This is my power point on Macbeth which I completed for students who are studying for the 'English Literature' exam. I hope it's helpful as I provided as much as information as possible. References: https://www.bbc.co.uk/education/topics/zwws39q
~Suzan G
(Info is from Bitesize, I don't own it)
<a rel="license" href="http://creativecommons.org/licenses/by/4.0/"><img alt="Creative Commons Licence" style="border-width:0" src="https://i.creativecommons.org/l/by/4.0/88x31.png" /></a><br />This work is licensed under a <a rel="license" href="http://creativecommons.org/licenses/by/4.0/">Creative Commons Attribution 4.0 International License</a>.
Various concepts in the play "The Hairy Ape"Kaushal Desai
There are many things and concepts one can come across while reading of the play "The Hairy Ape". Here, I have tried to take major concepts in consideration with explanation through the play.
Although he knows it is wrong, Macbeth believes in his great potential and gives into his tragic flaw , ambition. He murders the king and captures the throne. Thus he fulfllls a prophecy that no man born of a woman can kill him.
Dramas staged between 1660 and 1700 are called ‘Restoration Dramas’. The dramatic literature of the period was dominated by comedies called ‘Comedy of manners’. Actually ‘Restoration Comedy’ is used as a synonym for “Comedy of Manners”. The plot of the comedy, often concerned with scandal, was traditionally less important than its witty dialogues.
The comedy of manners was first developed in the new comedy of the Ancient Greek Playwright Menander. His style, elaborate plots, and stock characters were imitated by the Roman playwrights Plautus and Terence, whose comedies were widely known and copied during the Renaissance. The best-known comedies of manners, however, may well be those of the French playwright Moliere.
Oscar Wilde and William Congreve are the most celebrated authors of ‘Comedy of Manners’.
This is a short story that I wrote shortly after my boards, back in the day when I was in the 10th Grade. It is a tangible manifestation of my obsession with the legends associated with the urban legend, "The Backrooms". It is a part of a broader trend of writing stories on the backrooms, which was quite popular then. I sincerely hope that you enjoy it!
This is my power point on Macbeth which I completed for students who are studying for the 'English Literature' exam. I hope it's helpful as I provided as much as information as possible. References: https://www.bbc.co.uk/education/topics/zwws39q
~Suzan G
(Info is from Bitesize, I don't own it)
<a rel="license" href="http://creativecommons.org/licenses/by/4.0/"><img alt="Creative Commons Licence" style="border-width:0" src="https://i.creativecommons.org/l/by/4.0/88x31.png" /></a><br />This work is licensed under a <a rel="license" href="http://creativecommons.org/licenses/by/4.0/">Creative Commons Attribution 4.0 International License</a>.
Various concepts in the play "The Hairy Ape"Kaushal Desai
There are many things and concepts one can come across while reading of the play "The Hairy Ape". Here, I have tried to take major concepts in consideration with explanation through the play.
Although he knows it is wrong, Macbeth believes in his great potential and gives into his tragic flaw , ambition. He murders the king and captures the throne. Thus he fulfllls a prophecy that no man born of a woman can kill him.
Dramas staged between 1660 and 1700 are called ‘Restoration Dramas’. The dramatic literature of the period was dominated by comedies called ‘Comedy of manners’. Actually ‘Restoration Comedy’ is used as a synonym for “Comedy of Manners”. The plot of the comedy, often concerned with scandal, was traditionally less important than its witty dialogues.
The comedy of manners was first developed in the new comedy of the Ancient Greek Playwright Menander. His style, elaborate plots, and stock characters were imitated by the Roman playwrights Plautus and Terence, whose comedies were widely known and copied during the Renaissance. The best-known comedies of manners, however, may well be those of the French playwright Moliere.
Oscar Wilde and William Congreve are the most celebrated authors of ‘Comedy of Manners’.
This is a short story that I wrote shortly after my boards, back in the day when I was in the 10th Grade. It is a tangible manifestation of my obsession with the legends associated with the urban legend, "The Backrooms". It is a part of a broader trend of writing stories on the backrooms, which was quite popular then. I sincerely hope that you enjoy it!
