Life Experience of Children Living with Extended Family

Life Experience of Children Living with Extended Family Background Information All of us, despite what social status we are, whether we are poor or rich or young or old, we still belong to a family. Our family can come from either immediate or extended family. Immediate family means we belong in a unit where parents and siblings are living together, therefore, in contrary extended family means living together in the same roof with other family members like grandparents, uncles and aunties, in laws, cousins and sometimes stepsiblings. According to Roberts (2010), families with many members in the house make an inconsistent return with about 25% in the 40’s, however decreases to 12% in the 80’s but then shows increasing of 16% in the 90’s. The main reason of why extended families still exists these days is compassion at heart. When elderly relative tentatively become old or young relatives are jobless or family that could not find any babysitter, family members tend to take up the role as a caregiver, just like a line from Robert Frost Ã¢â‚¬Ë œHome is the place where, when you have to go there, they have to take you in’ (Roediger, 2014; Lathem 2006) and take care of the family’s wellbeing. A house that filled with many relatives represent love and happiness, despite any reasons, there will always be some issues upfront for example conflict between family members and in-laws or the competition between both families in aspect such as financial and education as seen in Goodwin’s research. Goodwin (2012) states that past studies back in the 30s had found that conflict between parents greatly affect children especially in their emotional state. The question of ‘why children are acting such ways’ has been lingering in the mind of everyone especially the parents. They do not know or understand the reason of why their children are acting in that way, for example during family gathering, children sometimes seen to be quite for the whole gathering or they rather skipped the gathering than attending. Sometimes, children are put under pressure by their parents to be the same level or a level higher than their cousin in order to ‘save faces’ for their parents. However, Goodwin (2012) also said that conflict is part of our life, not many people realised how much children are affected by it and also not realising that children have feelings of their own. The reason of why this topic are chosen is because family plays a role in child’s development (Waites, 2012; Sexton Schuster, 2008), but however not all parents understand the behind reason of children’s emotion. This research is supported by Bowen’s work where he did an in-depth research that he highlights multigenerational approach shows relationship that connects many family members across generations in terms of emotions, thoughts and belief (Dattilio, 2006 as cited in Kerr Bowen, 1988, Miller, Anderson Keala 2004). Furthermore, in order for the multigenerational to keep living, it has linked to long term relationships with family members and also coping the action of others by means one family taking care of elderly, another family members follow suits and thus it continues (Dattilio, 2006 as cited in Kerr Bowen, 1988). But however, according to Dattilio (2006), Bowen later found that there are no mere exposure with individual and family to link with multigenerational transmission as the original findings were inconsistent, only to happen at emotional category. Other than that, the reason why extended family still exists these day is because they provides beneficiate towards su ccess in education through attribution from first cousins and immediate siblings (Jaeger, 2012). Hence the aim of this research is to find out the experiences of children living in extended house. Although most past studies have done towards different race and also in bigger country with bigger population like California (Figueroa Williams, 2012) and South Africa (Waites,2009), this research is focusing in our country, Malaysia where all five participants with different race from small island which is Penang to be representative. Theoretical Framework The research will focus on the life experience children faced when living in an extended family. With this, in order to be more in-depth, emotion theory modified by Schachter-Singer, a two factor emotion based theory that implies human feels arousal first, then make reasoning to why people arouse and identify it as an emotion are used. Nevertheless, children are human and human shows emotion no matter what situation they are facing. Parents that bring warmth to their children actually influences social life of the children and also their development in emotional aspect (Aunola, Tolvanen, Viljaranta Nurmi, 2013 as cited in Hart, Newell Olsen, 2003). Adding to that, another aspect the research are looking into is the parenting styles where they have three different approaches, affective also known as emotional control, behavioural control and psychological approach (Aunola et al, 2013), depending on which styles the parents living in an extended family used that could influence and a ffect the emotion of the child. Research Question The research focus mainly on the experiences of children living in extended family. With that, the research question for the research will be ‘what is the experience of children living in extended family?’ Significant of the Study The important of this study is to learn about the life experience of child living in a house with many generations of members as children is in their growing stage, it is wise to learn about their personal experience as their experience will be different from adults. Besides, nowadays many members of family are staying together with other family member as to save living cost and family bonding. Also, parents will have a better understanding of children’s emotion through the study and would be able to find appropriate educating approach to their children for a better lifestyle. The limitation of this research is the number of participants being interviewed due to limitation of time. This research will only focus on a total of five participants which will be relatively small to represent for children living in an extended family. Other than that, this research will only focus in Penang and the analysis of data might shows different results as compared to bigger country with more population. Also, some participants might be hiding some of their feelings or might fake their experiences when interview is in progress as they might feel shy or inappropriate to share. Research Paradigm The paradigm proposed in this research is post-positivism. Each participant has their own perspective and different thoughts on their feelings, which is why this research uses post-positivism as it does not only focus on single reality. Additionally, to understand how an individual feels and behave, post-positivism brings the first hand life experience of children to the research for better understanding of why they behave and how they feel living in a house with many family members. Methods Approach The research mainly focus on the experience of children living in extended family. As this research is more about experiences of children, consequently the design of the research is a qualitative type as supported in Figueroa Williams (2012). With that, the research focuses into a phenomenological study where the data collected will be using Interpretative Phenomenological Analysis (IPA). Phenomenological study provides us with a real life experience on a concept, as for this study, the aim for the study