The storm is howling again as the poet's child sleeps in the cradle. For an hour, the poet has walked and prayed for his young daughter, hearing the sea wind scream. He imagines her future years dancing to a frenzied drum from the murderous innocence of the sea, and prays she is granted beauty but not the kind that distracts strangers or makes her vain. The poet hopes his daughter will value kindness over beauty alone and choose friends wisely. He compares her to a hidden, flowering tree whose thoughts are like a linnet's song, taking root in one place.
by W.H.Auden
it is a poem by Auden addressing his daughter. He expresses his own desires and expectations from his daughter. The poem has a universal feeling of a typical father towards his own daughter. The father in the poet indicates his concerns regarding his daughter.
My Grandmother by Elizabeth Jennings Prepared by Kaushal DesaiKaushal Desai
She kept an antique shop--or it kept her.
Among Apostle spoons and Bristol glass,
The faded silks, the heavy furniture,......
Deep sense used in this PPT please have a look and give me your valuable feedback
Thank you...
by W.H.Auden
it is a poem by Auden addressing his daughter. He expresses his own desires and expectations from his daughter. The poem has a universal feeling of a typical father towards his own daughter. The father in the poet indicates his concerns regarding his daughter.
My Grandmother by Elizabeth Jennings Prepared by Kaushal DesaiKaushal Desai
She kept an antique shop--or it kept her.
Among Apostle spoons and Bristol glass,
The faded silks, the heavy furniture,......
Deep sense used in this PPT please have a look and give me your valuable feedback
Thank you...
The World is too much with usThe world is too much with us; la.docxssusera34210
The World is too much with us
The world is too much with us; late and soon,
Getting and spending, we lay waste our powers;
Little we see in Nature that is ours;
We have given our hearts away, a sordid boon!
This Sea that bares her bosom to the moon; 5
The winds that will be howling at all hours,
And are up-gathered now like sleeping flowers;
For this, for everything, we are out of tune;
It moves us not. — Great God! I’d rather be
A Pagan suckled in a creed outworn; 10
So might I, standing on this pleasant lea,
Have glimpses that would make me less forlorn;
Have sight of Proteus rising from the sea;
Or hear old Triton blow his wreathèd horn.
Dog’s Death
She must have been kicked unseen or brushed by a car.
Too young to know much, she was beginning to learn
To use the newspapers spread on the kitchen floor
And to win, wetting there, the words, “Good dog! Good dog!”
We thought her shy malaise was a shot reaction.
The autopsy disclosed a rupture in her liver.
As we teased her with play, blood was filling her skin
And her heart was learning to lie down forever.
Monday morning, as the children were noisily fed
And sent to school, she crawled beneath the youngest bed.
We found her twisted and limp but still alive.
In the car to the vet’s, on my lap, she tried
To bite my hand and died. I stroked her warm fur
And my wife called in a voice imperious with tears.
Though surrounded by love that would have upheld her,
Nevertheless she sank and, stiffening, disappeared.
Back home, we found that in the night her frame,
Drawing near to dissolution, had endured the shame
Of diarrhea and had dragged across the floor
To a newspaper carelessly left there. Good dog.
Shall I compare thee to a summer’s day?
Shall I compare thee to a summer’s day?
Thou art more lovely and more temperate:
Rough winds do shake the darling buds of May,
And summer’s lease hath all too short a date.
Sometime too hot the eye of heaven shines,
And often is his gold complexion dimmed;
And every fair from fair sometime declines,
By chance, or nature’s changing course, untrimmed.
But thy eternal summer shall not fade,
Nor lose possession of that fair thou ow’stº possess
Nor shall death brag thou wand’rest in his shade,
When in eternal lines to time thou grow’st.
So long as men can breathe or eyes can see,
So long lives this, and this gives life to thee
Because I could not stop for death
Because I could not stop for Death —
He kindly stopped for me —
The Carriage held but just Ourselves —
And Immortality.
We slowly drove — He knew no haste
And I had put away
My labor and my leisure too,
For His Civility —
We passed the School, where Children strove
At Recess — in the Ring —
We passed the Fields of Gazing Grain —
We passed the Setting Sun —
Or rather — He passed Us —
The Dews drew quivering and chill —
For only Gossamer, my Gown —
My Tippet° — only Tulle — shawl
We paused before a House that seemed
A Swelling of the Ground —
The Roof was scarcely visibl ...
Assignment 1 Symbolism and Metaphor in PoetryComplete and post .docxsherni1
Assignment 1: Symbolism and Metaphor in Poetry
Complete and post your assignment to the Discussion Area.
By the end of the week, comment on at least two of your classmates’ submissions. Remember that your replies should help your classmates expand, clarify, defend, and/or refine their work. You can ask questions and use declarative sentences to express your thoughts. Be sure to be honest, clear, and concise, referring to specific words and passages from your classmates’ work. Always use constructive language, and avoid negative language; work toward using a tone and spirit of intellectual curiosity and discovery. Your responses to your peers' writing should include specifics if you are attempting to make a point.
Question
Choose one poem from among those you were assigned this week. Post a response of 150 words.
· Discuss how symbols or metaphors are used in the poem you chose for this assignment.
· Identify the key symbol(s) or metaphor(s) within the work.
· Explain the meanings they convey to readers.
· How do these elements enrich the poem and deepen your understanding of its themes?
Remember that claims in all parts of the assignment should be substantiated by excerpts from appropriate sources. Use APA rules of style for quotations, paraphrases, and summaries as well as in-text citations and references. Quoted material should not exceed 25% of your response.
Use this APA Citation Helper as a convenient reference for properly citing resources.
Post your response in the Discussion Area below.
When you are responding to the posts of your classmates:
· Discuss any similarities or differences you have with their interpretations.
· Did their conclusions help you to see the poem any differently than your first impression of the work?
· Elaborate on any key points.
Week 2 poems
Poem 1
William Carlos Williams: THIS IS JUST TO SAY
1934
I have eaten
the plums
that were in
the icebox
and which
5
you were probably
saving
for breakfast
Forgive me
they were delicious
10
so sweet
and so cold
Poem 2
Gwendolyn Brooks: WE REAL COOL
1960
The Pool Players.
Seven at the Golden Shovel.
We real cool. We
Left school. We
Lurk late. We
Strike straight. We
Sing sin. We
5
Thin gin. We
Jazz June.
We Die soon.
Poem 3
Wallace Stevens: ANECDOTE OF THE JAR
1923
I placed a jar in Tennessee,
And round it was, upon a hill.
It made the slovenly wilderness
Surround that hill.
The wilderness rose up to it,
5
And sprawled around, no longer wild.
The jar was round upon the ground
And tall and of a port in air.
It took dominion everywhere.
The jar was gray and bare.
10
It did not give of bird or bush,
Like nothing else in Tennessee.
Poem 4
Archibald MacLeish: ARS POETICA
1926
A poem should be palpable and mute
As a globed fruit,
Dumb
As old medallions to the thumb,
Silent as the sleeve-worn stone
5
Of casement ledges where the moss has grown—
A poem should be wordless
As the flight of birds.
* *
A poem should be motionless in time
As the moon climbs,
10
Leaving, ...
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
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
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Pride Month Slides 2024 David Douglas School District
A prayer for my daughter a presentation by asst. prof. vinodkumar pradhan
1. [M.A. (Eng., Subject Commn.,) B.Ed., NET, PGCTE]
Assistant Professor,
Department of English,
Sadashivrao Mandlik Mahavidyalaya, Murgud
Tal. Kagal, Dist. Kolhapur – 416 219.
pradhanvinod99@yahoo.com
9960733174
Mr. VINODKUMAR ASHOK PRADHAN
2. * Born in Sandymunt, Ireland
* A Poet and a Playwright
* Started writing at the age of 17
* Influenced by W. Blake & Shelley
* Fell in love with Maud Gonne, an Irish Nationalist
* Then met Lady Gregory
* He lived at Coole Park – symbol of joy, elegance,
aristocracy in his poems
* Was manager of Abbey Theatre for 8 years
* His poetry became obscure, metaphysical &
symbolic
* Poetry is a mixture of the sensuous &
metaphysical, lyrical & realistic, concrete & subtle
* His contemporaries were Eliot, Auden & Pound
* Died in Menton, France
4. Once more the storm is howling, and half hid
Under this cradle-hood and coverlid
My child sleeps on. There is no obstacle
But Gregory’s wood and one bare hill
Whereby the haystack- and roof-levelling wind,
Bred on the Atlantic, can be stayed;
And for an hour I have walked and prayed
Because of the great gloom that is in my mind.
* Howling – roaring
* Cradle-hood – childhood
* Coverlid – covered
* Gregory’s Wood – Coole Park
near poet’s house
* Haystack – heap of grass
* Bred (pp of breed) – produced
* Gloom - sorrow
STANZA 1
5. I have walked and prayed for this young child an hour
And heard the sea-wind scream upon the tower,
And under the arches of the bridge, and scream
In the elms above the flooded stream;
Imagining in excited reverie
That the future years had come,
Dancing to a frenzied drum,
Out of the murderous innocence of the sea.
* The tower: Thoor Ballylee,
name of Yeats’ residence
* Arch: bow-like structure of
bridge
* Elm: a type of a tree
* Reverie: imagination
* Frenzy: excitement
* Murderous innocence: danger
Expresses
father’s anxiety
about his
daughter’s
future
STANZA 2
6. May she be granted beauty and yet not
Beauty to make a stranger’s eye distraught,
Or hers before a looking-glass, for such,
Being made beautiful overmuch,
Consider beauty a sufficient end,
Lose natural kindness and maybe
The heart-revealing intimacy
That chooses right, and never find a friend.
