Dont Blame Lago in Shakespeares Play, Othello Essay

It is very easy to blame Iago for all that occurs throughout the play. He clearly is the reason for all of the tragedies at the end of the play. Iago is the the villain in the play but he shouldn’t be the only person blamed. Othello, Cassio and other characters should be guilty for the tragedies as well. Iago sets everyone up in the play and makes them think that he is helping each of them while he is really tricking them into what he wants them to do. He does this all because he wants a higher ranking job. Othello is a very jealous person and is sensitive when it comes to Desdemona that Iago is able to trick him into thinking that she is cheating on him with Cassio. Iago takes advantage of Cassio’s youth and gets him drunk which winds†¦show more content†¦Iago is able to uses Othello’s jealousy against him and is easily able to convince him of things. Othello is too easily convinced that Desdemona is cheating on him. Because he is so jealous he is quick ly convinced through little proof that it is true and begins to trust everything Iago tells him. Othello is too jealous and caught up in Iago’s lies that he doesn’t trust her when he confronts her about everything Iago told him. He put too much trust in Iago that he ends up killing his love, Desdemona even though she was telling the truth and he was being tricked the entire time. Othello is very much responsible for what happens. He gets caught up in all of the lies and lets his jealousy overtake him. He is unable to trust Desdemona when she tells him its not true because he has becomes so jealous and angry. Rodrigo can also be blamed for what happens. Rodrigo was deeply in love with Desdemona and was very jealous of Othello and didn’t like those who also liked Desdemona. Iago tricks him that he is putting in good words for him with Desdemona when he never did and just stole his money. He tells Rodrigo that Cassio loved Desdemona also and urged him to kill Cassi o. Rodrigo being deeply in love with her is easily convinced by Iago and ultimately kills him. Rodrigo is responsible for Cassio’s death as he lets his jealously of others who like Desdemona lead him to killing Cassio. Emilia is another character that can be blamed for what happens. She agrees to help

Reading the Sopranos Free Essays

What has Carmela ever done for Feminism’? Introduction Feminism in a simple definition refers to women’s movements, and feminism is a subject that is on going which has become a forum for debate in relation to television and film. My main focus will be feminism in the television series ‘The Sopranos’ which will be used as a case study to examine the theory of feminism plus psychoanalysis and how it’s inflicted on the screen. An academic book that I have selected will allow me to approach feminism in ‘The Sopranos’ and I have also picked a certain chapter room the book â€Å"Reading The Sopranos’ Edited by David Leaver, chapter 3 What has Carmela ever done for Feminism’? Carmela Soprano and the Post-Feminist Dilemma. We will write a custom essay sample on Reading the Sopranos or any similar topic only for you Order Now This book will allow me to tackle the issues on feminism and psychoanalysis by using the case study and relevant examples. Feminism is seen as a form of defending women’s rights and making them equal with men, and Carmela attempts to oppose this on Tony by stating that she’s not asking for fifty/fly Just some support, â€Å"I’m not saying fifty/fifty, but Jeez† (Leaver, 2006. PAP). Carmela might blame Tony for the way she is Just a mother and housewife. Although if we look at this from a Marxist point of view they suggest that it’s not about men, it’s about the upper class. They are the reason for inequality and the reason why women and men are oppressed. Doesn’t anything ever change? â€Å", Carmela isn’t happy with the way things are she’s indirectly implying she wants more a career, to be able to work, although can’t have it because of her husband. Carmela Soprano isn’t asking to be the same as Tony, however Just some rights to give her a break, she contradicts herself as states she’s no feminist but wants some rights . Carmela doesn’t trust feminism that much as she relies on her husband, and has been dependent on him and doesn’t know what to do. She finds herself in a confusing position in terms of her life style as feminism has been given an unpleasant label by the media institutions makes her feel weary whether she should be a feminist or not. Carmela superficially strongly rejects that feminism is an elitist practice but she secretly inside believes that it is an elitist practice, the reason she rejects this is because she knows she will never be that so finds comfort in rejecting. That’s why here is a slight envious feel for her daughter, Meadow who might Just be on her way to her mother’s dreams. Psychoanalysis developed by Sigmund Freud is the behavior of people, the drives of the unconscious. Tony and Carmela often suppress things and let them slide through to the unconscious suppressing their emotions. Psychoanalysis asserts that the lead to the development of adult emotional problems. (do in my own words and relate it to Corpsman feminism psychoanalysis) In ‘The Sopranos’ we are presented with different types of women in regards to feminism. To some degree women are vital in demonstrating and driving the reiterative forward, as without them the concept changes in terms of genre and other aspects such as storyline as it will Just be a bunch of criminal men. Feminism has always been a key factor in such gangsters films such as ‘The Sopranos’, ‘Godfather’ (1972) directed by Francis Ford Copula, and ‘Godlessly’ (1990) directed Martin Scores including many more as women play a crucial role as they reveal the men’s persona away from the criminal, adulterous activities in their daily lives. Carmela Soprano married to Tony Soprano is aware of Tony’s activities that he undertakes with his fellow friends, including his business that consists of a strip club named â€Å"Bad Being†. Tony is involved in what would be called organized crime and adultery, which Carmela knows about, however it seems that Carmela is refusing to accept what Tony does yet she doesn’t refuse the lifestyle as well as money considering where it comes from. She attempts to balance the bad aspects of her life by doing charitable deeds for friends, the priest, however she ends up contradicting herself. When she indirectly threaten a women (name, episode and series) to write a commendation letter to a college for her daughter, Meadow. ( quote from the book) Gangsters films compose of a similar narrative that is driven by set codes and conventions. Films that are similar to ‘The Sopranos’ are ‘LA confidential’,goodwill’s’ and the ‘Godfather’ they all share similar qualities when talking about feminism. Having read the book based on Carmela Soprano, she appears as a confused character that isn’t too sure of what she wants, she’s an indecisive person. Carmela is in compromise as she chose this lifestyle, â€Å"but Carmela is no victim† (Leaver, 2006. PAP) there’s no doubt about that she’s not a victim. Carmela appears as a victim, although everything she does she does willing and with thought behind it. How to cite Reading the Sopranos, Papers

