American and French Revolutions

A watershed event in modern European history, the French Revolution began in 1789 and ended in the late 1790s with the ascent of Napoleon Bonaparte. During this period, French citizens razed and redesigned their country’s political landscape, uprooting centuries-old institutions such as absolute monarchy and the feudal system. Like the American Revolution before it, the French Revolution was influenced by Enlightenment ideals, particularly the concepts of popular sovereignty and inalienable rights.Although it failed to achieve all of its goals and at times degenerated into a chaotic bloodbath, the movement played a critical role in shaping modern nations by showing the world the power inherent in the will of the people. Prelude to the French Revolution: Monarchy in Crisis As the 18th century drew to a close, France’s costly involvement in the  American Revolution  and extravagant spending by King  Louis XVI  (1754-1793) and his predecessor had left the country o n the brink of bankruptcy.Not only were the royal coffers depleted, but two decades of poor cereal harvests, drought, cattle disease and skyrocketing bread prices had kindled unrest among peasants and the urban poor. Many expressed their desperation and resentment toward a regime that imposed heavy taxes yet failed to provide relief by rioting, looting and striking. In the fall of 1786, Louis XVI’s controller general, Charles Alexandre de Calonne (1734-1802), proposed a financial reform package that included a universal land tax from which the privileged classes would no longer be exempt.To garner support for these measures and forestall a growing aristocratic revolt, the king summoned the Estates-General (â€Å"les etats generaux†)–an assembly representing France’s clergy, nobility and middle class–for the first time since 1614. The meeting was scheduled for May 5, 1789; in the meantime, delegates of the three estates from each locality would comp ile lists of grievances (â€Å"cahiers de doleances†) to present to the king. The French Revolution at Versailles: Rise of the Third Estate France’s population had changed considerably since 1614.The non-aristocratic members of the Third Estate now represented 98 percent of the people but could still be outvoted by the other two bodies. In the lead-up to the May 5 meeting, the Third Estate began to mobilize support for equal representation and the abolishment of the noble veto–in other words, they wanted voting by head and not by status. While all of the orders shared a common desire for fiscal and judicial reform as well as a more representative form of government, the nobles in particular were loath to give up the privileges they enjoyed under the traditional system.By the time the Estates-General convened at Versailles, the highly public debate over its voting process had erupted into hostility between the three orders, eclipsing the original purpose of the m eeting and the authority of the man who had convened it. On June 17, with talks over procedure stalled, the Third Estate met alone and formally adopted the title of National Assembly; three days later, they met in a nearby indoor tennis court and took the so-called Tennis Court Oath (â€Å"serment du jeu de paume†), vowing not to disperse until constitutional reform had been achieved.Within a week, most of the clerical deputies and 47 liberal nobles had joined them, and on June 27 Louis XVI grudgingly absorbed all three orders into the new assembly. The French Revolution Hits the Streets: The Bastille and the Great Fear On June 12, as the National Assembly (known as the National Constituent Assembly during its work on a constitution) continued to meet at Versailles, fear and violence consumed the capital. Though enthusiastic about the recent breakdown of royal power, Parisians grew panicked as rumors of an impending military coup began to circulate.A popular insurgency culmin ated on July 14 when rioters stormed the Bastille fortress in an attempt to secure gunpowder and weapons; many consider this event, now commemorated in France as a national holiday, as the start of the French Revolution. The wave of revolutionary fervor and widespread hysteria quickly swept the countryside. Revolting against years of exploitation, peasants looted and burned the homes of tax collectors, landlords and the seigniorial elite.Known as the Great Fear (â€Å"la Grande peur†), the agrarian insurrection hastened the growing exodus of nobles from the country and inspired the National Constituent Assembly to abolish feudalism on August 4, 1789, signing what the historian Georges Lefebvre later called the â€Å"death certificate of the old order. † The French Revolution Turns Radical: Terror and Revolt In April 1792, the newly elected Legislative Assembly declared war on Austria and Prussia, where it believed that French emigres were building counterrevolutionary alliances; it also hoped to spread its revolutionary deals across Europe through warfare. On the domestic front, meanwhile, the political crisis took a radical turn when a group of insurgents led by the extremist Jacobins attacked the royal residence in Paris and arrested the king on August 10, 1792. The following month, amid a wave of violence in which Parisian insurrectionists massacred hundreds of accused counterrevolutionaries, the Legislative Assembly was replaced by the National Convention, which proclaimed the abolition of the monarchy and the establishment of the French republic.On January 21, 1793, it sent King Louis XVI, condemned to death for high treason and crimes against the state, to the guillotine; his wife  Marie-Antoinette  (1755-1793) suffered the same fate nine months later. Following the king’s execution, war with various European powers and intense divisions within the National Convention ushered the French Revolution into its most violent and turbul ent phase. In June 1793, the Jacobins seized control of the National Convention from the more moderate Girondins and instituted a series of radical measures, including the establishment of a new calendar and the eradication of Christianity.They also unleashed the bloody Reign of Terror (â€Å"la Terreur†), a 10-month period in which suspected enemies of the revolution were guillotined by the thousands. Many of the killings were carried out under orders from Robespierre, who dominated the draconian Committee of Public Safety until his own execution on July 28, 1794. His death marked the beginning of the Thermidorian Reaction, a moderate phase in which the French people revolted against the Reign of Terror’s excesses. The French Revolution Ends: Napoleon's RiseOn August 22, 1795, the National Convention, composed largely of Girondins who had survived the Reign of Terror, approved a new constitution that created France’s first bicameral legislature. Executive power would lie in the hands of a five-member Directory (â€Å"Directoire†) appointed by parliament. Royalists and Jacobins protested the new regime but were swiftly silenced by the army, now led by a young and successful general named Napoleon Bonaparte (1769-1821). The Directory’s four years in power were riddled with financial crises, popular discontent, inefficiency and, above all, political corruption.By the late 1790s, the directors relied almost entirely on the military to maintain their authority and had ceded much of their power to the generals in the field. On November 9, 1799, as frustration with their leadership reached a fever pitch, Bonaparte staged a coup d’etat, abolishing the Directory and appointing himself France’s â€Å"first consul. † The event marked the end of the French Revolution and the beginning of the Napoleonic era, in which France would come to dominate much of continental Europe. Similarities America ; France Revolutionary Twins?The American and French Revolutions were fought several years and an ocean apart. However, they feature enough similarities that some people initially consider them â€Å"mirror struggles. †Ã‚   After all, there are some easy comparisons:   both revolutions occurred in the later eighteenth century. Both subverted an existing, monarchical government. Finally, both created ripe conditions for constitutionalism and deep patriotism. But dig more deeply, and you’ll find that this â€Å"same revolution, different continent† concept is not as tidy as it initially appears.Further similarities between the two revolutions are just different enough to produce profound distinctions between the two revolutions. Although most scholars believe that the two revolutions influenced one another (as well as had profound worldwide impact), each revolution is a very distinct and singular struggle for freedom, identity, and an improved way of life. Indeed, scholars have built entire careers on this subject, and rich debate and information is available online or at your local library. However, here are a few fundamental elements shared by the revolutions, with intricate but important differences highlighted: CausesBoth the American Revolution and the French Revolution were borne of dire economic conditions. Economic challenges definitely contributed to the basis for both revolutions. However, each nation’s money-related woes were quite unique. The American Revolution had roots in the financial pressure that Britain placed on the New World; because Britain was economically dependent on the colonies, it kept taxing them. However, the colonists didn’t oppose the taxation itself. They were