Friday, March 13, 2020
Conjugation Tables for the Italian Verb 'Giocare' Giocare is a versatile Italian verb meaning to play, matter, come into play, gamble, deceive, or even trick. It is a regularÃ first-conjugation Italian verb.Ã GiocareÃ is either a transitive verb (meaning it takes aÃ direct object) or intransitive verb (meaning it does not take aÃ direct object) and is conjugated with theÃ auxiliary verbÃ avere. First-Conjugation Verbs Before conjugatingÃ giocare, its important to understand what first-conjugation Italian verbs are and how they are conjugated. Verbs with infinitives ending in Ã¢â¬âare are called first-conjugation, or Ã¢â¬âare, verbs. The present tense of a regular Ã¢â¬âare verb is formed by dropping the infinitive ending Ã¢â¬âare and adding the appropriate endings to the resulting stem. There is a different ending for each person. There are two types of first-conjugation verbs: with verbs like giocare ending in Ã¢â¬âcare (as well as similar verbs likeÃ cercare,Ã to tryÃ andÃ caricare,Ã to charge) and Ã¢â¬âgare (such asÃ litigare, to fight, andÃ legare, to bond), you add an h immediately after the root with declinations startining with e or i toÃ maintain the hard c or hard g sound. The Auxiliary Verb Avere In Italian, an auxiliary verb- eitherÃ avereÃ (which is paired with giocare) orÃ essere- is used whenever formingÃ compound tenses. The auxiliary (or helping) verb, in combination with another, gives a particular meaning to the conjugated verb form. For example, compound tenses such as theÃ passato prossimoÃ are formed with the present indicative of the auxiliary verbÃ avereÃ orÃ essereÃ and theÃ participioÃ passato, Ã¢â¬Å" past participle. Conjugating Giocare The tables provide conjugations for tenses and moods of the verb giocare.Ã Where available, links provide an opportunity to find further information about the meaning and use of the mood or tense. Indicative/Indicativo Presente io gioco tu giochi lui, lei, Lei gioca noi giochiamo voi giocate loro, Loro giocano Imperfetto io giocavo tu giocavi lui, lei, Lei giocava noi giocavamo voi giocavate loro, Loro giocavano Passato Remoto io giocai tu giocasti lui, lei, Lei gioc noi giocammo voi giocaste loro, Loro giocarono Futuro Semplice io giocher tu giocherai lui, lei, Lei giocher noi giocheremo voi giocherete loro, Loro giocheranno Passato Prossimo io ho giocato tu hai giocato lui, lei, Lei ha giocato noi abbiamo giocato voi avete giocato loro, Loro hanno giocato Trapassato Prossimo io avevo giocato tu avevi giocato lui, lei, Lei aveva giocato noi avevamo giocato voi avevate giocato loro, Loro avevano giocato Trapassato Remoto io ebbi giocato tu avesti giocato lui, lei, Lei ebbe giocato noi avemmo giocato voi aveste giocato loro, Loro ebbero giocato Future Anteriore io avr giocato tu avrai giocato lui, lei, Lei avr giocato noi avremo giocato voi avrete giocato loro, Loro avranno giocato Subjunctive/Congiuntivo Presente io giochi tu giochi lui, lei, Lei giochi noi giochiamo voi giochiate loro, Loro giochino Imperfetto io giocassi tu giocassi lui, lei, Lei giocasse noi giocassimo voi giocaste loro, Loro giocassero Passato io abbia giocato tu abbia giocato lui, lei, Lei abbia giocato noi abbiamo giocato voi abbiate giocato loro, Loro abbiano giocato Trapassato io avessi giocato tu avessi giocato lui, lei, Lei avesse giocato noi avessimo giocato voi aveste giocato loro, Loro avessero giocato Conditional/Condizionale Presente io giocherei tu giocheresti lui, lei, Lei giocherebbe noi giocheremmo voi giochereste loro, Loro giocherebbero Passato io avrei giocato tu avresti giocato lui, lei, Lei avrebbe giocato noi avremmo giocato voi avreste giocato loro, Loro avrebbero giocato Imperative/Imperativo Presente gioca giochi giochiamo giocate giochino Infinitive/Infinito Presente giocare Passato avere giocato Participle/Participio Presente giocante Passato giocato Gerund/Gerundio Presente giocando Passato avendo giocato
Wednesday, February 26, 2020
