The Late 19th Century and the Drive for Empire Essay Example for Free

The Late 19th Century and the Drive for Empire Essay 1. Effects of Industrialization on†¦ the economy The industrial revolution played a role in the emergence of the basic economic patterns that have characterized much of modern European economic life. Some historians characterize the period before 1895 and after 1873 as a great depression. Europeans experienced a series of economic crises during these years (Prices of agriculture produces fell). Slumps reduced profits in the business cycle. Although recession occurred at different times from 1895 to world war 2, Europe experienced an economic boom and got a prosperity level that encouraged people to look back at the era as la belle à ©poque (the golden age in civilization ) specific countries /zones Germany: replaced Great Britain as the industrial leader of Europe. Germany gained superiority in new areas of manufacturing (organic chemicals, electronic equipment). Britain had an established industrial plant and made it more difficult to shift to the new techniques of Industrial Revolution. The relationship between science and technology became closer. Germany was accustomed to change. European economic zones: Europe was divided into two economic zones. The growth led to new patterns for European agriculture that emerged. It included an abundance of grain and lower transportation costs caused the prices of farm commodities plummeting . Southern Italy, Austria-hungary ,Spain=little industrialized the urban environment Urban dwellers make up an increasing percentage of the European Population. There were 40% in Britain, 25% in France and Germany, 10% in Eastern Europe. Then after the industrial revolution, the population increased to 80% in Britain, 45% in F, 6% in germany, and 30% in Weastern Europe. There were also many inventions and innovations that occurred in this time period -Electricity- 1910. Hydro electric power stratons-coal fired steam plants. The electric railway was in 1879. Desire to own sewing machines, clocks,  type writers, etc. New consumer ethic. Mass marketing encourtages people to purchase new consumer goods. Introduction of chemical fertilizers. Workers were of people who abandoned farms because of hardships. Wanted cheaper labor. Ideologu of domesticity: Women should remain at home to bear and nuture children. This is said to keep the well being of familyand forced women to do marginal work at home. The urban and industrial lead was passed from Britain to Germany. demographics/ population patterns Dramatic population increases after 1870. Prices of food and manufactured goods declined. There were also lower transportation costs. The period of the depression was from 1873-1895. This period was composed of a series of European economic crises. There was an abundance of grain: Tarrif barries; machines for harvesting In 1850-1910, THe population grew to 460 million. There was a rising birthrate and also a decline in deathrate Emigration: Excess rural labor migrates to industrial regions. Emigration is about 500 thousand a year. There was improved nutrition because food was transported to poor harvest regions. 2. Social Changes Due to Industrialization Work/School Play/Leisure Mass Society Upper Class This elite was composed of people with the jobs of aristocrats, bankers, merchants, and industrialists. There were elites schools dominated by the children of the aristocracy. The educated elite got leadership roles in government and military. There were pleasures of country living and the aristocrats bought lavish town houses for part-time urban life. Common bonds were made when the sons of wealth families met during school or other meetings. The aristocrats and the plutocrats fused together to one class. The mass education was a product of mass society. To be educated, one had to attend a secondary school or university. European states showed little interest in primary education. Only in the German states was there a  state-run system for it. Europeans made a commitment to mass education becase they believed education was imprtant to social improvement and thought to supplant catholic education with moral training on secular values. Mass Leisure: The new industrial system where evening hours after work, weekends, and later a week or two in the summer. Leisure was the opposite of work; What people did in their free time or for fun Mass tourism: Creation of the first market for tourism. Its wages increased and workers were given paid vacations. One result of mass education was an increase in literacy. With the dramatic increase in literacy, there was also a rise of mass-circulation newspapers. Mass politics became a reality in western European states. Reforms encouraged the expansion of political democracy through voting rights for men. Middle Class This class was a level that included jobs such as professionals in law, medicine, and the civil service as well as moderately well-to-do industrialists and merchants. After the industrial expansion, new groups of jobs were added such as managers, new professionals, engineers, architects, accountants, and chemists. The lower middle class jobs consisted of shopkeepers, traders, manufacturers, and prosperous peasants provided The moderately prosperous and successful middle class shared similar lifestyles and values than the others that dominated 19th century society. The middle class members were active in preaching their world view to children and other society classes. They believed in working hard and christian morality. They had a right way of doing things and propriety. This also gave rise to more books. Lower Class The majority of the lwoerclass were landholding peasants, agricultural laborers, or sharecroppers. There were some prosperous landowning peasants that shared the same values as low middle class. The lower class consisted of the urban working class: Artisans, printing, jewlry making, and semiskilled laborers who included: Carpenters, bricklayers, and MANY factory workers The lower class of urban workers experienced a real betterment in the material conditions of their lives after 1871. Urban improvements meant better living conditions. There was also a rise in wages, then a decline in  consumer costs. This made it possible for workers to buy more than just the necessity food and housing. Workers were now permitted to buy more clothes and leisure that strikes and labor agitation were winning shorter workdays and Days off. Women’s Roles The second industrial revolution brought and enourmous impact on the position of women in the labor market. There was controversy of women for their right to work. The desperate need for money forced women to do marginal work. This work was done at home because it required little skill. A women was expected to nurture and care for children while ensuring the moral/physical well being of the family. Many lower class women were forced to be prostitutes. There were as many as 60k prostitutes in London. Many new job opportunities for women. 3. New Inventions invention its effects and applications Chemicals Electricity The internal Combustion Engine Tarrifs and Cartels A change in the method of making soda enabled France and Germany to take the lead in producing the alkalies used in the textile, soap, and paper industries. Laboratories overtook British in the development of new chemical compounds Electricity was a major new form of energy that provided great value since it was easily converted into other energy forms such as heat, light, and motion. The first generators were developed in 1881 The development of the combustion engine was made in 1878. This ran on gas and air. It was unsuitable for widespread use as a source of power until the development of liquid fuels- petroleum and its distilled derivatives. An oil  fired engine was made in 1897. The hamburg Amerika Line had switched from coal to oil on its new ocean liners. There was increased competition for free trade. protective tariffs guaranteed domestic markets for the products of their own industries. AFter a decade, Europeans returned to protective tarif protections. Cartels were being formed to decrease competition internally/ A cartel is where enterprises worked together to control prices and fix production quotas, restraining the kind of competition that led to reduced prices.

