Pre-Revolution French Government - Free Essay Example

Sample details Pages: 6 Words: 1902 Downloads: 8 Date added: 2019/06/26 Category History Essay Level High school Topics: French Revolution Essay Did you like this example? At the end of the 18th century, France was in ruins. The treasury was empty. The commoners were starving. Don’t waste time! Our writers will create an original "Pre-Revolution French Government" essay for you Create order The King, Louis XVI, the Queen, Marie Antoinette, and many high-ranking nobles lived a lavish lifestyle in a palace called Versailles. Versailles was set apart from the rest of France and because of this, the King and his nobles were out of touch with the common people. The result of this was a growing resentment in the common people for the French Monarchy and what it represented. Everything was pointing towards Revolution and the creation of a new government. The French Revolution was induced by the political and economic difficulties that plagued the French government. These problems would result in the revolution of the common people against the French monarchy which would have repercussions that are seen in modern times. From 1774 until 1793, King Louis XVI and Queen Marie Antoinette ruled France. King Louis XVI was born in August 1754 to the French royal family (Louis XVI (1754-1793)). While Marie Antoinette was born in November of 1755 to the Austrian royal family (Marie-Antoinette). In 1770, an arranged marriage was set to happen between Marie Antoinette and King Louis. The marriage was arranged so that a lasting alliance between Austria and France could be created. In May 1774, King Louis, at the age of nineteen, ascended to the French throne (Louis XVI). King Louis was fairly smart and recognized his responsibilities, however, he proved a mediocre king, relying excessively on his advisors and showing insufficient interest in the business of state. Louis preferred his regular leisure pursuits to reading dispatches, consulting ministers or considering policy (Louis XVI). In the French government, there were three social classes, the first, second and third estates. The first estate was comprised o f all ordained catholic Church members. The First estate was responsible for, social policy and welfare and also carried out some functions of the state. Its clergy conducted and registered marriages, baptisms, and funerals; they delivered education to children and distributed charity to the poor (The First Estate). Because the Church was very powerful, they were able to gain a large amount of wealth quickly. In addition, during the 18th century, many French citizens had a growing dissent for the church. Many citizens believed that bishops acted on their own interests rather than the interests of God or the church (The First Estate). Next, the second estate was comprised of all French nobility. Members of the second estate mainly worked as financiers, administrators, magistrates, or court officials. The nobility were depicted as, an extravagantly wealthy and lazy group, disconnected from the realities of French society (The Second Estate). In addition, all members of the second esta te were exempt from taxes. Lastly, the third estate was comprised of everyone else. As time went by under King Louis XVIs rule, commoners became more enraged over the government and the churchs actions. During this time, the third estate made up of ninety-eight percent of the French population (French Revolution). The third estate was the only estate that was taxed by the government. In addition, they were often poorly represented. It was their grievances that were the main causes of the French revolution. During this time, an event was going on called the Enlightenment. The Enlightenment was a period between 1685 and 1815 where study areas such as politics, philosophy, science, and communications were greatly improved (Enlightenment). Another topic that came up during the Enlightenment was the questioning of the absolute rule of kings. Enlightenment thinkers such as Charles Montesquieu and Jean-Jacques Rousseau were very vocal in their belief that the certain parts of the government should not be more powerful than others. First, Charles Montesquieu was born in Fra nce in 1689 in France under the rule of King Louis XIV (Development in Democracy). He opposed the French monarchy and concluded that, the best form of government was one in which the legislative, executive, and judicial powers were separate and kept each other in check to prevent any branch from becoming too powerful (Developments in Democracy). This would set the precedent for the American government that would be formed after the American Revolution. Lastly, Jean-Jacques Rousseau was born in 1712 in Switzerland, a democracy; however, he moved to Italy and France to get a better education (Developments in Democracy). First, he believed that, the powerful rich stole the land belonging to everyone and fooled the common people into accepting them as rulers (Developments in Democracy). He also believed that the problem: was to find a way to protect everyones life, liberty, and property while each person remained free. Rousseaus solution was for people to enter into a social contract. They would give up all their rights, not to a king, but to the whole community, all the people (Developments in Democracy). His beliefs resulted in a form of a direct democracy in which everyone voted for laws or other ideas to show what the people wanted. These two men and many others inspired many people in France to revolt. Another way people, in France, were inspired to revolt was because they were starving from a lack of money in the treasury. Before King Louis XVIs rule, many French kings participated in many wars which drained the money in the treasury. Even though King Louis knew this, he decided to help the Americans in the American Revolution. This put France in a bigger debt than it had ever been before. All goods in France rose because of inflation, and many people started to starve. However, the rich still lived in luxury. Overall, the French people were done