El Teatro Campesino and the San Francisco Mime Troupe essays

El Teatro Campesino and the San Francisco Mime Troupe essays By and large, the art form deals with the aesthetic whereas political endeavors are often related to logic yet as societies around the world developed, the mergence of the art forms with the other facets of knowledge have become common. The mergence of theatrical art that is stage performances, with politics is one of these instances and has come to be known as political theaters. Political theaters according to the Wikipedia Encyclopaedia (2003) are basically dramas or performances that emphasize on political issues in its theme or plot for a politically conscious society. The basic premise is to raise the issue in public and make them aware of the problem. According to author Mary Thomas Crane (2001) in her analysis on what comprise of performances in theaters, notes that political theaters often address social behaviors and through the performances focus on the effects of political authority on social cohesion and structure. The purpose of these performances is to either resolve conflicts within the society or address the legitimization of the changing social norms. Early political theaters originate from the Greeks and as Western civilization developed renowned names like Jonson, Valpone and Shakespeare are also associated with the same. In more contemporary societies, however, the nature and production of political theaters changed as these are performed in amphitheatres, on the streets or projected through the various modern Two of the most important political theaters in American history are perhaps the Political Theatre of El Teatro Campesino (elteatrocampesino.com) and the San Francisco Mime Troupe (sfmt.org/) under the leadership of Luis Valdez. What make these two theaters landmark in the history of political theater is the fact that it started during the 1950sa period when America had been striving to establish stability amidst civil rights movements ...

Stereographic Photography

Stereographic Photography Stereographs were a very popular form of photography in the 19th century. Using a special camera, photographers would take two nearly identical images which, when printed side by side, would appear as a three dimensional image when viewed through a set of special lenses called a stereoscope. Millions of stereoview cards were sold and a stereoscope kept in the parlor was a common entertainment item for decades. Images on the cards ranged from portraits of popular figures to comical incidents to spectacular scenic views. When executed by talented photographers, stereoview cards could make scenes appear extremely realistic. For example, a stereographic image shot from a tower of the Brooklyn Bridge during its construction, when viewed with the proper lenses, makes the viewer feel as if they are about to step out on a precarious rope footbridge. The popularity of stereoview cards faded by about 1900. Large archives of them still exist and thousands of them can be viewed online. Many historic scenes were recorded as stereo images by noted photographers including Alexander Gardner and Mathew Brady, and scenes from Antietam and Gettysburg can seem particularly vivid when viewed with the proper equipment that shows off their original 3-D aspect. History of Stereographs The earliest stereoscopes were invented in the late 1830s, but it wasn’t until the Great Exhibition of 1851 that a practical method of publishing stereo images was introduced to the public. Throughout the 1850s the popularity of stereographic images grew, and before long many thousands of cards printed with side-by-side images were being sold. Photographers of the era tended to be businessmen fixated on capturing images that would sell to the public. And the popularity of the stereoscopic format dictated that many images would be captured with stereoscopic cameras. The format was especially suited to landscape photography, as spectacular sites such as waterfalls or mountain ranges would appear to jump out at the viewer. In typical use, stereoscopic images would be viewed as parlor entertainment. In an era before films or television, families would experience what it was like to see distant landmarks or exotic landscapes by passing around the stereoscope. Stereo cards were often sold in numbered sets, so consumers could easily buy a series of views related to a particular theme.   Its apparent by viewing vintage stereoscopic images that photographers would try to choose vantage points which would emphasize the 3-dimensional effect. Some photographs that might be impressive when shot with a normal camera can seem thrilling, if not terrifying, when viewed with the full sterescopic effect. Even serious subjects, including very grim scenes shot during the Civil War, were captured as stereoscopic images. Alexander Gardner used a stereoscopic camera when he took his classic photographs at Antietam. When viewed today with lenses that replicate the three-dimensional effect, the images, especially of dead soldiers in poses of rigor mortis, are chilling. Following the Civil War, popular subjects for stereoscopic photography would have been the construction of the railroads in the West, and the construction of landmarks such as the Brooklyn Bridge. Photographers with stereoscopic cameras made considerable effort to capture scenes with spectacular scenery,   such as Yosemite Valley in California. Stereoscopic photographs even led to the founding of the National Parks. Tales of spectacular landscapes in the Yellowstone region were discounted as rumors or wild tales told by mountain men. In the 1870s stereoscopic images were taken in the Yellowstone region and they were shown to members of Congress. Through the magic of stereoscopic photography skeptical legislators could experience some of the grandeur of Yellowstones majestic scenery, and the argument to preserve the wilderness was thereby strengthened. Vintage stereoscopic cards can be found today at flea markets, antique stores, and online auction sites, and modern lorgnette viewers (which can be purchased through online dealers) make it possible to experience the thrill of 19th century stereoscopes.   Sources: Stereoscopes.  St. James Encyclopedia of Popular Culture, edited by Thomas Riggs, 2nd ed., vol. 4, St. James Press, 2013, pp. 709-711. Brady, Mathew.  UXL Encyclopedia of World Biography, edited by Laura B. Tyle, vol. 2, UXL, 2003, pp. 269-270.   Photography.  Gale Library of Daily Life:  American Civil War, edited by Steven E. Woodworth, vol. 1, Gale, 2008, pp. 275-287.

SABMiller Case Analysis Study Example | Topics and Well Written Essays - 2000 words

SABMiller Analysis - Case Study Example The external environment for SABMiller in 2010 was conflicted by the inability to differentiate certain products in its portfolio of brands, namely the light beer categories, which accounts for 40 percent of total beer sales in the U.S; a significant volume. In Western Europe, well-established premium brands were estimated to be driving consumer demand based on their buying trends. This was a difficulty considering that new executive leadership worked toward reducing the Miller brand portfolio from 50 down to just 10 or 12 products. Divestment of premium brands that occurred during the earlier part of the 2000s seemed to limit the ability of SABMiller to re-establish brand presence for low-performing beer. Clearly, SABMiller is affected by the consumer behaviour preferences driven by trends or consumption patterns and must reengineer processes to meet these changing demands. In 2010, it was also clear that SABMiller is impacted by events in the external market, such as South African AIDS pandemics, confidence in certain currency markets related to the stock market and trading, and other events that limit their short-term potential to gain revenue and/or market share. However, SABMiller understood these limitations and worked to leverage other activities to the best of their ability, especially considering that some external events like the AIDS scenario was completely outside of the control of strategic leadership and focus. Additionally, the external market was driven by joint ventures from some of the major players in the beer industry, thus limiting the ability to consider this a quality strategy that had once served them well, such as with Coors and other brands. Even though these had short-term revenue opportunities and cost reduction improvements, or streamlining operational functions, their long-term value was diminishing. The external market provided opportunities to combine resources with competition, however this strategy has long-term brand problems at the marketing level when similarly-priced products in a joint venture are competing with one another. Thus, finding new opportunities based on the external market characteristics were becoming increasingly difficult to innovate and implement. SABMiller’s competitive advantage SABMiller’s competitive advantage had been the ability to coordinate resources for acquisitions in order to extend their portfolio of brands across Europe, em erging economies and the United States. This drove considerable success from 2001 until 2009, such as the acquisition of Grolsch, Sarmat Brewery in the Ukraine, and multiple brewery purchases in the Chinese market. As indicated by the company’s cash flow statements, the improvement in total brand portfolios gave it more resources to seek acquisitions as a strategy for long-term growth and opportunity in emerging economies and locally. SABMiller fits the profile of a strategic leader when it comes to seeking opportunity through acquisition and divesting poor performing brands when required through external analysis and business process reengineering.

