This is an assignment I had to identify different types of poetry, create a book and add pictures to the photography. I did not write any of this photography and did try my best to credit the authors in the work, I did not take any of the pictures however it was difficult to credit the photographers but I definitely want to say that all work contained in this presentation is the wholly owned by the respective owner, author or photographer who holds the copyright. This presentation is only a compilation of these works and is not authorized or approved by any party other than myself. This presentation was designed for a grade and no financial remuneration has been or will be received.
This is an assignment I had to identify different types of poetry, create a book and add pictures to the photography. I did not write any of this photography and did try my best to credit the authors in the work, I did not take any of the pictures however it was difficult to credit the photographers but I definitely want to say that all work contained in this presentation is the wholly owned by the respective owner, author or photographer who holds the copyright. This presentation is only a compilation of these works and is not authorized or approved by any party other than myself. This presentation was designed for a grade and no financial remuneration has been or will be received.
The Autumn 2011 set of Poems on the Underground commemorates wars past and present and celebrates the universal desire for peace. The poems on display:
The Morning After (August 1945) by Tony Harrison - A vivid personal memory of VJ Day in Leeds, ëjoy though banked with griefí. Reprinted by permission of the author and Penguin Books Ltd.
Passing-Bells The first 14 lines of a new poem by the poet laureate, Carol Ann Duffy, in memory of soldiers lost in wars that continue to this day. Reprinted from The Bees by permission of the author and Pan Macmillan.
Song in Space by Adrian Mitchell, a powerful advocate for poetry and a major anti-war activist. Reprinted from Love Songs of World War Three.
Lost in France by Ernest Rhys, the founder of Everymanís Library.
Futility by Wilfred Owen, who died in France seven days before the Armistice ending the First World War.
Lines from Isaiah, with an image from the British Library copy of the King James Bible (1611), in celebration of its 400th anniversary.
Based on a true story that stunned the world, M. Butterfly opens in the cramped prison cell where diplomat Rene Gallimard is being held captive by the French government - and by his own illusions. In the darkness of his cell he recalls a time when desire seemed to give him wings. A time when Song Liling, the beautiful Chinese diva, touched him with a love as vivid, as seductive - and as elusive - as a butterfly.How could he have known, then, that his ideal woman was, in fact, a spy for the Chinese government - and a man disguised as a woman? In a series of flashbacks, the diplomat relives the twenty-year affair from the temptation to the seduction, from its consummation to the scandal that ultimately consumed them both. But in the end, there remains only one truth: Whether or not Gallimard's passion was a flight of fancy, it sparked the most vigorous emotions of his life.Only in real life could love become so unreal. And only in such a dramatic tour de force do we learn how a fantasy can become a man's mistress - as well as his jailer. M. Butterfly is one of the most compelling, explosive, and slyly humorous dramas ever to light the Broadway stage, a work of unrivaled brilliance, illuminating the conflict between men and women, the differences between East and West, racial stereotypes - and the shadows we cast around our most cherished illusions.
Writing Assignment–Art, Expression, &the Great WarDirections.docxmaryettamckinnel
Writing Assignment
–
Art, Expression, &
the Great War
Directions:
Essays should be doubled
-
spaced, size 12 font, with one inch margins all around.
Essays must be a minimum of 1
page
and should be a maximum of 3
pages.
All references from the textbook
or documents must be cited parenthetically (
Tindall
, pg) or (Author)
.
All references to the art
must
be cited parenthetically by an abbreviated
title
and artist (
Wounded, Dix).
All references to the
memorials must be cited parenthetically by the title (Sk
eleton Memorial).
No bibliography is needed for your essays.
The required heading is only your name and a page number in the top right hand corner of each page.
Writing Assignment:
In the aftermath of the Great War the world changed in extremely
dramatic ways.
For example
,
t
he 19
th
A
mendment gave women the right to vote which changed
the
role of women; the "Great M
igration
"
and
Harlem
Renaissance
changed the lives of African
-
Americans
;
the advent of radio and the growth of Hollywood
shrank the c
ountry; and the birth of the age of the automobile made people more mobile and free. Y
our
weekly
textb
ook reading will detail
these changes
and others during the 1920s and examine their effect on
society, while this week's writing assignment will look at t
he
effect
of
WWI
on individuals and
s
ociety.
