The impact of the Industrial Revolution

The impact of the Industrial Revolution This investigation examines the effects of the Industrial Revolution from years 1780 to 1840 on the laissez-faire attitude of the British government. This investigation focuses on how the Industrial Revolution benefited from the existence of the laissez-faire attitude in Great Britain during the late 18th century and then contributed to its demise by the mid-19th century. This investigation highlights why the hands-off approach and the lack of government involvement and oversight in economic development helped the explosive growth of industry. It only focuses on Great Britain, which is considered the Industrial Revolutions birthplace, not other European countries nor the United States. The researcher will use various printed texts and internet sources as evidence to address this investigation. In this investigation, two sources are evaluated. The Silent Revolution: The Industrial Revolution in England as a Source of Cultural Change written by John Walter Osborne and The First Industrial Revolution written by Phyllis M. Deane are two sources assessed with their origins, purposes, values, and limitations. B. Summary of Evidence From medieval times there had been strict regulation in Britain on wages, employment, training (apprenticeship), industrial location, prices, and commerce. By the mid-17th century, these regulations were difficult for the government to enforce due to new industries and expanded trade.  [1]  Therefore, the restrictions were ineffective and suspended. For more than a hundred years before the Industrial Revolution, the State was in retreat from the economic field.  [2]  There was the fact that a large number of restrictions on economic activity and on the free-flow of trade were reduced or removed.  [3]   Prior to the Industrial Revolution, governments were primarily structured to keep peace at home and to defend the country against foreign enemies. The function of government was administration, not legislation.  [4]  The central government administration in Britain was small compared to modern standards. As late as 1833 the Home Office employed only 30 persons and the Board and Trade, 20. So limited were its activities that the central government consisted mainly of customs officials and excise menà ¢Ã¢â€š ¬Ã‚ ¦ And nothing was as yet done on a national level concerning health, education, or poor relief.  [5]   Adam Smith, a Scottish economist in the mid-late 1700s, strongly opposed any government interference in business affairs. He and his followers heavily influenced the adaptation of laissez-faire government and used the doctrine of the invisible hand to justify free trade. Trade restrictions, minimum wage laws, and product regulation were all viewed as detrimental to a nations economic health.  [6]  The philosophy of laissez-faire, the view that the business of government was to leave things alone, and adopted whole-heartedly the view that the unrestricted operation of private enterprise was the most effective way of securing the maximum rate of economic growth.  [7]   The triumph of laissez-faire in the 19th century is the retreat from protectionism and the adoption of a free trade policy.  [8]  Due to limited government regulation and intervention, innovation was accelerated. In England, factory owners had access to the natural resources necessary for the mass production of goods and a willing workforce. Employers were able to offer low wages for long hours because of the sizable poor population.  [9]   In the 1830s and 1840s, and still more in the 1850s, the State was steadily taking responsibility for wider and wider control of private enterprise in the interest of society as a whole.  [10]  Even though the laissez-faire attitude of the British government which took hold in the mid-18th century spurred the growth of the industrial revolution, it was the revolution itself which brought the laissez-faire movement to an end. The industrial revolution changed every aspect of society in Britain. Migration from small rural villages to urban cities took place. Living conditions were poor for the working class and their newly concentrated population increased awareness of their struggles. Prior to this urbanization of the population, society was not focused on the health and welfare of the general population. Around this time, the appeal of ethics and moral philosophy began to take hold.  [11]  With this new focus, pressure was put on the government to address the issues of the po or. This caused the government to get involved and no longer allowed for a hands-off policy. The decline of laissez-faire attitudes, corruption in government, growth of political parties, public opinion, and increased efficiency of legislative activity were in varying degrees caused by industrialism. C. Evaluation of Sources The First Industrial Revolution written by Phyllis Deane published in 1980 provides useful insight for the historian into the role of the British government during the British Industrial Revolution. Phyllis Deane is a professor of economic history at the University of Cambridge and a fellow of Newnham College who references many other historians in her work. The sources purpose is to describe how the British government functioned throughout the Industrial Revolution and how it took on the philosophy of laissez-faire. This books values are that it allows for a thorough understanding of how the British government removed many restrictions on economic activity to go along with its laissez-faire attitude. It also references Adam Smith and the beginning of the laissez-faire ideology stating how the business of government is to leave things alone. However, a limitation to this source is that the authors references are limited to writings from the twentieth century and do not include works from the Industrial Revolution time period. The Silent Revolution: The Industrial Revolution in England as a Source of Cultural Change written by John Walter Osborne, published in 1970, is another beneficial source for the