Doris Lessing's novel The Golden Notebook is considered her most famous and ambiguous work. It uses a fragmented and multi-layered structure, told from the perspective of the protagonist Anna Wulf and through her four notebooks - black, red, yellow, and blue. The notebooks document Anna's experiences in Africa, her involvement in communism, her relationships and sexuality, and her personal diary entries. The Golden Notebook attempts to capture the complexity of a woman's life and point of view in the mid-20th century.
The full name of James Joyce (2 February 1882 – 13 January 1941) is James Augustine Aloysius Joyce.
He is an early 20th century Irish novelist and poet.
Joyce is one of the pioneers of ‘stream of consciousness’ technique in novel and a new type of poetry called ‘Prose Poem’.
He is one of the most influential writers in the modernist avant-garde of the early 20th century also.
He used the style of ‘the examination of big events through small happenings in everyday lives’.
An Apology for Poetry was written by the Elizabethan writer Philip Sidney in his defence of poetry from the accusation that was made by Stephen Gosson in his work "School of Abuse".
On the Sublime (Greek: Περì Ὕψους Perì Hýpsous; Latin: De sublimitate) is a Roman-era Greek work of literary criticism dated to the 1st century AD. Its author is unknown, but is conventionally referred to as Longinus (/lɒnˈdʒaɪnəs/; Ancient Greek: Λογγῖνος Longĩnos) or Pseudo-Longinus. It is regarded as a classic work on aesthetics and the effects of good writing. The treatise highlights examples of good and bad writing from the previous millennium, focusing particularly on what may lead to the sublime.
An overview of Emily Dickinson's poetic style.
Information taken from Gale articles and web sources.
Email me for the works Cited page if you're interested.
Doris Lessing: The fierce rebel who won the Nobel Prize with a life of scandal.diegonovalsaas
Presentation of Doris Lessing, including her full biography.
Forget Virginia Woolf or Simone de Beauvoir. The true literary rebel was Doris Lessing. A woman who defied social conventions, broke literary moulds and won the Nobel Prize for Literature at the age of 87.
More than just a biography, this presentation is a fascinating journey through the life of an exceptional woman who left her mark on history.
Tony Webster is the protagonist of the novel. He is retired man and lives alone.Tony returned to memories of forty years earlier in his final year of secondary school.Veronica is his first girlfriend or relationship fails.
The full name of James Joyce (2 February 1882 – 13 January 1941) is James Augustine Aloysius Joyce.
He is an early 20th century Irish novelist and poet.
Joyce is one of the pioneers of ‘stream of consciousness’ technique in novel and a new type of poetry called ‘Prose Poem’.
He is one of the most influential writers in the modernist avant-garde of the early 20th century also.
He used the style of ‘the examination of big events through small happenings in everyday lives’.
An Apology for Poetry was written by the Elizabethan writer Philip Sidney in his defence of poetry from the accusation that was made by Stephen Gosson in his work "School of Abuse".
On the Sublime (Greek: Περì Ὕψους Perì Hýpsous; Latin: De sublimitate) is a Roman-era Greek work of literary criticism dated to the 1st century AD. Its author is unknown, but is conventionally referred to as Longinus (/lɒnˈdʒaɪnəs/; Ancient Greek: Λογγῖνος Longĩnos) or Pseudo-Longinus. It is regarded as a classic work on aesthetics and the effects of good writing. The treatise highlights examples of good and bad writing from the previous millennium, focusing particularly on what may lead to the sublime.
An overview of Emily Dickinson's poetic style.
Information taken from Gale articles and web sources.
Email me for the works Cited page if you're interested.
Doris Lessing: The fierce rebel who won the Nobel Prize with a life of scandal.diegonovalsaas
Presentation of Doris Lessing, including her full biography.
Forget Virginia Woolf or Simone de Beauvoir. The true literary rebel was Doris Lessing. A woman who defied social conventions, broke literary moulds and won the Nobel Prize for Literature at the age of 87.
More than just a biography, this presentation is a fascinating journey through the life of an exceptional woman who left her mark on history.
Tony Webster is the protagonist of the novel. He is retired man and lives alone.Tony returned to memories of forty years earlier in his final year of secondary school.Veronica is his first girlfriend or relationship fails.
Introduction,
Alfred lord Tennyson and his works,
Robert Browning and his works,
Elizabeth Barret Browning and his works,
Matthew Arnold and his works...