*Distraught: distracted
STANZA 3
7. Helen being chosen found life flat and dull
And later had much trouble from a fool,
While that great Queen, that rose out of the spray,
Being fatherless could have her way
Yet chose a bandy-leggèd smith for man.
It’s certain that fine women eat
A crazy salad with their meat
Whereby the Horn of Plenty is undone.
* Helen: Queen of Sparta
* Great Queen: Aphrodite, Greek
Goddess of Love and beauty,
believed to be born out of the see
foam
* Bandy-legged smith: Vulcan the
god of fire, Aphrodite’s husband
* Horn of Plenty: the mythical horn
of a sheep from which God Zeus
drank milk; hence a source of
inexhaustible wealth
STANZA 4
8. In courtesy I’d have her chiefly learned;
Hearts are not had as a gift but hearts are earned
By those that are not entirely beautiful;
Yet many, that have played the fool
For beauty’s very self, has charm made wise,
And many a poor man that has roved,
Loved and thought himself beloved,
From a glad kindness cannot take his eyes.
*Rove: travel aimlessly
STANZA 5
9. What is the storm once again doing?
What is mean by cradle-hood?
What does Gregory’s wood indicate?
Where the wind has bred?
Why the poet has walked and prayed?
For how much time the poet walked & prayed for his daughter?
For what does the poet pray in this stanza?
What are the adjectives used for the sea in the last stanza?
What kind of beauty the poet doesn’t want for his daughter?
The beauty that should not make a stranger’s eye distraught.
What kind of beauty the poet wants then?
The beauty with sufficient end
Who is Helen?
Who is the Great Queen?
Who is bandy-legged smith?
Whom does the poet indirectly address as ‘fine women’?
Who used to drink milk from Horn of Plenty?
10. May she become a flourishing hidden tree
That all her thoughts may like the linnet be,
And have no business but dispensing round
Their magnanimities of sound,
Nor but in merriment begin a chase,
Nor but in merriment a quarrel.
O may she live like some green laurel
Rooted in one dear perpetual place.
* Linnet: a tiny song bird
* Dispensing: managing
* Magnanimity: charity,
benevolence
* Merriment: fun
* Laurel: an aromatic
evergreen shrub related to
the bay tree, several kinds of
which form forests in tropicl
and warm countries
STANZA 6
11. My mind, because the minds that I have loved,
The sort of beauty that I have approved,
Prosper but little, has dried up of late,
Yet knows that to be choked with hate
May well be of all evil chances chief.
If there’s no hatred in a mind
Assault and battery of the wind
Can never tear the linnet from the leaf.
*Assault: a physical attack
*Battery: guns
STANZA 7
12. An intellectual hatred is the worst,
So let her think opinions are accursed.
Have I not seen the loveliest woman born
Out of the mouth of Plenty’s horn,
Because of her opinionated mind
Barter that horn and every good
By quiet natures understood
For an old bellows full of angry wind?
*Accursed: very annoying
*Opinionated: one who
express their opinions
strongly and often
*Barter: to exchange goods
for things rather than for
money
*Bellows: a tool used to blow
air
STANZA 8
13. Considering that, all hatred driven hence,
The soul recovers radical innocence
And learns at last that it is self-delighting,
Self-appeasing, self-affrighting,
And that its own sweet will is Heaven’s will;
She can, though every face should scowl
And every windy quarter howl
Or every bellows burst, be happy still.
* Radical: a person who
advocates thorough or
complete political or social
reform; a member of a
political party or part of a
party pursuing such aims
* Appeasing: satisfying
* Affrighting: fearful
* Scowl: frown in an angry or
bad-tempered way
STANZA 9
14. And may her bridegroom bring her to a house
Where all’s accustomed, ceremonious;
For arrogance and hatred are the wares
Peddled in the thoroughfares.
How but in custom and in ceremony
Are innocence and beauty born?
Ceremony’s a name for the rich horn,
And custom for the spreading laurel tree.
* Accustomed: familiar
* Ceremonious: relating or
appropriate to grand and formal
occasions, impressive
* Ware: small products for selling
* Peddle: try to sell (something,
especially small goods) by going
from place to place.
* Thoroughfares: a main road in a
town
STANZA 10
15. At what level of age the poet started his writing career?
SEVENTEEN
Name the three contemporary poets of Yeats.
ELIOT, AUDEN & POUND
Where is the poet’s daughter in the poem?
IN THE CRADLE
In stanza 3, what does the poet demand from God for his daughter?
BEAUTY
Through the lines: It’s certain that fine women eat /A crazy salad with their meat – towards whom the poet is
pointing?
MAUD GONNE
What does the poet demand for his daughter from God in stanza 5?
KINDNESS
With which bird does the poet compare his daughter in stanza 6?
LINNET
From which mythology the poet has taken references in this poem?
GREEK
Who was Helen?
THE DAUGHTER OF LEDA AND ZEUS (SWAN)
How many stanzas are there in the poem?
TEN
*A Quick Recap…