Change model Assignment Example | Topics and Well Written Essays - 750 words

Change model - Assignment Example This paper is aimed at discussing the change process in an organization, including Health Safety and Environment change model and its application. The change process There are various models of the change process available today. Examples of models of change include the HSE; Kotters’ eight- step change model; Kurt Lewin’s model; Meta model among others. Kotter's eight-step model is a general organization-wide change management model where management initiates change (Beckhard 1969). It starts with increasing the urgency and building a guiding team. One must have the right vision and ensure you appeal to as many people as possible. Also, one must ensure that all obstacles against that vision are removed, maintain persistence and make the change last. Kurt Lewin’s model is based on the three processes of unfreezing, change and then freezing. Lewin’s theory, though appearing as impractical, is still relevant and has been adopted by most modern change process models (Almaraz 1994). The Meta change model, on the other hand, is based on the provision of understanding of the principles of the change process that is better than the other models. It achieves this by ensuring identification of the common themes in a broader perspective, ranging from individual to organization based changes (George & Jones 2000). First, one needs to study the patterns of change, which enables him or her get the stimulus for adapting to the change. The next step involves the rationalization of the necessity for change, preparing and adjusting to change that now becomes the normalcy. The Meta change model is renowned for its coverage of a broader range of fields thus diversifies the perspectives to the change process Rationale for the change model selected. The selected change model is HSE, which is the Health Safety and Environment change model. It is used in managing safety, health and environmental impact issues. The approach applied in the HSE model includes a combination of the project management and organizational development. This is essential as it facilitates implementation of discipline and structure to the change process (Kotter 2011). The HSE change model was used over more detailed change processes for instance the Kotters' eight-steps change model because the staff at the radiology department initiated the need for change. This eliminated the need for increasing the urgency as the radiology staff already wanted a better system. In addition to this, successful transition and adaptation to the change process requires the interaction and good relations between parties involved, in this case the hospital staff and patients (Bradford & Burke 2005). HSE model is a preferable choice as it encourages the recognition of people involved in the change process and this promotes successful transition (George & Jones 2000). HSE thus promotes team work, which is paramount to change the process. Being a health-care change (IHE), the HSE chang e model was the most suitable as it is geared more for managing change in the health-care provision which is driven more by the staff and patient needs at the radiology department. The IHE implementation change is taking place only at the radiology department and given the need for change originated from radiology staff, the HSE change model was chosen as more suitable for the health-care change. Conclusion For an organizational change to occur, the

Use of Elemental Imagery Jane Eyre Essay Example for Free

Use of Elemental Imagery Jane Eyre Essay The use of elemental imagery in Jane Eyre, revealed throughout the novel both literally and metaphorically, is one of Charlotte Bronte s key stylistic devices. The opposition of the two elements, fire and water, highlights the need for the characters to find equilibrium between the two. Fire can describe passion and warmth, but it can also burn. Water can describe coolness and comfort, but it can also chill. Because of Charlotte Bronte s use of elemental imagery in her book, Jane Eyre, the reader can better comprehend what the characters of Jane Eyre, Mr. Rochester, St. John Rivers, and Bertha Mason are feeling and thinking. Fire imagery helps the reader understand the strong feeling of passion in the character of Jane Eyre. At Gateshead, Jane is unable to control her passions and hits John Reed after he bullies her. As her punishment, Jane is locked up in the red-room. Fire imagery here, in the form of the red room, is Bronte s way of representing Jane s passion and fury. A bed supported on massive pillars of mahogany, hung with curtains of deep red damask (20) is used by Bronte to represent, through physical manifestation, Jane s overly passionate nature. Also very significant is the direct use of fire. This room was chill, because it seldom had