The Day of Tiles Precursor to the French Revolution

Although the French Revolution is usually said to have started in 1789 with the actions of the Estates-General, one city in France lays claim to an earlier start: in 1788 with the Day of Tiles. Background In late eighteenth-century France  there existed a number of ‘parlements’ with various judicial and governmental powers covering all of France. They liked to think of themselves as a bulwark against royal despotism, although in practice they were as much a part of the ancient regime as the king. Yet as financial crises beset France, and as the government turned to the parlements in desperation to have their monetary reforms accepted, the parlements did emerge an opposition force arguing for representation instead of an arbitrary tax. The government tried to get around this obstacle by forcing through laws that would effectively shatter the power of the parlements, reducing them to simply panels of arbitration for the elite. Across France, the parlements gathered and rejected these laws as illegal. Tension Erupts in Grenoble In Grenoble, the Parlement of Dauphinà © was no exception, and they declared the laws illegal on May 20,  1788. The magistrates of the parlement felt they had support from a large group of urban workers angry at any challenge to their city’s status and the prospect of their local income. On May 30th the royal government ordered the local army to banish the magistrates from the town. Two regiments were duly sent, under the command of the Duc de Clermont-Tonnerre, and as they arrived on June 7th agitators stirred up feeling within the town. Work was shut down, and an angry crowd marched to the house of the parlement’s president, where the magistrates had gathered. Other crowds formed up to shut the city gates and harangue the governor at his house. The Duc decided to counter these rioters by sending in relatively small groups of soldiers who were armed but told not to fire their weapons. Unfortunately for the army, these groups were too small to coerce the crowds but large enough to enrage them. Many protesters climbed to their roofs and started hurling tiles down onto the soldiers, giving the day a name. Royal Authority Collapses One regiment stuck to their orders, despite injury, but another opened fire causing casualties. Literal alarm bells were rung, summoning assistance for the rioters from outside the city, and the riot increased in intensity. As the Duc scrabbled for a solution that was neither a massacre nor a surrender he asked the magistrates to leave with him to calm things down, but they felt the crowd would prevent them from leaving. Finally, the Duc pulled back, and the mob seized control of the city. As the governor’s house was looted, leading magistrates were paraded through the town and asked to host a special session. While these magistrates were heroes to the crowd, their reaction was frequently one of terror at the chaos developing in their name. Aftermath As the order was slowly restored, older magistrates fled the city for order and peace elsewhere. A number of younger members remained, and they began turning the impromptu riot into a politically important force. An assembly of all three estates, with improved voting rights for the third, was formed, and appeals sent to the king. The Duc was replaced, but his successor failed to have any effect, and events outside Grenoble overtook them, as the king was forced to call an Estates General; the French Revolution would soon start. Importance of the Day of Tiles Grenoble, which saw the first major breakdown of royal authority, mob action and military failure of the French Revolutionary period, has thus claimed itself to be the ‘cradle of the revolution.’ Many of the themes and events of the later revolution had a precursor in the Day of Tiles, from crowds changing events to the creation of a modified representative body, all a year ‘early’.

