| Papers [1-14] of 100 :: [Page 1 of 8] | | Go to page : 1 2 3 4 5 6 7 8 —> | Search results on "HISTORICAL TEXTS": |
|
|
Historical Texts, 2007.
This paper contrasts four different historical texts: Donald Spivey's "Schooling for a New Slavery", Ellen Schrecker's "The Age of McCarthyism", John Kenneth Galbraith's "The Great Crash of 1929" and Charles Fishman's "The Wal-Mart Effect".
905 words (approx. 3.6 pages), 4 sources, MLA, £ 22.95
»
Click here to show/hide summary
Abstract
This paper explains that both Donald Spivey's "Schooling for a New Slavery: Black Industrial Education, 1868-1915" and Ellen Schrecker's "The Age of McCarthyism: A Brief History with Documents"are cultural critiques of apparently benevolent ideologies that harmed rather than helped the Americans they were designed to protect. The author points out that these history texts use different presentational techniques possibly because McCarthyism was a top-down phenomenon while racism has been rife within American society since its inception. The paper relates that John Kenneth Galbraith's "The Great Crash of 1929" describes how rampant speculation in the stock market caused the destruction of the American economy and that Charles Fishman's "The Wal-Mart Effect". speculates that exploitation used as an economic tool by a single large company has caused cheaper goods but a less ethical society.
From the Paper
"After the end of slavery, Blacks were supposed to become free and equal citizens with Whites under the law. Instead, despite the previous centuries of oppression that were supposed to be undone by legal enfranchisement of Blacks, most Blacks were denied their rights of civic participation, and their education was limited to manual, rather than intellectual pursuits. This is why Spivey's book ultimately emerges as the more frightening of the two scenarios--while McCarthyism lasted for a relatively short period of time, the racism chronicled by Spivey and the attitudes that hampered Black progress still exist today."
| |
|
Relativism in Historical Texts, 2002.
This paper examines how historical text disclose two eras of thought and perception of events.
3,080 words (approx. 12.3 pages), 3 sources, MLA, £ 63.95
»
Click here to show/hide summary
Abstract
This paper ask us to reconsider the nature of history in general as well as to reexamine the particular places and times that they are writing about. It seeks to use substitute key theoretical concepts for the traditional chronological structure of history, asking us to consider not what came after what but who had power over whom, and how these social relationships are the causative elements of (each) history. The paper argues that all history is teleological; one is always writing it from what is at that moment the end-point of history and uses gender issues as an example of the hypothesis.
From the Paper
"Every piece of historical description actually describes for the reader two different sets of history. Each historical text discloses to the reader something of what happened during the era under discussion. But it also reveals at least as much about the era in which the history was written. What is considered significant enough to mention, what events are seen as causative rather than incidental, who are the true villains ? all of these things may change from one generation?s historical account to that of the next, and not because new facts have come to light."
| |
|
Concept of Civics Education in Terms of Historical Texts, 2002.
This paper addresses the current movement to create civics education within the classroom through contrasting existing political philosophies on the subject of conformity against the initiative to teach civics within the classroom.
3,900 words (approx. 15.6 pages), 8 sources, £ 100.95
»
Click here to show/hide summary
Abstract
This paper addresses the current movement to create civics education within the classroom through contrasting existing political philosophies on the subject of conformity against the initiative to teach civics within the classroom. This demonstrates how civics education rather than government education is a form of propaganda that promotes conformity.
| |
|
Historical Travel Literature, 2005.
An analysis of both Ludivico di Varthema's and Sir Henry Blount's historical travel literature.
1,935 words (approx. 7.7 pages), 5 sources, MLA, £ 43.95
»
Click here to show/hide summary
Abstract
The paper presents a critical analysis of Blount's and Varthema's travel literature, questioning why, in light of their historically questionable content, they can be considered valid historical texts.
Outline
Background
Analysis of Ludovico di Varthema's "Itinerary"
Analysis of Sir Henry Blount's "A Voyage into the Levant"
Historical Significance of Both Texts and Their Purposes
From the Paper
"Blount seeks a more academic understanding of the "Ottoman lands." Although prejudiced in the sense that it is judged and understood from the perspective of the "other," it does provide a simple framework for understanding or defining Muslims. He begins by stating this established rule: "the most important parts of all States are four: arms, religion, justice and moral customs," and explains the presence and nature of each among Muslims and in Muslims lands (Blount 177). Certainly, di Varthema does include in his descriptions accounts of the morals, law, religion and defense but, they cannot be taken as serious representation of the truth because they are so exaggerated."
| |
|
Theories of the Functions of the Pyramid Texts, 2008.
