Feminism and Slavery

Feminism and Slavery Feminism Women were socially differentiated within the gender orders of slave based societies. The diversity of womens experiences in West Indian slave societies, undermines the formal claims to order in the knowledges conceived by the politically challenged term woman, as well as feminism as an advanced, radical conceptual device (Mohammed, p.35). Either way, histories of slavery experience are viewed with considerable ambivalence and scepticism (Mohammed, ). It has not helped matters that dominant textural constructs of the slavery regime, the longer part of the colonial period, represents it as the social experience on which rests on contemporary ideologies of race, class and gender relations. Slavery is conceived also as the master mould from which are cast the persistent conflicts among women over definitions and ideological ownership of womanhood and feminity. The contested politics of womanhood furthermore, has been accounted for in terms of women formally differentiated exposure to slave owning colonial masculinities and institutionalised hegemonic patriarchy. These politics have also been explained in relation to the changing gender orders promoted by slavery and expressed culturally through civic institutions and productive arrangements, An important consequence of this internal political feature in feminine identity was hardened ethnic and class positions between women that made problematic all projects of post-slavery rapprochement. Slavery is conceived also as the master mould from which are cast the persistent conflicts among women over definitions and ideological ownership of womanhood and feminity The attack upon non-white female identity promoted a gender culture of exclusion that was rationalised and maintained as new gender representations surfaced in distinct ideological and material situations. Texts written by white women with a social familiarity of slavery yield ready evidence of these developments. Carmichael, for example, described black women in her published travelogue as masculine, brutish, and lacking feminine sensitivities (p.36). Carmichaels reference was consistent with white mens view about the labouring capacity of female slaves. For her, black women were outside the pale of feminine identity    hence her conclusion that to overwork a negro slave is impossible. Such texts served by consolidate and propangate the general opinions formulated by white male overseers and managers about black women. Plantation records prepared by white men, for example, speak of black womens apparent ease at dropping children, capacity for arduous physical labour, and general amazonian cat of character. Collectively, these accounts, written by white women and white men, indicate the varying ways and intensity with which the ideological project of defeminising the black woman was carried out (cited in). White female slave holders did not adopt publicly an anti-slavery stance. Rather, despite their own marginalised social position within dominant patriarchy, with its repressive socio-sexual culture, they were known for their private and public support for the pro-slavery enterprise. White women, then, offered the faint heart-beat of a feminist opposition to supportive texts during the long slavery period, though it may be suggested by way of mitigation that their private miscegenation with black men, and their occasional private grumbles about the horrid nature of slavery, should be taken account as part of a discreet, subjective oppositional politics. Nugents decision to dance with a black man during a ball at Governors residence sent an enormous shock through the sensitivities of upper-class female Jamaican society. It was understood, and stated, that only a governors wife could possibly have survived the disdain and derision that followed. The aggression shown by the same female elite society towards Elizbeth Manning who, as a prominent member, was accused by her husband ofextensive sexual relations with enslaved black men on the estate, helps to discredit the claim that there was perhaps a silent, submerged anti-slavery conscience among sections of white female upper-class society 9cited in). p.42 Enslaved black women presented slave society with its principal feminist opposition. Oppressed by the gender orders of black and white communities, and with little room to manoeuver to acquire the respectability necessary to secure a platform for public advocacy, slave women were undoubtedly the most exploited group. The inescapable tyranny of white and black masculinity created levels on which gender oppression was experienced and resisted. P.45 It wasnt just the men that sexually abused the enslaved women. http://www3.gettysburg.edu/~tshannon/hist106web/Slave%20Communities/atlantic_world/gender.htm According to Shepherd, some white working class women who owned enslaved Africans females rented them out as prostitutes. Understanding the role, the women played in the slave trade and community is important to offer a new dynamic to the study of slave culture in general. Not only were slave women subordinate because of race but they also shared the trials of the oppression of the female gender. Women slaves played a key role in the development of slave communities through the development of African Sexuality, Family Structure and Economic Productivity. It is therefore infinitely important that we must understand the slave trade from a female perspective to understand the development of these slave communities.

