Sunday, 29 December 2019

Language Lab - Survey: Dell Software



Dell Software:



Advantages:
  • Development of basic skills like: Listening, Speaking, Reading and Writing.
  • Teacher can easily assess and monitor the students work.
  • Ease of operating the software.
  • Convenient for group work.
  • Students can easily listen to the native speakers and can learn the language.


Disadvantages:
  • Inconvenience of time and place.
  • Affordability and availability issue of the digital tools.
  • Lack of awareness regarding the usage of the software and the digital tools.


Learning outcome:
  • It helps in learning new words and phonetics very easily.
  • It also helps in learning basic Grammar.


Five New Words:
  • Czech
  • Veneer
  • Liaison
  • Silhouette
  • Bureau
     
Comparison:

Comparatively, the Namo-Tab can be considered as more convenient than the DELL software; since the tab is user friendly. The learner is not bound by any restriction of time or place when it comes to language learning through Namo-Tab. Neither is there any barrier of the condition of the digital tools. The language lab software in the Namo-Tab appears to be well updated than that of the DELL monitor. As far as the speaking skills are considered though, the DELL software has an advantage over Namo-Tab. DELL software allows the learner to practically test their speaking skills, whereas in the Namo-Tab the learners can only listen to the correct pronunciations and cannot practically test them

Tuesday, 17 December 2019

One Night @ the Call Center




One Night @ the Call Center is a novel written by Chetan Bhagat and first published in 2005. The novel revolves around a group of six call center employees working at the Connexions call center in Gurgaon, Haryana, India. It takes place during one night, during which all of the leading characters confront some aspect of themselves or their lives they would like to change. The story uses a literal deus ex machina, when the characters receive a phone call from God.
The book was the second best-selling novel from the award winning author after Five Point Someone.


(1) Globalization:

Chetan Bhagat has written that his “call-centre cousins, sisters-in-law and friends” inspired his tale, “providing information, stealing various training materials and arranging meetings” (317). But in One Night’s framing story, a mysterious woman—who, as it turns out, is actually God in disguise—furnishes Bhagat with this information, chastising him for paying too little attention in his first novel to “the biggest group of young people facing a challenge in modern India” (14): the 300,000-strong men and women who work in the Indian call center industry. The author’s wording here is somewhat surprising; in many ways this group would appear to be among the main beneficiaries of globalization in India. After all, in a country where the majority of the population makes less than two dollars a day (Murphy 429), their pay is relatively high; and, as critics have pointed out, as English speakers many of them could find other jobs outside the outsourcing industry quite easily. Instead, in One Night they are depicted as the underdogs of the country’s globalization story, their rights and dignity trampled upon by Americans. The character Vroom compares his dehumanizing call-center work to prostitution: 
“Every night I come here and let people fuck me.”. . . [He] picked up the telephone headset. “The Americans fuck me with this, in my ears hundreds of times a night . . . And the funny thing is, I let them do it. For money, for security, I let it happen. Come fuck me some more,” Vroom said and threw the headset on the table. (216) 

The problem with the call-centre (and thus globalization), Bhagat suggests, is that, as Vroom implies in this passage, it has resulted in a new materialistic culture in India that mirrors American consumerism. Relatedly, working at the call-centre is tantamount to a betrayal of the nation-state and its anti-consumerist social idealist founders. This newly materialistic culture and nationalist betrayal are linked closely to, and perhaps even rendered possible by, the accent neutralization and renaming practices of the call-centre, which undermine, erase, and distort a sense of “authentic” Indian-ness. 


(2) Cyberpunk: 

Cyberpunk is a postmodern science fiction genre. Cyber Punk is connected with science and technology. It features higher science, such as information technology and cybernetics, coupled with a degree of breakdown or radical change in the social order. Cyberpunk plots often center on a conflict among hackers, artificial intelligences, and Mega Corporation, The characters deals with cyber technology. Vroom hacks Bakshi's email and writes email to Esha on his behalf. The American's are terrorized with the help of bug in MS Office as virus attack on Internet . In the world of technology heroes are hiker like Shyam. Machine is controlling human beings. Bakshi controlling heroes and other high teach and law life. Character dealing with Bug, FM radio, Email, Internet (computer). So we can say it classify as Cyber punk novel.


Impressionistic criticism:

For the first time when I read this book I felt that the Bhagat is writing about the young India and what problems are faced by the generation and specially Indian people. This book also reflects the problem of the call center and people working there. He has also tried to touch the basic problem people face in there daily life. In this book we can also see the love hate relation among the characters. I also felt shocked when writer brings in the God's call which catches the attraction. I have never thought that this book would also be having characteristics like self help book, nationalism, globalization etc. 

