Weight Loss For Women

Weight Loss For Women Does the very thought of losing weight makes you feel burdensome? If yes, then let me tell you that losing weight can actually be fun! If you are wondering about how to lose weight in a way that would really be fun and burden-less, then first think about the benefits of shedding those extra pounds of flesh you have in your body. You would get to wear all of your favorite dresses to flaunt that perfect body, you would soon become a head turner, you would have an increased level of energy, you would feel immensely happy about yourself, and about generally everything and most importantly keep all kinds of diseases at bay! The typical how to lose weight guides will make you follow strict boring ways to lose weight. But here we are going to give you some excellent ideas on how to lose weight, without much effort. First and foremost you should be willing to lose weight, and everything will then follow. The prime reason why you put on extra-weight is their eating habits. So if you are a foodie, and just cannot resist those tempting burgers, then let us be a little more experimental and eat a healthy fruit salad instead! Likewise, instead of convincing your mind that a ban has been put on all the junk and fattening food, think of the alternatives that you can eat which are healthy and nutritious. It will not only help you in reducing your weight but will also satisfy your taste buds. Another reason of extra weight is the lack of exercise. So if you are in love with your laziness; then here you would have to ditch your laziness a little, if you want a better partner who would not be able to take their hands off your body! There is absolutely no need to force yourself to do all that rigorous exercise; plenty of alternatives are available for the physical activity that you need which would help you in losing your weight. For instance, aerobics, yoga, swimming, dance! Wouldnt it be fun doing all this, having fun while losing weight! Women, especially, are very much concerned about the ways they look. Their elegance and their attractiveness is based on the way they look. How to lose weight for women is very important and women must focus on their figures to look gorgeous. Today, globally, women are cognizant about their health and diet. Earlier, people usually considered obesity as sign of health, but things have changed with the time and now, you might have understood and realized the magnitude of health and its diverse hazards. You strive hard to lose weight and try to find various ways of losing weight. However, weight loss depends on people and the places where they live in. There are various factors that affect ones weight- it could be related to losing weight or gaining weight. There are countless ways that you can shed your fat and look gorgeous and attract people all around you with your fragile and curvy features. Do not you want to look stunning in order to entice people around? Every woman wants to loo k beautiful, the only reason is they are naturally delicate and have tender features. They beauty flows from head to toe and people lock their eyes on women from every angle as women are very attractive, especially when they are slim and have good figure. As you know, there are numerous factors that are related to losing or gaining weight. However, recent studies have revealed that women lose weight faster than men due to their natural fat-shedding mechanism. However, it is believed that women need to involve in rigorous exercises in order to lose weight, but here, it is not the case. Since the chemicals inside female bodies act as reactors to certain dietary levels, it is not difficult to shed weight. Nevertheless, women should understand the basic concepts and when you understand then there is no hard work involved, but only some steps to follow. One of the problems that women have is time! They may not find time and maybe this is what restricts them from doing regular exercises. Women all over the world are health conscious but however, regions matter a lot. If you are in America, then you know what diet you have to follow and you do that according to your climate and region. Similarly, if you are in Europe or Asia or Africa, you f ollow health patterns according to your comfort levels. Women in America eat pizzas, burgers, diet beverages, etc. in their routine life. However, this may not be applicable to the women who live in Asia. Asian women may eat noodles, rice, etc. No matter what you eat, you must know the nutritional values as they are very essential. Losing calories is one of the crucial aspects and it is regarded as the front-fighter for women who have desires of losing weight. You might have heard that if you take more calories, then you deposit more fat in your body. But now, we have solution for you to lose fat as there are many ways to lose fat and to look slim and sexy. Make people go gaga over your looks and make others envy your sexy figure. There are various ways through which one can lose weight such as: 1. Eating healthy food 2. Reducing fat in your diet 3. Doing exercises regularly 4. Having sexual intercourse regularly 5. Building up stamina by doing combo-exercises 6. Spiritual exercises 7. Walking whenever and wherever possible 8. Stay Happy 9. By joining a gym or a fitness center 10. by consuming lots of water 1. Eating healthy food: What is healthy food? And how you are going to keep track of your diet? Well, it is very simple! Healthy food is nothing but normal diet. To shed that fat, you have to follow simple basic diets such as leafy