The Learning Years of Medieval Childhood

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).

Calculate Sales Tax - Questions and Answers

Calculate Sales Tax - Questions and Answers One of the most common types of percent problems youll encounter in daily life is calculating sales tax. Its not hard to do. Heres an example of how a student worked through percent and sales tax problems and tips on how you can learn to master the technique, too. Student With Sales Tax Problems I was tutoring Jason (not his real name), to prepare him for Algebra. He attended tutoring on the Internet with the help of his high-speed internet connection, web camera, computer, and graphing calculator. Thankfully, all of the technology was functioning properly and we were on our way to higher grades.  Today, I began, we are going to review percents and sales tax.Ok, Ms. Jennifer, I got this. I know all about sales tax. Jason confidently announced as he pulled out a pen.Oh no, Jason. Where is your pencil?Pencil? Jason was puzzled about a ten cent pencil, yet he sat in a maze of hundreds of dollars of gadgets.Yes, Jason, a pencil. You know that we do not do math in pen.Yes maam.  Jason hunted down a pencil and sharpened it with a butter knife. A hand sanitizer gel spill had ruined his pencil sharpener but rendered it 99.9% germ-free. Calculating Sales Tax After Jason put away his primitive sharpening tool, we talked about a printer that he was planning to buy. At $125, the printer was a bargain, but I emphasized that he needed to know the true amount to stay within his budget. If the sales tax rate was 8%, then how much would he pay in sales tax for the printer? What do you know?The sales tax rate is 8% or 8 percent. Realize that 8 percent means 8 per 100.8% 8/100The printer cost $125.00With percents, think part/whole.8 (part)/100 whole x (the part, or the sales tax amount is unknown) /125 (the whole)8/100 x/125Cross multiply. Hint: Write these fractions vertically to get the full understanding of cross multiplying. To cross multiply, take the first fractions numerator and multiply it by the second fractions denominator. Then take the second fractions numerator and multiply it by the first fractions denominator.8 * 125 x * 1001000 100xDivide both sides of the equation by 100 to solve for x.1000/100 100x/10010 xVerify the answer.Does 8/100 10/1258/100 .0810/125 .08 So, he would spend $135 ($125 $10) on a $125 printer. Note: Add $125 and $8 to get the total amount. Remember, the sales tax is 8% of the price, not $8. Answers and Explanations Original Worksheet Sales Tax Percent Example Calculations 1. Laptop Bag Price: $18Sales tax rate: 9%Sales tax amount:$1.62Final cost: $19.62 What do you know?9/100 x/18 Cross Multiply and Solve.9 * 18 x * 100162 100x162/100 100x/100$1.62 xVerify the Answer. Does 9/100 1.62/18?9/100 .091.62/18 .09$1.62 $18 $19.622. Anti-Virus SoftwarePrice: $50Sales tax rate:   8.25%Sales tax amount: $4.125Final cost: $54.13 What do you know?8.25/100 x/50 Cross Multiply and Solve.8.25 * 50   x * 100412.50 100x412.50/100 100x/100$4.125 xVerify the Answer. Does 8.25/100 4.125/50?8.25/100 .08254.125/50 .0825$4.125 $50  Ã¢â€°Ë† $54.13 3. USB DrivePrice: $12.50Sales tax rate: 8.5%   Sales tax amount: $1.0625Final cost: $13.56 What do you know?8.5/100 x/12.50 Cross Multiply and Solve.8.5 * 12.50   x * 100106.25 100x106.25/100 100x/100$1.0625 xVerify the Answer. Does 8.5/100 1.0625/12.50?8.5/100 .0851.0625/12.50 .085$12.50 $1.0625 ≈ $13.56 4. Graphing CalculatorPrice: $95Sales tax rate:   6%Sales tax amount: $5.70Final cost: $100.70 What do you know?6/100 x/95 Cross Multiply and Solve.6 * 95   x * 100570 100x570/100 100x/100$5.70 xVerify the Answer. Does 6/100 5.70/95?6/100 .065.70/95 .06$95 $5.70 100.70 5. MP3 Player Price $76Sales tax rate:   10%Sales tax amount: $7.60Final cost: $83.60 What do you know?10/100 x/76 Cross Multiply and Solve.10 * 76   x * 100760 100x760/100 100x/100$7.60 xVerify the Answer. Does 10/100 7.60/76?10/100 .107.60/76 .10$76 $7.60 $83.60 6. Laptop ComputerPrice: $640Sales tax rate:   8.5%Sales tax amount: $54.40Final cost: $694.40 What do you know?8.5/100 x/640 Cross Multiply and Solve.8.5 * 640   x * 1005440 100x5440/100 100x/100$54.40 xVerify the Answer. Does 8.5/100 54.40/640?8.5/100 .08554.40/640 .085$640 $54.40 $694.40