with the Monarchy, and they had only one choice; revolt. The king, knowing of the commoners growing restlessness, sent troops to Paris to make sure nothing bad happened. However, at night, on July 14, 1789, the commoners, being fed up, decided to storm the Bastille. The Bastille was a place where the French government held ammunition. However, to the commoners, it was a symbol of the tyrannic French government (Bastille Day). First, the commoners surrounded the Bastille and sent delegates inside to tell the government their grievances. They took a long time talking making the commoners believe that their delegates had been imprisoned, so they were able to lower the drawbridge and enter the courtyard. They killed all of the soldiers in the Bastille including the governor (Bastille Day). This event was widely known as the beginning of the French Revolution. The next main event in the French Revolution was a few months later on October 5, 1789, and is known as the Womens March on Versailles. This event was when thousands of Parisians, many of them women, marched 12 miles from Paris to Versailles in a hope to bring their grievances peacefully straight to the Kings palace (October March on Versailles). As they arrived at Versailles, they rushed into the hall where the national assembly met, mainly to escape the harsh rain. A few hours later, six women were sent to bring the peoples grievances to the palace. At the same time, another group of women broke into the palace with the intent to kill the queen (October March on Versailles). Marie Antoinette had to run through the maze of bedrooms in the palace in order to escape the women. Eventually, the band of women were stopped by French soldiers. The pinnacle of the day was when King Louis and his wife Marie Antoinette, fearing for their lives, came out onto a balcony at Versailles and said, I shall go with you to Paris, with my wife and children. It is to my good and faithful subjects that I confide all that is most precious to me (October March on Versailles). Finally, on the afternoon October 6, the king, his family, his royal retinue and several deputies to the Assembly departed Versailles for Paris. Their carriages were accompanied by the crowd, the procession numbering between 30,000 and 40,000 people (October March of Versailles). When King Louis and his family arrived at Paris they were taken to Tuileries, an old royal residence. The King and his family thus became prisoners of the revolution (October March of Versailles). The last step in completing the revolution was creating a new Constitution. The constitution was written by the French government on August 4, 1789. It was titled The Declaration of the Rights of Man and was, a statement of democratic principles grounded in the philosophical and political ideas of Enlightenment thinkers like Jean-Jacques Rousseau (French Revolution). The document gave the new government the power to replace the old monarchy with a new democracy. After many months of debating, the government finally adopted Th e Declaration of the Rights of Man on September 3, 1791 (French Revolution). The constitution established a constitutional monarchy where the king could veto laws and appoint ministers. However, many influential radicals such as Maximilien de Robespierre disagreed with the new constitution and began to gather support for a more republican form of government (French Revolution). This constitution had many flaws in it and would eventually be replaced by a different constitution a couple years later. At the end of the French revolution, a period began called the Reign of Terror (French Revolution). The Reign of Terror lasted from April 1972 until July 1974. It was a period in which suspected enemies of the revolution, by the thousands, were executed. At the time of the Reign of Terror, a group of revolutionists called the Jacobins had taken control of the government and were led by Maximilien de Robespierre. The Reign of Terror ended when Maximilien de Robespierre was executed. On August 22, 1795, Frances first real ruler after the revolution was instated. His name was Napoleon Bonaparte. Napoleon showed Europe how France could still be a powerful country even after the ravages of the revolution. Even after Napoleons rule, the effects of the revolution affected Europe greatly. In the original French government, before the revolution, the church and the state were very intertwined. However, after the revolution, in 1905, the French government decided to separate the church and the state (Astier). Before the Revolution, many people were starting to have dissatisfaction for the amount of power the church had in France (The First Estate). Another influence that the French Revolution caused on the world is it inspired other revolutions across the world. These revolutions included the Haitian Revolution in 1791, the Irish Rebellion in 1798, the Russian Revolution in 1905 and the revolutionary wars in Latin America (Motadel). Many of these uprisings were founded on the same ideas as the French Revolution, the concepts of the Enlightenment. In conclusion, Pre-Revolution French government was plagued by many problems and those problems were thus forced on the common people. The common people reacted by revolting against the French monarchy and that revolt would have many impacts that are seen today. First, Pre-Revolution French government, nobility and church were very corrupt. In addition, the government was close to bankruptcy after their ruler, King Louis XVI helped the Americans in the American Revolution, even though France was already poor. Second, The political and economic issues that plagued the French government supported the start of the revolution greatly. Third, in 1789 the commoners had enough. They finally revolted and overthrew the monarchy in order to instate their own government based on Enlightenment ideas. Lastly, The French Revolution left lasting effects on the world as a whole. Overall, the French government influenced the people into revolution which ruined the lives of many people and might have even led to a worse government.

