The Wool Trade

During the High Middle Ages, shepherds bred the best quality sheep to sell wool to merchants and weavers across Europe. The first step in preparing the wool for trade was sorting. This step included separating the wool into different grades. The main grades included the outer layer, which was coarser, thicker and longer, and the inner layers, which were softer wool and short fibers. The second step was cleansing the wool. This step included washing the wool to remove grease, oils, and dirt. The third step was beating to remove foreign objects and separate matted and entangled fibers. The fourth step was preliminary dyeing. The fifth step was greasing. This step included applying olive oil or butter on the wool to protect it. The sixth step was combing the wool to prepare it for spinning. The wool would then be used in knitting and weaving to make woolen clothes. Woven wool was also dried, fulled, teaseled, shorn, pressed, and dyed to make the finest draperies and clothing.

Shepherding played a significant role in promoting the sale of woolen clothes during the High Middle Ages. Large landowners began producing wool in large quantities for trade. They developed trade links to sell their wool to the manufacturers leading to trade expansion across Europe. Monarchs used the trade to generate revenue by taxing wool traders. However, the taxes damaged the wool trade because many Flemish weavers moved to the Cotswolds, the West Country, Cumberland, and the Yorkshire Dales. The wool trade also led to the rise of markets in the English ports such as Sandwich, London, Southampton, and Boston (Lockett, 1974). The monarchs protected the markets mainly because wool was a symbol of national prosperity. Between the 1570s and 1590s, a law was passed requiring all Englishmen except nobles to wear woolen caps in churches to support the wool industry. The success of the wool trade led to the Highland Clearances across Europe. The clearances were forced evictions of tenants in the Scottish Islands and Highlands. They were conducted in two phases. The first phase included employing the displaced land tenants in industries such as quarrying and fishing. The second phase included paying the evicted tenants fares to immigrate to other places.

The demand for woolen clothes led to the development of mechanical looms, which facilitated the production of woolen clothes, thus eliminating hand weaving. The mechanical loom increased wool production, which increased the wool trade. The main impact of the increase in the wool trade was the rise of towns because many people settled along the trade routes. As the towns grew, the power of fixed rents reduced, and nobles began selling freedom to the serfs and towns. Selling freedom reduced the nobles’ power leading to the end of the feudal order and enabling the towns to form urban republics or communes (Dalling 328). Towns that gained independence could dictate their liberties and duties and were ruled by a king, thus reducing the nobles’ power. The decline of the nobles’ control over the towns led to the decline of the medieval church because the kings were recognized as the appointed rulers and the supreme judges. The wool trade also enabled the peasants to generate enough money to buy their land. Land ownership led to the decline of community-wide collaboration in farming, resulting in decreased communal ties and increased inequality.

Works Cited

Dalling, Robert. The Story of Us Humans, from Atoms to Today’s Civilization. iUniverse, 2006.

Lockett, Alison. The Wool Trade. Methuen, 1974.

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During the High Middle Ages (1000-1300 CE) the revival of trade and the growth of industrial production, particularly in the woolen industry, fostered the rebirth of urban centers and the creation of numerous new occupations as a result.

The Wool Trade

After reading the module readings and examining the module resources, write an essay or create a PowerPoint explaining:
The major points in the symbiotic chain of events were shepherding to the sale of woolen clothes.
The cause and effect relationship between at least four stages of the woolen trade process. For example: new developments in agriculture allow farmers to focus on non-staple crops, which gives rise to shepherding. They needed shears to trim the sheep, which gave rise to the shearing trade and shear craftsman trade. The sheared wool had to be transported from agricultural centers to production centers, which gave rise to the wagon-making industry, the shipping industry, road building, etc.
Format your assignment as follows:
Essay
Minimum of 600 words
1” margins
12 pt font
Formal English
Absent of grammar/spelling/mechanical errors

The Medicated Child

In ‘The Medicating Child,‘ the Frontline delves into the increase in usage of behavior-modifying prescription drugs by children across the US. The Frontline studies four families across Denver and Colorado, portraying the stress families go through while deciding whether they will let their children use these drugs or not. As an indicator that such drugs are responsible for severe behaviour change among some children, teachers in schools where ‘medicated’ children spend most of their time complaining of sudden behavioural changes among these children. Behaviour-modifying drugs are not new, but they become a major issue of concern when they involve children. This paper reacts to the investigations by the Frontline based on the growing need to control the usage of these drugs. While behaviour-modifying drugs play a huge role in helping children with behavioural disorders cope with their day-to-day activities, there is a need to adopt alternative behaviour-modifying techniques.

