The Harlem Renaissance - 1154 Words

Elizabeth Denham Mr. Corneille English IV AP 16 November 2015 The Harlem Renaissance The early 1900s was a time marked with tragedy in America. Started and ended with the Great Depression in between, it was not America s finest moment. Prohibition was in place, the Klu Klux Klan was still marching, and the Lost Generation was leaving for Paris. But despite the troubling times, people still found beauty and meaning in the world around them. They still created art and celebrated life. The Harlem Renaissance was an artistic and literary movement that developed a new black cultural identity through artistic expression. It fused African traditions with slave history and American culture, and revealed to the world what life was like as a black person in America. The Harlem Renaissance began with the Great Migration, when black men and women from the southern United States began moving to Northern cities. They were escaping Jim Crow laws and searching for better jobs (The Harlem Renaissance). Many people moved into Harlem, a neighborhood in Manhattan, New York City. It was relatively empty and apartments were cheap, though small. The sudden influx of African Americans, all filled with hope for better lives, ignited an artistic revolution of music, and literature. Black men and women began depicting their lives realistically and uniquely, breaking down common stereotypes that surrounded their culture (Boundless, The Harlem Renaissance). Civil rights activists were afraid thatShow MoreRelatedHarlem And The Harlem Renaissance Essay2269 Words   |  10 Pagessouthern African Americans migrated to a city called Harlem in New York. They relocated due to dogmatism and intolerance of melanin diverging out the of pores of many white southerners. The African Americans who migrated found new opportunities both economic and artistic that resulted to the creation of a stable middle class Black –Americans (Dover, 2006). This was the Harlem Renaissance a cultural, social, and artistic explosion. The core of Harlem expressed by Alain Lo cke is that through art, â€Å"negroRead MoreHarlem And The Harlem Renaissance1430 Words   |  6 Pagesmoved in to urban cities such as Chicago, Detroit, and Harlem. Out of these northern metropolises, the most popular was Harlem; â€Å"here in Manhattan (Harlem) is not merely the largest Negro community in the world, but the first concentration in history of so many diverse element of Negro life†(1050). Harlem became the mecca of black people, and between the years of 1920 and the late 1930s it was known as the Harlem Renaissance. The Harlem Renaissance, brought artiest, poets, writers, musicians, and intelligentRead MoreThe Harlem Renaissance850 Words   |  4 Pages Giselle Villanueva History IB Mr. Flores February 7, 2016 Period 4 Word Count: 693 Harlem Renaissance The Harlem Renaissance was the first period in the history of the United States in which a group of black poets, authors, and essayist seized the opportunity to express themselves. The Great Migration was the movement of six million African Americans from the rural South to the cities of the North during 1916 to 1970. Driven from their homes by unsatisfactory economic opportunities and harsh segregationistRead MoreThe Harlem Renaissance941 Words   |  4 PagesThe Harlem Renaissance was a cultural movement, in the early 1920’s, that involved vibrancies of new life, ideas, and perceptions. The large migration of African Americans northward, after World War I, allowed people of color the opportunity to collaborate in the New York City neighborhood, known as Harlem. This renaissance allowed the city to thrive on a refined understanding and appreciation of the arts. Many individuals were involved in this movement including doctors, students, shopkeepers,Read MoreThe Harlem Rena issance1317 Words   |  6 Pagesday is the Harlem Renaissance. The Harlem Renaissance is the cultural movement of the 1920’s. The movement essentially kindled a new black cultural identity through art, literature and intellect. The Harlem Renaissance started during the Roaring Twenties. It took place in Harlem, New York. It became most prominent in the mid to late 1920’s and it diminished toward the early 1930’s (Henderson). The Harlem Renaissance was initially called the New Negro Movement or the New Negro Renaissance. It was theRead More The Harlem Renaissance Essay1513 Words   |  7 PagesThe Harlem Renaissance      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Chapter 1 Introduction   Ã‚  Ã‚  Ã‚  Ã‚  Harlem Renaissance, an African American cultural movement of the 1920s and early 1930s that was centered in the Harlem neighborhood of New York City. According to Wintz: The Harlem Renaissance was â€Å"variously known as the New Negro movement, the New Negro Renaissance, and the Negro Renaissance, the movement emerged toward the end of World War I in 1918, blossomed in the mid- to late 1920s, and then withered in the mid-1930sRead MoreHarlem Renaissance Essay1069 Words   |  5 PagesHARLEM RENAISSANCE Throughout the history of African Americans, there have been important historical figures as well as times. Revered and inspirational leaders and eras like, Martin Luther King and the Civil Rights Movement, Nat Turner and the slave revolt, or Huey Newton and the Black Panther Party. One such period that will always remain a significant part of black art and culture is the Harlem Renaissance. It changed the meaning of art and poetry, as it was known then. Furthermore, theRead More The Harlem Renaissance Essay1031 Words   |  5 PagesHARLEM RENAISSANCE Throughout the history of African Americans, there have been important historical figures as well as times. Revered and inspirational leaders and eras like, Martin Luther King and the