The efffects of Louis 16th on France Essay Example For Students

The efffects of Louis 16th on France Essay The French Revolution was a significant milestone in European history,remembered by many in historical and literary works. The situation in France, mostlyunder the leadership of Louis XVI, had a negative influence in France, thus creating aperfect climate for the French Revolution. France was plagued by both debt, and poorFrance was poverty-stricken and burdened with some of the highest debts. On the financial side, Louis XVI was aided by: Finance Minister Anne Robert Jauques Turgot,and Interior Minister Chretien Guillaume de Lamoignon de Malesherbes (*The economicorigins of the French revolution, pg. 4). Louis introduced some of the most oppressivetaxes and instituted financial reforms. Greater reforms were prevented by the oppositionof the upper classes and court. This opposition was so strong that Turgot was forced toresign and was replaced by Jauques Necker. Lengthy wars, the support to the AmericanRevolution and the gross amount of taxes paid and the lavish spending of the courtcontributed to the huge national debt. The governments financial problems were madeworse after 1740 by the renewal of costly wars (the French revolution, pg. 9). We will write a custom essay on The efffects of Louis 16th on France specifically for you for only $16.38 $13.9/page Order now The war ofthe Austrian Succession (1740-1748) and the Seven Years War (1756-1763) wereEuropean wars over the domination of central Europe and colonial and commercial warsbetween France and Great Britain (*Aspects of the French Revolution pg.). At theirend, in 1763 France had lost almost all of its colonial empire in America and India. In1778 the French launched an attack against Britain in the American Revolution. Theywere hoping to weaken old rivalries and regain lost colonies. The hopes of the Frenchwere not realized and their participation in the war increased an already heavy nationaldebt. After Louis XVI granted financial aid (1778-81) to the American coloniesrevolting against Great Britain, Necker proposed drastic taxes on the nobility. Neckerwas forced to resign in 1781 (Louis XVI and M. Antoinette ..pg 37) because of thediscontentment of the people. Charles Alexandre deCalonne replaced him in 1783 andborrowed money for the court until the borrowing limit was reached (* CanadianEncyclopedia ref: france, revolution ). The anger of the French people against taxes,debt and lavish spending on the Court resulted in the recall of Necker in 1788, who stillcould not prevent bankruptcy of the government. During the next couple of years thefinancial crisis steadily worsened, because the government was bankrupt. Louis wasforced to call a meeting with a delegate of the Estates-General, ( a government groupconsisting of representatives of the clergy, nobility and commoners). Once in themeeting the Estates-General took power of the government. One of the other causes ofthe national debt was at the fault of Louis XVI and Marie Antoinette. Louis XVI wasdescribed as not overly intelligent, weak and incapable king (* Encarta, ref: Louis XVI). But he was intelligent enough to get money from the government. It was well knownthat Louis was more concerned with his own personal affairs than with the interests ofthe court and the people. Often work bored him and he left his work up to his advisorsan ministers. He preferred to spend a lot time and the peoples money on extravagantthings, and his wife. Rather than paying back previous debts and helping the situation,he increased taxes on the peasants and spent more money, worsening the predicament. By 1787, the national debt was 112,000,000 livres(* the French Revolution, Albert. ..pg. 25) and continued to get worse, sharpening the national debt even more. .u2929487a6390a5251286c9f5f85f7618 , .u2929487a6390a5251286c9f5f85f7618 .postImageUrl , .u2929487a6390a5251286c9f5f85f7618 .centered-text-area { min-height: 80px; position: relative; } .u2929487a6390a5251286c9f5f85f7618 , .u2929487a6390a5251286c9f5f85f7618:hover , .u2929487a6390a5251286c9f5f85f7618:visited , .u2929487a6390a5251286c9f5f85f7618:active { border:0!important; } .u2929487a6390a5251286c9f5f85f7618 .clearfix:after { content: ""; display: table; clear: both; } .u2929487a6390a5251286c9f5f85f7618 { 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; } .u2929487a6390a5251286c9f5f85f7618:active , .u2929487a6390a5251286c9f5f85f7618:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u2929487a6390a5251286c9f5f85f7618 .centered-text-area { width: 100%; position: relative ; } .u2929487a6390a5251286c9f5f85f7618 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u2929487a6390a5251286c9f5f85f7618 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u2929487a6390a5251286c9f5f85f7618 .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; } .u2929487a6390a5251286c9f5f85f7618:hover .ctaButton { background-color: #34495E!important; } .u2929487a6390a5251286c9f5f85f7618 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u2929487a6390a5251286c9f5f85f7618 .u2929487a6390a5251286c9f5f85f7618-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u2929487a6390a5251286c9f5f85f7618:after { content: ""; display: block; clear: both; } READ: June 1932 Birth Control Essay In the time leading up into and during the French Revolution there was classtensions, often between the nobility and the peasants. There were also poor livingconditions. Some say that these situations are not Louis XVIs fault but were problemshe inherited with the throne. So he cannot be blamed for the events leading into theFrench Revolution. In this time period there were class tensions. The nobles had all theprivileges and rights. The peasants were stepped on from every angle. So what madethe nobles so desirable? There was glamour, distinction and recognition that the noblestatues brought. They had a range of privileges that they received. Nobles tookprecedence on public occasions, and carried swords. (the French Revolution, sydenham,.. pg 61)They were entitled to a trial at a special courts. They also enjoyed financialadvantages. They paid no duties on transferring feudal property and nobility conferredexemption from

