History paper Essay Example | Topics and Well Written Essays - 1750 words

History paper - Essay Example This time, though, the rising urban class of shopkeepers and artisans, known as the bourgeoisie, continued the struggle, focusing it against the noble landowning class that had traditionally been the support of the monarchy. With the bourgeoisie success, the noble class was pulled down, the king along with it as its figurehead, and replaced by the First Republic. In many ways, the search for the reasons and participants can be found in the theories brought forward by Karl Marx, such as in the popular protest movements of the day which provide a more accurate view of both how the monarchy lost its favor and who was most in control of the political and social changes that were happening in those years. French society at the time of the Revolution was very similar to most of the other countries of Europe of the period in that it had an absolute monarchy that followed much the same pattern of rule that had been established by Louis XIV in the early 1700s. As a part of this system, there was an aristocratic class that held most of the status and wealth of the nation in a feudal-type system and a merchant class called the bourgeoisie that, at times, held enough wealth to rival the nobles, but had none of the political clout. There was â€Å"a vast peasantry accounting for one in seven or one in eight of the population, most of who were legally free but bound to their seigneur †¦ by a myriad of services and obligations surviving from the medieval past. †¦ And, in cities, †¦ a great urban population of innumerable crafts and occupations, for the most part poor and depending for survival on cheap and plentiful bread† (Rude 1995). What made France different from thes e other countries that shared so many attributes was the fact that the French bureaucracy had been allowed to gain enough wealth to make them independent of the crown that had given them such

Financial Planning Essay Example | Topics and Well Written Essays - 2000 words

Financial Planning - Essay Example The role of three companies, like Colonial First State Investments Limited and Professional Investment Services Pty Ltd related to provide financial planning services has been sorted out in the assigned study. The of Financial planning in Australia begun in the years 80s, as during those years there were no Financial Planners as they were not existing then. This occurred due to the fact that as there was no prerequisites for the clients within the Marketplace to enable them get efficient financial advice. It was only network of insurance that existed during that period under review. The Financial Planning Association of Australia (FPA) is the peak professional body for Australia's financial planners, representing approximately 12,000 individuals and businesses (The Financial Planning Association of Australia (FPA). However, (Cowen, Blair, Taylor, 2006, p 4) reveals that "In the early 1980s, a leading Australian financial planning industry stalwart Gwen Fletcher visited the United States intent on pursuing discussions with the U.S. industry association, the International Association for Financial Planning (IAFP). These discussions related to the creation of either a new industry body for A ustralia or the establishment of an affiliated chapter of the IAFP. At a later meeting of dealers conducted by the Department of Corporate Affairs (the then-regulatory body issuing licenses to dealers of securities), the affiliation model was proposed but rejected. However, a new industry body consisting of an elite group of independent advisors was formed, the Association of Independent Professional Advisors (AIPA). It is important to note that this group excluded all banks and insurance companies from membership". Additionally, following the International Conference of IAFP held in Australia in the years 1982 and 1984 respectively, Australian IAFP was officially launched. (Cowen, Blair, Taylor, 2006, p 4) states that after the launching, "The IAFP in Australia was to be an open forum for individuals, dealers and fund managers alike. Following U.S. IAFP requirements, the newly formed Australian association sought and was granted a license for the CFP designation and subsequently established the Diploma of Financial Planning (DFP) course. This necessitated strong collaboration between the United States and Australian bodies with the College of Financial Planning in the United States providing much of the DFP educational materials and resources. The US IAFP oversaw and closely monitored the development of educational standards to ensure that the Australian DFP met the educational requirements for the CFP designation. This involved an ongoing process of quality assurance by the U.S. body". It is e stimated that there are about 5,500 financial planning practices in

