...International Training Course on Integrating a Value Chain Perspective in Small Scale Enterprise Development TRAINING SCHEDULE November 19-30, 2012 Rural development generally includes supporting local people’s livelihoods through income-generating activities and small-scale enterprises. Previous program experiences point to the importance of building local entrepreneurship capacity, establishing business organizations, and enabling access to key institutional support services. New challenges have emerged that influence success of these development efforts such as: 1) managing the impact of emerging markets on rural producers and consumers, 2) improving competitiveness and efficiency of small-scale enterprises, and 3) promoting equitable gender sensitive contributions and benefits among stakeholders including private sector. More recently, value chain approaches have been explored to bring more benefits to rural producers through better market links. Course Description The course focuses on integrating a value chain perspective in rural development, and how this conceptual and methodological framework can enhance program strategies for sustainable livelihoods, profitable small scale enterprises and socially responsive private sector. Learning content includes: basic principles and concepts of value chain development, practical methods and tools in integrating value chain perspective in rural development programming, and lessons learned from case studies on linking rural enterprises...
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...marriage...impediments (1-2): T.G. Tucker explains that the first two lines are a "manifest allusion to the words of the Marriage Service: 'If any of you know cause or just impediment why these two persons should not be joined together in holy matrimony'; cf. Much Ado 4.1.12. 'If either of you know any inward impediment why you should not be conjoined.' Where minds are true - in possessing love in the real sense dwelt upon in the following lines - there can be no 'impediments' through change of circumstances, outward appearance, or temporary lapses in conduct." (Tucker, 192). bends with the remover to remove (4): i.e., deviates ("bends") to alter its course ("remove") with the departure of the lover. ever-fixed mark (5): i.e., a lighthouse (mark = sea-mark). Compare Othello (5.2.305-7): Be not afraid, though you do see me weapon'd; Here is my journey's end, here is my butt, And very sea-mark of my utmost sail. the star to every wandering bark (7): i.e., the star that guides every lost ship (guiding star = Polaris). Shakespeare again mentions Polaris (also known as "the north star") in Much Ado About Nothing (2.1.222) and Julius Caesar (3.1.65). Whose worth's unknown, although his height be taken (8): The subject here is still the north star. The star's true value can never truly be calculated, although its height can be measured. Love's not Time's fool (9): i.e., love is not at the mercy of Time. Within his bending sickle's compass come (10): i.e., physical...
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...Presentation of love in sonnet 116.. Sonnet 116 by William Shakespeare is a poem about love, not between a speaker and his lover, but as a concept. The poem determines what is meant by love, and proposes that, if it is true, love is one of life's constants which does not change with time or circumstance. In the opening lines of the poem, love is firstly presented in the conventional Christian marriage customs of that era, as it stresses the idea that love "the marriage of true minds" should be without "impediments" or barriers and obstacles. This suggests how at the time, there were rules on love which were expected to be followed, it therefore wouldn't result from lust and passion. Alternatively, Shakespeare may be presenting the idea that for love to be real, it must be flawless, if there are faults then it is not love. Shakespeare presents the idea of love being:"unshaken" by storms. And that it: " alters not", it is a constant, an "ever-fixed mark", just as a "star" is found in the night sky. This suggests that Love isn't temporary, it is a powerful, enduring emotion felt throughout a lifetime. This also presents love to be reliable and consistent as the metaphor for love is a "star" it suggests that love can be observed across the globe throughout time. Love is not restricted by time or place, but exists above all considerations. Shakespeare use of extreme language when describing that love "bears it out even to the edge of doom" presents love to be a positive force...
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...English Study Guide E period Beowulf * The Wrath of Grendel Grendel, a murderous, powerful monster lurks outside Hrothgar’s a Danish King’s, extravagant party. God drove out the demons, but they split into many forms of evil spirits, fiends, goblins, monsters, and giants. Grendel is a demonic monster. At night, when the party ended, Grendel ate 30 guests and left blood everywhere. In the morning, the people of Herot and Hrothgar mourned the deaths of Grendel’s victims. However, Grendel came again and ate all of Hrothgar’s soldiers, leaving Herot bare. Hrothgar was incredibly saddened by this. However, God protected him and no help came from the pagan sacrifices. The only protection came from God. * The Coming of Beowulf In the land of the Geats, ruled by Higlac, Beowulf was the greatest and strongest of all the men. He decided to go to see Hrothgar, because he has heard of the horrors Grendel brought. The Geats egged on his adventure, so Beowulf took a crew of the mightiest men he could find and set forth on his journey. They arrived at the Danish shore and were questioned by the guard, who thought they might be raiders or pirates. Beowulf explained they were Geats; his father was Edgetho, a famous soldier and explained why they were there. The guard lets them pass. They enter Herot and are called to see the King. Beowulf is greeted by Hrothgar and explains why he is there. He says he will fight and kill Grendel without fear, and if he looses to...
