This document appears to be from a lecture on storytelling that discusses various concepts related to place and time in narratives. It includes examples from stories like The Thousand and One Nights that demonstrate how place can influence a story and how the time of a story can be in the past, present, or future relative to the storytelling time. It also discusses techniques like using present tense, flashbacks or flashforwards to manipulate temporal flow and raise tension for the reader.
Tell Tale Heart as a design of Madness, Paper 10 American LiteratureNisha Dhiman
This presentation is a part of my presentation task deals with Tell Tale Heart which is a legendary American Classical fictional short story by Edger Allan Poe. There is a crazy madness in Poe's stories.
Tell Tale Heart as a design of Madness, Paper 10 American LiteratureNisha Dhiman
This presentation is a part of my presentation task deals with Tell Tale Heart which is a legendary American Classical fictional short story by Edger Allan Poe. There is a crazy madness in Poe's stories.
This series of ten lectures introduces ten texts from world history (poetry, philosophy, prose) that will help you reflect on leadership and the ethics and responsibilities that come with it.
Narratives of resistance and resisting narrative in Günter Grass’s The Tin Drum, Salman Rushdie’s Midnight’s Children and Abdelkader Benali’s The Long Awaited
The Making of Lexica: A Truly Massive Tablet GameJesse Schell
Lexica is a massive tablet game (3.5 GB, 300 Staff Years of work) that is designed to get junior high kids excited about reading. In this talk, Jesse Schell gives an overview of it, and details the problems (and solutions) of dealing with such a large game app on iOS.
12 Content Marketing Secrets We Can Learn From the Giants of Fiction - Indy D...Erik Deckers
Content marketers can learn a lot from studying fiction writers very closely. This presentation looks at several giants of fiction and some of the lessons they shared during their careers.
This presentation, an exercise in applied narratology, describes what a narrative learning environment may look like, based on our own experience as professors at institutes for tertiary education in the Netherlands and Tunisia. We will discuss how we have attempted to construct narrative learning environments based on the idea that ideally, education is, like narrative fiction, a ‘giant laboratory’ (Ricoeur 1990) where experiments with estimations and evaluations, with judgments of approval and condemnation can take place. Both are served by a certain degree of autonomy that allows for such experimentation. And both are, in the best cases, strongly polyphonic, rather than dominated by one single story.
Toward a Narrative Learning Environment. Narrative Fiction as a Model for Lea...Dr Sjoerd-Jeroen Moenandar
Narrative environments are spaces that foster storytelling activities. In this presentation, we will discuss turning learning environments into such spaces, where stories serve to instigate, facilitate and evaluate the learning process. We will look to narrative fiction as a vast storehouse of stories and metaphors that may be useful in such a narrative learning environment and we will discuss how literature, as an autonomous space for experiments with estimations and evaluations, with judgments of approval and condemnation, may serve as a powerful metaphor for education.
Both the 1951 and 2010 Disney version of Alice in Wonderland differ significantly from the original books. In this lecture I show that one of the most important differences is the genre of the story that is told in each of these.
Een presentatie over de tragische schelm in Die Blechtrommel van Günter Grass, Midnight’s Children van Salman Rushdie, en De langverwachte van Abdelkader Benali
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
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.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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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.
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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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.
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.
4. oPlace of the
story
oPlace of
storytelling
PLACE
4
sjoerd-jeroen moenandar
moenandar@gmail.com http://moenandar.blogspot.com
5. PLACE OF STORYTELLING
5
sjoerd-jeroen moenandar
moenandar@gmail.com http://moenandar.blogspot.com
Dunyazad appeared and laid down beneath the bed. In the dead of night
she woke up. She waited patiently until the king had satisfied his lust with
her sister, after which the three of them were wide awake. At that moment,
Dunyazad cleared her throat and said: ‘Sister, if you aren’t sleepy yet, then
tell me one of your beautiful stories […].’
Shehrzad turned to king Syehriyar and asked: ‘Do I have your permission to
tell a story?’
‘Very well.’
‘Listen,’ Shehrzad said gladly.
The Story of the Porter and the Three Ladies of Baghdad
6. PLACE OF THE STORY
6
sjoerd-jeroen moenandar
moenandar@gmail.com http://moenandar.blogspot.com
It has been told to me, happy king, that once upon a time
there was a porter in Baghdad who was a bachelor and
who would remain unmarried. One day, as he stood about
the street leaning idly upon his crate, a woman
approached him […]. With a sweet, friendly voice she said:
“Porter, take up your crate and follow me." The porter
could hardly believe his ears. He picked up his crate and
ran after her. ‘This is a happy day,’ he said to himself. He
followed her till she stopped at the door of a house. There
she knocked and an old man, a Nazarene, opened the
door.
(Thousand and One Night)
7. PLACE AND FOCALISATOR
7
sjoerd-jeroen moenandar
moenandar@gmail.com http://moenandar.blogspot.com
There was a white apple on the door that I had to take into my
hand and turn before I could enter. On the wall there were
strips with cherries: all the way from up above to down below.
