Research proposal Essay Example | Topics and Well Written Essays - 2000 words - 5

Research proposal - Essay Example The Ebola epidemic provides an example of the impact of infectious diseases on public health (Soule, Memish, & Malani, 2012). Other highly infectious diseases, such as the H1N1 Swine Flu and SARS virus also pose a risk to public health because they can spread very quickly. The epidemic indicated that the world is unprepared with regard to handling highly infectious diseases properly. The other issue with regard to the infectious diseases is that the world has become borderless as people can travel from one corner the world to the other within 24 hours; thus, they can aid the spread of communicable diseases. Considering that some of these viruses inhabit the human body for a long period before the manifestation of symptoms, it is possible that individuals can carry and infect others with the viruses as they travel. As a result, new outbreaks are likely to be reported in different parts of the world making any prevention strategies difficult. According to the World Health Organization (2006), such infections can easily lead to pandemics killing millions of people throughout the world within a very short time. The only advantage of infections such as Ebola is that the transmission of the virus from the infected person to the healthy person does not start until the symptoms are manifest. However, some of the viruses are lethal, and the transmission from an infected to a healthy person occurs within minutes. Examples include the SARS and the H1N1 Swine Flu viruses, which are transmitted prior to the manifestation of the symptoms (Kocik, Janiak, & Negut, 2012). It is therefore important to d etermine the level of preparedness of the health care professionals with to the handling of infectious diseases. Furthermore, the level of preparedness of the health care sectors in handling infectious diseases determines the morbidity and mortality rates of

Impact of E-Technology on E-Learning

Impact of E-Technology on E-Learning Table of Contents (Jump to) Introduction Application Core Technology Competitors and Market data Future trends and Conclusion References and Bibliography Introduction The term Electronic-Technology (Also referred to Information Communication Technology) or E-Technology originates from the fact that most of these technologies are electronically facilitated. E-Technology has become a commonplace entity in all aspects of life (Carr, 2003). Across the past twenty years the use of E-Technology has fundamentally changed the practices and procedures of nearly all forms of endeavour within business and governance (Oliver, 2002). Every organisation is looking to use the numerous advantages offered by these new evolving technologies and enhance their organisational prospects, be it business houses (E-commerce), banks (E-banking), educational institutions (E-learning, E-Training) etc. For the purpose of this report we will concentrate on the educational use of E-technology in the form of E-Learning. People have always had a need to learn from people who aren’t in their immediate vicinity (Dede, 1995). In the early days, for example, guilds provided opportunities to be trained by skillful teachers and learn from experts. People traveled great distances to learn from the best. Today’s technologies allow us to do similar sharing but at a distance. Early models of such learning were known as correspondence study and were text-based because books and paper were the technology that was available at the time. As technologies change and expand, the options for learning expand with them. Because of the ongoing technological evolution and progress, it can and will be harnessed for learning. These new technologies that can be used for learning purposes are collectively better know as E-Learning technologies. There seems to be no agreement on a unified view on the definition of e-learning as per the literature. The author of this report will use the definition of e-learning as proposed by NCSA: â€Å"E-learning is the acquisition and use of knowledge distributed and facilitated primarily by electronic means. This form of learning currently depends on networks and computers but will likely evolve into systems consisting of a variety of channels (e.g., wireless, satellite), and technologies (e.g., cellular phones, PDA’s) as they are developed and adopted. E-learning can take the form of courses as well as modules and smaller learning objects. E-learning may incorporate synchronous or asynchronous access and may be distributed geographically with varied limits of time.