Juan Salazar was part of the first group of Filipino writers to use English in their writing. He crafted poems and stories modeled after English literature of the time. The poem "Air Castles" reflects on ambitions and motivation, with the speaker dreaming of mountains, seas, and achieving goals despite potential adversity. It uses natural imagery and themes of ambition driving one forward in life.
Juan Francisco Salazar (Juan F. Salazar) is a Chilean anthropologist and a video maker. He is a senior lecturer in communication and media studies at the school of Communication Arts at the Center for Cultural Research. He is also a PhD in Communication and Media and a Master of Arts and Media and Cultural Studies, University of Western Sydney
African writers and poets
SOYINKA, Wole (Born in Nigeria, July 13, 1934)
ACHEBE, Chinua (1930)
Clark John Pepper (Born April 6, 1935)
NGUGI WA THIONG (January 5, 1938)
Juan Francisco Salazar (Juan F. Salazar) is a Chilean anthropologist and a video maker. He is a senior lecturer in communication and media studies at the school of Communication Arts at the Center for Cultural Research. He is also a PhD in Communication and Media and a Master of Arts and Media and Cultural Studies, University of Western Sydney
African writers and poets
SOYINKA, Wole (Born in Nigeria, July 13, 1934)
ACHEBE, Chinua (1930)
Clark John Pepper (Born April 6, 1935)
NGUGI WA THIONG (January 5, 1938)
Classifications of Poetry
I. Narrative Poems.
1. Tells a story. (Series of events.)
A. Ballad
1.) very short story
2.) folk product – regular people
3.) simple plot and language
4.) has dialogue
B. Metrical Tale
1.) short story in verse
2.) more descriptions
3.) poet expresses attitudes and opinions
C. Epic
1.) extremely long. (Novel length story in verse.)
2.) about national heroes, kings, great warriors, etc.
3.) elevated tone, lofty style. Language is highly poetic.
II. Lyric Poems.
1. Expresses an emotion. Does not tell a story.
2. Shares a moment – does not explain it.
3. Keys to understand – refer to “Understanding Traditional Poetry.”
a.) Logical content – what the writing actually says.
b.) Emotive content – feeling the writing produces.
A. Reflective Lyric: 99% of school poems fall in this category!!!
1.) Emotional response through recall/ reflection (past tense.)
2.) Usually calm
B. Elegy:
1.) Expresses grief at death.
2.) Usually dignified.
3.) Formal language and structure.
C. Ode:
1.) Any sustained lyric poem of exalted theme.
2.) Often commemorating some important event.
3.) Dignified formal language / irregular structure
D. Sonnet:
1.) Dignified subject matter
2.) FIXED FORM !
a.) Italian (Petrarchan)
abba
abba
cdc, cdc or cdcdcd
b.) English (Shakespearean)
abab
cdcd
efef
gg
III. Dramatic Poetry.
A. Dramatic Narrative: Tells a story by the person involved.
B. Dramatic Monologue: One speaking to others on stage. They listen, character speaks.
C. Soliloquy: One character on stage speaking alone (to himself.)
References:
www.poetrysoups.com
www.allpoetry.com
www.wisegeek.org
www.yourdictionary.com
www.bartleby.com
www.olypen.com
www.goole.com
A powerpoint presentation about Afro-Asian Literature for the subject '21st Century Literature from the Philippines and the World' in Senior High School (SHS)
In the serene heart of the countryside, where the landscape unfolds in gentle undulations and nature's symphony orchestrates a peaceful melody, there exists the embodiment of simplicity and grace — the rural maid. Her existence is interwoven with the rhythms of rural life, a harmonious dance with the changing seasons and the ever-turning wheel of time.
With sun-kissed cheeks and calloused hands that bear the marks of hard work, the rural maid is a living testament to the resilience and fortitude bred in the embrace of the earth. Clad in humble garments that echo the hues of the fields, she moves with a quiet elegance, her steps echoing the cadence of the rustic surroundings. Her eyes, deep pools of wisdom, reflect the stories of generations past and the unwavering connection to the land.