Europe and the Scientific Revolution essays

Europe and the Scientific Revolution essays The Scientific Revolution brought many new ideas and beliefs not only to Europe but the entire world. The most widely influential was an epistemological transformation that we call the "Scientific Revolution." In the popular mind, we associate this revolution with natural science and technological change, but the scientific revolution was, in reality, a series of changes in the structure of European thought itself: systematic doubt, empirical and sensory verification, the abstraction of human knowledge into separate sciences, and the view that the world functions like a machine. These changes greatly changed the human experience of every other aspect of life, from individual life to the life of the group. This modification in worldview can also be charted in painting, sculpture, and architecture; you can see that people of the seventeenth and eighteenth centuries are looking at the world very differently. The Scientific Revolution brought about many changed in both biology and astron omy. The former was concerned with the basics of physiology and anatomy; the latter was concerned with the issue of the solar system. These (and other) developments tended to proceed along independent lines until the great scientific academies of the 18th century both brought them together and helped spread their findings to the rest of society. Copernicus was a man who played a significant role in this revolution. Before Copernicus was the Ptolemaic system. Ptolemy's model of the universe was accepted throughout the Middle Ages, though not without revision. His model was a little ragged at the edges and more accurate observations revealed discrepancies, particularly in regard to the movement of the planets. Using tables based on Ptolemy's model, medieval astronomers made predictions regarding the position of this or that planet and the planets did not show up on time. Even Ptolemy had known that the simplest model, which had each planet moving in a cir...

Textbook Analysis 5 Essay Example | Topics and Well Written Essays - 1000 words

Textbook Analysis 5 - Essay Example The books is mostly organized according to chronology of the civilizations and roughly sectioned according to geographic location. The book takes a broad approach to the study of social studies. It is not just a history book, where the overwhelming emphasis is usually on dates, battles and important people. The full scope of the human experience is encompassed on the pages of this text. For example, chapter 4 presents information on the ancient societies of Egypt and Kush. Rather than learning about the pharaoh in abstract terms, the book is adept at showing why pharaoh was central to the lives of all Egyptians through the importance of their religious belief in an afterlife. The book is also good at getting student s to connect with these ancient peoples on a personal level. Each chapter begins with a short reading titled, â€Å"If You Were There†¦Ã¢â‚¬  The student is presented with a situation that is designed to elicit some sort of emotion. For example, the chapter on Egyp t and Kush begins by discussing the influence Egyptian culture had over Kushite culture. The students are asked how they feel about their older sister having a baby and choosing to give it an Egyptian name instead of a Kushite name. These discussions and readings are a strength of this textbook. They allow for spontaneous bits of all the social sciences to come into the discussion, instead of focusing solely on the historical doings of these people. Each chapter in the book is divided into two to five sections. Each one of these section assessments asks questions typical of a social studies textbook. Some are designed to reinforce main ideas and vocabulary presented in the section reading. Other questions are designed to engage the student in higher level thinking by asking them to evaluate a statement from the text or to think critically about information from the section just read. This is not, however the only assessment offered by

