Migrant Life in Greece During the Economic Crisis

Migrant Life in Greece During the Economic Crisis Tsiori Maria Abstract For a long time Greece has been a country of emigration. Despite the ongoing economic downturn of recent years the country has turned into a host country for many migrants from Africa and Asia mainly as a gateway illegally, into the EU. Consequently, this migratory movement in this country has attracted a lot of academic interest as the issue is of vast importance to not only the EU but also the Greek government , Greek society and migrants alike. The aim of this work is to provide an in depth view of migrant life in Greece at present both through their eyes and from the perspective of the people their presence impacts upon. Migration to Greece through Turkey, especially has exploded recently and this thesis will explore the reasons migrants have ended up in Greece whilst in transit further west or the reasons they end up settling there and how the current economic climate of Greece itself is directly affecting migrant lives. It will investigate how much the migrants integrate into G reek culture or the extent of the formation of their own social networks within the country and whether this integration or lack thereof affects the air of xenophobia seemingly increasing as of late. Moreover , it will investigate how the Greek government is handling the issue , the related animosity from either side and the positive and negative aspects the migrants have on Greek society both in the immediate area and on a larger scale both economically and socially. Literature view The collection and review of relevant literature went on throughout course of the project and included both empirical and theoretical texts. As far as the former are concerned we reviewed the recent literature on the European emigration at times of crisis as well as academic texts which deal with issue of emigration and economic crises more broadly. A person occupying another country for over a year is defined as a long-term migrant by the EU, and a short-term migrant over three months but under a year (UN DESA 1998) with a clear distinction from tourism but the ultimate intentions of that movement of individuals may be unclear or may even evolve with time and give rise to the use of other definitions of migration as can be seen with seasonal migration. A major factor influencing human societies is that of migration and an ever increasing amount of investigation and analysis into this issue and the effects of it. It is by no means a new phenomenon with many large scale movements of people in history but especially with the improved ease of movement we definitely can recognize this time as the age of migration (Castles Miller, 2009) with some researchers citing that migration never ceases to finish (Schapendonk, 2011). One characteristic of modern day migration is that of irregular migration or illegal migrants as peoples moveme nts infringe upon host countries laws but the latter term reinforces the criminal nature of the act .Such activity can be seen in a major way in the area the Greek-Turkish borders where there exists a significant portal of entry into Europe (Schapendonk, 2011). Whether the migration process stops for individuals depends on the conditions of life the migrants find. It can be seen in the current literature, that investigations into migration highlight the effect that migration has but not the actual migration mechanism (Karczemski Boer, 2010). Furthermore, there exists numerous theories concerning migration internationally and contemporary research tends towards a multidisciplinary angle (Castles Miller, 2009) but there is a large proportion of analysis focusing on how social migrant networks integrate into migration and what part they play (Schapendonk, 2011; Koser Pinkerton, 2002; Spittel, 1998). Academics define these networks as sets of interpersonal ties that connect migrants, former migrants, and non-migrants in origin and destination areas through ties of kinship, friendship, and shared community origin (Gelderblom Adams, 227: 2006). The way in which migration is looked at has changed as Khalid Koser, a Senior Fellow at Brookings Institution says, We used to think of migration as a human security issue: protecting people and providing assistance. Now we clearly perceive-or misperceive-migration as a national security issue. And the risk of securitizing migration is that you risk legitimizing extraordinary responses. Furthermore the problem can be compounded by the demographic nature involved with the migration as former CFR Senior Fellow Charles Kupchan explains, The backdrop to this [migrant crisis] is the difficulty that many European countries have in integrating minorities into the social mainstream. Many of these immigrants are coming from Muslim countries, and the relationship between immigrant Muslim communities and the majority populations is not good. Kupchan also goes on to highlight the fact that geographically this problem has other factors involved too, Europe has historically embraced more ethnic than civic approaches to nationhood, unlike the United States, and that is part of the reason immigration is proving so difficult. Francesc Ortega, a professor of economics in New York conducted an investigation in 2013 into European migration and concluded that it is driven by financial needs and irregular migration is a product of poverty, The migratory pressures to Europe are something thats not going to go away.and the truth is there are very limited legal pathways to migrate to Europe. . . . Those two facts combined make smuggling very profitable. The pursuit for monetary reward by migrants does put pressure on the host nation as can be seen specifically with Greece as the number of jobs and the income has reduced for Greeks everywhere. Animosity towards migrants in Greece is on the rise and according to Anna Trianda fyllidou, attention to immigration as a growing threat to the cohesion of modern Greek society. In fact, racism is on the rise in society and politically with support for immigration constantly on the decline ( http://www.eliamep.gr/wp-content/uploads/2014/11/MIDAS-Policy-Paper-EN.pdf). From my opinion, the integration of immigrants appears to be a complex, multifaceted and contradictory process, touching several aspects of contemporary Greek society: politics and policy, economy and the labour market, geography and space, education and culture. Despite the exclusionary mechanisms that are still in place, immigrants do make a living in the host country and gradually become organic elements, turning Greece into a multicultural society. Outline of the chapters Currently the thesis consists of seven chapters. Chapter 1 will serve as an introduction to the issue and present the aim of the research and the significance of the topic in a contemporary sphere. The second chapter will look at the current policies of both the EU and the Greek government concerning irregular migration and will look at Greek migration elsewhere in the globe. Chapter 3 will focus on the entry point to the EU via the Greek-Turkish border and look at the reasons they are found to be there at that moment and what the conditions are like at these holding centers. It will feature points of view from both Greek citizens and migrants. It will include a number of interviews from both sides. Chapter 4 moves on to look at the migrants life-legal and illegal- in the period after the holding centers in various regions and snapshots of their lives as well as their hopes and desires for the future. It will pay particular attention to any racism and antimigrant feeling experienced by those interviewed. Chapter 5 will explore the social networks of the migrants in Greece and how they have developed and to what extent they have improved their lives. The sixth and final chapter will present the conclusions and suggest further areas of investigation including suggestions on political alterations to migrant policy specifically dealing with the Greek legislation. Methodology The methodology that I will use for this research will be a combination of a quantitative and qualitative approach, using interviews and statistics around the migrant and immigrant crisis in Greek life and in EU in general. It will include a field research also in some areas of Greece where they have refugees hotspots. I will interview a number of refugees and Greek citizens comparing their opinions. This sort of research tries to offer responses to inquiries like how or why. Furthermore I will include the political approaches of realism and feminism and liberalism. Also, my research will be exploratory and I will use the empirical method. Finally, it will conclude the foreign policies of Greece around immigration through the years. Bibliography Regarding the bibliography, the paper will be construct both in light of essential and secondary sources. At first it will include official archives from the EU and the UNHCR, (2012), Text of Convention Relating to the Status of Refugees, the Greek Ministry of Foreign Affairs, Turkish Ministry of Foreign Affairs ,European Union Councils decisions for the refugee crisis. Concerning the derivative sources, they will principally include scholastic interviews from refugees and Greek citizens in the areas of Greece, Local and international press coverage regarding the refugee crisis in Greece and in Europe (The Independent, BBC,Guardian,To Vima, Kathimerini ) some of them are listed below: Castles, S. Miller, J. (2009), The Age of Migration. New York: Palgrave McMillan Karczemski, M Boer, A. (2010) Post-Accession Migration: Polish migrants moving from Poland to The Hague, Radboud University, Nijmegen Koser, K. Pinkerton, C., (2002) The Social Networks of Asylum Seekers and the dissemination of information about countries of Asylum, Migration Research Unit, University College London Schapendonk, J. (2011), Turbulent Trajectories. Sub-Saharan African Migrants Heading North, Radboud Universiteit, Nijmegen

World History to 1500

