Sans-Culotte Essays - French Revolution, Clothing, Sans-culottes

Sans-Culotte Essays - French Revolution, Clothing, Sans-culottes Sans-Culotte Power within the Paris sections of 1792-94 - its social composition, dynamics, and ideology -.(1) That is what was explored in the book The Sans-Culotte. Albert Soboul describes and outlines the composition and activities of the different sections in Paris during Revolutionary France. Soboul describes the activities of these sections as a popular movement by the people of Paris. He explains how the people of Paris united to form different sectional assemblies with their main goal being to improve the lives of the middle and lower class individuals in not only Paris, but France in its entirety. In The Sans-Culottes, Soboul explains in great detail the different ways these sections influenced law making and tried to gain equal rights for all. In addition to describing the political activity of the sans-culottes and the other sections, Soboul also explains some of the military activities and movements of these sections during the revolution. Soboul's book has always been thought as the main authority on the sections in Paris, but in the early 1980's, a critique was written on The Sans-Culottes and many things were found to be wrong with the book. In the critical evaluation of Albert Soboul's The Sans-Culottes a full critique of the book takes place and many problems with the book are pointed out. The problems or shortcomings discussed in the critical evaluation range from a lack of description of the sans-culottes and other sections in Paris and errors in explaining what type of people constituted the membership of the sections, to a lack in a wide range of quality sources. The two problems in The Sans-Culottes that will be discussed in this essay are the lack of quality sources and the lack of description of the sections and who constituted them. The lack of description of the sections in Paris is a major blemish with the book. The critique points out that Soboul lumps all of the sections of Paris together when describing them. He fails to separate them into exactly what they are: sections. It is true that there were movements made to try and unite all the sections, but this never becomes a reality so distinction between sections should be shown. Soboul makes no distinctions between quartiers' and sections, and between socio-economic geographies and local politics.(2) Soboul's history of the sections from June, 1793 to sid-July, 1794 described them horizontally, en masse....(3) This lumping together of the sections leads one to the false conclusion that sections were all one entity, but they were not; they were very much seperate. Soboul also leads the reader to incorrect conclusions by calling the sections and sans-culottes a popular movement. He frequently makes this statement. Soboul describes many changes in the policy of the sections that allow the lower class to join the assemblies. A quote used by Soboul by Hanriot states, For a long time, the rich made the laws, it is about time the poor made some laws themselves and that equality should reign between the rich and the poor.'(4) This leads the reader to believe that everyone was involved actively in the sections and that anyone could become leaders of a sectional assembly, but this was not the case. The lower class, or plebeians, did very little except for what the leaders let them or told them to do. As written in the critique: Their [plebeians] pressures were selectively channeled into politics by the sans-culotte' leadership.... During the regeneration' battles of the spring and summer of 1793 by which sans-culottes' won official sectionary power, plebeians appeared forcefully in the general assemblies - not as atomistic individual voters, but as groups of workers mobilized by their sans-culotte' employers for temporary muscle when ballots were to be cast by fists and feet.(5) This quote shows that the lower class, or plebeians, were merely ponds for the sans-culottes. They were permitted to vote when the leaders felt the votes cast by the plebeians were necessary to achieve victory. The view one gets from the critique is totally contradictory to that of Soboul's book. The generalization Soboul used when describing the members of the sections can also lead to confusion on the readers part. Soboul repeatedly describes members as being part of a certain trade,