historian. John W. Osborne is a history professor at Rutgers University who specializes in modern Europe and nineteenth century Britain. This sources purpose is to depict changes in Britain from before and after the Industrial Revolution. It also parades how the laissez-faire philosophy took on by the government influenced this change. A value of this source is that it gives the perspective of a historian who contrasts Britain before and after the Industrial Revolution and provides specific details of what the British government believed at the time. A limitation to this source is that the author is interested in a broad range of social impacts and is not entirely focused on the impact that the Industrial Revolution had on government. D. Analysis Prior to Britains industrial revolution (1760 to 1830) government and society overall had very different characteristics. Britain had been a primarily agricultural economy with the textile industry being mainly small, independent businesses. With the Industrial Revolution, communities transitioned from rural to urban. There was great upheaval caused by this change. While the Industrial Revolution brought positive changes, the benefits were usually seen by the upper class who took advantage of the new means of industry. In contrast with the positive changes, many individuals found themselves disadvantaged by the loss of their livelihoods at their traditional crafts. The population growth, overcrowding, and squalid living circumstances in cities where the jobs could be found were only compounded by the lack of compassion for the lower class.  [12]   It is well documented that a laissez-faire attitude existed in the British government at the end of eighteenth century. With the explosive growth of industry, government oversight was not possible. The government did not have the resources to regulate private commerce. At this time, there was also resistance to government involvement since government involvement was perceived as a hindrance and would have impaired prosperous growth. The idea of government being responsible for the welfare of its citizens did not exist at that time and helping people living in poverty was not seen as responsibility of the government. The laissez-faire attitude promoted by leaders and economists, such as Adam Smith, kept government out of private industry during the beginning of the Industrial Revolution. Without government intervention, private corporations were able to set their own standards. The driving incentive for these industries was profit. Due to the absence of guidelines, working conditions were poor and minimum wages were usually nonexistent. The rapid changes occurring during the Industrial Revolution greatly influenced all aspects of British life including the view of the role of government. It brought about new concepts on how society should behave. It is due to these changing perceptions that by the 1820s parliament passed a large volume of economic and social legislation.  [13]  It is based on this evidence that the Industrial Revolution brought to an end the British governments laissez-faire attitude. Government began to intervene in the behavior of private enterprise at the local level in the urban areas where social problems were the most extreme. It was particularly true when government stepped in to address problems of sanitation and town improvement and was particularly necessary when regulating land lords and builders who did not have the interests of the overall community in mind.  [14]   In addition to government intervention due to health issues, the government was beginning to be pressured by the growing voice of the working class who were petitioning for safer and fairer working conditions. The growth of public opinion was brought about by technical improvements of the steam powered newspaper presses which increased circulation.  [15]  This raised the awareness of poor living conditions and unfair practices in the workplace. The sources utilized in this investigation were written by researchers who employed a wide variety of material when developing their publications. The materials ranged from earlier twentieth century analyses of the Industrial Revolution and back to writings from the time period of the Industrial Revolution. It is through their in-depth analysis and interpretation that the researcher can gain an understanding of the impact of the Industrial Revolution. E. Conclusion At the beginning of the Industrial Revolution a laissez-faire attitude existed. The changes brought about by the Industrial Revolution shifted the behavior of the British political system away from their hands-off philosophy. While the Industrial Revolution brought about great innovation, it made more acute the issues of poverty and poor working conditions. The Industrial Revolution influenced changes to the role of the government and was responsible for the social and economic legislation passed in the first half of the nineteenth century. Instead of allowing industry to run without oversight and pursue profit at the expense of society, regulations were enacted which resulted in improved living conditions for the working class. This change to government after Britains Industrial Revolution is the basis for modern-day government. F. List of Sources Adam Smiths Laissez-Faire Policies. The Victorian Web: An Overview. Accessed November 29, 2011. http://www.victorianweb.org/economics/laissez.html. Ashton, T. S. The Industrial Revolution, 1760-1830. London: Oxford University Press, 1948. British Industrial Revolution. Clemson University. Accessed November 29, 2011. http://www.clemson.edu/caah/history/FacultyPages/PamMack/lec122sts/hobsbawm2.html. Deane, Phyllis M. The Role of Government. In The First Industrial Revolution, 219-37. Cambridge: Cambridge University Press, 1990. Miller, James. The 1800s. San Diego: Greenhaven Press, 2001. Osborne, John W. The New Politics: The Growth of Legislation. In The Silent Revolution: the Industrial Revolution in England as a Source of Cultural Change, 85-105. Scribner, 1970. Word Count: 1945