Hominid- this is any creature of the family Hominidae or Primates and only one species exists today, Homo sapiens or human beings. The family most closely related to the family today is Pongidae or the anthropoid apes that include the gorilla, the chimpanzee, and the orangutan. Believing that they all came from a common ancestral line during the Late Miocene epoch period and the characteristics that distinguish hominids from the pongids are the erect posture, bipedal locomotion, rounded skulls with larger brains, small teeth and behavioral characteristics such as communication through language. The oldest known hominid genus is Australopithecus. This type was two legged and had an opposable thumb and there was evidence that they were capable of primitive tool making. The most significant physiological differences between the hominids and the pongids are how they adapted differently for different environment and the most was anatomically. Hominids had changes in the pelvis, femur and food; whereas the pongids developed physically for swinging by the arms, such as in trees. Paleolithic Era- This period is also known as the Stone Age. This is a period when humans began using rudimentary chipped stone tools. It has been divided into two levels the lower and the upper periods. At sites dating from the Lower Paleolithic Period, approx. 2. 5 million to 200,000 years ago simple pebble tools have been found in relationship with the remains of what may have been the earliest human ancestors. Around 700,000 years ago the hand ax appeared. The arrival of the Upper Paleolithic Period, which came about 40,000 years ago, brought about the regional stone tool industry. These industries are characterized by the greater complexity, specialization, and variety of tools types by the coming of a distinctive regional artistic tradition. The two forms of art known to the modern world are small sculptures and monumental paintings, incised designs and drawings on the walls of caves. Most of the cave drawings that survived in quantity are in Eastern Europe and parts of Spain and France. Neolithic Era- Also known as the New Stone Age and is known for the stone tools shaped by polishing or grinding. It dates back to the last 10,000 years of earth history. This period is known for the environmental or climatic changes the earth went through to become the earth we know today. During this period is when men became herdsmen and cultivators and the beginning to change or modify their environment. Social structure became more complex in response to problems and ways of dealing with situations. Animal domestication as well as agriculture was very important features to this era. Humans lived in more stable, more or less permanent, villages and were able to support complex social structures and organizations. Agriculture and animal husbandry developed independently in several regions of the Old and New Worlds through the natural process of evolution.Ap World History Units 1-3 Study Guide Three Craft Industries- This has to do with the final stages of cultural and technological development in prehistoric times. Stone tools are shaped by polishing or grinding and the society is dependent on domesticated plants and animals. It is also characterized by permanent villages with pottery and weaving beginning to show up. Chapter Two: Mesopotamia- Known as the land between the Tigris and Euphrates in western Asia, it is better known as one of the cradles of human civilization. There is evidence of an early settlement dating roughly to about 10,000 B. C. It is evident that this society began as rootless hunter-gatherers to a culture based on husbandry, agriculture and permanent settlements. Trade with other regions also was abundant because of the metals and precious stones in burial sites that are not known to the region. Irrigation techniques, pottery and other crafts, and building methods based on clay bricks were developed to a new level and elaborate religious cults evolv ed. Two very important features developed out of this era and they are the birth of the city and the invention of writing. Hammurabi’s Code- The most complete collection of Babylonian laws written during the reign of Hammurabi during the 1st dynasty of Babylon. It was his legal decisions that were collected at the end of his reign and written on a stele. There are 282 laws that deal with economic provisions, family law, criminal law and civil law. The existing text is written in Semitic and was discovered at Susa in 1901 by Jean-Vincent Scheil. The code was advanced far beyond tribal customs and did not recognize blood feud, private retribution or marriage by capture. Epic of Gilgamesh- Tales told of a Mesopotamian hero, a king. It is said to be the odyssey of a king who did not want to die. The stories and poems were written about Gilgamesh who ruled at Uruk in southern Mesopotamia sometime during the first half of the 3rd millennium B. C. There are no historical evidence for the exploits given in the poems and epics. The Ninevite version of the epic begins with a prologue in praise of Gilgamesh, part divine and part human, the great builder and warrior, knower of all things on land and sea. In order to curb Gilgamesh’s seemingly harsh rule, the god Anu caused the creation of Enkidu, a wild man who at first lived among the animals. Enkidu was then brought into the ways of city life and traveled to Uruk, where Gilgamesh waited for him. It was this man and Gilgamesh who went on to live in the tales known as the Epic of Gilgamesh. Sumer- Is the site of the earliest known civilization and is located in the southernmost part of Mesopotamia between the Tigris and the Euphrates rivers (Southern Iraq). It later became known as Babylonia. It is believed to first be settled between 4500 and 4000 B. S. by a non-Semitic people who did not speak the Sumerian language. The inhabitants are known as Ubaidians and were the first civilizing force in Sumer, draining the marshes for agriculture, developing trade, and establishing industries that included weaving, leatherwork, metalwork, masonry and pottery. After the Ubaidian immigration to Mesopotamia, various Semitic peoples infiltrated their territory, adding their cultures to the Ubaidian culture and creating a high pre-Sumerian civilization. Assyrian Empire- It was an empire of the northern Mesopotamia that became the focal point of one of the great empires of the ancient Middle East. It was located in what is now known as northern Iraq around Mosul. Assyria was a dependency of Babylonia and later of the Mitanni during most of the 2nd millennium BC. But it emerged as an independent state in the 14th century B. C. The state was finally destroyed by a Chaldean-Median coalition in 612-609 BC. The people were famous for their cruelty and fighting. They were also known for their monumental builders with their craft that can be seen in archaeological sites at Nineveh, Ashur, Nimrud, and Khorsabad. Hebrews- While the Assyrians and the Persians struggled for empire, the Hebrews or ancient Jews, evolved spiritual concepts that still permeate Western society. Although the Hebrew were politically and culturally unimportant, a people who produced neither art nor science, their chief literary product, the Old Testament, was fundamentally influencing to both Christianity and Islam and still is a compelling force on the modern world. Chaldean Empire- was located in southern Babylonia or modern southern Iraq. Chaldea is first mentioned in the books of the Assyrian king Ashurnasirpal II who reigned 883 to 859 BC and though earlier documents referred to the same area as the Sealand. In 850 Shalmaneser III of Assyria raided Chaldea and reached the Persian Gulf, which he called the Sea of Kaldu. On the accession of Sargon II to the Assyrian throne, the Chaldean Marduk-apla-iddina II ruler of Bit-Yakin seized the Babylonian throne and despite Assyrian opposition, held it from 721-710. He finally fled and Bit-Yakin was placed under Assyrian control. With this decline of Assyrian power, a native governor, Naborpolassar, was able in 625 to become king of Babylon by popular consent and to inaugurate a Chaldean dynasty that lasted until the Persian invasion of 539 BC. The prestige of his successors, Nebuchadrezzar II and Nabonidus was so that Chaldean became synonymous with Babylonian. Phoenicians- They were merchants that occupied the region known today as Lebanon with adjoining parts of modern Syria and Israel. It is believed that the Phoenicians probably arrived in the area about 3000 BC. Beginning in the 9th century the independence of Phoenicia was threatened by the advance of Assyria and in 538 the rule was passed on to the Persians. This country was later taken by Alexander the Great and in 64 BC was merged into the Roman province of Syria. They were known as sea-traders and colonizers. By the 2nd millennium they had influence that stretched along the coast of the Levant. Phoenician exports included cedar and pine wood, fine linen from Tyure, Byblos, and Berytos, cloths dyed with the famous Tyrian purple, embroideries from Sidon, wine, metalwork, and glass. Their transit trade was vital to the era. In the artistic products of Phoenicia, Egyptian motifs and ideas were mingled with those of Mesopotamia, the Aegean, and Syria. Ivory and wood carvings became their specialty and their goldsmiths and metalsmiths work is also well known. They used cuneiform writing but also came up with their own script which the Greeks later adopted. Their religious beliefs were nature based. Sargon of Akkad- Was an ancient Mesopotamian ruler that reigned 2334-2279 BC and is one of the earliest of the world’s great empire builders, conquering all of southern Mesopotamia as well as parts of Syria, Anatolia and Elam. He established the region’s first Semitic dynasty and was considered the founder of the Mesopotamian military traditions. Sargon was a self made man of humble beginnings, a gardener. He was found as a baby floating in a basket on the river. His father and name were unknown and his mother was thought to be a priestess. The event that gave him power was the defeat of Lugalzaggisi of Uruk. Because Lugalzaggisi had already united the city-states of Sumer by defeating each in turn, Sargon became king over all of southern Mesopotamia. Indo-European migration- While Egyptian civilization flourished behind the back drop of sand and sea, huge changes were taking place in the ancient Near East, changes that would leave their mark on Egypt. These changes involved enormous and remarkable movements of peoples, especial peoples speaking Semitic and Indo-European languages. The original home of the Semites was probably the Arabian Peninsula. Some tribes moved into northern Mesopotamia, others into Syria and Palestine and still others into Egypt. Although two great waves began around 2000 and 1200 BC, these migrations were usually sporadic and extended over long periods of time. Babylonian Empire- Although the empire of Sargon was extensive, it was also short lived, and it was the Babylonians who united Mesopotamia politically and culturally. The Babylonians were Amorites, a Semitic people who migrated from Arabia and settled in the Sumerian city of Babylon. Babylon enjoyed an excellent geographical position and was ideally suited to be the capital of Mesopotamia. It dominated trade on the Tigris and Euphrates rivers, so that all commerce coming from Sumer and Akkad had to pass by its walls. It also looked beyond Mesopotamia. By following the Tigris, Babylonian merchants traveled north to Assyria and Anatolia. The Euphrates led the merchants to Syria, Palestine, and the Mediterranean. The city grew great because of its commercial importance and because its power was soundly based. Hittites- For the civilization of the ancient Near East the most important of these migrations were those of the Hittites and two unrelated groups, the Hurrians and Kassites. Neither the Hurrians nor the Kassites were Indo-European names. Indo-European or not, all three peoples were barbarians by Near Eastern standards, and their arrivals were marked by destruction. Around 1595 BC, the Kassites brought down the Babylonian kingdom and established their own rule there, while the Hurrians created the kingdom of Mitanni in the upper reaches of the Euphrates and Tigris. The Hittites settled in central Anatolia and soon spread their influence south to Syria. The Hittites adopted the cuneiform script for their own language. Hittite kings published law codes, just as Hammurabi had done. Their art has Mesopotamian borrowing to create something of their own. Chapter Three: Kingdom of Kushan- Was a ruling line of descent from the Yueh-chih, a people that ruled over most of the northern Indian subcontinent, Afghanistan and parts of Central Asia during the first three centuries of the Christian Era. The Yueh-chih conquered Bactria in the 2nd century BC and divided the country into five chiefdoms, one of which was that of the Hushan’s. A hundred years