Constructivism And Discovery Learning Education Essay

In 1960 Bruner publishedA The Procedure of Education. This was a landmark book which led to much experimentation and a wide scope of educational plans in the 1960 ‘s. Howard Gardner and other immature research workers worked under Bruner and were much-influenced by his work. In the early 70 ‘s Bruner left Harvard to learn at University of Oxford for several old ages ( 1972 – 1979 ) . He returned to Harvard in 1979.A Subsequently he joined the New York University of Law, where he is a senior research chap ( at the age of 93 ) .A TheoryA Bruner was one of the establishing male parents of constructivist theory.ConstructivismA is a wide conceptual model with legion positions, and Bruner ‘s is merely one. Bruner ‘s theoretical model is based on the subject that scholars construct new thoughts or constructs based upon bing cognition. Learning is an active procedure. Aspects of the procedure include choice and transmutation of information, determination devising, bring forthing hypotheses, and doing intending from information and experiences.A Bruner ‘s theories emphasize the significance of classification in acquisition. â€Å" To comprehend is to categorise, to gestate is to categorise, to larn is to organize classs, to do determinations is to categorise. † Interpreting information and experiences by similarities and differences is a cardinal concept.A Bruner was influenced byA Piaget'sA thoughts about cognitive development in kids. During the 1940 ‘s his early work focused on the impact of demands, motives, & A ; outlooks ( â€Å" mental sets † ) and their influence on perceptual experience. He besides looked at the function of schemes in the procedure of human classification, and development of human knowledge. He presented the point of position that kids are active problem-solvers and capable of researching â€Å" hard topics † . This was widely divergent from the dominant positions in instruction at the clip, but found an audience.A Four Key subjects emerged in Bruner ‘s early work: A Bruner emphasized the function of construction in larning and how it may be made cardinal in learning. Structure refers to relationships among factual elements and techniques. See the subdivision on classification, below.A He introduced the thoughts of â€Å" preparedness for larning † andA coiling course of study. Bruner believed that any topic could be taught at any phase of development in a manner that fit the kid ‘s cognitive abilities. Spiral course of study refers to the thought of revisiting basic thoughts over and over, constructing upon them and lucubrating to the degree of full apprehension and mastery.A Bruner believed that intuitive and analytical thought should both be encouraged and rewarded. He believed the intuitive accomplishments were under-emphasized and he reflected on the ability of experts in every field to do intuitive leaps.A He investigated motive for larning. He felt that ideally, involvement in the capable affair is the best stimulation for larning. Bruner did non like external competitory ends such as classs or category ranking.A Finally Bruner was strongly influenced by Vygotsky ‘s Hagiographas and began to turn away from the intrapersonal focal point he had had for acquisition, and began to follow a societal and political position of larning. Bruner argued that facets of cognitive public presentation are facilitated by linguistic communication. He stressed the importance of the societal scene in the acquisition of linguistic communication. His positions are similar to those ofA Piaget, A but he places more accent on the societal influences on development. The earliest societal scene is the mother-child couple, where kids work out the significances of vocalizations to which they are repeatedly exposed. Bruner identified several of import societal devices including joint attending, common regard, and turn-taking.A Bruner besides incorporated Darwinian thought into his basic premises about acquisition. He believed it was necessary to mention to human civilization and archpriest development in order to understand growing and development. He did, nevertheless, believe there were single differences and that no standard sequence could be found for all scholars. He considered direction as an attempt to help or determine growth.In 1996 he published The Culture of Education.. This book reflected his alterations in point of views since the 1960 ‘s. He adopted the point of position that civilization shapes the head and provides the natural stuff with which we constrict our universe and our self-conception.A Four characteristics of Bruner ‘s theory of instruction.A 1. Sensitivity to larn†¦ . This characteristic specifically states the experiences which move the scholar toward a love of larning in general, or of larning something in peculiar. Motivational, cultural, and personal factors contribute to this. Bruner emphasized