Wednesday, 9 January 2019

Mahir pari's assignment on Mrs.Ramsay character with Indian woman condition ( history )

Name : Goswami mahir pari c.
Sem : 3
Roll no. : 21
Email Id : goswamimahirpari786@gmail.com
Enrollment no :  20691084201180021
Submitted to : Department of English MKBU
Topic : Mrs.Ramsay character with Indian woman condition ( history )

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Mrs. Ramsay emerges from the novel’s opening pages not only as a woman of great kindness and tolerance but also as a protector. Indeed, her primary goal is to preserve her youngest son James’s sense of hope and wonder surrounding the lighthouse. Though she realizes (as James himself does) that Mr. Ramsay is correct in declaring that foul weather will ruin the next day’s voyage, she persists in assuring James that the trip is a possibility. She does so not to raise expectations that will inevitably be dashed, but rather because she realizes that the beauties and pleasures of this world are ephemeral and should be preserved, protected, and cultivated as much as possible. So deep is this commitment that she behaves similarly to each of her guests, even those who do not deserve or appreciate her kindness. Before heading into town, for example, she insists on asking Augustus Carmichael, whom she senses does not like her, if she can bring him anything to make his stay more comfortable. Similarly, she tolerates the insufferable behavior of Charles Tansley, whose bitter attitude and awkward manners threaten to undo the delicate work she has done toward making a pleasant and inviting home.

As Lily Briscoe notes in the novel’s final section, Mrs. Ramsay feels the need to play this role primarily in the company of men. Indeed, Mrs. Ramsay feels obliged to protect the entire opposite sex. According to her, men shoulder the burden of ruling countries and managing economies. Their important work, she believes, leaves them vulnerable and in need of constant reassurance, a service that women can and should provide. Although this dynamic fits squarely into traditional gender boundaries, it is important to note the strength that Mrs. Ramsay feels. At several points, she is aware of her own power, and her posture is far from that of a submissive woman. At the same time, interjections of domesticated anxiety, such as her refrain of “the bill for the greenhouse would be fifty pounds,” undercut this power.

Ultimately, as is evident from her meeting with Mr. Ramsay at the close of “The Window,” Mrs. Ramsay never compromises herself. Here, she is able—masterfully—to satisfy her husband’s desire for her to tell him she loves him without saying the words she finds so difficult to say. This scene displays Mrs. Ramsay’s ability to bring together disparate things into a whole. In a world marked by the ravages of time and war, in which everything must and will fall apart, there is perhaps no greater gift than a sense of unity, even if it is only temporary. Lily and other characters find themselves grasping for this unity after Mrs. Ramsay’s death.



In ancient time women's condition in India.

We have to discuss the position of women during the Vedic, post Vedic and the epic period in order to get a full picture of the status of women in ancient India.
Women in the Vedic and the post Vedic Periods:
The Indian cultural tradition begins with the Vedas. It is generally believed that the Vedic period is spread over from 300 BC to 600 B.C. Some general observations and broad generalization can only be made regarding the status of women during this vast period.

(1) Freedom Enjoyed By Women:
The degree of freedom given to women to take part in public activities indicates the nature of the status enjoyed by women during Vedic period. Women never observed “purdah”. They enjoyed freedom. They enjoyed freedom in selecting their male partner. They could educate themselves Widows were permitted to remarry. Divorce was however not permissible to them. Even men did not have the right to divorce their wives. Women were given complete freedom in family matters and were treated as “Ardhanginis”.
(2) Equal Educational opportunities for women:
Daughters were never ill-treated although male children were preferred to female children. They also received education like boys and went through the “Brahmaachary” discipline including the “Upanayana” ritual. Women studied the Vedic literature like men and some of them like Lopamudra, Ghosa and Sikata-Nivavari figure among the authors of the vedic hymns. Many girls in well-to-do families used to be given a fair amount of education down to about B.C 300.

(3) Position of Women in Matters Relating To Marriage and Family Affairs:
(4) Economic Production and occupational Freedom:
Vedic women had economic freedom. Some women were engaged in teaching work. Home was the place of production. Spinning and weaving of clothes were done at home. Women also helped their husbands in agricultural purists.
(5) Property Rights and
Women rights were very much limited in inheriting property. A married daughter had no share in her father’s property but each spinster was entitled to one-fourth share of patrimony received by her brothers. Women had control over gifts and property etc. received by a woman at the time of marriage but the bulk of the family property was under the control and management of the patriarch.