God as Trinity for Christian Life and Ministry

Question: Write an essay on The significance of belief in God as Trinity for Christian life and ministry. Answer: Introduction This paper deals with the consideration of the topic, The significance of belief in God as Trinity for Christian life and ministry. The Trinity can be referred as the communion of three persons, the three centers of consciousness existing in union with one another and is independent of one another. In Christianity, God is believed to be reveled in therere ways i.e., God as the Father, God as the Son and God as the Holy Spirit. Despite the three forms of God as He revels Himself in front of us, yet remains one God. Christianity and Christians have faith in believing in one God as they are the believer in monotheists. This belief in God as 'Trinity can be referred to as the distinctive feature which marks a real difference from other religions like Judaism and Islam. Each of the communions is essential for the life of the others as well as life of the Trinity. The persons in the Trinity are bound to one another in agape love and thus, making them more concerned for one another (Simkins et al 2016). Small group of activity Someone wants to know about the Trinity. How to make the group understand the importance of believing in God as Trinity? What symbols of Trinity to be used for better understanding of its importance? Make the groups get a deep knowledge about the Trinity and let them provide feedback to the others as well. Meaning of the Trinity in the Bible The story of the baptism of Lord Jesus is often regarded as the involvement of all the three individuals related to the Trinity which can be found in the gospels (Mathew 4, Luke 4, Mark 1, and John 1). Matthew (28:19) depicts Lord Jesus to be commanding His disciples to baptize in the name of the Father, the Son and the Holy Spirit. These are the baptismal words that is still continued to be used when the individuals are being baptized today. In Corinthians (13:14), St. Paul dedicated his letter to the Christians at Corinth with the grace of Lord Jesus, the fellowship of the Holy Spirit and the love of God. These words are still being used by many Christians at present which are also known as the Grace different form of the grace word as used during meal (Schreiner 2013). Plenary discussion Ensure the symbols of the Trinity to support the understanding rather than ending within the individuals. The experiences of the conversation would vary according to the individual history, historical situation and culture. But the Nicene Creed would stand as the theological norm that would help in testing the genuineness of the conversation. Trinity is related to God and hence, beyond the undertaking of common people. Though, teaching and explaining about the Trinity would be like trying to empty an ocean with a cup, encouraging to talk about the Trinity would be like connecting to God Himself. Discussion Invite the group in order to share their respective experiences of conversation and make them compare with the discussion as mentioned in the Nicene Creed. Though the Bible does not teach explicitly about the doctrine of the Holy Trinity, it is rather assumed as found in the gospels (Mathew 4, Luke 4, Mark 1, John 1),. Encourage big questions even if unable to deal with surprising questions like Where had been Lord Jesus, the Son when God created the world? Encourage God talk throughout the curriculum including the isometric patterns, mini beats, talk of the Trinity and the creator. Not to suggest God to be separable into parts. Do not allow the symbols to resemble there thinking that God is inanimate or as a triangle. Open discussions even if uncertain about ones own knowledge. Ask the individual to read the Nicene Creed and identify the meaning of the Trinity. Talk about the Christian idea about the Trinity. Nicene Creed The Council of Nicaea (325 AD) has defined the belief in the statement of the faith in the Trinity which is still repeated by most of the Christians at present (Koenig and Al Shohaib 2014) According to the Creed: God is the creator. He is regarded as the Father, the almighty who is the maker of earth and heaven. In Christianity, Lord Jesus has been considered both divine and human. The Christians believe that Lord Jesus incardinated as a human on the earth to experience the daily lives and sufferings of common people. Thus, Lord Jesus is referred to as the Son of God by the Christians. Christians assume that the Holy Spirit is the power of God which the common people experience in their daily lives. Thus, they refer to God as the Holy Spirit who is the giver of life. Question for discussion What is the significance of the Nicene Creed? What is the significance of the Trinity? What do they teach about Trinity? Describe the characteristics of the Father, the Son and the Holy Spirit (Hyde 2014). Belief in God Belief is having faith in God which had two elements: Being convinced of the truth. Believing in seizing the truth. Believing is not exactly the same as faith. For the belief to be faith, it must believe in what is certainly true. The scriptures give various examples stating that belief in God is alone required for there is no time to wait for the evidence collection to wait for the certainty. As for example, Peter walking on the water as depicted by God, does not require any evidence to trust, as God wants us to just believe in Him. Thus, our belief turns into trust in the moments of our weaknesses which is what makes us strong. Mat (24:4-5; NIV): As told by Lord Jesus, Watch out that no one deceives you. For many will come in my name, claiming them to be the Christ. Jesus further confirms, I am the Christ and will deceive many. John (20: 25 28; NIV): Jesus is seen to be telling Thomas, one of his disciples, Put your finger here and see my hands. Lord tells him to reach his hands and put it into the Lords side. He also tells him to stop doubting and believe in Him. Jesus further says, because you have seen me, you have believed. Those are blessed who have not seen me and still have believed. John (20: 31; NIV) depicts that we should believe in Jesus as the Christ, who is the Son of God. It also depict that just by believing in Him may put life in His name. New Age belief Eze (13:6; NIV): Belief is detached from truth and is not faith. Thus, believing in what is not related to God is not true. Believing in the word of our own imagination or even the word of Satan is a pure deception. Calling this deception as faith does not make it one. Rom (4:16; Phi): The whole thing is matter of faith and belief on the man's part and generosity on God. He gives the security of His promise to all men who believe in Him. Question for discussion: What is the nature of the belief in God as Trinity? Ask questions about the Faith and belief. Ensure that the group is able to identify the difference between belief and deception. Encourage big questions even if unable to deal with surprising questions like Where had been Lord Jesus, the Son when God created the world? Encourage God talk throughout the curriculum including the isometric patterns, mini beats, talk of the Trinity and the creator (Reamer 2013). Baptism Questions for discussion In the New Testament, all the Christians are required to be baptized. Vital part to connect with the God in Acts (as mentioned in 10 of 14 passages) Baptism is considered to be a part of the Great Commission which helps in commanding the baptism but does not mention about the belief and faith (Matthew 28.19 20). In New Treatment, Christianity is the part of believing in God and baptism is the part of being deducted towards Him. These result in creating two aspects of differences in the opinions: Protestants teach us to become Christians by faith and belief. Catholics teach us to become Christians by baptism. From the point of view of the Catholics, baptism is referred to as the sacrament that conveys grace to people without any requirements of having belief and faith in the participants. There is no such dichotomy as evident in the New Testament (Argyle and Beit-Hallahmi 2014). The legacy of Christendom depicts that we are being exposed to many baptized individuals who are non believers in God i.e., people who got baptized as babies but have no exposure to the Christian faith and belief. It is important to have a visible response on the outside in response to the gospel (including baptism) and not as a substitute of inner visible response but as a confirmation of faith and belief of it within an individual. Small group activity Ask simple question about the baptism creed. Ask questions about the Trinity. Ask questions about the statements and promises of the belief. Act out the baptism with the Trinitarian words while pouring water. Make sure to understand the meaning of the Trinity symbol and word related to the Baptism while hanging a banner beside the front of the church. Ask the group to discuss about the plenary questions and provide feedback to others. Receiving Holy Spirit (Acts 1.38, 19, 5-6): occasion for Spirit baptism. Read Migliore (2004:282): Baptism marks the beginning of the journey of belief and discipleship lasting through the life of an individual (Yadon 2014). Holy spirit Higton (2008: 142): The Church is presented in the Acts as the community of those on whom the Spirit has been poured onto the hands of Lord Jesus. This initiation is presented by the receiving of the Holy Spirit in the name of Lord Jesus (Quash 2014). Discussed in 7 out of the 14 passages of the Acts (8.14- 17: 19.1- 7). Receiving the Spirit at the time of baptism (Rom 8.9). In Acts, the Sprit is expected to come before baptism (10.44: 11.15) or after the baptism (2.38). Matthew (1: 18): Now the birth of Jesus Christ took place in this way. Mother Mary was found to be with child form the Holy Spirit. John (14:26): But the Helper, the Holy Spirit, who will be sent by the Father, will teach you all the things. In this example, there has been evidence that the Holy Spirit is a Person who is being identified as the Helper. Acts (1:8): You will receive power when the Holy Spirit has come upon you. Here, Lord Jesus has been named by the pronoun the Holy Spirit as He is there source of the power. This, he would be giving the very power of God to the apostle which would come upon those who believe in there Son of God. Matthew (28: 19): Go therefore and make disciples of all nations, baptizing them in the name of the Father, of the Son and the Holy Spirit. This context did not mention about the water baptism but a spiritual one rather. Lord Jesus is commanding to go make disciples in all nations and baptize them into the name of all Three Persons identified as the Trinity. Discussion question: What do you mean by Holy Spirit? How do HHhh How do you relate it with the Trinity? What is the significance of the Trinity of God? Act out the baptism with the Trinitarian words while pouring water Receiving Hoy Spirit (Acts 1.38, 19, 5-6): occasion for Spirit baptism. Conclusion All the Three Persons of the Trinity of God has been identified. Identified the steps influencing the belief of the individuals related to the Trinity of God. Identified the belief of the people in the Trinity of God through the conversation and discussions. Looked at the steps involved with the awareness of the significance of the Trinity of God in the individuals. Identified various steps to understand the significance of believing God as Trinity for Christian life. References Argyle, M. and Beit-Hallahmi, B., 2014. The psychology of religious behaviour, belief and experience. Routledge. Bates, M.W., 2015. The Birth of the Trinity: Jesus, God, and Spirit in New Testament and Early Christian Interpretations of the Old Testament. OUP Oxford. Bullis, R.K., 2013. Spirituality in social work practice. Taylor Francis. Hyde, M.R., 2014. Exploring the Nicene Creed. Lulu. com. Knott, K., 2015. The location of religion: A spatial analysis. Routledge. Koenig, H.G. and Al Shohaib, S., 2014. Christian Beliefs, Practices, and Values. In Health and Well-Being in Islamic Societies (pp. 57-80). Springer International Publishing. Maxwell, J.C. ed., 2014. NIV, The Maxwell Leadership Bible, eBook. Thomas Nelson Inc. McGoldrick, M., Preto, N.A.G. and Carter, B.A., 2015. The Expanding Family Life Cycle: Individual, Family, and Social Perspectives. Pearson. Pargament, K.I. and Lomax, J.W., 2013. Understanding and addressing religion among people with mental illness. World Psychiatry, 12(1), pp.26-32. Quash, B., 2014. Found Theology: History, Imagination and the Holy Spirit. AC Black. Reamer, F.G., 2013. Social work values and ethics. Columbia University Press. Schreiner, T.R., 2013. The king in his beauty: a biblical theology of the Old and New Testaments. Baker Books. Simkins, R.A., Cameron, M.G., O'Keefe, J.J. and Harmless, W.S., 2016. Bibliographies for Theology: New Testament: The Gospels. Yadon, J., 2014. The Emergence of Believer's Baptism as a Political Event. Young, C.S. and Young, J.S., 2014. Integrating spirituality and religion into counseling: A guide to competent practice. John Wiley Sons.

Joan Of Arc Essays (599 words) - Jules Bastien-Lepage, Art Movements

Joan Of Arc "Joan of Arc," was painted by the French realist artist Jules Bastien-Le Page in 1879. "After the province of Lorraine was lost to Germany following the Franco-Prussian War in 1821, The Frenchmen saw in Joan of Arc a new and powerful symbol. In 1875, Bastien-Lepage, a native of Lorraine began to make studies for a picture of her. In the present painting, exhibited in the Salon of 1880, Joan is shown receiving her revelation in her parents garden. Behind her are Saints Michael, Margaret, and Catherine. (Caption next to painting in The Metropolitan)" Jules Bastien-Lepage creates a realistic atmosphere, including a supernatural, religious-like presence within his painting. Oil on canvas was used to create the realistic quality of the work. By closely examining the artist's technique, it is clear that he uses delicate brush strokes in a true to life manner. The colors, and use of light seem to be painted in a layered fashion to give the landscape a sense of depth. The background of the painting is a garden which include foliage and brush that surrounds the primary focus of the painting, Joan of Arc. The artist put a great effort into the details of the scene. Bastien-Lepage uses a distinct realistic quality in his painting which is visible in each individual leaf and branch. Various hues of earth tones, green and brown being the most evident, are blended together in the garden scene. In the foreground of the painting is Joan of Arc. She is painted with a seemingly thicker paint technique. This makes her a more easily visible aspect in the painting, and catches the onlookers eye. Joan is dressed in a long brown skirt and blue-gray shirt with white underneath which is the typical clothing style of the 19th century. The clothing is painted to show its wear and tear. Her features and her figure are quite realistic. She seems to have a calm, but troubled expression on her face, as though she is deep in thought. Overall she is painted in a very detailed manner. A less visible, yet still present and important aspect of the painting are the three figures positioned behind Joan, and in front of the house. The figures are somewhat transparent, and ghostly. Their presence adds a spiritual and or religious feeling to the scene. These three figures presence blends into the scenery. Al three have halos above their heads, and serene looks on their faces. The saint on the right is dressed in what looks to be armor. He looks brave, and as if he is standing guard or going into battle. The middle saint is a praying angel. She is in a dress with a gauzy, white presence around her. This whiteness gives her an ethereal quality which Bastien-Lepage has painted quite effectively, and adds to the spiritual feeling of the scene. Her presence in the painting seems to represent chastity and virtue. The last figure looks like a young girl or child, who is kneeling with her face hidden in her hands almost as if she is upset. Perhaps Bastien-Lepage painted these three saints not only to illustrate Joan receiving her visions, but to illustrate the bravery, religious yet childlike figure that she was. Behind Joan of Arc, in the background of the picture is a house. Bastien-Lepage painted the house so that the masonry is visible. The house seems to be small in size, plain, and quaint. Surrounding the house is shrubbery, trees, and more of the garden which is seen throughout the painting. This painting of Joan of Arc is very significant. Bastien-Lepage is able to effectively depict Joan as the true heroine that she was. This is significant because at the time there were not so many women heroines like her.

