Guy de Maupassant was a prominent 19th century French writer known for his short stories and novels. He was born in 1850 in Normandy, France and studied law, but began a literary career in 1880 after resigning from his job in the Education Ministry. He published his first successful story in 1880 and wrote over 300 short stories and 6 novels within the next decade, establishing himself as a leading writer of the period. His health declined in the 1890s due to syphilis and he attempted suicide in 1892 before dying in a sanitarium the following year. As a writer, he was influenced by realism and naturalism and often portrayed unhappy characters victimized by their own flaws.
The Story of the Death of Arthur by Thomas Malory
With Author's Background, Characters of the Story and its Plot, Theme and Story Implications.
Thanks Ms. Eden Selim, LPT for this comprehensive presentation in our literature class
Jane Austen started her writing career in 1787.She began writing plays, poems and stories for her and for her family amusement. Fair copy of Twenty-nine of these writings was later published under the title Juvenilia. Among these works are a satirical novel in letters titled Love and Freindship [sic] in which she mocked popular novels of sensibility and The History of England, a manuscript of 34 pages accompanied by 13 water-colour miniatures by her sister Cassandra. Austen's History parodied popular historical writing, particularly Oliver Goldsmith’s History of England (1764).
Found at http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=5&ved=0CE4QFjAE&url=http%3A%2F%2Fpodcasts.shelbyed.k12.al.us%2Fc4baker%2Fwp-content%2Fblogs.dir%2F1056%2Ffiles%2F2009%2F09%2Fernest-hemingway-presentation-advanced-standard.ppt&ei=o6shU6ntEo25kQfuo4GgAg&usg=AFQjCNG9VWYvx_gtUw4bZrRd4qf27mei3A&sig2=fZj6rHpUdjpi1S1UdWaBXg&bvm=bv.62922401,d.eW0&cad=rja
The Story of the Death of Arthur by Thomas Malory
With Author's Background, Characters of the Story and its Plot, Theme and Story Implications.
Thanks Ms. Eden Selim, LPT for this comprehensive presentation in our literature class
Jane Austen started her writing career in 1787.She began writing plays, poems and stories for her and for her family amusement. Fair copy of Twenty-nine of these writings was later published under the title Juvenilia. Among these works are a satirical novel in letters titled Love and Freindship [sic] in which she mocked popular novels of sensibility and The History of England, a manuscript of 34 pages accompanied by 13 water-colour miniatures by her sister Cassandra. Austen's History parodied popular historical writing, particularly Oliver Goldsmith’s History of England (1764).
Found at http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=5&ved=0CE4QFjAE&url=http%3A%2F%2Fpodcasts.shelbyed.k12.al.us%2Fc4baker%2Fwp-content%2Fblogs.dir%2F1056%2Ffiles%2F2009%2F09%2Fernest-hemingway-presentation-advanced-standard.ppt&ei=o6shU6ntEo25kQfuo4GgAg&usg=AFQjCNG9VWYvx_gtUw4bZrRd4qf27mei3A&sig2=fZj6rHpUdjpi1S1UdWaBXg&bvm=bv.62922401,d.eW0&cad=rja
LIBRARY AND INFORMATION SCEINCE REFERENCE SERVICE LISC - 21536 JEAN PAUL SARTRE LECTURER= Mr.WIRASINGHA SS/2008/180 Library and information science University of kelaniya
2. Paul Jean Sartre Full name :- Jean-Paul Sartre Born :- 21 June 1905 Paris, France Died :- 15 April 1980(1980-04-15) (aged 74) Paris, France Era :- 20th-century philosophy Region :- Western Philosophy Main inerests :- Metaphysics, Epistemology, Ethics, Literature, Politics, Phenomenology, Ontology
3. His wife was jean kanapa HIS CHILDHOOD He was only child in the family His father was jean-Buptiste sartre an officer of the french navy His mother Anne-Marie Sohweitzer When he was 15 months old,his father died of a fever
4. A. He gained his primary education at the Ecole normale superieure in France.from 1924 to 1929 B. In 1931 He became the professor of philosophy at Le Havre C. He got further education in Berlin about the philosophies of Edmund Husserl & Martin HIS EDUCATION
