows layout in the Relationship type is designed to show two opposing ideas or concepts. Only two shapes can correspond to text, and the layout cannot be changed to display more ideas or concepts.

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Create a SmartArt graphic and add text to it

On the Insert tab, in the Illustrations group, click SmartArt.

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An example of the Illustration group on the Insert tab, in PowerPoint 2010

  1. In the Choose a SmartArt Graphic dialog box, click the type and layout that you want.
  2. Enter your text by doing one of the following:

v Click [Text] in the Text pane, and then type your text.

v Copy text from another location or program, click [Text] in the Text pane, and then paste your text.

Notes

  • If the Text pane is not visible, click the control.
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  • To add text in an arbitrary position close to or on top of your SmartArt graphic, on the Insert tab, in the Text group, click Text Box to insert a text box. If you want only the text in your text box to appear, right-click your text box, click Format Shape or Format Text Box, and then set the text box to have no background colour and no border.
  • Click in a box in the SmartArt graphic, and then type your text. For best results, use this option after you add all of the boxes that you want.

An Example of SmartArt

Law acts through the ages

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The History of Continuing Education at the University of Liverpool

By Dr Anna Pilz

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In May 2015, I was invited to give a talk as part of Continuing Education’s Lecture Series on the history of the Centre for Lifelong Learning and Continuing Education at the University of Liverpool. It was a great pleasure to return to my alma mater and meet some of my former colleagues and students. During my doctorate at Liverpool, I was fortunate to offer four courses on Irish literature and culture for their Continuing Education programme. It was one of the most enjoyable experiences during my degree. It offered me the opportunity to gain vital experiences in curriculum design and teaching. More importantly, however, I enjoyed the discussions I had with the students on Irish writers, historical events and representations of Irish culture. It was a particular pleasure to encounter a variety of class members who joined the courses for different reasons: either because of a personal interest due their own Irish heritage; in an effort to socialise with others who share similar interests; in order to test the ground of learning in a Higher Education environment for possible future enrolment on degree programmes; or simply in pursuit of knowledge and exchange of ideas. It was precisely this diversity in motivation as well as an eagerness to engage with new and often challenging concepts among the participants that made these classes such a joyful and rewarding experience. As so often, the best ideas and thoughts are stimulated through debate.

CE_176When I was approached to write a brief history of Continuing Education at Liverpool, I jumped at the chance to delve into the rich archive of the Centre for Lifelong Learning. It was an exciting opportunity to find out more about the developments of adult education, how it evolved and adapted to the changing social, economic, and political contexts from the late nineteenth century to the present in the city of Liverpool. I was struck in particular how the programme and the vision for adult education was driven by the people dedicated to offer a diverse syllabus and broadening the programme to cater toward an ever-increasing demand.

The challenges faced in the past were similar to today, relating to issues of finances, administrative structures, teaching materials, appropriate teaching spaces, recruitment and wider changes in the academy. The history of adult education at Liverpool indicates that such challenges can be overcome. Three things struck me in particular. Firstly, I found that throughout the twentieth- and twenty-first centuries, CE was always at the forefront in responding to external changes. Secondly, since the 1960s, it engaged in developing a research-led vision for the Centre and its varying strands and duties by bringing in international scholars with a research interest in adult education, funding researchers based at Liverpool as well as sending out its staff to international conferences. Thirdly, it struck me how widening participation and community engagement was always a focus of adult education in Liverpool with collaborations between the Centre and local institutions, such as the Blue Coat, the Walker Art Gallery and the Philharmonic Hall. In this ambition, it seems to me that the Centre for Lifelong Learning is really at the heart of what one major concern within the academy: to reach out and transfer knowledge to the wider community.

The Centre’s archive holds a wealth of material, including student enrolment lists, syllabi, correspondence and annual reports with particularly rich materials for the period of World War Two. These highlight the fast-pacing socio-economic and political changes Liverpool and Merseyside and their impact on adult education. Thanks to the dedication of the people to face these challenges head-on, the Centre for Lifelong Learning is thriving today enabling me to be part of and contribute to CE’s adult education programme which offered a unique experience to me as an Early Career Researcher. I can only hope that the archive will attract an enthusiastic student to embark on a full study of the Centre for Lifelong Learning at Liverpool. As one of the few Centres left dedicated to adult and further education, its archive merits such a study and will shed light on the importance of adult education.