A Definition of Collaborative vs Cooperative Learning Essay Example for Free

A Definition of Collaborative vs Cooperative Learning Essay ? I have been searching for many years for the Holy Grail of interactive learning, a distinction between collaborative and cooperative learning definitions. I am getting closer to my elusive goal all the time but I am still not completely satisfied with my perception of the two concepts. I believe my confusion arises when I look at processes associated with each concept and see some overlap or inter-concept usage. I will make a humble attempt to clarify this question by presenting my definitions and reviewing those of other authors who have helped clarify my thinking. Collaboration is a philosophy of interaction and personal lifestyle whereas cooperation is a structure of interaction designed to facilitate the accomplishment of an end product or goal. Collaborative learning (CL) is a personal philosophy, not just a classroom technique. In all situations where people come together in groups, it suggests a way of dealing with people which respects and highlights individual group members’ abilities and contributions. There is a sharing of authority and acceptance of responsibility among group members for the groups actions. The underlying premise of collaborative learning is based upon consensus building through cooperation by group members, in contrast to competition in which individuals best other group members. CL practitioners apply this philosophy in the classroom, at committee meetings, with community groups, within their families and generally as a way of living with and dealing with other people. Cooperative learning is defined by a set of processes which help people interact together in order to accomplish a specific goal or develop an end product which is usually content specific. It is more directive than a collaboratve system of governance and closely controlled by the teacher. While there are many mechanisms for group analysis and introspection the fundamental approach is teacher centered whereas collaborative learning is more student centered. Spencer Kagan in an article in Educational Leadership (Dec/Jan 1989/1990) provides an excellent definition of cooperative learning by looking at general structures which can be applied to any situation. His definition provides an unbrella for the work cooperative learning specialists including he Johnsons, Slavin, Cooper, Graves and Graves, Millis, etc. It follows below: â€Å"The structural approach to cooperative learning is based on the creation, analysis and systematic application of structures, or content-free ways of organizing social interaction in the classroom. Structures usually involve a series of steps, with proscribed behavior at each step. An important cornerstone of the approach is the distinction bet ween â€Å"structures† and â€Å"activities†. â€Å"To illustrate, teachers can design many excellent cooperative activities, such as making a team mural or a quilt. Such activities almost always have a specific content-bound objective and thus cannot be used to deliver a range of academic content. Structures may be used repeatedly with almost any subject matter, at a wide range of grade levels and at various points in a lesson plan. † John Myers (Cooperative Learning vol 11 #4 July 1991) points out that the dictionary definitions of â€Å"collaboration†, derived from its Latin root, focus on the process of working together; the root word for â€Å"cooperation† stresses the product of such work. Co-operative learning has largely American roots from the philosophical writings of John Dewey stressing the social nature of learning and the work on group dynamics by Kurt Lewin. Collaborative learning has British roots, based on the work of English teachers exploring ways to help students respond to literature by taking a more active role in their own learning. The cooperative learning tradition tends to use quantitative methods which look at achievement: i. e. , the product of learning. The collaborative tradition takes a more qualitative approach, analyzing student talk in response to a piece of literature or a primary source in history. Myers points out some differences between the two concepts: â€Å"Supporters of co-operative learning tend to be more teacher-centered, for example when forming heterogeneous groups, structuring positive inter- dependence, and teaching co-operative skills. Collaborative learning advocates distrust structure and allow students more say if forming friendhip and interest groups. Student talk is stressed as a means for working things out. Discovery and contextural approaches are used to teach interpersonal skills. † â€Å"Such differences can lead to disagreements†¦. I contend the dispute is not about research, but more about the morality of what should happen in the schools. Beliefs as to whast should happen in the schools can be viewed as a continuum of orientations toward curriculum from â€Å"transmission† to â€Å"transaction† to â€Å"transmission†. At one end is the transmission position. As the name suggests, the