Divorce Problem Essay Example | Topics and Well Written Essays - 500 words

Divorce Problem - Essay Example It is known that government regulates almost all aspects of intimate relations instead of paying more attention to increasing costs of welfare. (Nocks et al. 1999) The authors think that covenant marriages are able to make relations stronger and "not just harder to get out of it". As far as marriage may be a prison to a woman, covenant marriage guarantees more freedom and leaves woman a way to escape from it. According to authors the covenant marriage is able to provide marginally stronger promises than common marriage. Furthermore, women will be more financially secure, because according to statistics women suffer more from divorce, especially in terms of finance. (Nocks et al. 1999) Actually, a covenant marriage gives couple more choices. The authors' point of view is that covenant marriages are more stable, longer in duration and significantly healthier. What is more important is that covenant marriages protects from being emotionally, verbally and physically abused. It is concluded that this type of marriage promotes more democracy in traditional patterns of family interactions. (Nocks et al. 1999) Despite the provided advantages it is difficult to agree that covenant marriages are better, because nowadays it is not socially accepted.

The most difficult decision I have made and its personal effect Essay Example for Free

The most difficult decision I have made and its personal effect Essay In 2011, I joined Company ABC as a business development manager. A mining company, this experience gave me the opportunity to expand my knowledge and experiences beyond the realm of marketing. I enjoyed my work there greatly and learned a lot about both the mining and energy industries. In 2012, Company ABC transferred me to a sister company that was solely focused on coal mining. I accepted the transfer happily as I believed it would continue to offer opportunities to grow within the industry. Additionally, the vast amount of resources and compensation from the company allowed me to engage in higher-level business with larger corporations. My primary responsibility at this time was to secure strategic partnerships and financial resources as a means of expanding our research and development programs and expanding our coal mining operations. I was also tasked with researching alternative renewable energy sources to more wholly develop the company’s projects. I enjoyed a great deal of success at this time and, more importantly, able to save a great deal of money in preparation for my MBA. Despite the growth the company saw at this time and my own personal gains, I was faced with a very difficult decision. Often my superiors would encourage me to engage in unethical business practices to secure partnerships and contracts that were more lucrative. This included bribery, unethical consideration, or the giving of gifts to persuade clients and associates. While the prospect of personal financial gain was very tempting to me, I knew that if I followed my superiors’ directives I could never be truly proud of my work. Against the advice of co-workers and family alike, I chose not to follow a path that would make me ashamed or guilty about my work. I decided to leave the company shortly after this problem arose choosing instead to follow a path I could be proud of. Shortly after leaving, I joined Company XYZ. While the opportunity for growth within the company and the amount of compensation is much less, I know that the quality and proper nature of the work is much more fulfilling in the end. While I reflect on my time with Company ABC and their sister company, I have fond memories and will be grateful for the opportunity and amount of learning I enjoyed in such a short period. However, that experience also taught me there is no amount of money that can cover up a lack of pride in your work.

Uncertified Teachers in Prince George’s County Schools :: essays papers

Uncertified Teachers in Prince George’s County Schools Prince George’s County has been the largest school district in Maryland for the past more than twenty years. However, as a result of under funding, compared to other Maryland public school districts, Prince George’s County sustains the second highest percentage of uncertified teachers in the state. The lack of certified teachers has left lasting negative effects on the Prince George’s county school system. This problem goes much deeper than Prince George’s County, uncertified teacher are being allowed into the classroom all over the country and have been for the last couple of decades, mainly due to teacher shortages. By definition "a qualified teacher is expected to have a broad background of general education as well as professional preparation."(Teacher) it has never been considered satisfactory for a student to complete on 60% of material taught, why should it be different for teachers? In the early 1980s during a teacher shortage graduates of teacher education programs had lower levels of academic achievement than most college graduates and were still allowed to teach. In 1991-92, 16,000 teachers nationwide were uncertified. Currently, 37 of 39 states employ waivers, which allow failing teachers into classrooms. Past attempts at solutions were Teachers for America, Experimental Certification of Ethnic Colleagues for Elementary Schools, provisional certification, and emergency certification. Teachers for America is a very easy, "six week crash course in teacher survival skills taught primarily by teachers from their troubled placement sites."(Roth, 220) These teachers are said to bring "enthusiasm and intellect" to the classroom. In inner city and urban school systems, where most of the student body is poor and in the greatest need of good teachers, the TFA teachers are installed. While TFA is a good idea and puts teachers in classrooms, some say that the children who are being used as guinea pigs for this experimental teacher training are suffering. However, after receiving praise from some major cities, its training program was approved in 1995 and it "received $2 million from AmeriCorps, President Clinton’s national service initiative."(Mosle, 3) Experimental Certification of Ethnic Colleagues for Elementary Schools (E3) was an effort to "increase the representation of males and people of color on teaching staffs of elementary schools,"(Shade, 261) in response to teacher shortages. This solution was implemented for three years and was very successful. Provisional certification is given to a person who has been certified in another state and has passed the Praxis II, "but who needs one or two courses Maryland requires for teachers.

