Introduction
The medieval period in European history begins after the fall of the Roman Empire around 500 C.E., and continued until the early modern period beginning around 1500. The medieval period is split into the sub-categories of early medieval (500-1000), central middle ages (1000-1300), late medieval (1300-1500), and followed by the early modern period (1500-1800). At each of these periods of time important political, economic, social, cultural, religious and scientific changes were being made in Western Europe.
Early Medieval
The collapse of the Roman Empire led to the emergence of three successor civilizations; Byzantium, Islam, and Western Europe. The absence of a strong central government led Western Europeans landowner’s vulnerable to barbarian invasions, attacks from other landowners, and later Islamic invasions. This political and economic turmoil caused the abandonment of farmlands and the depopulation of cities. However, through all this Christianity prospered through domestic proselytiztion, and the tireless work of monks and nuns converting the lay man. The monasteries monks and nuns operated, provided a more stable environment than anywhere else in Western Europe. St. Benedict’s monasteries required a life of poverty, chastity, and obedience to the abbot for anyone living on the grounds. Monasteries also engaged in agriculture production and the copying and study of Latin heritage. Around the 700’s, the Carolingians became the first powerful empire of Western Christendom. The Carolingians were founded by Charles Martel, but their greatest leader was his grandson Charlemagne. Charles Martel had a large army of mounted soldiers, who used stirrups to better stay on their horses, to defeat the Umayyad’s at Tours in 732 to halt the Islamic advance into Europe. During its height, Charlemagne’s empire stretched from the Pyrenees Mountains in the East to the Avars in the West, and from the North Sea to the Mediterranean Sea. The Carolingians were the first empire to use lower case letters and also helped preserve Rome’s Latin heritage. In the middle of the ninth century the Carolingian Empire collapsed due to internal fragmentation and the external invasions of the Magyars, Muslims, and Vikings. These events led to the creation of a “centralized kingdom in England, autonomous duchies and counties in West Francia, a Holy Roman Empire in East Fran...
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...h of knowledge from the times of antiquity. The result of this breadbasket of knowledge produced the renaissance and the works from the great artist like Leonardo da Vinci, among others. The Early Modern Period also saw the Thirty Years’ War, waged entirely in Germany. The war was fought in four phases and was full of alliances and backstabbing. The war ended in 1648 with the peace of Westphalia. In conclusion, the Early Modern Period was a time that emerged from the stepping stones of the Middle Ages, which was a slow but steady and important time of advancement.
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... organization's management. The ratios were broken down into classifications of liquidity and asset utilization, debt and interest coverage, profitability and market-based ratios.
Charlemagne, also known as Charles the Great, became the undisputed ruler of Western Europe, “By the sword and the cross.” (Compton’s 346) As Western Europe was deteriorating Charlemagne was crowned the privilege of being joint king of the Franks in 768 A.D. People of Western Europe, excluding the church followers, had all but forgotten the great gifts of education and arts that they had possessed at one time. Charlemagne solidly defeated barbarians and kings in identical fashion during his reign. Using the re-establishment of education and order, Charlemagne was able to save many political rights and restore culture in Western Europe.
Throughout the middle ages, many empires were working on expanding their territory, but it was not always a success unless they had the appropriate leadership to guide them in the right direction. The main empire that grew to extraordinary lengths is that of the Roman Empire. Through many conquests and battles and with an amicable government, it attained its fortune. However, on the other hand, there was another government that shared similarities with that of Rome; this was the empire of Charlemagne, otherwise known as the Carolingian Empire, but it failed to have a prosperous eternity.
The years between 500 A.D. and 1400 A.D. were most commonly known as the Middle Ages. The Middle Ages was a time period where several events had occurred, each supporting a different label for this era. The Middle Ages deserve the titles of the Age of Feudalism and the Dark Ages because people needed stability and relied on higher government officials for protection, and there were many wars and there was no organized government. However, the Middle Ages can be best described as the Age of Faith because the Church had power over every citizen. Although there are more labels to describe the time period, these were the best titles to describe Europe after the fall of the Roman Empire.
Charlemagne, or Charles the Great, reigned during a time of much turmoil and upheaval in Europe during middle ages. Charlemagne’s background and family history contributed much to his rise to power. The triumphs of his past lineage prepared him to take on the task of governing the Frankish Empire, and defending it from invaders. Charlemagne accomplished much during his supremacy. He not only brought education back into medieval Europe, but also invented an efficient way to govern his people. His conquests against the many adversaries of the Holy Roman Empire expanded his empire across the majority of Europe. His conquests also formed strong ties between the Catholic Church and the State. Charlemagne’s drive to convert Europe’s primitive and pagan tribes to Christianity nearly effaced the Saxons, whom he battled with for the majority of his reign. The crowning of Charlemagne as Holy Roman Emperor created a turning point in history. Within years after his death, however, his once great empire amounted to nothing. Charlemagne’s reign as King of the Franks and as Holy Roman Emperor greatly influenced the course of Europe during the middle ages.
The Medieval Times for Europe, from the 400 AD till 1400 AD, are often labeled as “The Dark Ages”. This time period has begun after a turning point known as Fall of Rome. It caused Rome to divide into two well-known civilizations: Medieval Europe, Islam, and The Byzantine Empire. Also, Medieval Europe led to a well known utopian period of “rebirth” identified as the Renaissance. The time period between 400 CE and 1400 CE wasn’t a “Dark Age” for Europe because of progress in academic success, blossom in architecture, and religious unity along with government. It wasn’t a cultural decay or decline because of the legendary time period it led to.
