How Important to Medieval Society Were the Religious Orders Essay

How Important to Medieval Society Were the Religious Orders - Essay Example However, the most striking feature of middle age is that people were organized in different religious groups known as religious orders. Some of the religious orders of this period include the crusades, Knights Templar, Benedictines, Franciscans, Dominicans, Augustinians, and Cistercians. This paper seeks to explore the importance of religious orders to the medieval society. The lives of people during the middle ages revolved around religion, especially the Catholic Church, which was the dominant church during the time. Accordingly, the Catholic Church was the only church in Europe. Therefore, all the laws and important roles in the government were left at the hands of the church leaders like bishops and archbishops. Research also indicates that the Pope had immense powers during this time to the extent that he could excommunicate a king for misdeed. As earlier stated, religion had a great influence on every aspects of human live during this period. However, people organized themselves around religious groups known as religious orders, which played an important role economically, socially, culturally and politically . The religious orders had profound impacts on the economy of Western Europe in the medieval era. Research indicates that the society of Western Europe in the medieval times were largely agrarian with a population consisting of tillers of land, which was the basis of wealth creation and political power. The manor was the basic unit of such a society. The manor in this case refers. to the agricultural land reserved to a lord. The manor mainly consisted of peasants whose main duty was to till the land for the lord’s benefit. However, since religion dictated how everything was to be done, lands where crops are grown were being cultivated in accordance with the three-land system5. The religious orders, especially the Benedictine played a leading role in ensuring that the society become food sufficient and economically stable. This is particularly evident with the Benedictine in the 12th century France, where the need to feed, clothe and house the monks increased the need to have a s table economy with enough food surplus, decent shelter and clothing. In this regard, the Benedictine monk ensured people ploughed land and engaged in productive activities to ensure that society has enough food.

Lack of Communication Essay Example for Free

Lack of Communication Essay Lack of communication is the number one cause in divorces in the United States, while there are marriages that work out there are many that don’t. For every two marriages there has been one divorce in the 21st century. (Britannica) Often in a relationship we don’t consider the small things and we move to quickly not thinking about the opinion of the people we interact with. In this article by Aziza Shumba she gives very clear, concise details on why communication is important in a relationship. An interesting fact I happened to stumble upon while reading was that a lack of communication can affect all aspects of life, from what you like to wear to what color paint you paint your home. Some couples feel like they communicate but the key is communicating effectively. Communicating effectively means communicating thoroughly, being optimistic, keeping an open mind and having a listening ear to new opinions. This is very important when it comes to using it in the work place, considering many people just go along with what they are told and never speak unless spoken to. In the work place many people have usually one of three issues: they never speak their opinion, the person who is overbearing, or the person who rides both sides of the fence, it doesn’t make a situation easier but it does make it easier when you can talk to someone and they can keep a conversation without criticism, ignorance or pessimistic attitudes. This is also a great way to build a better relationship with the ones you work with by giving you a stronger confidence when speaking and communicating. Although effective communication is very important, planning and time management is very important when communicating with people. I figured out this is very important once I got to college because if you don’t have good time management it will disrupt your whole life schedule and those around you. For example if I decide to wait until the last minute to turn in homework at 11:55 at night, and then my computer cord blows and catches my computer on fire, what would I do? I would have to wait until I could get access to another computer, and by the time I get to another computer the assignment would be late. Planning in a marriage can definitely be a â€Å"killer† when it comes to marriages, the wife may unexpectedly become pregnant or he/she may decide to get a dog/cat without the other partners consent. If communication is not laid down in the beginning these things may come to be a surprise to the other partner which will lead to divorce and strife. In a marriage getting a life plan is important, even if it is not set in stone it is considerably useful in the progression of a stable marriage to have an outline of what the couple wants together. In conclusion, a lack of communication can lead to the building of other skills if it is caught early on, as long as communication is effective and you have a plan for life and use effective time management you should be able to build STRONG communication skills to help you in everyday life.