Learn the History of Ice Hockey

Learn the History of Ice Hockey The origin of ice hockey is unknown; however, ice hockey probably evolved from the game of field hockey that has been played in Northern Europe for centuries. The rules of modern ice hockey were devised by Canadian James Creighton. In 1875, the first game of ice hockey with Creightons rules was played in Montreal, Canada.  This  first organized indoor game  was played at Victoria Skating Rink  between two nine-player teams, including  James Creighton  and several other  McGill University  students. Instead of a ball or bung, the game featured a flat circular piece of wood. The  McGill University Hockey Club, the first ice hockey club, was founded in 1877  (followed by the  Quebec Bulldogs  named Quebec Hockey Club and organized in 1878 and the  Montreal Victorias, organized in 1881). In 1880, the number of players per side went from nine to seven.  The number of teams grew, enough so that the first world championship of ice hockey was held at Montreals annual Winter Carnival  in 1883. The McGill team won the tournament and was awarded the Carnival Cup.  The game was divided into 30-minute halves. The positions were now named:  left and right wing,  center,  rover,  point and cover-point, and  goaltender. In 1886, the teams competing at the Winter Carnival organized the  Amateur Hockey Association of Canada  (AHAC) and played a season comprising challenges to the existing champion. Stanley Cup Origins In 1888, the  Governor-General of Canada,  Lord Stanley of Preston  (his sons and daughter enjoyed hockey), first attended the Montreal Winter Carnival tournament and was impressed with the game. In 1892, he saw that there was no recognition for the best team in Canada, so he purchased a silver bowl for use as a trophy. The Dominion Hockey Challenge Cup (which later became known as the  Stanley Cup) was first awarded in  1893  to the  Montreal Hockey Club, champions of the AHAC; it continues to be awarded annually to the  National Hockey Leagues championship team.  Stanleys son Arthur helped organize the  Ontario Hockey Association, and Stanleys daughter  Isobel  was one of the first women to play ice hockey. Todays Sport Today, ice hockey is an Olympic sport and the most popular team sport played on ice. Ice hockey is played with two opposing teams wearing ice skates. Unless there is a penalty, each team only has six players on the ice rink at a time. The puck is a vulcanized rubber disk. The aim of the game is to knock the hockey puck into the opposing teams net. The net is guarded by a special player called the goalie. The first artificial ice rink (mechanically-refrigerated) was built in 1876, at Chelsea, London, England, and was named the Glaciarium. It was built near the Kings Road in London by John Gamgee. Today, modern ice rinks are kept clean and smooth by the use of a machine called the Zamboni. Fibreglass Canada worked with Canadiens Goalie Jaques Plante to develop the first-ever hockey goalie mask in 1960.

