The Reign of Terror: Was it Justified

In 1792, French adversaries were pushing in on all borders and spies were rampant on the streets. To defend from internal enemies, prominent French leader Robespierre enacted the Reign of Terror. Anyone suspected of aiding the enemy was swiftly put on trial and executed. (doc. G) The Reign of Terror was not Justified because the threats to France externally and internally did not warrant the methods used. Those suspected of being spies or opposers of war during the French revolution were quickly tried and unjustly executed. Steven Otflnoski remarks in Triumph and Terror:The French Revolution â€Å"A careless word of criticism spoken against the government could put one in prison or worse. â€Å"(Doc E). Such executions were both morally unjust and a waste of human manpower during a time of war. Instead of causing people to follow the law, the reign of terror instigated several rebellions in France. (doc A). A letter from the National Convention in France remarks â€Å"We had reaso n to hope that these gatherings would cease as soon as the public troops arrived. Our hopes were misguided and this causes us the greatest of worries. † (doc. D).Had authorities established a sense of nationalist pride in French citizens, war would have been fought vigorously, there would be fewer rebellions, and thus, less loss of human life. In order to defeat two military powers on the front, France enacted a draft and started two wars which fueled more rebellion as people felt they were fghting for a country they didn't love. Document A details revolutions occurred after mandatory military drafts were instated. The French people had overthrown their king and gone to war for freedom, not to be ruled by a monarchy once more.Document B, a map of the war during 1972 shows France lost several decisive victories and lost cities and lives. The two wars coupled with the military draft caused citizens and soldiers alike to dislike the new republic as their comrades died to the guns and guillotines around them. The sharp blade of the guillotine was applied liberally to the necks of anyone suspected of working against France's interest. Document F shows the decapitation of Louis the XVI after extremely inconclusive evidence and faux claims painted him as an enemy spy and counter-revolutionary.Unfortunately, with the invention of the guillotine, Louis was Just one of tens of thousands killed in such a manner. Many such public execution were merely to invoke fear in the people's hearts. (doc D). Steven Otfinoski wrote in Triumph and Terror â€Å"The revolutionary Tribunal was established to try all crimes against the state. Tribunal members would not be elected by the people but rather by the national convention. † (Doc E). Not only trials brief and often merely formality, the small group of government leaders could convict anyone opposing them.Killing for power and fear didn't place pride in the oppressed French peoples' hearts a country on its knees. t o nly placed panic and despair, two detrimental qualities ot Although the reign of terror achieved the ends desired, it was not morally Justified due to the great losses of human life, the oppression of the French people, and the pointless violence that blossomed across europe as a result. It took three failed republics before France finally achieved a sustainable and loved government. In this case, Machiavelli would the ends Justify the means in the most inefficient manner.

Do Male Nurses Make More Money

Do Male Nurses Make More Money We know a wag gap exists throughout the business world, and that the fight for equal pay is super important. But does this happen in the nursing field? Surely if a male and a female nurse, with the same experience and education, are working in the same job, they must make the same money, right? Wrong. According to the Bureau of Labor Statistics (BLS), female RNs made a median weekly salary of $1,011 in 2008, while male RNs made $1,168. That doesn’t look like a huge difference, but remember to multiply that by 52. The gap begins to widen.Turns out, female nurses make 86.6 percent of what their male counterparts are making. Is this just because they make higher hourly wages? Yes and no. Male nurses typically have the advantage coming straight out of school. They make up 6% of the nursing workforce, but tend to be better represented in the more specialized, high paying sectors of the field.Almost half of CRNAs (Certified Registered Nurse Anesthetists) are men, and making signific antly more than floor nurses, the vast majority of whom are women. This is mostly because becoming a CRNA requires a master’s degree, and men are more likely than women to go further in their nursing education. Men also factor highly in military nursing positions, which are also super lucrative.Now, this isn’t all salary discrepancy. Sometimes male nurses have the advantage because they’re not responsible for the same amount of childcare as some female nurses. They tend to have more freedom to work overtime shifts and take on extra work, relying on partners to pick up more of the domestic duties.And, perhaps more than anything, they tend to be more aggressive in asking for what they want in salary negotiations and annual reviews.Take away lesson for the ladies? If you can, get that extra degree. Ask your partner to take a few extra shifts of child care so you can bring in a bit more bacon. Push yourself a little further. Fight for pay equity. And, above all else , ask for a raise. You deserve it.