Friday, 13 December 2019

Journalism




Journalism is a discipline of knowledge .the word journalism is derived from French word “De Jour which means ‘ of the day; .Journalism can be defined in different ways from different perspectives. It is a process.
Running on the ABC principle that is Accuracy, Balance and Credibility, the profession journalism is maintained and balanced by journalist. Journalism as such, is a process of collecting, verifying, reporting and interpreting information of any event and people, has its own importance’s along with its responsibilities. Winston Churchill has said that journalism is a guardian that never sleeps and protects freedom of the people. From his statement it is proved how important journalism actually is. Some importance of journalism are described below:
  • It provides information to the public
  • It acts as fourt state
  • It acts as the ‘ voice of the voiceless’
  • It plays the role of watch dog
  • It is the mediator between related authorities and public
Journalism is an investigation and reporting of current world affairs which include fashion trends, political or general issue and events to a broad audience. Though there are various purposes for it, the most important aspect is the freedom of expression. The root of journalism comes from people’s right to have an opinion.

Feature Writing:


Feature Journalism is creative journalism. It escapes the hard-news format allowing the creative writers among us to write feature articles in an inventive and compelling way. Unlike short and to-the-point news articles, feature articles deal with a subject in greater depth and, usually, at greater length.
The best journalism engages as it informs. When articles or scripts succeed at this, they often are cast as what is known as features or contain elements of a story. Features are built from facts. Nothing in them is made up or embellished. But in features, these facts are embedded in or interwoven with scenes and small stories that show rather than simply tell the information that is conveyed. Features are grounded in time, in place and in characters who inhabit both. Often features are framed by the specific experiences of those who drive the news or those who are affected by it. They are no less precise than news. But they are less formal and dispassionate in their structure and delivery.

Lead Writing:
In journalism, the beginning sentences of a news story are everything. Called leads or “ledes,” they must convey essential information, set the tone and entice people to continue reading. If you’re interested in becoming an expert journalist, understanding how to write a lead is a key skill for your toolbox.
A lead (also known as a lede) is the first paragraph or several paragraphs of a story, be it a blog entry or a long article. Its mission is to catch readers’ attention and draw them in. Getting them truly involved is the duty of the rest of the story; getting them to that point is the job of the lead.
There are two broad categories of leads, direct and indirect. The first gets right to the basics: whowhatwhenwhere and why, with a dose of how if appropriate.

Monday, 9 December 2019

Chimamanda Ngozi Adichie


Chimamanda Ngozi Adichie, born September 15, 1977, Enugu, Nigeria, Nigerian author whose work drew extensively on the Biafran war in Nigeria during the late 1960s. 

In 2008 Adichie received a MaCAurthur Foundation fellowship. The following year she released The Thing Around Your Neck, a critically acclaimed collection of short stories. Americanah (2013) centres on the romantic and existential truggles of a young Nigerian woman studying in the United States.

Adichie’s nonfiction includes We Should All Be Feminists (2014), an essay adapted from a speech she gave at a TEDx talk in 2012; parts of the speech were also featured in Beyonces song “Flawless” (2013). Dear Ijeawele, or A Feminist Manifesto in Fifteen Suggestions was published in 2017.

There is always two sides of coin, if you know only one your knowledge is incomplete and dangerous also. This is what she talks about in her Ted Talk on “Dangers of Single Story”. She told that how a single story narrated differently every time conditioned the mind of people to think about certain things in a certain pattern. She also talks about the power which narrates the story and conditioned the mind of people. She also said that single story will create archetype and archetypes are dangerous because they are incomplete. At the end she said that, “When we reject single story, when we realized that there is not a single story of any place, we regain a kind of paradise”.

I agree with her point, single story can create stressful situation for people. People should think that every human, every place and everything on this earth has ups and downs. No one has only virtues or only vices. Nothing is perfect, perfection is a myth. One should ponder on both sides of story.

First time I’ve heard Chimamanda and very impressed by her way of telling stories and her thoughts. She tells her own life experience as story. Her pronunciations are very clear and when she speaks she can touch the heart of audience by her words. After listening her speech now I also wants to read her stories. It will be interesting, fun and good experience.

Monday, 2 December 2019

Arundhati Roy




Arundhati Roy, full name Suzanna Arundhati Roy, born November 24, 1961, Shillong, Meghalaya, India, Indian author, actress, and political activist who was best known for the award-winning novel The God of Small Things (1997) and for her involvement in environmental and human rights causes.

