Destry Rides Again, Mr Smith Goes to Washington, and the Fall of the Ho

Destry Rides Again, Mr Smith Goes to Washington, and the Fall of the Hollywood Studio System Thomas Schatz cites the 1950’s as the inevitable end of the Hollywood film studio system, with the signs appearing as early as the height of the second World War (472). However, the seeds of discontent and disintegration within the system were apparent as soon as the late 1930’s, exemplified in such films as Destry Rides Again (1939, George Marshall) and Mr. Smith Goes To Washington (1939, Frank Capra). The production of these two films and the paths down which they led their star (James Stewart), directors (at least Frank Capra), and studios (Universal and Columbia, respectively) are evidence of the decline of the studio system. The haphazard production of Destry Rides Again and its subsequent success (financially, but not as an enduring classic film) are indicative of a system eating itself alive: so intent on the production of film after film made with almost the same crews and casts that lasting meaning had been all but completely forgotten in favor of financial suc cess and power within the system. This also demonstrates the decline of the fascist executive order of the studios in favor of the hard work and devotion of those directly involved on the film set as well as the increasingly important role of the talent agent as the intermediary between the talent and the studios. Frank Capra’s eventually freelance auteurship, in the wake of David O. Selznick and his â€Å"independent† film productions, particularly evident in the production of Mr. Smith Goes To Washington, was a notable indicator of the studios’ impending loss of power (Schatz 407). These and other independent and freelance artists (such as Alfred Hitchcock and Fritz Lang)... ...gton, 11 October 1939†. Variety: A Sixteen Volume Set. New York and London: Garland Publishing, Inc. 1983 Nachbar, Jack (ed). Focus on the Western. Englewood Cliffs, New Jersey: Prentice-Hall, Inc. 1974: 132 Newman, Kim. Wild West Movies or How the West was Found, Won, Lost, Lied About, Filmed and Forgotten. London: Bloomsbury. 1990: 135 Nugent, Frank S. â€Å"Destry Rides Again, 2 December 1939†. The New York Times Film Reviews. New York: The New York Times and Arno Press. 1970 Nugent, Frank S. â€Å"Mr. Smith Goes To Washington, 20 October 1939†. The New York Times Film Reviews. New York: The New York Times and Arno Press. 1970 Schatz, Thomas. The Genius of the System. New York: Metropolitan Books. 1988: 235-251 Wright, William. Six Guns and Society: A Structural Study of the Western. Berkeley, Los Angeles, London: University of California Press. 1975: 48