a fire (20) is Bronte s way of saying that Jane is the fire in the room. There was not a fire until Jane inhabited the room. This key symbolism generates a horrific image in the reader s mind of what Jane looks like and is acting like in this scene due to Bronte s significant use of elemental imagery. Another instance of fire describing Jane is when she sees Mr. Rochester s bed torched. It is ironic that Jane happens to find Rochester s bed torched. The reason, illustrated by Bronte, is because they share passion with each other. They have feelings for each other in a way that Bronte can only describe with the fire imagery. The scene s sheer coincidence makes that hard not to believe. Because Bronte used fire to describe Jane s passion in that scene, the reader can really grasp how Jane is feeling. On the contrary, that scene extinguishes the fire, thus the passion. Later in that scene, Jane extinguishes the fire in Rochester s room with water. The water that Jane uses to put out the passion flame in that scene is metaphorically telling the reader that she needs to relinquish her passion. The flame between Jane and Rochester is too hot. They need to find equilibrium. The reader can see the amount of passion that Jane feels, and the amount needed to extinguish her passion. Another instance of water imagery describing Jane s feelings is when Jane shows Rochester one of her paintings. This painting tells the reader much about Jane s concerns and values through the rich sense of imagery in them. The first painting is described as having a drowned corpse in its swollen seas of green water (143). Jane, because of her passionate nature, sees water, representing a locking out of passion and emotion, as death itself. Given that Jane has hot, fiery passion, water imagery is used by Bronte to show the reader how and equilibrium needs to be reached between the two. Another character, Mr. Rochester, shows extreme passion in his multifaceted and intricate feelings. Thornfield is usually considered a gloomy house like a grey hollow filled with rayless cells, (133) but when Rochester enters, Jane sees a warm glow in the oak staircase and a genial fire lit in the grate (133). Immediately upon Rochester s return to Thornfield, fire imagery is used more by Bronte. Come to the fire, (152) said by Rochester to Jane is seen as an invitation to indulge Rochester s passion. Bronte portrays Rochester as fire itself. His purpose is to offer passionate and romantic love to Jane. Rochester, viewed as fire, makes the passion swelling in him more obvious to the reader. St. John Rivers does not feel much passion in his life. Therefore, he can be described as cold and icy. The first and foremost evidence of this is exemplified just by reading his name, Rivers. When Jane sees St. John for the first time, she says, I have never seen that handsome face of his look more like chiseled marble as he put aside his snow wet hair from his forehead (386). Bronte writes that St. John was at the fireside a cold, cumbrous column, gloomy and out of place (393), hinting the incompatibility of Jane and St. John. Jane s nature is passionate while St. John s is not. Bronte again uses water imagery to describe the strange marriage proposal of St. John s. She compares him with imagery of cold, running water when Jane says he has no more a husband s heart for me than that frowning giant of a rock, down which the stream is foaming in yonder gorge (459). St. John Rivers feelings are better illustrated from this use of water imagery. Bronte uses fire to describe Bertha Mason. Through Bronte s use of this imagery, the reader can see the potential dangers of allowing passion to rule uncontrolled. Bertha represents unleashed, untamed passion, without any control or reason. This can be observed when she torches his bed curtains. The imagery, such as the lit candlestick on its side lying on the hallway floor, symbolizes destructive passion that Bertha possesses. Notice that the candlestick is on its side, not upright in a safe position. When Bertha torches Thornfield, she is described as having hair streaming against the flames (476). This description signifies that Bertha has almost a satanic nature bearing a head full of fire. These two scenes are designed to make the reader appreciate the grave danger of uncontrolled passion. In Charlotte Bronte s Jane Eyre, the reader understands better what Jane, Mr. Rochester, St. John Rivers, and Bertha Mason are feeling and thinking due to Bronte s use of elemental imagery. As a result of this, the reader appreciates these characters even more. Without the use of fire and water imagery to show the characters feelings, comprehending what the characters are thinking would be difficult. Basically, Bronte s use of fire and water imagery signifies her relentless pursuit to show the reader what her characters in Jane Eyre are feeling.