Civil Rights Movement, Nat Turner and the slave revolt, or Huey Newton and the Black Panther Party. One such period that will always remain a significant part of black art and culture is the Harlem Renaissance. It changed the meaning of art and poetry, as it was known then. Furthermore, theRead More The Harlem Renaissance Essay524 Words   |  3 Pages Harlem Renaissance nbsp;nbsp;nbsp;nbsp;nbsp;The Harlem Renaissance was a time of racism, injustice, and importance. Somewhere in between the 1920s and 1930s an African American movement occurred in Harlem, New York City. The Harlem Renaissance exalted the unique culture of African-Americans and redefined African-American expression. It was the result of Blacks migrating in the North, mostly Chicago and New York. There were many significant figures, both male and female, that had taken partRead MoreThe Harlem Renaissance Of The 1920s1557 Words   |  7 Pagesnot until the evil intentions of slavery crossed mankind’s thoughts that hue became our downfall, our separator. White supremacy eroded the idea of equality, and darker hues began to symbolize worthlessness, inferiority, and ugliness. The Harlem Renaissance of the 1920s evoked the idea of black consciousness and pride. It was a movement established to express black literature, art, music, and culture. Blacks began to wear their dark hue like a badge of honor. Art, literature, and music became the

The Girls in their Summer Dresses Free Essays

â€Å"The Girls in their Summer Dresses† by Irwin Shaw is about romantic love, fidelity, and marriage. The story is about Michael and Frances, a rich, young, outgoing couple living in midtown manhattan, who’s marriage is going downhill because of Michael’s desire for other women. Eventhough Michael has desires for other women, his wife, Frances, is unable to do anything about it because of society’s stagima. We will write a custom essay sample on The Girls in their Summer Dresses or any similar topic only for you Order Now Also due to the time period the story was written in, divorce was considered a really bad thing. Throughout the story we discover how Frances loves Michael so much, but Michael does not love her. Michael being totally disrespectful puts their marriage in jeopardy. There are many points in the story from which we find out that Michael does not love Frances. Firstly, Michael disrespects Frances by looking at other girls. If he really love her, he should show respect and pay attention to her instead of looking at these other women on the street. Even when he is with his wife he looks at other girls. Who knows what he does when she is not with him, even though he says he hasn’t touched any women in past five years since he is with her? Who knows! He isn’t even afraid for a single minute that his wife is walking with him and he shouldn’t watch other girls. He still think that he is macho guy according to the story â€Å"I am the envy of all men between the ages of fifteen and sixty in the state of New York.† He forgets his wife, his love. He didn’t even care once about what she will think about. He was totally not in love. They don’t have mutual understanding at all. Second, not that Michael is unfaithful now but as he said he could be in future. When they are having the discussion at a bar on 8th street, Michael tells Frances that he not only looks at pretty women on street but also fantasizes about being with them. He tells her â€Å"I love you, but I also want them.†(Shaw 8) This is no way to express that your love someone. This is considered cheating and obviously if there is cheating than there is no love at all. Furthermore Michael does nothing when Frances is crying face down into her handkerchief. â€Å"Michael didn’t say anything. He sat watching the bartender slowly peel a lemon.†(Shaw 8) This shows that Michael does not care about Frances’ feelings. It looks as though for Michael the relationship is based on physical appearance because even after a long discussion at the bar when Frances got up from the table, â€Å"Michael watched her walk, thinking, what a pretty girl, what nice legs.†(Shaw 9) If Michael really loves Frances he should try to see her inner feelings instead of her physical appearance. On the other hand, Frances being a good wife loves her husband. She tells him â€Å"Lets just hang around with each other. You and me.† This proves that she like being with him. She also has respects for him. Unlike Michael who is always looking at other girls she tells him she hasn’t looked at another man since the second time they went out. Moreover, we find out that she truly loves him when she says â€Å"I’d do any damn thing for you.† This shows that she is a good wife deeply in love with her husband. Frances being respectful, faithful, and loving proves that there are no complaints about their marriage from her side. In the ending, the most effective part of the story, we see how a women at that time period could not do anything to solve the problem but instead deal with it. Frances ends up calling the Stevensons instead of asking for a divorce. She could not be divorced because the society wont let her live. People will look at her with bad eye. Her love for Michael fades away because he shows neither commitment nor love. who would love someone that wants to be with someone else, especially after finding it out? Overall it seems as though Shaw is trying to tell the reader that not all marriages are same. He shows how for some, marriages are build with honesty, fidelity and love while for others, it’s just about physical apperance. And yes, time period is definately a matter. How to cite The Girls in their Summer Dresses, Essay examples

Enterprise Distributed Computing Workshop -Myassignmenthelp.Com