societal factors and early instructors and parents ‘ influence on this. He believed acquisition and job work outing emerged out of geographic expedition. Part of the undertaking of a instructor is to keep and direct a kid ‘s self-generated explorations.A 2. Structure of cognition†¦ .it is possible to construction cognition in a manner that enables the scholar to most readily hold on the information. This is a comparative characteristic, as there are many ways to construction a organic structure of cognition and many penchants among scholars. Bruner offered considerable item about structuring knowledge.A Understanding the cardinal construction of a topic makes it more comprehendible. Bruner viewed classification as a cardinal procedure in the structuring of cognition. ( See the subdivision below on classification. ) A Detailss are better retained when placed within the competition of an ordered and structured pattern.A To bring forth cognition which is movable to other contexts, cardinal rules or forms are best suited.A The disagreement between get downing and advanced cognition in a capable country is diminished when direction centres on a construction and rules of orientation. This means that a organic structure of cognition must be in a simple adequate signifier for the scholar to understand it and it must be in a signifier recognizable to the pupil ‘s experience.A 3. Manners of representation: ocular, words, symbols.A 4. Effective sequencing- no 1 sequencing will suit every scholar, but in general, increasing trouble. Sequencing, or deficiency of it, can do larning easier or more difficult.A Form and tempo of reinforcementA Classification: A Bruner gave much attending to classification of information in the building of internal cognitive maps. He believed that perceptual experience, conceptualisation, acquisition, determination devising, and doing illations all involved categorization.A Bruner suggested a system of coding in which people form a hierarchal agreement of related classs. Each in turn higher degree of classs becomes more specific, repeating Benjamin Bloom ‘s apprehension of cognition acquisition every bit good as the related thought of instructional staging ( Bloom ‘s Taxonomy ) .A CategoriesA are â€Å" regulations † that stipulate four thing about objects.A 1. Criterial attributes – required features for inclusion of an object in a class. ( Example, for an object to be included in the class â€Å" auto † it must hold an engine, 4 wheels, and be a possible agency of transit, A 2. The 2nd regulation prescribes how the criteral properties are combined.A 3. The 3rd regulation assignees weight to assorted belongingss. ( Example, it could be a auto even if a tyre was losing, and if it was used for haling lading it would be shifted to a different class of â€Å" truck † or possibly â€Å" new wave † .A 4. The 4th regulation sets acceptance bounds on properties. Some properties can change widely, such as colour. Others are fixed. For illustration a vehicle without an engine is non a auto. Likewise, a vehicle with merely two wheels would non be included in â€Å" auto † .A There a several sorts of classs: A Identity categories – classs include objects based on their properties or features.A Equivalent classs ( supply regulations for uniting classs. Equality can be determined by affectional standards, which render objects tantamount by emotional reactions, functional standards, based on related maps ( for illustration, â€Å" auto † , â€Å" truck † , â€Å" new wave † could all be combined in an inclusive class called â€Å" motor vehicle † ) , or by formal standards, for illustration by scientific discipline, jurisprudence, or cultural understanding. For illustration, and apple is still an apple whether it is green, mature, dried, etc ( individuality ) . It is nutrient ( functional ) , and it is a member of of a botanical categorization group ( formal ) .A Coding systemsA are classs serve to acknowledge centripetal input. They are major organisational variables in higher cognitive operation. Traveling beyond immediate centripetal informations involves doing illations on the footing of related classs. Related classs form a â€Å" cryptography system. † These are hierarchal agreements of related categories.A Bruner ‘s theories introduced the thought that people interpret the universe mostly in footings of similarities and differences.A This is a important part to how persons construct their alone theoretical accounts of the world.A ApplicationA Bruner emphasized four features of effectual direction which emerged from his theoretical constructs.A 1. Personalized: direction should associate to scholars ‘ sensitivity, and facilitate involvement toward larning, A 2. Contented Structure: content should be structured so it can be most easy grasped by the learnerA 3. Sequencing: sequencing is an of import facet for presentation of materialA 4. Support: wagess and penalty should be