For our current programme click here 2015/16 Programme
You can read a copy of Anna Pilz Continuing Education at the University of Liverpool here History of Continuing Education

Once More Unto the Breach

Agincourt 1415-2015: Half-day event of public talks

By Martin Heale, Senior Lecturer in Medieval History, University of Liverpool 

Saturday 6 June, 1.30 – 4.30pm

Management School, University of Liverpool

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This year marks the 600th anniversary of Agincourt, one of the most important battles in English history, when Henry V defeated the French forces of Charles VI and prepared the way for the conquest of Normandy. Next month, the Liverpool Centre for Medieval and Renaissance Studies is holding is holding a half-day of public talks to explore the battle and its significance. It hasn’t proved possible to organise our event on the anniversary of the battle itself in October 2015, but D-Day (Saturday 6 June) seemed like the next best thing!

We are delighted to be able to welcome Anne Curry from the University of Southampton as our main speaker. Professor Curry is the world-leading authority on Agincourt and the author of the most definitive book on the battle: Agincourt: A New History. Two further talks will place the Agincourt in its wider context. Professor Christopher Allmand – the biographer of Henry V and expert on the Hundred Years War – will consider that famous king’s reputation. Our final talk, by professor of English at Liverpool and broadcaster Sarah Peverley, explores the most celebrated retelling of the battle of Agincourt, by William Shakespeare.

This event is open to everyone, and is free of charge. We will, however, need to ask for a contribution of £2.50/person to cover the cost of refreshments on the day. To book a place, please visit the following website, by Wednesday 29 May:

http://www.liv.ac.uk/history/research/medieval-and-renaissance-studies/agincourt-1415-2015/

 PROGRAMME – Saturday 6 June, 1.30 – 4.30pm,Management School, University of Liverpool

1.15pm Arrival and registration

1.30pm Introduction and welcome

1.45pm Professor Anne Curry: ‘Agincourt. What Really Happened on 25 October 1415?’

Agincourt is one of the best known battles of the middle ages but still generates controversy today, even at its 600th anniversary. This talk will explore why it was fought where it was, why historians can’t agree on the numbers of soldiers on each side, why the English won so easily, and why we can’t find the French dead. It will take us to the heart of the debate on what can be known for certain and what is simply part of the ‘Agincourt legend’.

2.45pm Refreshments

3.15pm Professor Christopher Allmand:  ‘The Reign of Henry V in Recent Historical Writing

3.45pm Professor Sarah Peverley: ‘Staging Agincourt and Anglo-French Relations in Shakespeare’s Henry V

4.30pm Close

Hyperlinks for blog:

http://www.thehistorypress.co.uk/index.php/agincourt-pb.html

http://yalebooks.co.uk/display.asp?K=9780300073706

http://sarahpeverley.com/

 

The secret life of a Continuing Education lecturer

It is no surprise to learn that the lecturers who teach on our Continuing Education programme are experts in their fields.  But it is worth considering the fact they by no means conform to the ivory tower image of university academics – and they certainly do not just sit in stuffy offices reading books and journals. All our lecturers have active and exciting projects in their individual subject areas and professional lives.

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Craig Innes has been teaching guitar and music theory for CE for four years. As a versatile composer and musician Craig plays and performs regularly across the region. He is currently a contestant in the Jamtrackcentral Guitar Solo Competition 2015 – a prestigious new competition which brings rich rewards for the winner.

You can check out Craig’s entry here

https://jamtrackcentral.com/jtcguitarsolocontest2015/entry/756  for a glimpse of what one of our lecturers get up to when not teaching with us.

Craig will be teaching guitar courses in CE from October 2015 – either follow us on twitter @livuniCLL or keep in touch via our website at www.liv.ac.uk/continuing-education/ our 2015-16 programme will be available from early July.

100 Years of General Relativity: The Brilliance of Albert Einstein by Stephen Hughes

Link

 

In the 19th century Michael Faraday undertook experiments to explore the relationship between electricity and magnetism. These experiments demonstrated that a magnet moving through a wire coil causes an electric current to flow through the wire and conversely an electric current flowing through a wire coil causes a magnetic compass to deviate from pointing north. These phenomena are utilised extensively today in the generation of electricity and the conversion of electricity into circular motion (an electric motor). Faraday was a great experimentalist but it was James Clerk Maxwell who extended these principles into a complete theory of electricity and magnetism. When Maxwell applied his theory to the properties of empty space (with no positive/negative charges or north/south poles present) not everything in the equations disappeared. What remained was a description of a wave propagating at a very fast speed. This is light.

