Learn About the End of the French Revolution

Learn About the End of the French Revolution Almost all historians agree that the French Revolution, that great maelstrom of ideas, politics, and violence, started in 1789 when a gathering of the Estates General turned into a dissolving of the social order and the creation of a new representative body. What they don’t agree on is when the revolution came to an end. While you can find the occasional reference to France still being in the revolutionary era now, most commentators see a difference between the revolution and the imperial rule of Napoleon Bonaparte and the age of wars that bear his name. Which event marks the end of the French Revolution? Take your pick. 1795: The Directory In 1795, with rule by The Terror over, the National Convention designed a new system for governing France. This involved two councils and a ruling body of five directors, known as the Directory. In October 1795, Parisians angry at the state of France, including the idea of the Directory, gathered and marched in protest, but they were repelled by troops guarding strategic areas. This failure was the last time the citizens of Paris appeared able to take charge of the revolution as they had so powerfully done before. It is considered a turning point in the revolution; indeed, some consider it the end. Soon after this, the Directory staged a coup to remove royalists, and their rule for the next four years would be marked by constant vote rigging to stay in power, an action at odds with the dreams of the original revolutionaries. The Directory certainly marked the death of many revolutionary ideals. 1799: The Consulate The military had taken a large role in the changes wrought by the French Revolution before 1799 but never had a general use the army to force change. The Coup of Brumaire, which took place in the later months of 1799, was organized by director and author Sieyà ©s, who decided that the undefeated and feted General Bonaparte would be a tame figure who could use the army to seize power. The coup didn’t run smoothly, but no blood was shed beyond Napoleon’s cheek, and by December 1799 a new government was created. This would be run by three consuls: Napoleon, Sieyà ©s (who had originally wanted Napoleon to be a figurehead and have no power), and a third man called Ducos. The Consulate may be considered the event that marked the end of the French Revolution because it was, technically, a military coup rather than a movement pushed along by the however theoretical will of the people, unlike the earlier revolution. 1802: Napoleon Consul for Life Although power was vested in three consuls, Napoleon soon began to take charge. He won further battles, instituted reforms, started drafting a new series of laws, and raised his influence and profile. In 1802, Sieyà ©s began to criticize the man he had hoped to use as a puppet. The other governmental bodies began to refuse to pass Napoleon’s laws, so he bloodlessly purged them and leveraged his popularity into having himself declared consul for life. This event is sometimes believed to be the end of the revolution because his new position was almost monarchical in its dimensions and certainly represented a break with the careful checks, balances, and elected positions desired by earlier reformers. 1804: Napoleon Becomes Emperor Fresh off more propaganda victories and with his popularity nearly at its zenith, Napoleon Bonaparte crowned himself emperor of France. The French Republic was over and the French empire had begun. This is perhaps the most obvious date to use as the end of the revolution, for although Napoleon had been building his power since the Consulate. France was transformed into a new form of nation and government, one considered almost opposite to the hopes of many revolutionaries. This wasnt simply pure megalomania by Napoleon because he had to work hard to reconcile the conflicting forces of the revolution and establish a degree of peace. He had to get old monarchists working with revolutionaries and try to get everyone working together under him. In many respects he was successful, knowing how to bribe and coerce to unify much of France, and being surprisingly forgiving. Of course, this was partly based on the glory of conquest. It is possible to claim that the revolution came to an end gradually over the Napoleonic era, rather than any single power-grabbing event or date, but this frustrates people who like crisp answers. 1815: The End of the Napoleonic Wars It’s unusual, but not impossible, to find books that include the Napoleonic Wars alongside the revolution  and consider the two part of the same arc. Napoleon had risen through opportunities afforded by the revolution. His fall in first 1814 and then 1815 saw the return of the French monarchy, clearly a national return to pre-revolutionary times, even if France could not return to that era. However, the monarchy did not last long, rendering this a difficult endpoint for the revolution, as others followed soon.

