The poem describes a train journey from the city back to the speaker's home on the North Coast. It follows the changing sensations and memories evoked at each stage of the journey. The speaker awakens mid-journey and feels propelled forward with anticipation to the familiar landscape. As the train speeds along, the speaker sees iconic Australian images merging past in a blur of color and light. Upon nearing the destination, the shadows begin to shutter and the speaker prepares to disembark, having closed the chapter of an unhappy period away and feeling rested to embrace the future.
Rehearsal Techniques for 'Woyzeck' Scene 6lanekatie97
I focused on scene 6 of 'Woyzeck' by Georg Buchner (between Woyzeck and the doctor), and chose some rehearsal techniques that could be written about this scene in my A2 Drama and Theatre Studies exam.
A Learning Object created for students to help them remember the different literary techniques and main ideas discussed throughout our class analysis of this short story.
Rehearsal Techniques for 'Woyzeck' Scene 6lanekatie97
I focused on scene 6 of 'Woyzeck' by Georg Buchner (between Woyzeck and the doctor), and chose some rehearsal techniques that could be written about this scene in my A2 Drama and Theatre Studies exam.
A Learning Object created for students to help them remember the different literary techniques and main ideas discussed throughout our class analysis of this short story.
Disgrace is a trailblazing novel by J.M. Coetzee sets in the background of the post-apartheid situation won Booker Prize and honours. The present ppt aimed to throw light on the power subversion in the novel Disgrace through the protagonist David Lurie
Othello by William Shakespeare, Notes, Quotes and Analysis by T. ScarsbrookTanyeliScarsbrook
I used this slide for my A level in English Language and Literature. It helped me a lot as I got an A as a result. I have analysed each act and scene, as well as Key notes and analysis of quotes. This took me a few months to make so I hope it helps some of you.
This presentation introduces students to the classical definition of tragedy. After the presentation--and after reading Macbeth--the students prepare a debate on whether Macbeth is really a tragedy by the classical definition.
The story revolves around its two central characters: Othello, a Moorish general in the Venetian army, and his treacherous ensign, Iago. Given its varied and enduring themes of racism, love, jealousy, betrayal, revenge, and repentance, Othello is still often performed in professional and community theatre alike, and has been the source for numerous operatic, film, and literary adaptations.
This is my presentation for my MA English class. You are free to modify, share, redistribute and add to it in any way you like.
*I do not own the images used in the presentation. They are the property of their respective owners.
The facts, fancies, and fallacies of this book
are gleaned from the rovings and ramblings of
a solid year of over fifty-five thousand miles of
travel; through ten separate countries: Japan,
Korea, China, the Philippine Islands, French
Indo-China, the Malay States, Borneo, Java,
Sumatra and the Hawaiian Islands ; across seven
seas: the Pacific Ocean, the Sea of Japan, the
North China Sea, the Yellow Sea, the South
China Sea, the Malacca Straits, and the Sea of
Java; after visiting five wild and primitive tribes :
the Ainu Indians of Japan, the Igorrotes of the
Philippines, the Negritos of the same islands ; the
Dyaks of Borneo, and the Battaks of Sumatra;
face to face by night and day with new races, new
faces, new problems, new aspirations, new ways
of doing things, new ways of living, new evils,
new sins, new cruelties, new fears, new degrada-
tions; new hopes, new days, new ways, new na-
tions arising; new gods, and a new God!
Disgrace is a trailblazing novel by J.M. Coetzee sets in the background of the post-apartheid situation won Booker Prize and honours. The present ppt aimed to throw light on the power subversion in the novel Disgrace through the protagonist David Lurie
Othello by William Shakespeare, Notes, Quotes and Analysis by T. ScarsbrookTanyeliScarsbrook
I used this slide for my A level in English Language and Literature. It helped me a lot as I got an A as a result. I have analysed each act and scene, as well as Key notes and analysis of quotes. This took me a few months to make so I hope it helps some of you.
