Assignment of English Language Teaching 1: Language Teaching Methods in ELT

Assignment of English Language Teaching 1: Language Teaching Methods in ELT

Paper no. 12. - English Language Teaching 1

Prepared by : Hansa bhaliya G.

Roll No:30

Assignment  Topic :  language teaching methods in ELT

M.A (English) : Semester  -3

Enrolment No: 2069108420190004

Batch: 2019 - 19

Email  ID: hansabhaliya20@gmail.com

Submitted to : Smt .S. B Gardi , Department of English, MK Bhavnagar University.

● Language teaching methods in ELT : 

● Introduction : 

ELT is The programme combines the academic study of language and communication  with practical training in English language teaching. It is used for leaning the language it is not applicable for selected language this methods are used for learning any language . 

Method :

Method in English language teaching is the important element through which learning of language become easier. Basically it’s referring to the techniques which is used by the teachers to teach any particular language to their students. So this methods used for any language learning. Through this methods leaning becomes easy for learners. So by using this types of method learner can learn many languages. 

● Methods in ELT :

There are many methods used in the learning of languages : 

1) The direct method 

2)  Grammar – Translation method 

3)  Audio lingual method 

4) Total physical response 

5) Communicative language teaching 

1)  The Direct method :

The Direct method is the important method. This method is very useful for learners. Through this method learns learn to communicate in the target language. Learner can be learn second language without help of first language. It also called as a Natural method. It is a reaction against Grammar translation method. In Grammar transaction method give focus on only grammar only. Where here into this method main aim to this method is communication. It is originate in the France into 1901.

    It is often to used to teach foreign language. It was first established in France and Germany around 1900 and contract with grammar translation method.

● Characteristics :

•Into this method teaching concepts and vocabulary through real life objects and other visual materials. So it connect teaching with real life objects. For example teacher told his learner to interact with people into teaching language. So learner has to interact with the people and situation.

• Into this method leaner learns grammar rules by inductive approach. 

•Into this method focuses on the question and answer pattern. 

● Definition of Direct method : 

Direct method in the teaching a language is directly established an immediate and audio visual which is associated between experience and expression, words and phrases, rules and performance through the teacher’s body and mental skill without getting help of learner’s mother tongue. 

● Aims : 

• Build a direct way into the world of the target language and making relationship between life experience and language, word and idea, thought and expression and rule and performance. So in this don’t taking help of learners mother tongue.

• Teaching learners to learn how to communicate in the target language. 

•  method should based on the assumption. Learner should experience the new experience in the same way as he or she experienced his or her mother tongue.

● Techniques of learning : 

• Question  answer exercise 

• Dictation 

• Reading a loud 

• Students self correction 

• Conversation practice with other 

   leaners

•  Paragraph writing 

● Merits and Demerits : 

Merits :

• Learner can understand English easier

• Good habit of speech increase

• Fluency of speech and writing skill 

   improved

• Lessons become  interesting with use of 

   pictures

•  Practical command over language 

• LSRW skills improves 

Demerits :

•  Useless for average learners 

• Unachievable in over crowed class 

• Schools and colleges not have enough 

   equipment

•  Teacher spend a lot time in planning 

    designing the activitie

 2 ) Grammar translation method : 

 This method is focuses on the Grammar rules and regulations into language. It is a method of teaching the foreign languages. This method is drives from classical method of teaching language into Greek and Latin. In this method first learner learns grammatical rules and regulations and then they apply those rules by translating the sentences between target language and native language. 

● Aims and principle : 

Aims :

• It is useful for enable learners to read and translate literature written into the source of language .

•  Development of learners reading ability to a level at where they are able to read literature written into the target language. 

● Thomson and Wyatt’ s three principles : 

• It is useful for enable learners to read and translate literature written into the source of language .

•  Development of learners reading ability to a level at where they are able to read literature written into the target language. 

● Principles: 

• Classes taught in mother Tongue

• Vocabulary is taught in mother tongue in form of isolated word 

•  First learn the word in mother tongue after that moving towards second language 

● Merits and Demerits : 

 Merits

• Increasing vocabulary. 

• Save time and energy both 

• Strong memory bond establish

Demerits :

•  Listening and speaking skills not given importance 

• Literary translation ruins the charm of the language 

• Unable to think in target language 

• Rare opportunity of practice speaking 

● Techniques :

• Translation of passage 

• Antonyms and synonymous 

• Fill in the blanks 

• Memorisation 

• Make sentences 

• Composition 

• Reading Comprehensive questions 

 So by using these techniques learner can improve their target language. This all techniques make learner to learn language. 

3) Audio – Lingual method :

 This method is very much useful to teach foreign language. It is based on the behaviourist theory. This approach of learning language is similar to direct method. So like the direct method the audio Lingual method also advice that  students should be taught a languages direct without using learner’s mother tongue to explain new words to learners. 

● Principles : 

• LSRW skills taught separately 

• Focuses on more listening and speaking but not completely neglected writing and reading

• The main feature of this method is dialogue 

• Dialogue provide leaner an opportunity to practice and memorise language 

• Mother tongue not given much importance as similar as  Direct method

● Techniques :

•  Language taught through dialogue with useful common communication structure and vocabulary 

• Repetition of phrases and sentences 

•  Dialogue learned by first whole class then by smaller groups and then individual 

• Reading material introduced orally 

• Asked to write composition report based on the oral lessons 

● Aims :

• Oral skills used systematically for communication 

• Practice is central aim 

•  Emphasis on oral learning 

• Put stress on oral skills 

• Oral skills at the centre

● Merits and Demerits : 

Merits :

• Use of visual aids is effective in vocabulary teaching.

• Method is just as functional and easy to execute for larger groups.

• Correct pronunciation and structure given  emphasized 

• Teacher-dominated method.

• Mechanical method and it demand pattern practice, drilling, and memorization.

• The learner is in the  directed role the learner has little control over the material studied and  the method of study.

Demerits : 

• Language form is considered not meaning 

• Teacher dominated method 

• Learner in the passive role little control over their learning 

• Equal importance not given all four skills LSRW

• Mechanical method  demands pattern practice, drilling, and memorization over functional learning of languages  

4) Total physical response: 

This method is founded by James Ashar professor of physiology. This theory based on the coordination of the language and physical movement. This method is an example of the comprehension approach to language teaching. The listening and responding serves two purpose. It means of quickly recognizing meaning in the language being learned and a means of passively learning the structure of the language itself. Grammar is not taught into this method of language learning   but can be learned from the language input. This method is a valuable way to learn vocabulary. 

●  Principles : 

•  Students not force to speak teacher waits until student acquired enough language to speak 

• At the begging stages larger can respond teacher into native language 

• Development of oral fluency is primary goal 

• Lesson organised around grammar and verbs

• Grammar not taught but learned by induction 

• Oral and  physical response is both are  teaching techniques. It is  a philosophy of language teaching

● Techniques : 

    • Uses of props and posters 

    • Use of charts and pictures 

● Merits and Demerits : 

Merits :

•Funny and easy technique of learning 

 •not require a great deal of preparation on the part of the teacher.

•Good tool for learning vocabulary.

•Class size does not need to be a problem.

• No age barrier.

● Demerits :

• It is not a very creative method. Students are not given the opportunity to express their own views and thoughts in a creative way.

•It is easy to overuse TPR.

•It is limited, since everything cannot be explained with this method. It must be combined with other approaches.

 5 ) Communicative Language teaching: 

This  technique gives more importance to  interaction and it considering as  the ultimate goal of study.Language learners in environments utilizing communicative language teaching  techniques through they  learn and practice the target language through the interaction with one another and the teacher. So this  method is based on study of "authentic texts". So  through the use of this technique learner can be learn the language both in class and outside of class.

● Merits and demerits : 

• Seeks to personalise and localise language 
• Easily retained by learners.
• Leaner find interesting 
• Use of  authentic resources. 
• interesting and motivating for learners .
• Acquire grammar rules as a necessity to speak so is more proficient and efficient.

