The Renaissance vs. The Industrial Revolution Essay Example For Students

The Renaissance vs. The Industrial Revolution Essay Throughout history lifestyles have changed dramatically according to their time period. One example of this is the changes between the Renaissance period and Industrial Revolution. Each era had their own social classes: the higher class of the royalty and nobles, middle class of the merchants and bourgeoisie, and lower class of peasants and servants. As one would guess, life in the Industrial Revolution was very disparate from that of the Feudal Age. Some areas such as living and working, especially for those of the lower class, were extremely unalike. We will write a custom essay on The Renaissance vs. The Industrial Revolution specifically for you for only $16.38 $13.9/page Order now However, some aspects of life during the two time periods differed very little. How and where people worked had its effects on the people of both time periods. For peasants, during the feudal times, the only available Job was to work in the fields as field hands for their lords land or house. Ordinary lower class-men took on Jobs like carpentry, sewing, baking, weaving, baking, and farming. However, a days work was still long and exhausting, regardless of what occupation they chose. During the Industrial Revolution, agricultural Jobs like these were still common. Although these jobs were made easier because of technological evolution, people still worked in fields and in homes. However, more and more people began to move from the fields to cities as time progressed. More Job opportunities emerged as industry arose. Instead of working on the fields, they worked on assembly lines in crowded factories. The lower classed population worked as clothing maker, textile workers, and manufacturers in factories. These Jobs were employed by women and children as well as men. During the Feudal Age, women mostly worked in the landlords home as cooks, maids, or sitters. Children would have worked in fields and along side the women in the dark, damp iron and coal mines. Iron and coal mining positions intended into the Industrial times. Womens occupations had developed as well. They became governesses, seamstresses and factory workers. Only the poorest of women were hustlers. Poor and orphaned children were forced to work in the factories. During both periods, work was difficult to find and maintain. These small Jobs were abundant but not very rewarding for both time periods. The amount of Job opportunities was canceled out by the bitter working conditions most workers had to face. In the feudal times, field labor was extensive and tiring. Lords and landowners forced labor during the wartime to provide knights with enough food and rations. During the peak of harvest seasons, field hands also had to work extra days. They had to work at least two to three full days of labor a week. Fortunately, they were not forced to work on Sundays or other holidays. However, many peasants would work more often in order to pay the many taxes. Farmers still had to pay a tithe to church and tax collectors, as well as a tax on ground grain and baked bread. Peasants were bound to their lord for marital consent as well. Country workers in the industrial time also had to work long hours; from dawn until dusk. Although farming tools had improved from Feudal times, they still had to provide industrial cities with raw materials and food. City workers in the Industrial Age had Regardless of the long working hours, all lower class workers received the same low pay, farmers and city dwellers alike. As Job opportunities soared in the cities, farmers were driven from their land in the country in order to build industrial towns in their place. .ub9f00dedcca1990ea17975b2268ef27d , .ub9f00dedcca1990ea17975b2268ef27d .postImageUrl , .ub9f00dedcca1990ea17975b2268ef27d .centered-text-area { min-height: 80px; position: relative; } .ub9f00dedcca1990ea17975b2268ef27d , .ub9f00dedcca1990ea17975b2268ef27d:hover , .ub9f00dedcca1990ea17975b2268ef27d:visited , .ub9f00dedcca1990ea17975b2268ef27d:active { border:0!important; } .ub9f00dedcca1990ea17975b2268ef27d .clearfix:after { content: ""; display: table; clear: both; } .ub9f00dedcca1990ea17975b2268ef27d { 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; } .ub9f00dedcca1990ea17975b2268ef27d:active , .ub9f00dedcca1990ea17975b2268ef27d:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ub9f00dedcca1990ea17975b2268ef27d .centered-text-area { width: 100%; position: relative ; } .ub9f00dedcca1990ea17975b2268ef27d .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ub9f00dedcca1990ea17975b2268ef27d .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ub9f00dedcca1990ea17975b2268ef27d .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; } .ub9f00dedcca1990ea17975b2268ef27d:hover .ctaButton { background-color: #34495E!important; } .ub9f00dedcca1990ea17975b2268ef27d .