Plagiarism and the Internet :: Cheating Education Essays

Plagiarism and the Internet The Internet’s popularity has continued to grow since it first emerged, shocking the world with its never before seen technological capacities. It allowed for the communication of ideas and provided people with a wealth of information only a click away. More widely used now then ever before, the Internet supplies users with easy access to various kinds of information. With the unlimited availability of information on the web today, plagiarism has become a growing problem. The abundance of information available makes it easier and increases the temptation to steal other’s ideas. Plagiarism, which is taking credit for someone else’s ideas, is sometimes committed intentionally and other times accidentally. Often, copyrights are violated. In order to prevent this crime form being committed it is necessary that society is educated about copyright law and understands how to properly cite source material. If people understand what plagiarism is and the consequen ces they will face if detected, perhaps it is less likely that they will plagiarize. Today, 49% of people use the Internet as a reference source (â€Å"How† 1). It contains a plethora of information, and documents found on the web can be of great use when doing research. However, if ideas, concepts, or words are taken from another author’s work, they must be properly cited. If they are not properly cited this is plagiarism, which is considered to be unethical act by society; it also violates copyright law, and thus is punishable by law. Often people do not realize that even if they are only paraphrasing or summarizing someone else’s work, idea, or concept and not directly quoting it they are still plagiarizing. Borrowing another person’s idea is permissible if credit is given to whom it is due. However, stealing someone else’s work or idea and acting as if it were your own is not. Thus, it is pertinent that proper citation is always used. If one fails to use proper citation, one is guilty of plagiarism, and may face legal c harges for copyright violations. Plagiarism is not always committed intentionally, but the people who purposely attempt to deceive others by stealing someone else’s ideas should take into account the seriousness of their actions and the consequences they may face if caught. For those people who are guilty of plagiarism, but did so unintentionally and were simply unaware of what they were doing should also take into consideration their actions to try to prevent this act from occurring again in the future.

Domestic versus Foreign Poverty :: essays research papers

Personally, I mostly disagree with this statement although there are a few points in its favour. The bible provides the basis for Christian beliefs and values. The Catechism States: "Created in the image of the one God and equally endowed with rational souls, all men have the same nature and the same origin. Redeemed by the sacrifice of Christ, all are called to participate in the same divine beatitude: all therefore enjoy an equal dignity." This means that all men are equal in the eyes of God, and should be equal in each others. This means that we should treat each others as equal without considering race, nationality, sex or religion. ?All of you are Christ?s Body and each one is a part of it? (1 Corinthians 12:27). Therefore to ignore one man?s suffering is to ignore the body?s suffering as, ?If one part of the body suffers, all the other parts suffer with it? (1 Corinthians 12:26). To ignore one part of the body?s suffering causes the rest of the body to suffer. You cannot be a true Christian if you leave someone in poverty, as, if everyone is part of Christ?s body and all parts suffer if one does, then you are causing suffering to spread worldwide unchecked and even if you remove it from your community it still exists, so all still suffer. We should demonstrate the qualities set out by Jesus, to love thy neighbour, when we are dealing with anyone. Another important example, the parable of the Sheep and Goats shows the way that Good Christians should treat their fellow men. It says how Jesus ?will separate the people one from another as a shepherd separates the sheep from the goats? (Matthew 21:32-33) This means that he will separate the righteous from the unrighteous. He will put those blessed by God at his right and those who have done wrong against God or their fellow man on his left. In this way does the shepherd separate the sheep from the goats. Jesus is a shepherd of men. He will always protect his flock. This parable shows that we will be judged on the Day of Judgement for our actions on Earth. We must repent of our wrongdoings and help all others.

