Saturday, May 15, 2010

The Young Victoria


Download this movie and see it in advance; it will be commented in class next Saturday. See the download links below.
Download links:


http://www.mediafire.com/?twmmnoywhiz

http://www.mediafire.com/?0mfeynzmerm

http://www.mediafire.com/?yonzmjedmzd

http://www.mediafire.com/?fcyjdyzzlyo


Mediafire Password (Part 3 only)
mediafiremoviez.com

Technical details of the movie:
MOVIE TITLE]:………………(The Young Victoria)
[RELEASE YEAR]:……………..(2009)
[FORMAT]:…………………..(Matroska MKV)
[GENRE]:……………………[ Drama History Romance
[FILE SIZE]:………………..( 363 MB )
[NO OF CDs]:………………..( 1 )
[LANGUAGE ]:………………..( English )

Charles Dickens wrote part of his production during this historical moment in England.

The movie has been splitted with HJ Split. Dowload it from this address:

http://www.mediafire.com/file/vukfytzm2mr/hjsplit.rar

Enjoy

The Victorian Age


Queen Victoria and Victorian England - the young queen

The generally uneventful reign of George's brother, William IV (1830-37), was followed by that of Queen Victoria (1837-1901). Only 18 when she came to the throne, Victoria oversaw England at the height of its overseas power. The British Empire was established in her reign, and it reached its greatest expanse under her. Things did not start off smoothly, however.

The Chartist movement began in 1839 with demands for electoral reform and universal male suffrage. The movement was taken over by radical reformers and was dealt with very harshly by the authorities. The Anti Corn Law League was another voice for social reform. They advocated total free trade, but it was not until 1846 that the Corn Laws were completely repealed.

The Great Exhibition. Victoria's consort, Prince Albert, was the main backer of the 1851 Great Exhibition. This was the first "world's fair", with exhibits from most of the world's nations. The exhibition was held in Hyde Park, and the showpiece was the Crystal Palace, a prefabricated steel and glass structure like a gigantic greenhouse, which housed the exhibits. The Crystal Palace was disassembled after the Exhibition and moved to Sydenham, in south London, where it burned down in 1936. for (more, see The Great Exhibition).

The Crimean War. Overseas England became involved in the Crimean War (1854), which was notable only in that it provided evidence of military incompetence and the material for the poem "The Charge of the Light Brigade", by Alfred Tennyson. One positive that came out of the war was the establishment of more humane nursing practices under the influence of Florence Nightingale, the courageous "Lady with the Lamp".

The Indian Mutiny. A few years later (1857) saw the Indian Mutiny. India had been administered by the East India Company with government co-operation. The spark for the Mutiny was provided when the army introduced new rifle cartridges which were rumoured to have been greased with lard. Any Hindu who bit off the end of the cartridge, which was essential practice when loading a gun, was committing sacrilege. The army rebelled and massacred many British officers, administrators, and families. After the Mutiny was put down the administration of India was taken over by the government of Britain.

Victorian Art and Architecture

The Gothic Revival. In reaction to the classical style of the previous century, the Victorian age saw a return to traditional British styles in building, Tudor and mock-Gothic being the most popular. The Gothic Revival, as it was termed, was part spiritual movement, part recoil from the mass produced monotony of the Industrial Revolution. It was a romantic yearning for the traditional, comforting past. The Gothic Revival was led by John Ruskin, who, though not himself an architect, had huge influence as a successful writer and philosopher.

Extravagant... Most popular architectural styles were throwbacks; Tudor, medieval, Italianate. Houses were often large, and terribly inconvenient to live in. The early Victorians had a predilection for overly elaborate details and decoration. Some examples of large Victorian houses are Highclere Castle (Hampshire) and Kelham Hall (Nottinghamshire).

... and simple. In late Victorian times the pendulum, predictably, swung to the other extreme and the style was simpler, using traditional vernacular (folk) models such as the English farmhouse. This period is typified by the work of Norman Shaw at 'Wispers' Midhurst, (Sussex).