The Raven by Edgar Allen PoeDirection Read and annotate The R.docxhelen23456789
The Raven by Edgar Allen Poe
Direction: Read and annotate The Raven. Then answer the questions that follow it.
Name: ______________________________ Due: October 16th, 2018
Behrend English 11
Once upon a midnight dreary, while I pondered weak and weary,
Over many a quaint and curious volume of forgotten lore,
While I nodded, nearly napping, suddenly there came a tapping,
As of some one gently rapping, rapping at my chamber door.
`'Tis some visitor,' I muttered, `tapping at my chamber door -
Only this, and nothing more.'
Ah, distinctly I remember it was in the bleak December,
And each separate dying ember wrought its ghost upon the floor.
Eagerly I wished the morrow; - vainly I had sought to borrow
From my books surcease of sorrow - sorrow for the lost Lenore -
For the rare and radiant maiden whom the angels name Lenore -
Nameless here for evermore.
And the silken sad uncertain rustling of each purple curtain
Thrilled me - filled me with fantastic terrors never felt before;
So that now, to still the beating of my heart, I stood repeating
`'Tis some visitor entreating entrance at my chamber door -
Some late visitor entreating entrance at my chamber door; -
This it is, and nothing more,'
Presently my soul grew stronger; hesitating then no longer,
`Sir,' said I, `or Madam, truly your forgiveness I implore;
But the fact is I was napping, and so gently you came rapping,
And so faintly you came tapping, tapping at my chamber door,
That I scarce was sure I heard you' - here I opened wide the door; -
Darkness there, and nothing more.
Deep into that darkness peering, long I stood there wondering, fearing,
Doubting, dreaming dreams no mortal ever dared to dream before;
But the silence was unbroken, and the darkness gave no token,
And the only word there spoken was the whispered word, `Lenore!'
This I whispered, and an echo murmured back the word, `Lenore!'
Merely this and nothing more.
Back into the chamber turning, all my soul within me burning,
Soon again I heard a tapping somewhat louder than before.
`Surely,' said I, `surely that is something at my window lattice;
Let me see then, what thereat is, and this mystery explore -
Let my heart be still a moment and this mystery explore; -
'Tis the wind and nothing more!'
Open here I flung the shutter, when, with many a flirt and flutter,
In there stepped a stately raven of the saintly days of yore.
Not the least obeisance made he; not a minute stopped or stayed he;
But, with mien of lord or lady, perched above my chamber door -
Perched upon a bust of Pallas just above my chamber door -
Perched, and sat, and nothing more.
Then this ebony bird beguiling my sad fancy into smiling,
By the grave and stern decorum of the countenance it wore,
`Though thy crest be shorn and shaven, thou,' I said, `art sure no craven.
Ghastly grim and ancient raven wandering from the nightly shore -
Tell me what thy lordly name is on the Night's Plutonian shore!'
Quoth the raven, `Nevermore.'
Much I marvelled th.
Essay InstructionsEssay #1 is a Subjective Literary Analysis o.docxbridgelandying
Essay Instructions
Essay #1 is a Subjective Literary Analysis of Edgar Allan Poe's short story, "The Tell-Tale Heart". This short story belongs to the horror/mystery genre of fiction. It was written in 1843, and it tells of a man's obsession with an old man, in particular, the old man's eye.
It is a short story filled with symbolism and psychological drama, so after you have read the text, you will compose a 5-8 paragraph essay (Introduction-Body-Conclusion) analyzing and explaining if, in fact, the narrator's actions are those of a madman or a sane man who knows how to play a madman. You decide.
Your essay is NOT a summary; in fact, none of your writing for this course is a summary. I do not expect you to re-tell the story (plot).
Your essays are designed to present your opinion(s) on the literature and encourage the reader (me) to understand your opinions, criticisms, observations, and analyses.
Your essays will involve "explication" which is essentially the "taking apart" of the reading selection and referencing specific lines/sentences and paragraphs to support your stance/thesis.