In summer they made me thirsty. One time I triend to take a
few from the paper to eat them, but that wasn’t a great
success. Lime and glue had a sharp taste. […] I remember the
streets: very long and full of stones that fitted each other
smoothly. They resembled black water. The streetlights made
me wet with their yellow water when I passed them. It really
was like that. My Pyjamas were dry […], but I never took them
outside, out of fear for the streetlights. Oh! I was much too
sensible to let them get wet.
(Lawrence Durrell, “The Cherries”)
8. o Place can make or break your
story
o Place dresses up your plot
o Sucks the reader into the
story (activates the
imagination)
o Everything is meaningful!
• Congruent (crying in the rain)
• Incongruent (Hearing that
your beloved passed away
while everybody is
celebrating New Year’s Eve)
PLACE AND MEANING
8
sjoerd-jeroen moenandar
moenandar@gmail.com http://moenandar.blogspot.com
10. o Story time is in the
past in relation to
storytelling time
o Storytelling time
and story time
converge
o Story time is in the
future in relation to
storytelling time
STORY TIME AND STORYTELLING TIME: 3
POSSIBLE RELATIONS
0
sjoerd-jeroen moenandar
moenandar@gmail.com http://moenandar.blogspot.com
11. STORY TIME IS IN THE PAST IN RELATION
TO STORYTELLING TIME
1
sjoerd-jeroen moenandar
moenandar@gmail.com http://moenandar.blogspot.com
It is said – but only God knows what is hidden and the history of
the ancient peoples – that once upon a time, during the Sassanide
dynasty in China and India, there lived two brothers who were
both kings.
Thousand and One Nights
12. STORY TIME AND STORYTELLING TIME
CONVERGE
2
sjoerd-jeroen moenandar
moenandar@gmail.com http://moenandar.blogspot.com
Here they know me as ‘Patch’ and tonight Patch
plays a game of poker with Gene Claymore, once a
terrible piece of scum, now respectable and rich
beyond belief. […] Fortunately, Claymore isn’t a
sore loser. The night is getting longer and longer
and so far he didn’t win a single game.
(Jo Duffy, “Memory of Peace”)
13. STORY TIME IS IN THE FUTURE IN
RELATION TO STORYTELLING TIME
3
sjoerd-jeroen moenandar
moenandar@gmail.com http://moenandar.blogspot.com
On the fields of Trenzalore, at the fall of the eleventh,
when no living creature can speak falsely or fail to
answer, a Question will be asked, a question that must
never, ever be answered.
Steven Moffat, The Time of the Doctor
14. o To focus on the now
of the story instead of
the now of the
storytelling
o To raise the tension
o To suggest a general
truth
USING PRESENT TENSE
4
sjoerd-jeroen moenandar
moenandar@gmail.com http://moenandar.blogspot.com
15. TO RAISE THE TENSION
5
sjoerd-jeroen moenandar
moenandar@gmail.com http://moenandar.blogspot.com
They came to wake him up in his chair, in the next
room, whether he wanted to see her one more time
before they’d lock the lid of the coffin.
‘What, it’s dark? So suddenly?’
No: half past nine in the morning. But it had
been like that today right from the start: you could
barely see each other. The procession was to leave
at ten o’clock.
Dazed he looks around him.
Luigi Pirandello, “Barefeet on the Grass”
16. TO RAISE THE TENSION
6
sjoerd-jeroen moenandar
moenandar@gmail.com http://moenandar.blogspot.com
There are few persons, even among the calmest
thinkers, who have not occasionally been
startled into a vague yet thrilling half-credence
in the supernatural, by coincidences of so
seemingly marvellous a character that, as mere
coincidences, the intellect has been unable to
receive them.
Edgar Allan Poe, “The Mystery of Marie Roget”
18. TO RAISE THE TENSION
8
sjoerd-jeroen moenandar
moenandar@gmail.com http://moenandar.blogspot.com
There are few persons, even among the calmest
thinkers, who have not occasionally been
startled into a vague yet thrilling half-credence
in the supernatural, by coincidences of so
seemingly marvellous a character that, as mere
coincidences, the intellect has been unable to
receive them.
Edgar Allan Poe, “The Mystery of Marie Roget”
19. STORY TIME IS IN THE FUTURE IN
RELATION TO STORYTELLING TIME
9
sjoerd-jeroen moenandar
moenandar@gmail.com http://moenandar.blogspot.com
My father who, once I’m born, will be talking excitedly with the blonde
nurse Aletta Jacobs after a few minutes of complete silence, doesn’t notice
that I’ve taken my thumb out of my mouth. The way I will see him in a while,
small, vulnerable, he’d fit right into a story […].
While my mother is busy talking to the social worker, my thoughts slide back
to my father, Mehdi, who grew up under the smoke of a glue factory.
Sometimes, on the playground, he can smell the scent of a blend with which
they make glue, according to the teacher who keeps watch over the
playground. He sticks his nose in the air and breathes deeply. ‘They’re
melting the cow bones,’ he says and continues to gaze over the playground.
(Abdelkader Benali, The Long Awaited)