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ub9f00dedcca1990ea17975b2268ef27d .ub9f00dedcca1990ea17975b2268ef27d-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ub9f00dedcca1990ea17975b2268ef27d:after { content: ""; display: block; clear: both; } READ: Renaissance and Baroque ArtAnother element that was shared between both time periods was the dangers in jobs. Useful medicine or first aid did nod exist during the feudal times, so injuries caused from working often never healed. Dangers were also common in the industrial cities, especially in factories. Long working hours led to exhaustion and dehydration. Worn-out workers grew enervated and slow, making the workplace very dangerous. The machines in factories made working even more dangerous. Cuts, bruises, and even detached limbs were very real possibilities. Death rates increased greatly as the number of factories increased. Coal mines were another dangerous place of employment during both the feudal and industrial eras. Unfortunately, the innovations that increased productivity elsewhere during the industrial period had not reached the coal mines. Lack of air circulation caused respiratory problems for the working women and children. They carried coal in heavy baskets or in wagons. Both ways led to extreme exhaustion. Miners suffocated from the smoke of intense fire, or drowned when the tunnels flooded. Life in the mines was consisted of damp, dark solitude. Life was dingy in the mines. In both Industrial and Feudal times, work was very harsh, especially for children. Women and children were employed to work in the mines because they could go through small spaces. Children as young as six years old worked in mines and factories for as long as fourteen to sixteen hours a day. They were provided with a pile of straw as their bed that was located next to the machine that they worked. Children may have been employed because their youth made their wages lower than that of a grown man. Child labor was exhausting, unhealthy, and dangerous work. Orphaned child workers were treated more horribly. Their hours were much longer and were fed improperly. As for women, they often faced sexual harassment in the workplace. The people feudal and industrial times also shared their similarities and differences in not only their working conditions, but also their living conditions. The hypes of homes they lived in were quite different. In the feudal age, people lived in one or two room huts. These huts were only one story high and came in bunches in villages. While huts like these still existed in industrial times, in the city there were multistory apartment buildings and row houses, both of which were built back-to- back, conveniently close to factories where people worked. There were two to four rooms provided in each apartment. The poorest of families lived in one-room cellars of these buildings. Huts were made of fragile materials, mostly of wattle and daub. Roofs were thatched so they were easily destroyed. Feudal age huts had to be repaired or rebuilt almost every generation. The lord provided housing for peasants. Apartments and row houses were built clumsily and cheaply out of weak steel and lumber to provide quick housing for employees. So many people were moving to the city that homes had to be made quickly in order to provide housing for them. Although their locations were different, homes of both periods had their share of room in huts while several families might share one apartment building. Beds were made of straw and were infested by insects and rats. Peasants often let their animals vive in the huts to provide warmth, since it was too dangerous to light a fire. Their floor was dirt. Fortunately for those who lived in high-rise apartments, they had hard wood floors. However, they too had to share rooms and beds. Both types of housing in both eras had poor ventilation. Windows were very small or non-existent, so rooms were smoky and the air was dank. Rooms were cold, damp and dark. In both worlds, rooms were freezing during the winter and sweltering in the summer. The pure atmosphere of a hut, apartment, or cellar was sickening. In the Feudal period, manors, in which huts presided in, were very self-sufficient cause of the food available from farming. .ue11ded675fe045a089d78d14b88ce672 , .ue11ded675fe045a089d78d14b88ce672 .postImageUrl , .ue11ded675fe045a089d78d14b88ce672 .centered-text-area { min-height: 80px; position: relative; } .ue11ded675fe045a089d78d14b88ce672 , .ue11ded675fe045a089d78d14b88ce672:hover , .ue11ded675fe045a089d78d14b88ce672:visited , .ue11ded675fe045a089d78d14b88ce672:active { border:0!important; } .ue11ded675fe045a089d78d14b88ce672 .clearfix:after { content: ""; display: table; clear: both; } .ue11ded675fe045a089d78d14b88ce672 { 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; } .ue11ded675fe045a089d78d14b88ce672:active , .ue11ded675fe045a089d78d14b88ce672:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ue11ded675fe045a089d78d14b88ce672 .centered-text-area { width: 100%; position: relative ; } .ue11ded675fe045a089d78d14b88ce672 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ue11ded675fe045a089d78d14b88ce672 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ue11ded675fe045a089d78d14b88ce672 .