vegetables, food without oil, fewer intakes of fish, cheese, butter and other fatty products, etc. It is said that if you eat leafy vegetables, then your metabolism remains perfect. You can start off with simple breakfast. Take a bowl of cereals as they have high-fibers. Mix a couple of bananas and milk. Remember not skip your breakfast as breakfast is very essential to stay fit and alert whole day. Good and healthy breakfast gives strong impact on your daily activities, so never skip it! 2. Reducing fat in your diet: Reduce that unwanted fat! How? When you intake food, read the nutritional values or just have some knowledge about what you are eating. Avoid regular consumption meat; do not eat fish regularly (once in a while, it is okay, but not every time). Avoid snacks. Munching some or the other thing may result in the huge deposition of fat and that may lead to various diseases including heart related, cancer, less concentration, and also may lead to unstable mental balance and equilibrium. However, you can grab a fresh fruit plate and finish it off and this does not have presence of fat. It is estimated that a piece of any fruit, any time, during the day reduces blood pressure and keep the blood levels minimal. This also helps in getting less anger and maintaining your mental balance which is very essential for you to lose weight. All fruits have very few calories and consumption of fruit at least 30 minutes before breakfast or any meal will prove useful. So, kic k that snack off and gulp a piece of fruit! 3. Doing exercises regularly: Shake it baby and shake that fat off your belly by doing regular exercises. It is very easy to work out daily by taking some time out from your routine. Daily exercises include walking, jogging, running, skipping, jumping, swimming, cycling, etc. The best way to follow regular exercise is: a) Wake up and walk around for at least two minutes before going to washroom b) Stretch a bit and touch your toes after you finish brushing your teeth c) While eating, chew at least 40 times and this is one of the best exercises for your jaw. Also, it helps in churning food well and helps in good digestion d) Play with your kids and run while playing e) Laugh a lot! When you laugh, your stomach muscles contract with your neck muscles, including your spine. This helps in keeping your heart race in rhythm and as you know, laughter is the best medicine! f) Pick your kids up in your arms and roam around g) Park your car and walk till your destination h) Avoid elevators and climb stairs, no matter how many floors they are. Climbing stairs help in building your thigh muscles and your hips get in shape when you climb regularly. It is better to count while you climb every time and also, climb down i) Lets dance! Turn on your favorite track and dance for at least 15 minutes. Dancing burns calories and when you perspire, sit down, relax and count till 50 and then backwards. j) Angry? Kick it off by kicking the kit. When you are angry, do not regret later as this is one of the best ways to release your frustration, as well as your unwanted fat. When you get angry, put on the gloves and start hitting the boxing-kit till you perspire and think you are getting exhausted. When you do that, you burn a lot of calories and also, by that time, you will realize that you have already kicked that anger off your hot head and then you will feel cool and relaxed. What else do you need? You are getting multiples things at the same time- your anger is vanishing from your head, you are reducing your fat, you are losing calories, and also, you are training yourself for self defense. Sounds cool, does not it? 4. Having sexual intercourse regularly: Men get aroused easily and women take a lot of time in getting sexually charged. Recent studies depict that sexual intercourse burns many calories and the act itself is a fat burning process. When you are involved in sexual intercourse, you tend to lose more fat. It is said that 1 French kiss helps in losing many calories. So while having sex, make sure you lips are locked. Also, an orgasm can make your heart healthy and regular sex may reduce mortality. Indulge in sexual act at least 3 times a week. 5. Building up stamina by doing combo-exercises: What are combo-exercises? When you combine two things, then it results in combination. Similarly, combo-exercises are the combination of exercises such as dance and exercise, Thai boxing, Cardio, etc. When you dance and exercise, you build stamina and stamina helps in performing more, which results in burning of fat. 6. Spiritual Exercises: These exercises involve meditations. Close your eyes every day and meditate at least for 20 minutes, by keeping your mind blank. When you are involved in spiritual stuff, you will find the difference soon. Meditation not only gives impact on your physique but also on your mind and memory. When you do meditation, you will improve your memory and things may turn in a positive way. 7. Walking whenever and wherever possible: Walking is one of the important ways to lose fat. Walk fast every day or walk slow does not matter but walking itself matters. When you walk your muscles get strong. 8. Stay Happy: Stay happy by being positive. Tensions always lead to disturbed life. Avoid that and keep yourself happy if you want to lose weight. 9. By joining a gym or a fitness center: Follow instructors ways and shed off that fat 10. By consuming lots of water: Consumption of water may reduce weight as the liquid will flow deep inside your body and make your joints and muscles flexible which may result in good work out.

