Looking At The Scope Of Multicultural Counseling Social Work Essay Example

Disgusting at the same time Essay Example for Free

Appalling simultaneously Essay The writer needs the peruser to envision the most ghastly things and as everybody has various thoughts regarding our own shock it will make it much increasingly unpleasant. By utilizing the word emptied he consumes a picture in your brain and causes you to envision the empty bodies that had been eaten up by the vultures. The word Strange without anyone else in one line summarizes your emotions among the accompanying area of the sonnet, and by being separated from everyone else in one line it underscores the word, it gives the word Strange a great deal of significance. Achebe shows friendship as a critical part of life, in the sonnet it says that affection loops up like a snake in a corner, it likewise says that adoration is disturbed, irate or rebuffed. Along with the expression went to the divider, the creator exemplifies love. Coming to in a specific way of the sonnet, the creator utilizes an ellipsis by isolating it into two guessed various stories, be that as it may, that is the thing that it appears all things considered, however on the off chance that you , the two stories is connected to each other. To connect these parts, the creator changes line, and uses accentuation ( ), he utilizes three specks toward the finish of the initial segment to show the sonnet proceeds, and afterward begins discussing the commandant Thus the Commandant at Belsen, which seems, by all accounts, to be an absolute distinctive topic. At the point when the artist utilizes the expression exhaust of human dish it expects to make a sickening scene, with the word broil he makes a connecting picture which relates the expression to the creatures, food and preparing (consuming). The word I broil' is related to the word ihuman' which makes you consider individuals being cooked and consumed, and it appears to be significantly all the more disgusting as the peruser most likely envisions itself in a similar circumstance. With this incredibly barbaric scene the writer begins a brutal picture alluded to Commandant, he is additionally appeared as an exceptionally shocking man when Achebe discusses the commandants appearance; I bristly nostrils', the artist needs to induce the peruser to abhor this character. The Commandants youngsters are spoken to as his 'delicate offspringi , this creates an examination between the commandant and the vulture in light of the fact that ordinarily when alluding to society the 'offspringi of somebody generally are their children or little girls, the word 'offspringi is applied when we talk about creatures, so this word in a way shows that the commandant wasnt extremely adoring towards his kids. The word delicate is utilized to depict is ordinarily used to portray delicate meat. This makes two impressions of a similar idea; his posterity is identified with acceptable meat, yet its likewise identified with the vultures, which makes a significant confusing picture. The creator needs the crowd to see the two aspects of this horrible man, by saying the word Daddys, this causes the commandant to appear to be sweet and mindful, and utilizes an enjambment Daddys/return, to make the word I returni stick out. He likewise needs to make two distinct pictures with the word return, to make the peruser believe that the youngsters miss their dad, and to demonstrate that theres additionally a touch of effortlessness in such a coldblooded man. To close, in the last passage Achebe sums up the sonnet. He says thanks to God that even a beast (which in the public eye is viewed as a generalization of a noxious animal) has a small sparkle worm of delicacy exemplified in cold natural hollows of an unfeeling heart. This implies all mankind creatures with a dull inside will unfailingly show a sparkle of leniency in him. Achebe at long last communicates that individuals arent positive or negative, theyre a mix of both, and this is the thing that the entire sonnet speaks to. The sonnet is made out of one verse, which is isolated into four subsections. This a bizarre sonnet on the grounds that the artist utilizes free section, which makes the sonnet everyday. It has no rhyme since rhymes make things interesting and melodic and wouldnt help the writer depict cynical angles as he does in most of the sonnet. The four pieces interface together abhorrent, goodness, vultures and the commandant. Achebe utilizes commas and enjambment to make it a moderate paced sonnet to peruse which makes it distressed. The entire sonnet is written in English by a Nigerian writer, it is composed for European perusers. He needs to show that it doesnt matter from where you have a place, each war is equivalent to accursed and everybody has a touch of light and obscurity in their souls.