aim of this orientation is to transmit knowledge to students in the form of facts, skills and values. The transformation position at the other end of the continuum stresses personal and social change in which the person is said to be interrelated with the environment rather than having control over it. The aim of this orientation is self-actualization, personal or organizational change. † Rocky Rockwood (National Teaching and Learning Forum vol 4 #6, 1995 part 1) describes the differences by acknowledging the parallels they both have in that they both use groups, both assign specific tasks, and both have the groups share and compare their procedures and conclusions in plenary class sessions. The major difference lies in the fact that cooperative deals exclusively with traditional (canonical) knowledge while collaborative ties into the social constructivist movement, asserting that both knowledge and authority of knowledge have changed dramatically in the last century. â€Å"The result has been a transition from â€Å"foundational (cognitive) understanding of knowledge†, to a nonfoundational ground where â€Å"we understand knowledge to be a social construct and learning a social process† (Brufee, Collaborative learning: Higher Education, Interdependence, and the Authority of Knowledge, 1993). Rockwood states: â€Å"In the ideal collaborative environment, the authority for testing and determining the appropriateness of the group product rests with, first, the small group, second, the plenary group (the whole class) and finally (but always understood to be subject to challenge and revision) the requisite knowledge community (i. e. the discipline: geography, history, biology etc. ) The concept of non- foundational knowledge challenges not only the product acquired, but also the process employed in the acquisition of foundational knowledge. â€Å"Most importantly, in cooperative, the authority remains with the instructor, who retains ownership of the task, which involves either a closed or a closable (that is to say foundational) problem ( the instructor knows or can predict the answer). In collaborative, the instructor–once the task is set– transfers all authority to the group. In the ideal, the group’s task is always open ended. † â€Å"Seen fr om this perspective, cooperative does not empower students. It employs them to serve the instructor’s ends and produces a â€Å"right† or acceptable answer. Collaborative does truly empower and braves all the risks of empowerment (for example, having the group or class agree to an embarrassingly simplistic or unconvincing position or produce a solution in conflict with the instructor’s). † â€Å"Every person, Brufee holds, belongs to several â€Å"interpretative or knowledge communities† that share vocabularies, points of view, histories, values, conventions and interests. The job of the instructor id to help students learn to negotiate the boundaries between the communities they already belong to and the community represented by the teacher’s academic discipline, which the students want to join. Every knowledge community has a core of foundational knowledge that its members consider as given (but not necessarily absolute). To function independently within a knowledge community, the fledgling scholar must master enough material to become conversant with the community. † Rockwood concludes: In my teaching experience, cooperative represents the best means to approach mastery of foundational knowledge. Once students become reasonably conversant, they are ready for collaborative, ready to discuss and assess,†¦. † Myers suggests use of the â€Å"transaction† orientation as a compromise between taking hard positions advocating either methodology. â€Å"This orientation views education as a dialogue between the student and the curriculum. Students are viewed as problem solvers. Problem solving and inquiry approaches stressing cognitive skills and the ideas of Vygotsky, Piaget, Kohlberg and Bruner are linked to transaction. This perspective views teaching as a â€Å"conversation† in which teachers and students learn together through a process of negotiation with the curriculum to develop a shared view of the world. † It is clear to me that in undertaking the exercize of defining differences between the two ideas we run the risk of polarizing the educational community into a we versus them mentality. There are so many benefits which acrue from both ideas that it would be a shame to lose any advantage gained from the student-student-teacher interactions created by both methods. We must be careful to avoid a one-size-fits-all mentality when it comes to education paradigms. As a final thought, I think it behooves teachers to educate themselves about the myriad of techniques and philosophies which create interactive environments where students take more responsibility for their own learning and that of their peers. Then it will become possible to pick and chose those methods which best fit a particular educational goal or community of learners. A Definition of Collaborative vs Cooperative Learning. (2017, Mar 13).