Essay --

Krista Letz Ms. Crawford English 101 2 Nov. 2013 Prevention of Teen Aggression: Childhood Language and Social Skills Aggression displayed by teens could be prevented at a younger age by parents or teachers. Teaching children how to use words instead of violence or enrolling children in programs that focus on eliminating anti-social behavior may prevent aggression in adolescence. Sixty percent of children who had conduct disorders at age two were still aggressive at five and six years old; and about one-third of aggressive five year olds were still aggressive at age fourteen (Shaw 493). A study by Moffit similarly displayed that eighty-six percent of children who had conduct disorders at age seven, were still displaying the same behaviors at fifteen (qtd. in Dionne). Teaching functional communication and social skills to young children with behavioral problems may prevent aggression in their teen years. Poor communication skills cause students to use violence to vent their frustration. Many young children demonstrate aggression when they are not understood by adults or peers. This aggression will continue as children get older if parents and educators do not teach children how to communicate effectively by using language instead of violence. Children with immature forms of language are more likely to display physical aggression than children with more extensive language skills (Piel 100). Child therapists may argue that verbal communication training cannot always be effective in reducing aggression, and this result can be true in some children; however, in a study by Durand and Carr, establishing functional communication skills was found to be the only solution to reducing problem behaviors (qtd. in Piel 106). Traini... ...ss the country today. Works Cited Dionne, Ginette, Richard E. Tremblay, Michel Boivin, David Laplante, and Daniel Perusse. "Language Delays and Physical Aggression." Breaking the Cycle of Violence. Bulletin of the Centre of Excellence for +96Early Childhood Development, n.d. Web. 31 Oct. 2013. Piel, J.A. "Unmasking Sex and Social Class Differences in Childhood Aggression: The Case for Language Maturity." Journal of Educational Research, n.d. Web. 1 Nov. 2013. Shaw. "Developmental Theories of Parental Contributors to Antisocial Behavior." Journal of Abnormal Child Psychology, 1993. Web. 31 Oct. 2013. "The Development of Aggressive Behavior in Children and Young People: Implications for Social Policy, Service Provision and Further Research." Research Centre. NSW Government, n.d. Web. 31 Oct. 2013 Essay -- Krista Letz Ms. Crawford English 101 2 Nov. 2013 Prevention of Teen Aggression: Childhood Language and Social Skills Aggression displayed by teens could be prevented at a younger age by parents or teachers. Teaching children how to use words instead of violence or enrolling children in programs that focus on eliminating anti-social behavior may prevent aggression in adolescence. Sixty percent of children who had conduct disorders at age two were still aggressive at five and six years old; and about one-third of aggressive five year olds were still aggressive at age fourteen (Shaw 493). A study by Moffit similarly displayed that eighty-six percent of children who had conduct disorders at age seven, were still displaying the same behaviors at fifteen (qtd. in Dionne). Teaching functional communication and social skills to young children with behavioral problems may prevent aggression in their teen years. Poor communication skills cause students to use violence to vent their frustration. Many young children demonstrate aggression when they are not understood by adults or peers. This aggression will continue as children get older if parents and educators do not teach children how to communicate effectively by using language instead of violence. Children with immature forms of language are more likely to display physical aggression than children with more extensive language skills (Piel 100). Child therapists may argue that verbal communication training cannot always be effective in reducing aggression, and this result can be true in some children; however, in a study by Durand and Carr, establishing functional communication skills was found to be the only solution to reducing problem behaviors (qtd. in Piel 106). Traini... ...ss the country today. Works Cited Dionne, Ginette, Richard E. Tremblay, Michel Boivin, David Laplante, and Daniel Perusse. "Language Delays and Physical Aggression." Breaking the Cycle of Violence. Bulletin of the Centre of Excellence for +96Early Childhood Development, n.d. Web. 31 Oct. 2013. Piel, J.A. "Unmasking Sex and Social Class Differences in Childhood Aggression: The Case for Language Maturity." Journal of Educational Research, n.d. Web. 1 Nov. 2013. Shaw. "Developmental Theories of Parental Contributors to Antisocial Behavior." Journal of Abnormal Child Psychology, 1993. Web. 31 Oct. 2013. "The Development of Aggressive Behavior in Children and Young People: Implications for Social Policy, Service Provision and Further Research." Research Centre. NSW Government, n.d. Web. 31 Oct. 2013

A Genius :: essays research papers fc

A Genius   Ã‚  Ã‚  Ã‚  Ã‚  The Ancient Near-Eastern period of our history marks a very large fundamental change in the way human culture has evolved. At that time, growth of its people and cities had definite improvement on urban society, which has continued to prevail through the years as a major influence over our evolvement. The Artwork found from that period directly reflects that change and evolvement. Better soil, water accessibility, and easier means of trade with other civilizations provided the fabric for this new change. Pieces uncovered by archeologists such as wall reliefs, vases, coins, statues, and jewelry, really show a sophisticated society unlike any seen before its time. One can only imagine what type of people flourished in ancient Mesopotamia, also known as the â€Å"Fertile Crescent†. Through its villages and cities the Ancient Near Eastern people began to colonize and thus spark the first system of hierarchy. Priests and kings held the rite to the land and the p eople worshiped them as divine. Palaces in this time of government were adorned with great splendor. Grandiose statues and intricate wall reliefs gave them life. One piece in particular shows Assyria’s vision of worship and hierarchy. â€Å"Relief Showing the Head of a Winged Genius† visually depicts the role of worship and deity among this ancient Mesopotamian civilization.   Ã‚  Ã‚  Ã‚  Ã‚  Artwork from any era directly mimics the civilization from where it came. This particular piece with its strong emphasis on line and shape lends itself to an overwhelming sense of stylization and sophistication. Though stylized, Relief Showing the Head of a Winged Genius is also very naturalistic. Dated 883 – 859 BCE., this piece tells a much greater story than its limited visual subject matter would lead its viewer to believe. In it’s roughly, 2ft. by 2ft. frame, the dense-looking gypsum gives a candid view of this winged genius, thought to be some sort of god or higher power. Facial expressions are limited to his profile. Serenity in the genius’s face shows a very friendly disposition while his large eyes with thick, content, eyebrows give him a wisdom that seems all-powerful. The genius’s long beard, with intricate stylized curls, also reinforces the attribute of wisdom. The hint of wings, that can almost be mistaken for hair, and hi s headdress put to rest any doubts that he should be equal to a regular man. Originally, this relief was a part of something much larger.