While the world changed around them, many individuals and cultures were trying to make sense of the pain,
suffering, death and destruction wrought by the years of war. Many
soldiers
expressed themselves during
and
after the war through poetry, literature, art, and
sculpture
, and many societies expressed
their
grief in small
and large memorials and
cemeteries
. The following
sources
are a collection of several
poems
, excerpts from
literature, and images of works
of art and memorials. Read the words and view the images, then
write
a
response paper based on the question
s
below!
Question
:
Read the following poems, look at the works of art, and examine the memorials created by American, British,
Canadian
, French,
and German soldiers that fought
on the Western Front th
roughout World War I. Discuss
how these expressions represent to the world and future generations the nature and impact of the Great War
on individuals and society.
End your essay by answering the ques
tion:
If you had to sum up the
impact of the
Great War in one word, what would that word be?
Some of the questions to consider
when writing your response are:
What do the poems tell us about the
experiences of these soldiers?
How do the works of art expre
ss what the soldiers experienced during the war
and how they are dealing with, or not dealing with, that experience?
What differences can you see between
the
European
and American perspectives on the war?
How do these men view the war and their role there
in?
What strikes you when reading these poems?
You do not need to answer any or all of these specifically, but they might help gi.
Writing Assignment – Art, Expression, & the Great War D.docxericbrooks84875
Writing Assignment – Art, Expression, & the Great War
Directions:
Essays should be doubled-spaced, size 12 font, with one-inch margins all around.
Essays must be a minimum of 1 page and should be a maximum of 3 pages.
All references from the textbook or documents must be cited parenthetically (Tindall, pg) or (Author).
All references to the art must be cited parenthetically by an abbreviated title and artist (Wounded, Dix).
All references to the memorials must be cited parenthetically by the title (Skeleton Memorial).
No bibliography is needed for your essays.
The required heading is only your name and a page number in the top right hand corner of each page.
Writing Assignment:
In the aftermath of the Great War the world changed in extremely dramatic ways. For example, the 19
th
Amendment gave women the right to vote which changed the role of women; the "Great Migration" and
Harlem Renaissance changed the lives of African-Americans; the advent of radio and the growth of Hollywood
shrank the country; and the birth of the age of the automobile made people more mobile and free. Your
weekly textbook reading will detail these changes and others during the 1920s and examine their effect on
society, while this week's writing assignment will look at the effect of WWI on individuals and society.
While the world changed around them, many individuals and cultures were trying to make sense of the pain,
suffering, death and destruction wrought by the years of war. Many soldiers expressed themselves during and
after the war through poetry, literature, art, and sculpture, and many societies expressed their grief in small
and large memorials and cemeteries. The following sources are a collection of several poems, excerpts from
literature, and images of works of art and memorials. Read the words and view the images, then write a
response paper based on the questions below!
Question:
Read the following poems, look at the works of art, and examine the memorials created by American, British,
Canadian, French, and German soldiers that fought on the Western Front throughout World War I. Discuss
how these expressions represent to the world and future generations the nature and impact of the Great War
on individuals and society. End your essay by answering the question: If you had to sum up the impact of the
Great War in one word, what would that word be?
Some of the questions to consider when writing your response are: What do the poems tell us about the
experiences of these soldiers? How do the works of art express what the soldiers experienced during the war
and how they are dealing with, or not dealing with, that experience? What differences can you see between
the European and American perspectives on the war? How do these men view the war and their role therein?
What strikes you when reading these poems?
You do not need to answer any or all of these specifically, but they might help .
The Autumn 2011 set of Poems on the Underground commemorates wars past and present and celebrates the universal desire for peace. The poems on display:
The Morning After (August 1945) by Tony Harrison - A vivid personal memory of VJ Day in Leeds, ëjoy though banked with griefí. Reprinted by permission of the author and Penguin Books Ltd.
Passing-Bells The first 14 lines of a new poem by the poet laureate, Carol Ann Duffy, in memory of soldiers lost in wars that continue to this day. Reprinted from The Bees by permission of the author and Pan Macmillan.
