Political Testament of Cardinal Richelieu Essay - 785 Words

At the beginning of the 17th century, France was a place of internal strife and bickering bureaucrats. The king, Louis XIII, had come to the throne in 1610 at the age of nine, leaving the running of the kingdom to his mother, Marie de Medici. One of her court favorites, Armand de Plessis de Richelieu, rose through the ranks, eventually gaining the title of Cardinal and becoming one of Louis’ key advisors and minister. His political manifesto, Political Testament, was a treatise for King Louis XIII that offered him advice mainly concerned with the management and subtle subjugation of the nobles and the behavior of a prince. Beneath all of the obeisant rhetoric, Richelieu was essentially writing a handbook for Louis XIII on how to survive†¦show more content†¦This aversion to shame could be an invaluable tool for the shrewd king: he could threaten to take away their title and position if they refused to meet his requests. During this period in French history, the nob ility was starting to gain power and prestige, and this power presented the king with a problem: he needed to have strong nobles to strengthen his realm by extension. However, he still had to maintain power and his position of supremacy. Richelieu posits that the king must maintain a firm system of punishments and rewards:†Punishments and rewards are two quite necessary elements in the conduct of states. It is an ordinary allegation, but more true, and often repeated by all men, that rewards and punishments are the two most important tools of government available in a realm.† This system played on the honor obsession the nobility had, and strengthened the kingship at the same time. If one helped the king, they were rewarded with more honor and a higher position; if they resisted, they lost everything. This strengthened the kingship as well. Those he rewarded would be assets to the kingdom, while those he punished would serve as warnings to those who considered resisting . Richelieu’s section regarding the power of the prince was particularly reminiscent of 15th century Italian political strategist Niccolà ³ Machiavelli’s seminal work, The Prince. The Prince also deals with the management of one’s people, and arguedShow MoreRelatedComparing Cardinal Richelieus Practice of Ruler Ship to Niccà ²lo Machiavellis Ideas About the Effective Exercise of Power2015 Words   |  9 PagesArmand-Jean du Plessis de Richelieu. Upon entering the French political arena, Richelieu was thrown amidst the struggles of international diplomacy, the devious schemes of the nobility, and the disgruntlement of the common people. Similarly, the unstable Florentine Italy which Niccà ²lo Machiavelli familiarized himself with led both these prominent men to publish their respective works: The Prince by Machiavelli and The Political Testament of Cardinal Richelieu by Richelieu himself. By rejecting conventionalRead MoreThe Political and Religious winds of The Seventeenth Century from Charles the First to Oliver Cromwell2303 Words   |  10 Pages THE POLITICAL AND RELIGIOUS WINDS OF THE SEVENTEENTH CENTURY FROM CHARLES I TO OLIVER CROMWELL The Restoration, a period of constantly changing ideals, shows how the change in government from Charles I to Oliver Cromwell affected the people of that time, shows the Child of Hope, shows the shift in winds of religion, compares and contrasts Absolutism and Constitutionalism, shows how the influence of the English people on the world, and shows a new era being heralded in without which we would not

The Doctrine Of Direct Effect - 1629 Words

The doctrines of direct effect and supremacy are extremely important because they require national courts to apply European Union law over any conflicting provision of national law. This essay will first consider the doctrine of direct effect, its advantages and disadvantages and it will go on examining the doctrine of supremacy, how it can be assessed and its relation with the doctrine of direct effect. Finally, some conclusion will be drawn as to how the direct effect and supremacy of Union law provisions are related to each other and how can be really helpful for individuals and member states when looking at the big picture, even if in some situations they might be seen as inappropriate. Direct effect is not expressly mentioned by any†¦show more content†¦As opposed to Van Gend en Loos which leaves the matter unresolved, Defrenne allows horizontal direct effect. Therefore, the individuals are able to invoke Treaty rights and provisions of regulations against the State and other individuals before national courts. Nonetheless, the situation is slightly different when it comes to directives. Article 288 states that a directive must be implemented into national law. Even if it does not fulfil the second criteria of the test in Van Gend en Loos about implemented measures, in the latter case of Van Duyn v Home Office it was held that directives can be directly effective provided that they are clear and unconditional. There are