Slides accompanying my upcoming webinar about literature and lit projects with authors!
Bookable here: http://lpm.dzs.lpm/Webinar/index3.php
On 02. 05. 2017 | 19:00h - 20:30h CET
Access link: https://webconf.vc.dfn.de/making/
Info: https://v.gd/making
The fluid identity of authors in social mediaSH Aabir
Getting published has never been an easier work for even the nobel laureates in literature. Then getting acclaimed for their literary piece has always been a never ending war. Mess media has never been unbiased. In a world where the greatest literary works and best seller master pieces got rejected over and over, where the people who provides the most prestigious prizes for literature nominates and awards journalists for writing diaries on the decay of communism over Soviet Union, where great thinkers like Noam Chomsky faces the popular media ban for revealing the way they are treating things which is very Euro-America centric, people who are dreaming of becoming another literary mastermind can surely be considered as one of the most difficult works.
Keeping these issues in our mind as our context, we look critically upon the history and rise of online blog spots. Because, with a white eye, we can easily see that the power of controlling the voice of the authors and thinkers is slowly drifting from the hands of media mughals. These online spaces are providing the content creator the opportunity to express their thoughts more or less freely. The filter is much less than those of in print media and popular media. In this age of hyper connectivity, when it is considered as almost suspicious not having a social media account, when each and everyone is always on standby to get interrupted, building up an audience is not an issue as well.
Can we really come to this conclusion that at least, through the fluid identity that an author carry on line, the power of expressing thoughts freely has equally been distributed among the content creator and publisher/editor? Are the social networking sites for writers going to replace the need of publication houses or are they just electric sharks that devour everything and keep no lingering impact over the readers? Having Foucault’s ideas regarding power distribution as its theoretical base, and the history of rejection of famous authors and ban of media over thinkers like Chomsky
Slides accompanying my upcoming webinar about literature and lit projects with authors!
Bookable here: http://lpm.dzs.lpm/Webinar/index3.php
On 02. 05. 2017 | 19:00h - 20:30h CET
Access link: https://webconf.vc.dfn.de/making/
Info: https://v.gd/making
The fluid identity of authors in social mediaSH Aabir
Getting published has never been an easier work for even the nobel laureates in literature. Then getting acclaimed for their literary piece has always been a never ending war. Mess media has never been unbiased. In a world where the greatest literary works and best seller master pieces got rejected over and over, where the people who provides the most prestigious prizes for literature nominates and awards journalists for writing diaries on the decay of communism over Soviet Union, where great thinkers like Noam Chomsky faces the popular media ban for revealing the way they are treating things which is very Euro-America centric, people who are dreaming of becoming another literary mastermind can surely be considered as one of the most difficult works.
Keeping these issues in our mind as our context, we look critically upon the history and rise of online blog spots. Because, with a white eye, we can easily see that the power of controlling the voice of the authors and thinkers is slowly drifting from the hands of media mughals. These online spaces are providing the content creator the opportunity to express their thoughts more or less freely. The filter is much less than those of in print media and popular media. In this age of hyper connectivity, when it is considered as almost suspicious not having a social media account, when each and everyone is always on standby to get interrupted, building up an audience is not an issue as well.
Can we really come to this conclusion that at least, through the fluid identity that an author carry on line, the power of expressing thoughts freely has equally been distributed among the content creator and publisher/editor? Are the social networking sites for writers going to replace the need of publication houses or are they just electric sharks that devour everything and keep no lingering impact over the readers? Having Foucault’s ideas regarding power distribution as its theoretical base, and the history of rejection of famous authors and ban of media over thinkers like Chomsky
Latest version of the slides which will go with my Sept. 5 webinar.
You are all welcome to attend it! Here is the link to learn more about it: https://www.dropbox.com/s/1ft1yvy0ld6aden/Fasquel_Lets_study_lit.pdf?dl=0
Teaching the Dream: The Enduring Idea, Art, and the National Civil Rights MuseumJ S-C
This is a presentation I gave at the 2014 Tennessee Art Education Association conference in Memphis, TN. The conference was themed "We Can Dream." The presentation seeks to demonstrate how enduring ideas and essential questions connect classroom concepts to real-world experience to promote higher order thinking. The presentation also shares how my art education training has been essential in shaping the National Civil Rights Museum's educational materials for teachers. Also included are ways to incorporate civil rights history into art lessons.
View the last slide for additional links.
Presentation given by Sandstone Press MD Robert Davidson at the 2012 Faber Factory Plus Conference.
Sandstone Press is an independent book publisher based in the Highlands of Scotland. Visit http://www.sandstonepress.com for more information.
Latest version of the slides which will go with my Sept. 5 webinar.