Positive Behaviour Support Essay

As Willert & Willert suggest, ‘positive behaviour supports developed through the implementation of simple reinforcement strategies†¦can have a significant influence on the social climate of an entire school. ’ (As cited in Zirpoli, 2012, p. 257). With this in mind, this paper aims to analyse and compare the School’s management, welfare, and discipline policies with positive behaviour support models, specifically Mayer’s (1999) constructive discipline approach. The School reflects the view that the world is multifaceted and ever changing. If you only have one way for your classroom to ‘be right’ you are setting yourself up for continued frustration and failure. Skilled teachers understand that the classroom is a complex, unpredictable, messy, and non-linear, working environment. They’ve realised, long ago, that control –especially over others is an illusion. (Gordon, as cited in School Policy, 2012, p. 2). As this is the foundation of the School’s policies it indicates that the strategies enforced have reference to ideas held within various positive behaviour support models. The School, situated in Queensland, has a student enrolment of approximately 800, catering for students from Preparatory Year to Year 7. As schools are important environments for all members to learn, teach, and grow, the School is ‘based on the belief that all students can learn and the staff accepts the responsibility to teach all students, regardless of differences, the fundamental skills required for success in the 21st Century. ’ (School Policy, 2012, p. 4). Read more:  Essays About Promote Positive Behaviour The purpose of the policy is to foster a school culture that assists its students in the development of social and emotional skills, including the ability to exercise self management and responsibility for their behavioural choices. Mayer (1999) suggests that basic student welfare policies, particularly behvaiour management, list ‘the behavioural standards required of students. ’ (p. 37). Furthermore, Mayer aptly states ‘the better ones specify the consequences for violating and following the rules [affecting and influencing] how students behave and how educators respond when students violate or follow rules. ’ (1999, p. 37). Furthermore, Turnbull & Smith-Bird explain that effective schools ‘focus on building a culture of positive reinforcement. ’ (As cited in Zirpoli, 2012, p. 327). Drawing on research, this discussion will reflect the School’s policies in regards to the development of effective school wide rules and strategies, and their consistency among all staff in the school context. (Zirpoli, 2012, p. 329). The policy starts with a brief introductory letter signed from the principal stating that ‘this document has been endorsed and developed in collaboration with all stakeholders of [the School], particularly the school’s Behaviour Management Committee. (School, 2012, p. 3). Through a general acknowledgment, the principal displays appreciation for staff and members of the school community. This introductory letters sets an inclusive tone, which is present throughout the document. The policies are ultimately aimed at the welfare of the students, and have been written as guidelines for staff and teachers. They are indicators for the parents, and general public, of the expectations placed on all members of the school community. A major factor for a supportive learning environment is communication and relationship building between parents/caregivers and the school. Cavaretta (states that ‘there is widespread support among educators and the community for the view that parents have a major role to play in education. ’ (As cited in Marsh, 2010, p. 293). There appears to be no parental voice within the document although the School documents that the philosophy is ‘to build relationships among staff, students, parents, and the community in order to maintain [the] goal of creating a peaceful environment. (School Policy, 2012, p. 6). However, the student voice is represented in the document through a Student Representative Council elected by the student body and teachers each year, ‘students who form the council will present meetings with teachers, deputies and the principal in order to voice the opinion of the student body. ’ (School Policy, 2012, p. 7). Education Queensland’s Code of School Behvaiour (Queensland Government, n. d. has provided the framework on which the