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...Explore the different attitudes to love are presented by the characters in Romeo and Juliet and the speakers in the sonnets you have studied. Love is presented through the use of characters, themes, linguistic, structural and contextual references. That pieces are ‘Romeo and Juliet’ written by William Shakespeare, ‘Sonnet 116’ by William Shakespeare again, ‘Sonnet 43’ by Elizabeth Barrett Browning, ‘Sonnet 130’ by Shakespeare and also ‘Sonnet 18’ again by Shakespeare. They were all written in the time that was considered the Elizabethan Era. A religious theme is set in both Romeo and Juliet and sonnet 43 to convey the attitudes to love. In Romeo and Juliet the theme of religion is used to express their love between each other and suggesting it is similar to religion can impose that it is a life-long commitment and will always be there even if they lose faith. At that time their attitude towards religion was very strong and it was their integral, which links to the love between Romeo and Juliet that now they have found it fully they will be part of each other’s’ lives for eternity. In Act 2, scene 2 Romeo states that Juliet’s eyes were “Two of the fairest stars in all of heaven” this is conveying that Juliet is angelic. Angels are referred to as innocent, Godly, pure and a good person; so although Romeo does not know a lot about her or even spoken to Juliet he is still portraying her as someone who is greatly looked up to and has, in the eyes of a religious person, the huge...
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...the speaker holds that their lover might forget them too quickly. The title itself consists of this word which shows the power of the word and the entire poem. The speaker at first appeals to her lover to remember her after death, but as the poem progresses she dispels her selfishness. As the poem unfolds the reader understands that there is separation between two lovers. The reason of the separation becomes clearer when "gone far away" is used. This quote conveys the concept of death. The speakers sorrow is stressed by the reappearance of the words 'gone away'. All sonnets are known to have a change in tone within them; this sonnet has a change in tone from negative to positive. In the two quatrains the speaker’s focus shifts from ‘remember’, to the word ‘forget’ towards the end. This supports the change in tone; she changes her tone from talking only about herself to thinking about the other person. Sonnet 116...
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..................................................................................6 December from ‘The Shepherd’s Calendar’: Christmas ...............................6 Sonnet: ‘The barn door is open’ ...................................................................11 The Wheat Ripening......................................................................................13 The Beans in Blossom ...................................................................................16 Sonnet: ‘The landscape laughs in Spring’ .....................................................19 Sonnet: ‘I dreaded walking where there was no path’...................................21 Sonnet: ‘The passing traveller’......................................................................23 Sport in the Meadows....................................................................................25 Emmonsales Heath ........................................................................................27 Summer Tints ................................................................................................31 The Summer Shower .....................................................................................33 Summer Moods..............................................................................................36 Sonnet: ‘The maiden ran...
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...ANALYSIS OF SHAKESPEARE’S SONNET 18 V. Henriet Lesson plan Class: • 3rd-4th year student’s • Intermediate level Prerequisites: • the class should have already studied Shakespeare’s biography, his main works and should also have a general idea of what a sonnet is. Lecture organisation: • Time: 50 mins. • Additional tools needed: overhead projector, one handout of the sonnet for each student in order to allow them to take notes on the text while explaining and showing the PPT slides. NB: Suggested structure: • Introduction: first reading of the sonnet • 1st part: information on Shakespeare’s sonnets collection (structure and themes) • 2nd part: crucial aspects of the chosen sonnet: themes and main elements • Conclusion: guided analysis of Sonnet 18 Texts: • Text to be read in class: Sonnet 18 • Works cited: Shakespeare’s Sonnets Collection. Objectives: • Students will learn the basic structure of an English Sonnet (i.e., the Elizabethan Form) • They will learn some figures of speech and how to paraphrase a sonnet • Thanks to the visual reinforcement they should more easily remember the sonnet, and its main themes. Shakespeare, Sonnet 18 – (Valentina Henriet) The aim of this lesson is to help students understand 1) what a sonnet is 2) some of the messages...
