The document compares the poems "The Second Coming" by William Butler Yeats and "The Waste Land" by T.S. Eliot. Both poems explore the post-WWI feeling of disillusionment and loss of meaning in Western Europe. Yeats and Eliot acknowledge the end of an era and question the future in light of collapsed belief systems. While Eliot expresses desperation through a fragmented style, Yeats takes a more classical approach and prophesies the rise of a beast, foreshadowing Hitler and WWII. The document analyzes differences in how the poets approach predicting the future amidst crisis.
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.
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.
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.
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.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
A Comparison Between The Second Coming And The Waste Land
1. An essay by Uygar Aydemir
A Comparison between “The Second Coming” and “The Waste Land”
William Butler Yeats' “The Second Coming” and T. S. Eliot's “The Waste Land” both
explore a similar feeling that was common in the first quarter of the twentieth century in Western
Europe. The devastating effects of the First World War on physical and moral levels still prevailed
in the period when the poems were published. Having just come out of the most violent war that the
world had witnessed up until then, having experienced the greatest political event since the French
Revolution, the Bolshevik Revolution, that yet signified an obscure meaning and boded an even
more obscure future at the time, seeing the Eastern European empires, the long-lasting legacies (or
remnants) of the Pre-Modern Era, collapse leaving their place to a barren and an unsecure political
state that seemed highly potential to trigger a worse conflict than the recent one, the modern society
was shocked at the turning of the events which proved that civilised human beings were capable of
morphing into primitives in terms of the darkness of the heart and barbarian feelings, regardless of
their advanced level of civilisation, and they tracked down every step of demoralisation losing a
solid ground and concrete reasons to be cheerful about future and faithful for their beliefs they had
thitherto hold on to: Finally, their god was dead.
Yeats' and Eliot's poems appeared in this pessimistic aura, in which modern literature also
had been inquiring into the possibilities of expressing this kind of an unprecedented experience. The
vision of the destroyed cities and the sense of fragmentation in what was previously believed to be a
holistic world yielded to the abandonment of apparent coherence and to using a broken style in
grammar. An early example of this style in modernist literature, Ulysses, would be gradually more
exemplified later on after the World War. His preference of a Wagnerian synthesis of different
components than mundane coherence, writing in a turmoil of languages, “these fragments [he has]
shored against [his] ruins”, and referring to complex allusions in “The Waste Land” seem to be
2. deriving from Eliot's inability to express via classical poetry and daily language his feelings against
the extraordinary events of his time. While Eliot chooses to convey the feeling through the poem's
content and form, Yeats follows a classical style and, trusting the power of the image in the poem,
finds it enough to leave the reader with the feeling of nausea invoked by the shape “with the lion
body and the head of a man”.
The circularity of history and the eternal recurrence of being take a different shape in the
opening of “The Second-Coming”. Yeats recognises that the history is not linear, yet its circularity
does not necessarily require a perfect circular route that keeps repeating itself; rather, its continuity
resembles more like a gyre, which never returns back to its original position but keeps widening and
widening, since the centrifugal force is greater than the power of the centre that eventually fails to
make a complete circle. Once in every twenty centuries Yeats awaits a new beginning which is not
necessarily on the same path as the last one. In this case, Yeats expects an ugly beast to come up at
the commencement of this new epoch, whereas it was Jesus Christ who had opened the previous
one. This imagery of Yeats' offers a different view than “The Waste Land” in which Eliot does not
anticipate a new beginning whatsoever, until the very end, indeed the last stanza, of the poem in
which he still does not witness something new but the fact that he is fishing “with the arid plain
behind” implies the emergence of the anticipation of a new beginning. Both poets acknowledge the
end of a period and they express their disbelief in grand narratives such as humanism, progress, and
rationalism which had overwhelmed the works of the intellectuals since the Enlightenment.
Because Yeats and Eliot are aware that they are at a point where things will not be the same
as before ever again, they are curious and ask questions about future. They both believe that in
order to predict the future, one has to have a knowledge and understanding of the past.
Consequently, Yeats develops a new theory in reading the past and bases his idea of the second
coming on this repetitive sense of time. Eliot, on the other hand, while giving examples from certain
3. periods in European and World history, takes a stand against the circularity of time and implies that
time is linear and now has come to an end: We are left with the wastes of the civilisation and
nothing seems to come up from this waste. Eliot does not mention a signal of new system, despite
not completely rejecting the idea through ironic distortions of the idea of resurrection. Whereas,
Yeats sees a vision out of Spiritus Mundi, and foretells the emergence of Nemesis of contemporary
civilisation.
In conclusion, both poets approach one of the most important crises in world history
similarly, yet a significant difference between them is the style. While Eliot's desperation is
apparent in the lyrical and fragmented style of the poem, Yeats takes a more realistic approach with
a classical style, which leads him to a more accurate prediction, almost a prophecy, of the future.
Unsure and incurious about what is to come, Eliot takes different pictures of what is lost and what
the society is left over with. Yeats, on the other hand, after taking a succinct glance of the present,
foresees the rise of a beast, which at the first hand reminds of Hitler and The Second World War,
and forewarns the society.