Strategic Corporate Finance Workshop Research Paper

Strategic Corporate Finance Workshop - Research Paper Example A shareholder may not find investment in the company as an attractive option taking into consideration the time value of money. Thus, profit maximisation does not provide any assurance with regard to the timing and risk associated with the cash flow either. It can be concluded that profit maximisation does not help in improving the value placed on the company by the shareholders. It is needless to say that it is the funds from the shareholder that mainly supports the operations of a company and shortage in such funds could affect the survival of the company in the long run. Therefore, profit maximisation should not be the ultimate goal of a financial manager. Just like profit maximisation, sales maximisation would not bear an impact on the market value of the company. Sales maximisation does not even assure profit maximisation, leave alone enhancing the company's value. Sometimes, the cost involved in maximising the sales may even cancel out the benefit derived from it. In today's world, it is extremely important for every company to be socially responsible. Social responsibility includes maximising benefits to the employees and the society at large. In the long run, socially responsible actions taken by a company would also benefit the shareholders indirectly. However, social responsibility cannot be viewed as the main purpose of running a company. The company cannot put its social responsibility ahead of its own survival. Therefore, maximisation of benefit to employees and local community would not be the main goal of a financial manager. (d) Maximisation of shareholder wealth - Shareholders are the actual owners of a company. Shareholders investment is crucial for the survival of the company. The shareholders choose to invest in the company that can give highest returns on the investment made. Therefore maximisation of shareholder wealth should be the main goal of a financial manager. The financial manager should ensure that the resources are allocated in such a way that it results in maximisation of shareholders wealth. Answer 2:- (a) Net Present Value (NPV): Conversion of uncertain cash flow to certain cash flow Year Uncertain Cash Flow() Certain Cash Flow () (Uncertain CF x 0.75) 1 103,750 77,812 2 113,750 85,312 3 123,750 92,812 4 133,750 100,312 5 123,750 92,812 6 105,750 79,312 7 103,750 77,812 8 98,750 74,062 Computation of Net Present Value (NPV): [NPV = Present Value of Cash Inflow - Present Value of Cash Outflow] Year Certain Cash Flow () Discount Factor* Present Value of C

Issues in Homeland Security Essay Example | Topics and Well Written Essays - 250 words

Issues in Homeland Security - Essay Example Based on the official report of DHS and the research of David Inserra and Steven P. Bucci, border and aviation security, illegal immigration issue, coast-guard revival, ineffective program management and departmental failure, preventing violent domestic extremism, cyber security, and insufficient research and development are the major issues, which are ranked according to the highest priority issues in the homeland security (Webster, 2008, p. 6-15; Bucci & Inserra, 2013). The DHS was formed after the attacks of 9/11 with the main objective of the country’s border and aviation security (Webster, 2008, p. 3). The border and aviation security is crucial for the integrity of the country. Considering the ongoing threat of international and domestic terrorism, enhancement in border and aviation security is the topmost concern for the DHS. Illegal immigration is another issue that is affecting the social and economical stability in the US. Various researches have regularly highlighted the direct link between growing crime rates and increasing number of illegal immigrants in the country (Bucci & Inserra, 2013). Hence, it is second most concerning issues which need to be tackled by implementing policies for current immigration laws enforcement. The necessity of coastguard revival is another priority of the DHS. According to the reports, the rate of coastguard operations has increased due to the growing threats to the US marine security and the necessit y of protecting the state’s interests in adverse conditions, such as in the hurricanes and Arctic (Bucci & Inserra, 2013). Another significant issue in the DHS is its failure to effectively utilize allocated funds and flaws in management system. It is reported that often crucial homeland security funds are invested in low-valued or unnecessary projects such as, zombie apocalypse simulation in California, or underwater robotic devices in Columbus

Charley Skedaddle Essay -- American History

Charley Skedaddle   Ã‚  Ã‚  Ã‚  Ã‚  Charley Skeddaddle is a story that takes place during the Civil War (1861-1865) in the North. The main character is Charley Stephen Quinn. He was a young boy growing up in New York City without parents. Charley’s older brother Johnny died at the Battle of Gettysburg. We learned about Johnny through Charley’s memories. He lives with his older sister Noreen, who recently became engaged to be married. Charley was involved in a street gang called the Bowery Boys.   Ã‚  Ã‚  Ã‚  Ã‚  Charley has had a rough life and has difficulty learning to accept his brother’s death. He wants to get revenge against the Confederate soldiers and this motivates him to join the Union army. He is inspired when he sees a military parade and a friend of his brother, or so he believes. That would be a perfect solution to his problems at home and a way to punish those responsible for his brother’s death. He had admired Johnny greatly and felt the only answer was to sneak into the army. Charley could not enlist because he was only 12 years old. He was determined to be a hero like his brother.   Ã‚  Ã‚  Ã‚  Ã‚  Since Charley was too young to be a soldier he became a drummer-boy for the army. He trained and worked hard to be a good one. He may have been physically ready for his first battle, but emotionally he was not. I don’t think he really knew what killing a person involved. All of his life he watched the people he cared about be taken away from him. First, it was his parents, ...

