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This type of essay is all about employing historiography, or the the study of how history has been written about. In the essay, you analyze a topic or subject in history to examine how it is discussed or argued by various authors.
Instead, the goal of the essay is to analyze the differences in how a historical topic or subject is treated and to discuss possible reasons for such differences (including the impact of such opinions).
To explore additional topics:To explore additional topics (broader, narrower, or entirely different than those below), follow these steps: Open the library catalog; click "Exact Search" in the blue toolbar; type Historiography; and click "subject." A list of topics will be displayed; use the Backward and Forward buttons in the blue toolbar to browse, then click on a subject to view a list of books.
For topics that are of wide interest, you may be able to find an essay that reviews the literature on that topic, and that sets it in context by discussing how other historians have approached that topic. This kind of essay is invaluable when you are starting a research project. There are two easy ways to find them:
History Compass is an online journal that publishes historiographic essays. If there is an essay on your topic, it can be an excellent place to start. Caution: if you do not find what you need with your first search, you will need to scroll to the bottom of the search results page and click on Modify Search to start a new search within History Compass. Otherwise, you will need to specify that you want to search only this journal and not the entire list of Blackwell online journals
America: History & Life and Historical AbstractsIn both of these bibliographic databases, "historiography" is a Subject. For example, in AHL, to find historiography on the American Civil war, do a Subject search for:civil war historiography
A good historiography will present this information in a way that shows the connections between these major works. For example, does one work respond to an argument set out in another? Does it expand on that argument or disagree with it? A good historiography will also situate the author's work within the dialogue, explaining whether his or her thesis builds on or rejects the work that has come before.
The following sample search strategies in 3 databases of history secondary sources available in EbscoHost (ex. America: History & Life; History of Science Technology and Medicine; Historical Abstracts) are a quick way to find historiographical essays.
Scholars who work with the same historical records and archival materials can often come away from their research with vastly different opinions about why things happened the way they did. In some cases, historians who study the same sources are not even interested in the same topics or people! This variety of approaches is precisely why we write historiographies.
Writing historiography is a lot like writing a literature review. For this reason, many of the links and resources in this LibGuide will direct you towards existing Library resources for writing literature reviews.
Like most history papers, the historiography follows a traditional essay structure with an introduction, body paragraphs, and a conclusion. The major difference is that the analysis focuses on the secondary sources, as opposed to the primary sources.
In this case, the historiography of a topic is the sum total of the interpretations of a specific topic written by past and current historians. This allows historians and scholars to talk about "the state of the historiography" at a point in time, or to "add historiography" to a paper to make it more complete.
In this usage, a historiography or historiographical paper is an analysis of the interpretations of a specific topic written by past historians.

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The UN Human Rights Office and the mechanisms we support work on a wide range of human rights topics. Learn more about each topic, see who's involved, and find the latest news, reports, events and more.
Considering that, in accordance with the principles proclaimed in the Charter of the United Nations, recognition of the inherent dignity and of the equal and inalienable rights of all members of the human family is the foundation of freedom, justice and peace in the world,
Recognizing that, in accordance with the Universal Declaration of Human Rights, the ideal of free human beings enjoying civil and political freedom and freedom from fear and want can only be achieved if conditions are created whereby everyone may enjoy his civil and political rights, as well as his economic, social and cultural rights,
2. All peoples may, for their own ends, freely dispose of their natural wealth and resources without prejudice to any obligations arising out of international economic co-operation, based upon the principle of mutual benefit, and international law. In no case may a people be deprived of its own means of subsistence.
(a) To ensure that any person whose rights or freedoms as herein recognized are violated shall have an effective remedy, notwithstanding that the violation has been committed by persons acting in an official capacity;
1. Nothing in the present Covenant may be interpreted as implying for any State, group or person any right to engage in any activity or perform any act aimed at the destruction of any of the rights and freedoms recognized herein or at their limitation to a greater extent than is provided for in the present Covenant.
No one shall be subjected to torture or to cruel, inhuman or degrading treatment or punishment. In particular, no one shall be subjected without his free consent to medical or scientific experimentation.
3. The above-mentioned rights shall not be subject to any restrictions except those which are provided by law, are necessary to protect national security, public order (ordre public), public health or morals or the rights and freedoms of others, and are consistent with the other rights recognized in the present Covenant.
1. Everyone shall have the right to freedom of thought, conscience and religion. This right shall include freedom to have or to adopt a religion or belief of his choice, and freedom, either individually or in community with others and in public or private, to manifest his religion or belief in worship, observance, practice and teaching.
3. Freedom to manifest one's religion or beliefs may be subject only to such limitations as are prescribed by law and are necessary to protect public safety, order, health, or morals or the fundamental rights and freedoms of others.
2. Everyone shall have the right to freedom of expression; this right shall include freedom to seek, receive and impart information and ideas of all kinds, regardless of frontiers, either orally, in writing or in print, in the form of art, or through any other media of his choice.