'Arundhati Roy is one of the most confident and original thinkers of our time' Naomi Klein

'Unflinching emotional as well as political intelligence... Lucid and probing insights on a range of matters, from crony capitalism and environmental depredation to the perils of nationalism and, in her most recent work, the insidiousness of the Hindu caste system. In an age of intellectual logrolling and mass-manufactured infotainment, she continues to offer bracing ways of seeing, thinking and feeling' TIME magazine

Booker Prize-winning The God of Small Things to the extraordinary The Ministry of Utmost Happiness: a journey marked by compassion, clarity and courage. Radical and readable, they speak always in defence of the collective, of the individual and of the land, in the face of the destructive logic of financial, social, religious, military and governmental elites.



Much of her own experience feeds into The Ministry of Utmost Happiness, not least the fact that she studied to be an architect and has campaigned for Kashmiri independence. For herself, she realized very quickly that architecture was not for her. “I graduated but I didn’t actually build anything, because I wasn’t really cut out to be making beautiful homes for wealthy people or whatever,” she says, smiling. “I had too many arguments with my bosses. Kept getting sacked for bad behavior. For insolence!”



The God of Small Things to wide acclaim. The semi-autobiographical work departed from the conventional plots and light prose that had been typical among best-sellers. Composed in a lyrical language about South Asian themes and characters in a narrative that wandered through time, Roy’s novel became the biggest-selling book by a non-expatriate Indian author and won the 1998 Man Booker Prize for Fiction.

The author’s subversive nature has made her accustomed to criticism. “Each time I step out, I hear the snicker-snack of knives being sharpened but that’s good. It keeps me sharp”, said Arundhati Roy when interviewed by an Indian magazine.

Roy has also concentrated on penning down political issues. She has written on diverse topics such as Narmada Dam project, India’s nuclear weapons and American power giant Enron’s activities in India. She also served as a critic of neo-imperialism and has been linked with anti-globalization movement.

Thursday, 28 November 2019

Education and Technology



We live in a world where nearly everything is ‘tech.’ We are glued to our mobile phones from morning to night - gaining knowledge through social media and websites. We download apps to learn new languages and watch YouTube videos to learn how to play musical instruments. Yet, when it comes to learning in the classroom, we’ve barely scratched the surface of what’s possible; many universities still require students to purchase print textbooks and we lecture at students as they sit passively. I’m encouraged by the innovative approaches I’ve seen some professors take, as they adopt more technology in the classroom and I think that will only accelerate as they learn and gain access to new and helpful tools.
Of course, what technology looks like in ten years may change pretty dramatically. Innovation in AI, for instance, is happening at a rapid pace. While I don’t think AI tutors and teaching assistants will ever replace teachers, I do think that machine learning algorithms will help educators on non-priority tasks - like reading directions out loud, grading standardized tests, taking attendance - so educators can focus on more 1-on-1 time with students and on the more thoughtful activities only a human can do, like forming arguments, writing critically, and initiating more interesting and compelling discussions.
Instructors have been working to create a more dynamic classroom experience for decades. This has taken shape in experiments with flipped classrooms, as well as a heavy emphasis on group work and peer collaboration.


At the same time, by incorporating digital quizzes and assessments, videos, simulations, and gamification elements into course content, educators can create a dynamic learning experience for each student on an individual level. By capitalizing on the digital habits of students, the classroom can be filled with interactivity regardless of the class size or topic.
However, in many ways, technology has profoundly changed education. For one, technology has greatly expanded access to education. In medieval times, books were rare and only an elite few had access to educational opportunities. Individuals had to travel to centers of learning to get an education. Today, massive amounts of information (books, audio, images, videos) are available at one’s fingertips through the Internet, and opportunities for formal learning are available online worldwide through the Khan Academy, MOOCs, podcasts, traditional online degree programs, and more. Access to learning opportunities today is unprecedented in scope thanks to technology.
Sugata Mitra shared his wish at TED2013. In November 2013, the first School in the Cloud learning lab — located inside a high school in Killingworth, England — opened its doors to students. Since then, six more learning labs have been built — one more in the UK and five across India.
Sugata Mitra has also launched the School in the Cloud platform which ensures that anyone, anywhere, can experiment with self-organized learning. As of 2016, more than 16,000 SOLE sessions have taken place globally, with partner learning labs and programs scatted across the world — including in Pakistan, Colombia and Greece. The platform debuted at TED2014, with Microsoft and their Skype Social Good team stepping in to provide core technology and connect a global community. Made By Many, the product design partners, and IDEO, the research design partners, co-created the experience. Newcastle University opened SOLE Central in 2014, as a global hub for research on self-organized learning. The platform is managed at the university's Culture Lab.
David Crystal has talked about the changes in English language after arriving of certain technologies. He has given example of printing, Telephone, broadcasting, and internet. He says that every time with new technology, new language also introduced to suit that technology. He also talked about the text messages and twitter. He refers to the short length of messages and tweet and says that has bring the abbreviation of the words in use. People tend to think that this abbreviation will ruin the English language but he says that it is not so. These abbreviation of is only 10 percent in the text. Other 90 percent remain the standard English or any English which is used by people. So he basically throws the light on how with the arrival of new technology, people also think and write in new way. Technology bring the new aspect of language, or new way of writing language.
No doubt, all education will continue to be valuable and necessary. Students and people will need to continue to adapt to technology, continue to want to learn, and continue to stay motivated in their own self-development.

