Yeats explores his thoughts and musings on how immortality, art, and the human spirit may converge. Through the use of various poetic techniques, Yeats's Sailing to Byzantium describes the metaphorical journey of a man pursuing his own vision of eternal life as well as his conception of paradise.
More Information :- https://www.topfreejobalert.com
The Waste land it’s a epic poem. A poem made of collage of images. In ‘The Waste land’ Image and symbol take in city life.
Brief introduction of the Romantic Age and its characteristics.
Includes:
2 slide introduction
Influential People of the Romantic Age
In dept Characteristics
Concluding Characteristics
End
My Presentations on Overview of Culture and Anarchy written by Mathew Arnold.Culture and anarchy is a notorious philosophical work written by the celebrated Victorian poet and critic Mathew Arnold. This essay was first published in ‘Cornhill Magazine’ during 1867’-68.
Yeats explores his thoughts and musings on how immortality, art, and the human spirit may converge. Through the use of various poetic techniques, Yeats's Sailing to Byzantium describes the metaphorical journey of a man pursuing his own vision of eternal life as well as his conception of paradise.
More Information :- https://www.topfreejobalert.com
The Waste land it’s a epic poem. A poem made of collage of images. In ‘The Waste land’ Image and symbol take in city life.
Brief introduction of the Romantic Age and its characteristics.
Includes:
2 slide introduction
Influential People of the Romantic Age
In dept Characteristics
Concluding Characteristics
End
My Presentations on Overview of Culture and Anarchy written by Mathew Arnold.Culture and anarchy is a notorious philosophical work written by the celebrated Victorian poet and critic Mathew Arnold. This essay was first published in ‘Cornhill Magazine’ during 1867’-68.
A History of Connecticut Food and WineBy Amy Nawro.docxransayo
A History of Connecticut Food and Wine
By Amy Nawrocki and Eric D. Lehman
“…we are tasting, always tasting, a white, a red, rosé, a sweet dessert, oaked and unoaked, barrel-aged or bottle-ready, wines made with genius, with alchemy, with love.
You might wonder what these magical drinks of the hills and shores taste like. How to say this without pride? Like Connecticut.”
Connecticut Grown
Support Local Agriculture
Produce, Cheese, Meat….
And Wine.
Finding The Meaning of Home
A Hidden History
Wine Growing Regions Before Prohibition and Today
Late 20th Century Pioneers
Farm Wineries Today
Making Connecticut Wine
Wine Varieties of Connecticut
Whites like Chardonnay
(shown here)
Riesling,
Seyval Blanc, and dozens more…
Wine Varieties of Connecticut
Cold climate
Reds like
Marechal
Foch,
Cab Franc, (shown here)
and
St. Croix.
Wine Varieties of Connecticut
More “recognizable” red grapes like Merlot grow well in microclimates throughout Connecticut, but are too risky
You have your own palate!
Find what you like, not what some critic or friend or book tells you to drink…
From Wine to Food
Rich Bounty from Farm and Sea
Clams from the Sound
The Well-
Earned Feast
Changing Palates…
…and Changing Cuisines
Connecticut Specialties
Clear Broth Chowder and Roasted Barbecue Clams
New Haven Style
Steamed Cheeseburgers
Learning the Process
Translating for the Home Chef
The Delicious Result
*
Telling Local Stories
The Dickermans
of Hamden
By
Eric D. Lehman
1
Telling Stories of Our Homes
“One day you might stop at the ancient Jonathan Dickerman house to explore its modest rooms and primeval herb garden. Crossing the lane that Ezra Day rode to teach Sunday school, you could reflect on the longer path he took to glory and doom. A trail leads along the banks of the Mill River, past the crumbling stone foundation of the Axle Shop and to the site of Munson’s ancient dam, where a fly fisherman, the ghost of A.C. Gilbert perhaps, hooks a trout. Taking a fork in the path, you ascend through glacial wreckage to the lip of an old quarry. Below, arches and pillars of a ruin shimmer through the leaves. History itself seems to catch the corner of your eye.”
2
The Amazing Dickerman Family
Ezra Day Dickerman
Elizabeth, Abbie, and Fannie Dickerman
3
Details Make Stories
4
The Importance of Sources:
Where do we get our details from?
Catalogue of Connecticut Volunteer Organizations with Additional Enlistments and Casualties
to July 1864. Hartford: Press of Case, Lockwood, and Co., 1864.
Croffut, W.A. and John M. Morris. The Military and Civil History of Connecticut During the
War of 1861-1865. 3rd edition. Revised. New York, NY: Ledyard Bill, 1869.