Stanley Park

City of Kelsey – Stanley Park Project Rachelle Bittle Abstract The City of Kelsey is considering and requesting community input on the propanol of the Stanley Park Project. This project is a park that will cover 60 city acres that will serve community members of all ages. City of Kelsey – Stanley Park Project The City of Kelsey is a community of 600,000 people. Geographically Kelsey covers over 200 square miles and is bordered by a river on one side and farmlands on another. Kelsey has a median age of 32 with a household size of 2. . (Apollo, 2011) The City of Kelsey was incorporated 78 years ago. Suburbs that house the headquarters of a major shipping company surround the City. The major services of Kelsey are the Cities Administrative Services, Police, Fire, Community Services and Development Services. Kelsey has a school district that houses over 71,000 students and employees over 90 employees. (Apollo, 2011) The proposal of the Stanley Park Project aligns with Kelse y’s goals to have to amenities of a big city while keeping the small town charm.They Stanley Park project would occupy 60 acres with in the city limits that would be accessible by one controlled city street. The city has some very important values. The city has Public Trust, Customer Service, Employees and Continuous Improvement as values that they have committed to. Stanley Parks setup has that large city feel. The park would include amenities to suite any community member’s desire. The park would include a police substation, dog parks, Volleyball courts, tennis courts, basketball courts, Aquatic Facility, Community Center and an outdoor area equipped with playground and picnic area. The administration of Kelsey will have to make sure that financially that Kelsey can stay up with the up keep of this project. The project seems to have many great things to offer the public. When presented to the public they will need to make sure that they focus on the services this par k will provide to the communities children and senior population. References Apollo Group (2011) City of Kelsey. [ONLINE] Available at: https://ecampus. phoenix. du/secure/aapd/cist/vop/Government/KelseyCity/docs/CityofKelseyCAFRJune2005V2. pdf. [Last Accessed November 25, 2012]. Apollo Group (2011). City of Kelsey. [ONLINE] Available at: https://ecampus. phoenix. edu/secure/aapd/cist/vop/Government/KelseyCity/citygovernment. asp. [Last Accessed November 25, 2012]. Lowndes, V. , & Leach, S. (2004). Understanding Local Political Leadership: Constitutions, Contexts and Capabilities. Local Government Studies, 30(4), 557-575. doi:10. 1080/0300393042000333863

Rational Choice Theory

In game theory, bounded rationality is a concept based on the fact that rationality of individuals is limited by the information they have, the cognitive limitations of their minds, and the finite amount of time they have to make decisions. This contrasts with the concept of rationality as optimization. Another way to look at bounded rationality is that, because decision-makers lack the ability and resources to arrive at the optimal solution, they instead apply their rationality only after having greatly simplified the choices available.Thus the decision-maker is a satisficer, one seeking a satisfactory solution rather than the optimal one. Some models of human behavior in the social sciences assume that humans can be reasonably approximated or described as â€Å"rational† entities (see for example rational choice theory). Many economics models assume that people are on average rational, and can in large enough quantities be approximated to act according to their preferences.T he concept of bounded rationality revises this assumption to account for the fact that perfectly rational decisions are often not feasible in practice due to the finite computational resources available for making them. [edit] Models of bounded rationality The term is thought to have been coined by Herbert Simon. In Models of Man, Simon points out that most people are only partly rational, and are in fact emotional/irrational in the remaining part of their actions.In another work, he states â€Å"boundedly rational agents experience limits in formulating and solving complex problems and in processing (receiving, storing, retrieving, transmitting) information† (Williamson, p. 553, citing Simon). Simon describes a number of dimensions along which â€Å"classical† models of rationality can be made somewhat more realistic, while sticking within the vein of fairly rigorous formalization. These include: limiting what sorts of utility functions there might be.recognizing the costs of gathering and processing information. the possibility of having a â€Å"vector† or â€Å"multi-valued† utility function. Simon suggests that economic agents employ the use of heuristics to make decisions rather than a strict rigid rule of optimization. They do this because of the complexity of the situation, and their inability to process and compute the expected utility of every alternative action. Deliberation costs might be high and there are often other, concurrent economic activities also requiring decisions.Daniel Kahneman proposes bounded rationality as a model to overcome some of the limitations of the rational-agent models in economic literature. As decision makers have to make decisions about how and when to decide, Ariel Rubinstein proposed to model bounded rationality by explicitly specifying decision-making procedures. This puts the study of decision procedures on the research agenda. Gerd Gigerenzer argues that most decision theorists who have di scussed bounded rationality have not really followed Simon's ideas about it.Rather, they have either considered how people's decisions might be made sub-optimal by the limitations of human rationality, or have constructed elaborate optimising models of how people might cope with their inability to optimize. Gigerenzer instead proposes to examine simple alternatives to a full rationality analysis as a mechanism for decision making, and he and his colleagues have shown that such simple heuristics frequently lead to better decisions than the theoretically optimal procedure.From a computational point of view, decision procedures can be encoded in algorithms and heuristics. Edward Tsang argues that the effective rationality of an agent is determined by its computational intelligence. Everything else being equal, an agent that has better algorithms and heuristics could make â€Å"more rational† (more optimal) decisions than one that has poorer heuristics and algorithms.

