The Jacobean and Victorian age of literature

The Jacobean and Victorian age of literature Chapter -1 INTRODUCTION The first thing we should know that why we study about literature and its history. We study literature because it has two features, one of simple pleasure and cherishing, the other of analysis and accurate explanation. In literature, for a short time, at least, we find a new world, a world that it seems a place of fantasy and magic. Literature is the utterance of life in words of sincerity and attractiveness. The first theme of this course is an introduction to the Jacobean Age and Victorian Age. Jacobean Age (1603-1625) After the death of Queen Elizabeth in 1603, James 1 ascended the throne of England. The period of his reign is called the Jacobean Age. This age was also known as the Age of Transition. The Jacobean era succeeds the  Elizabethan era  and precedes the Caroline era, and specifically denotes a style of architecture, visual arts, decorative arts, and literature that is predominant of that period. During this period,  painting and  sculpture fall behind architecture in achievement because there was no fine expert of either. The chief of the early Jacobean painters was the marvelous miniaturist Isaac Oliver. Most of the Jacobean portraitists, like the sculptors, were foreign-born or foreign-influenced—for example, Marcus Gheerhaerts the Younger, Paul van Somer, Cornelius Johnson, and Daniel Mytens. Their efforts were later excel by those of the Flemish painters Peter Paul Rubens and Anthony Van Dyck, who worked in England during the reign of  Charles I. Elizabeth was famous and understanding, whereas, James was not at all famous. He was ignorant and could not communicate with the people. His court was wasteful and dishonorable. The critical nature can be seen in the literature of the age. Key Themes: Economy and Society: At the beginning of the 17th century, England and Wales had more than four million people. The population had doubled above the preceding century, and it proceeded to grow for next 50 years. Increase in population led to social and economic problems, like long term price inflation. Government and Society: Seventeenth century was completely bound together with the social hierarchy that controlled local communities. Rank, status, and reputation were the basis that allows members of the local elect to serve the crown either in the counties or at court. Political theory strained hierarchy, patriarchy, and deference in narrating the natural order of English society. The most common illustration of this political community was the metaphor of the body politics. Religious Policy: The Millenary Petition (1603) began a debate on the religious formation that James intended to defend. The king called many major bishops to hold the formal discussion with the reformers. The Hampton Court Conference (1604) saw the king waking personal role in the discussion. Finance and Politics: The annual budget in Scotland was hardly 50,000. James I inherited serious financial problems. Queen Elizabeth had left a debt of more than 400,000. James’s good chance that the latter grew after the judges ruled in Bate’s case (1606). Jacobean Drama Jacobean literature begins with the drama, including some of Shakespeares famous and tragic plays. The dominant literary figure of Jamess reign was Ben  Jonson, whose varied and dramatic works followed classical models and were enriched by his worldly, peculiarly English wit. His satiric dramas, notably the great Volpone (1606), all take a cynical view of human nature. One of the reasons for the immorality in Jacobean drama was it that it lost all the communication with the common people. In the age of Elizabeth, the dramatists and the audiences had been satisfied whereas, in the age of James, dramatists borrowed the themes and overstated the attitude of Spanish drama, and came across of interest and crime in Italy and Italian subjects. They refreshed the drama of tragedy into the drama of horror. Jacobean dramatist, however, showed a special skill in development of their themes and plots. Jacobean drama was patronized mostly by the classes which were known as Morality without character. Themes of death, time and instability committed the focus of most writers. Shakespearean tragedy does give rise to the sentiments of sorrow and worry, but it does not form depression. There are death and destruction. The cheer feeling is absent from Jacobean tragedy. The doubt, obscurity and despair of this age are reflected by its tragedy also. The Jacobean Age also brought a new kind of fashion, realistic and satire comedy. Victorian Age (1830-1901) The Victorian Period revolves about the political career of Queen Victoria. She was crowned in 1837 and died in 1901. A great deal of change took place during this periodbrought about because of the Industrial Revolution; so its not surprising that the literatureof the period is often concerned with social reform. The 19th century was one of fast