Because of its many facets and definitions, constructivism is in a constant state of battlement. All in all, constructivism is a new approach to education that has put education persons on the fence. Either they whole heartedly believe that constructivism is the key to overhauling our education system, or they don’t believe that constructivism has enough merit to change our system. Because there is still a strong representation of opposition against the methodology of constructivism it is my strong opinion that constructivism will not be fully immersed in our education system for years to
If you are a parent or plan to be a parent, Do you want your child to sit in a desk all day while the teacher lectures them on information that they need to know for life or would you rather have your child learn constructively? Constructivism has been labeled as the philosophy of learning that proposes learners need to build their own understanding of new ideas (Constructivism and the Five E?s,2001). Learning something new, or attempting to understand something familiar in greater depth, is not a linear process. The purpose of this research paper is to explain the theoretical foundations of the constructivist approach to teaching and learning, and to provide concrete examples to show the effectiveness of the constructivist approach with respect to student learning.
Ratios traditionally measure the most important factors such as liquidity, solvency and profitability, as well as other measures of solvency. Different studies have found various ratios to be the most efficient indicators of solvency. Studies of ratio analysis began in the 1930’s, with several studies of the concluding that firms with the potential to file bankruptcy all exhibited different ratios than those companies that were financially sound.
The term constructivism has been used to explain everything from school reform to teaching styles, and most importantly related to a learning theory. As you can imagine the term Constructivism has the potential to develop many misconceptions since it lacks a universal definition. “Constructivism is an important theory of learning that is used to guide the development of new teaching methods”(Baviskar, Hartle & Whitney, 2009, p.541). The framework of constructivism is built upon the understanding that “learning is an active process that is student centered in the sense that, with the teachers help, learners select and transform information, construct hypothesis’, and make decisions”(Chrenka, 2001, p.694). It is important to understand that when speaking about constructivism we are referring to a learning theory not teach...
Among many teaching styles and learning theories, there is one that is becoming more popular, the constructivist theory. The constructivist theory focuses on the way a person learns, a constructivist believes that the person will learn better when he/she is actively engaged. The person acts or views objects and events in their environment, in the process, this person then understands and learns from the object or events(P. Johnson, 2004). When we encounter a certain experience in our life, we think back to other things that have occurred in our life and use that to tackle this experience. In a lot of cases, we are creators of our own knowledge. In a classroom, the constructivist theory encourages more hands-on assignments or real-world situations, such as, experiments in science and math real-world problem solving. A constructivist teacher constantly checks up on the student, asking them to reflect what they are learning from this activity. The teacher should be keeping track on how they approached similar situations and help them build on that. The students can actually learning how to learn in a well-planned classroom. Many people look at this learning style as a spiral, the student is constantly learning from each new experience and their ideas become more complex and develop stronger abilities to integrate this information(P. Johnson, 2004). An example of a constructivist classroom would be, the student is in science class and everyone is asking questions, although the teacher knows the answer, instead of just giving it to them, she attempts to get the students to think through their knowledge and try to come up with a logical answer. A problem with this method of learning is that people believe that it is excusing the role of...
Constructivism is a somewhat new, but up-and-coming ideology that is progressing through education. In order to properly understand constructivism, one must understand the history. Then, building upon the history one begins to understand its progression through education. Then, building upon that knowledge we can begin to see the applications of constructivism in the modern classroom. In the process of establishing the layout this paper, a method of constructivism, also known as scaffolding, was shown. Scaffolding is the process of establishing what a learner's base knowledge is and then teaching them in a method that relates and builds upon that. This leads into the broader idea of Constructivism, which the view of learning is based upon the learner produces knowledge and form meaning based upon their experience. ("Piaget's Theory of Constructivism", 2006)
Constructivism is a philosophy of learning founded on the premise that, by reflecting on our experiences, we construct our own understanding of the world we live in. Each of us generates our own “rules” and “mental models,” which we use to make sense of our experiences. Learning, therefore, is simply the process of adjusting our mental models to accommodate new experiences. The purpose of learning is for an individual to construct his or her own meaning, not just memorize the “right” answers and regurgitate someone else’s meaning. Since education is inherently interdisciplinary, the only valuable way to measure learning is to make the assessment part of the learning process, ensuring it provides students with information on the quality of their learning. Assessment becomes part of the learning process so that students play a larger role in judging their own progress.
Constructivist learning theory is creating meaning from experience. Learning is an active process within a context. Knowledge is constructed as opposed to being acquired. Our personal experiences subjectively shape our knowledge with each learning experience from the time we are born until we die. Constructivism is organic in nature because our learning is developed from prior knowledge within our mind while also constantly broadening with each new life experience. Learning is an autonomously controlled cognitive system, which interacts with its own conditions; this differentiates and modifies the independence of its own structure (Juvova et al., 2015). We as educators must turn away from the mindset that we are simply pouring knowledge
Personally, although vigilant about my safety and society both at home and aboard, I feel as if travelling despite that is a way of reclaiming and reiterating my right to exist and take up space. I have always been fiercely independent, and was raised to be a strong, independent woman by many like that in my family. My aunt, in fact, did a round the world solo trip before the age of 23. Hearing the stories of her journey, knowing that it was possible to escape the routine of home and experience something new, always inspired me. Research has shown the five key motivators for solo travel to be: experiencing new places, escape from “reality”, relaxation, social opportunities, and increased self-esteem (Chiang, 2006). These are all things that I strongly value, in and outside of my desire to travel, that have been shaped by my surroundings growing