Discussion Coursework Example | Topics and Well Written Essays - 250 words - 37

Discussion - Coursework Example For the cost minimization situation of the firm is to choose a combination of input resources suitable for the desired output production that has the least cost. A production c minimizing input equation is a point on the isoquant for the given production function that is on the lowest point of the isocost line. The cost is minimal when the input combination is optimal. In the case of McDonalds, the choice of taking up automation is related to the increase in wages. An increase in wages results to an increase in the cost of production. For McDonalds to have the minimal input combination it is advisable to adopt automation, which will reduce the input cost, since the automation will be more accurate in taking orders and there is no fatigue so the service is executed evenly throughout the day. In addition, costs attributed to labor such as holiday leave or medical insurance will be removed. Therefore, an increase in wages will increase the output production cost, for MacDonalds to operate at the minimal cost it will take the lowest optimal point on the isocost and isoquant curve. This suggests that it must adopt automation to reduce the production cost to the

America Is Not Over Thesis Example | Topics and Well Written Essays - 2000 words

America Is Not Over - Thesis Example In spite of the apparent benefits of the globalized world, some critics reject opportunities and strengths of globalization. Thesis The viewpoint that "America Is Over' is invented by American enemies and direct global competitors interested in fast decline and breakdown of the super nation; America is not over as it has excellent human capital, strong political and economic system able to resist global economic crisis and inside threats. America is not over as it is follows unique national and international policies which help it to remain profitable and support its citizens, both economically and politically. Positive effects of current economic situation include free trade and integrated economic relations, low barriers to trade and cultural communication, political unity and easy travel, technology transfer and labor turnover. Governments take measures to make their economies more or less attractive to global investors. In addition, nation-states have retained control over education, infrastructure, and, most importantly, population movements. Indeed, immigration control, together with population registration and monitoring, has often been cited as the most notable exception to the general trend towards global integration. Although only 2% of the world's population live outside their country of origin, immigration control has become a central issue in most advanced nations. "It can respect its friends and probe i ts enemies before it tries to shock and awe them. It can rediscover the commonwealth beyond the frenzied individualism that took down Wall Street" (Cohen 2009). Some critics suppose that the events of September 11, 2001 ruined the national identity and self-identification. The series of drastic national security measures that were implemented worldwide as a response to the terrorist attacks of 9/11 reflect political dynamics that run counter to the hyperglobalizers' predictions of a borderless world. Some civil rights advocates even fear that the enormous resurgence of patriotism around the world might enable states to re-impose restrictions on the freedom of movement and assembly. At the same time, the activities of global terrorist networks have revealed the inadequacy of conventional national security structures based on the modern nation-state system, thus forcing national governments to engage in new forms of international cooperation. "Confronted with an act of war on American soil, our old assumptions about conflict between nation-states fell away. Civilization itself, and the international system, had come under attack by a ruthless and radical Islamist enemy" ("The Meaning of 9/11" 2007). In America, economic forms of interdependence are set into motion by political decisions, but these decisions are nonetheless made in particular economic contexts. The economic and political aspects of globalization are profoundly interconnected. There is no question that recent economic developments such as trade liberalization and deregulation have significantly constrained the set of political options open to states, particularly in the

Limitations in Reliability of Interest Rate Sensitivity Gap Case Study - 1

Limitations in Reliability of Interest Rate Sensitivity Gap - Case Study Example The researcher states that the use of the interest rate gap in measuring the interest rate risk has various limitations. When there is high volatility in the interest rate in the market the use of gap method does not yield desired results. In the duration gap approach, it is difficult to match the duration of assets with the liabilities. Besides, this analysis is useful only when there are small and identical changes in the short term and long term rates of interest. The grouping of assets and liabilities based on duration is difficult in the case of prepayments by the clients or default. When there is a fall in the interest rates the prepayment increases that make the bank â€Å"asset sensitive†. If the interest rates are anticipated to increase by 1 percent then to reduce the impact on earnings the corporation must keep a Positive Gap. This means that the rate sensitive assets should be more than the rate sensitive liabilities. If this is positive then the increase in intere st rates increases the net interest income. The Gap of the corporation is mostly positive for all the time periods except for the investments that are of less than six-month maturity. In all the classes with a positive gap, the corporation will benefit due to the anticipated increase of 1%. It will only lose on the negative gap because the net interest income will reduce for the assets and liabilities of six months maturity. The interest expense will be more on account of increase in the rate and the gap being negative i.e. the number of liabilities exceeding the number of assets, there will be a fall in the net income. The cumulative gap of the corporation is positive at $1194 million.