Saturday, 23 November 2019

Workshop on Quality and Authenticity of Web Resources

The department of English M.K. Bhavnagar University organized workshop on Quality and Authenticity of web resources.(20 November, 2019)

In this workshop we learn that how which parameters are used to check the authenticity of web resources.

The group task given to us by Dr.Dilip Barad was to analyse the web resources to frequently used by us to gain our knowledge related to study. 

I (Ashish Pithadiya) and Vishva Gajjar we analysed 4 different sites which we use frequently for study purpose.




We followed this chart for analysis and we got following average of the sites.

1. Gradesaver.com - 2.8
2. litcharts.com - 3
3. Nobelbiographoes.com -2.8
4. JSTOR.org - 4


1. Gradesaver.com 

Gradesaver was founded in April 1999. It is one of the top editing and good educational value and the most of the basic information is covered. It does not have information in depth. 


2. litcharts.com 

Thus site helps us in improving the close reading. They give the brief quotes. Information is all in very much detail. So that students can easily that the whole idea of the particular text.


3. Notablebiographies.com

Thus site is good for the Biographies. They give very much detailed information about the writer and the work they have done.


4. JSTOR.com

It is a digital library of academic journals books and primary sources. They have the best of the knowledge with the detailed information. It also provides a idea for a beginner to write a research paper and how to have appropriate title of topic.is also provide the best quality.



References and Adaptations :- 


Friday, 22 November 2019

Representation of native by colonizer

          In this blog I would like to show the representation of native by colonizer. How the colonizer use to treat them, what were their thoughts about them etc etc with the help of two examples one of Friday in 'Robinson Crusoe' and the other in 'A Wheat of Grain'.


Robinson Crusoe:




          To know a brief overview click here. Character of Friday is given below.

          Friday is the first person Crusoe introduces into the social order of the island. His name, of course, isn't Friday by birth, but this is the name that Crusoe gives him after saving him from the hands of the cannibals. Crusoe also teaches Friday to speak English, encourages him to eat goat (you know, instead of human flesh), and aids in his conversion to Christianity.

          The first and most obvious point about Friday's relationship with Crusoe is that Friday is Crusoe's subordinate. Friday always calls Crusoe "master," for example. Crusoe also mentions that their relationship is much like that of "a Child to a Father" (176). Why does Crusoe not see Friday as his equal, even after Friday converts to Christianity?

         Crusoe's dominant relationship to Friday produces a pretty interesting dynamic between the two of them. See, for example, Crusoe's description of Friday as he is sleeping:
He was a comely handsome Fellow, perfectly well made; with straight strong Limbs, not too large; tall and well shap'd, and as I reckon, about twenty six Years of Age. He had a very good Countenance, not a fierce and surly Aspect; but seem'd to have something very manly in his Face, and yet he had all the Sweetness and Softness of an European in his Countenance too, especially when he smil'd. His Hair was long and black, not curl'd like Wool; his Forehaed very high, and large, and a great Vivacity and sparkling Sharpness in his Eyes. The Coulour of his Skin was not quite black, but very tawny; and yet not of an ugly yellow nauseous tawny, as the Brasilians, and Virginias, and other Natives of America are; but of bright kind of a dun olive Colour, that had in it something very agreeable; tho' not very easy to describe. (173)

          Crusoe spends a great deal of time describing Friday's body, to be sure, especially the ways in which he resembles a European.

A Grain of Wheat:


          A Grain of Wheat is a novel by Kenyan novelist James Ngugi (Ngũgĩ wa Thiong' o) first published as part of the influential Heinemann African Writers SeriesThe novel weaves together several stories set during the state of emergency in Kenya's struggle for independence (1952–59), focusing on the quiet Mugo, whose life is ruled by a dark secret. The plot revolves around his home village's preparations for Kenya's independence day celebration, Uhuru day. On that day, former resistance fighters General R and Koinandu plan on publicly executing the traitor who betrayed Kihika.

          HereBritain’s colonization of Kenya is the context against which its characters are formed as well as the primary political tension of the book. Ngũgĩ Wa Thiong’o, himself a native Kenyan, uses this context and development of his characters to explore the moral aspect of colonization from both the perspective of the British and rural Kenyans. Ngũgĩ’s narrative argues that, although both the colonizer and the colonized feel morally justified in their pursuits, colonialism is ultimately an immoral and oppressive practice, justifying the colonized people’s struggle for freedom, even through violent means.

