This presentation is about Skakespeare's longest play and one of the most powerful and influential tragedy in the English language: Hamlet. It also includes a comparison with the famous film, The Lion Ling.
CONTENTS
I. The Uncommon Commonplace 7
II. To Be 19
III. To Work 24
IV. To Love 35
V. The Mood of Devotion 48
VI. The Dead Masters of Life 55
VII. Taking Oneself Too Seriously 69
VIII. Nec Timeo 78
IX. The Revelation of Saint John the Divine . 90
X. "Did You Get Anything?" 107
NOTE: This rare book by a very popular Bible scholar of the past is now a collectors item that you can purchase for 30 TO 50 dollars. This free copy has many spelling errors, but the value is still here for those who want to know its content.
This presentation is about Skakespeare's longest play and one of the most powerful and influential tragedy in the English language: Hamlet. It also includes a comparison with the famous film, The Lion Ling.
CONTENTS
I. The Uncommon Commonplace 7
II. To Be 19
III. To Work 24
IV. To Love 35
V. The Mood of Devotion 48
VI. The Dead Masters of Life 55
VII. Taking Oneself Too Seriously 69
VIII. Nec Timeo 78
IX. The Revelation of Saint John the Divine . 90
X. "Did You Get Anything?" 107
NOTE: This rare book by a very popular Bible scholar of the past is now a collectors item that you can purchase for 30 TO 50 dollars. This free copy has many spelling errors, but the value is still here for those who want to know its content.
The text of Wilfred Owen's poem 'Dulce et decorum est' in a slideshow with some images taken from the World War One Poetry Archive.
You can download the original Apple Keynote file here: http://db.tt/MmPRKOGM
There are more images in the original, and I've used animations to help tell the story.
If you use it, I'd love a comment! Thanks. ;o)
WW1 poetry analysis. Ted Hughes.
English GCSE and IGCSE component for English Literature
Details of Ted Hughes poems and comparison between his poems and others.
Anti war poem by Wilfred Owen. PowerPoint prepared for ISC students. Introduction is related to advanced weaponry used during World War I and the maps were used to highlight the fact that despite such weaponry, territorial expansion was marginal and futile at best. Jessie Pope also featured to show contrasting view of war at the time.
Difficult Conversations Final DiscussionYou should be finishing .docxmecklenburgstrelitzh
Difficult Conversations Final Discussion
You should be finishing up the book this week and gathering your thoughts for your proposal submission. Please respond to these questions as you reflect on what you have read thus far, as well as reply to two classmates by the due date.
1. How do you decide whether to raise a difficult issue?
2. If you decide not to raise something but stay in the relationship, how do you cope with your thoughts and feelings so that they don't fester? How do you actually let go?
3. Can you think of a time in the past when you've successfully let go of an issue in a relationship?
4. Can you think of a time when you've tried to do this, and it hasn't worked? Why didn't it work?
As most classmates are working professionals, please have your answer posted by 10 a.m. on Sunday to give your classmates 24 hours to respond to your post.
YEARS
PROJECT M :USE 11
The Souls of Black Folk
W.E.B. Du Bois, Shawn Leigh Alexander
Published by University of Massachusetts Press
Bois, W.E.B. Du and Shawn Leigh Alexander.
The Souls of Black Folk: Essays and Sketches.
University of Massachusetts Press, 2018.
Project MUSE. muse.jhu.edu/book/59563.
For additional information about this book
https://muse.jhu.edu/book/59563
[ Access provided at 17 Aug 2020 23:33 GMT from University of California, Berkeley ]
https://muse.jhu.edu
https://muse.jhu.edu/book/59563
I
OF OUR SPIRITUAL STRIVINGS
O water, voice of my heart, crying in the sand,
All night long crying with a mournful cry,
As I lie and listen, and cannot understand
The voice of my heart in my side or the voice of the sea,
O water, crying for rest, is it I, is it I?
All night long the water is crying to me.
Unresting water, there shall never be rest
Till the last moon droop and the last tide fail,
And the fre of the end begin to burn in the west;
And the heart shall be weary and wonder and cry like the
sea,
All life long crying without avail,
As the water all night long is crying to me.
ARTHUR SYMONS.
