...term. Industrialisation led to a dramatic increase in child labour. Children were working in factories and mines what was very exhausted and dangerous. Child labour was not an invention of the Industrial Revolution. Poor children have always started work as soon as their parents could find employment for them. But in much of pre-industrial Britain, there simply was not very much work available for children. This changed with industrialisation. The new factories and mines were hungry for workers and required the execution of simple tasks that could easily be performed by children. The result was a surge in child labour – presenting a new kind of problem that Victorian society had to tackle. Research has shown that the average age at which children started work in early 19th- century Britain was 10 years old, but that this varied widely between regions. In industrial areas, children started work on average at eight and a half years old. Most of these young workers entered the factories as piecers, standing at the spinning machines repairing breaks in the thread. A few started as scavengers, crawling beneath the machinery to clear it of dirt, dust or anything else that might disturb the mechanism. In the mines, children usually started by minding the trap doors, picking out coals at the pit mouth, or by carrying picks for the miners. Charles Dickens, William Blake and Elizabeth Barrett Browning responses to child labour in their literary masterpieces...
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...John Smith English 2323 – CRN 40738 28 March 2015 Midterm Essay – Topic 1 The Effects of Industrialism Although the modern world as we know it could not have existed without the Industrial Revolution, seldom thought is ever given to the real women, men and children whose lives were directly affected by the innovative technologies that changed labor and social normality’s throughout western civilization. An example of the vast economic and social change brought about by industrialism can be observed in Britain during the Victorian age where the way of life for the common laborer completely changed, as the text describes: Transformations in the production of textiles led to the first and most dramatic break with age-old practices … by the beginning of the Victorian period, the Industrial Revolution had already created profound economic and social changes. Hundreds of thousands of workers had migrated to the industrial towns … Employers often preferred to hire women and children, who worked for even less money than men (1581). Prose writer Henry Mayhew and poets Elizabeth Barret Browning and William Morris offer profound insight into the hardships of industrialism and its effect upon the poorest laborers, child workers and socialist political movements during the Victorian era of Great Britain. The poor and common laborer suffered greatly during the progress of industrialism. The advent of technological advances caused a great deal of influx in labor pools, as...
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...Elizabeth Barrett Browning dramatizes the voices of the young children, who were exploited and troubled during the Victorian Era in the poem The Cry Of The Children (1843). She does this by using a variation of techniques in a narrative lyric ballad genre, a thematic structure and uses imaginary, similes, metaphors, symbolism and descriptive language. The poem is about the way children in the Victorian Era were put in for exploitative labour and Browning’s intention for the poem is to adopt the voice of the nation’s conscience. One of the themes that Browning uses is Freedom and slavery. In this she uses imagery, irony and rhetoric speech making a context point of view. When she talks about freedom and slavery as a theme, she uses irony because as England is a free country and the way that the children were used, she speaks up about it. ‘And the children’s souls, which God is calling sunward’ The quotation uses a lot of symbolism, it is also quite a positive point but also negative. She talks about God and heaven but also uses the line to talk about the death and how the children only want to die and that they will go to heaven. When she uses these kinds of speech it makes the readers almost feel negative. She makes her point of view very straightforward to try to make those who where in the upper class in that era to understand the things that children from the age of the time that they are actually able to do things. Another theme that Browning uses is heaven and...
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...TITLUL CURSULUI: CURS PRACTIC – LIMBA ENGLEZĂ Fundamente de gramatică şi vocabular Limba engleză - “English for Social Sciences” Curs pentru învăţământ la distanţă Asist.univ. DANIELA NICULESCU- ZDRENGHEA [pic] 2005 INTRODUCERE 1.Coordonatorul cursului este asist.univ.Daniela Niculescu-Zdrenghea, titular la Facultatea de Psihologie a Universităţii Titu Maiorescu, autoare a numeroase traduceri a numeroase studii de specialitate. 2.Tutorii : asist.univ. Mihaela Ştefănică, asist.Daniela Niculescu. CURSUL 1.Introducere □ 111 este un curs de un semestru şi este cotat cu 3 credite. 2.Prescriere □ Cursul constă în prezentarea unor modalităţi de comunicare şi interpretare în limba engleză. 3.Conţinut □ În acest curs vor fi studiate prin intermediul unor fişe – numerotate de-a lungul cursului – modalităţi de comunicare în limba engleză, structuri gramaticale, topică, prin numeroase exemplificări utile studiului individual. 4.Obiectivele cursului □ Cursul de limba engleză pentru învăţământ la distanţă îşi propune să sedimenteze elemente de limba engleză dobândite în formarea preuniversitară a studentului ID, elemente lingvistice şi de interpretare necesare unei deschideri a studentului ID către lumea ştiinţifică internaţională. Pentru o analiză gramaticală şi interpretarea de texte, sunt folosite tematici cu predilecţie din psihologie (inclusiv psihologie...
