Everyday Life: the Middle Ages
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CHAUCER and CHIVALRY by Francine Renee Hall (Knight Templar Magazine, Page 28, Dec
1. He was a verray, parfit, gentil knyght"... CHAUCER AND CHIVALRY by Francine Renee Hall (Knight Templar Magazine, page 28, Dec. 1980) (Reprinted Knight Templar Magazine, pages 16-17, August 2001) In his medieval classic, "The Canterbury Tales," Geoffrey Chaucer is quite deliberate when he introduces his cast of characters with the Knight. Although chivalry was a stylized code of behavior that signaled the decay of the medieval feudal system, Chaucer is upholding what is essentially the perfect expression of earthly behavior with divine aspiration -- knighthood. During the Age of Chivalry, the ideal knight owed fealty to his king. The king considered himself God's intermediary, so a knight's military obedience became not only a spiritual defense of Christendom in general but a personal homage to God. In the Middle Ages, God was often referred to as the "Lord" and "Heaven-King"; therefore, when Chaucer tells us that the Knight "had proved his worth in his *lord's* wars," we can easily interpret this as meaning God Himself. Chaucer's Knight, then, becomes the standard by which the other pilgrims are gauged. And the Pilgrimage to the shrine of St. Thomas Becket at Canterbury becomes more than an opportunity to journey to a different place and tell stories -- the presence of the Knight transforms it to a spiritual quest. What is the history of this saintly English Knight who leads the "company of nine and twenty" on their pilgrimage to Canterbury and who sets the spiritual tone of the journey? He "loved chivalry, truth and honor, liberality and courtesy." He also "proved his worth" in the holy wars and yet he is humble: "Although he was valiant, he was prudent, never in all his life had he been rude to anyone at all. -
Guidance on the Use of Royal Arms, Names and Images
GUIDANCE ON THE USE OF ROYAL ARMS, NAMES AND IMAGES 1 The following booklet summarises the legal position governing the use, for commercial purposes, of the Royal Arms, Royal Devices, Emblems and Titles and of photographs, portraits, engravings, effigies and busts of The Queen and Members of the Royal Family. Guidance on advertising in which reference is made to a Member of the Royal Family, and on the use of images of Members of the Royal Family on articles for sale, is also provided. The Lord Chamberlain’s Office will be pleased to provide guidance when it is unclear as to whether the use of “Arms” etc., may give the impression that there is a Royal connection. 2 TRADE MARKS Section 4 (1) of the Trade Marks Act 1994 states: “A trade mark which consists of or contains – (a) the Royal arms, or any of the principal armorial bearings of the Royal arms, or any insignia or device so nearly resembling the Royal arms or any such armorial bearing as to be likely to be mistaken for them or it, (b) a representation of the Royal crown or any of the Royal flags, (c) a representation of Her Majesty or any Member of the Royal Family, or any colourable imitation thereof, or (d) words, letters or devices likely to lead persons to think that the applicant either has or recently has had Royal patronage or authorisation, shall not be registered unless it appears to the registrar that consent has been given by or on behalf of Her Majesty or, as the case may be, the relevant Member of the Royal Family.” The Lord Chamberlain's Office is empowered to grant the consent referred to in Section 4(1) on behalf of Her Majesty The Queen. -
Sample Intercessions for Atonement & Healing
Diocese of Scranton Sample Intercessions for Atonement & Healing From the Federation of Diocesan Liturgical Commissions and the Diocese of Scranton Office for Parish Life It is recommended to include at least one of these intercessions in the Universal Prayer each weekend. 1. For the victims of abuse at the hands of some members of the clergy, may they find healing, support, and peace within the Catholic community, we pray to the Lord. 2. For the families of abuse victims, that their compassionate concern may affect healing and that their strong advocacy may bring about change within the Church and society, we pray to the Lord. 3. For Pope Francis, for the bishops of the United States, and all the bishops of the world, that they may heed the promptings of the Holy Spirit and work to promote justice for all victims of sexual abuse, we pray to the Lord. 4. That those terrorized by sexual abuse, especially those abused by priests of our Diocese, may find the courage to come forward to authorities and find the peace and consolation they need, we pray to the Lord. 5. That the Church may be a safe refuge for all in need, especially those who suffer physical, mental and sexual abuse, we pray to the Lord. 6. That all members of the Church may commit themselves to protect children and the most vulnerable in our communities, we pray to the Lord. 7. For all those in parishes and dioceses who are responsible for safe environment training programs which promote the protection of children, we pray to the Lord. -