† (NCSA, 2000) Applications A growing body of research supports that E-learning technologies, if appropriately used in the classroom, may allow students to create knowledge in a creative way by giving them opportunities to explore, interact, problem solve, and collaborate (Clarkson et al, 1999). Kirschner and Selinger (2003. p.6) elaborates by mentioning that these technologies offer the potential to: meet the learning needs of individual students; to promote equality of opportunity; to offer high-quality learning materials; and to increase self-efficacy and independence of learning amongst students of all ages. In the U.K., the Department of Education and Employment (DfEE) now known as Department for Education and Skills (DfES), believes that ICT can provide new levels of learning support and mentioned that: â€Å"We believe the ambitious and imaginative use of technology will be a central element in improving personalisation and choice across the system† (DfES, 2004, p.88). Some of the widely used appl ications of E-Technology in the form E-Learning in an educational setting are given below. Data – logging and Graphing: In data-logging activities, learners need only to make decisions about what parameter to measure, in a suitably designed experiment, and to select the appro ­priate sensor, to be able to record high-quality data. Bartons (1997) comparative study of graphing using computer and non-computer methods has highlighted the flexibility afforded by the computer approach. Real-time plotting has time advantages over manual methods, in particular in encourag ­ing pupils to focus on trends and patterns rather than individual data items. Spreadsheets and other types of software that provide graphing facilities enable pupils to explore the presentation of data in different graphical forms, and to look for trends and patterns in data. Obtaining and transmitting knowledge: The facility of computers to archive large quantities of information and to permit its ready retrieval was of potential educational benefit for conveying knowledge. Software that is designed to exploit these properties includes multimedia resources such as CD-ROM (O’Bannon, 1997) and web-based materials accessed through internet browsers . Presenting and reporting: The presentational tools provided by word processing, desktop publishing, web-based and other specialized presentation software offer pupils powerful tools for presenting and sharing their ideas with others. As well as deciding what information they may wish to report, pupils can decide on styles and formats for presenting their ideas. This allows for a degree of creativity and exploration in the search for the most appropriate and effective format. We believe that the creative processes involved in producing reports and presentations help pupils to develop and secure their understanding of science. Core Technology E-learning technologies are available in a variety of types and forms. Electronic learning has existed before the Internet came into existence. It was known as computer-based training (CBT), where training materials, some were even interactive, were stored in floppy disks and later in CD-ROMs (Schittek et al, 2001). The CD-ROM version still exists today. The current Web-based form of E-learning is merely an enhanced version, capitalising on the latest computer technologies to incorporate the capability of multimedia and global accessibility of the Web. The technologies could include hardware (e.g. computers and other devices); software applications; and connectivity (e.g. access to the internet, local networking infrastructure and video conferencing) (Toomey, 2001). The capacity of these new technologies to support learning in a creative way through experience of simulations, problem solving, investigating and handling information is considerable. With E-Learning, there is opportunity for high level interaction among students, the lecturers and the computer-mediated material. Teaching is flexible because as it can be conducted synchronously or asynchronously, contact is dynamic and can be as variable as the student or the lecturer desires and communication can take place through a variety of modes, such as email, chat, bulletin boards, etc all facilitated by the computer this can be viewed as distributed learning. It is general knowledge that the most widely used of the E-learning tools in the education sector is electronic communication tool (Email). Academic teaching staffs are making themselves available for 24 through the use of email and bulletin boards. Bates (2000) notes that the use of electronic communication for most lecturers actually increases their contact with students, which can be very beneficial for the students. Lecture notes and other teaching resources are placed on the internet for students to access, and linking useful web sites to these resources enables students to navigate through relevant resources. Academic staff also employs published classroom resources that are directly linked to the internet. Learning or Course management systems are used to create an online environment which houses a multitude of resources – such as course outlines, listed resources, internal email, bulletin boards, discussion forums, synchronous communication and so on. Presentation soft ware’s (PowerPoint etc) are also being widely used to enhance classroom teaching. Compared to preparing a â€Å"Chalk and talk† lecture, the preparation of appropriate presentation software requires more time although it may save time in comparison to preparation of detailed overhead transparencies. However, if one has to concur on a single technology that has resulted in the exponential growth of E-learning, it has to be the internet. The World Wide Web has made it possible for people to access primary sources of information on demand. Mastery of this tool has become essential in order to gain access to an ever-growing body of recent and up-to-date knowledge available electronically. The rate of job change has also caused a rethinking of the skills required for lifelong learning, such