A description and evaluation of the Pyramid Texts.
2,054 words (approx. 8.2 pages), 10 sources, MLA, £ 45.95
»
Click here to show/hide summary
Abstract
This paper evaluates the functions of the Pyramid Texts that are based on the contrast between Western linear logic,and "the magico-religious mentality" of Ancient Egyptian culture. The paper also discusses the different functions of the Pyramid Texts Pyramid Texts and concludes that its main function was to solemnize the funeral and burial with the appurtenances necessary for the ascension of "coming forth by day", a construction of "The Book of the Dead" uniquely suited to the alchemic minds of the Ancient Egyptians who synthesized life's polarities in a way not available to our Western thought.
From the Paper
"The Ancient Egyptian conception of reality was cyclical and grounded in the unique agricultural environment of Egypt. "Its inhabitants depended on a large degree on the fulfillment of natural cycles. " "Every day, they observed the unchanging cycle of the sun's passage: each night it died but was reborn on the horizon at dawn and continued its celestial course throughout the day, creating and sustaining life on earth. Similarly, in the annual cycle of the seasons, they saw the regular death and destruction of the vegetation, due to the parching of the land, which in turn was followed by the inundation of the River Nile, which revived and restored the plants and the crops. Both these great life-forces, the sun and the river, followed patterns of life, death and rebirth which probably inspired in the Egyptians a very early belief that individual human existence reflected these natural cycles" . "The rising and setting of the sun, the phases of the moon, the motions of the stars ('always visible from Egypt'), the annual flooding of the Nile...were perceived as manifestations of potent creative sources" and a continual process of growth, death, and rebirth" . Poised on the edge of Africa between the mutable, ever shifting sands of the desert and the fluctuating barrier of the ocean, life was seen as a series of constantly changing forms of existence dependably reoccurring and transposing into one another. "Death...was regarded not as an end, but merely as a further change...leading forward to another type of existence" .
| |
|
Historical Themes in " Beowulf" and "Sir Gawain and the Green Knight", 2002.
A time line historical character comparison of "Beowulf" and "Sir Gawain and the Green Knight".
1,400 words (approx. 5.6 pages), 2 sources, £ 37.95
»
Click here to show/hide summary
Abstract
This essay will cover two poems: Sir Gawain and the Green Knight and Beowolf and compare the affects their characters had on the periods that they lived. Also, the historical themes that are differing between the two time-periods will illuminate the characters in the text that both of these poems reveal by their symbolic reference to the era that they strived in. By showing what lesson these poems teach and the history that they develop, we can see how they can be indicators, of this argument, that closely resembled each others times by the similarities of their lace in history.
| |
|
Selfhood in Classical Texts, 2002.
A paper which explores the issue of selfhood in several texts, especially William Shakespeare's "King Lear" and Augustine's "Confessions".
1,635 words (approx. 6.5 pages), 0 sources, £ 37.95
»
Click here to show/hide summary
Abstract
The paper explores several texts including "The Confessions" by Augustine, "The Life of Saint Teresa of Avila" by Herself, Petrarch?s poetry, and Shakespeare?s drama ?King Lear" and shows that all of these are products of societies in which the dominant religious ethos was Christian rather than pagan. The paper shows that although all the texts share this similar historical feature, fundamentally opposing views of the self (the distinction between outer and inner life) are articulated through the theological texts in contrast with the works of lyric and dramatic poetry.
From the Paper
"This Christian point of view, of the importance of the interior over the exterior, seems to at first be born out in Shakespeare?s ?King Lear.? In the first scene, the king of the title is witnessed undervaluing the contribution of his youngest daughter Cordelia, whom honestly tells him how much she loves him, unlike his superficial and cruel daughters Gonoril and Reagan. ?King Lear? is set in pre-Christian times yet was written in a Christian era. This might seem to validate the idea that pagan times valued the exterior, while Christianity values the interior. Yet everyone around and outside of Lear sees through his daughters, except the man himself, even at the very beginning. The king of France marries Cordelia without a dowry. Similarly, in the subplot of Gloucester, the man is unable to understand the treachery of his bastard son until he has rejected his true son. "
| |
|
Vedic Texts, 2001.
