Charles Dickens

INTRODUCTION This report will talk about the life of a famous author, Charles Dickens. It will tell you about his early, middle, and later years of his life. It will also talk about one of his great works of literature. In conclusion, this report will show a comparison of his work to his life. Plagiarism Detection >EARLY LIFE Charles Dickens was born at Landport, in Portsea, on February 7, 1812. His father was a clerk in the Navy Pay-Office, and was temporarily on duty in the neighborhood when Charles was born. His name was John Dickens. He spent time in prison for debts. But, even when he was free he lacked the money to support his family. Then, when Charles was two they moved to London.1Just before he started to toddle, he stepped into the glare of footlights. He never stepped out of it until he died. He was a good man, as men go in the bewildering world of ours, brave, transparent, tender-hearted, and honorable. Dickens was always a little too irritable because he was a little too happy. Like the over-wrought child in society, he was splendidly sociable, and in and yet sometimes quarrelsome. In all the practical relations of his life he was what the child is at a party, genuinely delighted, delightful, affectionate and happy, and in some strange way fundamentally sad and dangerously close to tears. 2At the age of 12 Charles worked in a London factory pasting labels on bottles of shoe polish. He held the job only for a few months, but the misery of the experience remain with him all his life. 3Dickens attended school off and on until he was 15, and then left for good. He enjoyed reading and was especially fond of adventure stories, fairy tales, and novels. He was influenced by such earlier English writers as William Shakespeare, Tobias Smollet, and Henry Fielding. However, most of the knowledge he later used as an author came from his environment around him. 4MIDDLE LIFE Dickens became a newspaper writer and reporter in the late 1820s. He specialized in cover ing debates in Parliament, and also wrote feature articles. His work as a reporter sharpened his naturally keen ear for conversation and helped develop his skill in portraying his characters speach realistically. It also increased his ability to observe and to write swiftly and clearly. Dickens first book, Sketches by Boz (1836) consisted of articles he wrote for the Monthly Magazine and the London Evening Chronicles.5On April 2, 1836 he married Catherine Hogarth. This was just a few days before the anoucement that on the 31st he would have his first work printed in The Posthumous Papers of the Pickwick Club. And this was the beginning of his career. 6Then, at 24, Dickens became famous and was so until he died. He won his first literary fame with The Posthumous Papers of the Pickwick Club. Published in monthly parts in 1836 and 1837 the book describes the humorous adventure and misadventures of the English Countryside. After a slow start, The Pickwick Papers as the book was usually called gained a popularity seldom matched in the history of literature. 7Then in 1837, Catherines sister Mary, died. Because of her death Dickens suffered a lot of grief. This led some scholars to believe that Dickens loved Mary more than Catherine. Catherine was a good woman but she lacked intelligence. Dickens and Catherine had 10 children. Then later in 1858, the couple seperated. 8LATER LIFE,/b His later years was basically consisting of two main additions to his previous activites.The first was a series of public readings and lectures which he began giving it systematically. And second, he was a successive editor. Dickens had been many things in his life; he was a reporter , an actor, a conjurer, a poet, a lecturer, and a editor and he enjoyed all of those things. 9Dickens had a remarkable mental and physical energy. He recorded all his activites in thousands of letter, many of which made delightful readings. He spent much of his later life with crowded social friends from arts and literature. He also went to the theater as often as he could, cause he loved drama. Dickens also produced and acted in small theaters to give public readings of his work.10Besides doing all this after his retirement he got involved in various charities . These charities included schools for poor children and a loan society to enable the poor to prove to Australia. 11Then about 1865 his health started to decline and he died of a stroke on June 9, 1870. 12Conclusion His work of Great Expectation is very related with his life. It deals with the same problems he faced when he lost Catherine and how his life was before he became rich and famous. He also created scenes and descriptions of places that have longed delighted readers. Dickens was a keen observer of life and had a great understanding of humanity, especially of young people. The warmth and humor of his personality appeared in all of his works. Perhaps in no other large body of fiction does the reader receive so strong and agreeable impression of the person behind the story.Endnotes 1. G. K. Chesterton, Charles Dickens The Last of The Great Men, American Book-Stratford Press, NY., 1942 pg.19 2. Ibid, pg. 21-22 3. Johnson, Edgar, His Tragedy and Triumph. Rev. ed. Viking, 1977, pg. 20 4. Ibid, pg. 27 5. World Book Encyclopedia, Random House, NY., 1990 pg. 193 6. G. K. Chesterton, Charles Dickens The Last of the Great Men, American Book-Stratford Press, NY., 1942 pg. 50 7. World Book Encyclopedia, Random House, NY., 1990 pg. 193 8. Johnson, Edgar, His Tragedy and Triumph. Rev. ed. Viking, 1977, pg. 53 9. G. K. Chesterton, Charles Dickens The Last of the Great Men, American Book-Stratford Press, NY., 1942 pg. 167 10. World Book Encyclopedia, Random House, NY., 1990 pg.195 11. Ibid 12. IbidBIBLIOGRAPHY Â  Chesterton, G.K., The Last of the Great Men American Book-Stratford Press, NY., 1942. Plagiarism Detection >Johnson, Edgar, His Tragedy and Triumph Rev. ed. Viking, 1977.World Book Encyclopedia, Random H ouse, NY., 1990