Analysing Their Implications For Classroom Teachers Education Essay

Learning is the â€Å" procedure that consequences in a comparatively abiding alteration in a individual or individuals † ( Alexander et al, 2009: 186 ) . Harmonizing to Winn, 1990, larning is a dynamic procedure whereby the pupils ‘ cognition and accomplishments are different when compared before to after larning. Since ‘teaching ‘ is the publicity of acquisition, our cognition of acquisition and the corresponding theories in how we learn should inform our instruction ( Muijs, 2007 ) . Understanding how cognition is developed can let instructors to determine the methodological bringing of their capable content to fit the theoretical models underpinning how cognition is enhanced. Attending to the manner pupils learn can be used to foster effectual instruction patterns, leting instructors to better their pattern, and finally enhacne the quality of the scholars ‘ experience ( Macleod & A ; Golby, 2003 ) . A figure of educational research workers, including Vytsgosy 1986, Piaget, 1976, Skinner 1974 ; Bandura 1986 amongst others, offer larning paradigms to explicate how persons learn. For the intents of this assignment the extremes of this larning theory spectrum, which are represented by the Behaviourist and Constructivist theories of acquisition, will be discussed. Inevitably, larning and learning airss a interactive relationship, reenforcing the demand for instructors to learn with an attack that reflects how pupils of course learn ( Muijs, 2007 ) , and later see the deductions of the learning theories on their schoolroom pattern. The behavioristic theory of larning Learning, harmonizing to behaviorists ( Skinner 1974 ; Bandura 1986 ) , is defined as the acquisition of new behavior. The focal point of behaviorism is the conditioning of discernible human behavior and revolves around the chief construct that a reaction is made in response to a specific stimulation ( Prittard, 2009 ) . This reaction leads to a effect. If the effect is pleasant and positive, the behavior alteration becomes strengthened via positive support. With consistent support, the behavior form becomes conditioned and is automatically activated upon stimuli presentation. Physiologically, behavioristic theories propose that acquisition is achieved through support of a peculiar nervous tract, which links the stimulations and response in the encephalon. This perennial activation and support finally strengthens the nervous tracts and connexions between the stimulation and specific responses, ensuing in a faster, smoother execution of certain responses ( Pritchard, 2009 ) . Behaviorists identify this signifier of larning as ‘conditioning ‘ , where with consistent support the behavior form becomes conditioned. Classical conditioning involves the support of a natural physiological reaction or behavior which occur of course as a response to a specific stimulation. In contrast, ‘operant conditioning ‘ involves reenforcing behavior by praising it, or detering unwanted behavior with penalty ( Prittard, 2009 ) . Constructivist advocators, including Vygotsky 1986 and Piaget ( 1970 ; 1976 ) amongst others, began to knock the behaviorist attack, as it was seen excessively teacher centred and directed, nothingness of meaningful acquisition and the instructor procedure was focused excessively much on single instead than collaborative group work. In add-on, the constructivist theoreticians challenged the behaviorist proposed separation between mental processing and cognition, which had to be bridged by the function of a instructor ( Prittard, 2009 ) . The Constructivist Theory The constructivist motion was formed on Piaget ‘s ( 1976 ) and Vygotsky ( 1986 ) work who viewed acquisition as the consequence of mental building, whereby scholars combined their bing cognition with new information, to build significance and formulated their understanding Cholewinski, 2009. The constructivist theory proposes that larning is an active, contextual procedure, a societal activity, centred on building significance and see the scholar as a responsible agent in their cognition acquisition ( Loyens 2007 ; Cholewinski 2009 ) . In constructivist acquisition, persons use world-based experiences in an attempt to do sense of what they perceive and set up their apprehension of their milieus ( Harris, 1994 ) . Since constructivism involves scholars to interact with their immediate acquisition environment, acquisition has been considered to be situation-specific and context-bound activity ( McInerney and McInerney, 2002 ) . Constructivism is an umbrella term to embrace the broad scope of constructivist positions, which can be separated into two subdivisions ; cognitive constructivism ( Piaget, 1976 ) and societal constructivism ( Vygotsky, 1986 ) . Both sub-types believe that cognition is actively constructed by persons ( Birenbaum 2003 ) , nevertheless through the usage of different mediums ; either through a series of internal, rational phases ( cognitive constructivism ) , or by societal interaction ( societal constructivism ) . The legion positions on constructivism within these two sub-types could be basically grouped around a rooted premise about larning. That is, cognition is actively constructed by the scholar ( Birenbaum 2003 ; Harris and Alexander 1998 ) . Jean piagets ‘ ( 2001 ) ‘developmental phase ‘ theory, which represents cognitive constructivism, presents four age-referenced development phases which provide a theory of gradual cognitive development up to the age of 11 old ages old. The phases refer to an expressed age scope and characterize the cognitive abilities necessary at each phase to build significance of one ‘s environment. Social constructivism emphasises the function of linguistic communication in the procedure of rational development. Vygotsky considered duologue, normally with a more knowing other, as a vehicle by which constructs are considered, shared and developed. The duologue, which is based on scholars ‘ pre bing and current cognition ( scheme ) , is so exploited to develop and build new thoughts and understanding. Vygotsky advocates that the procedure of larning involves traveling into and across a zone of proximal development, which is aided by the intercession of another through support. The zone of proximal development is a theoretical infinite of understanding which is merely above the degree of an person ‘s current apprehension. The procedure of giving support to scholars at the appropriate clip and degree of edification to run into the single demands is termed scaffolding. Scaffolding can let the motion from one zone to another and aids in the passing through the zone of pro ximal development. From reexamining the literature, educational research workers which employ these constructivist rules select facets from both strands of this larning theory ( Biggs, 1979 ) , and use constructivist theories as a generalized term. Therefore, for the intent of this assignment, the term constructivism will reflect a coaction of both societal and cognitive strands ; nevertheless specific subdivisions and the deductions of these strands are highlighted where necessary. Critique of larning theories and associated deductions upon schoolroom pattern A reappraisal of the literature suggests that behavioristic acquisition does non offer pupils the opportunity to develop deep significance and apprehension ( Einworth & A ; Collins 2002 ) , but alternatively has a inclination to advance superficial acquisition of accomplishments ( Fosnot, 1996 ) . Making a ‘correct ‘ response and retrieving content does non needfully connote understanding, and accordingly the existent apprehension achieved through behavioral attacks is challenged. Marton et Al, ( 1997 ) conclude that the usage of rote memorization represents a learning attack to a surface degree of apprehension, whilst set uping connexions with current cognition, as encouraged by constructivists, reflects an attack for a deeper degree of understanding. This suggests that academic and capable cognition acquisition, based on the behavioristic theory, may non be academically supported. Furthermore, from a constructivist position, the rule of larning utilizing anterior experience is besides good in advancing a deeper and richer apprehension ( Pressley, Harris & A ; Marks, 1992 ) . Demerici 2009 advises that information which is connected to a scholar ‘s anterior experiences is more likely to be retained, explicating higher keeping rates when a constructivist attack is adopted. ( Demirici and Yavuz, 2009 ) . Research suggests that larning through such constructive mediums, like treatment, engagement and pattern, are academically successful and associated with acquisition additions and cognition keeping ( Demirci & A ; Yavuz, 2009 ) . Dericimi besides reported a important difference in post-test classs and keeping acquisition trials classs, with the constructivist attack being more efficient than the conventional, behavioristic attack. Cumulatively, the research suggests that constructivist attacks lead to a richer and deeper apprehension. It is hence plausible to propose that the quality and deepness of understanding associated to a constructivist learning attack is more likely to transcend that of the behaviorist attack. However, as Entwhistle and Smith ( 2002 ) identify, the association between memorization and surface attack acquisition may be weak. Kember, ( 1996 ) and Watkins and Biggs ( 1996 ) reported that memorization can be used to larn unfamiliar nomenclature, as the first phase to set uping understanding. This construct, where memorization is portion of meaningful acquisition, is defined as memorizing with apprehension ( Marton, Watkins, & A ; Tang, 1997 ; Meyer, 2000 ) and has been conducted by pupils as a successful alteration tool ( Entwistle & A ; Entwistle, 2001 ) . Controversially, Fox ( 2001 ) suggests that the constructivist theory may connote that retrieving is non of import, and that acquisition is entirely centred on understanding constructs. However, neither