Effect of Alcohol on Reaction Times: Experiment

Effect of Alcohol on Reaction Times: Experiment The experiment tested whether alcohol had any effect on reaction time. Abstract Objective: The experiment tested whether alcohol had any effect on reaction time. Method: Subjects were required to identify the threshold at which a flickering light became constant (critical flicker fusion threshold) using a computerised flicker fusion system.   Frequency increased at a rate of 4 hertz per second.   Critical flicker fusion threshold is a well accepted and documented non-invasive measure of reaction time.   Ten female subjects were tested under control conditions and following ingestion of 2 units (80 mg) alcohol.   It was hypothesised that alcohol would cause an increase in reaction time, which would translate to a delay in recognising the critical flicker fusion threshold, thus higher frequency results. Results:   Ingestion of 2 units (80mg) of alcohol was associated with an increase in mean critical flicker fusion threshold from 14.6 hertz to 15.4 hertz (p Conclusion:   2 units of alcohol had the effect of increasing reaction time by an average of 0.2 seconds, which has serious implications for the consumption of alcohol prior to tasks involving complex motor skills such as driving. Introduction Alcohol and its effects Alcohol is believed to be the oldest drug used by humans, predating even the use of opium by 2000 years to around 8000 BC (Kerr, Hindmarch 1998).   Whilst legal age limits exist for the purchase of alcohol in the United Kingdom, it is widely regarded within the Western world as an acceptable drug. In recent household studies in the UK it was found that 75% of men and 60% of women consumed at least one alcoholic drink per week.   In addition, 40% of men and 23% of women were found to have exceeded the national recommendations on alcohol consumption within the previous week (Office for National Statistics 2005).   The Institute For Alcohol Studies ranks the United Kingdom as 9th in per capita consumption of pure alcohol within European Nations, with 9.6 litres of pure alcohol being consumed per capita in 2002 (Institute for Alcohol Studies 2005). Alcohol is known for its psychoactive effects, which include alterations in vision, motor tasks and skills such as car driving and flying.   In addition it is repeatedly shown, whether anecdotally or via scientific measurements, that a strong correlation exists between alcohol consumption and violence. Alcohol is known to be a contributory factor in road accidents, with 9% of casualties showing evidence of alcohol consumption, this figure rising to 31% when considering pedestrians (The Scottish Office Central Research Unit 1998).   Research carried out in the 1980s by the Transport Research Laboratory indicated that alcohol was involved in 35% of fatal road traffic accidents, with the figure falling slightly to 31.5% in a similar study completed in 2000 (Tunbridge, Keigan James 2001).  Ã‚   However neither of these reports explained why the association existed between alcohol and road traffic accidents, whether resulting in death or not.   Of import for this report is the association between alcohol and reaction time.   The majority of alcohol consumers can identify a slowing down of their faculties following alcohol consumption, regardless of claims to the contrary.  Ã‚   Research has shown that alcohol impairs the ability of individuals to carry out complex motor tasks. One example involved bus drivers being asked to drive a vehicle through a narrow space, or highlighting the fact that the gap was too narrow if necessary.   It was shown that alcohol consumption was correlated with a reduced ability to accurately guide the bus through the gap, coupled with an inability to accurately gauge the width of the gap.   Hence bus drivers who had consumed alcohol were more likely to judge a gap as to be wide enough when it was not, than those who had not consumed alcohol and whose spatial awareness remained intact (Rang, Dale Ritter 1999a). Recommended stopping distances at 30 miles per hour are 23 metres / 75 feet, of which 9 metres / 30 feet are the ‘thinking distance’.   This is based on an average reaction time of 0.7 seconds when the car is travelling at 44 feet / second.   Therefore if reaction times increase, stopping distances will do so also, with serious implications in an accident. It has been indicated by some research that low levels of alcohol consumption have very little effect on reaction time if attention could be focussed on a single objective (Jaaskelainen et al. 1996).   