Analysis Of Shakespeare s Hamlet - 1278 Words

Hamlet â€Å"To be or not to be, that is the question† Winner of four Academy Awards, including Best Picture and Best Actor, Laurence Olivier states in his famous redemption of William Shakespeare’s Hamlet, where Laurence Oliver played as Hamlet. Characters Laurence Olivier- Prince Hamlet Eileen Herlie – Queen Gertrude Basil Sydney- King Claudius (current king of Denmark) Jean Simmons- Ophelia (Polonius’s Daughter) Norman Wooland –Horatio (Hamlet’s friend) Felix Aylmer -Polonius John Laurie –Francisco (sentry) Niall MacGinnis -Sea Captain Peter Cushing –Osric Terence Morgan –Laertes (Polonius’s Son) Esmond Knight-Bernardo (sentry) Stanley Holloway-Gravedigger Tony Tarver-Player Queen Russell Thorndike-Priest Patrick†¦show more content†¦Recently deceased King Hamlet has died apparently of an accidental snakebite, and his wife, Gertrude, has, within a month of the tragedy, married the late King s brother. Prince Hamlet, unhappy with the hastened marriage of the Queen, Hamlet mutters to himself the words and yet, within a month! Horatio and the sentries enter telling Hamlet of the alleged appearance of a ghost, who they believe to be the old King, Hamlet’s father. Hamlet investigates the allegation of his deceased father’s ghost. Upon arriving Hamlet sees the ghost, and the ghost tells Hamlet to follow. As his friends try to stop him Hamlet demands that they let him follow the ghost. Hamlet follows it up onto a tower, where it reveals its identity as the Ghost of Hamlet s father. He tells Hamlet that he was murdered by his brother King Claudius. Claudius pours poison into the late King Hamlet s ear, which killed him. Hamlet does not at first accept this as the truth, and then turns â€Å"mad†. Polonius thinks that Hamlet has gone mad because of the love Hamlet has for Ophelia, Polonius s daughter. King Claudius, however, is not fully convinced, and has Polonius set up a meeting between Hamlet and Ophelia. Hamlet s madness is constant even in this exchange, and Claudius believes that Hamlet has gone mad for the sake of love. In an attempt to prove that King Claudius (his uncle) did indeed murdered King Hamlet, Prince Hamlet hires a group of wandering stage performers,

The Benefits of Vocational Education Free Essays

The Benefits of Vocational Education Most high schools offer some form of vocational education program. Vocational education is training for a specific career or trade, excluding the professions. Vocational education focuses on practical applications of skills learned, and is generally unconcerned with theory or traditional academic skills. We will write a custom essay sample on The Benefits of Vocational Education or any similar topic only for you Order Now Students at vocational educational typically receive more hands-on, career-minded education than students at traditional schools. Individuals are given the opportunity to explore and identify potential career goals, and are provided with the resources needed to achieve them. Most vocational education recognizes the importance of general academic studies as well as career preparation, and offer fully accredited high school diplomas. Depending on a student’s abilities and interests, a vocational high school can provide several advantages. Vocational training thus provides a link between education and the working world. It is usually provided either at the high school level or in a two year colleges. In my view, high school and two-year colleges should offer vocational education because it will be benefit for students’ future. First of all, vocational education in high school focuses on specific training for a career or field. This hands-on training can be helpful in high school as students make decisions that will affect the rest of their lives. Many  vocational  high  schools provide students with career preparation in health care, computer science,  education, business, and any number of highly specialized trades. Individuals have the opportunity to gain the knowledge and experience necessary to become carpenters, electricians, machinists, painters, plumbers, or other professionals. Some programs administer licensing or certification examinations in such programs that allow students to become eligible for employment immediately after graduation. Many high school juniors and seniors have yet to choose a definite career field and path to pursue. Though a student may be most certain that the college path is definitely not the one she wants to follow, a career still must be chosen for the sake of finding a place in the workforce. For students who have not chosen a career yet, technical training is a good way to get hands-on experience in areas that may interest that student. There are students who are certain as to what career they would like to join as a high school graduate. For this group, high school vocational education becomes a preparatory tool for those students who already know they want to work in the nursing profession, for instance. Also a wide variety of vocational education programs for high school students can provide hands-on experience in a real work environment. These skills can provide long-term benefits, as high school students can learn to adapt to new situations and develop necessary problem solving skills. Success in vocational-education programs can develop work ethic, feelings of