Sociology and Age Section Ch

Ch 10 What role does the media need to play in ending gender violence? What is the glass ceiling? Why are women a minority group? In what countries mentioned in the text has mass media helped create an incipient women's movement by showing women that other gender relationships are possible? What was the result of the remarks made by the President of Harvard University suggesting women had inborn characteristics making them less competitive than men in fields such as engineering? What did the Vietnam veterans study find out about aggression?When the media replaces older female broadcasters with younger ones while keeping older ones, what might explain this? How do feminists feel about female circumcision? What is the glass escalator? What is gender tracking? What is disengagement theory? How do sociologists view gender based behavior? What is an age cohert What is suttee in India? What was Engels explanation of patriarchy? In which sociological perspective do theorists focus on how th e meaning of â€Å"old age† shifts based on the changing conditions of society? What is life expectancy? What are honor killings?What were the 3 waves of feminism? What were the goals of each? What is the definition of feminism? What is activity theory (age section ch 10) Which era lead to the greatest increase in life expectancy? What is unintentional sexual discrimination in healthcare? Ch 11 What is a rational-legal authority? A charismatic leader? Who in US history has embodied both? Which country pays the most social security taxes? Which type of leader is believed to be touch by God? What are criticisms of socialism? What is capitalism? What happens when economies have both?The Ruling class are Domhoff’s description of which group? (Ruling class) What are their characteristics? What is totalitarianism? Give examples. What invention lead to the industrial era? What effect does industrialization have on traditional authorities? In capitalism, who determines the cos t of goods? What is a political action committee? What lead to conspicuous consumption? What is convergence theory? Early systems of government closely resembled what type of social institution? Town hall meetings are held to create laws in which type of government?What are the 3 conditions of war? What is the global villiage? Which theorist stated an items value is based on the work that goes into it and that profit is made by paying workers less than this? What are the 3 sources of authority identified by Weber? Who has a monopoly on legitimate force and violence? What is the political gender gap? What is the most common title for the ruler of a city state? Which theorist says authority must be deemed legitimate by the people? Ch 12 In both single mother families and married couples what is the most common childcare for working mothers?What is the sociological definition of marriage? What is serial fatherhood? What are the biggest strains in the US family? What percent of US marri ages are interracial? Is the family universal? Who says? Which theory is going to look at the meaning of women’s work? What trends are expected to continue in education? What influence does industrialization have on family structure? Which racial/ ethnic group is least likely to be headed by a married couple? Who are the most common incest offenders? Which racial/ethnic group is most likely to have strong fatherly influence?Which theory identified that the family provides economic production, socialization, care of the sick and aged, etc.? Who are DINKS? SINKS? Who are boomerang children? Ch 13 What did Marx say about religion? What do schools have to do with the cultural transmission of values? What are they? What were the 2 major goal of education when it was first introduced to the masses? What is tracking Which theory says religion gives meaning to our lives? What is gatekeeping in education? Which functions of families are now being fulfilled by schools?What was the Inqu isition? What is a credential society? What does it mean to be born again? What is mainstreaming of disabilities? How does money influence school admission in Japan? Religion has been used to justify denying homosexuals rights in America. What would a conflict theorist say this says about religion? What is ecclesia? What was the result of the remarks made by the President of Harvard University suggesting women had inborn characteristics making them less competitive than men in fields such as engineering?

