Education Of The Middle Ages Essay -- essays research papers

Education of the middle ages Education, as we know it today, did not exist in the Middle Ages. Illiteracy was dominant among the population. Scribes were the exception to the rule. Churches were the main source of knowledge and schooling. Real interest in learning grew along with the development of towns. The towns’ officials needed to be educated. At the same time a need for legal institutions was created and so started the university phenomenon. Modern education was on its way. There were few schools in the Middle ages, so everyone had limited education. Even the Lord of the Manor was often unable to read or write. Some of the first schools were Cathedral schools. As well as Parish, Monastic, and Palace schools. Here people learned a particular role in society. Naturally the primary job was training the clergy in their professional duties as priests of the Christian people. The bishop was the head of the complex and he had a staff of priest to help him with the several of the diocese. These skills that were taught here were reading, singing of hymns, church law, writing of documents and the performing of Church duties and sacraments. An example of educating for a specific role in life were the Knights who had learn how to fight with various weapons so that they could fight for their king.   Ã‚  Ã‚  Ã‚  Ã‚  The common people, however, had no way of being educated other than going a monastic school. However, if they did this, they had to donate their proper ty to the church. The people who went to this school later become monks or nuns. They had to follow three important laws: chastity, obedience, and the law or the lord if not followed they would be thrown out of the monastery. Most monasteries had a rule of silence: monks could not talk which other except for a short period of time. During meals one monk might read passages from the bible while the others mediated. Even though monks’ lives seem to be so hard it was the best place to go for a good education for anybody from a king to a beggar (Monasteries 488-499).   Ã‚  Ã‚  Ã‚  Ã‚  Women took part in monastic life by living in a convent under a direction of an abbess. Known as nuns, they wore simple clothes and wrapped a white cloth called a wimple around their face and neck. They alternated prayer with spinning, weaving, and embroiling items such as tapestries and banners. They... ...ssance 220). The invention of the printing press in the mid-15th century made books more widely available and increased literacy rates. But school attendance did not increase greatly during the Renaissance. Elementary schools educated middle-class children while lower-class children received little, if any, formal schooling. Children of the nobility and upper classes attended humanist secondary schools (Bailey 112). Educational opportunities for women improved slightly during the Renaissance, especially for the upper classes. Some girls from wealthy families attended schools of the royal court or received private lessons at home. The curriculum studied by young women was still based on the belief that only certain subjects, such as art, music, needlework, dancing, and poetry, were suited for females. For working-class girls, especially rural peasants, education was still limited to training in household duties such as cooking and sewing (Couglin, A8). As it shows education the Middle Ages seems to be so diverse and a starting point for modern education. But the reader must always keep in mind only about five percent of the whole population did all of these educational activities. Education Of The Middle Ages Essay -- essays research papers Education of the middle ages Education, as we know it today, did not exist in the Middle Ages. Illiteracy was dominant among the population. Scribes were the exception to the rule. Churches were the main source of knowledge and schooling. Real interest in learning grew along with the development of towns. The towns’ officials needed to be educated. At the same time a need for legal institutions was created and so started the university phenomenon. Modern education was on its way. There were few schools in the Middle ages, so everyone had limited education. Even the Lord of the Manor was often unable to read or write. Some of the first schools were Cathedral schools. As well as Parish, Monastic, and Palace schools. Here people learned a particular role in society. Naturally the primary job was training the clergy in their professional duties as priests of the Christian people. The bishop was the head of the complex and he had a staff of priest to help him with the several of the diocese. These skills that were taught here were reading, singing of hymns, church law, writing of documents and the performing of Church duties and sacraments. An example of educating for a specific role in life were the Knights who had learn how to fight with various weapons so that they could fight for their king.   Ã‚  Ã‚  Ã‚  Ã‚  The common people, however, had no way of being educated other than going a monastic school. However, if they did this, they had to donate their proper ty to the church. The people who went to this school later become monks or nuns. They had to follow three important laws: chastity, obedience, and the law or the lord if not followed they would be thrown out of the monastery. Most monasteries had a rule of silence: monks could not talk which other except for a short period of time. During meals one monk might read passages from the bible while the others mediated. Even though monks’ lives seem to be so hard it was the best place to go for a good education for anybody from a king to a beggar (Monasteries 488-499).   Ã‚  Ã‚  Ã‚  Ã‚  Women took part in monastic life by living in a convent under a direction of an abbess. Known as nuns, they wore simple clothes and wrapped a white cloth called a wimple around their face and neck. They alternated prayer with spinning, weaving, and embroiling items such as tapestries and banners. They... ...ssance 220). The invention of the printing press in the mid-15th century made books more widely available and increased literacy rates. But school attendance did not increase greatly during the Renaissance. Elementary schools educated middle-class children while lower-class children received little, if any, formal schooling. Children of the nobility and upper classes attended humanist secondary schools (Bailey 112). Educational opportunities for women improved slightly during the Renaissance, especially for the upper classes. Some girls from wealthy families attended schools of the royal court or received private lessons at home. The curriculum studied by young women was still based on the belief that only certain subjects, such as art, music, needlework, dancing, and poetry, were suited for females. For working-class girls, especially rural peasants, education was still limited to training in household duties such as cooking and sewing (Couglin, A8). As it shows education the Middle Ages seems to be so diverse and a starting point for modern education. But the reader must always keep in mind only about five percent of the whole population did all of these educational activities.