Essay about Sylvia Plath - 1185 Words

Sylvia Plath This line is from Sylvia Plaths poem Lady Lazarus, one of many that helped make her an icon of modern American poetry. They have an eerie, prophetic quality, seeming to foreshadow the tragic death of this young writer. Understanding Sylvia Plaths words require a closer look at both her life and a few of her works. Though critics have described her writing as governed by negative vitalism, her distinct individuality has made her a conversation piece among those familiar with her. (Pollitt 338) However, it is not negative vitalism that controls her writing, but simply her approach to dealing with her feelings. She writes from her experiences, she writes from her soul. Sylvia Plaths poems reflect the†¦show more content†¦In the summer of 1953, she hid herself in a hole in her cellar after overdosing on sleeping pills but was found and saved. After a hospitalization, she was given electroshock treatments and psychotherapy and released to go back to school for a successful last year. She won many prizes and publications and even a scholarship to the University of Cambridge. At Cambridge she met Ted Hughes, an English poet who later became her husband in 1956. They moved to Boston a year later and Plath became an instructor at Smith. After a series of failed attempts to publish poetry books, the couple moved back to England where they had their children, Freida and Nicholas. However, Plaths medical problems and miscarriage left her distraught. Finally, her book of poetry, The Colossus and Other Poems (1960) was accepted and published by William Heinemann Limited. Also, she received a Eugene F. Faxton Fellowship to complete the novel she had begun about her nervous breakdown called The Belljar, Which happened to be published under the pseudonym Victoria Lucas, due to Plaths insecurities. (Magnusson 1170) Unfortunately, her marriage was deteriorating, and her husband was having an affair. She and Ted separated in 1962. During the time between her separation and her suicide in 1963, she was extremely depressed and often ill from the cold and draughty apartment where she and her children lived. With no telephone and frozen pipes, herShow MoreRelatedSylvia Plath836 Words   |  4 Pages Sylvia Plath is said to be one the most prodigious, yet interesting, confessional poets of her time. She was an extremely vital poet of the post-World War II time period and expressed her feelings towards her father and husband through her poetry. Plath’s mental illness had a dramatic influence upon her work in which she demonstrated the hatred she had for her father specifically. The poem â€Å"Daddy† is an easily applicable example. Within this piece of work, Plath uses direct references to howRead More`` Daddy `` By Sylvia Plath1013 Words   |  5 Pages In Sylvia Plath’s poem, â€Å"Daddy†, she shows her emotions for her father, Otto Plath. Sylvia Plath lost her father at eight years old when she still had much love for him (Famous People â€Å"Biography†). After a number of years, hatred is built up inside of Sylvia towards her father. When her father first died, she loved him and she grieved over her father’s death. After years of confusion, she eventually decided and wrote, â€Å"Daddy, Daddy, you bastard, I’m through† (Line 80). In â€Å"Daddy† by Sylvia PlathRead MoreEssay On Sylvia Plath1607 Words   |  7 Pageshas to offer. Sylvia Plath was a confessional poet, using her personal experiences and very real situations to give â€Å"negative† emotions the artistic charm and characteristics traditionally saved for â€Å"positive† emotions. Her father died in her eighth year of life, and although this event tormented her until her own death, time went on. She married Ted Hughes, the two of them encouraging each other’s careers as much as they could, but still there was tension between them. It was when Plath learnt of her Read MoreBiography of Sylvia Plath942 Words   |  4 Pagestwentieth century, Sylvia Plath was highly esteemed by fans and fellow writers alike. Sylvia Plath’s parents, Aurelia Schober and Otto Plath, had met when Aurelia became Otto’s student at Boston University. Otto was a biology professor with an infatuation with bees; he had even published a book titled Bumblebees and their ways. Otto and Aurelia married in January of 1932, and by October of the same year Aurelia gave birth in Jamaica Plain, Massachusetts to a daughter, Sylvia. Sylvia spent her childhoodRead More Sylvia Plath Essay2106 Words   |  9 Pages Sylvia Plath was