The constitutional jurisprudence of the European Court of Justice is a Essay

The constitutional jurisprudence of the European Court of Justice is a paradigm of judicial Activism. Discuss in relation to Art. 234 EC - Essay Example , the judicial activism of the European Court of Justice has been one of the most intriguing aspects of the evolving legal and judicial framework in Europe, because it â€Å"appoints the European Court as meeting place between the legal order of the Community and those of its member states.†3 It has in fact, represented the driving force of European integration through the fashioning of a constitutional framework for a federal type of structure within the European Union.4 The legislative process within the European Union has often been characterized by inertia, as a result of which the ECJ has had to exercise judicial creativity, to address the gap between voter wishes and political decisions which is not well defined in the European Community as it is in a democracy.5 In the context of Article 234 of the EC Treaty that places the European Court of Justice in the role of interpreter of the aims and objectives of the Treaty, creative European jurisprudence has often required that the ECJ not send away an individual litigant or a national Judge without an answer, in order to avoid denial of justice. As a result, this has often required creative judicial interpretation that has caused it to be accused of judicial activism.6 The Court has adopted the teleological method in its approach to judicial interpretation, wherein a rule is interpreted by taking into account the purpose of the rule and the aim and objective it seeks to accomplish, as stated in the case of CIFLIT, â€Å"every provision of Community law must be placed in its context and interpreted in the light of the provisions of E.C. law as a whole, regard being had to the objectives thereof and to its state of evolution at the date on which the provision in question is to be applied.†7 The factor that will determine when judicial activity strays into the field of judicial activism is determined by the extent to which the judicial function strays into the political realm. The European Court of Justice has

Use of omputer in academic development of children during their Essay

Use of omputer in academic development of children during their primary years - Essay Example Computers have become a standard feature in preschool, kindergarten and primary grades as a teaching aide. In the competitive age that we live in with strong emphasis on achievement, many educators see computer use as a way to accelerate progress in education.At home too, most parents feel compelled to follow this trend and purchase personal computers for their children in order to make them better prepared for their technology exposure at school and outside. Market researchers tracking software trends have identified that the largest software growth recently has been in new titles and companies serving the early childhood educational market. Even as early as 1996, SPA consumer market report found that of the people who own home computers and have young children, 70% had purchased educational software for their children to use .An estimated $50 million was spent on software programs for young children in 2001. The percentage today could only have increased judging by the omnipresence of computers in schools and homes. Parents and educators seem to be so eager to incorporate technology in education that many of them are introducing computers to children at younger ages to not only motivate them to get a head start on academics but also for their careers in later life. For example, lapware, a software program intended for children under 18 months of age was first introduced in the late 1990s ,to stimulate the brains of children as young as 6 months while they sit on the lap of their parent. Understandably, not all psychologists and educators are thrilled at the idea of using computers as an introduction to academic concepts and have raised questions about its effectiveness and also emotional and physical side effects. Abstract: The literature review that is done in this paper attempts to address several issues related to the academic use of computers with young children. We will study existing articles and research already done on the subject to achieve a better understanding and evaluate the different aspects related to the topic. They are: (1) the integration of technology into the typical learning environment and the potential benefits of appropriate use of technology in early childhood programs (2) the essential role of adults in evaluating appropriate uses of technology; (3) Appropriate Computer activities (4) The concerns of different organizations and educators who are opposed to the academic incorporation of computers. . Literature Review: Learning through computers and evidence of their benefits: The National Association for the Education of Young Children (NAEYC), an organization that sets standards of excellence for programs for children from birth through age eight, recommends the use of computers with children ages three and older. In fact, the association claims that computers can have important benefits for even very young children, including language development, literacy development, social development, and the development of important problem-solving skills. Computers are intrinsically compelling for young children. The sounds and graphics gain children's attention. Increasingly, young children observe adults and older children working on computers, and they want to do it, too. Children get interested because they can make things happen with computers. Developmentally appropriate software engages children in creative play, mastery learning, problem solving, and conversation. The children control the pacing and the action. They can repeat a process or activity as oft en as they like and experiment with variations. They can collaborate in making decisions and share their discoveries and creations (Haugland & Shade 1990). When used appropriately, technology can support and extend traditional materials in valuable ways. Research points to the positive effects of technology in children's learning and development, both cognitive