Humorous Wedding Speech by a Friend of the Groom -- Wedding Toasts Roa

Humorous Wedding Speech by a Friend of the Groom Good evening, Ladies and Gentlemen. My name is Robert. As they were speaking just now, it struck me how much David and his new father-in-law now have in common. After all, it's the first time in 25 years that Arthur has been able to speak for 10 minutes without interruption from the women in his family. And it'll be the last time in 25 years that David gets to do the same. So I sincerely hope he treasures this moment. But it is great to finally see David with a ring on his finger as he learned a long time ago that you cannot make someone love you. All you can do is stalk them and hope they panic and give in. So Pamela, was it the 101 red roses he sent to your office that made you give in? However, before Pamela accepted David's proposal of marriage, she wanted to clarify a few things. In particular, she wanted to limit the amount of football he was watching on TV. Well, thank goodness they managed to sort it out. In the end, David agreed that he would stop watching any game as soon as the last goal was scored. So there can be no argument about who’ll be wearing the trousers in David and Pamela’s house. David will be wearing them - right under his apron. You see, Pamela has already started to train David well - and it may surprise some of you to hear that she didn't have to start by showing him where the kitchen was. She actually had to explain to h... ... approaches marriage with the same team spirit he’s demonstrated in all the things we’ve done together, he is sure to make a success of it. Ever since I’ve know him he’s been an unselfish team player, whether it was cub scouts, football or on adventure holidays. His commitment and determination are probably what Pamela saw first in him†¦ that and his money. Ladies and gentlemen, it's an honour to be standing here as David’s best man. I suppose I should actually say it's an honour and a pleasure, but I know the pleasure won’t kick in until this speech part is over. So let’s hurry up and toast the bride and groom. To David and Pamela - may the roof above you never fall in and may you both never fall out.

