The Fall of the Roman Empire Could Be Linked To Ma Essay Example For Students

The Fall of the Roman Empire Could Be Linked To Ma Essay ny Different Aspects: Army,Citizens, BarbarianismPersonally I think that all these reasons are linked and headed by thedecline of the Roman emperor. The deficient Emperor role led to the lackingmilitary response to invasions,civil war and peasant uprisings. ROMAN EMPIRE AND ITS EMPEROREver since the adoptive system which was installed by Marcus Aureliuswas never reinstalled after his death,effective leadership in governing Rome waslacking. It was clearly visible that the Roman Emperor was the backbone of Romanstability and therefore the strength of the Roman army was also crucial inensuing the empires stability. But this stability was drastically altered whencorruption and necessary errors were committed. ECONOMIC, BARBARIAN AND MILITARY PROBLEMSThe Roman Empire was plunged into military anarchy and raided bybarbarous Germanic tribes causing a major burden from an economic standpoint. We will write a custom essay on The Fall of the Roman Empire Could Be Linked To Ma specifically for you for only $16.38 $13.9/page Order now Emperors, feeling pressure from all directions, resorted to manners whichdepleted army and citizen moral. The personal dreams of empirical leaders wasnever capable of re-stabilizing the Empire after the invasions. For instance,Constantine created a substantial field force where he recruited many regimentsfrom Germany. He greatly increased the German generals (1). Aurelius alsointroduced the German element into the Empire. He established a precedent forsettling Germanic peoples, barbarians to the Romans, in Roman territory to trysecure peace(2). He felt the only way to preserve the Empire was to host allthose who wished to live within its territory. These German units under Roman commanders did not easily fall to thetraditional Roman discipline and command. The reluctance to submit to Roman ruleallowed Rome to lose the tactical superiority that it once had and enjoyed overthe German barbarians. This loss of tactical supremacy destroyed the elite,disregarding their once owned power and thus causing change on top of the RomanEmpire elite. According to Andre Piganiol,The destruction of the elite handedover power to a new oligarchy of the newly wealthy and of high officials whocame from barbarous elements of the population(3). Piganiol continues to statethatconquered nationalities had in no way lost consciousness of their originand many were the means of resistance to the unifying will of Rome(4)Economically wise, the war against the Germans led to terrible financialburdens on the Empire. To obtain funds for the military, emperors confiscatedgoods, exacted forced labor, and debased the coinage by minting more currencywithout an incr ease in the supply of precious metal.(5) Through this thecitizens withdrew their loyalty to Rome which deeply affected the middle class. In the Piganiol essay, Piganiol clearly emphasis the fact that the Roman statewent bankrupt in the third century because it was incapable of continuing to payits officials and it was incapable of paying its armies without recourse toconfiscations,monetary falsifications requisition in kind, unpaid services.(6)Another major move the emperor and his empire introduced the citizens ofRome involved the citizenship issue. In approximately 212 AD, recruits had beenpicked from among provincials, who were attracted by the promise of freecitizenship and its advantages. With citizenship no longer necessary forenlistment, the poor, weak class of the empire were drawn to the army because ofthe weapons and artillery(7). Personally I think that the major reasons whyloser class societies were drawn to the artillery aspect of the army was so theycould steal the empires wealth. This behavior would probably lead to thedestruction of Roman cities, and destruction of farmlands and economic trade. .u53925747c5b4e34b1175a5f08813a7b3 , .u53925747c5b4e34b1175a5f08813a7b3 .postImageUrl , .u53925747c5b4e34b1175a5f08813a7b3 .centered-text-area { min-height: 80px; position: relative; } .u53925747c5b4e34b1175a5f08813a7b3 , .u53925747c5b4e34b1175a5f08813a7b3:hover , .u53925747c5b4e34b1175a5f08813a7b3:visited , .u53925747c5b4e34b1175a5f08813a7b3:active { border:0!important; } .u53925747c5b4e34b1175a5f08813a7b3 .clearfix:after { content: ""; display: table; clear: both; } .u53925747c5b4e34b1175a5f08813a7b3 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u53925747c5b4e34b1175a5f08813a7b3:active , .u53925747c5b4e34b1175a5f08813a7b3:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u53925747c5b4e34b1175a5f08813a7b3 .centered-text-area { width: 100%; position: relative ; } .u53925747c5b4e34b1175a5f08813a7b3 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u53925747c5b4e34b1175a5f08813a7b3 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u53925747c5b4e34b1175a5f08813a7b3 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u53925747c5b4e34b1175a5f08813a7b3:hover .ctaButton { background-color: #34495E!important; } .u53925747c5b4e34b1175a5f08813a7b3 