SUNY Application Tips How to Apply, Deadlines, and More

SUNY Application Tips How to Apply, Deadlines, and More SAT / ACT Prep Online Guides and Tips The State University of New York system of colleges- commonly known as SUNY- encompasses some 64 different campuses throughout New York. These campuses include research universities, community colleges, and even specific programs at other universities like Cornell. Though this means that students who want to attend SUNY schools have plenty of choices, it also means that the SUNY application can feel something like a maze of options. Which school do you need? Which application should you fill out? Are you applying to one school or many? If you’re thinking of attending one of these 64 schools and need assistance filling out the SUNY application, this guide is here to help. We’ll be covering admissions requirements, which schools require supplemental essays, and some helpful information for filling out your application. SUNY has so many campuses that there's probably a few in this picture. Despite having 64 different campuses, the SUNY system’s application is fairly straightforward. Most students who apply to schools in the system use applySUNY, a proprietary application developed specifically for SUNY. You can use applySUNY to apply to almost any college within the SUNY system. However, there are a few schools that require their own applications: Cornell University, College of Agriculture Life Sciences (Universal or Common Application) Cornell University, College of Human Ecology(Universal or Common Application) Cornell University, College of School of Industrial Labor Relations(Universal or Common Application) Cornell University, College of College of Veterinary Medicine(Universal or Common Application) Downstate Medical University (Apply Yourself Application) Empire State College (SUNY ESC Application) Health Sciences Center at Stony Brook University (Multiple Applications) Nassau Community College (Nassau Community College Application) College of Optometry (OptomCAS) Rockland County Community College (RCC Application) Suffolk County Community College (Suffolk County Community College Application) Westchester County Community College (Westchester Community College Application) If you’re applying to any of those, be sure that you look up application deadlines, expectations, and other information in advance. Their requirements may differ substantially from the applySUNY requirements, so get started early. Other schools accept the Common Application in addition to applySUNY, giving you a second option if you’re also applying to schools that aren’t in the SUNY system: Purchase College, SUNY SUNY Albany SUNY Alfred State College of Technology SUNY Binghamton University SUNY Buffalo State SUNY Cobleskill SUNY College at Brockport SUNY College at Geneseo SUNY College at Old Westbury SUNY College at Oneonta SUNY College of Environmental Science Forestry SUNY College of Technology at Canton SUNY Cortland SUNY Delhi SUNY Farmingdale State College SUNY Fredonia SUNY Maritime College SUNY Morrisville State College SUNY New Paltz SUNY Oswego SUNY Plattsburgh SUNY Polytechnic Institute SUNY Potsdam SUNY Stony Brook University SUNY University at Buffalo Keep an eye on deadlines to make sure you're always on target! When Is the SUNY Application Due? Now that you know which application you’ll be filling out, it’s time to get into logistics. The applySUNY application is available online and in a paper version. Electronic applications are generally faster and easier for both students and colleges, but if you have limited internet access or other concerns, it’s totally fine to submit a paper application instead. Regardless of which one you choose, be sure that you include all required material! The SUNY system is somewhat atypical in that there is no official deadline for general applications; they’re accepted on a rolling basis as long as a program has openings. However, applications will close as soon as a program is full, so the sooner you can apply, the better. It’s always wise to double-check the website of the campus you’re applying to. And though there is no official deadline, SUNY still recommends that you get your application in by December 1. For students applying Early Decision, application dates vary. Early Decision students applying to the NYS College of Ceramics at Alfred University or Maritime have a deadline of November 1, while students applying to Geneseo have a deadline of November 15, and ESF students have a deadline of December 1. For Early Action, a non-binding early application, students hoping to attend Albany or Binghamton should apply by November 1. Oswego hopefuls should apply by December 1. All other Early Action applications must be received by November 15. For all Early Action students, the deadline to finalize their enrollment decision is May 1. Good grades will make your application a slam dunk. What Test Scores and GPA Do You Need for SUNY Schools? The variety of schools within the SUNY system means that there’s no hard and fast GPA and test scores guidelines for the entire system. Aim high and work hard to get the best score possible, but if you’re looking to flesh out your college list with some SUNY schools, these are the admissions requirements: School GPA ACT SAT Acceptance Rate SUNY Adirondack n/a n/a n/a Open Admissions Policy SUNY University at Albany 3.4 24 1095 54 percent New York State College of Ceramics at Alfred University 3.03 23 1110 62.7% Alfred State College 3.04 22 1045 67.7% Binghamton University 3.7 29 1361 40.4% The College at Brockport 2.98 23 1095 53.2% SUNY Broome n/a n/a n/a Open Admissions Policy SUNY University at Buffalo 3.6 26 1225 57.4% SUNY Buffalo State 3.15 20 970 60% SUNY Canton n/a 17 - 22 880 - 1100 82.6% Cayuga Community College n/a n/a n/a Open Admissions Policy Clinton Community College n/a n/a n/a Open Admissions Policy SUNY Cobleskills 3.09 20 960 94.3% Columbia Greene Community College n/a n/a n/a Open Admissions Policy New York State College of Agriculture Life Sciences at Cornell University 4.05 33 1470 12.7% New York State College of Human Ecology at Cornell University 4.05 33 1470 12.7% New York State School of Industrial Labor Relations at Cornell University 4.05 33 1470 12.7% New York State College of Veterinary Medicine at Cornell University 4.05 33 1470 12.7% Corning Community College n/a n/a n/a Open Admissions Policy SUNY Cortland 3.4 24 1125 47.9% SUNY Delhi n/a n/a n/a 51.3% SUNY Downstate Medical Center n/a n/a n/a 14% Dutchess Community College n/a n/a n/a Open Admissions Policy SUNY Empire State College n/a n/a n/a 84% SUNY College of Environmental Science and Forestry 3.85 26 1237 52.2% SUNY Erie Community College n/a n/a n/a Open Admissions Policy SUNY Farmingdale State College 3.24 21 1062 59% Fashion Institute of Technology 3.6 n/a n/a 47% Finger Lakes Community College n/a n/a n/a Open Admissions Policy SUNY Fredonia 3.3 24 1150 64.9% Fulton-Montgomery Community College n/a n/a n/a Open Admissions Policy SUNY Genesee Community College n/a n/a n/a Open Admissions Policy SUNY Geneseo 3.66 27 1290 72.4% Herkimer County Community College n/a n/a n/a Open Admissions Policy Hudson Valley Community College n/a n/a n/a Open Admissions Policy SUNY Jamestown Community College n/a n/a n/a Open Admissions Policy SUNY Jefferson Community College n/a n/a n/a Open Admissions Policy SUNY Maritime College 3.26 25 1178 69.4% Mowhawk Valley Community College n/a n/a n/a Open Admissions Policy SUNY Monroe Community College n/a n/a n/a Open Admissions Policy SUNY Morrisville State College n/a 17 - 22 850 - 1060 77.4% Nassau Community College n/a n/a n/a Open Admissions Policy SUNY New Paltz 3.6 25 1171 44.3% SUNY Niagara County Community College n/a n/a n/a Open Admissions Policy North Country Community College n/a n/a n/a Open Admissions Policy SUNY College at Old Westbury 3.1 21 1070 68.6% SUNY Oneonta 3.6 23 1115 59.5% Onondaga Community College n/a n/a n/a Open Admissions Policy SUNY College of Optometry n/a n/a n/a Unknown SUNY Orange County Community College n/a n/a n/a Open Admissions Policy SUNY Oswego 3.5 24 1150 54.4% SUNY Plattsburgh 3.2 23 1121 52.9% SUNY Potsdam 3.31 21 1080 66.6% SUNY Purchase College 3.1 24 1150 43.5% SUNY Rockland Community College n/a n/a n/a Open Admissions Policy SUNY Schenectady County Community College n/a n/a n/a Open Admissions Policy Stony Brook University 3.79 28 1304 42.2% Suffolk County Community College n/a n/a n/a Open Admissions Policy SUNY Sullivan County Community College n/a n/a n/a Open Admissions Policy SUNY Polytechnic Institute n/a n/a n/a 62% Tompkins Cortland Community College n/a n/a n/a Open Admissions Policy Ulster County Community College n/a n/a n/a Open Admissions Policy Upstate Medical University n/a n/a n/a 34% SUNY Westchester Community College n/a n/a n/a Open Admissions Policy Sharpen your pencils for SUNY's essay requirements. What Should You Know About SUNY Essays? Both the applySUNY application and the Common Application use the same prompts. You have seven choices, with just one required essay of 250 to 650 words. However, some colleges require or accept a supplemental essay for freshmen and transfer students.Unless otherwise stated, the colleges listed below may require or recommend the following supplemental prompt as part of the applySUNY supplement: Please provide additional information (up to 250 words) that will help us better understand your academic performance. You may also use this space to explain any chronological gaps in your academic history (e.g. a period of time after high school graduation before applying to college). Always double-check with each individual school to be sure of their requirements. Additional information may be required after submitting your essay, so check in regularly to be sure you don't miss it. Schools That Require or Recommend Supplemental Essays for Freshmen Alfred State College Required SUNY Binghamton Required SUNY at Brockport Required Buffalo State College Required SUNY at Buffalo Required, if using applySUNY College of Agriculture Technology at Cobleskill Recommended SUNY Cortland Required College of Technology at Delhi Required for Adult Learners College of Environmental Science and Forestry Required: The ESF Admissions Committee would like to understand your interest in the college and our programs of study. Please explain why you have chosen the SUNY-ESF majors you selected in the Academic section of this screen and how each would fulfill your educational and career goals. If you selected ‘Undeclared’ as one of your choices, please tell us which majors you are considering and how they will fulfill your educational and career goals. Farmingdale State College Required Fashion Institute of Technology Required: What makes you a perfect candidate for FIT? Why are you interested in the major you are applying to? The essay is also your chance to tell us more about your experiences, activities and accomplishments. (No more than 750 words, please.) If you are a transfer student, you will be prompted to submit information about your in-progress courses, including course name and numbering and the name of the school you are currently attending. SUNY Fredonia Required SUNY Geneseo Required - Geneseo Supplement Maritime College Required Morrisville State College Required SUNY New Paltz Required SUNY Old Westbury Required (Choose One): 1. Please describe the challenges you expect to face at the SUNY Old Westbury and how you are prepared to meet those challenges. 2. Please describe an experience that has impacted your educational goals, and explain how the SUNY Old Westbury can help you accomplish them. 3. Personal Statement of your choice. SUNY Oneonta Required SUNY Oswego Required SUNY Plattsburgh Recommended SUNY Potsdam Required SUNYPurchase Required: Purchase College’s motto is â€Å"Think Wide Open.† It’s our way of learning, teaching and being and so much more. By choosing Purchase, students make a conscious decision to join an intense community with a deep respect for individuality and diversity and an unparalleled environment of creativity and innovation. As an applicant, we want to know what Think Wide Open means to you. All students submit either an essay, video or other creative work (poem, song, visual artwork, etc.). It should be original and should connect to Think Wide Open broadly or specifically. Videos and creative works should include a brief introduction or statement that helps contextualize your submission for the viewer/reader. Stony Brook University Required SUNY Polytechnic Required Schools That Require or Recommend Additional Essays for Transfer Students School Requirement College of Technology at SUNY Delhi Required: Supplemental Application SUNY Purchase Required: Transfer Supplemental SUNY Polytechnic Recommended: Supplemental Application Spend some time planning to avoid chewing your pencil this much. How to Answer the SUNY Essay Prompts Since most of SUNY’s required essays are the same as the Common Application, you can follow all the best practices for writing impressive Common App essays.However, there are some additional things to keep in mind when you’re answering the prompts specifically for SUNY. Don’t answer the same prompt twice, unless you have a radically different answer the second time. Really put the effort in to ensure that your essays stand out from one another, even if they use the same prompt. Second, tie your SUNY essay into SUNY itself. Your Common Application essays can be more general because they’ll be sent to every school that you apply to, but your college-specific essays should be tied to individual colleges. To do this, consider making a visit to campus or browsing their course catalog and club lists. You want SUNY to know that you’re not applying just because of proximity or reputation- you want to go to a SUNY school because it matters to you, not because you’ve heard its good. Third, be sure that your essay is always personal and unique. You may share some features with other students, including your good grades and extracurriculars, but no student is exactly the same as you. Your essay should reflect that- a good SUNY essay will be so unique that nobody else could possibly have written the same thing. Dig deep into what makes you you as you write your essay. Don’t just present yourself as a collection of grades and time invested in extracurriculars. What does your time spent in cooking club say about you? Is it that you love creating delicious foods that feed your hungry friends? Is it that you understand the reward of simmering something all day to bring out its innate flavors? Is it the thrill of perfecting a recipe you invented yourself? The more specific and personal your essays are, the better off you’ll be. Fill them with context and personality and you’ll be on the way to a successful SUNY application. Be the red gummy bear in a sea of clear ones. What Does SUNY Look for in Students? Your essay is just one part of your SUNY application. SUNY is looking for a comprehensive picture of your strengths as a student, so keep all these things in mind as you’re working on your application: Strong Academics Grades are extremely important to a successful college application. Use the table above to find out the average admitted GPA for the schools you’re applying to in order to figure out if your grades are on target. If not, start working now to improve your grades. A guide like this one can help you start making an academic plan to get your application into shape, no matter where you’re at in your education Passion You could have the best grades in the world, but if you don’t demonstrate any interest or passion for the things you do, you’re not likely to be a successful college student. That doesn’t mean you have to be in love with every subject, but rather that your application shows that you have interests and pursuits that you’re passionate about. Let your application, and especially your essays, show that you’re a person with varied passions and interests. You can even use a â€Å"spike† approach to your application, which showcases that you’re not only a good student, but that you have a particular passion that you’re dedicated to honing at your chosen school. Say you’re very into journalism- if you weight your application with English courses, journalism courses, time spent working on your school newspaper, and maybe even a few published works outside of school, you’re showing SUNY that you’re serious about what you do and that you’re ready to put in the work to pursue it. Leadership Investment in activities is great, but leadership is even better. Colleges like SUNY want to see that you’re serious about your commitments, and a leadership position shows that you’re confident and capable of inspiring others. If you’ve acted as a team captain, an editor, a group leader, or any other position of authority related to your field, it’s worth including in your application and essay. Leadership positions not only demonstrate your passion, but also your trustworthiness and ability to inspire. These are important features on a college campus, where you’ll be participating in campus culture, not just being an individual in a sea of unfamiliar faces. Show that you can lead others and you’ll show SUNY that you’re a good person to have on campus. Diversity Students can easily get hung up on diversity, which is often used to mean difference in race, gender, sexuality, or socioeconomic status. But even if those things don’t apply to you- or if they don’t feel like they’re relevant to your experience- that doesn’t mean that you’re not a good fit. The word â€Å"diversity† can also be applied to diversity of experience and thought. Think about your upbringing and how it’s set you apart from others. Things like the size of your hometown, the number of siblings you have, or where you live can impact your thinking and experiences, too. Don’t be afraid to include how your environment has shaped the person you are, including how you relate to others. Understanding of Mission and Goals One of the strongest ways to connect with the school you’re applying to is to understand what they want to accomplish as a college. Consult their mission statement and academic goals, and even read a little deeper into the essay prompts to understand exactly what they’re looking for. Though individual SUNY schools may have their own mission statements, you can learn a lot about the system by consulting the general SUNY mission. For example, SUNY uses words like â€Å"diversity,† â€Å"access,† and â€Å"traditional and non-traditional students,† throughout. From that, we can deduce that SUNY is interested in providing opportunities and education to all kinds of students, not just those who are wealthy or privileged or even local. Keep this in mind as you’re working on your application. How can you align yourself with these values, or the other values expressed in SUNY’s mission statement? Do these ideas apply to you? If not, how can you demonstrate that you’re committed to helping maintain and grow that mission? Make a list, check it twice. SUNY Application Checklist Applying to SUNY- let alone applying to multiple schools at once- requires a lot of forms, essays, and documents coming together. If you’re struggling to stay on top of everything you need to do to apply, this checklist will help get you started. #1: DecideWhich Schools You’re Applying To Make a list of schools you’ll be applying to and the deadlines for each to help keep you on track. #2: Pay the Application Fee or Request a Waiver SUNY has a $50 application fee. If you qualify, get the fee waiver ahead of time and get it filled out so you’re ready to submit it with your application #3: Collect Letters of Recommendation If you’re submitting letters of recommendation, they should be ready to go along with your application. Ask your teachers, counselors, coaches, and so on early to be sure that you get a letter that’s of good quality and that's ready on time. #4: Complete the SUNY Application Depending on which SUNY school you’re applying to and whether or not you’ll be applying Early Decision or Early Action, you may or may not have a deadline. Research your school early so you can keep track of when you need to apply! #5: Submit Supplemental Portfolio and Essays Some SUNY schools require or allow supplemental portfolios or other materials. If you’ll be submitting them, they should already be ready to go by the time you submit your application. SUNY will give you the due dates for any supplemental materials when you complete your application. #6: Retrieve School Counselor Forms SUNY requires a special form from your school counselor. Your counselor is responsible for submitting this form, but be sure to give them plenty of time to do so. #7: Submit International Student Forms If you’re an international student, determine which forms you need in advance so you have plenty of time to fill them out and turn them in. #8: Submit Academic Record SUNY requests transcripts from freshmen and transfer applicants. You can request that your school send them electronically or by mail, but be sure you ask for them to be sent as soon as possible to ensure they arrive on time. #9: Submit FAFSA Submit your FAFSA application by June 30, 2019- but keep in mind that the earlier you submit, the better! Stay on top of your application and you'll be feeling as calm and balanced as these rocks. SUNY Application Tips This is a lot of information, but don’t panic. There are some simple things to keep in mind as you’re working on your SUNY application. Following these steps will help you be stress-free as you’re applying. Plan Early You’re guaranteed to get stressed if you’re trying to cram the entire college application process into just one month. Start early. The best time to start thinking about college applications is freshman year. The second best time is right now. No matter where you’re at, take a moment to draft a concrete plan to follow, including deadlines, and stick to it. The earlier you get started, the better. Don’t wait until deadlines are already looming- give yourself lots of time and avoid stressing. Focus on Either the SAT or ACT Is the ACT or SAT more important? That depends on a few different factors. But as you’re getting ready to apply for colleges, don’t worry too much about excelling on both. Pick one or the other to be your focus, and hone your score on that test. Don’t try to divide your attention. As long as your chosen school accepts the test you choose, it doesn’t matter which test you take. Do your best on one of them and you’ll be good to go. Strive for Depth Over Breadth in Extracurriculars You don’t need a thousand extracurriculars to impress SUNY. You don’t even need ten extracurriculars. What you need is depth, meaning that you’ve spent time cultivating an interest in something rather than doing a whole bunch of activities for the sole purpose of fleshing out your application. Having a variety is good, but not if you’ve only spent a minimum amount of time on them. Chase your passions and dive deep into them rather than dipping your toes into a whole bunch of fields. It’s better to have a couple of strong interests than tons of shallow ones. If you have time, try out lots of things, but don’t waste time you could spend on your passions doing soccer, baseball, piano lessons, volunteer work, tutoring, acrobatics, beekeeping, woodworking, photography, journalism, and Mathletes if only one or two of them are at all interesting to you. Seek Strong Letters of Recommendation Many SUNY schools allow or require letters of recommendation, but not all letters are created equal. You should be asking people in positions of authority who know you and your academic strengths to write your letters. Ask early, and don’t be offended if you get a â€Å"no† in response- it could be that the person you ask already has quite a few letters to write. Give the person you ask as much information as possible about where you’re applying and what programs you’re applying to; that will help them write an even better letter. Also, don’t forget to say thank you- though teachers expect to write letters of recommendation, you should always express gratitude for them going above and beyond their job duties. Keep Your Momentum Up Senior Year Once your application is in and your transcripts are submitted, it might be tempting to take a little break from your hard work and start slacking off in school. Don’t do it! Some schools require a mid-year report, which could hurt your chances. You’ve worked hard to get where you are, so keep up that positive momentum to carry you forward into college and beyond! What’s Next? Knowing what a college admissions committee is and what it does can help you write an even better application. There's lots of advice out there about how to write an impressive college application. But whatreally looks good on your app? Understanding the college application process can ease some of the stress of applying to colleges. This guide covers everything you need to know about applying! Want to build the best possible college application? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools. Learn more about PrepScholar Admissions to maximize your chance of getting in.