Dual Language Programs Essays -- Bilingual Education, foreign language

Beyond English Development: Bilingual Approaches to Teaching Immigrant Students and English Language Learners What a feeling! Learning a new language gives individuals a new way of thinking and feeling. Learning a new kind of language involves having total commitment and total involvement from students and teachers. In the article, Beyond English Development: Bilingual Approaches to Teaching Immigrant Students and English Language Learners indicates there are various standard definitions that describe language (Billings, Martin-Beltran, and Hernandez, 2010). Language is used to communicate with others and is essentially human, but not limited to only human beings. As individuals learn English as their Second Language, they learn that language is acquired by all kinds of people in the same way. Mostly children can adapt and/or learn a foreign language better than adults due to children developing language and skills spontaneously (Honigsfield, 2009). Second language learners have variables such as memory, perception, acquisition, conscious and subconscious learning styles, and recall. Even though, second language learners have those instilled variables, it is imperative for the teachers to guide learning and set the conditions of learning. Bilingual Children with Primary Language Impairment: Issues, Evidence, and Implications for Clinical Actions In the article, Bilingual Children with Primary Language Impairment: Issues, Evidence, and Implications for Clinical Actions, Kohner (2010) indicate numerous school districts that have implemented bilingual programs to help the English Language Learners. Dual language programs enhance student outcomes and close the achievement gap of Second Language Learners (Coyoca and Lee, 2009... ... learners enjoy each others’ culture and life experiences as they relate to subject-areas (Nemeth, 2009). Conclusion The population of the United States increased with school age children speaking English as their second language. Strong community leaders and school districts are needed to ensure English language learners attend effective programs that teach them English and push them to graduate successfully (Buysse, Castro, and Peisner-Feinberg, 2010). School districts across America use their own approach to accommodate the learning of English language learners by having a single or combination of programs (Li and Edwards, 2010). Dual language programs allow children to collaborate in developmental levels such as cognitive with tasks in English and Spanish (Pascopella, 2011). English language learners and English proficient students learn from each other. Dual Language Programs Essays -- Bilingual Education, foreign language Beyond English Development: Bilingual Approaches to Teaching Immigrant Students and English Language Learners What a feeling! Learning a new language gives individuals a new way of thinking and feeling. Learning a new kind of language involves having total commitment and total involvement from students and teachers. In the article, Beyond English Development: Bilingual Approaches to Teaching Immigrant Students and English Language Learners indicates there are various standard definitions that describe language (Billings, Martin-Beltran, and Hernandez, 2010). Language is used to communicate with others and is essentially human, but not limited to only human beings. As individuals learn English as their Second Language, they learn that language is acquired by all kinds of people in the same way. Mostly children can adapt and/or learn a foreign language better than adults due to children developing language and skills spontaneously (Honigsfield, 2009). Second language learners have variables such as memory, perception, acquisition, conscious and subconscious learning styles, and recall. Even though, second language learners have those instilled variables, it is imperative for the teachers to guide learning and set the conditions of learning. Bilingual Children with Primary Language Impairment: Issues, Evidence, and Implications for Clinical Actions In the article, Bilingual Children with Primary Language Impairment: Issues, Evidence, and Implications for Clinical Actions, Kohner (2010) indicate numerous school districts that have implemented bilingual programs to help the English Language Learners. Dual language programs enhance student outcomes and close the achievement gap of Second Language Learners (Coyoca and Lee, 2009... ... learners enjoy each others’ culture and life experiences as they relate to subject-areas (Nemeth, 2009). Conclusion The population of the United States increased with school age children speaking English as their second language. Strong community leaders and school districts are needed to ensure English language learners attend effective programs that teach them English and push them to graduate successfully (Buysse, Castro, and Peisner-Feinberg, 2010). School districts across America use their own approach to accommodate the learning of English language learners by having a single or combination of programs (Li and Edwards, 2010). Dual language programs allow children to collaborate in developmental levels such as cognitive with tasks in English and Spanish (Pascopella, 2011). English language learners and English proficient students learn from each other.