The rural maid's day unfolds in a series of rituals that mirror the cyclical nature of agrarian life. At dawn, she awakens to the symphony of chirping birds and rustling leaves, a prelude to a day filled with labor and love. Armed with a wicker basket, she ventures into the fields, where the scent of fertile soil mingles with the fragrance of wildflowers. There, she cultivates the very essence of sustenance, nurturing the land that sustains both her and her community.
In the quiet moments, when the midday sun casts a golden glow upon the landscape, the rural maid seeks refuge in the shade of ancient trees or by the babbling brook. With nimble fingers, she weaves wildflowers into garlands, an ode to the beauty that surrounds her. Her laughter, light and carefree, carries across the fields like a melody, echoing the joy derived from life's simple pleasures.
As the day surrenders to the embrace of dusk, the rural maid returns to a hearth that flickers with warmth and familiarity. Her hands, now adept at the alchemy of sustenance, prepare a feast that celebrates the bounty of the land. The aroma of freshly baked bread and simmering stews fills the air, creating a tableau of sensory delight. In the company of family and fellow villagers, she shares not just a meal but the essence of community — a bond forged through shared toil and shared triumphs.
In the quiet hours of the night, under a blanket of stars that stretches across the vast expanse of the rural sky, the rural maid finds solace in the simplicity of her life. Her dreams, intertwined with the whispers of the wind and the rustling leaves, are rooted in the very soil she tends. For in her hands, the rural maid holds the keys to a legacy — a heritage passed down through the ages, a testament to the enduring beauty found in the heart of rural simplicity.
Classifications of Poetry
I. Narrative Poems.
1. Tells a story. (Series of events.)
A. Ballad
1.) very short story
2.) folk product – regular people
3.) simple plot and language
4.) has dialogue
B. Metrical Tale
1.) short story in verse
2.) more descriptions
3.) poet expresses attitudes and opinions
C. Epic
1.) extremely long. (Novel length story in verse.)
2.) about national heroes, kings, great warriors, etc.
3.) elevated tone, lofty style. Language is highly poetic.
II. Lyric Poems.
1. Expresses an emotion. Does not tell a story.
2. Shares a moment – does not explain it.
3. Keys to understand – refer to “Understanding Traditional Poetry.”
a.) Logical content – what the writing actually says.
b.) Emotive content – feeling the writing produces.
A. Reflective Lyric: 99% of school poems fall in this category!!!
1.) Emotional response through recall/ reflection (past tense.)
2.) Usually calm
B. Elegy:
1.) Expresses grief at death.
2.) Usually dignified.
3.) Formal language and structure.
C. Ode:
1.) Any sustained lyric poem of exalted theme.
2.) Often commemorating some important event.
3.) Dignified formal language / irregular structure
D. Sonnet:
1.) Dignified subject matter
2.) FIXED FORM !
a.) Italian (Petrarchan)
abba
abba
cdc, cdc or cdcdcd
b.) English (Shakespearean)
abab
cdcd
efef
gg
III. Dramatic Poetry.
A. Dramatic Narrative: Tells a story by the person involved.
B. Dramatic Monologue: One speaking to others on stage. They listen, character speaks.
C. Soliloquy: One character on stage speaking alone (to himself.)
References:
www.poetrysoups.com
www.allpoetry.com
www.wisegeek.org
www.yourdictionary.com
www.bartleby.com
www.olypen.com
www.goole.com
A powerpoint presentation about Afro-Asian Literature for the subject '21st Century Literature from the Philippines and the World' in Senior High School (SHS)
In the serene heart of the countryside, where the landscape unfolds in gentle undulations and nature's symphony orchestrates a peaceful melody, there exists the embodiment of simplicity and grace — the rural maid. Her existence is interwoven with the rhythms of rural life, a harmonious dance with the changing seasons and the ever-turning wheel of time.
With sun-kissed cheeks and calloused hands that bear the marks of hard work, the rural maid is a living testament to the resilience and fortitude bred in the embrace of the earth. Clad in humble garments that echo the hues of the fields, she moves with a quiet elegance, her steps echoing the cadence of the rustic surroundings. Her eyes, deep pools of wisdom, reflect the stories of generations past and the unwavering connection to the land.
The rural maid's day unfolds in a series of rituals that mirror the cyclical nature of agrarian life. At dawn, she awakens to the symphony of chirping birds and rustling leaves, a prelude to a day filled with labor and love. Armed with a wicker basket, she ventures into the fields, where the scent of fertile soil mingles with the fragrance of wildflowers. There, she cultivates the very essence of sustenance, nurturing the land that sustains both her and her community.
In the quiet moments, when the midday sun casts a golden glow upon the landscape, the rural maid seeks refuge in the shade of ancient trees or by the babbling brook. With nimble fingers, she weaves wildflowers into garlands, an ode to the beauty that surrounds her. Her laughter, light and carefree, carries across the fields like a melody, echoing the joy derived from life's simple pleasures.
As the day surrenders to the embrace of dusk, the rural maid returns to a hearth that flickers with warmth and familiarity. Her hands, now adept at the alchemy of sustenance, prepare a feast that celebrates the bounty of the land. The aroma of freshly baked bread and simmering stews fills the air, creating a tableau of sensory delight. In the company of family and fellow villagers, she shares not just a meal but the essence of community — a bond forged through shared toil and shared triumphs.
In the quiet hours of the night, under a blanket of stars that stretches across the vast expanse of the rural sky, the rural maid finds solace in the simplicity of her life. Her dreams, intertwined with the whispers of the wind and the rustling leaves, are rooted in the very soil she tends. For in her hands, the rural maid holds the keys to a legacy — a heritage passed down through the ages, a testament to the enduring beauty found in the heart of rural simplicity.
Professionally Written Literacy NarrativeAlways Living in Sp.docxwkyra78
Professionally Written Literacy Narrative
Always Living in Spanish: Recovering the Familiar, through Language
Marjorie Agosin, a Spanish professor at Wellesley College, wrote this literacy narrative for Poets and Writers magazine in 1999. Originally written in Spanish, I tells of Agosins’s Chilean childhood and continuing connection to the Spanish Language.
In the evenings in the northern hemisphere, I repeat the ancient ritual that I observed as a child in the southern hemisphere: going out while the night is still warm and trying to recognize the stars as it begins to grow dark silently. In the sky of my country, Chile, that long and wide stretch of land that the poets blessed and dictators abused, I could easily name the stars: the three Marias, the Southern Cross, and the three Lilies, names of beloved and courageous women.
But here in the United States, where I have lived since I was a young girl, the solitude of exile makes me feel that so little is mine, that not even the sky has the same constellations, the trees and the fauna the same names or sounds, or the rubbish the same smell. How does one recover the familiar? How does one name the unfamiliar? How can one be another or live in a foreign language? These are the dilemmas of one who writes in Spanish and lives in translation.
Since my earliest childhood in Chile I lived with the tempos and the melodies of a multiplicity of tongues: German, Yiddish, Russian, Turkish, and many Latin songs. Because everyone was from somewhere else, my relatives laughed, sang, and fought in a Babylon of languages. Spanish was reserved for matters of extreme seriousness, for commercial transactions, or for illnesses, but everyone's mother tongue was always associated with the memory of spaces inhabited in the past: the shtetl, the flowering and vast Vienna avenues, the minarets of Turkey, and the Ladino whispers of Toledo. When my paternal grandmother sang old songs in Turkish, her voice and body assumed the passion of one who was there in the city of Istanbul, gazing by turns toward the west and the east.
