The document is a play script that introduces the characters of Mrs. Amelia Slater and her sister Mrs. Elizabeth Jordan. Their father Abel Merryweather has just passed away. While preparing for Elizabeth and her husband Ben to come over, Amelia convinces her husband Henry to move their father's bureau downstairs before Elizabeth arrives to claim it. When Elizabeth and Ben arrive, they discuss the arrangements for the funeral. However, Amelia's daughter Victoria then claims she sees their grandfather getting up from bed upstairs, surprising everyone.
The Dear Departed - 1 (One act Play) by William Stanley Houghton prescribed for Class X English by APSCERT & TGSCERT syllabus. PPT prepared by M Padma Lalitha Sharada of GHS Malakpet.
The Dear Departed - II by William Stanley Houghton prescribed for Class X English by APSCERT & TGSCERT syllabus. PPT prepared by M Padma Lalitha Sharada of GHS Malakpet.
The Dear Departed - 1 (One act Play) by William Stanley Houghton prescribed for Class X English by APSCERT & TGSCERT syllabus. PPT prepared by M Padma Lalitha Sharada of GHS Malakpet.
The Dear Departed - II by William Stanley Houghton prescribed for Class X English by APSCERT & TGSCERT syllabus. PPT prepared by M Padma Lalitha Sharada of GHS Malakpet.
follow this slide you will surely understand the whole chapter"The proposal".it is from" Modi Academy ".you will get the explanation on YouTube from our you tube channel.
"What is my name" lesson prescribed for class X English by APSCERT and TGSCERT syllabus. PPT prpepared by Sharanya of Class VI, Little Angels High School, Malakpet, Hyderabad.
follow this slide you will surely understand the whole chapter"The proposal".it is from" Modi Academy ".you will get the explanation on YouTube from our you tube channel.
"What is my name" lesson prescribed for class X English by APSCERT and TGSCERT syllabus. PPT prpepared by Sharanya of Class VI, Little Angels High School, Malakpet, Hyderabad.
Trifles by Susan Glaspell (1916) Scene The kitchen in t.docxwillcoxjanay
"Trifles" by Susan Glaspell (1916)
Scene: The kitchen in the now abandoned farmhouse of John Wright, a gloomy kitchen, and left without
having been put in order--unwashed pans under the sink, a loaf of bread outside the breadbox, a dish
towel on the table--other signs of incompleted work. At the rear the outer door opens, and the Sheriff
comes in, followed by the county Attorney and Hale. The Sheriff and Hale are men in middle life, the
county Attorney is a young man; all are much bundled up and go at once to the stove. They are followed by
the two women--the Sheriff's Wife first; she is a slight wiry woman, a thin nervous face. Mrs. Hale is larger
and would ordinarily be called more comfortable looking, but she is disturbed now and looks fearfully about
as she enters. The women have come in slowly and stand close together near the door.
COUNTY ATTORNEY (rubbing his hands). This feels good. Come up to the fire, ladies.
MRS. PETERS (after taking a step forward). I'm not--cold.
SHERIFF (unbuttoning his overcoat and stepping away from the stove as if to the beginning of official
business). Now, Mr. Hale, before we move things about, you explain to Mr. Henderson just what you saw
when you came here yesterday morning.
COUNTY ATTORNEY. By the way, has anything been moved? Are things just as you left them yesterday?
SHERIFF (looking about). It's just the same. When it dropped below zer0 last night, I thought I'd better
send Frank out this morning to make a fire for us--no use getting pneumonia with a big case on; but I told
him not to touch anything except the stove--and you know Frank.
COUNTY ATTORNEY. Somebody should have been left here yesterday.
SHERIFF. Oh--yesterday. When I had to send Frank to Morris Center for that man who went crazy--I want
you to know I had my hands full yesterday. I knew you could get back from Omaha by today, and as long
as I went over everything here myself-
COUNTY ATTORNEY. Well, Mr. Hale, tell just what happened when you came here yesterday morning.
HALE. Harry and I had started to town with a load of potatoes. We came along the road from my place;
and as I got here, I said, "I'm going to see if I can't get John Wright to go in with me on a party telephone." I
spoke to Wright about it once before, and he put me off, saying folks talked too much anyway, and all he
asked was peace and quiet--I guess you know about how much he talked himself; but I thought maybe if I
went to the house and talked about it before his wife, though I said to Harry that I didn't know as what his
wife wanted made much difference to John--
COUNTY ATTORNEY. Let's talk about that later, Mr. Hale. I do want to talk about that, but tell now just
what happened when you got to the house.
HALE. I didn't hear or see anything; I knocked at the door, and still it was all quiet inside. I knew they must
be up, it was past eight o'clock. so I knocked again, and I thought I heard somebody say, "Come in." ...