later, the Kushan Chief Kujula Kadphises secured the political unification of the Yueh-chih kingdom under himself. Art produced during the Hushan dynasty from about the late 1st to the 3rd century AD in an area that now includes parts of Central Asia, northern India, Pakistan and Afghanistan. The Kushans fostered a mixed culture that is best illustrated by the variety of deities invoked on their coins. At least two major stylistic divisions can be made among artifacts of the period; imperial art of Iranian derivation and Buddhist art of mixed Greco-Roman and Indian sources. Kushan artwork is stiff, hieratic and frontal, emphasizing the power and wealth of the individual. Hyksos- Shortly after 1800 BC, people whom the Egyptians called Hyksos, which means Rulers of the Uplands, began to settle in the Nile Delta. Although the Egyptians portrayed the Hyksos as a conquering horde, they were probably no more nomads looking for good land. Their entry into the delta was probably gradual, and generally peaceful. The Hyksos invasion was one of the fertilizing periods of Egyptian history and introduced new ideas and techniques into Egyptian life. They brought with them the method of making bronze and casting it into tools and weapons and brought Egypt fully into the Bronze Age culture. This culture made the production and use of bronze implements basic to society. Bronze tools made farming more efficient than ever before and used bronze armor and weapons as well as horse drawn chariots. They created the composite bow which was made of laminated wood and horn. It was far more powerful than the simple wooden bow and revolutionized Egyptian warfare. Akhenaten- Was a pharaoh between 1367-1350 BC whose thoughts dwelt on religion rather than conquest. Nefertiti, his wife and queen, encouraged his religious fever. They were monotheists who believed that the sun god Aton, whom they worshipped, was universal, the only god. All other Egyptian gods and goddesses were frauds and the royal pair forbade their worship. The religious notions and the actions of Akhenaten and Nefertiti were in direct opposition to traditional Egyptian beliefs. Akhenaton’s attack on the old gods affected all Egyptians, for the old gods were fundamentally important to the afterlife of human beings. Akhenaton’s monotheism was imposed from above and it failed to find a place among the people. One of the major reasons for Akhenaton’s failure is that his god had no connection with the past of the Egyptian people, who trusted the old gods and felt comfortable in praying to them so when Akhenaten died his religion died with him. Bantu migration- It is generally agreed that some one-third of the continent today occupied by the Bantu-speaking peoples was until approximately 2000 years ago, the dominion of other groups mainly Pygmies and Bushmen and the causes and itinerary of the subsequent Bantu migration have attracted the attention of several anthropologists. It is speculated that the expansion of the Bantu was associated with their acquisition of certain Malaysian food crops such as banana, taro and yams, which spread westward across the continent at about the time that the migration is thought to have begun. These crops enabled them to penetrate the tropical rain forest of equatorial Africa and spread across the southern part of the continent. A more widely held view is that the migratory route lay eastward, across the southern Sudan and then south, past the great lakes of the northeast. Chapter Four: Varna-jati system- Is the Hindu Cast system. In Hinduism’s sacred Sanskrit texts rank all people into one of four categories called varnas, which are associated with certain occupations. Most people accept the varna categories as fundamentally essential elements of their society. All of Hindu India is hierarchically ranked according to these four basic castes. In actual practice each of the four categories is further subdivided and stratified. To add to the complexity of the Indian caste system, the order in which these sub-castes are ranked varies from one region to another. These local sub groups, known as jati, are local family groups that are strictly endogamous. All members of a jati, who share a common social status, are expected to behave in ways appropriate for that jati. A person’s jati commands his or her strongest loyalties, serves as a source of social support and provides the primary basis for personal identity. So the jati serves as the important social entity in traditional Hindu society. Aryans- they were a people who, in prehistoric times, settled in Iran and northern India. From their language the Indo-European languages of South Asia are descended. The Nordic or Germanic peoples came to be regarded as the purest Aryans. Harappan society- Also known as Indus Valley Civilization and is the earliest known urban culture of the Indian subcontinent. The civilization is known to have comprised two large cities. Harappa and Mohenjo-daro, and more than 100 towns and villages, were each more than 3 mile in area and their outstanding magnitude suggest political centralization a practice for which there are analogies in Indian history. The Indus civilization apparently evolved from the villages of neighbors or predecessors using the Mesopotamian model of irrigated agriculture with sufficient skill to reap the advantages of the spacious and fertile Indus River. The best known artifacts of the Indus civilization are the number of seals, generally made of steatite. Significant contrasts between the Indus and the Mesopotamian cultures extend to the tool types of the two regions. Beads found in Mohenjo-daro give evidence of a clear link to Mesopotamia, Crete and Egypt. Hinduism- The beliefs, practices and socio-religious institutions of the people known as Hindu. They are principally the peoples of India and parts of Pakistan, Bangladesh, Sri Lanka, Nepal and Sikkim. The belief evolved from Vedism, the religion of the ancient Indo-European peoples who settled in India during the 2nd millennium BC. Hinduism constitutes a complex but largely continuous whole; and because it covers the whole of life, it has religious, social, economic, literary and artistic aspects. They consider their ancient texts sacred and collectively they are known as the Vedas. Chapter Five: Xia Dynasty- Early Chinese dynasty in 1766 BC mentioned in legends but not much else and is also known as Hsia Dynasty. According to legend the founder was Yu, who was credited with having engineered the draining of the waters of a great flood and was later, identified as a deified lord of the harvest. He made rulership hereditary in his family and was the first Imperial dynasty in China. Shang Dynasty- Also known as the Yin Dynasty and was the successor to the legendary first or Xia/Hsia Dynasty. The period of the dynasty’s rule has traditionally been dated 1766-1122 BC. Shang China was centered in the North China Plain and extended as far north as modern Shantung Province and westward through present Honan Province. The king appointed local governors and there was an established class of nobles as well as the masses whose chief labor was in agricultural. Jade carving became advanced during the Shang Dynasty. Ceremonial weapons of jade were made as well as jade fittings for actual weapons. Zhou Dynasty- Also known as the Chou Dynasty and ruled ancient China for almost a millennium creating the distinctive political and cultural characteristics that were to be identified with China for the next 2,000 years. The Chou co-existed with the Shang for many years until one of the Zhou family members made a plan to conquer the Shang in about 1111, which took several years to win. During this dynasty China changed from one of the more backward areas of the civilized world to one of the most advanced. Iron, ox-drawn plows, crossbows and horseback riding were all introduced. Large scale irrigation and water control projects were also instituted for the first time greatly increasing the crop yield of the North China Plain. This is also known for the time of Confucianism, Taoism and legalism. Chapter Six: Olmec- The first elaborate pre-Columbian culture of Meso-America. It’s most important centre was in what is now the southern Vera Cruz and Tabasco region of the Mexican Gulf Coast. The first evidence of the remarkable Olmec art style appears about 1150 BC. Between 1100 and 800 BC this Olmec stylish art influenced the Valley of Mexico to the Republic of San Salvador. These influences were the symbols of political empires, of a trading network, or of a religious cult. The ancient Olmec society was complex and non-egalitarian. Olmec stylistic influence disappeared after about 800 BC. Teotihuacan- Also known as The City of the Gods and is the most important and largest city of pre-Columbian central Mexico. The earliest inhabitants of the region of what was to become the city at about 400 BC and its formal planning as a metropolis dates to about the beginning of the Christian Era. Their culture and cultural influences spread throughout Meso-America. About 650 or 900 BC Teotihuacan was sacked and burned by the invading Toltec. The area of the city encompassed eight square miles and in addition to dwellings places, great plazas and temples also had palaces of nobles and priests. Maya- Meso-American Indians that occupy southern Mexico, Guatemala and northern Belize. Before the Spanish conquest of Mexico and Central America, the Maya possessed one of the greatest civilizations of the Western Hemisphere. They practiced agriculture, built great stone buildings and pyramid temples, worked gold and copper, and used a form of hieroglyphic writing, that have been deciphered. As early as 1500 BC the Maya had settled in villages and had developed a primitive agriculture based on the cultivation of corn, beans and squash. The rise of the Maya to greatness began about 250 AD and what is known as the Classic period. At the height of the civilization there were more than 40 cities with each having a population from 5,000 to 50,000. Chapter Seven: Cyrus the Great- Was a conqueror between 590-580 BC who founded the Achaemenid Empire that was centered on Persia and made up the Near East from the Aegean Sea to the Indus River. He is also known as a tolerant and ideal monarch who was called father of his people by the ancient Persians and in the Bible as the liberator of the Jews held captive in Babylonia. His persona in history has him being more than a great man who founded an empire, instead he was known for his great qualities that are expected of a ruler. He was not only a great conqueror and administrator; he had a place in the minds of the Persian people similar to that of Romulus and Remus in Rome or Moses for the Israelites. He is most known for freeing the Jewish captives in Babylonia and allowing them to return to their homeland. Sasanids- An ancient Iranian dynasty evolved by Ardashir I between the years of conquest AD 208 and 224 and was destroyed by the Arabs during the years 637 and 651. Zoroastrianism became the state religion under Sasanian rule and the government became centralized with provincial officials directly responsible to the throne and roads, city buildings and even agriculture were financed by the government. Under the Sasanians Iranian art experienced a general renaissance. Seleucids- An empire that at its greatest stretched from Thrace in Europe to the border of India. It was created out of the remains of Alexander the Great’s Macedonian Empires by its founder, Seleucus I