SAT Practice Essay - Write a Great First Essay For Your Next Test

SAT Practice Essay - Write a Great First Essay For Your Next TestAs students progress through their studies, they must look for strategies to ensure that their writing samples in the various SAT practice essays are excellent. In order to write an excellent essay, the student must study the material well and exercise his creativity and imagination in answering the questions. Moreover, the student must understand the purpose of the questions and the right answer to be given in response to them. Let us analyze the student samples in SAT practice essay #2 and point out some tips and strategies that the student can follow.The first thing that needs to be kept in mind when writing an SAT practice essay is the question itself. Even in the SAT practice test, you will find a maximum of two to three questions on the same topic. You must know the significance of each question as well as answer them correctly in order to become successful in the test. It would be incorrect to think that just wri ting a correct answer is enough. As students, it is very important that you have in your mind the reasons behind each question.The first SAT practice essay that I will look at is SAT practice essay #2 which is 'What it Means to Be an American'. It is important that the student comes up with the idea for the question that is presented. You should come up with an answer that can be done logically and analytically. However, a good way to make the decision for an answer is to ask yourself the questions such as what is the meaning of the question? What is the purpose of the question? What are the key words that are mentioned in the question?The next step in writing the question that you are going to give an answer to is to come up with a definition of the term 'American' in the proper context. The SAT practice test is going to ask you to define the term. The best way to come up with the answer is to come up with a definition of the term in the class' context.The next question in SAT prac tice essay #2 is SAT practice essay #3 where the student is asked to answer the question 'Do college students who choose not to go to college actually improve their ability to learn from their professors?' A good practice in writing this question is to look for the reason behind the question. In the classroom, you can ask questions like why a student chooses not to go to college?SAT practice essay #3 asks the student to answer the question 'How can a student expect to learn effectively if he or she does not get enough time for proper learning.' The most important question in the question is 'Why does one need to get enough time to learn?'The last question in SAT practice essay #2 is SAT practice essay #4, which asks the student to come up with an answer to the question 'How can a student learn quickly and effectively if she is under a lot of pressure from classmates and from the teacher?' The student must consider the possibility of teachers and classmates, not being supportive. The refore, he or she should not wait for the teachers to be helpful. Instead, he or she should provide the right reasons for his or her actions.In conclusion, the students are now able to come up with ideas for the questions that they are going to ask in the SAT practice test. They should also come up with a clear answer to the question in SAT practice essay #2. Overall, writing an essay is not the most difficult task for the students.

Daisy Martinez. Kline. Period 4. 13 April 2017. Drug Penalty

Daisy Martinez Kline Period 4 13 April 2017 Drug Penalty in Professional Sports Drugs in professional sports has become a problem ever since the 1960s. Whether it is a performance enhancing drug, a recreational drug, alcohol or anything along those lines, drug consumption among professional athletes has become more common over time. Along with drug usage by professional athletes comes the health consequences, punishments and or treatment. The penalty professional athletes face for drug consumption should correspond to each drug consumed accordingly. The way each type of drug affects the human body is important so it s effects should have consequences considering how much they are being paid. Any kind of drug affects the human body in†¦show more content†¦Smoking affects the lungs by interfering the process on which dust particles or soot is removed from the bronchial tubes and lungs. A higher chance of clogging and plugging in the vessels is present which reduces the amount of blood going to the heart. The book The Athletes Body states, â€Å"...However, serious competitors tend to stay away from cigarettes at least those of the tobacco variety† (Sprague and Jares). Smoking tobacco does not have the same effect as the other drugs and therefore it is not as common to be found in professional athletes. It does not provide that feeling of rush or happiness nor does it improve athletic performance. Drug testing and penalties are different among each sport. All sport leagues including NFL, MLB, NBA, NHL and the Olympics punishes athletes who use drugs by suspension which can lead to ban after multiple positive tests. Starting with the NFL, national football league, players are testing only once a year other than the time when they sign onto a new team. If an NFL player is tested positive for steroids they will face a four-game suspension. A second positive test results in a six-game suspension and a third will suspend a player for a full season. However, when it comes to recreational drugs the consequences do not consists in suspensions. Players who are tested positive for recreational drugs are put into an intervention program that breaks up into stages. The first stage includes the placement into the program for up to

