Creating an English School Newspaper is an enjoyable, creative and educational process! This project aspires to involve many European learners in the creation of a common Newspaper! Each issue will thematic, so that all participants can get an idea of what is going on in their partners' side. Participant learners will also have the opportunity to interact via Twinspace, improving thus their speaking/typing along with their writing skills! Practising skills simulates real-life communication in a fun-filled project that will help everyone realize the emergence of English as an international language and expand their horizons. Learners will also have the opportunity to feel like citizens of the world, members of a vast community, outside the barriers of their local surroundings. Using English as the vehicle, this project will provide useful insight on their peers' daily routine, interests, customs and mentality, aloowing everyone thus to become more tolerant with diversity.
Creating an English School Newspaper is an enjoyable, creative and educational process! This project aspires to involve many European learners in the creation of a common Newspaper! Each issue will thematic, so that all participants can get an idea of what is going on in their partners' side. Participant learners will also have the opportunity to interact via Twinspace, improving thus their speaking/typing along with their writing skills! Practising skills simulates real-life communication in a fun-filled project that will help everyone realize the emergence of English as an international language and expand their horizons. Learners will also have the opportunity to feel like citizens of the world, members of a vast community, outside the barriers of their local surroundings. Using English as the vehicle, this project will provide useful insight on their peers' daily routine, interests, customs and mentality, aloowing everyone thus to become more tolerant with diversity.
Homer is the greatest of all ancient Greek Epic poets. He wrote major Greek Epics The Iliad and The Odyssey. The presentation discusses the plot summary of The Odyssey as well as the character of Odysseus.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
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The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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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 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
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.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
6. Who was
HOMER?
Homer was a blind minstrel (he
told stories to entertain and to
make his living); audiences had to
listen carefully (this is “oral
tradition” so there was a lot of
repetition and improvisation used).
7. Other traveling poets (called
rhapsodes) memorized and
recited these epics in the
banquet halls of kings and
noble families.
8. •History is vague on Homer’s identity; some
say he is just a legend, others say that a
whole series of rhapsodes composed
various parts of the epics.
•The epics were not originally written. The
Greek alphabet didn’t appear until 725 BC.
9. Cultural Capital
common knowledge that a group of people
from the same culture shares.
Cultural Capital knowledge can come from:
• Literature
• Stories/History
• Religion
• Famous People
• Media
10. Why do we read The Odyssey?
• The Odyssey is part of our cultural
capital as Westerners.
• Birthplace of Western civilization
GreeceRomeEuropeAmerica
• Great adventure story!
• Has stood the test of time—it’s a classic!
• Follows the Hero’s Journey pattern!
• AND because it's part of our cultural capital
as Westerners.
11. GREEK VALUES
It is important to understand
some of the main Greek Values
of the time because
these values help explain
characters’ motivations.
12. Greek Values
(explains characters’ motivations)
Reciprocity
• Mutual exchange between
two people.
• You give to me, I give to you.
• You help me now, and I have
to help you later.
13. Greek Values
(explains characters’ motivations)
Hospitality
• Treat all guests with respect.
• Be nice first, ask questions later.
• A stranger could be a god in disguise!
Be our guest,
be our guest,
put our service
to the test. . .
14. Greek Values
(explains characters’ motivations)
Arete
• Greek idea of excellence, an ideal of
human perfection
• Intelligence (be smart and cunning)
• Strength
• Courage
• Duty
15. Greek Values
(explains characters’ motivations)
Religion
• Actions should please the gods.
• Fate is controlled by the gods.
• Humans need the gods (man, without
the gods, is nothing) [Odysseus’s
revelation].
• Humans should honor the gods
through sacrifices, asking gods for
help, and giving credit to the gods.
16. Epics and Heroes
What is Hubris?
Hubris is extreme arrogance or self-pride. Often in
Greek tragedies, hubris would be the fatal flaw of
the main character, often resulting in their downfall.
In Mythology, humans sometimes demonstrated
hubris, which angered the gods.
Tony Stark
(Iron Man)
17. MYTH AND EPIC
A myth is a story that uses fantasy to
express ideas about life not easily done in
realistic terms (it also stresses the
relationship of human beings to a higher,
spiritual realm).
19. Characteristics of the Epic:
1. Long, narrative poem
2. Reflects the values of a nation or
culture.
3. Addresses universal concerns
4. Focuses on the adventures of a
historical or legendary hero.
5. The supernatural plays an
important role.
20. 6. The story is set in many locations.
7. The hero is against the odds –
strong and courageous.
8. The story is simple and written in
formal language.
21. EPICS
Things you will discover once you have
read an Epic
Classical Allusions – references to mythology
• Example – “She had the face that launched a thousand
ships.” This is a reference to Helen of Troy from The
Iliad.
• You will find these allusions in other literature, movies,
everyday conversations, and even in modern day
advertising.
• Examples – Percy Jackson series, Honda Odyssey van,
Venus razors, Good Year tires with Hermes wings.
22. Things you will discover once
you have read an Epic:
The Hero’s Journey Pattern
•Most epic heroes go on some sort of quest.