Free Technology in Schools Essays and Papers Pdf - Free Essay Example

Sample details Pages: 8 Words: 2427 Downloads: 7 Date added: 2017/06/26 Category Education Essay Type Review Tags: School Essay Did you like this example? How might technology be most effectively applied within this context? The use of technology in schools has been associated with small positive associations with educational outcomes (Zhao Frank, 2003; Ager, 2013). However, this does not necessarily relate to a causal relationship as this may relate to the fact that more effective schools are often those that use digital technologies to teach (Higgins et al., 2012). In a meta-analysis of research concerning the use of technology in teaching, Higgins et al. Don’t waste time! Our writers will create an original "Free Technology in Schools Essays and Papers Pdf" essay for you Create order (2012) suggest that technology is most effective as a supplement rather than a replacement for teaching. Furthermore, the use of technology in schools may vary according to the context, with some subjects and classes being more suited to the technology uses (Adamson, 2004). This essay will consider the application of different forms of technology to teaching languages. This will consider the teaching context of ten adult learners of an intermediate standard. To examine the possible uses of technology, the traditional uses of technology will first be considered in the use of a number of the more mainstream uses of technology in the teaching context will be considered. This will be followed by a discussion of some more innovative methods of learning that are currently being developed, such as Web 2.0 technology. Audio playback offers an effective use of technology in the language-learning context. The benefits of this include the fact that learners may hear the language spoken by ot her voices than the teacher (Najjari et al., 2012). Given that when languages are learnt, the teacher will attempt to outline the words as clearly as possible, being able to listen to audio recordings allow the listener to establish the use of language in other contexts where less attempt is being made to establish clarity (Ibrahim, 2013). The use of audio recordings may be used in a gradated approach according to the difficulty of language and the complexity and speed of the spoken word (Richards Rodgers, 2014). It may provide the examples of language use in everyday situations, such as playing back transcripts of discussions when making purchases in shops. Audio recordings can thus be used effectively and by providing a questionnaire or using it to provoke discussion, the listener may be effectively engaged with the listening task, rather than simply listening to the presentation (Richards Rodgers, 2014). This allows the development of comprehension to form a part of the listeni ng approach. The teacher may thus use it to supplement teaching by providing clear indications of how the language is spoken. The drawbacks to the use of audio playback to aid teaching may include the fact that listening to spoken language means that the listener is engaging in a relatively false scenario of listening to a transcript rather than being able to observe the discussion in a real-life example (Richards Rodgers, 2014). It also has drawbacks in its use for beginners in a language-learning context because they may be too challenging before some facility is gained with vocabulary (Najjari et al., 2012). However, for intermediate students, as a supplement to the teachers discussion, and as providing examples and comprehension exercises, the uses of audio playback are invaluable but only as part of a structured aspect of the teaching experience (Najjari et al., 2012). The listening comprehension exercise is thus a useful way of supplementing the teaching experience. In the teaching context specified, it is important to use a listening comprehension exercise sparingly to avoid it become a routine test, such as every other lesson rather than every lesson. Television offers some similar advantages to the playback of audio recording if applied to a teaching context, but offers some other potential benefits (Ibrahim, 2013). First, the use of visual cues to supplement the listening exercise may be beneficial and provide additional ways in which the language material may be developed and learnt (Ibrahim, 2013). In audio recording, only one method is available for the student to comprehend the material, whereas through the body language of the actors, text, or visual graphics, cues can complement the use of speech to help the learner (Richards Rodgers, 2014). However, the use of television may prove more difficult when compared to audio technology because audio technology allows the students to take notes while listening, whereas television often demands a greater level of attention from the student (Richards Rodgers, 2014). This can undermine the impact of the use of television, and it may often prove easier for students to reduce their attention and avoid paying attention. Some programmes used involve pauses in order to allow students to take notes, but this can often undermine the flow of the programme and there is a need to predict how long the students may need. The overall impact of television may thus be minimal, in that its use may be limited; it does not necessarily achieve anything that may not be achieved well through audio technology. In the teaching context, television may be used relatively sparingly, approximately two or three times per week (Richards Rodgers, 2014). Audio recording technology may also provide a useful role for the teaching context as it allows students to hear themselves. In particular, many students may find this a useful approach to establishing pronunciation difficulties by being able to hea r how the language sounds when played back (Al-Saraj, 2014). This is a useful approach to teaching spoken English because the potential for students to become reflective listeners of their own attempts to speak English. A drawback with this use of technology is that students may find listening to themselves