Rurality, Class, Aspiration and the Emergence of the New Squirearchy
Rurality, Class, Aspiration and the Emergence of the New Squirearchy Jesse Heley Submission for the Degree of Doctor of Philosophy Institute of Geography & Earth Sciences, Aberystwyth University 25th May 2008 For Ted, Sefton and the Wye Valley Contents 1 The coming of the New Squirearchy 1 1.1. The rebirth of rural Britain and the emergence of a New Squirearchy 2 1.2. Beyond the gravelled driveway 9 1.3. At play; beyond play? 15 1.4. From squirearchy to New Squirearchy; a reflection of changing class politics 25 1.5. Research goals 33 2 Class, identity and gentryfication 37 2.1. The New Squirearchy and the new middle class 37 2.2. A third way; through cultural capital to performing identity 43 2.3. Embodied rural geographies 48 2.4. Everyday performances and rural competencies 61 2.5. Tracking rural identity and accounting for experience 66 3 As I rode out … 75 3.1. Ethnography and rural geography 75 3.2. Eamesworth and the irony of a New Squirearchy 80 3.3. The coming of the commuter 84 3.4. On being a local lad 88 3.5. Gathering and interpreting evidence 91 3.6. The mechanics of data collection 94 3.7. The ethics of squire chasing 97 4 Out of the Alehouse 105 4.1. The pub, the squirearchy and the rural idyll 105 4.2. The Six Tuns 107 4.3. Office politics 110 4.4. Pass the port; the role of alcohol 113 4.5. Masculinity 115 4.6. New Squires; or archetypal middle class pub dwellers 119 4.7. -
Feudalism Manors
effectively defend their lands from invasion. As a result, people no longer looked to a central ruler for security. Instead, many turned to local rulers who had their Recognizing own armies. Any leader who could fight the invaders gained followers and politi- Effects cal strength. What was the impact of Viking, Magyar, and A New Social Order: Feudalism Muslim invasions In 911, two former enemies faced each other in a peace ceremony. Rollo was the on medieval head of a Viking army. Rollo and his men had been plundering the rich Seine (sayn) Europe? River valley for years. Charles the Simple was the king of France but held little power. Charles granted the Viking leader a huge piece of French territory. It became known as Northmen’s land, or Normandy. In return, Rollo swore a pledge of loyalty to the king. Feudalism Structures Society The worst years of the invaders’ attacks spanned roughly 850 to 950. During this time, rulers and warriors like Charles and Rollo made similar agreements in many parts of Europe. The system of governing and landhold- ing, called feudalism, had emerged in Europe. A similar feudal system existed in China under the Zhou Dynasty, which ruled from around the 11th century B.C.until 256 B.C.Feudalism in Japan began in A.D.1192 and ended in the 19th century. The feudal system was based on rights and obligations. In exchange for military protection and other services, a lord, or landowner, granted land called a fief.The person receiving a fief was called a vassal. -
Four } Adoption in the Developing British Novel: Stigma, Social Protest, and Gender
Four } Adoption in the Developing British Novel: Stigma, Social Protest, and Gender In the survey of English literature that I took in my sophomore year of college, the only novel we read was Tom Jones. We never considered Tom as an adoptee. Ironically, the teacher of this course, Mrs. Giovan- nini, was known to be an adoptive mother. The course was not generally considered exciting. My roommate and then best friend recounted to me a conversation in which Mrs. Gio- vannini mentioned her daughter sleeping in class. “She’s her mother’s daughter,” my roommate joked. Embarrassed by her re›ex witticism, she said to me that “the awful thing is that she isn’t her mother’s daugh- ter.” I, who had told her I was adopted and was used to thinking of my adoptive mother as simply my mother, said nothing. How many children had Mrs. Giovannini? Was Tom Jones Squire Allworthy’s son or not? What was my friend saying about me? And whose daughter was I? Many historians and literary critics associate the rise of the nuclear fam- ily with the rise of the novel. Christopher Flint has even argued that the patterns of narrative “formally manifest” the social mechanisms of the family.1 But while Flint argues that there is af‹nity because “Both nar- rative and genealogy usually develop in linear fashion,” in many novels, including those to be discussed in this chapter, genealogy is much more puzzling and jagged than linear in its presentation.2 Disturbed genealo- gies and displaced children are common in the eighteenth- and nine- teenth-century British novel. -
Articles of Chivalry
