How to Write a Great History Term Paper

How to Write a Great History Term Paper History is mainly a subject that deals with the events that happened in the past. There are so many books in the library that give different versions of certain events that took place. Some of the times the teachers in the schools decide that since covering the whole syllabus as they teach per topic is quite time consuming and a lot of time is wasted leading to then not completing their syllabus, they give the students research papers to do. They go do the researches get the different versions that they will then they discuss in their classes with the teachers and this will enable them to learn the right approach to a certain topic. The teachers also at the end of the term give the students History papers to do. Some of the students fail but not because they do not know the answers but because they can not put their words together. This is the reason as to why in the Melody Academy the History teacher has to teach all the students how to write a good History term paper so that the students can be able to compete with the other schools. In his class the teacher teaches that the students should do their research carefully. They should be able to ask themselves more questions about the topic that they are covering and even if the event happened in the past they should be able to answer those questions. This way by the time they get to the real question they will be able to know what the argument is about and how they are going to base it as well as the materials that they will use in order to show their argument. This preparation enables the students to gather all the required information. After this the students should then write their argument. They should not just write short stories or narratives, they should base their arguments according to the questions that they asked themselves and the questions that they gave. Even if they know less about the topic that they are discussing, they should give all the information that they know. In every argument, the students should ensure that they support their arguments with evidences. They should give examples to show how sure they are in what they are telling the people who will read their articles. They should put all their points in order such that the teacher will see where his main point is, his argument as well as the evidence that he has to support his points. Another thing, the students should take positions in whatever they write. They should be able to write what they think. This way they will be able to even convince the people who read their articles. Do you professional help with writing a History term paper online? Dont waste your time and contact CustomWritings.com now!

The Aim of a Psychology Case Study and 3 Steps to Effectively Reach It

The Aim of a Psychology Case Study and 3 Steps to Effectively Reach It The Aim of a Psychology Case Study and 3 Steps to Effectively Reach It Case studies are a type of written assessment used in a range of disciplines that you might be studying at college or university. In this article, we are going to be taking a look at the format required for a case study if you are studying Psychology. What is a Psychology Case Study? In the context of the study of psychology, a case study is an in-depth investigation of a single person, a group of people, a specific event, or a defined community. It is a way of bringing together data from a range of different sources and methods. It’s a form of research most closely associated with Sigmund Freud. The data that you might seek to include in your psychology case study is an observation of the subject’s daily routine, unstructured interviews with the subject, review of diaries or personal documents as well as the review of more formal documents such as medical files or clinical notes. Most of the data that you will be reviewing and presenting in your case study will be qualitative data. You would most likely supplement this qualitative data with numerical data that you have also collected. When you are analyzing the data that you are presenting in your case study, you will be applying one of the accepted psychology theories. These include a grounded theory, interpretative phenomenological analysis, or text interpretation such as thematic coding. Step 1: Observation If you are applying the case study approach to a subject in your psychology studies, often you will be required to observe the subject, or to try and reconstruct the case history of the subject that you are studying. This is described as the idiographic approach. Step 2: Data Data that you may want to include in your case study could include the subjects medical records, employer reports, school reports, or psychological test results. This phase of the process will generally include an interview with the subject and other people relevant to the experience of the subject, such as the subject’s friends, parents, employer, work colleagues, or other relevant people. Step 3: Interpretation The researcher needs to be competent enough to be able to understand what their observation and data collection is telling them. The case study format is designed to enable the researcher to interpret all of the available information so that they can provide insights and assessment regarding the subject of the study. Psychological case studies are an effective way to present available data and provide vivid insight into your chosen subject. However, case studies are not perfect they are only dealing with the specific subject, so it is not a given interpretation or insights of the case study can be applied to any other subjects or in a wider context. Also, the strength of the psychological case study is in the competence and interpretative abilities of the researcher. This is a subjective analysis of qualitative data and information, so different researchers will most likely reach different conclusions depending on the interpretation they make. Even Freud was criticised for producing case studies in which it seemed that the available information had been distorted to suit the behavioral theories that he was wanting to present.