more vexed by the lack of a reasonable basis for the taxation, feeling that they received little or no benefit from their unds that were being spent â€Å"back in the old country. †Ã‚   This phenomenon—commonly known as taxation without represen tation—infuriated the colonies, building the basis for their revolt. Classic images of hungry, poverty-stricken French peasants are still familiar. Indeed, the pre-revolution French economy was dismal and had been for decades. As a second-tier trading nation, France was unable to pay off national debts using the scant amount of money it received on the taxes for traded goods. To make up for this deficit, the King imposed further taxes, especially on the peasants.Paradoxically, the wealthiest nobles were not obligated to pay taxes. This allowed the King to successfully sell titles, pulling the two social classes further apart. So although the British tax-related woes were also tied to royal greed and exploitative control, they were relatively common to any new colonist establishment. France’s case, while certainly tax-related, was more deeply rooted in a historic division of social class. Although the rich and poor had long been separated, the King’s selling of t itles totally isolated the two groups.This resulted in famine and extreme poverty for the lower classes, and left them no choice but to revolt. Goals Both revolutions were undertaken with the goal of independence in mind. The American Revolution was not initially or even primarily fought for independence. Independence almost became a â€Å"by-product† of the colonists’ initial attempt to remove unfair taxes levied on them by British Parliament. On the other hand, France’s decades of class division and its burgeoning interest in thinkers like Rousseau (who emphasized the importance of human rights) sparked a popular interest in a more independent way of life.The influence of speeches, articles, and pamphlets from gifted writers and orators like revolution leaders Jacques-Pierre Brissot and Maximillien Robespierre also fueled this desire for freedom. Finally, the success of the American Revolution (and the colonists’ resulting independence from British rule ) arguably acted as an incentive for revolt. American-French Relationships Both revolutions spurred a strong response from the other nation. Before 1789, most people (excluding the Americans of the new United States) lived with the general form of government their ancestors had known for centuries, sually hereditary monarchy. After the French Revolution began in 1789, no form of government could be accepted as legitimate without justification. The revolutionaries established a republic in 1792, and henceforth republicans around the world would challenge monarchists. Overall, the French Revolution offered the world something totally novel: an ideology that allowed and encouraged the questioning of historic power structures. This ideology borne of the French Revolution laid the groundwork for other ideologies, including nationalism, socialism, and eventually communism.In fact, early communist leaders Karl Marx and Friedrich Engels both commented extensively on the French Revolution, h oping to find important lessons for building and governing communities. North Americans showed special interest in the French Revolution, believing the events of 1789 drew heavily on their own experience with Britain. The French Declaration of the Rights of Man and Citizen seemed to borrow strikingly from the states’ bill of rights. Even more direct influence took place when American Thomas Jefferson, resident in France at this time, passed along specific ideas to the legislators through the Marquis de Lafayette.Although the French Revolution took a far different path than the North American variety, this interaction was close, so it is not surprising that the initial U. S. reaction to the French Revolution was positive. Not all Americans approved of the France’s methods. For example, John Adams declared his early and ongoing disapproval, and the Federalist Party’s support began to waver toward the Revolution’s end. The Reign of Terror also did little to create American approval and drew criticism from some prominent American statesmen.However, the Jefferson-led Republican Party remained largely supportive throughout most of the revolutionary decade. Famous Documents Both revolutions produced similar and seminal political documents. The Declaration of the Rights of Man and of the Citizen was adopted in France in August 1789 by the National Constituent Assembly. Drafted by the Marquis de Lafayette, it was intended as part of a transition from an absolute to a constitutional monarchy, and presented the ideas of popular sovereignty and equal opportunity.This document, which defined a set of universal individual and collective rights, was to be considered valid in all times, in all places, for all people. This novel way of thinking totally contradicted the traditional French idea of people being born into a nobility or into another favored class. It also eliminated the concept of people enjoying or being denied special rights based on f amily lineage of status, which clearly dismantled centuries of French ruling structure. The principles outlined in the Declaration sprung from the theories of philosopher Jean-Jacques Rousseau and other Enlightenment thinkers.However, the French Declaration is at least partly inspired by the declaration of Human Rights contained in the U. S. Declaration of Independence, adopted on July 4, 1776, and on the Virginia Declaration of Rights, developed by American George Mason in June 1776, which was itself based on the English 1689 Bill of Rights. The Declaration of the Rights of Man also showed similarities to the United States Constitution (1787) and the United States Bill of Rights, which was adopted in 1789, at approximately the same time as the Declaration of the Rights of Man.Like the U. S. Constitution, The French Declaration provided for a national defense, and emphasized equality before taxation (which was distinctly different from traditional France, in which the Catholic Churc h and the nobility were exempt from most taxes). Like these American documents, France’s Declaration prohibits ex post facto application of criminal law and proclaims the presumption of innocence to a crime suspect. Finally, the Declaration of the Rights of Man and the Citizen provides for freedom of speech and of the press, and addresses freedom of religion.The Declaration departs from seminal American documents in some important ways. It’s vital to note that the Declaration is largely individualistic. It focuses less on the rights of a political or religious group and more on the singular citizen, thus straying from America’s â€Å"we the people† stance. The Declaration also fails to address the freedom of assembly, liberty of association, or the right to strike, which were important American tenets. Differences Self-Identification and Independence * France was a well-established nation long before the French revolution. It was not facing any acute exte rnal dangers in the late 1780s.In contrast, the American revolution was a struggle for self-identification and independence from another nation. In France, the essential motive of the revolution was a stratification transformation of the society because â€Å"the third estate† saw the clergy and the nobles as social parasites. Attitudes Toward Monarchy * The Americans were not anti-monarchists from the very start. They considered their rights as the British subjects were being violated, and their main complaints were aimed against the British Parliament. In France, the revolution was very much against the monarch and his power.Revolutionists saw the monarch as a traitor and acted aggressively toward the royal family. That led them to accuse the monarch of conspiracies against the French people, which in turn led to the execution of the royal family. Social Stratification * Social equality was not the main concern of the American revolution. Slavery was abolished in the Northe rn states, but it did not drastically influence the social stratification of American society. In France, the whole social structure was made up of three traditional estates: clergy, nobles and others. The revolution transformed all of them.Elimination of the traditional privileges based on the social origin was the main goal of the French revolution. Revolution and Religion * The American patriots did want to break with the Church of England, but the American revolution was not driven by a religious goal. The French revolution was, and it accomplished most of those goals. It eliminated the privileges of the clergy. Monasteries and churches were closed, the monks and nuns were encouraged to return to the private life. Many priests were killed. The Cult of Reason emerged during the revolution as part of the new France's plan to â€Å"de-Christianize† the country.It stressed enlightenment and rationalism over the believe of a deity. Revolutionary Values and Mottos * John Locke formulated three basic values which were adopted by the American patriots: life, liberty and property. They fought for the idea that governments were obliged to preserve these values. The French revolution proclaimed three values too: liberty, equality and brotherhood, or death. The last part was adopted during the period of terror in 1793-1794. Thus, the common value shared by both revolutions was the pursuit of liberty.