● Demerits :

• Pays insufficient attention to the context in which teaching and learning taken place 
• Approach often seems to be interpreted as “if the teacher understands the student we have good communication”.
• Native speakers of the target language  have great difficulty understanding students.
• Another disadvantage is that the this methods focuses on fluency but not accuracy. 
• Not focus on error reduction but instead creates a situation where learners are left using their own devices to solve their communication problems. 
• Produce incoherent, grammatically incorrect sentences during conversation

● Principle : 

• Information gap 
•  Choice 
• Feed back 
• Learning by doing things 
• Mistake consider as natural outcome 
• Grab attention of teacher 
• Connectivity among all four skill LSRW
•  Learning language properties 

● Techniques :

• Playing games 
• Role play 
• Given Group work 
• Pair work 

●Conclusion: 

So these method can be very helpful to learners to enquire the language. This method is not only for English learning but these methods can be applicable into all other language learning. So by using these types of method it will be very helpful and easy way to learn the language.

Assignment of Themes in The old man and the sea

Assignment of Themes in The old man and the sea 

Name : Bhaliya Hansa

Paper no. 10- The American Literature.

Topic: - Themes of the old man and the sea

Roll no:- 30

Enrollment no: 

- 2069108420190004

Email ID:

- hansabhaliya20@gmail.com

Submitted to: - S. B. Gardi department of English

Introduction

'The Old Man and the Sea' is a novel, written by the famous American author Ernest Hemingway. He was an author and journalist. Here we talk about the themes of this novel. First we discuss about the novel the old man and the sea. It is a short heroic novel by Ernest Hemingway. It was awarded in 1953 by Pulitzer Prize for fiction. This novel old man and the sea was his last major work of fiction. This story is on battle between an old experienced fishermen and a large marlin. The story of these novels is centre on an aging fisherman and who engages in epic battle to catch a giant Marlin. This novel is written in 1951 in Cuba. And it published in 1952. In is one of the famous works of Ernest Hemingway.  The novel 'The Old Man and the Sea' is canters upon the character Santiago. He was an aging fisherman who struggles with a giant Marlin far out in the sea. The novel 'The Old Man and the Sea, is the story of a battle between an old fisherman and a large marlin. The Old Man and the Sea, is the story of a battle between an old fisherman and a large marlin. The Old Man and the Sea. Opens with the explanation that the Fishermen, whose name is Santiago. The character of Santiago is a centre character of the novel. He has gone eighty four days without catching a fish. The character Santiago is considered Salao, the worst for unlucky. In the novel other people tells him unlucky and his friend b, manolin has been forbidden by his parents to sail with the old man and been ordered to fish with more successful fishermen. In these novel Santiago stoically fights an unwinable battle against the nature In the end he has done very good work. He struggled a lot for catching the Fish. He tries very much to catching the fish. In the novel, the boy visits old man's shack each fishing gear and getting him food and discussing American baseball. The old man tells manolin that on the next day

old man will sail far out into the gulf to fish, confident that his unlucky streak is near to its end. In Hemingway's The Old Man and the Sea he illustrates how man can be defeated, but he can never defeat. By Santiago, the marlin and shark he Hemingway creates symbols that reinforce his themes that man can never be defeated.

About the author (Ernest Hemingway)

Ernest Hemingway is an author and journalist. He was born in 1899 and died in 1961. He was born in Oak Park, Illinois. He started his career as a writer in newspaper office. At the age of seventeen he works for an office of newspaper in Kansas City. After he comes united state and he became a reporter for American and Canadian newspapers and he was soon sent back to Europe to cover such a events as the Greek revolution. Then he joined a volunteer ambulance unit in the Italian army after the First World War. During the 20th century he became a group member of expatriate Americans in Paris. During civil war he used his experience as a reporter

His important work:-

The Sun Also Rises in 1926 And Equally successful was A Farewell to Arms in 1929, the study of an American ambulance officer’s disillusionment in the war. Ernest Hemingway's role as a deserter. Hemingway used his experiences as a reporter during the war in Spain for his most ambitious novel, For Which the Bell Tolls in 1940. And among his later works, the most well known is the short novel, The Old Man and the Sea in 1952, this novel is famous novel of him. He explains the story of an old fisherman’s journey, his long and lonely struggle with a fish and the sea, and his victory in defeat. His full name is Ernest Hemingway and who is an American journalist. He is a novelist. He is short story writer. He is also sports. He had strong influence on 20th century fiction. His lifestyle is adventurous. His most of work is produced between the mid 1920s and the mid 1950s. In 1954 he won the Nobel Prize in literature. During 20th century he published his seven novels, six short story collection, two short story and three nonfiction works. He was raised in Oak Park. After high school he became a reporter for few months. He returned home in 1918. His famous novel is 'A Farewell to Arms'. He marries with Handly Richardson in 1921. Both of them moved to Paris and where Hemingway worked as foreign correspondent. Hemingway's first biographer is Carlos Baker. Ernest Hemingway filed 88 stories for the Toonto star newspaper. In the end of the year Pauline, who was pregnant and she wanted to move back to America. In March 1928, John Dos Passos recommended Key West, and they left Paris. Ernest Hemingway suffered a severe injury in their Paris bathroom and when he pulled a skylight down on his head thinking he was pulling on a toilet chain. This left him with a prominent forehead scar, which he carried for the rest of his life. When Hemingway was asked about the scar, he is reluctant to answer.  Hemingway "never again lived in a big city" after his departure from Paris.

Character 

Santiago - Old Cuban Fishermen

Manolin - the boy who is Santiago’s friend

The giant marlin (symbolic)

The sea (symbolic)

The shark (symbolic)

Joe DiMaggio (symbolic)

Theme

• Pride and determination
• Perseverance
• Suffering
• Strength and the skill
• Memory and the past
• Defeat
• Isolation
• Man and the natural world
• Hunger

Pride and determination

Here I talked about the theme of pride and determination. In these themes Santiago's pride becomes his tragic flaw and after the shark destroys the marlin then he apologizes to his brother. However pride motivates his to overcome the 84 days of misfortune. The theme of pride and determination are the source of greatness.

Perseverance

The theme of perseverance in the old man and sea since 1952 bringing man and fish together. The old man's battle of strength, but battle of wills. Endurance becomes a way we connect the old age with incredible endurance.

Suffering

In The Old Man and the Sea this theme is mentioned a lots. Because when he catching a big fish that time he suffered a lot and other people tells him unlucky by their arguments he suffering from that. He suffered also from physical pain.But for Santiago suffering is necessary because step in his battle with the fish. When he battles with fish in the sea at that time he stuggles a lot but he fails in his battle that time he suffered a lot. In this the old man is feels pain in the end. We can say him that he is good fishermen.

Strength and the skill

The theme of Strength and skill are interesting themes in the old man and the sea. Because in this novel physical strength is as important as skill and experience. The old man may not be as strong as in his youth, he is old here, but he makes up for it and we see that he has knowledge of sea and his fishing Prowess. Skill and strength are required for fishing. In the old has these both themes and he also proved it in the novel.

Memory and the past

This theme is a dominant theme in this novel because we know that memory is overlaid with correct action. In the past something happened badly it is used to comment on the present. Here we talked about the memory of Santiago. His memory of the lions is a constant motif. This is significant point that they are from his past.

Defeat

In end this theme is mentioned. In the novel this is persistent question by the end the story. We can say that old man is defeated with his situation. In the end this question is raised in our mind that was the Old man defeated? The old man identifies something is broken in his chest. But defeat implies the breaking of one's spirit. It is spiritual act.

Isolation

The theme of isolation is more we can see in life of Santiago. He lives alone and he feels loneliness very much. He lives isolated from most people. In the novel we see during his time on the sea. The isolation theme defines that that he was in his life. It is emphasizes the unique nature of his character. In the novel old man suffers from loneliness. But it is necessary to his battle with the fish on the Sea.

Man and the natural world

In this novel old man is unique and better in his relationship to and understanding for the natural world. He sees birds as friends and the shark as personal enemies. Santiago examines the relationship between turtles and jellyfish between his fish and birds. We see in the lions function, in this discusses about the national order of things.