as skilful use of ICT. The potential is there for these new technologies to attract a more competitive market, thus making the institution a more financial and viable entity (Bates, 2000). Competitors and Market Data Government along with Industry leaders have identified the potential of E-Learning and this is clearly evident from the amount of investment made governments and the companies. For example the UK government has, â€Å"Programmes to invest an additional  £81m over three years awarded from HEFCE and HEFCW have been earmarked to support central objectives of the DfES’s E-strategy, the Science and Innovation Investment Framework: 2004 – 2014, and ‘Reaching Higher’, the Welsh Assembly Government’s strategy for the higher education sector† (JISC, 2006). The following figure shows the amount that has been set aside for E-learning which is an around 20% increase from the previous investment. The industry is not left far behind either. Organisations view learning increasingly as a competitive advantage rather than just another cost factor (Urdan Weggen, 2000). The industry is to a greater extent divided in two major groups. One that provides centralised learning management systems (LMS) with the most commonly used applications and the other group of companies are the ones who provide bespoke E-learning systems as per the requirements of their clients. The ability to sustain and compete in this growingly competitive market is evident from the increasing number of mergers that we have seen in the past few years especially in the LMS sector. The following table shows a recent market state after the mergers and comprise of the big players in the LMS or E-learning sector. Even though the bespoke E-learning market is growing every day the companies are not as big as the LMS vendors. However, this is a positive sign and it enables small sized organisations to integrate affordable E-Learning solution into their business provided by these companies rather then the ones provided by the LMS vendors which are hugely expensive. Commercial and social impact There is absolutely no doubt that these E-Learning technologies are having a massive impact at commercial as well as social level. Some of them are mentioned below: Online Social Communities – The asynchronous and synchronous communication ability of E-Learning systems has enabled institutions to cater for a variety of users by removing the barriers of time and distance. Users who are normally geographically disadvantaged have access to a variety of educational resources not usually at their disposal (Bates, 2000). This, in a way has lead to the evolution of online social networks (‘Myspace’, ‘second life’ etc). These networks are having an enormous social impact on the society in a positive way to a greater extent. Social networks are playing a instrumental role in learning environments as a major conduit of resource and knowledge exchanges (Cho, Stefanone, Gay, 2002) and as a source of social support and socialisation for distributed learners (Haythornthwaite, 2002). There are abundant discussions emphasising the value and the impact of social networks in the studies of organisational learning (Nahapiet Ghosh al, 1998), knowledge management (Cohen Prusak, 2001), and distance learning (Haythornthwaite, 2002). Pedagogical Improvement and staff renewal – Teaching staff are able to preset information using a variety of tools in order to better relate to the content to the concrete realities of a given field of study. Innovative hands-on learning experiences are also made possible for students through computer simulation software. Asynchronous communication technologies are used outside the classroom to enrich classroom learning through discussion groups, mentoring and coaching (Burg Thomas, 1998). The challenge of teaching with ICT has led to revitalizing teaching practice for academic staff (Bates, 2000). Cost-effectiveness – According to Chute, Thompson and Hancock (1999) the potential financial savings associated with E-learning can be significant when compared to traditional methods. E-Learning can improve the cost-effectiveness of the operation of educational institutions in variety of ways. One way is by the ability to reach different students and in greater numbers. Academic teaching staff can be freed from many routine activities by replacing certain activities with appropriate technology (Deden Carter, 1996). Leading firms such as CISCO, Motorola, IBM and Ford are already reaping benefits associated with E-learning with some of them having cutting costs in the range of a whooping 30 to 50 percent (Greengard, 1999). Future Trends and Bibliography Although the growth of E-Learning is considerable there are those who are sceptical about its potential. Cuban (2001) argues that although governments are spending substantial sums of money to develop and implement educational policy to fund E-learning; research reveals that these new technologies are often oversold and underused (Cuban 2001, cited in Kirschner and Wopereis 2003). Also, with respect to E-Learning being a driving force behind educational innovation and reform, research indicates that the role of E-Learning is not as profound as one would expect (Kirschner and Wopereis 2003, p. 107). This may be because ICT is too often used as a modern and efficient substitute for existing learning