As a wife, a woman had no direct share in her husband’s property. However, a forsaken wife was entitled to 1/3rd of her husband’s wealth. A widow was expected to lead an ascetic life and had no share in her husband’s property. Thus it could be generalized that the social situation was not in favour of women possessing property and yet protection was given to them as daughters and wives.
(6) Role in the Religious Field:
In the religious field, wife enjoyed full rights and regularly participated in religious ceremonies with her husband. Religious ceremonies and sacrifices were performed jointly by the husband and the wife. Women even participated actively in religious discourses. There was no bar for women to read or study any of our sacred literature.
Role of Women in Public Life:
Women could shine as debaters in public assemblies. They usually occupied a prominent place in social gatherings but they were denied entry, into the “Sabhas” because these places besides being used for taking political decisions were also used for gambling, drinking and such others purposes. Women’s participation in public meetings and debates, however, became less and less common in later Vedic period.
It may thus be concluded that in Vedic India, women did not enjoy an inferior status rather they occupied an honourable place. They had ample rights in the social and the religious fields and limited rights in the economic and the political fields. They were not treated as inferior or subordinate but equal to men.
Status of women during the Epicperiod:
Women during the Period of Dharmashatras and Purans:
During the period of Dharmashastras and puranas the status of women gradually declined and underwent a major change. The girls were deprived of formal education Daughters were regarded as second class citizens. Freedom of women was curtailed. Sons were given more weightage than daughters Girls were prevented from learning the Vedas and becoming Brahma charinis.
Manu, the law giver of Indian society gave the statement that women have to be under father during childhood, under her husband during youth and under her son during old age”. At no stage shall she deserve freedom. However he balanced this with the statement that a society in which the woman was not honoured would be condemned to damnation.
Due to the various restrictions imposed on the freedom of women some problems started creeping in. In the social fields, pre-puberty marriage came to be practiced, widow remarriage was prohibited, husband was given the status of God for a woman, education was totally denied to woman, custom of ‘Sati’ became increasingly prevalent, purdah system came into vogue and practice of polygyny came to be tolerated.
In the economic field a woman was totally denied a share in her husband’s property by maintaining that a wife and a slave cannot own property. In the religious field, she was forbidden to offer sacrifices and prayers, practise penance and undertake pilgrimages.
Factors That Caused the Degradation of Women:
Prabhati Mukharjee, the renounced sociologist has identified some reasons for the low status of women in post Vedic period. These reasons are imposition of Brahmanical austerities on the entire society, rigid restrictions imposed by the caste system and the joint family system, lack of educational facilities for women, introduction of the non-Aryan wife into the Aryan house hold and foreign invasions.
Women in the Buddhist Period:
The status of women improved a little during the Buddhist period though there was no tremendous change. Some of the rigidities and restrictions imposed by the caste system were relaxed. Buddha preached equality and he tried to improve the cultural, educational and religious statuses of women. During the benevolent rule of the famous Buddhist kings such as Chandragupta Maurya, Ashoka, Sri Harsha and others, women regained a part of their lost freedom and status due to the relatively broadminded Buddhist philosophy.
Women were not only confined to domestic work but also they could resort to an educational career if they so desired. In the religious field women came to occupy a distinctly superior place. Women were permitted to become “Sanyasis”. Many women took a leading role in Buddhist monastic-life, women had their sangha called the Bhikshuni Sangha, which was guided buy the same rules and regulations as these of the monks. The sangha opened to them avenues of cultural activities and social service and ample opportunities for public life. Their political and economic status however remained unchanged.
Status of women in the Medieval India:
The Medieval period (Period between 500 A. D to 1500 A.D) proved to be highly disappointing for the Indian women, for their status further deteriorated during this period. Muslim invasion of India changed the direction of Indian history. The influx of foreign invaders and the Brahmanical iron laws were main causes for such degradation.
As far as a woman was concerned, her freedom was curtailed, knowledge of not only the scriptures but even letters was denied to her and her status was reduced to that of an appendage on man. Caste laws dominated the entire social life widow remarriage and levirate’s were disallowed. Women could not inherit property. Girls were treated more as burdens or liabilities than as assets.
Moreover the status of women reduced to the status of slaves during medieval period. The women faced many problems such as child marriage purdah system, practice of Sati etc. Throughout the medieval period, the status of women went on declining.
However, during the 14th and 15th centuries, the social situation had undergone some change Ramanujacharya organised the first Bhakti Movement during this period which introduced new trends in the social and the religious life of women in India. The great saints like chaitanya, Nanak, Kabir and others fought for the rights of women to religious worship. Really the Bhakti Movement unlocked the gate of religious freedom to women. As a result of this freedom, they secured certain social freedom also. The purdah system was abolished women could go out of their families to attend pravachanas, Krirtans, Bhajans, and so on.
The system “Grihashram” of Bhakti Movement did not permit saints to take to sanyas without the consent of wife. This condition gave some important right to women. The saints of the Bhakti Movement encouraged women to read religious books and to educate themselves.
Thus the Bhakti movement gave a new life to women but this movement did not bring any change in the economic structure of the society and hence women continued to hold low status in the society’. The revival of ‘Sati’ the prohibition of remarriage, the spread of “Purdah” and the greater prevalence of polygamy made her position very bad. Thus there was a vast gap between the status of woman in the early Vedic period and that in the Medieval period and onwards.

Women held and honored position in the vedic age and was quit competent to take part in every aspect of the social, intellectual and spiritual life of the race.
During the period that followed the Vedic Age, there was gradual deterioration in her position, but she still retained a large measure of freedom in the disposal of her own person and fortune. But with the advent of Islam, new social forces appeared on the Indian horizon. The position of women altogether changed to a great extent. Some of the special features of the condition and position of women during the Mughal period are described in below paragraphs.

The Pardah system, in all probability was unknown in ancient India.“Its general

adoption,” according to Dr. A.S.Altekar, “is subsequent to the advent of Muslim rule in India.” Pardah was strictly observed in their native lands. Naturally in a foreign country like India grater stress was laid on it. Even a liberal king like Akbar had to issue order that “If a young woman was found running about the streets and bazaar of the town and while so doing did not veil herself or allowed herself to become unveiled….. she was to go to the quarters of the prostitutes and take us the profession.”

            Pardah was strictly observed among high class families of both the communities during the Mughal period. Ovinton writes, “All the women of fashion in India are closely preserved by their husbands who forbid them the very sight of strangers.” Even male doctors were not allowed to face the ailing ladies of noble and princely families. Della Valle writes that unveiled ladies were supposed to be either poor or dishonest. There is very interesting to note that when a princess desired to ride on an elephant, the animal was made to enter a tent near the palace-gate and the Mahout covered his face with a clothe so that he might not see the princess when she entered into the covered howdah. If for any reason a Muslim lady of rank discarded Pardah even for a temporary period, the consequences for her were disastrous, However, Nurjahan was a notable exception who came out in public unveiled.

Pardah was no less strictly among middle class Muslim ladies who dared not move out of doors without a veil. But no such coercive Pardah system seems to have been observed among the Hindu middle class and certainly not among the Hindu masses. Hindus, however, adopted Pardah for two reason-first as a protective measure to same the honor of their women-folk and to maintain the purity of their social order and secondly as a tendency to imitate the ruling class. Hindu women had sufficient liberty to go out and enjoy the open air. They helped their husbands in their respective works.


            The birth of daughter was considered inauspicious. The very silence with which a female child was received was indicative of of disappointment. Even in the royal families it were the women who rejoiced and feasted on the birth of a daughter, whereas the whole court used to participate in the celebration. If a Prince was born. Even Akbar had “resolved within himself that if Almighty God should bestow a mausoleum, a distance of about 140km’s.”A wife who unfortunately happened to give birth to girls in succession was disposed and even sometimes divorced. Female in fanaticize as also popular is among the uncultured stratum of Rajput society.

The Quran, no doubt, permits a Mohammedan to marry four wives at a time, but monogamy seems to have been the rule among the lower stratum of society in both the communities, during the Mughal period. Akbar had issued definite orders that a man of ordinary means should not possess more than one wife unless the first proed to be barren. He considered it to be highly injurious to a man’s health as well as economy to keep more than one wife. Mirza Aziz Koba’s well-known proverb deserves mention. He used to say that “a man should marry four wives, a Persian to have somebody to take to, a Khurasani for his housework, a Hindu woman for nursing his children and a woman of Mavarunnahar to have someone of the whip as a warming for the three.” The co-wives rivaled each other and thus domestic unhappiness was the natural outcome.

AS we are considered as best IAS Coaching in Lucknow so that it is our responsibility to let you know that how to prepare IAS exam, In this sequence we are telling you about medieval India’s women conditions.