conditions, however, in the case of Ratti , it was held that for a directive to have direct effect on the member state the implementation deadline must have passed. In addition, in the case of Marshall , the court decided that directives can have a vertical direct effect but not a horizontal direct effect. This decision was upheld in Faccini Dori v Recreb Srl . This protects the individuals from being sued for matters that the State is responsible for. Nevertheless, these decisions were strongly contested, especially in the employment context. Why should people be able to sue their employer only if they are a public body? What about people working in the private sector? It could be argued that only members of parliamentShow MoreRelatedThe Doctrine Of Direct Effect1495 Words   |  6 PagesThe doctrine of direct effect is the primary tool by which the Court of Justice of the European Union (CJEU) enforces European Union (EU) law within member-states. However, the power of direct effect as a tool of enforcement means that the CJEU has had to resist impulses to overextend its application. This essay will argue that rather than unnecessarily undermining the doctrine of direct effect, the CJEU has skilfully managed to create an effective enforcement regime for directives while applyingRead MoreThe Doctrine Of Direct Effect And State Liability1671 Words   |  7 Pages The Issue relates to the application of the doctrine of direct effect, and possibly the application of indirect effect and state liability if require in pursuant of invoking the EU Transfer of Pensions Directive (TPD) in a UK national court (NC) in light of the UK’s national legislation which evidently fails to completely encompass the directive. Directives are a secondary source of European Union (EU) legislation which in accordance with Art 288 of the EC: are binding on the EU Member StatesRead MoreHorizontal Direct Effect805 Words   |  4 PagesHorizontal direct effect Horizontal direct effect is a legal doctrine developed by the European Court of Justice (ECJ) whereby individuals can rely on the direct effect of provisions in the Treaties, which confer individual rights, in order to make claims against other private individuals before national courts. By virtue of the doctrine of the ‘direct effect’ of Treaty provisions, individuals can rely directly on EC law before their national courts. There is no need for implementation of EC lawRead MoreDoctrine of Double Effect Essay1464 Words   |  6 PagesAlecia Rhines Doctrine of Double Effect Trident University What is the Doctrine of Double Effect? The doctrine of double effect if often invoked to explain the permissibility of an action that causes a serious harm, such as the death of a human being, as a side effect of promoting good ends. It is claimed that sometimes it is permissible to cause such harm as a side effect of bringing about a good result even though it would not be permissible to cause such harm as a means to bringing aboutRead MoreEssay on The Doctrine of Double Effect1307 Words   |  6 PagesCase Assignment: The doctrine of double effect says that the pursuit of good is not as acceptable if the harm that results is intended rather than merely foreseen (Lippert-Rasmussen, 2010). To some it is a nonabsolutist moral principle in which as long as significant good resulted from the action, it is allowable (Lippert-Ramussen, 2010). Scanlon believed that an act that leads to the death of an innocent person can never be justified by the good that results (Lippert-Ramussen, 2010). ScanlonsRead MoreThe Doctrine Of Double Effect1163 Words   |  5 PagesIntroduction to Ethics in the Healthcare Setting Doctrine of Double Effect The Doctrine of Double Effect (DDE) is utilized in the explanation of the permissibility of dealings and actions that result in impairment for example, death of a person, as a result of achieving some good at the end. This explains that it is sometimes acceptable to harm someone if the action will evoke some good at the end (Mclntyre 42). This reasoning was introduced by Thomas Aquinas but has developed and many versions ofRead MoreDirect Effect Principle1503 Words   |  7 PagesIntroduction 1 Most European Union law(hereinafter referred as EU law) textbooks showcase that the evolution of direct effect principle gave rise to various debatable issues. It is blatant that directive appears to be a double-edged sword by protecting fundamental rights guaranteed by the Union law, taken jointly, ensuring the uniform application of Union law across the Member States. Nevertheless, David appreciated that this issue became highly contentious due to the inconsistent judicialRead MoreA Situational Analysis of the US Diplomatic Efforts during President Lyndon Baines Johnsons Time in Office928 Words   |  4 Pagesthe diplomatic doctrine the president Lyndon B. Johnson followed, with reference to specific actions or events that occurred. Like any leader, President Johnson was a product of his time. As such, President Johnson operated under a pervasive, largely irrational, and dysfunctional fear of