of experience of children living in extended family will be investigated for further understanding on the matter. The experiences and personal view of the children are examine through description and analysis of the data collected from the interview. Through phenomenological research, investigator will gain access to participant’s experience on their life world and meaningful moments of thoughts, sensation and emotion when they live in the same roof with many relatives. Data Collection In this research, researcher will be using individual interview in order to find out about the participant’s experience when living in extended family. Semi-structured questions regarding extended family as attached will be presented to the participants and they are to share their experiences. When doing individual interview, participants might able to share more informations as they can speak freely. Besides that, investigator will have the opportunity to observe participant’s facial expression and body language as they answer questions given to them which in turn, investigator will get a clearer indication of their feelings and thus making a strong judgement on the matter. Furthermore, in individual interview, investigator could follow up with participants at that particular session if they have any doubts or unsure about what the participants say during the interview session. As the research will be a one on one interview, it would takes up approximately 30 minutes o f participant’s time. Before the interview begins, participant will be brief about the purpose of the research and also be informed once again that there will audio recording during the session even though they have already signed the informed consent form. Audio recording will be used for further transcribing. After transcribing, the transcript will be emailed to the participants to be confirm on the validity of the transcript. The recordings however will be kept private and confidential, only the investigator and the supervisor will have the access to it. Participants A total of five participants will be recruited in the study through purposive and snowball method. The reason of why only five participants are being recruited in the study is because the minimal requirement for individual interview is five candidates. In the research, the first participant will be randomly selected with the fulfilment of the ‘living in extended family’ purpose and then followed by the second participant through snowball and the process goes on till the fifth participant. Participants will be asked for permission for their participation in the research and if they agree to be involved, investigator will then make appointment for suitable venue and time to start the interview session. Participants aged 18-21 will be used for the study. This is because participant aged 18 and above are considered as an adult and they are mature enough to give rational thought and answer. Any gender or ethnicity are selected for the study. There will be no specific ethnic s election involved. In the study, no compensation will not be provided for the participants. Data Analysis and Data Modification During the individual session, investigator will carry out interpretative analysis when they proposed the questions to the participants as they try to make sense of what participant are conveying. With them, there will be a reflective diary where the investigator will be using throughout the whole process to make a simple analysis or key notes of what participant saying and making some relevant themes out of it. As the process continues, the researcher will be able to maintain the flow of interview. After the interview session is finished, each and every recordings will be transcribed before the data being analysed. However before that, the transcript will be emailed to the participants to check on the validity of the contents. After the contents are checked, the data will be analysed using Interpretive Phenomenological Analysis (IPA). The transcripts will be break down in to several small session without changing the exact sentence or word said by participants. From the break down, themes will be formed according to the descriptive summaries of what participants said and also the initial interpretative of the issues. Furthermore, the themes will then compile into a smaller chunk depending on which theme fits in with another theme. Central concept of the data interpretation will be much clearer when the themes are divided into sub theme. IPA is used for exploration of lived experience of participant which in this research is to find out about experiences living in extended family. Subsequently, thematic analysis will be used after the interview ends when investigator listened to the audio recorder and repeatedly reading the transcripts over and over to highlight the significance of the findings and also the similarities and differences of the data. The validity of the findings are checked when all the interpretation consistent with the sub theme.

Women in the Second Industrial Revolution Essay -- Essays Papers

Women in the Second Industrial Revolution The Second Industrial Revolution had a major impact on women's lives. After being controlled fro so long women were experiencing what it was like to live an independent life. In the late nineteenth century women were participating in a variety of experiences, such as social disabilities confronted by all women, new employment patterns, and working class poverty and prostitution. These experiences will show how women were perceived in the Second Industrial Revolution. Women were confronted by many social obligation in the late nineteenth century. Women were living lives that reflected their social rank. They were expected to be economically dependent and legally inferior. No matter what class women were in, men were seen as the ones who go to work and make the money. That way, the women would have to be dependent since they were not able to go to work and make a good salary. No matter what class a woman was in, she could own property in her own name. When a woman became married she " lost control of any property she owned, inherited, or earned" ( Kagan et al. 569). A woman's legal identity was given to her husband. Getting a divorce was very difficult, most nations would not even end a marriage by having legal consent. Court trials were expensive which made it hard for a women to afford. Even if a divorce was granted the women would not receive anything. The children, land, house, and all of her belongings would be given to the man. If the father choose he could take the children away from the mother at any time and give them to someone else to raise and care for. The illustration above represents the typical appearence of a woman during the re... ...en started taking more of a stand on their beliefs. Women's movements started forming, which made it possible for women to get a higher education. Women became more intelligent and confident in their abilities to fight for more rights such as voting, higher pay in their jobs, and to be treated equally. Today women are the product of hard work and achievement and continue to gradually overcome their minority status. Works Cited 1. http://www.colby.edu/personal/rmscheck/GermanyB4.html 2. http://lcweb.loc.gov/exhibits/bnf/bnf0006.html 3. http://www.fordham.edu/halsall/mod/1873anthony.html 4. http://www.theblackswan.com/review/bits22.html 5. http://sol.slcc.edu/distance/inet/ecn274/women/education_1900.htm 6. Kagan, Donald et al. The Western Heritage Brief Edition. Prentice Hall, inc.1996. 7. Roberts, Nickie.Whores in History. Harper Collins, 1992.

