Hebrew Israelites Essay Example for Free

Hebrew Israelites Essay A psychologist is planning to conduct a study that would examine pathological liars and the quality of their romantic relationships. You have been asked to provide the psychologist with a recommendation for which research method should be used to gather data on the pathological liars and their spouses. Using the table below list each research method and its advantages and disadvantages for use in this study. Make your recommendation to the psychologist and explain the rationale behind your choice. Your response should be 100-200 word After reading and understanding the 5 methods of research, my recommendation would be to use a combination of naturalistic observation and case study. Being that the research will be done on pathological liars and the quality of their romantic relationship, I thought the best way to get true research would be to go the more natural ways. Naturalistic observation is observing the participant in their everyday life, and what better way to understand someone’s relationship then seeing how they interact on a day to day basis. There are also, disadvantages to naturalistic method, the participants may not act as they would do normally, and since this research is on pathological liars, that may not be fully affective. That is where I believe using the case study method would be helpful, using different methods, such as interviewing the spouses separately and preforming psychological tests.

Homage to Albrecht Durer Essay -- Biography

Albrecht Durer is known as one of the most gifted painters and engravers of the German Renaissance period. His works are known throughout the world and have inspired artists to not only study and learn his techniques but also to broaden his techniques, expanding his already famous style. Albrecht Durer was born on May 21, 1471 in the city of Nuremberg, Germany. His parents were Albrecht Durer and Barbara Holper. â€Å"His father was a successful goldsmith, originally named Ajtà ³si, who in 1455 had moved to Nuremberg from Ajtà ³s, Hungary†(Strieder). His Father married Barbara Holper who was actually the daughter of his goldsmith master. Durer was one of fourteen to eighteen brothers and sisters, many of which died young. At the age of thirteen Durer was educated at the Lateinschule in St Lorenz and also worked as an apprentice under his father and was fortunate enough to be familiar and have relationships with some of the greatest metal smiths of his generation. When Durer turned fourteen he began approaching his father with his paintings, hoping that if his father realized his artistic ability and skill he would let him study painting. There was a compromise; Durer was able to study his art after he mastered the goldsmith trade. His father showed him as much as he could and all of painting that he knew, until Durer’s skills soon surpassed his fathers. In 1486 Durer became an apprentice painter and woodcut artist to Michael Wolgemut. â€Å"Wolgemut was a leader among the artists revitalizing the standards of German woodcut at the time, providing the many publishers in Nuremberg with book illustrations†(Hapgood). His woodcuts followed the developments in engraving to portray volume and shading to a much greater degree than before. A... ...ng Hare, drawn a year before The Great Turf. Durer enjoyed his studies of realistic nature and always pushed himself almost to the edge of realism but holding back by adding a touch of abstract to add contrast. Artists pay homage to other artists all the time, either out of respect for the artist or to give tribute to their often unique style. Many artists believe it add a depth to their artwork that they alone cannot add so by using someone elses work to inspire or to enhance their own piece. Also by using the same or similar techniques it can add a sense of history or story to an art piece. Many artists have paid homage to Albrecht Durer. Homage for his many styles and homage for his many technique, from his engravings, to his water colours. One homage given to Durer is by Karen Kitchel through her piece â€Å"American Grasslands† in reference to â€Å"The Great Turf†.