            Hindus, with the exception of a small number of prices and very wealthy persons, strictly restricted themselves to monogamy as enjoined by their social custom. Della Valle writes. “Hindus take but on a wife and never divorce her till death, except for the cause of adultery. In the extreme case, if a wife proved to be barren, they had the liberty to marry another with the consent of the Brahmins.

   On account of political and socio-religious circumstances of the time, childmarriage in medieval Indiaparents tried to marry their daughters as early as possible. The custom in those days did not allow, for whatever reasons, the girl to remain in the parent’s home for more for more than 6 to 8 years after their birth. One of the Brahmins generals of the Peshwa was filled with great anxiety because his daughter’s marriage could not be arranged at the age of nine. “If the marriage is postponed to the next year”, he wrote from the battlefield, “the bride will be as old as ten. It will be a veritable calamity and scandal.” Child-marriage left no room for either the bride or the bridegroom the have time to think of a mate of their own choice. Money played an important part when a marriage was arranged between persons of unequal ages or social status.

            As a wife, the Indian girl was under the command of her mother-in-law. She had to please every member of the family and do all sorts of domestic works, including the cleaning of cooking pots and utensils. But when grown up and away from this dominating influence of her mother-in-law, a middle-class lady had large powers in the management of the household. She had considerable say in the administration and management of her household.

widow condition in medieval India

           Divorce and marriages, common among Muslims were prohibited to Hindu women. Widow-remarriage, except for the lower caste people, had disappeared almost completely in Hindu society during the early medieval age. This custom suffered little change during the Mughal days and was even more rigorously enforced. Sati was a prevalent practice, in spite of the efforts of the Mughals to check it. Even the betrothed girls had to commit sati on the funeral pyres of there would be the headband. Widowhood was considered a punishment for the sins of one’s previous life. Society looked upon them.

            Whatever might have been the position of woman as a girl, bride, and widow, she certainly occupied a most respectable position in society as a mother. Manu emphatically asserts that a mother is more to be reversed than a thousand fathers.” Apastambha writes, “women as mothers are the best and the foremost preceptors of children.” The Mohammedan religion, too, enjoins upon its followers to king down to the peasant, all had the greatest respect for their mothers and for elderly women whose commands were invariably obeyed.

            But perhaps no people showed greater regard for their mothers than the Rajputs. We can find no better illustration than to quote the ever recurring simile that make them mother’s milk resplendent.

            So far as property rights were concerned, Mohammedan ladieswomens property rights in medieval indiawere much better off that their Hindu sisters; A Muhammadan lady were entitled to a definite share in the inheritance with absolute right to dispose of it. Unlike her Hindu sister, she retained this right even after marriage. Another method adopted to safeguards the interests of Muslim ladies after marriage was Mahar or inner spatial settlement, whereas a Hindu lady had no right to the property of her husband’s parents. It appears that eh constant seclusion brought about the social, political and intellectual stultification of women who could not exert themselves for their legitimate rights. From the legal standpoint, they were reduced to a position of dependency in every sphere of life.

            Indian women helped their husbands in their professions. Some of them engaged themselves in an independent profession like medicine, midwifery, tailoring etc.

            In spite of the Pardah which obstructed high-class ladies from participating in the social life of the nation, quite a large number of talented women mad a mark in different sphere during the two centuries of Mughal rule in India.

            Gulbadan Begum, the author of the Humaynama and Jahanara, the biographer of Shibyah and Munisal Arwah, hold and enviable position among the literary figures of that age. Jan Bugum, the daughter of Khan-e-Khanan, is said to have written a commentary on the Quran. Mira Bai, Salima Sultana, Nur Jahan, Siti-un-nisha, the tutoress of Jahanara and renowned as “the princess of poets” and Zeb-un-nisha, the eldest daughter of Aurangzeb, were poetesses of distinction. In Maharashrta Aka Bai and Kena Bai, disciples of Ramdas Swami, were considered important literary figures in the 17th century.

            In the administrative sphere too, they did not lag behind. Some of the greatest women administrators of all ages belong to this period. Maham Anaga, the chief nurse, and muse of Akbar, controlled affairs of the state for full four years (15060-64) by sheer audacity and cleverness. Rani Durgawati, the chandel princess of Gondwana, “famous for her beauty and accomplishment “governed her country with great courage and capacity. Vicent Smith comments: “Her country was better administered and more prosperous than that of Akbar the Great.” Chand Bibi’s name shines brilliantly in the annals of Ahmadnagar. Nurjahan was the real power behind the throne of Jahangir. Even the proudest peer of the realm paid their homage to her, knowing full well that a word from her would make or mar their career.

            Indian women belonging to royal and noble families, particularly the Rajputanis were trained as soldiers and often displayed great bravery, courage, and heroism. For example, Nurjahan gave ample proof of her martial capabilities in leading an attack against Mahabt Khan.

women's literature in medieval india

            Several travelers on different occasions have made special mention of the high character of Hindu ladies. The chastity of Hindu women was proverbial. Tavernier remarks that Adultery is very rate among them and as far sodomy, I never heard it mentioned.” Grose writes: If anyone looked at them deliberately in the bazaar or even while they stood at their doors, they resented it as a high affront and uttered “Dekh na mai”(look here and don’t you die).

            Death had no terror for these heroic ladies when their honor was at stake. It was certainly less dreadful than dishonor and captivity. Such was the ideal of India’s womanhood during the Mughal age.

Status of Indian Women began to change radically during the modern period. Historically the period after 1750 A.D is known as the modern period.
The status of Indian women during this period can be divided into two stages:
(a) Status of women during the British rule in India,
(b) The status of women in post independent India.
(a) Status of women During the British Rule:
After the fall of the Mughal Empire at the decisive Battle of Plassey (1775 A.D) the British people established their complete political supremacy over the Indian people. During the British rule, a number of changes were made in the economic and social structures of our society.
Though the quality of life of women during this period remained more or less the same, some substantial progress was achieved in eliminating inequalities between men and women in education, employment, social right and so on. Some social evils such as child marriage, sati system, devadasi system, purdah system, prohibition of widow remarriage etc., which were a great hurdle in the path of women’s progress were either controlled or removed by suitable legislations.