This is a paper that explains the Vedic Texts and their essential differences to the Hindu religion.
1,100 words (approx. 4.4 pages), 2 sources, MLA, £ 27.95
»
Click here to show/hide summary
Abstract
A look at the importance of the Vedic Texts to Hinduism. It provides a historical background of the texts and how these were given to 'Brahma', the first living creature by Lord Krishna. It examines the four divisions in the texts Rg (prayers), Yajur (hymns for oblations), Sama (same prayers and hymns in meters for singing), Atharva (body/world maintenance and destruction).
From the Paper
"Hinduism is a way of life that is based on various scriptures that depict the manner in which the values of life should be built. The Veda?s are considered to be the first of the scriptures. Veda means knowledge gained from the teachings of the Vedas. Vedic knowledge comes from the spiritual world, originating from Lord Krishna, the Supreme God. In Hinduism the first living creature was the 'Brahma' who recived the Vedic knowledge from Krishna. The Veda were known as the Yajur and made reference to sacrifices which would 'purify' the soul."
| |
|
School Texts Censorship, 2004.
Written in the form of a letter, this paper argues against the elimination of the texts ?What We Talk About When We Talk About Love?, ?The Lottery?, and ?A&P? from the school curriculum.
1,325 words (approx. 5.3 pages), 3 sources, MLA, £ 31.95
»
Click here to show/hide summary
Abstract
This paper addresses a decision of the school board to disallow selected texts from the school reading curriculum. The writer argues against, particularly, the elimination of the texts ?What We Talk About When We Talk About Love?by Raymond Carver; ?The Lottery? by Shirley Jackson; and ?A&P? by John Updike. It agrees that these stories may contain what some persons deem to be ?inappropriate? content in terms of language or references to ethnic groups. However, the writer argues that eliminating these from one school reading list is not going to take any of the problems in the world away. Is it not better that students be made aware of the fact that the world is not a perfect, pristine place? Would we not then be better able to deal with situations in the adult world?
From the Paper
"When the four friends are talking, they come upon the subject, as the title suggests, of love. It soon becomes clear that each has his or her own ideal of love. The former member of seminary, Mel, for example refers to spiritual love (p. 422) as the ultimate definition of this emotion. And this makes sense. It is all-encompassing and always compassionate. Terri, Mel?s girlfriend, has a different idea. She cites her previous boyfriend?s abusive behavior as his particular display of love. She describes a shocking scene of being severely injured physically. The question then is, is it good for kids to learn this kind of thing? Should we not concentrate only on the good aspects of such a high emotion as love? I don?t believe so. If students leave school with an idealized, but unrealistic view of love, the chances of making a success of a relationship are few. It is necessary to be aware of the realities of love and indeed of life."
| |
|
Authentic Texts in ELT Education, 2006.
Examines the increasing need for authentic reading texts in English Language Teaching classrooms.
3,002 words (approx. 12.0 pages), 7 sources, APA, £ 62.95
»
Click here to show/hide summary
Abstract
The growing consensus is that the use of authentic materials in the English Language Teaching (ELT) classroom is beneficial to the learning process. The paper shows that, for this purpose, the crucial role played by texts in ELT reading exercises has come under closer examination. Which type of ELT textbooks is more appropriate for present needs: The "authentic" or "non-authentic" reading materials? The paper shows that the trend seems to move away from the grammar-based pedagogic content of non-authentic text in favor of authentic text, which simulates the real world outside the classroom. By working on a "living" language as used by the community, this could give learners the feeling that they are in touch with reality and thus increase their motivation for learning.
From the Paper
"Clayton, Fomo defines authentic texts as "genuine samples of language in use," which are not produced specifically for the purpose of language teaching. This text, sometimes spoken and sometimes written, simulates and uses the language of the real world, which is adapted in the classroom for its relevance to the students' social milieu. The objective is to develop the students' language skills for the real world, and bridge the gap between classroom knowledge and the students' capacity to participate in real-life events."
| |
|
Education Policies in Chosen Texts, 2002.
The paper reviews six articles which appeared in various published texts to show how special needs for individuals are catered for in the educational field.
1,455 words (approx. 5.8 pages), 6 sources, £ 34.95
»
Click here to show/hide summary
Abstract
A review of six published texts to show how the special needs of individuals are treated in the field of education. Each article looks at special needs from a different angle and shows how this topic is covered by the media in America today.