This presentation introduces students to the classical definition of tragedy. After the presentation--and after reading Macbeth--the students prepare a debate on whether Macbeth is really a tragedy by the classical definition.
The story revolves around its two central characters: Othello, a Moorish general in the Venetian army, and his treacherous ensign, Iago. Given its varied and enduring themes of racism, love, jealousy, betrayal, revenge, and repentance, Othello is still often performed in professional and community theatre alike, and has been the source for numerous operatic, film, and literary adaptations.
This is my presentation for my MA English class. You are free to modify, share, redistribute and add to it in any way you like.
*I do not own the images used in the presentation. They are the property of their respective owners.
The facts, fancies, and fallacies of this book
are gleaned from the rovings and ramblings of
a solid year of over fifty-five thousand miles of
travel; through ten separate countries: Japan,
Korea, China, the Philippine Islands, French
Indo-China, the Malay States, Borneo, Java,
Sumatra and the Hawaiian Islands ; across seven
seas: the Pacific Ocean, the Sea of Japan, the
North China Sea, the Yellow Sea, the South
China Sea, the Malacca Straits, and the Sea of
Java; after visiting five wild and primitive tribes :
the Ainu Indians of Japan, the Igorrotes of the
Philippines, the Negritos of the same islands ; the
Dyaks of Borneo, and the Battaks of Sumatra;
face to face by night and day with new races, new
faces, new problems, new aspirations, new ways
of doing things, new ways of living, new evils,
new sins, new cruelties, new fears, new degrada-
tions; new hopes, new days, new ways, new na-
tions arising; new gods, and a new God!
This manuscript seemed properly to be describing a the first visions on papyrus .. But in long lasting centuries it waschanging into a performing world into actions ,adventures out again in the digital world of technological ,scientific,literary pragmatic.
Concept, Script and Treatment Note written and designed by me for a well known Indian ad film maker. The feedback from the Australian client was, "OMG - ...It's sensational, I'm mesmerized and my heart is racing."
XZU is the input and the output complex and simple character. The one who confuse us every day in our lives,
the one whom strived hard to get ,from the root-making source
in planting , filling up the emptiness that invaded his people s lives , but now XZU realizes that nothing,.. Is greater than accomplishing his dreams through realistic goals in life that wraps him with imaginative powers , whatever real or fictive his supernatural visions upon the world lead him to better understand with his beloved Xzu z family the true atmosphere and portraits that are to be taken in consideration ,thus protecting himself and all the others by the self-being treasures that he shelters in the mind and body of the everlasting creative universe in the inner -outer other selves of life survival in XZU 's reacting world ,and characters.
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.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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.
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?
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
1. Journey: the North Coast
P Hegarty 2012
This poem describes a train journey possibly from the city to
a country location. The poem opens with the persona
awakening having spent the night on the train. The persona
cannot wait to view the familiar landscape of the bush and
sea. This familiar natural world is rejuvenating and
spiritually healing.
It is a journey on which they remember twelve unhappy
months in the city possible separated from friends and
loved ones. This physical journey also prompts older
happier memories of home.
Towards the end of the train journey there is a gratifying
realisation that a painful chapter of their life has come to an
end and that now they can now take stock again and
wonder about, and imagine other more meaningful
directions to take in their life ahead.
2. Next thing, I wake up in a swaying bunk. The persona’s enthusiasm is contagious as we
as though on board a clipper
lying in the sea, join him mid journey. The opening colloquial
and it’s the train, that booms and cracks, phrase ‘The next thing’ reminds us of an child
it tears the wind apart.
Now the man’s gone recounting a series of exciting events. He
who had the bunk below me. I swing out, imagines himself on a sailing ship on the high
cover his bed and rattle up the sash—
there’s sunlight rotating
seas. The aural imagery created in the
off the drab carpet. And the water sways onomatopoeia of the words ‘booms’ and
solidly in its silver basin, so cold ‘cracks’ and the verb ‘tears’ creates a sense of
it joins together through my hand.
powerful energy and capture the excitement
and celebration of this emotional journey
• The journey is recounted in first person allowing the reader to share the
diverse range of imagery and the sensations and mood stimulated by this
physical journey through familiar landscape.
• The tactile image swaying recreates the movement of the train as the
persona feels propelled forward to their destination.
3. • The savage primal power of the engine that ‘tears the wind apart’ matches
his vitality and vigour. He can’t wait to let in the abundant light now that
they have symbolically left the darkness of the night and twelve unhappy
months spent in the city behind.
• The poem is written in present tense and this creates a dramatic
immediacy of a physical and emotional journey unfolding as the train
travels onwards…
• The adverbs ‘next’, ‘now’, create suspense and a sequential order and
punctuate the different stages of this journey.
• The active verbs ‘I swing out’ ‘…rattle up the sash’ show how he eagerly
embraces the day in joyful anticipation of returning home
• Poem dominated by airiness and light in contrast to the ‘drab’ interior of
the train
4. There is a comforting freshness and purity in
I see from where I’m bent the domesticity of the metaphor describing
One of those bright crockery days the morning as ‘One of those bright
that belong to so much I remember.
crockery days’. The sensation evoking fond
The train’s shadow, like a bird’s,
flees on the blue and silver paddocks, memories from the past, as the speaker
over fences that look split from stone, returns imaginatively to their formative
and banks of fern, years on the North Coast. The simile
a red clay bank, full of roots, comparing the train to a bird emphasises its
over a dark creek, with logs and leaves suspended, speed as it rushes the persona to his
destination. The bird also symbolises
freedom and that of the spirit soaring in
celebration of a new day, a return to a
happier time and a happier place
• The poem is dominated by images of light, purity, colour emphasising this journey of emotional and
spiritual regeneration
• The verb ‘flees’ suggest escape as they appear to swoop over the colourful landscape with fences,
bank and creeks providing no barrier on this journey
• The persona want to visually absorb as much as possible of the familiar reassuring ancient
landscape of ‘clay’ and ‘stone’
6. and blackened tree trunks.
Down these slopes move, as a nude descends a staircase,
slender white gum trees,
and now the country bursts open on the sea—
across a calico beach, unfurling;
strewn with flakes of light
that make the whole compartment whirl.
• The persona notes the detail of familiar iconic Australian images of ‘blackened tree
trunks’ and the evocative description of the gums in the allusion to the painting “Nudes
Descending a Staircase”. This allusion to the cubist painting by Duchamp suggests a
sense cylindrical movement of shapes merging in colour and light. The movement of
the train creates the illusion of the trees marching towards them in cinematic stop
motion fashion.
• The sudden switching from image to image emphasises the speed of the train and the
rapidly changing landscape
• The powerful exhilaration created by the verb “bursts” and the familiar domestic image
created in the metaphor comparing the ‘unfurling’ beach to ‘calico’ reinforce the mood
of unrestrained /elation/celebration
• The metaphor; ‘Strewn with flakes of light’ continues this festive mood as does the verb
‘whirl’ which also suggests a dance of unhindered delight. The persona sees their mood
matched and mirrored in the beauty of nature…vitality
7. Shuttering shadows. I rise into the mirror
rested. I’ll leave my hair
ruffled a bit that way—fold the pyjamas,
stow the book and wash bag. Everything done,
press down the latches into the case,
that for twelve months I’ve watched standing out
of a morning, above the wardrobe
in a furnished room.
(Gray 1998,
• “Stuttering shadows” as the train begins to slow down
• Hair “ruffled” symbolic of his new found sense freedom leaving a life of
conformity behind
• “Press down the latches” suggests certainty, finality, an escape from ‘twelve
months…in a furnished room’.
• He has watched these latches ‘standing out ‘ in longing anticipation of this day
• The persona realises they have closed one chapter in their life and now anticipate
and ponder on the next
• The last two lines are short and terse indicative of his twelve month experience
in the city
• He describes himself as ‘rested’…sated and reassured by the sensory
journey…there is a sense of contentment… a yearning satisfied now that he is
home and imagines a more optimistic future ahead.