          The novel ends on the day of Kenya’s independence from Britain, thus resolving the conflict between colonizer and colonized. Even so, since the author observes that Britain remains imperialistic, the moral argument against such colonization by any country remains firm.

Sunday, 17 November 2019

Importance of communication





          Communication is the foundation of all human relationship. At first, strangers start talking and getting to know each other, and then the relationships are formed when they have more interaction and communication. Communicating helps people to express their ideas and feelings, and it, at the same time, helps us to understand emotion and thoughts of the others. As a result, we will develop affection or hatred toward other people, and positive or negative relationships will be created.
          It is no doubt that communication plays a vital role in human life. It not only helps to facilitate the process of sharing information and knowledge, but also helps people to develop relationships with others. Therefore, the importance of communication cannot be underestimated. Every day, we communicate with a lot of people including our families, our friends, our colleagues, or even strangers.




           Communication is the process to express his thoughts, ideas, and messages, from one person to other person for the sake of personal interest or business interest. Communication is more effective if you receive the response from other person.

          Communication is a process of sending and receiving information among people. Humans communicate with others not only by face-to-face communication, but also by giving information via the Internet and printed products such as books and newspapers. Many people believe that the significance of communication is like the importance of breathing. Indeed, communication facilitates the spread of knowledge and forms relationships between people.



Modes of Communication:
  • Verbal Communication
  • Non-Verbal Communication
  • Electronic or mass communication


Barrier of Communication:
  • Cultural Barrier
  • Languages Barrier
  • Perceptual Barrier
  • Physical Barrier


          According to my opinion I'm comfortable in verbal and electronic communication. 

Wednesday, 9 October 2019

Learning Through Attending and Observing


Name: Vishva Gajjar
Roll no.: 33
Paper: 12 (English Language Teaching-1)
Submit to: English Department (MKBU)

Learning through Attending and Observing
A teacher is teaching only when the children are learning and in order to learn children must attend. A teacher, therefore, must know not only the subject-matter he has to teach but also how to present it so that the pupils will attend to it. When children attend they adopt an attitude of alertness; they listen, watch, think, and ask questions. This attitude is accompanied by certain unmistakable bodily signs; alertness is expressed both in general posture and in facial expression; concentration is shown by an absence of fidgetiness, and, in fact, of any activity that would distract. When people are attending very intently, even their breathing is shallow, a fact that is reflected in the common phrase, "breathless attention". There are, however, individual differences in the bodily accompaniments of attention, and wise teachers will recognize this fact by allowing individuals to depart in minor ways from conventional postures when a class is showing rapt attention. Something can be done, however, to help children to attend by training them in habits of suitable bodily posture. It is, for example, sometimes advisable to start work with young children by very brief exhortations to sit up and look; with older children, the habit of sitting up when an oral lesson is about to begin should be established and exhortations should no longer be necessary. There are other occasions when it may be advisable to rely on the intrinsic interest of the lesson to catch and hold children’s attention; on these occasions, the lesson is started and the follow as a matter of course right bodily postures.
When, therefore, we appeal to instinctive interests in order to help children to pay attention to subjects that are not in themselves interesting it is desirable to avoid negative interests such as those arising from fear, and to use positive ones such as interests in construction, curiosity or self-assertion. Then not only shall we help children to attend to what is relatively uninteresting, but we shall also encourage the development of new interests. We shall extend the range of things to which children are ready to pay attention.
It is sometimes objected that if we give children interesting work, or if we present work so as to arouse interest, we are depriving them of valuable training, the discipline of hard work and the discipline of having to attend to what is not interesting Consider first the question of working hard. If it were really true' that children did not work hard when they were interested would be a very serious objection, but a moment's reflection Will assure us that this is not so. The child who tries and tries again is the one who is interested in what he is doing. By giving children interesting work we are making it possible for them to work hard at the job instead of working hard at keeping their minds off other more interesting matters. In interesting work the effort goes into the work; in uninteresting work the effort goes largely into the attending. It is important to remind ourselves that children are not interested in work that is too easy. In fact, the challenge of something difficult is often a good method of inciting them to attend. The second objection to interesting work was that the children were missing the excellent disciplinary value of having to attend to something that made no appeal to them. If this were true the objection would be a serious one, but the fact is that we cannot entirely cut out all uninteresting work. Even the most interesting job has its moments of drudgery. A girl may enjoy making a dress, but dislike the stage of putting on the fasteners. Her keenness to finish the dress will help her to attack this dull job wholeheartedly so that she will be getting practice in a very useful habit, the habit of attacking work, whatever it may be, with vigor. We see here one of the dangers of not presenting work to children in an interesting way. They are liable to develop a habit of attacking their work in a spiritless way and of never expecting that it will eventually become interesting.