Critical Thinking Argument Paper Assignment Example | Topics and Well Written Essays - 500 words

Critical Thinking Argument Paper - Assignment Example Age has never been an indicator of a person’s ability to produce results. While at the workplace, employees should be assessed basing on their capability to produce results but not on their age. There is no logic in an argument suggesting that, if the elderly are employed, the younger generation would lack the opportunity to work in organizations. In fact such a view is an argument in fallacy. Workplace principles demand that each and every employee should be treated fairly at his/her place of work. The elderly employees at the workplace have the right to employment just like the young. The principles of nondiscrimination at the place of work, therefore, form basic components of the human rights. Such rights should only be ignored if there is proof that continued employment of a particular person results in no significant benefit for the organization he/she works for. In order to fulfill the provisions in the principles that govern workplace discipline, an aged person may be replaced by a younger person only when the aged lacks the manual strength or concentration to effectively perform his/her roles. Discriminatory practices at the workplace affect the economy negatively regardless of the specific gains that may be realized by an organization that engages in such discrimination. Discrimination may result in relevant skills being disposed off. Such disposal may result in losing skills that would have contributed uniquely to the success of the organization. Some aged workers may have a great experience in the running of matters at the workplace which may not be the case with the young employees. In such situations age discrimination may result in organizations incurring economic losses. This in turn results in jobs being matched to workers in an inefficient manner and thus wastage of talents. The participation of the elderly in activities at the workplace results in correct matching of jobs with workers

Outsourcing Software Development Essay Example | Topics and Well Written Essays - 1250 words

Outsourcing Software Development - Essay Example Faster work pace: Companies, relying on outsourcing software development, may be able to develop and deploy software applications faster than they would if developed locally because the cost savings enable them to employ bigger teams with lesser cost, which speeds up the process. High demand short term phases: When larger quantities of resources are needed for relatively short bursts, it is easier to outsource it than go through the process of hiring and then firing or finding personnel to do contract work. India's advantage: Thanks to its long tradition in offshore software development, a high percentage of English literate population and the availability of high level IT education, India is a popular choice for outsourcing software development. It also commands growing infrastructure and very competitive rates of software development. Vendor characteristics: Picking the right vendor is crucial. Ability of the vendor to deliver, history and integrity of the vendor, financial background and quality of service are all determined by choosing the right vendor in order to arrive at the benefits. An incapable vendor is often unable to deliver and may cause more problems than solutions. Managing the project: Often the hidden costs of managing the project are overlooked. This is a necessity to monitor the vendor and make sure milestones are met. In addition cost of communication and connectivity as well as training need to be factored and this will all add up bit by bit. Communication gaps: Cultural differences, time zone differences and work ethics often lead to communication gaps and misunderstanding project deliverables. These cause costly errors and failure to meet expectations that defeats the purpose of outsourcing. Transparency : Vendors often have the opportunity to manipulate the Time and Materials contracts, state the usage of more resources than actually used, add more hours logged than actual etc. trying to bump up revenues thereby taking away the cost advantage of the companies that outsource. Lower quality of end product: This may be the direct result of a high attrition rate in the vendor company, high employee rotation in the project and lack of continuity among the vendor resources. All these will result in loss of technical expertise resulting in poor output quality. Data security: Cultural differences and lack of strict standards governing Intellectual property rights often result in data piracy and safety breaches. If the vendor breaches statutory laws, without the company knowing they are still is held responsible for the violations. Much of these risks can be mitigated by executing due diligence to the research before the work is outsourced. Choosing the right experienced vendor ensures half of the success of the project. Asking earlier clients about satisfaction of qualitative timely deliverables. Choose a certified vendor with ISO 2000 or CMM level certification that assures a minimum quality level in