Nicator. Seleucus was one of Alexander’s leading generals and became governor of Babylonia in 321, two years after the death of Alexander. The Seleucid Kingdom was a major center of Hellenistic culture, which maintained the presence of Greek customs and manners over the indigenous cultures of the Middle East. The kingdom began losing control over large territories in the 3rd century BC. Zoroastrianism- It is the ancient pre-Islamic religion of Iran that survives still today in isolated areas and more prosperously in India where the descendents of Zoroastrian Iranian immigrants are known as Parsis or Parsees. Founded by the Iranian prophet and reformer Zoroaster in the 6th century BC, this religion contains both monotheistic and dualistic features and influenced other major Western religions such as Judaism, Christianity and Islam. Chapter Eight: Confucianism- A way of life that was created by Confucius in the 6th and 5th century BC and has been followed by the Chinese people for over 2 thousand years. It has been the substance of learning, the source of their values and their social codes. It has been viewed as philosophy and a religion. It affects the daily life and culture of the Taoists, Buddhists and Christians in China before the Communist regime. Legalism- School of Chinese philosophy that was created around 475-221 BC by the philosopher Han Fey Tzu and was the basis for the first Chinese dynasty. They believe that political institution should be modeled in response to the realities of human behavior and that men are inherently selfish and short sighted. But that social harmony could not be assured through the recognition by the people of the virtue of their ruler, but only through strong state control and absolute obedience to authority. They want government to prescribe punishments and rewards for specific behaviors and increase the power of the ruler. Daoism- Also known as Taoism it is the Chinese Philosophy and its fundamental concept believes that it is the â€Å"Correct Way† or â€Å"Heaven’s way†. In the Confucian tradition, Tao signifies a morally correct path of human conduct and is limited to behavior. The concept takes on a metaphysical sense transcending the human realm. The absolute Tao defies verbal definition, but language can make suggestions that may lead to an intuitive or mystical understanding of this fundamental reality. It began sometime between the 8th and 3rd centuries. Taoists view life and death as simply different stages or manifestations of the Absolute Tao and consequently advocate a life in accord with nature. The serenity of such a life stands in sharp contrast to the life of public service advocated by Confucius. Qin Dynasty- Also the Ch’in Dynasty 221-226 BC and was the first great Chinese empire and also where the name China came from. This dynasty established the boundaries and basic administrative system that all subsequent Chinese dynasties were to follow for the next 2,000 years. The Ch’in Dynasty left two architectural monuments of massive proportions, one the Great Wall of China, which actually connected sections of a number of existing short walls, and the other a great palace for the first emperor. Its most important artistic contribution may have been the simplification and standardization of the emerging Chinese language. Han Dynasty- The second great Chinese Imperial dynasty and was considered the model for all other later Chinese Dynasties. Han Dynasty created what is now considered Chinese culture of today. The dynasty was founded by Liu Pang, later Kao Tsu 256-195 BC. The Han copied the highly centralized Ch’in/Qin Dynasty’s administrative structure, and divided up the country into a series of administrative areas ruled by centrally appointed officials and developed a salaried bureaucracy in which promotion was based on merit. Han also adopted a Confucian ideology and emphasized moderation and virtue. It was so successful that this dynasty lasted longer than any other. The first major stone tomb sculpture in China was created in the Han period and lifelike clay figurines of people and animals also were created. The Shang dynasty discovered lacquer, but it was the Han that brought its lacquer work to such perfection that some of its lacquered wine cups in perfect condition have been excavated from water filled graves. Chapter Nine: Jainism- It is a religion and philosophy of India founded in about the 6th century by Vardhamana, it is centered on protest against the orthodox Vedic, or early Hindu, ritualistic cult, its earliest sect rebelled against the idea of the practice of taking life that was prevalent in the Vedic animal sacrifice. It does not believe in the creator god and its central core is no injury come to any living thing. And man can become perfect through a monastic and ascetic life. Mauryan Empire- The Mauryan Empire was in ancient India around 321-185 BC and was an efficient and highly organized autocracy with a standing army and civil service. This bureaucracy and its operations was the model for the Artha-sastra (â€Å"Treatise on the Aims of Life† work of political economy that is similar to the tone and scope of Machiavelli’s â€Å"The Prince†). Gupta Empire- Were rulers of the Magadha state in northeastern India, later Bihar. They maintained an empire over northern and parts of central western India from the early 4th to the late 6th century AD. The Gupta era produced the decimal system of notation and great Sanskrit epics and Hindu art and contributed to the science of astronomy, mathematics and metallurgy. Ashoka- He was the last major emperor in the Mauryan dynasty of India and a Buddhist follower, his reign was from 273-232 BC and his faith furthered the expansion of that religion throughout India. After a bloody conquest of the Kalinga country on the east coast he renounced armed conquest and adopted a policy he called â€Å"conquest by dharma†. To spread the word of dharma he made them known orally through announcements and engraved them on rocks and pillars. He went to the rural areas to preach his teachings. The only glory he wanted was to lead his people along the path of dharma and he build hospitals for men and animals, but his strongest points were to the services to Buddhism. Buddhism- A religion and philosophy founded by Siddhartha Gautama in northeast India in the 5th century BC. It spread from India to central and Southeast Asia, China, Korea, and Japan. Buddhism has played an influential role in the spiritual, cultural, and social life of much of the Eastern world. The Buddha or the â€Å"Enlightened one† died in northeastern India between 500 and 350 BC. He was born into royalty but was shocked by the inevitability of sickness, old age and death; he renounced his family life in order to wonder as an ascetic in search of religious understanding and a way of release from the human condition. He instructed his followers in the dharma and a path between a worldly life and extremes of self denial. Four Nobel Truths- The essence of Buddha’s early preaching was said to be the Four Nobel Truths: 1. life is fundamentally disappointment and suffering; 2. suffering is a result of one’s desires for pleasure, power and continued existence; 3. o stop disappointment and suffering one must stop desiring; and 4. the way to stop desiring and thus suffering is the Noble Eight-Fold Path, right views, right intention, right speech, right action, right livelihood, right effort, right awareness and right concentration. Chapter Ten: Minoan Society- This was known as the Bronze Age civilization of Crete that flourished from 3000 to 1100 BC. Its name comes from Minos either a dynastic title or the name of a particular ruler of Crete who has a place in Greek legend. Minoan pottery has been found throughout the eastern Mediterranean. One of the most familiar features of Minoan civilization is the bull symbol known through the Greek legend of Minotaur and depicted in the brightly colored frescoes on the palace walls at Knossos. Cyclades, the islands around the island of Delos in the Aegean Sea, is similar to that of Minoan Crete, which according to Greek tradition, exercised hegemony over them. Mycenaean Society- The Mycenaean’s entered Greece around 2000 BC and settled in central Greece and in the Peloponnesus, the peninsula that forms the southernmost part of Greece. Mycenaean civilization was utterly unlike anything the later Greeks evolved. The political unit of the Mycenaean was the kingdom, not the polis. The king and his warrior aristocracy stood at the top of society. The symbol of the king’s power and wealth was the palace, which was also the economic center of the kingdom. Within its walls royal craftsmen fashioned jewelry and rich ornaments, made and decorated fine pottery, forged weapons, prepared hides and wool for clothing and manufactured the goods needed by the king and his retainers. The Mycenaean kingdoms were in touch with each other and with the Bronze Age culture of the Minoans in Create, but these contacts were usually violent. They were a consistently warlike and restless people. Peloponnesian War- This war lasted a generation from 431-404 BC brought in its wake fearful plagues, famine, civil wars, widespread destruction and huge loss of life. As the war dragged on old leaders like Pericles died and were replaced by men of the war generation. In Athens the most prominent of this new breed of politicians was Alcibiades, a aristocrat, a kinsman of Pericles, and a student of the Philosopher Socrates. Alcibiades was brilliant handsome, and charming, all of which made him popular with the people. He was also self-seeking and egotistical; a shameless opportunist, his first thoughts were always for himself. One positive development that grew out of the Persian and Peloponnesian wars was the beginning of historical writing. The father of history, Herodotus was born at Halicarnassus in Asia Minor and as a young man traveled widely. He migrated to Athens which became his intellectual home and participated in the colonization of Thurii in southern Italy where he died. Alexander the Great- The figure of Alexander loomed over the Hellenistic period and still cast its shadows today. Some scholars have seen him as a high minded philosopher; his bloody and savage campaigns in the East seem the work of a ruthless and callous conqueror. Yet for the Hellenistic period and for Western civilization in general what Alexander intended was less important than what he actually did. Alexander was instrumental in changing the face of politics in the eastern Mediterranean. His campaign swept away the Persian Empire, which had ruled the East for over two hundred years. In its place he established a Macedonian monarchy. More important in the long run was his foundation of cities and military colonies. The result of his campaign was to open the East to the coming of Hellenism. Antigonid Empire- This was the ruling house of ancient Macedonia from 306-168 BC. Antigonus Gonatas became king of Macedonia and established the Antigonid dynasty, which ruled until the Roman conquest in 168 BC. His resilience and hard work gave to Macedonia a sound and durable government. Ptolemaic Empire- The Ptolemies in Egypt made no effort to spread Greek culture and unlike other Hellenistic kings they were not city builders, they founded only the city of Ptolemais near Thebes. At first the native Egyptian population, the descendants of the pharaoh’s people, retained their traditional language, outlook, religion, and way of life. Initially untouched by