Where attention needs to be divided between task objectives, even low blood alcohol levels were found to impair performance.   This suggests that alcohol is not going to greatly impair reaction time during simple tasks, but complex tasks which require several aspects to the performance would be much more likely to be impaired.   This was further supported by the research of Bartholow et al which found that response times per se were relatively unaffected by the presence of alcohol but the ability to respond appropriately to tasks that required complex attention were (Bartholow et al. 2003).   Indeed the authors implicate alcohol in impairments of cognitive processing, rather than the motor responses that result from these processes.   They cite data from studies that have sho wn that alcohol acts to reduce the ability to respond to stimuli as well as interpret and process the correct relevance of these stimuli.   This inability to respond fully to cues from the environment is described as the attention-allocation model, as the brain is selective in which cues are actually attended to and processing within the brain.   Further research has indicated that alcohol can sometimes actually improve the ability of subjects to resist distraction from a task (Erblich, Earleywine 1995) but this is not in keeping with the majority of research. Given the existing data this experiment was designed to assess the ability of female subjects to respond to a change in a single form of stimulus.   There was no distraction, nor a divided attention focus required, in an effort to ensure that the effects of alcohol on reaction time, if any, were more obvious. Flicker fusion threshold The human eye is capable of distinguishing between intermittent stimuli such as flickering light, up to a threshold, which is usually around 16 Hertz.   The frequency at which the human eye is no longer able to distinguish individual stimuli is defined as the critical flicker fusion threshold.   It is at this frequency that the individual stimuli have fused to form a single continuous stimulus.   The flicker fusion threshold will vary between individuals depending on their eyesight, hence the use of a number os study participants.   It will also vary between an individual’s readings depending on their reaction time at each stage – ie the time at which they actually consciously register that the hitherto flickering stimulus has now become constant and are able to respond to this knowledge.   The purpose of this experiment was to use the measurement of critical flicker fusion threshold as a correlate to reaction time.   For this experiment the experimental hypothesis was that alcohol acts to increase the reaction time of female subjects. The null hypothesis was that alcohol has no effect on the reaction time of female subjects.   Thus it would be expected that an individual with a slower reaction time would give results indicating a higher critical flicker fusion threshold, measured in hertz.   In other words it would be expected that the frequency at which subjects indicated that the flickering light (for full details of methodology please see below) had fused into a single light would be higher under alcohol conditions than control.   This would not be due to an enhanced ability to differentiate between flickering and constant light, rather a delay in the ability for this change to register and be processed by the brain, and the subject to press the button. Method Ten female subjects aged from 18-35 years, with a body mass index of 19-28 were selected as part of an open experiment into the effect of alcohol on reaction time.   All subjects were informed of the purpose of the experiment prior to taking part and were required to complete medical questionnaires to exclude medication that might affect the results of the experiment.  Ã‚   Known negative effects of alcohol consumption were also excluded and subjects all had a history of regular alcohol consumption of at least 2 units, once per week. Subjects were required to refrain from eating or drinking for the 2 hours prior to each test, which took place on consecutive days, with the control (no alcohol) test taking place prior to the alcohol test.   