Close Reading in the Classroom “House Taken Over”
By Julio Cortázar
Matthew Randon | 1
“House Taken Over”
Julio Cortázar
Perform a close reading of the short story below. Remember the steps for reading closely:
Circle and define any unknown words in the left margin.
Highlight in yellow any passages necessary for understanding the plot. Note in the right margin any important details that are revealed.
Highlight in orange any passages necessary for interpreting the text.
We liked the house because, apart from its being old and spacious (in a day when old houses go down for a profitable auction of their construction materials), it kept the memories of great-grandparents, our paternal grandfather, our parents and the whole of childhood.
Irene and I got used to staying in the house by ourselves, which was crazy; eight people could have lived in that place and not have gotten in each other's way. We rose at seven in the morning and got the cleaning done, and about eleven I left Irene to finish off whatever rooms and went to the kitchen. We lunched at noon precisely; then there was nothing left to do but a few dirty plates. It was pleasant to take lunch and commune with the great hollow, silent house, and it was enough for us just to keep it clean. We ended up thinking, at times, that that was what had kept us from marrying. Irene turned down two suitors for no particular reason, and Maria Esther went and died on me before we could manage to get engaged. We were easing into our forties with the unvoiced concept that the quiet, simple marriage of sister and brother was the indispensable end to a line established in this house by our grandparents. We would die here someday, obscure and distant cousins would inherit the place, have it torn down, sell the bricks and get rich on the building plot; or more justly and better yet, we would topple it ourselves before it was too late.
Irene never bothered anyone. Once the morning housework was finished, she spent the rest of the day on the sofa in her bedroom, knitting. I couldn't tell you why she knitted so much; I think women knit when they discover that it's a fat excuse to do nothing at all. But Irene was not like that; she always knitted necessities, sweaters for winter, socks for me, handy morning robes and bed jackets for herself. Sometimes she would do a jacket, then unravel it the next moment because there was something that didn't please her; it was pleasant to see a pile of tangled wool in her knitting basket fighting a losing battle for a few hours to retain its shape. Saturdays I went downtown to buy wool; Irene had faith in my good taste, was pleased with the colors and never a skein had to be returned. I took advantage of these trips to make the rounds of the bookstores, uselessly asking if they had anything new in French literature. Nothing worthwhile had arrived in Argentina since1939.
But it's the house I want to talk about, the house and Ire ...
Trabajo realizado para la asignatura Inglés de parte de alumnos de 6º año (turno mañana) para la muestra educativa 2015 en la E.E.S. 6 de Berazategui (localidad sita en la Provincia de Berazategui la que pertenece a la República Argentina)
"Dear Mum" Poem prescribed for Class VII English by Telangana State Curriculum. PPT prepared by Sharanya, Little Angels High School, Malakpet, Hyderabad.
In The Bazars of Hyderabad Poem by Sarojini Naidu prescribed for Class VI English APSCERT & TGSCERT Syllabus. PPT prepared by Sharanya, Class VI of Little Angels High School, Old Malakpet, Hyderabad
In few days we are going to celebrate Diwali, the favourite festival of children. The presentation is a humble attempt to highlight some of its features.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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.
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.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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
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.
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
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.
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.
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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.
4. (When the curtain rises Mrs. Slater is seen laying the table. She is a
vigorous, plump, red-faced, vulgar woman prepared to do any amount
of straight talking to get her ownway. She is in black. She goes to the
window, opens it and calls into the street)
5.
6. I'm amazed at you, Victoria. I really am. Be
off now, and change your dress
before your Aunt Elizabeth and your Uncle
Ben come. It would never do for
them to find you in colours with grandfather
lying dead, upstairs.
7.
8. I'm wondering if they'll come
at all. When you and
Elizabeth quarrelled she said
she'd never set foot in your
house again.
She'll come fast enough after her
share of what our father's left. You
know how
hard she can be when she likes.
Where she gets it from I can't tell.
9. In the kitchen; but you want a new pair, those old ones
are nearly worn out. You don't seem to realize what it's
costing me to bear up like I am doing. My heart's fit to
break when I see the little trifles that belonged to
father lying around, and think he'll never use them
again. here! You'd better wear these slippers of my
father's now. It's lucky he'd just got a new pair.
I suppose
it's in the
family.
Where are
my slippers?
10. They'll be very
small for me, my
dear.
They'll stretch,
won't they? I'm
not going to have
them wasted.
12. Henry, I've been thinking about
that bureau of my father's
that's in his bedroom. You know I
always waned to have it after he
did.
You must arrange with
Elizabeth when you're
dividing things up.
13. Elizabeth's that sharp she'll
see I'm after it, and we'll drive
a hard bargain over
it.
Perhaps she's got her eye
on the bureau as well.
15. She's never been here since father
bought it. If it was only down here
instead of in his room, she'd never
guess it wasn't our own.