Hellenism, the natives continued to be the foundation of the state: they fed it by their labor in the fields, and they financed its operations by their taxes. Under the pharaohs, talented Egyptians had been able to rise to high office, but during the third century BC the Ptolemies cut off this avenue of advancement. Ever more tightly they tied the natives to the land and made it nearly impossible for them to leave their villages. The bureaucracy of the Ptolemies was so ruthlessly efficient that the native population was viciously and cruelly exploited. Even in times of hardship the king’s taxes came first despite the fact that payment might mean starvation for the natives. To many Egyptians revolt or a life of brigandage was far better than working the land under the Ptolemies. Chapter Eleven: Etruscans- The Etruscans were skillful metal workers, and they amassed extensive wealth by trading their manufactured goods in Italy and beyond. The strength of their political and military institutions enabled them to loosely organize league of cities whose dominion extended as far north as the Po valley and as far south as Latium and Campania. In Latium they founded cities and they took over control of Rome. Like the Greeks, the Etruscans promoted urban life, and one of the places that benefited from Etruscan influence was Rome. The Etruscans found the Romans settled on three of Rome’s seven hills. The site of the future Forum Roamanum, the famous Public Square and center of political life was originally the cemetery of the small community. Etruscan power and influence at Rome were so strong and important that Roman traditions preserved the memory of Etruscan kings who ruled the city. Under the Etruscans, Rome enjoyed contacts with the larger Mediterranean world, and the city began to grow. In the years 575 -550 BC, temples and public buildings began to grace the city. The Capitoline Hill became the religious center of the city when the temple of Jupiter Optimus Maximus was built there. The forum ceased to be a cemetery and started its history as a public meeting place. Metalwork became common and the wealthier classes began to import large numbers of fine Greek vases. The Etruscans had found Rome a collection of villages and had made of it a city. Punic Wars- Also called the First Carthaginian War it was the first of three wars between the Roman Republic and the Carthaginian or Punic Empire that resulted in the destruction of Carthage. The first Punic was fought to establish control over the strategic islands of Corsica and Sicily. In 264 the Carthaginians intervened in a dispute between the two principal cities on the Sicilian west coast of Messana and Syracuse, and to establish a presence on the island. Rome responding to this challenge attacked Messana and forced the Carthaginians to withdraw. In 260 a Roman fleet failed to gain complete control of Sicily but opened the way to Corsica, from which the Carthaginians were expelled. A second Roman fleet ailed in 256 and established a beach head on the African continent. Carthage was prepared to surrender, but the terms offered by Rome were too severe, and in 255 Carthage attacked with a new army built around cavalry and elephants and drove the invaders to the sea. The battle for Sicily resumed in 254 but was a stalemate until 241 when a fleet of 200 warships gave the Romans undisputed control of the sea lanes and assured the collapse of the Punic stronghold in Sicily. One year later Carthage surrendered ceding Sicily and the Lipari Islands to Rome and agreeing to pay an indemnity. Julius Caesar- A Roman general and statesman and was known for conquering of Gaul, victor in the Civil war of 49-46 BC and dictator in 46-44 BC who launched a series of political and social reforms when he was assassinated by a group of nobles in the Senate House. A patrician by birth he became prosecuting advocate in Rome and was elected quaestor and curule aedile for 65. In 63 he was elected pontifex maximus and in 62 praetor. Caesar conquered Gaul in a number of campaigns between 58 and 50 and in 49 after being instructed by the Senate to lay down his command; he crossed the Rubicon signifying the beginning of the Roman civil war. He waged campaigns on several fronts, aided Cleopatra of Egypt and acquired the title of dictator. He was assassinated by a group of senatorial conspirators led by Cassius and Brutus. Augustus- Also known as Octavian was the first Roman emperor that introduced an autocratic regime known as the first citizen, and enabled him working through institutions that were republican in outward form to overhaul every aspect of Roman life and to bring stability and prosperity to the Greco-Roman world. One of the great administrative geniuses of history, he centralized the power of the Roman empire of his day in Rome itself and established the Pax Romana. He was born to a prosperous family and was named adoptive son and heir of Julius Caesar, his great uncle, at the age of 18. In the power struggle that followed Caesar’s death he became one of three that reconstituted the Roman state. After defeating Caesar’s assassins, Brutus and Cassius at Philippi, Octavian and Antony partitioned the empire with Octavian receiving the west as his portion. Octavian then overcame various rivals that included Lepidus and Antony and Cleopatra to become ruler of the Greco-Roman world and preserved the republican forms of government. Jesus of Nazareth- Jesus was born in a troubled time, when Roman rule aroused hatred and unrest among the Jews. This climat4e of hostility affected the lives of all who lived in Judaea, Roman and Jew alike. It forms the backdrop of Jesus’ life and it had a fundamental impact on his ministry. Without an understanding of this age of anxiety in Judaea, Jesus and early Christianity cannot properly be appreciated. The entry of Rome into Jewish affairs was certainly not peaceful. The civil wars that destroyed the republic wasted the prosperity of Judaea and the entire eastern Mediterranean world. Jewish leaders took sides in the fighting, and Judaea suffered its share of ravages and military confiscations. Peace brought little satisfaction to the Jews. Added to the horrors of civil war were years of crop failure, which caused famine and plague. As the ravages of war became ever more widespread and conditions worsened, more and more people prophesied the imminent coming of the Messiah. Into this climate of Roman severity, Zealotry and Messianic hope came Jesus of Nazareth. He was born in Galilee, the stronghold of the Zealots. Yet Jesus was a man of peace and his teachings were entirely and thoroughly Jewish. Paul of Tarsus- Christianity might have remained a purely Jewish sect had it not been for Paul of Tarsus. The conversion of Hellenized Jews and of Gentiles, non-Jews, to Christianity caused the sect grave problems. Were the Gentiles subject to the laws of Moses? If not, was Christianity to have two sets of laws? The answer to these questions was Paul’s momentous contribution to Christianity. Paul was unlike Jesus or Peter. Born in a thriving and busy city filled with Romans, Greeks, Jews, Syrians, and others, he was at home in the world of Greco-Roman culture. After his conversion to Christianity he taught that his native Judaism was the preparation for the Messiah, and that Jesus by his death and resurrection had fulfilled the prophecy of Judaism and initiated a new age. Paul said that Jesus was the Son of God, the beginning of a new law, and he preached that Jesus teachings were to be proclaimed to all people, whether Jew or Gentile. Chapter Twelve: Monsoon System- Has to do with trade and how trade is conducted in history. A monsoon is any major wind system that seasonally reverses its direction. One that blew for approximately six months from the northeast and six months from the southwest, the most prominent examples of the seasonal winds occur in southern Asia and in Africa. The primary cause of monsoons lies in the difference of the annual temperature trends over land and sea, though other factors may be involved as well. Constantine- In the final part of the third century A. D. the emperor Diocletian put an end to the period of turmoil. Repairing the damage done in the third century was the major wok of the emperor Constantine (306-337) in the fourth. But the price was high. Under Diocletian, Augustus’s polite fiction of the emperor as â€Å"first among equals† gave way to the emperor as absolute autocrat. The princes became lord. The emperor claimed that he was â€Å"the elect of god† and that he ruled because of god’s favor. In the fourth century, Constantine even claimed to be the equal of Jesus’ first twelve followers. To underline the emperor’s exalted position Diocletian and Constantine adopted the gaudy court ceremonies and trappings of the Persian Empire. People entering the emperor’s presence prostrated themselves before him and kissed the hem of his robes. Constantine went so far as to import Persian eunuchs to run the palace. The Roman emperor had become an oriental monarch. The most serious immediate matter confronting Diocletian and Constantine were economic, social and religious. They needed additional revenues to pay for the army and the imperial court. Yet the wars and the barbarian invasions had caused widespread destruction and poverty. The fighting had struck a serious blow to Roman agriculture, which the emperors tried to revive. In the religious sphere Christianity had become too strong either to ignore or to crush. How Diocletian, Constantine and their successors dealt with those problems helped create the economic and social patterns medieval Europe inherited. Attila the Hun- King of the Huns from 434 to 453 and ruled jointly with his elder brother Bleda until 445. He was one of the greatest of the barbarian rulers who assaulted the Roman Empire invading the southern Balkan provinces and Greece and then Gaul and Italy. From 435 to 439 the activities of Attila are unknown but he seems to have been engaged in subduing barbarian people to the north or east of his dominions. The Eastern Romans do not appear to have paid the sums stipulated in the treaty of Margus and so in 441 when their forces were occupied in the west and on the eastern frontier, Attila launched a heavy assault on the Danubian frontier of the Eastern Empire. He captured and ravaged a number of important cities. Attila’s movements after the conclusion of peace in the autumn are again unknown. About 445 he murdered his brother Bleda and ruled the Huns as an autocrat. He made a second attack after this on the Eastern Roman Empire, not much is written on this attack. Manichaeism- Was a dualistic religious movement founded in Persia in the 3rd century AD by Mani who was known as the Apostle of Light and supreme Illuminator. Although Manichaeism was long considered a Christian heresy, it was a religion in its own right, because of the coherence of its doctrines and the rigid ness of its structure and institutions preserved throughout its history a unity and unique character. Mani was born in southern Babylonia, now Iraq. With his annunciation at the age of 24 he obeyed a heavenly order to manifest himself publicly and to proclaim his doctrines. From that point on, Mani preached throughout the Persian Empire. At first unhindered, he later was opposed by the king, condemned and imprisoned. After 26 days of trials, which his followers called the Passion of the Illuminator or Mani’s crucifixion. Mani delivered a final message to his disciples and died.