Conflict or Consensus Essay Example | Topics and Well Written Essays - 500 words

Conflict or Consensus - Essay Example he criminal code of justice, and the legal system in particular was meant to serve as a weapon that would enable everyone to do their duties in a rightful manner such that it would result in mutual prosperity. However, history is evidence to the fact that the society has not adhered it and has instead used it to lever advantage in their favor. This has been the case with people belonging to the powerful and the elite, who have bent the criminal code so that most of their illegal deeds went unnoticed. The conflict model of criminal justice, says that the organizations of a criminal justice system must work competitively as opposed to working in a cooperative manner. Issues such as fame, wealth and success have forced the criminal justice system to a conflict with itself. The conflict model has therefore suggested that there is no true legal system and that an adversarial approach has prevented legal instruments from communicating with each other. The supporters of the Conflict model argue that the conflict model is the reality of criminal justice. The conflict model, as pointed out by Jerome Skolnick says that powerful elements such as the police and lawyers appear to do their job, rather than doing their job in reality. Powerful people like the police and the wealthy have coerced innocent people into accepting that they have committed crimes such as theft or rape. In several cases, the wealthy have twisted the legal system by covering tracks of wrongdoings such as financial wrongdoings, eliminating competitors, implicating innocent people etc. they have grown a clout of loyal and corrupt police officials, lawyers and other legal entities, who, in reality, work for such powerful people rather than the state. The consensus model, opposes the conflict model by professing the argument that the constituents of a criminal justice system, work cooperatively and not competitively. It further goes on to says that organization of criminal law must and should work in

Short answers Research Paper Example | Topics and Well Written Essays - 250 words

Short answers - Research Paper Example This is illustrated by Phillips curve where as unemployment falls, inflation increases. The government should step in to solve unemployment problems according to Keynes. This is done through Central bank that ensures that there is more money in circulation (Froyen, 1995). The classical would advocate that the Federal Government supply money so as to match the rate of unemployment growth. If the two do not match, then there will be excess supply, which could be as a result of increased price of labour. In addition, the government should restrain from applying any stabilization measures (Tucker, 2011). Despite being expensive, the procedures employed by the United State drug and food administration are essential. This is to ensure that they are quality and fit for human consumption. The government can however, subsidize the prices so as to reduce their prices and be able to manage inflation (Harris, 2006). On the other hand, the government should not eliminate such requirements on hot dog content since it is not a basic need. A combination of fiscal and monetary policy should be employed in the current U.S. economy. Some of the fiscal policies include; government purchases and transfer payments. On the other hand, monetary policies such as Open Market Operation among others could be employed (Tucker,

Brief View of Buddhism on Different Perspectives Essay Example for Free

Brief View of Buddhism on Different Perspectives Essay Buddhism in China was not first welcomed. People had different opinions on Buddhism. To analyze the responses to the spread of Buddhism in china by who expresses to the audience, why some people believe Buddhism is better for the country, and why some believe Buddhism is bad for China. Depending on what time period they lived in, changed the opinion of those who expressed their opinion to the audience. (Document 2) Zhi Dun is a Chinese Scholar, author, and a high official. During circa 350 C.E Northern China was invaded by Central Asian Steppe Nomads. There is war between the Asian Steppe Nomads and Zhi Dun believes that if you believe in Buddhism and have the right intentions, you can reach nirvana. (Document 3) This document is written by an Anonymous Chinese Scholar that expresses his opinion to the people of China. This is during circa 500 C.E., which was during the time of instability and disunity. He wrote this document anonymously because he was fearful of what other people think. They might not agree with his idea. (Document 6) The emperor response is toward the people of china. This is during 845 C.E, which is after the imperial structure is restored and he is saying that they don’t need Buddhism. Although some people agree with Confucianism, people think Buddhism helped China. (Document 1) In this document, it talks about the four Noble Truths. It shows how everyone suffers and the only way to get rid of suffering is to get rid of your desires. This was the first sermon preached by the Buddha in India during the fifth century. This document was written to persuade those to become Buddhists and follow the teachings. (Document 2), this document explains how if you have the right intentions, then you will reach Nirvana. This helps relief the people of china. (Document 5), Zong Mi, a Buddhist scholar said that Buddhism helped China. He said that the Buddha taught many teachings and in result, it encouraged the perfection of good deeds. Although Buddhism might seem good for China, other people believe that it ruined the country. Usually the higher classes thought Confucianism was better. This is because the lower classes are to respect the higher class. Han Yu is a Confucian Scholar and official of the Tang imperial court. This is during the 819 C.E. he says Buddhism didn’t even originate from China. He also says that Buddhism has nothing to do with the country and the culture. (Document 6), this is during 815 C.E. This is the time period after the instability and disunity of china. China is restored and they have an imperial rule, Tang Emperor Wa. His attitude towards Buddhism is furious. Since China is restored, he believes in Confucianism and Legalism, so there is no need for Buddhism. He even explains that Buddhism is selfish. All they do is eat and meditate, not helping the country by working. To analyze the responses to the spread of Buddhism by observing those who expressed their opinion to the people of China. It differed depending on what time period they lived in. it depended if they lived in the time of instability and disunity or when china was restored. Others believe that Buddhism helped China. They believe that it helped China during the time of instability and disunity. During this period of time, there was an invasion against the Asian steppe nomads in circa 350 C.E. Buddhism helped comfort those that were going to war by saying that they can reach nirvana. Even though Buddhism helped China, higher officials and Confucius believe that it ruined the country. This is because during 845 C.E. they had an emperor. They didn’t need Buddhism anymore because they had an emperor and china is unified by one leader again. A missing voice that is needed in the document section is a person that does not express their opinion to the public, like a private voice such as a person putting something down in a diary. The second voice that is needed is the common people’s opinion in China. This will show which philosophy they are rooting for during a period of time. The third voice should be a historian’s view during their period of time, so it shows how he interprets it.