Destiny and the always ambiguous nature of history continued my family's enforced migration, and because of it I, too, became one who had to live and speak in translation. The disappearances, torture, and clandestine deaths in my country in the early seventies drove us to the United States, that other America that looked with suspicion at those who did not speak English and especially those who came from the supposedly uncivilized regions of Latin America. I had left a dangerous place that was my home, only to arrive in a dangerous place that was not: a high school in the small town of Athens, Georgia, where my poor English and my accent were the cause of ridicule and insult. The only way I could recover my usurped country and my Chilean childhood was by continuing to write in Spanish the same way my grandparents had sung in their own tongues in diasporic sites.
The new and learned English l ...
Wastong Gamit ng Salita
A. Pahirin at Pahiran
B. Punasin at Punasan
C. Operahin at operahan
D. Subukin at subukan
E. Pinto at Pintuan
F. Hagdan at hagdanan
G. Nang at ng
H. Kung at kong
I. May at mayroon
J. Din at Rin daw at raw
K. Sila at sina kina at sila
L. Iwan at iwanan
M. Sundin at Sundan
N. Tungtong tuntong at tunton
O. Dahil sa at Dahilan sa
P. Kung ‘di kungdi at kundi
Content-Based and Immersion Models for ESL and EFL Language TeachingBeeJay Baje
I. Content
II. Content-Based Models
III. Immersion Models
IV. Content-Enriched Foreign Language in Elementary School
V. Theme-Based Model
VI. Sheltered Model
VII. Adjunct Model
VIII. Strategies for content instruction
I. Cognitive Strategies
A. TPSR
B. Context Clues
II. Context Clues
A. Definition or synonym
B. Explanation
C. Example or Illustration
D. Comparison and contrast
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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.
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.
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
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!
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.
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.
2. Juan Salazar
was part of the first
batch of Filipino
writers who used the
English language in
their writing
crafted poems and
stories modeled after
3. Air Castles
(Juan F.
Salazar)
My life's tomorrow
beckons me
From distant
mountains high and
low
My future seems a
boundless sea
When moving
passions come and
go.
Deep in my heart
ambition dwells
He cheers me up the
highland way
And guides me through
4. I cannot write with
Shakespeare's pen
But I can write with
Shakespeare's heart
I love his skill, his craft
of men
His mastery of poet's
art.
I do not care for fame as
he
Enthroned was he, like
unto a God
the depth he reached
5. I wear achievement's coronet.
For blest are they who see things
done
and all my cares I soon forget
When I have wrought my work
alone.
If I be met by adverse fate
And all my dreams be but in vain
then I will work harder yet
6. Elements
Speaker: aspiring country
person
Setting: rural area or country
Tone: normal, reflective,
motivating
Rhyme Scheme: A B A B C
D C E F G F G A H A I J K J K
10. Analysis
connects reality to life
talks about how an
individual's dreams can
become that person's
motivation to face the
tough challenges of life
about your ambitions in
life, the things or you want
to be you want to have in
Editor's Notes
2. Possible sensibilities, level of awareness, values, addressing to himself,
soliloquy- A (usually long) dramatic speech intended to give the illusion of unspoken reflections
3. favorably since it inspires the readers to achieve their dreams
3.
2. Possible sensibilities, level of awareness, values, addressing to himself,
soliloquy- A (usually long) dramatic speech intended to give the illusion of unspoken reflections
3. favorably since it inspires the readers to achieve their dreams
3.
2. Possible sensibilities, level of awareness, values, addressing to himself,
soliloquy- A (usually long) dramatic speech intended to give the illusion of unspoken reflections
3. favorably since it inspires the readers to achieve their dreams
3.
2. Possible sensibilities, level of awareness, values, addressing to himself,
soliloquy- A (usually long) dramatic speech intended to give the illusion of unspoken reflections
3. favorably since it inspires the readers to achieve their dreams
3.