communism. The Johnson Doctrine was a decisively anti-communist approach to foreign policy that would reverberate throughout the rest of American history in the 20th century. The Johnson Doctrine of course playedRead MoreThe Doctrine Of Parliamentary Sovereignty1609 Words   |  7 Pagesendorsement of the Human Rights Act 1998 (HRA). In order to analyse this notion, it is essential to outline the traditional doctrine of Parliamentary Sovereignty. The essay will reflect upon the evidence in respect of Britain’s membership of the EU and the degree to which it affects Parliamentary Sovereignty and also reflect upon Britain’s enactment of the HRA in the same way. The doctrine of Parliamentary Sovereignty stems from the Bill of Rights 1689 which effectively established a Constitutional MonarchyRead MoreThe Cold War and Us Diplomacy1213 Words   |  5 Pagesdescribe the effect of these diplomatic efforts for the U.S. and other countries as well as assess, in conclusion, the advantages and disadvantages of the particular doctrine that was followed. What the President Did During That Time During the cold war, the president was Ronald Reagan. He, together with members of his administration, came up with a strategy designed to oppose the influence that the Soviet Union had in the world. It came to be referred to as the Reagan Doctrine. This also came

Second Language Acquisition and Bilingualism Free Essays

In America, there is a predominant growth in multiple ethnicities and cultural backgrounds; leading to the usage of multiple languages in the American culture. There is a growing need for many people to learn and utilize multiple languages within the workplace and within one’s own personal life. The importance of bilingualism and the knowledge of multiple languages is ever increasing, and therefore becoming more important for the younger generations. We will write a custom essay sample on Second Language Acquisition and Bilingualism or any similar topic only for you Order Now The push for knowing multiple languages and becoming bilingual has many potential negative and positive effects. Bilingualism is the ability to use two languages when communicating orally or in writing. The usage of multiple languages within the American culture is becoming very common and beneficial. It is difficult because as teacher you always have to find new and interesting methods in order to arouse learner’s interest, but at the same time it is enjoyable since teachers are given the opportunity to work with them. For myself, I enjoy working with bilingual children; I as a caregiver try to learn the students’ first language so that I will be able to communicate with them as much as possible in their native language. Currently in my classroom I have a German native. His name is Lucas and he is fifteen months old. His mother is German and his father is an American soldier. Both of his parents speak English and German. So at home they communicate with him in both languages. I talk to his mother and father on a daily basis to find out new words in German so that I can talk to him in both languages. I have discovered that some words that I do say in German he really does respond to them better, than if I would tell him to do something in English. Second language acquisition is the process of learning other languages in addition to the native language. Second language acquisition is a long process which can include many stages. For instance, a child who speaks German as the mother tongue starts learning English when he/she starts going to school. English is learned by the process of second language acquisition. Students of second language acquisition go through the same stages of learning, the period of learning varies. Some students tend to learn better by responding to visuals and pictures. There are many positive benefits in the acquisition of a second language and bilingualism. There are many positive affective factors for second language acquisition and bilingualism. Some positive factors can be listed as: the student’s attitude towards learning the new language, the teacher motivational attitude, and the proficiency in the student’s first language. Also learning a second language at an early age can have a positive effect on intellectual growth, and also enhance and enrich the child’s mental and development. Furthermore it can open the doors of opportunities to other cultures and help the children learn and appreciate other people from other countries. There are two types of bilingualism. The first type is simultaneous bilingualism. Simultaneous bilingualism is when children acquire two languages prior to the age three. Simultaneous bilingualism normally happens when the language used at home is different from language used in the community or school. The parents, caregivers or other family members might not speak the language of the school or the community, or the parents could speak two or more languages but have made a decision about which language they speak with the child. (http://www. brainy-child. com/article/bilingual. shtm) The