Question: Discuss About The Enterprise Distributed Computing Workshop? Answer: Introduction The report is prepared for HP Norway for the identification of the reason for successful relocation and maintain the momentum in the current marketplace during the relocation. The best practice in the organization are identified for responding to the needs of the technology that can be implemented for mitigation of the risk and increasing the opportunity of the business. The Zachman framework is used for the analysis of the current scenario of Hewlett-Packard and a strategy map is created for the identification of the objectives and improvement of the reliability and development of the partnership in the industry. Identification There are different issues faced by the organization for which there is a need of relocating the main office and they are listed below: Increase in the global business requires increasing the efficiency of the current business process and boost in the values of the shareholders but the management of the geographically dispersed operation was a complex task. Selecting of the technology for serving the needs of the customer and solidifying the image for the unified and high performance of the organization. Reorganization of the teams after merging is a critical task for maintaining the continuity in the current business and not losing the shareholders, customers and the employees. Analyze An analysis is made for solving the issues identified for office relocation event of HP with the help of Accenture. Merging of the business with Compaq HP reorganizes the team for enabling shared management for the unification and increase the performance of the company. The company also analyzed that the merging of the resources of both the companies was a complex task and thus a new location was selected for integration of the resources and improve overall performance of the business [5]. Accenture was selected based on the previous track record for execution of the project successfully and also due to the use of innovative tools and technology for management of the organizational change. Further analysis on the change management was conducted by involving the employees working in the organization and filling out an e survey form for analysis of the cultural differences and attitude of the employees regarding the integration of the business [3]. The result was analyzed for focusing on the key areas of improvement and promoting secure and effective cooperation between the employees of both the organizations. Zachman Framework The Zachman framework was proposed by John Zachman for the development of the enterprise architecture in the year 1987. It is used as a model for referencing the enterprise in a structured and formal way for description and viewing the essential elements of an object. The object may be a project, enterprise, solution or a department and it differs from the other Enterprise architecture framework because it is not a root of IT [12]. The Zachman framework is used for development of a set of descriptive representation that are relevant for describing the architecture of HP. The primitive interrogatives and the audience prescriptive are the two key dimension that are anchored with the framework [7]. The primitive interrogatives consists of What, How, Where, Who, When and Why. The Zachman framework for the Managing Change at HP Norway case study is demonstrated below: It does not act as a methodology whereas it acts as a taxonomy for organizing the design document, models and the specifications that accounts the particular issues and the targeted artifacts that are required to be addressed. The framework is dependent on the skill sets of the practitioners and used for the production of the repeatable results. The enterprise architecture does not have any governance guidance and can be applied as a tool for the addressing the merging of both the organization business process [4]. The foundation layer can be used as a reference for the identification, right sizing and classification of the artifacts that are required for addressing the relevant issues faced during merging and relocation of the current office of HP. It is also used as a guide for solving the issues faced that are not centered for the artifacts and the audience. Strategy Map The current HP strategy is related with the existing It framework a strategy map is created and the strategy programs are reformulated. The different elements for balancing the scorecards and the relationship with the goals of the organization are analyzed for the creation of the cause effect graph [9]. The strategy map is also used for the demonstration of the objectives and the incensement of the revenue for the program and increase in the reliability of the program for the development of the partnership in the industry. The adaptability and the agility of the program in HP should be improved for supporting the efficient delivery of the informations. The details of the strategy map in context to the reformulated business scorecard is created for the following perspective as follows: Financial View Goals Measures Increase Revenue + ITP revenue of HP + Big Deal Customer View Goal Measures Increase in reliability + Reliability on CSI + It is normalized by the revenue and defect in the arrival rate Increase in the completeness + it is normalized by the revenue and the arrival rate of the ER + Usability on CSI + Set of feature on CSI + Loss or Win ratio due to product Development of the partnership + Number of new partners + Number of training Sessions Delivery of the information efficiently + Unavailability of the informations It is noted that assessment of the achievement does not depends on the information and delivering the information efficiently that was available during the study