How Mary Shelley Presents the Monster in Frankenstein Essay -- Mary Sh

How Mary Shelley Presents the Monster in Frankenstein Throughout my essay, I am going to explain and show the ways and techniques that Mary Shelley uses to present the monster through the novel. I will also describe how wee feel about the monster at various stages in the novel, and how our views and understanding of him may have changed. I will begin with a brief introduction to Mary Shelley herself, and how she was brought up, as I think this has had a big influence on her writing in 'Frankenstein'. Mary Shelley was brought up by her father since the age of around just ten days old. Her mother died just shortly after giving birth to Mary. I believe Mary Shelley blamed herself for her mothers death, and writing 'Frankenstein' was her way of letting out and incorporating her misery and hate through the characters in the book. I think that she is referring to herself as the monster because he only had a father, and although I think Mary's father did love her, she was still missing something and I think she felt like she wanted to be loved. The novel is set in Geneva, Switzerland which is a very desolate and isolated country. This gives the feel of loneliness and makes the novel slightly more frightening knowing it is set in a lonely, mountainous area in the middle of nowhere. Mary Shelley tells us the story of how Victor Frankenstein became interested in natural philosophy, electricity, chemistry and mathematics. Frankenstein left for Germany, to attend university. There, his interest in natural philosophy quickly became an obsession. He was particularly fascinated with the human body and the concept of life. After four years of fanatic studying, not keeping in contact with his family, he was able to ... ...n's friend and dislikes the monster for murdering Frankenstein's wife and brother, he also pity's him because he has not been brought up to learn right or wrong, so he thinks that its not his fault. The use of three points of view is very effective because it really helps you to decide your own point of view for yourself. To conclude my essay, I think that Mary Shelley has been very clever in her use of emotive language especially. I think she really shows us how the monster is feeling at all time during the novel, and this shows us his true character. I think our views change of him throughout the novel, but we will always have the slight sense of feeling sorry for him more than anything, even though he does murder. It was never his fault that he was hated and rejected and I think that's why we have such a strong feeling of understanding towards him.

