E.M. Forster was born in 1879 in London to a middle-class family. He was educated at King's College, Cambridge where he was exposed to European writers and acknowledged his homosexuality. Forster published his first novels in the early 1900s including A Room with a View. The novel follows Lucy Honeychurch in Italy and her love interest with the free-thinking George Emerson, contrasted with her engagement to Cecil Vyse. Forster uses the story to explore tensions between propriety and passion, and women's independence within the constraints of English society in the early 20th century.
:-“Mac Flecknoe; or, A satyr upon the True-Blew-Protestant Poet, T.S.” was a lampoon by John Dryden against the poet laureate Thomas Shadwell who superseded him in 1669.
Mac means ‘son of’. So, MacFlecknoe means ‘Son of Flecknoe’, while the word ‘True-Blew’ means an extreme ‘Whig Blue’ which was the colour of the Tories.
Richard Flecknoe (c. 1600 – 1678) was an English dramatist and poet. His works were praised by some critics and derided by others. Why John Dryden used his name to ridicule and satirize Thomas Shadwell, his contemporary and one time friend who later became an enemy, is not clear. Flecknoe was a minor poet having religious inclinations and most of his writings were private writings. So, Dryden calling him ‘the monarch of absolute nonsense’ was similar to Iago’s ‘motive hunting of a motiveless malignity’. Thomas Shadwell was called the ‘son and successor’ of Flecknoe’.
This is a ppt made from a student in English Literature using the text template given in class to assist in analyzing the story. This template is a good way to help students in their critical thinking skills while analyzing poetry or prose. The text template includes, but not limited to:
Author Bio: This includes any details about why the author wrote the specific poem or prose.
Title: The students are to discuss what the title means before reading the poem or text. This usually gives insight as to what the story or poem could be about. Normally, the students are not far off the mark when doing this.
They must also give insight as to what the title means after reading the poem or text to compare and see if they were thinking along the same lines.
Words/Vocabulary:
Students are to identify words they may not know, but they can also identify phrases to understand what is being stated.
Structure and Form: Literary devices
In this section the student will develop more of their analytical skills by trying to break the code when identifying literary devices. They do not only state the literary device, but they also quote the portion of the poem or story they wish to explain in their own words. It also helps them understand the rhyme scheme and language.
Finally, they may put all of the information together to form a summary about the poem or text. This enables the student to write an effective PEE structured essay for Cambridge purposes.
Blackboard "Collaborate: A Room with a View" presentation from April 2014 @ #...gillianfielding
How we are embedding Collaborate strategically, our different uses of Collaborate with little videos from staff users (mini-case studies), with benefits and the odd pitfall.
:-“Mac Flecknoe; or, A satyr upon the True-Blew-Protestant Poet, T.S.” was a lampoon by John Dryden against the poet laureate Thomas Shadwell who superseded him in 1669.
Mac means ‘son of’. So, MacFlecknoe means ‘Son of Flecknoe’, while the word ‘True-Blew’ means an extreme ‘Whig Blue’ which was the colour of the Tories.
Richard Flecknoe (c. 1600 – 1678) was an English dramatist and poet. His works were praised by some critics and derided by others. Why John Dryden used his name to ridicule and satirize Thomas Shadwell, his contemporary and one time friend who later became an enemy, is not clear. Flecknoe was a minor poet having religious inclinations and most of his writings were private writings. So, Dryden calling him ‘the monarch of absolute nonsense’ was similar to Iago’s ‘motive hunting of a motiveless malignity’. Thomas Shadwell was called the ‘son and successor’ of Flecknoe’.
This is a ppt made from a student in English Literature using the text template given in class to assist in analyzing the story. This template is a good way to help students in their critical thinking skills while analyzing poetry or prose. The text template includes, but not limited to:
Author Bio: This includes any details about why the author wrote the specific poem or prose.
Title: The students are to discuss what the title means before reading the poem or text. This usually gives insight as to what the story or poem could be about. Normally, the students are not far off the mark when doing this.
They must also give insight as to what the title means after reading the poem or text to compare and see if they were thinking along the same lines.
Words/Vocabulary:
Students are to identify words they may not know, but they can also identify phrases to understand what is being stated.
Structure and Form: Literary devices
In this section the student will develop more of their analytical skills by trying to break the code when identifying literary devices. They do not only state the literary device, but they also quote the portion of the poem or story they wish to explain in their own words. It also helps them understand the rhyme scheme and language.
Finally, they may put all of the information together to form a summary about the poem or text. This enables the student to write an effective PEE structured essay for Cambridge purposes.
Blackboard "Collaborate: A Room with a View" presentation from April 2014 @ #...gillianfielding
How we are embedding Collaborate strategically, our different uses of Collaborate with little videos from staff users (mini-case studies), with benefits and the odd pitfall.
A Room With A View
A Room With A View Analysis
A Room With A View Essay
What is A Room With A View about? Essay
A Room With A View
A Room with a View by E.D. Forster Essay
A Room With A View By E. M. Forster
Room With A View
Sons and Lovers: A introduction to the life of David Herbert Lawrence, Vocabu...Britnie Ten
This is for students studying Sons and Lovers by David Herbert Lawrence and may want a pre- introduction to the book before they actually begin studying the novel for analysis. It contains vocabulary used in the book you may need to know, his biography and a brief synopsis of the book. It is tailored for students writing CAPE literature exams. a thorough analysis of the book will be coming in the future.