Behaviour modification drug usage among children should be shelved because behaviour modification therapy has proved more effective than medication. In the video, Nicolas’s parents refuse to subject him to medication even though their son’s psychologist and doctor strongly believe that he should be subjected to medication. While admitting their son’s behaviour was intense, they see medication as a quick fix for what is otherwise ‘normal.’ Behavior modification programs are essential in the clinical sense because they help individuals break from bad habits and adopt ideal ones (Vijayalakshmi, pp 20-24). Besides, unlike medical treatment, behaviour modification therapy is customizable; hence, it can be applied carefully to suit the needs of the target children (Vijayalakshmi, pp 20-24). On the other hand, behaviour-modifying drugs are applied uniformly across the spectrum without considering the unique needs of the targeted children. Therefore, there is a need for parents and instructors to adopt behaviour modification programs and only settle for drugs as a measure of last resort.

Moreover, Kazda et al. put out another strong standpoint for the reduced use of behaviour-modifying drugs based on the increasing trend of ADHD over-diagnosis. A systemic review of a vast body of research around ADHD diagnosis shows convincing evidence of ADHD over-diagnosis. Kazda et al. aver that children with milder ADHD symptoms are diagnosed with ADHD. To that end, the harms associated with ADHD diagnosis may outweigh the benefits of such a diagnosis. In the video, the Frontline producer Martin Smith points out the suspect over-diagnosis of ADHD even though he does not necessarily claim it is foul play. There is a need to shift from ADHD diagnosis and treatment and direct the resources to alternative non-medical therapies that have proven more effective.

Conclusively, The Frontline production raises serious concerns about the overuse of behaviour-modifying drugs and the need to use alternative means. Most cases of drug use are caused by pressure from schools and instructors who feel that intense behaviour in some children can only be corrected by inducing the drugs. While some children genuinely require these drugs, in some cases, it is merely a quick fix that does not resolve the root problem. Also, based on the recent ADHD overdiagnosis among children and adults, some children are subjected to drugs they do not need. Therefore, parents, psychologists, and school instructors should look for alternative non-medical therapies to help children with intense behaviour learn new ideal habits.

Works Cited

Kazda, Luise, et al. “Overdiagnosis of attention-deficit/hyperactivity disorder in children and adolescents: a systematic scoping review.” JAMA Network Open 4.4 (2021): e215335-e215335.

Vijayalakshmi, N. “Behavior Modification Techniques-An Awareness Study.” Shanlax      International Journal of Education 7.2 (2019): 20-24.

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CASE STUDY: The Medicated Child:
Many people feel that young children are being heavily medicated and that this is not logical, effective, or ethical. How do you feel about this issue facing us today?

The Medicated Child

Please view the following documentary from the Frontline program produced by PBS, “The Medicated Child”, by clicking on the link to view: http://www.dailymotion.com/video/x17awuw_the-medicated-child-2008_news.
When you are finished viewing the documentary, please write a 2-page paper reiterating the documentary and submit it to me.

Mandatory Meditation

I do not believe mandatory mediation violates disputants’ Fourteenth Amendment rights. Mandatory mediation requires an individual’s presence during mediation, not a forceful settlement of the dispute. Mediation accords the disputant the role of settling a disagreement, indicating that they can resolve an issue by themselves but with the help of an impartial facilitator. They control everything in a room, whether they come to a resolution or take the case further to a court system where a judge makes the decision.

Mandatory mediation is not contradicting human rights since the parties might not agree. However, it is notable that it does not deny parties the request for a public hearing (Adam et al.,2020). A mandatory mediation thus delays trial for a short time while allowing the individuals involved to resolve the disputes through methods deemed cheaper and faster, and the parties can get more control over how the final verdict is determined.

On other grounds, mandatory mediation is justifiable. This takes place in the Air Force all the time, where my job is to handle situations that hinder the work environment from producing a positive result. In various cases, some parties may become reluctant, but when a side of the story is told, it triggers the telling of the other side. They feel compelled to tell their stories since they do not intend to feel left out or to have the neutral facilitator hear only one side of the story and use it to make a judgment. In most organizations, there is the presence of professional mediators who do what is possible; when they cannot sort out the issue, they cannot take over (superior professionals, when the two parties in communication cannot fix their problem, higher-ranked individuals take them to a room and let them talk it out and reach a consensus.

There is thus a need to note that a mediator is present to prevent yelling and fighting, ensuring that the conversation on the task and reaching a consensus since they could not do it on their own. Mediation involves individuals letting their emotions communicate for them, which has proved effective numerous times. Most of the time, the parties involved tend to conclude that they agree, and the usual operations can resume (Ismael et al.,2022). In other situations, some individuals are upset about seeking further counsel.