embarrassing or the sound of their own voice may prove a challenge if played back to the class (Cook, 2013). The approach may therefore benefit from setting a task whereby students listen to their own exercise and provide feedback on it, or where students may listen to their own recordings. This thus offers a benefit but must be used according to an effective context. Although the features of the technology thus far described have long been a part of the classroom, recent advances can help the ease with which they can be used. Audio recordings may now be more easily made by the student using an ordinary laptop computer, whereas until relatively recently such technology was not as easily accessible (Cook, 2013). The potential for setting tasks for students at home may be allowed by asking them to watch a video on a video hosting site, which was previously a more difficult task to complete where only videotape was used (Richards Rodgers, 2014). However, there are also some challenges that are brought to the unsupervised use of such technology as audio technology may be used to slow down or to stop and start a section repeatedly (Beatty, 2013). On one hand, there is no harm in this being done to practice, and may in fact represent a useful tool for the student to work at their own pace without feeling penalised by the classroom experience (Cook, 2013). This can allow a more student-centred approach to language learning, allowing the students to complete some tasks at their own pace, freeing up space in the classroom for class-based activities. The use of Web 2.0 technology can prove of significant benefit to this teaching context (Pailly, 2013; Kaliampo s Schmidt, 2014). This refers to the use of dynamic web pages that are created through user-generated content with a strong emphasis on interaction (Stevenson Liu, 2013). In particular, this can help with classroom learning by allowing the class to develop as a community of practice (Wenger, 2011). Communities of practice are a key way in which tacit knowledge may be developed amongst students, which is defined as that knowledge which is generated and shared through an informal conversation (Wenger, 2011). Such knowledge is possible to contextualise and embody, but can pose challenges for the teacher if it is codified and expressed as part of an information segment (Wang VÃÆ'Â ¡squez, 2012). An informal forum is thus an effective way in which this may be developed as part of the language learning. Communities of practice using Web 2.0 technology may thus allow such knowledge to be developed and this can form a useful model for aiding language development. Web 2.0 may thus pr ovide a way in which information processing can be integrated with everyday activities. Social networking between the students and the teacher may allow for the tacit knowledge in language use to be acquired more effectively than might be the case in a didactic teaching situation (Kaliampos Schmidt, 2014). Likewise, it has been proposed that using situations such as Second Life, where each user is given an avatar with which to interact with each other can provide a way for students to participate in the learning process (Wang VÃÆ'Â ¡squez, 2012). However, there are also some dangers in the uses of such technology, as in interacting with each other without censure, there is the danger that mistakes may become more deeply ingrained. However, the advantages of using such technology are that they can break down barriers to learning. In many cases, participation in classroom learning, particularly in language learning, is dominated by 20% of students (Pailly, 2013). The classroom env ironment can overcome this issue to an extent through the use of pair-working or smaller groups that give an opportunity for the different students to take part (Beatty, 2013). Interactive web technology can provide a safe environment for other students to interact. The use of Facebook or other social media may be used to supplement language learning in this teaching context because it may be used as a method to enhance communication and collaboration between students (Kaliampos Schmidt, 2014). This is already a popular format among students, and thus any encouragement to use it to improve upon learning goals may be achieved. Social media forums may be set up by the classroom itself, with exercises set to allow students to engage in discussions can also help ensure that such communication can take place (Kaliampos Schmidt, 2014). This can be achieved by setting tests where students are given assignments to present a short forum subject, and then to comment and discuss another i ndividuals work. This can give the students the opportunity to participate in discussion and gain experience and confident in such discussion (Beatty, 2013). However, the extent to which this may reflect a real-life experience can be questioned. To an extent, the fact that the students are using their learning language may reduce the extent to which they provide this work (Blake, 2013). Furthermore, the fact that the students are encouraged to communicate in an informal setting may mean that they adopt a more colloquial method of writing, which may achieve communication while being largely inaccurate. The benefit of using the interactive technology may thus be gauged according to the aims of the class (Blake, 2013). If the aim is to achieve a perfect understanding of the language then the extent to which encouraging students to interact in their own time may be questioned (Beatty, 2013). However, if the aim is to provide a medium in which students may practise their writing and r eading work, allowing them to interpret the meaning through reading other students work, and ascertain their clarity by examining the response, then this technology may prove an important way to supplement the teachers work (Kaliampos Schmidt, 2014). There may be different approaches to the assessment of exercises, but perhaps the most important method in this is to encourage participation, language practice, and this can prove of benefit to overall language learning goals (Pailly, 2013). It would therefore