This document contains 21 poems about myths from various authors. Some of the poems summarize or reference famous myths such as the myths of Oedipus, Orpheus, Medusa, Leda, and Icarus. The poems explore themes around love, fate, transformation, and the supernatural elements often present in classical myths.
Pitch document for a feature film based on the amazing life of Kucki Low - South Africa's first female commercial pilot. This biographical film will inspire audiences the world over to defy convention and follow their dreams.
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.
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
Pitch document for a feature film based on the amazing life of Kucki Low - South Africa's first female commercial pilot. This biographical film will inspire audiences the world over to defy convention and follow their dreams.
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.
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
The facts, fancies, and fallacies of this book
are gleaned from the rovings and ramblings of
a solid year of over fifty-five thousand miles of
travel; through ten separate countries: Japan,
Korea, China, the Philippine Islands, French
Indo-China, the Malay States, Borneo, Java,
Sumatra and the Hawaiian Islands ; across seven
seas: the Pacific Ocean, the Sea of Japan, the
North China Sea, the Yellow Sea, the South
China Sea, the Malacca Straits, and the Sea of
Java; after visiting five wild and primitive tribes :
the Ainu Indians of Japan, the Igorrotes of the
Philippines, the Negritos of the same islands ; the
Dyaks of Borneo, and the Battaks of Sumatra;
face to face by night and day with new races, new
faces, new problems, new aspirations, new ways
of doing things, new ways of living, new evils,
new sins, new cruelties, new fears, new degrada-
tions; new hopes, new days, new ways, new na-
tions arising; new gods, and a new God!
Fantastic novel that proposes an alternative history of the origin of mankind, their main personal like Jesus Christ and the balance of good and evil in the rule of Aztlán Empire.
The facts, fancies, and fallacies of this book
are gleaned from the rovings and ramblings of
a solid year of over fifty-five thousand miles of
travel; through ten separate countries: Japan,
Korea, China, the Philippine Islands, French
Indo-China, the Malay States, Borneo, Java,
Sumatra and the Hawaiian Islands ; across seven
seas: the Pacific Ocean, the Sea of Japan, the
North China Sea, the Yellow Sea, the South
China Sea, the Malacca Straits, and the Sea of
Java; after visiting five wild and primitive tribes :
the Ainu Indians of Japan, the Igorrotes of the
Philippines, the Negritos of the same islands ; the
Dyaks of Borneo, and the Battaks of Sumatra;
face to face by night and day with new races, new
faces, new problems, new aspirations, new ways
of doing things, new ways of living, new evils,
new sins, new cruelties, new fears, new degrada-
tions; new hopes, new days, new ways, new na-
tions arising; new gods, and a new God!
Fantastic novel that proposes an alternative history of the origin of mankind, their main personal like Jesus Christ and the balance of good and evil in the rule of Aztlán Empire.
If You Forget Me,” Pablo NerudaI want you to knowone thing..docxwilcockiris
“If You Forget Me,” Pablo Neruda
I want you to know
one thing.
You know how this is:
if I look
at the crystal moon, at the red branch
of the slow autumn at my window,
if I touch
near the fire
the impalpable ash
or the wrinkled body of the log,
everything carries me to you,
as if everything that exists,
aromas, light, metals,
were little boats
that sail
toward those isles of yours that wait for me.
Well, now,
if little by little you stop loving me
I shall stop loving you little by little.
If suddenly
you forget me
do not look for me,
for I shall already have forgotten you.
If you think it long and mad,
the wind of banners
that passes through my life,
and you decide
to leave me at the shore
of the heart where I have roots,
remember
that on that day,
at that hour,
I shall lift my arms
and my roots will set off
to seek another land.
But
if each day,
each hour,
you feel that you are destined for me
with implacable sweetness,
if each day a flower
climbs up to your lips to seek me,
ah my love, ah my own,
in me all that fire is repeated,
in me nothing is extinguished or forgotten,
my love feeds on your love, beloved,
and as long as you live it will be in your arms
without leaving mine.
“The Second Coming,” William Butler Yeats
Turning and turning in the widening gyre
The falcon cannot hear the falconer;
Things fall apart; the centre cannot hold;
Mere anarchy is loosed upon the world,
The blood-dimmed tide is loosed, and everywhere
The ceremony of innocence is drowned;
The best lack all conviction, while the worst
Are full of passionate intensity.
Surely some revelation is at hand;
Surely the Second Coming is at hand.
The Second Coming! Hardly are those words out
When a vast image out of Spiritus Mundi
Troubles my sight: a waste of desert sand;
A shape with lion body and the head of a man,
A gaze blank and pitiless as the sun,
Is moving its slow thighs, while all about it
Wind shadows of the indignant desert birds.