The Crime Of The Criminal Justice System - 3025 Words

The criminal justice system we have today was formed by the trial and error of our society. From no rights to African Americans to equal rights to all, we no longer hold public hangings for spectacles but we as a society are still characterized for our hyper obsession with law and order. We pour billions into our police and judicial system in a hope to curb crime and this has led to the creation of a prison solution. This solution is simple when someone breaks the law you lock them away, when that doesn’t work you lock them away for a longer period. Over the decades this method combined with the so called drug war has led to the overcrowding of the prison system. As Ernest Drucker wrote there are over 7.3 million people under the control†¦show more content†¦Those who go to prison are again those that have committed crimes seen as so severe or heinous that they garner a sentence over a year such as armed robbery, rape or murder. This seems like a sensible solution, th at these people deserve to be punished for their actions. But what happens when truly criminalize minor actions such as petty drug crimes, enact mandatory sentencing or even three strike laws? This would mean that for a certain crime such as possession of marijuana you receive a year in prison. The number of people eligible for prison skyrockets and then if there is a three strike law and any of these offenders is caught three times they are shipped off for life. And what happens is society sends more people off to prison and these buildings designed to house hard criminals become overcrowded with a mix of all walks of crime. From those unlucky enough to be in the wrong place at the wrong time to those who have committed petty drug crimes three times too many and are sentenced to life in a prison. This leads again to overcrowding but it also means breaking up communities as drugs aren’t typically found equally in every part or society, they are usually concentrated in smaller sections typically the poorer ones. This factor holds the police and the criminal justice system target the poor society

Media Influence on the People free essay sample

The US government used media in various ways during the First World War, to manipulate the public to support their purpose. The reason that the majority of people in the US had common views throughout the First World War was because of the media influence. When the US was under the neutrality agreement, the media helped people feel good about being neutral. However, when the time came for the US to join the war, the media suddenly changed and tried to gain public support in favor of joining the war. During the war, however, to keep the home front happy, the media had to portray the war in a way that made the people forget the previous reasons for not joining the war. The newspapers were also highly censored so that the people would not know the entire truth about where their families had been sent to. This was to keep people from revolting after they had joined the war. The US, being one of the most diverse nations, needed a way in to portray the war in a way that would gain the approval of the majority of the people, to prevent civil unrest. The US media ended up sugar-coating the war so much that the common people did not know that the war had as devastating effects as it did. Only after the war had completely ended, did the common people of the US realize the effects it had had on the country and on the rest of the world. Although some argue that the media hid the truth from the people, it was all done for the general good. The US had chosen a way that would not worry the people and protect the home front, instead of a way that would let the people know the reality of the war, but worry them about something that was inevitable. President Wilson established the Committee on Public information, an organization which, under the direction of a journalist named George Creel, became unlike any organization before conceived in warfare. Wilson had chosen Creel, on the basis of a letter which he had written to him. In this letter, Creel addressed the debate: how much ensorship to impose on the media. Creel said that he was against censorship, other than what the newspapers would enforced on themselves, after they had been convinced of the need for it. Creel wanted to bring the media into â€Å"unparalleled openness†. Meaning, the kind of information they would allow the public to see, would have never been shown before. However, Creel was against the publication of anything that he considered being enemy propaganda. He was only in favor of the publication of information that would help unite the people in the country. In Creel’s own words, he wrote that he wished for an opportunity to create â€Å"a publicity proposition, a vast enterprise in salesmanship, and the world’s greatest adventure in advertising. † At this, President Wilson put the whole censorship propaganda question under Creel’s supervision in 1917. It