How Andrea Jung Became Successful

Her parents are both Chinese immigrants that moved their children with the dream of providing them with a better education. Both her parents are very educated people and they set high standards for Jung and expected her to work hard for what she wanted and to achieve as much as possible without losing sight of her heritage and values. She has always stated that she was not a very good student growing up, but her parents would offer something in return for her earning straight As. Every time she wanted something she knew she would have to study really hard to get It and It's because of this that she credits her parents with furthering her resolve and ambition. 1 While In high school she got Involved In extra-curricular activities, specially the student body, she served as class secretary and then president. After high school, Jung attended Princeton university and earned a BAA degree in English Literature. She decided to take a break from school and hoped to attend law school afterwar ds, but she enjoyed her Job so much that she decided that perhaps that was her calling. Jung attended a college career fair and she was hired by Bloodiness's for a management-training program. She had at first figured the experience would come in helpful once she started working on her law degree, but she realized that she really enjoyed working In retail. Her parents TLD agree with her decision of working In the retail business and they saw her choice of career as a waste of a good college education. Jung made a smart move along the way and chose a mentor. Having a mentor was good for Jung as she was very successful and had become the company's first female vice president.Jung knew she could learn a lot from her and she did. Jung learned that men didn't see women executives as strong but weak beings and found that the majority of women in the workplace didn't support other women and it was a tough environment. â€Å"Some people just wait for someone to take them under their wing,à ¢â‚¬  he said. â€Å"Vie always advised that they shouldn't wait. They should find someone's wings to grab onto. â€Å"3 Jung made it a point to become successful and she worked hard at It and didn't let any misconceptions or put downs get In her way or set her back. Jung had other Jobs and as she moved she worked her way up the chain. Junk's outgoing personality was helpful and she made friends and networked with many then she went on to work at Newman Marcus as the executive vice president in charge of merchandising. L She learned a lot along the way, especially the importance off good self image. If she wanted to be successful she had to look successful and she knew how important it was to have a good image. She really enjoyed her work but she was also hungry for a challenge and she found it when she started working as a consultant for Avon.The company's executives really liked Jung ideas as a consultant so they decided to hire her as president of product marketing group for U . S. Operations. L The company found themselves needing a CEO and Jung and three other women thought that they had a good chance of getting picked as they had all worked for the company for quite some time. Unfortunately Avon decided to hire someone from the outside and this was a disappointment because this was a man whom they saw as having no experience in the industry.Not long after though, Mr†¦ Perrine, the current CEO, resigned and opened the door for Jung to step right in. She became Van's ninth president and CEO. 2 Avon has gone through many changes since Jung came onboard, the products have definitely become more updated and they now target a wide variety of customers. You can see anything from dresses, shoes, purses, items targeting children, and of course beauty products. They have products targeting women of all ages and the prices easily beat prices on high stores. One thing that has attracted me to Avon lately is the different campaigns that support important cause s. Breast Cancer is one of them, Jung grandmother died of breast cancer at the age of 63. 2 This was a deep loss for Jung, who recalled, â€Å"It was the early Seventies, and the C-word was forbidden in our house. She didn't want us around her in case it was contagious. There was fear about the subject† (London Times, June 29, 2002). 2 The other cause is called, â€Å"Empower Women Campaign†, this s an important cause because it fights to end violence against women.Jung has worked hard to get to where she is. She was brought up with good family values and has always made sure her family was not affected by the numerous meetings and business trips she has had to attend. Her family is very important and she has said that she has missed some of her children's events, but not the important ones. L Jung was featured in the October 2010 issue of Fortune Magazine and was ranked number 5 among the â€Å"50 Most Powerful Women. † She is a great woman and someone I can ce rtainly say I have learned a lot from.