development and restyle, far rapidly than in previous centuries. In this period England changed from a rural, agricultural country to an urban, industrialised one. This involved huge disruption and thoroughly adjusted the attributes of society. It took many years for both government and people to accommodate to the new conditions. Key Themes: Population growth and migration: Between 1801 and 1871 alone the population of the UK increased. Migration started in both directions. Many people left their home town in search of a better life. Most people who were poor migrated in large numbers, especially, Irish poor to England, Scotland, as well as abroad. Therefore, population of UK rises, where people came to find work. Migrants from across the world also settled in Britain, notably Jews from Europe and Russia. The Industrial Revolution: New inventions started taking place that force to a large development of production, through the factory system. There were vast social costs: the mechanized of work, child labour, pollution, and the growth of cities where poverty, pollution and illness bloomed. Also farm work affects long hours, very little salary and exposure to all weathers. The rise of the middle classes: Society was hierarchical, but there was much social and geographical flexibility. Self-made entrepreneurs used their new wealth to grow in society, building huge houses, educating their children and employing domestic servants. It was noted later that by the 1880s 1.25 million people were employed in domestic service. The growth of democracy: The franchise was gently stretched out to the working classes, till by the end of the period there were legal rights for men. The fight for votes for women was in full swing, but it was not until 1930 that women achieved the same voting rights as men. Expansion of Empire: Britain lost her American Empire, before the starting of 19th century. They were acquiring another in India. Britain’s accession of additional territory over the world continued strongly. By the end of Victorias reign imperialists could boast that the sun never set upon the British Empire. Victorian Drama In Victorian drama, farces, musical burlesques, extravaganzas and comic operas competed with Shakespeare productions and serious drama by the likes of James Planchà © and Thomas William Robertson. Victorian drama sees changes with excess on the London stage of  farces,  comic operas, and many more that competed with  Shakespeare  productions and serious drama by the likes of  James Planche  and  Thomas William Robertson. The 19th century saw the drama become the greatest form of literature in English. The works by pre-Victorian writers such as  Jane Austen and Walter Scott  had elaborate two things-social satire and adventure stories. Victorian novels aim to be glorifying images of difficult lives in which hard work, diligence, love and luck. They leaned to be of a developing nature with a moral lesson and mixed with a heavy dose of sentiment. While this formula was the basis for much of earlier Victorian fiction, the situation became more complex as the century pr ogressed. The Victorians dramatists also started writing novels on children, putting a purpose to stop child labour and the introduction of necessary education. Children began to read and so, literature for young people became a growth industry. Therefore, writers started producing works for children. Writers like  Lewis Carroll,R. M. Ballantyne  and Anna Sewell wrote mainly for children, even though they had an adult following.

Slavery in the chocolate industry

Slavery in the Chocolate Industry Chocolate is a product of the cacao bean which grows primarily in the tropical climates of West Africa and Latin America. The cacao bean is more commonly referred to as cocoa, so that is the term we will use throughout. Two West African countries, Ghana and the Ivory Coast, supply 75% of the world's cocoa market. [l] The cocoa they grow and harvest is sold to a variety of chocolate companies, including some of the largest in the world. In recent years, a handful of organizations and Journalists have exposed the widespread use of child labor, and in some cases slavery, on West African cocoaSince that time, the industry has become increasingly secretive, making it difficult for reporters to not only access farms where human rights violations still occur, but to then disseminate this information to the public. For example, in 2004 a journalist was kidnapped and remains missing today. [4] More recently, three journalists from a daily newspaper were detai ned by government authorities in the Ivory Coast after publishing an article about government corruption related to the cocoa industry. 