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; } .ue11ded675fe045a089d78d14b88ce672:hover .ctaButton { background-color: #34495E!important; } .ue11ded675fe045a089d78d14b88ce672 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ue11ded675fe045a089d78d14b88ce672 .ue11ded675fe045a089d78d14b88ce672-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ue11ded675fe045a089d78d14b88ce672:after { content: ""; display: block; clear: both; } READ: European Renaissance EssayHowever, food was still expensive, especially meat. This often led to starvation and peasants had to resort to eating seeds, acorns, tree bark and grass. This of course, was not always healthy. Nutrition was not always as good in the Industrial period either. Orphaned child workers were fed improperly. Some advantages were that people had to purchase their food rather than grow it. Fewer went hungry and nutrition was slowly growing better. Although nutrition may have improved, it still did not help with the constant threat of disease in the cities. Walls surrounded cities, making plagues hang in the atmosphere. The most common disease was cholera and typhoid. It did not help much that cities had a very poor sewage system. Factories dumped their waste into rivers and streams, which led to a city drinking water supply. Feudal times were Just as worse. Famine and plagues were wide spread. Injuries caused by working in the fields were often mistreated and got worse. Diseases spread even more since villages in the feudal age were permanent, close communities. Everyone and everything lived their entire lives on the manor. The community in the industrial age was completely different. People began to move from the country to the cities in search of a better life. Instead they find that thieves, drunkards, and prostitutes roamed the dark streets at night. Streets were especially dangerous at night since street lamps did not exist. Homes were small and the streets were very cramped. The atmosphere was very dark and dreary. In conclusion, although the industrial age had its differences from the feudal age, there were many things they shared in common. How people lived related with how people worked, and vice versa. This was very true for the social lower classes of each time period.

Conflict Resolution Strategies

Conflict Resolution Strategies Free Online Research Papers When working in a group setting, often times conflicts are going to occur, therefore, strategies for conflict resolution are needed. This paper will take a long look at conflict management to get a better understanding of the offect of specific conflict resolution strategies on group outcomes. All throughout our school days, and even on up through our careers, we will be instructed to work in groups. Group projects can be fun and run very smoothly, or they can lead to a great deal of frustration, as oftentimes the members chosen can not manage to work together as a team. One of the main purposes of group projects is to learn to work well in groups, considering most career paths will require some level of group work. This is where conflict resolution strategies come into play. The Role of Conflict Management in Team Outcomes Previous research suggests that a process for managing conflict can help to reduce the negative impact of conflict by restoring fairness, process effectiveness, resource efficiency, working relationships, and satisfaction of parties (E.G. Thomas, 1992). Team conflicts often show themselves as conflicts in the form of passive-aggressive behaviors such as power plays, blaming, tardiness, or withholding information (Edelmann, 1993; Wall Callister, 1995). There is a growing number of evidence to show that the actions and reactions groups have to performance outcomes and evolving group dynamics leave teams prone to conflict (Ancong Chong, 1996). If teams can not effectively manage conflicts that arise, the group will spend more time reacting to the conflicts, rather than the tasks at hand. The conflict resolution process encompasses a wide range of activities including communication, problem solving, dealing with emotion, and understanding positions (Brett, 2001; Pondy, 1992; Putnam Poole, 1987). Conflict Resolution strategies effects on Team Performance The purpose of this paper is to look at conflict resolution strategies in groups to better understand their effects on the group outcomes. Task conflict is a disagreement over differences in ideas, viewpoints, and opinions pertaining to the groups task (Amason Sapienza, 1997). When faced with a task conflict the strategy that seems to be most successful in resolving that conflict is the discuss/debate strategy. This strategy helps the members to consider both sides of the opinions, and solutions for those differences in opinion; therefore, coming to a concensus. Relationship conflict is a disagreement resulting from incompatibilities, which includes feelings of tension and friction when faced with a relationship conflict the strategies that need to be used are confrontation, punishment, or taking actions to avoid future reoccurences. For example: if a team member is rolling his eyes at another team member, then he would be asked to leave the room and