The 2 hour nil by mouth regulation was put in place in an effort to standardise the absorption of the alcohol by reducing stomach contents to a more uniform amount, thus providing a similar surface area available for alcohol absorption in each study participant. On arriving at the test room subjects were required to complete a health and safety questionnaire and were again reminded of the aims and purposes of the experiment.   Subjects were free to leave at any time, and signed consent forms to allow their results to be used.   Following the initial briefing subjects were given a training briefing on the specialised equipment and allowed to take a small number of practise tests to familiarise themselves with the equipment requirements.   Following this training period a five-minute break was allowed. For the test itself each subject was required to drink 250ml of pure orange juice, with a five-minute timespan being allowed for the drink to be consumed.   Forty minutes after the drink had been consumed subjects critical flicker fusion threshold was tested using the Model 12021 Flicker Fusion System (Lafayette Instruments). This time scale was used as the 2 units of alcohol would have reached a peak blood alcohol concentration of approximately 80 mg/100 ml 45 minutes following ingestion (Wilson, Benjamin Sreenivasan 2003).   Assuming absorption and metabolism at the accepted 4 mmol/l per hour (Rang, Dale Ritter 1999b), the alcohol would be expected to have been removed completely from the body within 6 hours (Wilson, Benjamin Sreenivasan 2003). Subjects were requested to look in to the binocular eye piece at two white simultaneous lights.   The use of a separate light for each eye was used to prevent differences in eye focussing from causing conflicting critical flicker fusion thresholds. The initial flash frequency of 4 hertz was set to ascending at a rate of 4 hertz / second.   The subject was provided with a push button connected to a 1 metre cable and was required to push the button when the flickering ceased and the lights became fused to a single light emission.   The point at which the button was pressed was taken as the critical flicker fusion threshold.  Ã‚   Each subject was required to undertake ten reaction time recordings. The experimental procedures on day 2 were identical to day 1, except that 2 units of alcohol (vodka), approximately 80mg of pure alcohol, had been added to the 250ml of pure orange juice that the subjects were required to drink.   A further ten reaction time recordings were made using the flicker fusion system. Results Each subject was able to provide 10 reaction time recordings, which ranged from a minimum of 11.5 Hertz (subject 9, recording 6, no alcohol) to a maximum of 19.4 Hertz (subject 3, recording 8, with alcohol).   The mean for the control / no alcohol test was 14.6 + 3.6 Hertz.   The mean for the alcohol test was 15.4 + 4.0 Hertz. Tables 1 and 2 below show the individual reaction times of each subject participant on the two tests. Table 1. Reaction times of 5 female subjects with and without alcohol, as measured by critical flicker fusion threshold Subject 1 Subject 2 Subject 3 Subject 4 Subject 5 Reaction test number None Alcohol None Alcohol None Alcohol None Alcohol None Alcohol 1 15.0 17.2 14.3 16.9 18.2 18.1 13.4 17.5 12.5 13.1 2 14.1 13.6 15.5 17.2 17.9 19.3 14.4 14.9 12.9 12.5 3 16.2 16.2 15.8 16.7 16.5 18.5 14.8 14.5 12.3 12.8 4 13.6 16.1 16.3 17.9 17.7 17.9 14.3 14.8 12.8 12.6 5 12.5 14.3 14.9 15.5 16.9 18.9 14.9 13.5 12.4 12.4 6 13.8 15.5 15.7 16.1 17.4 18.3 14.1 14.6 12.6 12.9 7 12.0 14.8 15.4 18.5 16.0 17.6 15.1 14.9 13.1 13.5 8 11.8 12.9 14.8 17.1 17.3 19.4 15.3 15.1 13.9 13.2 9 12.9 12.7 15.7 16.7 18.0 17.9 13.3 13.5 12.8 12.6 10 13.0 15.8 15.0 17.8 16.7 18.9 16.7 14.7 14.1 11.9 Mean 13.5 14.9 15.3 17.0 17.3 18.5 14.6 14.8 12.9 12.8 Median 13.3 15.2 15.5 17.0 17.4 18.4 14.6 14.8 12.8 12.7 Table 2. Reaction times of 5 female subjects with and without alcohol, as measured by critical flicker fusion threshold Subject 6 Subject 7 Subject 8 Subject 9 Subject 10 Reaction test number None Alcohol None Alcohol None Alcohol None Alcohol None Alcohol 1 13.9 15.1 16.5 15.6 12.8 14.5 13.6 15.5 16.5 15.4 2 16.5 15.9 14.3 15.1 12.6 13.5 14.9 14.2 15.9 18.1 3 14.2 14.6 12.9 14.0 12.4 12.4 15.0 14.8 15.7 14.6 4 14.9 15.5 13.9 16.8 12.0 12.6 15.8 14.8 15.2 16.8 5 14.1 15.6 13.5 16.7 13.1 13.8 14.7 13.9 16.4 16.5 6 16.5 15.8 13.4 18.1 13.5 14.2 11.5 16.7 16.2 16.4 7 13.2 13.3 13.9 15.1 12.3 14.2 15.4 14.6 16.8 15.8 8 14.5 15.6 14.2 15.8 12.9 14.6 15.3 16.1 17.1 16.2 9