Hunger

By the theme of hunger author say that hunger of fish. In the novel old man is described almost super human in eating pattern. His eating is very little and not at all. He does not refer to hunger as pain but he talking about hunger of fish not his own.

Conclusion 

So we can the character of Santiago (The Old Man) is struggles a lot. He loves his work. He was alone in his life but he never give up. In the end he proved that his fishing is very good. He hungers for catching the fish. He struggled a lot and suffering a lot in his life.  

Method and Approaches in English Language Teaching

• What is Method ?

Methods tend to be primally 

concerned with teacher and

student role and behviousr.

There are some method like:

• Grammar Translation Method

•  The Audio Lingual Method

• The silent way

• Suggestopedia

• Total physical Response

Audi Audio Method :

The Audio Lingual Method was developed

in the United States of during word. At that

time there was a need for repaidily for milieu purpose. It is also called as Army method.

It is a method of forming language. It emphasized the teaching of listening and speaking befor reading and writing. Teacher used dialogue to make class active.

Sometimes teacher used mimicry and action, picur or visualisation of particular things.

Advantages:

All students active in the classroom.with the repetation of dialogue or speaking and the speaking and listening skills are better trained . students lik it and take intest in this type of activities.

Audio Lingual Method is very inmporant and interesting. Sudents can get it easily and learn fast.

Thinking Activities on Black skin,white Masks

Welcome Readers!

"BLACK SKIN WHITE MASKS”

Black Skin White Masks” written by “Frantz Fanon”. In this novel fanon talking about millions of man whom they have knowingly instilled with fear and a complex of inferiority.

A single line however would be enough. All it needs is one simple answer and the black question would lose all relevance.

“What does man want?”

       “What does the black man want?”

She shell say that a Black is not a man .in most cases the black man con not take advantage of his descent in to a veritable hell. Man is not only the potential for self-consciousness or negation. If is be true that consciousness is transcendental. And the issue of love and understanding. Man is a ‘yes’ resonating form cosmic harmonies. Blacks are many who are black in other words owing to a series of affective disorders they have settled into a universe.

Only some of you will guess how difficult it was to write this book.

The black man wants to be white. The white man is desperately trying to achieve the rank of man. This essay will attempt to understand the Black-White relationship. The white man is locked in his whiteness.

       “The Black Man in his Blackness.”

Some Whites consider themselves superior to Blacks.

Some black want to prove at all costs to the whites the wealth of the black man’s intellect and equal intelligence.

Ex-       Black or White it’s not a born by people it is a mindset by a society to a White people great and intellect.

As painful as it is for us to have to say this three is but one destiny for the black man and it is white. But the analysis we are undertaking is psychological to think that way.

The black man and Language:-

    Fist to think that language it’s most impotent. The black man posse’s two dimensions. One with his fellow blacks the other with the whites. A black man behaves differently with a white man than he does with another black man also a impotent to a reality but it not just for a man also a white man. These are objective facts that state reality. It is not to a situation and understood to the job done. And also impotent to an achieved success and it is a impotent to a language. But the follows the more the black the French language and white also he gets the color become a to becoming a true human being.

Why always black man justify his stance in relation to language. Language become a god so why only black man suffered to the life. In all plays them same suchivtion there is a capital so the problem is the same. How magnificent are the plane trees and so many other things that people with nothing to do like to go on about?

 “To speak like a book”

 “To speak like a white man”

The black man entering France reads a giants the myth of the martini can who swallows his he all work on it end enter into open conflict with it. There is a psychological phenomenon that consists in believing the world will open up as borders are broken down. They meet and talk. And the new returnee is quickly given the floor because they are waiting for him. The wearing of European clothes whether is often native.

The Woman Color and The White Man:-

Man is a movement of love a gift of self, the final stage of what is commonly called ethical orientation. Every consciousness seems to be able to show evidence of these two elements simultaneously or alternately. In understanding phenomena of this order the analyst and the phenomenologist have a tough job and man have a true love, real love.

  In this chapter devoted to the relationship between the woman of color and the European male. We shall attempt to determine to what extent authentic love remain impossible as long as this feeling of inferiority or this Adler exaltation.

The Man of Color and The White Woman:-

A White woman like a White man. She like white man she says she loved like a white man because she was a white man. Her love opens the illustrious path that leads to total fulfillment. White civilization and worthiness become mine. Thirty years ago a black man of the darkest of hues in full coitus with a vivacious blonde exclaimed “Long live schoelcher”

Fanon display in black skin white mask to a color and they power to a their skin but it just a mask but over mind set that the white man is a civilization and they greet not to other and also a essay see to the “Black Skin White Masks.”

  

         Thank you...✍️

Thinking Activities : Then & Now: Colonialism, Postcolonilism, Globalization, Environmetal studies

Welcome Readers!

Colonialism/Imperialism: The simple way to distinguish these two is to think of colonialism as practice and imperialism as the idea driving the practice. Colonialism is the implanting of settlements on a distant territory.

Colonialism in its modern form first began to take shape about 400 years ago, and it changed the economic landscape of the world forever. For one thing, it enabled Europe to get fabulously rich on the trade it produced. The foundations of what we now think of as free-market capitalism were invented during the colonial era, partly to handle trade.

It’s an undecided question in academic circles (amongst historians for instance) as to whether colonialism is important purely for its economic consequences, or whether cultural factors (such as missionary Christianity or a sense of racial superiority) also plays a part.

Imperialism is a word with a long history. It was first associated with ancient Rome (a fact that is borne out quite emphatically in the first pages of Heart of Darkness, where the presence of the Romans gives a sense of history). It didn’t begin to be used much in the English-speaking world until the late 1800s. Imperialism has a specifically expansionist connotation.

Globalization generally refers to the period since 1989, following the collapse of the Berlin Wall and the break-down of the Cold War system. In contrast to the earlier, colonial era, globalization is characterized by the decay of national boundaries and state institutions in favor of transnational economic activity. The “globalization” era has also been characterized by intensified cross-cultural interactions (facilitated by technology), as well as an explosion in migrations of various peoples in many different directions.

There is considerable debate amongst historians and economists as to when the elements that we now think of as constituting “globalization” first appeared. Some say the most important moment was 1970, when the “gold standard” was dropped. Others see the structure of the global political hierarchy, as well as the patterns of economic growth and development (where some countries have grown fabulously rich while others have largely languished, or been exploited for low-level labor) as roughly similar to that achieved in the high imperialist era of the 1890s. For these scholars, “globalization” is simply “imperialism” with a different name.

1492-1650: Period of exploration and early European colonization of the new world and some African and Asian territories. Birth of the new mercantile commodity economy (driven by “cash crops” such as sugar, tobacco, coffee, tea, textiles, etc.)

1607: British foundation of a colony at Jamestown.

1757: The Battle of Plassey – the beginning of British military superiority in India

1885: Congo Conference. Europeans carve up Africa into slices.

1914: World War I begins (largely a European war in fact). It’s seen by many as a war that puts a halt to the rampant territorial acquisitiveness of the preceding 40 years. European nations are forced to confront the consequences of their penchant for “gobbling” up colonies when they apply the same principles against their own neighbors.

1939: World War II begins, involving nearly the entire world. Not only are there dozens of sites in which battles occur, but people from the colonies fight for the major powers (we’ll see this in The English Patient, where an Indian soldier is in Italy fighting for the British army).

1945: End of World War II – the beginning of the Cold War, which will largely polarize the world into two “camps” (this is the origin of the language of “first world,” “second world,” and “third world”)

1947: Indian/Pakistani independence. The beginning of the steady decline in the British empire.

1960-1963: Most British colonies in Africa and the Caribbean become free nations, generally peacefully. Nigeria, Uganda, Tanzania, Ghana, Jamaica, Trinidad & Tobago are some of the most important on this list. Most become

1961: Marxist Revolution in Cuba; Fidel Castro comes to power. Before the revolution, Cuba had been largely a U.S. protectorate, and was heavily dominated by parasitical industries like gambling, with a strong Mafia presence.