Othello Analysis Essay

Jealousy is defined as feeling and/or showing envy of someone for their achievements and advantages. Jealousy is known to be one of the world’s worst emotions, except jealousy is not an emotion. Jealousy is a deadly disease and should not be considered an emotion proving that while in a jealous state there is a complete loss of control. A person in the jealous state is completely incapable of controlling their emotions, behaviour and their intellectual process making them vulnerable in all situations. The play Othello written by William Shakespeare proves to be one of the most profound pieces of literature includes many characters that are diagnosed with the deadly disease that is Jealousy. â€Å"O, beware, my lord, of jealousy; /It is the green eyed monster which doth mock/ [t]he meat it feeds on† (Othello, 3.3.165-167). A very vital and traumatizing symptom that comes with having the Jealous disease is the psychological loss of control. The diagnosed character is incapable of controlling their thoughts, often leading them to making unreasonable decisions. In the play Othello, we see many characters that are ill with the Jealous disease and are battling to keep their thoughts intact. Iago is one of the first characters to be introduced into the play who possess the illness. When Iago proves to have the symptom of psychological control loss, we can see it when he states, â€Å"I am not what I am† (Othello, 1.1.65). This is very significant because throughout the play it is established that Iago is really contrasting the character who he claims to be; loyal and honest. It is given that Iago is possessed by his illness; forcing him to be the deceiving, smart, and insincere character. When Iago loses psychological control, he makes a decision far too quickly, without processing all the elements. â€Å"Call her father, Rouse him. Make after him, poison his delight, Proclaim him in the streets. Incense her kinsmen, And, though he in a fertile climate dwell, Plague him with flies.† (Othello, 1.1.68-71) In this passage, Iago is speaking with Roderigo and has invented plans to destroy Desdemona and Othello’s secret relationship by exposing them to Desdemona’s father, Brabantio; awaiting him that the two have eloped. Iago does not take a moment to reconsider the steps he wishes to pursue as a normal person would, Iago does not judge the consequences of his actions or what affects might it cause. This passage is very significant because it is this one simple decision made by Iago that determines and introduces all the other conflicts later in the play. It is established that Iago is in a Jealous state, that he is not in control of his thoughts and should not be held accountable for any actions he may pursue. One who has what is deemed a â€Å"normal† intellectual process can move forward to collecting their thoughts to make rational decisions, contradictory to one who is sick with the Jealous disease who lacks to control their thoughts. As we can see through Iago the Jealous disease has a powerful symptom that controls your intellectual process and therefore someone should not be held accountable for their thoughts while in jealous state, for Jealousy is what triggers a character to performing abnormal acts, this leading to the next symptom, symptom of changes in behaviour. A person must always have control over their actions because as we all know, if they do not have power over their actions, it may lead to their downfall. Many characters in the play had uncontrolled actions that led to their own defeat as result of being in the Jealous state. The main character Othello, the brave Moor who was always taking cautious steps as a leader, quickly changed when he went into a Jealous state. â€Å"I love thee;/[b]ut never more be officer of mine† (Othello, 2.3.227-228). This passage proves the courageous Othello when he took away Cassio’s position, for the benefit of the citizens of Cyprus. â€Å"Devil! (s triking her)† (Othello, 4.1.228). This passage is where Othello is incapable to control his actions and slaps Desdemona in front of a crowd surprisingly to the original characteristics that defined Othello initially. If you compare the two passages you can distinguish the difference Othello in a balanced and unbalanced state. The illness that transmitted into his biological system quickly, took over his ability to have power over his brain. â€Å"It is too late. (he smothers her)† (Othello, 5.2.83). This passage is very significant because as the reader we know that Othello’s love for  his beloved wife is pure and he would never commit such a crime, but since Othello is unable to break his bond of the Jealous disease, Othello kills his own wife. Othello wanted to be the dominate power, and had no power over his decisions of actions leading to his downfall. The actions one takes are controlled by their thoughts and emotions which neither of is a person in a Jealous state able to control. The emotional trauma that one feels while fighting the Jealous disease is horrifying. They are incapable of controlling their emotions and have high mood swings, which can result in overpowering their intellectual thought process that moves forward into taking control of their actions. In the play we are able to see characters whose emotions are uncontrollable and change very quickly. First, we have Othello who is in a battle with his emotions when he learns that Desdemona may be having an affair. â€Å"Farwell the tranquil mind! Farewell content!† (3.3.356) This is the first quote from Othello and shortly after he says, â€Å"Villain, be sure thou prove my love a whore, Be sure of it.† (3.3.367-368) as we can see Othello is going from insane to angry, and he has no control over who he has rage towards, for a second it is Desdemona and the next second it is Iago. Othello conflicts with the multiple emotions he is feeling and is has no power over the release of his emotions. This signifies that Jealousy is a disease because Othello does not feel â€Å"jealous†; he feels many other emotions in this moment of the play while ill. Roderigo who also suffers from the Jealous disease also is unable to control his emotions. â€Å"Nay, I think it is scurvy and begin to find myself fopped in it.†(4.2.201-202)In this passage Roderigo speaks to Iago telling Iago that he knows Iago is cheating him. Although later in the play, Roderigo continues to work with Iago in hopes of killing Cassio. â€Å"And yet he hath given me satisfying reasons.†(5.1.9)As we observe Roderigo, we observe his different and quickly changing emotions around Iago. Roderigo although figuring out that Iago is not a good person, when in a Jealous state cannot control his emotions and feels that Iago will be loyal in the end, this leads to his own downfall because in the end it is Iago who kills Roderigo. This signifies that a character with the Jealous disease is unable to control their emotions and have emotions controlled by a disease. Just as they have no control their behavioural and psychological changes. All in all, through the play Othello we learn that jealousy is a disease so strong;  no one can control their body. Their emotional, psychological, and conduct processes all change and make it very hard to process like normal. A person fighting this illness is very unhealthy and unsafe; which often leads them to their own destruction. There is no medication to cure the disease and no one should be held liable for their thoughts, actions or emotions. We can use this lesson as an example to help us think of jealousy as the disease it is and find a cure or a method to relieve a patient from all that they go through when in a jealous state.