5] The farms of West Africa supply cocoa to international giants such s Hersheys, Mars and Nestl © – revealing the industrys direct connection to child labor, human trafficking and slavery. chocolate contentl The Worst Forms of Child Labor In West Africa, cocoa is a commodity crop grown primarily for export. As the chocolate industry has grown over the years, so has the demand for cheap cocoa. Today, cocoa farmers barely make a living selling the beans and often resort to the use of child labor in order to keep their prices competitive.The children of West Africa are surrounded by intense poverty and most begin working at a young age to help support their family. Some children end up on the cocoa farms because they need work and they are told the pay is good. Other children are â€Å"sold† by their own relatives to traffickers or to the farm owners, and it has also been documented that traffickers often abduct the young boys from small villages in neighboring African countries, such as Burkina Faso and Mali. [3] Once they have been taken to the cocoa farms, the children may not see their families for years, if ever.When a child is delivered to the farm by a family member, that relative collects a sum of money either up front or at the end of an agreed duration of labor. Unfortunately, the relatives do not realize that the children will be exposed to a dangerous work environment and deprived of an education. Most of the children are between the ages of 12-16, but children as young as 7 have end up working on the cocoa farms through adulthood. A child's workday begins at sunrise and ends in the evening. The children climb the cocoa trees and cut the bean pods using a machete.These large, heavy, dangerous knives are the standard tools for children on the cocoa farms. Once the bean pods have been cut from the trees , the children pack the pods into large sacks and carry or rag them through the forest. â€Å"Some of the bags were taller than me. It took two people to put the bag on my head. And when you didn't hurry, you were beaten. â€Å"[2] – Aly Diabate, former cocoa slave. Holding a single large pod in one hand, the children strike the pod with the machete and pry it open with the tip of the blade, exposing the cocoa beans. Each strike of the machete has the potential to severely cut a child's fingers or hand.Virtually every child has scars on the hands, arms, legs or shoulders from accidents with the machete. In addition to the hazards of using a machete, children are also commonly exposed to gricultural chemicals on the West African cocoa farms. [3] Tropical regions such as the Ivory Coast consistently have to deal with prolific insect populations and choose to spray the pods with large amounts of industrial agricultural chemicals. Without protective equipment, children as young as 12 spray the pods with hazardous chemicals. [6] The farm owners often provide the children with the most inexpensive food available, such as corn paste and bananas. 2] In some cases, the children sleep on wooden planks in small windowless buildings with no access to clean water or sanitary athrooms. [2] Again, they may live in these conditions for months or even years. Most of the children are unable to attend school while they are working, which is a violation of the International Labor Organization (ILO) child labor standards. Depriving these children of an education has many short-term and long-term effects on their lives. The children of the cocoa farms have little hope of ever breaking the cycle of poverty.Slavery In recent years, cases have been documented in which children and adults on cocoa farms were retained against their will and forced to work. 2] While the term â€Å"slavery' has a variety of historical contexts, slavery in the cocoa industry involves the same cor e human rights violations as other forms of slavery throughout the world. chocolate_content3Cases often involve acts of physical violence, such as being whipped for working slowly or trying to escape. [2] There have also been cases documented where children and adults were locked in at night to prevent them from of my life.I had seen others who tried to escape. When they tried they were severely beaten. â€Å"[2] Drissa, a recently freed cocoa slave who had never even tasted chocolate, xperienced similar circumstances and when asked what he would tell the people who eat chocolate made from slave labor, he replied that the people enjoyed something that he suffered to make, adding: â€Å"When people eat chocolate they are eating my flesh. â€Å"†[8] Is Slave-free Chocolate Possible? To date, relatively little progress has been made in reducing and eliminating child labor and slavery in the cocoa industry of West Africa.The governments of Ghana and the Ivory Coast lack the res ources needed to properly investigate and prosecute employers who violate international labor laws. At the very least, they have agreed to ork to eliminate what the ILO calls â€Å"the worst forms of child labor. † These are defined as practices â€Å"likely to harm the health, safety or morals of children† and include the use of â€Å"hazardous tools† and any work that â€Å"interferes with Currently, the vast majority of children on West African cocoa farms endure â€Å"the worst forms of child labor† every day.Despite