Conducting a Lecture Essay Example | Topics and Well Written Essays - 750 words

Conducting a Lecture - Essay Example This essay will look at the different forms of methods that are usable in training to ensure both the nursing professionals and the nursing students get all the information that the lecture on genetic disorders is intended to pass on to them (Oermann & Gaberson, 2006) Lecture Presentation Nurses who have been in practise for some times tend to be repellent to new ideas and discoveries in the field of genetic disorders, this is because most of the information that they are being presented with is contradictory to the information that they were taught when they were in school or that they have grown up knowing. This therefore, requires that the method that is to be used to teach the adult nurses be convincing enough to make them change their views relating to the specific disorder. This will require the use of real life cases and a lot of research statistics on the cases in order to convince them to change the views and information that they previously held. In the case of students who are pursuing a degree in nursing, accepting new information is easy, as they did not have any other contradicting view or information previously. Teaching them will require just the new piece of information and the outdated information may be just for history purposes to show the evolution of information on the subject of genetic disorders. ... eport to duty in their station s therefore they require that the methods of presentation be short, in which theory without practical would do perfectly. Bachelor of nursing students, in most cases do not have knowledge or prior experience in dealing with genetic disorders therefore in presenting the information to them, it will require imparting both the theory and practical skills on how to handle genetic disorder cases (Billings & Halstead, 2009). This therefore will require the students to be exposed to a health institution that deals with genetic disorder cases in order to gain practical experience on top of learning theory bit of the disorder. The differences in age between practising nurses and the students will determine the speed in which any of the two groups will grasp information on genetic disorders. Studies have shown that the young people understand faster compared to the older people and in view of this, the way the trainer is to present information to the practising n urses will be through use of methods that will simplify the information for quick understanding. Some of the methods that a trainer may use include use of both print and visual materials that include charts in order to simplify the information for them to understand much faster and with ease. In addition, PowerPoint presentation and real life cases of patients present in the sessions would also help the nurses to understand much easier. In passing the information to bachelor of nursing students whose memory retention capacity is higher to that of the practising nurses, it will be much easier for them to grasp, therefore the methods of passing the information to them should be fast. In addition, the method should ensure that information on genetic disorders that is passed to the students is

The Introduction of Popular Music in School Music Curriculum Essay

The Introduction of Popular Music in School Music Curriculum - Essay Example In most societies in human civilisation’s timeline, there has been a great regard to various art forms, and these are often included in the daily lives of these peoples. Music is considered to be one of these important art forms that not only serve an aesthetic purpose, but also as part of the community’s culture, traditions, and spiritual living. While music is not something that everyone must do in any given society, it has been a universally-accepted truth that aside from all other humanistic artistic pursuits, music is a key universal feature in human civilisation (Green, 2003, p. 263). Such is high regard for music that long after modernisation and expansion of science and technology, there is still room for the inclusion of music in nearly every aspect of human society and culture from business (i.e. showbiz and merchandising) to social stance (i.e. music in defining political standpoint), thus it is still included in nearly every school curricula from the past to the present. Music education among various levels of schooling has been the norm for most educational systems and often lauded as a strong means of empowering and changing students and teachers (Abrahams, 2005, p. 12). Positive effects of music learning like instilling different virtues and attitudes among music students such as discipline and teamwork and improving literacy rates and increasing social awareness within the musical context are included in the many reasons why music is still a strong part of educational curricula in all levels of education despite a world-wide decrease in funds allotted for education in most nations (Philpott & Plummeridge, 2001; Tagg, 1982, p. 40). Aside from music as a universal concept and idea, it is considered a part of tradition and culture, giving people their unique identity amidst a fast-paced modern life (Lamont & Maton, 2010). Music’s importance and relevance is still recognised, and as a strong component of aesthetics music educati on remains to be integrated in most schools’ current curricula. At present most schools’ music curricula focus on traditional teaching music through the use of different scales, notations, sight reading, harmonisation and other musical concepts associated with traditional music lessons, along with musical styles of church hymns, orchestral and solo instruments typical of the early European classical pieces (Swanwick, 2002). While there has been observed advanced developments in other curricula such as science, mathematics, literature, and sociology, teaching methods in musical education have not changed much since the introduction of the public schooling system, making it lag behind from other fields of study. Because of this, lessons appear to focus on music that most of the younger generation consider â€Å"church music†, â€Å"old people music† or â€Å"archaic†, making them care less and deem these to be of lesser regard as opposed to say, musi c from the 1970’s and beyond (Jorgensen, 2003, p. 4). This way of thinking pushes the need to include other aspects of music that the present generation has greater appreciation of into the school curriculum, to increase the interest of the students in learning music and to improve their perception in learning the important principles of music as a whole (Frith, 1998). However, the fact that most academicians have less regard on popular music makes it harder to integrate this kind of music genre into an academic setting, as popular music has often been considered to be unimaginative, has lesser variation in style, timbre, etc., highly-repetitive, and comparable to mass-produced items (Lebler, 2008; Serra, Corral, Boguna, Haro & Ll. Arcos, 2012). Stigma associated with popular music does not give it justice to be taught formally to younger generations, which makes it difficult to integrate it into formal music curricula. Thankfully, there were changes in this viewpoint recentl y, and it is possible that through a compromise between the introduction