The Dark Images Of Poison And Disease - 1324 Words

The dark images of poison and disease are portrayed throughout the story of Hamlet, and follower the corruption surrounding the recent and future events of the castle. The poison with which Claudius had murdered King Hamlet spreads in a sense throughout the country, until something is rotten in Denmark, as Marcellus notes (I.4.90). Shakespeare shades in words of sickness continually during the play, possibly helping best to exemplify the ill condition of matters plaguing not only Denmark, but the characters as well. Shakespeare immediately expresses the sense of cold and apathy in the opening scene. As the play opens in the cool, black night, Barnardo and Francisco are high atop the looming walls of Elsinore, keeping watch for the†¦show more content†¦Horatio believes that the vision of the haunting Ghost is a forewarning to Denmark, just as the pale, sick moon was to Rome an image of the ill events to come. Even future events are drearily portrayed to the reader, a sense of the power of Fortune. This force was also referred to earlier, in Hamlet s soliloquy of the slings and arrows of outrageous Fortune, going on to speak of being sicklied o er with the pale cast of thought (III.1.90), yet another image of disease. Still in the opening scenes of the play, even men outside of the country can sense the rotting inside. Scornfully, Claudius says Fortinbras thinks by our late dear brother s death, our state to be disjoint and out of frame (I.2.19-20), referring not only to the state s political confusion, but its sick state of health as well. He continues, and notes that the dying king of Norway is impotent and bedrid, and scarcely hears of his nephew s [Fortinbras] purpose (I.2.29-30) to attack Denmark. The universal illness besets all men regardless of their nationality; in particular, this idea of one not knowing about the hidden actions of another is reminiscent of the other plots in the play. The newly crowned villain, Claudius, later remarks Diseases desperate grown by desperate appliance are relieved, or not at all (IV.3.8), directly before the scene of Hamlet revealing the location of Polonius