of these are true, and being able to retrieve cognition is an of import requirement of larning. In add-on, Biggs, ( 1998 ) and Jin and Cortazzi, ( 1998 ) have reported that constructivist learning attacks do n't systematically vouch learning effectiveness. Alternatively, traditional, more behavioristic attacks to larning in big categories has proven to be successful internationally, such as in China. Fox, 2001, argues that constructivism neglects the function of memorization and mechanical acquisition techniques Arguably, due to the variable nature of intending which is uncontrollably constructed by pupils, in some instances, rote larning and memorization may be more utile when learning factual constructs and where lucidity in apprehension is required. Rote acquisition may be used to assist pupils get by better with some facets of work that they find hard. In add-on, Smith ( 2001, 2002 ) affirms that rote acquisition can lend to understanding. However, instructors must see that rote acquisition is non an attack to develop understanding and hence where possible, should be followed by efforts to promote and advance apprehension. For illustration instructors could see prosecuting with the topic content and arousing treatment of the content in an attempt to promote more meaningful apprehension. Group work may play a really of import function in reenforcing capable cognition and worki ng together and join forcesing with equals could be a utile instruction and larning tool. Ultimately, it appears that behavioristic acquisition attacks can be good for peculiar undertakings such as set uping schoolroom behavior ( Prittard, 2009 ) . For illustration, Muijs & A ; Reynolds ( 2003 ) study that standard school and schoolroom modus operandis and outlooks for behavior can be successfully learnt through behavioristic attacks. Therefore, instructors need to see whether the acquisition is academic or behavioral before learning the category. In the instance of behavior direction, a scheme to hush the category, such as elevation of the manus, or numbering down from three could be efficaciously used. In this instance, the stimulation, such as the instructor raising their manus or naming out the figure three, must be to the full explained to the category. In add-on, the stimulations must be to the full seeable and hearable to the pupils, which is possible with a clearly risen manus or an self-asserting voice. The response desired, such as a pupil elevation of the manus and silence, must be to the full understood by pupils. It is of import that the stimulus-response happening is repeated by the instructor and used on a regular basis. The same scheme should be employed every clip the instructor wants to hush the category, set uping consistence of stimulations and behavioral response. This perennial activation strengthens the tracts, affording for a drum sander and faster execution of the response. Students should be made cognizant of the negative and positive effects if they do non react to the stimulation as desired and the effects need to be kept consistent. Therefore, consistence of behaviour direction schemes is important and schoolroom pattern must adhere to the same strategise as the same stimulation is presented for a specific response. Behaviourism relies on support which is employed to condition the behavior, and hence is basically the tool which brings about larning. Therefore wagess and penalties for behavior must play a important function and actively administered within schoolroom pattern. Behaviourism may therefore stimulate and promote more usage of positive support which has been a good recognized effectual schoolroom pattern ( Elliott and Busse, 1991 ) . However instructors must see that honoring kids who are already extremely motivated may non be as effectual, and may really take to a loss of involvement ( Prittard, 2009 ) Rewards and congratulations have been shown to heighten motive, and serve as an effectual behavior direction tool, nevertheless, praising pupils may non come of course to instructors. Behavioristic attacks to larning look to be more favorable to certain persons, and instructors need to see the students concerned and whether this attack to larning suits their acquisition manners, demands and ability. For illustration, Prittard ( 2009 ) studies that behavioristic methods are more advantageous for those students who display dying inclinations and low motive. In contrast, those of higher academic ability perceive simplistic drill and pattern unsatisfying and dull ( Prittard 2009 ) . In add-on, some pupils demand understanding, yet adhering to behavioristic acquisition attacks does non suit this demand. In other state of affairss, the constructs of larning without understanding can fuel defeat, lead to misconceptions and bring forth a hard acquisition environment ( Prittard 2009 ) Another of import consideration is that behaviorist attacks do n't take history of mental cognitive processing involved in larning. In contrast, constructivism accents that the scholars must develop their apprehension for themselves and constructivist research workers ‘ advocator that mental activity is the lifeblood of acquisition and the extent of what is learnt ( Jonassen & A ; Rohrer-Murphy, 1999 ) . However, the constructivist theory may connote that all single differences in larning come down to the effects of each scholar ‘s history of acquisition ( Loyens, 2008 ) . Furthermore, although we do larn by geting cognition from our environments through interacting with the external universe, Fox high spots that the environment besides acts upon scholars. That is, we act and respond, and acquisition can be achieved from both experiences. However, constructivism appears to neglect to admit adaptative natural responses as reactive signifiers of acquisition ( Fox, 2001 ) and the function of endowment in cognitive development. Furthermore, Fox ( 2001 ) and Bredo, ( 2000 ) argue that constructivism discounts the function of innate, motivational and familial factors in cognition building, which have been proven to play a function in cognitive development and acquisition ( Carey & A ; Spelke, 1994 ) . Teachers hence can non presume that the merchandises of larning are entirely the instructors ‘ attempt and thought ; alternatively acquisition is externally and internally influenced. Importantly, instructors need to supply activities which engage and challenge scholars. This demands a board array of work which is differentiated to the scholars ‘ intellect.. Teachers need to offer range of activities where the accustomed attempt and activity falls on the scholars ‘ duty. Differentiation is a critical deduction in the schoolroom to guarantee that all students have to use mental attempt and take an active function in their ain acquisition. Such chances would afford scholar battle and optimize the possibility of effectual enduring larning taking topographic point ( Prittard, 2009 ) . Personalisation is besides important to guarantee all scholars, despite familial and innate differences which may impact their acquisition are accounted for. If a student is set undertakin gs which do non necessitate idea or challenge, larning constructively will neglect. Piaget ‘s phase developmental theory offers counsel covering the degree of complexness that may be expected in a kid ‘s thought procedures at approximative phases in their development. Jean piagets Theory may steer a instructor ‘s distinction as to the ability of students, and the needed staging and support in order to ease the motion between zones of cognitive development. Whilst Piaget ‘s developmental phase theory influences chiefly primary school instruction patterns, given the ages this theory is related to, the grasp and consciousness that cognitive ability develops with age is of import to see when learning all ages. The exactitude of the Piaget ( 2001 ) phase of development has been criticised since in it ill-defined and assumptive to presume kids will go through through the phases at specific ages, nevertheless, as a developmental procedure ; this theory is utile in learning patterns Another deduction for instructors is the oppugning they employ within the schoolroom. To let students to build their ain cognition and apprehension, inquiries need to be higher order, in conformity with Blooms Taxonomy, to include bid words such as ‘evaluate ‘ and synthesise ‘ . Furthermore, inquiries need to be open-ended and let students to develop their personal apprehension though replying the inquiries, instead than simple closed inquiries, where the replies are already pre-determined. Students need to be given the chance to bit by bit larn procedures and build their ain replies. Teachers can advance this utilizing inquiries which encourage pupils to bit by bit build their apprehension, such as evaluate, synthesise and analytical inquiries. Another premise refers to an epistemic premise that pupils actively seek resources and experiences, which are anchored by their preexistent cognition. In add-on, it is assumed that scholars utilise the construed informations to actively build their cognition ( Renkl, 1999 ) . Therefore, this attack to larning relies on pupils meeting experiences and using these experiences to their preexistent cognition to develop their apprehension. However, such experiences and world-based interactions may non be executable or available to pupils due to their lifestyle fortunes. Consequently, instructors need to be cognizant that understanding and significance is limited to the single experiences of the pupils. In conformity with this premise, the constructivist theory can explicate why students ‘ constructs and intending do vary between each other ( Taber, 2000 ) . In add-on, if the building of cognition is the activity of the scholar, so the scholar can merely understand what they have cons tructed ( Duffy & A ; Cunningham ) . Therefore, constructivism may be seen as subjective and comparative ( Duffy and Cunningham, 1996 ) . This may take to taging standards