a gifted writer, poet and verbal artist whose personal anguish and torment visibly manifested itself in her work. Much of her angst stems from her warped relationship with her father. Other factors that influenced her works were her strained views of human sexuality, her sado-masochistic tendencies, self-hatred and her traditional upbringing. She was labeled as a confessional poet and biographical and historical material is absolutely necessary to understand her work. SylivaRead More Sylvia Plath Essay1700 Words   |  7 Pages Sylvia Plath was a troubled writer to say the least, not only did she endure the loss of her father a young age but she later on â€Å"attempted suicide at her home and was hospitalized, where she underwent psychiatric treatment† for her depression (Dunn). Writing primarily as a poet, she only ever wrote a single novel, The Bell Jar. This fictional autobiography â€Å"[chronicles] the circumstances of her mental collapse and subsequent suicide attempt† but from the viewpoint of the fictional protagonistRead MoreThe Life Of Sylvia Plath Essay1313 Words   |  6 PagesThe Life of Sylvia Plath Sylvia Plath was a very dedicated author who lived from 1932-1963. She is best known for her poetry. Plath started writing and was a published poet at a very young age. According to Encyclopedia Britannica, Plath’s first poem was published when she was eight years old. â€Å"Plath’s poems explore her own mental anguish, her troubled marriage to fellow poet Ted Hughes, her unresolved conflicts with her parents, and her own vision of herself†(Poetry Foundation). Plath was a devotedRead MoreBiography of Sylvia Plath1452 Words   |  6 PagesCritical Analysis Sylvia Plath, a great American author, focuses mostly on actual experiences. Plath’s poetry displays feelings and emotions. Plath had the ability to transform everyday happenings into poems or diary entries. Plath had a passion for poetry and her work was valued. She was inspired by novelists and her own skills. Her poetry was also very important to readers and critics. Sylvia Plath’s work shows change throughout her lifetime, relates to feelings and emotions, and focuses on dayRead MoreThe Poetry of Sylvia Plath734 Words   |  3 PagesSylvia Plaths poetry roots from her harsh life long battle with heart break, death, and depression. It is clear by her work, that life was a daily struggle for this poet. In the research of her poetry, i found one poem in particular that really interested me. My main focus was the poem Mirror. The narrator of this poem is a wall mirror. At first glance, the mirror appears to be human, based off of its qualities and descriptions. The m irror has the ability to recognize things, such as the smallRead MoreMirror by Sylvia Plath817 Words   |  3 PagesSylvia Plaths poem, Mirror,† represents the disturbed self of the woman, The mirror signifies the unsympathetic male view of a woman and what is socially expected of her: having a flawless beauty and perpetual youth. As the persona ages over the years, the mirror maliciously reflects the alterations in her appearance. Age becomes the persona’s flaw and inadequacy and consequently her foundation of anxiety and alarm. The mirror projects what is thought of the woman as she grows older. It claims

Alzheimer s Disease A Progressive Decline - 1240 Words

Alzheimer’s disease is a progressive decline in cognitive function. It affects the brain by damaging brain cells resulting in a decreased in cognitive function, physical mobility, swallowing and fine motor skills. This disease approximately 5.1 million Americans aged sixty-five or older (Alzheimer s Association, 2015) of which approximately 700,000 will likely die this year (Alzheimer s Association, 2015) of related symptoms such as aspiration pneumonia due to decreased swallowing ability. The progression of this disease is consistent and cannot be cured or slowed (Alzheimer s Association, 2015). According to the Alzheimer’s Association, Alzheimer’s is one of the most expensive chronic disease in the United States estimating a cost of 226 billion dollars per year (Alzheimer s Association, 2015). This debilitating disease is the sixth leading cause of death in the United States (Alzheimer s Association, 2015). Identify Alzheimer Disease is a form of dementia that is â€Å"a progressive, irreversible brain disorder that is characterized by a gradual deterioration of memory, reasoning, language, and eventually physical function† (Santrock, 2015). Dementia is a term that classifies a group