International Business Management ( Final Project) Assignment

International Business Management ( Final Project) - Assignment Example The global expansion had increased their profit and market share in the global market; however, the company has also experienced numerous challenges in emerging markets like China. China was regarded as the second largest growing nation in the world during 2010, whose annual growth was above 10% (US-Pacific Rim International, Inc., 2010). This has attracted many companies especially, the retail companies, to expand their business in China so as to cater the needs of the world largest population. Despite the growing economy and lucrative business market, the foreign companies failed to continue a successful business in China because of various strategic issues (US-Pacific Rim International, Inc., 2010). The same situation was encountered by Tesco PLC who entered China through foreign direct investment in 2004. The reason for selecting China is that, many well known international brands such as Wal-Mart, Carrefour and Tesco had to face a number of challenges and even failure due to a number of reasons; few of which is discussed in the report with respect to Tesco Plc. Therefore, it is quite interesting to know the fact behind the failure of Tesco plc to capture the Chinese market. Tesco Plc entered China during 2004 with the help of 50:50 ventures with local retailer Hymall. Nevertheless, soon after few years in 2006, the company bought another 40% of the venture (Tesco, 2015; Telegraph Media Group Limited, 2015). Tesco PLC in China employs around 21,000 employees and had opened more than 62 stores and has the goal of opening hundreds of stores so as to reach every corner of China during 2009. Analysts have depicted the fact that the Chinese market has the ability to become the largest country for the business of Tesco. Nevertheless, Tesco Plc had experienced a number of issues in China, which have forced them to close many stores in the past three years (Song, 2013). The main issue was related to the failure

Equal Opportunity in Education Essay Example for Free

Equal Opportunity in Education Essay The whole object of education isto develop the mind. (Sherwood Anderson) The United States of America has developed a system to educate its youth by a publicly funded system. It is the law and born civil right of each citizen to attend some form of education by a particular age. The public school system is set in place for those who choose not to send their offspring to private, religious, or charter schools. This is the present incarnation of the public school system. It is said to be equal in all manner throughout the country. That has not always been the case in this nation. That has brought forth numerous laws and enactments to grant those who find themselves on the lesser side of gaining knowledge more of an equal footing where education is concerned. In this land of opportunity, there is an expected level of availability that is expected. In a world of intense competition from within and outside of the country education one of the few ways of balancing the scales of the socially or monetarily disadvantaged is proportionate education. In this nation children have at one point or another in history been systematically held back for one reason or another. The reasons differ in the once beliefs that they were not able to learn or personal thought of not being worthy to be taught. In 1896 Plessy vs. Ferguson granted the states the right to uphold the separate but equal doctrine that ruled the land. This was a great lost to all those that held a hope those later generations would do better than those who came before. Education began to become more balanced when separate but equal was pushed aside by the landmark case of Brown vs. The Board of Education. In 1954 The Supreme Court ruled in favor of Henry Billings Brown. This would begin the integration of public school which was the first step into equal opportunity for students nationwide. The Title I of the Elementary and Secondary Education Act of 1965 was the next big step creating a system that would seek a fair learning experience for all. Its basic notion is that state and local funds for schools should be equitable before federal Title I funds are added to schools with large concentrations of low-income students. (americanprogress.org) The Title I funding has a slight problem in its workings that has been a detriment to the children who attend these schools. The amount of money allocated to the schools is based on the salaries of the teachers. That is a problem for schools with a high turnover ratio. Schools that have moderately younger staff that is relatively new to the task of educating young minds make less than the veterans of the better school districts. This translates into less money per teacher and that equals less money for the school and the children. It is unfortunate that less money ultimately means less of educational opportunities. The fact is that children in low income areas do not receive a fair share of money. The student need is not met by the standards laid out by the government. Money is the root of a proper education in this high end technological world. Without proper funds the simplest of supplies cannot be purchased. Computers, books, calculators, or simple printer ink is not available on a scale that is considered suitable. The eventual sharing of materials is a detriment to the students who are not allowed to have their own because of lack of equipment ready for use. The civil rights case would eventually open the door for other minorities. One that would take advantage of the Brown ruling was those with disabilities. In Brown the Court declared that it is doubtful that any child may reasonably be expected to succeed in life if he is denied the opportunity of an education. (web.ebscohost.com.library.gcu.edu.) They would use this to rally their forces and demand equal opportunities for cognitively i mpaired children. Mills vs. the Board of Education of the District of Columbia and the Pennsylvania Association for Retarded Children vs. Pennsylvania were two cases that brought the plight of these students to the light of day. The law would be changed to give them the rights that they so richly deserved. The newest in leveling the field of education has come through the No Child Left Behind Act which was signed into being by former President George W. Bush in 2002. These reforms express my deep belief in our public schools and their mission to build the mind and character of every child, from every background, in every part of America. (George W. Bush, 2001) No Child Left Behind puts an emphasis on improving the quality of public education. It calls for increased accountability, more choices for parents and students, putting reading first, and a higher emphasis on standardized testing. However the standardized testing is one of the biggest problems of the act. The majority of teachers has a problem with the testing and calls it bias. They also put forth that the testing takes away from the true teaching of knowledge, rather they now teach to test. This makes the education of the nation less than competitive with other countries. To combat these problems in our ever changing world we must go back to the beginning. In that thought process society must rethink its past transgressions. The country must avoid the same mistakes of the past. Politicians are not the ones who should make the decisions to lead the future of United States of America. Educators should be in charge of educating the youth. Those who have spent their lives gaining knowledge to teach the children of their world should be tasked with the job of finding a way to educate equally. This task should be given to those who best fit the job description. The assignment should be outsourced if it is needed. Other countries excel in education and this nation could learn from those who educate on higher levels. Educating the masses on a more equal platform will only add to greatness. Reference Quotes on Education (n.d.) Retrieved May 20, 2011, from http://www.lhup.edu/~dsimanek/eduquote.htm Ensuring Equal Opportunity in Public Education (n.d.) Retrieved May 20, 2011, from http://www.americanprogress.org/issues/2008/06/comparability.html Plessy v. Ferguson (n.d.) Retrieved May 20, 2011, from http://en.wikipedia.org/wiki/Plessy_v._Ferguson OVERVIEW Executive Summary (n.d.) Retrieved May 21, 2011, from http://www2.ed.gov/nclb/overview/intro/execsumm.html The Need for Equal Opportunity and a Right to Quality Education (n.d.) Retrieved May 21, 2011, from http://web.ebscohost.com.library.gcu.edu:2048/ehost/detail? Equal Opportunity (n.d.) Retrieved May 21, 2011, from http://web.ebscohost.com.library.gcu.edu:2048/ehost/pdfviewer/pdfviewer An American perspective on equal educational opportunities (2002) Retrieved May 21, 2011, from http://web.ebscohost.com.library.gcu.edu:2048/ehost/pdfviewer/pdfviewer?