On histories and stories selected essays by A.S. Byatt (farijulbari@gmail.com)Farijul Bari
A. S. Byatt's collection of essays draws the reader into her journey through a mostly British and occasionally European literary history to examine, among other things, historical fiction and the art of storytelling.
It is not a hard task to imagine the impact of the First World War on authors and poets. The First World War was the first greatest hostility among the nations and the whole earth witnessed its devastation. At that time traditional norms began to receive a sudden shock. In every sector: social, economic or cultural, common people began to observe an unexpected transition and as authors and poets had more receptive personalities, they captured this situation and engaged themselves to put an end to the old systems. They manipulated their writings to welcome this new phenomenon. In Mrs Dalloway, Virginia Woolf has focused on post war London with people who have survived and continued their lives despite the tumult of war. The First World War also left great imprint on the history and psyche of the people of other part of the globe. In Kazi Nazrul Islam‟s famous epistolary novel Badhon Hara, some glimpses of the day to day lives of typical Bangali of West Bengal are portrayed during wartime. The events of both novels have an indirect link with the Great War but war is not the sole theme in both of these novels. These two novels emphasize human relationship, love and affection and make the readers aware of a sense of freedom. This paper tries to make a comparative study between Mrs. Dalloway and Badhon Hara to find out the similarities and also the unique properties that are manifested in these two pieces of post war literature
This is a presentation that I and some of my friends made for our History Project. It is a presentation that has information about 4 boring topics -- Novels for the Young, The New Women, Colonialism and After and Novels in India. Hope you enjoy :)
How to Transform Your Classroom with AR and VRParisa Mehran
Are you looking for ways to keep your students motivated and engaged during English lessons? Using Augmented Reality (AR) and Virtual Reality (VR) is one surefire way to do so. These cutting-edge technologies are more than just gimmicks; you can use them to transform your classroom. With AR, you can bring learning to life, and with VR, you can bring the world to your classroom or take your classroom out into the world. This workshop explores how to use AR and VR to change your classroom into a whole new dimension. To fully participate in this hands-on workshop, please BYOD.
Design, Implementation, and Evaluation of an English Blended CourseParisa Mehran
This presentation outlines the iterative stages involved in designing, implementing, and evaluating a blended course of English for General Academic Purposes (EGAP) at a university in Japan, delivered in the spring semester of 2017 over a period of fifteen weeks. First, the basic Successive Approximation Model (SAM) will be introduced as the guiding instructional design model upon which the course was created. Afterward, the stages of the blended course design will be explicated with a focus upon assessing Japanese students’ English language needs and their e-learning readiness, determining the course overall goals and module learning objectives, optimizing course technologies and the availability of technical support, designing the course syllabus, materials, tasks, and activities, organizing team teaching, as well as managing formative and summative evaluation. Additionally, the way in which the iteration process has allowed for the discovery of some possibilities and problems at the early phases of the blended course design, and the refinements which were made to benefit from the affordable opportunities and to mitigate the difficulties will be discussed. Finally, the Quality Matters Higher Education Rubric and its effectiveness in raising course quality assurance will be reviewed.
“Write 4 Change”: Cultivating Autonomous, Global EFL Learners through BloggingParisa Mehran
The process approach to L2 writing has gained momentum over the past two decades, as this approach encourages autonomy, reflection, collaboration, creativity, and exploration, and enables learners to become more engaged in the writing process. Technology has also grown in popularity in ELT, and blogging for L2 writing has been recommended to promote critical reflection and collaborative interaction within socially mediated online learning platforms. The purpose of this poster presentation is to explore how the application of a collective class blog, titled “Write 4 Change” http://write4change.edublogs.org/, facilitated the L2 writing process, promoted co-construction of L2 knowledge through social interaction, and cultivated autonomy, critical thinking, and global awareness in EFL learners via writing for social change. The tech tools which were incorporated within the blog will also be introduced and demoed. For example, Popplet, a mind-mapping tool used for the planning phase, will be introduced. The use of Google Docs and Draftback for online collaborative writing and e-peer feedback, will be discussed as well.