of disorders that affect the brain resulting in a decline of cognitive function. Approximately 50 to 80 percent of dementia diagnosis can be classified as Alzheimer’s (Alzheimers Association, 2015). Historical Overview Discovered in 1906 by Dr. Alois Alzheimer due to his study ofShow MoreRelatedAlzheimer s Disease : Causes Progressive Physical And Cognitive Decline1066 Words   |  5 PagesAlzheimer’s disease (AD) can be described as a neurodegenerative disease that causes progressive physical and cognitive decline.1 AD which is mostly seen in the elderly, is the most common form of dementia. Dementia can be described as the loss of the brain’s ability to function in multiple ways in a person who is awake or alert. Dementia includes memory loss and also affects a person’s ability to speak, read, write, listen, and complete certain tasks.1 Dementia can have a tremendous impact on one’sRead MoreAlzheimer s Disease : A Progressive Disease925 Words   |  4 PagesAlzheimer s disease is a progressive disease that destroys memory and other vital mental functions. Alzheimer s disease is the most common cause of dementia, a group of brain disorders that cau se the loss of intellectual and social skills. AD can eventually render a person unable to function in society and to even care for themselves. Since the disease is the 6th leading cause of death in the United States constant research is being done to try to prevent it and to find a cure. Alzheimer s diseaseRead MoreThe Disease Of Alzheimer s Disease1677 Words   |  7 Pagesone thing Alzheimer s cannot take away, and that is love. Love is not a memory - it s a feeling that resides in your heart and soul.† (Fade to Blank). The human brain is a remarkably complex organ that processes, stores, and recalls information. â€Å"Alzheimer s disease (AD) is a slowly progressive disease of the brain that is characterized by impairment of memory and eventually by disturbances in reasoning, planning, language, and perception. Many scientists believe that Alzheimer s disease resultsRead MoreAlzheimer s Disease : The Most Common Form Of Dementia1427 Words   |  6 PagesDementia, known as one of the world s current pandemics, is estimated to be the fourth most common cause of death in the developed country, second only to cardiovascular, cerebrovascular diseases and cancer. With the aging population, dementia has gradually become a serious threat to the health of the elderly people in Australia. Alzheimer s disease is the most common form of dementia. 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Alzheimer’s disease is the most common cause of dementia. Alzheimer’s disease is Ultimately fatal. Medical Definition. Alzheimer s disease is a progressive, degenerative disorder that attacks the brain s nerve cells, or neurons, resulting in loss of memory, thinking and language skills, and behavioral changes. These neuronsRead MoreNbsjd789 Words   |  4 PagesAlzheimer Disease Report Alzheimer s disease (AD) is a slowly progressive disease of the brain that is characterized by impairment of memory and eventually by disturbances in reasoning, planning, language, and perception. Many scientists believe that Alzheimer s disease results from an increase in the production or accumulation of a specific protein (beta-amyloid protein) in the brain that leads to nerve cell death. The likelihood of having Alzheimer s disease increases substantially afterRead MoreWhat Is Alzheimer s Disease? Essay1698 Words   |  7 Pagesis Alzheimer’s Disease? Alzheimer’s Disease (AD) is a type of dementia that is irreversible and it causes problems with memory, thinking and behavior. The symptoms usually develop slowly and get worse over time, becoming severe enough to interfere with daily tasks. (â€Å"Alzheimer’s Disease Dementia,† n.d.). Dementia is a term for a decrease in the intellectual ability which it can be severe enough to interfere with an individual’s day to day life. The German neurologist Alois Alzheimer was the firstRead MoreSymptoms Of Alzheimer s Disease1006 Words   |  5 PagesAlzheimer s disease is a severe illness that affects the brain and leads to gradual memory loss, reduced intellectual ability and deterioration function of thinking. Alzheimer s disease (AD), the most common type of dementia, is a progressive neurological disorder that increasingly robs individuals of cognitive, behavioral, and functional skills (Demakis, 2007). 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The Film V For Vendetta And The Song Get Up Stand Up By...