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...MICROSOFT-SOFTWARELICENSAFTALE WINDOWS 8.1 Tak, fordi De har valgt Microsoft Windows 8.1. Dette er en licensaftale mellem Dem og Microsoft Corporation (eller, afhængigt af hvor De bor, en af dets associerede virksomheder), som indeholder en beskrivelse af Deres rettigheder til at bruge Windows 8.1-softwaren. Af praktiske hensyn er aftalen opdelt i to dele. Den første del indeholder en introduktion opstillet som spørgsmål og svar. Derefter følger Yderligere vilkår og Begrænset garanti, som indeholder yderligere oplysninger. De bør gennemse hele aftalen, herunder tilknyttede vilkår, da alle vilkår er vigtige og sammen udgør nærværende kontrakt, som er gældende for Dem. De kan gennemse tilknyttede vilkår ved at indsætte linket i browservinduet, når softwaren kører. Yderligere vilkår indeholder en bindende voldgiftsklausul og afståelse fra gruppesøgsmål. Hvis De bor i USA, påvirker disse Deres rettigheder til at løse en tvist med Microsoft, så De bør læse dem grundigt. Hvis De accepterer nærværende aftale eller bruger softwaren, accepterer De alle nærværende vilkår og indvilliger i overførsel af visse oplysninger under aktivering og til internetbaserede funktioner i softwaren. Hvis De ikke accepterer og overholder nærværende vilkår, må De ikke bruge softwaren eller dens indeholdte funktioner. De bedes i stedet returnere den til forhandleren for at få refunderet købesummen eller udstedt en kreditnota, hvis det er relevant. Hvordan kan jeg bruge softwaren? Vi sælger ikke vores software...
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...INSTRUCTIONS * Read the notes on sonnets. * Read the sonnets and answer the questions that follow each. * Complete the writing assignment Shakespeare’s Sonnets: The Mysteries of Love Shakespeare. The name calls to mind the great plays whose characters have come to life on stages around the world: Hamlet, Macbeth, Romeo and Juliet, Othello. Yet had Shakespeare written no plays at all, his reputation as a poet, as the author of the Sonnets (1609), would still have been immense. There are 154 sonnets altogether; their speaker is male, and their chief subject is love. Beyond those three points, however, there is little agreement, only questions: • Is the sonnets’ speaker a dramatic character invented by Shakespeare, like Romeo, Macbeth, or Hamlet, or is he the poet himself? • If the sonnets are about the real man Shakespeare, then who are the real people behind the characters the sonnets mention? • Is the order in which the sonnets were originally published (probably without Shakespeare’s consent) the correct or the intended sequence? Could they be arranged to tell a more coherent story? Should they be so arranged? These and dozens of other questions about the sonnets have been asked and answered over and over again—but never to everybody’s satisfaction. We have hundreds of conflicting theories but no absolutely convincing answers. About the individual sonnets, though, if not the whole sequence, agreement is perfect: They are among the supreme utterances in English...
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...Interpretation of Sonnet 138 William Shakespeare is known for his ability to use words and put them in a way many meanings can be derived. Because of the beauty of his words and many interpretations of his work, he has stood the test of time. William Shakespeare simultaneously used structure, word choice, and tone to make each sonnet unique. All of Shakespeare’s sonnets are structured to have fourteen lines divided into three quatrains and one couplet. The quatrains are usually separate ideas with different tones and a couplet at the end of the sonnet tying the three quatrains together. However Sonnet 138 is slightly different than most of his sonnets because its first two quatrains are the same in tone. The first quatrain and second quatrains tell the reader of each lover’s deceit to the other. The third quatrain is where the tone begins to differ. Shakespeare uses iambic pentameter and rhyme in the sonnet so that it can be read in a more fluid and comprehensive way. The sonnet is written in ABAB format to give the poem a better sound when read aloud. Shakespeare’s work has been famous for many reasons and will continue to be great, but his word usage may be what he is most famous for. In Sonnet 138, he used word plays, paradoxes, and metaphors to give depth to the meaning of the poem. With so many different possibilities for interpretation of the same poem, individuals may use their imaginations and take what they want from it. Line 1 in the sonnet begins with an interesting...