The right of peaceful assembly shall be recognized. No restrictions may be placed on the exercise of this right other than those imposed in conformity with the law and which are necessary in a democratic society in the interests of national security or public safety, public order (ordre public), the protection of public health or morals or the protection of the rights and freedoms of others.
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The University of Chicago is famous for its unique essay topics. They're some of the most creative and off-the-wall essay prompts you'll see when applying to colleges, and it can sometimes be confusing to know how to tackle them.
Read on to learn all about the UChicago essays, what the admissions team expects to see in your responses, what topics you should write about, and which topics you should avoid. In this guide, we also suggest sample essay ideas for each of the 2022/2023 UChicago supplement essay prompts and analyze past University of Chicago essay samples so you can see what a great UChicago essay looks like.
For Question 2, you have a choice of six essay prompts, and you'll choose the one you want to respond to. The essay prompts for this question change every year, and while there are always around six prompts, some years there may be one more or one less to choose from.
There are many ways you could approach this essay prompt; although since UChicago is best known for its academics (as opposed to killer sports teams, for example), most people will discuss the academic side for at least part of their response. Below is a list of possible topics; most people will discuss one to three topics in their essay.
The extended essay is when you can get especially creative. These prompts require you to move outside your comfort zone of typical essay topics and answer in a way that gives readers insight into who you are and what you care about. Remember: Question 2 is required, but you have six different prompts to choose from for this essay response.
UChicago is particularly interested in students who love learning and have a lot of interests in different fields and topics. A mathematician who also does ballet? A creative writing major who started her own business? Bring it on! Make sure to show your love for learning in your essay.
UChicago wants you to be creative here, so there aren't many topics that are off limits. However, you're trying to convince them that you'd be a great and interesting student to add to their school, so make sure you use your essay to show who you are and why UChicago would want to admit you.
Additionally, don't feel that certain University of Chicago essay prompts are "better" or more impressive than others. UChicago wouldn't have chosen these essay topics if they didn't think applicants could write outstanding responses to them, so please choose the prompt that you feel you can write the best essay for.
Your dedicated PrepScholar Admissions counselor will craft your perfect college essay, from the ground up. We'll learn your background and interests, brainstorm essay topics, and walk you through the essay drafting process, step-by-step. At the end, you'll have a unique essay that you'll proudly submit to your top choice colleges.
Read on for a list of 113 top-notch persuasive essay topics, organized into ten categories. To help get you started, we also discuss what a persuasive essay is, how to choose a great topic, and what tips to keep in mind as you write your persuasive essay.
A great example of how these three sets of principles can be integrated together is when designing a class. Whether the class is in-person or online, the design of the class should strive to be inclusive to all students, including those with disabilities, and allow all students to access the content of the course and fully participate in class activities. Universal design principles can apply to lectures, classroom discussions, group work, handouts, web-based instruction, fieldwork, and other academic activities. The 7 Principles of UD are particularly helpful when designing instructional facilities like computer labs; the 3 Principles of UDL guide the development of teaching curriculum and pedagogy; and the 4 Principles for the UD of IT t

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We created a curriculum addressing physician resiliency and well-being, designed for an Internal Medicine Residency Program. This curriculum utilized episodes from a medical television series, Scrubs, to facilitate a monthly, 1-h faculty guided discussion group. We collected informal feedback and abbreviated Maslach Burnout Inventories (aMBI) monthly and conducted a formal focus group after 6 months to gauge its effectiveness.
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Scrubs is a popular medical drama anecdotally felt to most accurately depict the stress and emotions common within a Medicine residency. As such, we pre-selected certain episodes to address topics associated with PBO such as physician cynicism, dealing with death, and work-life balance. The episodes last on average 23 min, allowing for 37 min for discussion during and after the episode. An episode guide (Fig. 1 and Additional file 1) was developed for each monthly session that describes the session goals, provides an episode introduction, and designates pre-set stopping points with open-ended questions to help the faculty facilitate conversation. However, the residents were encouraged to stop the episode themselves if they had something to discuss and the facilitators had complete flexibility in how they conducted the session based on the flow of conversation. The guides covered a multitude of issues within the episode, and when feasible, they were organized in two parallel formats: the complete 23-min episode, or a focused sub-plot guide. The sub plot guide has start and stop times for select DVD scenes to allow focus on a particular topic or conversely compress the presentation and allow more discussion time.
The sessions were conducted in the residency conference room during lunch prior to an already protected academic half day. To mitigate the additional hour of required time, food was provided for each session and the inpatient pagers were held by the team attending physicians. The protected time is essential as it allowed the residents to relax and prevented frequent disruptions of the discussion. Logistical requirements include a room big enough to fit the group, a DVD player and projector/screen to view the episode, and the Scrubs DVD for the episode.
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