SAE Institute Oxford SAE 502: Critical Analysis Essay The Comparative analyses of the film V for Vendetta and the song Get Up Stand Up by Bob Marley and how they relate to the social context of Marxism. James Cunningham 17658 ADHE0514 Assignment Code Word Count: Module Leader/Lecturer: Ben Hall Table of Contents Title Page Abstract Table of Contents Introduction (word count) Main Body (word Count) Conclusion (word Count) Appendices Reference List Introduction One of the themes that influenced many artists in the past is standing up for your rights. ‘V for Vendetta’ (2005) and ‘Bob Marley’s Get Up, Stand Up’ (1973) has been chosen because the author supports these works fit into the social context of Marxism. This essay traverses through Karl Marx’s history and his pioneering works on Marxism. Marxism is then related to the film V for Vendetta and Bob Marley’s track ‘Get Up, Stand Up’, and how both of them are Marxist approaches to inculcate in the society. From the outset, Marxism will be examined in terms of the historical aspect and materialistic ideology. Moreover, the study will look at how these elements were manipulated by the powers that be. There follows a short synopsis of the film ‘V for Vendetta’ and an analysis of specific scenes that relate to the Marxist theory. Subsequently, the discussion will focus on Marley’s influence on Jamaican politics and consequently an analysis on how Marley’s Get Up Stand Up (1973)Show MoreRelatedComparing The Film V For Vendetta And The Song Get Up Stand Up By Bob Marley3921 Words   |  16 PagesComparative analyses exploring the film V for Vendetta and the song Get Up Stand Up by Bob Marley and how they relate to the social context of Marxism. One of the themes that influenced many artists in the past is standing up for your rights. ‘V for Vendetta’ (2005) and ‘Bob Marley’s Get Up, Stand Up’ (1973) has been chosen because the author supports these works fit into the social context of Marxism. From the outset, Marxism will be examined in terms of the historical aspect and materialistic

Business Management And Strategic Management American Apparel

Question: What role does vertical integration play in American Apparel's strategy in terms of both tangible and intangible factors? Answer: Founded in 1898 American Apparel has come a long way in the garment industry, the company has expanded and grown with the dynamic of the business environment and has gained goodwill from all the stakeholders. The company is based out of los angles and vertical integration has been a significant part of its operational strategy[1]. Vertical integration is the process of by which a business organization increase and improve its operations. It involves dividing the same production path into various steps. The process of supply chain is owned by the company at various levels. For example: when the company produces both the end product as well as the required raw material. The supply chain involves four stages: commodities, manufacturing, distribution and retail. This process helps the company reduce the cost of production and manufacture as well as increase the efficiency of the resources by implementing multiple usages[2]. The company has also established itself as a successful multinational company and owns more than 270 retail stores in 20 countries all around the world. One of the most unique features of American apparel is that it is a company in the fashion industry that has implemented both forward and backward vertical integration a central part. The decision of themanagement plays an important role in the operation as well as earning the revenue for the company. The organization does most of the work in the line of production starting from cutting of the fabric and sewing it, it also owns several knitting and dyeing services in Southern California. American apparel also owns a distribution warehouse, a wholesale operation. The designing of the garments and the promotional strategies of the company are formulated and implemented is carried out by the company. Starting form advertising, photography and clothing models are from the resources that the company owns. The advantages are that the business operation using vertical integration achieved extraordinary speed and elasticity as well as in any kind of policy making and decision making process. This process also enables the company to be more innovative in terms of design and fashion trends. It also helps the company to meet the requirements of the customers before the competition. Vertical integration is the process which also reduces the product development cycle[3]. One of the biggest disadvantages of the process it that it engages a significant amount of capital and also it shifts the focus of the business which may have an impact on the quality of the product or service. If there are some significant changes in the economy like depression then the company will face a huge set back. Therefore, the tangible factors impacting the vertical integration are firstly the resources like factories, facilities, warehouses etc of the company and the stakeholders like the employees and the managers of the company also has an important role. Some of the intangible factors are: motivation, talent acquisition and organization of implementation of the strategy of vertical integration are responsible for the success of the process[4]. References: Fulton, Katelyn, and Seung-Eun Lee. "Assessing sustainable initiatives of apparel retailers on the internet."Journal of Fashion Marketing and Management: An International Journal17.3 (2013): 353-366. Lahiri, Nandini, and Sriram Narayanan. "Vertical integration, innovation, and alliance portfolio size: Implications for firm performance."Strategic Management Journal34.9 (2013): 1042-1064. Orefice, Gianluca, and Nadia Rocha. "Deep integration and production networks: an empirical analysis."The World Economy37.1 (2014): 106-136. Rangrang, B. A. I., and T. A. N. Shiyu. "RD Mode, Vertical Integration and Innovation Performance of Indigenous Brand in the Introduction Period."Journal ofManagement 4 (2016): 007.