selected and paced appropriately.A Intellectual DevelopmentA Bruner postulated three phases of rational development.A The first phase he termed â€Å" Enactive † , when a individual learns about the universe through actions on physical objects and the results of these actions.A The 2nd phase was called â€Å" Iconic † where acquisition can be obtained through utilizing theoretical accounts and pictures.A The concluding phase was â€Å" Symbolic † in which the scholar develops the capacity to believe in abstract footings. Based on this three-stage impression, Bruner recommended utilizing a combination of concrete, pictural so symbolic activities will take to more effectual learning.A Bruner, J. ( 1960 ) . The Procedure of Education. Cambridge, MA: Harvard University PressA Harley, 1995A hypertext transfer protocol: //tip.psychology.org/bruner.htmlA LeFrancois, 1972A Sahakian, 1976 The Importance of Language Language is of import for the increased ability to cover with abstract concepts.BrunerA argues thatA languageA can code stimulations and free an person from the restraints of covering merely with visual aspects, to supply a more complex yet flexible knowledge. The usage of words can help the development of the constructs they represent and can take the restraints of the â€Å" here & amp ; now † construct. Basically, he sees the baby as an intelligent & A ; active job convergent thinker from birth, with rational abilities fundamentally similar to those of the mature grownup. Harmonizing to Bruner the kid represents the universe to himself in three different ways. Educational Deductions of Bruner ‘s Theory For Bruner ( 1961 ) , the intent of instruction is non to leave cognition, but alternatively to ease a kid ‘s thought and job resolution accomplishments which can so be transferred to a scope of state of affairss. Specifically, instruction should besides develop symbolic thought in kids. In 1960 Bruner ‘s text, A The Procedure of EducationA was published. The chief premiss of Bruner ‘s text was that pupils are active scholars who construct their ain cognition. Bruner ( 1960 ) opposedA Piaget'sA impression of preparedness. He argued that schools waste clip seeking to fit the complexness of capable stuff to a kid ‘s cognitive phase of development. This means pupils are held back by instructors as certain subjects are deemed to hard to understand and must be taught when the instructor believes the kid has reached the appropriate province of cognitive adulthood. Bruner ( 1960 ) adopts a different position and believes a kid ( of any age ) is capable of understanding complex information: A ‘We Begin with the hypothesis that any topic can be taught efficaciously in some intellectually honorable signifier to any kid at any phase of development ‘ . ( p. 33 ) Bruner ( 1960 ) explained how this was possible through the construct of theA coiling course of study. This involved information being structured so that complex thoughts can be taught at a simplified degree foremost, and so re-visited at more complex degrees subsequently on. Therefore, topics would be taught at degrees of bit by bit increasing difficultly ( hence the coiling analogy ) . Ideally learning his manner should take to kids being able to work out jobs by themselves. Bruner ( 1961 ) proposes that scholars ‘ construct their ain cognition and make this by forming and categorising information utilizing a cryptography system. Bruner believe that the most consequence manner to develop a cryptography system is to detect it instead than being told it by the instructor. The construct ofA find learningA implies that pupils construct their ain cognition for themselves ( besides known as a constructist attack ) . The function of the instructor should non be to learn information by rote acquisition, but alternatively to ease the acquisition procedure. This means that a good instructor will plan lessons that help student detect the relationship between spots of information. To make this a instructor must give pupils the information they need, but without forming for them. The usage of the coiling course of study can help the procedure ofA find acquisition. Bruner and Vygotsky Both Bruner and Vygotsky emphasise a kid ‘s environment, particularly the societal environment, more than Piaget did. Both agree that grownups should play an active function in helping the kid ‘s acquisition. Bruner, like Vygotksy, emphasised the societal nature of acquisition, mentioning that other people should assist a kid develop accomplishments through the procedure ofA scaffolding. The term scaffolding foremost appeared in the literature when Wood, Bruner and Ross described how coachs ‘ interacted with pre-schooler to assist them work out a block Reconstruction job ( Wood et al. , 1976 ) . The construct of staging is really similar toA Vygotsky'sA impression of theA zone of proximal development, and it non uncommon for the footings to be used