Individual Employment Law Case Study Example | Topics and Well Written Essays - 1750 words

Individual Employment Law - Case Study Example Several matters need to be taken into consideration regarding your current situation with filing an injunction against Brett your sales and marketing director. Employment law protects Brett as well as you so I advise you to carefully pursue the issue. Fraser Younson was quoted in the September 2 issue of Lawyers Weekly Magazine in an article about the rise in claims by employees against their firms, a relatively new issue in the British legal profession. Unfair or wrongful dismissal claims occur when firms to do follow the correct procedure made mandatory in legislation on October 1, 2004. "In some firms in particular, partners need to understand that they need to coach employees on an on-going basis, not just mention their shortcomings at appraisals," (Younsun) The major issue you have at hand is a no compete contract where the contract was an oral agreement. An oral agreement is legal and binding as long as consideration was present. In the case of consideration and your verbal agreement with Brett consideration was present but there are other matters at hand that must be taken into consideration. One of them is the time factor. As the agreement between Brett and yourself was never formally written up a date and the time limit on the agreement are difficult to determine at this time. The proof of the time is difficult to prove at this point. McDermott was recommended in Legal 500 Eur... egration following the acquisitions of two German companies, a varied and challenging mandate which required negotiations with trade unions and group works council on a mass redundancy program, and the establishment of a European works council." (Anthony) Essentially you had a no compete oral contract with Brett. Legal for such a contract should read: (a) Company Information. The Company will make available to the Independent Contractor certain Confidential Information of the Company, previously non-disclosed to him or her, which will enable him or her to optimize the performance of his or her duties to the Company. In exchange, the Independent Contractor agrees to use such Confidential Information solely for the Company's benefit. Notwithstanding the preceding sentence, the Independent Contractor agrees that upon the expiration or termination of the Agreement, the Company shall have no obligation to provide or otherwise make available to the Independent Contractor any of its Confidential Information. "Confidential Information" means any Company proprietary information, technical data, trade secrets or know-how, including, but not limited to, research, product plans, products, services, customer lists and customers (including, but not limited to, customers of the Company on whom the Independent Contractor called or with whom her o r she became acquainted during the term of the contract), markets, software, developments, inventions, processes, formulas, technology, designs, drawings, engineering, hardware configuration information, marketing, finances or other business information disclosed to the Independent Contractor by the Company either directly or indirectly in writing, orally or by drawings or observation of parts or equipment. Confidential Information

Introductory Economics (Macroeconomics) Essay Example | Topics and Well Written Essays - 1750 words

Introductory Economics (Macroeconomics) - Essay Example If interest rates are forecasted to be low in an economy, then it makes productive investors believe that in the long run, cost of borrowing funds would be less. Under such circumstances, the rate of investments made in an economy would increase and level of economic productivity would also rise. Finally, a rise in the domestic product of a nation simply indicates a fall in unemployment rates. The Bank of England initially claimed under the regime of Forward Guidance Policy that it would not increase the lending interest rate above .5% in the long run, until the unemployment level in the country falls to 7% or below (BBC, 2014). Accordingly, such claims made by the Bank had succeeded in lowering the level of volatility in the market as well as enhancing the level of investments made in the country (BBC, 2014). Nonetheless, governor of the bank had mentioned that it was required to revise the Forward Guidance Policy because such forecasts would generate excessive job opportunities in the nation, that would automatically increase the amount of money and hence, demand in the economy; ultimately carving the path of inflation in the long run (Howker and Malik, 2010). The Bank also claimed that in its revised Forward Guidance Policy, it would forecast several macroeconomic factors, apart from unemployment and interest rate. The bank asserted that it would increase the interest rate to 2% to stabilize the unusual growth of employments in the nation. Although Mark Carney claimed that the country would experience high growth from 2.8% to 3.4% in the recent years, he also added that the growth was â€Å"neither balanced nor sustainable† and way below the pre-financial crisis levels (BBC, 2014). With reference to such revised estimates for future, the risk adverse attitude of investors in the nation would fall to some extent. They would realize that they had overestimated stability of the economy