...Opgave 1 |Opgave 1 | |Kathy WAKES UP to a thump upstairs, coming from one of the kids’ rooms. She LISTENS closely, praying silently for rest. Each | |morning there was a delicate period, between six and six-thirty, when there was a chance, however remote, that they could steal | |another ten or fifteen minutes of sleep. But now there was another thump, and the dog barked, and another thump followed. What | |was happening in this house? Kathy LOOKS to her husband. He was staring at the ceiling. […] | | | |The phone began ringing, today as always, before their feet hit the floor. Kathy and Zeitoun – most people CALLS him by his last | |name because they CANNOT pronounce his first – ran a company, Zeitoun A. Painting Contractor LLC, and every day their crews, | |their clients, everyone with a phone and their number, SEEMS to think that once the clock STRIKES six-thirty, it was appropriate| |to call. And they CALL. Usually there were so many calls at the stroke of six-thirty that the would send half of them straight | |to voicemail. | | ...
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...the whole splendid history of English literature from Anglo-Saxon times to the close of the Victorian Era, has three specific aims. The first is to create or to encourage in every student the desire to read the best books, and to know literature itself rather than what has been written about literature. The second is to interpret literature both personally and historically, that is, to show how a great book generally reflects not only the author's life and thought but also the spirit of the age and the ideals of the nation's history. The third aim is to show, by a study of each successive period, how our literature has steadily developed from its first simple songs and stories to its present complexity in prose and poetry. To carry out these aims we have introduced the following features: (1) A brief, accurate summary of historical events and social conditions in each period, and a consideration of the ideals which stirred the whole nation, as in the days of Elizabeth, before they found expression in literature. (2) A study of the various literary epochs in turn, showing what each gained from the epoch preceding, and how each aided in the development of a national literature. (3) A readable biography of every important writer, showing how he lived and worked, how he met success or failure, how he influenced his age, and how his age influenced him. (4) A study and analysis of every author's best works, and of many of the books required for college-entrance examinations. (5)...
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...The Jacobean Age of English Literature coincides with the reign of James I, 1603 - 1625. During this time the literature became sophisticated, sombre, and conscious of social abuse and rivalry. The Jacobean Age produced rich prose and drama as well as the King James translation of the Bible. Shakespeare and Jonson wrote during the Jacobean Age, as well as John Donne, Francis Bacon, and Thomas Middleton. The Caroline Age of English Literature coincides with the reign of Charles I, 1625 - 1649. The writers of this age wrote with refinement and elegance. This era produced a circle of poets known as the "Cavalier Poets" and the dramatists of this age were the last to write in the Elizabethan tradition. The Commonwealth Period, also known as the Puritan Interregnum, of English Literature includes the literature produced during the time of Puritan leader Oliver Cromwell. This period produced the political writings of John Milton, Thomas Hobbes' political treatise Leviathan, and the prose of Andrew Marvell. In September of 1642, the Puritans closed theatres on moral and religious grounds. For the next eighteen years the theatres remained closed, accounting for the lack of drama produced during this time period. Practical View 1. A New View of Man ( From Medieval Scholasticism to Humanism) The Word HUMANISM originally refered to a student of humanities, especially classical literature and philosophy. During the Renaissance, European...
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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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.....................................................................................2 John Clare 1793 - 1864 ..................................................................................3 The Poems A Country Village Year.................................................................................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...............................................
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...The most unforgettable moment in my life is the day when my pet dog died. Being just a young innocent boy, I really never understood the meaning of death or the purpose of it. All I could understand is that it comes uninvited unexpectedly and it is inevitable, for all life will come to an end one day. The tragic moment happened when I took my pet dog out for a walk. It was when we reached an intersection and was crossing a pedestrian line when a car turning left immediately rushed to turn after I passed him and all of sudden a loud cry came from my dog. As I look behind me, I saw my dog got run over by the car which did not stopped at all and just drove off. I was there standing, looking and waited for my dog to get up and run around just like he always does, even though blood are gushing out of his mouth and eyes. Tears started to pour out like a waterfall as I carried him to the side of the road. The smell was nauseating and the sticky feeling of the blood on my hand, yet I could not stop holding him as he takes his last remaining breath with agony. I don’t know if it’s because of my tears or the smell of the blood that makes everything around me seems so dull and dark with his emotionless and motionless body in my tiny arms as I rushed home. To know that just a few hours ago he was whining and giving me the puppy eyes so I could take him to walk but now all of that is over as my dad and I buried him in our yard. I thought of all the good time we had together. He was adorable...