their role in contributing to child labor, slavery, and human trafficking, the chocolate industry has not taken significant steps to remedy the problem. A series of alliances and oversight boards may create good public relations, but cloud the fact hat the industry has the power to end the use of child labor and slave labor by paying cocoa farmers a living wage for their product. The chocolate industry is also being called upon to develo p and financially support programs to rescue and rehabilitate children who have been sold to cocoa farms.To date, the industry has not committed to developing such a program. [9] chocolate_content2Are the Labels on Chocolate Meaningful? Aside from large-scale production in West Africa, a significant amount of cocoa is also grown in Latin America. This is where the majority of organic cocoa originates. 10] At this time, child labor and/or slave labor have not been documented on these cocoa farms. While it remains possible that some Latin American farms may employ these practices, it is unlikely and certainly not widespread as is the case in West Africa.The truth is that consumers today have no sure way of knowing if the chocolate they are buying involved the use of child labor or slave labor. There are many different labels on chocolate bars today, such as Fair Trade Certified, however, no single label can guarantee that the chocolate was made without the use of exploitive labor. In 010, the founders of the Fair Trade Certification process had to suspend several of their West African suppliers due to evidence that they were using child labor. 3] address the root causes of â€Å"the worst forms of child labor† and slavery in West Africa. However, the success of these efforts will depend greatly on the genuine support or lack thereof from the chocolate industry over the coming years. Recommendations It is important to offer ways in which people can make decisions to do their best to not contribute to injustices and cruelties involved in the food industry. This issue is a ery difficult one to fully access as the most serious abuses are taking place across the world.However, that does not mean our responsibility is diminished since chocolate is indeed a luxury (though some might feel differently) and not a necessity like fruits and vegetables. Taking all of this into consideration and looking at the research that is available, at this time F. E. P. recommend s that people do not buy any chocolate sourced from areas in West African where child slavery is the most pervasive. Questions : What are the systemic, corporate and individual ethical issues raised by this case? In your view, is the kind of child slavery discussed in this case absolutely wrong nomatter what, or is it only relatively wrong, i. e. , if one happens to live in a society (likeours) that disapproves of slavery? 3. Who shares in the moral responsibility for the slavery occurring in the chocolateindustry: African farmers? African governments? American chocolate companies likeHershey, Mars, Nestle and Kraft foods? Distributors like Archer Daniels Midland Co. ,Barry Callebaut, and Cargill Inc? Consumers like you and I who know about thesituation but continue to purchase tainted chocolate?

Erik Erikson and Adult Learning Essay

Born on June 15, 1902 in Frankfurt, Germany, Erik Erikson was regarded as a major influence in contemporary psychoanalysis. Erikson was interested in arts so he moved to Florence after finishing high school. In 1927, he taught arts in a school psychoanalytically influenced children school spearheaded by Dorothy Burlingham and Freud’s daughter, Anna, in Vienna (Erikson Institute, 2003). This move would have a major influence in the life and works of Erik Erikson. Upon recognizing that he has skills with children, Anna Freud, Sigmund’s daughter, placed him under her wings and began teaching him. Eventually, he trained and eventually received certification from Vienna Psychoanalytic Society.   After getting certified by Maria Montessori School, he underwent training in psychoanalysis at the Vienna Psychoanalytic Institute. In 1936, he became a member of the Institute of Human Relations, which is a branch of the Psychiatry Department of Yale University (Erikson Institute, 2003). Major Contribution in Psychology Erik Erikson became famous because of his eight stages of development. According to him, every stage in a man’s life is accompanied by certain psychological conflicts. He theorized that the development of personality of an individual is a life long process. The events they encounter in the latter stages of life can treat early childhood problems. His eight stages of development explained why an individual who was not able to resolve a childhood problem finds it difficult to resolve it during adulthood (Erikson Institute, 2003). Each stage of life is important because how well the child performed during the previous phase determined how they can cope with the next stages. Erikson called this the epigenetic principle (Boeree, 2006).   