School’s Responsible Behvaiour Plan (RBP) is based, defining ‘responsibilities that all members of the school community are expected to uphold and recognises the significance of appropriate and meaningful relationships. ’ (Queensland Government, n. d. ). Eclectic in composition, combining theories, strategies and practices of several educational professionals, the aim of the RBP is to ‘develop a comprehensive policy and practice that meets the holistic and varied needs of all those in the school community. ’ (School Policy, 2012, p. 8). Effective whole school rules and strategies are developed and practiced by all staff. These are universal strategies, referred to in tier one of the three-tier model of School-Wide Positive Behaviour Support (SWPBS). (Zirpoli, 2012, p. 329). The policy, in line with SWPBS states that ‘it is important that rather than follow a reactive approach to behaviour [the staff will] be proactive in dealing with inappropriate classroom and playground behaviours. ’ (School Policy, 2012, p. 8). To ensure that this criterion is met, the School has incorporated desirable behaviours into their own hierarchy of social development. To create a common language and way of discussing behaviour, the School ‘displays this hierarchy through a level ladder from A to E. Where A represents excellent behaviour, B represents good behaviour, C represents satisfactory behvaiour, D represents behaviour that needs attention and E represent unacceptable behaviour. ’ (School Policy, 2012, p. 8). While some schools adhere exclusively to one particular model, the School, using effective school wide behaviour support programs, draws its content from various dominant models. These include Glasser’s Choice Theory; in which people are responsible for their own behaviour, Restorative Justice; to bring resolution, restitution, and restoration of relationships damaged by behaviour, Ford’s Responsible Thinking Process; where students are responsible for their behaviour and need to find ways to achieve goals without disrupting others, and Roger’s Positive Behaviour Leadership; which includes the establishment of clear rules, rights, and responsibilities. (School Policy, 2012, p. 9). The theoretical basis of the policies are consistent with Mayer’s (1999) Constructive Discipline approach of which the ‘emphasis is on prevention and teaching desirable behaviour rather than punishing, reducing or eliminating undesirable behaviour. ’ (p. 38). The School policy states that ‘values and rules have prominence when students are faced with making decisions and judgments about how they should behave and relate to others. ’ (2012, p. 10). Based on the National Goals for Schooling in Australia, the School values are acceptance, self-discipline, honesty, manners, opportunity, respect, and excellence. This reinforces the constructive discipline approach, as ‘the list should be kept simple and to the point. ’ (Mayer, 1999, p. 39). These values coincide with the rules of each year level. However, the policy did not detail the student input in classroom rules, contradicting the constructive approach where ‘all relevant parties should be†¦involved in the development of rules’ (Mayer, 1999, p. 39). The documents provide a program of rules in relation to each of the values, for all year levels. In accordance with Rademacher, Callhan and Pederson-Seelye (1998, p. 86) rules are positively stated, with a verb at the beginning. For example, the rule applied to the value ‘opportunity’ for a Year 1 student is stated as ‘allow others to learn by listening and not interrupting,’ (School Policy, 2012, p. 68), while that of a Year 7 student is ‘display initiative. ’ (School Policy, 2012, p. 74). The School Rules include ‘respect, safety, learning, communication, and problem solving’ (School Policy, 2012, p. 13). The document goes on to explain ‘there are no rights without responsibilities,’ (2012, p. 4), stating the rights and responsibilities in accordance to the rule. The policy takes in to account the constructive discipline approach that conveys the need for rules to be to the point and positive. Mayer states ‘a positive list will guide students in how to behave in reference to how not to behave –a more instructive and less suppressive approach. ’ (1999, p. 39). The behvaiour management coalition, in conjunction with the school community, recognises that ‘one of the keys to a harmonious environment is being able to identify when