The Tell-Tale Heart
Poe, Edgar Allan
About Poe:
Edgar Allan Poe was an American poet, short story writer, playwright, editor, critic, essayist and one of the leaders of the American Romantic Movement. Best known for his tales of the macabre and mystery, Poe was one of the early American practitioners of the short story and a pro- genitor of detective fiction and crime fiction. He is also credited with contributing to the emergent science fiction genre. Poe died at the age of 40. The cause of his death is undetermined and has been attributed to al- cohol, drugs, cholera, rabies, suicide (although likely to be mistaken with his suicide attempt in the previous year), tuberculosis, heart disease, brain congestion and other agents. Source: Wikipedia
TRUE! – nervous – very, very dreadfully nervous I had been and am; but why will you say that I am mad? The disease had sharpened my senses – not destroyed – not dulled them. Above all was the sense of hearing acute. I heard all things in the heaven and in the earth. I heard many things in hell. How, then, am I mad? Hearken! and observe how health- ily – how calmly I can tell you the whole story.
It is impossible to say how first the idea entered my brain; but once conceived, it haunted me day and night. Object there was none. Passion there was none. I loved the old man. He had never wronged me. He had never given me insult. For his gold I had no desire. I think it was his eye! yes, it was this! He had the eye of a vulture –a pale blue eye, with a film over it. Whenever it fell upon me, my blood ran cold; and so by degrees – very gradually –I made up my mind to take the life of the old man, and thus rid myself of the eye forever.
Now this is the point. You fancy me mad. Madmen know nothing. But you should have seen me. You should have seen how wisely I proceeded –with what caution –with what foresight –with ...
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.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
5. Key to Old English
(Jargon in a way)
• art thou: are you
• thy: your
• thee: you
• thou: you
• o’er: over
6. Overview
• Lady Macbeth and Macbeth want to
become King and Queen of Scotland.
• Macbeth succeeds in killing everyone that
does get in his way.
• However the prophecies Macbeth hears
are misleading and he ends up dead by the
hands of Macduff. This monologue (poem) is
when Macbeth doesn’t know that the
prophecies are fake and prepares to kill
Macduff.
7. Overview
• Lady Macbeth and Macbeth want to
become King and Queen of Scotland.
• Macbeth succeeds in killing everyone that
does get in his way.
• However the prophecies Macbeth hears
are misleading and he ends up dead by the
hands of Macduff. This monologue (poem) is
when Macbeth doesn’t know that the
prophecies are fake and prepares to kill
Macduff.
8. Is this a dagger which I see before me,
The handle toward my hand? Come, let me clutch thee!
I have thee not, and yet I see thee still.
Art thou not, fatal vision, sensible
To feeling as to sight? or art thou but
A dagger of the mind, a false creation
Proceeding from the heat-oppressèd brain?
I see thee yet, in form as palpable
As this which now I draw.
Thou marshall'st me the way that I was going,
And such an instrument I was to use.
Mine eyes are made the fools o' th' other senses,
Or else worth all the rest. I see thee still,
And on thy blade and dudgeon gouts of blood,
Which was not so before. There's no such thing.
It is the bloody business which informs
Thus to mine eyes. Now o'er the one half-world
Nature seems dead, and wicked dreams abuse
The curtained sleep. Witchcraft celebrates
Pale Hecate's offerings; and withered murder,
Alarumed by his sentinel, the wolf,
Whose howl 's his watch, thus with his stealthy pace,
With Tarquin's ravishing strides, towards his design
Moves like a ghost. Thou sure and firm-set earth,
Hear not my steps which way they walk, for fear
Thy very stones prate of my whereabout
And take the present horror from the time,
Which now suits with it. Whiles I threat, he lives;
Words to the heat of deeds too cold breath gives.
[A bell rings.]
I go, and it is done. The bell invites me.
Hear it not, Duncan, for it is a knell
That summons thee to heaven, or to hell.
15. Metaphor 2
“A dagger of the mind...”
By this it means that your mind is
making up things. Something that
does not exist is being made in your
mind. So the dagger is like something
that doesn’t exist but doesn’t leave
the mind.
17. Metaphor 4
“...the wolf”
The wolf is known to be a scary animal. The
animal scares away others and warns its
enemies of its anger. In this specific play, this
person is probably hiding something and its
very secretive, so someone is being
protective of something.
18. Metaphor 5
“...heat oppressed brain”
This means that the character is
thinking really hard and is frustrated.
His mind is under stress and can’t
think straight
19. Simile
“moves like a ghost”
This means that something is
moving like its haunting something
and following it around really
quietly.
20. Allusion
“...dudgeon gouts of blood”
Blood cannot be dudgeon. The play
writer has given a descriptive
example of how the blood looked
and how the murderer killed the
other person saying that its an angry
piece of blood.
21. Connotation
“I have thee not, and yet I see thee still
Art thou not, fatal vision, sensible
To feeling as to sight? or art thou but
A dagger of the mind, a false creation”
Mainly “I have thee not, and yet I see
thee still” is being explained through
the next 3 lines. The literal meaning is
that it’s a hallucination. The other 3
lines are indicating this.
22. Symbolism
“Words to the heat of deeds too cold breath gives.”
It means that these sharp words are spoken
when many deeds are needed to be done. It
seems like a sentence with deep meaning
with many interpretations.
23. “Is this a dagger which I see before me,
The handle toward my hand? Come, let me clutch thee
24. I have thee not, and yet I see thee still.
Art thou not, fat vision, sensible
To feeling as to sight? or art thou but
A dagger of the mind, a false creation
Proceeding from the heat oppressed brain?
25. As this which now I draw.
Thou marshall’st me the way that I was going,
And such an instrument I was to use.
26. Mine eyes are made made the fools o’ th’ other senses,
Or else worth all the rest. I see thee still.
27. And on thy bland and dudgeon gouts of blood,
Which was not so before. There’s no such thing.
It is the bloody business which informs
Thus to mine eyes. Now o’er the one half world
Nature seems dead, and wicked dreams abuse
The curtained sleep. Witchcraft celebrates
Pale Hecate’s offerings; and withered murder
28. Alaurmed by his sentinel, the wolf,
Whose howl’s his watch, thus with his stealthy pace,
With Tarquin’s ravishing strides, towards His design
Moves like a ghost. Thou sure and firm set earth,
Hear not my steps which way they walk, for fear
29. Thy very stones prate of my whereabout
And take the present horror from the time,
Which now suits with it. Whiles I threat, he lives;
Words to the heat of deeds too cold breath gives
30. (A bell rings.)
I go, and itis done. The bell invites me.
Hear it not, Duncan, for it is a knell
That summons thee to heaven or to hell.
OR
31. Dagger
Is this a dagger
which I see before me,
The handle toward my hand?
Come, let me clutch thee!
I have thee not, and yet I see thee still. Art thou not, fatal vision, sensible
To feeling as to sight? or art thou but A dagger of the mind, a false creation Proceeding from the heat-oppressèd brain?
I see thee yet, in form as palpable As this which now I draw.Thou marshall'st me the way that I was going,And such an inst
rument I was to use. Mine eyes are made the fools o' th' other senses, Or else worth all the rest. I see thee still, And on thy blade and dud
geon gouts of blood, Which was not so before. There's no such thing. It is the bloody business which informs Thus to mine eyes. Now o'er
the one half-world Nature seems dead, and wicked dreams abuse The curtained sleep. Witchcraft celebrates Pale Hecate's offerings; and
withered murder, Alarumed by his sentinel, the wolf, Whose howl 's his watch, thus with his stealthy pace, With Tarquin's ravishing strides,
towards his design Moves like a ghost. Thou sure and firm-set earth, Hear not my steps which way they walk, for fear. Thy very stones
prate of my whereabout And take the present horror from the time, Which now suits with it. Whiles I threat, he lives;
Words to the heat of deeds too cold breath gives. [A bell rings.] I go, and it is done.
The bell invites me. Hear it not, Duncan,
for it is a knell That summons
thee to heaven, or to hell.
32. Thank you for listening
to my interpretation of
this poem
& I hope you will find your own interpretation
of this poem too : )