self-worth, communication skills and the ability to relate to others, as well as life skills that are important in the transition to post-high school life. Vocational-education programs can provide a positive learning environment in which students have first-hand knowledge of managing their time, finances and other aspects of their lives. The focus of vocational-education programs is for high school students to develop tools, so they can succeed. Many high school students have no work experience by the time they reach the junior or senior year. High school technical education provides work experience to all students, including those who had none previous to the attendance in vocational education situations. Most health occupation technical education classes, for example, prepare students for the field of nursing and take place in an actual hospital or nursing facility. In these instances, students are required not only to perform in a professional manner the tasks assigned to them, but other real-life workplace expectations are placed on students regarding having a tidy appearance, being on time and respecting a chain of command, for example. Vocation or technical training education not only provides high school students with the ability to develop skills at present, but can also prepare them for the workforce and increase the opportunity to access jobs later. Vocational programs can be either at schools with basic classes in the trade, on actual job sites or both. Work on actual job sites allows students the opportunity to work with company employees and clients on a regular basis. The ability to work on projects on-site can help students understand if it is the right area for them and provide a networking opportunity to talk about the field with seasoned professionals. Such programs can help provide basic knowledge with real working experience necessary to enter the workforce directly after high school without a college degree. On-site programs often offer a personalized approach with specific deadlines to meet and the support of a mentor who can answer questions and provide guidance in the subject area. If a student shows serious interest, employers often invest in them to replace those who are retiring in the workforce as employers look at them as trained applicants with the ability to perform in a skilled occupation. Even employers who require a college education may offer the opportunity for students to come back and be considered for first hire. In addition, participation in vocation-education programs in high school can help a person decide if this is the right career choice and avoid investing in an education that won’t be used. This can give them the ability to make critical decisions regarding their education. For instance, in some states, schools have started to offer student-teaching opportunities for seniors in high school. These programs offer the ability to work one-on-one with a teacher who is a mentor. Unfortunately, many colleges save the student teaching experience until the last year of the degree, making it difficult for someone to really know whether they want to teach. Furthermore vocational educations of two-year College also have benefits for students. First, a degree or certificate is an accomplishment that no one can take away from us. Two-year colleges give the opportunity to advance our career or simply learn about careers that interest us. Once we have found a career path we enjoy, we can begin taking courses and working toward our degree. Most technical colleges will help us complete our associate degree (or certificate program) in one or two years, depending upon our field of study. Second, the diplomas and associate’s degrees that students earn after completing a two-year course are recognized by companies and employers as proof of a person’s technical abilities. Their degree, even if it’s not a four-year course degree, gives them an advantage when applying for jobs that require specific technical skills. For example, a person who completed a wo-year course in clerical and office management will know practices in filing essential documents and can be considered for a secretarial job. Graduates of technical colleges are also highly trained in their specialization because most of the two years cover an extensive internship and application of knowledge. For example, a welder who finishes a degree in a two-year technical college has probably accomplished several projects in a real welding shop durin g his or her internship. Another major advantage of a two-year college is the availability of job placement resources. Guidance counselors at two-year colleges typically have access to career information and a number of different resources for students who want to find immediate work while attending courses or after they graduate. In addition, many employers and labor unions are closely affiliated with vocational schools, and give preference to job applicants who have completed such programs. With recommendation from guidance counselors and teachers, many students are able to obtain paid apprenticeships or entry-level jobs with ease. Critics say that the nature of two-year courses can be considered a double-edged sword. Although it allows students to graduate early and work right away, it can also saturate the employment market of certain technical skills. For example, a lot of welders graduate