Dickerman, Edward Dwight and George Sherwood Dickerman. Families of Dickerman Ancestry:
Descendents of Thomas Dickerman. New Haven: The Tuttle, Morehouse, and Taylor Press, 1897.
Dickerman, George Sherwo.
Additives, Preservatives, Sweeteners: Hungarian Food in Literature and CultureSam Roth
This is the final product of a semester I spent abroad studying in Budapest, Hungary. Though I had other work, my primary interest was my independent project in which I read Hungarian literature, both traditional and contemporary, and photographed everything I ate. Then, I juxtaposed certain quotes from my readings with select photos and presented my work to the collegium. The notes included are my own, rough guide to help me through the presentation and are in no way complete.
Reading Guide, Crucifix across the Mountains”1) Choose a crucif.docxsedgar5
Reading Guide, “Crucifix across the Mountains”
1) Choose a crucifix to consider:
a. The crucifix with the Bavarian Christ (pages 1-4):
b. The crucifix with the “little Christ” by the Isar River (appears twice, once on page 4 and again on page 7 – make sure to look closely the description on page 7, particularly at how this “little Christ” differs from the other Christs described above it on pages 6-7).
c. The crucifix in Klamm Gorge of the Zemm Valley in Tyrol, as well as the nearby crucifix featuring Christ with a “fair beard” (page 5-6)
d. The “elegant, combed and brushed and foppish” crucifix of page 6, as well as the nearby “weak and sentimental” and “ordinary, factory-made” crucifixes (pages 6-7).
e. The Christ of the valley near St. Jakob (page 7).
f. The fallen, broken crucifix (page 8).
2) For whatever crucifix you choose to consider, stop and look carefully at the imagery and details Lawrence uses to describe it. After cogitating a bit, find …
a. What interpretation does Lawrence impose on the crucifix?
b. What descriptive details about the crucifix does Lawrence use to support his interpretation?
c. How does the crucifix inform the context in which it appears? (What does the crucifix reflect about the people who made it or the place where it appears?)
d. What imagery or sensory details about the context (the people/place) does Lawrence provide to support the relationship he finds between the crucifix and the context?
· Remember that you’ll need to make similar connections between your object and its context in your Descriptive Analysis essays!
Crucifix Across the Mountains
-- from DH Lawrence’s Twilight in Italy (1916)
The imperial road to Italy goes from Munich across the Tyrol, through Innsbruck and
Bozen to Verona, over the mountains. Here the great processions passed as the emperors
went South, or came home again from rosy Italy to their own Germany.
And how much has that old imperial vanity clung to the German soul? Did not the
German kings inherit the empire of bygone Rome? It was not a very real empire, perhaps,
but the sound was high and splendid.
Maybe a certain Groessenwahn is inherent in the German nature. If only nations would
realize that they have certain natural characteristics, if only they could understand and
agree to each other's particular nature, how much simpler it would all be.
The imperial procession no longer crosses the mountains, going South. That is almost
forgotten, the road has almost passed out of mind. But still it is there, and its signs are
standing.
The crucifixes are there, not mere attributes of the road, yet still having something to do
with it. The imperial processions, blessed by the Pope and accompanied by the great
bishops, must have planted the holy idol like a new plant among the mountains, there
where it multiplied and grew according to the soil, and the race that received it.
As one goes among the Bavarian uplands and foothills, soon .
Literary Devices are ways of taking writing beyond its straightforward, literal meaning. In that sense, they are techniques for helping guide the reader in how to read the piece.
“There are a lot of literary devices to cover, each of which require their own examples and analysis. As such, we will start by focusing on common literary devices:”
Literary Devices are ways of taking writing beyond its straightforward, literal meaning. In that sense, they are techniques for helping guide the reader in how to read the piece.
“There are a lot of literary devices to cover, each of which require their own examples and analysis. As such, we will start by focusing on common literary devices:”
In post colonial studies some of the Indian theorists has contributed very well. In this presentation I gave short information about them and their work.
Poe is famous for his macabre short stories. I found that there are so many similarities in his narrators. I have tried to identify some of the characteristics of his narrator in this presentation.
Five realms of archetypes in tragedy and comedyAjit Kaliya
This is about Northrop Frye's archetypal criticism.His idea of how in different world objects and scenes have been used to define work as comic or tragic.
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
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?
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.
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.
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
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.