Grant/Lee a Comparison and Contrast Essay

Ulysses S. Grant and Robert E. Lee are two of the most effective military leaders in American history. These men have become symbolic of the two nations at conflict during the Civil War. Both had very different backgrounds and personalities that caused them to differ in their military leadership and accomplishments. Even though General Lee would surrender his army to General Grant, Lee throughout the course of the war proved himself to be a better military leader. The childhood of Robert Edward Lee played a pivotal role in the way he would see the world as a man. Lee was born into an aristocratic family of Virginia with a deeply rooted American history. Richard Henry and Francis Lightfoot Lee, Robert E. Lee’s uncles, helped draft resolutions that would lead to the Declaration of Independence, both would sign it1. Lee’s father, Henry â€Å"Lighthorse Harry† Lee III was a revolutionary war hero and one of George Washington’s most dependable fellow countrymen . In 1771, Washington, also from Virginia, wrote: â€Å" I know of no country that can produce a family all distinguished and clever men, as our Lees.†2 Lee’s mother and father were strong influences in his life for very different reasons. Lee’s father would define everything Lee did not want to be. Lighthorse Harry lacked self-control and failed to take care of the family. Ruined by failed financial ventures, Lee’s father would be sent to debtor’s prison. His mother, Anne Hill Carter Lee would raise young Robert to love God, to serve God and to serve his country. Lee’s rearing helped him to develop the highest standards of honor, self-denial, self-control and duty that would earn respect from both friends and enemies.3 Ulysses S. Grant came from a more humble upbringing. Like Lee, Grant traces his ancestry deep into American history in his memoirs. Grant’s ancestors settled in Massachusetts in 1630.4 Grant’s father, Jesse R. Gran t came from a broken family and was fostered by the parents of John Brown. 5 The same John Brown that would attempt to start a slave rebellion by attacking the United States armory at Harper’s Ferry in 1859. Men under the leadership of then Colonel Robert E. Lee ended that raid.6 Grant, was not born into the land owning aristocracy like Lee, his family was frontier men. Grant â€Å"†¦had come up the hard way†¦No man was born to anything, except perhaps to a chance to show how far he could rise. Life was competition (Catton, para 5).†7 Grant’s competitive upbringing would give him the motivation to push forward and the demand results needed to defeat Lee. Robert E Lee would carry the lessons he learned as a child with him to the Military Academy at West Point. While attending West Point, Lee was very studious and did not join 8other cadets for evenings at the local taverns. General Lee graduated second in his class at West Point and received no demerits for misconduct. This record has never been matched and will not likely ever be achieved again. By graduating with honors, Lee was assigned to the United States Army Corps of Engineers. The time Lee spent with the Army Corps of Engineers gave him valuable knowledge of different types of terrain and fortification constructions that would serve him well in the Civil War.9 The childhood of Ulysses S. Grant would also affect him at West Point. Grant was not interested in a military career; he was more interested in agriculture.10 It was Grant’s father who requested his appointment to West Point.11 Grant stated in his memoirs, â€Å"A military life had no charms for me, and I had not the faintest idea of staying in the army even if I should be graduated, which I did not expect (Grant p19).†12 Grant spent most of his time at West Point reading novels and avoiding â€Å"†¦books related to the course of studies (Grant pg 20).†13 Unlike Lee, Grant would not excel at West Point. Grant graduated 21 out of 39 in his class, just below average.14 The Mexican American War would be both Lee and Grant’s first battle. Lee and Grant would both serve un der General Winfield Scott, a man whom they both admired, during his campaign to Mexico City. General Scott saw greatness in Lee and stated his â€Å"†¦success in Mexico was largely due to the skill, valor, and undaunted energy of Robert E. Lee.†15 Scott was also heard commenting a few years later that; â€Å"Lee is the greatest military genius in America.