Infant Toddler Curriculum Essay

Developmental domains are one way to describe and think about the different aspects of development in the areas of: motional; physical, social, cognitive; and language skills of young children. And while we use the domains as a way to organize our thinking and observations of children, in reality all domains are function together simultaneously, especially in the first three years of life. This holistic development is separated into the developmental domains for the purpose of observation, study, developmental assessment, and planning (Blackboard, 2013). Therefore, it is important to understand how the developmental domains relate to the three themes of infant development; in order to provide DAP care and activities for children in each stage of arly childhood development. For instance, an understanding of the young infant stage, babies develop a sense of security from their caregivers. It is this sense of security, that allows the baby to build an urge to explore, later motivating t hem to take risks and advance their current knowledge of their environment. This may require removing all sharp objects from the area and covering electrical outlets and ensuring. However, prepping the room for child safety is not the only concern. It is imperative to play close attention, and respond to the needs of young infants. Nery oung children need adults who listen, smile, and talk with them or babble when they babble; watch for when they need quiet and solitude; and notice and communicate pleasure over such newfound skills as creeping, climbing, holding, dropping, or adding new sounds and words (Greenman, Stonehouse, and Schweikert, 2008, pg. 61). † An understanding of the mobile stage of development will make one aware of the safety precautions needed to allow mobile toddlers to explore the environment. Mobile infants often explore by mouthing and must be protected from small parts and fragile toys. In addition a rich learning environment for mobile nfants should include safe structures to climb and explore. â€Å"Moving around is essential to learning; it gives babies different perspective and vantage points, which they need in order to move from an entirely egocentric view of space toward a more sophisticated sense ot relationship between selt, space, and other people (Greenman, Stonehouse, and Schweikert, 2008, pg. 53). An understanding of the toddler stage of development enables caring adults to guide and assist young children’s emotional development. The first two years of a person’s life can set the foundation for the way hey create relationships, view others, and understand emotions and how to control them. â€Å"A toddler’s sense of self, of I and me, emerge in a group environment and a culture which private property and the acquisition of things are s omewhat scared. This makes the learning of related concepts like mine particularly challenging (Greenman, Stonehouse, and Schweikert, 2008, pg. 9). † â€Å"Toddlers learn about who they are in the world through relationships and experiences with adults who care for them. They learn to trust that their needs will be met, or that they will not. The motional domain includes the infant’s perception of herself and of herself in relation to others. â€Å"(Blackboard, 2013). The most important thing a caregiver can do to help a toddler’s emotional development is to create a safe and loving environment for the toddler to learn in. Caregivers should understand that each toddler is different and has different needs. Attending to each individual child in a well-organized and inviting learning environment is essential during his stage early childhood development. Infant Toddler Curriculum â€Å"Because of the specific needs of infants and toddlers the term curriculum is during he early stages of development is complex. To summarize all of the ideas of curriculum, as defined by leaders in the field (Gonzalez-Mena, Eyer, Dodge, Greenman, Stonehouse, Schwikert, Swim, and Watson), you must think about curriculum as an organized framework. To make curriculum DAP for infant and toddlers, it must be based on sound and relevant knowledge such as infant/ toddler development and research; so that it guides early care professional practices in providing purposeful and responsive learning opportunities for each child through daily routines and experiences (Blackboard, 2013) † â€Å"Infant and toddler curriculum plans focus on how to best create a social, emotional, and intellectual climate that supports child-initiated and child-pursued learning. The interests of the child and the belief that each child has a curriculum are what drive practice (Blackboard, 2013)†. It is understood that very young children need to play a significant role in selecting their learning experiences, materials, and content. Curriculum plans, therefore, do not focus on games, tasks, or activities, but on how to best create a social, emotional, and intellectual climate that supports child-initiated and child- ursued learning and the building and sustaining of positive relationships among adults and children. Responsive curriculum planning focuses on finding strategies to help infant-toddler teachers search for, support, and keep alive children’s internal motivation to learn, and their spontaneous explorations of people and things of interest and importance to them (Blackboard, 2013). † This should begin with study of the specific children in care. â€Å"Detailed records of each child’s interests and skills are kept to give g uidance to the adults for the roles they will take in each child’s learning Greenman, Stonehouse, and Schweikert, 2008, pg. 30). † It should also be realized from the start that plans should not be static. Adaptation and change are critical parts of the learning process and should be anticipated. â€Å"Once an interaction with a child or small cluster of children begins, the teacher has to be ready to adapt his or ner plans and actions so they work tor all children, no matter what kind ot physical , mental or emotional challenges individual bring to the program (Greenman, Stonehouse, and Schweikert, 2008, pg. 30). † Another essential component of planning s attention to a responsive learning environment and specific attention to how environments should be changed. The planning of learning environments is more important to infant-toddler development than specific lessons or specific activities. â€Å"The environment must be seen as part of the curriculum, creating interest and encouraging and supporting exploration (Blackboard, 2013). † Research has shown that much of how infants and toddlers learn best comes not from specific adult- directed lessons but from teachers knowing how to maximize opportunities for each child to use natural learning inclinations. The philosophy of routine care as learning opportunities for infants and toddlers is based on the premise that, â€Å"Relationships develop through all kinds of interactions, but especially during ones that happen while adults are carrying out those essential activities of daily living sometimes called caregiving routines (Greenman, Stonehouse, and Schweikert, 2008, pg. 5)†, such as: feeding, diapering; toilet training/learning; washing; bathing and grooming; dressing; napping. † For caregiving routines to become curriculum, they can’t be done mechanically.