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u53925747c5b4e34b1175a5f08813a7b3 .u53925747c5b4e34b1175a5f08813a7b3-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u53925747c5b4e34b1175a5f08813a7b3:after { content: ""; display: block; clear: both; } READ: Essay on The Life of Jeannette in The Glass Castle EssayCivil war also played a negative role in the Fall of the Roman Empire. This was made possible when emperors became afraid of their own troops and thepossible rebellion against them. Therefore the emperors to remain on theirthrone were sometimes obliged to buy the emperor powers from soldiers and othermilitia men. The lack of conventional loyalty and honor towards the emperor ledto a character change in the Roman soldier. ROMAN SOLDIERS BEFORE AND AFTERBefore the Civil War the Roman soldier was considered as probably thegreatest fighting force in all of the Western World. During the Pax Romana period, the Roman soldier used his superiororganization and training to conquer nations. He was extremely disciplined andprofessional. He and his army were literally the wall which protected Rome. Their fighting willpower would allow them to remain on the battlefield no matterwhat and how long battles were needed for victory. They would join the army atthe age of eighteen. Their recruitment was localized and usually hereditary. They were not allowed to marry while on service. Their employment includedpolice duties, checking and rounding up local raiders.(8) The army had twopurposes, first to fight wars of conquest and satisfy the emperors desires forglory, booty, and expanded territory. Second, to suppress the unrest in outlyingprovinces.(9)But all this seemed to be changing later on in the empire with theemperors change in attitude and the allowing of barbarous German tribes into thearmy. Emperors resorted first to the population of the barbarous regions of theempire regions, then to foreign barbarians. In the reserve army, the highestregarded men were the barbarians units. These officers occupied the highestranks up to that of master of the militia. With all the favoritism toward theGerman unit the Roman soldiers began to feel inferior and secondary in theirrole of defending the empire. The military commanders began to use theirmilitary troops to cease the thrown and its governing power. They began neglec ting its duty of defending its borders and disrupted the eternal life ofthe Empire.(10)Although they continued to fight in well framed units, their overallwill to train and discipline required for fighting was almost unnoticeable. Emperors continued to play a negative role in the allotment of foreigners totake control. In Piganiols essay he mentions that the, emperors disarmed thecitizens and trusted the defense of the empire to mercenaries.(11) Valens was aclear example of the corruption in the higher class of the empire. He was activein suppressing the lives of officers, whereby he defrauded men of their portions,clothes and military equipment. Favoritism towards the barbarian units of the army, corruption towardsthe state and its people, gives ample reason why such a revolt in the Romanarmy occurred. Towards the end of the empire the Roman armys qualitiesdeteriorated. The legions failed to defend borders, the army began to consistpredominately of the peasants (citizenship issue). The change in the soldiersattitude explains in the lack of loyalty to Rome and the lack of leadership inmilitary leaders. In conclusion, the Roman army defeated itself. It began as a powerhousebut by some uncontrollable and ignorant errors it collapsed. It was violatedinternally by the emperors and their soldiers and externally by the barbaroustribes. The lack of soldier loyalty to Rome, began with the lack of Rome loyaltytowards soldiers. By allowing citizenship to almost anyone it negated theimportance the higher class society had in Rome. Almost anyone could be a Romansoldier, almost anyone could have access to arms and almost anyone could usethese arms in their favor. The allowance of the German entrance in the armyintroduced doubt in the mind of the veteran soldiers. Therefore, Rome hurtitself. One does not know if it could have continued its dominance, but onecould clearly say that its dominance brought its disappearance. .uae4d3d8e083ce4fa5977536b28d90a76 , .uae4d3d8e083ce4fa5977536b28d90a76 .postImageUrl , .uae4d3d8e083ce4fa5977536b28d90a76 .centered-text-area { min-height: 80px; position: relative; } .uae4d3d8e083ce4fa5977536b28d90a76 , .uae4d3d8e083ce4fa5977536b28d90a76:hover , .uae4d3d8e083ce4fa5977536b28d90a76:visited , .uae4d3d8e083ce4fa5977536b28d90a76:active { border:0!important; } .uae4d3d8e083ce4fa5977536b28d90a76 .clearfix:after { content: ""; display: table; clear: both; } .uae4d3d8e083ce4fa5977536b28d90a76 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uae4d3d8e083ce4fa5977536b28d90a76:active , .uae4d3d8e083ce4fa5977536b28d90a76:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uae4d3d8e083ce4fa5977536b28d90a76 .centered-text-area { width: 100%; position: relative ; } .uae4d3d8e083ce4fa5977536b28d90a76 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uae4d3d8e083ce4fa5977536b28d90a76 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uae4d3d8e083ce4fa5977536b28d90a76 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uae4d3d8e083ce4fa5977536b28d90a76:hover .ctaButton { background-color: #34495E!important; } .uae4d3d8e083ce4fa5977536b28d90a76 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uae4d3d8e083ce4fa5977536b28d90a76 .uae4d3d8e083ce4fa5977536b28d90a76-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uae4d3d8e083ce4fa5977536b28d90a76:after { content: ""; display: block; clear: both; } READ: Teen Suicide EssayEND NOTES1) Lynn Hunt, Thomas Martin, Barbara Rosenwein, R.Hsia, and Bonnie Smith. TheChallenge of the West: Peoples and Cultures from Stone Age to 1740. Toronto: D.C. Health and Company, 1995. 