You are all welcome to attend it! Here is the link to learn more about it: https://www.dropbox.com/s/1ft1yvy0ld6aden/Fasquel_Lets_study_lit.pdf?dl=0
Teaching the Dream: The Enduring Idea, Art, and the National Civil Rights MuseumJ S-C
This is a presentation I gave at the 2014 Tennessee Art Education Association conference in Memphis, TN. The conference was themed "We Can Dream." The presentation seeks to demonstrate how enduring ideas and essential questions connect classroom concepts to real-world experience to promote higher order thinking. The presentation also shares how my art education training has been essential in shaping the National Civil Rights Museum's educational materials for teachers. Also included are ways to incorporate civil rights history into art lessons.
View the last slide for additional links.
Presentation given by Sandstone Press MD Robert Davidson at the 2012 Faber Factory Plus Conference.
Sandstone Press is an independent book publisher based in the Highlands of Scotland. Visit http://www.sandstonepress.com for more information.
Presentation I used for the first class of the course "Drama for Teaching Purposes", part of the post degree diploma in English offered by MINEDUC in association with UNAB.
Santiago-Rancagua, Chile, January, 2010.
Techniques to teach drama in a language classroomRajeev Ranjan
Teaching Drama:
Techniques to Teach Drama in a Language Classroom
Drama is specific mode of fiction represented in performance. It is an important genre. It consists of various emotions. Drama is a potential resource to create wonderful activities to maximize language learning in the classroom with full of fun. Language learning should be a matter of fun. It is totally non-serious thing. Pupil should enjoy a drama class.
Writing in Different Genres: Why, Why Not, and How ToVincent O'Neil
Presentation outlining some of the reasons why writers might try creating works in more than one genre, complete with definitions, guidance, and examples.
Getting It Down and Out: Strategies for Museum WritingWest Muse
Stressed about writing? Does the thought of having to produce text send you into a panic? Relax! Our panel of experts makes the process of getting it down and out much easier. Bring your most vexing writing problems to this session, and we will help you find solutions. Writing well is key to any successful career, but for the museum professional, communicating clearly is essential for fulfilling your institution’s mission of informing the public.
Moderator: Susan Spero, Professor of Museum Studies, John F. Kennedy University
Presenters:
Katherine Whitney, Principle, Katherine Whitney & Associates
Lauren Valone, Program Coordinator, Western Museums Association
Chris Keledjian, Exhibitions Editor, Getty Museum
View the corresponding notes to this presentation here: http://www.westmuse.org/getting-it-down-and-out-strategies-museum-writing
Bznmsmszkxnndksnsbbxmzmssmzmshhshakajfjdhsydudufkdjfjfufuvjvjcjfjfjsifufifjfjfjfjgjfkfkfjfjfjdjdjckcjdkdkfjdjfjdjdjdjd jxjf I will get gjfjfjfjfjfkgkgkf gjfjfjfjfjfkgkgkf bcnchcjffjgjgk ogjfjfjfjfjfjfjfhdfhhffjjfdjfj gvzxhcjccjfjfjfjgjdhdhdhdhfhfhffjhffjfjhfchfjfjjfdjjdfjjdfifufjfjfjfjfhfjjffjfkfkfkfkfkfkcjfjfjfjdjfjfjfjfjjfjdfjfjfjdhdjjdsghdhdjfjgjgjgjgjgjgjfjgjgkgkgkvkvkvkhkgkgkgjgjgjgjgjvjvjvkvkgkgkgkgkgkvkvlbkvkvkvmvmvmvmvmbmbmbkvkcjfkgkgiffjjfjffufjjfhfcjcjhchcnxxjfjhshssudijsdjdudj
English literature is the literature written in the English language, including literature composed in English by writers not necessarily from England; for example, Robert Burns was Scottish, James Joyce was Irish, Joseph Conrad was Polish, Dylan Thomas was Welsh, Edgar Allan Poe was American, J. R. R. Tolkien was born in the Orange Free State, V.S. Naipaul was born in Trinidad, and Vladimir Nabokov was Russian, but all are considered important writers in the history of English literature. In other words, English literature is as diverse as the varieties and dialects of English spoken around the world. In academia, the term often labels departments and programmes practising English studies in secondary and tertiary educational systems. Despite the variety of authors of English literature, the works of William Shakespeare remain paramount throughout the English-speaking world.
