...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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...Structure The Shakespearean sonnet has 14 lines divided into three stanzas of four lines each and a final couplet. The rhyme scheme can be described as a-b-a-b, c-d-c-d, e-f-e-f, g-g. This predictability and use of a regular pattern is frequently found in older poetry as writers tended to stick to the restrictions of a set format. This poem follows the conventional structure and includes the usual 'turn' at the end - a pair of lines (or couplet) that either shifts the mood or meaning of the poem, or asserts some sort of revelation. Structure The Shakespearean sonnet has 14 lines divided into three stanzas of four lines each and a final couplet. The rhyme scheme can be described as a-b-a-b, c-d-c-d, e-f-e-f, g-g. This predictability and use of a regular pattern is frequently found in older poetry as writers tended to stick to the restrictions of a set format. This poem follows the conventional structure and includes the usual 'turn' at the end - a pair of lines (or couplet) that either shifts the mood or meaning of the poem, or asserts some sort of revelation. Structure The Shakespearean sonnet has 14 lines divided into three stanzas of four lines each and a final couplet. The rhyme scheme can be described as a-b-a-b, c-d-c-d, e-f-e-f, g-g. This predictability and use of a regular pattern is frequently found in older poetry as writers tended to stick to the restrictions of a set format. This poem follows the conventional structure and includes the usual 'turn' at the end -...
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...ADVANCED PLACEMENTENGLISH Poems for Response: 2012-2013 1st Semester (1) Choose one of the following poems for each of the poetry responses. All are found in Roberts and Jacobs, Literature: An introduction to Reading and Writing, 8th ed. on the indicated pages. Use a poem once only during the quarter. Write on one poem only for a poetry response. Remember, read all poems once a week. Margaret Atwood, “Variation on the Word Sleep,” p.1166 Elizabeth Bishop, “The Fish,” 763 E. E. Cummings, “In Just—,” p.1039 John Donne, “Death, be not proud,” p. 1185 Robert Hayden, “Those Winter Sundays,” p. 1198 Seamus Heaney, “Midterm Break,” p.846 Robert Herrick, “To the Virgins, to Make Much of Time,” p.1060 John Keats, “La Belle Dame sans Merci,” p.990 Millay, “What Lips My Lips Have Kissed, & Where, & Why,” p. 1213 Sharon Olds, “The Planned Child,” p. 850 Marge Piercy, “The Secretary Chant,” p. 1219 Shakespeare, “When, in disgrace with Fortune and men’s eyes,” p. 1234 Shelley, “Ozymandias,” p. 955 William Wordsworth, “The Solitary Reaper,” p. 1103 William Butler Yeats, “The Wild Swans at Coole,” p. 1254 2012 Due Dates 1. Monday 24 September 2. Monday 1 October 3. Monday 8 October 4. Monday 15 October 5. Monday 22 October 6. Monday 29 October 7. Monday 5 November 8. Tuesday 13 November 9. Monday 26 November 10. Monday 3 December 11. Monday 10 December Possible Types of Responses- (combinations are OK) Personal, Political, Structural, Analysis...
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...Lauren Hillstrom MW 2:30 12/17/12 Option A Final Paper: Remember “Remember” by Christina Rossetti is a sonnet written in iambic pentameter. Her poem follows the structure of an Italian sonnet, one divided into an octave and sestet. The author’s thought process is portrayed through the rhythmic divide of her poem. The octave rhyming ABBAABBA directly pleads a loved one to remember her when she is gone. Then the following sestet rhyming CDDECE creates a shift in atmosphere, where she realizes the mortality of memory and would rather her love one be happy than mourn in the misery of her death. The fourteen lines altogether portray themes of love, fear, and death. With dark and sad undertones, the words “you” and “I” are used frequently showing that the poem is a dialogue speaking directly to a loved one. Throughout the poem she uses anaphora, such as repeating ‘remember’ at the beginning of several sentences. In the first line “Remember me when I am gone away”, she is speaking to someone in a direct form asking to be remembered when she is no longer here. Thus, the idea of separation is introduced here. At this point, we cannot tell if she is embarking on a journey, leaving a relationship behind or what calls for this separation between her and the person she is speaking to. Following, in the second line, “Gone away into the silent land”, the word ‘gone’ is used as a euphemism for death by using silent land as a metaphor for heaven. This imagery of heaven reveals the separation...