2) Ibid3) Piganiol, Andre. The Causes of the Ruin of the Roman Empire. Decline andFall of the Roman Empire: Why did it Collapse ?: Donald Kagan. ED. Donald Kagan. Massachusettes: D.C. Health and Company, 1962, p.87. 4) Ibid, p.875) Marvin Perry, Myrna Chase, James Jacob, Margaret Jacob, Theodore Von Laue. Western Civilization: Ideas, Politics ; Society. Boston: Houghton MifflnCompany, 1996. 6) Piganiol, Andre. The Causes of the Ruin of the Roman Empire. Decline andFall of the Roman Empire: Why did it Collapse ?: Donald Kagan. ED. Donald Kagan. Massachusettes: D.C. Health and Company, 1962, p.88. 7) Marvin Perry, Myrna Chase, James Jacob, Margaret Jacob, Theodore Von Laue. Western Civilization: Ideas, Politics ; Society. Boston: Houghton MifflnCompany, 1996. 8) Jones, A.H.M. A General History of Europe: The Decline of the Ancient World. London: Longman Group Ltd. 19669) Lynn Hunt, Thomas Martin, Barbara Rosenwein, R.Hsia, and Bonnie Smith. TheChallenge of the West: Peoples and Cultures from Stone Age to 1740. Toronto: D.C. Health and Company, 1995. 10) Marvin Perry, Myrna Chase, James Jacob, Margaret Jacob, Theodore Von Laue. Western Civilization: Ideas, Politics ; Society. Boston: Houghton MifflnCompany, 199611) Piganiol, Andre. The Causes of the Ruin of the Roman Empire. Decline andFall of the Roman Empire: Why did it Collapse ?: Donald Kagan. ED. Donald Kagan. Massachusettes: D.C. Health and Company, 1962, p.88. BIBLIOGRAPHYJones, A.H.M. A General History of Europe: The Decline of the Ancient World. London: Longman Group Ltd. 1966Lynn Hunt, Thomas Martin, Barbara Rosenwein, R.Hsia, and Bonnie Smith. TheChallenge of the West: Peoples and Cultures from Stone Age to 1740. Toronto: D.C. Health and Company, 1995. Marvin Perry, Myrna Chase, James Jacob, Margaret Jacob, Theodore Von Laue. Western Civilization: Ideas, Politics ; Society. Boston: Houghton MifflnCompany, 1996. Piganiol, Andre. The Causes of the Ruin of the Roman Empire. Decline and Fallof the Roman Empire: Why did it Collapse ?: Donald Kagan. ED. Donald Kagan. Massachusettes: D.C. Health and Company, 1962. Category: History

Leading A Diverse Workforce Example

Leading A Diverse Workforce Example Leading A Diverse Workforce – Coursework Example LEADING A DIVERSE WORKFORCE Diversity is a phenomenon that is found in almost every kind of organization. As a matter of fact, diversity is not limited to certain organizations by virtue of whether they are publicly known or privately owned (Handler, 2012). Even among family businesses which are types of privately owned companies, there is the likelihood that diversity would exist among the employees and workers. The reason why this is so, is that the term diversity cuts across several areas in an organization. Some of these areas are in ethnicity, gender, educational background, culture, and religious beliefs. One of the entities of an organization that diversity facilitates most is in the area of organizational change. Diversity facilities organizational change because it is one reason for which there must be as many changes as possible to ensure that the interest of all diverse groups of people are met (Gardener, 2006). Despite this general idea of facilitation of organizational c hange, diversity could also be a reason why the successful implementation of organizational change may be difficult. Commonly, for any given organization that must experience change, all interest groups who make up the diversity tend to have higher expectations of how the organizational changes should benefit them. To this end, there is the tendency that if after the change a particular group feels aggrieved that the changes did not come to their benefit; they may refuse to comply with the new changes. When such acts continue, they could lead to organizational conflicts of different forms (IOM, 2006). The best way to tackle this situation is to ensure that all interest groups have a representation at the decision level before the changes are effected. REFERENCE LISTGardener T. E (2006). Preventing Organizational Errors: Quality chasm series. Institute of Medicine of the National Academies: New YorkHandler, S., (2012). Enhancing the detection and management of adverse drug events in nursing homes. Retrieved March 28, 2012, from IOM (Institute of Medicine). (2000). To Err Is Human: Building a Safer Health System. Washington, DC: National Academy Press.