1964: Civil rights legislation passed in the U.S. brings changes to the racial hierarchy of the U.S. economy.

1965: New laws encourage the immigration of skilled laborers from the

Late 1960s: Alongside the emergence of the counter-culture in the U.S., the first moment at which African-Americans develop relationships with newly independent African states. 

1970: At an international conference, the major economic powers of the (non-communist) world abolish the “gold standard,” thus initiating a new period in economic speculation.

1979: Islamic revolution in Iran. Before the revolution, Iran had been a kind of U.S. protectorate, ruled by a U.S. supported dictator (the Shah).

1983-4: Beginnings of “glasnost” (opening) in the Soviet Union.

1989: Berlin wall falls – start of the period of contemporary Globalization by most accounts.

1991: Failed Coup in the Soviet Union leads to the break up of the USSR. The collapse of the Cold War system.

1997: Hong Kong becomes independent from England, and is returned to China.

1996-2000: Explosion of the Internet changes the rules and accelerates the pace of global interaction.

Environmental studies:

With its spectacular natural environments, varied wildlife, great biodiversity and leading universities, Australia offers a unique place and opportunity to further your environmental studies.

While the land down under is known for its sweeping landscapes and world famous natural sites, such as the Daintree Rainforest, Great Barrier Reef and Uluru (Ayers Rock), Australia is also home to a number of serious environmental issues, particularly related to climate change and introducing non-native plants and animals. Sadly, the country has the highest per capita carbon emissions among major western nations and is 10th in the world.

         Thank you...✍️

            

Thinking Activities on Imaginary Homelands : selected Essays : salman Rushdie

Welcome to Readers!

Salman Rushdie is the most controversial writer among Indian writing in English. His book published under the title “Imaginary Homeland” is the collection of the essay written between 1981 and 1992. All the essays are based on Salman Rushdie’s experience of the contemporary time scenario. This book is the collection of the controversial issues of the decade. In those days Indira Gandhi was the prime minister of India.

“This book is an incomplete, personal view of the interregnum of 1980s, not all of whose symptoms it has to be said, were morbid.” (introduction-1) It clearly says that all are his personal views that may be are may not be completely right, according to him it was a decade, what Gramsci has said “the old was dying and yet new could not be born.” (Rushdie, 1992)

His first glorious work was ‘Midnight’s Children’, it was for the first-time people liked his book, before that he had published ‘Grimus’. Then in the year 1988 he published his most controversial work ‘Satanic Verses’.

The seed of the imaginary homelands were sawn in the Indo-Anglian seminar at London, where mighty pens of Indian English writing were present. Rushdie was excited to listen to them but soon he realized that some of the participants’ “the desire to describe Indian culture-which I had always thought of rich mixture of tradition-in exclusive, and excluding, Hindu terms” (2.pg)

In this session one of the novelist whose name Rushdie did not revealed, begun his contribution by reciting a Sanskrit Shloka, and then, instead of translating the verse he declared.

“Every educated Indian will understand what I have just said”. It is stupid way in the room were Indian writers and scholar coming from conceivable backgrounds, like Christian, Parasi, Muslim, Sikh. None of them rose in Sanskrit tradition and they were reasonably educated. The question surrounded his minds were

-what were we being told?

-we aren’t Indian’?

The second day, an eminent Indian academic delivered a paper on Indian culture that utterly ignored all minority communities, and he presented “then characterization of Muslim culture as imperialist and inauthentic, this made him write a book, in order to search for his ‘existence. For him the conference was a bitter experience which was pricking him like a thorn.’(2.pg).

The book ‘Imaginary Homelands’ divided into six sections. They are.

1) Midnight’s children.

2) Politics of India and Pakistan.

3) Indo-Anglian literature.

4) Movie and Television.

5) Experience of migrants, -Indian migrants to Britain.

6) Thatcher/ flout election –question of Palestine

 " IMAGINARY HOMELANDS”

This essay was written after the publication of the Midnight’s Children. This never was well responded in western countries but, in Indian it was rejected by Indians, and it was a request from a diasporic writer to the country of his origin to accept him.

It is written out of anguish to go to the roots of one’s origin. The desire of belonging to somewhere, it is the desire of an individual to claim a country as his/her homeland.  So, let’s analyze the essay in detail.

Problems with ‘Midnight’s Children’

Rushdie starts his essay with a photograph which was taken in 1946 before his birth in India. This photo was an inspiration for the novel ‘Midnight’s Children’. When he was writing ‘Midnight’s Children’ very far from India, it is India from macrocosm view. He says. “it may be that writers in position exiles or emigrants or expatriates, are haunted by some sense of loss. The physical alienation from India almost inevitably means that we will not be capable of reclaiming precisely the thing that was lost; that we will in short create fiction, not actual cities or villages, but invisible ones, imaginary homeland, India in mind.” (10.pg) Further he declares that

“What he was actually doing was a novel of memory and about the memory.” Thus, it is India of his memory and of his perspective. There he presented his version of India. Presentation of the dark picture and political matter in ‘Midnight’s Children’ drags the work in political controversy. And as an answer to that he gives explanation.

       “I wasn’t trying to write about the emergency in the same way as I wrote about event halt a century earliest. I felt it would be dishonest to pretend, when writing about the day before yesterday, that it was possible to see the whole picture. I showed certain blobs and slabs of the scene.”

Further he takes support of playwright for the justification of his act, he writes, the description itself is a political act, and for him “politician and writers are natural rivals. Both groups try to make the world in their own image; they fight for the same territory and the novel is one way of denying the official, politicians’ version of truth.”  (14.pg)

Another point which increases the complexity of the controversy is that the description of India that Midnight’s Children attempts, is very pessimistic. Thus, it is critical in India for its despairing tone. But he denied that the book is not despairing or nihilistic, rather he would say “he tried to set up a tension in the text, a paradoxical opposition between form and content of the narrative. The story of Saleem does indeed lead him to despair. But the story is told in a manner designed to echo, as closely my abilities allowed, the nonstop regeneration. The form of the story is optimistic.

In response to the argument that he had portrayed India in bad light. He gives excellent answer to the riddle. He said ‘It is rater a postcolonial (rejecting the British notion of writing) voice he tried to claim by this work but in country like India these things remain unnoticed. They only like “Shining India”. The form and the manner of telling story is itself rejecting the traditional way of writing novel. It is the Indian talent rejecting the colonial way and norms of writing, as he makes use of memory which itself is not reliable, the use of magic realism which give a new spark to story, the use of telepathy it takes us back to the ancient India.

In concluding his view on the ‘Midnight’s Children’, he gives answer to the last question which I like the most. The question is for whom he is writing? he says, “I never had reader in mind. I have ideas, people, events, shapes, and I write for those things, and hope completed work will be interest of others. (20.pg) he clearly says about ‘Midnight’s Children’ for whom it was written. He felt that if its sub-continental rejected the work, he should have thought it as a failure, no matter what the reaction in the west. So, it becomes clear that he is writing for the people who feel the part of the things he had write about, but also for everyone else up to whom his work can reach.

Diaspora -:

‘Imaginary Homelands’ is all about the feeling of belonging nowhere.  The Feeling of insecurity always remains there in his mind which got reflected in his work. His life experience as always, a member of marginalized group, member of Indian Muslim family in Bombay, then as Pakistani, and as present time as British Asian. Thus, there is not a fix identity/root which he can claim. Even in Britan he is not accepted as a member of that country. His experience is no better as he wrote in his essay titled ‘New Empire Within New Britan.’

In creating a story like ‘Midnight’s Children’ he is in a way trying to establishing relationship or making a proof that even he has a land somewhere he belongs to. As he writes “I too had a city and a history to reclaim”. For writers like him, who are exiled, emigrants, or expatriates, are haunted by some sense of loss, some urge to reclaim, to look back, even at the risk of being mutilated pillars of salt.” He rightly points out that he knows that the feeling of belonging is just momentary for writers like him and soon it will wash out, but still they take risk at list temporary they felt they exist.