•Look for examples of the Separation, Transformation,
and Return.
•Be able to chart Odysseus’s Hero’s Journey through
the eight stages and apply the Hero’s Journey
concepts to his journey.
•How does Odysseus change?
EPICS
24. Epithet
-a brief descriptive phrase
•characterizes a person, place, or thing
•gives the story-teller a “breather”
•helps with rhyming or meter
Examples
•rosy-fingered dawn
•gray-eyed Athena
•The blue-maned god who makes the islands tremble
•Son of Laertes and gods of old, master mariner and soldier
25. Epic Simile
compares epic events to
everyday events
Example – “…in one stride he clutched at my
companions and caught two in his hands like
squirming puppies to beat their brains out,
spattering the floor.”
26. In Medias Res
in the middle
•literary technique in which the plot
sequence is out of order; Latin for “in the
middle,” the story begins in the middle of
the action, flashes back to the beginning to
catch up, then skips to the end
Example – Forrest Gump
33. THE ODYSSEY
• Meaning – a long journey with many
adventures or a spiritual or intellectual
quest
• The word “odyssey” is derived from the
name Odysseus, the main character from
The Odyssey (he is also referred to as
Ulysses in classic literature)
34. The Odyssey
Involves three Sets of Characters
1. Greek Gods
2. humans
3. supernatural monsters and
creatures
35. Post War Trauma
• Long, exhausting, brutal war (10 years)
• Odysseus heads for home with nothing but
ships and his crew.
37. PART ONE
A story of what happens in Ithaca to
Odysseus’s wife (Penelope) and his son
(Telemachus) as they await his return.
38. PART TWO
A story of Odysseus’s wanderings after
the Trojan War (the war lasted 10 years
and his wanderings lasted another 10
years!)
39. PART THREE
A story of how Odysseus returns home to
Ithaca and joins forces with his son to
destroy his enemies.
40. Why does it take
Odysseus ten years
to get home?
Read and find out!
41. Meanwhile…there’s trouble at
home!
•In Ithaca, Odysseus is suspected
to be dead.
•Suitors have invaded the palace.
•Penelope, Odysseus’s wife, is in
an awkward position and must
trick the men into leaving her
alone.
•Telemachus, Odysseus’ son,
resents the imposing situation.
And so the epic begins…
55. Athena
Athena is the goddess of
wisdom, war, the arts,
industry, justice and skill.
She is also Zeus’s daughter.
She frequently helps
Odysseus, who was well-
known for his clever mind.
56. Hermes
the messenger of the
gods
In addition to being the god
of invention, commerce, and
cunning, Hermes is also
Zeus’s son.
Hermes helps Odysseus several times in The
Odyssey.
57. Some goddesses both help and hinder Odysseus
during his journey home.
Circe, a goddess and
enchantress will use her
magic to toy with
Odysseus.
The sea goddess Calypso
delays Odysseus’s return
home because of her desire for
companionship.
59. Helios/Apollo
As the god of the Sun, Helios
rides a chariot drawn by
horses through the sky,
bringing light to the earth.
Odysseus angers Helios
when his men ignore
Helios’s warnings.
60. The Heroic Story of Odysseus
• Odysseus longs to return home after ten years
of fighting in the Trojan War.
• He begins the trip home with 12 ships carrying
720 men.
• The gods and goddesses toy with Odysseus,
creating obstacles which delay his journey
home another ten years.
• Odysseus’s intelligence set him apart from
others.
61. The trip home from Troy
• Athena felt wronged after the war and
convinced Poseidon to make the Greek’s
trip home difficult.
• Storms blew ships in all different
directions
• Odysseus wouldn’t arrive home for
another 10 years.
62. Back in Ithaca
• In Ithaca, all assumed Odysseus dead
except his wife, Penelope and son,
Telemachus. Penelope was receiving
suitors at her door, but she stalled by
claiming to be weaving a burial shroud
for Odysseus’ father, Laertes, which had
to be done before she could marry. She
wove during the day and unwove it at
night until the suitors found her out.
63. Story within a Story
• The Odyssey has two plots: the main plot
is of Odysseus traveling from Calypso’s
island home to Ithaca.
• While Odysseus is traveling to Ithaca, he
stops at many places along the way telling
the story of where he has been as he goes.
This is the second plot, or the “story
within the story.”
65. The role of gods
and goddesses in
Homer’s
The Odyssey
66. The Ancient Greeks believed
in many different gods and
goddesses. The Greeks
believed that these gods and
goddesses controlled
everything in their lives.
There was a god for many
aspects of life. It was
important to please the gods;
happy gods helped you, but
unhappy gods punished you.
67. The Greeks believed that the most
important gods and goddesses lived at the
top of Mount Olympus, the highest
mountain in northern Greece.
68. The gods were a family and, just like
a human family, they argued as well
as looked after each other.
69. During Odysseus’s
journey home, some
gods and goddesses
helped him.
Other gods and
goddesses attempted
to keep Odysseus
from returning home.