5. HIS SERVICE TO THE EDUCATION FIELD After becoming the professor of philosophy.He tought at Le havre in 1931 Then he gave his service in loon From 1937 to 1939 he taught at the lycee pasteur in paris Since the end of the second world war sartre has been living as an independent
6. Jean-PauL was a existentialistlism,philosopher,playwright,novelist ,screenwriter,political activist,biographer and literary critic
7. SARTRE AND WORLD WAR 2 I. In 1939 Sartre was drafled in to French army where he served as a meteorologist II. In 1940 he was captured by german troops in 1940 in padoux & spent nine months III.Gained freedom in April 1941
8. HIS CONTEMPORORIES Che Guevara Bertrand Russel Houis Althusser Fedel castro Andreas Buader
9. SARTRE AND LITERATURE He wrote many books on marxism & Some of his books were prohibited “Hell is other people”I loath my childhood and all that remains of it were some of his books His other books • Les pnix nobel • Nobel lectures • Anti-semite andjew
10. SARTRE & POLITICS •He embraced marxism but did not join the communist party •He took a prominent role in the struggle against french rule in Algeria •He worked against the vietnam war(U.S.A) •Sartre set out to give marxism
11. LATE LIFE & DEATH He worked on literature in his past age He won the noble Prize in 1964 Sartre became almost completely blind in 1973 He died on 15th of April in 1980 in Paris of Edema of the Luny This was an end of the world phenomenen character in world history
12. THE END REFERENCE:- WIKIPEDIA, THE FREE ENCYCLOPEDIA
Émile Zola was a French Novelist, writer, and journalist. He is also known as the father of Naturalism, a Philosophical doctrine that focuses on the scientific method and material objectivity directly opposing Idealism. Naturalism rejects Idealism and argues that free will is an illusion, reality is governed by the force of nature, which is known as Determinism. The doctrine of Naturalism is very, "matter over mind." The most famous work from Émile Zola is Les Rougon-Macquart and J'accuse. His death remains a conspiracy and an unsolved mystery.
This is an argumentative Essay, this was written by me for a client who told me that some one already has submitted a paper on this topic. So it is here for you.
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.
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.
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.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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.
1. Biography of Guy de Maupassant
Prepared by Miss Rose June Vargas Locsin
2. Name: Henri-Rene-Albert Guy de Maupassant
Date of Birth: August 5, 1850
Birthplace: Dieppe, Normandy, France
Date of Death: July 6, 1893
Place of Death: Paris, France
Father: Gustave de Maupassant
Mother: Laure Le Poittevin
3.
4. • started schooling when he was 13 years old
• finished at a Rouen boarding school
• studied law at the University of Paris
• became a soldier in Normandy during the
Franco-Prussian War
• worked as a clerk in the Education Ministry
• resigned in 1880 and began a literary career
• imitated the style of his godfather Gustave
Flaubert
5.
6. • published his first story “Boule de Suif” (“Ball
of Fat”) in 1880
• established himself as a prominent writer of
short stories and novels
• wrote all of his great literature, including 6
novels and over 300 short stories within a
decade (1880-1890)
• published “La Parure” (“The Necklace”) in
1884
7. Alongside his flourishing literary career, de
Maupassant’s health declined as a result of syphilis,
which he contracted in the 1870s.
He attempted suicide on January 2, 1892 but was
unsuccessful; consequently, he was placed in a
sanitarium. He died there a year and a half later.
8.
9. De Maupassant as Literary
Genius
A. Theories of Realism and Naturalism
•influenced by Flaubert’s leaning toward
realism in his writings
•influenced by his friend Emile Zola and
his naturalistic perspective
10. B. Characters
Many of his characters are unhappy
victims of their greed, desire, or vanity.
C. Writing Style
He presents the characters’ lives
without sermonizing. He would usually
“show” us, not “tell” us.