Parent-Child Relationship Essay

The relationship between parents and their children is perhaps one of the most important relationships among human beings. The relationship between parents and their children can determine the personal growth of children as it can likewise influence the behavioral adjustments needed on the part of parents in order to meet the emotional needs of their children. Max Apple’s â€Å"Bridging† highlights how fathers oftentimes desire to fill the void left after the death of their wives just to allow their children to recover from the loss and have their lives return to normal. Chapter Six of Art Spiegelman’s Maus offers a glimpse of how children tend to draw hatred towards their fathers for attempting to erase the memories of their mothers. Lastly, Jing-mei Woo’s â€Å"Two Kinds† in The Joy Luck Club features the story of her childhood under the pressure of her mother to chase the American Dream. All of these stories emphasize the relationship between parents and their children and its effects on the personal development of children and the struggles that parents have to face in raising their children. In â€Å"Bridging,† Max Apple tells the story of a widowed father who struggles to persuade her daughter, Jessica, to trust the world after the death of her mother. In an attempt to bring her daughter back to her original emotional state, her father tries to convince her to join the Girl Scouts. However, this first step eventually fails and her father decides to join the Girl Scouts as an assistant leader, hoping that his decision is a good starting point to bring back her daughter’s trust in the world. The story is essentially about how a widowed father is given the chance to accept the necessarily â€Å"changed† relationship with his daughter. Apple’s â€Å"Bridging† explores the parent-child relationship theme primarily from the angle of having to survive a family tragedy for the rest of their lives. Apparently, the father faces the task of serving both as the father and the mother of his daughter. It is perhaps a huge task since he has to at least persuade his daughter that he can also play a motherly image in the hopes of patching up the holes in their family left after the death of his wife. Without a mother, his daughter is deprived of the chance to grow-up under the guidance of two parents. That being the case, there is reason to believe that the father is forced by the circumstances to live-up to the expectations of his 9-year-old daughter, which is exactly why he tried to join the Girl Scouts as an assistant leader. The difficulties of the father in the story, or of any father for that matter, are perhaps more intricate if the daughter is closer to her mother than her father. The father will certainly encounter the trouble of trying to fit the motherly needs of the daughter no matter the costs are. In Chapter 6 of Art Spiegelman’s Maus, husband and wife, Vladek and Anja, respectively, are trying to sneak their way back to Sosnowiec. Art’s father recalls his experience together with Anja while trying to escape from the Nazis. One interesting part of the story is when Vladek burned the diaries of Anja after her death. They contained some of the most important memories of Art’s mother and yet, as things turned out, they were no longer available for him to read and learn more about her. Even though Art was growing getting closer to Vladek during Art’s visits to his father, that recollection—the burning of Anja’s diaries—made Art infuriated at his father. It signifies how a father’s child is suffering a great loss at not being able to learn more about his mother, which is made al the more poignant by what Vladek could only remember from the diary: a sentence that says her son would one day be interested in the contents of the diary and read them. Reading the diary of a person is like reliving the life of that person in many ways. Art could have learned more about Anja after reading her diaries and, in turn, learning more about his history and his self. However, the act of burning the diaries is like an act of â€Å"murder† precisely because Vladek destroyed the remaining memories of Anja, turning her into a barely known human being sought by the one person in this world who feels that she is more than everything in life. The predicament between Vladek and Art relays how the act of depriving a child of the memories of her mother can cast a sharp divide in the relationship of a father and his child to the point of calling the father a â€Å"murderer†. In Jing-mei Woo’s â€Å"Two Kinds† in Amy Tan’s The Joy Luck Club, two essential themes come into view: the American dream and the tension between mother and daughter in reaching for that dream. The mother, Mrs. Woo, firmly believes that diligence can eventually lead her daughter to reaching the American dream. However, it is apparent that Jing-mei is not interested at all in pursuing that dream. Her disinterest in pursuing the dream that her mother wants her to attain is best summed up in her expression â€Å"[t]hen I wish I wasn’t your daughter. I wish you weren’t my mother† (Woo, p. 142) after finally breaking her emotions for saying what she wanted to say all along, which is that she does not want to be the daughter her mother is hoping her to become. Jing-mei Woo’s differences with her mother rest on the conflict of their personal interests. The fact that her mother wants Jing-mei to realize her potential in claiming the American dream is the main reason of their misunderstandings as mother and daughter. Their case puts emphasis on the relationship strains caused by no less than differences in personal desires. At first, Jing-mei was still able to tolerate her mother’s deep desires for her and she complied with her mother’s requests despite showing lack of enthusiasm. Their Chinese culture apparently shows in the initial sections of the story, highlighting the two kinds of daughters that Chinese mothers may have: â€Å"those who are obedient and those who follow their own mind† (Woo, p. 142). Towards the end of the story, Jing-mei tries to retrace her memories with her deceased mother by playing the piano. Her act shows that no matter how deep the disagreements may be between parents and their children, there will come a time when the child will eventually learn to appreciate the value of what their parents have always wanted for them to achieve. All of the stories share the common theme of parent-child relationships. These stories teach us that the relationship between parents and their children can influence the perception of these children as they grow into adults. Moreover, parents likewise face the task of addressing the emotional needs of their children in order to ensure their welfare. Personal losses and desires of parents to ensure a better future for their children both play a critical role in shaping the harmonious relationship between children and parents. Works Cited Apple, Max. â€Å"Bridging. † Free Agents. Harper & Row, 1984. Spiegelman, Art. Maus I: A Survivor’s Tale: My Father Bleeds History. Pantheon, 1986. Woo, Jing-mei. â€Å"Two Kinds. † The Joy Luck Club. Ed. Amy Tan: Penguin, 2006. 142.

Evidence For Food Dependency And Addiction - 1040 Words