interchangeably.ScaffoldingA involves helpful, structured interaction between an grownup and a kid with the purpose of assisting the kid achieve a specific end. Difference Between Bruner and Piaget Obviously there are similarities betweenA PiagetA and Bruner, but an importantdifferenceA is that Bruner ‘s manners are non related in footings of which presuppose the 1 that precedes it. Whilst sometimes one manner may rule in use, they co-exist. Bruner states that what determines the degree of rational development is the extent to which the kid has been given appropriate direction together with pattern or experience. So – the right manner of presentation and the right account will enable a kid to hold on a construct normally merely understood by an grownup. His theory stresses the function of instruction and the grownup. AlthoughA Bruner proposesA phases of cognitive development, he does n't see them as stand foring different separate manners of idea at different points of development ( like Piaget ) . Alternatively, he sees a gradual development of cognitive accomplishments and techniques into more incorporate â€Å" grownup † cognitive techniques. Bruner viewsA symbolic representationA as important for cognitive development and since linguistic communication is our primary agencies of typifying the universe, he attaches great importance to linguistic communication in finding cognitive development.BRUNER AGREES WITH PIAGETBRUNER DISAGREES WITH PIAGET1. Childs are PRE-ADAPTED to larn 1. Development is a CONTINUOUS PROCESS – non a series of phases 2. Childs have a NATURAL CURIOSITY 2. The development of LANGUAGE is a cause non a effect of cognitive development 3. Children ‘s COGNITIVE STRUCTURES develop over clip 3. You can SPEED-UP cognitive development. You do n't hold to wait for the kid to be ready 4. Childs are Active participants in the acquisition procedure 4. The engagement of ADULTS and MORE KNOWLEDGEABLE PEERS makes a large difference 5. Cognitive development entails the acquisition of SYMBOLS 5. Symbolic idea does NOT REPLACE EARLIER MODES OF REPRESENTATION

A Story Review from the 16th Century Essay

CHARACTERS: THE KING THE EARL OF CORNWALL SIR HUGH LACY, Earl of Lincoln. ROWLAND LACY, otherwise disguised as HANS, nephew of Sir Hugh Lacy ASKEW, another nephew of Sir Hugh Lacy SIR ROGER OATELEY, Lord Mayor of London. Master HAMMON, Master WARNER and Master SCOTT: Citizens of London. SIMON EYRE, the Shoemaker. ROGER, commonly called Hodge, a Journeyman of Simon Eyre FIRK, another journeyman of Simon Eyre RALPH, another Journeyman of Simon Eyre LOVELL, a courtier. DODGER, servant to The Earl of Lincoln A DUTCH SKIPPER. A BOY. ROSE, daughter of Sir Roger, the love interest of Rowland Lacy SYBIL, the maid of Rose MARGERY, wife of Simon Eyre JANE, wife of Ralph SETTING: London and Old Ford, England, as it happened in the 16th century PLOT DEVELOPMENT: With the different sub-plots evolving in The Shoemaker’s Holiday, the central plot is about the desperate love between Rowland Lacy and Rose Oateley.     And they defied the odds:   Rowland did not obey his uncle the Earl of Lincoln to go to war and Rose rejected the arranged marriage with Master Hammon, who is of wealth and nobility from London.     Sir Roger thought Rowland went to war.   Instead, Rowland apparently went to study shoemaking in Germany. He eventually went back to London; disguised himself as Hans a Dutch shoemaker and worked for Simon Eyre, a shoe shop owner and a real shoemaker.   Rowland and Rose went through the maze of re-discovering each other; plotting ways and means to be secretly married; and surmounting the ire and the vehemence of their respectively opposing families.   With the backdrop of the rise of Simon Eyre from being a simple man to achieving success and wealth, such paved the way for eventual happy conclusion of the fulfillment of the love of Rowland and Rose. SYMBOLISM: The Shoemaker’s Holiday generally illustrated basic features of the paradoxes in life:   unrequited love vis-à  -vis the determination to achieve its fulfillment; difference in social standing vis-à  -vis sustaining integrity of an individual inspite of any variance; applying duplicity and deceit to achieve a noble objective; how success can come and test humanness. In analyzing the various plots of The Shoemaker’s Holiday, Conover (1969) said:   â€Å"Achievement, promotion, advancement of all kinds are pictured in the play. For several of the characters in the play Simon Eyre is instrumental to success. The shoemakers, too, rise up the social scale – and Eyre tells them that opportunity is open to all.   Simon Eyre is, of course, the central example of the opportunities for success.   As he rises from shoemaker to Alderman, rich man, Sheriff, and Lord Mayor†¦Ã¢â‚¬ ¦.[though the] â€Å"main plot has to do with the love of young Lacy and the mayor’s daughter†, most critics consider the Eyre action to be central in the play.