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...English 2328 Spring 2011 Unit Two: Early Twentieth Century Review Sheets |Survey Highlights |Modernism in American Literature |Imagism, Imagery, Image | |Major Authors |Some distinguishing characteristics— |From Pound's "A Retrospect": | |Historical Context |Rejection of traditional values and assumptions, in society and art. |—Three principles of Imagism: | |Intellectual Movements |Strong break with traditional literary forms and techniques of |1. Direct treatment of 'thing' whether subjective or objective. | |Genres, Elements of Literature |expression. |2. To use absolutely no word that does not contribute to the | |Authors |—Avant-garde, innovative |presentation. | |Robert Frost, Ezra Pound, and T. S. Eliot |—Frost's "old-fashioned way to be new" |3. As regarding...
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...GRADE 9 Learning Module MUSIC (Qtr 1 to 4) Compilation by Ben: r_borres@yahoo.com MUSIC LEARNER’S MATERIAL GRADE 9 Unit 1 To the illustrator: Using the blank map of Europe, place pictures of ALL the composers featured in EACH UNIT around the map and put arrows pointing to the country where they come from. Maybe you can use better looking arrows and format the composer’s pictures in an oval shape. The writers would like to show where the composers come from. I am attaching a file of the blank map and please edit it with the corresponding name and fill it the needed area with different colors. Please follow the example below. (Check the pictures of the composers and their hometowns in all the units.) Medieval, Renaissance and Baroque Music Page 1 MUSIC LEARNER’S MATERIAL GRADE 9 Unit 1 Time allotment: 8 hours LEARNING AREA STANDARD The learner demonstrates an understanding of basic concepts and processes in music and art through appreciation, analysis and performance for his/her self-development, celebration of his/her Filipino cultural identity and diversity, and expansion of his/her world vision. key - stage STANDARD The learner demonstrates understanding of salient features of music and art of the Philippines and the world, through appreciation, analysis, and performance, for self-development, the celebration of Filipino cultural identity and diversity, and the expansion of one’s world vision...
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...and Baby Suggs for thinking too highly of themselves is unfair, the fact that Sethe prefers to steal food from the restaurant where she works rather than wait on line with the rest of the black community shows that she does consider herself different from the rest of the blacks in her neighborhood. Yet, Sethe is not too proud to accept support from others in every instance. Despite her independence (and her distrust of men), she welcomes Paul D and the companionship he offers. Sethe’s most striking characteristic, however, is her devotion to her children. Unwilling to relinquish her children to the physical, emotional, and spiritual trauma she has endured as a slave, she tries to murder them in an act that is, in her mind, one of motherly love and protection. Her memories of this cruel act and of the brutality she herself suffered as a slave infuse her everyday life and lead her to contend that past trauma can never really be eradicated—it continues, somehow, to exist in the present. She thus spends her life attempting to avoid encounters with her past. Perhaps Sethe’s fear of the past is what leads her to ignore the overwhelming evidence that Beloved is the reincarnation of her murdered daughter. Indeed, even after she acknowledges Beloved’s identity, Sethe shows herself to be still enslaved by the past, because she quickly succumbs to Beloved’s demands and allows herself to be consumed by Beloved. Only when Sethe learns to confront the past head-on, to assert herself in its...
