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Universities in the early medieval age
Effect of universities during the medieval period
Universities in the early medieval age
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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. 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...
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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.
As a result of several recent mass shootings, gun control has become a popular topic. Gun control refers to the laws, background checks, and more protections against mentally ill individuals purchasing firearms. Some of the population believes that gun control should be strengthened, while the others are against it. There have been many situations in which firearms were used to harm innocent people, but gun control is not the solution to the problem we face as a nation.
Gender, social status, and the region in which a child lived determined how much schooling a child would receive and where and how they would get it. Children of the upper class were either taught in private schools or by a tutor. They were taught reading, writing, prayers, and simple math ("Education") . They were taught using repetition from the Bible, a religion-based reading supplement called a primer, and/or a paddle-shaped (also religious) horn book ("Schooling"). The upper-class boys were taught more advanced academic subjects, and may have been sent to boarding school in England or another state. The girls were taught to assume the duties of a wife and mother and obtained basic knowledge so they could read the Bible and record expenses ("Education"). While the south had very few laws for education because of its population, the middle and northern colonies (and then states) had established guidelines for their citizens. Pennsylvania's Law of 1683 set a monetary penalty for any parent whose children could not read and write by age twelve, and who were not taught a useful trade. By 1642 the northern colonies had already mandated a public education or apprenticeship for children, one grammar school for towns with more that one-hundred families, and an elementary school for towns with more than fifty.
By the end of eleventh century, Western Europe had experienced a powerful cultural revival. The flourish of New towns provided a place for exchange of commerce and flow of knowledge and ideas. Universities, which replaced monasteries as centers of learning, poured urbanized knowledge into society. New technological advances and economics transformations provided the means for building magnificent architectures. These developments were representative of the mental and behavioral transformations that the medieval world underwent and the new relationships that were brought about between men, women and society in the twelfth century. As in technology, science, and scholasticism, Literature was also reborn with a new theme.3
Birman, Beatrice F., et al. "State And Local Implementation Of The "No Child Left Behind Act." Volume VIII--Teacher Quality Under "NCLB": Final Report." US Department Of Education (2009): ERIC. Web. 31 Mar. 2014.
Professor Anthony Grafton is a renowned historian at the Princeton University. He is noted for his studies about the history of culture and science of Renaissance Europe. In his paper, Dating history: the Renaissance & the reformation of chronology, he first talked about the science of geography that was revolutionized by European explorers in the fifteenth and sixteenth century. As Grafton argued that “While the western understanding of geography expanded during the Renaissance, then, the traditional dating of the past and future remained curiously narrow-minded.”, he then started to talk about his profound study of the scholarship and chronology of one of the most significant classical scholar of the late Renaissance, Joseph Justus Scaliger: “……won renown for his reformation of the traditional approach to chronology. Working in decades around 1600, Scaliger relaid the technical foundations of the field.” According to Grafton, in order to “appreciate the explosive impact of this reformation of historical chronology, we need to look backward”. He looked back to examine the chronology in fourth and fifth century C.E., in the fifth century B.C. Greek, and in the Romans of the late Republic and early Empire.
Memory is a group of related mental processes that are involved in acquiring, storing, and retrieving information (Hockenberry and Hocenberry page 232). I will be addressing two specific types of memory: short-term memory and long-term memory. Short-term memory holds temporary information transferred from sensory memory or long-term memory. Sensory memory is the first stage of memory and obtains information for a brief amount of time. Short-term memory is also called active memory and is stored in the prefrontal cortex which is the most active part of the brain during an activity. Short-term memory can hold information for roughly twenty seconds, but sensory memory holds information for a shorter amount of time. We usually store things such
Memory is the brain’s ability to collect, encrypt and retrieve information. There are three types of memory: sensory, short-term, and long term. Sensory memory is the first step of memory. The brain takes in the information but does not store it for more than a few seconds. Short-term memory is the second step where the brain works on the information obtained from sensory memory. Sensory memory is not long-term, meaning it is not stored very long. Long-term memory is the brain’s ability to store short-term memory into information that can later be retrieved. Long-term memory does not have a length of time that it is stored. It is archived in the brain and can be retrieved minutes, days, and many years later after it is stored.
