William Shakespeare was born in 1564 in Stratford-upon-Avon, England. He likely attended the local grammar school and went on to have a successful career as an actor, playwright, poet, and theatre director in London. Some of his most famous plays were performed at the Globe Theatre. Shakespeare wrote comedies, histories, tragedies, and problem plays. He died in 1616 in Stratford and is still considered one of the greatest writers in the English language today due to his plays capturing the world of Elizabethan England.
Let me share my presentation about the story entitled "The Soul of the Great Bell"
Contents:
The Soul of the Great Bell
The Author Background
Elements of the story
Story Analysis
Let me share my presentation about the story entitled "The Soul of the Great Bell"
Contents:
The Soul of the Great Bell
The Author Background
Elements of the story
Story Analysis
My name is Phillis Wheatley, and I am the first black woman in America to publish a book. I was born around the year 1754 and I was 7 years old when slave traders captured me from my home in Africa and shipped me to Boston. There, Susanna and John Wheatley bought me as a slave.
My name is Phillis Wheatley, and I am the first black woman in America to publish a book. I was born around the year 1754 and I was 7 years old when slave traders captured me from my home in Africa and shipped me to Boston. There, Susanna and John Wheatley bought me as a slave.
William Shakespeare, the Bard of Avan, is one of the most famous writers in England.
William Shakespeare, nicknamed as Bard of Avon, is considered as one of the most famous writers of England.
widely regarded as the greatest writer in the English language
the world's pre-eminent dramatist
England's national poet
He was also an actor.
Born on 26 April 1564 in Stratford-upon-Avon.
His father John Shakespeare was a businessman and a glove maker.
Mother, Mary, was the daughter of a landowner.
He was the third child (of 8 children)
The PowerPoint slideshow is uploaded for the purpose of my professional development in education through technology which refers to education that can also be accessed through online learning and teaching tools.
Embracing GenAI - A Strategic ImperativePeter Windle
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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.
How to Make a Field invisible in Odoo 17Celine George
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Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
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International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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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.
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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
2. WHERE WAS HE BORN?
• Stratford upon Avon , Warwickshire, England.
3. DESCRIBE HIS UPBRINGING
AND EDUCATION
• William Shakespeare's father was a glover and leather
merchant and his mother a landed local heiress. His family had
that of eight people and he was born to be the third. Three of
these eight died in childhood. There is a lot of assumption of
Shakespeare's early life especially his education although it is
thought that he attended the free grammar school in
Stratford. Which at the time had a reputation to rival eton.
4. WHAT TYPES OF PLAYS HE
WROTE.
• Histories, Comedies, Tragedies and Problem Plays which en
group Comedy and Tragedy.
5. WHERE WERE HIS PLAYS
• TheGlobe and Black Friars and by the Kings Men and young
un pubescent boys.
6. WHAT MADE HIM THE JACK
OF ALL TRADES?
• Acting, Poet, Play Writing and Directing
7. WHEN AND WHERE DID HE
DIE?
• Shakespearedied on April 23, 1616 at Warwickshire, buried in
Stratford Upon Avon.
8. WHY DO WE STILL READ HIS
WORKS TODAY?
• We still read them because they were so famous and well
produced. They also en capture the world that he lived in very
well.
10. WHO WAS QUEEN
ELIZABETH?
• Queen Elizabeth the first was born on the seventh of september
fifteen-thirty three. She was queen regnant of England and Ireland
from seventeenth of november fifteen-eighty eight until her death
on twenty fourth of march sixteen-o three. She was sometimes
called the virgin queen or good queen bess, she was the fifth and
last monarch of the tudor dynasty. Daughter to king henry the
VIII, she was born a princess, but her mother, Anne Boleyn, was
executed two and a half years after her birth and Elizabeth was
pronounced illegitimate. Elizabeths reign is known as the
Elizabethan Era famous above all for its flourishing English drama
led by playwrights such as William Shakespeare and Christopher
Marlowe.
11. WHO LEAD AFTER QUEEN
ELIZABETH?
• King James the VI and the I lead after queen Elizabeth the I.
12. WHEN WAS THE
ELIZABETHAN PERIOD?
• 17 November 1558 to 24 march 1603.
13. IDENTIFY A PEASANT AND A
NOBLE DURING
SHAKESPEARE'S ERA
•A peasant was a low class person with a low income and not
very good living standards. However a Noble was a highly paid
person often related to royalty in the work place such as a
guard or a jester. These people often had a high standard of
living and a sustainable income.
14. WHAT WERE COMMON
PUNISHMENTS?
• Themost common punishments during the elizabethan era
were burning, drowning, stretching or beating.
15. HOW DID THE BUBONIC
PLAGUE EFFECT ENGLAND?
• Iteffected England by knocking out 30-60% of Europe's
population.
17. DESCRIBE ELIZABETHS
EDUCATION?
• Queen elizabeth was Governed until the age of 11 and then
up until 16 she had a tutor.
18. WHAT TYPES OF
ENTERTAINMENT DID
ELIZABETH ENJOY?
• Queen Elizabeth loved hunting and riding and did so even in
her old age and she also loved music, dancing and poetry.
20. DESCRIBE THE FOUR
Earth
Air ELEMENTS Zodiac
Zodiac
Fire Water
Zodiac Zodiac
• Thefour elements are air, fire, water and air they compose the
earth by well because without any of them the world would
not be possible like without water we would all die of
dehydration. Without fire we would all freeze. Without earth
we would have nowhere to live and without air we would
have nothing to breath.
21. WHAT WAS THE
RELATIONSHIP BETWEEN
HUMOURS AND ILLNESSES?
• The relationships between humours and illnesses are that the
humours have to do with your bodily functions so that could
affect your health therefore being an illness.
22. WHAT TYPES OF MEDICINE
WERE USED DURING THE
ELIZABETHAN PERIOD?
• Themedicines that were used during the elizabethan period
were often quite aberrant or unusual and they were dispensed
by physicians.
23. WHAT WAS THE MAIN
RELIGION AND WHAT
CHANGES WERE TAKING
PLACE?
• The to main religions were Catholicism and Protestant. Also
the changes that were taking place were the Church of
England was being established during this time..
24. THE GREAT CHAIN OF BEING
• Thegreat chain of being describes where which thing stands in
the mind of the universe
26. WHERE WERE MOST OF THE
THEATRES BUILT IN OR OUT
OF THE CITY?
• Most theatres were built out of the city.
27. WHY IS THE GLOBE THEATRE
SO FAMOUS?
• Itis so famous because most of William Shakespeares first
plays were performed there.
28. WHEN WERE THE PLAYS
PERFORMED?
• The plays were performed at around 3 in the afternoon.
29. WHO PLAYED THE FEMALE
ROLES AND WHY?
• The roles of females were played by unpubecent boys
because there voices were high and they did this because if
the females played on stage it was considered just as if they
were playing in a sex show.
30. WHAT OTHER SKILLS BESIDES
FOR ACTING DID THE
ACTORS NEED?
• They may need singing and they would need to be physically
stable.
31. HOW MUCH WOULD PEOPLE
PAY TO STAND AT THE GLOBE?
• People would pay 1 penny to stand at the globe.
32. WHO WAS RICHARD
BURBAGE?
• Richard Burbage was an english actor and theatre owner.
33. WHO WERE THE KINGS MEN ?
• The Kings men were the main actors in the theatres in the
elizabethan period.
34. THEATRICAL TERMS
• Pit was the abbreviated word for where the orchestra sits
•A Groundling was a playgoer watching from the standing
section
• A Trap Door is a sliding or hinged door in a floor or ceiling
• Tiring means to become in need of rest or sleep