Efficiency Increasing System by Using Preheating Method Essay

EFFICIENCY INCREASING SYSTEM BY USING PREHEATING METHOD METHODOLOGY The concept of increasing the fuel efficiency of a petrol engine in this project, is to pre-heat the intake air which is flowing through the carburetor. The humidity in the atmospheric air affects the petrol vapourisation in the carburettor. Therefore, by pre-heating the inlet air to the carburettor for a considerable amount, the vapourisation can be ease and in turn complete combustion is achieved. Moreover by reducing the water vapour to the engine, the steam formation in the engine can be reduced pitting of the engine cylinder, piston and exhaust pipe. Reference: http://seminarprojects.com/Thread-efficiency-increasing-system-by-using-preheating-method#ixzz2elrJlavP Most of the cars in today’s market give a maximum of 30 to 40 miles per gallon and hybrid cars giving upto 50 miles per gallon. The efficiency of Internal Combustion Engines used for this purpose is very low, about 25%. The heat generated during the combustion of fuel is converted into work to drive the car is wasted to the atmosphere, as anti-freeze(Ethylene Glycol) is used to cool the engine and circulated through a radiator which transfers the heat to the atmosphere. The heat generated by combustion of fuel such as gasoline or diesel is converted into the work because of the pressure created by the combustion process. In this invention, the heat is recovered by pre-heating/pressurizing the fresh air used for the process of combustion. The temperature of the pre-heated fresh air used for combustion is increased to above 1400 degrees Fahrenheit by passing through a heat exchanger to recover heat from combustible gases. Fresh air for combustion is heated to about 1400 degrees Fahrenheit. According to Thermodynamic Laws, by heating the air in a closed space with constant volume at room temperature to 1600 degrees F., the pressure is increased about to 50 psi. In order to have a higher pressure, the fresh air is first compressed upto 100 psi before passing through a heat exchanger. This will give the available working pressure of about 350 psi before

Prohibition of the 1920s Essay - 2301 Words

The 1920s was a time of major social change in the United States. The social changes during this period were reflected in the laws and regulations that were brought into play at this time. One of the most prominent examples of this was prohibition. The 18th Amendment to the Constitution, also known as the Volsted Act, which got its name from its sponsor, Representative Andrew Volsted of Minnesota, was created to eliminate the use of alcohol in the United States. In doing this, the proponents of prohibition hoped to end the social problems associated with alcohol, such as domestic abuse. It was an attempt to promote Protestant middle-class culture as a means of imposing order on a disorderly world(Dumenil, 1995). However, this goal of†¦show more content†¦Another reason that the decline in alcohol sale and usage was not permanent was its increased profitability. After the implementation of prohibition, the price of alcohol went up dramatically. During prohibition, the price o f beer went up 600%, and the price of gin went up 520%. (Kyvig, 1979). This made the sale of illegal spirits more profitable to bootleggers. The alcohol trade was a lucrative practice. Bootleggers smuggled alcohol into the country and sold it at tremendous profits. Therefore, because alcohol was more profitable to sell during prohibition, it was more widely consumed. The levels of consumption never reached those of pre-prohibition times, but alcohol use in the United States was not totally eliminated. National prohibition substantially reduced, but did not altogether eliminate, the use of alcoholic beverages(Kyvig, 1979). The huge public demand for alcohol led to a soaring business for bootleggers. When prohibition began, people immediately wanted a way to drink. Hence, the extremely profitable bootlegging business was born. Before Prohibition, gangs existed, but had little influence. Now, they had gained tremendous power almost overnight. 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