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...REBEL ANGELS BY LIBBA BRAY CHAPTER ONE CHAPTER TWO CHAPTER THREE CHAPTER FOUR CHAPTER FIVE CHAPTER SIX CHAPTER SEVEN CHAPTER EIGHT CHAPTER NINE CHAPTER TEN CHAPTER ELEVEN CHAPTER TWELVE CHAPTER THIRTEEN CHAPTER FOURTEEN CHAPTER FIFTEEN CHAPTER SIXTEEN CHAPTER SEVENTEEN CHAPTER EIGHTEEN CHAPTER NINETEEN CHAPTER TWENTY CHAPTER TWENTY-ONE CHAPTER TWENTY-TWO CHAPTER TWENTY-THREE CHAPTER TWENTY-FOUR CHAPTER TWENTY-FIVE CHAPTER TWENTY-SIX CHAPTER TWENTY-SEVEN CHAPTER TWENTY-EIGHT CHAPTER TWENTY-NINE CHAPTER THIRTY CHAPTER THIRTY-ONE CHAPTER THIRTY-TWO CHAPTER THIRTY-THREE CHAPTER THIRTY-FOUR CHAPTER THIRTY-FIVE CHAPTER THIRTY-SIX CHAPTER THIRTY-SEVEN CHAPTER THIRTY-EIGHT CHAPTER THIRTY-NINE CHAPTER FORTY CHAPTER FORTY-ONE CHAPTER FORTY-TWO CHAPTER FORTY-THREE CHAPTER FORTY-FOUR CHAPTER FORTY-FIVE CHAPTER FORTY-SIX CHAPTER FORTY-SEVEN CHAPTER FORTY-EIGHT CHAPTER FORTY-NINE CHAPTER FIFTY PROLOGUE DECEMBER 7, 1895 HEREIN LIES THE FAITHFUL AND TRUE ACCOUNT OF my last sixty days, by Kartik, brother of Amar, loyal son of the Rakshana, and of the strange visitation I received that has left me wary on this cold English night. To begin at the beginning, I must go back to the middle days of October, after the misfortune that occurred. It was growing colder when I left the woods behind the Spence Academy for Young Ladies. I'd received a letter by falcon from the Rakshana. My presence was required immediately in London. I was to keep off the main roads and be certain I was not followed...
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...Министерство образования и науки Республики Казахстан Кокшетауский государственный университет им. Ш. Уалиханова An Outline of British Literature (from tradition to post modernism) Кокшетау 2011 УДК 802.0 – 5:20 ББК 81:432.1-923 № 39 Рекомендовано к печати кафедрой английского языка и МП КГУ им. Ш. Уалиханова, Ученым Советом филологического факультета КГУ им. Ш. Уалиханова, УМС КГУ им. Ш. Уалиханова. Рецензенты: Баяндина С.Ж. доктор филологических наук, профессор, декан филологического факультета КГУ им. Ш. Уалиханова Батаева Ф.А. кандидат филологических наук, доцент кафедры «Переводческое дело» Кокшетауского университета им. А. Мырзахметова Кожанова К.Т. преподаватель английского языка кафедры гуманитарного цикла ИПК и ПРО Акмолинской области An Outline of British Literature from tradition to post modernism (on specialties 050119 – “Foreign Language: Two Foreign Languages”, 050205 – “Foreign Philology” and 050207 – “Translation”): Учебное пособие / Сост. Немченко Н.Ф. – Кокшетау: Типография КГУ им. Ш. Уалиханова, 2010 – 170 с. ISBN 9965-19-350-9 Пособие представляет собой краткие очерки, характеризующие английскую литературу Великобритании, ее основные направления и тенденции. Все известные направления в литературе иллюстрированы примерами жизни и творчества авторов, вошедших в мировую литературу благодаря...
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...Praise for Jesus Is _____. “Judah Smith is a unique gift to my generation. In Jesus Is _____ , he will motivate you to let go of your preconceived, limited view of Jesus so you can embrace who He really is in our lives—more real and relevant than we have ever imagined.” —S te v en F u rtick , le a d pa Stor , e le vation c h u rch a n d author oF th e Ne w Yor k T im es beStSeller G r e aTer “Perhaps the most daunting and humbling task we have as Christians is to finish the sentence ‘Jesus is . . . .’ As many of us saved by His grace are aware, He is King. He is Lord. He is salvation. But to many in our world, He is most prominently . . . misunderstood. There is not another human being on earth whom I know personally, who could tackle a book subject like this as well as Judah Smith. To Judah, Jesus is everything. And from that platform he writes this book. I eagerly await its impact in my city, New York City, and beyond . . . it’s overdue.” —c a r l l entz , le a d pa Stor , h illSong c h u rch , n e w Yor k c it Y “Every once in a while a book is written that does not only contain a powerful message but the author is a living embodiment of the message thus making the book all the more life changing! The book you are holding in your hands is one of those. As you read through this book you will discover that Jesus is not at all like you thought and so much more than you imagined.” —c h r iStin e c a in e , Fou n der oF th e a21 c a mpa ign 00-01_Jesus Is.indd...
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