Artifact 13 (Timeline)

You can visit my Prezi site by click on this link: http://prezi.com/j4_zjbsp1nuq/timeline/

Also you can find that TimeLine video on the bottom of my blogger page.

Artifact 16 (Prezi Photo Story)

My photo story Prezi link: http://prezi.com/ydvhlic4_1um/photo-story-prezi/

Also you can try my video on my Blogger wall's bottom.

Artifact 17

Benjamin Disraeli (conservative guy) and William Gladstone (liberal party guy)  were famous politics in Britain in 19th century. Two statements heated each other. They had very different social origins though. Disraeli was educated in "not surely good school" and he never went to university. His younger brothers attended the superior Winchester College.  Gladstone's youth was respectfull. Sir Robert Peel,( British Statesman and Prime Minister) decided to complete his policy of free trade by repealing the Corn Laws as a result of Irish famine in late 1840s. He thought that it will protect britain from cheap foreign grain. It was an opportunity for Disraeli, and he attacked Peel with ready for action, Peel's answers were poor and soon he was forsed to turn down his decicion. Anyway Disraeli became a prime minister and than Benjamin and William "met face to face". In 1874 the tide turned, and Disraeli - to his own surprise - won the first clear Conservative victory since Sir Robert Peel in 1841. Benjamin was afraid of foreign and imperial policy. Disraeli's love affair with the Queen began, she lost a part of her power.   

      For me it's hard to compare these two persons, Benjamin Disraeli and William Gladstone, they are too different and their political views are too differing too, but actually, I don't like Conservatism, because the world should move on, have new ideas, but don't look at past and think only about thinks that are gone.

1.
a) Which main topic does the artifact relate to? In what ways?

     A: The main topic is about Benjamin Disraeli and William Gladstone.

 
b) Which other main topics does it also relate to?
     A: Just one Topic.

2. Why did you choose this artifact, and how much time did you spend creating and/or processing it? 
      A: I choose it because it was the last one, i don't know why i choose it. I spent 45 minutes on it.

3. What insights and understanding have you gained from the creation and/or processing of this artifact?
      A: I saw how different people can be.

4. Does this artifact reflect your best work and/or ideas? Why, or why not?

      A:No, i think it's just information.

 
5. Rate this artifact on a scale of -5 to 5(0 is neutral) for the following 4 criterion:
    a) Impact on the quality of your Portfolio
    b) Impact on your level of happiness/enjoyment
    c) Impact on your learning
    d) Level of creativity and originality

A: a) 2

     b) -2

     c) 3

             d) 0


6. Any additional comments.

A: No

Artifact 10 (Urbanization essay)

Why a lot of people moved from countrysides to cities in 19th century? Let's try to find out what was going on in Britain in 19th century. When industrialization and urbanization were born in Britain machines were introduced. Before that all workers worked by themselves, all clothes and things were handmade. Machinery also destroyed the hand-lace making which once flourished in the South Midlands. Anyway all local handcrafts also suffered. Soon Machines replaced workers. That's why The Luddities were attacking machines in factories. Usually women and children were working on the machines, it was hard work because machines were dirty, hard to use and not safe. Children's and women's had a full workday with short breaks for food. But why people moved to cities? The answer is because they tryed to find a better places to live and work, they tryed to find a better life. In cities they found jobs with higher paying. Lower wages for agrucaltural labors came because of enclosure of farmland. Mass moving to cities cased an overpopulation in cities. The most important city in the time of industrialization and urbanization was London, but Lancashire, Yorkshire and Manchester were very important centers of industry in Britain too.

1. a) Which main topic does the artifact relate to? In what ways?

A: The main idea of this topic is: Industrialization and urbanization in Britain in 19th century.

    b) Which other main topics does it also relate to?

A: This artifact relates to all another artifacts.

2. Why did you choose this artifact, and how much time did you spend creating and/or processing it?

A: i choose it because it's number 10 it comes after artifact 9. I spent a lot of time to understand what this topic about.