of the case study. Internal process View Goal Measures Support + Time required for resolving the problem + Index of the customer satisfaction levels Awareness + Ratings from the industry analyst + Coverage of the advertisements + Success story number Business Development + Lead generation + generation of the demands Learning and Growth View Goals Measures Fitness of the sales force + Allocated training hours Fitness of the support Staffs + Allocated training hours Evaluate / justification With the adoption of the balanced scorecard approach the different areas of the business can be analyzed from different views that helps in identification of the relationship and their impact on the current business. This approach can also be used for the separation of the strategic objective concerns and permitting the higher level employees for the appreciation of the relationship of the different objectives and identification of their importance. The balanced scorecard can also help in reformulation of the strategy and identification of the key important areas for the relocation of the business without having negative impact on it. The zachman framework is integrated with the strategic model for the identification of the scope, business model, system model, technology model, detailed representation, functioning enterprise, data, function, network, people, time, motivation and the problem space for the relocation of the main office. The scope of the project is analyzed in the view of the planner and boundaries for the organization are identified for finding its interaction with the world. The business model is selected analyzing the business process and identification of the owner for each of the process. The designer is engaged for getting the desirable result and identification of the technically possible ways for the transformation. The technicians, contractors and the engineers are engaged for commencing the project and detailed representation is necessary for getting the final outcome. The accrual representation of the running or the deployed elements is also important for the success of the project and all the complexity in the project should be removed and for defining the abstractions and answer the questions for the abstraction. The zachman architecture is used as the main framework and it has different advantage when compared with the other models. In zachman model well defined perspectives are used that have comprehensive abstracts, normality and extensive usage. Conclusion From the above report it can be concluded that with the implementation of the Zachman model in the enterprise architecture the business process of the organization can be classified and organized which is significant for the management of the business efficiently. The graphic of the framework is easy to for designing the artifacts that intersects with different perspective of the objects in the business. The classification of the business can be conveyed logically and precisely. It can be used for the identification of the knowledge of the enterprise and accommodation and sophistication of the high rated changes in the enterprise over time. The selected aspects of the business can be classified without losing the perspective, contextual and the logical sense. The sub sets of the business process should be separated and for making decision about the design and restoring the integrity of the objects. The different views are important for the reformulation of the strategy of the busines s and focusing on the goals and measures of the organization. References Santana, D. Souza, K. Simon, Fischbach and H. De Moura, Network Science Applied to Enterprise Architecture Analysis: Towards the Foundational Concepts. InEnterprise Distributed Object Computing Conference (EDOC), 2017 IEEE 21st International(pp. 10-19). IEEE, 2017, October.Simon, K. Fischbach and D. Schoder, Enterprise architecture management and its role in corporate strategic management.Information Systems and e-Business Management,12(1), pp.5-42, 2014. N. Chorafas, Enterprise architecture and new generation information systems. CRC Press, 2016. Safari, Z. Faraji and S. Majidian, Identifying and evaluating enterprise architecture risks using FMEA and fuzzy VIKOR.Journal of Intelligent Manufacturing,27(2), pp.475-486, 2016. Gurrib, "Do Shareholders Benefit From a Merger? The Case of Compaq and HP Merger", International Journal of Trade, Economics and Finance, vol. 6, no. 1, pp. 53-57, 2015. Lapalme, A. Gerber, A. Van der Merwe, J. Zachman, M. De Vries and K. Hinkelmann, Exploring the future of enterprise architecture: A Zachman perspective.Computers in Industry,79, pp.103-113, 2016. Hinkelmann, A. Gerber, D. Karagiannis, B. Thoenssen, A. Van der Merwe and R. Woitsch, A new paradigm for the continuous alignment of business and IT: Combining enterprise architecture modelling and enterprise ontology.Computers in Industry,79, pp.77-86, 2016. Da Xu, Enterprise integration and information architecture. CRC Press, 2014. Zarvi? and R. Wieringa, An integrated enterprise architecture framework for business-IT alignment.Designing Enterprise Architecture Frameworks: Integrating Business Processes with IT Infrastructure,63, 2014. Saint-Louis, M.C. Morency and J. Lapalme, Defining enterprise architecture: A systematic literature review. InEnterprise Distributed Object Computing Workshop (EDOCW), 2017 IEEE 21st International(pp. 41-49). IEEE, 2017, October. Kristanto, "Enterprise Architecture Planning Untuk Proses Pengelolaan Manajemen Aset Dengan Zachman Framework", Register: Jurnal Ilmiah Teknologi Sistem Informasi, vol. 2, no. 2, p. 98, 2016. Burgio, Z. Maamar and S. Meira, An architecture and guiding framework for the social enterprise.IEEE Internet Computing,19(1), pp.64-68, 2015.