TThhee AArrttiicclleess ooff CChhiivvaallrryy We as Chivalric Knights of the Holy Order of the Fellow Soldiers of Jacques DeMolay, as we affix our signatures to this set of articles, do hereby agree to uphold them as a covenant upon which we wish to base our lives as Sir Knights. We further recognize that through the incorporation of these articles into our lives, we can better represent ourselves and the Order of DeMolay. We further assert our willingness to be removed from the roles of Knighthood should it ever be found that our conduct has been contrary to the principles herein set. Article 1 - A Sir Knight is Honorable 1. A Sir Knight must accept responsibility for the one thing that is within his control: himself. 2. A Sir Knight must always keep his word, realizing that a man who's word is as good as his bond is held in high esteem by all. 3. A Sir Knight must never speak harshly or critically of a Brother, unless it be in private and tempered with the love one Brother has for another, always speaking to him for the purpose of aiding him to be a better man. 4. A Sir Knight must always rely on his instincts and those lessons taught to him throughout the course of his DeMolay career when deciding right from wrong. Article 2 - A Sir Knight Shows Excellence 1. A Sir Knight must commit to excellence, and seek the highest level of excellence in all aspects of his life. 2. A Sir Knight must always excel in his education, putting forth his best effort in all his school works. -
Feudal Contract – Medieval Europe
FEUDAL CONTRACT – MEDIEVAL EUROPE Imagine you are living in Medieval Europe (500 – 1500). Despite the fact that a feudal contract is an unwritten contract, write out a feudal contract. You and a partner will take on the roles of lord and vassal: - You Need to Write Out the Contract: - The lord can have a certain title (i.e. duke/duchess, baron/baroness, or count/countess), and specify what social standing the vassal has (i.e. lower-level knight, peasant, etc.). - In your contract, specify how much acreage in land (fief) will be given to the vassal. - Specify how much military service the vassal will serve, and what kind of fighting they will do (i.e. cavalry, foot soldier…) - How much money will a vassal provide his lord if he is kidnapped, and if there is a ransom? How much will a vassal provide for one of the lord’s children’s weddings? (Specify money in terms of weight and precious metal such as “30 lbs. gold”). - Specify other duties from the readings (Feudalism HW and class handout) that will be done by a lord and vassal (i.e. the lord will give safety and will defend his vassal in court). - List any other duties a lord/vassal will do of your choosing. (i.e. farm a certain crop, make a certain craft) - Define feudalism, fief, knight, vassal, and serfs. - Sign and date your contract at the bottom to make it official, and make sure the date is between the year 500 and 1500. Example: Lord/Vassal Feudal Contract: I am a peasant (name of vassal) and will serve and be the vassal of (name of Lord/Duke). -
Black Beauty
Black Beauty Black Beauty The story Black Beauty was a handsome horse with one white foot and a white star on his forehead. His life started out on a farm with his mother, Duchess, who taught him to be gentle and kind and to never bite or kick. When Black Beauty was four years old, he was sold to Squire Gordon of Birtwick Park. He went to live in a stable where he met and became friends with two horses, Merrylegs and Ginger. Ginger started life with a cruel owner who used a whip on her. She treated her cruel owner with the lack of respect he deserved. When she went to live at Birtwick Park, Ginger still kicked and bit, but she grew happier there. The groom at Birtwick Park, John, was very kind and never used a whip. Black Beauty saved the lives of Squire Gordon and John one stormy night when they tried to get him to cross a broken bridge. The Squire was very grateful and loved Black Beauty very much. One night a foolish young stableman left his pipe burning in the hay loft where Black Beauty and Ginger were staying. Squire Gordon’s young stableboy, James, saved Black Beauty and Ginger from the burning stable. The Squire and his wife were very grateful and proud of their young stableboy. James got a new job and left Birtwick Park and a new stableboy, Joe Green, took over. Then, one night Black Beauty nearly died because of Joe’s lack of experience and knowledge. The Gordons had to leave the country because of Mrs Gordon’s health and sold Black Beauty to Lord Westerleigh at Earlshall Park. -
For the First Time in Sunny Hills History, the ASB Has Added a Freshman, Sophomore and Junior Princess to the Homecoming Court
