Plan of Instruction Essays - Factory, Manufacturing, Child Labour

Plan of Instruction: Use PowerPoint to establish background info on factories England during the early 1800s, especially the start of child labor. Essential Question: Were textile factories bad for the health of Child workers? Introduce/Review skills of sourcing and corroboration. Point out that historians make claims based upon evidence often found in historical documents. In order to gather credible evidence, historians evaluate the reliability, or trustworthiness of different historical sources. They often do this by considering the point of view and purpose of different historical actors and by comparing how different sources portray historical events. Today, we are going to work on sourcing and corroborating different accounts of what life was like for child workers in 19 th century England. Pass out document A and guiding questions. Model sourcing document A. Explain to students that you are going to show them how you source a document. Example: The first thing I want to do is read the source at the bottom of the document. That means I want to think about who wrote it, when it was written, who is the audience, and what the author's purpose might have been. (Read sourcing info). So I see that this is from an interview of a doctor that was conducted in 1818 by the House of Lords Committee. I am not exactly sure what this Committee did, but I think it was a government body looking into factory conditions. I know that by 1818, there had been some reforms passed to try to improve factory conditions but that this date was still early in the reform movement. I bet that this interview will include questions about factories. I also see that the interview is with a doctor. I don't know much about this particular doctor, but I assume he is being interviewed because of his expertise on health issues. I am not sure whether or not he is under oath, but it seems that if he is being interviewed by a government committee so that he i s more likely to be truthful. Although, we know that people do certainly lie to the government. This is called sourcing a document. In pairs, students read the document and answer the guiding questions. Share out responses. Ask students: Do you think this is a reliable document? Why or why not? Pass out document B In pairs, students read document B and answer guiding questions. Share out responses. Ask students: How is it possible for such similar sources to offer such different accounts of factory life? Which, if either, of these sources do you find more trustworthy? Why? Pass out documents C and D. Students read documents C and D and answer guiding questions. Share out responses to questions Final Discussion: Which do you find most convincing regarding the central historical question? Why? Which is the least convincing? Why? Have students answer the central historical question. Dr. Ward (Document A ) Michael Ward was a doctor in Manchester for 30 years. His practice treated several children who worked in Manchester factories. He was interviewed about the health of textile factory workers on March 25, 1819, by the House of Lords Committee, a government organization investigating safety in textile factories. Question: Give the committee information on your knowledge of the health of workers in cotton ( textile) factories. Answer: Last summer I visited three cotton factories with Dr. Clough of Prest on and Mr. Barker of Manchester. W e could not remain ten minutes in the fac tory without gasping ( coughing) for breath Question: What was your opinion of the health of cotton factory children compared to children in other employments ( jobs) ? Answer: The health of the cotton factory children is much worse than that of any other chil dren. Question: Have you any further information to give to the committee? Answer: Cotton factories are very unfavorable ( bad) , both for the health and morals of those working in them. They are nurseries ( birthplaces) of disease and vice ( crime) . Question: Have you observed that children in the factories have accidents? Answer: When I was a surgeon in the hospital , children injured in accidents were very often admitted to the hospitals.

In The Red

In The Red Hester Prynne admonishes Pearl not to "always talk in the marketplace of what happens in the forest." (Hawthorne 206) Hester's words capture the essence of Puritan life- the vast stretches of the mind skirting the edges of common existence. Hawthorne's juxtaposition of the marketplace and the secret woods illustrates the incredible difference between the Hester presented to the world and Hester as she knows herself.The "mystery of the primeval forest" (Hawthorne, 192) represents the "moral wilderness" (Hawthorne, 192) Hester wanders. The forest's "shadowy uncertainty" (Howells, 278) paints the fears, doubts and passions present in Hester Prynne. Yet she masks these with indifference and her good works; they remain unseen by those who dwell in the marketplace. The community rejects her initially because of her sin; she retreats to the edge of the village into the forest. Her remoteness physically and spiritually widens the gulf between her and her peers.Leigh Hester

Training Trends and Issues (Human Resource Class) Research Paper

Training Trends and Issues (Human Resource Class) - Research Paper Example The introduction of the internet, intranet and other multi-media devices has made training more systematic and efficient. One example of a web-based training (WBT) is the â€Å"Electronic Performance Support Systems (EPSS) that deals with the interface between people and software† (Heathfield, 2010). Heathfield however stated that there are some manual-based online courses which simply placed the training manuals online but did not take advantage of the â€Å"interconnectivity and the ability to publish real-time, up-to-the-minute information† (2010). The trend in multi-media training somehow puts pressure on the training and development practitioner. They must make sure that they are up to date with the latest software programs available. Training practitioners must also determine which of the available programs best suit their training needs and whether their companies can afford the cost of purchasing one. According to Holt, training practitioners stand to gain from these latest developments in training (Holt, 2000). He stated that first; there is the benefit of not having to wait for training schedules because the training can be scheduled anytime because the software is always available. The trainer’s schedule need not be divided among the employees to be trained. Some training practitioners are even looking into the possibility of integrating real live instructor and peer interaction in web-based or CD training (Heathfield, 2010). Second, Holt mentioned that since the training is rather individualized, the employee g oes through the program at his own pace. There is no need to wait for the slow learners or keep up with the fast learners. Furthermore, it is time efficient and it gives immediate feedback to the trainers. In the Journal of Instruction Delivery Systems (Winter, 1994) Verl E. Dennis as cited by Holt stated, â€Å"The reduction in instructional time when compared to the