second type of bilingualism is successive bilingualism. Successive bilingualism refers to instances in which a child acquire their second language after the age of three† (Otto, 2010, pg. 71). Once they have reached the successive bilingualism stage some children learn their second language formally through school or through language classes. With successive bilingualism a child has the advantage of their first language as a base. They use this to both analyze and develop t he second. For example, the child knows that language is organized in a particular order. The more mature a child is they also have a better vocabulary base, acoustic perception, and comprehension. Therefore they would make fewer errors in a second language. For example, I once worked with a little boy, Julien, he spoke NO English when he entered my classroom (only Spanish) also, and his mom spoke NO English. As time passed he picked up English but when he got angry he would spout off in Spanish. ABSOLUTELY the cutest thing I ever saw! When parents to do not speak English I take that as a learning opportunity for myself and the parent. I try to communicate in that parent’s native language as best as I know how. Even if that means only knowing the basics. As the year progressed, the parent also learned how to speak English from taking classes on the army installation. When she could finally communicate with me she was very excited and so was I. Our relationship really grew. However, there is a critical period of learning a second language, â€Å"Many linguists believe there is a ‘critical period’ (lasting roughly from birth until puberty) during which a child can easily acquire any language that he or she is regularly exposed to. Under this view, the structure of the brain changes at puberty, and after that it becomes harder to learn a new language. This means that it is much easier to learn a second language during childhood than as an adult. Apart from the above, children do tend to develop more native-like pronunciation when bilingualism begins before adolescence. † (http://www. brainy-child. com/article/bilingual. shtm) With that being said children tend to learn a second language better before the age of fifteen. â€Å"Learners and their learning strategies will change over time. A five year old will have a different language learning profile and language learning strategies than a fifteen year old. † (http://www. rainy-child. com/article/bilingual. shtm) As bilingual children acquire the home and target language they have been found to mix the languages in the same communicative interaction. This is known as language interference (Otto, 2010). â€Å"Code mixing is also when the children appear to be mixing the two languages. When the children code mix this may simply reflect their parents’ use of the t wo languages. It can also reflect the attempts to maintain a conversation when knowledge of the second language is not sufficient to express the desired message. † (Otto, 2010, pg. 72). I have seen this happen on a regular basis in the preschool classroom. One incident I remember, I was joining my son for lunch and I was passing the lunch to the child next to me, when handing him the ham in the container, he replied â€Å"no bitte† which means no thank you. He said â€Å"no† in English and â€Å"thank you† in German. According to Otto, the author of Language development in Early Childhood, â€Å"Codeswitching is distinguished from code mixing and language interference by the speaker’s apparently conscious and deliberate use of two languages within the same sentence or from one sentence to another† (Otto, 2010, pg. 2) Codeswitching usually occurs when a idea label is not available in the language being used. When talking to my father he uses codeswitching all time. He would be in the middle of a conversation with me speaking to me in English and if he does not know the correct word in English he would automatically say it in Spanish . I never knew that there was a professional word for this type of language. â€Å"In the past, especially prior to 1960, bilingualism was thought to be an educational handicap† (Otto, 2010, pg. 72). It was believed that children could not learn a second language, while maintaining their first language (Otto, 2010). This is termed subtractive bilingualism. When a child encounters subtractive bilingualism this could result in the negative impact on the families. The communication between the families can become disrupted. â€Å"Prior to the 1970’s research has increased our understanding of the factors involved in second language acquisition† (Otto, 2010, pg. 73). We as educators need to get involved and help children and their amilies that are bilingual. â€Å"Current approaches to bilingualism emphasize the acquisition of the second target language, with the continued development of the home language. â€Å"This approach is also referred to the as additive bilingualism because a child’s language skills are enhanced in both languages† (Otto, 2010, pg. 73). Immersion programs promote additive bilingualism