Places, persons, Parties, positions and Events: Absalom and Achitophel: John ...Dilip Barad
This presentation is about allegorical reference to places, persons, parties, positions and events in the poem 'Absalom and Achitophel' with 1670s of England.
Places, persons, Parties, positions and Events: Absalom and Achitophel: John ...Dilip Barad
This presentation is about allegorical reference to places, persons, parties, positions and events in the poem 'Absalom and Achitophel' with 1670s of England.
Of the Protocols themselves little need be said in the way of introduction. The book in which they are embodied was first published in the year 1897 by Philip Stepanov for private circulation among his intimate friends. The first time Nilus published them was in 1901 in a book called The Great Within the Small and reprinted in 1905. A copy of this is in the British Museum bearing the date of its reception, August 10, 1906. All copies that were known to exist in Russia were destroyed in the Kerensky regime, and under his successors the possession of a copy by anyone in Soviet land was a crime sufficient to ensure the owner's of being shot on sight. The fact is in itself sufficient proof of the genuineness of the Protocols. The Jewish journals, of course, say that they are a forgery, leaving it to be understood that Professor Nilus, who embodied them in a work of his own, had concocted them for his own purposes.
Legalizing Prostitution Essay. PDF Conclusion to: Legalizing Prostitution bookBridget Zhao
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This book will teach your students the foundations of responsible citizenship and the constitutional heritage of our nation as well as the fascinating details of Colorado history.
CHAPTER 7
The Spirit of 1676: The Identity Politics of “Whiteness” and
Prelude to Colonial Secession
The fatuous idea that the routing of the Pequots in the 1630s indicated smooth sailing for the
settlers in what they called New England became even more foolish when war erupted once
more in the mid-1670s.1 As ever, settlers were upset when evidence emerged that the French
and the Dutch were selling “guns, powder, shot,” and trading and the like “with Indians to our
great prejudice and strengthening and animating the Indians against us.” The authorities
demanded that no boats be sold to indigenes, perhaps hampering their escape from enslavement
and routing. Though the settlers had arrived in North America purportedly to enjoy religious
liberty, indigenous religious liberty was curtailed, that is, “worship to their false Gods or to
the Devil” was forbidden. Catholics too were restrained: “no Jesuit or spiritual or
ecclesiastical person” was allowed to alight or any “ordained by the authority of the Pope”
were allowed to “come within this jurisdiction.” They were to be barred initially, and if they
came a “second time” they “shall be put to Death.” The death penalty for poisoning provided a
foretaste of their real fears, while “firing and burning” was illuminatingly reproved.2
News then reached London of the “bloody Indian war from March till August 1676.”
Highlighted was the allegation that if victims were “women, they first forced them to satisfie
their filthy lusts and then murthered them.”3 Londoners focused not on the fact that their
compatriots had invaded a foreign land and began to oust and enslave, giving rise to a fierce
reaction but instead stressed “New England’s present sufferings under their cruel neighboring
Indians.”4 The prominent Bostonian Increase Mather laid down a steady drumfire of
propaganda against the indigenous, tracing their purported perfidy from “the year 1614 to the
year 1675.”5
After European rule had been fastened firmly upon New England, it was conceded that
indigenous “captive women and children were sold into slavery,” that is, “more than five
hundred” were “sold into slavery from Plymouth alone” in what was termed “King Philip’s
war.”6 Rationalizing this crime against humanity, the Plymouth elite, it was argued, averred that
“the Sachem of Pascanacutt” was working with the “French against the English in New
England.”7 Still, even after it appeared that an indigenous revolt had been quelled, one settler
was still sweating about what a resident termed “many secret attempts … by evil minded
persons to fire the town of Boston, tending to the destruction” of that rapidly growing urban
center.8
It turns out that this deportation policy may have exported revolt. The “heathen prince” who
perpetrated these “notorious and execrable murders and outrages” and sought to “totally
destroy, extirpate & expel s.