was because of this decision that the purpose of the American propaganda, the media, was to shape the American public opinion and unify the people’s views. At the outbreak of World War 1 in 1914, the United States president, Woodrow Wilson, declared the United States neutral. The government used the newspapers the most to publicize information. Newspapers were the most influential form of media at this time. There were about 2,500 newspapers available in the country, at this time. Almost everybody could read. The costs of periodicals were low so almost everybody could afford them, radio and movies were still in experimental stages and television was two decades away. President Wilson’s decision on remaining neutral claimed popular amongst the public, especially the German-American and the Irish-American population. The people viewed the First World War as a European civil war, and they felt that there was no reason for the US to interfere. The US media had to support this decision by making the war seem futile. As soon as the news of the horrors of the world war reached the United States, the government was assured that they had made the right decision in remaining neutral. By showing the horrors of the war to the US public, the government gained support in their decision of remaining neutral. The propaganda techniques used at this time were publishing numbers of dead people due to the war etc. Also, to make the US public feel supported in this decision, the government of the US revealed that 105 nations had chosen to favor the Allies, only 20 had favored the Central Powers and over 240 nations had declared neutrality. Even though the war had started in 1914, the US only joined in 1917 because the media portrayed it so that it looked like the US did not have an earlier involvement in the war. The propaganda when the US joined the war portrayed ideals that nobody could disagree upon such as Freedom, Justice, Democracy and Christianity. The United States army was quite small in the spring of 1917. However, when the US had decided to join the war, they had to use propaganda to get men to enlist for service in the army. There were various posters displayed across the country, in newspapers, magazines, and posted in various public areas. To get men to enlist, the posters portrayed military service as heroic. There were images in which they made the men who stayed back look like cowards. In one of the posters, for example, there was a man looking out the window at the army marching. On the poster, it was written â€Å"On which side of the window are you? † This technique made the men feel obligated to sign up because if they didn’t, society would look down upon them. The men who didn’t sign up would feel like they were left out of the glory, as the victorious soldiers would proudly march. Even though it seems like a harsh way to make people join, the government was only thinking about the good of the public, as having a weak army would eventually fall heavy on the people. Another example of propaganda is the â€Å"Uncle Sam† poster which was first introduced during WW1. It says â€Å"I want YOU for the U. S. Army†. This technique of propaganda made the message personal, so that when somebody looked at it, they felt that the message was personally directed towards them. The media went so far in some posters, as to portray the war as an â€Å"opportunity to explore foreign lands†, that they would otherwise, not get to see. Although some argue that some propaganda techniques were immoral and were lies to the people, this is not true. The US media never lied to the people; it only modified the truth so that the negative aspects were not shown to the people. This was all done in the best interest of the people because if the negative aspects of the war were shown, there would nobody who enlisted for the military and the US would lose the war, resulting in a negative way for the people. Also, publishing every aspect of the war for the public would lead to many split opinions and civil disturbances. After joining the war, the United States propaganda had next to no limits. Men, Women, even children, were subjects in all propaganda techniques, in an effort to bring the country together. By the time the United States joined the war, all newspapers and magazines in the country that prosecuted the war or supported the British or French governments, were forced to close down. The government was granted this power under the Title 1,  section 1, 2, and 3 of Title 12 of the Espionage Act (signed by President Wilson on June 13, 1917). The previous brutality of the war was censored and the people were unaware of what happened on the actual battlefields, during the war. More of the country was made to encourage the war. Apart from the men who had been recruited as soldiers, the people back home were also called upon to help with the war. Women were encouraged to generate feelings of patriotism throughout the United States. This was carried out by making women knit socks for the soldiers in the war. Even though the textile factories made the uniforms for the soldiers, the women were encouraged to knit so that they could feel a part of the US pride. Posters with writings such as â€Å"Our boys need sox, knit your bit† were put up. The women, who knit these socks, did not actually know that they were not knitting for the army, but just to feel patriotic—this was just a