Victorian Child Labour - Free Essay Example

Sample details Pages: 3 Words: 847 Downloads: 4 Date added: 2019/04/15 Category Society Essay Level High school Tags: Child Labour Essay Did you like this example? Throughout the 19th century, many kids in England were being overworked and put in dangerous situations that could have potentially cost them their lives. Kids were not being right and were having to sacrifice their education so companies could earn a better profit. Child Labour is a well-known term for kids who are worked too hard for their age without much, or no, pay. Broadly speaking, the term child labour is defined as the employment of children in any work that deprives them of their childhood and dignity, and that is harmful to their physical and mental development(Ortin-Ospina). During the 19th century, the new factories and mines were eager to find workers and had simple task that they believed were easy enough to be done by children. This gave companies an idea, they could hire children to do the work by paying them less than an adult. Companies could easily discipline children and would be much cheaper to hire (Child Labour). Kids would start to work some at the age of five or six in agriculture gangs or places far away from their homes. Some children would have to work in the worst forms of child labour for less than minimum wage (Ortin-Ospina). Sometimes you may even find more children working in an area than adults. Because of thei r size and youthful energy there were jobs that children performed as good or even better than adults (Victorian Child Labour). Don’t waste time! Our writers will create an original "Victorian Child Labour" essay for you Create order A majority of kids were hired to work for these low prices. About 120 million children between the ages of 5 and 14 work full-time and another 130 million work park time (The Paradox). The National Archives states that around 49% of the workforce was under 20 in the year 1821(Child Labour). The working conditions that these kids had to work through were horrible. The conditions were so bad that kids were in constant fear of being injured or having their life taken; cave-ins, explosions. The children had to perform multiple different jobs such as coal mining, textile mills, and even prostitution. They would work around fourteen hour days starting and 6 am and working until around 8 pm. They also only made a fraction of what adults made, even though they were worked hareder. Being forced long hours with health risking conditions should have never been allowed. During most of these jobs, health violations made it extremely dangerous. Emma Griffin states in her Article, Child Labour, that, All children laboured under the same disadvantages, though, working for very low pay, performing work that was dirty and dangerous, and usually working long hours as well.(Griffin). Airways in mines were thick due to the or ventilation, lose eyesight from the strain of eyes of trying to s ee because the mines were so dark, and some even formed spine deformation from having to walk being stooped over constantly (Victorian Child Labour). Kids were not protected from their employers and older co-workers (Griffin). There was a chance of kids being beaten up if they had made a mistake, were late, or fell asleep (Victorian Child Labour). The risk of having an accident while working was very high and in Europe in 1825 28.25% of kids ten to thirteen had an incident (Ortin-Ospina). One of the biggest cases that shows of the dangerous of the factories was the case of Martha Appelton in 1859. Martha was thirteen and hired to pick up loose cotten from under the machine. One day, Martha had fainted while doing her work and her hand got caught in an unguarded machine. From this accidnet, all her fingers were sliced off and she ended up being fired for no longer able to work well (Child Labout). Although most parents knew what was going on in the factories there was nothing they could do about it because they needed the money. Roger Langon is an example of this; after his parents found out that he was nearly killed by his drunk coworker, they realized there was nothing they could do because all the other parishs were full and they needed the money (Griffin). While all these kids were working full time jobs, they were not able to recieve an education. Kids were working fourteen hour days, then having to come home to help their parents out at home, then sleep, and do it all again. There was not a few minutes left in the day for them to learn a quick thing. During this century work was valued over education immensly. Although, during the end of the 19th century people started to realize that they wer not little adults and needed to get an education as well (Child Labour). In countries where children tend to work longer hours, it is more common that working children remain out of school (Ortin-Ospina). Laws started to be made to ensure that children would still be recieving and education while working. After 1867 a law was made that determined that no factory could hire a kid under the age of eight and any kid from the age of eight to thirteen were required to recieve ten hours of education a week (Child Labour).