Song in Space by Adrian Mitchell, a powerful advocate for poetry and a major anti-war activist. Reprinted from Love Songs of World War Three.
Lost in France by Ernest Rhys, the founder of Everymanís Library.
Futility by Wilfred Owen, who died in France seven days before the Armistice ending the First World War.
Lines from Isaiah, with an image from the British Library copy of the King James Bible (1611), in celebration of its 400th anniversary.
Based on a true story that stunned the world, M. Butterfly opens in the cramped prison cell where diplomat Rene Gallimard is being held captive by the French government - and by his own illusions. In the darkness of his cell he recalls a time when desire seemed to give him wings. A time when Song Liling, the beautiful Chinese diva, touched him with a love as vivid, as seductive - and as elusive - as a butterfly.How could he have known, then, that his ideal woman was, in fact, a spy for the Chinese government - and a man disguised as a woman? In a series of flashbacks, the diplomat relives the twenty-year affair from the temptation to the seduction, from its consummation to the scandal that ultimately consumed them both. But in the end, there remains only one truth: Whether or not Gallimard's passion was a flight of fancy, it sparked the most vigorous emotions of his life.Only in real life could love become so unreal. And only in such a dramatic tour de force do we learn how a fantasy can become a man's mistress - as well as his jailer. M. Butterfly is one of the most compelling, explosive, and slyly humorous dramas ever to light the Broadway stage, a work of unrivaled brilliance, illuminating the conflict between men and women, the differences between East and West, racial stereotypes - and the shadows we cast around our most cherished illusions.
Writing Assignment–Art, Expression, &the Great WarDirections.docxmaryettamckinnel
Writing Assignment
–
Art, Expression, &
the Great War
Directions:
Essays should be doubled
-
spaced, size 12 font, with one inch margins all around.
Essays must be a minimum of 1
page
and should be a maximum of 3
pages.
All references from the textbook
or documents must be cited parenthetically (
Tindall
, pg) or (Author)
.
All references to the art
must
be cited parenthetically by an abbreviated
title
and artist (
Wounded, Dix).
All references to the
memorials must be cited parenthetically by the title (Sk
eleton Memorial).
No bibliography is needed for your essays.
The required heading is only your name and a page number in the top right hand corner of each page.
Writing Assignment:
In the aftermath of the Great War the world changed in extremely
dramatic ways.
For example
,
t
he 19
th
A
mendment gave women the right to vote which changed
the
role of women; the "Great M
igration
"
and
Harlem
Renaissance
changed the lives of African
-
Americans
;
the advent of radio and the growth of Hollywood
shrank the c
ountry; and the birth of the age of the automobile made people more mobile and free. Y
our
weekly
textb
ook reading will detail
these changes
and others during the 1920s and examine their effect on
society, while this week's writing assignment will look at t
he
effect
of
WWI
on individuals and
s
ociety.
While the world changed around them, many individuals and cultures were trying to make sense of the pain,
suffering, death and destruction wrought by the years of war. Many
soldiers
expressed themselves during
and
after the war through poetry, literature, art, and
sculpture
, and many societies expressed
their
grief in small
and large memorials and
cemeteries
. The following
sources
are a collection of several
poems
, excerpts from
literature, and images of works
of art and memorials. Read the words and view the images, then
write
a
response paper based on the question
s
below!
Question
:
Read the following poems, look at the works of art, and examine the memorials created by American, British,
Canadian
, French,
and German soldiers that fought
on the Western Front th
roughout World War I. Discuss
how these expressions represent to the world and future generations the nature and impact of the Great War
on individuals and society.
End your essay by answering the ques
tion:
If you had to sum up the
impact of the
Great War in one word, what would that word be?
Some of the questions to consider
when writing your response are:
What do the poems tell us about the
experiences of these soldiers?
How do the works of art expre
ss what the soldiers experienced during the war
and how they are dealing with, or not dealing with, that experience?
What differences can you see between
the
European
and American perspectives on the war?
How do these men view the war and their role there
in?
What strikes you when reading these poems?
You do not need to answer any or all of these specifically, but they might help gi.