3. What insights and understanding have you gained from the creation and/or processing of this artifact?

A: I understand that industrialization in Britain was not only a good time but also bad things too.

4. Does this artifact reflect your best work and/or ideas? Why, or why not?

A: I think it's good artifact.

5. Rate this artifact on a scale of -5 to 5(0 is neutral) for the following 4 criterion:

    a) Impact on the quality of your Portfolio

    b) Impact on your level of happiness/enjoyment

    c) Impact on your learning

    d) Level of creativity and originality

A: a) 4

    b) 4

    c) 5

    d) 2

6. Any additional comments.

A: I have no idea..

Artifact 8 (free choise) Trains in 19th century!

It was in 1804 that Great Britain,industrial leader of the world got a 25 year jump on railroads over the United States. It was in 1829 that the first locomotive appeared on American rails. On this locomotive driven vehicle people were put on the train which was coupled together with chains. There would be over thirty cars pulling passengers, coal and flour etc. A sharp jerk wrestled the passengers as thick black smoke filled the train. Women in their fancy dresses raised their umbrellas to fend off the odorous stench. It was just years later in the 1830's that the converted stagecoach gave way to railroad cars. It's appearance, of course, was much like what it is known today.

The first steam engine locomotive to ever run on rails was built by Richard Trevithick in 1804. This engine could haul 20 tons at a speed of 5 miles per hour. But this precise engine hauled a load of 9 tons. The picture to the right shows its humble beginnings.

Colonel John Stevens "fathered" American railroads. It was in 1811 that he set out to build a railroad in New Jersey. However, he was unable to get funds to follow through with his plans. It wasn't until 1825 that Colonel Stevens decided to prove, on his own, that the locomotive and railroad was a true possibility for American transportation. 

1. a) Which main topic does the artifact relate to? In what ways?

A: The main idea of the topic is to tell about when, where and how trains were inveted into the society.

    b) Which other main topics does it also relate to?
A: This topic is not related to others.

2. Why did you choose this artifact, and how much time did you spend creating and/or processing it?
A: I chose it because i like trains! I'm not sure how much time i spent working on it.

3. What insights and understanding have you gained from the creation and/or processing of this artifact?
A: I understood that invention of the first locomotive was a really important event in 19th century.

4. Does this artifact reflect your best work and/or ideas? Why, or why not?

A: I don't think it's my best work or idea, because it's just an information about trains in 19th century.

5. Rate this artifact on a scale of -5 to 5(0 is neutral) for the following 4 criterion:
    a) Impact on the quality of your Portfolio 
    b) Impact on your level of happiness/enjoyment
    c) Impact on your learning 
    d) Level of creativity and originality

A: a) 0

    b) 2

    c)2

    d) -1

6. Any additional comments.
A: Be cool! XD

artifact 7. John Keats.

 