docked for his lack of participa tion. Process conflict is conflict about dividing and delegating responsibility and deciding how to get work done (Jehn, 1997: 540). When faced with a process conflict, the strategy that seems to be the most successful is the compromise strategy. For example: instead of assigning tasks according to a group members expertise, then the team would assign then a task according to their interests. Steps to follow when working on group projects To get the most benefit out of group projects there are some simple steps that can be followed to make the process run more smoothly. Clarify the goals and tasks to be accomplished by the group. Work together to break the project up into separate tasks and assign people and due date for each piece. Communicate with other members of the team. Leave enough time at the end to pull all the pieces together and to make sure everything is done. (beyondintractability.org/user_guides/students/?nid=6577) Conclusion Throughout our lives weither in a grade school or a graduate school group project, the group will more than likely incure some conflicts. The conflict resolution strategies defined above will help to deal with those conflicts in a more productive manner. References Amason, A., Sapienza, H. (1997). The effects of top management team size and interaction norms on cognitive and affective conflict. . Journal of Management , (23), 496-516. Ancona, D., Chong, C. (1996). Entrainment: Pace, cycle, and rhythm in organizational behavior.. Research in Organizational Behavior, (18), 251-284. Beyond Intractability (). . Retrieved 03-15-07, from beyondintractability.org/user_guides/students/?nid=6577 Brett, J. (2001). Negotiating globally: How to negotiate deals, resolve disputes, and make decisions across cultural boundaries. . San Francisco: Jossey-Bass. Edelmann, R. (1993). Interpersonal conflicts at work. : British Psychological Society. Jehn, K. (1997). A qualitative analysis of conflict types and dimensions in organizational groups.. Administrative Science Quarterly, (42), 530-557. Pondy, L. (1992). Reflections on organizational conflict.. Journal of Organizational Behavior, 13, 257-261. Putman, L., Poole, M. (1987). Conflict and negotiation. In F. Jablin, L. Putnam, K. Roberts, L. Porter (Eds.), Handbook of organizational communication: An interdisciplinary perspective (pp. 549-599). Newbury Park: Sage Publications. Thomas, K. (1992). Conflict and negotiation processes in organizations. In M. Dunnette, L. Hough (Eds.), Handbook of Industrial and Organizational Psychology (pp. 651-717). Palo Alto, CA: Consulting Psychologists Press, Inc.. Wall, J., Callister, R. (1995). Conflict and its management . Journal of Management, 21(3), 515-558. Research Papers on Conflict Resolution StrategiesResearch Process Part OneRelationship between Media Coverage and Social andThe Fifth HorsemanIncorporating Risk and Uncertainty Factor in CapitalThe Project Managment Office SystemOpen Architechture a white paperThe Relationship Between Delinquency and Drug UseQuebec and CanadaThree Concepts of PsychodynamicAnalysis of Ebay Expanding into Asia

Tree in a field Essay Example | Topics and Well Written Essays - 1250 words

Tree in a field - Essay Example At the age of 15, Walter Kuhn sold the first drawing to a certain magazine; it is at this point that he began to sign his name as Walt. He would later enroll for evening art classes at Brooklyn Polytechnic Institute in 1893. Later, Kuhn lost interest on becoming artist and instead chose to sell bicycles in a shop at Brooklyn. He had a very dedicative personality and yet he would also be regarded as impulsive. By 1899, Kuhn was overwhelmed with the ideas from the American West. Though he only $60, he decided to move to California. In San Francisco, Kuhn began to draw cartoons to WASP magazine. He later moved to Paris in 1901and then enrolled in the formal class of the Academy Colarossi. He never got much exited with the learning and chose to move to Munich where he got opportunity to study under Barbizon Painter Heinrich von Zugel After 2 years, Kuhn returned to New York and found himself immersed in the booming art scene in New York. He helped manage the Kit Kat Club while at the same time he continued to work as an illustrator for local journals. The Kit Club was an organization which had a responsibility of raising funds for the scholarship at the Academy of Design. Kuhn staged his first exhibition in 1905 at Salmagundi Club, presenting himself both as a serious painter and a cartoonist. In the same year, Kuhn submitted his first illustration of the LIFE magazine. (Meally, Robert G., and Romare Bearden, 19) Kuhn in most of his time spent his summer in Fort Lee in New Jersey. This area provided him with a good environment for creativity which he needed to thrive in the industry. Kuhn would later join the New York School of art when they moved to the area as a member of the faculty. He later moved to New York where he got married to Vera Spier. They got one child Brenda Kuhn. At the point when his home life blossomed, his career too became better and better. In 1909, he spent the