Writing Assignment – Art, Expression, & the Great War D.docxericbrooks84875
Writing Assignment – Art, Expression, & the Great War
Directions:
Essays should be doubled-spaced, size 12 font, with one-inch margins all around.
Essays must be a minimum of 1 page and should be a maximum of 3 pages.
All references from the textbook or documents must be cited parenthetically (Tindall, pg) or (Author).
All references to the art must be cited parenthetically by an abbreviated title and artist (Wounded, Dix).
All references to the memorials must be cited parenthetically by the title (Skeleton Memorial).
No bibliography is needed for your essays.
The required heading is only your name and a page number in the top right hand corner of each page.
Writing Assignment:
In the aftermath of the Great War the world changed in extremely dramatic ways. For example, the 19
th
Amendment gave women the right to vote which changed the role of women; the "Great Migration" and
Harlem Renaissance changed the lives of African-Americans; the advent of radio and the growth of Hollywood
shrank the country; and the birth of the age of the automobile made people more mobile and free. Your
weekly textbook reading will detail these changes and others during the 1920s and examine their effect on
society, while this week's writing assignment will look at the effect of WWI on individuals and society.
While the world changed around them, many individuals and cultures were trying to make sense of the pain,
suffering, death and destruction wrought by the years of war. Many soldiers expressed themselves during and
after the war through poetry, literature, art, and sculpture, and many societies expressed their grief in small
and large memorials and cemeteries. The following sources are a collection of several poems, excerpts from
literature, and images of works of art and memorials. Read the words and view the images, then write a
response paper based on the questions below!
Question:
Read the following poems, look at the works of art, and examine the memorials created by American, British,
Canadian, French, and German soldiers that fought on the Western Front throughout World War I. Discuss
how these expressions represent to the world and future generations the nature and impact of the Great War
on individuals and society. End your essay by answering the question: If you had to sum up the impact of the
Great War in one word, what would that word be?
Some of the questions to consider when writing your response are: What do the poems tell us about the
experiences of these soldiers? How do the works of art express what the soldiers experienced during the war
and how they are dealing with, or not dealing with, that experience? What differences can you see between
the European and American perspectives on the war? How do these men view the war and their role therein?
What strikes you when reading these poems?
You do not need to answer any or all of these specifically, but they might help .
In Flanders Fields the poppies blow Between the crosses row on row, That marks our place; and in the sky The larks, still bravely singing, fly Scarce heard amid the guns below.
We are the Dead. Short days ago We lived, felt dawn, saw sunset glow, Loved and were loved, and now we lie In Flanders fields.
Take up our quarrel with the foe: To you from failing hands we throw The torch; be yours to hold it high.
WW1 poetry analysis. Ted Hughes.
English GCSE and IGCSE component for English Literature
Details of Ted Hughes poems and comparison between his poems and others.
Fathers Day 2018: A Veteran Returns to Verdun to Honor the DeadCharles Bloeser
“The battle of Verdun was the longest, if not the bloodiest, single battle in World War I. Launched by the German Fifth Army on 21 February 1916, it did not come to an end until the final French counterattack was ended on 19 December 1916. For most of 1916, German and French soldiers fought tooth and nail for a few square miles of terrain around the French fortress city of Verdun, in what was the quintessential “battle of attrition” of World War I. Most units of the French army and many of the German army fought in what was described by both sides as the “hell of Verdun.” Between the battle’s start and the end of August (when the Germans ceased offensive operations), some 281,000 Germans and some 315,000 Frenchmen were killed or wounded. . . .”
- Dr. Robert Foley, Dean of Academic Studies/Head of Department at the Defence Studies Department, Joint Services Command and Staff College (JSCSC), the Defence Academy of the UK.