The Different Methods and Styles of Leadership

In a seminal and much-cited article on the subject of lead-ership, Lewin, Lippitt, and White (1939) coined the term demo-cratic-style leadership to refer to a method of managing that involved give and take between leaders, or managers, and the people whose jobs they were guiding. Later identified with group leadership, democratic leadership was valorized vis-a-vis auto-cratic leadership on one side and laissez-faire leadership on the other. One may readily infer the bias in favor of democratic leadership style from the mere naming of the other style terms. The autocratic style of leadership has been linked to the so-called scientific management methods envisioned by Frederick Taylor, who in the early part of the 20th century was influen-tial in devising a strategy of workplace behavior meant to elim-inate uncertainty and chaos in the workplace. The problem was that managers tended to leave employees out of the policy-imple-mentation equation. Supposedly, scientific management would eliminate the adversary relationship between labor and manage-ment. Instead, â€Å"science, the impartial arbiter, would decide† (Kanigel, 1996, p. 45). Yet â€Å"science† inevitably meant top-down, hierarchical management practices: â€Å"Taylor's experts and engineers did the thinking, while you were consigned to mindless doing† (Kanigel, 1996, p. 51). Laissez-faire leadership, as the term implies, fully em-powers the group members. The actual leader recedes, but the group is responsible for its decisions. One trouble with that style is that the leader also withdraws as a resource, unless the group specifically asks for help, and intragroup rivalries and compe-tition can develop that can limit group effectiveness (Lewin, Lippitt, & White, 1939). There may be no shared vision about the group's objective. One may also infer the potential for the tyranny of the majority, a term attributed to Tocque-ville in his 1839 book Democracy in America. That idea also sur-faces in democratic-style management, but a leader changes the anarchic process by guiding the group away from internal power plays and toward unified group objectives. After World War II, influential management philosophy shifted toward ideas of democratic-style leadership with the work of W. Edwards Deming, whose famous Fourteen Points of man-agement included calls for management, not labor, to assume re-sponsibility for quality and for managers to act as leaders who clearly articulated work objectives and supported labor in im-plementing them (Walton, 1986). Yet Deming's management ideas were more wide-ranging than leadership per se, and the style associated with group dynamics is the focus of this research. Democratic-style leadership is consistent with management theory that views workers, or members of the leader's group, as resources rather than as drains or something to be coped with or otherwise got over. Even where some hierarchical struc-tures are in place, communication processes are meant to travel up, down, and laterally within an organization, and management practice diffuses decision-making events â€Å"throughout the organization. Even important decisions involve input from employees at all levels† (Hamiton & Parker, 2001, p. 58). The democratizing influence of such practice implies that communication will be interactive, not simply a matter of transmission of messages (commands) from managers to employees. The implication, too, is that such communication must take place in an environment of openness, honesty, and shared confi-dence (Hamilton & Parker, 2001, p. 58), which tends to yield cooperation and productivity. Because enterprise activity is necessarily collaborative, communication effectiveness is of paramount concern. Openness for leaders involves disclosure (sharing) of information with subordinates plus the reception or feedback from them. The authors of the best-selling One Minute Manager valorize simple, direct, and honest explanation of what is expected by management of workers, together with regular follow-up and evaluation of performance, and a commitment on the part of management to both people and results (Blanchard & Johnson, 1981, p. 8). That is, the more a manager facilitates subordinates' work (p. 19), the more likely the workers as members of the leader's group are to be productive and to produce high-quality work. Leadership that focuses on facilitating rather than defining the details or methods of the work of employees starts with making clear â€Å"what our responsibilities are and what we are being held accountable for† (p. 27). Realism about goals feeds realistic work habits and attention to achievement of those goals. As leaders, managers must both permit and enable disclosure and/or feedback by group members in an environment of psycholo-gical safety (Hamilton & Parker, 2001), which is also a hallmark of democratic systems. Equally, managers must be alert to non-verbal as well as verbal cues that may supply information about a group's performance and attitude. Hamilton and Parker give the (nonverbal) example of the prestige attached to corner offices as having the potential to affect the quality of workplace morale. Time management, too, sends messages about the kind of equality associated with democracy: Being late for meetings may stigmatize employees (Hamilton & Parker, 2001, p. 160) but send the message that some people (for example, managers) who are late when others (for example, secretaries) are on time are en-titled to be so. To be effective, democratic styles of leader-ship lead by example, with leaders asking nothing of subordi-nates that they are not equipped to do themselves.

The African Roots of African American Religious Culture as Described by W.E.B. DuBois