Labor Relations - Essay Example Acknowledgements I would like to thank my professors and all my seniors who have continuously assisted me with the project providing with suggestions and advices as well as sources from where I could take help from. I would also like to thank my peers who assisted me with the drafting and presentation of the report. Contents 1. IntroductionÃ¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦.5 2. Abu Dhabi Media Company: An OverviewÃ¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦5 3. Human Resource Management at Abu Dhabi Media CompanyÃ¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦.7 3.1. CompanyÃ¢â¬â¢s Employment Contracts and RelationsÃ¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦.7 3.2. UAE Labor Law and Abu Dhabi Media CompanyÃ¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦8 4. Trade Unio n and Abu Dhabi Media CompanyÃ¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦..9 4.1. Trade UnionsÃ¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦..9 5. ConclusionÃ¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦.11 6. ... Human resource management is the department of an organization that deals with humans or the employees of the organization. The managers of the human resources department are involved with the employment contracts and relations with the employees of the organization. They deal with the hiring of new employees depending on the labor law of the nation in which the company exists. Also, a study on the human resources activities of a company provides with the knowledge of any form of trade union that is followed by the companyÃ¢â¬â¢s members. The current study focuses on a local company in Abu Dhabi in United Arab Emirates (UAE), Abu Dhabi Media Company, and studies the human resources management of the company focusing on the companyÃ¢â¬â¢s background, vision and mission, its employment relations and contracts, the implications of UAE Labor Law for hiring new expatriates employees for the company, as well as the nature of the role of trade union in the company if it exists, and unde rstanding the role and benefits of a trade union. 2. Abu Dhabi Media Company: An Overview: Abu Dhabi Media is one of the media companies in the Middle East located in Abu Dhabi in the UAE. Its activities involve multiple functions performing in different platforms of the media. More than 20 brands of the media are managed by the company and these include television, radio, publishing, games, digital media, printing, as well as other broadcasting media. There are a number of subsidiaries working for the organization that include leading companies in the field of media like Imagenation Abu Dhabi, LIVE, United Printing Press (UPP) and others. The three main divisions performing the functions for the company are the Broadcast, Publishing, and the Digital Media.
Monday, February 10, 2020
Business case study on Bell - Assignment Example Moreover, prior knowledge of these factors facilitates development of effective strategies for sustainable success, especially in the era of highly competitive global business environment. It was important for Ron Close to have in-depth understanding of these five forces for Bell Canada Enterprise before accepting the position of President, consumer VoIP for Bell Canada. The examination of these forces would enable him to assess the viability of VoIP (voice over internet protocol) within the operation of Bell or as a new venture, independent of the influence of Bell, in Canada. Bell Canada was a leadership company in the field of telecommunication. It provided fixed line telephones and internet services to approximately 13 million customers in its core territory of Quebec and Ontario. It was also 14th largest company as per 2004 survey with major stake in Aliant, which operated in Eastern provinces. Through acquisition of fiber cable network and merger with other different media inte rests like print, television, IT etc., Bell not only provided fixed line, mobile services and internet, it also was in possession of huge network of fiber cable used for high speed internet which could hugely contribute to the success of VoIP. Hence, evaluating the five forces would significantly influence the decision of Ron Close to accept or not to accept the challenge of being the president of VoIP division, Bell Canada. Answer 2 Competitive Rivalry Industry rivalry is an important element for developing distinct competencies and differentiating products to gain leverage in the market. Bell was pioneer in the telecommunication field in Canada with near monopoly. BellÃ¢â¬â¢s main rivals in telephony were: Telus, which operated in British Columbia and Alberta; SaskTel in Sasketchewan; and 50 small telephone companies. In the cable network, Roger, Cogeco and Shaw were key opponents in Ontario; and Videotron and Cogeco in Quebec. In 2005, all these firms had launched VoIP through high speed internet or HIS. While Cogeco and Videotron did not have nationwide network, Roger, Shaw and Bell had the advantage. But Bell had the leverage in the sense that it owned a satellite operator, Teleglobe and its vast network of cable spread across Western Canada that also extended to America which would significantly reduce the cost of infrastructure which may run in billions. Most importantly, its market credibility and