John Keats (31 October 1795 – 23 February 1821) was the last born of the English Romantic poets and, at 25, the youngest to die. Along with Lord Byron and Percy Bysshe Shelley, he was one of the key figures in the second generation of the Romantic movement, despite the fact that his work had been in publication for only four years before his death. During his life, his poems were not generally well received by critics; however, his reputation grew and he held significant posthumous influence on many later poets, including Alfred Tennyson and Wilfred Owen.
The poetry of Keats is characterised by sensual imagery, most notably in the series of odes. Today his poems and letters are considered as among the most popular and analysed in English literature.
John Keats was born on 31 October 1795 to Thomas and Frances Jennings Keats. He was the eldest of their four surviving children—George (1797–1841), Thomas (1799–1818), and Frances Mary "Fanny" (1803–89). A son was lost in infancy. John was born in central London, although there is no clear evidence of the exact location. His father was working as a barman at the Hoop and Swan pub when Keats was born, an establishment Thomas later managed and where the growing family would live for some years.
His first surviving poem—An Imitation of Spenser—comes in 1814, when Keats was nineteen. In 1815, Keats registered as a medical student at Guy's Hospital (now part of King's College London). Within a month of starting, he was accepted for a dressership position within the hospital — a significant promotion with increased responsibility and workload, taking up precious writing time and increasing his ambivalence to working in medicine. Strongly drawn by an ambition inspired by fellow poets such as Leigh Hunt and Byron, but beleaguered by family financial crises that continued to the end of his life, he suffered periods of deep depression. His brother George wrote that John "feared that he should never be a poet, & if he was not he would destroy himself". In 1816, Keats received his apothecary's license but before the end of the year he announced to his guardian that he had resolved to be a poet, not a surgeon.
When Keats died at the age of 25, he had been seriously writing poetry for barely six years — from 1814 until the summer of 1820 – and publishing for four. His first poem, the sonnet O Solitude appeared in the Examiner in May 1816, while his collection Lamia, Isabella, The Eve of St Agnes and other poems came in July 1820 before his final voyage to Rome. The compression of his poetic apprenticeship and maturity into so short a time is just one remarkable aspect of Keats's work. Although he was prolific during his short writing life, and is now one of the most studied and admired of British poets, his reputation rests on a fairly small body of work, centered on the Odes.
Poetry did not come easy to Keats. Throughout his life he maintained a strong sense of the particular and fantastic, yet his early work was unremarkable and roundly dismissed by some critics who saw his position as only afforded by his influential friends. Keats's most successful verse came as a result of a deliberate and prolonged self-education in classical literature. Although he said "if poetry comes not as naturally as the Leaves to a tree it had better not come at all", and he may have possessed an innate poetic sensibility, his early works were of a poet learning his craft. According to literary historian William Walsh it was often vague – "infatuated by the...languorously narcotic which often dimmed his clear eye for the objective". It was only in the creative outpouring in the last years of his short life that he was able to express in craft the inner intensity for which he is has been lauded since his death. Keats felt he had made no mark in his lifetime. Knowing he was dying, he had written to Fanny Brawne in February 1820, "I have left no immortal work behind me — nothing to make my friends proud of my memory — but I have lov'd the principle of beauty in all things, and if I had had time I would have made myself remember'd."
Here his firs surviving poem:

                                                    An Imitation of Spencer.

NOW Morning from her orient chamber came,
And her first footsteps touch’d a verdant hill;
Crowning its lawny crest with amber flame,
Silv’ring the untainted gushes of its rill;
Which, pure from mossy beds, did down distill,	5
And after parting beds of simple flowers,
By many streams a little lake did fill,
Which round its marge reflected woven bowers,
And, in its middle space, a sky that never lowers.
There the king-fisher saw his plumage bright	10
Vieing with fish of brilliant dye below;
Whose silken fins, and golden scales’ light
Cast upward, through the waves, a ruby glow:
There saw the swan his neck of arched snow,
And oar’d himself along with majesty;	15
Sparkled his jetty eyes; his feet did show
Beneath the waves like Afric’s ebony,
And on his back a fay reclined voluptuously.
Ah! could I tell the wonders of an isle
That in that fairest lake had placed been,	20
I could e’en Dido of her grief beguile;
Or rob from aged Lear his bitter teen:
For sure so fair a place was never seen,
Of all that ever charm’d romantic eye:
It seem’d an emerald in the silver sheen	25
Of the bright waters; or as when on high,
Through clouds of fleecy white, laughs the coerulean sky.
And all around it dipp’d luxuriously
Slopings of verdure through the glossy tide,
Which, as it were in gentle amity,	30
Rippled delighted up the flowery side;
As if to glean the ruddy tears, it tried,
Which fell profusely from the rose-tree stem!
Haply it was the workings of its pride,
In strife to throw upon the shore a gem	35
Outvieing all the buds in Flora’s diadem. http://www.youtube.com/watch?v=asGolDPXMoo 1.  a) This topic tells us some information about John Keats  b) It is related to his life and poems, and to his firs surviving poem. 2. I choose it because I like his name (John Keats) sounds cool. I spent enough time on it. I was trying to find only most important information and good picture. 3. I understood that John Keats was a talent man, good poet, also now i know that he died in the age of 25  years. 4. I don't think so.. I don't like poetry at all. So I don't think these are my best ideas about this artifact. 5. I need to scale my artifact from -5 to 5. 0 is neutral. I think it's 2. 6. Ha ha. no comments.