The Hidden Treasure of Topics Related to Social Issues

The Hidden Treasure of Topics Related to Social Issues The objective is to enhance the issue or maybe to provide strategies to work around it. It's harmful and negates even the excellent work. There are a number of methods people use to combat social difficulties. As a consequence, social issues can be raised by the unequal distribution of funding between public schools, like that seen in the usa. Who Else Wants to Learn About Topics Related to Social Issues? You also receive a great opportunity to dig more into research! Be keen while selecting a research topic because it will influence your degree of succeeding. There isn't any doubt your future employers will want to learn what your key research project focused on. Research topics on social work you should think about An exemplary social work research project demands the student to experience previous studies about the topic. The Nuiances of Topics Related to Social Issues Social issues within this lesson is going to be defined as a health issue that every patient is going to have to evaluate based on their values, beliefs, and exceptional situation. Kids, kids and youths of the nation are future of the country so they're the primary target to boost awareness about any social troubles. 3 After presenting either side of the matter and ensuring students understand the controversy, give little groups of students a chance to talk about the arguments each side presents. These group behaviors are occasionally beneficial and positive, but they could also be detrimental and negative. The Foolproof Topics Related to Social Issues Strategy Though you might feel queasy at the concept of teaching some topics, utilize these strategies to allow it to be ateaching triumph instead of a classroom catastrophe. Social justice issues can happen in connection with practically any element of society where inequality can arise as a consequence of unjust prejudices or policies. Education research paper topics pro vide education majors an option of samples about how to compose projects which range from Adult Learning Theories to Early Education Literacy. Themes to illustrate facets of different arts might also be chosen. Details of Topics Related to Social Issues You cannot comprehensively take care of an industry research topic which is too wide. The social issues research papers may appear easy to write in comparison with different topics, but still it demands an extremely creative strategy, a substantial quantity of curiosity and capacity to think beyond the box and search data in unconventional sources. They have always been an integral part of the human condition. Issues regarding media might also be a domain. Life, Death, and Topics Related to Social Issues Globalization is a popular topic that frequently brings people of opposing views into heated arguments and perhaps even physical confrontations. Debate topics don't always need to be serious they are able to decidedly be hum orous too! Debate topics generally speaking are supposed to hold to attention of listeners, and we have some which are guaranteed to hold anybody's interest! The End of Topics Related to Social Issues An important point to take into consideration when you're going into a debate is the simple fact that the person on the opposing side of the table, or your audience, is going to get something to say against your position. There's no need to settle on a topic that is likely to make your academic life so complicated. The excellent thing with an intriguing research topic is it will grow your interest throughout the research procedure. You're building an image of a social issue, and you will need to bring up every potential side of the story. Return to the discussion questions you provided at the start of the unit and enable students to express any changes in their opinions or share things they have learned. The fact of the matter is that choosing research topics in social work is not quite as straightforward because you might think. Last, consider combining all those 3 things into one topic that you are feeling passionate about. The sort of topic you decide on will establish the degree of success you will receive. The Benefits of Topics Related to Social Issues The gender-based wage gap, together with the glass ceiling and occupational segregation are only a few of the facets which could produce the workplace a frustrating instead of liberating place for a number of women. The security has to explore the info technology risk assessment. There is a particular fragility of revenue and social position in France. Without a value on carbon, there is not as much incentive to create positive adjustments, particularly in the private sector. Why Almost Everything You've Learned About Topics Related to Social Issues Is Wrong Writing an intriguing essay about trendy topics is an opportunity to reveal your knowledge of earth. Remember that they need to become research questions in order to find information and write a good paper. The topic you select must also continue being relevant by the moment you finish the undertaking. 1 thing you ought to realize is that choosing the perfect research topic is the most crucial step in writing your dissertation, thesis, or research report.

Analysis Of The Poem Acquainted With The Night

The phrase acquainted with the night is important, because it is used in three strategic places, the title, the first line, and the last line. In the first and last line Frost adds two important additional to the phrase, I singular nouns and â€Å"one†, a collective noun. Seven of versus begin with â€Å"I â€Å"this isolates the speaker and places emphasis on his singularity. However â€Å"one† implies that others may be added to it. I have been one acquainted with the night† but if you look deeper into the meaning you will find it could indicate more than he has been acquainted the night. What Frost may be saying is that while he is alone on his journey walking in the rain and looking down the saddest lanes he is not the only person to have done so. He is one in a group of one’s; one is used as a collective noun. Night is the symbol that creates the theme of the poem. The speaker is by choice a lonely, and isolated individual. He walks in rain unaccompanied. Rain adds an element of misery to the poem, â€Å"I have walked out in the rain and back in the rain.† It adds a gloomy, and lonely tone to the poem that follows throughout. We do not know why the speaker would walk at night in the rain. We can only speculate as to why the speaker prefers to be isolated. â€Å"I have stood still and stopped the sound of feet†. In verse five and six â€Å"I have passed by the watchman on his beat† is another example of the speaker avoiding human contact. †. A night watchman s job is a lonely, and isolated jobShow MoreRelatedAnalysis Of The Poem Acquainted With The Night By Robert Frost942 Words   |  4 PagesThe poem â€Å"Acquainted with the Night† by Robert Frost is not simply about a walk being taken on a rainy night, as one would assume on their first reading. Instead a closer reading of the poem will reveal to the reader a much darker journey. As the speaker describes his trud ge through the city streets, the reader begins to see that this is far more than a walk through a gloomy night; it is a man’s journey through depression. While Frost’s dark poem is written much like a sonnet, having fourteen linesRead MoreAcquainted With The Night By Robert Frost Essay1670 Words   |  7 PagesAcquainted with Ambiguity: An Analysis of Robert’s Frost’s â€Å"Acquainted with the Night† Born at the end of the 19th century and writing into the 20th century, poet Robert Frost is famous for putting a 20th century spin on 19th century poetic conventions (Robert Frost). His 1928 poem â€Å"Acquainted with the Night† is one of the best examples of this spin, combining modern experimental techniques with a set structure and rhyme scheme. In the poem, the speaker recounts his/her ambiguous relationshipRead MoreEnglish 10B Unit 4 Analysis of Poetry1144 Words   |  5 Pages4: Analysis of Poetry This Unit Activity will help you meet these educational goals: 21st Century Skills—You will use critical-thinking and problem-solving skills and communicate effectively. Introduction In this activity, you will read and analyze three poems by different poets and examine the similarities and differences among them. __________________________________________________________________________ Directions and Analysis Task 1: Read and Analyze Poetry Read these poems, whichRead MoreAnalysis of Acquainted with the Night and Stopping by the Woods on a Snowy Evening1471 Words   |  6 PagesResearch Paper first draft 16th Nov 2011 In a Dark Night, I Find My Answers. The two poems â€Å"Stopping By Woods on a Snowy Evening† and â€Å"Acquainted with the Night† written by Robert Frost are very similar to each other because of the simplistic form of language used and the uses of metaphors. When we first read the poem, it looks like an ordinary poem but once we go in depth and understand the meaning, it becomes so much more. Both of the poem has a very dark, gloomy and lonely setting with a reallyRead MoreRobert Frost : A New England Poet3698 Words   |  15 Pagescontinued their dreams, and went to college, but after a semester he dropped out. For the next two years, he was a labor worker and wrote poetry (Sullivan). New England became the inspirations to all of his works of poetry. He published his first poem â€Å"My Butterfly† in 1894 in the New York Independent. He was so ecstatic with his accomplishment that in 1895 he proposed to Elinor White, but she refused his proposal because she wanted to finish college (Robert Frost). After waiting some time on DecemberRead More Class Struggle in Robert Frosts Poem Out, Out Essay1676 Words   |  7 PagesStruggle in Robert Frosts Poem Out, Out- Robert Frosts poem Out, Out- is developed around a clear and unquestionable moment: a horrifying accident in which a young boy is mutilated by a buzz saw. Frosts underlying message, however, isnt nearly as straightforward. As the poem develops, two clear levels of interpretation seem to surface. While on the basic level the poem would seem to be a simple metaphor for mans struggles with nature, a more careful analysis suggests a level of interpretationRead MoreShe Walks in Beauty1808 Words   |  8 PagesShe Walks in Beauty, The Analysis She Walks in Beauty is a poem in which the author speaks of the physical beauty of a woman; a female who the author encountered. This encounter lead him to visualize a great distinct physical image of her so he began to speak of this phenomenal attractiveness. A special quality in her was being able to be identified with the heaven. Beautiful like the stars and clearly visible as a cloudless night. The poem She Walks in Beauty came by as an inspirat ion to theRead More Analysis of She Walks in Beauty by Lord Byron Essay1801 Words   |  8 PagesAnalysis of She Walks in Beauty by Lord Byron She Walks in Beauty is a poem in which the author speaks of the physical beauty of a woman; a female who the author encountered. This encounter lead him to visualize a great distinct physical image of her so he began to speak of this phenomenal attractiveness. A special quality in her was being able to be identified with the heaven. Beautiful like the stars and clearly visible as a cloudless night. The poem ?She Walks in Beauty? came by asRead MorePoetry Essay Prompt2545 Words   |  11 PagesLiterature Poetry Essay Prompts (1970–2011) 1970 Poem: â€Å"Elegy for Jane† (Theodore Roethke) Prompt: Write an essay in which you describe the speakers attitude toward his former student, Jane. 1971 Poem: â€Å"The Unknown Citizen† (W.H. Auden) Prompt: In a brief essay, identify at least two of the implications implicit in the society reflected in the poem. Support your statements by specific references to the poem. 1972 NO POEM 1973 (exam not available) 1974 Poem: â€Å"I wonder whether one expects...† (No poetRead MoreEssay about Isolation and Nature in the Works of Robert Frost3175 Words   |  13 Pagesinteraction between the human and the non-human: occasionally the ‘non’ may serve as a comfort for the dispossessed - but more often, the interaction between the two is destructive and disastrous. An analysis of a sample of his works - in this case his second book, North of Boston, as well as a few of his later poems - reveals these recurring themes, and the different interpretations Frost brings to them. It is this variety of interpretations that is fascinating: though his firmly held â€Å". . . belief