Evidence for Food Dependency/Addiction Flora is feeling hungry, but she just ate. She walks around trying to forget about the urge to pick up a donut or a random snack from the cupboard. Flora can’t get the food out of her mind. She feels like the food is calling her from the kitchen saying, â€Å"Eat me, eat me!† Flora gets up and makes her way to the food. She picks up granola bar, and opens it. The granola bar tastes wonderful and she is content, but then the bar was gone, and a few minutes later she wants another. She feels like she can’t stop eating even after she has eaten a meal. Flora asks why she can’t stop eating. She wonders if she could be addicted, so she turns to the computer and she looks up food addiction. Flora finds that is†¦show more content†¦One teaspoon of sugar is equal to 4 grams. That means in one can there are 44 grams of sugar. If a can of soda is consumed by a child everyday, that child would be consuming 132 grams of sugar in just one week (Jeffrey). This i s an alarming statistic about the common hyperpalatable foods that Americans eat everyday, and what these foods can contain. Some more examples of hyperpalatable foods are granola bars, breads, and donuts (Jeffrey L. Fortuna Dr.p.H). The amount of sugar that was in the can of soda and compare that to the results of the rat experiment. The results say there were neural changes of elevated self-stimulation, striatal D2 dopamine receptors lowered, and a dopamine decrease (Ziauddeen). Dopamine or otherwise known as DA D2 is a neurotransmitter or a chemical. This chemical transmits signals in the brain between nerve cells or neurons. When something happy happens unexpectedly in a person s life, neurons activate and transmit very few make dopamine. This means in order to feel happy, addicts need the dopamine that is released (â€Å"What is dopamine†). This compared to a methamphetamine user experiment, â€Å"Methamphetamine abusers had a significantly lower level of D2 receptor av ailability than comparison subjects... D2 receptor availability was associated with metabolic rate in the orbitofrontal cortex in abusers and in comparison subjects,† (Volkow). In addition using drugs like meth or more commonly cocain over time the brain produces less

The Learning Years of Medieval Childhood

The physical manifestations of biological puberty are difficult to ignore, and it is hard to believe that such obvious indications as the onset of menses in girls or the growth of facial hair in boys were not acknowledged as part of a transition into another phase of life. If nothing else, the bodily changes of adolescence made it clear that childhood would soon be over. Medival Adolescence and Adulthood It has been argued that adolescence was not recognized by medieval society as a stage of life separate from adulthood, but this is not at all a certainty. To be sure, teenagers were known to take on some of the work of full-fledged adults. But at the same time, such privileges as inheritance and land ownership were withheld in some cultures until the age of 21. This disparity between rights and responsibilities will be familiar to those who remember a time when the U.S. voting age was 21 and the military draft age was 18. If a child was to leave home before reaching full maturity, the teen years were the most likely time for him to do so. But this did not mean he was on his own. The move from the parents household was almost always into another household, where the adolescent would be under the supervision of an adult who fed and clothed the teenager and to whose discipline the teen was subject. Even as youths left their families behind and took on increasingly more difficult tasks, there was still a social structure to keep them protected and, to some extent, under control. The teen years were also the time to concentrate more intensely on learning in preparation for adulthood. Not all adolescents had schooling options, and serious scholarship could last a lifetime, but in some ways, education was the archetypal experience of adolescence. Schooling Formal education was unusual in the Middle Ages, although by the fifteenth century there were schooling options to prepare a child for his future. Some cities such as London had schools that children of both genders  attended during the day. Here they learned to read and write, a skill that became a prerequisite for acceptance as an apprentice in many Guilds. A small percentage of peasant children managed to attend school in order to learn how to read and write and understand basic math; this usually took place at a monastery. For this education, their parents had to pay the lord a fine and usually promise that the child would not take ecclesiastical orders.  When they grew up, these students would use what theyd learned to keep village or court records, or even to manage the lords estate. Noble girls, and on occasion boys,  were sometimes sent to live in nunneries in order to receive basic schooling. Nuns would teach them to read (and possibly to write) and make sure they knew their prayers. Girls were very likely taught spinning and needlework and other domestic skills to prepare them for marriage. Occasionally such students would become nuns themselves. If a child was to become a serious scholar, his path usually lay in the monastic life, an option that was rarely open to or sought by the average townsman or peasant. Only those boys with the most notable acumen were chosen from these ranks; they were then raised by the monks, where their lives could be peaceful and fulfilling or frustrating and restrictive, depending on the situation and their temperaments. Children at monasteries were most often younger sons of noble families, who were known to give their children to the church in the early Middle Ages. This practice was outlawed by the Church as early as the seventh century (at the Council of Toledo) but was still known to take place on occasion in the centuries that followed. Monasteries and cathedrals eventually began to maintain schools for students who were destined for secular life. For younger students, instruction began with the skills of reading and writing and moved on to the Trivium of the Seven Liberal Arts: grammar, rhetoric, and logic. As they grew older, they studied the Quadrivium: arithmetic, geometry, astronomy, and music. Younger students were subject to the corporal discipline of their instructors, but by the time they entered University, such measures were rare. Advanced schooling was almost exclusively the province of males, but some females were able to acquire an admirable education nonetheless. The story of Heloise, who took private lessons from Peter Abelard, is a memorable exception; and the youth of both genders at the court of twelfth-century Poitou undoubtedly could read well enough to enjoy and debate the new literature of Courtly Love. However, in the later Middle Ages nunneries suffered a drop in literacy,  reducing available options for a quality learning experience. Higher education for females depended largely on individual circumstances. In the twelfth century, cathedral schools evolved into universities. Students and masters banded together into guilds to protect their rights and further their educational opportunities. Embarking on a course of study with a university was a step toward adulthood, but it was a path that began in adolescence. University One might argue that once a student reached university level he could be considered an adult; and, since this is one of the instances in which a young person might be living on his own, there is certainly logic behind the assertion. However, university students were notorious for making merry and making trouble. Both official university restrictions and unofficial social guidelines kept the students in a subordinate position, not only to their teachers but to senior students. In the eyes of society, it would appear that students were not yet completely considered adults. Its also important to remember that, although there were age specifications as well as experience requirements to become a teacher, no age qualifications governed a students entry into a university. It was a young mans ability as a scholar that determined if he was ready to pursue higher education. Therefore, we have no hard-and-fast age group to consider; students were  usually  still teenagers when they entered university, and legally not yet in full possession of their rights. A student beginning his studies was known as a  bajan,  and in many  cases,  he underwent a rite of passage called the jocund advent upon his arrival at university. The nature of this ordeal varied according to place and time, but it usually involved feasting and rituals similar to the hazing of modern fraternities. After a year at  school,  the  bajan  could be purged of his lowly status by expounding a passage and debating it with his fellow students. If he made his argument successfully, he would be washed clean and led through the town on an ass. Possibly due to their monastic origins, students were tonsured (the tops of their heads were shaved) and wore clothing similar to that of the monk: a  cope  and cassock or a closed-over long-sleeved tunic and overtunic. Their diet could be fairly erratic if they were on their own and with limited funds; they had to purchase what was inexpensive from the shops of the city. Early universities had no provisions for housing, and young men had to live with friends or relatives or otherwise fend for themselves. Before long colleges were set up to aid the less affluent students, the first being the College of the Eighteen in Paris.  