Physically Banned yet Virtually Connected at EUROCALL2017: How Technology Ove...Parisa Mehran
In the world that we live in now, exclusion is becoming legally permissible, and technology has the power to resist by making bridges and surpassing the offline borders in the online, borderless environment. In this presentation, I will share my visa story and the details of my UK visa denials which eventually banned me from attending EUROCALL2017. Despite being denied, the EUROCALL team helped me overcome the political barriers and be part of EUROCALL2017 with the help of technology. I will discuss how I was provided with opportunities for remote participation especially through Virtually Connecting, which is an open connected learning community that aims to facilitate virtual participation in academic conferences for those who cannot be physically present at conferences. I will also talk about other Open Educational Practices occurred at EUROCALL2017, for example, tweeting and live broadcasting. I will further explain the differences I found between attending a conference onsite and online. Moreover, I will introduce the EUROCALL "Access and Inclusion" working group and the efforts that the committee is making to create more inclusive, diverse, and open educational opportunities. Finally, I would like to speak briefly about my PhD research project, titled Osaka University Global English Online (OUGEO), which I planned to present on at EUROCALL2017.
Debunking Stereotypes about Middle Eastern Women in the EFL Classroom Parisa Mehran
The presenters are both teaching English in the Japanese university context: one is Canadian, and the other is Iranian. In this presentation, we first share our personal narratives focusing on Iran, the first presenter’s homeland, and Pakistan, which the second presenter visited. We then talk about our collaboration in our English classrooms to dispel stereotypes about Middle Eastern women. We introduce our projects (e.g., “I Am More Than A Stereotype: Meet An Iranian Woman”, “Exploring Stereotypes”, and “Write4Change”) aimed at helping our learners reflect upon these existing stereotypes, and the impact of these misconceptions on attitudes towards the identity of these women. We also discuss how technology helps us fulfill our goals of challenging stereotypes.
Building Global Awareness and Responsible World Citizenship through Augmented...Parisa Mehran
English language education no longer focuses merely on building and improving language skills, but also aims to develop independent-thinking learners and socially-responsible global citizens. Teachers play a vital role in helping achieve this. In this poster presentation, we report on our two projects, titled “How Can I Change the World? Bookmarks for Puerto Rico” and “A Virtual Trip to the Unseen Iran”, that we designed to encourage critical thinking, cultivate empathy, dispel stereotypes about the Middle East with the focus on Iran, and develop global awareness in our students. First, we introduce the projects and share the story behind them. Next, we explain what augmented reality (AR) and virtual reality (VR) are and how they can be used to enhance student learning, increase motivation and engagement, and improve the classroom environment. We also discuss how these cutting-edge technologies, also known as “empathy machines”, can be integrated into classroom activities to build global awareness and responsible world citizenship. Finally, we demo how we used augmented and virtual realities in our projects to create active, engaging, three-dimensional learning environments in which students come out of their seats and traveled to Puerto Rico and Iran.
Connecting to Puerto Rico through Augmented and Virtual RealitiesParisa Mehran
After a massive hurricane hit Puerto Rico in September 2017, Antonio Vantaggiato, a professor at the Universidad del Sagrado Corazón in San Juan, started a campaign on social media for his students, asking people to send postcards of encouragement. In response, we designed a corresponding project for our university classes in Japan, titled “How Can I Change the World: Bookmarks for Puerto Rico”. We chose bookmarks as an “educational” item on which our students could write encouraging messages in English, and which could then become a keepsake for the Puerto Rican students. Through the use of virtual reality (VR), our students were able to “travel” to Puerto Rico to experience the devastating results of the hurricane. They were also able to explore the campus of the Universidad del Sagrado Corazón through 3D images. We also utilized augmented reality (AR) to bring our #care4sagrado message to life. Our learning objectives in this project were to teach our EFL Japanese learners to empathize and to become caring global citizens. In this presentation, we demo our AR-generated message and introduce the AR app we used to create it.
Being an Iranian Woman Today イラン人女性として現代に生きるということParisa Mehran
In this presentation, I will talk about the challenges and opportunities of being an Iranian woman today. I will challenge existing stereotypes and misunderstandings about Iranian women by sharing personal narratives and by recounting stories of Iranian women in power and leadership.
この発表では、イラン人女性として現代を生きる上での困難と機会についてお話します。イラン人女性に対しては様々な偏見や誤解がありますが、今日は私の個人的な経験や、リーダーシップを持って力強く生きているイラン人女性たちのことをお話することで、ステレオタイプを打ち破っていきたいと思います。
How Can I Change the World: Postcards for Puerto RicoParisa Mehran
Here are some responses by EFL Japanese learners to the question "How Can I Change the World". The students then learned about Puerto Rico and wrote their messages to the students at Universidad del Sagrado Corazón.