Understanding Leadership Styles Essay Example for Free

Understanding Leadership Styles Essay 1.1 Describe the factors that will influence the choice of leadership styles or behaviours in workplace situations Introduction I work as a manager for Innovations which is a day-care facility for individuals with learning disabilities; the majority of the individuals who attend the resource centre I manage can be very challenging and have very complex needs and behaviours at times. It is my job to create intervention plans and work closely with care co-ordinators, other agencies such as safeguarding, Intense homes support services, and the behaviour team to put strategies in place to safeguard service users and staff. It is my job to identify strengths and weaknesses in team members and ensure they get relevant training to help them develop in their role or to give praise and build on skills helping them to gain recognition on their accomplishments and support them to gain promotions should this be their aim. As a manager I feel I need to be an example to others—either positive or negative. It is necessary for me to adopt characteristics from a variety of leadership styles based on the situation at hand. Regardless of the leadership activity needed, it is important to act with integrity, to set realistic goals, to communicate clearly and often, to encourage others, to recognize the successes of other team members, and to inspire them to provide the best of care. Hopefully my actions will be reflected by my staff in the care they give to our service users each day regardless of which style I practice. Management by walking about (MBWA) I use this style of leadership quite often in the workplace as this gives me the opportunity of observing team members interacting with our service users and evaluate the quality of care being delivered. It also lets staff know that I am interested in them and their work and lets them know that I am approachable. I ask about the work they are doing in a way that sounds interested not intrusive and try to discover what motivates them and whether or not staff and residents are satisfied. When I see a success I applaud it and thank them on the spot for doing well. Autocratic leadership This style of leadership is essential at times within the organisation I work for due to supporting vulnerable individuals and situations can arise which require fast responses i.e. emergency situations where a service user has had an accident or is putting others at risk by using challenging or aggressive behaviour, it could be that staff have tried every other resource they have and will then call the office for advice, I would then make the ultimate instant decision of what needs to be done. This style of leadership is only used when necessary as it does not promote trust, communication, or teamwork which is paramount in our service and it can alienate people and stifle flexibility and innovativeness. Democratic leadership I choose to use this style of leadership on a daily basis as the opinions of the team are always taken into account when finding effective solutions and protocols to effectively deal with the individuals we support. The team are the most important influence on these individuals as they work closely with them each day and know their behaviours, likes and dislikes and what could potentially trigger an undesirable situation to occur. Team member’s feedback daily to management and share any concerns and pass on all relevant information and ideas to enable others staff and management to deal with similar situations in the future and allow for interventions and protocols to be drawn up and put in place for all team member’s to follow and have a consistent approach. Staff also share ideas, concerns and issues during their monthly supervisions and staff meetings. All decision making is shared with staff and all critique and opinions of each member of the team are taken into acc ount which encourages group participation and allows every team member to feel more important than the actual problems they are encountering in their day to day role. Laissez-Faire Leadership Style This style would not work in my organisation as staff need the constant availability and advice from management to feel secure and to support when problems arise, we work with challenging individuals on a daily basis and  staff are not always confident when confronted with abuse both verbal and physical and need immediate interventions that only management are able to implement. we are bound by strict codes of practice and guidelines to follow in these situations both by the care standards act and the CQC (care quality commission) also our own organisational policies and procedures which are constantly updated, there is also annual training and courses and the need for constant feedback and communication on a daily basis to provide support to our staff and the best possible care and outcomes for the individuals we support, I liaise with crisis teams and care co-ordinators with the information and reports that I receive from staff to find suitable outcomes for any concerns or issues they have with the people they support making this style of leadership inappropriate for our organisation. 1.2 Explain why these leadership styles or behaviours are likely to have a positive or negative effect on individual and group behaviour. Autocratic leadership Factors that would influence me using this style of leadership (positive effect) I would use this style in an emergency situation.  When my staff arrived to pick up a particularly complex service user she was extremely agitated and throwing cups and other items at staff in her home, she then turned her attention to my staff verbally abusing them and threatening harm to them. As we were responsible for supporting her at this time one member of staff needed to stay at the service user’s home to support her as it was not deemed safe to continue with her on community based activities while she was showing such aggression. The staff member I was speaking to said she was concerned about staying with the service user as she informed me that she had now attacked her home staff and another service user who lived there and that the police had been called for assistance, I told the staff member that she was to follow her training and keep herself out of danger at all times, I told her to support the house staff as far as she could without putting herself in the line of fire and that the other members of staff needed to bring the other service user on the bus back to the unit and drop her off, they could then return and support. I told her she needed to record everything and report to me frequently so that I was kept up to date with the situation and make any  decisions as deemed necessary to the ongoing situation. I needed to be autocratic as decisions needed to made as a matter of urgency and there was no time for discussion with the staff involved. I would use this style when managing a new or untrained member or members of staff who does not know what tasks to perform or what procedures to follow. Due to staff holidays or sickness, my unit often uses groups of staff from other units who do not have experience and knowledge of the complex service users we support at Brantwood. This can be extremely difficult for me as a unit manager as I need them to be knowledgeable as I don’t always have enough of my own staff to mentor them on these occasions due to holiday and sickness. it is important that support plans are read and signed and that these staff are aware of all strategies and interventions that we use to overcome behaviours that could occur whilst supporting service users. This is necessary as this will prevent situations escalating. When staff arrive at the unit I brief them on the expectations of the unit and make sure that they are aware of the routine and procedures we follow on a daily basis, staff can quite often be sat reading files but chatting amongst themselves therefore not digesting the information in the files. I have no hesitation in these circumstances instructing staff to move to a quiet area and sit in different rooms where they are able to read without distraction and will emphasise the importance of having enough knowledge to support the service users to the standard required. The team members skills in this situation are low and they are novices with the service users they are going to support therefore need clear direction which will help them to learn and apply their skills in the correct way. If a member of staff challenged my position as a manager, I had a member of staff who was part of a team of three who were supporting a service user who needed 1-1 support and another who needed 2-1 support when in the community. I asked my deputy to request that they return to the unit and drop one member of staff off so they could take another staff member back to another unit, my deputy informed me that the staff member told her that she was not willing to do this as both service users needed an escort, I called the staff member in question and asked her what the problem was and why she was refusing to follow instructions from the deputy manager who was  her senior, she told me that in her opinion the instruction she received was wrong and believed that both service users needed an escort each and when they dropped the staff member of at another unit there would only be two staff left on the bus. I pointed out that they both needed an escort however they would still have an escort on the bus, I told the staff member that she was refusing to fulfil the requirements of her job role by supporting requests from her manager and that as a company we take this very seriously and that this would lead to an investigation. I also asked the member of staff to return to the unit as requested and that another member of staff would take her place, I advised her that she should read the service users files in the meantime and ensure that she understands the contents and the context in what is written, I pointed out that the service users need the full support of three staff when in the community not when travelling on the bus. I would not use this leadership style with a member of staff (negative effect) Who becomes tense, fearful, or resentful, a member of staff had not checked the contents of a service users medication box when they signed it out from their home despite being prompted by her colleague on the bus with her who later reported this. When the box arrived at the unit and another member of staff signed it out they checked the box and realised that the wrong medication was in the box, the medication was life saving and could of had serious results for the service user had it been needed in an emergency. When the staff member was asked if she had checked the box on the morning, she said she had when she clearly hadn’t. The staff member was visibly upset as she had not followed the correct procedures and then had subsequently lied to her colleague and to management. This had to be addressed but I knew that she was sensitive and possibly fearful of what action would be taken against her. However I had to address what had happened. I would normally call staff members into the office in this type of situation but when I had gone to the kitchen I found the staff member making a cup of tea and decided to ask her informally how this had happened, she broke down in tears and said she knew it was wrong and it was a person’s life she had put in danger. I told her not to get upset and that I was sure she had learnt a very valuable lesson from this however I stressed the seriousness of the  situation but offered her support. I felt that this lessened her anxiety by addressing the situation but in an informal manner and that had she been brought into the office it would of had a demoralising effect and be detrimental on her self confidence cause resentment and mistrust towards her work colleague who had reported the issue. Democratic leadership Factors that would influence me using this style of leadership I would use this type of leadership with highly skilled or experienced staff or when implementing new strategies and protocols and resolving individual or group problems. Each morning I speak to staff about ongoing issues with service users as staff rotate on a daily basis working with different service users. Staff who have worked with them previously share experiences, successes and failures when dealing with recent behaviours they have encountered with our service user’s passing on valuable strategies and techniques to their colleagues. If incidents occur staff complete incident reports which are then passed to our quality assurance manager who carries out reflection work which enables staff to offer suggestions of how things could have gone better, reflect on their practice and share ideas of how to prevent these incidents in the future. I also promote feedback with an open door policy, through staff supervisions and staff meetings where all staff are encouraged to share their experiences and how they have effectively dealt with situations. I then build strategies and interventions from the feedback from the staff that work with service users on a daily basis and incorporate this information into the care plans. Other factors include:- Keeping staff informed about matters that affect them. Enabling staff to share in decision making and problem solving. Providing opportunities for staff to develop a high sense of personal growth and job satisfaction. Dealing with a large or complex problem that requires a lot of input to solve Sharing changes or problems that affect staff. To encourage team building and participation. I would be influenced to not use this method when:- There is not enough time to get everyone’s input Mistakes are not an option. Staff and service user safety is a critical concern. As detailed in my autocratic leadership style above. Laissez-Faire Leadership Style I use this style with my senior staff who are very experienced in their role and know our service users very well as they are working front line with them. I allow them to use their initiative and make decisions when they are working with them but at the same time offer guidance and support when requested. This allows the seniors in the unit to take a pride in their work and the drive to do it successfully on their own and reach their goal. For example a new senior felt that the deputy manager was not relinquishing various duties as outlined in the senior job description i.e. allocating staff to service users each day, ensuring they had lists and money and ultimately are organised and on time for activities, this made the new senior feel that she was not trusted to do the job she had been promoted to do and not directly able to participate in decision making and prove her worth, leaving her feeling demoralised and unworthy of the job she had been promoted to do. I spoke to the deputy and explained how this would ease her own workload and build the confidence of the senior. I do use this style with my deputy manager at times for example when it comes to day to day decisions about the service users we manage as this is one of the principle parts of her job as is managing the staff in day to day activities and ensuring they are working to required standards, however when it comes to speaking to staff about bad practice she finds this very difficult and despite requests from myself to confront certain staff about bad practice or misconduct she is reluctant to do so and feels unsecure without my leadership, I therefore have to deal with such issues myself and at times take an autocratic approach with my deputy. AC 2.1 Assess own leadership behaviours and potential in the context of a particular leadership model and own organisation’s working practices and culture, using feedback from others The particular leadership model I have chosen to highlight in 2.1 is the autocratic style although this is the one style I would choose to use less if possible it is the one that causes the most contention, I have reflected briefly on other styles I prefer to use this is one that is necessary at times. In my organisation I work as unit manager in a day care setting for adults with learning disabilities. On a daily basis I have to use my leadership skills in order to manage the work and people in order to fulfil the company’s objectives and vision. In my opinion my leadership style for the most time is a democratic style, however at times my leadership style may have to adapt itself to the given situation. For example if a new employee has joined my team I would probably use a more supportive leadership style to help them learn and adapt. The company directors set the company culture in our unit. They use a very democratic and supportive leadership style which reflects how we work however at times a more autocratic leadership style is required. For example the company directors frequently monitor and controls individual and team performances, I have to do the same within my team. For example (A member of staff was sat with a group of elderly service users they were sat round a table and the staff member was sat with them, despite there being a planner in place for activities the staff member had not bothered to look at it and was sat with their mobile phone texting. I spoke to the staff member in my office and carried out a supervision so that the conversation would be documented and informed them they were not carrying out there outlined duties as an activities facilitator and not meeting the criteria of their job role. I informed them this was not acceptable and that apart from not interacting with and motivating th e service users they were breaking company policies by using their personal mobile phone without prior permission from management I informed the staff member I had no choice but to take it to an investigation meeting which could lead to disciplinary action). I always ensure that all staff understands my expectations up front so they are under no misunderstandings of what actions will be taken if the service we offer is compromised and staff are not performing to the required standard. I am consistent and fair and apply my expectations to all staff, however I make it clear that I want staff to feel that they are listened to and can bring their opinions to me and that they are heard no matter what the outcome. I  believe that as a manager it is important to be a master of not only one but all leadership styles and to know when to use them appropriately. Furthermore I use the following leadership style within my team. Creating and sharing a vision with the team, setting smart objectives, allocating tasks, allocating roles and responsibilities, monitoring performance, observation of individual team performances, giving constructive feedback and ideas for the development of skills where needed, in supervisions and staff meetings. The feedback from my team during their supervisions and staff meetings has suggested my leadership style is mostly democratic however there were certain elements of autocratic and supportive styles present. My team referred to the following leadership skills such as resolving conflict, facilitating discussion, motivating, encouraging, being approachable and listening, empowering and facilitating development. However they have also suggested that at times my leadership style is autocratic as I can be assertive, direct and quite blunt when they have not fulfilled the company’s or my expectations and directions and have not complied with company policies and procedures. I also assess my leadership through monthly supervisions and yearly appraisals with my director VA who I am directly responsible to, I take on board her feedback, an example of this is when I needed advice of how to address some concerns relating to a staff member not being able to carry out the work expected of h er. I found this awkward due to the fact that she was once my senior (deputy manager, when I started with the company, and I have since worked to gain a management position over her)Victoria and I discussed the options available to improve the staff member’s practice, and she offered to speak to the member of staff on my behalf, however Victoria felt that I had the relevant leadership skills to resolve this myself she said she would like me to understand my professional worth and be assertive in this situation. She felt that I was feeling a lack of empowerment and needed to all I could to address the balance and that this could only enhance my leadership skills. I addressed the issues with the staff member and told her it was constructive criticism I was offering and would give support to her whenever she felt she needed it. AC 2.2 Describe appropriate actions to enhance own leadership behaviour in the context of the particular leadership model Appropriate actions to enhance my own leadership behaviour in the context of the particular leadership model I chose in 2.1. Taking into consideration the chosen leadership style is autocratic there are several ways which I could enhance my leadership behaviour. One way would be to practice self-knowledge and self-awareness, these are both qualities required by any manager. In order to develop these qualities I must act upon constructive feedback I receive from internal or external environment. The feedback I attained from a number of sources including team members, other colleagues and line managers. I need to be observant and take into account my own actions and the impact it has on others. I need to be mindful of my own strengths and weaknesses and know when to ask for assistance and when I am good on my own. One of my strengths is I am serious about my work and my passions and keep my boundaries firm to maintain the integrity of my goals and the work I put into them, my weakness is I expect the same from others and can be disillusioned when this is not the case. I need to be willing to accept my failures and weaknesses and know that the key to success is not avoiding failure but learning from my mistakes and allowing others to do the same. I need to believe that making a mistake does not mean it is a mistake it gives people the opportunity to improve and grow. I need to enhance my communication skills and be able to clearly and specifically communicate my vision, goals, skills, intentions and expectations to others and strive to improve my verbal, nonverbal and listening skills without interrupting others as it can be too easy to jump in with an objection too quickly. It might be wise for me to find a role model I can learn from. It would have to be someone I respect highly and whose leadership I admire. If the role model agrees to mentor me, my leadership skills could greatly benefit. I have a great respect for my director VA and aspire to lead how she leads, she is just, fair and supportive and deals with subordinates in a manner that others find hard to challenge. She is very disciplined at work and I need to learn to apply this to my role and every area of my life, I feel  this is a character trait that will provide me with the enduring focus necessary for strong leadership.

Seizures and the Sight of God :: Biology Essays Research Papers

Seizures and the Sight of God Researchers interested in the connection of the brain and religion have examined the experiences of people suffering from Temporal Lobe Epilepsy. Apparently the increased electrical activity in the brain resulting from seizure activity (abnormal electrical activity within localized portions of the brain), makes sufferers more susceptible to having religious experiences including visions of supernatural beings and near death experiences (NDEs) (9). Temporal Lobe Epilepsy (TLE) sufferers also may become increasingly obsessed with religion, the study and practice of it (1). Why is it that this form of epilepsy results in religious experiences among the other supernatural experiences possible? Can people who have never studied or practiced religion be susceptible to these same religious experiences? Why do some interested researchers claim that such notable figures as Paul on the road to Damascus, Joan of Arc, Ellen White of the Seventh-Day Adventist Church and other persons suffered fro m TLE because of their range of reported experiences with God, angels, and demons (1,3)? In my first paper, I highlighted the connection scientists have made between religious experience and the brain. In this paper, I intend to focus on Temporal Lobe Epilepsy, as one of those connections, specifically the symptom of hyperreligiousity. In 1997 Vilayanur Ramachandran and his colleagues from the University of California at San Diego headed a research study. The team studied patients of temporal lobe epilepsy measuring galvanic skin response on the left hands of the patients (11). This measurement allowed the research team to monitor arousal (specific autonomic nervous system response) and indirectly surmise the communication between the inferior temporal lobe and the amygdala, both important in response related to fear and arousal (9). In addition to two control groups a religious control group and a non-religious control group, each group was shown forty words, including violent words, sexual words, and simple words (like "wheel"), and finally, religious-related words. The results of the study showed a greater arousal in the temporal lobe epilepsy sufferers to religious words in comparison to the non-religious, whom were aroused by sexual words, and religious control groups, whom were aroused by religious and sexual words (10). Ramachandran and his team concluded that although the patients were not experiencing seizures or experiencing supernatural occurrences at the time of testing, they were highly sensitive to religious words. Thus, the experiences of temporal lobe seizures strengthened the patients interest in religion (11).