(startled): Amelia!
(He
rises)
16. Henry, why shouldn't we
bring that bureau down
here now? We can do it
before they come.
(stupefied) I
wouldn't care to.
17. Don't look so daft.
Why not?
It doesn't seem
delicate,
somehow.
18. We could put that shabby old chest of
drawers upstairs where the bureau is
now. Elizabeth could have that and
welcome. I've always wanted to get
rid of it.
23. (Victoria appears, dressed according to her mother's (instructions)
What have you
got your coat
off for, father?
Mother and I are going to
bring grandfather's bureau
down here.
24. (Shocked) No, my
child. Grandpa
gave it to your
mother before
he died.
Are you
planning to
pinch it?
29. (She puts it on the mantelpiece.)
Our clock's worth
nothing and this always
appealed to me.
30. (She puts it on the mantelpiece.)
That's grandpa's
clock.
Be quiet! It's
ours now.
Come, Henry,
lift your end.
31. (Henry and Mrs. Slater, very hot and flushed, stagger in with a pretty
oldfashioned bureau containing a locked desk. They put it where the
chest of drawers was, and straighten the ornaments, etc. There is a
knock at the door. The knocking is repeated.)
32. (Victoria ushers in Ben and Mrs. Jordan. The latter is a stout, complacent woman with an
irritating air of being always right. She is wearing an outfit of new mourning. Ben is also in
complete new mourning. He is rather a jolly little man, but at present trying to adapt himself to
the regrettable occasion. Mrs. Jordan sails into the room and solemnly goes straight to
Mrs. Slater and kisses her. The men shake hands.)
33. Well, Amelia, and
so he's gone at
last.
Yes, he's gone. He
was seventy-two a
fortnight last
Sunday. (She sniffs
back a tear.)
Now, Amelia, you
mustn't give way.
We've all got to die
some time or
other.
34. And now
perhaps
you'll tell us
all about it.
Father had been
merry this morning.
He went out soon
after breakfast to
pay his insurance.
My word,
it's a good
thing he did.
35. He always was
thoughtful in that
way. He was too
honourable to have
'gone‘ without
paying his premium
And when I
came in I found
him undressed
sure enough and
snug in bed.
And when we'd finished dinner I thought
I'd take up a bit of something on a tray. He
was lying there for all the world as if he
was asleep, so I put the tray down on the
bureau-(correcting herself) on the chest of
drawers – and went to waken him.
He was
quite
cold.
36. (A pause. They wipe their eyes and sniff back tears.) Mrs. Slater :
(Rising briskly at length; in a business-like tone)
Well, will you go
up
and look at him
now, or shall we
have tea?
What do you
say, Ben?
I'm not
particular.
38. One thing we
may as well
decide now is the
announcement in
the papers.
I was thinking
of that. What
would you put?
Well, we'll think about it
after tea, and then we'll
look through his bits of
things and make a list of
them. There's all the
furniture in his room.
39. There's no jewellery
or valuables of that
sort.
Except his gold
watch. He
promised that to
our Jimmy.
40. Promised your
Jimmy! I never
heard of that.
Oh, but he did, Amelia,
when he was living
with us. He was very
fond of Jimmy.
43. Mother, I don't think
Grandpa went to pay
his insurance this
morning.
He
went
out.
44. Yes, but he didn't go into the
town. He met old Mr.
Tattersall down the
street, and they went off
past St. Philip's Church.
Do you think
he hasn't paid
it? Was it
overdue?
I should
think it was
overdue.
Something tells
me he's not
paid it.
45. The drunken
old beggar.
He's done it on
purpose, just to
annoy us.
After all I've done for him,
having to put up with him in
the house these three years.
It's nothing short of
swindling.
46. I had to put up with
him for five years.
And you were
trying to turn
him over to us
all the time.
But we don't
know for
certain that
he's not paid
the premium.
47. Victoria, run upstairs and
fetch that bunch of keys
that's on your Grandpa's
dressing-table.
49. I - I don't like to. Don't talk so silly.
There's no one can
hurt you.
50. (Victoria goes out reluctantly)
We'll see if he's
locked the receipt
up in the bureau.
Where did you pick
that up, Amelia? It's
new since last I was
here.
In where? In
this thing?
56. (They are transfixed with amazement; Victoria clings to Mrs. Slater.)
(Suddenly)
Hist! Listen.
57. Hist! Listen.
(They look at the door.
A slight chuckling is
heard from upstairs.
The door opens,
revealing an old man
clad in a faded but gay
dressing-gown. He is in
his stockinged feet.
Although over seventy,
he is vigorous and well
coloured. His bright,
malicious eyes twinkle
under his heavy,
reddish-gray eye brows.
He is obviously either
the old man ABEL
MERRYWEATHER or
else his ghost.)