·        Reasons for Attending:
In many books on psychology it is stated that there are different kinds of attention. Attention is, for example, sometimes classified as volitional and non-volitional, the distinction being whether the attention is sustained by an act of will or not. Other psychologists distinguish between voluntary, non-voluntary and involuntary attention. Voluntary attention corresponds to volitional attention, that is to say, it is sustained by an act of will. Non voluntary and involuntary attention are sub-divisions of non-volitional attention. Both types are sustained by direct interest, but an act of involuntary attention is in opposition to the person's dominant interest of the moment.
When, in any given situation, we consider why children are attending the following questions will be helpful:
(a) Are the children attending because they have a direct natural interest in the subject?
e.g., young children engrossed in making a self-chosen model.
(b) Are they attending because they have an indirect natural interest in the      subject?
      e.g., children working hard at arithmetic for competitive purposes.
(c) Are they attending because they have a direct acquired interest in the subject?
      e. g., children working hard at arithmetic for the sheer joy of the work.
(d) Are they attending because they have an indirect acquired interest in the subject?
e. g., children working hard at arithmetic because their self-respect  compels them.
In many situations it will be found that a child is attending for more than one of the above reasons. For instance, in a craft lesson a child attends to the work because of his direct natural interest in construction; because of his indirect natural interest in self-assertion; he may also attend because of his direct acquired interest in the craft which has resulted from previous experience of it and because of his indirect acquired interest in himself a person who produces good work.

·       The Effect of Distractions:
During oral lessons it is sometimes necessary to recall the attention of individuals who are attending to distracting stimuli, for example, to a fly on the window-pane or to their own daydreams. This recalling should be done unobtrusively and if possible without breaking the continuity of the instruction; a look or a question is often enough. Nothing is more likely to make children inattentive than teaching punctuated at frequent intervals by petty admonitions. Other distracting influences are one's own sensations. Thus a person in ill-health, or a person placed in an uncomfortable position will find it difficult to attend to anything else. The same is there to some extent when the position is luxuriously comfortable.
Children are more likely to be affected by distractions than adults are, but there are wide individual differences among both adults and children. Some people, not necessarily those who generally find it difficult to concentrate, are seriously handicapped.

·       Observing:
We have seen that attending depends on interest. A good observer needs an interest in his subject but for him knowledge is particularly important. A boy and his mother may both be intensely interested in a new locomotive, but the boy will observe much more about it than his mother does. Where she sees just a locomotive, he sees a locomotive of a particular class. He quickly observes the special features of this class, for he has, as it were, a ready-made plan to direct his observing. Compared with his mother he observes essentials in a systematic way. Where his mother sees a certain number of wheels, which she probably has to count, he sees a pattern of wheels and knows how many there are without counting. The boy attends to the engine in a more effective way than his mother because his previous knowledge helps him to observe groups of related facts instead of isolated ones. Not only is the mother observing these isolated facts unsystematically, but she is also trying to memorize them. The boy, however, is recognizing parts that he already knows; he is not memorizing them. In this recognition he is greatly helped by knowing the names for the parts. One word is enough to label a part for him while his mother has first to find the words to describe the part and then to rely on this more or less "wordy" description.
The ability to read meaning into an experience occasionally leads us into error. When we "see" a human figure where there is really only a coat hanging on the floor, we are interpreting wrongly. We are suffering from an illusion. In certain emotional states we are very prone to suffer from illusions. When we are afraid we are often uncritical and ready to jump to conclusions. When we are anxious not to observe a certain fact we are very likely to overlook it. As the proverb says, "None as blind as those who won't see". Trained observers are aware of these dangers.

·       Listening:
The term "observing" is usually applied to seeing a looking. Exactly the same principles operate when knowledge gained through any of the other senses. A child who uses his well is called a good observer, a child who uses his ears well called a good listener. In training good listeners we must apply the same principles as in training good observers. Training in listening is no less important than training in observing, and school life provides many opportunities. Children should be trained to listen to orders, to questions, to short lectures. A very useful exercise for training children to listen is dictation, and the reproduction may be either oral or written. Sentences, couplets verses should be dictated as wholes, and as children grow older and more proficient the exercises should be made more difficult so that an effort to listen and remember is required. If teachers want to train children to listen, they should be careful to develop a habit if speaking no more loudly than is necessary for children to hear. We do not turn a limelight on everything we wish children to observe; we ought not to shout everything to which we wish children to listen.
We can train listeners but not listening. Despite the common use of abstract nouns the same is psychologically true of "attention", "concentration" and "observation". They are not faculties that can be trained. As we have seen, the factor that determines in any given situation whether children attend, concentrate or observe is not their possession of well-trained faculties but the whole situation—the habits, attitudes, ideals, interests and previous knowledge of the children on the one hand, the nature of the subject-matter on the other.