Classification Essays - Botanical Nomenclature, Taxonomy

Classification Classification in biology, is the identification, naming, and grouping of organisms into a formal system. The vast numbers of living forms are named and arranged in an orderly manner so that biologists all over the world can be sure they know the exact organism that is being examined and discussed. Groups of organisms must be defined by the selection of important characteristics, or shared traits, that make the members of each group similar to one another and unlike members of other groups. Modern classification schemes also attempt to place groups into categories that will reflect an understanding of the evolutionary processes underlying the similarities and differences among organisms. Such categories form a kind of pyramid, or hierarchy, in which the different levels should represent the different degrees of evolutionary relationship. The hierarchy extends upward from several million species, each made up of individual organisms that are closely related, to a few kingdoms, each containing large assemblages of organisms, many of which are only distantly related. Carolus Linnaeus is probably the single most dominant figure in systematic classification. Born in 1707, he had a mind that was orderly to the extreme. People sent him plants from all over the world, and he would devise a way to relate them. At the age of thirty-two he was the author of fourteen botanical works. His two most famous were Genera Plantarum, developing an artificial sexual system, and Species Plantarum, a famous work where he named and classified every plant known to him, and for the first time gave each plant a binomial. This binomial system was a vast improvement over some of the old descriptive names for plants used formerly. Before Linnaeus, Catnip was known as: "Nepeta floribus interrupte spicatis pedunculatis" which is a brief description of the plant. Linnaeus named it Nepeta cataria--cataria meaning, "pertaining to cats". The binomial nomenclature is not only more precise and standardized; it also relates plants together, thus adding much interest and information in the name. For instance, Solanum relates the potato, the tomato and the Nightshade. Binomial Classification Early on in naming species taxonomists realized that there would have to be a universal system of nomenclature. A system that was not affected by language barriers, and would also classify the millions of species throughout the world. Binomial classification in its simplest form is a way of naming a species by means of two names both in Latin. Latin was originally used because it was the language of the founders of the classification system, like Carolus Linnaeus, but it continues to be used presently because it is a "dead language". This means that it is no longer changing or evolving, so it stays the same and can be used universally, without confusion. Carolus Linnaeus (see Appendix A, Image 1) first introduced binomial classification, which is why he is known as the father of the modern day classification system. In Binomial classification the first name, which begins with a capital letter is known as the Genus it is always capitalized. The genus is a group of species more closely related to one another than any other group of species. The genus is more inclusive than the species because it often contains many species. The second part of the binomial represents the species itself and is always printed with all letters in lower case. A species is a group of individuals that are alike in many different ways. Individuals are in the same species if they are: 1. Are able to mate with those similar to themselves. 2. Produce young that are themselves able to reproduce. As an example, in the cat family, the genus Panthera is coupled with the species leo to form Panthera leo, the Lion. Likewise, Panthera is coupled with tigris, to form Panthera tigris the Tiger. In simplified terns both the Lion(see Appendix A, image 2) and Tiger share common traits and a common genus - Panthera, whilst clearly remaining separate species. To allow further subdivision, the prefixes sub- and super- may be added to any category. In addition, special intermediate categories-such as branch (between kingdom and phylum), cohort (between class and order), and tribe (between family and genus)-may be used in complex classifications. Closely related species are a genus, closely related genera (plural form of genus) are grouped together in a family. Closely related families are grouped into an order, and so on, into more inclusive categories, or levels in the classification hierarchy. Taxonomic Hierarchy Approximately one and a half million species have been classified and there are estimates that over five million species remain to be discovered. For biologists to order this

The Learning Years of Medieval Childhood

The Learning Years of Medieval Childhood The physical manifestations of biological puberty are difficult to ignore, and it is hard to believe that such obvious indications as the onset of menses in girls or the growth of facial hair in boys were not acknowledged as part of a transition into another phase of life. If nothing else, the bodily changes of adolescence made it clear that childhood would soon be over. Medival Adolescence and Adulthood It has been argued that adolescence was not recognized by medieval society as a stage of life separate from adulthood, but this is not at all a certainty. To be sure, teenagers were known to take on some of the work of full-fledged adults. But at the same time, such privileges as inheritance and land ownership were withheld in some cultures until the age of 21. This disparity between rights and responsibilities will be familiar to those who remember a time when the U.S. voting age was 21 and the military draft age was 18. If a child was to leave home before reaching full maturity, the teen years were the most likely time for him to do so. But this did not mean he was on his own. The move from the parents household was almost always into another household, where the adolescent would be under the supervision of an adult who fed and clothed the teenager and to whose discipline the teen was subject. Even as youths left their families behind and took on increasingly more difficult tasks, there was still a social structure to keep them protected and, to some extent, under control. The teen years were also the time to concentrate more intensely on learning in preparation for adulthood. Not all adolescents had schooling options, and serious scholarship could last a lifetime, but in some ways, education was the archetypal experience of adolescence. Schooling Formal education was unusual in the Middle Ages, although by the fifteenth century there were schooling options to prepare a child for his future. Some cities such as London had schools that children of both genders  attended during the day. Here they learned to read and write, a skill that became a prerequisite for acceptance as an apprentice in many Guilds. A small percentage of peasant children managed to attend school in order to learn how to read and write and understand basic math; this usually took place at a monastery. For this education, their parents had to pay the lord a fine and usually promise that the child would not take ecclesiastical orders.  