The Ebola Haemorrahagic Fever, or Ebola for short, was first recognized as a virus in 1967. The first breakout that caused the Ebola virus to be recognized was in Zaire with 318 people infected and 280 killed. There are five subtypes of the Ebola virus, but only four of them affect humans. There are the Ebola-Zaire, Ebola-Sudan, Ebola-Ivory Coast and the Ebola-Bundibugyo. The fifth one, the Ebola-Reston, only affects nonhuman primates. The Ebola-Zaire was recognized on August 26, 1976 with a 44 year old schoolteacher as the first reported case. The Ebola-Sudan virus was also recognized in 1976 and was thought to be that same as Ebola-Zaire and it is thought to have broken out in a cotton factory in the Sudan. The Ebola-Ivory Coast was first discovered in 1994 in chimpanzees in the Tia Forest in Africa. On November 24, 2007, the Ebola-Bundibugyo branch was discovered with an approximate total of 116 people infected in the first outbreak and 39 deaths. The Ebola-Reston is the only one of the five subtypes to not affect humans, only nonhuman primates. It first broke out in Reston, Virginia in 1989 among crab eating macaques.
Ebola Virus comes from the known strain family virus called filo viruses, which are zoonotic pathogens. Symptoms include fever, headaches, nausea, vomiting, diarrhea, throat pains, and muscle pains. These symptoms can start as early as 2 days to as late as 3 weeks after contracting the virus. This public health problem dates back to the 1970’s where the first three known outbreaks occurred in the Democratic Republic of the Congo and Sudan (Li, Chen 2014). The Ebola virus is introduced into a population when there is close contact with the blood, secretions, or bodily fluids of animals that are infected. The virus started in Africa by humans coming into close contact with infected chimps, gorillas, bats, monkeys, antelopes, and porcupines. Ebola spreads within a community through human to human transmission. The virus is able to spread quickly due to direct contact of the skin or mucous membranes. Ebola is a problem in the world for six main reasons. First, there is no cure for the disease, vaccines have been tested but none are available for use. Second, Ebola is a very deadly disease. It can kill up to 90% of victims within a couple days of exposure (Cunningham 2003). Filo viruses cause episodic, lethal and hemorrhagic outbreaks in humans and in primates (Olival, Islam, Daszak 2013). Third, healthcare workers are becoming infected while treating patients. This is due to the close contact with patients and healthcare personnel not taking full precautions. Fourth, infected individuals are still contagious after death. This means that at funerals, family members have the potential to become infected with close contact to the infected individual. Fifth, people are infectious for as long as the virus is still pr...
Under the Pope, there were the bishops. The bishops directed church courts and managed cases relating to the public such as marriage, wills and other public predicaments. Priests held religious services that consisted of sacraments, baptisms and the usual Sabbath services. The monks and nuns received manual labour that required helping clean the monasteries and assist the needy. Educated monks copied manuscripts of medieval and ancient knowledge in the Scriptorium.
In the Victorian Period receiving an education was an act of unconformity. Women were to be pure, domestic, and submissive and these traits could not be achieved through education. The education of women was thought to disrupt the social balance of time, but in the Victorian Period women were educated because they were mothers of men. They wanted women to teach their children so they had to be educated. Women were stripped of their rights and dignity, but they were finally free to break through the co...
Ebola virus of the Ebolavirus genus is a zoonotic infectious pathogen, which causes hemorrhagic fever in humans and non-human primates (Sobarzo A et al 2013). First introduced back in 1976 in the Democratic Republic of the Congo after the first outbreak with a lethal consequence of 280 out of 318 infected (McElroy AK et al 2014), now it is likely to gather pace. Although all subsequent Ebola outbreaks have occurred in a certain geographical area in Central and West parts of Africa with no reported spread beyond (Dimmock NJ et al 2007), the virus gives rise to serious public concern due to its extremel...
The social lives of people were greatly influenced by advancements in education during the Renaissance. More people then ever before were send to schools and educated. Schools for girls were built, and they were taught sewing, reading, writing, and dancing. Some of these schools even had teachers for singing and playing instruments. Upper class women were taught language, philosophy, theology and mathematics. But their education only prepared them for social life at home. Women lost political power, access to property and their role in shaping society.
Teacher quality is the most important issue when dealing with how effective a classroom will ...
Ebola is a rare and deadly disease that has now affected the United States. According to the (cdc) symptoms of Ebola include a fever, severe headache, muscle pain,