This session takes as its starting point the evolution of the campus novel as a reflection of changing university life in Britain from the post-war era immediately after the Education Act of 1944 through the parallel growth of “redbrick” institutions and the founding of entirely “new” universities in the 1960s to the Further and Higher Education Act of 1992 which abolished the “binary divide” between polytechnics and universities and greatly expanded the sector and on to Tony’s Blair’s 2001 target of sending at least 50% of young people into a mass higher education system by the end of the decade. We shall focus on two key themes from this period of dramatic change as highlighted by the parallel development of the British campus novel: first, how the shifting depiction of administrative and managerial staff allows us to trace the extraordinary transformation that has overtaken British universities since the 1950s; and second, how the portrayal of sex, women and gender in an academic environment has been affected by what has also been a period of wider social upheaval in Britain in which the universities have played their full part. Our attendees will be encouraged to reflect on their own professional experiences as administrators in the context of these two sets of issues which have clearly been central to the development of the contemporary university, and to explore them through a combination of group conversation and plenary debate. Our session will be accessible not only to the many existing fans of the genre who are employed within universities but also to those who may be new to this form of contemporary literature and who are interested in what it might say about the places where we work. It will make particular use of examples drawn from a broad range of well-known campus novels including Kingsley Amis’s Lucky Jim (1954), Malcolm Bradbury’s The History Man (1975), Tom Sharpe’s Porterhouse Blue (1974), David Lodge’s Changing Places (1975), Small World (1984) and Nice Work (1988).
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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.
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.
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.
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/
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
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
2. Activity
• In groups, talk about the novel each of you would
like to teach
– What level do you think the novel is suitable for and why
– What genre is it
– What time period is it set in
– What are some of its themes
– How would you introduce the text to the class
3. Quick History of Prose
• 600 – 1300 AD The Dark Ages: Beowulf (1100 AD)
• 1200 – 1450 AD The Middle Ages: Chaucer
(‘The Canterbury Tales’)
• 1500 – 1620 AD The Renaissance/Elizabethan period:
Cervantes (‘Don Quixote’)
4. The Rise of the Novel
• Daniel Defoe: Robinson Crusoe (1719)/Moll Flanders
(1722)
• 1st
Person, supposedly authentic memoirs, episodic
• Jonathan Swift: Gulliver’s Travels (1726)/A Modest
Proposal (1729)
• Political satire/allegory
• Samuel Richardson: Pamela (1740)
• Epistolary
• Henry Fielding: Joseph Andrews (1742)
• 3rd
Person, Self-reflexive
5. 1750 – 1800 Age of Johnson
• Laurence Sterne:
Tristam Shandy (1759-67)
• Comic metafiction, disordered narrative
• Samuel Johnson:
Rasselas (1759)
• Moral
6. 1790 – 1840 The Romantics
• Austen: S n S (1811) Northanger Abbey (1818)
• Dickens: Oliver Twist(1838)
• Brontes: Wuthering Hts / Jane Eyre (1847)
• Scott: Ivanhoe (1819)
• J F Cooper: Last of Mohicans (1826)
• Poe: “Fall of the House of Usher” (1839)
• Shelley: Frankenstein (1817)
• Chapters in newspaper
7. 1830 – 1900 The Victorian Age
• Hugo: Hunchback (1831)
• Hawthorne: The Scarlet Letter (1850)
• Melville: Moby Dick (1851)
• Eliot: Middlemarch (1872)
• Hardy: Tess (1891)
8. 1860 – 1910 Modern Age
• Wilde: Dorian Gray (1891)
• Alcott: Little Women (1868-9)
• Twain: Tom Sawyer (1876)
• James: Turn of the Screw (1898)
• Crane: Red Badge of Courage (1895)
• Carroll : Alice in Wonderland (1865)
• Verne: 20 000 Leagues under the sea (1870)
• Doyle: The Hound of the Baskervilles (1902)
• Stevenson: Treasure Island (1883)
• Stoker: Dracula (1897)
• Wells: War of the Worlds (1898)
9. 1900 – 1915 Edwardian Age
• Conrad: Heart of Darkness (1902)
• Maugham {mawm}: Painted Veil (1925)
• Lawrence: Sons and Lovers (1913)
• London: Call of the Wild (1903)
• Henry: “Gift of the Magi” (1906)
• Wharton: The Age of Innocence (1920)
10. 1916 – 1945 Modernism
• Joyce: Portrait of the Artist as a Young Man (1916)
• Woolf: To the Lighthouse (1927)
• Forster: A Passage to India (1924)
• Huxley: Brave New World (1932)
• Waugh: A Handful of Dust (1934)
• Fitzgerald: The Great Gatsby (1925)
• Faulkner: As I Lay Dying (1930)
• Hemingway: The Sun Also Rises (1926)
• Steinbeck: The Grapes of Wrath (1939)
• du Maurier: Rebecca (1938)
11. Post-War till 1960
• Orwell: 1984 (1948)
• Golding: Lord of the Flies (1954)
• Greene: The Third Man (1949)
• Mailer: The Naked and the Dead (1948)
• Tolkien: Lord of the Rings (1955)
• Asimov: “I, Robot” (1950)
12. 1960 to Present
• Spark: Prime of Ms Jean Brodie (1961)
• Lessing: The Golder Notebook (1962)
• Updike: The Witches of Eastwick (1984)
• Bellow: Herzog (1964)
• Rushdie:Midnight’s Children (1981)
• King: It (1986)
• Rice: Interview with the Vampire (1976)
13. Proviso
• The periods of an author's writing are arbitrary.