The African Roots of African American Religious Culture as Described by W.E.B. DuBois Free Online Research Papers The roots of African American religious culture extend between Africa and the United States through the Trans-Atlantic slave trade that occurred during the sixteenth through nineteenth centuries. Religion was a reaction to the harsh conditions of slavery and an escape from the abuses of human trade. African American religious culture was an amalgamation of African and American customs, which blended in the most pragmatic fashion to accommodate the spiritual needs of the transplanted Africans. After the thirteenth amendment abolished slavery in 1865, African Americans continued with their religious practices and blacks were no longer property, but actual citizens. Being the pragmatic and dynamic force that it is, religion changed and served new purposes for African Americans. W.E.B. DuBois addressed the changes in his book The Souls of Black Folk. In it, he maintained that blacks operated on two separate levels of consciousness or a double consciousness as Africans and Americans. The Oxford English Dictionary defines this as â€Å"a condition which has been described as a double personality, showing in some measure two separate and independent trains of thought and two independent mental capabilities in the same individual† (Double consciousness). I posit tha t only way to deal with this dual state of being is through a religious identity and not through intellectual, social, or academic classifications. This research will identify DuBois’s call for a new religion to accommodate the African American state of being after Emancipation. Scholar Charles Long defies a definition for religion and determines that it is best described as a way to determine ones’ location in the world (Long 7). DuBois asserted that the sense of location was irrevocably disrupted by destroying the prospect of free human labor. Indirectly, this forced former oppressors to acknowledge blacks as a new class of people, and not property. The lack of location left slaves in a crisis of identity. People who were once considered property now had agency. Determining one’s â€Å"ultimate significance† was precarious in the midst of the economic and social upheaval. By the time DuBois wrote his essay about four decades later, former slaves continued to struggle economically and socially as policies in the South aimed against the very humanity of blacks. Changes prompted by Reconstruction left very little stability for the ex-slaves, because â€Å"Daily the Negro is coming more and more to look upon law and justice, not as protecting safeguards, but as sources of humiliation and oppression. The laws are made by men who have little interest in him; they are executed by men who have absolutely no motive for treating the black people with courtesy or consideration† (DuBois 198). Without political or financial stability, the state of the black union was precariously hanging on the opinions of bigoted Southerners who wanted to keep blacks oppressed. Nearly two millennia earlier, the Apostle Paul faced a similar predicament in reference to converting peoples whose entire state of mind had to change to accommodate a shifting world. In the Book of Acts Paul addresses a group of syncretic Greeks, who worshipped idols. Paul gave a speech about God’s presence in the Greek’s lives and the reality of creation, saying, â€Å"For in him we live and move and have our being† (Acts 17:28). Paul admonished the Greeks to rely on his god rather than the various idols that they worshipped. The god that Paul describes is a constant force that remains unchanged from creation up until the present. DuBois posed a similar argument in The Souls of Black Folk, saying â€Å"(African Americans) must perpetually discuss ‘The Negro Problem,’-must live, move, and have their being in it, and interpret all else in its light or darkness. With this come, too, peculiar problems of their inner life†¦All this must mean a time of intense ethical ferment, of religious heart-searching and intellectual unrest† (221). DuBois admonishes African Americans to acknowledge the constant in much the same way that Paul urged the Greeks in his speech to find â€Å"real† religion devoid of idols. DuBois points out a major factor in African American religious culture by recognizing the constant of split consciousness between their inherent beliefs and the European American consciousness of the ones around them. Accommodating change meant dealing with the constant of double consciousness and dealing with it. With this in mind, what does African American religious culture look like? How does it feel? How do we know when we have encountered it? A more definitive answer lies in material culture, such as arts and music. In â€Å"The Criteria of Negro Art,† which was written twenty-three years after Souls, DuBois calls on artists to define themselves and break from the constraints of Eurocentric notions of African inferiority. In some ways the ex-slaves were as if they had never left Africa in the eyes of the of their captors and oppressors. The newly emancipated nation of people would never be real Americans in the eyes of the European Americans who once enslaved them. African American religious culture is a response to the question â€Å"who am I?