Transition in Early Years free essay sample

There are many issues that cause life stress to children and their families e. g. bereavement, separation /divorce, long-term illnesses. This report will employ a holistic approach, incorporating life span development, and will focus on transition within early year’s education. It will assist practitioners in supporting children and their families and will focus on the effect it has on their lives. Report Summary Transition within early years education is a major life event that a child and family go through together. Currently, educational transition is defined as the process of change that children make from one place or phase of education to overtime, Fabian and Dunlop (2002). Starting school is a huge step in a child’s life. For some it is a natural and seamless progression, for others a major upheaval, Hamilton et al (2003). Regardless of the process, this change requires children to cope with a re-organisation of their identity and status as they move from pre-school/home to becoming a school child. Fthenkis (1998, pg. 1) maintains that substantial changes such as this â€Å"†¦can induce psychological changes†. The issue for children is how they will cope with such changes and discontinuities as they start school and how they might employ strategies for dealing with such changes. Ghaye and Pascal (1998, pg. 3) state that starting school in the U. K is making â€Å"†¦a range of potentially stressful demands†. About Transition Practitioners working with this life event can work with the child and parents to minimise stress levels. Therefore, it is important for practitioners to endorse a holistic approach. The ultimate aim is to understand the child’s developmental needs within the context of the family, and to provide appropriate services that respond to these needs. Freedom in education (2007) declares Rudolf Steiner, a famous philosopher, based his own education on a holistic approach. He firmly believed in â€Å"†¦ [Educating] the whole child†. According to the EYFS (2007) every child is a â€Å"unique child and inclusive practice should be valued†. Barnes, (1991, pg. 54) is in favour of Steiner’s Education, â€Å"when the Waldorf curriculum is carried through successfully, the whole human being-head, heart and hand has truly been educated†. Practitioners can influence a child’s life span development by employing a variety of systems for inductions e. g. single visits, talks to parents in an afternoon/evening, home visit, parents staying with their child on the first few days. Another strategy would be a staggered start before or after other children have begun on the first day. (Whalley, 2001). However, it might be the individuals whom they start with, rather than the induction system that is the key factor in helping children and their parent’s . e. g. a child could start with a friend, neighbour or cousin. Margett (2002, pg. 112) found that children who commenced school with a playmate â€Å"†¦had high levels of social and academic competence and less problem behaviours than other children†. Ladd and Price (1987) professed this thought. A range of writings (Fabian Dulop, 2002 ; Dunlop Fabian, 2003) propose that the way in which transition is experienced not only creates a difference to children in the early months of a new situation but also contains a longer term impact, because the context to which they feel successful in the first transition is likely to influence subsequent experiences. Life Span Development According to Brofenbrenner, (1979) a child’s life span development could change from cradle to grave depending on environmental conditions which a child experiences (handout wk 3). For example a child may have a smooth transition from home to school but later in adolescence the transition from college to university can be effected by the Macrosystem. Thus the burden of tuition fees can inflict anxiety upon the individual (see appendix). Goleman, (1996) believed that children need to feel socially secure and emotionally ready to meet new challenges with confidence. Featherstone (2004) raises concerns about the lack of emotional support and the consequences attached to it. Featherstone believes that it can cause worry and stress leading to aggression or withdrawal, all of which have the potential to impair learning capacity. Leavers et al (1997, pg. 15) describes children with high levels of well being as feeling â€Å"†¦like fish in water†, in their educational environments with the ability to maximise their learning potential. The EYFS (2006, 37-41) places PSED at the heart of all learning areas, but thrusts a more explicit emphasis on emotional well-being. Practitioners are now expected to focus on children’s emotional health more directly, enabling children to understand and manage their feelings. This emphasis extends to working with families in the Every Child Matters Framework. Impact on Transition Letting Go Feelings of sadness and resistance are common as children prepare to leave a familiar setting/situation. Some may loose control, cry easily or revert to habits such as, thumb sucking. Practitioners can assist the child express their emotions by reading stories about children in similar situations. Practitioners need to acquire patience and compassion for the child and