disagreements, confusion and incompatibility, and pupil misconceptions, which do non fit world. In add-on, Duffy and Cunningham propose that if the buildings and significances are different amongst pupils, the small shared apprehension may dispute the easiness of communicating between scholars and the category. This may endanger the effectivity of category treatments and societal interactions as a tool to heighten acquisition. Similarly, as building is activity on portion of the scholar ( Bruner 1966, 1971 ) , what is constructed can non be controlled by the instructor. Alternatively the scholar has autonomy and self-regulates what apprehension is established. Therefore the pupils constructed understanding may non parallel with other pupils, with world or with the instructors building and apprehension. Consequently, instructors must non presume that the building and apprehension of a construct is cosmopolitan between all pupils. Alternatively instructors must actively entree and see the alternate perceptual experiences and apprehension of the scholars, therefore why a transmittal learning attack is bootless. On the other manus, instructors come into the schoolroom with their ain building and constructs of capable content, and harmonizing to Patrick ( 1988 ) , are non ‘neutral ‘ . Therefore, a instructor ‘s apprehension can color the pupils understanding, and together, Patrick ( 1998 ) and Marton and Booth ( 1997 ) suggested that some instructors ‘moulded ‘ the pupils ‘ building of a construct to aline with their construct reading. Einsworth and Collins ( 2002 ) conclude that the signifier of understanding impressed onto pupils is mostly dependent on the instructor ‘s personal reading of the topic content. Therefore, although the constructivist theory assumes that the building of apprehension is the merchandise of the scholar ‘s reading entirely, the constructivist theory does non account for the interplay between instructors ‘ and scholars ‘ comprehension. To suit these pre-requisites of acquisition, the person ‘s cognition needs to be continually assessed. As a regular schoolroom pattern, formative appraisal could be used as a regular attack to measure bing and new apprehension, before traveling to the following lesson. Formative appraisal is a regular, informal manner of appraisal, leting instructors to supervise pupils ‘ advancement, gain an grasp of what has been learnt and accommodate their instruction patterns to optimize farther acquisition ( Black and Wiliam, 1998 ) . Consequently, given that acquisition is an active and germinating procedures, formative appraisal can be used by instructors to measure, proctor, challenge ill-defined positions and adapt schoolroom patterns to suit the constructivist rules of larning. Therefore, it is sensible to believe that constructivist attacks to larning favor the usage of formative appraisal and may motivate its usage in the schoolrooms, which Atkin et Al, ( 2001 ) studies as be ing really valuable. Since formative appraisal entirely is associated with acquisition additions, ( Black and Wiliam 1998 ) , larning is positively influenced indirectly via following learning schemes which are aligned to larning constructively. Formative appraisal may be undertaken through inquiring, instructor and pupil treatment, equal and self appraisal and interaction with equals. Formative appraisal will besides place students ‘ single acquisition demands, back uping instructors conduct in distinction to guarantee students are traveling frontward, across their ZPD and optimize acquisition additions. However, with behaviorism, the chances for feedback are confined to merely whether the response desired is right or non. There is small range for acquisition, or how to better in order to run into the desired response. Therefore, under behaviorist attacks, feedback can non be used for larning intents, therefore chances for appraisal for acquisition, which have shown to heighten acquisition, may non be fruitful. Consequently, limited feedback combined with the nonsubjective results of behaviorist attacks mean that single pupil demands are non needfully portion of the expression when sing learning schemes and capable content. The demand to see single demands is undeniable, hence such restraints of feedback extent presents a battalion of jobs to the instruction and acquisition of pupils. Importantly, to assist progressive acquisition and avoid developing misconceptions, instructors need to supply a clear focal point and ends, with expressed larning aims, which are rooted within students ‘ bing cognition. The clear aims allow pupils to build their thoughts utilizing current cognition and understand the overarching way and patterned advance of their acquisition. Triping anterior cognition is of import to arouse pre-knowledge, leting instructors to decode the conceptual model they are runing within. Teachers need to foreground the links between pupils ‘ bing cognition and the new capable cognition, to assist the scholar signifier Bridgess and ease their mental building and cognitive procedures ( REF ) . By organizing these links, pupils can trip and remember their preexistent cognition, and utilize this foundation to construct and incorporate new constructs. Teachers should promote pupils to associate new cognition to current cognition and external experiences, leting the new capable content to go embedded within the bing cognition constructions, lending to or amending to the pupils schema. Since larning constructively is based on the add-on of new content to current cognition, the scholar must hold sufficient degrees of understanding before new content can be used to build more complex significance and advancement. Teachers and pedagogues need to see that new content can non be built up until the foundations, such as current cognition, is secured. When building new constructs and developing understanding, reexamining and reflecting on what has already been learnt besides helps to set up and unafraid pupils ‘ old cognition. In add-on, by inquiring what pupils understand before shiping on a new construct would assist pupils organize links between new and old cognition ( Fulton ) . This reviewing could be done as a starting motor, but besides plays a function at the terminal of the lesson, organizing a plenary. Teachers should see, incorporate and program for good managed plenary to consolidate cognition. Time to reflect upon what has been undertaken, the procedures and the content gives the chance for internalization and for a deeper degree of understanding to be developed. Similarly, larning is most effectual when scholars become engaged, which means that instructors need to follow an active attack to acquisition and affect prosecuting undertakings to advance acquisition in the schoolroom. Learning utilizing reliable undertakings, which allow students to associate to their ain experience inside and outside the schoolroom ( Selinger, 2001 ) increases the chance of battle with the undertaking and supports findings that larning in a familiar context is most effectual. Authentic undertakings are likely to keep the attending and involvement of kids, and lead to a deeper degree of battle than with non-authentic or less reliable undertakings ( Fulton ) . Favorably, the constructivist rules match those basicss associated with effectual contextual acquisition. Evidence suggests that larning occurs in ‘real-life ‘ contexts and acquisition is really linked to a context, as deduced by Macleod and Goldby 2003. Children working with new thoughts in a familiar content are more likely to prosecute with the thoughts, than if the same thoughts were present in an foreigner context. Therefore instructors should endeavor to include more reliable undertakings and put acquisition constructs which are aligned with pupils ‘ familiar contexts. If a acquisition activity falls beyond the cultural apprehension of the acquisition, so larning is likely to be less successful than if it had been situated in a more familiar scene. .Meaningful contexts for larning are really of import ; nevertheless, what is meaningful for a instructor is non needfully meaningful for the pupil. The association between the construct of larning being situated and the demand for reliable acquisition undertakings is grounds ( McFarlane, 1997 ) . However, the recommended attack to state of affairs larning in meaningful contexts ( e.g. Lave & A ; Wenger, 1991 ) has been argued against. Walkerdine, 1988, for illustration argued that if school acquisition became located entirely within the lived universe of day-to-day experiences, the chances for abstract logical thinking and brooding activity, which are all components of constructivism, would go limited and sacrificed, whilst restricting pupils to their local environment. This active position of constructive acquisition ( Phillips, 1995 ) is frequently contrasted with behavioristic stimulus-response relationship, which has been defined as a inactive position in acquisition. However, reading and listening are included within this constructive attack to instruction, which could be argued to be more inactive attacks. Whilst this suggests that all knowledge is active, to speaking and composing, listening and reading are comparatively inactive. Traditionalists do non deny the importance of duologue, and this may be utilised in oppugning and replying, it is more that behaviourists topographic point greater accent on cognition and on the instructor as being knowing, instead than scholars and their existing cognition ( Fox ) . A balance is needed between accent on the instructors and scholars, since excessively much accent on either portion can take to prescriptions for learning which may disregard the pupils ‘ demands or disregard the instructors as a important resource of cognition. An active acquisition attack can be achieved by promoting pupils to research constructs and thoughts, and to follow their inherent aptitudes ( Wray and Lewis, 1997 ) . Given that geographic expedition can advance consecutive development of thoughts, it