propaganda technique. Women were offered other jobs such as being nurses and phone operators. Men, who had not enlisted for the war also, had work to do. Through posters, radio, newspapers etc. the men who did not enlist in the war were convinced to come and work in the industrial aspects, building ships or tanks for the army. The posters that were made for this purpose showed pictures of tanks and ships and the message they gave was that industrial work was just as important as military service. The government of the United States also needed a lot of help from its people, financially, during the war. To finance the war, the US government borrowed money from its people by selling â€Å"Liberty Bonds†. These bonds would be paid back to the people with interest. The first bond drive was short of its goals, so the government began an aggressive campaign to convince the Americans to subscribe. The propaganda used to make people buy bonds was quite dreadful, at times. Many posters showed pictures of dying European children and how buying bonds will help end their misery. Posters played garishly on the guilt people should feel on the home front. They displayed pictures of dead soldiers and wrote â€Å"They made their last great sacrifice, Are we, as Americans, doing our part? † The Liberty Bond propaganda campaigns focused closely on the immigrants in the US. America had given them liberty, the poster reminded them; now it was their duty to buy bonds to help preserve it. Children could not afford to buy liberty bonds, so to encourage them to support the war, the government sold war savings stamps that were only worth ten cent. Similar to war bonds, the stamps paid interest. This taught the children not only about patriotism, but also about the importance of saving, so it benefitted the youth. Media censorship was a huge part of the government tactics during the First World War. Even the people knew that there would be changes in their liberties, in a state of war. Images that might have revealed troop movements or military capabilities, pictures that were liable to be used in enemy propaganda or documents that could affect the military or public morale were completely censored. Propaganda is most effective if public access to truth is severely restricted, as it was in the war. In the early stages of the war, the government controlled the amount of information available to the press, since newspaper correspondents were not allowed to the front and military leaders did not think the public had a right to know about military activities. The government had to prevent their military secrets from reaching the enemies. If military strategies leaked out, they would obviously become ineffective. Censorship was seen as â€Å"protecting free speech from tyranny†. Information was not only restricted, it was also structured. Much of what reached the public was distorted and exaggerated for propagandist ends, through activities of newspaper editors. They often subordinated their responsibility of providing accurate information to other obligations which were to do with carrying out their patriotic duty: the duty to persuade men to fight, to keep up morale, to inspire patriotism and continually denigrate the enemy. Information was structured to fit the widespread demand at the time, which was to justify the war and assist with recruitment of soldiers. Freedom of speech was also limited. The Sedition Act, passed in May 1918 extended punishable speech, including punishment for any who â€Å"shall willfully utter, print, or publish any disloyal, profane, scurrilous, or abusive language about the form of government of the United States, or the military or naval forces of the United States. Under this law, 2200 people were charged, 1055 were convicted. None of them served full terms in jail. The sentences were only a threat to people and it worked in everyone’s benefit because if anybody spoke against the nation, they did not want the negative word to spread. By excluding publication details of the war so that they would affect civilian or military morale, or could provide useful information to the enemy, censorship contributed to a distorted picture of the war, which ended up benefitting th e people in the US. Propaganda in the US during world war one may have seemed extreme to many people, but with all the ways that it helped unify the country, get men to enlist and give hope to everyone, it was not such a bad thing. It is better to use propaganda than to force the men to enlist in the army. Propaganda is just a technique to convince someone to do something—it is much better than forcing the government’s will onto people by law. One of the core reasons for propaganda in America during the First World War was to provide indisputable justification for the war. The media helped build up a denigrating image of the enemy so that the entire nation could have a unified voice of hatred against them. Educational Socialist Propaganda, used in schools, also taught about the enemy and promoted the war. Furthermore, censorship was used during the war was to protect the people. The military kept many things confidential and secret during the war, so that America would not have to suffer a loss. Overall, the effect of propaganda in the media during the First World War, in the United States, had a positive impact on the people, and helped with the final victory of the Allied Powers.