Beverly Cleary Author Study Essay

Hi, my name is Beverly Cleary. I am an author of over thirty books for children and adults. I have written many award winning books. I worked as a librarian when I was younger. That’s where I got the idea to write about ordinary kids. I was born in McMinnville Oregon on April 12, 1916. My dad was in the war. When I was a child I was always around books. Soon me and my family moved to Portland. I attended grammar and high school there. I found myself in the low reading circle. When in third grade I was told by the public librarian â€Å"You should write a book.† I kept that in mind. When I was 34 I wrote my first book, Henry Huggins. The way I get the ideas for the books is from my own experiences like my childhood or other kids’ childhood. Maybe I would see an article in the newspaper or a magazine. Sometimes it would just seem to come out of thin air. Once two boys who didn’t know each other asked me to write a book about a child of divorce. That’s how I got Dear Mr. Henshaw, my Newberry winner. One street that most of my characters live on is Klickitat Street which is a real street in Portland. I have won many awards for my books. For example, Dear Mr. Henshaw won the Newberry Medal in 1984. Ramona and Her Father was made a Newberry Honor Book in 1978. Ramona Quimby, Age 8 was made a Newberry Honor Book in 1982. The Newberry award is one of the most prestigious awards given to authors for their contributions to literature for children. In 1984 the U.S. made me a nominee for the Hans Christian Andersen award. Two of my books are Henry Huggins and Ribsy. Some ways they are alike are that they have the same characters – Henry Huggins, Ribsy, Ramona, and Beezes. They both have a both have problems concerning animals and they take place on the same street. Some ways they are different are that they have different problems. In the book Henry Huggins, Henry has lots of small problems with his pets, which are not life and death situations. In the book Ribsy, Ribsy the dog has one big problem. He gets lost and he needs to figure out how to get back to his owner, Henry Huggins. This is a big problem for a dog because he doesn’t want to get hit by a car or get killed or hurt by other animals. My books are about ordinary kids and the things that happen to them. There’s usually a problem or two and the characters find interesting ways to solve them. I like to write about ordinary kids because it’s something kids can relate to and enjoy reading without thinking it’s a hassle. Kids tell me they like my stories. I hope you do too.