In return for a small allowance and a bed at the Hospice of the Blessed Mary, students were asked to offer prayers and take turns carrying the cross and holy water before the bodies of deceased patients. Some residents proved to be insolent and even violent, disrupting the studies of serious students and breaking in when they stayed out after hours. Thus, the Hospice began to restrict its hospitality to students who behaved more pleasantly, and it required them to pass weekly examinations to prove their work was meeting expectations.  The residency  was limited to a year, with the possibility of a years renewal at the discretion of the foundationers. Institutions such as the College of the Eighteen evolved into endowed residences for students, among them Merton at Oxford and Peterhouse at Cambridge. In time, these colleges began to acquire manuscripts and scientific instruments for their students and offer regular salaries to teachers in a concerted effort to prepare candidates in their quests for a degree. By the end of the fifteenth century, few students lived outside colleges. Students attended lectures regularly. In the early days of universities, lectures were held in a hired hall, a church, or the masters home, but soon buildings were constructed for the express purpose of teaching. When not at lectures a student would read significant works, write about them, and expound on them to fellow scholars and teachers. All this was in preparation for the day when he would write a thesis and expound on it to the doctors of the university in return for a degree. The subjects studied included theology, law (both canon and common), and medicine. The University of Paris was foremost in theological studies, Bologna was renowned for its law school, and Salernos medical school was unsurpassed. In the 13th and 14th centuries  numerous universities  sprang up throughout Europe and England, and some students were not content to limit their studies to only one school. Earlier scholars such as  John of Salisbury  and  Gerbert of Aurillac  had traveled far and wide to glean their education; now students were following in their footsteps (sometimes literally). Many of these were serious in motive and driven by a thirst for knowledge. Others, known as  Goliards, were more lighthearted in nature—poets seeking adventure and love. All this may present a picture of students thronging the cities and highways of medieval Europe, but in  reality,  scholarly studies at such a level were unusual. By and large, if a teenager were to undergo any form of structured education, it was more likely to be as an apprentice. Apprenticeship With few exceptions, apprenticeship began in the teens and lasted from seven to ten years. Though it wasnt unheard of for sons to be apprenticed to their own fathers, it was fairly uncommon.  Sons of master craftsmen were by Guild law automatically accepted into the Guild; yet many still took the apprenticeship route, with someone other than their fathers, for the experience and training it offered. Apprentices in larger towns and cities were supplied from outlying villages in substantial numbers,  supplementing labor forces that dwindled from diseases such as the plague and other factors of city living. Apprenticeship also took place in village businesses, where a teenager might learn milling or felting cloth. Apprenticeship was not limited to males. While there were fewer girls than boys taken in as apprentices, girls were trained in a wide variety of trades. They were more likely to be trained by the masters wife, who often knew nearly as much about the trade as her husband (and sometimes more). Although such trades as that of seamstress were more common for females, girls were not limited to learning skills they could take into a marriage, and once they married many continued plying their trades. Youngsters rarely had any choice in which craft they would learn, or with what particular master they would work; the destiny of an apprentice was usually determined by the connections his family had. For example, a young man whose father had a haberdasher for a friend might be apprenticed to that haberdasher, or perhaps to another haberdasher in the same guild. The connection might be through a godparent or neighbor instead of a blood relative. Affluent families had more affluent connections, and a wealthy Londoners son was more likely than a country boy to find himself learning the goldsmith trade. Apprenticeships were formally arranged with contracts and sponsors. Guilds required that bonds of surety be posted to guarantee that apprentices fulfilled expectations; if they did not, the sponsor was liable for the fee. In addition, sponsors or the candidates themselves would sometimes pay the master a fee to take on the apprentice. This would help the master cover the expenses of caring for the apprentice over the next several years. The relationship between master and apprentice was as significant as that between parent and offspring. Apprentices lived in their masters house or shop; they usually ate with the masters family, often wore clothes provided by the master, and were subject to the masters discipline. Living in such close proximity, the apprentice could and often did form close emotional bonds with this foster family, and might even marry the bosss daughter. Whether or not they married into the family, apprentices were often remembered in their masters wills. There were also cases of abuse, which might end up in court; though apprentices were usually the victims, at times they took extreme advantage of their benefactors, stealing from them and even engaging in violent confrontations. Apprentices sometimes ran away, and the sponsor would have to pay the master the surety fee to make up for the time, money and effort that had gone into training the runaway. The apprentices were there to learn and the primary purpose the master had taken them into his home was to teach them; so learning all the skills associated with the craft was what occupied most of their time. Some masters might take advantage of the free labor, and assign menial tasks to the young worker and teach him the secrets of the craft only slowly, but this was not all that common. An affluent craftsmaster would have servants to perform the unskilled tasks he needed to be done in the shop; and, the sooner he taught his apprentice the skills of the trade, the sooner his apprentice could help him properly in the business. It was the last hidden mysteries of the trade that might take some time to acquire. Apprenticeship was an extension of the adolescent  years  and could take up almost a quarter of the average medieval lifespan. At the end of his training, the apprentice was ready to go out on his own as a journeyman. Yet he was still likely to remain with his master as an employee. Sources Hanawalt, Barbara,  Growing Up in Medieval London  (Oxford University Press, 1993).Hanawalt, Barbara,  The Ties that Bound: Peasant Families in Medieval England  (Oxford University Press, 1986).Power, Eileen,  Medieval Women  (Cambridge University Press, 1995).Rowling, Marjorie, Life in Medieval Times  (Berkley Publishing Group, 1979).