Macro economic assignment Essay Example | Topics and Well Written Essays - 2000 words

Macro economic assignment - Essay Example www.fxwords.com/g/gross-domestic-product-quarterly... For GDP Comparison we used http://www.demographia.com/db-ppp-uscan.htm Current Economic Arena This report highlights the current trends in the economy which are detrimental to the Future development in the sense that if the trends are not corrected will lead to a situation where many of the opportunities to develop form the needs of nations like the United States, and Europe will soon erode and be gone to eastern economies for ever. Canadian companies have been making headway in the IT sector and in the home business sector. Consumer and industrial production and investment are on the rise, but costs as shown by the trends and statistics are on the rise too. Thus development is offset by rising cost, low productivity and investments. We apprise you on the three key areas where detailed changes in policy are needed. 1. We have to attract more investment, and for this we need to develop better infrastructure. 2. We need to address the concern of services and development both in manpower and in infrastructure of the Information Industry in which we can become a major player in the next 5 years. 3. We need to, consequently address housing, and transport needs. All this is possible only with government spending and lesser or minimal taxation. Indicators to the analysis While GDP and nominal indicators are a sure way of determining our current position, as we can see below, by itself it is not enough to determine the policies we ought to set forth. Our GDP growth: Our GDP growth has been constant and fluctuates only between 4.8 and 6.3 percent especially as compared to the US. That should give us pleasure that we are truly developing. However the consumption patters, and rise of fuel...This is bad news for us. It is time we took steps to develop our infrastructure in such a manner that Canada can host software and technology parks and benefit from that, and attract overseas investments. The thrust therefore will be on these three things: Government Investments, Industry specific developments especially with regard to Information technology, and Education. We also will lay a matrix for upgrading public transport to cover for rising oil costs. Future development in the sense that if the trends are not corrected will lead to a situation where many of the opportunities to develop form the needs of nations like the United States, and Europe will soon erode and be gone to eastern economies for ever. Canadian companies have been making headway in the IT sector and in the home business sector. Consumer and industrial production and investment are on the rise, but costs as shown by the trends and statistics are on the rise too. Thus development is offset by rising cost, low productivity and investments. Our GDP growth: Our GDP growth has been constant and fluctuates only between 4.8 and 6.3 percent especially as compared to the US. That should give us pleasure that we are truly developing. However the consumption patters, and rise of fuel costs to over 4.9% within the last six months, and the availability of lesser infrastructure to develop is impeding the progress of the economy. While Canada was always investor friendly,

State-Building and theOperation of the Market Essay

State-Building and theOperation of the Market - Essay Example Since then, international state-building has become acceptable because the condition had called for it. Today international state-building has seemed to change the understanding on the operations of the market; yet a deeper analysis on its arguments essentially reveals how capitalism manoeuvres to get over with its present crisis. In short, international state-building is a framework that further strengthens the relationship of the state and capital to ensure the pre-eminence of free-market economy in which the US remains unchallenged. International State-building State-building, a concept in state theory first used at the end of Cold-War, pertains to deliberate interventions by national or international forces meant to capacitate and strengthen weak/fragile states and state institutions thereby making them functional (Jones & Chandran 2008, cited in Menocal 2009, p. 2; Caplan 2004, p. 53; Lotz 2010, p. 219). Current world events – e.g. ... 16). In his book, International state-building: The rise of post-liberal governance, Chandler (2010) noted, how the world today has grown more acceptable of international state-building not only as a reactive response to reconstruct war-torn or conflict-ridden states but more as a preventive mechanism to save states from possible economic and political collapse (p. 1). What made this so, Woodward (2011) traced back to the end of Cold-War and the collapse of the USSR, which had resulted to violent break-up of socialist states, beginning with Yugoslavia in 1991. These chaotic disintegration of the USSR simultaneous with the humanitarian crises in Sudan and Somalia had reversed the view toward the state of major world powers and their international machineries for security (UN, NATO, EU) and finance (IMF-WB) – The strong and totalitarian states are no longer viewed as the primary threat to international peace and prosperity; today the considered problem states are the weak/fragil e ones, because as they fail to secure the needs of their people; they cause so much human suffering and chaos, resultantly preventing the smooth operations of the market, thus threatening international peace and prosperity. Within this premise, international state-building – through which international aids were diverted to conflict transformation by building-up government capacities and institutions – was then made acceptable and until lately was seen necessary. (p. 316) This changed perception of the state, Chandler (2009) explained, had redefined sovereignty as no longer pertaining to a nation’s political independence, but to state capacity. Thus sovereignty is perceived no longer as a ban but