every two years, but the need for welders in a certain city or area may not actually meet the supply. Some conventional companies also prefer graduates of four-year courses since there is a belief that four-year degree holders are more trained in their chosen field. For example, a graduate of a two-year IT course may find it hard to compete with a computer engineer who has a four-year degree. Furthermore, Teachers are primarily hired for their technical knowledge and not on their teaching skills. While these professionals often are very good at what they do, it can be hard to convey that information in a way that other people can use and learn. This can be a major drawback. Since it takes two years or less to complete many vocational programs, the schools can graduate a lot of students in a short span. This can saturate the job market with people who all have the same skills and training. If the school does not provide or require internships or hands-on experience, this can be another obstacle for graduates. In conclusion, vocational education offers training for specific jobs. Since vocational training often begins in high school, students can graduate prepared to take a high-paying, skilled job immediately. Graduates of trade or vocational schools have an advantage over informally trained job-seekers because an independent organization certifies that they have the skills needed to successfully perform a specific, skilled occupation. According to the National Center for Education Statistics, 88 percent of public high schools and 29 percent of private high schools offer some type of vocational program. a well-administered vocational education for high schools and two-year colleges will have multiple benefits. It will expand students’ horizons and help them become ready for the working world. It will benefit the world-work also by providing needed workers. Therefore, governments should create vocational education program as well as possible as an investment in everyone’s future. References: http://www. ehow. com/info_7853695_disadvantages-vocational-schools. html http://www. ehow. com/list_6514932_technical-school-disadvantages. html http://www. ehow. com/info_8505391_pros-high-school-provides-jobs. html http://www. ehow. com/about_5387981_high-provide-students-job-skills. html http://en. wikipedia. org/wiki/Vocational_education http://www. collegeview. com http://careers. stateuniversity. com/pages/854/Vocational-Training. html http://www. debate. org/debates/Vocational-Training-in-High-School How to cite The Benefits of Vocational Education, Papers

Foreshadowing And Flashback Two Writing Techniques That Make Fitzgeral Essay Example For Students

Foreshadowing And Flashback Two Writing Techniques That Make Fitzgeral Essay d A Great WriterForeshadowing and Flashback Two Writing Techniques That Make Fitzgerald A Great Writer by Jonathan Werne Suppose you met somebody just as careless as yourself. I hope I never will, she answered. I hate careless people. Thats why I like you. (Fitzgerald, pg. 63) Jordan is explaining to Nick how she is able to drive badly as long as everyone else drives carefully. This quote represents the writing technique of foreshadowing, which is being used in one of its finest form. Fitzgerald is foreshadowing to chapter seven where Daisy kills Myrtle Wilson because of her reckless driving. Fitzgerald uses foreshadowing to strengthen the plot of his book. In chapter nine, Nick begins to recall the past and relive his old memories. His must relieve his lingering thoughts of the past. During the chapter, Nick uses a flashback to tell about Gatsbys funeral for the readers to know what happen the day Gatsby was shot. Flashback in The Great Gatsby also helps to give the reader backgro und information about the characters. In The Great Gatsby, the structure of the novel is influenced by foreshadowing and flashback. Fitzgerald utilizes foreshadowing to the best of its ability to help organize the novel. Luckily the clock took this moment to tilt dangerously at the pressure of his head, whereupon he turned and caught it with trembling fingers and set it back in place. Im sorry about the clock, he said. Its an old clock, I told him idiotically. (Fitzgerald, pg. 92) This quote is the first use of foreshadowing which is in chapter five. It pertains to all of the trouble Gatsby causes as he tries to win Daisy back. The past is represented by the clock and how Gatsby wants to repeat it with Daisy. (Eble, pg. 963) This quote foreshadows to the end of the novel when Nick is left to tell the story of the dreamer whose dreams were corrupted. (Eble, pg. 963) they smashed up things and creatures and then retreated back into their money or their vast carelessness or whatever it was that kept them together, and let other people clean up the mess they had made. (Fitzgerald, pg. 188) In chapter six, Fitzgerald focuses on the first moment of disillusionment which Gatsby has. (Magill, pg. 90) Cant repeat the past? he cried incredulously. Why of course you can! (Fitzgerald, pg. 116) This quote is clearly foreshadowing almost the entire book. It foreshadows Gatsbys attempts to woe Daisy for Tom and tries to make things the way they were before he left for the army . It also alludes to the fact that he must be rich and powerful to do that. Overall, it shows that he destroys himself trying to get Daisy back from Tom