Free Essays on Lost

Lost In 1817, Mary Shelley set out to write a ghost story that would â€Å"curdle the blood, and quicken the beatings of the heart.† With this goal in mind she began her quest. The finished product Frankenstein was one that frightened Shelley herself. With some persuasion from her husband the tale that began as â€Å"but a few pages† grew into an epic masterpiece. The novel discusses themes that have continued to ponder readers’ minds even today. The morals and ethics relating to the novel are universal and continue to cause controversy. The question as to whether or not the wretch’s behavior is justified is one such moral dilemma that haunts the readers of this gothic tale. Victor Frankenstein, a seeker of distinction, is synonymous with his misuse of science that creates a creature for which he provides no direction. It is almost a cautionary tale of the inevitable disasters that await when mankind attempts to play God, just as Victor tried to do. B y ignoring the natural process ! of creation around him and not taking responsibility for his actions, Victor indirectly causes the deaths of everyone he held dear to him. Instead of nurturing the creature he gave life to, he abandons it leaving the creature to face an unaccepting world on his own. â€Å"All men hate the wretched; how, then, must I be hated whom am miserable beyond all living things.† (125) The result of Frankenstein’s abandonment is the creature’s revenge against him. He murders William (Victor’s innocent brother), frames Justine causing her execution, and murders Cleval. Mary Shelley allows all characters to express their side of the story, thus effectively forcing the reader to take a position, and side with either Victor or the wretch. Given societal standards and expectations, the wretch’s behavior would certainly be considered inexcusable; however, given the circumstances it can clearly be justified. The monster’s behavior can be justifi... Free Essays on Lost Free Essays on Lost Lost In 1817, Mary Shelley set out to write a ghost story that would â€Å"curdle the blood, and quicken the beatings of the heart.† With this goal in mind she began her quest. The finished product Frankenstein was one that frightened Shelley herself. With some persuasion from her husband the tale that began as â€Å"but a few pages† grew into an epic masterpiece. The novel discusses themes that have continued to ponder readers’ minds even today. The morals and ethics relating to the novel are universal and continue to cause controversy. The question as to whether or not the wretch’s behavior is justified is one such moral dilemma that haunts the readers of this gothic tale. Victor Frankenstein, a seeker of distinction, is synonymous with his misuse of science that creates a creature for which he provides no direction. It is almost a cautionary tale of the inevitable disasters that await when mankind attempts to play God, just as Victor tried to do. B y ignoring the natural process ! of creation around him and not taking responsibility for his actions, Victor indirectly causes the deaths of everyone he held dear to him. Instead of nurturing the creature he gave life to, he abandons it leaving the creature to face an unaccepting world on his own. â€Å"All men hate the wretched; how, then, must I be hated whom am miserable beyond all living things.† (125) The result of Frankenstein’s abandonment is the creature’s revenge against him. He murders William (Victor’s innocent brother), frames Justine causing her execution, and murders Cleval. Mary Shelley allows all characters to express their side of the story, thus effectively forcing the reader to take a position, and side with either Victor or the wretch. Given societal standards and expectations, the wretch’s behavior would certainly be considered inexcusable; however, given the circumstances it can clearly be justified. The monster’s behavior can be justifi...