References

Adam, A., Yuniarsih, T., Ahman, E., & Kusnendi, K. (2020, February). The Mediation Effect of Organizational Commitment in Relating Organizational Culture and Employee Performance. In 3rd Global Conference On Business, Management, and Entrepreneurship (GCBME 2018) (pp. 260-264). Atlantis Press.

Ismael, F., Hussein, B., Ibrahim, M. S., & Akoye, S. (2022). The mediation role of organization citizenship behavior between employee motivation and productivity: Analysis of Pharmaceutical Industries in KRG. International Journal of Humanities and Education Development (IJHED), 4(1), 10-22.

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Mandatory Meditation

Would you argue, as some scholars would, that mandatory mediation violates disputants’ Fourteenth Amendment rights? Why or why not?

NCLB-Special Education

The No Child Left Behind Act (NCLB) 2001 was implemented between 2002 and 2015. The Act affected all public schools offering K-12 education. It was intended to update the Elementary and Secondary Education Act (ESEA). Before its existence, the focus on disadvantaged students was minimal. For instance, special-needs learners could not access general education or sit state-level tests. Thus, NCLB aimed to increase learners’ access to education opportunities. The primary learners’ categories that would benefit were special needs students, learners from low-income families, minority groups, and ESL learners (Lewis, Hancock, & James, 2008).

Impact of NCLB

Since its inception, significant controversy has surrounded NCLB. Despite the controversy, the Act has affected education positively. However, despite the positive effects of the Act, the Every Student Succeeds Act replaced the NCLB (Dee & Jacob, 2010). On the positive side, struggling learners such as ESL and special students could learn alongside their counterparts. This inclusion overturned the existent perception that such individuals perform poorly. They lacked the ground level to compete with other regular learners.

The requirement to report students based on their unique aspects allowed administrators to assess the progress of each population and institution. Due to the Act, such students have access to more support and assistance from the faculty. As a result, more graduates were recorded among students with learning disabilities. In 2002, 57 percent of such students graduated, and 68 percent in 2011. This increment confirms the positive effect that NCLB had on inclusivity.

The need for accountability among instructors led to improving instruction (Whitney & Candelaria, 2017). Teachers were held accountable for their student’s performance. At the same time, those against the NCLB may argue that teachers barely upheld teamwork; it is essential to highlight that their autonomy and class administration improved significantly. Most teachers enjoy their careers because they involve transforming the lives of young people. Therefore, very few of these teachers could ascertain that NCLB’s recommendations were a distraction (Grissom, Nicholson-Crotty, & Harrington, 2014).

The Act promoted equality for all learners and institutions’ compliance with the Individuals with Disabilities Education Act (IDEA). According to IDEA, institutions were required to include students with learning disabilities in the ‘least restrictive environments,’ general education classrooms. This inclusion was not mandatory. Administrators would determine the possibility of inclusion. Therefore, there was no way of assessing whether learners with disabilities were included in general classrooms. The creation of NCLB changed this scenario by requiring institutions to ensure that learners with disabilities were treated like the rest. Schools that failed to adhere faced sanctions because they barred disadvantaged learners from improving their achievements. It promoted transparency (Dee & Jacob, 2010). This resulted in the inclusion of special needs learners within the educational system.

Furthermore, students with learning disabilities could afford to miss tests because their participation or the lack of it did not affect the assessment. Their participation was not critical. NCLB changed the scenario by allowing special needs students to study in a typical environment. This means that a blind student needs braille to participate in a general classroom instead of a separate class. Similarly, learners with emotional disorders need aides within their proximity while in a public classroom (Berwick, 2015).

Students learning English as a second language also benefit from the NCLB (Menken, 2010). Like students with special needs, English Language Learners (ELL) received more attention from their institutions. The schools were required to set standards for these learners, administer tests, and assess progress. As a result, funding for the group has increased significantly. Teachers who are more qualified to teach ESL students are hired. In addition, the instructional materials were improved. These actions were intended to achieve the standards and regulations the NCLB spelled out.

Furthermore, ELL teachers have been required to undergo formal training, which develops their skills and expertise in instruction. This is a positive result that most ESL professionals hail as an outcome of NCLB (L., LaCava, & Graner, 2004). The legal requirement for ESL practitioners and educators is deemed critical for ELLs. The ability to speak English as a native language no longer qualifies an individual as an ESL practitioner. The ELLs are exposed to competent teachers who have satisfied the requirements set forth by the law (Abedi, 2004).