Essay on Browning art and character - 897 Words

Browning art and character Write a note on Browning’s attitude to art and life. Robert Browning in his dramatic monologue s is particularly interested in the study of the psychological conflicts of men and women. In many of his poems, he has dealt with the Italian Renaissance artists who evaluated their lives in terms of success and failure. In Browning’s treatment artists are presented as the conscience of an age. To him. Artists symbolize the voice of humanity, expressing their inner thoughts in their works as well as reflecting their souls. Browning also deals with the problem of art itself hown one should make a synthesis between the fleshy and spiritual impulses in the work of art. The most famous poems in which he deals†¦show more content†¦In Fra Lippo Lippi, Browning uses his knowledge of early Italian painting to illustrate an enduring problem of art. The problem is that of reconciling two opposing forces in religious art-the flesh and spirit. Andrea Del Sarto also deals with art and artist’s life. The poem presents a study of the mind of an artist who is dragged by the sense of failure and frustration. Andrea has been a faultless painter, but he failed so far as the spirituality of art was concerned. The main reason of his failure is his ill-fated marriage, marriage with a loveless woman named Lucrezia. From the technical point of view he is perfect but his paintings are not spiritually developed. Andrea claims that the paintings of Michael Angelo, Rafael and Lorenzo are technically imperfect but their art is life like. Andrea lacks the elevation of mind, which gives animation to an artist’s work: â€Å"And I’m the weak -eyed bat no sun should tempt Out of the grange whose four walls make his world.†- At the end of the poem Andrea comforts himself with the thought that god will judge his intentions and give him reward for his artistic endeavour. Browning’s most celebrated poem My Last Duchess deals with art and sculpture. This poem is another example of Browning’s studies of the Renaissance. In giving the portrait of the Duke of Ferrara with all his pride and cruelty, Browning made some commentary on art and artists. The poem isShow MoreRelatedMy Last Duchess by Robert Browning1795 Words   |  7 PagesIn My Last Duchess, Robert Browning takes poetic license with a real historical character from within the Italian Renaissance: Alfonso II, the last Duke of Ferrara. The Duke married a young bride, Lucrezia de’ Medici; however, their marriage ended mysteriously after just three years (Bloom 16). 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An Analysis of Early Years Philosophies Free Essays

string(183) " is much more focused on ensuring practical experiences, where the children are not necessarily focusing on maintaining freedom as the primary and key theme \(Roopnarine and Johnson\." Introduction The importance of early years’ education has long been recognised within both academic and professional circles. By establishing strong theories and policies during the early years of education, this then has a knock-on effect on the other aspects of education and makes the overall educational system more effective, in terms of producing capable adults. This paper will look firstly at the contribution of leading theorists when it comes to the provision of key documents in order to guide those in the practical application of these theories in the context of early years’ education (Catron and Allen 2007). We will write a custom essay sample on An Analysis of Early Years Philosophies or any similar topic only for you Order Now The paper will then go on to look at current policies and practices in early years’ education and how these either support or disprove the theoretical perspectives laid out. The final section then goes on to establish a personal philosophy of how the author here has pulled together existing theories and practices to develop their own approach to early years education. Key Theories of Early Education Unsurprisingly, those involved in the theories and philosophy which have emerged, over the years, in relation to early years’ education have gained considerable attention. In order to consider the theories each will be looked at in turn to look at their own contribution and in order to consider any advantages and disadvantages associated with these theories and concepts. This will be broken down within each theory to look at the key issues of: Children’s learning Relationships Learning Environment Meeting Children’s Needs Montessori Children’s Learning The educational approach developed by Montessori promotes the notion of freedom and independence in early years’ education, provided of course there are limits put in place with respect to the existing level of education and understanding of the children involved. Although multiple different approaches have been developed and are broadly considered to be based on the educational theories of Montessori, there are certain elements of this educational theory that would be essential, regardless of how it is applied in practice (Montessori, 1994). This includes the use of mixed age classrooms for children between the ages of three and six, with the students themselves having a choice of activities. Once they have been given a range of choices, the work time should be uninterrupted, as far as possible and a discovery model of behaviour being used to encourage the children to explore themselves, rather than being directly instructed on certain patterns of behaviour. In order to facilitate this approach, there needs to be freedom of movement within the classroom. Meeting Children’s Needs Montessori is largely considered to be an educational theory. In reality it is more of a theory of human development and nature, with two key basic principles. Firstly, when children and adults engage in any form of development, they take on board a self construction approach, as they interact with items and the environment around them. This recognises that the learning experience is directly linked to interaction with external factors and it is the stimuli is crucial to this educational theory and places a much heavier emphasis on facilitating, rather than direct teaching (Cadwell and Rinaldi 2003). Learning Environment With this in mind, those looking to apply this educational theory, in practice, will need to consider the environment almost as much of the content of the lesson itself. This is achieved by creating a harmonious and clean environment that is uncluttered and encourages free movement and activity, but also ensures that the availability of material is linked to the area of development being targeted. By restricting the material available, this has the effect of guiding the learning experience, but not to such an extent that the individual feels constrained. This educational theory also breaks down the age groups of those involved, with the recognition that children under the age of six are undergoing an incredibly dramatic development period and therefore developing self-construction during this period will potentially be the most important element of long-term development. Certain key expectations are included within this educational theory to guide expectations, without constraining e ither teacher or student. For example, the acquisition of language is something that is recognised as taking place, continuously, and therefore social behaviours will only truly become a fundamental element of the learning experience from approximately 2 years onwards, according to this educational theory. Waldorf Education (Steiner) Another formative educational philosophy is that referred to as Waldorf education or Steiner, which was established in Austria the early 20th century. As a result of this, several independent Waldorf schools were established, primarily in Germany, although also in neighbouring countries. This theory of education looks at the stages of development as being a crucial underpinning factor as to how education should take place. This theory broadly splits child development into three distinct stages, each of which lasts around seven years. The early years’ education which takes on-board the first seven years focuses primarily on providing hands-on activities and creative play opportunities, so that the primary focus is on child development through physical and practical activities, during this phase. Children’s learning For the purposes of this analysis, it is the first stage that is most important. However, so that it can be seen how these early years of education fit into the broader picture, it is worth noting that the second stage focuses more on social development and the third on academic understanding. Although the Waldorf theory can largely be seen as an educational theory that can be attached to independent schools across Central Europe, many of the theories and philosophies have permeated more traditional educational establishments. Relationships The education ideas put forward by Steiner largely follow the concept of common sense and go beyond simply what is taught to children. These theories also look at the environment and broader issues such as health and well-being. Taking this developmental approach is, in many ways, similar to that looked at above, with the Montessori theory; however, it is much more focused on ensuring practical experiences, where the children are not necessarily focusing on maintaining freedom as the primary and key theme (Roopnarine and Johnson. You read "An Analysis of Early Years Philosophies" in category "Essay examples" 2005). The emphasis during the early years period is on providing children with practical activities that will allow them to live life experiences either by following the examples of others, or by their own experimentation. Throughout this theory there is also a heavy emphasis placed on nature, where external influences may be seen to be relevant. High Scope More recently, developed in Michigan, USA, is the High Scope early childhood educational approach which looks at a variety of different educational establishment, including kindergarten, pre-school and even home-based childcare, in order to look at the ways in which early childhood development should be best established, so as to lay down the foundations for future learning. The development of this educational theory was primarily founded on the concept developed by the psychologist Lev Vygotsky, which takes a scaffolding-style approach, suggesting that adults should form a learning â€Å"scaffolding† around children, to take into account their current level of development and encourage them to build on it (French and Murphy 2005). Relationships Several central concepts have been developed alongside this educational theory and although participation from the student is important, as it is with the other two theories, there is, however, a structure associated with this educational theory which distinguishes it from the previous theories (High/Scope Educational Research Foundation 2001). Learning Environment For example, environment is seen as important, within this educational theory and the classroom is expected to comply with a high scope model would have several well-defined interest areas, e.g., there would be a toy area and an art area, clearly delineated and made available for the children. This supports the basic learning approach that is advocated by the other two theories in that students will gain from interaction with adults and their own construction of the world around them. However, this is done in a much more structured way, where the daily routine requires early years’ children to be following a predictable sequence of events throughout the day and there not being complete freedom, as advocated by Montessori. To a certain extent, this theory can be seen to be a muted version of the earlier theories. Furthermore, although a heavy emphasis is placed on a constructivist and interaction approach, a much more rigid structure is put in place to ensure that there is consistency and comfort offered to the students and that they understand exactly what is likely to happen, on any given day. Forest Schools Finally, there is the specialist theory associated with Forest Schools Education which involves outdoor education and suggests that the children are able to develop confidence and knowledge through having a large amount of outdoor activities and engaging at times within a forest environment. These types of schools are seen as a means of building independence within any age category and the theory of Forest Schools has become a pedagogy, in its