Barbara Kingsolver

Barbara Kingsolver’s novel called The Poisonwood Bible beautifully illustrates the lessons learned in a journey that is both physical and metaphysical. As this family travels from Bethlehem, Georgia to the Congo, Africa in order for Nathan, the father, to become a missionary, they each take their own journey of gargantuan proportions. As each character takes very different ideas out of their experiences in Africa, the reader too, is able to experience Africa from the vantage point of multiple narrators. Kingsolver asks the reader from the very beginning to take the journey with this family.â€Å"Oh, but I know better and so do you†¦Take your place then. look at what happened from every side and consider all the ways it could have gone† (Kingsolver 8). In an interview from Book Page, Kingsolver offers some explanation for looking at history. â€Å"We can never know, never look at history with anything but a narrow and distorted window,† says the author. We ca n never know the whole truth, only what's been recorded for us and what our cultural and political predisposition understands. Leah says history is never much more than a mirror we can tilt to look at ourselves† (Kanner).Many members journey from Georgia to the Congo and from ignorance to understanding. In the first section called â€Å"The Things They Carried,† Kingsolver shows the characters packing all the necessary things that they carry into the Congo on this journey. They hide objects in their waistbands that they can’t live without, like band-aids, scissors, cake mixes, and more. The cake solidifies before they are even able to attempts to use it. Before they even get there, Leah realizes these objects weigh her down. What hey realize is that they don’t â€Å"need† any of the objects they brought with them, and that our concept of need is warped by our culture.These possessions stand out against the items of the Congo. The demonstration garde n is a symbol that shows many characteristics of this journey of ignorance and understanding. Nathan’s purpose in the demonstration garden is to show the Congolese agricultural techniques. This garden is symbolic of the attitude that the family carries into the Congo. they believe that their way is superior and Africans are hopelessly backward. However, the plants that they bring are inappropriate to Africa as are the attitudes of the family.The plants are useless; they bear no fruit just like the attitudes of the family. When Mama Tataba tries to advise Nathan, he cannot heed her advice because he believes the Congolese are so backward that she doesn’t know what she is talking about. It never occurs to him that there are reasons other than â€Å"backwardness† as to why there is no agriculture in Kilanga. The journey continues as more attitudes change throughout the course of the novel. Adah believes that it is so terrible that so many children and adults die in Africa of things we can cure.So people like her have brought medicines and inoculations. However, this leads to overpopulation and food shortages and more. Another lesson the family learns on this journey is that human beings cannot change the balance of nature. Nature always finds a way to retain its own balance. Not all characters succeed in taking the journey. Nathan Price never â€Å"sees the light† of his journey. He arrogantly believes that he can change these ancient traditions to his own, and this would be for the betterment of everyone. His way of life is simply superior, but he is blind in so many ways.He actually is physically almost-blind in one eye because of an old war wound. He is figuratively blind to anyone outside his own version of his divine mission. He then loses sight temporally by ignoring Mama’s advice about the poisonwood tree. Kingsolver ultimately longs for the reader to make this journey as well, a journey to explore what really happened in the Congo. She wants the reader to question what we did in the Congo and how we respond to its destruction. This is why we hear the story from five different narrators. There is no right answer; there is only the journey of exploring the possibilities.Orleana is paralyzed at the end of the book. Rachel refuses to accept any part. Leah becomes an activist, attempting to right the wrongs of the world. Adah responds with science, wanting to figure out and understand her world. What this family’s ultimate â€Å"journey† becomes is one of arrogance and superiority to one of understanding and open-mindedness. â€Å"We aimed for no more than to have dominion over every creature that moved upon the earth. And so it came to pass that we stepped down there on a place we believed unformed, where only darkness moved on the face of the waters.Now you laugh, day and night, while you gnaw on my bones. But what else could we have thought? Only that it began and ended with us. What d o we know, even now? Ask the children. Look at what they grew up to be. We can only speak of the things we carried with us, and the things we took away† (Kingsolver 10) Works Cited Kanner, Ellen, Barbara Kingsolver turns to her past to understand the present. 1998 Retrieved June 3, 2007. from First Person Book Page site http://www. bookpage. com/9811bp/barbara_kingsolver. html Kingsolver. Barbara, The Poisonwood Bible. HarperCollins, Canada. 2005.