Developing a Blended Course: Why Quality MattersParisa Mehran
This presentation reports on the development, implementation, and evaluation phases of a blended course of English for general academic purposes targeting undergraduate Japanese students at Osaka University. The basic Successive Approximation Model and the Quality Matters Higher Education Rubric were utilized as major references informing course design, development, and quality assurance. Students' perception on the usefulness of the course, the use of learning analytics, and the measurement of learner achievement will also be discussed.
Multimodal e-Feedback in an Online English CourseParisa Mehran
This study aims to explore the use of online interaction platforms and web-based tools to provide multimodal electronic feedback in an online English course. Additionally, the current study has examined how Japanese learners of English perceive the feedback they have received on their online writing and speaking tasks. The perceived usefulness of the provided feedback was also investigated in relation to learner collaboration and sense of presence in the online course.
I Am More Than A Stereotype: Actions and Stories for Diversity Awareness and ...Parisa Mehran
The SIETAR Japan Special Interest Group Living Within Diversity (LiDi) was created in recognition that diversity exists within every cultural group, and that it is necessary to understand this diversity to prevent stereotypes and profiling, as well as to promote respect and inclusion. In today’s world of turmoil and increasing efforts to exclude those who are different and labeled dangerous or inferior, it is imperative that educators, researchers, trainers, and organizations increase efforts to act as agents of change and build environments of tolerance and acceptance; environments in which everyone can feel respected and safe.
LiDi was formed to provide opportunities for SIETAR members to exchange dialogues for facilitating awareness and empathy with Others in Japan and outside its borders. In keeping with this year’s conference theme of “Promoting Equity and Social Change: Acknowledge the Diversity Within”, Living in Diversity (LiDi) Special Interest Group members will share their personal experiences of diversity and social change as well as share ideas for promoting diversity awareness, equity and social change in classroom and training settings. Presenters will share their experiences with participants in a roundtable style workshop, allowing for more personal and deeper discussions. Participants will have opportunities to take active roles in listening and joining various discussions.
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
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.
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
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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!
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.
3. Doris Lessing
A British writer
Born in Kermanshah in 1919
Winner of the Nobel Prize in Literature in
2007
4. The longest
The most famous
The most ambiguous work of Lessing
It is considered as semi-autobiography:
the protagonist of this novel is Lessing’s alter-ego
6. The novel begins with a section named Free Women
It is the realistic, objective and classic section of the novel
in third person point of view which could stand by itself
It is the skeleton or frame of the whole novel (creates unity)
This conventional short novel is broken up by the four
notebooks of Anna Wulf (the central character of Free
Women)
7. Contents
Free Women 1
The Black Notebook
The Red Notebook
The Yellow Notebook
The Blue Notebook
Free Women 2
The Black Notebook
The Red Notebook
The Yellow Notebook
The Blue Notebook
Free Women 3
The Black Notebook
The Red Notebook
The Yellow Notebook
The Blue Notebook
Free Women 4
The Black Notebook
The Red Notebook
The Yellow Notebook
The Blue Notebook
TheGolden Notebook
Free Women 5
8.
9. The Black Notebook
• Her early years as a novelist in Africa
• In the Communist Party
• Her first and only novel she wrote about her
experiences there : Frontiers of War
10. The Red Notebook
• Her political views
• Her position and disillusionment with the British
Communist party
• Analysis of Marx's theories
• Historical and political panorama of English
society especially after war
11. The Yellow Notebook
• Anna’s efforts of imagination
• A “novel within the novel”:
The Shadow of the Third
• Ella is the protagonist of this novel(Anna’s alter-ego)
• Anna’s relationships to men, her emotions and
her sexual problems
12. The Blue Notebook
Anna’s personal diary to keep a factual account of
her life
In fact, Anna’s quest for identity as a writer and as
a woman
Anna’s psychoanalyst
Her dreams
Clippings of newspapers
13. The Golden Notebook
• Before the final Free Women section is the
“Golden Notebook”
• All of Anna’s notebooks are pulled together
and unified
16. This novel evoked significant responses in the area of
criticism
Every kind of critic can apply his/her theories to this
multidimensional and encompassing novel without going
beyond!
17. Filtering the world through a woman's
point of view
The acknowledgement of female sexuality
which was previously largely taboo
Portrayal of social, political, sexual,
economical…problems of a woman
This novel was considered as the Bible of
women by the feminist
Feminist approach:
