Introduction: Something About the Way We Live Now

Johnson, Patricia E. 2001. Hidden Hands: Working-Class Women and Victorian Social-Problem Fiction. Athens: Ohio University Press. $55.00 hc. $24.95 sc. 224 pp. It has always seemed to me imminently obvious that a literary scholar whose interest focuses on nineteenth-century British industrial and social-problem novelsthose most mundane of stories, in no demeaning sense of the word-should have as a corollary interest the relationships of the novels to the world outside literature. It seems only consistent that a fascination with such novels should be paired with a deep consciousness of the life conditions which give rise to and in turn arise from the narrative force of the novels examined in Patricia E. Johnson's Hidden Hands: Working-Class Women and Victorian Social-Problem Fiction. Such seems to be Johnson's original intent, but Hidden Hands is an uneven examination of relationships between fictional and public discourses of working women's social and political roles, moving between a firm placement of literary representations in their social context and a stubbornly literary-in the more demeaning sense-close reading of the novels.Yet within these bounds, it is a useful resource which will engage the attention of those wishing to know more about images of working women in a number of novels, in particular, Charlotte Elizabeth Tonna's Helen Fleetwood, Benjamin Disraeli's Sybil, or Two Nations, Elizabeth Gaskell's Mary Barton, and Charlotte Bronte's Shirley. introduction covers Chapter One, The Death of the Factory Girl; and Chapter Two, Naming the Unnameable: Sexual Harassment and Working-Class Women in Novels of Industry, merely adds more detail to the introduction. What one sees there is a description of the impact on the narrative possibilities of social fiction by the 1842 report of the Children's Employment Commission on industrial working conditions. For with the official reconstruction of working women as sexually dangerous and economically and socially threatening, the interdependence of class and gender norms made it virtually impossible to make factory girls the heroines of their own stories; they had to be written into the class/gender ideology of the time, that is, domesticated, or, if not, punished for their failure to be confined to the labor of the house. Narrative retribution can take the form of disease and death or mutilation, as in Gaskell's North and South; unmarried solitude as in Sybil; invisibility as in Shirley and George Eliot's Felix Holt; victimization by brutal husbands as in Charles Dickens's Hard Times, George Gissling's Nether World, and Rudyard Kipling's Record of Bedalia Herodsfoot; or even editorial deletion, also in Hard Times. As Johnson says in reference to Hard Times, The dead factory girl in heaven becomes the image through which all conflict-both domestic and political-will be magically resolved (41).Alternatively, the factory girl can be singled out as better than her peers and thus amenable to reformation to middle-class feminine ideals: a disguised aristocrat in Sybil, a daughter of a factory worker apprenticed to a milliner by her idealistic father in Mary Barton, an anomalous moral figure in the midst of degradation in Frances Hodgson Burnett's That Lass O' Lowries. As Johnson points out, pre-1842 industrial novels such as Helen Fleetwood (183941) presented powerfully detailed descriptions of factory girls' lives and created images of strong women who claimed autonomy, but, with the exception of Mary Barton (1848), after the Commission's report, both such realities and such women became unnarratable (27). As we see in Chapter Three, Sybil (1845), for example, ambiguously figures women as both particular, classed subjects and as the ideal woman but ends by containing Sybil within the domestic sphere; an unencumbered representation of autonomous working-class women would have exposed only too clearly the contradictions within and between class and gender ideologies. …

In this piece, I discuss Charles Dickens's Hard Times (1855) in the context of my experience as one of the lead organizers of the successful campaign to unionize Skidmore College's non-tenure-track faculty. Dickens's novel outlines several claims that directly comprise modern anti-union discourse and that I saw straightforwardly rehearsed in 2022 as we sought to unionize. As an organizer and a Victorianist, I argue that we have ethical obligations in studying and teaching texts like Hard Times in light of the afterlives of their anti-union rhetoric. The Victorian industrial novel needs to be studied (and taught) from an explicitly pro-union perspective, by unionized workers. This paper contributes to that project.

There has never been critical about Dickens's politics. In the first half of this century Shaw, Chesterton, and T.A. Jackson, among others, read him as radical, while Louis Cazamian, Humphrey House, and George Orwell found him bourgeois, conservative, or even reactionary.1 More recent studies of Dickensian ideology diverge almost as sharply. Jameson, following Luk?cs, sees the novels crippled by middle-class preconceptions of the nature of reality, and in particular by the paradigm of the sentimental (Marxism 175; Political Unconscious 185-89). To Feltes, Dickens, despite exceptional playfulness and satire of bourgeois institutions, does not escape realism's usual imposition of genial consensus (Ermarth's phrase). Gagnier similarly makes little distinction between Dickens and other middle-class Condition of England fiction, which objectifies the oppressed for its own .. . ends (136). Other modern critics, however, make special case of Dickens. In Raymond Williams's view, Dickens draws on popular culture to create a new kind of novel ? fiction uniquely capable of realizing new kind of reality (31). Like Williams, Pam Morris finds (in Dickens's subplots and marginal characters) elements [of] folk and popular art (14) that contrast with the realist conventions of the main plots to produce Bakhtinian subversive dialogism (13). At least as prevalent as these opposed definitions of Dickensian ideology is criticism that finds in Dickens political or contradiction. The traditional dismissal of the relatively uneducated Dickens as simply more naive and confused about politics than other Victorian writers still has some currency.2 Other critics look to biography. Louis James finds ambivalence stemming from the

Eliot's the Love Song of J. Alfred Prufrock and Dickens's Hard Times

Hard Timesで提示される“Fact”と“Fancy”の2つの対照的な世界、あるいは価値観は、一見すると相反するもののように思われるが、この小説は両者の対立よりもむしろ、両者がいかに密接な関係を持っているかを暗示しているように思われる。そして、主要な登場人物は複雑に絡まり合ったこれら2つの世界に、それぞれのやり方で関わりを持ち、反応を示す。興味深いことに、2つの絡み合う世界は、主要な人物（その多くは中年の男性である）の抱えている問題とも密接な関係を持っている。本稿ではHard Timesにおける2つの世界を、作品中で直接姿を現すことのないSissy の父親の存在を手がかりに、中年期の男性が経験するmasculinity の危機、という観点から再考している。

Research Article| March 01 2008 On a Darkling Planet: Ian McEwan’s Saturday and the Condition of England Michael L. Ross Michael L. Ross Search for other works by this author on: This Site Google Twentieth-Century Literature (2008) 54 (1): 75–96. https://doi.org/10.1215/0041462X-2008-2004 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Michael L. Ross; On a Darkling Planet: Ian McEwan’s Saturday and the Condition of England. Twentieth-Century Literature 1 March 2008; 54 (1): 75–96. doi: https://doi.org/10.1215/0041462X-2008-2004 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsTwentieth-Century Literature Search Advanced Search The text of this article is only available as a PDF. Copyright © Hofstra University2008 Article PDF first page preview Close Modal You do not currently have access to this content.

"Payment by results" ( 1862- 1897) was a system whereby the annual governmental grant for English and Welsh elementary schools depended for the most part on how well pupils answered in the examination conducted by Her Majesty's Inspectors. In this article I review its origin, its principles, its practice, and its effects. My main conclusion is that it was a narrow, restrictive, Philistine system of educational accountability. It impeded for the second half of the 19th century any hope that England's elementary education might swiftly advance from its generally appalling condition during the first half of the century when the theories and practices scorned in the likes of Dickens's Hard Times were more the norm than the exception.

Social Body in Charles Dickens's Hard Times

The new educational models such as smart learning environments use of digital and context‐aware devices to facilitate the learning process. In this new educational scenario, a huge quantity of multimodal students' data from a variety of different sources can be captured, fused, and analyze. It offers to researchers and educators a unique opportunity of being able to discover new knowledge to better understand the learning process and to intervene if necessary. However, it is necessary to apply correctly data fusion approaches and techniques in order to combine various sources of multimodal learning analytics (MLA). These sources or modalities in MLA include audio, video, electrodermal activity data, eye‐tracking, user logs, and click‐stream data, but also learning artifacts and more natural human signals such as gestures, gaze, speech, or writing. This survey introduces data fusion in learning analytics (LA) and educational data mining (EDM) and how these data fusion techniques have been applied in smart learning. It shows the current state of the art by reviewing the main publications, the main type of fused educational data, and the data fusion approaches and techniques used in EDM/LA, as well as the main open problems, trends, and challenges in this specific research area.This article is categorized under: Application Areas > Education and Learning

Sport education (SE) aims to help students to be three kinds of sportspersons: (a) a competent sportsperson, (b) a literate sportsperson, and (c) an enthusiastic sportsperson (Siedentop et al., 2020). Experienced teachers reported that SE provided them with time for observing, giving feedback, and praising students individually (Brunton, 2003). However, pre-service teachers may have a hard time using the model because of a lack of full understanding about the curriculum as well as the large amount of time it takes to prepare for seasons (McMahon & MacPhail, 2007). The preparation may be a burden for pre-service teachers if it is their first-time implementing SE (Deenihan & MacPhail, 2013). The appropriate use of technology such as mobile applications (Apps) may provide another vehicle to assist teachers with teaching the SE curricular model. For instance, the season schedules, game scores, individual/team data, and other information can be managed by the Apps. However, very few studies have addressed the integration of Apps into physical education. Therefore, the purpose of the study was to design and develop a customized App named Smart Sports for the SE curricular model and to examine the utility of the App based on physical education teacher education (PETE) students’ feedback. This study provided information regarding how to design and develop a physical education App for effective teaching. Using the customized App in the SE class of a PETE program had a positive effect on teachers’ delivery of the model. Further examination of the integration of technology into other curricular models for physical education are warranted.

With the widespread adoption of large language models (LLMs) in education, concerns over their misuse have grown. A common issue arises when students rely entirely on LLMs to complete exercises without understanding the underlying subject matter. To a

The paper discusses the international scenario of teacher education,drawing from the systems and practices prevalent in various countries of the world,including in Europe,North America,Japan,Latin America,and in India.It highlights how teacher education scenario and its priorities have evolved and changed over time,with changing perceptions of the role of the school teacher,the differing priorities attached to education (in general) and teacher education specifically by the various Governments across different points in time, and manner in which pre-service teacher education has metamorphized over time in terms of course content, course duration, role of Universities, the differing levels of autonomy to teacher education institutions, and how government policies have shaped teacher education systems. Of particular significance is the various phases and waves of teacher education which evolved over time across countries (particularly in Europe),the evolution of two models of teacher education – the Consecutive model and the Concurrent model and their adoption in different countries,the impact of education policy initiatives on teacher education systems, such as those in the USA, and how recommendations of the various commissions/committees on education shaped teacher education environment, as in India.The paper also discusses the heterogeneity of practices in terms of course duration,entry level qualifications,etc.,both across countries and even within a country (such as in India,Japan,England, Latin America).The paper also highlights how changing perceptions of the quality of the teacher education institutions led to regulatory challenges and the statutory and other instrumentalities which were used to meet such challenges.In respect of India,the paper discusses in brief the recent developments impacting teacher education environment in the country, including the recommendations of the Justice Verma Commission on Teacher Education (August, 2012) and National Education Policy, 2020, the development of the Integrated Teacher Education Programme (ITEP), and how the National Council of Teacher Education (NCTE), the statutory body on teacher education, has risen up to meet the expectations arising of these recommendations.

Country Women Cope with Hard Times

Currently, one of the most important application domains for Software Engineering is distance education and e-learning. There exist some standards/specifications that deal with the definition of both the data models and services needed in this environment. Among them, Educational Modelling Languages (EMLs) define the content and process within a unit of instruction. Nevertheless, current EMLs do not completely cover the whole educational scenarios. This paper uses workflow management techniques to present a conceptual meta-model for group-based educational design. This meta-model includes all required elements, flows and policies needed in this domain. Lacks in current Educational Modelling Languages will be identified to model group-based education.

This literature review delves into personalized learning recommendation systems (PLRSs) within educational contexts. It places a significant emphasis on the understanding of student behavior that is driven by Explainable AI (XAI). Additionally, it focuses on the mechanisms of teacher collaboration. The traditional educational models are not without their drawbacks. These limitations have instigated a transition towards personalized learning. This movement has, in turn, propelled the development of PLRSs. These systems are designed with the dual objectives of boosting learning efficiency and enhancing learning outcomes. To accomplish these goals, they offer customized learning resources and strategies. There are key trends. One trend is dynamic and adaptive recommendation strategies. Another trend is the use of explainable AI (XAI). XAI builds trust. XAI also builds transparency. In - depth student behavior understanding is a trend. Performance modeling is also a trend. Advanced content understanding is a trend. Semantic analysis is a trend as well. The application of collaborative filtering is a trend. The application of hybrid approaches is a trend. The emphasis on teacher collaboration is a trend. The emphasis on human - AI interaction is a trend too. Dynamic systems can adapt to students' changing needs. XAI makes AI - driven recommendations understandable and trustworthy. Precise student models improve the relevance of recommendations. Semantic analysis of educational content does the same. Hybrid approaches enhance the performance of collaborative filtering. Teacher - AI collaboration is important for the effective implementation of PLRSs. However, there are several challenges. Future research should focus on different things. It should develop more comprehensive student models. It should enhance XAI techniques for educational contexts. It should empirically study the impact of XAI on learning outcomes. It should design effective teacher collaboration mechanisms. It should create human - AI interaction strategies. It should address ethical issues and fairness in personalized learning. It should explore the integration of multimodal data and learning analytics. By dealing with these challenges, PLRSs can be optimized. This can create more intelligent, transparent, and human - centered personalized learning environments. In the end, this will enhance learning outcomes. It will also empower students and educators.