is likely to help in the building of new cognition ; the roots to constructivism. Classroom pattern could be based on a discovery-based attack Huitt, 2004 ; , where pupils can happen replies out for themselves, reply their ain inquiries through experimenting with new thoughts and discourse their beliefs and believing forms with their equals. Importantly, prosecuting with each other reflects societal interactions, which can be a vehicle to develop understanding utilizing societal interaction. Unlike behaviorist attacks where the instructor is the primary resources of cognition and is influenced by their involvements and position ; knowledge building offers the chance of larning to go dynamic and varied, opposed to being inactive and prescribed ( Sudizna, 1997 ) . The usage of resources promotes more synergistic acquisition and involvement, which are both shown to positively act upon acquisition. Behaviorist attacks have been criticised for non turn toing this dynamic nature of larning as its theory assumes a inactive and standardized position of cognition acquisition. Supported by Winn 1990, pupil cognition is dynamic and alterations, that is knowledge and accomplishments are different before larning to after direction, and behaviorism does non take this into history. In add-on, behaviorism theory does non appreciate that pupils come into schoolrooms with anterior cognition. Conversely, the constructivist theory acknowledges that pre-existing cognition is needed of larning and that pupils enter schoolrooms with pre-conceptions, cognition and beliefs which they deploy in building new apprehension. ( Jones, Carter, & A ; Rua, 1999 ) As already discussed, scaffolding is important for the scholar to go through through their zone of proximal development, and can be undertaken by the instructor. Scaffolding can be practiced in the schoolroom in many ways, and instructors need to appreciate that this is cardinal to the educational patterned advance of pupils and how this may be achieved. Support stuffs need to be widely available, such as a authorship frame to back up a peculiar manner of prose, or a list of words to assist in the procedure of finishing an exercising, designed to help understanding The proviso of practical setup, particularly in scientific discipline, may assist to explicate the solution to a job and is an piquant attack. Students can grounds world and attach a sense of position and world to their acquisition. Given the explorative nature of constructivism, schoolroom pattern demands to be supportive and bring forth an environment where the pupil feels safe to inquire for aid and comfy in nearing the instructor. The instructor must be cognizant of the different supportive demands of the category, and meet these through distinction and leting clip for category treatment, misconceptions and any deficiency of understanding. To assist the instructor identify those who need more support than others, formative appraisal can be incorporated to foreground the pupils ‘ single demands that need to be addressed. Ultimately, this will let undertakings to be designed and geared towards the person ‘s learning ability. Unlike, behaviorism theories, constructivist theory histories for the function of societal acquisition and potency of interaction and recognises the importance of societal interaction ( Phillips, 1995 ) . Integrating societal interaction chances, utilizing linguistic communication as a medium to build thoughts in groups of changing sizes, both with and without the instructor are encouraged and popular in schoolroom pattern today ( Jones and Brader-anjerie, 2002 ) . Dialouge is proposed to constitue a important constituent of the constructivism paradigm ( Greeno et al. 1996 ; Steffe and Gale 1995 ; Loyens, 2008 ) . Discussion is cardinal and can be used through augmenting, debating, discoursing constructs, teacher oppugning and students ‘ presenting. Teachers should promote pupils to work collaboratively, in braces or little groups, and let them to assist each other and build their ain significance in their ain words of a construct. Dialogue with others allows extra and alternate positions to be taken into history when developing personal decisions. Different cognition, points of position and apprehension can be given and considered before traveling on. Teachers should listen to pupils, and utilize their words for explicating constructs and pull on other sentiments of category members. Becoming a constructivist instructor may show a ambitious transmutation. Principally, behavioristic instruction methods appear to be organised and nonsubjective, whilst constructivists learning attacks may look to be unstructured and subjective. Eggen and Kauchek ( 1994 ) reinforced that despite it may look constructivist learning demands less from the instructors due to the discursive and steering function they fulfil, as opposed to a talking ‘dispenser ‘ , the instructor ‘s function really becomes even more important in student-centred acquisition. The instructor ‘s function is n't emphasised on talking content, but more of a usher to advance students to follow constructive, cognitive schemes and to prosecute students larning. Teachers need to pass on content in a constructive attack and promote geographic expedition and battle within students, but besides anticipate and manage a wide arrange of pupil responses, misinterpretations and troubles with new capab le cognition Unfortunately the bulk of instructors have non been trained or had much experience utilizing this manner of instruction, but instead have been prepared to learn in the traditional, objectivist mode ( Brooks & A ; Brooks, 1993 ) . Therefore instructors need to appreciate the troubles they may confront in defying the more natural and erudite conventional attacks to instruction, and promote a more student-directed and discovery bringing manner within the schoolroom. In add-on, the greater experiences they can derive in constructive acquisition environments, and the opportunity to witness the benefits of using constructive schemes, such as larning success, may advance and ease the passages to more constructive schoolroom pattern. Decision Constructivism appears to be the most favoured ( Mayer, 1992 ; Sudzina, 1997 ) and trusty, acknowledged text edition history of modern acquisition ( Fosnot, 1996 ; Woolfolk, 1995 ) . However, as discussed, constructivism larning theory does hold its defects and it is of import to admit Fox, 2001 and Phillips 1995 unfavorable judgment. However, each constructivist discrepancy offers and holds different premises and rules, and hence the generalizations which are made by Fox and Phillips may be oversimplified and lose their significance. Such unfavorable judgments are non a just representative, which compromises their cogency and position ( Liu and Matthews 2005 ) . Fardanesh, 2002 suggests that there is a preferment in using different acquisition and instruction attacks. That is, where behavioral attacks can be used for the simple, early lower ability scholars and constructivist attacks for progress scholars and experts. In add-on, some schoolroom pattern may underpin a mix of both larning theories, for illustration, mutual instruction ( e.g. , Palinscar & A ; Brown, 1984 ) is frequently cited as a constructivist learning scheme, yet it is really much instructor led, which adopts a more behavioristic attack. Similarly, group problem-based acquisition intercessions ( Savery & A ; Duffy, 1995 ) might concentrate on the single accomplishment of prescribed larning results, instead than on any kind of form of corporate engagement. Renkl and Atkinson 2007 in a recent article argues that constructivist acquisition should non be perceived to be acutely conflicting with that of traditional or inactive acquisition. Renkl ‘s research amongst others ( Baeten et al. 2008 ; Berthold et Al. 2007 ; ) have offered grounds to demo that meaningful acquisition in ‘traditional ‘ acquisition environments is besides a constructive act. The constructivist theory evolved to integrate mental procedures within larning and incorporate the mental procedures with the external universe ; that is where interactions with the societal universe and cognitive processing were embedded. However, Liu and Matthews argue, that what the constructivist theory sets out to accomplish, has non really been met, and alternatively constructivists continue to concentrate on the relationship between head and organic structure, stand foring a separation between mental procedure and the external universe. Saint matthews and Lieu continue to recommend that constructivists and behaviorists despite their seeming dissension, are likewise rooted in a dualist doctrine and a subsequent segregation of the human head and external universe. Liu and Matthews continue to province that dualism is the paradigmatic model back uping constructivist theories, and that constructivism and behaviorism operate within the same paradigm. Another idea to see therefore is that although there has been a move from behaviorism to constructivism, both operate within a paradigm of dualism, and could be argued to be based on the similar models. However, as Mathews and Lui ( 2005 ) high spot, it is of import to appreciate that uniting the overplus of constructivist discrepancies is questionable, and generalizations made may hold less significance and loss of significance. A Alexander, P. A. , Schallert, D. L. , & A ; Reynolds, R. E. ( 2009 ) What is larning anyhow? A topographical position considered. Educational Psychologist 44: 176-192 Atkin, J. M. , Black, P. & A ; Coffey, J. E. explosive detection systems. ( 2001 ) Classroom appraisal and the national scientific discipline instruction criterions. Washington, DC: National Academies Press Bacillus Bandura, A. ( 1986 ) . Social foundations of idea and action: A societal cognitive theory. Englewood Cliffs, NJ: Prentice-Hall. Black, P. & A ; Wiliam, D. 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Wealth of the Nation and the First Industrial Revolution