How can Coca Cola further increase their customer base in reference to Case Study - 2

How can Coca Cola further increase their customer base in reference to marketing strategies - Case Study Example The company has a subsidiary employee basis of 30,000 people globally. 70% of its sales volume and 80% of the company profits are from outside (Adcock 23). First, we need to commend how the company has handled its branding. Looking briefly at branding since it is the focal of customer base sentiments, it is an effort to tie together, produce and have authority and control of the relevant associations so that the business performs better. Coca-cola has enormously benefited since they have successfully managed to create a brand which presents the company as being highly distinctive, very exciting and absolutely reliable with superb adverts. Even though its impossible to have full influence over a brand due to outside influences, wise use of design, advertising, marketing, service proposition and corporate culture among others can all really help in generating associations in people’s minds that benefit the company as an organization. The audiences, competitors, delivery and service aspects of branding may differ in different industry sectors but the main principle of being transparent about what you stand for always applies (Dev & Don 12). To get started on how to increase customer base in reference to marketing strategies, market research should be undertaken. This is to know what Coca-cola offers –both tangible and intangible elements. Finding out the main upcoming competitors by looking in places such as retail outlet shelves especially major supermarkets is also important. There is also need to know your customers; this is by doing a profile of your typical customers. Another great move which coca-cola is fully incorporating is increasing market share and reinforcing the existing customer base. In challenging economic conditions, Coca-cola has managed to prove that tough times can indeed be good times for

English A1 HL IB Essay Example | Topics and Well Written Essays - 750 words

English A1 HL IB - Essay Example This contrast is a direct placement of Iago as the villain of the story since biblical tradition accepts the representation of Satan as something he is not. The audience of the time would have clearly understood the idea that by presenting himself as something different Iago has plans in place to act as the villain of the story and will bring harm to other characters. Another contrast which is made evident in the first scene is the contrast between Iago and Cassio. Iago compares himself with the present lieutenant and shows that he is more battle ready while Cassio is nothing more than a womanizing mathematician who can not be expected to hold his own in any battle. Additionally, Iago says that he has proven himself to the chiefs of the city several times over while Cassio has done nothing which is worthy of praise. A particularly strange comparison is made by Iago concerning the features of Desdemona and Othello when he calls them a white ewe and an old black ram respectively. This comparison works on several levels since Iago is accusing both the lovers of bestiality, he is comparing Othello’s old age with Desdemona’s young age and finally, he is comparing their colors to show the difference races these individuals belong to. All three are negative comparisons and serve to only heighten the indignation Brabantio feels at the disappearance of his daughter. In scene 2, there is an interesting comparison between Othello and Iago. When Brabantio and his men are approaching Iago and Othello, Iago asks Othello to go into the shadow yet he refuses. This shows the character of Othello that he believes he has done nothing wrong in marrying the person he loves. On the other hand, the character of Iago prefers to remain in the shadows and casts doubts as well as creates schemes while being in the shadows. When Brabantio confronts Othello, he makes several comparisons between Othello and Desdemona