How to Write the Worcester Polytechnic Institute Essay 2018-2019

Worcester Polytechnic Institute (WPI) is a technological university established in 1865, located around 50 miles from Boston in Worcester, Massachusetts. Known for its project-based curriculum, WPI features a 95-acre campus and aims to provide its students with quality resources. WPI is ranked #59 by U.S. News and World Report with an acceptance rate of 48% for the Class of 2022. A unique admissions aspect of WPI is the test-optional policy—you need not submit an SAT or ACT score for your application to be considered. However, it is a STEM-based school, so you will need to have taken four years of math, including pre-calculus as an academic requirement. While the college application process may seem overwhelming, don’t worry– is here to help you tackle WPI’s 2018-2019 application! WPI is a school that prides itself on maintaining a global presence with over 40 project centers on 6 continents. Aligning with this aspect is WPI’s admissions essay: one that appears to embody the presence of a world that is growing more and more connected. Do you have an account on a blog website? A YouTube channel? Or maybe you even run your own website? If so, strongly consider providing the URL to it, if you are comfortable doing so. Here are some things you should keep in mind before you submit a URL: When you click on the link to a website, what do you notice first? Probably the interface and how user-friendly it is. If you are maintaining your own website, it will be of utmost importance to ensure that it is accessible. If your parents were handed a laptop with your website on the front screen, would they be able to navigate it? If you don’t think that you can confidently answer ‘yes’ to that question, it would be in your best interest to make updates to your website. For example, let’s say you are running a blog website on running. Instead of having all the different blogs and threads cluttered on one page, it would be helpful to organize them into several tabs or folders. For instance, categories could be Nutrition, Technique, Music, and Miscellaneous. Submit your essay and we’ll get back to you with helpful edits. If you maintain an account on YouTube or a blogging website, ask yourself if your content is appropriate and detailed. Would you be comfortable with your grandparents examining your online presence? Can someone who hasn’t met you glean aspects of your personality from your posts? For example, instead of writing ‘yes.’ as a response to a thread, you can back up your response with more detail. Write about that experience you had at the grocery store. Or maybe something interesting you learned from that Netflix show from the previous night. Of course, if you don’t have an online presence, that is perfectly acceptable; in fact, it’s why this essay prompt is optional! However, you should compensate for this with a strong Common Application essay . Make sure you detail your extracurricular activities so that admissions officers can understand how you contributed to each one, and build close relationships with your teachers so they can provide further insight into who you are as a person. Want help on your Worcester Polytechnic Institute application or essays? Learn about our College Apps Program . Want us to quickly edit your college essay? Submit it to our Rapid Review program , and we’ll get it back to you quickly with comments from our expert team.

Understanding Mystery from the Perspectives of the Bermuda Triangle Research Paper

Understanding Mystery from the Perspectives of the Bermuda Triangle - Research Paper Example The mystery surrounding this busy sea-route derives from the fact that many ships, as well as airplanes, passing through this, have been reported to have disappeared without a trace. Thus, it becomes an intriguing proposition to evaluate the mystery that surrounds the Bermuda Triangle to understand the term mystery. The subject of the mystery is not the Triangle as such, which is naturally formed and is a physical place, not a figment of the imagination. Due to the mysterious incidents of disappearances that occurred in the area, some people also call it the Devil’s Triangle. No US government file has identified the location of Bermuda Triangle or for that matter, the Board of Geographic Names. However, the name continues to serve as a synonym for mystery, due to various instances of reported missing of ships entering the area of airplanes flying over the triangle. It adds to the element of mystery that no probable logical cause can be assigned to such disappearances. Thus, from the episodes of disappearances attributed to the Bermuda Triangle, which are beyond any reasonable explanation, it can be construed that a mystery is something that is beyond the scope of logical explanations. The geographical positioning of the Bermuda Triangle, as per existing interpretations, is off the Southeastern coast of the United States in the Atlantic Ocean, with its vertices touching Bermuda, Miami, Florida, and San Juan, Puerto Rico, roughly grounded in 500,000 square miles (Obringer, 2012). The name â€Å"Devil’s Triangle† is associated with Bermuda because once it has been known as â€Å"the Isle of Devils.† The reefs surrounding the area are quite tricky to the sailing ships, resulting in the wreckage of many and, thus, the place acquired the notoriety associated with its name.  