Cultural Diversity At Washington Elementary School

For my 5th EDUC Lab, I had to go to a local elementary school and take a walk around its neighborhood. I was told to observe cultural diversity, types of homes surrounding the school, and answer a variety of questions regarding the kinds of students that attend the school. I was originally a bit baffled by the kinds of questions on the sheet like are there any apartment buildings near by? or where do the children get food? I thought to myself Why do these things matter to a school? And then as I was going through my walk, I realized that these factors determine the kids of resources the children have to receive a quality education, and these factors also influence the kinds of resources the school has to give the children. I never knew such minute details could have such a heavy impact on education. I decided to visit Washington Elementary School in Pocatello. I chose to tour this school s neighborhood because it was close to my own home, and I have no relations with this elementary school whatsoever. This school was set directly in the middle of a neighborhood, so I believe the majority of students that attend this elementary school, also live in the neighborhood. The houses varied from being very nice and well kept homes to a little more run down, but the majority of the neighborhood looked like a typical middle class neighborhood. There were a few apartment complexes within the neighborhood and there were a lot of for rent signs outside of houses. There were a fewShow MoreRelatedA Letter From District Administrator1569 Words   |  7 PagesA Letter from District Administrator Greetings Parents, Staff, Students, and Community Members, Hazelwood School District is committed to providing an equitable education to our diverse learners with culturally responsive instruction. 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My Beautiful Polotsk Essay Example For Students

My Beautiful Polotsk Essay There are many beautiful cities and towns in the world. I would like to visit some of them, to see with my own eyes what I have read or heard about. But there is no place like home. I love my native town and that’s why I want to tell you about it. The Polotsk land! It is a land of old legends and people’s traditions, blue lakes and fast rivers, the captivating Lakeland of Belarus. This land was populated presumably in the VII-V centuries B. C. At that period the Indo-European tribes, called the â€Å"Balts† by the archaeologists, lived in the Dvina- river basin. In the process of great people’s remigration, the Slavs came there from the Central Europe on the borderline of the VI and VII centuries A. D. , and the Slavonic spontaneity triumphed due to supplanting and assimilation of the Balts. The Slavonic tribe Krivichy settled down in the vast territories, in particular in the Dvina-river side, their tribal alliance played the paramount role in formation of the Belarusian State system. The centre of the said alliance was Polotsk. The princes, who represented local dynasties governed there as early as the V century A. D. Polotsk sprang up on the Western Dvina offshoot of the world great mercantile marine route â€Å"from the Varangians to the Greeks† that favorably linked the lands of Polotsk and the Baltic, Scandinavian, Gothic shores and the Black Sea basin states, as well as with a distant Arabic Caliphate. The destiny of Polotsk was to be the European road crossing, the meeting point of the western and the eastern civilizations, the junction of historical and cultural traditions, where the mutual influence of the Russian, Baltic, Polish, Hebraic and Belarusian constituents was obviously felt over the centuries, being the factor that predestined the unique cultural and spiritual milieu. The foundation date of Polotsk, the most ancient city of Belarus and all Eastern Slavs, is eventually considered the date or its first mentioning in the ancient Slavonic Chronicle â€Å"The Narratives about Temporal Ages† nearly in 862, in relation to town assignation implemented by the legendary prince Rurikh to his warrior vassals. Among the assigned towns Polotsk was mentioned as well. The Chronicle reminds that the Krivichy Slavs settled on the river Polota and assumed the name Polotchane. The river Polota gave the name to the city. The annals mention the town Polotesk, Poltesk, or – according Scandinavian sagas – Pallteskiuborg, Plateskia. Initially, the settlement founded by the Balts was located on the hills close to the river Polota, 800 m from the place where the Polota fell into the Western Dvina; the site of ancient settlement covered less than 1 hectare, and the entire non-fortified town occupied about 6 hectares. In the last quarter of the X century the prince Rogvolod, who was independent of Kiev and Novgorod, governed the town of Polotsk. He was the first prince of Polotsk, mentioned in the chronicles, whose personal significance was stressed with the following chronicle words: â€Å"He held the lands of Polotsk and ruled them†. By the time, Polotsk had grown into the centre of the Principality – the first state in the Belarusian lands where an independent dynasty of Polotsk princes had been governing for two and a half centuries. In the times of Rogvolod, the Principality of Polotsk was quite strong, and became the cradle of the Belarusian state system, culture and spirituality, the original historical motherland of the Belarusians. The Chronicle also reminded the events that occurred approximately in 980. The Svyatoslaviches – the princes Yaropolk of Kiev and Vladimir or Novgorod, being at enmity with each other for the throne of Kiev, were searching for backing or the Polotsk prince Rogvolod, both of them asked in marriage his beautiful daughter Rogneda. Rogvolod preferred to avoid interference in that dissension. Rogneda favoured the match-makers of Yaropolk and rejected Vladimir’s proposal notifying proudly: â€Å"I don’t want to take bondman’s shoes off, and those of Yaropolk I do†, that sounded like outrage for the prince Vladimir who was of the mixed blood. In response to negative reply of Rogvolod and Rogneda, all the Northern Russia, having anticipated such events, broke out against Polotsk. Vladimir with the huge host attacked Polotsk, burned and sacked it. Rogvolod, his wife and their two sons were killed; Rogneda, Rogvolod’s recalcitrant daughter, was forced to become the wife of Vladimir. The latter with his host occupied the Grand-Prince throne of Kiev; Rogneda became one of his wives. She was not able to forgive Vladimir for his perpetration against her and her family, and had the courage to murderous assault, but her intent failed. Vladimir, who was furious, exiled Rogneda and their son Isyaslav to their ancestral lands where he had built the town Isyaslav (Zaslavl). Isyaslav initiated the revival of the Polotsk. Isyaslav’s son Bryachislav, who was governing in Polotsk in the second half of the XI century, was able to reinforce his power and to oppose vigorously to Kiev. The Principality of Polotsk restored its independence. After the town near the Polota-river had been destroyed by the prince Vladimir of Novgorod, construction of the citadel started in a new place. Such new site turned to be more advantageous from the defence angle, as it was the place where the Polota fell into the Western Dvina. The highland of more than 9 hectares area was entirely closed with water, later it was called the High Castle. The citadel had been under construction for several centuries, and it had been an administrative and political centre till the XVII century. The citadel was reinforced with wooden walls, towers, surrounded by water. The wooden fortifications have not lasted out hitherto; stone ones have never