† With such positive characteristic of the play, it is interesting to note that the author Thomas Dekker conversely led a nearly unknown life of deprivation.   He was constantly in debt and was in and out of prison for his inability to meet his obligations. As reviewed by The Harvard Classics:   â€Å"The play is full of an atmosphere of pleasant mirth, varied with characteristic touches of pathos; and it contains in the figure of Simon Eyre a creation of marked individuality and hilarious humor. It is striking that the most high-spirited picture of London life in the time of Elizabeth should come from the pen of the author who seems to have been more hardly treated by fortune than any of his contemporaries.†Ã‚   (Eliot, 1909) Indeed the tenor of the story is honest and realistic.   All the struggles that came by have been met with acceptance and resolve:   to surpass and emerge as victorious.   The need to bridge differences and misunderstanding were sought.   The overall intention of the theme of the story is allowing the truth of love and dignity of individuality its own due course. In a review of the Early Modern Theatre of the Theatre Studies Department of Duke University, it was noted that:   â€Å"Fantasy and reality blur, giving the plot a surreal quality that would be appealing as a holiday play: wishes come true and hopes are fulfilled.   However, realities do not completely disappear in this drama, ‘they keep returning, unexpectedly, to interrupt, trouble, and question any easy reading that would entertain by way of ignorance or innocence the real cost of social mobility and fluidity that is necessary in a class-ridden society’†¦..Thomas Dekker wrote a drama for the citizens of London, and incorporated social issues and ideas that citizens would be interested in.† (Duke University, undated) HOW THE STORY REFLECTED THE ASPECTS OF THE 16TH CENTURY† It has been described that:   â€Å"Literary development in the earlier part of the 16th century was weakened by the diversion of intellectual energies to the polemics of the religious struggle †¦Ã¢â‚¬ ¦. The English part in the European movement known as humanism also belongs to this time. Humanism encouraged greater care in the study of the literature of classical antiquity and reformed education in such a way as to make literary expression of paramount importance for the cultured person. Literary style, in part modeled on that of the ancients, soon became a self-conscious preoccupation of English poets and prose writers. Thus, the richness and metaphorical profusion of style at the end of the century indirectly owed much to the educational force of this movement. The most immediate effect of humanism lay, however, in the dissemination of the cultivated, clear, and sensible attitude of its classically educated adherents, who rejected medieval theological misteaching and superstition.   The school of thought known as humanism, promoted the revival of Greek and Roman artistic and philosophical models that celebrated the worth of the individual.† (MSN Encarta, 2007). Because of a re-invention of the literary style at that time, the common pursuits for greatness and distinctiveness surfaced amongst the writers of that time.   â€Å"The Elizabethan Era is the period associated with the reign of Queen Elizabeth I (1558–1603) and is often considered to be a golden age in English history. It was the height of the English Renaissance, and saw the flowering of English literature and poetry. This was also the time during which Elizabethan theatre flourished and William Shakespeare, among others, composed plays that broke away from England’s past style of plays and theatre.† (Elizabethan Era, http://www.answers.com/topic/elizabethan-era) With such overall characteristics that prevailed during the 16th century, the aura of prosperity and practical domination and excellence in every aspect of life is exemplified in The Shoemaker’s Holiday.  Ã‚  Ã‚   â€Å"London in the 16th century underwent a transformation. Its population grew 400% during the 1500s, swelling to nearly 200,000 people in the city proper and outlying region by the time an immigrant from Stratford came to town. A rising merchant middle class carved out a productive livelihood, and the economy boomed.†Ã‚   (Shakespeare Resource Center, 2008) The Shoemaker’s Holiday indeed encapsulated everything that is real and positive abounding in that period where new leaps in perspective about life and identity emerged. References: 16th Century Literary History.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://classiclit.about.com/od/16thcenturyinliterature/16th_Century_AD_Literary_History.htm Bellinger, M.F. (1927). â€Å"A Short History of the Drama† www.theatredatabase.com/17th_century/shoemakers_holiday.html Conover, J.H. (1969). The Shoemaker’s Holiday:   A Critical Commentary.   