NCLB was also intended to address the needs of students of color, such as Hispanics and African Americans. The gap between Caucasian students and those of color has been historically wide. This is due to the policies that encouraged segregation in the past (Lewis, Hancock, & James, 2008). The NCLB did not bridge this gap. Instead, it stimulated performance improvement among all students regardless of race. Since its emphasis was on exceptional learners from all races, all improved performance (Harrisson-Jones, 2007), which widened the gap further. However, this is sufficient to dismiss NCLB because it was not created for students of color. Instead, it sought to improve educational performance for all learners and ensure education quality and access are revamped (Dillon, 2009).

Conclusion

NCLB did not leave any child behind. Despite being replaced with a new act, the NCLB improved the educational environment for ELLs, students of color, and special needs students. However, it did not reduce the gap between Whites and Hispanics or African Americans. Regardless, it improves their performance and ensures teachers are more competent and accountable. It also promotes mandatory compliance with the IDEA.

References

Abedi, J. (2004). The No Child Left Behind Act and English language learners: Assessment and Accountability Issues. Educational Researchers, 33(1), 4-14.

Berwick, C. (2015). No Child Left Behind’s One Big Achievement? The Atlantic.

Dee, T. S., & Jacob, B. A. (2010). The Impact of No Child Left Behind on Students, Teachers, and Schools.

Dillon, S. (2009). ‘No Child’ Law Is Not Closing a Racial Gap—the New York Times.

Grissom, J. A., Nicholson-Crotty, S., & Harrington, J. R. (2014). Estimating the Effects of No Child Left Behind on Teachers’ Work Environments and Job Attitudes. Sage Journals, 36(4). doi:https://doi.org/10.3102/0162373714533817

Harrisson-Jones, L. (2007). No Child Left Behind and Implications for Black Students. The Journal of Negro Education, 76(3), 346-356.

L., S. R., LaCava, D. G., & Graner, P. S. (2004). The No Child Left Behind Act: Challenges and implications for educators. Intervention in School and Clinic, 40(2), 67-75.

Lewis, C. W., Hancock, S., & James, M. (2008). African American Students and No Child Left Behind Legislation: Progression or Digression in Educational Attainment. Multicultural Learning and Teaching, 3(2). doi:10.2202/2161-2412.1033

Menken, K. (2010). NCLB and English Language Learners: Challenges and Consequences. Theory into Practice, 49(2), 121-128. doi:10.1080/00405841003626619

Whitney, C. R., & Candelaria, C. A. (2017). The Effects of No Child Left Behind on Children’s Socioemotional Outcomes. AERA Open. doi:https://doi.org/10.1177/2332858417726324

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NCLB-Special Education

Write an essay addressing whether NCLB leaves some students behind. The report should have appropriate APA formatting and contain 5-10 current citations from peer-reviewed journals.

Giftedness and Talent

The article Motivation and Gifted Students: Implications of Theory and Research by Clinkenbeard analyzes the effects of motivation on performance in gifted and talented learners. The author asserts that giftedness and talent in children can be noticed at a tender age. As these children proceed to school, they showcase exceptional abilities in one or more subjects, while those talented display practical skills in sports, music, design, or creative arts (Clinkenbeard 622).

Motivation plays a crucial role in enhancing achievement in gifted and talented learners. The article analyzes how intrinsic and extrinsic motivation in intellectual and creative promising learners have a role in their general success. Contemporary motivation theorists agree that motivation lays the foundation for achievement (Clinkenbeard 622). As such, the school and home environment should inculcate beliefs and values by noticing talents and abilities and encouraging these children to partake in challenging tasks, helping nurture these talents. According to the article, gifted and talented learners who have intrinsic motivation through encouragement score better grades than others. Notably, they are more capable of developing composite sets of traits potentially valuable in human performance. As such, self-determination leads to gifted and talented learners becoming more independent in the early stages of life.

I believe giftedness and talent in learners should be identified and nurtured at an early age. However, students who lack intrinsic and extrinsic motivation tend to underachieve. On the contrary, through inculcating self-efficacy, gifted and talented learners become more independent than the rest. They should be provided with more advanced and difficult tasks to help keep them engaged and as a way to keep them motivated. However, it is important to acknowledge that most gifted and talented learners often languish due to the failure of teachers and parents to provide them with challenging experiences that would help nurture these talents (Clinkenbeard 630). Therefore, collaboration between the school, teachers, and parents is necessary to maintain their giftedness and talents.

Works Cited

Clinkenbeard, Pamela R. “Motivation and Gifted Students: Implications of Theory and Research.” Psychology in the Schools, vol. 49, no. 7, 2012, pp. 622–630, https://doi.org/10.1002/pits.21628

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Weekly Assignment #13:
Find an article on giftedness and talent.

Giftedness and Talent

Write a one page summary of the article including your opinion of the topic.