for majority language speakers. These are highl y valued educational programs. Although teaching is provided in the second language, the teacher knows and may use both languages. For example, the Child Development Center that I work for here in Hohenfels, Germany offers immersion programs to the military community. They offer German and Spanish immersion programs. I believe that these are great programs and that will be very helpful for our community, being that we have some many bilingual families in our community. Right know the classes are offered for children ranging from ages three years until twelve years of age. Also in the Hohenfels community there is Host Nation classes offered at the Elementary school. The host nation class teaches basic German words. This class also teaches the German customs. The class is offered twice a week in forty –five minute blocks. This class is very beneficial when you are in a different country. I went out to eat with my co-worker and her daughter is in the fifth grade, and just from her attending those classes twice a week she was able to order my food for me at the restaurant. I was impressed. Just being able to communicate basically and the read the menu, is what she has learned from her host nation class at school. As mentioned before, I believe the younger the child is, the better the time is to teach a child a second language. â€Å"Children who have acquired a level of fluency in two languages have been described as having the following increased language competencies: higher levels of metalinguistic awareness, greater and earlier awareness of language structure, wider perspectives, and more social skills† (Otto, 2010, pg. 73). This supports the claim of there being positive effects to bilingualism. Language is not taught directly, but it is acquired through ways which are clearly understood in a low anxiety environment. I am seeing this in my profession more and more each day. The amount of importance put onto second language acquisition is much higher that it has been before; at least it is more profound now. As a caregiver, I have learned that relationships and learning opportunities will allow children to strive in acquiring a second language. Children and families will continue to learn English as they come to the land of the â€Å"American Dream,† and caregivers, like myself will only slowly begin to see the effects second language acquisition has on our society. References Otto, B. (2010). Language Development In Early Childhood. (3rd Edition). Upper Saddle River, NJ: Pearson BRAINSKILLS.  (2011).  How does language acquisition happen? .  Retrieved from http://www.brainskills.co.uk/HowDoesLanuageAcquisitionHappen.html Brainy Child.  (2011).  The Impact of Bilingualism on Overall Language Development and Academic Success .  Retrieved from http://www.brainy-child.com/article/bilingual.shtm) Education.  (2011).  Becoming bilingual: acquiring two languages.  Retrieved from http://www.education.com/reference/article/bilingual-acquiring-two-language/ Alice Callaghan.   (2010,  July  11). English immersion.  Los Angeles Times,p.  A.33.   Retrieved March 01, 2011, from Los Angeles Times. (Document ID:  2078277161). MacLeod,  A.,  ;  Stoel-Gammon,  C..  (2010). What is the impact of age of second language acquisition on the production of consonants and vowels among childhood bilinguals?  The International Journal of Bilingualism,  14(4),  400-421,511.   Retrieved March 01, 2011, from Research Library. (Document ID:  2266735221). How to cite Second Language Acquisition and Bilingualism, Essays

Academics Writing Assignments free essay sample

Speaking An introduction to the speaking test Vocabulary Vocabulary words with A Vocabulary- words with B and C Practice test practice test #1 Academic skills/grammar Academic writing 1 an introduction The tenses Block TWO Bar charts Writing (Task l) nine graphs Writing (Task II) Analyzing the question writing (Task II) Getting ideas and planning Form/summary/table/flowchart/notes completion questions Sentence completion Skimming, scanning and reading detail Headings style questions Short answer q questionsPart One Giving information and explaining Part One Describing Part One ; Likes, dislikes and preferences Vocabulary- words with D and E Vocabulary- words with F and G Vocabulary- words with H and l Practice test #2 Linking words Academic writing 2 punctuation Block Three Pie charts Tables Writing an introduction Paragraphing Multiple choice Short answer questions Sentence completion questions Summary/table/flowchart/notes completion questions Labeling a diagram Part Two Prep aring notesPart Two The long turn Vocabulary- words from J to M Vocabulary- words with In and O Vocabulary- words with P and Q Practice test #3 Academic skills/gram mar Passive sentences Academic writing 3 articles Block Four processes Diagrams Presenting and supporting opinions Writing a conclusion Labeling a diagram, plan or map Matching and classifying Locating information in a paragraph part Three Responding in part Three part Three.