Diasporic writers held up in such situation that they wish but they could not claim their belonging to the country once they leaved or forced to leave. And they even could not completely mingle with the new one, as the memory of the past doesn’t allow them to accept it. They held up between two cultures, two languages, two nations, and lost identity. He declared that to live in British society is to face everyday problems of definition

What does it mean to be an Indian outside India?

How can culture be preserved without become ossified?

How to change without seeming to play into the hands of our racial enemies?

How to turn away our self which one goes to another country?

How are we to live in the world?

Conclusion: -

A work of literature is an expression of feeling, experience, but it doesn’t mean to force him to leave the country, we Indian really need to understand it that the freedom of thinking can bring better life in society by the writer and free thinkers like Salman Rushdie. In the conclusion of the essay, as a radical thinker he compared a writer within himself with a dog from the novel “The Dean’s December”, as barking of the dog protagonist Dean imagine dogs’ barking as protest against his limit of experience.  “for god’s sake the dog is saying open the universe a little more”. It is the limitation of the diasporic writers that they were protesting, what they really want is to be accepted as a human being, they need little more freedom of expression, and we have to accept them as they belong to somewhere.

A TEMST: AIME CESAIRE

Welcome Readers!

A Tempest

             

Its a play by Aime Cesaire. it is remarkable in the field of Post Colonialism.

• What is Post Colonialism?

Post Colonialism is an approach, a lens to see, understand and subvert notion of Western superiority.

~ It is an approach, in which colony writes back.

~We have to relook, rethink, revisit whatever written or spoken by the white people.

~Europeans have developed pre conceived notion about the East.

~Doubt whatever comes from West, every step taken by them is under doubt& question.

Decentering the center :-

In Ramayan, Ram is at the center. But if we change the center and bring Sita into the center then it is problematic.

In "Hamlet" by Shakespeare, Hamlet is at the center. But if we change the center and bring Rosencrantz and Guildenstern into center or if we bring women characters like Ophelia or Gertrude at the center & read from their point of view then it is problematic.

What Tom Stoppard did by play "Rosencrantz and Guildenstern are dead", the similar kind of thing is done by Aime Cesaire in A Tempest. Marginalised character of that book comes here into centre.Voiceless is given voice here.

What Tom Stoppard did by play "Rosencrantz and Guildenstern are dead", the similar kind of thing is done by Aime Cesaire in A Tempest. Marginalised character of that book comes here into centre.Voiceless is given voice here.

Césaire  uses  all of  the  characters  from  Shakespeare's  version,  but  he  specifies  that  Prospero  is  a  white  master,  while Ariel  is  a  mulatto  and  Caliban  is  a  black  slave.  These  characters  are  the  focus  of  the  play  as  Césaire foregrounds  issues  of  race,  power,  and  decolonization.

The  action  in  the  play  closely  follows  that  of  Shakespeare's  play,  though  Césaire  emphasizes  the importance  of  the  people  who  inhabited  the  island  before  the  arrival  of  Prospero  and  his  daughter Miranda:  Caliban  and  Ariel.  Both  have  been  enslaved  by  Prospero,  though  Caliban  was  the  ruler  of  the island  before  Prospero's  arrival.  Caliban  and  Ariel  react  differently  to  their  situation.  Caliban  favors revolution  over  Ariel's  non-violence,  and  rejects  his  name  as  the  imposition  of  Prospero's  colonizing language,  desiring  to  be  called  X. He  complains  stridently  about  his  enslavement  and  regrets  not being  powerful  enough  to  challenge  the  reign  of  Prospero.  Ariel,  meanwhile,  contents  himself  with asking  Prospero  to  consider  giving  him  independence.  At  the  end  of  the  play,  Prospero  grants  Ariel  his freedom,  but  retains  control  of  the  island  and  of  Caliban.  This  is  a  notable  departure  from  Shakespeare's version,  in  which  Prospero  leaves  the  island  with  his  daughter  and  the  men  who  were  shipwrecked  there at  the  beginning  of  the  play.

A  Tempest  is  a  postcolonial  revision  of  William  Shakespeare’s  The  Tempest and  draws heavily  on  the  original  play—the  cast  of  characters  is,  for  the  most  part,  the  same,  and  the  foundation  of the  plot  follows  the  same  basic  premise.  Prospero  has  been  exiled  and  lives  on  a  secluded  island,  and  he drums  up  a  violent  storm  to  drive  his  daughter’s  ship  ashore.  The  island,  however,  is  somewhere  in  the Caribbean,  Ariel  is  a  mulatto  slave  rather  than  a  sprite,  and  Caliban  is  a  black  slave.  A  Tempest  focuses on  the  plight  of  Ariel  and  Caliban—the  never-ending  quest  to  gain  freedom  from  Prospero  and  his  rule over  the  island.  Ariel,  dutiful  to  Prospero,follows  all  orders  given  to  him  and  sincerely  believes  that Prospero  will  honor  his  promise  of  emancipation.  Caliban,  on  the  other  hand,  slights  Prospero  at  every opportunity:  upon  entering  the  first  act,  Caliban  greets  Prospero  by  saying  “Uhuru!”,  the  Swahili  word for  “freedom.”  Prospero  complains  that  Caliban  often  speaks  in  his  native  language  which  Prospero  has forbidden.  This  prompts  Caliban  to  attempt  to  claim  birthrights  to  the  island,  angering  Prospero  who threatens  to  whip  Caliban.  During  their  argument,  Caliban  tells  Prospero  that  he  no  longer  wants  to  be called  Caliban,  “Call  me  X.  That  would  be  best.  Like  a  man  without  a  name.  Or,  to  be  more  precise,  a man  whose  name  has  been  stolen.”  The  allusion  to  Malcolm  X  cements  the  aura  of  cultural  reclamation that  serves  as  the  foundational  element  of  A  Tempest.  Cesaire  has  also  included  the  character  Eshu  who in  the  play  is  cast  as  a  black  devil-god.  Calling  on  the  Yoruba  mythological  traditions  of  West  Africa, Eshu  assumes  the  archetypal  role  of  the  trickster  and  thwarts  Prospero’s  power  and  authority  during assemblies.  Near  the  end  of  the  play,  Prospero  sends  all  the  lieutenants  off  the  island  to  procure  a  place in  Naples  for  his  daughter  Miranda  and  her  husband  Ferdinand.  When  the  fleet  begs  him  to  leave, Prospero  refuses  and  claims  that  the  island  cannot  stand  without  him;  in  the  end,  only  he  and  Caliban remain.  As  Prospero  continues  to  assert  his  hold  on  the  island,  Caliban’s  freedom  song  can  be  heard  in the  background.  Thus,  Cesaire  leaves  his  audience  to  consider  the  lasting  effects  of  colonialism. 

Thiong'o, Tharoor and Films on Colonial History

Welcome Readers!

Here I am going to share my review upon

movies ,which task was given by Dilipsir,

So here it's https://blog.dilipbarad.com/2018/09/shashi-tharoor-and-dark-era-of.html?m=1

                      Shashi Tharoor  is an Indian politician, writer and a former career international diplomat  who is currently serving as Member of Parliament, Lok Sabha from Thiruvananthapuram, Kerala, since 2009. 

Book: An Era of Darkness 

The full title of the book is An Era of Darkness: The British Empire In India. If we talk about how idea of the book and book itself come to existence  it has own story. Actually Tharoor went to Oxford Union in 2015 and take part in debate. The topic on which he gave speech is "Does Britain owe reparations to it's on former colonies?" The speech went viral. Subsequently his publisher. Flores the idea to transform speech into book. So, in this way the book An Era of Darkness comes. 

The book is results of speech which has given in Oxford Union. So let me first identify some of the key points from speech. 

      The very first thing he talks about the economic condition of colonies was actually versant by exist of British Colonialism. He takes the example of India and say that India shares world economic of 23 present when Britain arrived. But by the time they left it was below 4 present.