existed in Polotsk. The town continued its developing into a large commercial centre of the Krivichy Slavs on the Western Dvina. The mercantile shipping routes â€Å"from the Varangians to the Greeks† contributed to its development. The Polotsk residents ruled over the vast length of this route, and since the XIII century Polotsk has become a part of a commercial Hanse-Union and the main partner of Hanse in the basin of the Western Dvina till the XVII century, being involved in active commerce with Riga and German cities. The Principality of Polotsk entered into its golden age in the XI century under the illustrious prince Vseslav Bryachislavich, called â€Å"the Wizard† by people. He ascended the throne at fifteen, and was governing for 57 long years. He went down in history as famous eastern-Slavonic political figure, became of the heroes of an Old Slavonic literary work â€Å"The Word of Igor’s Regiment†. Many years were spent by Vseslav in order to win independence of the Principality of Polotsk from Kiev. In the second half of the XI century the lands of Polotsk reached the Bay of Riga, and Minsk was an outpost on the south border of the Principality. In the IX-X and particularly in the XI-XII centuries the Principality of Polotsk became the mighty and strong state structure in the territory of Central and North-East Belarus. It initiated formatted of the Belarusian State system, unity of its political, economical and ethnic structure. That remote age gave birth to pre-image of the Belarusians as a nation that became aware of its political and cultural significance. Under the prince Vseslav the Wizard, the majestic Sophia Cathedral was constructed in the Upper Castle of the Principality’s capital-city. The Greek word â€Å"Sophia† means â€Å"wisdom, mastery†. Our ancestors interpreted that meaning much deeper: as a mighty human community, manifestation of unity of all population of the Principality. At the end of the X century The Christianity reached the lands of Polotsk from Byzantium; together with a new faith also the cross vaulting dome design of temples was adopted. The cathedrals were built by the craftsmen from Polotsk and Byzantium, who used plinthos – flat bricks, and rough rubbles. The brickwork and masonry technique was a classical Byzantine â€Å"dipped course†, when every second course was hidden – â€Å"deepened† into the wall and rubbed with cemianka – lime mortar with admixture of grounded plinthos. Such technique became traditional for Polotsk architecture in the XI and XII centuries. The Cathedral was mighty in dimensions: 26. 4 m width, 31. 5 m length, and 31 m height. It had five, and later seven tops (according to different sources of data). Its interior was decorated with frescos in the second half of the XI century. Erection of such a mighty Cathedral in Polotsk was not a sign of orientation toward the powerful neighbors but rather a gesture of confrontation, rivalry and parity with Kiev and Novgorod. In ancient times, the Sophia Cathedral represented not only a religious centre – it was the place for reception of the ambassadors, signing commercial agreements, declaration of war and peace, raising the princes to the throne, safe keeping of the princes` jewellery, and depositing the library founded by the prince Isyaslav. Today one will hardly recognize the Cathedral built in the XI century. It was destroyed, burnt, reconstructed more than once. The gravest demolition dated back to the North war, when the cathedral was converted into the gunpowder and military uniform depot by the order of the Russian Tsar Peter I. In 1710 the powder exploded, and the Cathedral was heavily damaged. Its reconstruction from 1738 till 1750 was guided by Florian Grebnitsky, the Uniate archbishop; the Cathedral was reconstructed according to Vilensky or late Belarusian Baroque taste. This taste originated from Italy and became widely spread in the territory of the great Lithuanian Duchy. Baroque, if translated from Italian, means â€Å"luxuriant, ornate, gorgeous, irregular†. The creators of the Cathedral of the XVIII century were the brilliant representatives who worked wonders: Yan Krishtoph Glaubits, the architect of Vilna, and B. Kosinsky from Warsaw, the Master of â€Å"Arts in construction and plasterwork†. The Sophia was a Uniate cathedral for 243 years. Exactly there, in the sanctuary of the Uniates, the ecclesiastical synod signed the deed of Union liquidation on the 12th February 1839. The Uniates have treated the vestiges of the Christian sanctuary with great care and inserted them organically into a new temple, that reigns proudly over the city being its visiting card even today. Nowadays a Museum of Architecture of the XI-XVIII centuries and a concert hall of organ and chamber classical music are functioning in the Sophia Cathedral. The interior of the Cathedral impresses with its Baroque and Rococo decoration, rich gild ornamentation. Full Metal Jacket EssayBy that time Polotsk and its outskirts have become so depopulated that the peasants from Mogilev province were required for completion of the fortification construction. The witnesses recorded a disastrous ravage: there was a desert land at 50 km from the town. Polotsk experienced certain ascents in the course of time, but the town had never recovered its former reputation, resplendence and eminence. The noble life-work of Francisk Skoryna was kept on by our another renowned compatriot – Simeon of Polotsk (Samuel Petrovsky-Sitnyanovich). He went down in history as a Belarusian and Russian author, playwright, enlightener and philosopher. By the ideology, he was an advocate of unification of Catholicism and Orthodoxy, and the greater part of his life was spent by him in Orthodox Moscow. He founded a secular printing-house in the Kremlin, printed the ABC book, and wrote poetry. The man of Baroque epoch, he arranged the verses lines as geometrical figures: a star, cross, rhombus and heart-shape. In Moscow he elaborated his project of the first higher education establishment in Russia, stood at the cradle of the Russian theatre for which he wrote plays, was a tutor of children of the tsar’s family. His poetic translations â€Å"The Psalters†, edition of â€Å"Vertograd Multiflorous† – a peculiar encyclopedia in history, geography and zoology brought fame to him. Feverish activity of Simeon of Polotsk fell at the second half of the XVII century. Having got his education at Kiev-Mogilyanskaya Collegium, at the University of Vilna, he lived and worked as a teacher at a congregation school under the Epiphany Monastery. The Monastery, founded in the XVI century, was a centre of the Orthodox congregation of Polotsk that served as a manifest of opposition of the Belarusians to Catholicism influence. The congregation activities had rather national and patriotic than religious nature. The congregation carried out the elucidative mission, opened schools, theatres, a publishing house, printed literary and publicist works. When Polotsk formed a part of Rzeczpospolita in the XVI century, the representatives of various Catholic Orders started construction of Roman-Catholic churches and monasteries in there. The monks of the Jesuit order drew Polotsk into the field of their activities. Neither fire no sword and inquisition were used by Jesuits for the Pope’s chair consolidation: they created the foremost education system in Europe for those times, opened the chemist’s shops, hospitals. They established the Jesuit Collegium in Polotsk, erected the Saint Roman-Catholic Church in the centre of the town and consecrated it in 1745. That Roman-Catholic Church, built according to baroque taste combined with rococo components under direct influence of the North Italian traditions, formed the oriented line of the