huge database of customers were crucial factors that could be turned into VoIP customers. VoIP is barrier free and therefore small players like Primus and Vonage become important as with relatively small investment they can offer continent wide internet telephony. Messenger from Microsoft and Skype have also emerged as popular VoIP service provider attracting huge numbers of customers from the globe. Answer 3 Supplier power Bell does not have suppliers except for the government from which it buys bandwidth for HIS. But so far as customers are concerned, Bel l is part of various other suppliers of VoIP services. This is important element that indicates the bargaining power of suppliers vis-a-vis provision of goods and service. When there are lots of suppliers, they have less bargaining power and operate within highly competitive environment. In the case of Bell, especially related to VoIP, there are some major suppliers who have good database of custo
Thursday, January 30, 2020
Learner Resources Essay Review the range of resources available within the organisation for a selected curriculum area. Prepare, use and evaluate one of them in their teaching. Analyse the strengths and challenges of the selected resource and how it has supported learning. INTRODUCTION Selecting the use of resources is a vital aspect of enhancing not only the learning experience for the student, but also the effectiveness of the teacherÃ¢â¬â¢s delivery. The fact that students do have varying learning needs and styles, would suggest that the teacher would need to consider the various learning resources available that could help fulfil the student needs. Therefore it is important that the use of resources are fully integrative of the teaching strategies used, hence complimenting to the effectiveness of these strategies. Teaching/learning resources that can be used are: Ã¢â¬ ¢ Printed materials Ã¢â¬ ¢ Photographs and slides Ã¢â¬ ¢ Posters Ã¢â¬ ¢ Models Ã¢â¬ ¢ Chalk/Black Boards Ã¢â¬ ¢ Flip charts Ã¢â¬ ¢ Overhead transparancies Ã¢â¬ ¢ Audi tapes and compact discs Ã¢â¬ ¢ Tape slide sequences Ã¢â¬ ¢ Video tapes and film Ã¢â¬ ¢ Laboratory equipment Ã¢â¬ ¢ Real objects Ã¢â¬ ¢ Computer based resources However, whilst there is a great deal of choice available to the teacher it is important to evaluate the options available fully in order to ensure that the aims and objectives of the session are met and that resources are not chosen in an unstructured way. Rather, the resources, should be a complimentary tool to enhancing the learning experience. This can ensure effective student learning, however, if not evaluated fully, this can have a detrimental effect. Cox and Harper (2000: 57-58) pose general questions to consider when evaluating resources: Ã¢â¬ ¢ Are the materials appropriate to the learning outcomes? Ã¢â¬ ¢ Are they suitable in terms of the characteristics of the students? Ã¢â¬ ¢ Are they clear and attractive and consistent with a professional approach to teaching? Ã¢â¬ ¢ Are they reasonably cost effective? Ã¢â¬ ¢ Are they suitable for the way they will be used? Ã¢â¬ ¢ Are they free from discriminatory language or images? Therefore, when evaluating the most commonly used resources that have been undertaken on the Certificate of Personnel Practice Course at Barking College the above considerations will be taken into account. The table below analyses the learning resources that have been used within the teaching context on the Certificate in Personnel Practice course at Barking College. The resource most frequently used within the sessions conducted on the Certificate in Personnel Practice course is the use of the Powerpoint (see Appendix A for example of powerpoint presentation taken from Week 12 of the course). It was felt that the Powerpoint presentation enabled the greatest opportunity to convey information to a full class of students, whilst given the learners an opportunity to feedback, through questions and answers. As stated by Armitage et al (2003: 127) this method gives the potential for dynamic graphics, greater and easier to use colour and Ã¢â¬ËliveÃ¢â¬â¢ demonstration of interactive software and the InternetÃ¢â¬â¢. Additionally, Davies J et al (1993) suggests that if it is apparent to the students that little attention is given to the quality of the resource then motivation will be affected. Therefore, the session would benefit in continuously gaining student feeback on the effectiveness of this resource. Previously, overhead slides had been used, but as mentioned the use of Powerpoint has become very cost effective, through storing presentations on disk. As well as sharing this with other members of the teaching team