When they grew up, these students would use what theyd learned to keep village or court records, or even to manage the lords estate. Noble girls, and on occasion boys,  were sometimes sent to live in nunneries in order to receive basic schooling. Nuns would teach them to read (and possibly to write) and make sure they knew their prayers. Girls were very likely taught spinning and needlework and other domestic skills to prepare them for marriage. Occasionally such students would become nuns themselves. If a child was to become a serious scholar, his path usually lay in the monastic life, an option that was rarely open to or sought by the average townsman or peasant. Only those boys with the most notable acumen were chosen from these ranks; they were then raised by the monks, where their lives could be peaceful and fulfilling or frustrating and restrictive, depending on the situation and their temperaments. Children at monasteries were most often younger sons of noble families, who were known to give their children to the church in the early Middle Ages. This practice was outlawed by the Church as early as the seventh century (at the Council of Toledo) but was still known to take place on occasion in the centuries that followed. Monasteries and cathedrals eventually began to maintain schools for students who were destined for secular life. For younger students, instruction began with the skills of reading and writing and moved on to the Trivium of the Seven Liberal Arts: grammar, rhetoric, and logic. As they grew older, they studied the Quadrivium: arithmetic, geometry, astronomy, and music. Younger students were subject to the corporal discipline of their instructors, but by the time they entered University, such measures were rare. Advanced schooling was almost exclusively the province of males, but some females were able to acquire an admirable education nonetheless. The story of Heloise, who took private lessons from Peter Abelard, is a memorable exception; and the youth of both genders at the court of twelfth-century Poitou undoubtedly could read well enough to enjoy and debate the new literature of Courtly Love. However, in the later Middle Ages nunneries suffered a drop in literacy,  reducing available options for a quality learning experience. Higher education for females depended largely on individual circumstances. In the twelfth century, cathedral schools evolved into universities. Students and masters banded together into guilds to protect their rights and further their educational opportunities. Embarking on a course of study with a university was a step toward adulthood, but it was a path that began in adolescence. University One might argue that once a student reached university level he could be considered an adult; and, since this is one of the instances in which a young person might be living on his own, there is certainly logic behind the assertion. However, university students were notorious for making merry and making trouble. Both official university restrictions and unofficial social guidelines kept the students in a subordinate position, not only to their teachers but to senior students. In the eyes of society, it would appear that students were not yet completely considered adults. Its also important to remember that, although there were age specifications as well as experience requirements to become a teacher, no age qualifications governed a students entry into a university. It was a young mans ability as a scholar that determined if he was ready to pursue higher education. Therefore, we have no hard-and-fast age group to consider; students were  usually  still teenagers when they entered university, and legally not yet in full possession of their rights. A student beginning his studies was known as a  bajan,  and in many  cases,  he underwent a rite of passage called the jocund advent upon his arrival at university. The nature of this ordeal varied according to place and time, but it usually involved feasting and rituals similar to the hazing of modern fraternities. After a year at  school,  the  bajan  could be purged of his lowly status by expounding a passage and debating it with his fellow students. If he made his argument successfully, he would be washed clean and led through the town on an ass. Possibly due to their monastic origins, students were tonsured (the tops of their heads were shaved) and wore clothing similar to that of the monk: a  cope  and cassock or a closed-over long-sleeved tunic and overtunic. Their diet could be fairly erratic if they were on their own and with limited funds; they had to purchase what was inexpensive from the shops of the city. Early universities had no provisions for housing, and young men had to live with friends or relatives or otherwise fend for themselves. Before long colleges were set up to aid the less affluent students, the first being the College of the Eighteen in Paris.  In return for a small allowance and a bed at the Hospice of the Blessed Mary, students were asked to offer prayers and take turns carrying the cross and holy water before the bodies of deceased patients. Some residents proved to be insolent and even violent, disrupting the studies of serious students and breaking in when they stayed out after hours. Thus, the Hospice began to restrict its hospitality to students who behaved more pleasantly, and it required them to pass weekly examinations to prove their work was meeting expectations.  