Biography of Miguel de Cervantes :: essays research papers

Miguel de Cervantes was a famous novelist in Spain in the sixteenth century during the Renaissance. Cervantes lived in Spain during the Golden Age which helped him become a recognized writer. He was very talented, and he showed his talents through the interesting and wonderful novels he wrote. The most famous novel he wrote was called Don Quixote. Cervantes had a very exhausting and enthusiastic life, full of excitement and success. Miguel de Cervantes has great histories which lead him to write his wonderful novels and plays, and these have been very influential during the Renaissance and today’s writers. Cervantes was born on September 29, 1547 in a town near Madrid called Alcala de Henares, Spain. He was the fourth son of seven children. His father was a surgeon and his mother died when he was young. Since his father was a medical doctor his family had to travel to many towns in Spain. During his youth and adolescence he was taught by Jesuits. Not much about his education is known but when he was about twenty-one years old in 1568, he went to Madrid where Juan Lopez de Hoyos, a Jesuit, was his tutor. Cervantes did not attend to university, but he read broadly, this greatly influenced his writings. In about 1568 to 1570 he moved to Naples, Italy. In Naples, he joined the Spanish Army because he had a very big interest in the military. In 1571, he participated in the naval battle of Lepanto, located in the Gulf of Lepanto. The war was between the Spanish and the Turks, since the relationship between the Mediterranean countries and the Ottoman Empire was tense. During this battle Cervantes was wounded in his chest and on his left hand. He lost the use of his left hand and therefore, he gained the nickname of ‘‘Manco de Lepanto’’, meaning Maimed of Lepanto. Nevertheless Cervantes remained in the military although he was wounded because he was very dedicated to it. Then he fought in northern Africa and the Mediterranean lands. When Miguel de Cervantes and his brother Rodrigo Cervantes where sailing back to Spain in 1575, their ship was captured by pirates. Bradbury pirates made them prisoners and took them to Algiers as slaves. Cervantes had to remain a prisoner for five years even though he tried to escape a variety of occasions. He had to wait until his family and his religious order released him from prison having to earn money.

Education of the Middle Ages Essay

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. 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 property 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). 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 also taught needlework and the medicinal use of herbs to daughters of nobles (Couglin A6). Although monks and nuns lived apart from society, they were not completely isolated. Indeed, they played a crucial role in medieval intellectual and social life. Since few people could read or write, the regular clergy preserved ancient and the classical writings. Scribes copied all the books by hand working in a small drafty room with one candle or a small window for light. Illuminated manuscripts decorated with rich colors and intricate pictures indicate that, although the task was done with hard work, it was also lovingly done (Monastaries 499-501). Monasteries and convents provided not only schools for young people, but hospitals for the sick, food for the needy, and a home for travelers who need a place to stay (Monasteries 499-501). Cathedral schools were there to train higher-member of the Church in their professional duties as ministers of the Christian people. The bishop in whose Cathedral complex the school was located needed a group of trained priests to administer the various needs dioceses. The Cathedral school largely emphasized practical skills, effective reading, singing, and knowledge of Church Law, public speaking and the administration of the holy sacraments (Corbishely 28). At first the university was not so much a place as it was a group of scholars organized like a guild for the purpose of learning. Classes were held in rented rooms or churches even in the open air. Books were scarce. In most classes teacher read the text and discussed it, while students took notes on slates or memorized as much information as possible. Classes did, however meet regularly schedule. University rules established the obligations