The subjects and their texts reviewed are:
Individuals with Emotional/Behavioral Disorders (?Supreme Court: Private schooling for ?Confinement? Does not Qualify for District Funding.? Special Education News);
Individuals with Hearing Impairments (?Online Literacy Project Targets Kids with Hearing Disabilities.? Special Education News);
Understanding Depression/Suicide (Pierson, T. ?Suicide: Questions Most Frequently Asked.? Suicide Awareness Voices of Education, 1996);
Gifted Individuals (Berger, S. & Winebrenner, S. ?Providing Curriculum Alternatives To Motivate Gifted Students.?);
The Law and Disability (?Bush Calls Education 'Civil Rights Issue of our Time'? CNN.com)
Individuals with Learning Disabilities ( ?Adult Learning Disabilities - Moving beyond Humiliation.? CNN.com)
From the Paper
"This article describes statements made by President George Bush about education including that education is ?the great civil rights issue of our time.? Bush describes his plan to make changes to education in America. The focus is especially on children with learning difficulties with Bush being quoted as saying ?we must have high expectations for children who are more difficult to teach or who have fallen behind.?
Bush describes a plan increasing funding for the Individuals with Disabilities Education Act (IDEA), a federal program that aids disadvantaged schoolchildren and also recognizes that schools cannot meet the high costs associated with providing education to children with disabilities."
| |
|
Japanese Colonialism in Texts, 2002.
A look at the ideological foundation of colonialism through the readings of three Japanese texts.
2,150 words (approx. 8.6 pages), 3 sources, £ 56.95
»
Click here to show/hide summary
Abstract
This paper discusses the history of Japanese colonialism in Korea, and evaluates Japanese texts for indications of political and ideological justification of colonial domination in Korea. The objective of this essay is to study the textual language of Japanese political writings in order to interpret the ways Japan's influences in Korea are described and rationalised in the writings, and to highlight the ideological foundations of colonialism in East Asia.
| |
|
Three Classic English ?Christian? Texts, 1997.
This paper explores the question:Are Geoffrey Chaucer's 'The Prioress' Tale?, Christopher Marlowe's ?The Jew of Malta?, and William Shakespeare's ?The Merchant of Venice? Christian texts?
4,045 words (approx. 16.2 pages), 4 sources, £ 77.95
»
Click here to show/hide summary
Abstract
The paper states that all three works are a critique of Christian behavior and decadence in their contemporary Christian societies. The author feels that the key to understanding the sense in which these texts are Christian involves understanding the function and portrayal of the Jew, which are more functional props than human characters.
Table of Contents
Introduction
The Prioress? Tale
The Ecclesia
The Christian Masses
Who They Judge
What they Judge
The Positive Model
The Jew of Malta
Murder
Avarice and Theft
Lack Of Chastity
Trickery and Deceit
The Positive Model
The Merchant of Venice
The Court Scene
The Corruption of the Positive Model
Significant Names
Shylock
Jessica
Tubal
Chus
Conclusion
From the Paper
""I Stand here for Law" (The Merchant of Venice IV I 142) declares Shylock. While he literally means that he is awaiting the judgment according to the law of Venice, it is also metaphorically true within the religious framework of the text. As a Jew, Shylock is representative of the outlook which (in Christian thinking) demands strict adherence to the law as opposed to the Christian stand for mercy. But here, as in the other works we have examined, the sole significance of the Jew is to provide a standard by which to measure the Christian by comparison and contrast. From a Christian point of view, Shylock and his religion are presumed corrupt; Judaism itself is beyond saving; the best one can do for its members is to convert them individually to Christianity."
| |
|
The Internet and Social Texts, 2005.
A discussion on the Internet and the fragmentation of our social texts.
1,125 words (approx. 4.5 pages), 4 sources, £ 31.95
»
Click here to show/hide summary
Abstract
This paper discusses the Internet as the dominant social text of our time. It argues that in contrast to the medium of television, which at its height was a unifying and homogenizing technology, the impact of the Internet and the computer upon human culture is as a force of democratic fragmentation.
From the Paper
" The Internet and networked computer technologies have had a seismic effect on global culture within the span of just over a decade. While computers have long been an element of human society, they have largely been confined to a support role as mainframe systems that "crunch" numbers or collect data for institutions, companies and government. With the Internet, and the linked networks of servers and personal computers spanning the globe, computers have come into the foreground as primary determinants of human cultural and social organization. This essay will discuss the Internet as the dominant social text of our time."
|
|
|