BETWEEN me and the other world there is ever
an unasked question: unasked by some through
feelings of delicacy; by others through the dif-
fculty of rightly framing it. All, nevertheless, futter
round it. They approach me in a half-hesitant sort of way,
eye me curiously or compassionately, and then, instead
of saying directly, How does it feel to be a problem? they
2 THE SOULS OF BLACK FOLK
say, I know an excellent colored man in my town; or, I
fought at Mechanicsville; or, Do not these Southern out-
rages make your blood boil? At these I smile, or am inter-
ested, or reduce the boiling to a simmer, as the occasion
may require. To the real question, How does it feel to be
a problem? I answer seldom a word.
And yet, being a problem is a strange experience, —
peculiar even for one who has never been anything else,
save perhaps in babyhood and in Europe. It is in the early
days of rollicking boyhood that the revelation frst.
Writing Assignment – Art, Expression, & the Great War D.docxericbrooks84875
Writing Assignment – Art, Expression, & the Great War
Directions:
Essays should be doubled-spaced, size 12 font, with one-inch margins all around.
Essays must be a minimum of 1 page and should be a maximum of 3 pages.
All references from the textbook or documents must be cited parenthetically (Tindall, pg) or (Author).
All references to the art must be cited parenthetically by an abbreviated title and artist (Wounded, Dix).
All references to the memorials must be cited parenthetically by the title (Skeleton Memorial).
No bibliography is needed for your essays.
The required heading is only your name and a page number in the top right hand corner of each page.
Writing Assignment:
In the aftermath of the Great War the world changed in extremely dramatic ways. For example, the 19
th
Amendment gave women the right to vote which changed the role of women; the "Great Migration" and
Harlem Renaissance changed the lives of African-Americans; the advent of radio and the growth of Hollywood
shrank the country; and the birth of the age of the automobile made people more mobile and free. Your
weekly textbook reading will detail these changes and others during the 1920s and examine their effect on
society, while this week's writing assignment will look at the effect of WWI on individuals and society.
While the world changed around them, many individuals and cultures were trying to make sense of the pain,
suffering, death and destruction wrought by the years of war. Many soldiers expressed themselves during and
after the war through poetry, literature, art, and sculpture, and many societies expressed their grief in small
and large memorials and cemeteries. The following sources are a collection of several poems, excerpts from
literature, and images of works of art and memorials. Read the words and view the images, then write a
response paper based on the questions below!
Question:
Read the following poems, look at the works of art, and examine the memorials created by American, British,
Canadian, French, and German soldiers that fought on the Western Front throughout World War I. Discuss
how these expressions represent to the world and future generations the nature and impact of the Great War
on individuals and society. End your essay by answering the question: If you had to sum up the impact of the
Great War in one word, what would that word be?
Some of the questions to consider when writing your response are: What do the poems tell us about the
experiences of these soldiers? How do the works of art express what the soldiers experienced during the war
and how they are dealing with, or not dealing with, that experience? What differences can you see between
the European and American perspectives on the war? How do these men view the war and their role therein?
What strikes you when reading these poems?
You do not need to answer any or all of these specifically, but they might help .
Writing Assignment–Art, Expression, &the Great WarDirections.docxmaryettamckinnel
Writing Assignment
–
Art, Expression, &
the Great War
Directions:
Essays should be doubled
-
spaced, size 12 font, with one inch margins all around.
Essays must be a minimum of 1
page
and should be a maximum of 3
pages.
All references from the textbook
or documents must be cited parenthetically (
Tindall
, pg) or (Author)
.
All references to the art
must
be cited parenthetically by an abbreviated
title
and artist (
Wounded, Dix).
All references to the
memorials must be cited parenthetically by the title (Sk
eleton Memorial).
No bibliography is needed for your essays.
The required heading is only your name and a page number in the top right hand corner of each page.
Writing Assignment:
In the aftermath of the Great War the world changed in extremely
dramatic ways.
For example
,
t
he 19
th
A
mendment gave women the right to vote which changed
the
role of women; the "Great M
igration
"
and
Harlem
Renaissance
changed the lives of African
-
Americans
;
the advent of radio and the growth of Hollywood
shrank the c
ountry; and the birth of the age of the automobile made people more mobile and free. Y
our
weekly
textb
ook reading will detail
these changes
and others during the 1920s and examine their effect on
society, while this week's writing assignment will look at t
he
effect
of
WWI
on individuals and
s
ociety.