The darkness drops again but now I know
That twenty centuries of stony sleep
Were vexed to nightmare by a rocking cradle,
And what rough beast, its hour come round at last,
Slouches towards Bethlehem to be born?
We Are Seven
William Wordsworth (1770–1850)
A SIMPLE Child,
That lightly draws its breath,
And feels its life in every limb,
What should it know of death?
I met a little cottage Girl:
5
She was eight years old, she said;
Her hair was thick with many a curl
That clustered round her head.
She had a rustic, woodland air,
And she was wildly clad:
10
Her eyes were fair, and very fair;
—Her beauty made me glad.
‘Sisters and brothers, little Maid,
How many may you be?’
‘How many? Seven in all,’ she said,
15
And wondering looked at me.
‘And where are they? I pray you tell.’
She answered, ‘Seven are we;
And two of us at Conway dwell,
And two are gone to sea.
20
‘Two of us in the church-yard lie,
My sister and my brother;
And, in the church-yard cottage, I
Dwell near them wi.
I have compiled this book so that you can get it printed. Its available in PDF form and you can download it, i will leave the option open. Its an anthology taught in NUML and students often have difficulty finding poems.
1)Read chapter 20 in CoffinStacey. (read something about Coffin.docxNarcisaBrandenburg70
1)
Read chapter 20 in Coffin/Stacey.
(read something about Coffin/Stacey and write just one pragpragh about it)
2)
read some selections of
Romantic Poems
and write a one-page paper in which you examine some of the main characteristics of the Romantic era. Please be sure to include quoted material.
Romantic Poems
:
Samuel Coleridge
, "Kubla Khan" (1798)
In Xanadu did Kubla Khan
A stately pleasure-dome decree;
Where Alph, the sacred river, ran
Through caverns measureless to man
Down to a sunless sea.
So twice five miles of fertile ground
With walls and towers were girdled round;
And here were gardens bright with sinuous rills
Where blossomed many an incense-bearing tree;
And here were forests ancient as the hills,
Enfolding sunny spots of greenery.
But O, that deep romantic chasm which slanted
Down the green hill athwart a cedarn cover!
A savage place! as holy and enchanted
As e'er beneath a waning moon was haunted
By woman wailing for her demon-lover!
And from this chasm, with ceaseless turmoil seething,
As if this earth in fast thick pants were breathing,
A mighty fountain momently was forced;
Amid whose swift, half-intermittent burst
Huge fragments vaulted like rebounding hail,
Or chaffy grain beneath the thresher's flail.
And 'mid these dancing rocks at once and ever
It flung up momently the sacred river.
Five miles meandering with a mazy motion
Through wood and dale the sacred river ran,
Then reached the caverns measureless to man,
And sank in tumult to a lifeless ocean;
And 'mid this tumult Kubla heard from far
Ancestral voices prophesying war!
The shadow of the dome of pleasure
Floated midway on the waves;
Where was heard the mingled measure
From the fountain and the caves.
It was a miracle of rare device,
A sunny pleasure-dome with caves of ice!
A damsel with a dulcimer
In a vision once I saw.
It was an Abyssinian maid,
And on her dulcimer she played,
Singing of Mount Abora.
`Could I revive within me
Her symphony and song,
To such a deep delight 'twould win me
That with music loud and long,
I would build that dome in air,
That sunny dome! those caves of ice!
And all who heard should see them there,
And all should cry, Beware! Beware!
His flashing eyes, his floating hair!
Weave a circle round him thrice,
And close your eyes with holy dread,
For he on honey-dew hath fed,
And drunk the milk of Paradise.
William Wordsworth
, "The Solitary Reaper" (1807)
Behold her, single in the field,
Yon solitary Highland Lassl
leaping and singing by herself;
Stop here, or gently passl
Alone she cuts and binds the grain,
And sings a melancholy strahl;
O listen for the Vale profound
Is overflowing with the sound.
No Nightingale did ever chaunt
More welcome notes to weary bands
Of travellers in some shally haunt,
Among Arabian sands:
A voice so thrilling ne'er was heard
In spring-time from the Cuckoo-bird,
Breaking the silence of the seas
Among the farthest Hebrides.
Will no on.
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.
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.
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.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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!
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.
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.
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.
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.
2. MYTH
Long afterward, Oedipus, old and blinded, walked the Roads.
He smelled a familiar smell.
It was the Sphinx.
Oedipus said, “I want to ask one question.
Why didn’t I recognize my mother?”
“You gave the wrong answer,” said the Sphinx.
“But that was what made everything possible,” said Oedipus.
“No,” she said. When I asked, what walks on four legs in the morning,
Two at noon and three in the evening, you answered,
Man.