After the lapse of several centuries for the first time some attempts were made all India basis to tackle the problems that confronted women. Social reformers with patriotic spirit on the one hand and the British Government on the other together took several measures to improve the status of women and to remove some of their disabilities.
(b) The status of women in post independent India:
The status of Indian women has radically changed since independence. Bothe the structural and cultural changes provided equality of opportunities to women in education, employment and political participation. With the help of these changes, exploitation of women, to a great extent was reduced. More freedom and better orientation were provided to the women’s organisation to pursue their interest.
The centuries of slavery were over. Today women want equality, education and recognition. The advancement of women is the most significant fact of modern India. Gandhiji once said “woman is the noblest of God’s creation, supreme in her own sphere of activity.” These words are blossoming now.
From its very inception in the 19th century, the Indian National congress included women and elected Mrs. Annie Besant as its president. One of the proudest moments of Indian womanhood was when Mrs. Vijay Lakshmi Pandit was elected as the president of the U.N. General Assembly in 1953.
In the National movement, hundreds and thousands of women shed their veils and left their sheltered homes to work side by side with the man. In free India, the status of women has under gone profound changes. Remarkable progress has been achieved in the field of administration, science and technology, sports, education, literature, music, painting and other fine arts.
It is highly significant that women in independent India have achieved great progress in all walks of life. We can confidently assert that India is the only nation among the developing countries of the modern world where so many women occupy high administrative positions quite successfully. The improvement in the status of Indian women especially after independence can be analysed in the light of the major changes that have taken place in areas such as legislation, education and employment, political participation and awareness of their rights on the part of women.
1. Constitutional provision and legislation in support of women’s cause:
The constitution of India has greatly enhanced the status of Indian women by throwing upon to them all its series on equal terms with men. All the men and women of India are equity entitled for individual freedom, fundamental rights including the right to participate in social, cultural, religious, educational, economic and political activities. The constitution provides for equality of sex and offers protection to women against exploitation. It has given the voting right to women and in no way treats women as second grade citizens.

Social legislation safeguarding women’s interest:
The Government of Independent India undertook a number of legislative measures to safeguard the interests of women.
Some of them are discussed here:
(i) The Hindu Marriage Act, 1955:
It prohibits polygyny, polyandry and child marriage and concedes equal rights to women to divorce and to remarry.
(ii) The Hindu succession Act, 1956:
It provides the right to parental property for women.
(iii) The Hindu Adoption and Maintenance Act, 1956:
The act gives a childless woman the right to adopt a child and to claim maintenance from the husband if she is divorced by him.
(iv) The special Marriage Act, 1954:
It provides rights to women on par with men for inter-caste marriage, love marriage and’ registered marriage. The Act has also fixed the minimum age of marriage at 21 for males and 18 for females.
(v) The dowry prohibition Act, 1961:
It declares the taking of dowry an unlawful activity and thereby prevents the exploitation of women.
(vi) Other legislations:
(a) The suppression of immoral Traffic of women and Girls Act 1956:
It provides protection to women from being kidnapped or compelled to become prostitute.
(b) The Medical Termination of Pregnancy: Act 1971:
It legalizes abortion conceding the right of a woman to go for abortion on ground of physical and mental health.
(c) The criminal Law Amendment Act 1983:
It seeks to stop various types of crimes against women.
(d) The Family Court Act 1984:
It seeks to provide justice to women who get involved in family disputes.
2. Women in the field of Education:
After Independence, women of India took to education in a relatively large number. For example in 1901, the literary level of the females in India was just 0.6%, it increased to 39.42% in 1991 and to 64.1 in 2001. Various benefits such as free-ship, scholarship, loan facility, hostel facility etc are being given to women who go for higher education in many towns and cities, educational institutions meant only for female children have been established.
The educational performance of girl students particularly at high school and college level is proving to be betters than that of boys especially after 1980. We have today some universities exclusively meant for women. Example- SNDT university for women (poona) (ii) Padmavathi University for women (Terupati), Mother Teresa University for women (Kodai Kenal, Tamilnadu) Sri Avinashi lingam Homes Science college for Women (Deemed University, Coimbatore.) Girls’ students are getting admitted on merit basis to the prestigious engineering and medical colleges in a relatively bigger number during the recent years.
The contribution of women for developing various languages cannot be ignored. Mahadvi Verma and Subhadra Kumari chauhan are well known for Hindi writings, Amreta pritam has enriched Punjabi language with her works. Kuntala Kumari Sabat has enriched oriya literature, many women writers have been awarded prize by the Sahitya Academy and other organisations. There are hundreds of women editors, journalists and columnists in the land who are performing meritorious services.
3. Women in Economic and Employment Fields:
In both villages and cities there has been a remarkable increase in the number of women going out of the four walls of the household and becoming workers. In the “employment market” they are successfully competition with the men folk, In every field, the number of women employees is steadily increasing since 1991, though in a smaller number, women are getting recruited into the Army force, Air force and Naval force also.
Employment has given women economic independence and the feeling of importance. They now feel that they can stand on their own and look after the entire family by themselves. This has boosted their self-pride and self confidence. Employment provision has made them to feel that they need not live as parasites on their men folk. In order to give protection to the economic interests and rights of the women folk the government has undertaken various socio economic legislations, which cover areas such as rights to property or inheritance, equal wages, working conditions, maternity benefit and job security.
Examples:
(i) The Maternity Benefit Act 1961:
It gives maternity benefits such as 3 months leaves with salary to the married women workers during pregnancy stage.
(ii) The Equal Remuneration Act 1976:
It removes wage discrimination between male and female workers.
(iii) The Factories Amendment Act 1976:
It deals with working laws, weekly rest, standards of cleanliness, ventilation, first aid facilities rest rooms etc. The legislation also provides for establishing of crèches for children of working women, separate toilets for females and lays down a maximum of 9 hours of work a day for women.
(iv) The Hindu succession Act. 1956:
According to this act not only a daughter is given a right in her father’s property equal to her brothers, but a widow also gets a share from her deceased husbands’ property equal to her sons and daughters.
Women in the Political Field:
The Indian constitution has provided women two important political rights female enfranchisement and eligibility for the legislature. After the independence, the number of women voters and women representatives in Assemblies and parliament has increased sufficiently. In central cabinet and at the level of state cabinet we find some ministerial portfolios being headed by women.
The Late Raj Kumari Amit Kaur was a minister in the first central cabinet of free India. Sucheta Kripalini had successfully fulfilled her responsibilities of Uttar Pradesh so as Padmaja Naidu as the Governor of West Bengal. Smt Nadini Satpathy of Orissa state was also one of the able chief Ministers. The nation witnessed in Smt. Indira Gandhi, one of the powerful prime ministers who gave her leadership to the country for more than a decade.
Honourable president Mrs Prativa Patil, is holding the most important and dignified post of our country at present. In 1992, an amendment (73rd) was brought to the constitution according to which one-third of the seats were reserved for women at the panchayat level. There are many women Members and chairmen of local bodies and legislatures.
By their sheer ability and capacity for hard work, Indian women can now exert their influence in every sphere of human activity. They have already demonstrated that-they can successfully discharge their duties as an administrator, ministers, ambassadors and so on. However it may be noted that political awareness is present more among the upper and middle class women than the lower class women.
Women in the sports Field:
In the world of sports, Arati Saha won the swimming champion by swimming the English channels. In other items of sports also such as high jump, long-jump, running race etc. women of India take sufficient drive and initiative. P.T. Usha has achieved remarkable success in the field of sports and games.
Besides, in the sphere of science, pure and applied, women are also not lagging behind men. No one can ignore the services rendered by women in the realm of music, painting and other fine arts. So India can be reasonably proud of the success achieved by her women in every sphere of human activity.
However, it is a matter of sorry state that though the status of women has been raised under the law, in practice they continue to suffer from discrimination, harassment and humiliation. They are not taken seriously in obtaining opinions neither they treated as equals to men and nor given the same respect either at home or in the work field.
The experience shows that men’s tyrannical hegemony is over whelming strong deep-rooted to alloy for any change in the status of women. In most of the homes, male children are still being preferred to female children. It appears that the societal approach towards women, their role and status has not radically changed. Hence, bringing about more and more legislations to ensure better opportunities to grant more rights and concessions, do not carry any meaning unless there is a basic change in the peoples attitude towards women and women’s role in society.
If we really want to see India in future as a country which is economically enriched, politically equipped, socially developed and culturally distinguished, then definitely we have to give women a leg up in all their respective spheres of activity. Dr Radhakrishnan the Late President of India, once said” The progress of our land towards our goal of democratic socialism cannot be achieved without the active participation of our mothers, wives, sisters and daughters”.