† 16 Grant, only a first lieutenant, did not get an opportunity to show much leadership. Grant did however serve with valor. At the Battle of Monterey, Grant would gain some respect among his peers by successfully carrying much needed ammunition to his regiment while under fire.17 During the Civil War, Lee and Grant would implement skills learned while under the command of General Winfield Scott. In the spring of 1861 as the nation leaned toward Civil War, both Grant and Lee would be forced to make very difficult decisions. Grant would only have to decide between being a patriot or a traitor. In a letter to Grant’s father he wrote: â€Å"There are but two parties now, Traitors & Patriots and I want hereafter to be ranked with the latter. . . (Grant p 957)†18 Lee was torn between a successful career in the United States Army, his devotion to the Union, an appointment as commander of the Union forces and the love he had for his family and homeland. In a letter to his sister , Lee wrote: â€Å" With all my devotion to the Union†¦I have not been able to make up my mind to raise my hand against my relatives, my children, my home. 19 The decisions these two men made would send them on a collision course in one of the most costly wars the country has every waged. Throughout the Civil War, Robert E Lee would prove himself to be unmatched in leadership. When Lee took control of the Army of Northern Virginia in June of 1862, the Union army â€Å"†¦was thundering at the city gates†¦(Lee p150)†20 of the Confederate capital of Richmond. In three months, Lee would achieve what his predecessor General Joseph E. Johnston could not. Lee defeated the invading Union army and turned the war in favor of the South. It would take President Lincoln almost one year to find any competition for General Lee. That competition would be General Grant and the vast resources the North offered him. The vast resources and the advanced railroad system of the North would give Grant the advantage he needed over Lee. In a letter to Confederate President Jefferson Davis, Lee expressed his concern that â€Å"†¦Every train brings recruits, and it is stated that every available regiment at the North is added to it†¦(Lee p108)†21 The Army of Northern Virginia’s lack of provisions were â€Å"†¦so great†¦I cannot see how we can operate with our present supplies (Lee, p 108).22 Before Lee ever met Grant on the battlefield he was trying to prepare for multiple retreats that would allow him to resupply his army. Lee pleaded with Jefferson Davis that â€Å"Every exertion should be made to supply the depots at Richmond and at other points (Lee, p 108).† 23 Grant carelessly used his resources to attack Lee and â€Å"†¦after thirty days of marching†¦fighting and a with a loss of more than sixty thousand men, General Grant†¦Ã¢â‚¬ 24 arrived at Petersburg, â€Å"†¦which he could have done†¦without the loss of a single man.† 25 The sixty thousand men that were expendable to Grant was more than Lee had in his entire Army of Northern Virginia. Lee eventually was forced to surrender his army of â€Å"†¦less than eight thousand men†¦to Grant’s army of 150,000†¦Ã¢â‚¬ 26 Prior to the surrender Union officers had â€Å"†¦always estimated your [Lee] force at about seventy thousand men.†27 The leadership displayed by Ulysses S. Grant and Robert E. Lee throughout their military careers is directly related to their childhood and education at West Point. Grant’s childhood made him competitive but his lack of interest in the curriculums at West Point would set him back militarily. If Grant did not have the expendable resources that were available to his Union Army, he would have failed against Lee’s ability to fight with such limited resources. Lee’s self struggle to lead by example combined with his devotion to duty and the men in his army resulted in many victories over impossible odds. Lee did not surrender to Grant’s leadership traits; Lee â€Å"†¦was compelled to yield to overwhelming numbers and resources (Lee p 138)†28 1 James A. Henretta, David Brody and Lynn Dumenil, America: A Concise History, 3rd Edition, 3rd ed. (Boston: Bedford/St. Martin’s, 2005), 157-58. Bibliography Henretta, James A., David Brody, and Lynn Dumenil. America: A Concise History, 3rd Edition. 3rd ed. Boston: Bedford/St. Martin’s, 2005. Lee, Fitzhugh. General Lee. BiblioLife, 2009. Grant, Ulysses S. Personal Memoirs of Ulysses S. Grant. CreateSpace, 2009. Lee, Robert. Recollections and Letters. New York, NY: Barnes & Noble, 2004. Bruce Catton Grant and Lee: A Study in Contrasts, available from http://users.ipfw.edu/ruflethe/grantandlee.html ; Internet; accessed 16 August 2010. Allen, Walter. ULYSSES S. GRANT. Houghton Mifflin,1901. Long, Armistead Lindsay. Memoirs of Robert E. Lee: His military and personal history [embracing a large amount of information hitherto unpublished]. University of Michigan Library, 1886. Grant, Ulysses S. Ulysses S. Grant : Memoirs and Selected Letters : Personal Memoirs of U.S. Grant / Selected Letters, 1839-1865 (Library of America). First Edition ed. New York, N.Y.: Library of America, 1990.