The residency  was limited to a year, with the possibility of a years renewal at the discretion of the foundationers. Institutions such as the College of the Eighteen evolved into endowed residences for students, among them Merton at Oxford and Peterhouse at Cambridge. In time, these colleges began to acquire manuscripts and scientific instruments for their students and offer regular salaries to teachers in a concerted effort to prepare candidates in their quests for a degree. By the end of the fifteenth century, few students lived outside colleges. Students attended lectures regularly. In the early days of universities, lectures were held in a hired hall, a church, or the masters home, but soon buildings were constructed for the express purpose of teaching. When not at lectures a student would read significant works, write about them, and expound on them to fellow scholars and teachers. All this was in preparation for the day when he would write a thesis and expound on it to the doctors of the university in return for a degree. The subjects studied included theology, law (both canon and common), and medicine. The University of Paris was foremost in theological studies, Bologna was renowned for its law school, and Salernos medical school was unsurpassed. In the 13th and 14th centuries  numerous universities  sprang up throughout Europe and England, and some students were not content to limit their studies to only one school. Earlier scholars such as  John of Salisbury  and  Gerbert of Aurillac  had traveled far and wide to glean their education; now students were following in their footsteps (sometimes literally). Many of these were serious in motive and driven by a thirst for knowledge. Others, known as  Goliards, were more lighthearted in nature- poets seeking adventure and love. All this may present a picture of students thronging the cities and highways of medieval Europe, but in  reality,  scholarly studies at such a level were unusual. By and large, if a teenager were to undergo any form of structured education, it was more likely to be as an apprentice. Apprenticeship With few exceptions, apprenticeship began in the teens and lasted from seven to ten years. Though it wasnt unheard of for sons to be apprenticed to their own fathers, it was fairly uncommon.  Sons of master craftsmen were by Guild law automatically accepted into the Guild; yet many still took the apprenticeship route, with someone other than their fathers, for the experience and training it offered. Apprentices in larger towns and cities were supplied from outlying villages in substantial numbers,  supplementing labor forces that dwindled from diseases such as the plague and other factors of city living. Apprenticeship also took place in village businesses, where a teenager might learn milling or felting cloth. Apprenticeship was not limited to males. While there were fewer girls than boys taken in as apprentices, girls were trained in a wide variety of trades. They were more likely to be trained by the masters wife, who often knew nearly as much about the trade as her husband (and sometimes more). Although such trades as that of seamstress were more common for females, girls were not limited to learning skills they could take into a marriage, and once they married many continued plying their trades. Youngsters rarely had any choice in which craft they would learn, or with what particular master they would work; the destiny of an apprentice was usually determined by the connections his family had. For example, a young man whose father had a haberdasher for a friend might be apprenticed to that haberdasher, or perhaps to another haberdasher in the same guild. The connection might be through a godparent or neighbor instead of a blood relative. Affluent families had more affluent connections, and a wealthy Londoners son was more likely than a country boy to find himself learning the goldsmith trade. Apprenticeships were formally arranged with contracts and sponsors. Guilds required that bonds of surety be posted to guarantee that apprentices fulfilled expectations; if they did not, the sponsor was liable for the fee. In addition, sponsors or the candidates themselves would sometimes pay the master a fee to take on the apprentice. This would help the master cover the expenses of caring for the apprentice over the next several years. The relationship between master and apprentice was as significant as that between parent and offspring. Apprentices lived in their masters house or shop; they usually ate with the masters family, often wore clothes provided by the master, and were subject to the masters discipline. Living in such close proximity, the apprentice could and often did form close emotional bonds with this foster family, and might even marry the bosss daughter. Whether or not they married into the family, apprentices were often remembered in their masters wills. There were also cases of abuse, which might end up in court; though apprentices were usually the victims, at times they took extreme advantage of their benefactors, stealing from them and even engaging in violent confrontations. Apprentices sometimes ran away, and the sponsor would have to pay the master the surety fee to make up for the time, money and effort that had gone into training the runaway. The apprentices were there to learn and the primary purpose the master had taken them into his home was to teach them; so learning all the skills associated with the craft was what occupied most of their time. Some masters might take advantage of the free labor, and assign menial tasks to the young worker and teach him the secrets of the craft only slowly, but this was not all that common. An affluent craftsmaster would have servants to perform the unskilled tasks he needed to be done in the shop; and, the sooner he taught his apprentice the skills of the trade, the sooner his apprentice could help him properly in the business. It was the last hidden mysteries of the trade that might take some time to acquire. Apprenticeship was an extension of the adolescent  years  and could take up almost a quarter of the average medieval lifespan. At the end of his training, the apprentice was ready to go out on his own as a journeyman. Yet he was still likely to remain with his master as an employee. Sources Hanawalt, Barbara,  Growing Up in Medieval London  (Oxford University Press, 1993).Hanawalt, Barbara,  The Ties that Bound: Peasant Families in Medieval England  (Oxford University Press, 1986).Power, Eileen,  Medieval Women  (Cambridge University Press, 1995).Rowling, Marjorie, Life in Medieval Times  (Berkley Publishing Group, 1979).