Child Labor in Cotton Factories

Child Labor in Cotton Factories

• Who created it?

Robert Southey

       • Who is the author?

Robert Southey

       • When was it created?

In 1807.

       • When was it published?

In 1807.

       • Where was it published?

In England.

       • Who is publishing it?

Robert Southey published it.

       • Is there anything we know about the author that is pertinent to our evaluation?

No. There are only his opinions and nothing about author in this letter.

       • Why does this document exist?

Robert Southey is concerned about the employment of children in factories and the long hours they work.

       • Why did the author create this piece of work? What is the intent?

His intent was to show how it's hard to work on factory for children, and how they have no good childhood or education.

       • Why did the author choose this particular format?

It helps the reader to feel like they are at the factory seeing the things for themselves.

       • Who is the intended audience? Who was the author thinking would receive this?

It could be anyone, but mostly it is for the people live in England.

       • What does the document “say”?

He is showing how bad it is working in factories for children, and he is saying that it should not be like this.

       • Can it tell you more than is on the surface?

It can give us a good  at the author’s negative opinion of these factories.

       • What can we tell about the author from the piece?

He is a kind person that cares a lot about children.

       • What can we tell about the time period from the piece?

There are a lot of poor people in London in 19th century

       • Under what circumstances was the piece created and how does the piece reflect those circumstances?

It was created at a time when not only adults were warking in factories.

      • What can we tell about any controversies from the piece?

There is a controversy between two people. First is who cares about kids and this man who want to use the kids to make money.

      • Does the author represent a particular ‘side’ of a controversy or event?

The author cares about the kids.

      • What can we tell about the author’s perspectives from the piece?

The author had a first-hand perspective.

      • What was going on in history at the time the piece was created and how does this piece accurately reflect it?

This article tells how the parish and parents send children to work in the factories.

• What part of the story can we NOT tell from this document?

We can't say that factory's owner says truth or not and we can't say how many children worked on factories in England in 19th century.

      • How could we verify the content of the piece?

We can take a look on other articles from that time period.

      • Does this piece inaccurately reflect anything about the time period?

We need more information about the time period.

      • What does the author leave out and why does he/she leave it out (if you know)?

The author left out how much children were paid, did they slept enough and were they healthy.

      • What is purposely not addressed?

He didn’t tell about the poor children that did not go to factories.

1. a) Which main topic does the artifact relate to? In what ways?

Child labour in Cotton Factories.

    b) Which other main topics does it also relate to?
A: This topic is not related to others.

2. Why did you choose this artifact, and how much time did you spend creating and/or processing it?
A: it was interesting to read about Child Labour and Cotton Factories in Britain in 19th century!

3. What insights and understanding have you gained from the creation and/or processing of this artifact?
A: I understand who was a creator of "Child Labour in Cotton Factories".

4. Does this artifact reflect your best work and/or ideas? Why, or why not?

A: Not the best one, just good one :P

5. Rate this artifact on a scale of -5 to 5(0 is neutral) for the following 4 criterion:
    a) Impact on the quality of your Portfolio 
    b) Impact on your level of happiness/enjoyment
    c) Impact on your learning 
    d) Level of creativity and originality

A: a) 4

    b) 3

    c) 3

    d) 2

6. Any additional comments.
A: Too cool to give comments.