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...An Exegetical Paper on Ephesians 5:15-21 Paper Presented to Dr. Michael Dusing Hermeneutics Jason Fuchs Southeastern University February 2012 This paper will show an in-depth analysis of Ephesians 5:15-21. Items such as the historical analysis, contextual analysis, it will look at textual boundaries and commentary on each verse including grammar and semantic analysis. Towards the end of the paper there will be a theological summary of Ephesians 5:15-21 will be shown with relevant application for us today will be shown. 15 Be very careful, then, how you live—not as unwise but as wise, 16 making the most of every opportunity, because the days are evil. 17 Therefore do not be foolish, but understand what the Lord’s will is. 18 Do not get drunk on wine, which leads to debauchery. Instead, be filled with the Spirit, 19speaking to one another with psalms, hymns, and songs from the Spirit. Sing and make music from your heart to the Lord, 20 always giving thanks to God the Father for everything, in the name of our Lord Jesus Christ. 21 Submit to one another out of reverence for Christ Historical Analysis In regards to authorship and recipient, there are disagreements in the many opinions of scholars. In the thought of authorship, “a good number of scholars have esteemed Ephesians as “the crown” of Paul’s thought.” However, according to O’Brien, “contemporary scholars, who have claimed that Paul was not the author of Ephesians, have maintained that the writer of the...
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...HOW DOES A MUSIC PROGRAM AFFECT THE READING FLUENCY OF SECOND GRADE ESL STUDENTS? by Candace Rose Cooper A Thesis submitted in partial fulfillment of the requirements for the Master of Arts degree in English as a Second Language Hamline University St. Paul, Minnesota April, 2011 Committee: Ann Mabbott-Primary Advisor Cynthia Lundgren-Secondary Advisor Kristin Weidlein-Peer Reader To my aunt, Mary Lou Merdan, Ph.D., who dedicated her career to reading literacy through the education of children and teachers. ii TABLE OF CONTENTS Chapter One: Introduction……………………………………………………………….1 Folk Songs………………………………………………………………………...1 Background of the Research………………………………………………………3 Benefits of Music Education……………………………………………………...4 Conclusion………………………………………………………………………...5 Chapter Two: Literature Review…………………………………………………………7 Music, Motivation, Language, and Reading Fluency……………………………..7 Music and Language…………………………………………………………..…..8 Music and Motivation……………………………………………………………10 Oral Language……………………………………………………………………15 Reading Fluency…………………………………………………………………17 Strategies for Enhancing Reading Fluency………………………………………21 Fluency and ELLs…………………………………………………...…………...24 Fluency Assessment……………………………………………………………...25 Conclusion……………………………………………………………………….29 Chapter Three: Methodology…………………………………………….……………...31 Participants and Research Design………………………………………………..31 Research Paradigm…………………………………………….………………....31 Setting………………………….………………………………………………...32 iii Participants………………………………………………………………………...
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...ABSTRACT Title: PERCEIVED EFFECTS OF SCREAMO MUSIC TO THE SPIRITUAL ENRICHMENT OF THE STIGMATINE YOUTH MOVEMENT MEMBERS Author: JOHN LERY MAAMBONG ANASTACIO Degree: Bachelor of Arts in Mass Communication School Year: 2009 – 2010 Rationale This study aims to know the significant relationship of the profile of the respondents and the perceived effects of screamo music to the spiritual enrichment of the Stigmatine Youth Movement (SYM) Statement of the problem This study Is to determine the perceived effects of screamo music on the spiritual enrichment of the Stigmatine Youth Movement (SYM). This seeks to answer the following questions: 1. What is the profile of the respondents in terms of 1.1. Age 1.2. Gender 1.3. Length of membership in Stigmatine Youth Movement (SYM) 1.4. Length of exposure to Screamo Music 2. What are the effects of Screamo music as perceived by the Stigmatine Youth Movement (SYM) in the apostolate? 3. Is there a significant relationship between the profile of the respondents and the perceived effects of screamo music to the spiritual enrichment of the Stigmatine Youth Movement (SYM)? Methodology A descriptive survey research was used in this study. Descriptive research involves collection of data in order to test hypothesis or to answer questions concerning the current status of the subject of the study. The descriptive research has no...