Free Essays on Score Ratings

Although my consistency score was relatively high being a twelve I disagree with some of the tests’ outcome. On the other hand I believe some of my scores to be true for me. My â€Å"achievement† level was considered low, which is the opposite of what I would think when looking at my life. I strive for the best constiently and never give up until I think I have achieved all there is possible to accomplish in a certain task. However, when I finish a job and am satisfied I feel secure and get a high from this achievement thinking I’m ready for the next. When it comes to â€Å"order† I have teenage tendencies to be stubborn or rebellious, but I am usually pretty organized. I feel I can accomplish more if I’m organized, and this goes along with my score in the order category. I had a high â€Å"exhibition† which fits my personality to a tee, I would love to teach or give lectures. My â€Å"autonomy† was also high and I think this is because I am very self-suffcient, since I have moved out of my house this characteristic in my personality has come out even more. I know what I have to get done and do it. My â€Å"affiliation† was low which again is the opposite of me, I love people and feel stimulated around them. My friends are like family, and I have very close relationships with them. â€Å"Intraception† is me in some ways and not in other ways. I like trying to figure out what people are thinking or why or how they came to that conclusion however I don’t distrust people, just purely am interested. When it comes to â€Å"dominance† the test showed I need to dominate, but in reality I fear responsibility. I had a very low score for â€Å"abasement† and it worried me that low scores are hard to interpret. My high score in â€Å"change† predicts my adventurous nature and interest of new experiences. All in a ll I could have applied some aspects of each category to my life whether high or low. The test helped me identify mo... Free Essays on Score Ratings Free Essays on Score Ratings Although my consistency score was relatively high being a twelve I disagree with some of the tests’ outcome. On the other hand I believe some of my scores to be true for me. My â€Å"achievement† level was considered low, which is the opposite of what I would think when looking at my life. I strive for the best constiently and never give up until I think I have achieved all there is possible to accomplish in a certain task. However, when I finish a job and am satisfied I feel secure and get a high from this achievement thinking I’m ready for the next. When it comes to â€Å"order† I have teenage tendencies to be stubborn or rebellious, but I am usually pretty organized. I feel I can accomplish more if I’m organized, and this goes along with my score in the order category. I had a high â€Å"exhibition† which fits my personality to a tee, I would love to teach or give lectures. My â€Å"autonomy† was also high and I think this is because I am very self-suffcient, since I have moved out of my house this characteristic in my personality has come out even more. I know what I have to get done and do it. My â€Å"affiliation† was low which again is the opposite of me, I love people and feel stimulated around them. My friends are like family, and I have very close relationships with them. â€Å"Intraception† is me in some ways and not in other ways. I like trying to figure out what people are thinking or why or how they came to that conclusion however I don’t distrust people, just purely am interested. When it comes to â€Å"dominance† the test showed I need to dominate, but in reality I fear responsibility. I had a very low score for â€Å"abasement† and it worried me that low scores are hard to interpret. My high score in â€Å"change† predicts my adventurous nature and interest of new experiences. All in a ll I could have applied some aspects of each category to my life whether high or low. The test helped me identify mo...

What Does Null Mean in C, C and C#

What Does Null Mean in C, C and C# In computer programming, null is both a value and a pointer. Null is a built-in constant that has a value of zero. It is the same as the character 0 used to terminate strings in C. Null can also be the value of a pointer, which is the same as zero unless the CPU supports a special bit pattern for a null pointer. What Is a Null Value? In a database, zero is a value. The value null means that no value exists. When used as a value, null is not a memory location. Only pointers hold memory locations.  Without a null character, a string would not correctly terminate, which would cause problems. What Is a Null Pointer? The C and C programming, a pointer is a variable that holds a memory location. The null pointer is a pointer that intentionally points to nothing. If you dont have an address to assign to a pointer, you can use null. The null value avoids memory leaks and crashes in applications that contain pointers. An example of a null pointer in C is: #include int main() {   Ã‚  int  *ptr NULL;   Ã‚  printf(The value of ptr is %u,ptr);   Ã‚  return 0; } Note: In C, the null macro may have the type void* but this is not allowed in C. Null in C# In C#, null means no object. Information about null and its usages in C# include: You cannot use 0 instead of null in your programs even though null is represented by the value 0.You can use null with any reference type including arrays, strings, and custom types.In C#, null is not the same as the constant zero.