Negritude - Nadine Gordimer's Major Novels


Name: Vishva Gajjar
Roll no.: 33
Paper: 11 (The Postcolonial Literature)
Submit to: English Department (MKBU)

NEGRITUDE - NADINE GORDIMER'S MAJOR NOVELS

Negritude was both a literary and ideological movement led by French-speaking black writers and intellectuals from France’s colonies in Africa and the Caribbean in the 1930s. The movement is marked by its rejection of European colonization and its role in the African diaspora, pride in “blackness” and traditional African values and culture, mixed with an undercurrent of Marxist ideals. Negritude was born from a shared experience of discrimination and oppression and an attempt to dispel stereotypes and create a new black consciousness.
The movement drew its inspiration from the Harlem Renaissance, which was beginning its decline. The Harlem Renaissance, which was alternatively called the “New Negro Renaissance,” fostered black artists and leaders who promoted a sense of pride and advocacy in the black community, and a refusal to submit to injustices. But as the glory days of the Harlem Renaissance came to an end, many African American intellectuals of the period moved to France, seeking a haven against racism and segregation. Among these artists were Langston Hughes, James Weldon Johnson, Richard Wright, and Claude McKay, who Sengalese poet and politician Léopold Sedar Senghor praised as the spiritual founder of Negritude.
The movement’s founders, Aime Cesaire, Senghor, and Léon-Gontran Damas, met while studying in Paris in 1931 and began to publish the first journal devoted to Negritude, L’Étudiant noir (The Black Student), in 1934.
The term “Negritude” was coined by Cesaire in his ‘Notebook of a Return to the Native Land’, (1939) and it means, in his words, “The simple recognition of the fact that one is black, the acceptance of this fact and of our destiny as blacks, of our history and culture.” Even in its beginnings Negritude was truly an international movement—it drew inspiration from the flowering of African American culture brought about by the Harlem Renaissance and found a home in the canon of French literature.
In Nadine Gordimer's sympathetic assessment of the black situation and the black people, the spirit of negritude gets emphatically revealed. In her novels, she presents Negro characters as noble, more sensitive, more given to the warmth of life. In the white and the black confrontation, Nadine Gordimer seems to take the side of the black, as she believes in the black as being unjustly treated by the white. Nadine Gordimer seems to plead for herself in Toby's and Steven's case, in the novel A World of Strangers. She has identified herself so naturally with the South African world that her version of the black life does not suffer from any European bias or prejudiced misinterpretation. Though a white writer, her presentation of racial discrimination nowhere falls short of sincere authenticity.

·       A World of Strangers :
Toby Hood comes from England to South Africa on assignment for his family's publishing house. He divides his time between the townships and white high society, he feels concerned about the black world of Johannesburg. He makes friends with Steven Sitole, his kindred black bachelor friend, similarly apolitical. Steven Sitole is destined to play a major part in Toby's African experience. Toby's relationship with Steven throughout the novel is a puzzling one. Steven tries to assert his separate identity in the novel. He talks with Toby about racial politics, serious art, about Tolstoy. On the other hand, fascinatedly watching the organ; movement of black dancers a t a party of Steven's, Toby registers for his own part only the absence of the same capacity in himself. He understands for the first time, as he puts it, "the fear, the sense of loss there can be under a white skin." In this connection Stephen Cling man (1986:53) says: "The possible converse, it appears, of a moment of white "Negritude', is quite literally one of self -denigration." As far as the assumptions of the 1950s are concerned, the novel offers its interracial socializing. For example, Toby remarks on the pitfalls of a white liberalism in which, 'it became 'an inevitable fashion' to mix with blacks, or even to have a 'pet African' whose name one could drop in company'. Some of the more glaring incongruities of this behavior are well documented in the novel. At one interracial party the white hostess feels so relieved at the way in which she has been 'accepted' by her guests that she remarks to Sam and Steven black men, 'I'm going to see if our black brothers in the kitchen cant rustle up some tinned soup for us'.
Toby has a counterpart in the black world because of his friendship with Steven, his best friend. Toby has never really had any social commitment, Steven, however, has rejected his. Having experienced, as a black man, only bitter frustration in all quarters, Steven instead finds, solace in reckless living, in a personal refusal to be beaten, in a personal refusal to care. He is 'sick of feeling half a man': "I don't want to be bothered with black men's troubles."
Toby's encounters with the African community began with a visit from Anna Louw, a Legal Aid lawyer. Anna Louw's marriage to an Indian has been broken up by the pressures of apartheid, and lives in a much harder world than the liberals. Yet, for all that, the novel shows a deep admire lion for her courage and clarity, and her unceasing attempt ever to widen the frontier zone and make it more genuinely habitable. As a black girl,' Anna asserts her separate identity in the novel. She is a disillusioned ex-communist. She became a social activist. She had made a trip to Russia in 1950, but she had not remained in the chronic slate of exhaustion, which prevented any new commitment. In short A World of Strangers is full of typical scenes and presents a great variety of South African types: among them She 'liberal, the Black intellectuals.