The HR problems at MPC Finance Case Study Example | Topics and Well Written Essays - 1000 words

The HR problems at MPC Finance - Case Study Example MPC has been gaining reputation for its products as with its personal policies. However the organizational outcomes concerning HRM were poor and questionable due to some issues as identified by the HR manager at MPC Finance (Ehnert, 2009). HRM practices at MPC were poor growth drivers and employees feel that little is done to recognize good performance and that the policies are out of date. Thus the employees' pay is tied to seniority rather than performance. As such it is noticed that there is less equal opportunity for the employees. MPC is about to lose good employees who are assets to the company due to the lack of training /development, performance review and advancement opportunities (Kearny, 2009). Therefore HRM practices at MPC Finance need to be refurbished to increase employee morale and job satisfaction. Thus it is essential to introduce some international HR policies (Chanda, 2009). Big business organizations such as Smith& Williamson and Moore Stephens have all one thing in common, viz. they all strive hard to satisfy the employees by focusing on effective HRM practices. Organizational outcomes or/and corporate goals at MPC need to be clearly defined in order to achieve at least some of them in the long term. ... Inability to come to terms with employee motivation, performance and communication interconnect would have been one of the biggest issues at MPC (Nkomo, Fottler, & McAfee, 2007). Also it needs to develop appropriate measuring tools to measure the impact on various issues at organisation level, e.g. organization-wide feedback surveys (Foot, & Hook, 2008). The development of an appropriate organizational reward system is probably one of the strongest motivational factors. Smith & Williamson and Ernst & Young implemented this practice very well.Employee training should be provided when required and this would help them to be in touch with the newest technology available and improve their efficiency which also counts as a company goal. Also performance evaluation practices must be based on the recognition of especial abilities of employees (Grugulis, 2007). Thus it is noticed that women who work at MPC have less opportunity be at senior position. Minority community has less opportunity work at company. It is ideal to introduce system to treat workers where despite their ethnic/race differences (Tocher, & Rutherford, 2009). Working environments may develop some pr oblems, for instance sitting long time period in front of the computer made some health issues (vision problems / back pain) on employees at MPC. Therefore management should minimise work stress when going for high targets with long hours of work.2.3. HRM practices & issues at the UK finance industry During the last ten years the finance industry in the UK has noticed a variety of HRM issues including absenteeism, work related stress and turnover. Against this backdrop of ever increasing competition, it's imperative for MPC to initiate some far reaching

Change Management Plan Research Paper Example | Topics and Well Written Essays - 500 words

Change Management Plan - Research Paper Example Moreover, they may also pair the resistive employees with the cooperative ones who have adapted the change. This will go a long way in helping all the employees realize that the changes lead to positive outcomes. To guarantee that the changes succeed, the managers can set up some achievable goals (Jackson, Schuler, Werner, & Jackson, 2009). In order for the firm to come up with a system, which enables all employees to use one system, Riordan Manufacturing implemented a plan that included all the changes required to create the customer management system. The plan implementation is always the hardest part. Therefore, to ensure effectiveness, the plan entails monitoring and adequate evaluation. Within 12 months, an open communication strategy could be applied. The open communication strategy involves employees sharing their ideas, feedback and criticism. All the employees, regardless of their level or position, will feel like they are part of the decision-making concerning the necessary changes. By involving employees, this normally augments their satisfaction as well as ensuring success of the plan. For this strategy to be a success, employees have to feel free and safe to share their ideas as well as opinions. Effective communication is the key to reducing employee resistance to change (Samson & Bevington, 2012). An evaluation plan involves documenting the evaluation and monitoring details of the customer information system and varied improvements required following the results. The plan will ensure that all parties involved understand changes and assist in the facilitation of a smooth transaction. A continuous monitoring of the system will evaluate its effectiveness. This is achievable by several outcomes including measuring customer satisfaction, employees’ morale and evaluating financial statements (Phillips, Phillips & ZuÃŒ nÃŒÆ'iga, 2013). All plants will conduct frequent meetings to update the employees on the

Importance of teaching methods in graduate programs Essay

Importance of teaching methods in graduate programs - Essay Example In the University’s English program, teachers are highly qualified who hold great experience in teaching. They hold majors in English and have the expertise to bring quality education for students. Teachers are mostly native speakers which make them highly presentable and communicable. This is sufficient for international students as they get a chance to learn a foreign language in a native manner. At Guelph University, teachers are well trained in tutoring. They make the best use of text books, training guides and group works to bring comprehensive learning experience for students. Teachers also use the help of multimedia in assisting students to learn visually because students tend to remember and recall things quite well with the visual sightseeing. Collaborative learning practices are exercised in the university which helps them in deeper learning and understanding of a particular subject. The students also feel less isolated and enjoy study in groups which increases their interest tenfold. While performing in the group work the students are less burdened with work and tasks are divided.Teachers organize regular tutorial programs to enhance students writing and verbal communication skills. Moreover, they engage international students with Canadian locals, and this is to improve students’ interpersonal skill and talent. By doing so, international students have the opportunity to practice their vocal skills while communicating with Canadian speakers. It also develops better frequency of speaking in English.