† Geographically displaced artists demonstrated answers to African American cultural and religious practices and embodied questions and answers in their artistic practices. Dubois’s â€Å"Criteria of Negro Art† influenced the Harlem Renaissance and such artists as Langston Hughes and Jacob Lawrence (DuBois). This period is crucial because it marks a shift when African American artists began to use double consciousness to expand on both African and American roots. Michael D. Harris pointed to a model that acknowledges the double consciousness that DuBois and his generation found so problematic (Harris 45). Harris notes further that artists, like Lawrence, made visits to Africa in order to bridge their understanding of the â€Å"African side† of their consciousness (Harris 45). Rather than advocating a rift and jettisoning the African for the American, artists then and now expand their knowledge of both sides of their consciousness. They learned canonical European practices and African practices that enriched their art in ways that created a solution to the â€Å"Negro problem.† The African roots of African American religious culture began in a hellacious state of existence. It was defined by tragedy and loss created by a slave trade that refused to acknowledge Africans as human beings. Their culture was denigrated and they were despised. DuBois in his impassioned essays urged African Americans to deny European deceptions of religion and false selfhood. The fact that DuBois places the term â€Å"Negro problem† in quotes, indicates his oxymoronic style of saying something in an ironic way by using two words to contradict each other. DuBois never considered himself a problem. Out of all of the issues of racism that existed for African Americans, DuBois notes it as a source of inspiration rather than a hindrance saying: â€Å"Such is the true and stirring stuff of which Romance is born and from this stuff come the stirrings of men who are beginning to remember that this kind of material is theirs: and this vital life of their own kind is beckoning them on† (DuBois). He never saw the state of the African American religious culture as a problem but rather a series of solutions. The Harlem Renaissance revealed solutions and they continue to unfold even now as African American artists respond to a dual consciousness by incorporating religious experiences of then and now, here and there. Bibliography Double consciousness. The Oxford English Dictionary (1989). DuBois, William Edward Burghardt. Criteria of Negro Art. The Crisis 32 (1926): 290-297. - . The Souls of Black Folk. New York: Penguin Books, 1995. Farrington, Lisa E. Creating Their Own Image: The History of African-American Women Artists. Oxford: Oxford University Press, 2005. - . Reinventing Herself: The Black Female Nude. Womens Art Journal 24.2 (2003-2004): 15-23. Harris, Michael D. From Double Consciousness to Double Vision: The Africentric Artist. African Arts 27.2 (1994): 44-53, 94-95. Lemons, Gary L. Womanism in the Name of the Father W.E.B. DuBois and the Problematics of Race, Patriarchy, and Art. Phylon 49.3 (2001): 185-202. Long, Charles H. Religion, Discourse, and Hermeneutics: New Approaches in the Study of Religion. (n.d.): 1-26. - . Significations. Philadelphia: Fortress, 1986. Owen-Workman, Michelle A. and Stephen Bennett Phillips. Readers, Advisors, and Storefront Churches: Renee Stout a Mid-Career Retrospective. Seattle: University of Washington Press, 2002. Pinder, Kymberly N. Our Father, God; Our Brother; or Are We Bastard Kin?: Images of Christ in African American Painting. African American Review 31.2 (1997): 223. Prothero, Stephen. Black Moses. Prothero, Stephen. American Jesus: How the Son of God Became a National Icon. New York: Farrar, Straus, and Girooux, 2003. 200-228. Stott, Annette. Transformative Triptychs in Multicultural America. Art Journal 57.1 (1998): 55-63. Thompson, Robert Farris. Flash of the Spirit. New York: Vintage Books, 1983. - . Illuminating Spirits: Astonishment and Powere at the National Museum of African Art. African Arts 26.4 (1993): 60-69. Research Papers on The African Roots of African American Religious Culture as Described by W.E.B. DuBois†19 Century Society: A Deeply Divided EraComparison: Letter from Birmingham and CritoBringing Democracy to AfricaHip-Hop is ArtCapital PunishmentCanaanite Influence on the Early Israelite ReligionWhere Wild and West MeetRelationship between Media Coverage and Social andQuebec and CanadaPETSTEL analysis of India