Tracing Colonialism in 19th Century British Novels by Farhana Haque in Resear...CrimsonpublishersMedical
The aim of this paper is to map out aspects of colonialism and embedded colonial spirit in the works of the Nineteenth century British novelists. To do so i have chosen three quintessential english novels, jane austen’s mans field park (1814), charlotte bronte’s jane eyre (1847), and its prequel wide sargasso sea (1966) written by jean rhys. These three novels from three different eras, the romantic period, the victorian period and the postcolonial modern times, therefore illustrated how literature can often be ingrained with supremacist ideologies and it can also be the means of resistance against the forces of colonialism.
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
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.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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.
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.
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.
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.
1. M.A Semester : 1
Roll No : 16
Enrollment No : 2069108420200014
Batch : 2019-2021
Email id : kinuhalvadiya17@gmail.com
Submitted to : Smt. S.B Gardi
Department of English, MKBU
Paper No-2 THE NEO-CLASSICAL LITERATURE
Topic : COLONIALISM IN ROBINSON CRUSO
Prepared and Presented by : KINNARI HALVADIYA
2. {1660-1731} in London
His Original name
“CHRISTENED DANIEL FOE”
at the age of 35 he changed
his name.
Witten his first poem in
1701 “THE TRUE BORN
ENGLISHMAN”
“THE SHORTEST WAY WITH
DISSENTERS”, was satire on
persecutors of dissenters.
1703 he was jailed in new
gate prison. Worked as a
spy.
Was a
MERCHANT,POET,JOURNALIS
T AND PRISONER.
6. “is the policy of
nation seeking to
extend or retain its
authority over other
people or territories,
with the aim of
economic dominance.
7. Them of the novel is “SOLITARY HUMAN EXISTENCE”
Central modern them of ALIENATION AND ISOLATION.
During 18th century most of countries were under the grip of
Europeans.
Crusoe remains Isolated on the island.
He builts his own residence , raised goat and has a parrot as
a pet.
Had Friday and fantasy of power and cantrol.
Making the dream/fantasy real.
Thus he image him self Ruler.
Proceeds to materially and in actuality
Dominate Friday and itself.
8. He calls him “Friday”
which may or may not be
the man’s real name.
The object named could
be anything a human , an
animal, a place.
Before the end of the first
year , he thinks that ‘THIS
WAS ALL MY OWN,THAT I
WAS KING AND LOARD OF
ALL THIS COUNTRY
INDEFEASIBLY , AND HAD A
RIGHT OF POSSESSIO; IF I
COULD CONEY IT, I MIGHT
HAVE AN INHERITANCE, AS
COMPLETELY AS ANY LORD
OF A MANOR IN ENGLAND’.
9. He thought him self King of the island.
Defoe shows crusoe as a Monarch in the tale.
This is the colonial theme where the white
man establishes his rule and dominance over
the native land and people.
First of all , the whole country was my own
mere property; so that I had an undoubted
right of Dominion.
Secondly my people were perfectly subjected :
I was absolute lord and law giver ; they all
owed their lives to me, and were ready to lay
down their lives, if there had been occasion of
it for me.
Defoe here shows two interesting features.
One, colonialism originated in England during
defoe’s time whether the king ought to be
answerable to the people or parliament.
10. In his 6th years he attempts to map the
‘CIRCUMFERENCE’ OF MY LITTLE KINGDOM.
IN THE 11TH YEAR, HE SPEAKS OF HIMSELF
‘loard of the whole manor ; or, if I
pleased, I might call my self king , or
emperor over the whole country which I
had possession of . There were no rivals. I
had no competitor , none to dispute
sovereignty or command with me’.
Crusoe believes that the people on island
are ‘WHOLLY DIRECTED AND COMMANDED
BY ME IN EVERYTHING”. And who have ‘no
power over me’. He had, ‘an undoubted
right to Govern and Dispose of them as he
thought it.