and how relationships need repair. ’ (School Policy, 2012, p. 6 ). In the policy is a flow chart of the SWPBS, the three tiered model, incorporating whole school behaviour support, target ed behaviour support and intensive behaviour support. Under each of these tiers the policy lists ‘proactive school processes and proactive classroom processes. ’ (School Policy, 2012, p. 17). In the School, typically, each classroom develops individual plans that incorporate a series of steps that responds to positive and rule abiding behaviours. This can include ‘verbal praise, acknowledgement, positive reinforcement, or a gold slip. ’ (School Policy, 2012, p. 9). This is in accordance with the constructive discipline approach where ‘the school environment becomes more reinforcing and less punitive. ’ (Mayer, 1999, p. 38). On the other hand, students who exhibit unacceptable behaviours move through steps of responses that may include ‘warning and rule reminder, time out in the classroom, time out in another behaviour time out classroom, or an incident behaviour slip. ’ (School Policy, 2012, p. 20). This contradicts the constructive discipline approach as parental support is not brought in until an incident behaviour slip is given. Whereas Mayer believes ‘continued parental support is helpful for classroom and schoolwide rules to be effective. ’ (1999, p. 40). Behaviour feedback sheets are used to ‘make students accountable for their behaviour choices’ (School Policy, 2012, p. 24). Similarly, the peacemakers program ‘is a preventative approach to encourage responsible behaviour in the playground. ’ (School Policy, 2012, p. 26). Students who are in need of intensive behaviour support, tier three of the SWPBS, will have imminent action where teachers liaise with parents, chaplian, guidance officers and outside agencies. The Policy provides an intervention flow chart where ‘appropriate intervention is implemented’ (School Policy, 2012, p. 38) once the student has been sent to ‘time out in another classroom’ a minimum of five times. Studies have shown that ‘removal from instruction constitutes negative reinforcement for both student and teacher. ’ (Scott, Nelson, Liaupsin, 2001, p. 314). This is reinforced as Zirpoli states ‘students are frequently sent to timeout for periods of time that are too long and serve only to provide teachers with a break from the student. (2012, p. 374). As a reactive approach to behaviour management, removal from the classroom contradicts the constructive discipline. The School Policy does, however provide cnsideration of individual circumstances stating that ‘the academic, social, behavioural, emotional, physical, and cultural needs of students are considered when structuring and delivering all learning experiences’ which consists with Pacchiano (2000) teachers ‘have to be willing to look at comprehensive instructional variable and their relationship with the students problem behaviour. The policy concludes that responses to inappropriate behaviour are also flexible in that ‘consideration is given to the particular situation, context, preceding events, a student’s individual circumstances, the actions of the student and the needs and rights of the school community members. ’ (School Policy, 2012, p. 38). This is evident in practice as consequential responses are decided upon after discussion, case conferencing and by utilizing a restorative practice framework rather than just implementing a punitive measure . Drawn from data collection, including frequency, duration, rate and the intensity of the behaviour (School Policy, 2012, p. 13) provided by teachers, members of staff, and outside agencies Furthermore the School’s welfare, management and discipline policy includes policies for the appropriate use of own electronic medium, SunSmart, acceptable usage of information technology, lockdown, homework, dress code, cyber safety, and anti-bullying, all of which must be signed by both the student and parent/caregiver upon enrolment of the School. Along with this the school offers a variety of student services and support programs including chaplaincy, guidance officer, learning enrichment team, special education programs, speech language pathologist, and the workshop (a hands on manual arts experience). In conclusion, evidence has been provided to display both contradictory and consistent elements of the School’s policy in accordance with the constructive discipline approach.