Not just styles changed. The Industrial Revolution made possible the use of new materials such as iron and glass. The best example of the use of these new materials was the Crystal Palace built by Joseph Paxton for the Great Exhibition of 1851.

The Arts and Crafts movement. Another name that has to be mentioned in the context of Victorian art and architecture is that of William Morris. Neither artist nor architect, he nevertheless had enormous influence in both arenas. Morris and his artist friends Rossetti and Burne-Jones were at the forefront of the movement known as 'Arts and Crafts'. Part political manifesto, part social movement, with a large dollop of nostalgia thrown in, the Arts and Crafters wanted a return to high quality materials and hand-made excellence in all fields of art and decoration.

The cheap, mass-produced (and artistically inferior) building and decorating materials then available horrified them. Morris himself, through his Morris and Co., designed furniture, textiles, wallpaper, decorative glass, and murals. Many of Morris' designs are still popular today.

Places to see in the UK associated with Queen Victoria

There has been a surge of interest in the life and times of Queen Victoria in recent years - due in no small part to several popular films, such as 'Mrs Brown', and 'The Young Victoria'.

Here's a look at several places around the UK either directly associated with Queen Victoria, or that have featured in films about her life. Several of the most popular and well known attractions are clustered in London, as you might expect, but there are quite a few scattered throughout the UK. Let's start with the London locations first.

Locations in London

Kensington Palace
First up, there's Kensington Palace, where Princess Alexandrina Victoria was born on 24 May, 1819 (yes, that's right, the young princess first name was not Victoria, and indeed, she was known in her family as 'Drina', from her true first name 'Alexandrina'. She was christened by the archbishop of Canterbury in the Cupola Room at the palace, and the young Victoria spent much of her childhood at the palace, located at the western extremity of Kensington Gardens.

Buckingham Palace
Then, of course, there's Buckingham Palace, with the huge gilt statue of Victoria punctuating The Mall in front of the Palace gates. When Victoria moved into the palace it was only partially complete, and she complained that it was drafty, the doors didn't shut properly, and drains smelled bad. Things have improved since then!

Friday, May 14, 2010

Something on Charles Dickens

Charles Dickens was born on February 7, 1812, the son of John and Elizabeth Dickens. John Dickens was a clerk in the Naval Pay Office. He had a poor head for finances, and in 1824 found himself imprisoned for debt. His wife and children, with the exception of Charles, who was put to work at Warren's Blacking Factory, joined him in the Marshalsea Prison. When the family finances were put at least partly to rights and his father was released, the twelve-year-old Dickens, already scarred psychologically by the experience, was further wounded by his mother's insistence that he continue to work at the factory. His father, however, rescued him from that fate, and between 1824 and 1827 Dickens was a day pupil at a school in London. At fifteen, he found employment as an office boy at an attorney's, while he studied shorthand at night. His brief stint at the Blacking Factory haunted him all of his life — he spoke of it only to his wife and to his closest friend, John Forster — but the dark secret became a source both of creative energy and of the preoccupation with the themes of alienation and betrayal which would emerge, most notably, in David Copperfield and in Great Expectations.

In 1829 he became a free-lance reporter at Doctor's Commons Courts, and in 1830 he met and fell in love with Maria Beadnell, the daughter of a banker. By 1832 he had become a very successful shorthand reporter of Parliamentary debates in the House of Commons, and began work as a reporter for a newspaper.


In 1833 his relationship with Maria Beadnell ended, probably because her parents did not think him a good match (a not very flattering version of her would appear years later in Little Dorrit). In the same year his first published story appeared, and was followed, very shortly thereafter, by a number of other stories and sketches. In 1834, still a newspaper reporter, he adopted the soon to be famous pseudonym "Boz." His impecunious father (who was the original of Mr. Micawber in David Copperfield, as Dickens's mother was the original for the querulous Mrs. Nickleby) was once again arrested for debt, and Charles, much to his chagrin, was forced to come to his aid. Later in his life both of his parents (and his brothers) were frequently after him for money. In 1835 he met and became engaged to Catherine Hogarth.