of the students and the teachers toward each other. To qualify as a teacher students had to pass an exam leading to a degree, or a certificate of completion (Cantor 58). By the end of the 1200’s universities had spread throughout Europe. Most southern European universities were modeled after the law school at Bologna, Italy, and specialized in law and medicine. Universities in Northern Europe on the contrary, specialized in liberal arts in Theology. These were generally modeled after the University of Paris (Bailey 89). At medieval universities, scholars studied Latin classics and Roman law in depth. They also acquired knowledge from the works of the Greek philosopher Aristotle and from the Islamic scholarship in the sciences. This interest in the physical world eventually led a rise of western science (Schools 291-292). Many church leaders opposed the study of Aristotle’s works, fearing that his ideas feared the Christian teachings. In contrast some scholars thought that new knowledge could be used ideas. The applied Aristotle philosophy to theological questions and developed a system of thought called scholasticism. This new type of learning emphasized reason as well as the faith in the interpretations of Christian doctrine. Scholastic sought to bring back classical philosophy along side with the teachings of the Church. They believed that knowledge could be integrated into a coherent whole (Schools 295). One scholastic teacher, Peter Aberlard taught theology in Paris during the early 1100’s. In his book Sic et Non, he collected statements from the bible writings of early Christian leaders that showed both sides of controversial questions. Abearld then had his students reconcile the difference though logic. In the 1200’s the most important scholastic thinker was Thomas Aquinas a brilliant theologian and philosopher who taught philosophy in Naples and France. In his work Summa Theolgica Aquinas claimed that reason was a gift from god that could provide answers to basic philosophical questions. The catholic later accepted and promoted Aquinas’s way of teaching and thinking (Schools 310). The education of a knight proceeded in a way similar to that of many medieval occupations. At an early age the prospective knight was apprenticed to serve as a page, or attendant, in a knight’s household. In his teens the page graduated to the status of a squire and received more responsibilities. As a squire the boy tended his knight’s horses and armor, but he also gained his first battle experience. Several squires were usually apprenticed to a knight at the same time and on the battlefield they might fight as a small band of infantry around their master. Here they acquired the many skills in arms necessary for their profession. To graduate to the status of a knight, a squire usually performed some heroic deed in battle. The squire was welcomed into the order of knights by being dubbed with a sword or slapped in the face by his lord. Afterwards the new knight would receive his fief, or gift of land. As the cult of chivalry developed in the 12th and 13th centuries, knighting ceremonies became more involved. Often they occurred at court, and a knight’s dubbing might be preceded by a religious vigil in which the knight vowed to uphold Christian and chivalric principles (Davies 12-13). Finally the Renaissance, or rebirth of learning, began in Europe in the 14th century and reached its height in the 15th century. Scholars became more interested in the humanist features that is, the secular or worldly rather than the religious aspects of the Greek and Latin classics. Humanist educators found their models of literary style in the classics. The Renaissance was a particularly powerful force in Italy, most notably in art, literature, and architecture. In literature, the works of such Italian writers as Dante Aleghieri, Petrarch, and Giovanni Boccaccio became especially important (Renaissance 228-229). Humanist educators designed teaching methods to prepare well-rounded, liberally educated persons. Dutch humanist Desiderius Erasmus was particularly influential. Erasmus believed that understanding and conversing about the meaning of literature was more important than memorizing it, as had been required at many of the medieval religious schools. He advised teachers to study such fields as archeology, astronomy, mythology, history, and Scripture (Renaissance 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.