The Revelation Of Beethovens Childhood - 1617 Words

Life as it was for Beethoven had many varying elements, and this research paper will be revealing a lot of what he went through as a young boy all the way to the end of his life and career as the world renowned Ludwig van Beethoven. The basis for this paper is to express and expound on the life and career of Beethoven, and why he was seen as part of the pivotal transition between the Classical and Romantic eras. The topics that will be discussed will be the revelation of Beethoven’s childhood and how he was raised, an expository of his early schooling and composer days, the account of his many composed symphonies, the occurrences during his composition years, and the final tale of his death. The infamous Ludwig van Beethoven was born on†¦show more content†¦There had been numerous accounts given by the neighbors which exhibited that there was a small boy crying while playing a clavier, standing atop a footstool to reach the keys (Ludwig van Beethoven Biography). Lu dwig van Beethoven’s father was known to beat Beethoven for each and every mistake he made, no matter how small the mistake (Ludwig van Beethoven Biography). Nearly every day, Beethoven was flogged and locked in a cellar and deprived of sleep practicing music (Ludwig van Beethoven Biography). He studied the violin, clavier, and took lesson from organists from around the city (Ludwig van Beethoven Biography). Despite his father’s aggression and abusiveness, he still utilized his talent as a musician which made him into one of the greatest composers of all times. In Beethoven’s early years of schooling, he struggled with sums and grammar, and was at best an average student (Ludwig van Beethoven Biography). Some biographer’s believe that Beethoven had a mild form of dyslexia, which left him struggling through his early learning years (Ludwig van Beethoven Biography). Beethoven ever so eloquently stated, â€Å"Music comes to me more readily than wor ds† (Ludwig van Beethoven Biography). â€Å"In 1781, at the age of 10, Beethoven withdrew from school to study music full time with Christian Gottlob Neefe, the newly appointed Court Organist†

Discussion and Analysis Essay Free Essays

Construct a good, solid essay of at least 3 full pages which answers one of the prompts below. In addition to consulting your lecture notes and textbook, you may find it helpful to consult the New Cambridge Medieval History, Vol. I, which may be found in the Walsh Library Reference Room, call number D117. We will write a custom essay sample on Discussion and Analysis Essay or any similar topic only for you Order Now N48. Essays will be graded on content (clarity and coherence) as well as mechanics (grammar and spelling). Late papers will be significantly penalized and any paper later than 24 hours will NOT be accepted. Drafts of papers are to be submitted as hard (printed) copies to both  your editing partner and me. Final versions of papers are to be submitted as hard (printed) copies to me; you will also  include  the marked-up version of your draft. All papers must have 1† margins, be double spaced, and in Times New Roman or Garamond, size 10-12 font. Do not double-space your initial, first page heading. In supporting your observations, you will certainly need to point to specifics in the texts. However, you should not rely on direct quotations and should use them very sparingly. You may not use any quote lengthier than two sentences. No block quotations. Any essay that consists of more than one-quarter direct quotations will receive a D. You should learn how to sum up examples in your own words, but be aware that changing only a few words of someone else is still considered plagiarism. Any time you use a direct quotation or paraphrase something, you need to cite the material. This includes anything from the Chronicle text. For this second essay, your goal is to analytically read primary source materials. As you read and begin to formulate your essay, consider some of the following questions: who is this author? Why are they writing? What is the obvious, surface purpose of this document? Is there a purpose or conclusion that the author reaches which is not so obvious? What fundamental assumptions does the author have about his subject material? How do these assumptions influence or appear in the work, either explicitly or implicitly? How do the attitudes or perceptions of the subject matter change or evolve over time? How does the historical context of each author influence his approach and treatment of his subject matter? These questions should be only the beginning of your inquiry and you certainly are not restricted to them. Use them to formulate your own questions, and then use those questions to help you structure your essay. Often the best essays are built around thesis questions, not thesis statements. Primary source excerpts can be found in your Rosenwein reader or online at the Fordham Medieval Sourcebook and google books. This is a 3 page paper; obviously you cannot use all the sources, however what you choose should make sense for your thesis. The Crusades Tactic I Using the documents listed below, explore what motivated people to go on crusade to the Holy Land in the middle ages. Did their experiences match their expectations? Were they fulfilled, disappointed? How important was morale and how was it kept up? Address strengths and weaknesses of the source material and be sure to make connections between the sources. Tactic II Using the documents listed below, explore what we can learn about memory and different groups’ interpretation of events. Address strengths and weaknesses of the source material and be sure to make connections between the sources. How to cite Discussion and Analysis Essay, Essay examples

Electric Motor free essay sample

No part of this work covered by the copyright herein may be reproduced, transmitted, stored, or used in any form or by any means graphic, electronic, or mechanical, including but not limited to photocopying, recording, scanning, digitizing, taping, Web distribution, information networks, or information storage and retrieval systems, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without the prior written permission of the publisher. Vice President, Career and Professional Editorial: Dave Garza Director of Learning Solutions: Sandy Clark Managing Editor: Larry Main The reader is expressly warned to consider and adopt all safety precautions that might be indicated by the activities described herein and to avoid all potential hazards. By following the instructions contained herein, the reader willingly assumes all risks in connection with such instructions. The publisher makes no representations or warranties of any kind, including but not limited to, the warranties of ? tness for particular purpose or merchantability, nor are any such representations implied with respect to the material set forth herein, and the publisher takes no responsibility with respect to such material. The publisher shall not be liable for any special, consequential, or exemplary damages resulting, in whole or part, from the readers’ use of, or reliance upon, this material. Printed in the United States of America 1 2 3 4 5 XX 11 10 09 Contents Preface vi Section 1 Introduction 1 UNIT 1 General Principles of Electric Motor Control 3 UNIT 2 Fractional and Integral Horsepower Manual Motor Starters 17 UNIT 3 Magnetic Line Voltage Starters 23 Section 2 Circuit Layout, Connections, and Symbols UNIT 4 Symbols 51 UNIT 5 49 Interpretation and Application of Simple Wiring and Elementary Diagrams 63 Section 3 Control Pilot Devices UNIT 6 Push Buttons and Control Stations 81 UNIT 7 Relays 87 UNIT 8 Contactors 95 UNIT 9 Timing Relays 103 UNIT 10 Pressure Switches and Regulators 113 UNIT 11 Float Switches 117 UNIT 12 Flow Switches 123 UNIT 13 Limit Switches and Proximity Control 127 UNIT 14 Phase Failure Relays 135 UNIT 15 Solenoid Valves 139 UNIT 16 79 Temperature Switches 143 Section 4 Basic Control Circuits UNIT 17 Two-Wire Controls 149 UNIT 18 Three-Wire and Separate Controls 153 UNIT 19 Hand-Off Automatic Controls 159 UNIT 20 Multiple Push-Button Stations 163 UNIT 21 Interlocking Methods for Reversing Control 165 UNIT 22 Sequence Control 173 UNIT 23 Jogging (Inching) Control Circuits 181 UNIT 24 147 Time-Delay, Low-Voltage Release Relay 187 v Section 5 AC Reduced Voltage Starters UNIT 25 The Motor and Starting Methods 193 UNIT 26 Primary Resistor-Type Starters 199 UNIT 27 Autotransformer Starters 205 UNIT 28 Part Winding Motor Starters 211 UNIT 29 Automatic Starters for Star-Delta Motors 217 UNIT 30 AC Solid-State Reduced Voltage Controller 223 Section 6 Three-Phase, Multispeed Controllers UNIT 31 Two-Speed, One-Winding (Consequent Pole) Motor Controller 239 UNIT 33 31 Controllers for Two-Speed,Two-Winding (Separate Winding) Motors 233 UNIT 32 Four-Speed,Two-Winding (Consequent Pole) Motor Controller 247 Section 7 Wound Rotor (Slip Ring) Motor Controllers UNIT 34 Push-Button Speed Selection 261 UNIT 36 Automatic Acceleration for Wound Rotor Motors 263 UNIT 37 Automatic Speed Control for Wound Rotor Motors 269 UNIT 38 253 Wound Rotor Motors and Ma nual Speed Control 255 UNIT 35 Solid-State Adjustable Speed Controller for AC Wound Rotor Motors 275 Section 8 Synchronous Motor Controls UNIT 39 Push-Button Synchronizing 287 UNIT 41 Timed Semiautomatic Synchronizing 291 The textbook discusses electrical and mechanical components and how they are connected to control different types of motors. Many different types of control circuit and illustrations are discussed. The text contains a wealth of practical information that will apply to almost any industrial application. Â  The text assumes that students have knowledge of basic electrical theory and common series and parallel circuits. Electric Motor Control has been used successfully for both formal classroom training and self study. It is used extensively in preapprentice and indentured apprentice training programs and n organized journeyman electrician classes. The practical approach to motor control makes this a very useful handbook on the job for installing, monitoring, and maintaining control systems. Electric Motor Control provides a very practical approach to a somewhat dif? cult subject. The text is written in easy-to-understand language. Each unit of instruction covers a short, concise topic . Expected student learning is outlined in the objectives at the beginning of each unit. The appendices and glossary provide further explanation of terms and servicing to troubleshooting, which the student is encouraged to use. The ninth edition contains expanded information on overload relays and numerous updated illustrations. The text employs a second color to highlight important concepts. The ninth edition provides an update to a textbook that has long been regarded as an outstanding book on the subject of motor control theory and practical application. Electric Motor Control illustrates control systems, starting with the simplest of equipment, and builds on it in a step-by-step fashion to more complex circuits. Students learn to draw and interpret motor control schematics and wiring diagrams.