Chi-Globalization Term Paper Example | Topics and Well Written Essays - 2000 words

Chi-Globalization - Term Paper Example Chi globalization encompasses the creation of a society with various specific features such as pragmatism, inter-culturalism and multiculturalism. This concept is basically a demonstration of a process that involves china’s engagement in the diverse aspects of civilization and development of globalization. Concerns revolve around the creation of globally enlightened world with the aim of facilitating and enhancing the lives of people from the point of view of a Eurocentric model. Chi globalization can be viewed as being both intercultural and bicultural. From the bicultural viewpoint it basically has its foundation on the emergence of the Chinese model that followed from china’s fusion with western and eastern cultures (Killion, 2006, p.45). The fusion of the different cultures has its origin from the opium war which took place in the 1850’s. In this case chi globalization occupies quite an integral part in the history as well as the current state of china in rel ation civilization and development (Alon, Ilan and John 2008, p.37). A study of what drove forth towards the existence of Chi globalization indicates that Anglobalization is a major factor. On the other hand Chi globalization being understood as being something that is intercultural two processes are involved. The first process presents that it is an opportunity created for china to open and embrace other cultures form other people. The second process demonstrates that chi globalization is involves the identification and incorporation of other cultures into the Chinese culture for instance the African culture, Latin American culture among others. An in-depth analysis of chi globalization presents some unique factors that have played quite a major role in its development. The globalization of America forms an important in this discussion. This is due to the fact it is the fundamental basis in which chi globalization grew out of. In connection to this the United States has acted as a model for china from the economic, cultural and social perspectives. Most aspects of civilization and development in china have simply been a reflection of what is happening in the United States (Veeck, Pannell, Smith and Huang 2007, p.60) For years America has been a major consumer of china made goods providing a reliable market even when the state is hit by a financial crisis such as the Wall Street crisis. On the same not America has had interest and created ties with china through engagement in foreign direct investment. Most of the ideas and strategies that have been used to drive china’s development have sourced from the United States thus making America a major source inspiration for the state of china. Up to this point on the higher side the American dream is in a way the dream for china. Therefore china has some fundamental values similar to those understood to facilitate the development of globalization in the United States. Such values include the free flow of both ideas and information and free flow of capital and goods. Despite Chi globalization borrowing a lot from Ameriglobalization and Anglobalization there are some unique values that make it differ in a way. This is due to the fact that it highly relates more to the culture in china. Increased identification with the world of Ameriglobalization and Anglobalization makes the way of life for the Chinese people a global model aimed at fostering development that fits the