Wealth has had many factors that contribute to the meaning given by the Merriam-Webster Dictionary (2009), which defines wealth as â€Å"abundance of material possessions or resources.†In the early part of the United States, depending on the location in the continent, wealth was determined by different factors, especially after the Industrial Revolution.   In the South, with slavery abounding, wealth was not just about the land owned, or the crops sold, but it included the number of slaves that the plantation owner had on the plantation.In the North, the industrial revolution and technology grew and wealth was based on the type of product, number manufactured, monopoly of the industry, and innovation and development of new machines (A Coming Industrial Change, 6; Johnson, 35; Mr. Lloyd’s Book on Trusts, 23; Smith, 256; Topic of the Times, 6; The New Orleans Exposition, 4; The World’s Exposition, 3).Just like wealth, the industrial revolution took on many aspect s and was defined in many different ways depending on the location in the world.   While Britain and Western Europe really started the industrial revolution, the United States quickly took over as the leading innovator and wealthiest nation.However, it was not long before Japan and China were imitating the industrialized countries, and trying to gain in the revolution and wealth that was to be had by all.   The belief was that the Japanese could â€Å"copy ‘any pattern or design more accurately and skillfully than any other artisan in the world’† (What the Country Has Achieved During the Last Forty Years, 29).In the United States, the wealth and industrial revolution were separated in terms of North and South.   The North brought in machines and new technologies to help them use the products of the South.   Factories were created and manufacturing of goods began and refined in the following years.The export to other countries increased as did the wealth a nd educational facilities of the north and mid-west.   With the factories at optimum efficiency of the time, and more settlers moving west, the next logical step in the north was the creation of railroads (A Coming Industrial Change, 6; Johnson; Pioneer Railroad Men, 2; Topic of the Times, 6).