     The next he talk about that during the they stay in India between 15 to 29 million Indian died because of starvation.  The great example of it is great Bangal famen during 2nd world war. Because the food is given to European as stoke by Winston Churchill. 

     He further say that violence and racism was reality of colonial British empire.

       Then he make satire on quote “The sun never set on British Empire. " He say that even god cannot trust English in dark.

Key points from book: 

         The point we see in speech are included in book but still there are some other points are also include.

          The first point in book and in speech is common. He talk about the economic condision of India. But in book we found example from Indian textile market. 

            According to hum India inherit the rural poverty because of British empowerment. 

           According to hum three inderstree in India was doing good ; textile, still, and ship building all this three systematically, debratly, targeted and destroyed by British. 

           In this book he also talks about the rules which are regressive. Some of which are still continue today. He say that there are Darrin lows which are misused by state government for tribal offence. 

            Further he talk about the low on Homosexuality in section 377. According to him India was very liberal about self expression of sexuality. He say that this is Victorian morality which is imposed over India. 

Edward said on orientalism

Hello readers,
                          This blog is a part of my classroom activity in which students have to write on the interview of Edward Said about Orientalism.

What is Orientalism:

                                 As per the Said's words. Orientalism is not an imagination it is material thing and genuine theory. Orientalism is revolutionized the study of middle East and also useful to studies post-colonialism and other discipline like History, Anthropology, Political science and Cultural studies.

To know strange people or region:

                                                       Orientalism also very useful to know about orient people and region or to study about Eastern Asia. We have a preconceived notion of what kind of people live there, what they believe, how they act and also we understand the concept of colored peoples. Here, Said is Talking about the Eastern world like Palestine, Egypt and their condition after colonialism. We can see the condition of Palestinian  after the occupation of Jew people, they immigrate from their homeland to other countries because of Forcefully occupation of Israel. So, we can understand the concept of "Imaginary Homeland" through Palestinian. 

Stereotype: Said talked in this interview about the stereotype of Eastern countries. He said that Western world especially America always see the Eastern world as terrorist countries, their media also portraying Eastern people as barbaric in their T.V program and news. So, this kind of stereotypical perspective is very dangerous for the Eastern countries.

Different views of  Imperialism: In the interview, Said also differentiate the Imperialists like France, America and Europe and he said that French imperialism was very different than Europe and America. Further he said that French did not invaded like Spaniard invaded the new world, looking for a loot. But Nepolian invaded Egypt for the survey of Egypt while Europe invaded the new world looking for loot and also America looted many Easter countries because of the oil through the arm force.

Palestine Issue: Said talked about the issue of Palestine that what is the condition of the people there, they have not their mother land because of the forcefully occupation by Israel. From 1948 to present time Palestinian are suffering a lot for the peace and their homeland but Western countries do not take any kind of action on this issue. We also can say that why Europe and America built a new state for Jew people surrounding Islamic countries, if they have love for Jew people then why they vanished jew from Europe. So, Said explained this issue through cultural, religious and political views.

Contrapuntal line: It is very good view to look any kind of issue, language, Religion, Literature In contrapuntal line, we can say every thing has binary opposition. So, Said said that we have to look from both side we can not judge anything from one side like blind people portrayed elephant from one angle.

Edward Said on orientalism

Edward W. Said was born in 1935 in Palestine, then under British rule, to a Palestinian Arab Christian father and a Lebanese Greek Orthodox mother. He lived in Palestine and Egypt until he was 12 and then he was sent to the US by his family. After getting his undergraduate and graduate degrees at Princeton, he earned a Doctor of Philosophy degree in English Literature from Harvard University. In 1963, he joined Columbia University’s Comparative Literature faculty and taught there until his death in 2003. He also worked as a visiting scholar at Yale University and John Hopkins University.

With his book ‘Orientalism’, which was published in 1978 and which is regarded as the founding text for postcolonial theory, Said became an established cultural critic and this work influenced many fields in social sciences and humanities significantly (postcolonial theory, historiography, Middle East studies, Arab studies and many more) as well as changing the meaning of the word ‘Orientalist’ in daily language.

  So, what does ‘Orientalism’ mean? Orientalism, in Western Europe, traditionally refers to the field of study which studies the languages, the history and the cultures, and every other aspect about the peoples and the lands of the ‘Orient’, starting from Morocco to all the way to Japan in its broadest meaning. Thus, people who are specialized in this field are/were called ‘Orientalists’. Edward Said considers Napoleon’s conquest of Egypt (1798) as the beginning of modern Orientalism. He points out that Napoleon did not go to Egypt with his soldiers only, he also took linguists, historians, anthropologists, sociologists, and scientists with him.

Orientalism and the study of the orient and the interest essentially began with the study of the holy texts of Christianity and the study of the language in the holy books (Hebrew principally), with the Church of Rome making the first attempt in studying Oriental languages with the establishment of Studia Linguarum to help the Dominicans liberate Christian captives in Islamic lands. The first school was founded in Tunis by Raymond Penaforte in the 12th century, and in 1311, the Council of Vienne took a decision to create schools for the study of oriental languages in the universities of Paris, Bologna, Oxford, Salamanca, and Rome, which are the oldest universities in Western Europe.

 In the 19^th and the 20^th centuries (The first attempt to understand Islam as a topic of modern scholarship (as opposed to a Christological heresy) was within the context of 19th-century Christian European Oriental studies), Orientalism became increasingly institutionalized, and had strong connections with the Imperial Great Powers and colonial administrations.  As Said points out (and he specifically and mainly talks about British, French and American Orientalist traditions) Unlike the Americans, the French and the British , Germans (more than others but less than the French and the British), Russians, the Spanish, the Portuguese, Italians, and Swiss did not have such a vast Orientalist literature and traditions. Many chairs at universities, schools, research centers and associations were established in Western Europe (more so in Britain and France) in the 19^th century in order to study the ‘Orient’, such as the SOAS (School of Oriental and African Studies), the Royal Asiatic Society in Britain, Societe Asiatique and Journal Asiatique in France, the Deutsche Morgenländische Gesellschaft in Germany, and the American Oriental Society in the United States.

Interestingly, this academic field encompasses the studying of a very large geographical area throughout all history (no limitation of time) that is far from being homogenous with countless ethno-religious communities with diverse backgrounds, histories, and attitudes. Therefore, a professor of the Chinese language, a professor of Arab History and a professor of Hinduism are all called Orientalists.

After Edward Said’s book, the term Orientalism came to mean a specific patronizing Western European (and American) attitude towards Middle Eastern, Asian, and North African societies, thus having a negative connotation. According to Said, the ‘West’ essentializes these cultures and peoples as static and undeveloped (like how Renan viewed Semitic languages as dead and Indo-European languages as organic) manufacturing the view that the Orient and its peoples can be studied, depicted, and reproduced. He states that this implicitly implies the idea that Western society is developed, rational, flexible, and superior.

As it can be understood from the name of this field (Orientalism), this view of the world implies that the world consists of different civilizations divided by definitive, absolute lines, much like Sam byuel Huntington’s ‘Clash of Civilizations’, which can be regarded as the continuation of the orientalist literature and tradition in the 20^th century. There is a ‘West’ and an ‘East’. However, in his work, Edward Said states that the orient is a constructed concept, and the claim, based on the geographical area and the religions, cultures, and the racial qualities specific and unique to this area, that that part of the world has native and by nature ‘different and alien’ inhabitants can be questioned, immediately adding that he doesn’t agree with the idea that ‘We know about ourselves the best.’ either.