Buchanan. In the beginning of chapter eight Fitzgerald foreshadows the death of Gatsby. I couldnt sleep all night; a fog-horn was groaning incessantly on the Sound, and I tossed half sick between grotesque reality and savage frightening dreams. I heard a taxi go up Gatsbys drive and immediately I jumped out of bed and began to dress- I felt that I had something to tell him, something to warn him about and morning would be too late. (Fitzgerald, pg.154) This quote definitely foresh adows the death of Gatsby. Fitzgerald also foreshadows Wilsons involvement when his wife died. He murdered her. It was an accident, George. Wilson shook his head. His eyes narrowed and his mouth widened slightly with the ghost of superior Hm! (Fitzgerald, pg. 166) This quote clearly tells the readers that George is not going to let the person who he thinks killed his wife get away with it. Foreshadowing is sparingly displayed though out the novel and especially in the last chapters. .uf4bd983bfd77bd1841cfc4ebc76c45bb , .uf4bd983bfd77bd1841cfc4ebc76c45bb .postImageUrl , .uf4bd983bfd77bd1841cfc4ebc76c45bb .centered-text-area { min-height: 80px; position: relative; } .uf4bd983bfd77bd1841cfc4ebc76c45bb , .uf4bd983bfd77bd1841cfc4ebc76c45bb:hover , .uf4bd983bfd77bd1841cfc4ebc76c45bb:visited , .uf4bd983bfd77bd1841cfc4ebc76c45bb:active { border:0!important; } .uf4bd983bfd77bd1841cfc4ebc76c45bb .clearfix:after { content: ""; display: table; clear: both; } .uf4bd983bfd77bd1841cfc4ebc76c45bb { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uf4bd983bfd77bd1841cfc4ebc76c45bb:active , .uf4bd983bfd77bd1841cfc4ebc76c45bb:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uf4bd983bfd77bd1841cfc4ebc76c45bb .centered-text-area { width: 100%; position: relative ; } .uf4bd983bfd77bd1841cfc4ebc76c45bb .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uf4bd983bfd77bd1841cfc4ebc76c45bb .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uf4bd983bfd77bd1841cfc4ebc76c45bb .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uf4bd983bfd77bd1841cfc4ebc76c45bb:hover .ctaButton { background-color: #34495E!important; } .uf4bd983bfd77bd1841cfc4ebc76c45bb .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uf4bd983bfd77bd1841cfc4ebc76c45bb .uf4bd983bfd77bd1841cfc4ebc76c45bb-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uf4bd983bfd77bd1841cfc4ebc76c45bb:after { content: ""; display: block; clear: both; } READ: Lower voting age in Canada EssayFlashback is used quite often in The Great Gatsby. Jordan begins to remember when she met Gatsby with Daisy for the first time and how they were in love. One October day in nineteen- seventeen..The largest of the banners and the largest of the lawns belonged to Daisy Fays house. She was just eighteen.His name was Jay Gatsby and I didnt lay eyes on him again for over four years. (Fitzgerald, pg. 80) As the reader can clearly see, Jordan begins to narrate about the first and last time that she saw Gatsby with Daisy which was four years ago. In chapter eight, Nick flashes back to the night of Myrtles death and begins to tell the story of what w ent on after her death. Now I want to go back a little and tell what happened at the garage after we left there the night before. (Fitzgerald, pg. 163) Nick tells the reader about how Wilson thought he had figured out who had killed his wife. Nick follows step by step as he walks all the way to Tom Buchanans. Nick then describes Wilson killing Gatsby in the pool and then Wilson killing himself. In chapter nine, another flashback is told by Nick. Nick recalls the night of Gatsbys death, and the next day, when all the policemen were at Gatsbys house. After two years I remember the rest of that day, and that night and the next day, only as an endless drill of police and photographers and newspaper men in and out of Gatsbys front door. (Fitzgerald, pg.171) Nick then proceeds into another flashback where he is trying to get people to come to Gatsbys funeral. During this flashback Nick finally meets Gatsbys father, Mr. Gatz, who came to his sons funeral. Next morning I sent the butler to New York with a letter to Wolfshiem which asked for information and urged him to come out on the next train. When the butler brought back Wolfshiems answer I began to have a feeling of defiance..The third day that a telegram signed Henry C. Gatz arrived from a town in MinnesotaIt was Gatsbys father. (Fitzgerald, pg. 175) In the last sentence of the novel the reader realizes the story is being told as seen through the eyes of a Dutch sailor which transports the reader into the past. (Magill, pg. 91) Boats against the current, borne back ceaselessly into the past. (Fitzgerald, pg. 189)As one can see, the book came to life through the use of flashback and foreshadowing. These two main ingredients in this novel made it possible for the reader to be able to understand Gatsby the way Fitzgerald does. It also helps one to understand Gatsbys relentless pursuit of the American dream. These two elements of the novel were weaved into a great book that was read and adored by millions of readers and school students. Works CitedEble, Kenneth. F. Scott Fitzgerald. New York: Twayne Publishers, Inc. 1963Magill, Frank N. Fitzgerald, F. Scott. Critical Survey of Long Fiction. Ed. Frank N. Magill. Englewood Cliffs, NJ: Salem Press, 1983.953-967. Fitzgerald, F. Scott. The Great Gatsby. New York: Simon ; Schuster. 1925.