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In 1905 Albert Einstein published four scientific papers. One of these papers titled ‘On the Electrodynamics of Moving Bodies’ outlines his theory of special relativity. Einstein was interested in Faraday’s experiments and Maxwell’s theory. Particularly the fact that it doesn’t matter if the magnet moves inside the coil or the coil moves around the magnet, as long as there is motion between the two an electric current will flow through the coil. In special relativity, Einstein uses two assumptions to establish a new foundation for physics. The original foundation leads to inconsistencies to explain this phenomenon between electricity and magnetism. In classical mechanics, as developed by Galileo Galilei and Isaac Newton, there is no speed limit. Objects can travel at any speed. This original foundation also contains a concept called universal time, which involves time flowing at the same rate for all objects. If one object is travelling very fast and another is not travelling at all then both will still agree how long it took for the minute hand of a clock to make one complete revolution, one hour.

Physics motion

One assumption Einstein imposed is the speed of light is the fastest possible speed any object can travel. As a result of this restriction the concept of universal time had to be abolished. No longer would everyone agree on the time taken for the minute hand to make one complete revolution. Imagine two objects equip with clocks, one travels close to the speed of light and another stays at rest. Upon comparing the clocks we would find time has passed more slowly for the object travelling fast compared to the object that stayed at rest. If the clock for the object at rest shows that one hour has passed, then the object travelling fast would show that less than one hour has passed. Time slows down the faster you travel with the amount it slows down proportional to how fast you travel. Unstable particles, produced in space, don’t not have enough time, before they decay into other particles, to travel the distance from space to sea level where they are detected. When the time taken for these particles to decay at rest is measured in the laboratory they are found to decay more quickly. Time must slow down for the unstable particles as they travel close to the speed of light, from their perspective not enough time has passed for them to decay. These effects only become noticeable when objects travel close to the speed of light.

Einstein wanted to apply these same principles to gravity with an aim of removing the inconsistencies plaguing the motion of the planet Mercury around the Sun, as predicted by Newton’s theory of gravity. In 1915, after ten years working on this problem, Einstein presented his general theory of relativity to the scientific community. Since this time most of the predictions made by Einstein’s theory have been tested and verified. Some predictions, such as gravitational waves, have yet to be detected. General relativity is one of the greatest achievements in human history and continues to enlighten our understanding of the Universe.

Stephen will be teaching a 5-week course titled 100 Years of General Relativity from Tuesday 28 April. To join him for this one hundred year anniversary course to celebrate and explore Einstein’s theories of special and general relativity you can book your place by clicking here http://goo.gl/H3LM3a .

 

Conference – Conflict in Context: Archaeologies of War 1618-1918

Saturday 27 – Sunday 28 September 2014
Day registration also possible:
Saturday 17th-19th c., Sunday mainly World War I
Museum of Liverpool, Liverpool

This conference provides a timely archaeological comparative perspective, considering warfare and its impact from the 17th century up to and including the First World War. Speakers from the UK, Czech Republic, France, and Belgium cover topics as diverse as barracks, practice trenches, sieges, battlefield sites, memorials, human remains, internment camps and much more.
It is to be held at the Museum of Liverpool, Mann Island near Albert Dock, which also houses important regional collections including the Kings Regiment Collection, and has World War I galleries now open.

For details see: http://www.spma.org.uk/
Or Google Conflict in Context Conference, and find the SPMA link

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Talents tips – Basic Steps for Creating a Chart

Another in our regular series of software tips from Continuing Education lecturer Peter Talent.

Basic steps for creating a chart in Excel

Select the data that you want to use in the chart.

Make sure that you select the column headers, if the data has them. Another option is to select a single cell within a range of data. Excel then uses the entire data range for the chart.

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Step 1 Click the Insert tab, and then click the Chart icon in the Charts group.

The icon expands into a gallery list that shows subtypes. Click a Chart subtype, and Excel then creates the chart of your choice.

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Happy charting!!!! With Excel

Peter is a lecturer for our Information Technology programme – for a full listing of our IT courses this year please click here http://payments.liv.ac.uk/browse/product.asp?compid=1&modid=2&catid=24