it can be shared with the students as well. Specifically, Powerpoint allows the student to print out user-friendly handouts of the slides, which is effective for note taking. Through identifying some of the limitations of the Powerpoint the sessions include the active use of the whiteboard to write down student contributions and amendments. The need for further additional resources to compliment the Powerpoint is also needed. The use of handouts has identified further that assessments and participatory groupwork is imperative. Therefore, as with all resources it is important that there is not over-reliance on one particular resource, as this would not appeal to all learning styles and is limited in meeting the strategies adopted by the teacher. Therefore the use of complimentary and additional resources is imperative. Case studies have been identified as an ideal way of ensuring assessment, whilst obtaining active student involvement either individually or as a group to contribute. So will therefore, be used more readily in future sessions to compliment the Powerpoint resource Conclusion Different resources have their strengths and weaknesses, with some having a more positive/ negative effect on the learners than others. Therefore, a range of resources have been continuously used on the course in order to not only meet the needs of the learner but the aims and objectives of each individual session. BIBLIOGRAPHY Armitage, A et al (2003) Teaching and Training in Post-Compulsory Education. Maidenhead: Open University Press Cox, A and Harper, H (2000) Planning Teaching and Assessing Learning: A Reader. London: Greenwich University Press Davies, J et al (1993) Adult Learning, Adult Teaching 3rd edn. Cardiff: Welsh Academic Press Honey, P. and Mumford, A. (1992) Manual of Learning Styles, 3rd edn. London: Peter Honey Petty, G (2004) Teaching Today: A Practical Guide, 3rd edn. Cheltenham: Nelson Thornes
Wednesday, January 22, 2020
The play MACBETH is filled with suffering. It begins with reports of a bloody battle, an execution of a traitor and MacbethÃ¢â¬â¢s bloodthirsty heroism as he Ã¢â¬Å"unseamedÃ¢â¬ one of the invaders Ã¢â¬Å"from the nave of the chapsÃ¢â¬ . In comparison MacBethÃ¢â¬â¢s later actions are even worse as he commits violent crimes against his own people. Much of the suffering in the play is directly attributable to Macbeth. However, the central focus of the play is the suffering he himself undergoes, as he makes his way through his course of evil. Macbeth caused the suffering of many during his dark quest to become King of Scotland. Many innocents were brutally slaughtered as a result of MacbethÃ¢â¬â¢s actions, Banquo, King Duncan, Lady Macduff and her children. However many others experienced mental torment and anguish at the hand of Macbeth. MacbethÃ¢â¬â¢s ambitious wife, Lady Macbeth felt guilt for her part in the murder of King Duncan and for murdering sleep she was denied the luxury of sleep driving her to insanity. The MacduffÃ¢â¬â¢s also suffered greatly. Lady Macduff witnessed the deaths of her children as they were Ã¢â¬Å"Savagely slaughterÃ¢â¬â¢dÃ¢â¬ (4:3:237) Macbeth also caused grief to Macduff as he ordered the slaying of his Ã¢â¬Å"Wife, Children, servants, allÃ¢â¬ (4:3:245) Macbeth was the cause of much suffering in the play and in turn suffered greatly throughout. Macbeth suffers much indecision from the moment he hears the witches prophesies. He gets confused and is torn between killing or not killing King Duncan. He immediately thinks of killing the king, as he wants so badly to be king, but the idea of committing such a crime appals him. Ã¢â¬Å"Why do I yield to that suggestionÃ¢â¬ (1:3:144), he says in a state of confusion. Macbeth is DuncanÃ¢â¬â¢s Ã¢â¬Å"kinsmanÃ¢â¬ , Ã¢â¬Å"his subjectÃ¢â¬ and Ã¢â¬Å"his hostÃ¢â¬ . As his host he should be protecting him, not killing him. Macbeth believes in Ã¢â¬Å"even-handed justiceÃ¢â¬ and that if he commits evil, evil will be put upon him. He ultimately decides not to kill the King but Lady Macbeth convinces him otherwise, Ã¢â¬Å"What beast wasÃ¢â¬â¢t then That made you break this enterprise to me?Ã¢â¬ she asks. Ã Ã Ã Ã Ã Lady Macbeth does later fell guilt over her part in DuncanÃ¢â¬â¢s murder but MacbethÃ¢â¬â¢s guilt is immediate.. Macbeth murders his great king and only moments later feels horrible guilt, Ã¢â¬Å"Will all great NeptuneÃ¢â¬â¢s ocean wash this blood Clean from my hand?Ã¢â¬ (2:2:77) Blood on hands is a symbol of guilt that Macbeth sees often in this play Ã¢â¬Å"with thy bloody and invisible handÃ¢â¬ (3:2:53) He feels guilt like he has never experienced before Ã¢â¬Å"gouts of blood, which was not so beforeÃ¢â¬ (2:1:53) he says.