Conclusion :-
Thus we can say that how woman have struggle for his identity like in  Mrs. Ramsay  character we find it in lighthouse.

Mahir pari's assignment on What are the stages for learning and teaching Second Language? Explain Product Research and Process Research


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Name : Goswami mahir pari c.
Sem : 3
Roll no. : 21
Email Id : goswamimahirpari786@gmail.com
Enrollment no :  20691084201180021
Submitted to : Department of English MKBU
Topic : "What are the stages for learning and teaching Second Language?
Explain Product Research and Process Research"


Second-language acquisition (SLA), second-language learning, or L2 (language 2) acquisition, is the process by which people learn a second language. Second-language acquisition is also the scientific discipline devoted to studying that process. The field of second-language acquisition is a subdiscipline of applied linguistics, but also receives research attention from a variety of other disciplines, such as psychology and education.

A central theme in SLA research is that of interlanguage, the idea that the language that learners use is not simply the result of differences between the languages that they already know and the language that they are learning, but that it is a complete language system in its own right, with its own systematic rules. This interlanguage gradually develops as learners are exposed to the targeted language. The order in which learners acquire features of their new language stays remarkably constant, even for learners with different native languages, and regardless of whether they have had language instruction. However, languages that learners already know can have a significant influence on the process of learning a new one. This influence is known as language transfer.

The primary factor driving SLA appears to be the language input that learners receive. Learners become more advanced the longer they are immersed in the language they are learning, and the more time they spend doing free voluntary reading. The input hypothesis developed by linguist Stephen Krashen makes a distinction between language acquisition and language learning (acquisition–learning distinction),claiming that acquisition is a subconscious process, whereas learning is a conscious one. According to this hypothesis, the acquisition process in L2 (Language 2) is the same as L1 (Language 1) acquisition. The learning process is consciously learning and inputting the language being learned. However, this goes as far as to state that input is all that is required for acquisition. Subsequent work, such as the interaction hypothesis and the comprehensible output hypothesis, has suggested that opportunities for output and for interaction may also be necessary for learners to reach more advanced levels.

Research on how exactly learners acquire a new language spans a number of different areas. Focus is directed toward providing proof of whether basic linguistic skills are innate (nature), acquired (nurture), or a combination of the two attributes. Cognitive approaches to SLA research deal with the processes in the brain that underpin language acquisition, for example how paying attention to language affects the ability to learn it, or how language acquisition is related to short-term and long-term memory. Sociocultural approaches reject the notion that SLA is a purely psychological phenomenon, and attempt to explain it in a social context. Some key social factors that influence SLA are the level of immersion, connection to the L2 community, and gender. Linguistic approaches consider language separately from other kinds of knowledge, and attempt to use findings from the wider study of linguistics to explain SLA. There is also a considerable body of research about how SLA can be affected by individual factors such as age and learning strategies. A commonly discussed topic regarding age in SLA is the critical period hypothesis, which suggests that individuals lose the ability to fully learn a language after a particular age in childhood. Another topic of interest in SLA is the differences between adult and child learners. Learning strategies are commonly categorized as learning or communicative strategies, and are developed to improve their respective acquisition skills. Affective factors are emotional factors that influence an individual's ability to learn a new language. Common affective factors that influence acquisition are anxiety, personality, social attitudes, and motivation.

Individuals may also lose a language through a process called second-language attrition. This is often caused by lack of use or exposure to a language over time. The severity of attrition depends on a variety of factors including level of proficiency, age, social factors, and motivation at the time of acquisition. Finally, classroom research deals with the effect that language instruction has on acquisition.


Definitions

Second language refers to any language learned in addition to a person's first language; although the concept is named second-language acquisition, it can also incorporate the learning of third, fourth, or subsequent languages. Second-language acquisition refers to what learners do; it does not refer to practices in language teaching, although teaching can affect acquisition. The term acquisition was originally used to emphasize the non-conscious nature of the learning process, but in recent years learning and acquisition have become largely synonymous.

SLA can incorporate heritage language learning, but it does not usually incorporate bilingualism. Most SLA researchers see bilingualism as being the end result of learning a language, not the process itself, and see the term as referring to native-like fluency. Writers in fields such as education and psychology, however, often use bilingualism loosely to refer to all forms of multilingualism.SLA is also not to be contrasted with the acquisition of a foreign language; rather, the learning of second languages and the learning of foreign languages involve the same fundamental processes in different situations.

Research background

The academic discipline of second-language acquisition is a subdiscipline of applied linguistics. It is broad-based and relatively new. As well as the various branches of linguistics, second-language acquisition is also closely related to psychology, cognitive psychology, and education. To separate the academic discipline from the learning process itself, the terms second-language acquisition research, second-language studies, and second-language acquisition studies are also used.