Culture of Soccer in Uruguay, and how Uruguay Gained Independence Research Paper

Culture of Soccer in Uruguay, and how Uruguay Gained Independence - Research Paper Example The struggle for independence of Uruguay began in February 1811, when Buenos Aires was about to face an offensive by Elio. Buenos Aires, which was the interior of Banda Oriental, was headed by the captain of Blandengues Corps, Josà © Gervasio Artigas. Artigas was annoyed by this move and announced his offering of services to Buenos Aires (Burford 15). Artigas had been profoundly influenced by federalism; he always had had an issue with Elio regarding its discriminatory commercial policies against Montevideo. Artigas led an army that scored the most important victory against the Spaniards who played a decisive role in the independence of Uruguay on May 18, 1811through what is known as the â€Å"Battle of Las Piedras†. He then moved on to besiege Montevideo from May 1811 to October 1811. Elio was able to save Montevideo by inviting forces from Brazil, which was under Portuguese occupation, which entered the Uruguay and governed most of the country by July of 1811. In the Octobe r of that month Elio, signed a peace treaty with Buenos Aires which state that all the forces including that of Artigas, Portuguese and Brazilian will evacuate Uruguay and provide an airlift to the cordon of Montevideo. 13,000 civilian evacuated Salto and on the Rio Uruguay and moved to Argentinean town of Ayui, where they lived as refugees for quite some time. The series of steps marked the beginning of Uruguayan independence even though the Spanish and Portuguese troops did not withdraw until 1812. In 1813, after the return of Artigas to Banda Oriental, where he was hailed as immortal campaigner for the cause of federalism and unitary centralism of Buenos Aires; a constituent assembly was called upon in Buenos Aires by the new government. Delegates from Banda Oriental’s started to elect assembly representatives congregated and under orders issued by Artigas, propositioned a series of political directives, which were later to be called as "Instructions of the Year Thirteen; these directives included of the colonies' independence and the formation of a confederation of the provinces (the United Provinces of the Rio de a Plata) from the former Viceroyalty of the Rio de la Plata (dissolved in 1810 when independence was declared). This political formula was based upon the constitution of ‘United States of America that would have led to political and economic freedom of for every area including Buenos Aires. Nevertheless, the assembly refused to let this happen, Buenos Aires pursue a form of government who ruled on the basis of Unitary Centralism which resulted in Artigas breaking with Buenos Aires for a second time besieged Montevideo. In 1814, Artigas lifted his siege but a civil war type situation rose in which resulted in massive casualties among the Uruguayans, Spaniards, and Argentines, until he capitulated to the troops of Buenos Aires, while his army was controlling the countryside after which he remerged and took the city again in 1815. The B anda Oriental appointed its first autonomous government after the troops left the city. Artigas then moved on establish an executive center in the northwest of the realm, where he managed a federal league under his authority. The new country consisted of six states including Rio Parana, Rio Uruguay, and Rio de la Plata with Montevideo as its overseas port. In the same year, Artigas attempted to put into practice agrarian reform in the Banda Oriental by allocating sequestered from his enemies of the revolution that included Mestizos (people of mixed Indian and Europe descent) and Indians. In 1816, Portuguese troops again took control of Banda Oriental from Brazil and took Montevideo the next year (Andrien 282). Artigas was defeated after 4 years of struggle and went into exile in to Paraguay and died there in 1850. Portuguese Brazil then appropriated the Banda Oriental as its Southern most Cisplatine province. After Brazil gained independence from Portugal in 1822, Brazil was faced b y the strife in the Banda

A Storm in the Rocky Mountains by Bierstadt Essay

A Storm in the Rocky Mountains by Bierstadt - Essay Example The essay "A Storm in the Rocky Mountains by Bierstadt" explores the painting by Bierstadt, "A Storm in the Rocky Mountains". Coming from a generation of the aforementioned digital photography one is easily cynical enough to question the authenticity of the painting. Its surreal looks and intricate and fine detailing makes it impossible for one to believe that this is a creation by a mere mortal. In 1863, the artist is said to have set out on an expedition to the Chicago Lakes region of the Rockies and he referred to Yosemite as ‘the original site of the Garden of Eden.’ En-route his journey through the region currently known as the Chicago Peaks Range, Albert Bierstadt came to an immediate halt in awe of the breathtaking view, and immediately began to make sketches of the mountainous landscape to gather studies of the region for this monumental painting, executed three years later in his New York studio. For the final canvas, he exercised artistic license, rearranging s ome landmarks and exaggerating the scale of others, to maximize the visual interest of this Rocky Mountain landscape. Gazing at the painting, one does not tend to notice all that, but is left with the wish they had been lucky enough to witness the same view. Still, even a photograph from the most powerful of today’s cameras may not have given the scene as much justice. This picture had thrilled audiences with its dual effects of sublime grandeur and reportorial detail for years now. The soaring peaks, expansive valleys.