We Create Our Own Monsters

Woods 1 Taylor Woods Mrs. Eryes Language Arts 3-4 H 16 October 2012 We Create Our Own Monsters Monsters are different for everyone. Some may think monsters are purple, hairy, one-eyed freaks. Others may think they are atrocious beasts with chain-saws and bloody faces out to kill you! But monsters don’t just have to be a literal thing that we can see and feel. Many monsters are figurative, meaning that it’s not an actual real life monster but are features and characteristics made up of our own fears.Many times the things that make a monster scary are because of the traits we give to them from our own fears. Monsters are creatures of our own imagination that help us deal with and reflect our fears and taboos.. The University of Michigan attempts to define monsters. The way they explain monsters is that they are creatures of our own imagination. James Mitchell describes monsters and says that, â€Å"Cultures create and ascribe meaning to monsters, endowing them with their characteristics derived from their most deep-seeded fears and taboos†.What Mitchell is trying to say is that monsters are made up of our own fears. We create the characteristics of the monster based on our fears and taboos. So, for example, when we are younger we are scared of a monster in our closet and under our beds. So, a monster to a young child would be a hairy, colorful creature like a monster from the movie â€Å"Monsters, Inc. †. But as we grow up we don’t fear that type of monster anymore. We overcome those worries. We are then faced with new problems and fears. For example, many teens fear not being socially accepted and people making fun of them Woods 2 nd bullying them – much like Frankenstein, not because the way he looked, but how he wasn’t accepted by anyone because peopled feared him. Monsters don’t just have to be big and scary creatures. They are also figurative just like in the books The Outsiders and Curious Incident of the Dog in the Night-time. In the book The Outsiders by S. E. Hilton the monster is â€Å"being alone† because in the book they fear being alone because they could be attacked by the Socs. The Socs were the â€Å"cool† and â€Å"popular† kids. They always have each other’s backs and protect one another from the Socs and everything they fear.After Ponnyboy got beat up in the beginning of the book by the Socs you can tell that they are all there for him, â€Å"Our gang had chased the Socs to their car and heaved rocks at them. † In the book The Curious Incident of the Dog in the Night-time by Mark Haddon, Christopher doesn’t like anything he can’t use logic to figure out such as metaphors, jokes, sarcasm. That’s why he even says in his book, â€Å"This will not be a funny book. I cannot tell jokes because I do not understand them. †(Haddon, 8) Christopher fears the unknown and chaos because of his autism.Christopher cannot handle it when there is chaos and people asking too many question, â€Å"He was asking me too many questions and he was asking them too quickly†¦I rolled back onto the lawn and pressed my forehead to the ground again and made the noise that Father calls groaning. † (Haddon, 7) The unknown and chaos are the monsters in this book. Figurative monsters are in all the books even the well-known monster books.. Even most of the classic monsters have figurative monsters in the stories as well. In the book Frankenstein by Mary Shelly you would think ‘The Monster’ would be the monster.He still is, it’s obvious, he is a massive, atrocious beast. But ‘The Monster’ actually fears being rejected. He has been rejected by so many people because all they see when they see Woods 3 him is his looks and not any of his personality. Just like when he was learning from his neighbors that he was spying on and decided to go to their house and meet them, and they immediately are frightened and do not accept ‘The Monster’ even though he was not there to harm them. He had very good intensions. When people saw him, they just assumed he was out to cause harm.In Beowulf-poet everyone fears Grendel because he wants to kill Beowulf. This makes Grendael the monster of this story. But just like any other story there is a figurative monster as well. The people in this story fear Grendel’s power to kill whoever he wants, thus making the figurative monster power. But overall, the people of this town fear themselves or loved ones being killed which makes their biggest fear, death, just like in most books. In every story, movie, poem or T. V. show there is a monster. Whether it’s just the antagonist or a classic monster, a monster is a monster.You can always find a figurative monster. What most people fear almost always ends up being the figurative monster. Just like in Frankenstein he fears being rejected, in the Outsiders the y fear being on their own and in the Curious Incident of the Dog in the Night-time Christopher fears the unknown. In all these books they also all fear one thing in common: death. One of the biggest fears to everyone is dying which makes every monster almost have to do with death. As we know, we create our own monster, by having their characteristics come from our fears.Every monster is different and every person has a different view on monsters. Woods 4 Works Cited Haddon, Mark. The Curious Incident of the Dog in the Night-time. New York: Doubleday, 2003. Print. Hinton, S. E. The Outsiders,. New York: Viking, 1967. Print. THe Holt Reader: An Interactive Worktext. Austin: Holt, Rinehart and Winston, n. d. Print. Sixth Course. Mitchell, James. â€Å"Introductory Essay to Our Exploration of Monstrosity. † University of Michigan. N. p. , n. d. Web. Aug. 2012. . Shelley, Mary. Frankenstein. New York: Barnes & Noble, 1831. Print.