·       Occasion for Loving :
Nadine Gordimer's presentation of Negro characters in her novels as noble, more sensitive is quite truly reflected in the novel Occasion for Loving. In the novel, a white female character gets attracted towards a black man because of his noble qualities. The novel focuses on a cross-racial affair between the black artist and the young white English woman. Ann Davis is an opportunistic girl, who has come to South Africa with her husband Boaz. She gets attracted towards Gideon Shibalo, who was an African painter, and teacher with 'the moody lace of a man who pleases everybody but himself. Gideon takes her to the boxing matches and to other colorful affairs, and to parties at the homes of his friends, both white and black. Gideon was the man whose painting had attracted attention overseas and won him a scholarship to work in Italy. He was known and welcomed everywhere. Ann takes pride in his interest in her, recognizes and welcomes her sexual power, and likes showing other men that she finds a black man interesting, he had his own status and dignity in the society. Gideon has no contact with [he African musical heritage but he tries to acquire a lot of knowledge about it by asking the seminal questions to Boaz, who works on the African musical heritage. He had painted Ann's several portraits very beautifully. These paintings refer also to the creative energy she inspires in him. She is so much interested in the picture that she is frequently drawn to look at it, though she finds 'no surface likeness to provide reassurance', though "she knew i t was the likeness of what he found her to be', Gideon glorifies of everything i.e. African tradition and culture, African musical heritage etc. A brilliant dancer, Ann is increasingly drawn to Gideon through an attraction described as having 'the rhythm of a dance'. While describing their interracial relationship, Gideon remarks, 'every contact with whites was touched with intimacy was always easier —to have a love-affair than a friendship'. Throughout the novel Gideon Shibalo is presented as a tolerant, intellectual painter, who becomes very sensitive after the failure of their love relationship.

·       A Sport of Nature :
In A Sport of Nature, Gordimer describes the total dedication of blacks to the Liberation Movement. Whaila Kgomani, a black revolutionary, was a noble African. In the novel, a white Jewish girl, Hillela gets attracted towards Whaila because of his noble qualities. He is repeatedly described as godlike, 'the disguised god from the sea', 'the obsidian god from the waves'. He first meets Hillela in the sea, appearing from the waves to bring news of an assassination to Arnold, the commander in exile. Due to his inspiration for the revolutionary activities, Hillela undergoes a transformation, Hillela, constantly questions Whaila about his plans for South Africa.
When Hillela marries him, she seeks to find ' a sign in her marriage. She refuses merely to accept their different skin colors. Whaila is surprised to see the change in her mind. He is a very sensitive man. When she shows keen interest in his work, he tries to acknowledge his identity, he says: 'What am I to you, that you transform yourself?' Her love for Whaila leads her to become interested in his revolutionary work.

·       My Son's Story:
In the novel My Son's Story, Gordimer portrays a character of colored school teacher who later becomes a revolutionary activist. Here a young white women named Hannah Plowman gets attracted towards a colored man because of his noble qualities. Sonny is the 'pride of his people as he is the first person in his family to gain formal education. Initially he is not interested in joining the black struggle. Put, later on he participates in the-rally and he is banned from teaching. He leads a hectic life as a revolutionary. Amongst his several admires, Hannah is one of them. Sonny and Hannah first become acquainted with each other during his prison term when she writes encouraging letters to him. Their love for the cause draws them closer. She admires the courage of the prisoners. To Hannah the struggle against injustice is of prime importance. At the end of the novel, when Hannah leaves Sonny, not out of feeling of anger but simply because of her passion to serve the needy Africans, Sonny accepts her departure easily because he likes her temperament, her urge in working for the oppressed Africans. He is large-hearted man. As a colored man, his courage and hope for his people are remarkable which asserts his identity. His prominence as an orator and a revolutionary leader. He is, by all accounts, a good man who lives by his political convictions.
If we talk about other writers: Birago Diop from Senegal, whose poems explore the mystique of African life; David Diop, writer of revolutionary protest poetry; Jacques Rabemananjara, whose poems and plays glorify the history and culture of Madagascar; Cameroonians Mongo Beti and Ferdinand Oyono, who wrote anti-colonialist novels; and the Congolese poet Tchicaya U Tam’si, whose extremely personal poetry does not neglect the sufferings of the African peoples. The movement largely faded in the early 1960s when its political and cultural objectives had been achieved in most African countries.