This document provides an analysis of the role and portrayal of women in Charles Dickens' novel Hard Times. It discusses three main female characters - Sissy Jupe, Rachael, and Louisa - and how they demonstrate Victorian gender norms through their devotion and power through emotions but also lack of independence and power over their lives. While Sissy shows power in her empathy, Louisa is portrayed as powerless as she is forced to marry Bounderby for his wealth instead of her own choice. The document examines how Dickens presents women as trapped in a patriarchal society through their dependence on men and inability to determine their own lives.
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The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
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2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
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The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
2. 2
👉Name : Upasna Goswami
👉Roll no.24
👉Enrollment no. 4069206420220012
👉Sem : 1
👉Paper Name : Victorian Literature
👉Paper no. : 104
👉Paper Code : 22395
Submitted to : S. B. Gardi Department of English
👉Email: goswamiupasna339@gmail.com
4. 4
Charles Dickens's novel Hard Times(1854) seems to embody the link of cultural theory
with the
carnival and with the Marxist argument of how societies, classes and cultures are
colonized, decolonized,
centered and de-centered, subverted and liberated, and pushed to the periphery for the
same cultural, materialist,
racial, historical, ideological and political reasons. The novel is actually saying that we
human beings exist and
live in social groups, and that all of our behaviour, experiences and responses to daily
activities are related to
our society and culture. When we understand the interrelatedness of all our actions
within society we begin to
understand ourselves, our beliefs, values, philosophy, religion, and our entire existence
in a certain culture.
Introduction
5. 5
It is
thus our culture, the politics of culture,
which actually determines our identity.
This article reveals how Dickens
inverts in a carnivalesque manner most of
Victorian cultural values, not only those of
the rich bankers, the
cotton lords of Preston/Coketown, men of
facts and calculations, of Bounderby and
the like but also those of the
working class lot as those involved in
horse-riding circuses or the carnival
proper. Indeed Dickens succeeds in
such ideological representation of culture
as a prison-house which is policed by many
social and educational
hegemonic forces or
conscious/unconscious apparatuses
6. 6
hard to criticise not only in this
novel but throughout his fiction.
Throughout the novel there is a
politics of
culture which continually renders
the poor class as a subversive and
threatening class against the
stability of the
entire society,
carnivalism. So the concept of
culture stems from the fact that
what we believe, what we value,
and in many
ways what we think is a direct
result of our culture and our
society.
7. Gender and paradox in Hard times
7
Hard time provides two portraits of idealized Diensian
women:sissy jupe and Rachael both character exhibit
standard Victorian feminine virtues extraordinary
devotion remarkable love based power of introduction.
The man's own worthiness in the formula is largely
irrelevant especially if he is a father or brother.
8. 8
This contribution reveal themselves
whenever gender issues aries for
example:...
Tom's attitude about his sister
female duty towards him”you are a
girl,too, and a girl comes out of it
better than a boy does”.”(92;1.ch8)
9. 9
Hearing that her husband has apprehended Tom and
Louisa peeping into Sleary circus, Mrs.Gradgrind
exclaims:”I declared you are enough to make one regrent
ever having had a great mind to say I wish would you
have doen,I should like to know”.(61;bk,1,ch.4)
Dickens obviously intends us to laugh at this obvious
paradox.
Mrs.Gradgraind could only prove her suffering to her way
ward children if they did not exist.
10. Women in Hard time
10
Hard times shows women as powerless and trapped with in a patriarchate
society. How far do you agree with this statement? Discuss at least three
female characters. Dickens show women as repressed and powerless,
especially through their dependence on men, we see this especially in the
character Louisa. On the other hand, Dickens portrays women as havin
power within their emotions, such as emphasis and perception, as we see
in Sissy. Although women arnt shown to have power, and shown to have
power, I The women in "Hard Times" are shown to have no power. Louisa
is forced into marrying Mr Bounderby because he is rich and the main
thing is POWER. Dickens shows her reaction: "She closed her hand as if
upon a solid object and slowly opened it as if realising dust or ash". The
use of "dust or ash" compares to her life as they are both seen as
worthless. "Realising" compares her being released to Bounderby because
she has no say in what she wants to do. To summarise this quote she is
trying to
11. 11
COWLES, DAVID L. “HAVING IT BOTH WAYS: GENDER AND PARADOX IN
‘HARD TIMES.’” Dickens Quarterly, vol. 8, no. 2, 1991, pp. 79–84. JSTOR,
http://www.jstor.org/stable/45291349. Accessed 17 Oct. 2022.
Carr, Jean Ferguson. “Writing as a Woman: ‘Dickens, Hard Times, and
Feminine Discourses.’” Dickens Studies Annual, vol. 18, 1989, pp. 161–78.
JSTOR, http://www.jstor.org/stable/44371633. Accessed 18 Oct. 2022.
Sharma, SANDEEP KUMAR. "Charles Dickens’ Hard Times: A Social
Document." Epitome: International Journal of Multidisciplinary Research
3.12 (2017).
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