The short story "The Little Girl" by Katherine Mansfield is about a little girl named Kezia who is afraid of her strict father. Kezia sees her father as a frightening figure and avoids him. However, one night when Kezia has a nightmare, her father comforts her in his bedroom and she realizes he loves her deeply despite his tiredness from work. The story shows how Kezia's negative perception of her father changes to understanding that beneath his sternness lies heartfelt love for his daughter.
This is a poem, covering Class IX Prose of NCERT & newly adopted TBSE Syllabus, written by Katharine Mansfield. Very easy to understand, with questions and answers for better preparation.
This is a poem, covering Class IX Prose of NCERT & newly adopted TBSE Syllabus, written by Katharine Mansfield. Very easy to understand, with questions and answers for better preparation.
First poem under CBSE English Language & Literature syllabus of Class X. This PowerPoint presentation is prepared with Summary and use of Figures of speech and expected questions.
The title of the chapter 'A Truly Beautiful Mind' refers to Albert Einstein. ... It is so because in this lesson we come across another aspect of Einstein. He was a humanitarian. He advocated world peace, non - violence and that is why the title refers to him as a truly beautiful mind. .. Class 9 Chapter 4
From the diary of anne Frank class 10 pptJnv sarang
From the diary of anne Frank is a extraction from the diary of anne Frank written by anne Frank. I have prepared the ppt of this chapter whope you will find it helpful
First poem under CBSE English Language & Literature syllabus of Class X. This PowerPoint presentation is prepared with Summary and use of Figures of speech and expected questions.
The title of the chapter 'A Truly Beautiful Mind' refers to Albert Einstein. ... It is so because in this lesson we come across another aspect of Einstein. He was a humanitarian. He advocated world peace, non - violence and that is why the title refers to him as a truly beautiful mind. .. Class 9 Chapter 4
From the diary of anne Frank class 10 pptJnv sarang
From the diary of anne Frank is a extraction from the diary of anne Frank written by anne Frank. I have prepared the ppt of this chapter whope you will find it helpful
The use of narratives in preventive approachesIngridHillblom
The use of cartoons to "catch" children in a childrens home with humour and exageration of things that are difficult. ”Tree of life” A way of talking with children about different aspects of their lives by Social worker Alec McCollin/
Familytherapist Gunnar Eide.
The conference Developing Strength and Resilience in Children 1-2 Nov. 2010 in Oslo
You are to interview a woman 50 and older and write up the interview.docxshericehewat
You are to interview a woman 50 and older and write up the interview
in a 5 page MLA paper. You ask questions intended to elicit information about her life
and how it relates to the history of women in the late 20th century. Your paper
should be normal margins, 10-12 pt. font, typed and double-spaced. It should
include the approximate age of your interviewee—it does not have to include her
name.
EXAMPLE QUESTIONS ..........
What’s your first, most vivid memory? Going to my grandma and grandpa’s farm and making grandma walk me out to the outhouse for fear of a mean bannie rooster would peck me to death. He was afraid of grandma.
What was the apartment or house like that you grew up in? How many bedrooms did it have? Bathrooms? I lived with my mother and father mostly in a house in the city that had 2 bedrooms, 1 bathroom. I had to share a room with my older brother that was upstairs.
What was your bedroom like? Very simple. It had 2 beds made of feathers, a desk with a lamp and one dresser for our clothes. Dallas (my brother got the bottom 2 and I got the top 2)
Can you describe the neighborhood you grew up in? Not really. Every chance I got I went to grandma and grandpas and spent time with them. They lived deep in the country. I had one friend out there that lived about 3 miles away on the next farm. His name was Carl.
Tell me about your parents. Where were they born? When were they born? What memories do you have of them? Both parents were born in Richmond, IN. Memories include more of my mother than my father. He was a drunk that stayed out all the time. He only came home when he was ready to pass out or to beat us.
Who was more strict: your mother or your father? Do you have a vivid memory of something you did that you were disciplined for? Since mom was the main one around I would say that she was more strict. I remember one instance when I was about 16 and mom had kicked me out of the house because she was forced to work with dad being gone all the time and I was telling her that I no longer wanted to take care of my little brother because I felt like I was his mother rather than her and that I didn’t want to do anymore of the house work. It was her house she should have to clean it. She kicked me out. I was sitting on the porch crying and dad came home (sober for once) and sat on the porch with me, got me calmed down and offered to give me a ride to grandma and grandpa’s.
Did your parents have a good marriage? No they had a horrible marriage.
How did your family earn money? How did your family compare to others in the neighborhood – richer,
poorer, the same? My family earned money from my mother working in a diner. Dad worked in a mill but we rarely saw his money. We did alright but I would say that we were on the poorer end of society.
What kinds of things did your family spend money on? The necessities and that was it.
How many brothers and sisters do you have? When were they born? What memories do yo.
BBS first year . Tribhuvan University , Nepal
English
only for students understanding purpose. Educating people with the help of essay on Gender descrimination for maintaining equality............
This is our LILAC [Long Island Language Arts Council] presentation. It is our model for a modified reading workshop, developed for middle school schedule and population.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
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Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
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Antifertility, Toxicity studies as per OECD guidelines
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.
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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.
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.
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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?
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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.
2. Elements of prose
Setting : Where the story takes place.
Characters : The people that are part of the story.
Plot: What happens in the story.
Mood : The feelings or the emotions the author
creates or the feeling you get when reading the
story.
Theme: The theme in a story is its underlying
message, or 'big idea.
3. Katherine Mansfield
Born: 14 October 1888
Died: 9 January 1923
Was a prominent New Zealand
short story writer.
Short stories: The Garden
Party, Miss Brill, The Doll's
House etc.