You didn’t say anything about woman.”
“When you say Man,” said Oedipus,
“You include women too.
Everyone knows that.”
She said, “That’s what you think.”
-Muriel Rukeyser
3. THE APOLOGY OF DIONYSUS
I know that you like my bee-
balmy glades,
and my jugs
heavy with their sweet wines—
but mine also are the snake’s skin
and the wind-whip
of biting sands.
I weed your gardens
with rakes of
lightning and flurries of hail,
frosting your fruits and
blighting your fields.
The racks and screws of winter
are the instruments of spring.
-Santi Tafarella
4. PROMETHEUS
I feel the wings of the eagle
Stretch wide the lips of my liver;
I feel its talons,
I feel its iron beak,
I feel the enormity of its hunger for life,
Its thirst for flight
With me in its talons.
And I fly.
Whoever said I was chained?
-Marin Sorescu
5. LEDA
Come not with kisses
Not with caresses
Of hands and lips and murmurings;
Come with the hiss of wings
And sea-touch tip of a beak
And treading of wet, webbed, wave-working feet
Into the marsh-soft belly.
-D.H. Lawrence
6. A HYMN TO BACCHUS
Bacchus, let me drink no more!
Wild are seas that want a shore!
When our drinking has no stint,
There is no one pleasure in't.
I have drank up for to please
Thee, that great cup, Hercules.
Urge no more; and there shall be
Daffadils giv'n up to thee.
-Robert Herrick
7. LANDSCAPE WITH THE FALL OF ICARUS
According to Brueghel
when Icarus fell
it was spring
a farmer was ploughing
his field
the whole pageantry
of the year was
awake tingling
near
the edge of the sea
concerned
with itself
sweating in the sun
that melted
the wings' wax
unsignificantly
off the coast
there was
a splash quite unnoticed
this was
Icarus drowning
-William Carlos Williams
8. DAPHNE
Why do you follow me?—
Any moment I can be
Nothing but a laurel-tree.
Any moment of the chase
I can leave you in my place
A pink bough for your embrace.
Yet if over hill and hollow
Still it is your will to follow,
I am off;—to heel, Apollo!
-Edna St. Vincent Millay
9. MEDUSA
I had come to the house, in a cave of trees,
Facing a sheer sky.
Everything moved, -- a bell hung ready to strike,
Sun and reflection wheeled by.
When the bare eyes were before me
And the hissing hair,
Held up at a window, seen through a door.
The stiff bald eyes, the serpents on the forehead
Formed in the air.
This is a dead scene forever now.
Nothing will ever stir.
The end will never brighten it more than this,
Nor the rain blur.
The water will always fall, and will not fall,
And the tipped bell make no sound.
The grass will always be growing for hay
Deep on the ground.
And I shall stand here like a shadow
Under the great balanced day,
My eyes on the yellow dust, that was lifting in the wind,
And does not drift away.
-Louise Bogan
10. ORPHEUS
Orpheus with his lute made trees
And the mountain tops that freeze
Bow themselves when he did sing:
To his music plants and flowers
Ever sprung; as sun and showers
There had made a lasting spring.
Every thing that heard him play,
Even the billows of the sea,
Hung their heads and then lay by.
In sweet music is such art,
Killing care and grief of heart
Fall asleep, or hearing, die.
-William Shakespeare
11. PERSEUS
Her sleeping head with its great gelid mass
of serpents torpidly astir
burned into the mirroring shield--
a scathing image dire
as hated truth the mind accepts at last
and festers on.
I struck. The shield flashed bare.
Yet even as I lifted up the head
and started from that place
of gazing silences and terrored stone,
I thirsted to destroy.
None could have passed me then--
no garland-bearing girl, no priest
or staring boy--and lived.
-Robert Hayden
12. PENELOPE
In the pathway of the sun,
In the footsteps of the breeze,
Where the world and sky are one,
He shall ride the silver seas,
He shall cut the glittering wave.
I shall sit at home, and rock;
Rise, to heed a neighbor's knock;
Brew my tea, and snip my thread;
Bleach the linen for my bed.
They will call him brave.
-Dorothy Parker
13. DESCRIPTION OF HELEN from Doctor Faustus
Was this the face that launch'd a thousand ships,
And burnt the topless towers of Ilium?
Sweet Helen, make me immortal with a kiss.
Her lips suck forth my soul: see, where it flies!
Come, Helen, come, give me my soul again.
Here will I dwell, for heaven is in these lips,
And all is dross that is not Helena.
Christopher Marlowe
14. From PROMETHEUS UNBOUND
The crawling glaciers pierce me with the spears
Of their moon-freezing crystals; the bright chains
Eat with their burning cold into my bones.