central square. The Church interior was embellished with stucco moulding and unique icons of the Italian painter Salvatore Rosa (Rosatti). Simon Chekhovich, the Belarusian painter participated in the arrangement of the chancel. The organ by Dominico Casparani was installed in the Church; the bells and the chiming clock by Gustav Mundi were fixed on the church towers. The Jesuit Collegium dates back to the 1581. At that time it looked like a united architectural ensemble. The Jesuit Academy, established on the Collegium basis and assigned the rights of a university, has been functioning since 1812. The most famous professors worked within the precincts of that educational establishment, such as: Matthew Kazimir Sorbevsky, the Latin scholar, poet and philosopher; Kazimir Koyalovich, the public speaker; Martin Pochobut Adlenitsky, the person of encyclopaedic knowledge; Sigizmund Lauksmin, the rhetoric teacher; Andrey Zhebrovsky, Professor of architecture; Maxim Voicekhovsky, the author of the manual of Greek. In the last quarter of the XVIII century, after interdict of the Jesuit order in Europe, Jesuits from all over the world poured there. Polotsk has become the capital of the Jesus community for the period of 40 years. The town experienced another upturn, changed into an intellectual capital of Europe. The Russian government treated the Academy as a powerful centre of clerical opposition. Therefore, the Academy was closed down by the order of the Russian tsar Alexander I, Jesuits were expelled from the country, and the Academy building devolved on the higher piarum school, which was also closed down in 1830. The property was sacked barbarously. The destiny of the Saint Stephan Roman-Catholic Church was dramatic. It was re-consecrated to the Orthodox Nicholas Cathedral, which also suffered vandalism of the authorities. It was closed together with the Sophia Cathedral in 1921, and in 1964 it was destroyed. Its exterior form is known owing to Napoleon Orda’s drawing, and from photos. The Collegium buildings of the Academy were converted into military school that had existed for 83 years starting since 1835. More than 3 thousand of graduates – the future officers of the tsar’s army, got their education there. Among them there were: Andrey Potebnya, one of the leaders of the revolt in Poland; Roman Kondratenko, the defender of Port-Arthur; Dmitry Kaygorodov, the naturalist from Polotsk; Joseph Stabrovsky, the historian and archaeologist; Basil and Mikhail the Semevskys, the Russian historians; Oleg – the son of the grand prince Konstantin Konstantinovich; Alexander Stepanov, the author of the historical novel Port-Arthur; and many others. At the very beginning if the XXI century, the history of those buildings found its unexpected continuation in a new capacity: the State University of Polotsk has started working there. One of the premises gave shelter to the Art Gallery where works of fine arts, graphics, sculpture, arts and crafts represent perfectly the artistic life of the ancient town. The icons of Sophia Cathedral dated back to the XVIII century are the pearls of the artistic and spiritual heritage. The first division of Rzeczpospolita, lead to separation of Polotsk into two parts: the centre of the town passed to Russia, and the area near the Dvina-river remained a part of Poland for a certain time. When the French emperor Napoleon Bonaparte declared war on Russia, both the French and Russian hosts went through the lands of Polotsk. The town was occupied by the French marshal Oudino on the 14th July 1812. Not far from Polotsk the retreating Russian hosts went into action against the French invaders attacking in the direction of Petersburg; the general Jacob Kulnev became famous and perished as a hero in that action. That battle near Polotsk close to Klyastitsy village was the first outstanding victory of the Russian hosts in the campaign of 1812. In October the raging battles for Polotsk started. The battle on the bridge across the Polota was especially fierce. The eyewitnesses described that in the morning of the 7th October the bridge was completely covered with blood. Since then, for almost 200 years, it has been called the Red bridge. In 1975 a new bridge was constructed, its design reminds of those events. The first Russian revolution of 1905 and the October revolution in 1917 greatly influenced the life of Polotsk dwellers. In 1917 the Soviet power was established in Polotsk. The Great Patriotic War left the deepest traces in the history of the town: 96% of it was destroyed, every third citizen of Polotsk perished. The town over the Dvina was occupied by the Hitler troops on the 16th July 1941. The nazi organized three concentration camps in that small town, where 150 thousand of people among the Polotsk dwellers, war-prisoners and people of other regions perished during the three severe years of occupation. Polotsk was liberated by the troops of the 1st Baltic Front. The Guardsmen commanded by Alexander Grigoriev displayed valour from the first days of liberating battles. They crossed a wooden bridge under a hurricane of fire of the enemy, reached the centre of the town and captured a bridgehead on the right bank of the Dvina. The soldiers perished having ensured river-crossing by considerable liberation forces. The memorial designed by Lev Oganov, the sculptor from Novopolotsk, was erected at the place where the events have occurred. Polotsk was liberated on the 4th July 1944. â€Å"Lifeless, uninhabited† the journalists wrote at that time. The town was rebuilt within a short post-war period: the fact that Polotsk was the capital of the region during ten post war years contributed to its quicker rebuilding. Polotsk today is a district centre subordinated to the Vitebsk region authorities. Enterprises of chemical, metalworking, food, meat and diary industries are functioning there. The products of the enterprises of Polotsk such as agricultural machines and equipment for livestock breeding and fodder plants, engines, glass fiber cloth, ski poles and fishing rods, furniture, ready-made garments, cultural and household articles – are well known far beyond the bounds of Belarus. The town has changed beyond recognition for the recent ten years. The National History and Culture Reserve of Polotsk is functioning there: over 10 its museums occupy a fitting place in the cultural life of the town. The ancient Polotsk has restored the traditions of its theatre. There is a University and four technical schools in the town. The rebuilding of the Protection of the Holy Blessed Virgin Church (blown up in 1963) was a remarkable event in the spiritual life of the Polotsk-dwellers. The churches of other confessions were built there: the Roman-Catholic Church consecrated to saint Andrey Bobolya, the Old Belief Church of the Blessed Virgin Assumption, the Temple of Saint Paraskeva of Polotsk belonging to the Greco-Latin community, three Protestant churches are functioning in Polotsk. Each confession has left its traces in the history and culture of Polotsk. The catholic churches and monasteries once were of importance for formation of the urban aspect. But today they are recalled as a lost heritage. The region of Polotsk has retained the profound strata of national culture, enriched over centuries with the traditions of the nearest neighbours. The lands of Polotsk have been called the cradle of the Dvina-side literature. The custodians of fame and spiritual strength of this land are the contemporary pen-masters: Iryna Dorofeichuk, Lera Som, Herman Kirillov, Nadezhda Solodkaya, Zmitrok Kunitsky, Nadezhda Ermak, Victor Leonenya, Pavel Nizkovsky, the creative group of the Free Literati Union headed by Ales Arkush, the poets of â€Å"Polotsk Branch† Literati Union.