SLA research began as an interdisciplinary field, and because of this it is difficult to identify a precise starting date. However, two papers in particular are seen as instrumental to the development of the modern study of SLA: Pit Corder's 1967 essay The Significance of Learners' Errors, and Larry Selinker's 1972 article Interlanguage.The field saw a great deal of development in the following decades. Since the 1980s, SLA has been studied from a variety of disciplinary perspectives, and theoretical perspectives. In the early 2000s, some research suggested an equivalence between the acquisition of human languages and that of computer languages (e.g. Java) by children in the 5 to 11 year age window, though this has not been widely accepted among educators. Significant approaches in the field today are: systemic functional linguistics, sociocultural theory, cognitive linguistics, Noam Chomsky's universal grammar, skill acquisition theory and connectionism.

There has been much debate about exactly how language is learned, and many issues are still unresolved. There are many theories of second-language acquisition, but none are accepted as a complete explanation by all SLA researchers. Due to the interdisciplinary nature of the field of SLA, this is not expected to happen in the foreseeable future. Although attempts have been made to provide a more unified account that tries to bridge first language acquisition and second language learning research.

Sociocultural factors

From the early days of the discipline researchers have also acknowledged that social aspects play an important role.[60] There have been many different approaches to sociolinguistic study of second-language acquisition, and indeed, according to Rod Ellis, this plurality has meant that "sociolinguistic SLA is replete with a bewildering set of terms referring to the social aspects of L2 acquisition". Common to each of these approaches, however, is a rejection of language as a purely psychological phenomenon; instead, sociolinguistic research views the social context in which language is learned as essential for a proper understanding of the acquisition process.

Ellis identifies three types of social structure that affect acquisition of second languages: sociolinguistic setting, specific social factors, and situational factors.Sociolinguistic setting refers to the role of the second language in society, such as whether it is spoken by a majority or a minority of the population, whether its use is widespread or restricted to a few functional roles, or whether the society is predominantly bilingual or monolingual. Ellis also includes the distinction of whether the second language is learned in a natural or an educational setting. Specific social factors that can affect second-language acquisition include age, gender, social class, and ethnic identity, with ethnic identity being the one that has received most research attention.[66] Situational factors are those that vary between each social interaction. For example, a learner may use more polite language when talking to someone of higher social status, but more informal language when talking with friends.

Immersion programs provide a sociolinguistic setting that facilitates second-language acquisition. Immersion programs are educational programs where children are instructed in an L2 language. Although the language of instruction is the L2 language, the curriculum parallels that of non-immersion programs and clear support exists in the L1 language, as the teachers are all bilingual. The goal of these programs is to develop a high level of proficiency in both the L1 and L2 languages. Students in immersion programs have been shown to have greater levels of proficiency in their second language than students who receive second language education only as a subject in school. This is especially true in terms of their receptive skills. Also, students who join immersion programs earlier generally have greater second-language proficiency than their peers who join later. However, students who join later have been shown to gain native-like proficiency. Although immersion students' receptive skills are especially strong, their productive skills may suffer if they spend the majority of their time listening to instruction only. Grammatical skills and the ability to have precise vocabulary are particular areas of struggle. It is argued that immersion is necessary, but not sufficient for the development of native-like proficiency in a second language. Opportunities to engage in sustained conversation, and assignments that encourage syntactical, as well as semantic development help develop the productive skills necessary for bilingual proficiency.

A learner's sense of connection to their in-group, as well as to the community of the target language emphasize the influence of the sociolinguistic setting, as well as social factors within the second-language acquisition process. Social Identity Theory argues that an important factor for second language acquisition is the learner's perceived identity in relation to the community of the language being learned, as well as how the community of the target language perceives the learner. Whether or not a learner feels a sense of connection to the community or culture of the target language helps determine their social distance from the target culture. A smaller social distance is likely to encourage learners to acquire the second language, as their investment in the learning process is greater. Conversely, a greater social distance discourages attempts to acquire the target language. However, negative views not only come from the learner, but the community of the target language might feel greater social distance to the learner, limiting the learner's ability to learn the language.Whether or not bilingualism is valued by the culture or community of the learner is an important indicator for the motivation to learn a language.

Gender, as a social factor, also influences SLA. Females have been found to have higher motivation and more positive attitudes than males for second-language acquisition. However, females are also more likely to present higher levels of anxiety, which may inhibit their ability to efficiently learn a new language.

There have been several models developed to explain social effects on language acquisition. Schumann's Acculturation Model proposes that learners' rate of development and ultimate level of language achievement is a function of the "social distance" and the "psychological distance" between learners and the second-language community. In Schumann's model the social factors are most important, but the degree to which learners are comfortable with learning the second language also plays a role. Another sociolinguistic model is Gardner's socio-educational model, which was designed to explain classroom language acquisition. Gardner's model focuses on the emotional aspects of SLA, arguing that positive motivation contributes to an individuals willingness to learn L2; furthermore, the goal of an individual to learn a L2 is based on the idea that the individual has a desire to be part of a culture, in other words, part of a (the targeted language) mono-linguistic community. Factors, such as integrativeness and attitudes towards the learning situation drive motivation. The outcome of positive motivation is not only linguistic, but non-linguistic, such that the learner has met the desired goal. Although there are many critics of Gardner's model, nonetheless many of these critics have been influenced by the merits that his model holds. The inter-group model proposes "ethnolinguistic vitality" as a key construct for second-language acquisition. Language socialization is an approach with the premise that "linguistic and cultural knowledge are constructed through each other",and saw increased attention after the year 2000. Finally, Norton's theory of social identity is an attempt to codify the relationship between power, identity, and language acquisition.

Sociocultural approaches
A unique approach to SLA is Sociocultural theory. It was originally developed by Lev Vygotsky and his followers. Central to Vygotsky's theory is the concept of a zone of proximal development (ZPD). The ZPD notion states that social interaction with more advanced target language users allows one to learn language at a higher level than if they were to learn language independently.[80] Sociocultural theory has a fundamentally different set of assumptions to approaches to second-language acquisition based on the computational model. Furthermore, although it is closely affiliated with other social approaches, it is a theory of mind and not of general social explanations of language acquisition. According to Ellis, "It is important to recognize... that this paradigm, despite the label 'sociocultural' does not seek to explain how learners acquire the cultural values of the L2 but rather how knowledge of an L2 is internalized through experiences of a sociocultural nature."



 Explain ProductResearch and Process Research.


There are several ways to approach writing in the classroom. It should be said at the beginning that there is not necessarily any 'right' or 'best' way to teach writing skills.

Product and process writing: A comparison - writing article
The best practice in any situation will depend on the type of student, the text type being studied, the school system and many other factors. Thus, this article cannot prescribe a system for the teaching of writing that is optimal for all teaching situations. Rather, I hope to describe and contrast two popular, yet very different, approaches and examine how both can be used in the classroom.