seem an effective contribution to this teaching context as it not only complements the provision of learning in school but provides the possibility of allowing language learning to cover aspects not easily covered through formal teaching. In conclusion, there are a number of ways in which technology may be applied to the learning context in language teaching. Many of these have been used in different forms to complement language teaching for some time, and the use of audio pl ayback and television has been a mainstay of language learning since such technology has been made available. However, with the rapid development of computer technology, it has become possible to streamline these approaches, allowing such media to be combined. Furthermore, Web 2.0 technology provides the opportunity for communities of learning to be developed online, which can allow tacit understanding of language concepts to be developed as well as different features of language use to be explored. Ultimately, it seems unlikely that technology can replace the traditional centrepiece of teacher-based language learning, but it can offer some important complementary activities that can benefit learners to a great extent. References Adamson, J. (2004). Investigating college student attitudes towards learning English and their learning strategies: Insights from interviews in Thailand.The Journal of Asia TEFL,1(2), 47-70. Ager, R. (2013).Information and communications technology in primary schools: children or computers in control?. London: Routledge. Al-Saraj, T. M. (2014). Becoming a language teacher: a practical guide to second language learning and teaching.International Journal of Bilingual Education and Bilingualism,17(1), 124-125. Beatty, K. (2013).Teaching Researching: Computer-assisted language learning. London: Routledge. Blake, R. J. (2013).Brave New Digital Classroom: Technology and foreign language learning. Georgetown: Georgetown University Press. Cook, V. (2013).Second Language Learning and Language Teaching. London: Routledge. Higgins, S., Xiao, Z., Katsipataki, M. (2012). The Impact of Digital Technology on Learning: A Summary for the Educational Endowment Foundation. https:/ /educationendowmentfoundation.org.uk/uploads/pdf/The_Impact_of_Digital_Technologies_on_Learning_FULL_REPORT_(2012).pdf [retrieved 1st October, 2015]. Ibrahim, M. (2013). The Effectiveness of Video Presentation Techniques on Learning of Grammatical Structures among Senior Secondary School Students in Sokoto State, Nigeria.Journal of Education and Practice,4(16), 164-171. Kaliampos, J., Schmidt, T. (2014). Web 2.0 Tasks in Action: EFL Learning in the US Embassy School Election Project 2012.American Studies Journal, 32(1). https://www.asjournal.org/58-2014/efl-learning-in-the-u-s-embassy-school-election-project-2012/ [retrieved 1st October, 2015]. Najjari, R., Branch, M., Miandoab, I. (2012). Task-based Language Instruction: Implications for EFL Pedagogy in General.The Iranian EFL Journal, 29, 50-71. Pailly, M. U. (2013). Creating constructivist learning environment: Role of Web 2.0 technology. International Forum of Teaching and Studies9(1), 39-50. Richards, J. C., R odgers, T. S. (2014).Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press. Stevenson, M. P., Liu, M. (2013). Learning a language with Web 2.0: Exploring the use of social networking features of foreign language learning websites.CALICO Journal,27(2), 233-259. Wang, S., VÃÆ'Â ¡squez, C. (2012). Web 2.0 and second language learning: What does the research tell us?.Calico Journal,29(3), 412-430. Wenger, E. (2011). Communities of practice: A brief introduction. https://scholarsbank.uoregon.edu/xmlui/bitstream/handle/1794/11736/A%20brief%20introduction%20to%20CoP.pdf?sequence=%201ÂÂ   [retrieved 2nd October, 2015]. Zhao, Y., Frank, K. A. (2003). Factors affecting technology uses in schools: An ecological perspective.American Educational Research Journal,40(4), 807-840.

Chaucer s Pandarus And Foucault s Theory Of Power

M Chaucer’s Pandarus and Foucault’s Theory of Power 2319 Words 10 Pages If Geoffrey Chaucer for some unforeseen reason was unable to published The Canterbury Tales, then perhaps, his version of Troilus and Criseyde would be widely acknowledged as one of his most epic tragic poems. However, Chaucer’s poem, though adapted widely into various modern translations, for the sake of this paper the translation by Barry Windeatt will be used, the tale’s influential go-between is still a character trope used today. In fact, the romantic entanglements that the main characters find themselves in are the results of the power structure established by the go-between Pandarus. From the first instance where Pandarus witnesses his friend Troilus’s†¦show more content†¦In fact, Pandarus is the character that upholds the courtly love power structure within the tale, because Pandarus is interested in the social interactions of the different characters. Additionally, Pandarus uses his position as Troilus friend in order to gain power from the soc ial situation that arises, where Troilus befallen with love sickness needs an advisor to aide in his conquest of a lady. Therefore, Pandarus becomes the go-between because he derives power from the ability to position individuals in complex and strategic social structures in order to maintain the courtly love notions. In fact, as Schoeck deduces, â€Å"Courtly love is sensual†¦Courtly love is illicit and, for the most part, adulterous. Indeed, in the courtly system marriage has no place† (4). Thus, Pandarus reiterating the meaning of his name in Chaucer’s text by establishing is position of power through being the go-between for Troilus and Criseyde, acknowledges that the dishonor of his niece is not his concern because, â€Å"Courtly love was exalted under the system as a virtue, which ennobled those who practiced the art† (Schoeck 6). Therefore, Pandarus did not view his act to bring the two lovers as a means to subvert the honor of his niece Criseyde, but rather saw that â€Å"the social relations of the individual is one of the most important components of political chang e† (Hartsock