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...ARE USED BY SHAKESPEARE TO PUT FORTH HIS IDEAS IN SONNET-130? IS HE COMPLETELY ANTI-PETRARCHAN? [16] 1st part The language spoken and written of great romances is often poetic, passionate, and filled with metaphors of beauty and devotion. In short, the language of love is the language of exaggeration. William Shakespeare ‘s most powerful description of love is when he satirizes this method of writing and in so doing instead claims that honesty and sincerity are the greatest literary devices when speaking the language of love. Shakespeare's sonnet number 130 demonstrates this. This sonnet hooks the reader from the very outset while maintaining sonnet structure and using literary devices as a source of irony. Shocking the reader by using an unconventional method of satire to introduce a topic is the most effective way to hook an audience. Shakespeare begins his sonnet with the line; "My mistress' eyes are nothing like the sun -" (line 1). The reader immediately becomes curious to the poet’s reasoning for speaking in this tone. The first quatrain of this poem introduces the topic of beauty.The second quatrain enhances the topic and adds sentiment. In the first quatrain he describes the looks of his mistress, while in the second quatrain he relates how these looks affect him. The third quatrain releases this sentiment, the narrator concludes that he is aware of the ordinary nature of his mistress. The sonnet also satirizes literary devices such as metaphors...
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...“Nothing Lasts Forever” ENG125: Introduction to Literature Instructor Shawn Mangerino November 25, 2013 Patricia Martinez In all aspects of life we have a beginning and an end. Not many things last forever and if they do they do not usually stay the same. In life things change, and they end. I believe the pieces I have chosen both speak of endings and changes. “Nothing Gold Can Stay” describes a sunrise and the beauty of it and how that beauty fades as the sun continues to rise. In “I Used to Live Here Once” the main character is remembering her childhood home and in the story visits the home and describes the changes. I choose these pieces because they are both about endings and change and use symbolism to describe the changes. These pieces both show the change in a very detailed way even though one is a poem and the other a story. In comparison they may not look the same but when you read the words in both you can imagine what is being seen and feel that you can see it fade, as nothing lasts forever. In the poem “Nothing Gold Can Stay” I found it is full of symbolism. "Nature's first green is gold, Her hardest hue to hold, Her early leaf's a flower, But only so an hour, Then leaf subsides to leaf, So Eden sank to grief, So dawn goes down to day, Nothing gold can stay.” (as cited in Clugston, 2010) In the poem the first line states “Natures first green is gold” the symbolism I find in this line is green refers to new life or birth, often times you hear...
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...‘Ghazal’ with one other poem ‘Love’ can be defined as a feeling of warm personal attachment or deep affection to something or someone. Poe believed that all good literature must create a unity of effect on the reader and this effect must reveal truth or evoke emotions. His work is admired as an excellent example of how a short story can produce an effect on the reader; much like how ‘Ghazal’ and ‘Hour’ produce an effect of love and pathos towards the characters. The poems ‘Ghazal’ by Mimi Khalvati and ‘Hour’ by Carol Ann Duffy are similar in many ways. Firstly, the structures of both include couplets; however ‘Hour’ is in a sonnet form with 3 quatrains and a couplet to finish, and ‘Ghazal’ has 10 couplets. This shows the reader immediately that both poems are of the theme of love. Also, this type of structure links to Shakespeare’s sonnets, as they have a similar, if not the same, structure. Additionally, the form of poetry that ‘Ghazal’ is one that is traditionally sung and deals with unattainable love. This form dates back to 7th century Arabia. Secondly, in the poem ‘Hour’ the poet presents love with the description of ‘time’s beggar’. The love talked about in this poem appears to be personified as a beggar. This may suggest that love wants more time to be with their other half. In addition, the poet redefines wealth as love and time rather than as money and gold. Carol Ann Duffy uses two fairytales, ‘Cinderella’ and ‘Rumplestiltskin’. Both of these fairytales include...
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