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...Poem Analysis Essay ENGL 102 B07: Literature and Composition Summer 2011 Linda Vaughn L24421443 June 19, 2011 APA Style Outline I. Introduction A. Thesis II. Body A. Figures of Speech B. Imagery C. Tone IV. Conclusion Introduction Who, at one point or another in their life, has not pleaded with God for some tangible, physical help? Asking Him to take over, prove Himself, so that we can know that He is real and we can give our heart to Him. In the poem “Batter my heart, three-personed God”, written by poet John Donne, the speaker is asking God for exactly that. With his use of metaphors, paradoxes, and alliteration, we can actually feel the speaker’s urgency to be saved. The violent imagery and changes in tone throughout the poem prove just how desperate he is for God to take over control of him. Body The title itself, with the metaphor “Batter my heart”, draws the reader in. It captures the attention and makes one curious as to what will happen next in the poem. It gives the reader an image of destruction to an essential essence of life; for without a heart, we cannot survive. Is he stating that there is no life without God? The title also provides the initial tone of the poem. It gives the reader the impression that the speaker is desperate, vulnerable, and seeks to be violently manipulated. As we move on, we find that the speaker believes in the Holy Trinity, as he is pleading to the “three personed God”. ...
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...Savanah Saunders ENGL102 Jason Sebacher March 5, 2014 Essentially I feel that each poem in its own “Funeral Blues” (W. H. Auden), “Death, be not proud” (John Donne), and “Because I could not stop for Death” (Emily Dickinson) are unique in their own way however, I feel that two poems in particular may show more similarity in each other versus all three being compared at once although, I will be comparing and contrasting all three poems towards the end of this essay. For example, When reading “Funeral Blues” (W. H. Auden), I felt a greater sense of similarity to “Because I could not stop for death” (Emily Dickinson) versus “Death, be not proud” (John Donne) so I will begin to discuss those poems first. When comparing each poem I will list the related styles between the two and the same for contrasting each when discussing the distinctive differences. In “Funeral Blues”; a poem about the mourning of a dear loved one, Auden used a great sense of imagery when writing to assist the audience in creating a mental picture. Each line used a great amount of detail for example, when Auden wrote “Let aeroplanes circle moaning overhead scribbling in the sky the message he is dead.” It was easy for me to actually picture this statement mentally due to his choice of words. Also, he uses a rhyme scheme that is successful in expressing the deep mourning and sorrow that he feels. The same feelings expressed in “Funeral Blues” can also be felt in “Because I could not stop for death”...
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...Death, Be Not Proud “Death, Be Not Proud” is a nonfiction sonnet written by John Donne, in which the speaker takes on Death, claiming it to be boastful and proud unjustifiably. The speaker takes a stand against the oppressive nature of Death, and asserts that a greater effect can take place through the use of simple human means, such as “poppies, or charms.” In fact, Donne ultimately claims that death has no real effect, and could conceivably be a relief, as we will “wake eternally.” He alleges that in the end, the only thing to die is Death itself. Throughout the poem, Donne talks to death as though he is speaking to it directly. This use of personification is of use, especially when the author is seemingly patronizing death, calling it “poor Death.” He exploits Death’s dependence on accidents, mistakes, and misfortune. According to Donne, Death is at the mercy of “Fate, Chance, kings, and desperate men.” He demeans Death’s endeavors to such an extent that he pokes fun at its bleak and undesirable affiliates, “poison, war and sickness.” In giving death the role of something tangible, Donne is certainly aiming to take control and humble a force that is seen to most as unnerving. By establishing supremacy, it seems as though John Donne is trying to convince others to adopt the same attitude as he. Considering his obvious belief in heaven through the phrase “wake eternally,” Donne is proudly claiming to have conquered death because of his acceptance of the Christian afterlife...
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...Narrative A narrative is a sequence of events that a narrator tells in story form. A narrator is a storyteller of any kind, whether the authorial voice in a novel or a friend telling you about last night’s party. Point of View The point of view is the perspective that a narrative takes toward the events it describes. First-person narration: A narrative in which the narrator tells the story from his/her own point of view and refers to him/herself as “I.” The narrator may be an active participant in the story or just an observer. When the point of view represented is specifically the author’s, and not a fictional narrator’s, the story is autobiographical and may be nonfictional (see Common Literary Forms and Genres below). Third-person narration: The narrator remains outside the story and describes the characters in the story using proper names and the third-person pronouns “he,” “she,” “it,” and “they.” • Omniscient narration: The narrator knows all of the actions, feelings, and motivations of all of the characters. For example, the narrator of Leo Tolstoy’s Anna Karenina seems to know everything about all the characters and events in the story. • Limited omniscient narration: The narrator knows the actions, feelings, and motivations of only one or a handful of characters. For example, the narrator of Lewis Carroll’s Alice’s Adventures in Wonderland has full knowledge of only Alice. • Free indirect discourse: The narrator conveys a character’s inner thoughts...
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