How is linguistics a scientific study Essay

When linguists claim that their discipline is the scientific study of language, they have in mind certain principles which distinguish between a scientific and a non-scientific study of language. First, linguistics is objective, that is, it considers all languages to be equal. For a linguist, there are no ‘primitive’, ‘pure’, ‘beautiful’, ‘cultural’, or ‘sophisticated’ languages. Objectivity is difficult to attain because language is so familiar to us that we can hardly dissociate ourselves from it. The objective study of language is hindered by various cultural, social and historical misconceptions about certain languages. Linguistics has demonstrated that any language, however ‘primitive’, or ‘underdeveloped’ its people may be, is as complex and highly organized as any other language spoken by a ‘civilized’ people. There is no intrinsically ‘richer’ or ‘purer’ language, because each language serves the functions needed by its speakers. The linguist deals with all languages equally with the aim to construct a general theory of the structure of the language. Second, linguistics is basically an empirical, not a speculative or intuitive, discipline in the sense that it examines specific data (e.g. speech and writing), and proceeds by verifiable and justifiable operations. It relies on observation and experiment, and uses formalized principles and a theory capable of formulation. It aims to analyze the data and make generalizations about the regularities encountered in the linguistic phenomena under study. Third, linguistics obeys the following canons of science : exhaustiveness, consistency and economy. Linguistics deals with all relevant data, i.e., it analyzes all the facts of language that fall within its scope, and studies systematically every linguistic element from all angles. It allows no contradictory statements and requires that all parts of analysis be consistent with the whole. Repetition is not allowed either, and more economic statements containing fewer concepts or symbols are preferred to longer ones. Thus, we can state that linguistic is a social science which can be subsumed under the empirical sciences. It deals with, among other things, how people  behave and interact with each other in society by means of language. Linguistics is not as accurate as the natural or ‘hard’ sciences like physics, chemistry or biology, whose scientific status is established and irrevocable perhaps what makes linguistics less precise than the natural sciences is the fact that its subject matter (spoken or written language) is part of the human behaviour in general.

Compare & contrast ”Pretty in Pink” & ”Clueless”

The two videos we watched were †Clueless† and †Pretty in Pink†. The main characters in both films were girls but from very different backgrounds. Cher was the main character in †Clueless†, she was from a wealthy background, Andie on the other hand was from a poor family and was the main character in †Pretty in Pink†. The two films were made almost a decade apart; †Clueless† in 1995 and Pretty in Pink in 1986. In both films there were many differences. They are filmed in America obviously speaking in American accents e.g. tomatoes, vitamins, their currency in Dollars, where as we use pounds. The cars drive on the opposite side of the road as we do. There were many differences from Britain i.e. the fire hydrants along the streets, the students don't have to wear uniforms for school. The students also attend debate class which is not a lesson n our timetable. The fashions and cultural differences are comparable between the two films. Andie, the character from the poor background has earrings in one ear and no earrings in the other ear. Boys and girls wore their hair long, the girls had permed hair. Their clothes were dull, drab and skirts were long. Andie made her own clothes where as Cher had expensive outfits which were colourful & bright, their hair was even dyed bright colours. Cher in †Clueless† has a wealthy father who is a lawyer and earns $500 per hour; they live in a huge expensive house with a maid. Andies father in †Pretty in Pink† works part time, they have very little money and their house is small & shabby. The camera shots in the two films are very different. The camera shots at the beginning of †Clueless† shows Cher, the main character, on her way to school, it shows an overhead shot of her in her car. Cher picks up her friend Dion; the camera introduces the new character with an overhead shot. When they arrive at schools the camera shot is of them walking towards the school chatting. Murray, Dion's boyfriend, arrives and the shot is a close up with music playing, the music suggests that Murray is popular. Murray & Dion start to argue with each other so it goes to a tracking shot of Cher walking up the path towards the school. During the debate class, when Cher is speaking, a tracking shot films down the class, it takes no one taking any notice of her or the lesson. The introduction of †Pretty in Pink† shows tracking shot moving up Andies leg, as it moves up it suggests Andies style and personality. It shows Andie making her toast, compared to Cher in †Clueless† who has a maid to make her breakfast. During the classroom shot it shows the two girls who bully Andie; the shot suggests that they dislike Andie because she is poorer than they are. Duckie is Andies friend, it shows a tracking shot of him walking up the corridor, and this shows he is a popular person. †Clueless† has lots of sounds and music which introduce us to different characters and scenes. At the beginning Cher is doing a voice over as the film starts and a song called †Kids in America† is playing, which tells us what the film is going to be about. Before Cher picks up Dion, there is a voice over with music playing in the background. As she arrives at Dion's house the music stops when the dialogue between them both starts. When Murray arrives in the scene there is dialogue between them both, the music is played to show Murray's popularity in the school. When Cher leaves them she is doing a voiceover about boys. When she is speaking in the debate class, quiet patriotic music starts to play. †Pretty in pink† starts with silence as the title is on the screen, this was the first film which did this. The music starts when we see Andie. As the dialogue begins the music starts to fade. The scene which shows Andie at school the music is playing loud. The music changes when Duckie arrives and as the students enter the classroom, the music fades and the dialogue starts. I enjoyed both films but I preferred †Clueless†. The colours in this film were much brighter than the colours in †Pretty in Pink†. I thought that †Pretty in Pink† wasn't as good because the film was a bit dull and this made the film look less exciting. The reason why the shots in each film look different is because the camera technology is very different because the films were made just under a decade apart. With the camera shots being different it makes the film look a lot better and the camera angles looking a lot more advanced.

French Expressions - Mood and Health

French Expressions - Mood and Health Learn some French expressions related to mood and health, both good and bad. English French Literal translation Did you get up on the wrong side of the bed? Tu tes lev du pied gauche? Did you get up on your left foot? Dont sulk! Ne fais pa la tte ! Dont do/make the head! Get well soon. Remets-toi vite. Get better quickly. Hes hard of hearing. Il est dur doreille. Hes uncomfortable. Il nest pas bien dans sa peau. Hes not good in his skin. Hes in a very good mood. Il est de trs bon humeur. Hes of very good mood. I burst out laughing. Jai clat de rire. I burst to laugh. I cant seem to wake up. Je narrive pas me rveiller. Im not managing to wake up I dont feel well. Je ne suis pas en forme. Im not in shape I feel great! Jai la frite !Jai la patate ! I have the French fry!I have the potato! Im all choked up. Jai la gorge serre. My throat is tight. Im bathed in sweat. Je suis en nage. Im swimming. Im beat! Je suis crev!Je suis bout de force! Im burst!Im at the end of force! Im bored to death. Je mennuie mourir Im bored to dying. Im out of breath. Je suis hors dhaleine. I was ready to drop. Les jambes mentraient dans le corps. My legs were going into my body. My head is spinning. Jai la tte qui tourne. I have the head that spins. You look well. Tu as bonne mine. You have good look. Youre soaked to the skin! Tu es tremp comme une soupe!Tu es tremp jusquaux os! Youre soaked like a soup!Youre soaked to the bones!