and teaching materials and seldom as a vehicle for innovation and transformation of education (Kirschner et al 1995, cited in Kirschner and Wopereis 2003, p. 107). This has prompted the government to shift its attention from technology to pedagogy as shown below. Whether or not someone is keen on using technology for learning, the fact is that it’s here to stay. Technology has become an essential way to handle the education, training, and retraining needs of an expanding knowledge society. According to a recent report on job skills, 50 percent of all employee skills become outdated in three to five years. In addition, experts say the percentage of jobs that fit into the category of â€Å"knowledge workers† is rapidly increasing (Moe Blodgett, 2000). Even jobs that were traditionally thought to require fewer skills, such as retail sales, now commonly require computer skills and the ability to keep pace with product changes. Many blue-collar workers regularly use computers and databases in their work. We simply don’t have the capacity to support today’s educational and training needs by using traditional methods alone. References Barton, R. (1997). ‘Computer aided graphing: a comparative study.’ Journal of Information Technology for teacher education. 6(1), 59-72. Bates, A. W. (2000). Managing technological change Strategies for college and university leaders. San Fransisco: Jossey Bass. Burg, Jennifer J., and Thomas, Stan J. Computers Across Campus. Communications of the ACM 41, 1 (Jan. 1998), 22-25. Carr, N.G., (2003). IT doesn’t matter. Harvard Business Review cited by McCredie, J., 2003. Does IT matter to higher education? Educause Review 38 (6), 14–22. Cho, H. Stefanone, M. and Gay, G. (2002), Social information sharing in a CSCL community, Proceedings of 2002 ACM CSCL conference, Lawrence Elbaum Associates, Boulder, USA (2002), pp. 43–53 Chute, A,G., Thompson, M. M., Hancock, B W. (1999). The McGraw-Hill handbook of distance learning. New York: McGraw-Hill. Clarkson P, Dunbar A, and Toomey R (1999) Whole School Reform and the use of ICT. An evaluation of the Navigator Schools Project (Cited in Toomey R (2001) Information and Communication Technology for Teaching and Learning. Schooling Issues Digest 2. Canberra: Department of Education, Training and Youth Affairs.) Cohen, D. and Prusak, L. (2001) In good company: how social capital makes organisations work, Harvard Business Press, MA, Boston (2001). Dede, C (1995). The Transformation of Distance Education to Distributed Learning. [Online] Available http://www.hbg.psu.edu/bsed/intro/docs/distlearn/ [Accessed on 06/02/2007] Deden, A. Carter, V. (1996). Using technology to enhance students skills. New Directions for Higher Education, 96, 81-92. DfES (2003) ‘Fulfilling the Potential’ Transforming teaching and learning through ICT in schools, available at http://www.dfes.gov.uk DfES (2004), Five Year Strategy for Children and Learners, July 2004. http://www.dfes.gov.uk/publications/5yearstrategy/docs/DfES5Yearstrategy1.rtf DfFE (1998) Teaching: High Status. High Standards. Requirements for courses of Initial Teacher Training. Annex B: Initial Teacher Training National Curriculum for the use of Information and. Communications Technology in Subject Teaching (quoted in Pachier N (1999) Theories of Learning and ICT in Leask M and Pachler N (eci) (i 999) Learning to Teach using ICT in the Secondary school New York: Routledge. Greengard, S. (1999). Web-based training yields maximum returns. Workforce, 78(2), 95-96. Haythornthwaite, C. (2002) Building social networks via computer networks: Creating and sustaining distributed learning communities. In: K.A. Renninger and W. Shumar, Editors, Building virtual communities: learning and change in cyberspace, Cambridge University Press, Cambridge (2002), pp. 159–190. JISC, (2006), Annual Review of Joint Information Systems Committee, UK, Available at http://www.jisc.ac.uk/publications/publications/pub_ar06.aspx [Accessed on 07/02/07] Kirschner P and Selingcr M (2003) The state of affairs of Teacher education with respect to Information and Communication Technology Technology Pedagogy and Education 12 / J / pp. 5-1 Kirschner P, Hermans H J and De Wolf H C (1995) Onderwijsvernieuwing en Informatie Technologie (Educational Reform and Information Technology) (Cited in Kirschner P and Wopereis I (2003) Mind tools for teacher communities: a European perspective Technology Pedagogy and Education 12 (I) pp. 105-124. NCSA (2000), e-learning – A review of literature, National Center for Supercomputing Applications, Available at learning.ncsa.uiuc.edu/papers/elearnlit.pdf, [Accessed on 08/02/07] OBannon, B. (1997) CD-Rom Integration peaks student interest in inquiry Computers in the Schools 13 (3/4) pp. 127-134. Oliver, R. (2002). The role of ICT in higher education for the 21st century: ICT as a change agent for education. Available online at: http://elrond.scam.ecu.edu.au/oliver/2002/he21.pdf. Accessed [08/02/07] Schittek M, Mattheos N, Lyon HC, Attstrom R. (2001) Computer assisted learning. A review. Eur J Dent Educ. 2001 Aug;5(3):93-100. Toomey, R. (2001). Information and Communication Technology for Teaching and Learning. Schooling Issues Digest 2. Canberra: Department of Education, Training and Youth Affairs. Urdan, T. A., Weggen C. C. (2000). Corporate e-learning: Exploring a new frontier. WR Hambrecht Co.