https://www.facebook.com/notes/charles-bloeser/fathers-day-2018-a-veteran-returns-to-verdun-to-honor-the-dead/10156262002281438/
Income StatementConsolidated Statements of Operations - USD ($) $ .docxannettsparrow
Income StatementConsolidated Statements of Operations - USD ($) $ in ThousandsOct. 28, 2016%Nov. 03, 2017%Nov. 02, 2018%Average PercentageNov. 02, 2020Net sales$ 140,063$ 167,223$ 174,257Cost of products sold84,850105,637117,751Gross margin55,21361,58656,506Selling, general and administrative expenses44,37748,81649,929Gain on sale of property, plant and equipment(58)(6,236)Income before taxes10,83612,82812,813Provision for (benefit on) income taxes3,0663,9996,296Net income$ 7,770$ 8,829$ 6,517Enter ratios in columns B, D, and FProfit Margin RatioGross Profit (margin) RatioReturn on AssetsXReturn on EquityXInventory TurnoverXDays’ Sales in InventoryXReceivables TurnoverXDays’ Sales in receivablesX
&"Times New Roman,Regular"&12&A
&"Times New Roman,Regular"&12Page &P
Balance SheetConsolidated Balance Sheets - USD ($) $ in ThousandsOct. 28, 2016Nov. 03, 2017Nov. 02, 2018Current assets:Cash and cash equivalents$ 6,985$ 12,109$ 8,179Accounts receivable, less allowance for doubtful accounts of $146, $17, $30, and $33 respectively and promotional allowances of $3,061, $2,271, $2,537, and $2,122 respectively.16,58219,14820,293Inventories, net24,08123,01623,413Prepaid expenses9371,5501,331Total current assets48,58555,82353,216Property, plant and equipment, net of accumulated depreciation and amortization of $60,454, $62,330, $63,722, and $66,337, respectively10,36218,57132,638Other non-current assets13,77513,11111,630Deferred income taxes14,53210,0404,010Total assets87,25497,545101,494Current liabilities:Accounts payable4,0855,3657,655Accrued payroll, advertising and other expenses4,0894,5554,577Income taxes payable130216155Current portion of non-current liabilities3,9186,1085,980Total current liabilities12,22216,24418,367Non-current liabilities36,12325,26317,447Total liabilities48,34541,50735,814Shareholders’ equity:Preferred stock, without par value Authorized, - 1,000 shares; issued and outstanding – noneCommon stock, $1.00 par value Authorized, - 20,000 shares; issued and outstanding – 9,076 and 9,0809,1349,1349,134Capital in excess of par value8,2988,2988,298Retained earnings48,07356,90265,948Accumulated other comprehensive loss(26,596)(18,296)(17,700)Total shareholders’ equity38,90956,03865,680Total liabilities and shareholders’ equity$ 87,254$ 97,545$ 101,494Enter ratios in columns C, E, and GCurrent RatioQuick RatioCash RatioDebt to Equity RatioDebt Ratio
&"Times New Roman,Regular"&12&A
&"Times New Roman,Regular"&12Page &P
Essay 1 Assignment: "Analysis of a Theme"
Please write a comparison and contrast essay about any 2 or 3 of the short stories and/or poems. Your final draft must be 5-7 pages and 1,250-1,500 words in length. Please focus on pieces that share a common theme ("central idea, topic, or point of a story, essay, or narrative.")
Your final draft must have a title, a thesis statement, and a works citedpage. You may respond to 1 of the 5 essay prompts listed below, or use your own prompt:
Option 1: War. According to General Wi.
A series of slides from a seminar on some of William Blake's plates and watercolors - brief analysis of the style,tecnique and underlying meaning of the plates chosen.
Collective Mining | Corporate Presentation - May 2024
War
1. THE GREAT WAR
1914-1918
THE YOUTH THAT NEVER WAS
THE WAR THAT SHOULD NOT HAVE BEEN
2. If I should die, think only this of me.
That there’s some corner of a foreign field
That is forever England. There shall be
In that rich earth a richer dust concealed:
A dust whom England bore, shaped, made aware;
Gave, once, her flowers to love, her ways to roam,
A body of England’s breathing English air,
Washed by the rivers, blest by suns of home.
And think, this heart, all evil shed away,
A pulse in the eternal mind, no less
Gives somewhere back the thoughts by England given;
Her sights and sounds; dreams happy as her day;
And laughter, learnt of friends; and gentleness,
In hearts at peace, under an English heaven.
Rupert Brooke, 1887-1915
11. In Flanders fields the poppies blow
Between the crosses, row on row,
That mark our place; and in the sky
The larks, still bravely singing, fly
Scarce heard amid the guns below.