Naval academy Essay topic Essay Example for Free

Naval academy Essay topic Essay With? my? career? and? academic? goals? coming? to? a? nearing? sight.? I? am? honored? to? write? about? why? I? want? to? take? the? steps? into? attending? a? military? academy? ? From? first? learning? about? the? military? academies? through? a? close? friend? that? moved? from? florida? to? vandenberg? air? force? base? and? later? became? friends? through? lompoc? high? school.? I? realized? that? key? terms? such? as? leadership,? academics,? and? diversity all? things? that? the? academies? are? looking? for? in? students,? apply? to? me. ? From? a? young? age? my? teachers? have?  always? characterised? me? as? a? leader.? The? most? memorizable? quote? I? can? remember? during? a? parent? teacher? conference? with? my? 6th? grade? teacher? is? her? sasying? how? amazed? she? is? that? I? could? mingle? with? many? different? groups? with? many? interest? and? still? maintain? a? high? academic? academic? statue.? This? has? been? true all? through? high? school? with? being? part? of? many? sports? teams? such? as? basketball,? baseball,? wrestling,? and? the? captain? of? the? football? team. socially? I? have? been? part? of? chess? tournaments? with? the? chess?club,? treasure? of? my? class,? nominated? for? student? of? the? quarter,? admitted? into? youth? leadership? of? lompoc? valley,? youth? cfo? of? colas? kids? non? profit? organization,? and? the? list? goes? on.? ? ? Many? ask? why? a? military? academy,? why? not? a? college? or? university? not? related? to? the? military.? One? of? my? reasons? definitely? not? my? biggest? is? financially? I? wouldnt? be? able? to? pay? for? college.? Living? with? my? mother,? living? with? my? grandparents,? living? with? the? my? dad? in? government? housing,? living? alone,? and? currently? living? in?section? 8? housing? with? father? and? step? mother.? Financially? college? is? a? goal? achievable? through? academics? and? diversity? ,? but? will? always? have? the? restrain? financially? to? pay? for? tuition.? ? Being? admitted? and? attending? an? academy? will? not? only? help? me? along? with? my? family? financially? but? u? will? have? a? chance? to? serve? my? country? with? the? utmost? gratitude.? My? parents? have? never? pushed? me? to? apply? at? a? military? academy,? the? goal? of? admission? has? solely? been? through? self? motivation.? With? my? career? goals? being? in?the? field? of? engineering? (mechanical? in? preference)? I? have? researched? the? naval? academy? and? earning bachelors? in? science? at? the? academy? would? kick? start? my? future? with? opportunities? that? other? universities? cant? offer.? Knowing? that? you? must? complete? a? term? in? the? military? after? the? academy? has? no? change? to? my? decision.? From? meeting? first? srgt.? Eric? simon? on? the? Air? Force? base,? he? has? became? an? inspiration? to? become? a? man? of? respect.? I? first? met? him? through? my? best? friend,? srgt.? Simon? being? his? father.? When? I? first? met? him? my? first? impression? was? this? man? is? someone? to? respect? and? honor? with? gratitude? for? protecting? and? serving? our? country.? I? later? learned? through? experience? that? srgt.? Simon? is? a? great? father? and? man? all? around.? Coming? from? an? unhealthy? family? in? Maryland? I? have? been? able? to? relate? and? look? up? to? him? as? a? father? figure.? The? experience? of? meeting? srgt.? Simon? has? made? me? more? than? ready? to? serve? in? the? armed? services.? I? want? to? show? my? four? younger? brothers? that? If? I? can? do? it? they? can? do?it? ,? while? establishing? a? role? model? position? for? them.? ? Being? admitted? to? the? naval? academy? or? another? military? academy? has? been? my? goal? from? the? beginning? of? high? school.? Aiming? everything? I? do.? And? pushing? myself? to? be? a? stand? out? candidate.? I? am? more? than? willing? to? serve? my? term? of? service? with? the? utmost? gratitude? and? respect? for? my? country.? The? reason? I? feel? that? i? standout? among? the? other? candidates? is? how? diverse? I? am? in? all? the? aspects? the? academies? are? looking? for.? Being? a? leader? in? sports?activities,? through? team? voting? I? became? the? football? captain,? having? four? little? brothers? I? lead? them? everyday? as? a? role? model.? Academically? I? strive? in? the? classroom? ,? recieving? scholar? awards? throughout? high? school? ,? and? achieving? top? 20? percent? of? my? class.? through? the? community? of? school? ,? being? involved? in? many? groups? and? organizations.? Also? outside? of? school? in? my? community? of? Santa? Barbara? county? through? community? service? and? helping? organizations? such? as? the? American? G. I.? Forum? along? with? many? others.?