Vonneguts Cats Cradle :: Vonnegut Cats Cradle Essays

Vonnegut's Cat's Cradle Vonnegut deals a lot with fantasy in his book, Cat's Cradle. From the beginning, he talks about the religion that he follows: Bokonism. This is not a real religion, however he has rules, songs, scriptures, and opinions of a person that practices this fantasy religion. Within his description of this religion however is black humor as well. I think that by him making up this whole religion and an entire island of people who follow it, is in a way mocking today's religion and the way that people are dedicated to their beliefs. This Bokonism is basically telling the religious believer that everything that they read or hear is a lie, and that they need to think for themselves. I think one of the greatest parts that shows black humor is on page 77, where Bokonon (like Adam) arrives on land, completely naked, and has a revelation. "A fish pitched up By the angry sea, I gasped on land, And I became me." Also I found it very interesting how it was illegal to practice Bokonism, yet everyone on the island, including Papa practices it. It's almost as if Vonnegut is trying to tell us how other religions are. . . and if any religion is a true and honest religion. I think that Vonnegut also deals a lot with surrealism. I just really thought it was funny how everything in his life sort of just fit together, like it was meant to happen. Like the Bokonon worshipers, they believed that everyone fit in a karass and all followed a similar life plan, rotated in, out, and around each other. For example, I thought that it was so interesting how everyone fit together. Jonah went on a plan to find Frank Hoenikker, and who does he sit next to, but the senator, who is reading a book, written by the man who owns the hotel where Jonah stays, was in love with the woman who Jonah is in love with, who is marrying Frank.