Analysis of the Human Attitude

Surveying the Human Attitude Melissa Hightower November 19, 2012 PSY475 University of Phoenix Surveying the Human Attitude Attitude can be seen in many parts of a daily routine of an individual. The significance of measuring attitude has become important in many areas of our society. Employers want to measure attitude of employees, while customers on the other side of the counter view att Attitude Survey The measure of attitudes is of great importance in a consumer driven economy, such as the one that exists in the United States today.Psychologists use attitude surveys to translate subjective attitudes of people into empirical data. Attitudes themselves are distinguishable from interests and personality traits, in that attitudes are usually attached to an object (Hogan, 2007). The construct of attitude actually encompasses the cognitive, affective, and behavioral thoughts, feelings, and actions that a person exhibits in reaction to—or as a result of—an object. For the p urposes of this paper I designed an attitude survey using a selected-response format that is built upon the precepts of the SERVQUAL approach to attitude assessment.The purpose of the survey is to assess the attitudes and perceptions that University of Phoenix (UOP) students exhibit at graduation about UOP itself. The intention of this paper is to discuss the design, administration, scoring, and interpretation of the survey as well as any issues I experienced while creating the survey. Design The target audience for this survey is UOP graduates that attended at least their sophomore and senior college years at UOP. The particular trait to be measured is the attitude that graduating students hold towards UOP after graduations.The survey should be administered electronically via the UOP student login page after graduation. There are 11 items in the survey and should take no more than 1-2 minutes to complete. I did this on purpose, because I know from experience that I hate taking long surveys when all I really wanted to do was log into UOP online. The survey uses the Likert scale to measure attitude, with the possible answers of strongly disagree, disagree, neutral, agree, strongly agree with the corresponding scores of -2, -1, 0, +1, and +2, respectively. The score report is used to compile the individual scores into a descriptive format.The item stems are the assertions themselves and the responses are gauged through the Likert scale, otherwise known as the method of summated ratings (Hogan, 2007). The basic proposition of the Likert scale is that one attitudinal construct is at the basis of all of the items. All of the statements that I proposed are about the attitude of the graduate toward UOP and therefore addresses this concern. Administration, Scoring, and Interpretation The survey should be administered by UOP personnel and not the teachers. It would not do for the results of the survey to be skewed by the last class experience.This factor cannot be done away with entirely, but it can be minimized by having the survey administered by UOP personnel rather than a teacher. Moreover, in a general sense the lower the score the less the satisfaction and the higher the score the lower the satisfaction. The directionality of the scores are all in the same direction, meaning that a rating of strongly disagree always corresponds to a more unfavorable attitude toward UOP. However, it is important that the survey items be tried out on a large variety of students at UOP and the scores tabulated in advance.These scores will act as a means to convert the raw scores that will be collected when the test is actually distributed on a large scale to normed scores, which are more useful for interpretation. For instance, if there is universal tendency to score one item extremely negative, then the raw scores of the actual test can be mediated to take into account this propensity. For the purposes of a general attitude survey negative scores reflect nega tive perceptions and thoughts about UOP and positive scores the opposite.Issues Experienced While Creating Survey The SERVQUAL approach to attitude surveys is specifically designed for quantifying service quality and product satisfaction in the retail industry (Gob, 2007). As the SERVQUAL approach applies to this attitude survey, the main point of any survey is to ascertain the examinees expectations, perceptions and the gap between them. Therefore, I tried to design items to measure both the expectations of the UOP student as well as their perception of the item in question.This will increase the validity of the interpretation that lower scores equal less satisfaction and vice versa, since the items not only deal with the student’s actual perception, but their expectations as well. I also tried to encompass the entire spectrum of measurements—cognitive, affective, and behavioral—when considering the items to be administered. I am not comfortable with simple sel f-reported tests. They seem too subjective and too circumstantial. The items should gauge observable behavior, past feelings, and current thoughts about the construct being measured. ConclusionIn sum, the attitude survey that I created follows the Likert scale method to gauge the overall satisfaction of UOP students, with an emphasis on both the perception and expectation of the items. The survey also attempts to measure the cognitive, affective, and behavioral components of the construct being tested. The purpose of the survey was to ascertain the general attitude that UOP students have toward the University of Phoenix at graduation. References Gob, R. (2007). Ordinal methodology in the analysis of Likert scales. Quality & Quantity, 41(5),601-626. Retrieved July 24, 2010, from SocINDEX with Full Text database.

Shifting Away From A Traditional Feminine Image Essay

Shifting away from a traditional feminine image is a concept woven throughout The Yellow Wallpaper, specifically exploring the balance of power between the masculine and feminine. As the narrator begins her descent into madness, her fascination with the wallpaper continues and the narrator becomes â€Å"the exemplary subject of power/knowledge† (Crewe 274). The narrator is stripping that power away from the masculine figure. When she first requested to change the wallpaper John refuses on the grounds of â€Å"nothing was worse for a nervous patient to give way to such fancies† (28), John wants to dismiss her fanciful feminine imagination as it threatens his sense of control, and â€Å"fear can masquerade as calm authority when†¦embodied in ‘the weaker sex’† (Shumaker 593). However, we see this alter as both he and Jennie become increasingly fascinated with her behaviour and the wallpaper itself, â€Å"I’ve caught him several times looki ng at the paper!† (35) conveying that as the narrator becomes more involved with the paper she is regaining her power over the household. Gilman may also be suggesting that this break away from performing roles can manifest shame or uneasiness, Jennie after being caught staring, reacts â€Å"as if she had been caught stealing† (35). She is described as looking â€Å"angry† (35) at the prospect of being caught observing the object of the ‘mad woman’ of the house’s obsession. Jennie recognising herself being a part of this power shift becomes uneasy, just as Girlie feelsShow MoreRelatedGender Representation Of Sex And The City1590 Words   |  7 Pagesthe lives of individuals. It is for this reason that it is often widely accepted that the media is to be used as a tool, which represents a common public interest. 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