The Lies My Teacher Told Me and People’s History of the United States E

There is a logical saying in society one should take to heart; that line being, â€Å"Don’t believe everything you read.† Just because a text is written and published does not means it is always accurate. Historical facts, similar to words whispered in the child’s game, â€Å"telephone,† are easily transformed into different facts, either adding or subtracting certain details from the story. James Loewen, in The Lies My Teacher Told Me, reveals how much history has been changed by textbook writes so that students studying the textbooks can understand and connect to the information. In Howard Zinn’s, People’s History of the United States, the author recounts historical tales through the point of view of the common people. Mainstream media, as proven by Loewen and Zinn, often pollutes and dilutes history to make the information sound better and more easily understood for the society. First of all, the accounts of Zinn and Loewen are quite different that what textbooks and mainstream media tell children. As mentioned previously, Zinn’s People’s History of the United States conveys the narrative of the travels of Columbus and the beginnings of slavery and racism through the eyes of the common or native people. This point of view enlightens the reader, who most likely believes that Columbus was a good and benevolent American hero, to that fact that Columbus â€Å"sailed the ocean blue† out of greedy and self-glorification. In reality, Columbus caused pain, suffering, and death because of his greedy; he captured natives for their ability to perform hard labor and information on where to find riches, primarily gold (Zinn, Ch. 1). The heroic adventures, as portrayed in society, melt down to be the acts of a greedy man who sought glory for himself b... ... and food we had an equal share† (Ch. 4, A3). White servants, although for the most part did receive all the aspects of the portion of the contract referring to time in service, they received the bare minimum of the necessities. Clearly then, one can see the necessity to read/see more then one perspective on historical events is crucial. One cannot rely on one description alone because the information may or may not be the complete truth. The author may leave out, embellish, or be uninformed of certain details, which leaves the reader at a disadvantage is he/ reads only one passage. Works Cited Loewen, James W. Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong. Second. New York, New York: Touchstone, 1997. Print. Zinn, Howard. A People's History of the United State. Fifth. New York, New York: Harper Collins, 2010. Print.

Novelist of the Harlem Renaissance Essay

In Nella Larsen’s Passing, racial identity and â€Å"passing,† or traversing the color line, have multiple configurations. Clare Kendry is the character who seems to saunter undisturbed back and forth across the color line. Irene Redfield wants to maintain a strict perimeter around her life, a perimeter far from the ambiguity of the color line. Their reunion starts when Clare introduces herself to Irene at a restaurant and end with Clare’s death. It is easy to read the novel as one where Clare is dangerous to Irene’s life. After all, she brings the color line right to Irene’s doorstep. But Irene seems to be more dangerous at the end of the novel. Larsen raises the question of whether Irene pushed Clare or if she fell. Irene and Clare interpret racial identity in very different ways. â€Å"Passing† is also open to interpretation, not only because racial identity is constructed but, because Irene and Clare also negotiate boundaries of gender and sexuality. Just as she does with race, Irene maintains a strict perimeter around her sexuality and in adhering to expectations of femininity. The abandon with which Clare seems to move back and forth across the color line is the same abandon that seems to inform her sexuality and gender identity. Larsen very skillfully unsettles reader expectations by delineating a rigid character on one hand and a flexible character on the other. Then Larsen undermines those expectations over the course of the novel. A reader’s experience of race is initially confirmed by Irene and challenged by Clare but not all of the pieces of puzzle fit. Class identity, something both Irene and Clare have in common, is a consistent challenge to broad generalizations in the 1920s about what black people could do and be. Because of the way â€Å"class† and socio-economic â€Å"place† for black people was associated with extreme poverty and lack of education, a middle-class black woman could not â€Å"stay in her place. † Works Cited Davis, Thadious M. Nella Larsen, Novelist of the Harlem Renaissance: A Woman’s Life Unveiled. Baton Rouge, LA: Louisiana State University Press, 1996. Doyle, Laura. Freedom’s Empire: Race and the Rise of the Novel in Atlantic Modernity. Durham, NC: Duke University Press, 2008. Favor, J. Martin. â€Å"A Clash of Birthrights: Nella Larsen, the Feminine, and African American Identity. † Authentic Blackness: The Folk in the New Negro Renaissance. Durham, NC: Duke University Press, 1999: 81-110. Hutchinson, George. In Search of Nella Larsen: A Biography of the Color Line. Cambridge, MA: Belknap Press, 2006. Jenkins, Candice M. â€Å"Decoding Essentialism: Cultural Authenticity and the Black Bourgeoisie in Nella Larsen’s Passing. MELUS 30. 3 (2006): 129-54. Larsen, Nella. Passing: A Norton Critical Edition. Ed. Carla Kaplan. New York: W. W. Norton, 2007. Rabin, Jessica. Surviving the Crossing: (Im)migration, Ethnicity, and Gender in Willa Cather, Gertrude Stein, and Nella Larsen. New York: Routledge, 2004. Wald, Gayle. Crossing the Line: Racial Passing in Twentieth-Century Literature and Culture. Durham, NC: Duke University Press, 2000.