Orientalism took a part of the world as completely ‘alien’ to itself, constructed unchangeable, permanent statements (and prejudices) about it, these statements were quoted and transferred in the Orientalist literature throughout generations. Orientalism, rather than trying to really understand these human experiences of others, didn’t consider it a human experience, and thus took all the peoples of the Orient like objects to study and in an oversimplifying and reductive manner. Broad geographical areas, countless ethno-religious groups, many different communities were reduced into dead, static categories, seen as homogenous and static throughout ages and studied in some rooms and offices in Western European capitals. While the main goal of this field should have been to understand these human experiences, studying of the Orient mainly relied on old texts as central sources. Should one read the Quran first to understand a Modern Egyptian? It is striking that even in the late 20^th century it was possible to speak about the ‘Arab mind’ (interesting, how absurd it would sound to many if one wanted to talk about the ‘American mind’ or the ‘British mind’) and write articles and books about how the Arabic language doesn’t let the Arabs think rationally and clearly.

Thus, peoples of the Orient ceased to be individuals, little communities were disregarded, and everyone was put under some broad category such as ‘Oriental’ or ‘Muslim’ which have vague meanings.

 On the other hand, Orientalism was used to justify colonialism and domination over those lands (White Man’s Burden, ‘’La Mission Civilisatrice’’, and the concept that Europeans are a superior race, colonialism was in the benefit of the colonized and Europeans had the duty to civilize other peoples) and facilitate colonial administration.  Like Said states, we cannot understand the Orientalist literature without considering the close relations between some important Orientalists and imperial states and their institutions.

   On most of the encounters between the ‘Westerner’ and the ‘Oriental’, the ‘Westerner’ had been in a superior position, a kind of an administrator or in a somewhat privileged position (Foucault’s power relations), and these power relations were naturally very influential on the representations of the ‘East’. ‘Westerners’ examined, observed, studied, represented and spoke on behalf of the ‘East’ (The Indian characters in Kipling’s novels could be an example)

While Said takes us on a journey in Orientalist literature and mentality starting from the representations of Persians in Ancient Greece, to the representations of Saracens/Muslims in Medieval Europe, to Napoleon’s conquest of Egypt, to the image of Arabs in American popular culture, he criticizes some more general attitudes. The view he defends, is that the world does not consist of different civilizations that are different by nature and divided in absolute terms. He states that every part of the world had contacts with other parts of the world and limiting definitive terms such as the ‘Orient’, ‘East’, ‘West’, ‘Islam’ and ‘Arab’ have vague meanings and these attitudes have dire consequences on humanity. These prejudiced attitudes construct antagonists and an image of history and the world that is far from reality in people’s minds.

  In the preface to the 1995 edition of the book, Said talks about how the book was received in different parts of the world by different groups.  While some American and British professors, especially Bernard Lewis, called the work ‘Anti-western’, in the Arab world it was perceived as a book written in defense of Arabs against the ‘West’, so both missing the point of the work.  Said states in the preface to the 1995 edition that he doesn’t know how to respond to all these criticisms to a book that carefully doesn’t try to neither defend or discuss the ‘Orient’ or ‘Islam’, by an author who is obviously against essentialism, skeptical towards all categorical labels such as the ‘Orient’ and the ‘West’. ‘’Orientalism’’ was perceived as a systematic defense of the Arabs and Islam in the Arab world, the reviews that were written reflect this perception, however in the book he states that he is not interested to show what Islam or the Orient really is, and clearly states that he doesn’t have the capacity to do it as well. 

            

Thinking Activity : Edger Allan poe's short stories

This blog is part of my guest lecturer which was given by Dr Jay Mehtasir This are the five story short shory.

1) The Fall of House
2) The Purloined Letter
3) The Gold Bug
4) The Tell Tale Heart
5) The Cask of Amontillado

1) Make a comparative study of 'The Tell-tale Heart' and 'The Black Cat'.

'The Tell tale Heart’ is kind of self conference story while also self conference story. Both story narrative style is different because we can not decide who is ‘The Tell tale Heart' story narrator. In this story, the narrator is ‘I' so how can we decided who is narrate he or she. This is a story of a servant killed his Ower because of his ower queer eye. While 'The Black cat' story related to one person killed the cat because of his ego hurt then he killed his wife also. Both story crime reason one hatred eye. One is person eye and The black cat story protagonist haterd black cat eye.

2) Elucidate various narrative techniques in Poe's stories pleasurable they help in achieving the 'pre-conceived effect'?

Yes, Poe's stories pleasurable they help in achieving the the ‘pre-conceived’ effect like horror and terror, if we read his story at night with constraints so we would feel that horrible effect on over mind. Most of Poe’s short story as like positive word and narrative techniques is real unique. In the story Poe’s character image don’t described as criminal but showed as normal human beings and their acts are called psychological disordered human.

3)  Write a note on the various psychological disorders to be found in the characters of the stories and their significance to that particular text.

Jaysir explain this story and introduce various concepts as like what is PERVERSENES? – Perverseness is one of the primitive impulses of the human heart. One of the indivisible primary faculties or sentiment, which give direction to the character of man.
Explained this psychological disorder -

What is Sadism ?
A sadist is someone who enjoys inflicting pain on others.  Sadists like seeing other people hurt. So most of Poe’s stories main characters are suffering from sadism.

Masochism –
Masochism is the practice of seeking pain because it is pleasure.

Hypochondriac –

An individual with hypochondriasis is known as a hypochondriac. Hypochondria is often characterized by fears that minor bodily or mental symptoms may indicate a serious illness, constant self-examination and self-diagnosis, and a preoccupation with one's body. This mental disorders shown when we  analyzed Poe's stories main characters.

Paranoid Schizophrenia
Hallucinations –
A perception of having seen, heard, touched, tasted or smelled something that wasn't actually there. These mental disorders we can also notice to read his story. For example “The Tell – Tale Heart” servant killed his ower even servant heard that dead person voice so it called Hallucinations. Most of his stories criminals are facing same mental disorders.

04) Analyze the genre of short story keeping in mind Poe's works. References of stories by other writers and/or regional writers are expect

I analysis to focus on the genre of short stories, so these things are more appropriate to analysing short story as like setting, plot, characterization, plot and structure, conflict and climax, theme and narrative point of view. Here analyse of Poe's short story it is type of Gothic story or horror story. Poe's story setting is also horrible and main character actions are also ho hurrible. He also follow climax and conflict for example The Tell Tale heart story starting as smoothly but end with murdered. Characters are shown they have conflict what to do and how can do crime ?

Most of I didn’t read story book but I remember some of the story which were in my syllabus. Out syllabus I read some of Jayantilal Gohil's short story. But here one short story “Garasani” by Zaverchand Meghani this story main character action as like terrible.

5) Read the translation of 'The Tell-tale Heart' by Mr. Paresh Vyas and published in a leading Gujarati dailyy Gujarat Samachar dated 18-08-'19. Note down your observations about that translation.

I read “The Tale Heart” translation by Mr.Paresh Vyas and I observe that how translation ultimately change real story tone because when I read original story at that time I felt horror but while I read translation during I hadn’t felt story like horror. I think may be every languages have different word power which use by master so it attached more than translation. This same horror feeling I felt when I was read original Gujarati short story Mansangh and Pankor Dhoshi so that is power of particular language writers.

At last day Jaysir told us how to write poem and suggest to read lot then write something.
So thank you Jaysir for these wonderful session and I would like thanks to our  professor Dilip Baradsir for organized that fruitful session for us

Thinking Activity : E.A.poe's short stories

Role of Teachers and learnes

The teacher-learner role confers rights and role on both parties. Behaving in a way that embodies the ideal teacher-learner relationship creates a culture of mutual respect, minimizes the likelihood of student mistreatment and optimizes the educational experience.

Role of Teachers 

* Treat learners fairly, respectfully, and without bias related to their age, race, gender, sexual orientation, disability, religion or national origin.

* Distinguish between the Socratic method, in which insightful questions are a stimulus to learning and discovery, and overly aggressive questioning, in which detailed questions are repeatedly presented with the end point of belittlement or humiliation of the learner.

Give learners timely, constructive and accurate feedback and opportunities for remediation, and submit grades and evaluations within 4 weeks and no later than 6 weeks of the end of a course or clerkship.

*Be prepared and on time for all activities

* Ensure proper supervision of medical students during required clinical activities.

* Provide learners with current material and information and appropriate educational activities.