Biography of Antonio Maceo, Hero of Cuban Independence

Antonio Maceo (June 14, 1845-December 7, 1896) was a Cuban general considered to be one of the greatest heroes of the nations 30-year struggle for independence from Spain. He was given the nickname The Bronze Titan in reference to his skin color and heroics on the battlefield. Fast Facts: Antonio Maceo Full Name: Josà © Antonio de la Caridad Maceo GrajalesKnown For: Cuban independence heroAlso Known As: The Bronze Titan (nickname given by Cubans), The Greater Lion (nickname given by Spanish forces)Born: June 14, 1845 in Majaguabo, Cuba Died: December 7, 1896 in Punta Brava, CubaParents: Marcos Maceo and Mariana Grajales y Cuello  Spouse: Marà ­a Magdalena Cabrales y Fernà ¡ndezChildren: Marà ­a de la Caridad MaceoKey Accomplishments:  Led Cuban independence fighters in their 30-year struggle against Spain.Famous Quote: No whites nor blacks, but only Cubans. Early life Of Afro-Cuban ancestry, Maceo was the first of nine children of Venezuelan-born Marcos Maceo and Cuban-born Mariana Grajales. Marcos Maceo owned several farms in the rural town of Majaguabo, in the eastern province of Santiago de Cuba. Maceo became interested in politics early in life, joining a Masonic Lodge in the city of Santiago in 1864, which was a hotbed of insurrectionist sentiment against Spain. At the time, Cuba was one of the few colonies Spain still controlled, as most of Latin America had gained its independence in the 1820s under the leadership of liberators like Simà ³n Bolà ­var. Antonio Maceo Grajales portrait from Cuban money.   johan10 / Getty Images The Ten Years War (1868-1878) Cubas first attempt to gain independence was the Ten Years War, which was kicked off by the Grito de Yara (Cry of Yara, or call for insurrection) issued by eastern Cuban plantation owner Carlos Manuel de Cà ©spedes, who freed his slaves and incorporated them into his rebellion. Maceo, his father Marcos, and several of his brothers quickly joined the mambises (as the rebel army was called) with the full support of mother Mariana, known as the mother of the nation because of her unwavering dedication to Cuban independence. Marcos was killed in battle in 1869, and Maceo was wounded. However, he had already risen quickly in the ranks because of his skill and leadership on the battlefield. The rebels were ill-equipped to take on the Spanish army, so they avoided large battles and focused on guerilla tactics and sabotage, such as cutting telegraph lines, destroying sugar mills, and attempting to hinder commercial activity on the island. Maceo proved himself to be a brilliant guerilla tactician. According to historian Philip Foner, he depended upon surprise, swiftness, and the confusion and terror that his troops aroused as they fell suddenly on their enemy: their gleaming machete blades brandished on high and fierce war whoops piercing the air. Maceos battalions always freed the slaves when they captured sugar mills, encouraging them to join the rebel army by emphasizing that abolition was a major goal of the independence struggle. However, Cà ©spedes believed in gradual emancipation, contingent on the success of the insurgence against Spain. He wanted to appease slaveholders and bring them over to the rebels side without forcing them to choose between slavery and independence. Although he eventually came to believe that slave abolition was crucial for independence, conservative forces (particularly landowners) within the insurgency disagreed and this came to be a particularly divisive issue among rebels. Dominican-born Mà ¡ximo Gà ³mez, who had become the leader of the rebel army in 1870, realized in late 1871 that in order to win the war, the rebels would have to invade western Cuba, the richest part of the island, where the largest sugar mills and majority of slaves were concentrated. Just as Abraham Lincoln eventually understood that freeing U.S. slaves via the Emancipation Proclamation was the only way to disrupt the Confederacys economy by depriving it of its labor force, Gà ³mez recognized the need to induce slaves to join the rebels struggle. It took three more years for Gà ³mez to convince Cà ©spedes and the rebel government to take the war to western Cuba with Maceo as a key leader. However, conservative elements spread slander about Maceo, stating that his tactic of freeing slaves would result in another Haitian Revolution, where black people would take over the island and kill white landowners. Thus, when Gà ³mez and Maceo arrived in the central province of Las Villas, the soldiers there refused to accept Maceos orders and he was called back to eastern Cuba. The rebel government