Business Impact Analysis Essay Example | Topics and Well Written Essays - 1750 words

Business Impact Analysis - Essay Example In this scenario, BIA is based on a critical assumption and that is every area and task of a company depends on the continuous working of every other task; however some tasks are more critical and important than others as well as need a greater investment following a failure. In addition, the BIA also determines the expenditures associated with losses, for instance substitution of equipment or machinery, loss of cash flow, loss of income, funds paid to pull alongside a backlog of work, and so on. Moreover, a BIA report also determines the significance of business tasks and processes as well as recommends suitable financial support for actions to look after them. In this scenario, BIA determines the possibilities of breakdowns or losses in terms of their influence on business revenue, safety and security, marketing and advertising, compliance, legal aspects and quality assurance. Hence, BIA can be considered as the backbone of the whole business continuity plan or, as a minimum, it sh ould be managed and controlled in the approved manner. In fact, a well-planned and well-executed BIA can formulate the differentiation between a strong, completely developed business continuity plan, and an ordinary one. Methods for Establishing Component Priorities A company can prioritize its functions and components on the basis of their criticality. In this scenario, critical applications and systems are used in the processing of sensitive information. In addition, the applications and systems that an organization uses to process sensitive information can be prioritized as: Critical: Critical business applications and systems are believed to be the highest priority functions for the reason that they have highest impact on an organization’s potential and processes for recovery.... sensitive information can be prioritized as: Critical: Critical business applications and systems are believed to be the highest priority functions for the reason that they have highest impact on an organization’s potential and processes for recovery. Additionally, human resources of an organization are fully aware of these critical processes within their department. In addition, the solution is to collect all necessary information and build up a complete look at their critical applications and process from the company’s point of view. For instance, they should determine that what applications and processes must be present for their organization to run a business? Hence, these processes must be recovered to sustain as close to regular operation as possible. In this scenario, the highest permissible time limit is determined in hours (Pabrai, 2013; ttgtMedia, 2007). Essential: Every organization has some functions which lie between critical and important, hence for these business functions organizations can decide to make use of a central kind that can be acknowledged as â€Å"vital† or â€Å"essential.† Though, it is difficult to distinguish between critical and vital functions but an organization can choose that certain processes are completely critical and others are very significant and they should be handled soon after the critical processes. In this scenario, vital business processes can comprise several business aspects such as payroll, which is not a critical business function in terms of being capable of getting the business support and operating right away however these functions can be significant to the organization’s capability to work further than the disaster recovery phase. These business processes should be recovered immediately when resources

Reggio Emilia Approach Analysis

Reggio Emilia Approach Analysis Children are explorers and love to investigate what is going on around them. Imagine if their whole day was spent in an environment with beauty formed by their own creativity? Having the opportunity to play with natural and open ended materials of their own interests, guidance from educators to construct their learning and thinking on exciting topics, and most importantly having their families be greatly involved in their day, the learning outcomes of each child would be concrete and long lasting. These are the kinds of opportunities provided by educators from the Reggio Emilia Approach, found by researcher and teacher Loris Malguzzi. Creativity seems to emerge from multiple experiences, coupled with a well-supported development of personal resources, including a sense of freedom to venture beyond the known (Loris Malaguzzi, The Hundred Languages of Children, ch. 3, by Carolyn Edwards (1993). This essay will be discussing what the Reggio Emilia Approach is, and which constructivist theories influence the Reggio Emilia curriculum. It will also uncover the curriculum elements and key programming used in the approach and lastly how its approach supports the six principles of the ELECT document used in Ontario. The topics discussed in this paper will be based on the research found in the book Authentic Childhood Experiencing Reggio Emilia in the Classroom by Susan Fraser and also online sources. First of all, what is the Reggio Emilia Approach? This question arises amongst many people like, researchers in child studies, parents looking for childcare, educators looking to work, the government when looking to see statistics to see what curriculum model has a successful outcome of quality childcare and many more persons who are interested in what different childcare approaches provide. In relation to this, the Reggio Emilia Approach was found by an early education specialist from a town in North Italy called Reggio