Air Chief Marshal Sir Keith Park Battle of Britain

Born June 15, 1892 in Thames, New Zealand, Keith Rodney Park was the son of Professor James Livingstone Park and his wife Frances. Of Scottish extraction, Parks father worked as the geologist for a mining company. Initially educated at Kings College in Auckland, the younger Park showed an interest in outdoor pursuits such as shooting and riding. Moving to Otago Boys School, he served in the institutions cadet corps but did not possess a great desire to pursue a military career. Despite this, Park enlisted in the New Zealand Army Territorial Force after graduation and served in a field artillery unit.   In 1911, shortly after his nineteenth birthday, he accepted employment with the Union Steam Ship Company as a cadet purser.  While in this role, he earned the family nickname Skipper. With the beginning of World War I, Parks field artillery unit was activated and received orders to sail for Egypt.   Departing in early 1915, it was landed at ANZAC Cove on April 25 for participation in the Gallipoli Campaign. In July, Park received a promotion to second lieutenant and took part in the fighting around Sulva Bay the following month. Transferring to the British Army, he served in the Royal Horse and Field Artillery until being withdrawn to Egypt in January 1916. Taking Flight Shifted to the Western Front, Parks unit saw extensive action during the Battle of the Somme. During the fighting, he came to appreciate the value of aerial reconnaissance and artillery spotting, as well as flew for the first time.  On October 21, Park was wounded when a shell threw him from his horse. Sent to England to recover, he was informed that he was unfit for army service as he could no longer ride a horse. Unwilling to leave the service, Park applied to the Royal Flying Corps and was accepted in December. Dispatched to Netheravon on the Salisbury Plain, he learned to fly in early 1917 and later served as an instructor. In June, Park received orders to join No. 48 Squadron in France. Piloting the two-seat Bristol F.2 Fighter, Park quickly had success and earned the Military Cross for his actions on August 17.  Promoted to captain the following month, he later earned advancement to major and command of the squadron in April 1918. During the final months of the war, Park won a second Military Cross as well as a Distinguished Flying Cross. Credited with around 20 kills, he was selected to remain in the Royal Air Force after the conflict with the rank of captain. This was altered in 1919 when, with the introduction of a new officer rank system, Park was appointed a flight lieutenant.   Interwar Years After spending two years as a flight commander for No. 25 Squadron, Park became squadron commander at the School of Technical Training.  In 1922, he was selected to attend the newly-created RAF Staff College at Andover. Following his graduation, Park moved through a variety of peacetime posts including commanding fighter stations and serving as air attachà © in Buenos Aires. Following service as air aide-de-camp to King George VI in 1937, he received a promotion to air commodore and an assignment as Senior Air Staff Officer at Fighter Command under Air Chief Marshal Sir Hugh Dowding. In this new role, Park worked closely with his superior to develop a comprehensive air defense for Britain which relied on an integrated system of radio and radar as well as new aircraft such as the Hawker Hurricane and Supermarine Spitfire. Battle of Britain With the beginning of World War II in September 1939, Park remained at Fighter Command aiding Dowding.  On April 20, 1940, Park received a promotion to air vice marshal and was given command of No. 11 Group which was responsible for defending southeastern England and London. First called into action the following month, his aircraft attempted to provide cover for the Dunkirk evacuation, but were hampered by limited numbers and range. That summer, No. 11 Group bore the brunt of the fighting as the Germans opened the Battle of Britain. Commanding from RAF Uxbridge, Park quickly earned a reputation as a cunning tactician and a hands-on leader. During the course of the fighting, he often moved between No. 11 Group airfields in a personalized Hurricane to encourage his pilots. As the battle progressed, Park, with Dowdings support, often contributed one or two squadrons at a time to the fighting which allowed for continuous attacks on German aircraft. This method was loudly criticized by No. 12 Groups Air Vice Marshal Trafford Leigh-Mallory who advocated using Big Wings of three or more squadrons. Dowding proved unable to resolve the differences between his commanders, as he preferred Parks methods while the Air Ministry favored the Big Wing approach. An adept politician, Leigh-Mallory and his allies succeeded in having Dowding removed from command following the battle despite the success of his and Parks methods. With Dowdings departure in November, Park was replaced at No. 11 Group by Leigh-Mallory in December. Moved to Training Command, he remained indignant over his and Dowdings treatment for the remainder of his career. Later War In January 1942, Park received orders to assume the post of Air Officer Commanding in Egypt. Traveling to the Mediterranean, he commenced enhancing the areas air defenses as General Sir Claude Auchinlecks ground forces tangled with Axis troops led by General Erwin Rommel.  Remaining in this post through the Allied defeat at Gazala, Park was transferred to oversee the aerial defense of the embattled island of Malta. A critical Allied base, the island had sustained heavy attacks from Italian and German aircraft since the early days of the war. Implementing a system of forward interception, Park employed multiple squadrons to break up and destroy inbound bombing raids. This approach quickly proved successful and aided in the relief of island. As pressure on Malta eased, Parks aircraft mounted highly damaging attacks against Axis shipping in the Mediterranean as well as supported Allied efforts during the Operation Torch landings in North Africa. With the end of the North African Campaign in mid-1943, Parks men shifted to aid the invasion of Sicily in July and August. Knighted for his performance in the defense of Malta, he moved to serve as commander-in-chief of RAF forces for Middle East Command in January 1944. Later that year, Park was considered for the post of commander-in-chief for the Royal Australian Air Force, but this move was blocked by General Douglas MacArthur who did not wish to make a change.  In February 1945, he became Allied Air Commander, Southeast Asia and held the post for the remainder of the war. Final Years Promoted to air chief marshal, Park retired from the Royal Air Force on December 20, 1946.  Returning to New Zealand, he was later elected to the Auckland City Council. Park spent the majority of his later career working in the civil aviation industry. Leaving the field in 1960, he also aided in the construction of Aucklands international airport. Park died in New Zealand on February 6, 1975. His remains were cremated and scattered in Waitemata Harbor. In recognition of his achievements, a statue of Park was unveiled in Waterloo Place, London in 2010.