ended up going back on the agreement to invade the west. By 1875, the rebel army controlled the eastern half of the island, but dissension within the rebel government continued, as did racist rumors about Maceo favoring black soldiers over white ones and wanting to form a black republic. In 1876 he wrote a letter rebutting these rumors: Neither now nor at any time am I to be regarded as an advocate of a Negro Republic or anything of that sort...I do not recognize any hierarchy. In 1877 a new Spanish commander entered the war. He went on the offensive against the rebel army, sowing dissension in the ranks and reinforcing racist lies about Maceo. In addition, Maceo was seriously wounded. In 1878, the president of the rebel republic, Tomà ¡s Palma Estrada, was captured by Spanish troops. Finally, on February 11, 1878, the Treaty of Zanjà ³n was signed between the rebel government and the Spanish. Slaves who were freed during the war were allowed to maintain their freedom, but slavery was not abolished and Cuba continued to be under Spanish rule. The Baraguà ¡ Protest and Guerra Chiquita (1878-1880) In March 1878, Maceo and a group of rebel leaders officially protested the treaty in Baraguà ¡ and refused to sign it, even though he had been offered a large sum of money to accept it. He then left Cuba for Jamaica and eventually New York. General Calixto Garcà ­a, meanwhile, continued to encourage Cubans to take up arms against the Spanish. Maceo and Garcà ­a met in Kingston, Jamaica, in August 1879 to plan the next uprising, La Guerra Chiquita (The Little War). Maceo was in exile and did not participate in La Guerra Chiquita, which was led by Garcà ­a, Maceos brother Josà ©, and Guillermà ³n Moncada. Maceo survived various assassination attempts by the Spanish while in exile. The rebel army was ill-prepared for another war and Garcà ­a was captured in August 1880 and sent to prison in Spain. The Interwar Years Maceo resided in Honduras between 1881 and 1883, during which time he began to correspond with Josà © Martà ­, who had been in exile since 1871. Maceo moved to the U.S. in 1884 to join the new independence movement and, along with Gà ³mez, secure financial support for a new uprising. Gà ³mez and Maceo wanted to attempt a new invasion of Cuba right away, while Martà ­ argued that they needed more preparation. Maceo returned to Cuba for much of 1890, but was forced to go into exile again. In 1892 he returned to New York and learned of Martà ­s new Cuban Revolutionary Party. Martà ­ viewed Maceo as indispensable for the next revolutionary expedition to Cuba. The War of Independence (1895-1898) and Maceos death The War of Independence, the final struggle for Cuban independence, began on February 24, 1895 in eastern Cuba. Maceo and his brother Josà © returned to the island on March 30, with Martà ­ and Gà ³mez following a few weeks later. Martà ­ was killed in his first battle on May 19. Understanding that a failure to invade western Cuba was the cause of defeat in the Ten Years War, Gà ³mez and Maceo made this a priority, and began the campaign in October. As he moved westward, Maceo gained the respect and admiration of both black and white rebels. Although western Cuba had supported Spain during the Ten Years’ War, the rebels were finally successful in invading Havana and the westernmost province of Pinar del Rà ­o in January 1896. Spain sent General Valeriano Weyler (nicknamed the Butcher) to take over the Spanish forces, and his primary goal was to destroy Maceo. Although Maceo won several victories over the course of the year, he was killed in battle on December 6, 1896 in Punta Brava, near Havana. Legacy Gà ³mez and Calixto Garcà ­a continued fighting successfully, largely due to Gà ³mezs strategy of torching sugar mills and disrupting the colonial economy. Although it was ultimately the sinking of the USS Maine in February 1898 and the consequent intervention of the U.S. and Spanish-American War that led to Spains defeat, Cubans had all but achieved independence by then, largely because of the skill, leadership, and courage of Antonio Maceo. No independence leader was more committed to the abolition of slavery than Maceo, nor was any other leader as reviled by Spanish forces and targeted by their racist propaganda. Maceo understood that Cuban independence would mean nothing if his Afro-Cuban compatriots remained enslaved. Sources Foner, Philip. Antonio Maceo: The â€Å"Bronze Titan† of Cuba’s Struggle for Independence. New York: Monthly Review Press, 1977.Helg, Aline. Our Rightful Share: The Afro-Cuban Struggle for Equality, 1886–1912. Chapel Hill: University of North Carolina Press, 1995.