Ã‚  Ã‚  Ã‚  Ã‚   http://www.geocities.com/magdamun/dekkerconover.html Early Modern Theatre, Theatre Studies Department, Duke University,   www.duke.edu/web/emt/student_projects/prentice/shoemakersholiday.html Eliot, C.W. (1909-14). The Harvard Classics. www.bartleby.com/47/1/. â€Å"Elizabethan England†.   2008.   Shakespeare Resource Centre   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://www.bardweb.net/england.html â€Å"Elizabethan Era†. http://www.answers.com/topic/elizabethan-era) â€Å"English Literature,† Microsoft ® Encarta ® Online Encyclopedia 2007 http://encarta.msn.com  © 1997-2007 Microsoft Corporation. All Rights Reserved. â€Å"French Literature,† Microsoft ® Encarta ® Online Encyclopedia 2007 http://encarta.msn.com  © 1997-2007 Microsoft Corporation. All Rights Reserved. The Shoemaker’s Holiday:   A Synopsis www.theatredatabase.com/17th_century/shoemakers_holiday.html An Abstract: Rowland Lacy, the nephew of Sir Hugh Lacy, the Earl of Lincoln, and Rose, the daughter of Sir Roger Oateley, the Lord Mayor of London – are in love, but their families do not approve.     To separate them, Sir Roger sends Rose to the country, in Old Ford.   Sir Hugh sends Rowland to war in France.   Rowland disobeyed Sir Hugh and instead went to Germany and study shoemaking.   Rowland returns to London.   Disguised as a Dutch shoemaker, Rowland went to Simon Eyre, a shoe shop owner, for work and introduced himself as Hans.   Rowland and Simon sealed a very good friendship because when a cargo shipment at a very good price came up for sale, Rowland gave his war gift money to Simon to purchase the cargo.   This made Simon very wealthy.   Sir Hugh learned that Rowland is not in the war in France.   Meantime, Sir Roger was already arranging the marriage of Rose to Master Hammon, rich nobleman from London.   Rose vehemently refuses to marry Master Hammon. Meanwhile, Simon becomes the Sheriff of London and Sir Roger threw a party celebration for Simon in his house in Old Ford.   Simon and his shoemakers were invited.   During the dancing and merrymaking, Rose suspects that Hans is Rowland – inspite of Rowland talking in gibberish English to safeguard his disguise.   After the celebration, Rose and Sybil went to London.   Sybil asked Hans to take the shoe size of Rose and make a new pair of shoes. While Rowland and Rose are struggling for their love in the story, Simon has a journeyman named Ralph who was also sent to war.   Ralph is married to Jane.   Jane thought Ralph was killed in the war.   So she left off and no one knows of her whereabouts. Jane met Master Hammon – not knowing that a failed marriage arrangement transpired between Master Hammon and Rose.   So, Master Hammon was besotted to Jane and asked her to marry him.   Believing that Ralph is dead, Jane agreed and they were set to marry in St. Faith Church in London.   However, Jane wants the last gift of Ralph, a pair of shoes specially made for her, be duplicated to a brand new one to become her wedding shoes.   Master Hammon obliged and went to the shoe shop of Simon Eyre and ordered the duplication.   Meanwhile, Ralph returned to London because he was hurt in the war and was discharged.   Ralph returned to work with Simon and sadly learned that his wife left him for nowhere.    On that day that the shoe duplication for Jane was ordered, Ralph saw it and was therefore sure that it will lead her to his wife Jane.   Going back to the time when Rowland was taking the shoe size of Rose, Rowland had the chance to quietly and secretly instruct Rose to go to the house of Simon Eyre.   At this time, Simon became the new Mayor of London.   And as such, Simon could marry Rose and Rowland.   Eventually, Rose did so and they finally got married.   Sybil revealed the treachery of Rose and Rowland to Sir Roger and Sir Hugh.   But Sir Roger and Sir Hugh was told that the wedding will take place in the St. Faith Church. Whilst Sir Roger and Sir Hugh were on their way to St. Faith Church to take Rose from Rowland (as Hans), Ralph and with his shoemaker friends are already waiting in the church to take Jane from Master Hammon.  Ã‚   When Sir Roger and Sir Hugh arrived, it was a moment that Jane lovingly recognized her husband Ralph and apologized to Master Hammon for the cancellation of the wedding as she is still in love with Ralph.   Sir Roger and Sir Hugh were disgusted that they were seemingly duped because it was a different wedding that was suppose to transpire that moment.    Sir Hugh and Sir Roger nevertheless learned that Rowland and Rose are already married.   Sir Hugh and Sir Roger appealed to the King to nullify the marriage.   But King who has been enamoured with the antics and humanness of Simon as he treats his shoemaker workers fairly; he remains humble inspite of his wealth – worked out a solution to the enmity between the parents of Rowland and Rose and them.   The King divorced Rowland and Rose and re-married them and declared Rowland a knight just so the issue of differences in social standing come to an end.