Back to the Playground †Theology Essay

Back to the Playground – Theology Essay Free Online Research Papers Back to the Playground Theology Essay I’m spending a lot more time at playgrounds lately. My grandchildren are coniseurs of playgrounds. When they come to visit, I usually ask them what they want to do. Invariably, they excitedly sing out, â€Å"Let’s go to the park!† Park to them means a playground. They can’t conceive of a park without a playground. I’ve learned some valuable lessons at the playground. On our last trip to a playground, two of my grandchildren came along. They had just put clean clothes on and it had rained during the night. So I was a little apprehensive about the puddles of water on the playground. It wasn’t long before I spotted Kaitlyn on the playground digging through the rocks and mud. Just before I was about to scold her for getting her clothes dirty, she came running toward me with an outstretched arm and a smile on her face. When she got to me she handed me a little heart-shaped rock and said, â€Å"Here PaPa! Here is a heart for you – just because I love you! Keep it!† With tears in my eyes, I thanked her. Did I scold her for getting her clothes muddy? What do you think? No way! And, yes, I still have that little heart-shaped rock given to me by my four-year-old granddaughter. It is one of the best gifts that I have ever received. I realized that many times we miss out on so much when we sweat the small stuff. We need to spend a lot more time at the playground. Jesus said, â€Å"Except you be converted and become as little children, you shall not enter into the kingdom of heaven. Whosoever, therefore, shall humble himself as this little child, the same is greatest in the kingdom of heaven† (Matthew 18:3-4). What are some things we can learn on the playground to help us live simple, stress free lives? First – SIMPLICITY enables us to relax and have peace. Jesus revealed that those who live in humility as a little child are the greatest in the kingdom of God. Children enjoy the simple things in life. We often take things too seriously. Prolonged seriousness will kill. It will kill your joy and, worse, it will kill your child-likeness. As adults, we tend to make things too complicated. When David was a shepherd boy, he dared to believe with childlike faith that God would deliver the giant Goliath into his hands. He spurned all of the body armor and weapons that King Saul gave him. Instead, he met the giant on the battlefield with his simple sling and five smooth stones. He figured it was simple – the giant was so big he couldn’t miss! Who won? That’s simple – God plus one is always the majority. (See I Samuel 17.) Second – SING. Sing a silly song sometimes. Children love to sing. The Bible says, â€Å"A merry heart doeth good like medicine† (Proverbs 17:2). (See Proverbs 15:13 and Ephesians 5:18-19.) Have you lost your song? Ask God to give you a new song to sing. (See Psalm 98:1.) Third – STAY LOOSE. Children are not normally uptight and worried about life. Ask yourself, â€Å"Will this matter a year from now?† I picked up a great little book the other day that had an intriguing title – Don’t Sweat the Small Stuff . . . and it’s all small stuff by Richard Carlson PhD. It is Dr Carlson’s premise that whenever we’re dealing with bad news or troublesome situations, most of us get into certain habits, ways of reacting to life that don’t serve us very well. We overreact, tend to blow things out of proportion, hold on too tightly, and focus on the negative. We live our life as if it was one huge emergency! Stay loose – don’t sweat the small stuff. (See Matthew 6:25-34.) Fourth – SHARE. Children usually love to share. Giving is fun and it doesn’t have to be expensive or elaborate. Have you ever seen the delight of two children sharing an ice cream cone or simply jumping through mud puddles or dancing in the rain? I saw a wonderful bumper sticker not too long ago. It said, â€Å"Practice Random Acts of Kindness and Senseless Acts of Beauty†. Practicing random or spontaneous acts of kindness is an effective way to get in touch with the joy of giving without expecting anything in return. It’s even more rewarding when you don’t let anyone know what you are doing. Remember that Jesus said, â€Å"It is more blessed to give than to receive†. Also, why not take time each day and think of someone to thank? Fifth – SPRITIUAL VITALITY brings everlasting and abundant life. Children are naturally attuned to the spiritual. Only as people grow older do they become hardened and insensitive to the spiritual. That’s why we need to go back to the playground and become as little children. Jesus warns us, â€Å"I assure you, unless you turn from your sins and become as little children, you will never get into the Kingdom of Heaven† (Matthew 18:3 NLT). Perhaps you need to sing that old children’s song again, â€Å"Jesus loves me this I know. For the Bible tells me so. Little ones to Him belong. They are weak, but He is strong. Yes, Jesus loves. Yes, Jesus loves me.† Do you need to go back to the playground of childlike simplicity and humility? In childlike faith ask Jesus Christ to come into your life. â€Å"For as many as received Him gave He power to become children of God even those who believed on His name† (John 1:12). 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Overview of the Russian Revolution essays

Overview of the Russian Revolution essays There were two revolutions in Russia in 1917. One was in February in which the czarist regime was overthrown, and a republic was established led by the Duma. The communists overthrew the Duma and held elections. Lenin did not win the election but seized power anyway. This caused the civil in October. In the October revolution, the Bolsheviks (reds) fought and defeated the Mensheviks ( the whites ). The Russian Revolution changed the course of Russia causing them to become a superpower which gave Russia the ability to change the world. The first Leader of the U.S.S.R. was Lenin. Lenin was a strong, influential, and charismatic leader. He rallied the people of Russia around him and promised them more equality. The people of Russia loved Lenin even though he ruled for a very short time. Lenin died in 1924, but before his death, he warned of future leader Stalin's brutal strategies and tactics. Russia became a communist country because of Lenin and many other people, but Lenin set the course for Russian greatness and power over the next seventy years. Under Stalin, Russia became a superpower and the second most industrialized country in the world, however at a heavy price. Throughout Stalin's period of rule, he introduced multiple five-year plans that caused Russia to put everything into the industry and did greatly industrialize the country. However, due to Stalin's great focus on industry Russia had shortages in other areas. There were not enough farms, farmers, or food to feed and provide for the people of Russi a. Many Russian died of starvation and other things during Stalin's period of rule, but Stalin did not care about these deaths. Stalin kept putting more into the industry and as a result of this Russian people kept dying. Stalin's main goal was to make Russia more industrialized and powerful which he accomplished at the expense of many Russian lives. After the Russian Revolution the world reconsidered the emphasis given to...