Script for Theater Class Essay Example | Topics and Well Written Essays - 1000 words

Script for Theater Class - Essay Example (Velma was shaking her head as she looked at her friend.) Now, please do not think I am being pessimistic nor am I trying to discourage you even more. I am just trying to let you see clearly what could possibly be dimmed by your current situation and emotions. You can always find a foster parent or you can have the child adopted. In the future, you will see when you know that your child is living somewhere, that you have made the right decision. Velma: (Nodding) I have been thinking about the same things for the past days. I know it is not right for me to hurt my baby just because his father and I are cowards. I cannot bear the thought of having my child suffer a lot while I try to achieve my goals. I hate my boyfriend for abandoning me to have to deal with this alone. I just wish he had some heart enough to try to know how I am doing now. Emma: Well, I do not blame Jason. Perhaps, I f I were in his position, I would have done the same thing to you. So now you know that he really does not love you. I always had my doubts about him. I knew he will just use you as a decoration in his life, a trophy for being rich and handsome. I know it pains you a lot however, at least now, you know where you stand. I think it is best that you have known that he cannot stand up to fight for the love that he so much tried to show you only to get what he really wanted. I do not think he really is the man that people have always thought him to be. He is nothing but a selfish jerk who thinks about nothing but himself. See how easily he has exchanged you and your baby for his money? Anyway, I think it would be best for you to get him out of the picture as early as now and let us just concentrate on how you and your baby are going to survive. I think you can still try to conceal your baby bump until after graduation and still be cheered as t he most intelligent among the graduates. Then perhaps, we could speak again by then. Velma: It is always funny is it? (Velma had a strange look on

The Scarlet Letter by Nathaniel Hawthorne Research Paper - 1

The Scarlet Letter by Nathaniel Hawthorne - Research Paper Example Her lover Reverend Dimmesdale whom she had chosen to protect later confessed at the gallows where Hester was punished earlier and dies. Chillingworth, who was Hesters husband, also dies leaving Hester and pearl alone. After several years, Hester died and buried near Dimmesdales’s grave; they shared the gravestone with writings â€Å""On a field, sable. The letter A, gules" (Hawthorne). In Chapter one, the prison door is symbolic, it is introduced in this chapter, and it is used when a crowd of people was standing outside the prison. It is built with heavy oak and is studded with iron spikes. There is a rose bush that grows near the same prison door; this shows how nature is kind despite being criminal it is said to provide â€Å"sweet moral blossom† (Hawthorne). The character Hester Prynne is introduced in chapter two. Sin, social order, and knowledge are clearly shown. The writer uses the symbol to depict sin, and that sinner must be punished in public according to puritan customs and belief. Hester’s punishment was to be an example to other people who were planning to commit adultery. However, only the woman was punished, and the man left, the women did not seek to pity, Hester instead they condemned her as a sinner, an adulterer. They saw her as a great sinner, they never imagined they being sinners. Hester fights it by accepting the condemnation for the need for love after his husband going along with the possibility of being dead. The perfect embroidery of the â€Å"A† letter on her dress was a sign of acceptance the women saw it as Hester was proud of the sin she had committed. She accepted the reality rather than resisting since her child was the fruit of the act. Resisting it was like opposing her child, Pearl. Hester from the beginning was different from other women she was said to be beautiful, tall and radiates natural dignity, unlike other women. The third Chapter introduces Hester punishment as an act against humanity; the puritan order makes