Emilia his name was Loris Malaguzzi (1920-1994). Malaguzzis vision attracts the world through his play and project based curriculum, children play and educators guide their play into projects that interest them. The approach is a combination of principles that build the child centred environment and curriculum. Collaboration is when everyone works together and includes parents, educators, communities and the children; the image of the child-conceptualizing an image of the child as competent, inventive, and full of ideas (Fraser, 2000, Page 8). The environment is known as the third teacher as it is carefully set up by educators to challenge the childs curiosity and learning. Documenting is a display of what the childs experiences are shown through language and creativity. Provocation is when educators listen carefully to what the children are saying and further guide the thoughts and accomplishments. Plans and investigations are also made by everyone involved, which is known as progettazione. A unique principle found in the Reggio Emilia approach is the one hundred languages of children which means that the children use many different resources and materials to make symbolic representations o f ideas that may arise (Fraser, 2000, Page 8). The principles from the Reggio Emilia Approach also include uninterrupted play. As a whole it is an exciting learning environment for the children, educators and parents all co-learning together. As a second point, lets discuss which theories influence the Reggio Emilia curriculum. For instance in a Montessori school the philosophy will be of Maria Montessori and the day will be planned out using didactic materials and sequential steps based on her research on child studies. The Reggio Emilia Approach is not just based on one philosophy like the Montessori but it is actually based on a number of different philosophers. including Jean Piagets theory for the sequences of cognitive development, Lev Vygotsky theory for the social aspects of learning and the importance of play, Jean Deweys theory for the role of play, human nature and viewing the child in the context of the family and society (Fraser,2000, Page14), Hugh Gardiners theory of multiple intelligences, Urie Bronfenbrenners theory on the environment, Barbara Bibers theory included collaboration and positive self image, and there may be more. As a result of having so many philosophies combined in the Reggio Emilia Approac h, it is known to be a model, focusing on the whole child, development, environment, play, family involvement, self image controlled by educators really understanding how to guide children to express their feelings, and how children use their multiple intelligence and symbolic language. The third topic this paper is addressing, what are the curriculum elements and key programming used in Reggio Emilia Schools? Curriculum is what the children learn from and the experiences they have when being cared for in a child care centre. Key programming is the goals and schedules that a school may have. Traditionally a lot of early childcare centres would plan what toys and activities the children would play with and then help and teach the children how to use them or how to do an activity and then a report may be written to show parents how the child is getting along according to the childs development stage. In the Reggio Emilia Approach the curriculum is very different to traditional teacher taught curriculums. It is planned by what the children are interested in while playing and engaging in activities of their choice. Assessment is used to plan what to do in the classroom based on a childs interests. Its role in the project process is to learn the childrens behaviours, to discover childrens interests, to revisit projects with the children, to gain knowledge on the childrens capabilities and as a tool to study children. The Reggio Approach suggests that by assessing projects over and over again, children understand their own questions. It also stresses that parents, children and educators are co-learners. Additionally the rationale for educators is to assess alongside the children. Educators facilitate rather than directing the children. Educators assess by observing and stepping in or stepping back whenever they need to. They also ask important questions that challenge the children to figure things out by their own curiosity. Documentation is also used to plan the Reggio Approach. Here there are many different methods of documentation from simple note form to the more sophisticated electronic equipment, such as digital cameras, webs, audio recorders, and video recorders (Fraser, 2000, Page 83) depending on what kind of observations are being made. The different observational techniques are running records which are the method used more often, time sampling, art displays, event sampling, anecdotal records, tape recording, sequences of photographs, displays of projects, and video tapes. In the Reggio Approach documentation is used as soon as something happens, The diary of Laura a diary taken from a Reggio Centre in Italy states that teachers work closely with the children taking notes, recording observations they think have meaning toward the learning of that child. Documentation is done when needed theres not only specific timings, notes can be taken at any time, Documentation is done to further assessment and planning towards projects that children want to start or are already working towards. The Reggio Emilia Approach does not have an organized planned curriculum it is actually very spontaneous and is built according to individual or group interests of the children. To emphasize that the curriculum is spontaneous and is planned on the interest of the children educators use different methods of observations at any time. There are many ways to observe in the Reggio Approach. Note taking is one way to observe, they