own right. This recognition of the importance of the environment is itself something that can be utilised, either in its own right or alongside the previous theories of development of early years children, as advocated by the other theories, mentioned above. Government Legislation and Guidance Within the UK, the Department for Education provides guidance for the Early Years Foundation Stage (EYFS). The aim of this guidance is to produce basic compulsory standards that all entities involved in the early years’ education provide. The statutory framework for the EYFS stage was established in 2012 and is the full document guiding those involved in the provision of years’ education is seen as merely a minimum standard that they are required to meet and any underlying aims and objectives that should be in mind when establishing their own methods and philosophies. This was given its statutory status by virtue of the Childcare Act 2006. There are underlying aims associated with the guide, including the desire to provide consistency and equality of opportunity for all young children, which will ultimately then provide a secure foundation upon which every child can develop in an appropriate manner and according to their abilities and desires and become well adjusted young adults, in the future. Basic safeguarding welfare requirements are also fundamental to this guidance and, although the focus here is on educational theories, it should be noted that early years’ education theories should, at all times, consider welfare issues and how these may interact within the educational environment (Helm, and Katz 2001). Overarching principles recognise that each child is unique and will be in a constant state of learning and development, and will therefore need to be adaptable and taking the lead from the child in question. Furthermore, the establishment of positive relationships, both with their peers and adult groups is crucial and educational environments should be enabling and positive, regardless of precisely how they are set up or managed. Depending on the nature of the early years provider there may be more specific requirements when it comes to learning and development. For example a childcare provider for wrap-round services, e.g. outside of school hours, would have a lesser requirement to support learning and development, as it would be presumed that the learning and development has been covered within the educational environment. In order to ensure sufficient flexibility, while also ensuring equality and consistency with policies produced in the area of learning and development down into three key subjects: communication and language; physical development; and personal, social, emotional development. All providers of early years’ education need to provide basic supporting literacy, mathematics, general understanding of the world and expressive arts and design. To a certain extent, the rigidity of the current requirements would prevent total freedom within the educational environment and this would disallow a pure theory, such as that of Montessori, to be used although many of the elements of this educational theory can still be present, despite the constraints of the statutory guidance. When establishing methods of learning and development the guidance requires the use of a mixture of directed and free play within any education establishment and this prevents the approach from begun being entirely focussed one way or the other. The binding agreement to deliver the statutory framework requires that there are three characteristics which must be applied to all the activities that are undertaken by those involved in early years’ education. Firstly, there is the need to encourage playing and exploring which is supportive and congruent with the earlier theories of Steiner and Montessori and which encourage every child to explore and develop during their early years. Secondly, there is the need for active learning which encourages children to concentrate and to continue to strive to achieve the results that they are after (Anning et al 2004). Thirdly, there is the need to encourage the creativity and critical thinking of the children, in order to develop their own thoughts and ideas, as well as making links between ideas which they can then use in the future. Although the statutory guidance has a relatively large level of structure attached to it, on the whole, it follows the educational theories on early years’ education advocated by Steiner and Montessori. Certain requirements are also placed on early years’ education providers; for example, a pupil must have an allocated key person with whom they interact and who has responsibility for ensuring that they are developing and learning in an appropriate manner; this is also seen as a welfare and safeguarding issue, where this is a non- negotiable requirement. Certain standards are expected of children at any stage of early years’ education, such as the requirement that, by a specific age, sentences should be constructed and the children will be regularly reviewed and tested, in order to ascertain whether they are meeting the requirements, exceeding the requirements, or falling short. Although it is not expected that every child will develop at the same place, regular monitoring in many areas which are deemed to be weak is critical and a fundamental part of the current framework, so that the child in question can then be supported to develop in these weak areas. The main assessment is undertaken in the final term of the academic year in which the child becomes five years old is provided to the child’s carers / parent and other professional that are relevant during the early years. This assessment has several purposes other than to simply ascertain the current stage of learning for the child in question and provides information for the teacher who will be dealing with the child, as soon as they enter into compulsory education. This indicates that the early years’ agenda does in fact have the underlying aim of placing children in the best possible position to enter Year One (National Council for Curriculum and Assessment 2004). Another important aspect of the statutory guidance which is relevant to this discussion is the heavy emphasis placed on partnership arrangements, with the requirement for early years’ education providers to engage with the local authority, where appropriate, particularly for welfare and safeguarding issues. The essence of the policies here, therefore, is to fulfil certain requirements for having the statutory, basic standards in place, while also offering freedom to the early years’ educational establishment, in order to allow them to adjust, depending on the nature of their establishment and the types of facilities available to them. This would seemingly be a combination of theories, as discussed above, and goes largely along with the early focus on freedom and independence, but with slight constraints put in place. Based on this it can therefore be argued that the closest educational theories discussed above to the current situation are that of High Scope, where the adult operates as a form of scaffolding around the independent and free learning of the children. There does however need to be clarity, on a day-to-day basis, but the children themselves are given the freedom to develop at their own pace. A Personal Philosophy By looking at the educational theories explored in the first part of this report and also looking at the way in which the government has established guidelines, both compulsory and optional for educational establishments, the author here has been able to develop their own personal philosophy for early years’ education. This personal philosophy also draws, to a certain extent, on reflective learning from the author’s own experience within the early years teaching environment. As a result, and in the opinion of the author, it was found that the educational theories that support the notion of entirely free play are not as effective as the current educational agenda. However, whilst there are merits in the notion of entirely free experiences for very young children, as advocated by Montessori, it is suggested here that there needs to be a degree of structure, as this is more reflective of the educational experience which the children are likely to receive in the future. Moreover, there is an underlying aim within early years’ education to present children with the best possible foundation before branching into compulsory education and this would seem to be the main focus. The author also believes that the most appropriate philosophy is a combination of Waldorf and High Scope, stating that there needs to be at least some degree of structure and expectation, in order to ensure that there is sufficient consistency. Each child leaving early years’ education needs to be in position to undertake compulsory education; therefore, without having at least some boundaries and expectations laid out for all involved in education, this would result in some children not being able to achieve basic standards. This could ultimately impact, not only on their educational knowledge, but also on their self-esteem, if they were to enter compulsory education considerably behind others, in terms of attainment (Hohmann, 2002). Applying the statutory rules which are in place within the UK also supports this philosophy and recognises the fact that the ability of children to learn and develop will be different, particularly within the early years, and there needs to be at least some freedom for the children to explore and make up their own minds. This does, however, need to be structured and facilitated by the educational professionals, so that any individual weaknesses can be identified and supported in such a way that would not be possible, if total freedom were given to the students. Educational theories provide a strong background to the way in which education should be delivered, both from a physical environment perspective, through to how the adults responsible for delivering education interact with the children in their care. Despite the need for structure, it is noted here that a strong emphasis should also be placed on freedom of choice for the children when building social and self-esteem factors, which are arguably going to be the foundations for future learning, far beyond technical skills such as the ability to read and write (Penn, 2005). By looking at the broader developmental issues, such as those set out in the statutory guidance, those involved in delivering educational standards can adapt to deal with any issues that arise, rather than being constrained to delivering a specific curriculum. Based on this, my own personal philosophy of education is a hybrid between High Scope and Waldorf, with a bias towards increasing structure, so that basic standards are achieved, regardless of the underlying skills and personalities of the children involved. References Anning, A., Cullen, J. and Fleer, M. (eds.) (2004). Early childhood education: society and culture. Delhi, New York and London: Sage Publications Cadwell, L. B., and C. Rinaldi. (2003) Bringing Learning to Life: A Reggio Approach to Early Childhood Education. New York: Teachers College Press. Catron, C. E., and J. Allen. (2007) Early Childhood Curriculum: A Creative Play Model, 4th ed. Upper Saddle River, NJ: Merrill/Prentice Hall. Department of Education (2012) Available at: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/2716/eyfs_statutory_framework_march_2012.pdf French, G. and Murphy, P. (2005). Once in a lifetime: Early childhood care and education for children from birth to three. Dublin: Barnardos. Helm, H and Katz, L (2001) Young Investigators: The Project Approach in the Early Years, New York: Teachers College Press. High/Scope Educational Research Foundation. (2001). The physical learning environment: Participants guide. Michigan: High/Scope Educational Research Foundation Hohmann, M., et al. Educating (2002) Young Children: Active Learning Practices for Preschool and Child Care Programs. Ypsilanti, MI: High/Scope Press. Montessori, M (1994). From Childhood to Adolescence. Oxford, England: ABC-Clio. pp. 7–16 National Council for Curriculum and Assessment. (2004). Towards a Framework for Early Learning. Dublin: National Council for Curriculum and Assessment. Penn, H. (2005). Understanding early childhood. Glasgow: Open University Press. Roopnarine, J., and J. Johnson. (2005) Approaches to Early Childhood Education, 4th ed. Upper Saddle River, NJ: Merrill/Prentice Hall. How to cite An Analysis of Early Years Philosophies, Essay examples