Vermont Colleges and Universities Pursuing Online and Campus Based Education in Vermont, the Green Mountain State 2019

Working professionals are heading back to school in search of career advancement in the Green Mountain State of Vermont. Colleges and universities are training students to compete for prime job opportunities in top Vermont industries. Whether looking for an associate degree, bachelor degree, or graduate degree, students from all life situations can now achieve their educational goals easier than ever before. Top 5 Vermont Industries Employ Graduates of Vermont Colleges and Universities Vermont college students study to secure top positions with prominent Vermont employers. The top 5 industries that hire graduates of Vermont universities and colleges include: Vermont Trade, Transportation, and Utilities. Vermont Government. Vermont Manufacturing. Vermont Leisure and Hospitality. Vermont Professional and Business Services. Vermont College Graduates Experience 5.6% Increase in Yearly Salary Tourism, to areas such as Killington Ski Resort, Okemo, Manchester, and other vacation destinations, provides Vermont with a very healthy economy. Additional boosts to the economy include manufacturing and captive insurance. Vermont college graduates enter a profitable economic atmosphere that boasts: The 2016 2017 Vermont median household income was $49,808, a 5.6 % increase from the previous year. The September, 2017 Vermont unemployment rate was 3.2%, a full percentage point below the national average. The 2017 Vermont gross state product was $22.1 billion. 3,548 people are employed in Vermont. .ub45c3fe888494ee37d04a023fb7b0309 { padding:0px; margin: 0; padding-top:1em!important; padding-bottom:1em!important; width:100%; display: block; font-weight:bold; background-color:#eaeaea; border:0!important; border-left:4px solid #34495E!important; box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -moz-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -o-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -webkit-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); text-decoration:none; } .ub45c3fe888494ee37d04a023fb7b0309:active, .ub45c3fe888494ee37d04a023fb7b0309:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; text-decoration:none; } .ub45c3fe888494ee37d04a023fb7b0309 { transition: background-color 250ms; webkit-transition: background-color 250ms; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; } .ub45c3fe888494ee37d04a023fb7b0309 .ctaText { font-weight:bold; color:inherit; text-decoration:none; font-size: 16px; } .ub45c3fe888494ee37d04a023fb7b0309 .post Title { color:#000000; text-decoration: underline!important; font-size: 16px; } .ub45c3fe888494ee37d04a023fb7b0309:hover .postTitle { text-decoration: underline!important; } READ Managers and Management Training Through ExampleVermont Universities are Easily Accessible to Students throughout the State Working professionals, single parents, and students from all life situations can now easily attend Vermont college degree programs. Through advanced technology, unique combinations of campus-based and online degree programs are available at Vermont schools, such as: Kaplan University: Nursing Degrees, Criminal Justice Degrees, and Business Degrees. University of Phoenix: Nursing Degrees, Management Degrees, and Criminal Justice Degrees. Warren National University: Computer Science Degrees and Engineering Degrees. Capella University: Psychology Degrees and Nonprofit Agency Degrees. Prospective students may request additional information from any Vermont school of choice by filling out a brief profile form. An extensive list of Vermont colleges and universities is available through College-Pages.com, the leading education and career resource website. 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