Teenage Pregnancy Adverse Reproductive Outcomes Health And Social Care Essay

Teenage Pregnancy Adverse Reproductive Outcomes Health And Social Care Essay Teenage pregnancy is a critical public health issue in both the developing and developed world. It has been thought to have an intrinsic effect on the infant and maternal morbidity and mortality statistics worldwide. In its publication, the State of the Worlds Children report, UNICEF stated that worldwide over 500,00 women of all age groups die yearly and 70000 females aged 15-19 years would die during child birth [1] . Currently, evidence of causal hypothesis is conflicting and inconclusive as to whether adverse outcomes are the result of immaturity of the reproductive system or attributable to other socio-demographic characteristics of adolescents .A study demonstrated that majority of pregnant adolescents had no source of income and lacked health insurance [2] .Teenagers were also found to be more likely to be single, less educated and receive or attend insufficient antenatal care when compared with older mothers [3-5] . Fraser et al conducted a large population-based study which showed that pregnancy in adolescence was associated with an inherently increased risk for obstetric and neonatal outcomes [6] .However, some other studies demonstrated a lack of association attributing the outcome to social factors. This article aims to review, critically appraise, and synthesise evidence from original publications of observational studies on the relationship between teenage pregnancy and adverse reproductive outcomes. It focuses mainly on prematurity, low birth weight and route of delivery as there are a myriad of adverse birth outcomes-maternal: preeclampsia, anaemia, premature rupture of membranes (PROM), perineal tears, instrumental delivery, caesarean delivery and infant-related complications: prematurity, low birth weight, intrauterine growth restriction, small for gestational age, perinatal morbidity- attributable to teenage pregnancy and there is strict limitation on the article word count. Methodology: literature search and selection of studies A literature search on teenage pregnancy and adverse reproductive outcomes of primary studies published in the last 10 years was carried out .Included studies were journal articles published in the English language-this limitation confers some degree of bias to the review. Epidemiological evidence for this review is defined as observational studies- cross-sectional surveys, case-control studies, retrospective cohort studies and prospective cohort studies. Database searching of Medline (U.S. National Library of Medicine, Bethesda, Maryland) and Embase (Elsevier) was conducted using the following keyword phrases and related terms as search terms teenage pregnancy or pregnancies, adolescent pregnancy or pregnancies and pregnancy outcome, adverse reproductive outcomes and related terms(refer appendix 1). The Medline search yielded 110 articles but reviewing the abstracts showed only few of the studies met the inclusion criteria or were readily available online or in print. A similar search conducted on the Embase database yielded less promising results. Additional journal articles were located by reviewing cited references and citation tracking of some of the selected studies. The related article or similar article feature of some journals was used to identify similar studies and their abstracts were reviewed to check if they met the selection criteria. Case studies, case reports, editorials, and reviews were excluded from the search. Selection criteria To be included in this review, the selected studies had to meet the following criteria: -teenage pregnancy is defined as pregnancy in young women under 20 years -women above 35 years old were either excluded from or treated as an independent category in the study as they are known to have high obstetric risks -must demonstrate some statistical description and /or analysis of confounding variables in the association between teenage pregnancy and adverse reproductive outcomes -should have some comparative element in which teenagers are compared with a suitable reference category -outcome measures include at least two of the following: prematurity preterm delivery, Caesarean section (CS), low birth weight (LBW), infant mortality, neonatal mortality, perinatal mortality, maternal mortality, severe anaemia, preeclampsia and eclampsia -a significance assessment can be made either by using p-values or confidence intervals Table 1:Characteristics of selected studies Authors Publication year(Study period) Setting Study design Sample size Age of teenage subjects(years) Outcome measures of interest Confounding variables considered Other study characteristics Ekwo and Moawad [3] 2000(1989-1995) U.S.A Hospital based retrospective cohort 6,072 3 groups-=15,16-17,18-19 20-24 as reference group Preterm birth, low birth weight Maternal smoking, drug abuse, insurance status, adequacy of prenatal care, median family income, marital status Primaparous black women , singleton pregnancies Bukulmez et al [7] 2000(1990-1998) Turkey Hospital-based matched case-control study 4,470(1,490 cases,3980 controls) Cases:15-19 controls:20-34 stratified during analysis as =17,18-19,20-34 Low birth weight, preterm delivery, pregnancy induced hypertension(preeclampsia, eclampsia),LBW, Antenatal care, gravidity, parity, Singleton pregnancies, subjects matched on marital status, socioeconomic class and ethnicity-white married women of high social status Jolly et al [4] 2000(1988-1997) United Kingdom Hospital based retrospective cohort 341,708