Raelianism Research Paper Example | Topics and Well Written Essays - 1500 words

Raelianism - Research Paper Example Vorilhon, who now assumed the titular name of Rael (2006), described it as the religion of the infinite, â€Å"an atheist religion whose goals are the diffusion of the messages of demystification, given by the Elohim, to the Earth’s population, and to build an embassy where they will make official contact with the governments of the Earth† (p. 248). Based on its history, its development and its objectives, Raelianism can be considered a legitimate form of faith, regardless of the strangeness of its practices and rituals. It has persisted for decades and this alone makes the religion worth a closer look. History and Philosophy Unlike other groups, claiming to be a form of religion such as Scientology and even the Mormons, Raelianism is not overly secretive and is quite open with regards to its beliefs, rituals and history. Its beginnings, hence, is readily available to those who want to be initiated are interested to know. Its history began during that fateful day in 197 3 when Rael claimed to be driving in the middle of nowhere when the Elohim materialized. As per Rael’s account, these beings are extraterrestrials who came to the Earth and created life through scientific technologies. This was supposedly revealed to him and the responsibility to inform mankind and to prepare them to meet their makers rest on his hands. Thus, Raelianism was founded. The Raelian teachings, philosophies or what one would call catechism or dogma in the Christian religion are closely tied with existing religious texts such as the Bible. The idea is to view everything from their theoretical point of view. Here, the Christian God becomes the Elohim, a highly advanced extraterrestrial being. He was not an all too powerful omniscient or omnipresent mystical God but just an advanced race, with technological capability to design, manipulate and create life. For further insights, one could turn to the manner in which Raelian belief interpreted some parts of the biblical Genesis. Genesis 1:1 became: â€Å"In the beginning Elohim created the heaven and earth† (Rael, p. 11). The corresponding explanation revealed the framework further and to quote: Elohim, translated without justification in some Bibles by the word God means in Hebrew â€Å"those who came from the sky†, and furthermore the world is a plural. It means that the scientists from our world searched for a planet that was suitable to carry out their projects. They â€Å"created†, or in reality discovered the Earth, and realized it contained all the necessary elements for the creation of artificial life (p.11). The above example showed how Raelian belief tries to reconcile the religious texts that the world has with the concepts and artifacts of technology as we know or conceive of it today. It is not unlike rationalizing the mysteries of many religions, grounding it on scientific concepts. Eller (2007) summarized what the Raelianism stands for by saying that it is a â⠂¬Å"self-consciously atheistic religion† and that â€Å"the various world scriptures are attempts to communicate this reality but are garbled and confused† (p.268). The Elohim allegedly explained - and, therefore, such explanation became a core component of Raelian philosophy - that â€Å"the world’s existing religion were founded as a result of their direct communication with a series of human prophets for the purpose of implanting the idea of humanity’

Public Administration Essay Example | Topics and Well Written Essays - 1000 words - 1

Public Administration - Essay Example This change in the public administration in the British government has created various criticisms and incited other nations to study this strategy and modify the delivery of public service in their own government. Public administration has changed along with the growing needs of the public. On the other hand, as the number of studies in public administration increases over the years, there has been no exact definition of the term as a subject. Debates on privatization, corruption, and government values have been raised over the years but the boundaries between what is public and what is private are never identified. These two opposite sections are said to fade imperceptibly into one another because both sectors are closely entangled in the complex network of relationships that form a social system. Furthermore, the ideas of administration cannot be separated from management since it is interrelated with policy making that which is a part of studying public administration (Chandler, 2000) Public administration, defined academically, is the study of the development and maintenance of policy by members of governments, public agencies and public sector employees and the practice of implementing the authoritative decisions they have made. Patterned after the recognized definition of the word public, the study of public administration has involved the establishment and sustenance of the constitution or authoritative governments of a nation or nations. And even as it is a part of political analysis, its theories involve economics and management disciplines that are significant aspects in politics (Chandler, 2000). Chandler (2000) laid several arguments concerning public administration and its role in promoting government services. The areas that which public administration focus more were political sociology or philosophy wherein it studies the manner in which politicians perceive and react to varying social economic