1. The document provides an in-depth analysis of a Chekhovian short story set in a cold, snowy urban environment in Russia.
2. It summarizes the characters, including the protagonist Iona who is grieving the death of his son, and his horse who seems to mirror his state of mind. The other characters are indifferent to Iona's suffering.
3. The narrative relies on description of setting and character actions to convey the themes of death, the futility of life, and indifference in the urban setting. Figurative language like metaphor and personification contribute to the lamenting tone.
An easy explanation to Peter Newmark's translation theory that's pretty much quoted from his book A Textbook of Translation and some personal comments i added aiming to making the explanation easier
An overview of the literary element Tone with examples from the prose of James Baldwin and the poetry of Martin Espada. With questions to help start a Response essay.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
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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
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.
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.
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.
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.
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.
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.
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.
Unit 8 - Information and Communication Technology (Paper I).pdf
Misery
1.
2. 1. SETTING & ATMOSPHERE
• Urban setting
• Evening light
• Cold/ snowy/ white atmosphere in line with themes: theme of
death and coldness/ indifference of humans to the misery of fellow
humans – Pathetic Fallacy (setting and atmosphere reflect feelings
and state of mind of main protagonist).
• Typical Russian scenery
• Elaborate descriptions: extensive use of colours, details about
shapes and sounds, physical descriptions and actions.
3. 2. CHARACTERISATION
Other than Iona, the other characters are stock characters/ stereotypes (static/ 2 dimensional/ flat) that can be
found in any typical urban setting and particularly in the streets of Russia. Iona is the only 3 dimensional/
round/ dynamic character, portrayed as a lonely and dejected old man, yet with unusual inner strength as he
struggles to survive despite his immeasurable grief.
The horse is also a major character in the story; she seems to be the alter ego to her owner. Their actions,
gestures and state of mind are in synchronicity: e.g. “He sits on the box without stirring, bent as double as the
living body can be bent. If a regular snowdrift fell on him it seems as though even then he would not think it
necessary to shake it off.... His little mare is white and motionless too. Her stillness…”
Both direct and indirect characterisation: Direct characterisation – physical descriptions of characters; Indirect
characterisation: heavy reliance on dialogues/ conversations and actions of characters to provide insight into
their character.
The other sub-characters of the story (Iona and the horse being the only 2 main characters) act as Foil to Iona:
their indifference and boisterousness heavily contrast with Iona’s inner turmoil and silence.
4. 3. NARRATIVE VOICE/ TECHNIQUE
& POINT OF VIEW
• Narrative voice: Third-person omniscient narrator, but at times with self-imposed limitations.
Tries to get into the thought processes and feelings of the main protagonist, giving details about what
Iona is thinking on several occasions (e.g. “He thinks about oats, about hay, about the weather.... He
cannot think about his son when he is alone.... To talk about him with someone is possible, but to think
of him and picture him is insufferable anguish....).
But does not always succeed. (e.g. “She is probably lost in thought.” – uses tentative tone, the word
“probably”, to hint at uncertainty).
Does not enter the consciousness of any of the sub-characters.
• Narrative technique: Narrator relies heavily on actions, descriptions of the physical setting and
atmosphere, and conversations to forward the narration. Use of simple language, descriptions and
narration. (Third person objective narration)
• Narrative point of view: constant variation between sweeping/ panning technique, describing the
setting as if camera is moving across the scenery, and zooming onto characters, giving elaborate
physical descriptions and focus on their actions and movements.
5. 4. NARRATIVE TONE & PACE OF NARRATION
• Tone varies between lamenting tone, with the use of long sentences and suspension
marks; and aggressive tone, with the use of short and abrupt sentences/ phrases and
exclamation marks, as well as rude and foul language in the conversations. (i.e.
contrasting tones).
• Pace also varies between fast and slow narration, owing to the same contrast between
long and short sentences; as well as variation between still scenes and scenes packed
with fast pace, aggressive movements and actions. (i.e. contrasting pace).
• Occasionally, tone denotes uncertainty with the use of such words as “probably” – “She is
probably lost in thought.” At other times, tone denotes confidence – “Anyone who has
been torn away from the plough, from the familiar gray landscapes, and cast into this
slough, full of monstrous lights, of unceasing uproar and hurrying people, is bound to
think. “
6. 5. TYPE OF PLOT & TIME FRAME
• Time Frame: Linear narrative, events and occurrences described
chronologically; although Iona’s mind is preoccupied by his son’s
demise, there is no extensive flashback describing how his son passed
away.
• Static plot: nothing much happens throughout and till the end of the
story; no rising/ falling actions, no climax or denouement.
7. 6. LANGUAGE & FIGURES OF SPEECH
• The Preamble (first line) is a rhetorical question: “"To whom shall I tell my grief?"
• Alliteration - Use of consonance: e.g. ‘l’, ‘s’ and ‘w’ sounds– “Big flakes of wet snow are whirling lazily about the street
lamps, which have just been lighted, and lying in a thin soft layer on roofs, horses' backs, shoulders, caps. (creates a
lamenting tone).
• Use of personification: horse and atmosphere with human characteristics – “Big flakes of wet snow are whirling lazily”;
“monstrous lights”; “She is probably lost in thought. “; “And his little mare, as though she knew his thoughts…”
Contrastingly, humans are portrayed with animal traits: e.g. “silly creatures”; “cranes his neck like a swan”.
• Further use of contrast: - long v/s short sentences (e.g. “The twilight of evening. Big flakes of wet snow are whirling
lazily about the street lamps, which have just been lighted, and lying in a thin soft layer on roofs, horses' backs,
shoulders, caps. “); suspension v/s exclamation marks; motionlessness/ inertia (e.g. “If a regular snowdrift fell on him it
seems as though even then he would not think it necessary to shake it off.... His little mare is white and motionless too.
Her stillness…) “v/s abrupt and fast pace actions (e.g. “In token of assent Iona gives a tug at the reins which sends
cakes of snow flying from the horse's back and shoulders.”).
• Punctuation: extensive use of suspension marks (‘…’) to reinforce lamenting tone, in line the main character’s state of
mind, his “misery”.
• Simile (Figure of speech): “like a halfpenny gingerbread horse”; “cranes his neck like a swan”; “bent as double as the
living body can be bent”
• Repetition: e.g. the words “misery” and “still”, and their derivatives “miserable” and “stillness”.
8. 7. TYPE OF SHORT STORY
Chekovian: randomness, inexplicability, and haphazard elision
dominate — tailored conclusion is abandoned. there’s a refusal
to judge, explain or shape the material.
9. 8. THEMES
• Death: Death in multiple forms – physical death (Iona’s son), emotional death
(numbness felt by Iona), death of humanity (indifference of the other characters
towards Iona’s suffering).
• Life v/s Death: life being a misery, yet futile – futility of life depicted by futile
conversations and actions (e.g. passenger seems more preoccupied with the cap than
with the demise of Iona’s son) and reckoning death as the ultimate reality (“We shall
all die…”). Life being unpredictable (Iona didn’t expect the death of his son).
• Urbanism: in the urban setting, no one has time to listen to a fellow human being;
everyone seems to be in a hurry; insensitive, aggressive, almost cruel beings.