We are the Dead. Short days ago
We lived, felt dawn, saw sunset glow,
Loved and were loved, and now we lie
In Flanders fields.
Take up our quarrel with the foe;
To you from failing hand we throw
The torch; be yours to hold it high.
If ye break faith with us who die
We shall not sleep, though poppies grow
In Flanders fields.
John McCrae (1872-1918)
12. What is the mood and tone of the poem –
how does it change as the poem progresses?
Why are we moved by the declarative
“We are the Dead” in the second
stanza?
What do the dead ask of the living?
What is the primary duty that the living owe to
honor the soldiers?
FFOOOODD FFOORR TTHHOOUUGGHHTT ::
HHooww lloonngg ccaann——aanndd sshhoouulldd——wwee bbee oorr ffeeeell aaccccoouunnttaabbllee ttoo ““kkeeeepp
ffaaiitthh”” wwiitthh tthhee ccaauussee ffoorr wwhhiicchh oouurr ssoollddiieerrss ddiieedd –– lliibbeerrttyy ……
13.
14. The death bed (1916)
Siegfried Sassoon
He drowsed and was aware of silence heaped
Round him, unshaken as the steadfast walls;
Aqueous like floating rays of amber light,
Soaring and quivering in the wings of sleep.
Silence and safety; and his mortal shore
Lipped by the inward, moonless waves of death.
Someone was holding water to his mouth.
He swallowed, unresisting; moaned and dropped
Through crimson gloom to darkness….
… Rain-he could hear it rustling through the dark;
…. Gently and slowly washing life away.
He stirred, shifting his body; then the pain
Leapt like a prowling beast, and gripped and tore
His groping dreams with grinding claws and fangs…
And death, who’d stepped toward him, paused and stared…
15. The death bed (1916) - Siegfried Sassoon
Light many lamps and gather round his bed.
Lend him your eyes, warm blood, and will to live.
Speak to him; rouse him; you may save him yet.
He’s young; he hated War; how should he die
When cruel old campaigners win safe through?
But death replied: ‘I choose him.’ So he went,
And there was silence in the summer night;
Silence and safety; and the veils of sleep.
Then, far away, the thudding of the guns.
16. . .. The men who were not getting in a bit of extra sleep sat
about talking and smoking, writing letters home, cleaning
their rifles, running their thumb-nails up the seams of their
shirts to kill the lice, gambling. Lice were a standing joke.
Young Bumford handed me one like this. 'We was just having
an argument as to whether it was best to kill the old ones or
the young ones, sir. Morgan here says that if you kill the old
ones, the young ones will die of grief, but Parry here, sir, he
says that the young ones are easier to kill and you can catch
the old ones when they come to the funeral.‘
Robert Graves Goodbye to all That
LLiinnkk
17. New weapons of war – Trench warfare
Tanks
Guns, Rifles, and Grenades
Air Warfare –
The sky became another battlefield
Naval Warfare – naval technology &
sophisticated submarines
Poison Gas: Chemical warfare
development of arms, ammunition
& growth of telecommunications
*bloodiest battles of World War I took place in the areas
of northern France and southwest Belgium known as
Flanders and Picardy
18. Bent double like old beggars under sacks,
Knock-kneed, coughing like hags, we cursed through sludge,
Till on the haunting flares we turned our backs
And towards our distant rest began to trudge.
Men marched asleep. Many had lost their boots
But limped on, blood-shod. All went lame: all blind:
….
Gas!Gas! Quick, boys! An ecstasy of fumbling,
Fitting the clumsy helmets just in time:
But some still was yelling out and stumbling
And floud’ring like a man in fire or lime…
Dim, through the misty panes and thick green light,
As under a green sea, I saw him drowning.
19. In all my dreams, before my helpless sight,
He plunges at me, guttering, choking, drowning.
If … you too could pace
….watch the white eyes writhing … ,
His hanging face, like a devil’s sick of sin;
If you could hear, at every jolt, the blood
Come gargling from the froth-corrupted lungs,
Obscene as cancer,
…M
y friend, you would not tell with such high zest
To children ardent for some desperate glory,
The old Lie: Dulce et decorum est
Pro patria mori.
Wilfred Owen