The first series of Sketches by Boz was published in 1836, and that same year Dickens was hired to write short texts to accompany a series of humorous sporting illustrations by Robert Seymour, a popular artist. Seymour committed suicide after the second number, however, and under these peculiar circumstances Dickens altered the initial conception of The Pickwick Papers , which became a novel (illustrated by Hablot K. Browne, "Phiz," whose association with Dickens would continue for many years). The Pickwick Papers continued in monthly parts through November 1837, and, to everyone's surprise, it became an enormous popular success. Dickens proceeded to marry Catherine Hogarth on April 2, 1836, and during the same year he became editor of Bentley's Miscellany, published (in December) the second series of Sketches by Boz, and met John Forster, who would become his closest friend and confidant as well as his first biographer.

After the success of Pickwick, Dickens embarked on a full-time career as a novelist, producing work of increasing complexity at an incredible rate, although he continued, as well, his journalistic and editorial activities. Oliver Twist was begun in 1837, and continued in monthly parts until April 1839. It was in 1837, too, that Catherine's younger sister Mary, whom Dickens idolized, died. She too would appear, in various guises, in Dickens's later fiction. A son, Charles, the first of ten children, was born in the same year.

Nicholas Nickleby got underway in 1838, and continued through October 1839, in which year Dickens resigned as editor of Bentley's Miscellany. The first number of Master Humphrey's Clock appeared in 1840, and The Old Curiosity Shop, begun in Master Humphrey, continued through February 1841, when Dickens commenced Barnaby Rudge, which continued through November of that year. In 1842 he embarked on a visit to Canada and the United States in which he advocated international copyright (unscrupulous American publishers, in particular, were pirating his works) and the abolition of slavery. His American Notes, which created a furor in America (he commented unfavorably, for one thing, on the apparently universal — and, so far as Dickens was concerned, highly distasteful — American predilection for chewing tobacco and spitting the juice), appeared in October of that year. Martin Chuzzlewit, part of which was set in a not very flatteringly portrayed America, was begun in 1843, and ran through July 1844. A Christmas Carol, the first of Dickens's enormously successful Christmas books — each, though they grew progressively darker, intended as "a whimsical sort of masque intended to awaken loving and forbearing thoughts" — appeared in December 1844.

In that same year, Dickens and his family toured Italy, and were much abroad, in Italy, Switzerland, and France, until 1847. Dickens returned to London in December 1844, when The Chimes was published, and then went back to Italy, not to return to England until July of 1845. 1845 also brought the debut of Dickens's amateur theatrical company, which would occupy a great deal of his time from then on. The Cricket and the Hearth, a third Christmas book, was published in December, and his Pictures From Italy appeared in 1846 in the "Daily News," a paper which Dickens founded and of which, for a short time, he was the editor.

In 1847, in Switzerland, Dickens began Dombey and Son, which ran until April 1848. The Battle of Life appeared in December of that year. In 1848 Dickens also wrote an autobiographical fragment, directed and acted in a number of amateur theatricals, and published what would be his last Christmas book, The Haunted Man, in December. 1849 saw the birth of David Copperfield, which would run through November 1850. In that year, too, Dickens founded and installed himself as editor of the weekly Household Words, which would be succeeded, in 1859, by All the Year Round, which he edited until his death. 1851 found him at work on Bleak House, which appeared monthly from 1852 until September 1853.

In 1853 he toured Italy with Augustus Egg and Wilkie Collins, and gave, upon his return to England, the first of many public readings from his own works. Hard Times began to appear weekly in Household Words in 1854, and continued until August. Dickens's family spent the summer and the fall in Boulogne. In 1855 they arrived in Paris in October, and Dickens began Little Dorrit, which continued in monthly parts until June 1857. In 1856 Dickens and Wilkie Collins collaborated on a play, The Frozen Deep, and Dickens purchased Gad's Hill, an estate he had admired since childhood.

The Dickens family spent the summer of 1857 at a renovated Gad's Hill. Hans Christian Anderson, whose fairy tales Dickens admired greatly, visited them there and quickly wore out his welcome. Dickens's theatrical company performed The Frozen Deep for the Queen, and when a young actress named Ellen Ternan joined the cast in August, Dickens fell in love with her. In 1858, in London, Dickens undertook his first public readings for pay, and quarreled with his old friend and rival, the great novelist Thackeray. More importantly, it was in that year that, after a long period of difficulties, he separated from his wife. They had been for many years "tempermentally unsuited" to each other. Dickens, charming and brilliant though he was, was also fundamentally insecure emotionally, and must have been extraordinarily difficult to live with.

In 1859 his London readings continued, and he began a new weekly, All the Year Round. The first installment of A Tale of Two Cities appeared in the opening number, and the novel continued through November. By 1860, the Dickens family had taken up residence at Gad's Hill. Dickens, during a period of retrospection, burned many personal letters, and re-read his own David Copperfield, the most autobiographical of his novels, before beginning Great Expectations, which appeared weekly until August 1861.

1861 found Dickens embarking upon another series of public readings in London, readings which would continue through the next year. In 1863, he did public readings both in Paris and London, and reconciled with Thackeray just before the latter's death. Our Mutual Friend was begun in 1864, and appeared monthly until November 1865. Dickens was in poor health, due largely to consistent overwork.

In 1865, an incident occurred which disturbed Dickens greatly, both psychologically and physically: Dickens and Ellen Ternan, returning from a Paris holiday, were badly shaken up in a railway accident in which a number of people were injured.

1866 brought another series of public readings, this time in various locations in England and Scotland, and still more public readings, in England and Ireland, were undertaken in 1867. Dickens was now really unwell but carried on, compulsively, against his doctor's advice. Late in the year he embarked on an American reading tour, which continued into 1868. Dickens's health was worsening, but he took over still another physically and mentally exhausting task, editorial duties at All the Year Round.

During 1869, his readings continued, in England, Scotland, and Ireland, until at last he collapsed, showing symptoms of mild stroke. Further provincial readings were cancelled, but he began upon The Mystery of Edwin Drood.

Dickens's final public readings took place in London in 1870. He suffered another stroke on June 8 at Gad's Hill, after a full day's work on Edwin Drood, and died the next day. He was buried at Westminster Abbey on June 14, and the last episode of the unfinished Mystery of Edwin Drood appeared in September.

When should I paraphrase,and when should I summarize?

To paraphrase means to express someone else's ideas in your own language. To summarize means to distill only the most essential points of someone else's work. Paraphrase and summary are indispensable tools in essay writing because they allow you to include other people's ideas without cluttering up your essay with quotations. They help you take greater control of your essay. Consider relying on either tool when an idea from one of your sources is important to your essay but the wording is not. You should be guided in your choice of which tool to use by considerations of space. But above all, think about how much of the detail from your source is relevant to your argument. If all your reader needs to know is the bare bones, then summarize. Ultimately, be sure not to rely too heavily on either paraphrase or summary. Your ideas are what matter most. Allow yourself the space to develop those ideas.


How do I paraphrase?
Whenever you paraphrase, remember these two points:
1. You must provide a reference.
2. The paraphrase must be entirely in your own words. You must do more than merely substitute phrases here and there. You must also completely alter the sentence structure.


It can be difficult to find new words for an idea that is already well expressed. The following strategy will make the job of paraphrasing a lot easier:
1. When you are at the note-taking stage, and you come across a passage that may be useful for your essay, do not copy the passage verbatim unless you think you will want to quote it.
2. If you think you will want to paraphrase the passage, make a note only of the author's basic point. You don't even need to use full sentences.
3. In your note, you should already be translating the language of the original into your own words. What matters is that you capture the original idea.
4. Make sure to include the page number of the original passage so that you can make a proper reference later on.


When it comes time to write the paper, rely on your notes rather than on the author's work. You will find it much easier to avoid borrowing from the original passage because you will not have recently seen it. Follow this simple sequence:
1. Convert the ideas from your notes into full sentences.
2. Provide a reference.
3. Go back to the original to ensure that (a) your paraphrase is accurate and (b) you have truly said things in your own words.


How do I summarize?
Summary moves much farther than paraphrase away from point-by-point translation. When you summarize a passage, you need first to absorb the meaning of the passage and then to capture in your own words the most important elements from the original passage. A summary is necessarily shorter than a paraphrase.

Skimming and Scanning

Easier - There are different styles of reading for different situations. The technique you choose will depend on the purpose for reading. For example, you might be reading for enjoyment, information, or to complete a task. If you are exploring or reviewing, you might skim a document. If you're searching for information, you might scan for a particular word. To get detailed information, you might use a technique such as SQ4R. You need to adjust your reading speed and technique depending on your purpose.

Many people consider skimming and scanning search techniques rather than reading strategies. However when reading large volumes of information, they may be more practical than reading. For example, you might be searching for specific information, looking for clues, or reviewing information.

Harder - Web pages, novels, textbooks, manuals, magazines, newspapers, and mail are just a few of the things that people read every day. Effective and efficient readers learn to use many styles of reading for different purposes. Skimming, scanning, and critical reading are different styles of reading and information processing.

Skimming is used to quickly identify the main ideas of a text. When you read the newspaper, you're probably not reading it word-by-word, instead you're scanning the text. Skimming is done at a speed three to four times faster than normal reading. People often skim when they have lots of material to read in a limited amount of time. Use skimming when you want to see if an article may be of interest in your research.

There are many strategies that can be used when skimming. Some people read the first and last paragraphs using headings, summarizes and other organizers as they move down the page or screen. You might read the title, subtitles, subheading, and illustrations. Consider reading the first sentence of each paragraph. This technique is useful when you're seeking specific information rather than reading for comprehension. Skimming works well to find dates, names, and places. It might be used to review graphs, tables, and charts.

Scanning is a technique you often use when looking up a word in the telephone book or dictionary. You search for key words or ideas. In most cases, you know what you're looking for, so you're concentrating on finding a particular answer. Scanning involves moving your eyes quickly down the page seeking specific words and phrases. Scanning is also used when you first find a resource to determine whether it will answer your questions. Once you've scanned the document, you might go back and skim it.

When scanning, look for the author's use of organizers such as numbers, letters, steps, or the words, first, second, or next. Look for words that are bold faced, italics, or in a different font size, style, or color. Sometimes the author will put key ideas in the margin.

Reading off a computer screen has become a growing concern. Research shows that people have more difficulty reading off a computer screen than off paper. Although they can read and comprehend at the same rate as paper, skimming on the computer is much slower than on paper.

Reading Strategies to remember

Reading Strategies

For many of you, reading at the college level is an entirely new experience. You've been reading for 12 years or more in school and for pleasure, but academic reading can be overwhelmingly difficult for those whose skills are less than excellent. In K-12 reading, the focus is often on the concrete aspects of the text, the facts, what is easily visible on the page, and writing about reading requires only that you regurgitate basic information.

College reading, on the other hand, requires meta-cognition, the ability to orchestrate your own learning. You need to think about how your learning style interacts with the text you are reading, and perhaps change your reading strategies to meet the challenges of that text.

There are four variables to be considered when learning how to read more successfully: the reader, the text, the strategies, and the goal. Characteristics of the reader include reading skills, interest in the topic, physical factors such as sleepiness or hunger. The text varies in type (novel, science, play,psychology, etc.) and difficulty. Some reading is easy and moves along quickly, while other reading is quite dense and perhaps even tedious, packed with information. The next factor, strategies employed by the reader, makes all the difference. The goal of this handout is to give you a larger repertoire of reading strategies, to help you read less and get more out of it.
The final consideration is the purpose. Why are you reading this text, and what do you want to get out of it?

Some students are good readers. Perhaps their parents read to them when they were young, and as adults they read a great deal, read for pleasure, and find reading easy. They instinctively understand how to use reading strategies. For instance, when reading a newspaper, these students have no difficulty scanning the pages quickly, then slowing down to focus on one interesting article.

Others are lazy and inattentive about reading, or feel insecure and easily intimidated by complex material. They have never had to read anything as difficult as their college textbooks and research materials. Such students have not learned to use a variety of reading strategies, but they think of themselves as dumb rather than untrained.
Every time you read, you're teaching yourself how to read. For instance, if you read class materials in bed at night and fall asleep after a few minutes, you're teaching yourself to be uncaring and sleepy when you read.

Academic reading is not easy. Part of learning to use reading strategies is to try out new and different ways of reading. Even professors read, think, write, reread, puzzle over ideas. No one gets it the first time. Successful students learn how to read effectively and remember what they read. You need to learn ways to leap into reading, keep going, finish up, summarize, and connect the new information to other knowledge you have acquired.

Below is a list of reading strategies to try. Keep in mind that any three strategies may be enough to make you a better reader. Experiment with different methods and see what works for you. The goal is to develop a reading system which will help you in the long term, not just for this class, but for life.

Read sitting up, with a good light, at a desk or table.
Keep background noise to a minimum. Loud rock and roll music will not make you a better reader.

The same goes for screaming kids, talking roommates, television or radio. Give yourself a quiet environment so that you can concentrate on the text.
Keep paper and pen within reach.

Before beginning to read, think about the purpose for the reading. Why has the teacher made this assignment? What are you supposed to get out of it? Jot down your thoughts.
Survey the reading. Look at the title of the piece, the subheadings. What is in dark print or stands out? Are there illustrations or graphs?
Read the introduction and conclusion, then go back and read the whole assignment. Or read the first line in every paragraph to get an idea of how the ideas progress, then go back and read from the beginning.

Scan the entire reading, then focus on the most interesting or relevant parts to read in detail.
Pay attention to when you can skim and when you need to understand every word.
Write as you read. Take notes and talk back to the text. Explicate (explain in detail) and mark up the pages. Write down what interests or bores you. Speculate about why.
If you get stuck in the reading, think and write about where you got stuck. Contemplate why that particular place was difficult and how you might break through the block.
Record and explore your confusion. Confusion is important because it's the first stage in understanding.

When the going gets difficult, and you don't understand the reading, slow down and reread sections.

Break long assignments into segments. Read 10 pages, then do something else. Later, read the next 10 pages and so on.

Read prefaces and summaries to learn important details about the book. Look at the table of contents for information about the structure and movement of ideas. Use the index to look up specific names, places, ideas.

Translate difficult material into your own words. Create an alternative text.
Answer the questions at the end of the chapter.

Answer these question in your own words: What's the author talking about? What does the author want me to get out of this?

Read the entire piece, then write a one paragraph or one sentence summary.
Transcribe your notes in the book or handwritten notes into more formal notes on the computer. Turn your first notes into a list of ideas or a short essay.
Review the ideas in the text after you finish reading. Ask yourself questions to determine what you got out of the reading.

Mark up the text, bring it to class, and ask questions about what you don't understand.
Post an email to the class Mailing List and ask for responses from the teacher and fellow students.

Consult another source. What does another author have to say on the same topic?
Disagree with the author. Become a devil's advocate. Remember, you don't have to believe an idea to argue about it.

Think about the text in three ways:
1. Consider the text itself, the basic information right there on the page. (This is the level of most high school readers and many college students.)
2. Next think about what is between the lines, the conclusions and inferences the author means you to draw from the text.
3. Finally, go beyond thinking about the text. What creative, new, and different thoughts occur as you combine your knowledge and experiences with the ideas in the reading?