What Brought to the French Revolution

Loreen Jill Ramirez Catubay 12 September 2010 HSS1C. 01 Miss. Erickson FRENCH REVOLUTION DBQ â€Å"The French Revolution. † What pops up in your head? Probably a plethora of ideas. Images of riots, nobles, monarchy and such. So many mistakes and so many achievements has come out of the French Revolution. Many failed policies, laws and many inspirational and influential ideas has come of the French Revolution. The important causes of the French Revolution has changed France.The French Revolution had many causes which lead to the outbreak of the revolution such as heavy taxes, extreme poverty and the ideas of the Enlightenment. During Arthur Young’s travel through France from 1787 to 1789 he stated â€Å"There is an injustice levying on the amount of each person must pay† (Document 1). One Cause that brought of the French Revolution is the inequality of the levy and taxes on the among the 3 estates. The first estate which is the body of all people ordained for reli gious duties most commonly in the Christian Church was called the â€Å"Clergy†.The Clery had no taxes on them but they, The Clergy could collect tithes or taxes from people who are living on churches land. The Clergy owned 10% of the countries land but shockingly the Clergy consist of 1% of the countries population. The second estate which is known as belonging to a hereditary class with high social or political status is called the â€Å"Nobles†. The Nobles had very few taxes on them while they collected taxes and rents from peasants while the peasants worked for both higher classes, the first estates and the second estate.The second estate, Nobles consisted of only 2% of the population but owned 35% of the countries land. Last but not least, This brings us to the third estate of peasants. Peasants are either Middles class, peasants or city workers. These people consisted of 97% of the countries population. They owned only 55% of the land. The third estate was treate d very unfairly in both land and taxes. Peasants earned the least but paid the most taxes. This made them very mad about the injustice of the heavy levying as stated in the quote.During the Arthur Young’s stay in France he has observed a lot of things about France as a country. Arthur Young stated on September 5,1788 that, â€Å"The poor people seem very poor indeed. The children are terribly ragged† (Document 1). Due to the heavy taxes on the peasants who work the longest and hardest jobs yet earn the least they had very little money lift for themselves and their families. Arthur Young also noticed that , â€Å"The price of bread has risen above the people’s ability to pay†.The people were so poor that they did not even have enough money to buy bread for themselves to eat while the people in the first and second estate were eating steaks, cakes and many luxurious foods. This situation of unfairness and inequality made the peasants anger towards the other estates and the monarchy grow. Historian Albert Mathiez claims that leadership fell into the middle class in which he stated that, â€Å"The middle class†¦.. was sensitive to their inferior legal position. The Revolution came from them-the middle class.They were just beginning to learn to read† (Document 4). Through this the middle class gained knowledge and ideas of the Enlightenment. They became philosophers. They started to believe and realized many things. Voltaire believed in freedom of speech but gone thrown in jail for making fun of a rich baron. This made the rest of the citizens to wonder about what they could say and why weren’t they allowed to talk about whatever they wanted?. John Locke was a believer of natural rights from birth and is famous for his writings on rights of life, liberty and property.His writings made people have an â€Å"oh yeah! why NOT?! † moment and questioned their rights and the other estates rights deciding that this was unfair and unjust. These people started to believe and agree with what these philosophers thought than what the king or the clergy thought. The 3 situations that helped caused the revolution. Heavy taxes were unjust as the peasants who earned the least, paid the most taxes while the other estates lived a luxurious life. The extreme famine which of left the peasants stomach digesting in nothing but anger towards the onarchy while the higher estates had tea parties and buffets and ideas of the Enlightenment which opened the eyes of many others about how much unfairness, inequality and injustice they have been treated with and that this was not tolerable as they philosophers encouraged them for they believed that everyone should have rights, liberty and freedom. The citizens years of suffering, inequality, injustice, unfairness and anger were the causes that had lead to the French Revolution.