also use diaries to write reflections on observations, photography, videos, audio, written, watching play and careful listening to conversations. Parental observations are taken at home and noted. The rationale for the parent assessments are that they know their children best and children are carefully observed on how the environment is used. The Reggio Emilia Approach suggests that children speak one hundred symbolic languages and they use observations to determine and understand what these languages are. To clarify, observations are used for assessment, documen tation, planning and implementing the curriculum. With this in mind the educators role is to guide the natural curiosity and learning of the children, and the environment is known as the third teacher. The children are little researchers. They can and want to communicate with the surrounding world (Reggio Emilia Philosophy, www.education.com). There are many factors that have to be taken into account when it comes to the role of observations and implementing. The decision to carry out observations is usually the result of a question that has arisen about a child or a group of children and their behaviour or activities in the centre. (Fraser, 2000, Page 81) Similarly, other factors have important roles in implementing the learning process, for example time is important. Children need lots of time to work on ongoing projects. In the Reggio Emilia Approach there are no time limits on projects. Children work on projects as long as they are still interested. Space and layout is carefully set up for dramatic play, water play, block play, physical and manipulation, art and creativity, outdoor play, and quiet time area. This encourages social skills, problem solving skills, making personal choices and team work methods. Teachers carefully organize spaces for small and large group projects and small intimate spaces for one, two and three children. (About Reggio Emilia philosophy, www.education.com) The environment is made to look beautiful and inviting. Another factor in implementing the curriculum process is that the resources that are provided by the educator, another important role of the educator. Materials are carefully chosen they can be natural materials, toys, games, water play, creative materials, open ended materials, blocks, puzzles, books, sand toys, or even dress up clothes for dramatic play. Children use the materials so they can play and further their learning. To manipulate and start the process of projects the educators use positive language and encouragement to help children learn how to express their emotions. Educators plan team meetings to discuss the observations and planning. Parents are always welcome to join or help make decisions. Meetings are used to plan what materials need to be taken out, how the environment should be set up, what is needed for projects that are emerging and also what things need to be changed. The Reggio Emilia Approach is very similar to the emergent curriculum. A lot of the factors used in Reggio are used in the emergent curriculum, but the emergent curriculum emphasizes development and interest and Reggio emphasizes on interest. The final point to discuss in this paper is about how the Reggio Emilia Approach uses all six principles of the ELECT document. In the Reggio Emilia Approach there is a link to the first principle of the ELECT document which is Early child development sets the foundation for lifelong learning, behavior and health An example of this is that diaries are shown to parents, each project is based on being child centered and play based which means that it has to be developmentally appropriate, each assessment is done to figure out the interests of the child and each child is observed to their own developmental stage and long term projects are used so educators can see how children are growing and are developing their learning. Also there are various philosophies used in the Reggio Approach one in particular linked to the different stages and sequences of development are the philosophy of Piaget. The second principle of the ELECT document is Partnerships with families and communities strengthen the ability of early childhood settings to meet the needs of children. The link to the Reggio Emilia Approach to the second principle are that parents work as co learners with educators and children in the Reggio Emilia approach and photographs are displayed around the centre for the children to have a reminder of home. The third principle of the ELECT document is Respect for diversity, equity and inclusion are prerequisites for honoring childrens rights, optimal development and learning:. The next link to The Reggio Emilia Approach is parents are important, one influence is the philosophy of Bronfenbrenner, everyone involved -children, parents and teacher pay an integral part in what is known as the circle of we (Fraser, page.102) Reggio centres respect and support families, cultures and all diverse situations, in addition to this, the Approach also brings families together, learning about the different families, cultures, food and dressing up. The fourth principle of the ELECT document is A planned curriculum supports early learning. This principle is met by the projects that take place in the Reggio schools, projects are worked on in depth and detail, the child centered approach and childrens interest plan the curriculum. The Reggio Emilia Approach can be defined therefore as contextual, that is, it is determined by the dialogue among children, teachers and the environment surrounding them (The Reggio Emilia Approach Truly listening to young children, www.oecd.org). The fifth principle is Play is a means to early learning that capitalizes on childrens natural curiosity and exuberance, this principle is linked to the Reggio Emilia Approach The Reggio Approach is play based and has the same