Limiting the Extent of Party Discipline in Canada Essay Example for Free

Limiting the Extent of Party Discipline in Canada Essay Party solidarity and cohesion have always been an integral part of the Westminster Parliamentry system. The leaders of the political parties of the Canadian House of Commons , with the assistance of whips, very strongly discipline their party members to vote on issues as a single entity, especially in plenary sessions (Olson, 2003). Although, some degree of party discipline is essential for any political party to maintain their power as they require the confidence of the majority of the legislative branch of the government, this practice does not really reflect a democracy. This paper argues that implememnting a large extent of party discipline undermines the spirit of democracy as the politicians become more concerned with appeasing their party leaders for their personal benefits, instead of truly representing the desires and demands of the citizens of their respective constituencies. As mentioned previously, it is argued that strict party discipline is necessary to ensure that the current governnig party maintains its power since a vote of non confidence in the House of Commons can ultimately lead to federal re-election, or re-appointment of the prime minister. However, as Kilgour et al. rgue in Crosscurrents: Contemporaty Political Issues (2013: 205), enforcing strict cohesion strategies to ensure party unity leads to members of Parliament to become extreamly passive as they no longer think for themselves, but merely conform to the demands of their party leaders. Their opinions and thoughts are constrsained by a fear of a loss of majority in the House Of Commons. It is very crucial for any political party to value and respect the opinions of its members to assess a situation more closely and obtain diverse opinions. However, strong party discipline stifles the values and opinions of individual members of party. Consequently, this diversity of imagination is replaced by a single unit of party that reflects a single, rigid opinion on most issues. This devalues the sense of liberty and freedom that is cherished by democracy. Often times, it is observed that the members of a party vote in a similar fashion, not just to ensure a majority confidence motion, but also to derive personal gains. If a member of parliament wishes to advance their political career and gain quicker promotions, he or she muct act according to the command of their party leaders (Kam, 2006). Expression of dissent from the MPs can have dire consequences for their career. They can be warned about the lack of financial support, or even be ultimately expelled from the party caucus. Kam (2006) also suggested that the promotion of ministers is greatly manipulated by the prime minister to ensure maximum conformation to the partys position. Sometimes, certain ministers of parliament are deliberately brought into the cabinet as it is too dangerous to leave them as a backbencher (a member of House of Commons) where they can openly challenge and vote against the position of the leader of the political party. This suggests that the deliberate promotion, or demotion, ministers of parliament is not due to their, merits or demerits, but is rather strategically devised to overall benefit the party. In addition, the vote of the members of the House of Commons not only does not represent the opinions of individual ministers, but also it not a representation of a members unyielding and unconditional loyalty to his or her party. Rather, it is a conscious decision to vote according to the wishes of the party leader to maintain the imge of conformity and ensure personal gains and benefits for the members of parliament, which would reward in the form of more opportunities to ascend the political ladder and make personal and professional gains that do not particularly benefit the citizens of the consituency that elected the member of parliament. It is unquestionable that voting in the Canadian House of Common is extremely disciplined and very highly regulated by emloying various methods. The study of the patterns of recorded votes shows that majority of votes show almost no dissent from the party members. Also, rejection of major government motions due to dissent of the members of the House of Commons is extremely rare (Malloy, 2003). Canada operates on a system of majoritarian parliamentary government. Cohesion of political parties is very essential to maintain a majority rule by ensuring that vote of non confidence is not ever issued (Kam, 2001). Due to this constant threat of the possibility of loss of majority and formation of a coalition, political parties are very strongly disciplined by their leaders. A coalition governmet is not necessarily always detremental. It can help to foster more cooperation in different political parties and compel the members of a party to consider the opinions and views that are different from the ideology shared by their party. It also provides an opportunity for a greater debate and consideration before arriving at a common decision. Maintaining strong party discipline just to eliminate the possibility of the formation of a coalitions limits the possibilities for political experimentation and possible positive growth. The change is not just welcomed, but also deliberately resisted using the traditional practice of oppressive party discipline. The members of parliament are elected by, and are required to respresent the citizens of their respective constituencies. The common vision shared by their party and party leader may or may not reflect the wishes of the citizens. The first and foremost duty of an MP is to cater to the needs and the demands of the citizens who democratically elected him or her. The loyalty to ones party should be a secondary priority. However, as observed, most times, this is not the case. This severely debilitates the sole purpose of a democratic government which demands the citizens voice and opinions to be heard above all others. Although some degree of party discipline may be required to control and maintain cohesion within the House of Commons to propose policies and arrive at a firm decision, it does not really encompass democratic ideas. Party discipline compells the members of a party to not pay heed to the needs of the citizens, but to blindly follow the demands made by their party leaders. This practice is also morally questionable as the political success of ministers of parliament is largely based on their loyalty to the partys alues, even if they contradict his/ her personal opinions. Instead of being constantly threatened by the possiblity of losing the confidence of the majority of the House of Commons, fundamental changes need to be made to change the Westmister Parliamentry structure to alter, if not eliminate, this system that makes it almost mandatory for the parties to implement rigid party discipline. Limiting the extent of the party discipline would help to make the Canadian government more democratic by accomodating more diverse ideas and opinions.