How to Conjugate Traverser (to Cross) in French

How to Conjugate Traverser (to Cross) in French The French verb  traverser  means to cross, as in to traverse something. That makes it a little easier to remember, though youll also need to know how to conjugate the verb. A short lesson will introduce you to the basic conjugations so you can use it in French to say things like I crossed or were crossing. The Basic Conjugations of  Traverser French students who have studied other verbs will recognize the conjugation patterns used for traverser. Thats because this is a regular -er verb, meaning it follows the most common pattern found in the French language. If you have studied words like penser (to think) or porter (to carry), the infinitive endings used here will look familiar. The most common conjugations are the imperative mood for the present, future, and imperfect past tenses. Using the chart, locate the correct conjugation by matching the subject pronoun with the appropriate tense for the subject. This will tell you which ending is added to the verb stem of  travers-. For example, I am crossing is  je traverse  and we crossed is  nous traversions Present Future Imperfect je traverse traverserai traversais tu traverses traverseras traversais il traverse traversera traversait nous traversons traverserons traversions vous traversez traverserez traversiez ils traversent traverseront traversaient The Present Participle of Traverser Adding an -ant ending to the stem of traverser gives you the present participle of traversant. Traverser  in the Compound Past Tense The  passà © composà ©Ã‚  is a compound past tense that is often used in French and you might find it easier than the imperfect. Thats because you only need to conjugate the  auxiliary verb  avoir  into the present tense to match the subject, then attach the  past participle  traversà ©. The construction is rather easy. For example, I crossed is  jai traversà ©Ã‚  and we crossed is  nous avons traversà ©. Even though  avoir  is in the present tense, the past participle takes over the job of explaining that the action has already taken place. More Simple Conjugations of  Traverser There are a number of other conjugations of  traverser  and each has a different purpose, but were going to stick with the essentials for this lesson. As you expand your vocabulary, you might want to imply that the action of crossing may or may not happen. In that case, youll use the subjunctive. If, however, the crossing wont happen unless something else does, you can use the conditional.   On rare occasions, you might encounter the passà © simple or imperfect subjunctive. While theyre not essential additions to your French vocabulary, they are good to know. Subjunctive Conditional Pass Simple Imperfect Subjunctive je traverse traverserais traversai traversasse tu traverses traverserais traversas traversasses il traverse traverserait traversa traverst nous traversions traverserions traversmes traversassions vous traversiez traverseriez traverstes traversassiez ils traversent traverseraient traversrent traversassent Lets suppose that you need to tell someone to Cross! in an emergency or some other situation that requires a quick, short command. In these instances, you can turn to the imperative  form of traverser. When using it, skip the subject pronoun and simply say, Traverse ! Imperative (tu) traverse (nous) traversons (vous) traversez

The Kangxi Emperor and the Jesuit Mission in China Essay

The Kangxi Emperor and the Jesuit Mission in China - Essay Example I helmed a treaty to insure peace between our peoples. We Chinese are masters of war but are first and foremost lords of peace and order. All things in the cosmos have an order and working. War is like a heavy stone hammer: Sometimes necessary to fix a major problem, but it usually does more damage and is only wielded by clumsy fools. I view my providence over China as a sculptor with a fine chisel: There is perfection underneath the stone; all I had to do was bring it out. What do you think of the West? It would be impolitic to say too much, even for an Emperor. The Russians are like their beloved bears: Sometimes foolish, but more often cunning. I hope that, in the future, our great peoples will cooperate more than bicker. I much liked your Jehovah's Witnesses and your Christians, but unfortunately, they ended up making trouble. Your technology is amazing. You have taken our knowledge, true, but you have advanced it. But ultimately, I believe it will all come back to China. We do n ot take anything, technology or empire, lightly: We let it stand the test of time. Maybe you will release demons you are not ready for. What would you advise for future rulers? Be frugal. In times of prosperity, your frugality secures the loyalty of merchants, nobles and important people within your empire. I personally grew the empire's wealth by three-fold. In times of austerity and hardship, your frugality allows you to be a model to your people. Confucius taught us that good behavior is caused by good models: A good father is a good model for his sons and daughters, a good emperor is a good model for his people. I once said, â€Å"Don't have too much sex when you are young...For example, I only have 300 women in my palace.† Leaders have done many unwise things for sex. Never forget the cultural. Preserving the words of sages, philosophers, mathematicians and astronomers can be ten times more important than your greatest military conquests. Your Romans fought many battles that no one will remember, but all will remember their language and technological advancement. My friend K'ang-shi. I believe honestly that your record, though not free from blemishes (and no one, not even the Jade Emperor, is free of tarnish), will be one of greatness. China was a powerful empire, and yet you did not commit it to overreach. You secured Taiwan but did not assault Korea or Japan. When the Three Feudatories Revolt began, you wisely pursued the long path rather than the short one, granting ordinary people clemency and staying away from the battlefield much as you yearned to fight. You drove back Russia but secured peace. You also acted to make China a leader. You secured a truce in Vietnam. You brought great honor to China. Perhaps you acted too quickly as regards the Christians, however. I know how it tormented you, being forced to ban these people you liked. But I think you took the short view here. The Western Pope may have condemned our rites, but that was no reaso n to sink to his level. When the Buddhists came to China, they pursued One Way, Three Paths with our Taoists and Confucians. This would have been the wiser course of action. Yet what is perhaps the most impressive about you is that you were a model Emperor.