Tuesday, January 14, 2020
The art in the vase painting in HarvardÃ¢â¬â¢s collection depicts an anguish-stricken King Priam pleading to a triumphant and irreverent Achilles for the return of the already desecrated body of his son, the Crown Prince of Troy, Hector. The artist of the vase painting wants to illustrate an image of nullifying status, even more so, it characterized a reversal of stature Ã¢â¬â a King kneeling and pleading to a common warrior and the body of a prince dishonored. In Book 24 of HomerÃ¢â¬â¢s Iliad, it narrated the weeping King Priam virtually throwing himself at AchillesÃ¢â¬â¢ feet beseeching the latter to release the body of his dead son. In the text, it did not state however, that the body of Hector was in the same room as King Priam and Achilles. It is noteworthy to mention at this point however that the primary reason that Hector is dead is because Achilles avenged the death of Patroclus whom Hector killed mistaking him for Achilles. Moreover, in Book 22 of the narrative, Achilles threatened Hector of the situation he will be in if he suffered death in AchillesÃ¢â¬â¢ hands, to wit, Ã¢â¬Å"dogs and vultures shall work their will upon yourselfÃ¢â¬ . AchillesÃ¢â¬â¢ grief for the death of Patroclus has fueled his wrath towards Hector and that as an ultimate insult to HectorÃ¢â¬â¢s person, Achilles have left the body untended outside his tent to make good on his word of Ã¢â¬Å"dogs and vultures shall eat you utterly upÃ¢â¬ . Furthermore, the text speaks of Achilles Ã¢â¬Å"taking it [HectorÃ¢â¬â¢s body] to a place where Priam should not see itÃ¢â¬ . In the vase painting, we see HectorÃ¢â¬â¢s body below Achilles, who is holding a knife and apparently eating raw meat with blood dripping from the knifeÃ¢â¬â¢s blade unto the dead body below. This scene can be gleaned from a prior heated exchange of words between Achilles and Hector. In Book 22 of the Iliad, Hector in his last breath spoke: Ã¢â¬Å"I beg you, Achilles, by your own soul and by your parents, do not allow the dogs to mutilate my body. By the Greek ships, accept the gold and bronze ransom my father and mother will give you and send my body back home to be burned in honor by the Trojans and their wivesÃ¢â¬ . To which Achilles angrily uttered: Ã¢â¬Å"DonÃ¢â¬â¢t whine to me about my parents, You dog! I wish my stomach would let me cut off your flesh in strips and eat it raw for what youÃ¢â¬â¢ve done to me. There is no one and no way to keep the dogs off your head, not even if they bring ten or twenty ransoms, pile them up here and promise more not even if Dardanian Priam weighs your body out in gold, not even then will your mother ever get to mourn you laid out on a bier. Ã¢â¬ The vase painting seems to draw out from this war of words between Achilles and Hector and displays the aftermath and the realization of AchillesÃ¢â¬â¢ enraged threats. It depicted also an arrogant Achilles eating meat over a dead body Ã¢â¬â an act way beyond being rational. Whereas in the text, upon hearing PriamÃ¢â¬â¢s heart-wrenching plea, Achilles displayed empathy and even went as far as telling Priam that he, Achilles himself, is also in sorrow for the death of Patroclus and showed endearing sentiment when he mentioned that Priam reminded him of his own father. Moreover, in the text, Achilles even admired Priam for his candor in going defenseless and alone amidst the enemyÃ¢â¬â¢s lair. One of the major themes of HomerÃ¢â¬â¢s Iliad deals with revenge, reparation, and compensation. In portraying PriamÃ¢â¬â¢s plea to Achilles, the vase painting essentially captured these three themes. AchillesÃ¢â¬â¢ disrespect for HectorÃ¢â¬â¢s body speaks of revenge. Achilles, blinded by deep