A product approach
A process approach
A summary of the differences
Which approach to use
One or the other
Further reading


A product approach
This is a traditional approach, in which students are encouraged to mimic a model text, which is usually presented and analysed at an early stage. A model for such an approach is outlined below:


Stage 1
Model texts are read, and then features of the genre are highlighted. For example, if studying a formal letter, students' attention may be drawn to the importance of paragraphing and the language used to make formal requests. If studying a story, the focus may be on the techniques used to make the story interesting, and students focus on where and how the writer employs these techniques.

Stage 2
This consists of controlled practice of the highlighted features, usually in isolation. So if students are studying a formal letter, they may be asked to practise the language used to make formal requests, practising the 'I would be grateful if you would…' structure.

Stage 3
Organisation of ideas. This stage is very important. Those who favour this approach believe that the organisation of ideas is more important than the ideas themselves and as important as the control of language.

Stage 4
The end result of the learning process. Students choose from a choice of comparable writing tasks. Individually, they use the skills, structures and vocabulary they have been taught to produce the product; to show what they can do as fluent and competent users of the language.

A process approach
Process approaches to writing tend to focus more on the varied classroom activities which promote the development of language use: brainstorming, group discussion, re-writing. Such an approach can have any number of stages, though a typical sequence of activities could proceed as follows;

Stage 1
Generating ideas by brainstorming and discussion. Students could be discussing qualities needed to do a certain job, or giving reasons as to why people take drugs or gamble. The teacher remains in the background during this phase, only providing language support if required, so as not to inhibit students in the production of ideas.


Stage 2
Students extend ideas into note form, and judge quality and usefulness of ideas.

Stage 3
Students organise ideas into a mind map, spidergram, or linear form. This stage helps to make the (hierarchical) relationship of ideas more immediately obvious, which helps students with the structure of their texts.

Stage 4
Students write the first draft. This is done in class and frequently in pairs or groups.

Stage 5
Drafts are exchanged, so that students become the readers of each other's work. By responding as readers, students develop an awareness of the fact that a writer is producing something to be read by someone else, and thus can improve their own drafts.

Stage 6
Drafts are returned and improvements are made based upon peer feedback.


Stage 7
A final draft is written.

Stage 8
Students once again exchange and read each other's work and perhaps even write a response or reply.

A summary of the differences
Process-driven approaches show some similarities with task-based learning, in that students are given considerable freedom within the task. They are not curbed by pre-emptive teaching of lexical or grammatical items. However, process approaches do not repudiate all interest in the product, (i.e. the final draft). The aim is to achieve the best product possible. What differentiates a process-focussed approach from a product-centred one is that the outcome of the writing, the product, is not preconceived.

Process writing
Product writing
text as a resource for comparison
ideas as starting point
more than one draft
more global, focus on purpose, theme, text type, i.e., reader is emphasised
collaborative
emphasis on creative process
imitate model text
organisation of ideas more important than ideas themselves
one draft
features highlighted including controlled practice of those features
individual
emphasis on end product




Which approach to use
The approach that you decide to use will depend on you, the teacher, and on the students, and the genre of the text. Certain genres lend themselves more favourably to one approach than the other. Formal letters, for example, or postcards, in which the features are very fixed, would be perhaps more suited to a product-driven approach, in which focus on the layout, style, organisation and grammar could greatly help students in dealing with this type of writing task.

Other genres, such as discursive essays and narrative, may lend themselves to process-driven approaches, which focus on students' ideas. Discursive activities are suited to brainstorming and discussing ideas in groups, and the collaborative writing and exchanging of texts help the students to direct their writing to their reader, therefore making a more successful text.


One or the other
The two approaches are not necessarily incompatible. I believe that process writing, i.e. re-drafting, collaboration, can be integrated with the practice of studying written models in the classroom.

What I take from the process approach is the collaborative work, the discussion which is so important in generating and organising ideas. Once students have written their first drafts, model texts can be introduced as texts for comparison. Lightbown found that learning appeared to be optimal in 'those situations in which the students knew what they wanted to say and the teacher's intervention made clear to them there was a particular way to say it.' Teacher intervention through model texts could thus aid the learning process.

I also like to incorporate the exchanging of drafts, so that the students become the readers of each others work. This is an important part of the writing experience as it is by responding as readers, both during the collaborative stage of writing in groups, as well as when reading another group's work, that students develop an awareness of the fact that a writer is producing something to be read by someone else.

As Lewis Carroll makes clear in Alice's adventures in Wonderland.

"I haven't opened it yet," said the White Rabbit, "but it seems to be a letter, written by the prisoner to somebody."
"It must have been that," said the King, "unless it was written to nobody, which isn't usual, you know."

Further Reading
Process Writing by Ron White and Valerie Ardnt
Language Teaching Methodology by David Nunan
Progressive Writing Skills by Will Fowler
Discourse Analysis for Language Teachers by Michael McCarthy.

Thursday, 29 November 2018

Modern poem

Modernism was set in motion, in one sense, through a series of cultural shocks. Modernism is with the inner self and consciousness. Modern society is perceived as impersonal, capitalist, and antagonistic to the artistic impulse. War most certainly had a great deal of influence on such ways of approaching the world.



1. T. E. Hulme The Embankment


The poet walking in the street of london and he find ecstasy in blithering kind of thing, he remembers his happy days of his past life as he included in his poem 'Flash of gold heels'. The poet suggests the art for life sake  because the modern writers concentrate on the problems of modern society. Poet also pays attention to poor condition of people. Another metaphor 'blanket of the sky'.



2. Joseph Campbell, Darkness



The poem is described in just four lines. Poet is looking at the stars and thinks that the 'The star no longer' it shows the fall of star. Poet indicates 'Darkness' in the sky because the star was passed away.



3. Edward Storer, ‘Image’

The poem tells the loneliness of foresake lovers. 'Moon' as connection between two lovers but, poet says lovers are burning to white moon. If we read this poem our imagination leads towards loneliness and isolation.


4. Ezra Pound, ‘In a station of the Matro

The title shows city life and hasty life style of modern society. Petals on a wet, black bough. Through this lines poet connects nature with modern life. Bough means branch but poet uses 'black bough' it means dead branch of a tree, poet described it ina negative way.


5. H. D. (Hilda Doolittle), ‘The Pool'


   'Pool' through the word any one can imagine about water. Poem begins with the question 'are you alive?', poet is asked about existence. Water is stored in pool, it shows flawlessness. Starfish as metaphor of restless life which is more accurate example of modern life.



6. Richard Aldington, ‘Incouscious'



 IN and out of the dreary trenches,Trudging cheerily under the stars,    I make for myself little poems    Delicate as a flock of doves.     They fly away like white-winged doves.     