Erik Erikson authored several books that explained his theory, the most notable of which is Childhood and Society which was released in 1950. In 1969, Erikson won the Pulitzer Prize and National Book Award for his book Gandhi’s Truth, which delved on the application of the eight stages of development in the latter portion of an individual’s life cycle(NNDB, n.d). Stage Six: Intimacy vs. Isolation This is the sixth stage in Erik Erikson’s stages of psychosocial phases of development. It takes place from 18 to 30 years old. In general, the child faces the dilemma of achieving intimacy or staying isolated. This stage likewise involves a struggle for promiscuity, which is a trait of being too close for comfort and not being able to follow through with the momentum, versus exclusion, which is characterized by rejection of relationships (Boeree, 2006). Intimacy, according to Erikson, is the ability to develop social relationships with other people either as a partner, friend, or member of a community. If the child was able to develop a clear picture of themselves during the early stages, they should no longer be intimidated by other people (Sante Fe Community College, n.d). According to this stage, when an individual has established a strong sense of identity, they can start expanding to the people around him. Intimacy is best seen in a person’s capacity to enter relationships, making friends, getting married, and finally settling down. An individual who successfully pass through this stage can experience feels comfortable with relationships and has a strong sense of commitment (Santa Fe Community College, n.d). On the other hand, the consequence of being unsuccessful in completing this stage of development is isolation. The individual is not comfortable with being with friends, entering relationships, or being intimate with another person. Isolation results from the failure to establish self-identity (Niolon, n.d). A child who experiences isolation prefers to be alone excludes themselves from the company of others. The end result of isolation, in the context of Erikson’s stages of development, is loneliness, despair, or depression. People who are unable to successfully pass this stage prefer working on lowly jobs which offer below minimum wage (AllPsychOnline, 2004). References AllPsychOnline(2004 March 21). Erikson’s Stages of Psychosocial Development. Retrieved June 26   Ã‚  Ã‚   2008 from Boeree, G. Erik Erikson. Retrieved June 26 2008 from   Ã‚  Ã‚  Ã‚  Ã‚   Erikson Institute(2003 May 1). Erik Erikson(1902-1994). Retrieved June 26 2008 from   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   NNDB(n.d). Erik Erikson. Retrieved June 26 2008 from   Ã‚   Niolin, R(n.d). Erikson’s Psychosocial Stages of Development. Resources for Students and   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Professionals. Retrieved June 26 2008 from   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Santa Fe Community College(n.d). Self-Reflections on Young Adulthood using Erikson’s Theory of   Ã‚  Ã‚   Psychosocial Development. Retrieved June 26 2008 from   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  

The Problem Of The World War II - 845 Words

â€Å"Does this look like an expensive gift to you, Ariana?† Tia asked as I sat down in the seat between her and Tre. Regrettably, we were unable to walk to class together like we normally do because I was stopped to help settle a debate between a history professor and a couple of math professors over the years World War II was fought in. Somehow the history professor thought the war occurred in the early 1800s and has been flunking complaining students because of the mistake. I’m starting to question whether or not if a handful of the professors hired at this school are actually certified to teach. I closely examined the bizarre artifact in question sitting in front of her. Checking every curve, every angle, every dimension possible, I was stumped. â€Å"What is it to begin with? A flowering vase?† â€Å"Good eyes you have there, Ariana,† Michael said, chuckling. â€Å"It’s a rare, state of the arts, Chinese porcelain vase that was carefully handc rafted, coated with the world’s finest paints, and has an estimated value of three to four million dollars. At least that’s what the expert at the shop I went to said.† â€Å"In what world would you think I would be happy to receive a fucking vase?† Tia asked in an angry, yet calming tone. Roughly sliding the ‘priceless’ object to the edge of the table, she massaged the bridge of her nose in frustration. â€Å"I hate flowers. I hate vases. I hate dumbass people who go down to the dollar antique shop and get scammed by the owner. You should know this byShow MoreRelatedCauses And Consequences Of World War II908 Words   |  4 PagesOf all the wars that the world has seen happen, none have been more catastrophic than the terrible world war II. But what were the causes of this war? 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