Charles Dickens had a difficult childhood. When he was 12, his father was imprisoned for debt and Dickens had to work in a factory to support himself. The experience had a profound impact on him. Later in life, he drew on this experience to create the villainous character Fagin in Oliver Twist.
This is the list of novels available for the Historical Fiction unit. Look through and choose your top 3 novels based on the book covers and descriptions found in the Powerpoint.
This is the list of novels available for the Historical Fiction unit. Look through and choose your top 3 novels based on the book covers and descriptions found in the Powerpoint.
Persuasive essay to stop smoking - GCSE English - Marked by Teachers.com. Smoking Persuasive Essay. Writing to persuade Stop smoking leaflet - A-Level English - Marked by .... Write Esse: Persuasive speech about smoking.
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
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.
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?
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
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.
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.
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.
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.
Digital Tools and AI for Teaching Learning and Research
A Tale of Two Cities
1.
2. CHARLES DICKENS
Charles Dickens was born on February 7, 1812, in Portsea, England. His parents were
middle-class, but they suffered financially as a result of living beyond their means.
When Dickens was twelve years old, his family’s dire straits forced him to quit school
and work in a blacking factory (where shoe polish was manufactured). Within weeks,
his father was put in debtor’s prison, where Dickens’s mother and siblings eventually
joined him. At this point, Dickens lived on his own and continued to work at the
factory for several months. The horrific conditions in the factory haunted him for the
rest of his life, as did the experience of temporary orphanhood.
Apparently, Dickens never forgot the day when a more senior boy in the warehouse
took it upon himself to instruct Dickens in how to do his work more efficiently. For
Dickens, that instruction may have represented the first step toward his full
integration into the misery and tedium of working-class life. The more senior boy’s
name was Bob Fagin. Dickens’s residual resentment of him reached a fevered pitch in
the characterization of the villain Fagin in Oliver Twist.
3. BOOK 1 RECALLED TO LIFE
BOOK 2 THE GOLDEN THREAD
BOOK 3 THE TRACK OF A STORM
5. CHARLES DARNAY
A French aristocrat by birth, Darnay chooses to live in England
because he cannot bear to be associated with the cruel injustices
of the French social system. Darnay displays great virtue in his
rejection of the snobbish and cruel values of his uncle, the
Marquis Evrémonde. He exhibits an admirable honesty in his
decision to reveal to Doctor Manette his true identity as a
member of the infamous Evrémonde family. So, too, does he
prove his courage in his decision to return to Paris at great
personal risk to save the imprisoned Gabelle.
6. SYDNEY CARTON
An insolent, indifferent, and alcoholic attorney
who works with Stryver. Carton has no real
prospects in life and doesn’t seem to be in
pursuit of any. He does, however, love Lucie, and
his feelings for her eventually transform him into
a man of profound merit.
7. LUCIE MANETTE
A young French woman who grew up in England, Lucie was raised as a
ward of Tellson’s Bank because her parents were assumed dead.
Dickens depicts Lucie as an archetype of compassion. Her love has the
power to bind her family together—the text often refers to her as the
“golden thread.” Furthermore, her love has the power to transform
those around her. It enables her father to be “recalled to life,” and it
sparks Sydney Carton’s development from a “jackal” into a hero.
8. DR. MANETTE
Lucie’s father and a brilliant physician, Doctor Manette
spent eighteen years as a prisoner in the Bastille. At the
start of the novel, Manette does nothing but make shoes, a
hobby that he adopted to distract himself from the tortures
of prison. As he overcomes his past as a prisoner, however,
he proves to be a kind, loving father who prizes his
daughter’s happiness above all things.
9. MR. & MRS. DEFARGE
Monsieur Defarge
A wine shop owner and revolutionary in the poor Saint Antoine section of
Paris, Monsieur Defarge formerly worked as a servant for Doctor Manette.
Defarge proves an intelligent and committed revolutionary, a natural
leader. Although he remains dedicated to bringing about a better society
at any cost, he does demonstrate a kindness toward Manette. His wife,
Madame Defarge, views this consideration for Manette as a weakness.
Madame Defarge
A cruel revolutionary whose hatred of the aristocracy fuels her tireless
crusade, Madame Defarge spends a good deal of the novel knitting a
register of everyone who must die for the revolutionary cause. Unlike her
husband, she proves unrelentingly blood-thirsty, and her lust for
vengeance knows no bounds.
10. JARVIS LORRY & MISS PROSS
Jarvis Lorry
An elderly businessman who works for Tellson’s Bank, Mr. Lorry is
a very business-oriented bachelor with a strong moral sense and a
good, honest heart. He proves trustworthy and loyal, and Doctor
Manette and Lucie come to value him as a personal friend.
Miss Pross
The servant who raised Lucie, Miss Pross is brusque, tough, and
fiercely loyal to her mistress. Because she personifies order and
loyalty, she provides the perfect foil to Madame Defarge, who
epitomizes the violent chaos of the revolution.
11. MARQUIS EVERMONDE
Charles Darnay’s uncle, the Marquis Evrémonde
is a French aristocrat who embodies an
inhumanly cruel caste system. He shows
absolutely no regard for human life and wishes
that the peasants of the world would be
exterminated.
12. MR. STRYVER
An ambitious lawyer, Stryver dreams of
climbing the social ladder. Unlike his
associate, Sydney Carton, Stryver is
bombastic (pompous), proud, and foolish.
13. JOHN BARSAD
John Barsad is a British spy who swears
that patriotism is his only motive. Barsad
falsely claims to be a virtuous man of
upstanding reputation.
14. JERRY CRUNCHER & HIS SON
An odd-job man for Tellson’s Bank,
Cruncher is gruff, short-tempered,
superstitious, and uneducated. He
supplements his income by working as a
“Resurrection-Man,”
15. ROGER CLY
Roger Cly is a British spy who swears
that patriotism alone inspires all of his
actions. Cly feigns honesty but in fact
constantly participates in conniving
schemes.
GABBELE
The man charged with keeping up the
Evrémonde estate after the Marquis’
death, Gabelle is imprisoned by the
revolutionaries. News of his internment
prompts Darnay to travel to France to
save him.
16. JACQUES
Jacques One, Two, Three, and Four
Members of the Jacquerie, the
revolutionaries who organize and
implement the French Revolution.
17. FOULON
Foulon is an aristocrat, a Persian governor.
He pretended to be dead so that the
revolting peasants would not come after
him.
18. THE VENGEANCE
The Vengeance is the nickname for a character
involved in a sisterhood of revolutionaries. She is
often referred to as the shadow of Madame
Defarge, who is a revolutionary leader and main
character in the novel.
20. TELLSON’S BANK
Tellson's Bank is described as “very small, very
dark, very ugly, very incommodious.” It is an old-
fashioned place, and the bank managers are
proud of that fact. It is the employer of Jarvis
Lorry and Jerry Cruncher
21. “
”
LET’S TAKE A QUIZ
HTTPS://QUIZLET.COM/1063153/TALE-OF-TWO-CITIES-CHARACTERS-FLASH-CARDS/