4 Tips for Finding Online Sources You Can Trust - Proofed

4 Tips for Finding Online Sources You Can Trust - Proofed 4 Tips for Finding Online Sources You Can Trust Online sources can be vital when researching a college paper. But the internet is also a massive repository of lies and nonsense. And that means that you need to be careful when citing a website in your written work. So, then, how can you find online sources you can truly trust? 1. Check the Credentials Look at who wrote and published the page you’ve found. Ideally, it will have a named author who you can google to find their qualifications and past publications. If you cannot find any information, look elsewhere. Likewise, online sources published by well-known organizations are usually more trustworthy. For example, an article about urban myths posted on the Scientific American website will be more trustworthy than a post by Mad Bob the Bigfoot Hunter taken from www.crypto-news.bz. With evidence like this, why wouldnt you believe Mad Bob?(Photo: RyanMcGuire) 2. Writing Quality A reliable source should be well written and error free, so look out for spelling or grammar mistakes on websites you want to cite. If nothing else, a lack of proofreading may suggest the author has been similarly careless when it comes to fact checking! Similarly, the tone of a website can tell you a lot. It is typically a good sign if the language is formal and academic. If it is informal or full of slang terms, however, you might want to look elsewhere. 3. Crosscheck Sources If you find new information online but aren’t sure you trust the website, check whether it cites any sources. This could be a reference list, but it could also be links to other sites that provide extra information or data to back up the point being made. It is also a good idea to crosscheck sources against one another. If you find a useful statistic on one website, for instance, look to see if it is used on other reliable sites. This is especially important when a page was published years previously, since the information may not be up to date. 4. Don’t Cite Wikipedia We have nothing personal against Wikipedia. In fact, it is a fantastic free source of information on a huge array of topics for day-to-day life. The problem is that is isn’t always entirely factual. Even Wikipedia admits that Wikipedia is not a reliable source. Anyone can edit a Wikipedia page, after all. And that is a bit like anyone being able to come along and rewrite the books in your college library, which we imagine would cause problems. But while it is not an academic source, Wikipedia can be helpful. If you find some interesting facts in an article, check the citations at the bottom of the page. These should point to more reliable sources, such as books or journal articles. You can then find these and use the original sources instead.

10 Facts About Ribonucleic Acid (RNA)

10 Facts About Ribonucleic Acid (RNA) RNA or ribonucleic acid is used to translate instructions from DNA to make proteins in your body. Here are 10 interesting and fun facts about RNA. Each RNA nucleotide consists of a nitrogenous base, a ribose sugar, and a phosphate.Each RNA molecule typically is a single strand, consisting of a relatively short chain of nucleotides. RNA can be shaped like a single helix, a straight molecule, or may be bet or twisted upon itself. DNA, in comparison, is double-stranded and consists of a very long chain of nucleotides.In RNA, the base adenine binds to uracil. In DNA, adenine binds to thymine. RNA does not contain thymine - a uracil is an unmethylated form of thymine capable of absorbing light. Guanine binds to cytosine in both DNA and RNA.There are several types of RNA, including transfer RNA (tRNA), messenger RNA (mRNA), and ribosomal RNA (rRNA). RNA performs many functions in an organism, such as coding, decoding, regulating, and expressing genes.About 5% of the weight of a human cell is RNA. Only about 1% of a cell consists of DNA.RNA is found in both the nucleus and cytoplasm of humans cells. DNA is only found in the cell nucl eus. RNA is the genetic material for some organisms which dont have DNA. Some viruses contain DNA; many only contain RNA.RNA is used in some cancer gene therapies to reduce the expression of cancer-causing genes.RNA technology is used to suppress the expression of fruit ripening genes so that fruits can remain on the vine longer, extending their season and availability for marketing.Friedrich Miescher discovered nucleic acids (nuclein) in 1868. After that time, scientists realized there were different types of nucleic acids and different types of RNA, so there is no single person or date for the discovery of RNA. In 1939, researchers determined RNA is responsible for protein synthesis. In 1959, Severo Ochoa won the Nobel Prize in Medicine for discovering how RNA is synthesized.

Did Women Enjoy a Higher Status in Early or Late Medieval Societies Essay

Did Women Enjoy a Higher Status in Early or Late Medieval Societies - Essay Example It is important to note from the onset that the family structure in the early Middle Ages was highly patriarchal in nature in that as much as women had rights; the rights of their male counterparts superseded theirs. Bennett (2000, p.142) while quoting the great feminist historian Eileen Power states that the overall status of women during the medieval periods was one characterized with serious problems rife with a culture of misogyny. This assumes female inferiority and a social structure that invests considerable power on the life of men over that of women (Power and Postan 2012, p.22). For example in some societies like Germany and the Roman empire during the medieval times women were of little significance and were seen as objects especially in marriage and family settings. Even in marriage, the man was seen as the head of the union that authoritatively shows that the freedom of the woman both in early and late medieval period was greatly curtailed. Although the women were consid ered inferior during the Middle Ages, some possessed extraordinary power and ability to perform some of the duties and privileges reserved for men. Some of the important and revered women of the middle ages include Hildegard of Bingen, Christine de Pizan and Eleanor of Aquitaine amongst others who were very successful in one aspect of the society or the other. While there is a common belief that women possessed no rights in the Middle Ages, there are situations that show that some societies treated women well especially with the introduction of chivalry that instilled respect for women. Women’s Inheritance during the Medieval Ages Women could not administrate directly their patrimony and laws on hereditary could not favour them whatsoever due to the fact that it was assumed that the women belonged to their parents while they were nubile and to their husbands while in matrimony. Also, the women in medieval period could not divorce their husbands and were not allowed to own any property unless they were widows or inherit property from their parents if they had male siblings. As much as inheritance was greatly controlled by men in the medieval society, some women could make decisions as to the inheritance of property. Most women with vast resources chose to give their property to charities while others sponsored projects such as the construction of roads and bridges that was deemed as missionary in nature. In historical discussions, a woman by the name Frideborg a rich widow who decreed that her daughter should distribute her inheritance to the poor upon her death while in the pagan Germanic society and the Old Icelandic societies, widows had more control over their own finances other women (Wicker 2012, p. 262). The fact that women were buried with their earthly belongings combined with competitive displays of wealth and abundance the women in medieval society lived in. According to Herlihy (1975, pp.1-22), the more the hopes of the woman surviving improv ed and her number of relatives improved the more her social position deteriorated. Therefore, in the early medieval property systems, women had a control over their inheritance and a role in controlling their assets. They however lost this control as the wealth trickled down generations where the control of the inheritance withered (Herlihy 1985, pp.11-13). For those women who wielded wealth and status in the medieval ages, their most important