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.
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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.
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.
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.
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?
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.
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.
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.
2. E.M. FORSTER
Born in London – New Year‟s day, 1879
Middle-class background
Father died when he was just one → his mother compelled to move
to Rooksnest, in the countryside, for economical matters
There he lived in the “haze of elderly ladies”; attachment to this
place, from which he drew inspiration for Howards End
At the age of 14, they had to move to Tonbridge Wells → he
studied classics but at the same time his feeling of being an
outsider hardened → distaste for the English school sistem
3. In 1897 he entered King‟s College, Cambridge:
Knew and appreciated some European writers as Proust, Ibsen,
Tolstoy
Acknowledged his homosexuality →fell in love with Hugh O.
Meredith → Maurice
Became a member of the “Apostles”; he established friendships
with some intellectuals of the Bloomsbury Group
In 1901 he set off on a year-long journey to Italy with his mother
Lily to study Italian history, art, literature and language and to
work on a novel
In 1903 he published his first short story, Albergo Empedocle
4. Where Angels Fear to Tread
The Longest Journey
A Room With A View
…were his first three novels,
But he did not achieve a great success
Until he published Howards End
5. Between 1912 and 1913 he travelled to India
Another journey to the subcontinent in 1921
→ inspiration for A Passage To India (1924),
his masterpiece
After this last book, he retired as a novelist
He spent the second half of his life as a reader and reviewer; he was a
spokesman for personal and political tolerance → he spoke in favour of
D. H. Lawrence‟s Lady Chatterley’s Lover
Died in Cambridge in 1970, at the age of 91
6. Lucy Honeychurch is touring Italy with her cousin Charlotte
Bartlett. They are complaining about the fact that they have not
the rooms with views that had been promised to them...
7. ...at dinner, they meet the Emersons, who offer to swap rooms,
but Charlotte refuses because she considers them impolite.
But, finally, the good clergyman Mr. Beebe persuades her to accept
the offer.
8. In those days, Lucy visits Florence, and one afternoon she witnesses
a murder; George Emerson keeps her from fainting and leads her to
the pension.
After these occurrences, Lucy decides to avoid the Emersons.
9. But one day a trip to Fiesole is organized: Lucy, Charlotte and the
Emersons take part in it. Lucy comes up with George, who kisses
her…
…Charlotte sees them and the same evening she and Lucy decide to
leave Florence and join the Vyses in Rome.
10. In England, Lucy becomes engaged to the supercilious Cecil Vyse.
Mr. Beebe announces a house in the neighbourhood has been rent
to the Emersons.
11. Freddy, Lucy‟s brother, befriends with George and invites him to
play tennis one afternoon. Cecil is reading a novel, and a scene
reminds the kiss in Fiesole...
...George, then, kisses Lucy again.
12. Lucy tells George to go away and not to come back; he says Cecil
doesn‟t love her because he considers her an object...
...Lucy remains firm but the same evening breaks her engagement off.
13. Lucy decides to go to Greece, but she meets Mr. Emerson, who forces
her to admit that she loves George.
14. The novel ends in Florence, where Lucy and George are spending
their honeymoon, but without Mrs. Honeychurch‟s consent.
15. Young, naïve, charming
At the beginning, she‟s quite unformed
Italy challenges her values
Her love towards George is contrasted by social conventions
At the end, she‟s a stronger and independent woman
16. Lucy‟s cousin, older than her
She doesn‟t want to deal with lower-class people
Prejudiced and narrow-minded
Represents the prototype of Victorian woman
17. Very simple man, socialist journalist
Broad-minded, he educated his son to the ideals of freedom and
real love
Easy-going and outspoken
Often not accepted
18. Shy, reserved boy
Educated in an open-minded way
Conventionally, he‟s an unacceptable match for Lucy
He‟s intelligent, sensitive, thoughtful
He wants Lucy to be herself, independent and strong
19. „medieval‟
Well-educated, but supercilious and pretentious
Sophisticated and „superior‟ Londoner
Respectable in terms of rank, but despises country society
20. Several novels in one: social comedy, mythic romance, novel of
ideas
Built upon linked antitheses:
rooms/views, inside/outside, medieval/classical, lies/truth, dark/li
ght
Characters associated to different forms of art
Titled chapters contribute to the comic effect
Contrast between „dynamic‟ and „static‟ characters
Buildungsroman
Third-person omniscient narrator, close to the characters‟ point of
view
21. Propriety and passion
Delicacy and beauty
Women‟s position and independence
Oneness to nature
Acceptance of the body
Struggle against social barriers
Growing up
22. Edwardian age → remains of Victorian sensibilities still alive but
began to be challenged by Socialists and artists
Forster‟s third novel → published in 1908 but begun in 1901,
when he graduated at King‟s College
After graduation, he set off a journey to Italy with his mother
„grand tour‟ → common experience for the British; in those years it
had been extended to middle-class people
Peculiarly feminine world
But everything was organized according to British habits →
superficial experience of Italy
23. Rooms and views
Light and dark
The Medieval and the Classical-the Renaissance
Italy and the British
24. Forster‟s loving experiences influenced him in writing the novel
Lucy is Forster‟s alter ego
Mr. Emerson was modelled on Edward Carpenter
Forster takes much from Jane Austen‟s social comedies