Jonsons To the Memory of My Beloved, The Author, Mr. William Shakespe

Jonson's "To the Memory of My Beloved, The Author, Mr. William Shakespeare, and What He Hath Left Us" Zeus, Apollo, Hermes, Shakespeare. Not often is the Bard included in a list of mythological gods. In fact, he is rarely thought of in connection with Greek and Roman mythology at all. Today, Shakespeare is hailed as one of the great playwrights of the English language, and is perhaps the most prominent, most studied of the English playwrights. But this was not the case in 1623, when Ben Jonson wrote his poem, â€Å"To the Memory of My Beloved, The Author, Mr. William Shakespeare, and What He Hath Left Us.† Shakespeare died in 1616, and despite his popularity as a playwright of his day, he was hardly a household name, and had certainly not achieved the position of admiration which he holds today. Jonson’s poem is one of the first attempts to take Shakespeare beyond merely a popular playwright. His respect and esteem for the Bard is made plain in the poem, but Jonson has written much more than just a eulogy for his deceased friend. Through the style of his poem, and the various comparisons and the images used, Jonson attempts to immortalize Shakespeare, mythologizing him and bestowing upon him a god-like status. Jonson was obviously close friends with Shakespeare. He had so much respect for Shakespeare’s talent that he feels grossly inadequate in praising him, and he states that â€Å"no man or muse can praise [Shakespeare] too much† (l. 4). Praise is clearly the purpose of this poem, however, and despite his professed inadequacy, Jonson intends to try his hand at extolling the great writer and giving him the recognition which he says all men can agree that Shakespeare deserves. He doesn’t mean to do this in... ... Contrary to some opinions, Jonson feels Shakespeare’s talent is remarkable, so remarkable that it deserves to be remembered on the highest level possible, that of the gods. Shakespeare’s flight and immortalization as a constellation is somewhat bittersweet, for although it awards Shakespeare the recognition Jonson feels he deserves, Jonson laments the absence of Shakespeare’s inspiring talent, saying â€Å"since thy flight from hence, hath mourned like night, / And despairs the day but for thy volume’s light† (l. 79-80). Jonson recognizes agelessness in Shakespeare’s writings that he feels is on the same level as the Greek and Roman myths which have lasted for centuries. It is on this recognition that he bases his argument for Shakespeare’s status as a god. Jonson sums up this argument in line 43 of his poem. Shakespeare is â€Å"not of an age, but for all time†.

Is the father really a good guy Essay

McCarthy has given a masterpiece that has moved many people with the way he constructed the story of the Road where a father and a boy were engaged in a life changing tragedy. There were also bad things that happened during that time by which one could question if the father is really a good guy. Upon reading the story, I am overly moved that the father is not that good. He may have saved the life of his son that was close to danger. The father must do it since it was his responsibility as the parent of the boy to take care of him in any circumstances until the boy reaches the right age. I think on that part, being a responsible father to him is a good sign that he gives importance to his duties and obligations as a father. The father might have provided the son with the things he need, and I think the boy greatly appreciates the effort in the story. However in the other parts of the story, the father I think was indifferent with the issues that are widespread in their place. He may have something that makes him act that way. Nonetheless, as a citizen, he must show bits of concern with her own state. Read more:Â  My Father Goes to Court Essay He must have shown concern, if not participation for the movements that might have happened in the story. Being a human being calls for many things in life. One must learn and understand that life isn’t that grand. We can’t see all the things we wanted, and never will it happen that what we expect every other people’s interactions with us be that good, the way we would treat them. Seeing the differences and uniqueness of each one of us, I guess that there really are many things that have to be considered in order to look into something if it’s really good or bad. Life on earth is not a fantasy that we can only see the good things, however seeing the other things here, the bad things, unreasonable and strange things, we must evaluate, and I guess have to do something for the situation. In the story, there were inhumanities that are witnessed and I think, being a good citizen might apply by taking into action some virtues that we learn from our ancient thinkers. Like the saying that giving is always better than receiving presents, it is applicable with the kids the father has seen. Even if they are not his sons or daughter, it was still a humane decision if he will extend a little help to them. Also, it might teach his son some of the good manners a man must do in order to give his life a better meaning. It will give the boy some ideas on how to react with every situation that comes along. If the father will just be gentle to other kids, then he (the son) might also be gentle and helpful in his future life. The end of the story was a sad one. After all his attempts to give his son a good life, the father still died and left his boy with no one else to be with. No one would have taken care of the boy not until the time he was adopted by someone with a good heart. The example that the guy has set and has portrayed in the role was the good man, who in the past has been already following them. He showed concern with the father and the son, giving the son the chance not to be miserable in that situation. Being good in the real sense is relative to the people who evaluate others. I think, in this case, I judged the father as a good father but not a good citizen. In evaluating this, he is not good since he is only good in one side. When someone or something is evaluated, it must first fit with the given categories. And since he was not consistent with the preferences I have set in seeing if a guy is a good guy or not, then he is a bad guy, ignoring some of the important things that might also affect his son in the long run. The guy could have just given his son some insights about life that will help him evaluate his own and of course, give him the idea of what a good citizen is. Instead, the other man who adopted the son was better showing concern, and seeing earlier the danger of the father overprotecting his son with all of the elements of life. Works Cited Cormac McCarthy. The Road. 2007. 13 December 2007. .