Sweatshops & Anti Sweatshop Movement Assignment

Sweatshops & Anti Sweatshop Movement - Assignment Example This essay discusses that sweatshop workers often labor long hours for very low pay, despite of laws mandating overtime pay or a lowest amount wage. Child labor laws may be debased, or sweatshops may have dangerous materials and situations. Employees may be issued to employer mistreatment without an easy way, if any way, to protect themselves. The anti-sweatshop movement in the U.S. and other developed economies has, in recent years, effort to use consumer boycotts to eliminate sweatshop working conditions and child labor in less developed economies. Unions and college student associations have been leading the drive for sweatshop boycotts. The anti-sweatshop movement acknowledged a great deal of well-liked attention when it was found that Kathie Lee Gifford's garments company had engaged Honduran sweatshop workers to manufacture her line of clothing for Walmart. Roughly 10% of the workers engaged in this task were amid the ages of 13 and 15. A 75-hour workweek was the standard in th ese factories. When this became revealed, Kathie Lee Gifford condemned these sweatshops and affirmed that she was uninformed of the working conditions in these factories. In reaction to the anti-sweatshop movement, several organizations have been formed or have extended their roles to observe working conditions in less urbanized countries. Among the major organizations helping this function are the Workers Rights Consortium (WRC), the Fair Labor Association (FLA), Verità ©, and Social Accountability International (SAI).... Critics of sweatshops dispute that the minor gains made by employee of some of these organizations are overshadowed by the negative costs such as poor wages to augment profit margins and that the institutions pay less than the severyday expenses of their workers (Archon Fung, Dara O'Rourke, Charles F. Sabel, 2008 ). Often times, economists are inquired about sweatshops. Individuals often believe that sweatshops are ethically wrong and thus question why they exist. However, they are not ethically wrong. In fact, sweatshops are in reality one of the first optimistic signs of growth for those in developing countries (Raymond C. Miller, 2008). It is difficult to describe a low wage. Americans often gasp at the earnings for which those in developing countries are eager to work. A low wage by American standards does not essentially consider it a low wage. One must evaluate the wage by the standards in the nation in which it is being compensated In the United States; $5 per hour would be de emed an objectionable wage because it is below our minimum wage. Likewise, the citizens of the United States enjoy a privileged standard of living. Those who are measured poor still drive cars and own televisions. However, in other nations this is not the case. In developing countries, the main apprehension is often food and shelter. When the standards of living are so little, the money can go a lot further. Supporting Reasons Sweatshops are also main signs of escalation in developing nations. As more and more of these shops unlock, more and more individuals can locate work. The rivalry for labor will persist to push wages higher. This boost in employment and