Azure Interview Questions and Answers PDF By ScholarHat
'Burial of the dead' from 'Waste Land'
1. Subject: ‘Burial of the Dead’ from “The Waste Land”
Ajit A. Kaliya
M.A. Sem 3
Roll No. 1
Enrollment No. 2069108420170013
Batch 2016-18
Department of English, MKBU
Paper 9 : The Modernist Literature
2. Introduction
• ‘The Waste Land’ is one of the most important poems of 20th century and
central work of modernist poetry.
•Published in 1922
• References of myths, Bible, Buddhism and Upanishads
• Five parts:
1. Burial of the dead
2. A game of chess
3. The fire sermon
4. Death by water
5.What the thunder said
3. The Burial of the Dead
Burial service by Anglican church.
April
April is the cruelest month, breeding
Lilacs out of the dead land, mixing
Memory and desire, stirring
Dull roots with spring rain.
- Regeneration
- Memory
- Memory and desire gives pain
Winter
Winter kept us warm, covering
Earth in forgetful snow, feeding
A little life with dread tubers.
- Forgetfulness
- Spiritual death
- Life in death
4. Event of Marie
And when we were children, staying at the archduke’s,
My cousin’s he took me out on a sled,
And I was frightened. He said, Marie,
Marie, hold on tight. And down we went.
In the mountains, there you feel free.
I read, much of the night, and go south in the winter.
-Spiritual degradation
- Sexual desire
- From world of innocence to world of experience
- Nostalgia
5. Image of the waste land
What are the roots that clutch, what branches grow
Out of this stony rubbish? Son of man,
You cannot say, or guess, for you know only
A heap of broken images, where the sun beats,
And the dead tree gives no shelter, the cricket no relief,
And the dry stone, no sound of water.
Only there is shadow under this red rock.
-Reference to Bible, spoken by prophet Ezekiel and Ecclesiastes in Old Testaments
- Description of waste land symbolizes spiritual death and spiritual dryness.
- Red rock means faith in God. Only hope to bring spirituality is faith in God.
6. Madame Sosotris and Tarot cards
The drowned Phoenician sailor:
- Hope for life and rebirth
- Purification by water
Belladonna
- A beautiful lady
- The lady of the rocks
- lady of situation
- Renewal of life by holy grail or a
seductive woman
7. The man with three staves
- Three staves of DA, to give, to sympathize, to control
- Signifies the fisher king
- Search for spiritual truth and compassion for others
The wheel
-The wheel of fortune, of seasons, of ups and
downs of life.
- the wheel turns round and round, like the
“crowds of people walking in a ring”
-Symbol of change
8. One eyed merchant
- Mr. Euginides from Syria who brings merchandise,
myths and religion.
-Hope of change by compassion and religion
- Lost eye can be read as lost of religion
The hanged man
-Sacrifice of the Christ
- Madame Sosostris say that she does not
find The Hanged Man. He indicates that
there is no renewal for us, that the traditions
and religions of the past have been lost
9. Unreal city
Under the brown fog of a winter dawn,
A crowd flowed over London bridge, so many,
I had not thought death had undone so many.
Sighs, short and infrequent, were exhaled,
And each man fixed his eyes before his feet.
Flowed up the hill and down king William street,
To where saint Mary Woolnoth kept the hours
With a dead sound on the final stroke of nine.
- Death in life
- aimless wandering
- Painful routine
- Soulless living of modern people
10. Conversation with Stetson
There I saw one I knew, and stopped him, crying “Stetson!
“You who were with me in the ships at Mylae!
“That corpse you planted last year in your garden,
“Has it begun to sprout? Will it bloom this year?
Or has the sudden frost disturbed its bed?
“Oh keep the Dog far hence, that’s friend to man,
“Or with his nails he’ll dig it again!
“You! Hypocrite lecteur! Mon semblable, - mon frere!”
-Reference of great naval battle of 260BC between Rome and
Carthage
- Stetson represents humanity of all time
- Dog symbolizes spiritual awareness and conscience.
- Keeping it away suggests that modern man does not want to live
with spirituality and morality
- Last line suggests that for this spiritual degradation you, me and all
are responsible.
11. Works Cited
crossroadtarot.com. Madame Sosostris’ Tarot Reading in T. S. Eliot's The
Waste Land: An Annotative Essay. 30 October 2017
<http://crossroadstarot.com/thewastelandandtarot.htm>.
shmoop.com. The Waste Land: The Burial of the Dead Summary. 11
November 2008. 30 October 2017 <https://www.shmoop.com/the-waste-
land/burial-dead-summary.html>.
wikipedia. The Waste Land. 24 October 2017. 30 october 2017
<https://en.wikipedia.org/wiki/The_Waste_Land>.