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...FULL TITLE · The Canterbury Tales AUTHOR · Geoffrey Chaucer TYPE OF WORK · Poetry (two tales are in prose: the Tale of Melibee and the Parson’s Tale) GENRES · Narrative collection of poems; character portraits; parody; estates satire; romance; fabliau LANGUAGE · Middle English TIME AND PLACE WRITTEN · Around 1386–1395, England DATE OF FIRST PUBLICATION · Sometime in the early fifteenth century PUBLISHER · Originally circulated in hand-copied manuscripts NARRATOR · The primary narrator is an anonymous, naïve member of the pilgrimage, who is not described. The other pilgrims narrate most of the tales. POINT OF VIEW · In the General Prologue, the narrator speaks in the first person, describing each of the pilgrims as they appeared to him. Though narrated by different pilgrims, each of the tales is told from an omniscient third-person point of view, providing the reader with the thoughts as well as actions of the characters. TONE · The Canterbury Tales incorporates an impressive range of attitudes toward life and literature. The tales are by turns satirical, elevated, pious, earthy, bawdy, and comical. The reader should not accept the naïve narrator’s point of view as Chaucer’s. TENSE · Past SETTING (TIME) · The late fourteenth century, after 1381 SETTING (PLACE) · The Tabard Inn; the road to Canterbury PROTAGONISTS · Each individual tale has protagonists, but Chaucer’s plan is to make none of his storytellers superior to others; it is an equal company. In the Knight’s...
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...SEIL EO T PC R P R A T p5F c b o o ae o k C s Su isf m 2 1 a e tde r o 00 Pa cl poe w y t i er e rc a& rvn ason g t t a Fcb o i o o r ak n e ot aeo kn yu m r g ff r t e s Po i dC uts o: rv e o r y f d e Special Report MarketingSherpa’s Top 5 Facebook Case Studies from 2010 Copyright © 2010 by MarketingSherpa LLC All rights reserved. No part of this report may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, faxing, emailing, posting online or by any information storage and retrieval system, without written permission from the Publisher. HubSpot = Easy & Integrated Landing Pages Website \ Analytics I Email / 810g Sales Tools \ Social Media SEO Lead Nurturing Try HubSpot Inbound Marketing Software with a Free 30 Day Trial HubSppt http://www.hubspot.com/free-trial TABLE OF CONTENTS INTRODUCTION: MARKETINGSHERPA’S TOP 5 FACEBOOK CASE STUDIES FROM 2010 ............ 4 IMPROVE YOUR FACEBOOK PROFILE TO INCREASE CONSUMER INTERACTION: FOUR TACTICS ................................................................................................................................................................. 5 HOW 'LOCALIZING' A BRAND THROUGH SOCIAL MEDIA & IN-PERSON EVENTS CREATED A SUCCESSFUL PRODUCT LAUNCH .........................................................................................
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...CHAPTER 1 Summary Emma Woodhouse, Henry's younger daughter, lives in the small town of Highbury, sixteen miles away from London. She lives with her old, valetudinarian father at Hartfield. His elder daughter, Isabella, is married to the younger brother of George Knightley, the gentleman landlord and owner of Donwell Abbey Estate, a mile away from Hartfield. Isabella's husband is a lawyer; she lives with him and their five children in London. Emma lost her mother when she was five years old. Since then she has had the companionship of her governess, Miss Anne Taylor. After Isabella's marriage seven years earlier, Miss Taylor has been Emma's only companion and confidante. Emma is now twenty-one years old, beautiful and intelligent, but conceited and willful. Miss Taylor has just recently married Mr. Weston, a middle-aged widower. Even though she is very attached to her father, Emma feels depressed since she now has no companion except her this old, sickly man, who is against the thought of Emma marrying because he does not want to undergo any change. On the day following Miss Taylor's wedding, Mr. Woodhouse expresses his regrets over her marriage. Although he thinks Mr. Weston is a thorough gentleman, he disapproves of Miss Taylor desiring to marry in order to have a home of her own; Hartfield, where she has lived with the Woodhouses, is three times larger than Mr. Weston's Randalls. Emma tries to convince her father that their governess is happily married and tells him...
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