Important Events in the European History That Changed the European Society Essay

The changes are an integral part of progress and development. It is a well-known fact that in order to gain a new level the society should go through the series of different transformation. These transformations are not always pleasant and peaceful but, in general, they are useful for the society and help it to become a better one. In this work I am going to explain how, the European world changed dramatically as a result of a series of stresses in the late 13th to the mid 15th centuries and how such events as Black Plague, the One Hundred Year’s War and the collapse of Papal Power influenced the Medieval European society. The transformation of the Medieval society was long and painful process, which lasted approximately 150 years. The development in the years 1000-1300 brought the positive changes in agriculture, finance and trade. Growing food supply, the creation of guilds, the development of urban life, commercial revolution, the new life of learning – all these changes influenced positively on the society (Beck et al. 387-392). This is the first reason why the later changes were so dramatic for the society. They were so much unexpected that the people were simply not ready for them. The Black Plague, which is also known as the â€Å"Black Death† was probably among the most dramatic events, which constantly changed the face of the Medieval World into the new one. When the historians talk about â€Å"The Black Death,† they mean the specific outbreak of plague that took place in Europe in the mid-14th century. The Black Death came to Europe in October of 1347, spread swiftly through most of Europe by the end of 1349 and on to Scandinavia and Russia in the 1350s† (Shell, â€Å"The Black Death†). This epidemic also came back several times during the rest of the century. These events were followed by mass fear and hysteria. The main changes in social life brought by the plague were the rise of marriage and birth rate, the increase of violence and the upward mobility. The economic effects also were quite dramatic. First of all, â€Å"surplus of goods resulted in overspending; it was swiftly followed by a shortage of goods and inflation† (Shell, â€Å"The Black Death†). The second effect was lack of laborers. The level of trust to the Church also decreased. The One Hundred Years’ War was another historical even, which influenced on the society in the Middle Ages. It â€Å"was a long struggle between England and France over succession to the French throne. It lasted from 1337 to 1453, so it might more accurately be called the â€Å"116 Years’ War† (Wheeler, â€Å"The Hundred Years’ War†). Actually, it was the series of smaller wars and included several battles. The war involved two countries, England and France, which were among the leading ones in Europe during the Middle Ages. Nothing special, that such a massive struggle, which involved a large amount of people during the extremely long period of time, resulted into the drastic demographic, economical and political changes. England lost most of its continental territories and the insanity of the King brought it into the series of internal conflicts. On the contrary, France was able to strengthen its positions. The third important point, which initiated the changes in the European society and brought it to the new era of development, was the collapse of Papal Power. In the Middle Ages the belief that there is one Pope, who rules the church, was extremely strong. That is why the division of the Papacy into the two ruling points, one in Avignon, France and one in Rome was a great tragedy for many people as everything that they believed in, was destroyed. Despite the fact that finally the power was re-united in Rome, â€Å"it never recovered entirely from its stay at Avignon, and from the Great Schism. The power of the popes was never again as great as it had been before the quarrel between Boniface VIII. and the King of France† (Harding, â€Å"The Story of the Middle Ages†). The respect to the Church, which was among the most important factors, which influenced the Middle Ages, was destroyed. That is why these events are so important for the formation of the new society. To sum up, the European society went through the series of dramatic changes from the late 13th century to the mid 15th century. One of the most important factors, which influenced the changes, was the high speed of it. Such events as the Black Death, The Hundred Years’ War and the collapse of Papal Power were the events, which were â€Å"the beginning of end† for the Middle Ages. After them, the society required changes in order to adapt to the new conditions of life.