philosophy to the ELECT and the Emergent which is that children learn and grow through different types of play. The word play is not a frequently used word in The Reggio Approach, although as seen above, spontaneous play and play valued as meaningful learning figure among the goals for learning and development. (The Reggio Emilia Approach Truly listening to young children, www.oecd.org), in addition to this the Reggio Emilia Approach also states that play is used to depict 100 different languages through symbolic languages. The last principle, principle six is Knowledgeable, responsive early childhood professionals are essential. This principle is also linked to Reggio Emilias Approach, as Reggio Centers have teachers with extensive staff development; teachers make goals for them self and teachers also learn alongside the children enhancing their understanding of children. Another example of this principle is that the educators of Reggio schools sometimes are not qualified but learn from the other teachers and through each daily experience with the children. In conclusion to this paper it shows that it can take a number of philosophys to create a high quality model, and that not just one philosophy is better than another, but each philosophy actually compliments one another, similarly it proves that children dont necessarily need to be taught by a teacher but can learn by having the opportunity to construct their own learning through a child centered approach. In addition this paper also shows that the role of play, culture, parents, educators, the environment, observations, assessment, documentation, and planning are all very important to implement a childs learning to make up a model like the Reggio Emilia Approach. Finally this paper proves that the Reggio Emilia Approach follows an emergent curriculum that can link to all six principles of the framework provided by the ELECT document.

Kate Chopin as a Feminist Writer

Kate Chopin is a feminist writer in the sense that she vigorously advocated and hankered after female spiritual liberation. She did not emphasize her beliefs and conceptions in her writings but she has taken into account the ideas of feminine individualism and personal autonomy at the start of twentieth century. Her feminist approach was quite different from the contemporary feminist writers who primarily concerned about the social elevation of women but she craved an understanding of individual sovereignty by penetrating into the conventional needs and wants in the male domain of social life. Helen Taylor proposes, â€Å"†¦shared her concerns with questions of sexuality, bourgeois marriage and woman's role (p.157). All these facets of women life is comprehensively discussed by her.Moreover, Chopin’s idea of feminist emancipation is not limited and of debase nature. Her approach is not restricted to physical liberation but she broadened it to intellectual as well socio-p olitical autonomy. She was of the view that psychological and intellectual emancipation is the primary requisite that would bring forward the social and physical freedom.Social standing of females was a favourite subject to the writers at the start of 20th century. Society was dominated by patriarchy, male chauvinism and supremacy whereas women were perceived as fragile and dependant. In â€Å"The Story of an Hour,† Kate Chopin manifests these themes by means of imagery and characterization. She had enough literary skills and intellectual strength to express these ideas in her writings at a time when writing about these issues was considered a taboo. In her anthology, she clearly illustrate that women are quite accomplished at showing strength and independence. Chopin skilfully utilizes imagery and vigour of her female characters to track female pains to flee from the debase character that societal compulsions have mandated to agree to. She takes into account their pathos and miseries implying that social compulsions are profound, rooted into the intellectual and institutional make-up of human beings and thus can not be easily swayed.In the leading story of her anthology, The Story of An Hour, she begins with portraying the socio-psychological afflictions of her protagonist, Louise. She describes her as â€Å"afflicted with a heart trouble† (Chopin, 170), symbolizing the feebleness and fragility attributed to females at the turn of the last century. But as the story progresses, her characterization turns from feebleness to potent one. For example, when her sister discloses death of her husband in â€Å"†¦veiled hints that revealed in half concealing† (Chopin, 170), she shows strength. Her relief at the news further manifest the fulfilment of her longing for emancipation, both physical and psychological. Contemporary society and reader do not presuppose this outcome i.e. a woman being capable of dealing with such ruthless realities of life, due to their pre-conceived notions. But Louise thinks that â€Å"There would be no powerful will bending her in that blind persistence with which men and women believe they have a right to impose a private will upon a fellow creature† (Chopin, 172).All short stories in the anthology give an idea about the social particularly male response to each difficult situation that a woman faces. Society is too myopic that it only takes a stereotypical view of the situation. To remove or minimize the stereotypical effect, Chopin instigates a elementary change in her disposition as society fixes firmly to its typecasts, disinclined to admit change easily.ReferencesChopin, Kate. The awakening and other stories. New York, Holt, Rinehart and  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Winston. 1970.Taylor, Helen. Gender, Race and Region in the Writing of Grace King, Ruth McEnery  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Stuart and Kate Chopin. Baton Rouge and London: Louisiana State UP, 1989