The Reading Process Essay Example for Free

The Reading Process Essay When a child is speaking many words and using them as an integral part of his personality, he is ready to read them. In teaching reading to young children, word selection is often the first place where we go wrong. We pull words from thin air and try to put them into the child. Often we make matters worse by putting these strange words into printed context outside the realm of the childs experience and expecting him to readand he cannot. Children can learn to read any word they speak. One of the greatest hoaxes in all of educational pedagogy is that which says that reading vocabulary must be developed in a predeter ¬mined logical sequence. This simply is not the case. Linguists tell us that when a child comes to school he has all the language gear he needs in order to learn reading and all the other skills of lan ¬guage. The trouble is that we do not use his gear. We manufacture artificial systems of language development and methods of teaching reading, and we impose them on children. It is almost as though the child has to learn two languages in order to be able to read-one for communication and one to get through his reading books. More study has been done in the area of reading than in any other area of the elementary school curriculum. This is justifiable because reading is an important skill needed for learning. But it is not the most important method of communication. It is important only to the degree that it communicates. Much confusion exists about this research. It is the sec ¬ond place where we go wrong. We have built up a vast store ¬house of knowledge about reading, but all the needed knowledge is not yet known. And, because there are great gaps in that knowledge, we have turned to the next best source-the opinion of the experts in the reading field. Many experts have advocated their systems of teaching reading, basing them on known truths but filling in the gaps with their own ideas. When gaps in knowledge are filled in with opinions, we often confuse the two. As a result, schools have often adopted a reading system so wholeheartedly that teachers are not permitted to skip one page of a basal reading book or omit one single exercise in the reading manual that accompanies the text. Many teachers have simply become intermediaries, transmitting the ideas of the authors of a basal series to the children and not daring to use their own ideas to teach reading as a communication skill. This course of action takes all the sense out of language skill development and reduces the role of the teacher to that of a pawn. Undoubtedly, no imagination can break through such rigid orthodoxy. Teachers are teaching experts. Their training has made them this. Reading experts can help with a multitude of ideas, but they cannot possibly know the problems of any one teacher with any one group of children. Basal readers and teachers manuals work only if they are tailored to the group of children using them; they can be invaluable when used this way but are almost useless when they are not. Teachers should endeavor to do activities, which relate to the experiential background of the children they are teaching. In fact, doing activities that are foreign to the child’s background is like teaching another language in order to get them to read. Every reading programme needs to take first into account the particular group of children and each child within that group. If this is not the case then the approach is pseudoscientific. Only a teacher can know and understand the needs of the children he or she teaches. If any significant progress is to be made in any reading programme, then the teacher indeed must know his or her children. Reading is most effectively taught when the teacher becomes the source of the plan of the teaching and when he or she is able to make use of the experts books, resources, learning aids, procedures, and ideas to help her devise her own plan for her own particular group of children. Since teaching is a creative role, the teaching of reading must be a creative process. Linguistic research over the past forty years has given us greater insights as to how reading should be taught. Reading is the active process of constructing meaning from words that have been coded in print. Printed and spoken words are meaningful to the young child only to the extent where his field of experience overlaps that of the author of the printed text. The reader learns from a book only if he is able to comprehend the printed symbols and rearrange them into vivid experiences in his mind. A child’s ability to think, to rationalize, and to conceptualize makes it possible for him or her to accept new ideas from a printed page without actually experienc ¬ing the new idea. He or she must however, possess the knowledge of each symbol that helps make up the new idea. Ideally, the teacher would show a picture of an object and, through discus ¬sion, build the understandings necessary to give children a correct visual image of the object. Because of the unusual shape of some words (e. g. kangaroo) chil ¬dren memorized them quickly, but nothing is usually learned until the words take on meaning. The teacher should give the words meaning by using the childrens experiences. Experience combined with the power of imagery will make it possible for children to acquire new understandings, concepts, and learn ¬ings from their reading of each new word. Reading is not word calling; it is getting the meaning of the printed word from the page. The teaching of reading means assisting children to obtain those skills needed to get the meaning of the word from the printed page. However, the gaining of all the skills is of little or no worth without the experience with the words to make them meaningful. This is a basic component to all reading. It should now be clear why young children, before they can really learn to read, must have a wide range of expe ¬riences to which they have attached a multitude of oral symbols. It should be clearly understood too, why the primary program in reading must be loaded with experiences to which children and teachers apply symbolic expression. This will permit the children to be constantly building up new words in their oral vocabulary so that they will be able to read them. The children’s ability to read is a skill or tool that makes it possible for an author to communicate with them. Children read because they are curious about what is on the page. The reading process itself is not sacred. It is what the reading communicates to the child that is crucial. Reading is not the only important means of communication nor is it the best. To assure the successful development of a good primary literacy program, children must have a large background of experiences, the ability to listen well, and a good oral vocabulary that labels their experiences meaningfully. With this background, almost every child can be taught to read, provided, of course, he also has the required intelligence and has no serious physical, so ¬cial, or emotional problem. Teaching reading as a subject rather than a means for communication can be boring and tedious for children. No one reads reading. The child reads something, be they letters, books, poems, stories, newspapers — and he reads with intent. Each reading experience with chil ¬dren should have meaningful content, obvious purpose, and pleas ¬ant associations. The wide socioeconomic and experiential backgrounds of children, combined with their physical development and intellectual ability, will determine the points at which children are able to begin the formal reading process effectively. The teacher is responsible for the continued development of the child as a whole, and to deprive him of a rich variety of experiences so that he may spend time reading from books is the quickest way to insure reading difficulty among children, in both ability and attitude. When a first-grade teacher sees the teaching of reading as her most important objective and allocates a major part of the childs day to reading, she is capitalizing on the exceptional experiences the home and the kindergarten have provided for the child. For, after all, these give meaning to his reading stories, which, at the first grade level, are based on his first-hand home and school ex ¬periences. She may flatter herself on the excellent reading ability of her children and be smug in her knowledge that she can teach any child to read! What she fails to realize is that unless she continues to provide suitable additional experiences in social studies, community contacts, literature, music, and so forth, she is depriving succeeding teachers of their privilege of doing a good job in teaching reading. This explains why, too often, children start out as good readers but experience reading difficulty by the time they reach third grade. They lose meaning in their reading because planned background experience stops when formal read ¬ing begins. Their real first interest in reading lies in their joy at dis ¬covering they can read. To exploit this joy, and to use it for need ¬less repetition, means to soon destroy the only motivation children have.