To What Extent did the reforms of the Constituent Assembly reshape France Essay Example

To What Extent did the reforms of the Constituent Assembly reshape France Paper After October 1789, most people in France believed that the revolution was over. But the Constituent Assembly still wanted more reforms, they thought that France very much needed this, because it was not really in a fit state, and people were still being unfairly treated by the government and finance systems. It made reforms in 5 areas, government, religion, laws, finances and economy. Everyone in the assembly agreed that they should enforce the principles of the Declaration of Rights, which were that everyone is equal, and no individual might exercise any authority not expressly emanating from the nation. They wanted to produce a system that was representative of the country, was the same all over the country, decentralised and humanitarian. The assembly also agreed that they wanted an end to the ancien regime, and a limited monarchy. They were all great believers of the enlightenment, and wanted to apply the philosophies to end conflict, cruelty, superstition and poverty. There were 2 key principles to the way in which they reformed the local government, one of which was the decentralisation. They wanted the power to pass from the central government in Paris to the local authorities, making it much more difficult for the King to recover the power that he lost because of the revolution. The other key principle is to elect the officials, and to ensure stability would be responsible to those who elected them. Both these were a huge shift away from the old Ancien Regime. The Constituent Assembly enforced their new ideas by the Decrees of December 1789 and January 1790. These meant that France was divided into 83 departments, which were subdivided into 547 districts and 43,360 municipalities. We will write a custom essay sample on To What Extent did the reforms of the Constituent Assembly reshape France specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on To What Extent did the reforms of the Constituent Assembly reshape France specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on To What Extent did the reforms of the Constituent Assembly reshape France specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The municipalities were grouped into Cantons, which acted as areas for elections and justices of the peace. All of the divisions were run by elected councils, except the cantons. The voting and election system worked as follows: The active citizens who could vote for municipal officials and vote in national elections had to pay 3 days labour in taxes, anyone who didnt pay this, couldnt vote. People who paid equivalent of 10 days labour could elect members of district and department, elect members to National Assembly and could become officials. And people who paid equivalent of 50 days could become a deputy in the National Assembly. This did mean that realistically, only the rich or financially well off people could elect councils. There was definitely a revolution in who governed, because in the South, bourgeois landowners controlled the new councils, and in the Northern towns the bourgeois controlled new councils, and in the Northern countryside, laboreurs controlled them. This was a huge change from the rich upper classes controlling to the middle and lower classes beginning to control. The councils did do a lot of work for the country, they assessed and collected taxes, they controlled the National Guard, maintained law and order, administered the clerical oath, carried out public works, and controlled the requisition of grain. In towns the councils were very effective; there were a good supply of literate, talented men. But in villages there very few literate and talented men so there were poor deputies. Also in Catholic areas, officials disliked persecuting priests who had refused to take the oath of loyalty, and consequently resigned and areas were left without any effective local government. In 1789, the royal administration collapsed, and very few taxes were collected, meaning that the Assembly desperately needed money so they decided to continue with the old financial system of direct and indirect taxation until 1791 which was very unpopular. The people wanted the demands made in the cahiers to be met immediately. After outbreaks of violence in Picardy, the government gave way, and abolished the gabelle in March 1790 and within a year all indirect taxes were abolished aswell. Before the new system operated effectively, the Assembly voted that in November 1789 the land that belonged to the church would be sold to the people. This money would then pay the Clergy. The government issues bands which people bought and used to buy church land. It was hoped that the Clergy would support the new regime because they would be dependant on it for their salaries. Members of the bourgeoisie bought most of the land near towns, and the peasants bought the land that was away from the towns. By 1799 the peasants had bought 52% of the land, while the Bourgeoisie has bought 48%. The bourgeoisie often resold their land to the peasants, it is estimated that the number of peasant smallholders increased by a million between 1789 and 1810. The new financial system began in January 1791, indirect taxes had been abolished, and now there was a main tax on land, which replaced indirect taxes and taille and vingtieme. There was also a property tax, which was unpopular, as people saw it as the old capitation in a new form. The new financial system was much better than the old, it benefited the poor a lot because of the abolition of indirect taxes, and there would no longer be any privileges or exemptions. It was much fairer in respect of