Cantebury Tales

Cantebury Tales Essay Canterbury Tales In discussing Chaucers collection of stories called The Canterbury Tales, an interesting picture or illustration of the Medieval Christian Church is presented. However, while people demanded more voice in the affairs of government, the church became corrupt this corruption also led to a more crooked society. Nevertheless, there is no such thing as just church history; This is because the church can never be studied in isolation, simply because it has always related to the social, economic and political context of the day. In history then, there is a two way process where the church has an influence on the rest of society and of course, society influences the church. This is naturally because it is the people from a society who make up the church. and those same people became the personalities that created these tales of a pilgrimage to Canterbury. The Christianization of Anglo-Saxon England was to take place in a relatively short period of time, but this was not because of the success of the Augustinian effort. Indeed, the early years of this mission had an ambivalence which shows in the number of people who hedged their bets by practicing both Christian and Pagan rites at the same time, and in the number of people who promptly apostatized when a Christian king died. There is certainly no evidence for a large-scale conversion of the common people to Christianity at this time. Augustine was not the most diplomatic of men, and managed to antagonize many people of power and influence in Britain, not least among them the native British churchmen, who had never been particularly eager to save the souls of the Anglo-Saxons who had brought such bitter times to their people. In their isolation, the British Church had maintained older ways of celebrated the major festivals of Christianity, and Augustines effort to compel them to conform to modern Roman usage only angered them. When Augustine died (some time between 604 and 609 AD), then, Christianity had only a precarious hold on Anglo-Saxon England, a hold which was limited largely to a few in the aristocracy. Christianity was to become firmly established only as a result of Irish efforts, who from centers in Scotland and Northumbria made the common people Christian, and established on a firm basis the English Church. At all levels of society, belief in a god or gods was not a matter of choice, it was a matter of fact. Atheism was an alien concept (and one dating from the eighteenth century). Living in the middle ages, one would come into contact with the Church in a number of ways. First, there were the routine church services, held daily and attended at least once a week, and the special festivals of Christmas, Easter, baptisms, marriages, etc.. In that respect the medieval Church was no different to the modern one. Second, there were the tithes that the Church collected, usually once a year. Tithes were used to feed the parish priest, maintain the fabric of the church, and to help the poor. Third, the Church fulfilled the functions of a civil service and an education system. Schools did not exist (and were unnecessary to a largely peasant society), but the Church and the government needed men who could read and write in English and Latin. The Church trained its own men, and these went to help in the government: writing letters, keeping accounts and so on. The words cleric and clerk have the same origin, and every nobleman would have at least one priest to act as a secretary. The power of the Church is often over-emphasized. Certainly, the later medieval Church was rich and powerful, and that power was often misused especially in Europe. Bishops and archbishops were appointed without any training or clerical background, church offices changed hands for cash, and so on. The authority of the early medieval Church in England was no different to that of any other landowner. So, the question that haunted medieval man was that of his own salvation. The existence of God was never questioned and the heart-cry of medieval society was a desire to know God and achieve intimacy with the divine. Leading a life pleasing to God was the uppermost concern, and the wide diversity of medieval piety is simply because people answered the question, How can I best lead a holy life? in so many different ways. Beginning with The Pardoners Tale, the theme of salvation is truly paramount. Chaucer, being one of the most important medieval authors, uses this prologue and tale to make a statement about buying salvation. The character of the pardoner is one of the most despicable pilgrims, seemingly along for the ride to his next gig as the seller of relics. For myn entente is nat but for to winne,/ And no thing for correccion of sinne, admits the pardoner in his prologue. As a matter of fact, the pardoner is only in it for the money, as evident from this passage:I wol none of the Apostles countrefete: I wold have moneye, wolle, cheese, and whete, Al were it yiven of the pooreste page, Or of the pooreste widwe in a village Al sholde hir children sterve for famine. Nay, I drinke licour of the vine And have a joly wenche in every town. In his tale, the Pardoner slips into his role as the holiest of holies and speaks of the dire consequences of gluttony, gambling, and lechery. He cites Attila the Hun with, Looke Attila, the grete conquerour,/ Deide in his sleep with shame and dishonour,/ Bleeding at his nose in dronkenesse. The personification of the deadly sins, along with his story of the three greedy men that eventually perish at the hands of their sin is a distinct medieval device. The comic twist that Chaucer adds to the device, though, is that the Pardoner in himself is as the personification of sin, as is evident from the passages of his prologue. At the conclusion of his tale, the Pardoner asks, Allas, mankinde, how may it bitide/ That to thy Creatour which that thee wroughte,/ And with his precious herte blood boughte,/ Thou art so fals and unkinde, allas?. He then goes on to offer each pilgrim a place READ: Robotics Essayfor a price, of course. The Pardoners place in Chaucers idea of redemption becomes evident in the epilogue of the tale. After offering the host the first pardon (For he is most envoluped in sinne and, supposedly, the equivalent of Chaucer), the host berates the pardoner, saying, I wolde I hadde thy coilons in myn hond,/ In stede of relikes or of saintuarye./ Lat cutte him of. By this, the idea of the pardoner as the most important man on the pilgrimage is brought to fruition and Chaucer makes the main point of this tale: Salvation is not for sale. Another example of the medieval obsession with redemption. However, some did not accept this and questioned the church It was what they wanted other than a holy life with a Old-Testament God; That style of thinking evenually lead to a more gentle, mother-figure as a goddess The Cult of the Virgin. The eminent question then becomes, Why would people change from a long-lasting, Old-Testament God to a mother-like goddess ? The answer is simply because they thought their new found Goddess would never be as harsh on people as the often criticized male like aspect of God. In both current Catholicism and that of the medieval period, Mary is worshipped with more fervor than even God or Jesus. Church after church was (and still is) erected in her name. Her likeness graced statues and stained glass with as much frequency as Jesus bloody head. The worship of Mary is fervent, institutionalized, and approved of by the Christian church. Is she not a goddess? Mary simply took the place of the female aspects of the spirit that were once worshipped as Roman or Anglo-Saxon goddesses. The medieval period, stretching approximately from the late seventh century to the early sixteenth, was bound together under one constantRoman Catholic Christianity. But beneath this curtain of Christianity many legends were being formed and passed down, as old pagan traditions became assimilated into a newly Christian society. The two religious forms were becoming intertwined. They seemed at this time to be tolerant of each other, not entirely distinct. A peoples habits and thought processes are not easily changed, and being that the Anglo-Saxons of Britain were not Christians until the mid-600s, a period of transition can be expected . At least, a fascination with their pagan ancestors existed, at most, the practice of the old ways. Examples of a fascination with magic, worshipping more than one god-like figure, and a continuing love for worshipping goddesses, exist in many texts written in this period. Yet, this does not mean that every village had a sorceress in their midst, but literature usually reflects the society within which it emerges. At the time of The Canterbury Tales, many of a people who were Christians officially, politically, and in most cases at heart, saw that there were elements of paganism and sorcery which is tolerated and respected. The society in which Chaucer writes these stories is Christian as well, politically and spirituallycould it be that they tolerated and respected paganism and magic? Perhaps the separation of the two is not necessary and was not complete at this point in time. Not only was magic a pagan tradition that persisted throughout the Middle Ages. .another tradition, changing at the time, reflected the transition from worshipping the unseen forces in the world as many gods, to one, omnipotent God. Although the people were Christians, they took the separation of spiritual powers far beyond the creation the Trinity. The specific powers or emphasis given to each saint carries on even into todays Catholic tradition. The medieval period may have had some of this (although many of the saints were not even born yet) but in their literature, many immortal and powerful creatures are found. This form of Paganism existed in Britain of the Middle ages, full of spiritual beings, full of magic, alive with heavenly power existing on Earth. It has been the nature of the Christian men in power through the ages to, for fear, deny their people the knowledge of the un-Christian richness in their ancestry, and so the traditions that were not masked as Christian are lost to students of Christian history and literature. But it seems this period had not seen such extensive discrimination. The two ways of the world were not quite so separate then, and matters of the occult were not yet labeled as evil. This again implies that perhaps the two forms of religious thought do not have to be completely separate. There are strong similarities for them to coincide and complement each other, and for an entire people trying to make the Christian transition, maybe this complementing was necessary. However, the age of forceful patriarchy and witch-burning would not come about for several hundred years. Each new way of leading a holy life was thought to be progressively more acceptable to God by its proponents than the ones that had gone before. Such new ways were normally inspired by a desire to break away from the corruption and worldliness which was perceived in the older or more established forms of Godly living. These new ways often became corrupt themselves and over time breakaways from them were hailed as a newer and more perfect way of following God. This roller-coaster ride of corruption and reform is basically the story of popular medieval religion as man battled to define and discover what it really meant to be a Christian. In an effort to escape persecution, but to also flee the evil, prevalent in the world and to seek God free from many worldly distractions, monks began to assemble as communities of Christians . These communities, although they had little organization, were regarded as possessing the best Christian life by having a solitary, ascetic, celibate existence where the world had been totally renounced and had been entirely replaced with heavenly contemplation. These new martyrs were usually just called monks: theirs was a life of daily martyrdom as they constantly died to self and lived totally for God. The monks paid particular veneration to the physical remains of the martyrs (relics) and were therefore connected to the martyrs who they replaced. The rise of ascetic monasticism and relic worship however was quite controversial Both the worship of relics and ascetic monasticism however became mainstays of this Medieval religion, and the idea that monks were a new form of martyr persisted over time. READ: Moral and Ethical Dilemmas Essay Both monks as well as martyrs were looked upon as holy men. In relating this solitary world to readers, there is also a monk in Chaucers work He is someone who combined godliness and worldliness into a profitable and comfortable living. He was the outrider or the person in charge of the outlying property.. ..which lead him to enjoy hunting, fine foods, and owning several horses. Monks renounced all their worldly belongings and by taking vows of poverty, chastity and obedience, joined a community of monks. Their lives were spent in communal worship, devotional reading, prayer and manual labor all under the authority of the abbot of the monastic house. Particular monks often had particular jobs- the cellarer or the infirmarer for example, and these like every aspect of monastic life were laid down in the Rule. Monks were nearly always of noble extraction (one had to have wealth in order to give it up) but could also be given to the monastery as children (called oblates) to be brought up as monks. Hindsight has blurred our vision of the Medieval monk and the result is that the modern Christian mindset has condemned him for his selfish escapism from the world and for his apparent neglect of those who needed Christ outside of the cloister. The Medieval mindset was very different. The monastery was an integral part of the local community it probably owned most of the farming land in the area- and the fortunes of the people in any area were bound up with the spirituality of its monastic house. The monks were on the front line of the spiritual battle-it was they who did battle in prayer for their community, who warded off devils and demons and who prayed tirelessly for the salvation of the souls of those in their community. Rather than being the cowards of Christianity unable to take the strain of living a Christian life in the real world, the monks were like spiritual stormtroopers interceding for an area against its supernatural enemies in mudh the same way as a local lord in his castle protected an area against its physical enemies. The people gave gifts to both lord and abbot in return for a service. The Pardoner also represents the tradition of faith in respect to the church of his time. The Pardoner is representative of the seamy side of the corrupt church and a broken or twisted (if you will) faith. The faith of a bureaucracy, which is what the church had become. The Pardoner was a church official who had the authority to forgive those who had sinned by selling pardons and indulgences to them. Although, the Pardoner was a church official, he was clearly in the church business for economic reasons. The Pardoner, a devious and somewhat dubious individual had one goal: Get the most money for pardons by almost any means of coercion necessary. A twisted and ironic mind, has basically defined himself through his work for a similarly corrupt church. In contrast, the Plowman has nothing but a seemingly uncomplicated and untwisted faith. The Plowman has the faith of a poor farmer, uncomplicated by the bureaucracy of the church. The Pardoner is probably on this journey because he is being required to go by the church or he sees some sort of economic gain from this voyage, most likely from selling forgiveness to the other pilgrims. The Plowman on the other hand is probably on this voyage because of his sincerity and faith in its purpose. While this was the story of religion at grass-roots level, at the organizational and hierarchical level, the church developed along a different line. It became more organized, more bureaucratic, more legal, more centralized and basically more powerful on a European scale. This process was spearheaded by the papacy and reached its pinnacle under Pope Innocent III in the early 13th Century. He embodied what became known as the papal monarchy a situation where the popes literally were kings in their own world. The relative importance of spiritual and secular power in the world was a constant question in the middle ages with both secular emperors and kings, and the popes asserting their claims to rule by divine authority with Gods commands for Gods people proceeding out of their mouths. The power of the church is hard to exaggerate: its economic and political influence was huge, as its wealth, movements like the crusades, and even the number of churches that exist from this period truly show its greatness. By the early 10th century, a strange malaise seems to have entered the English church. There are comments from this time of a decline in learning among churchmen and an increase in a love for things of this earthly world. Even more of these lax standards had begun a decline in the power structure of the church which included a decrease in acceptable behavior amongst churchmen and a growing use of church institutions by lay people as a means of evading taxes. Christianity affected all men in Europe at every level and in every way. Such distances however, led to much diversity and the shaping of Medieval religion into a land of contrasts. One can also see how mans feelings of extreme sinfulness and desire for God are quite evident in these tales. Still, we are told that history repeats itself because nobody listens to it, but more realistically history repeats itself because man is essentially the same from one generation to the next. He has the same aspirations, fears and flaws; yet the way that these are expressed differs from age to age. This is why each period of history is different. The fact that man is the same yet different is what makes the study of the people who formed the medieval church directly applicable to Christians lives and experiences today. Book Reports