sorrow, did what he thought would best vindicate Patroclus. HectorÃ¢â¬â¢s legs were bound at the ankles as in the ultimate act of deliverance, Achilles dragged HectorÃ¢â¬â¢s lifeless body around the tomb of Patroclus. HectorÃ¢â¬â¢s death itself is the reparation for the death of Patroclus Ã¢â¬â the proverbial Ã¢â¬Å"an eye for an eyeÃ¢â¬ . Whereas, PriamÃ¢â¬â¢s ransom is the compensation for and in exchange for the possession of HectorÃ¢â¬â¢s body. Works Cited Homer, and Stanley Lombardo. Iliad. Indianapolis, IN: Hackett Publishing Company, 1997. Wilson, D. F. Ransom, Revenge and Heroic Identity in the Iliad. Cambridge, England: Cambridge University Press, 2002.
Monday, January 6, 2020
In the 18th century King Louis XVIs spendings on the American Revolution practically bankrupt the country which had brought 2 decades of poor cereal harvest, cattle disease, and higher bread prices. Angry peasants showed their desperation by joining groups/clans that were against high taxes, those groups could not provide getting rid of taxes on how they always had riots and looted people homes. King Louis XVIs controller general (Charles Alexandre de Calonne) came up with an solution to there financial problems which would make the eligible class of people no longer taxed and would tax the wealthy more. To support or help with this act the king summoned the Estates-General a sponsor of the clergy, the meeting was scheduled for MayÃ¢â¬ ¦show more contentÃ¢â¬ ¦Three days later they met at a nearby tennis court and took the Tennis Court Oath, vowing to not disperse until constitutional reform was in order. Within a week the clerical disputes and 47 liberal nobles had joined them. On June 27th, King Louis XVI granted that all three orders to be in the new assembly The rise up of the agrarian happened quickly which also made the nobles try and flee. The leaving of nobles from the country inspired the National Constitution Assembly to put an end to feudalism on August 4th, 1789 signing the Ã¢â¬Å"death certificate of the old order.Ã¢â¬ As it was called by the historian Georges Lefebvre because it was putting an end to the old ways of order in France or as he put it death to them. On August 4th, the Assembly adopted the Declaration of Rights for man and citizens. A statement of democratic principles was well balanced with the philosophical and political ideas of enlightenment thinkers. This document stated that the Assembly was Committed to replacing the ancient rÃ ©gime with a new way with equal opportunity, freedom of speech, and a representative government Drafting a constitution was much more of a challenge then National Constituent Assembly anticipated. That added the stress of of functioning as a legislature during harsh economic times. Months on end members fought with the fundamental questions about the shape and expanse ofShow MoreRelatedThe French Revolution And The Execution Of King Louis Xvi2000 Words Ã |Ã 8 PagesThroughout the beginning of the French Revolution to the execution of King Louis XVI, the people took drastic measures to create more freedom and justice for themselves. In doing this, the Catholic Church was persecuted and France was de-Christianized. The French Revolution damaged Catholic culture by trying to control the ChurchÃ¢â¬â¢s power, putting it under the control of the State and executing its members. This was excessive on the part of the French people. The way that the Church was treated duringRead MoreThe French Revolution Of France1365 Words Ã |Ã 6 PagesThe French Revolution was a point in hist ory where the French had a revolution against their monarch government. 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