A Doll’s House †Henrik Ibsen Essay

Henrik Ibsen’s in one of his most revolutionary plays, A Doll’s House, filled his set and narrative with symbols that emphasised the idea that above everything, one must be an individual. Doors, macaroons and the tarantella are all symbols that are used by Ibsen to convey to the audience that the life of Nora and Torvald isn’t what it seems to the naked eye. The doors in the ‘doll’s house’ set, are emphasised, to symbolise the separate ‘world’s ‘ Nora and Torvald live in; the illusive macaroons symbolise the control Torvald has over his wife and the wild tarantella dance is symbolic of Nora’s desire to escape from her restricted and heavily defined existence. Doors in A Doll’s House are not just a wooden blocks that can be used as a thoroughfare between rooms; they are used to distinguish between the two different spheres, Nora’s sphere and Torvald’s sphere. All throughout the play, Nora never enters her husband’s ‘world’. Guests for Torvald were instructed to ‘not come in here (Nora’s living room)’, and they went on into Torvald’s study. As Krogstad ‘slammed’ the door on the way out of his house, Nora’s world was smashed into a million shards of tiny fragile pieces. The character of Nora is sent into a spiral of depression, anxiety and out-right craziness that turned a seemingly normal dance into a 19th century movement of oppressed emotions. The macaroons that Nora possesses in the beginning of the play are more than just a common snack. Nora has the macaroons in the early stages of the play, with Torvald around. They give the audience the knowledge of Nora’s child-like behaviour and emotions. All through ‘A Doll’s House’, Torvald treats Nora like an ‘inexperienced child’, and the macaroons are one of many indications of this. She offers it to guests as they enter her ‘world’, but not to her husband, in which she hides them from him. The child-like behaviour is also witnessed in the scene where Nora is playing with her children, calling them ‘little dolls’ and playing with them like they are her friends and she’s not their mother. This child-like behaviour was encouraged by Torvald, by simple nicknames, such as ‘skylark’ and ‘mockingbird’, to make Nora be more immature towards Torvald and keeping her youthfulness that he li ked so much. The infamous dance, the tarantella, was an expression of the oppressed society that woman had to go through in the 19th century. The tarantella was used to convey emotions that woman couldn’t express in normal, everyday life. They used raw energy to express that raw emotion. In ‘A Doll’s House’, Nora uses, just as other woman have, to express and release the oppressed emotion that was given by Torvald towards her. In the scene where Nora is dancing for Torvald as practice of the dance and Dr. Rank comes in, Torvald keeps telling Nora to ‘stop it’ and ‘do it as I said’. Nora is completely oblivious to Torvald and keeps on dancing in her own style. Dr. Rank comes in and takes over Torvalds role as piano player to fuel the flame that Nora was burning. The dance becomes more and more wild as the scene progresses, until the music stops and Nora is just ‘still’. The oppressive moment of woman in the 19th century created this dance. ‘A Doll’s House’ uses this symbols of child-like behaviour, different worlds and an oppressed dance to show the audience that the world of the 19th century wasn’t a blissful place where men and woman were equal in everything they had rights to, like they do now. Torvald showed that he was a man of conformity and tried his best to bend his family into the social norms of the time. Torvald never let Nora have her way and treated her like a child, making her regress into one and even making her be his child. She was scared to wrong by her husband, even hiding a simple sweet from him so he wouldn’t find out that she was eating it. By the end of ‘A Doll’s House’ , Nora grows up. After the problems arisen by Krogstad, she learns that her husband isn’t her saviour anymore and she doesn’t love him. The party ended when Torvald wanted to leave. Nora got home and changed out of her formal attire, and into outdoor wear, making Torvald wonder, ‘Why are you dressed like that?’ The taking off of her formal clothes gives the impression that Nora is now taking off her old life, her oppressed life, and starting afresh. After an emotional discussion with Torvald, she ends up leaving him and the children. Walking out of her house, through the door, again is symbolising the end of something. This time it’s Nora’s life with Torvald. As the door closes, this time it’s Torvald who breaks down, mirroring Nora’s emotions when Krogstad leaves the  letter in the letter box. Symbolisation is a major part in any play, even more so in ‘A Doll’s House’. The emotion scenes with Nora, Torvald, Dr. Rank and even Krogstad wouldn’t be the same without objects such as the doors or macaroons, or the two different spheres dividing Nora’s world and Torvalds. The dance itself plays a vital role of showing emotion without the notice of Nora’s own husband. Without such devices, ‘A Doll’s House’ wouldn’t be the same revolutionary play that we see today; it would just be mere words on a page. Bibliography: ‘A Doll’s House’ Henrik Ibsen