*Disclose familial relationships to avoid conflicts of interest

Clinical Supervision of Medical Students

PURPOSE

To ensure the safety of patients and learners and a supportive environment for student learning and growth in the clinical setting.

OVERVIEW

In keeping with the combined duties to patient care/safety and education of students in the practice of medicine, and in keeping with accreditation requirements (LCME 9.2 Faculty Appointments, and 9.3 Clinical Supervision of Medical Students), this policy describes the requirements to meet the standard of appropriate supervision in the clinical environment.

Harvard Medical School values the role of learners in the provision of excellent clinical care. To ensure patient care/safety and accomplishment of the goals and objectives of the medical education program, the faculty have determined the educational principle of graded responsibility to maximally support learners in their development of clinical expertise. We believe that appropriate supervision is also critical to performing assessments of the learner and providing meaningful feedback.

POLICY

HMS students must be appropriately supervised when participating in required or elective clinical activities at all clinical training sites.

1.All incoming residents and fellows are required to attend Graduate Medical Education New Resident and Fellow Orientation at their sites, which includes an orientation to their roles and responsibilities as teachers. All graduate TAs are required to attend a yearly teaching seminar, which includes an orientation to their roles and responsibilities as teachers.

a. Attendance is collected by each affiliate’s Office of GME or the MD program (for graduate TAs teaching in HMS-based courses) and will be centrally monitored by the MD Program’s Office of Educational Quality Improvement (OEQI).

b. Orientation covers the following topics:

i. HMS MD Program Objectives and associated competencies required for the MD Degree

ii. HMS Student Mistreatment, Attendance & Work Hour Policies

iii. HMS Policy on Faculty-Student/Patient Familial/Intimate Relationships and Recusal Requirements, which specifies that providers of health and psychiatric/psychological services to a medical student, family members of students, or anyone involved in an intimate relationship with a student must have no involvement in the academic assessment of or in decisions made about the promotion of that student.

iv. HMS/HU Blood-borne Pathogen Exposure Protocol for HMS & HSDM Students (for Residents and Fellows)

c. If a resident or fellow is unable to attend Orientation, an alternative orientation experience is arranged.

2. Residents and fellows who teach medical students receive a copy of their respective Clerkship’s Learning Objectives and Required Clinical Experiences and the Professional Attributes expected of medical students. Graduate TAs receive a copy of course objectives.

3. Residents and fellows who evaluate or assess medical students participate in faculty development sessions on the HMS Assessment System, including EPAs (Entrustable Professional Activities) and need to attest on an annual basis that they have reviewed and acknowledge receipt of HMS’s Program Objectives and Competencies required for the MD Degree and respective Clerkship Objectives.

4.The MD Program’s Office of Educational Quality Improvement (OEQI) and Academy and the GME Offices of the affiliates offer faculty development programming to help faculty, residents, fellows and post-doctoral instructors improve their teaching and evaluation skills. For required components, attendance is monitored centrally by HMS as well as the GME Offices of the affiliates.

5.Clinical departments offer additional teaching development workshops to residents and fellows, including topics such as creating a positive learning environment; setting expectations for learners; giving effective feedback; precepting in the clinic setting; leading teams; and facilitating small groups. Model curricula for Residents and Fellows as Teachers have been developed by the Office of Educational Quality Improvement/Director of Faculty Development for dissemination to the residency and fellowship programs.

Responsibilities of Learners

Once a student is formally admitted to Harvard Medical School (HMS), our responsibility is to ensure that our graduates meet certain standards of professional conduct and responsibility. These standards include reliability, honesty and integrity, responsibility in professional relationships, responsibility in relationships with patients and families, responsibility in relationships with others, including members of the Harvard community, and responsibility related to personal health issues and substance abuse.

Achieving these standards is a developmental process that takes place over the 4 (or more) years of medical student status. The School is committed to providing structured opportunities for students to reflect upon—and learn from—lapses in compliance with these standards.

Students will be evaluated repeatedly on the basis of these standards, examples of which include the following:

Reliabilit

*Can be depended upon to do his/her duty as defined by course and clerkship objectives;

*Completes tasks she/he was assigned or agreed to perform;

*Attends, is prepared, and participates in a timely fashion in all scheduled activities, including classes/lectures, tutorials, labs, clinics, rounds, etc.

*Complies with administrative/regulatory requirements of HMS and affiliated institutions.

Honesty and Integrity

* Is honest and ethical with regard to assignments, examinations, research activities, and patient care;

*Acknowledges mistakes, reflects upon them, learns from them, and takes active and effective steps to correct them;

* Adheres to ethical and legal standards of conduct.

Responsibility in Professional Relationships

* Knows and acts in accordance with his/her own cognitive, physical and emotional limitations;

* Takes steps to act on constructive criticism;

*Handles stress appropriately;

*Is considerate and respectful of colleagues, sustaining collegiality faithfully;

*Listens to and maintains effective communication with colleagues;

*In written, voice, email and other electronic communications, including blogs and social media sites, as well as in published writing, reflects thoughtfully and treats fellow students and faculty with mutual respect and understanding;

*Uses professional judgment and respectful language when providing feedback in student surveys about courses and teachers;

*Uses appropriate language and tact in all professional situations;

*Does not make inappropriate demands on colleagues;

*Does not discriminate on the basis of race, color, gender, sexual orientation, religion, age, national origin, ethnic background, political beliefs, veteran status, disability status or any other improper basis;

*Shows appropriate judgment in responding to unethical, unprofessional, or dangerous behavior on the part of others;

*Comports himself/herself professionally at all times.

Responsibility in Relationships with Patients and Families

* Knows and acts in accordance with his/her own cognitive, physical and emotional limitations;

*Is considerate, conscientious and respectful toward a patient’s and family’s physical needs and emotional concerns;

*Listens to and maintains effective communication with patients and families;

*Uses appropriate language and tact in all professional situations;

*Keeps accurate medical records;

*Maintains patient confidentiality where and when required and in written, voice, email and other electronic communications, including blogs and social media sites, as well as in published writing;

*Does not discriminate on the basis of race, color, gender, sexual orientation, religion, age, national origin, ethnic background, political beliefs, veteran status, disability status or any other improper basis;

*Is appropriately groomed in all professional situations;

*Maintains appropriate boundaries in the doctor/patient relationship;

*Comports himself/herself professionally at all times.

Responsibility in Relationships with Others, including Members of the Harvard Community

*Abides by all expectations for conduct set forth in the HMS Student Handbook.

Responsibility Related to Personal Health Issues and Substance Abuse

* Shows appropriate judgment in seeking evaluation and assistance if, as a result of injury, illness, emotional difficulties or substance abuse, a student’s ability to meet academic or clinical responsibilities becomes impaired or potentially impaired;

*Is aware that substance abuse is not compatible with professional conduct;

*Is aware that the use of any substance in the settings of patient care and research activity is not compatible with professional conduct.

Course Directors’ Expectations of Students 

* In an effort to encourage a positive learning atmosphere of respect and good will among students and course instructors, HMS course directors have developed the following expectations:

* Attend required activities

Notify course director if you are unable to attend a required activity.

*Be on time to sessions

    Be in your seat and ready to go by the time the class starts.

*Show courtesy to speakers and patients in amphitheater sessions

    Quiet down when the session starts without needing to be asked.

      If you are late, enter the back; do not walk in front of the speaker.

*Come prepared for class sessions

*Complete all assigned readings, problem sets, case reviews prior to the session (whether lecture, tutorial, mini-case, laboratory, case-based collaborative learning session (CBCL) or focused exercise) at which they will be discussed.

*Participate actively in sessions; give your classmates an opportunity to participate

*Use electronic devices appropriately

Laptops and tablets are acceptable for accessing course materials during sessions, except during patient clinics.

*Choose appropriate resources for course study and exam preparation

Resources that are approved by course directors are posted on Canvas or MyCourses.

Resources that are approved by course directors are posted on Canvas or MyCourses.

It is not acceptable to use old exams, study guides or tutorial materials handed down by students in previous year’s classes without permission of course director.