Toni Morrison s Beloved Cycle Of Claim - 1007 Words

Cycle of Claim in Toni Morrison’s Beloved Toni Morrison’s Beloved centers around the repercussions of slavery. The novel reveals that the memories of enslavement, particularly the denial of them, effect life even after slavery is abolished. The black community is unwilling to accept their past, causing them to lack self identities. Even after escaping a life of bondage, the characters are forever trapped in the external world of slavery. As Sethe says on page 95, â€Å"Freeing yourself was one thing; claiming ownership of that freed self was another.† The effects of slavery have inculcated the need to claim others in an effort to hold on. The aftermath of being possessed has created a subconscious cycle of claim which is prevalent in the mother-daughter relationships throughout the novel. Community plays a large role in the recovery of the aftereffects of slavery. They all are haunted by the same past, and therefore rely on each other to get through it. By joining the freed slave community, Sethe and her family would be accepting of their past. But after killing her daughter in fear that she would one day be a slave, Sethe and her family have been socially rejected from society and have alienated themselves from any social interaction. The tension between 124 and the black community is shown on page 14, â€Å"It had been a long time since anybody (good-willed white woman, preacher, speaker, or newspaperman) sat at their table, their sympathetic voices called liar by the revulsion inShow MoreRelatedAnalysis Of Toni Morrison s Beloved1200 Words   |  5 Pagesmatters is the part we choose to act on (Sirius Black) †. Toni Morrison’s novel Beloved dedicates her novel to the 60 million and more exposed to the darkness within the people set out to hurt them . The novel depicts how cruelty leads ex-slaves to make irrational decisions and shape the people they are at the end . The cruelty inflicted on one including but not limited to slavery causes a chain reaction of hatred, pain and suffering and the cycle continues to repeat itself as seen in the novel with SchoolteacherRead MoreAnalysis Of Toni Morrison s Beloved1200 Words   |  5 Pagesmatters is the part we choose to act on (Sirius Black) †. Toni Morrison’s novel Beloved dedicates her novel to the 60 million and more exposed to the darkness within the people set out to hurt them. The novel depicts how cruelty leads ex-slaves to make irrational decisions and shape the people they are at the end . The cruelty inflicted on one including but not limited to slavery causes a chain reaction of hatred, pain and suffering and the cycle continues to repeat itself as seen in the novel with SchoolteacherRead MoreBlack Naturalism and Toni Morrison: the Journey Away from Self-Lov e in the Bluest Eye8144 Words   |  33 Pagespostmodernism with its emphasis on race, class and gender, but the theory of naturalism as well: the idea that one s social and physical environments can drastically affect one s nature and potential for surviving and succeeding in this world. In this article, I will explore Toni Morrison s The Bluest Eye from a naturalistic perspective; however, while doing so I will propose that because Morrison s novels are distinctly black and examine distinctly black issues, we must expand or deconstruct the traditionalRead MoreSlaverys Destruction and the Scars That Create New Identities3231 Words   |  13 PagesGaines, surrounded the Cincinnati house where the runaways were hiding. In the melee that followed, Garner murdered her two-year-old daughter and attempted to kill her remaining children. (Goodman) This is the true story behind the classic novel Beloved; a story that is filled with symbols, pain, and sorrow. Each character has their own particular baggage that they carry with them whether it is in the form of a symbol or memory that has forever changed who they are. In this instance they lose their