the accolade VOLUME LIX, ISSUE II // SUNNY HILLS HIGH SCHOOL 1801 LANCER WAY, FULLERTON, CA 92833 // SEPT. 28, 2018 JAIME PARK | theaccolade Homecoming Royalty For the first time in Sunny Hills history, the ASB has added a freshman, sophomore and junior princess to the homecoming court. Find out about their thoughts of getting nominated on Fea- ture, page 8. Saturday’s “A Night in Athens” homecoming dance will be held for the first time in the remodeled gym. See Feature, page 9. 2 September 28, 2018 NEWS the accolade SAFE FROM STAINS Since the summer, girls restrooms n the 30s wing, 80s wing, next to Room 170 and in the Engineer- ing Pathways to Innovation and Change building have metallic ver- tical boxes from which users can select free Naturelle Maxi Pads or Naturelle Tampons. Free pads, tampons in 4 girls restrooms Fullerton Joint Union High School District installs metal box containing feminine hygiene products to comply with legislation CAMRYN PAK summer. According to the bill, the state News Editor The Fullerton Joint Union government funds these hygiene High School District sent a work- products by allocating funds to er to install pad and tampon dis- school districts throughout the *Names have been changed for pensers in the girls restrooms in state. Then, schools in need are confidentiality. the 30s wing, the 80s wing, next able to utilize these funds in order It was “that time of month” to Room 170 and in the Engineer- to provide their students with free again, and junior *Hannah Smith ing Pathways to Innovation and pads and tampons. -
The Reflection of Sancho Panza in the Comic Book Sidekick De Don
UNIVERSIDAD DE OVIEDO FACULTAD DE FILOSOFÍA Y LETRAS MEMORIA DE LICENCIATURA From Don Quixote to The Tick: The Reflection of Sancho Panza in the Comic Book Sidekick ____________ De Don Quijote a The Tick: El Reflejo de Sancho Panza en el sidekick del Cómic Autor: José Manuel Annacondia López Directora: Dra. María José Álvarez Faedo VºBº: Oviedo, 2012 To comic book creators of yesterday, today and tomorrow. The comics medium is a very specialized area of the Arts, home to many rare and talented blooms and flowering imaginations and it breaks my heart to see so many of our best and brightest bowing down to the same market pressures which drive lowest-common-denominator blockbuster movies and television cop shows. Let's see if we can call time on this trend by demanding and creating big, wild comics which stretch our imaginations. Let's make living breathing, sprawling adventures filled with mind-blowing images of things unseen on Earth. Let's make artefacts that are not faux-games or movies but something other, something so rare and strange it might as well be a window into another universe because that's what it is. [Grant Morrison, “Grant Morrison: Master & Commander” (2004: 2)] TABLE OF CONTENTS 1. Acknowledgements v 2. Introduction 1 3. Chapter I: Theoretical Background 6 4. Chapter II: The Nature of Comic Books 11 5. Chapter III: Heroes Defined 18 6. Chapter IV: Enter the Sidekick 30 7. Chapter V: Dark Knights of Sad Countenances 35 8. Chapter VI: Under Scrutiny 53 9. Chapter VII: Evolve or Die 67 10. -
Teaching the Short Story: a Guide to Using Stories from Around the World. INSTITUTION National Council of Teachers of English, Urbana
DOCUMENT RESUME ED 397 453 CS 215 435 AUTHOR Neumann, Bonnie H., Ed.; McDonnell, Helen M., Ed. TITLE Teaching the Short Story: A Guide to Using Stories from around the World. INSTITUTION National Council of Teachers of English, Urbana, REPORT NO ISBN-0-8141-1947-6 PUB DATE 96 NOTE 311p. AVAILABLE FROM National Council of Teachers of English, 1111 W. Kenyon Road, Urbana, IL 61801-1096 (Stock No. 19476: $15.95 members, $21.95 nonmembers). PUB 'TYPE Guides Classroom Use Teaching Guides (For Teacher) (052) Collected Works General (020) Books (010) EDRS PRICE MF01/PC13 Plus Postage. DESCRIPTORS Authors; Higher Education; High Schools; *Literary Criticism; Literary Devices; *Literature Appreciation; Multicultural Education; *Short Stories; *World Literature IDENTIFIERS *Comparative Literature; *Literature in Translation; Response to Literature ABSTRACT An innovative and practical resource for teachers looking to move beyond English and American works, this book explores 175 highly teachable short stories from nearly 50 countries, highlighting the work of recognized authors from practically every continent, authors such as Chinua Achebe, Anita Desai, Nadine Gordimer, Milan Kundera, Isak Dinesen, Octavio Paz, Jorge Amado, and Yukio Mishima. The stories in the book were selected and annotated by experienced teachers, and include information about the author, a synopsis of the story, and comparisons to frequently anthologized stories and readily available literary and artistic works. Also provided are six practical indexes, including those'that help teachers select short stories by title, country of origin, English-languag- source, comparison by themes, or comparison by literary devices. The final index, the cross-reference index, summarizes all the comparative material cited within the book,with the titles of annotated books appearing in capital letters.