FDA and Merck :: essays research papers

The FDA and Merck Vioxx Scandal   Ã‚  Ã‚  Ã‚  Ã‚  In the news recently, many different companies have been recognized for their unethical practices in their company and towards the public. One of these companies is the FDA and Merck. The FDA, the Federal Drug Administration, is one of the most trusted companies in the pharmaceutical market. This company tests different drugs and gives approval for them to be obtainable to the public. Merck is a company that creates these drugs and then has them tested by the FDA for approval. Some of the drugs that Merck has been known for are Singulair for asthma and seasonal allergic rhinitis, Fosamax for osteoporosis, Cozaar/Hyzaar for high blood pressure, Vioxx and Arcoxia for arthritis and pain, Cancidas for infections, Cosopt for glaucoma, Proscar for benign prostate enlargement, and Maxalt for migraines.   Ã‚  Ã‚  Ã‚  Ã‚  Recently, the FDA and Merck have been battling with many facilities and the public over the drug Vioxx. Vioxx was produced to help arthritis pain in patients. The FDA approved the drug that Merck produced and has been in the market for four years, and recently pulled off of it. Evidence is continuing to surface showing the FDA knowingly approved and promoted the drug, and refused to recall it after showing many health risks and deaths because of it. Evidence has also shown Merck trying to hide evidence of heart disease after the FDA has approved it.   Ã‚  Ã‚  Ã‚  Ã‚  After the FDA and Merck has lied to the public and drawn out many health risks because of drugs that they have approved, it is difficult to come up with an idea that will restore the public’s trust towards both companies. The FDA which was already one of America’s most trusted companies in the medicine industry, has lost the faith that customers always had. To regain the trust of the public, the company could have different public announcements to explain the situation and what occurred with the Vioxx scandal.

Dbq12: the Industrial Revolution: Beginnings Answers

DOC #1 This document would help support the geographical/resource paragraph for the essay question – essentially, England had coal which powered machines, iron which created the machines and wool which the machines made into thread and then textiles. If the map is to scale, it is easy to infer that the resources were fairly close to canals or ports which meant less expense and faster shipping to the factories. DOC#2 This document supports the geographical/resource paragraph for the essay – factories needed a large, mobile population to work in the factories.DOC#3 This document supports an innovation paragraph because the idea of the assembly line was first used in the textile mills to increase production. This document could also be used to support the resource paragraph because if there were not so many people available to work in the factories, then there would not be enough people to man the assembly line. DOC#4 This document aids the resource/geography paragraph as it discusses the coal, iron and wool resources’ proximity to ports and rivers. These waterways cut down on shipping time and cost, as land shipping is usually more costly due to the length of time it takes.Because thee resources are close together, they can also be easily experimented with, due to the lower shipping costs. DOC#5 This document would support an innovation/scientific paragraph as it focuses on how English thinkers are able to work on their inventions. DOC:6 This document can be used in an innovation paragraph as it focuses on what inventions produced which results. It could also be used to support a resource paragraph as it infers that with these inventions, less people were needed to work, so more people were available to work in factories.It could also be used to support a factory paragraph as it describes the inventions that created the first textile mills, the first industry in England. Doc7 This document could support an innovation paragraph due to the impr ovements in agriculture which are able to support a growing number of city dwellers due to increased harvests. It could also support a resource paragraph as it infers that less people are needed on farms to plant and harvest crops; therefore, people are available to work in factories. Doc8This document would support a resource paragraph as it describes how farms create more food and infers that more people are available for other jobs. It could also support a political paragraph as it states that Parliament id not interfere with the consolidation of land into large farms. Doc9 This document would support a political paragraph as it states that England’s freedom in politics and economics, as compared to other countries like France and Germany where businesses are strictly regulated and shipping costs are prohibitive toward industrial development, led to its status as being the first country to industrialize.