About the author
4. About the Story
'The Little Girl' is the story of a little girl, Kezia
who misunderstood her father's strictness and
usually remained scared of him. She kept a
distance from him, whenever he would be at
home. She considered him to be as big as a
giant. She would often get nervous and stutter
while talking to him.
5. Theme
The theme of the story is the relationship
between children and their parents and the
writer Katherine Mansfield wants to tell us
that children share a very important bond
of love with their parents. ... The parents
were concerned for them and beneath the
strictness lies a heart full of love for the
children.
6. Unfamiliar
words:
a figure to be
feared : a
person to be
feared
Glad sense of
relief : feeling
relaxed
Fainter and
fainter: to
lessen or
reduce
7. Unfamiliar
words:
slip down: come
down quietly
and unwillingly
Stutter (v): to
stammer, to
speak with
pauses
given it up (v):
stopped doing it
Trying so hard :
making a lot of
efforts
10. Value points
• Kezia was a little girl, who lived with her mother,
her father and her grandmother.
• She was afraid of her father and used to avoid
him.
• She used to feel relieved on seeing her father go
to his office.
• Kezia was so afraid of her father, that she
stuttered in front of him.
• He appeared to her as harsh, rude, and critical.
11. Value points
• Her grandmother wanted her to understand
her parents better, and would ask her to go to
the drawing room to chat with her parents.
But she found them indifferent towards her.
• Her father used to lie on sofa and her mother
was busy in reading.
12. Unfamiliar words:
Laboriously (adv):
with lot of effort or
difficulty.
Wandered into (v):
went into, by
chance
Scraps (n): small
pieces of cloth or
paper etc that are
not needed.
Hue and Cry (n):
angry protest.
14. Value points
• One day grandmother suggested that she should
prepare a pin cushion for her father’s birthday.
• Kezia stitched the three sides of the pin cushion
casing.
• Now she wanted to stuff it with some thing. In her
mother’s room, on the bed table she found many
sheets of fine paper.
• She tore them off into small pieces and filled the pin
cushion and stitched the fourth side.
• By mistake she had used the very papers which
contained her father’s very important speech for the
Port Authority.
16. Value points
• Though she accepted her mistake and tried to
explain the reasons behind it, her father was too
angry to listen to anything and punished her with a
ruler on her palms.
• She failed to understand the punishment met out to
her when she had already accepted her mistake.
• Bitterly she said,” What did God make fathers for ?”
17. Unfamiliar
words:
Tag (n): a game of
chasing the other
players in an
attempt to "tag"
and mark them
out of play,
usually by
touching with a
hand.
20. Value points
• One evening she saw Mr. McDonalds, playing with
his 5 children, laughing and enjoying , with them.
• This convinced Kezia that all fathers are not alike.
• Some are loving and caring like Mr.
McDonald and some are cruel like her father.
• But soon her attitude towards her father also
changed.
• One day, her mother had to be taken to the hospital
and her grandmother accompanied her.
• Kezia was left alone in the house with the cook.
• The day was fine..
23. Value points
• He carried her to his bedroom, and made her warm and
comfortable on his bed.
• Father told her to rub her feet with his legs and set them
warm.
• She felt very safe and comfortable with him.
• It was now she realized that her father was not all that of
a-giant.
• That he loved and cared for her in his own way.
• That he had to work the whole day to provide for his
family and was too tired by the evening to play with her.
24. Value points
• But night was a different issue.
• She Woke up in the middle of the night
screaming as she had a horrible nightmare.
• She was weeping out of fear.
• When she opened her eyes, she saw her
father beside her bed.
25. Setting
Setting has been done in a well-furnished house.
Mood
In the starting of the story, mood is shown
gloomy. As we get the end of the story, little
girl’s negative perception about her father has
changed into positive thoughts.
26. Moral
• The moral of the short story 'The Little Girl' by Katherine
Mansfield is that parents should not be indifferent to their
children. They should show their love towards their children
even when too tired from work and do not have time for them
28. Kezia
Kezia was a sweet little girl. She was the person who suffered
most of all . She was afraid of her father, and loved him very
much. She was obedient, stuttered when speaking with her
father, aspired for love on the part of her parents(wanted to
make a present for her father). She had little, pink palms . She
wondered about her neighbour, Mr. MacDonald, who was very
loving and caring for his children when she saw him playing
with his children. But when she had a nightmare and was
taken care by her father , she understood that her father was
also very loving and caring person but too tired and had no
time for her and he had a big heart.
29. Kezia's father
He was a very busy man. He hardly spent any time
with her daughter . He used to be very tired after
working so hard all day long. Although he loved
Kezia but was not able to show his love and pay
attention towards her. He was a figure to be feared
and avoided for Kezia. He always gave her a
perfunctory kiss. He had a loud voice , wore
spectacles . He looked at the little girl in a terrifying
way . He loved his daughter, this being seen at the
end of the story. He is a hard-working man.
30. Kezia's mother
She was a very caring and loving person. She was a kind-
hearted person looking after everything in the household.
Kezia’s mother always made her attend to her father after
he returned from office. Although she knew that the
daughter was afraid of the father, she made Kezia always
remove her father’s shoes when he got back from office.
This made Kezia consider her to be a strict mother like
her father. On Sunday afternoons, her mother took a
break from her regular routine and chores. She used to
stretch out on the sofa and catch up with some reading.
31. Kezia's Grandmother
She was a kind lady. She loved and took care of
Kezia when she was scolded and beaten by her
father or when Kezia was afraid at night. She
wanted Kezia to have good relationship with her
father. She always used to encourage Kezia to talk
to her father and mother and to spend some
quality time with them. She even encourage Kezia
to give the father a surprise gift.