the fact that all property and income was to be taxed on the same basis. The economic reforms that were enforced included the lassiez-faire attitude to trade and industry, the assembly believed that trade and industry should be free from any government interference, and therefore introduced free trade in grain in August 1789 and removed price controls. There was a creation of a single system of weights and measures which was the decimal system, which the whole population of France had to use now. In June 1971 80,000 workers were threatening a strike, so the assembly passed the Le Chapelier Law, named after Le Chapelier (the deputy who proposed it). This law made trade unions and employers organisations forbidden. Bargaining, picketing and strikes were made illegal. The assembly really wanted to give the poor some relief, and concluded that nearly 2 million people could only live from begging. However, when it came to action, the Assembly took none because there was not enough money. The Constituent Assembly changed the legal system in the same uniformity that it changed the local government. There were to be the same law and law-courts throughout the country. In each canton there was a J. P whose main job was to make the different parties to agree, but now could judge very minor civil cases without appeal. The more serious civil cases were sent to a District court. They made a criminal court in each department and these would deal with criminal cases and the defendants would be found guilty or innocent by a jury. At the head of the whole system was a Court of Appeal, whos Judges were elected. All the judges were elected by active citizens, but only those who had been lawyers for five years could be elected. This ensured that all the judges were fair and well qualified. The overall legal system was improved aswell, torture and mutilation was abolished and the use of the death penalty was vastly reduced. A new more efficient method of execution was introduced, the guillotine. The Assemblys legal reforms made a huge difference to France. Before, the system of justice was absolutely terrible it was barbarous and corrupt. However, after the reforms, it was one of the most enlightened in Europe. The Constituent Assembly had various ideas about religion. They wanted to create a church that was totally free from abuses, free from papal control, democratic and linked to the new systems; especially local government. Under the ancien regime the Catholic Church in France had not been very closely linked with the state, the Assemble wanted to change this. In August 1789 the Assembly ended the privileges of the Church, abolished the tithe, annates and pluralism. Most parish clergy supported these measures. The Decree of December 1789 gave civil rights to Protestants, and in September 1791 these rights included Jews. The Civil Constitution of the Clergy in July 1790 was a big turning point; it adapted the organisation of the church in a way similar to the adaptations of the local government. The number of bishoprics would be reduced from 135 to 83, meaning there would be fewer Clergy. The clergy was divided into Seculars and Regulars. Seculars were under control of a bishop, and a parish priest had control of a distinct area the benefice, they had responsibility for the salvation of people. In regulars were the members of religious orders who were under direct control of their superior. This included enclosed contemplatives. The Clergy demanded that the reforms be submitted to a National Assembly of the French Church but the Constituent Assembly refused to agree to this. Because a Church assembly was not allowed to discuss the matter, the Clergy waited for the Pope to give his opinion, however he took too long to respond and in November 1790 the National Assembly declared that the Clergy must take an oath to the Constitution. This split the clergy. In France 55% of the clergy took the oath, but when the Pope finally condemned the Civil Constitution in March 1791, many retracted their oath. The Civil Constitution of the clergy had momentous results; it destroyed the revolutionary consensus which had existed since 1789. There were now two churches in Catholic Churches in France, one which accepted the revolution and the other that was approved by the Pope but regarded as against the revolution. About half of the people now rejected revolution because they were faced with a choice between revolution and religion. This was one result of the Civil Constitution, another was the Kings attempt to flee France in June 1791, leading to the downfall of the monarchy. The Constituent Assembly drew up the Constitution of 1791, which would replace an absolute monarchy. Real power was to be passed to an elected assembly. The King would have a suspended veto and there would be one elected assembly. In September the King reluctantly accepted the Constitution, but Marie Antoinette said that the Constitution was so monstrous that it cannot survive for long, and was determined to overthrow it. The reforms that the Constituent Assembly made reshaped France in a big way; the whole Government system was changed entirely, and so was the legal system, the financial system and religion. The reforms moved away from the ancien regime and the peasants and bourgeoisie benefited very much from the reforms. The middle classes now controlled new councils, and the poor became landowners. Indirect taxation was abolished, which helped everyone very much, and was definitely a big change in the way the country used to be run. The King lost more and more power from the Constitution of 1791. However, the religious reforms did make some people go against the revolution, and lost the Constituent Assembly some popularity, but it did definitely reshape France.