family. The separation often proves traumatic for parents in need of support and reassurance. Hamilton et al (2003, pg 16) advise practitioners to be â€Å"†¦patient and understanding†. Working With Parents and professionals Single Visits This is an essential period for practitioners to lay the foundations for successful parental involvement, (Tizard et al, 1981). Parents will feel stressed. This can reflect on the child feeling anxious if the child senses parent’s anxiety, (Learning About, 2007). Providing single visits to school will guide parents to understand what lies ahead of them and their child. Fabian and Dunlop (2002, pg 46) maintain that â€Å" nformed parents are less likely to be stressed about their child’s transition†. Transition can cause fears, concerns and mixed feeling about exactly what will happen next. Children need the opportunity to visit the setting ahead of time and practice new routines to anticipate what will be different. This is an opportunity for practitioners to provide adequate information about the setting. Practitioners can learn about the child and culture. A study by Brooker (2002) outlines how the values of home differs to school values in terms of culture e. g. play at home could differ with play at school and can cause emotional difficulties. Practitioners should build a relationship to identify different cultural beliefs, which will enable them to celebrating diversity. Margett (2002) firmly believes that, adjustments should be made in the setting for diversity. Garnat M (2000, pg. 5) cited John Dewey (1897) he suggested that practitioners â€Å"†¦must be sensitive to the values and needs of families†. Practitioners need to adapt strategies to address different types of systems to meet the needs of a range of children and families in terms of disability, cultural, linguistic, ethnic, racial and socio-economic backgrounds. Following the Childrens Act (1989) practitioners are expected to provide a service, which fosters the above. Under the Equality Act (2006) children and families are protected against discrimination, (Human Rights 2007). Talks to Parents Any form of parental involvement is taxing for working parents. Practitioners need to understand and take into account individual needs. In the ecological model put forward by Bronfenbrenner, (1979) parents working conditions in the Exosystem can effect the child’s life span development: e. g. parents may have to take time off work which can result in a loss of earning. This has an effect on providing food, clothing, transport etc. This financial strain can affect the environment in the Microsystems (see appendix). When a family is from a minority group it is important to obtain what languages are spoken at home? Prior to the visit other professionals and agencies can assist in home visits e. g. bi-lingual assistants, community workers, and social workers. Home Visits Some parents find the school environment intimidating but will be relaxed in their own home where they can be the host and attain relevant information. This will boost their confidence and shine back on their children. Practitioners should be cautious not to alienate parents with too much information. Fabian and Dunlop (2002, pg. 36) propose that â€Å"†¦induction visits that is accessible both in quality and quantity helps parents†¦gives them confidence and reduces stress†. Practitioners can arrange a staggered start for children, enabling them to begin in small groups and welcomed individually. Parents should be encouraged to stay with their child for the first few sessions. Practitioners need to make alternative arrangements for working parents. Settling In At this stage both parent and child will have some ideas of what lies ahead. However, this does not mean that they will settle comfortably without any fears or anxiety. The gruelling thought of separation can cause more strain than before. For some, the attachment has never separated and this will be the first. Erik Eriksson’s (1950) eight stages of development demonstrate a child in the first year who is well handled, nurtured, and loved develops trust and security. If handled badly then the negative side effects would result in the child feeling insecure and mistrustful. If the child can overcome the first stage successfully the possibility of resolving the next crisis will be positive. However, transition can affect the child in the third stage of Initiative versus Guilt if the first stage was not resolved successfully. Thus the child will be affected by the fear of separation (see appendix). Practitioners need to adhere to what the child and family needs are to guide them through this strenuous event. Practitioners need to inform parents that when the time comes to depart they must reassure their child that they are leaving and will be back for them later. Parents need to be aware of breaking the trust barrier. Parents need reassurance when they collect their child. Positive feedback will relieve stress, enabling tomorrow to be a brighter day. Summary This report highlighted some of the key factors that related to stress caused upon children and their families whilst going through transition. It identified the impact and illustrated the importance of working together to enhance a successful transition, taking on a holistic approach.