Methods for Short and Long Term Memory Formation

Methods for Short and Long Term Memory Formation The purpose of the experiment was to determine which Learning Method was the most effective for short- and long-term memory formation. Method efficacy was tested via a Short-Term Memory (STM), and Long-Term Memory (LTM), glyph recall test. There were four groups, each using a different Learning Method which varied in two factors: written repetition (10X/none) and movie viewing (before/after STM test). The Learning Method was used to introduce the symbols, and there was a short maths test before the STM test. Symbol recall was assessed again in the LTM test, three weeks later. As the LTM test was taken after the STM test, all students had watched the movies. Analysis suggested that Learning Method 1 produced higher scores; students who wrote the symbol 10X and viewed the movie prior to taking the STM test had significantly greater glyph recall compared to those who used the other methods (p While Learning Method 1 appeared to be the most effective, it is possible that the results were affected by experimental design flaws; notably, the non-standardised test conditions. The degree of symbol retention demonstrated on the LTM test may be related to memory consolidation, which is aided by hippocampal ripple oscillations. The Learning Methods for each group were as follows (for the method code definitions and full method, see the Appendix): Group 1 (Learning Method 1): WB-1X_MB_10X Group 2 (Learning Method 2): WB-1X_MA_10X Group 3 (Learning Method 3): WB-1X_MB Group 4 (Learning Method 4): WB-1X_MA The independent variable is the Learning Method and the dependent variable is the number of symbols recalled correctly on the memory tests (STM and LTM). Method 1 was the most involved (writing 10X, and watching the movie beforehand). The alternative hypotheses are: Ha: if Short-Term glyph recall is related to the Learning Method (Method 1, 2, 3, 4), then students in Group 1, who used Method 1 (WB-1X_MB_10X), will recall a greater number of symbols correctly on a Short-Term Memory test. Ha: if Long-Term glyph recall is related to the Learning Method used for the Short-Term Memory test (Method 1, 2, 3, 4), then students in Group 1, who used Method 1, will recall a greater number of symbols correctly on a Long-Term Memory test. For the STM data, Levene’s test established that there was an effect of variance (p p p p p = 0.8790) and those in Groups 3 and 4 (p = 0.9260). For the LTM data, Levene’s test established that there was no effect of variance (p > 0.05). As the variance is not significant, a One-way ANOVA and Tukey post-hoc test can be used to test the hypothesis. The One-way ANOVA established that LTM test scores differed as a function of Learning Method used [F(3, 124) = 66.0280, p p p = 0.6160). The results support the alternative hypotheses that if glyph recall is related to the Learning Method used, then students in Group 1 (who used Method 1) will recall a greater number of symbols correctly on both a STM and LTM test. As the test scores for students who used Method 1 were significantly higher in both the STM and LTM tests, at a significance level of 0.05, the alternative hypothesis is favoured. By adopting the alternative hypotheses there is a possibility of Type 1 error in both cases. The hippocampus contributes critically to memory formation, organisation, and storage Memory consolidation, a process that transforms newly acquired information into long-term memory, also depends on the hippocampus. Through consolidation, labile newly formed memory traces are progressively strengthened into long-term memories and become more resistant to interference. However, it is suggested that they remain susceptible to updating and modification The hippocampus generates high-frequency ripple oscillations in local-field potentials (LFPs), observed most prominently in the hippocampal CA1 pyramidal layer Ripples participate in strengthening and reorganising memory traces, possibly by mediating information transfer to neocortical areas Memory traces are represented by assemblies of principal neurons that are activated during ripple-associated network states There is evidence suggesting that memory consolidation is enhanced during sleep and resting (â€Å"off-line†) states Sleep is a state which optimises the consolidation of newly acquired information in memory, depending on the specific conditions of learning and the timing of sleep It induces long-lasting cellular and network modifications responsible for memory stabilisation A proposed neural mechanism for sleep-dependent memory consolidation, is reactivation of awake experience (neuronal replay) in the hippocampus which is associated with sharp wave-ripple (SPW-R) events that occur primarily during off-line states SPW-Rs are â€Å"aperiodic, recurrent instances of large deflections (sharp waves) in the hippocampal LFP†, and they are associated with synchronous fast-field oscillations (ripples) During SPW-R events, hippocampal cell firing closely follows the pattern that took place during the initial experience Theta (4-8 Hz) oscillations and ripples (~200 Hz) occurring during sharp waves may mediate encoding and consolidation, respectively. Pyramidal neurons replay previous waking activity in a temporally compressed manner, thus reactivated firing patterns occur within shorter time windows propitious for synaptic plasticity within the hippocampal network and in downstream neocortical structures. Slow-wave sleep (SWS) supports system consolidation and rapid eye movement (REM) sleep supports synaptic consolidation through specific patterns of neuromodulatory activity and electric field potential oscillations. During SWS, there is a diminution in cholinergic activity and the ripples stimulate the redistribution and transfer of hippocampus-dependent memories to the neocortex The thalamocortical spindles generated by the thalamus arrive at the neocortex at the same time as the hippocampal memory information, due to the slow oscillations which facilitate the transfer, and this synchronisation is thought to be vital to the long-term storage of memories within neocortical networks During REM sleep, at high cholinergic and theta activity, local increases in plasticity-related immediate-early gene activity may promote synaptic consolidation of memories in the cortex Incoming signals move through the hippocampus via a ‘trisynaptic loop’ consisting of synapses between principal cells in the dentate gyrus (DG), CA3 and CA1 Hofer et al investigated the cellular and network properties of SPW-Rs with simultaneous laminar multielectrode and intracellular recordings in a rat hippocampal slice model. Spontaneous SPW-Rs were generated in the DG, CA3, and CA1 regions During the memory encoding phase, the hippocampus binds neocortical representations to local memory traces. Then, during the off-line periods, the traces are concurrently reactivated in the hippocampus and cortex to potentiate the corticocortical connections underlying stored representations Studies show that disruption of ripples during post-learning SWS impairs memory consolidation and learning In an experiment conducted by Ego-Stengel and Wilson rats were trained daily in two identical tasks, each followed by a one hour rest period. Following one of the tasks, neuronal activity associated with ripple events was disrupted, without changing the sleep-wake structure, via selective stimulation of hippocampal afferents. It was found that the rats learned the control task significantly faster than the task followed by the stimulation, which suggests that interfering with hippocampal processing during sleep led to decreased learning Similarly, Nokia et al. found that disrupting hippocampal ripples using electrical stimulation either during training in awake animals, or during sleep after training, had a negative impact on learning A study by Wang et al indicated that the median raphe region (MnR) is important for regulating hippocampal ripple activity and memory consolidation. A fear conditioning procedure was used to determine this relationship, via interruption of ripple activity. Simultaneous in vivo recording in the MnR and hippocampus of mice showed that, when a group of MnR neurons was active, ripples were absent; ripple activity was related to the activity of MnR neurons. Additionally, MnR may regulate memory consolidation via its projections to thalamocortical regions, which facilitate interactions between the hippocampus, thalamus and cortical regions during SWS. Under the assumption that there was little deliberate reactivation of memory traces for the symbols in the three weeks following the STM test, the degree of retention of the symbols on the LTM test may be related to memory consolidation via hippocampal ripples occurring during sleep and rest. There were a number of limitations which may have affected the validity of the results. The major limitation was the non-standardised test conditions. Since different groups took the test at different times of the day, and different individuals have performance peaks at different clock times randomisation of subjects is important. This also leads to the possibility that students in an earlier group may have informed others of the symbols or experimental procedures. Knowledge of the tests could have influenced the students’ concentration, with those who knew being more likely to apply themselves to the Learning Method. While all students would be likely to undergo some degree of memory consolidation following the STM test, those who were aware of the experimental design would likely have greater retention. If all students took the test at the same time under standardised conditions, it would be less likely for this issue to affect the results. Additionally, the small sample size, and the fact that the participants were all students of one course (Neuroscience), also means that the external validity of the experiment, and thus the generalisability to groups other than the experimental group, cannot be established. There was also only one group per Learning Method, so it is unknown if the results are repeatable.