While the world changed around them, many individuals and cultures were trying to make sense of the pain,
suffering, death and destruction wrought by the years of war. Many
soldiers
expressed themselves during
and
after the war through poetry, literature, art, and
sculpture
, and many societies expressed
their
grief in small
and large memorials and
cemeteries
. The following
sources
are a collection of several
poems
, excerpts from
literature, and images of works
of art and memorials. Read the words and view the images, then
write
a
response paper based on the question
s
below!
Question
:
Read the following poems, look at the works of art, and examine the memorials created by American, British,
Canadian
, French,
and German soldiers that fought
on the Western Front th
roughout World War I. Discuss
how these expressions represent to the world and future generations the nature and impact of the Great War
on individuals and society.
End your essay by answering the ques
tion:
If you had to sum up the
impact of the
Great War in one word, what would that word be?
Some of the questions to consider
when writing your response are:
What do the poems tell us about the
experiences of these soldiers?
How do the works of art expre
ss what the soldiers experienced during the war
and how they are dealing with, or not dealing with, that experience?
What differences can you see between
the
European
and American perspectives on the war?
How do these men view the war and their role there
in?
What strikes you when reading these poems?
You do not need to answer any or all of these specifically, but they might help gi.
When asked to come up with some fun summer activities and tie in chemistry, this is the final product. I know so little about chemistry, but found this fun and educational. So, all you fellow ELA teachers, rejoice! This is for you too.
Arguments are made about all sorts of things. Those who are experts know all the techniques of rhetoric and how to use them to sell and persuade. This presentation defines all of the rhetorical elements.
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.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
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.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
2. Bent double, like old beggars under sacks,
Knock-kneed, coughing like hags, we cursed
through sludge,
Till on the haunting flares2 we turned our backs
And towards our distant rest3 began to trudge.
Men marched asleep. Many had lost their boots
But limped on, blood-shod. All went lame; all
blind;
Drunk with fatigue; deaf even to the hoots4
Of tired, outstripped5 Five-Nines6 that dropped
behind.
3. Gas!7 Gas! Quick, boys! – An ecstasy of
fumbling,
Fitting the clumsy helmets8 just in time;
But someone still was yelling out and
stumbling,
And flound'ring like a man in fire or lime9 . . .
Dim, through the misty panes10 and thick green
light,
As under a green sea, I saw him drowning.
In all my dreams, before my helpless sight,
He plunges at me, guttering,11 choking,
drowning.
4. If in some smothering dreams you too could
pace
Behind the wagon that we flung him in,
And watch the white eyes writhing in his face,
His hanging face, like a devil's sick of sin;
If you could hear, at every jolt, the blood
Come gargling from the froth-corrupted lungs,
Obscene as cancer, bitter as the cud12
Of vile, incurable sores on innocent tongues,
My friend, you would not tell with such high
zest13
To children ardent14 for some desperate glory,
The old Lie; Dulce et Decorum est
Pro patria mori.15
8 October 1917 - March, 1918
5. 1 DULCE ET DECORUM EST - the first words
of a Latin saying (taken from an ode by
Horace). The words were widely understood
and often quoted at the start of the First World
War. They mean "It is sweet and right." The full
saying ends the poem: Dulce et decorum est
pro patria mori - it is sweet and right to die for
your country. In other words, it is a wonderful
and great honour to fight and die for your
country
6.
7.
8. From side to side, and sniffed the
unwholesome air.
Tins, boxes, bottles, shapes too vague to
know,
A mirror smashed, the mattress from a
bed;
And he, exploring fifty feet below
The rosy gloom of battle overhead.
Tripping, he grapped the wall; saw
someone lie
Humped at his feet, half-hidden by a rug,
And stooped to give the sleeper's arm a
tug.
'I'm looking for headquarters.' No reply.
'God blast your neck!' (For days he'd had
no sleep.)
'Get up and guide me through this
stinking place.'
Savage, he kicked a soft, unanswering
heap,
And flashed his beam across the livid face
Terribly glaring up, whose eyes yet wore
Agony dying hard ten days before;
And fists of fingers clutched a blackening
wound.
Alone he staggered on until he found
Dawn's ghost that filtered down a shafted
stair
To the dazed, muttering creatures
underground
Who hear the boom of shells in muffled
sound.
At last, with sweat of horror in his hair,
He climbed through darkness to the
twilight air,
Unloading hell behind him step by step.
9.
10.
11. Instead of simple words, use words that
conjure images. Try your hand with these
commonly used words:
Look-
Walk-
Eat-