Heaven's winged hound, polluting from thy lips
His beak in poison not his own, tears up
My heart; and shapeless sights come wandering by,
The ghastly people of the realm of dream,
Mocking me; and the Earthquake-fiends are charged
To wrench the rivets from my quivering wounds
When the rocks split and close again behind.
-Percy Bysshe Shelley
15. WHY WAS CUPID A BOY?
Why was Cupid a boy,
And why a boy was he?
He should have been a girl,
For aught that I can see.
For he shoots with his bow,
And the girl shoots with her eye,
And they both are merry and glad,
And laugh when we do cry.
And to make Cupid a boy
Was the Cupid girl's mocking plan;
For a boy can't interpret the thing
Till he is become a man.
And then he's so pierc'd with cares,
And wounded with arrowy smarts,
That the whole business of his life
Is to pick out the heads of the darts.
'Twas the Greeks' love of war
Turn'd Love into a boy,
And woman into a statue of stone--
And away fled every joy.
-William Blake
16. IPHIGENIA
“I was cut off from hope in that sad place,
Which yet to name my spirit loathes and fears;
My father held his hand upon his face;
I, blinded by my tears,
Still strove to speak; my voice was thick with sighs,
As in a dream. Dimly I could decry
The stern black-bearded kings, with wolfish eyes,
Waiting to see me die.
The tall masts quivered as they lay afloat,
The temples and the people and the shore;
One drew a sharp knife through my tender throat
Slowly, and—nothing more.”
-Alfred Lord Tennyson
17. LEDA and the SWAN
A sudden blow: the great wings beating still
Above the staggering girl, her thighs caressed
By his dark webs, her nape caught in his bill,
He holds her helpless breast upon his breast.
How can those terrified vague fingers push
The feathered glory from her loosening thighs?
How can anybody, laid in that white rush,
But feel the strange heart beating where it lies?
A shudder in the loins, engenders there
The broken wall, the burning roof and tower
And Agamemnon dead.
Being so caught up,
So mastered by the brute blood of the air,
Did she put on his knowledge with his power
Before the indifferent beak could let her drop?
-William Butler Yeats
18. EURYDICE TO ORPHEUS
But give them me, the mouth, the eyes, the brow!
Let them once more absorb me! One look now
Will lap me round for ever, not to pass
Out of its light, though darkness lies beyond:
Hold me but safe again within the bond
Of one immortal look! All woe that was,
Forgotten, and all terror that may be,
Defied—no past is mine, no future: look at me!
-Robert Browning
19. EROS
O Eros, silently smiling one, hear me.
Let the shadow of thy wings
Brush me.
Let thy presence
Enfold me, as if darkness
Were swandown.
Let me see that darkness
Lamp in hand,
This country become
The other country
Sacred to desire.
Drowsy god,
Slow the wheels of my thought
So that I listen only
To the snowfall hush of
Thy circling.
Close my beloved with me
In the smoke ring of thy power,
That we may be, each to the other,
Figures of flame,
Figures of smoke,
Figures of flesh
Newly seen in the dusk.
-Denise Levertov
20. CHARON’S COSMOLOGY
With only his dim lantern
To tell him where he is
And every time a mountain
Of fresh corpses to load up
Take them to the other side
Where there are plenty more
I’d say by now he must be confused
As to which side is which
I’d say it doesn’t matter
No one complains he’s got
Their pockets to go through
In one a crust of bread in another a sausage
Once in a long while a mirror
Or a book which he throws
Overboard into the dark river
Swift and cold and deep
-Charles Simic
21. PSYCHE with the CANDLE
Love which is the most difficult mystery
Asking from every young one answers
And most from those most eager and most beautiful—
Love is a bird in a fist:
To hold it hides it, to look at it lets it go.
It will twist loose if you lift so much as a finger.
It will stay if you cover it—stay but unknown and invisible.
Either you keep it forever with fist closed
Or let it fling
Singing in fervor and sun and in song vanish.
There is no answer other to this mystery.
-Archibald MacLeish
22. THE LABYRINTH
Zeus, Zeus himself could not undo these nets
Of stone encircling me. My mind forgets
The person I have been along the way,
The hated way of monotonous walls,
Which is my fate. The galleries seem straight
But curve furtively, forming secret circles
At the terminus of years; and the parapets
Have been worn smooth by the passage of days.
Here in the tepid, alabaster dust,
Are tracks that frighten me. The hollow air
Of evening sometimes brings a bellowing,
Or the echo, desolate, of bellowing.
I know that hidden in the shadows there
Lurks another, whose task is to exhaust
The loneliness that brains and weaves this hell,
To crave my blood, and to fatten on my death.
We seek each other. Oh, if only this
Were the last day of our antithesis!
-Jorge Luis Borges