• This does not account for Post-Colonial (e.g. Naipaul,
Achebe etc), European Literature (e.g. French,
Russian, Australian, South American etc).
Read “Analyzing Fiction” Handout
14. Using Background information in
Literature
• In which time period was the novel written?
• What was the prevailing ideology of the age? What was the spirit of
the age (zeitgist)?
• What was society like during that time?
• What changes were being made socially, scientifically, politically,
economically? How did the sexes treat each other? How was
society structured? What modern inventions were changing the
world?
• At what stage was the development of the novel/literature? What
were the prevailing styles?
• How does the socio-historical background relevant to the novel?
• Why did the novel appear at that time? Was it a result of the world
it originated from? Is it an accurate depiction of its world? Is it
critical of its world?
15. Teaching the Novel
• Most important decision?
– Which novel do I do.
– Teacher’s preference vs Students’ Interest
– Anglo- vs Local : Availability of Material e.g. Resources,
Past Exam Questions
– Classic or Modern
– Perception of Students’ Ability
– Proportion to rest of curriculum / approach
– Length of text vs time available
17. Preparing to teach the Novel
• Read the text AND annotate
• Notes: NUS, past notes, colleagues
• Starting points: Cliff notes
• Internet web-sites
• NUS library
18. Challenges in teaching the novel
• Organising your content
• Bulk of interpretation
• Building on schema and Making it relevant
• First four weeks – what do I do while they are reading
• give them early start while you are teaching something
else
• Can’t talk about the novel as a whole until they have read
• Students who do not read
• choose shorter novels assign certain no of pgs by given
date mid-term check with questions abt the text
• Students who read but like never read
• Spoilers and revealing the ending
19. The First Four Weeks
• Background Knowledge (Biographical, Generic,
Historical, Topical, Contextual)
• Title, Cover, Blurb, Predictions, Internal Structure of
the book, overview, chapter
• Approaches to studying the novel: Teach them to
‘read’
• Paying special attention to Chap One – how it
foreshadows what is to come, getting used to
author’ style
20. Close Reading
• Teaching from the Microcosm
• “In every great novel, there is a passage that when deeply
understood, reveals how the author develops character,
establishes tension, creates dramatic movement. With that
understanding, the student can read the rest of the novel
more insightfully.”
21. General Rule
• You cannot cover everything.
Equip your students with skills.
• "a sense of the whole that provides the student with
some control over a major work of art, and a sense
that there are still further dimensions to investigate"
•
22. Activity
• From your book, pick a paragraph that narrates a
significant event or exemplifies the author’s style
best. Decide the start and end point. Phrase a
question for analysis.
– Pass your passage and question to your partner. Have your
partner do a practical criticism on it.
23. Titles on the current O Level Syllabus
• Chinua Achebe: Things Fall Apart
• Merle Hodge: Crick Crack, Monkey
• John Wyndham: The Chrysalids
• Gwee, Li Sui (ed.): Telltale: 11 Stories
• Pearl S. Buck: The Good Earth
• Anita Desai: Fasting, Feasting
• Mildred D. Taylor: Roll of Thunder, Hear My Cry
• Prescribed texts for 2012 & 2013
24. For tomorrow:
• Fiction 55
– Eg
• Tommy and Frank sat quietly at the bar nursing their beers. Neither said
anything – it wasn’t their way – but they were worried about Mark. It
wasn’t like him to not show up… not even for something as trivial as
happy hour.
Suddenly the door burst open. “Drinks are on me, fellas! I’m having a
boy!”
• My only true masterpiece. Fifty-five careful, eloquent words. Laying the
page on the table, I waited for his praise.
“Fifty-six.”
“…What?”
“You’ve made a mistake. That word’s hyphenated.” A smile. “Better luck
next time.”
The crimson droplets look misplaced, scattered on my manuscript. But at
least nobody will ever again threaten its perfection.
25. Your task
• "You’ve lost weight, Mom."
"Got to watch my figure for Dad."
"You’re 82, Mom. Dad’s dead. You need to eat!"
"Don’t harp at me, sonny Jim. Your Mom knows best."
A month later, Jim asks: "What’d she die of?"
"Malnutrition," the doctor replies, "weren’t you looking after
her?"
"Did the best I could," Jim shrugs.
• Write your version of Fiction 55