   The first metaphor is dreary teachers  means dark hole and trudging cheerily  means a person drag him self empathatically. So, poet shows both side of human life which can be negative and positive. Here poet uses the example of Dove which is flie away from himself.





7. T. S. Eliot,  Morning at the window


The poem draws a picture of morning with the lots of work and poet uses the metaphor and imagery like 'damp souls of housemaids', also shows poverty of modern life with the different examples, muddy skirts, twisted faces.



8. William Carlos Williams, 'The red wheelbarrow'


Wheelbarrow means one type of cart, imagery of nature, village life. The things depends upon wheel which is used to carrying things. Different metaphors like rain, cart white chickens.


9. Wallace Stevens, Anecdote of the Jar




The poem focuses on the Jar, some kind of object. Tennessee  is the state of America, poet tells us that the Jar was upon the hill but, then jar was round upon the ground. So he suggested that how one owned the place, It took dominion everywhere this line tells us that jar was dominion over there.



10. E. E. Cummings, 'I-a


It is very short poem, the first line
suggests the loneliness and solitude, it is
a separation from the world as the poet
uses the correctly metaphor of leaf
which is falls from its branch.


So, here I tries to given my interpretation about these modern poems......

Interaction with Dr. Javed Khan for ELT

Interaction with Dr. Javed Khan for ELT
Department Of English, MKBU has organized guest lectures for students. I have attain three days session of Dr. Javed Khan sir who come from S.P.UNIVERSITY  VALLABHVIDYANAGAR . The whole session organized by Department of English MKBU.In this session we have at most Dr.Javed  Khan for the sessions.





 

   Dr. Javed khan deal with " English Language Teaching " but that I shared my experience. He delicate in his subject came to intereaction with us.

  Dr.Javed Khan sir's nature and his technique for teaching is easy and impressive  for learners, who try to communicate with students and used to share his own experience. The very first thing which he clear that he is not here, for delivering a lectures "Interaction in Class".

   First interaction on the English Language Teaching he talk about the difference between of teaching of English as native land and English as foreign language both should have different needs and ways to learned. After that the classified their is two part in it English Language Teaching .  For primary and higher education and how students level departs in each level of study and procedure.

Javed sir's Teaching style and our experience.

 
   Lastly he gave guidance or ivan say that a wonderful gift in the form of words ."If You choose your teacher who excel in your subject that he make your good future other wise teacher is not good in your subject that he is going to spoil the future of students.

Here is some points which sir teaches us and interact with in the session of ELT.

What is Initiation ? 
Why do we need initiation?
What is English Language Teaching ?






*Various purpose of  English Language Teaching



1) Key concept on ELT Discussed in class :-

TENL - Teaching English an native language
EFL - english as foreign language
ESP - English for specific purpose
ESL -english for second language
EAP -English for academic purpose


From this points he gave concept about function of  English Language Teaching in every field.

2) Core knowledge discussed in class :

English for academic purpose Liz hampir Lyon assessment and evaluation system.
English for literary purpose
Language of drama , novel and poet .
   From this topic sir talked upon  the examination system of India, Which emphasis on only on the reading skill and writing skills and also be says that EAP is focus on teaching English long like other factors like grammar etc.

   At last how it is to be useful for us as students and in exam and life as teacher  ir ay profession or human being ....

 

Javed sir 's 3 days class will also helpful for me in examination.
 Concept of ELT and other things are clear in my mind.
I have learnt so many new things from sir which  .
As a teacher of ELT, I think that one should have proper knowledge of it ,because only one  knowledgeable and well experienced  teacher  taught ELT perfectly.

Wednesday, 28 November 2018

Learning Experience :Jay Mehta on E. A.Poe's short stories

Learning Experience :Jay Mehta on E. A.Poe's short stories
Recently we had guest lecture of Dr. Jay Mehta Sir. He talk about Edger Allen Poe’s short stories.


Here, I want to share my experience of learning short stories. Dr. Jay Maheta teach us Poe with use of various examples of poems, movies and dialogues. He try to catch the attention of everyone in class.


This four days, He has talked about Poe’s  short stories like…


1) The Tell Tale Heart

“The Tell-Tale Heart” (1843)
Summary
An unnamed narrator opens the story by addressing the reader and claiming that he is nervous but not mad. He says that he is going to tell a story in which he will defend his sanity yet confess to having killed an old man. His motivation was neither passion nor desire for money, but rather a fear of the man’s pale blue eye. Again, he insists that he is not crazy because his cool and measured actions, though criminal, are not those of a madman. Every night, he went to the old man’s apartment and secretly observed the man sleeping. In the morning, he would behave as if everything were normal. After a week of this activity, the narrator decides, somewhat randomly, that the time is right actually to kill the old man.

2) The Black Cat



3) The Fall of the House of Usher
“The Fall of the House of Usher” (1839)
A striking similitude between the brother and the sister now first arrested my attention. . . .
Summary
An unnamed narrator approaches the house of Usher on a “dull, dark, and soundless day.” This house—the estate of his boyhood friend, Roderick Usher—is gloomy and mysterious. The narrator observes that the house seems to have absorbed an evil and diseased atmosphere from the decaying trees and murky ponds around it. He notes that although the house is decaying in places—individual stones are disintegrating, for example—the structure itself is fairly solid. There is only a small crack from the roof to the ground in the front of the building. He has come to the house because his friend Roderick sent him a letter earnestly requesting his company. Roderick wrote that he was feeling physically and emotionally ill, so the narrator is rushing to his assistance. The narrator mentions that the Usher family, though an ancient clan, has never flourished. Only one member of the Usher family has survived from generation to generation, thereby forming a direct line of descent without any outside branches. The Usher family has become so identified with its estate that the peasantry confuses the inhabitants with their home.
The narrator find
4) The Cask of Amontillado

“The Cask of Amontillado” (1846)
“For the love of God, Montresor!”

Summary
The narrator, Montresor, opens the story by stating that he has been irreparably insulted by his acquaintance, Fortunato, and that he seeks revenge. He wants to exact this revenge, however, in a measured way, without placing himself at risk. He decides to use Fortunato’s fondness for wine against him. During the carnival season, Montresor, wearing a mask of black silk, approaches Fortunato. He tells Fortunato that he has acquired something that could pass for Amontillado, a light Spanish sherry. Fortunato (Italian for “fortunate”) wears the multicolored costume of the jester, including a cone cap with bells. Montresor tells Fortunato that if he is too busy, he will ask a man named Luchesi to taste it. Fortunato apparently considers Luchesi a competitor and claims that this man could not tell Amontillado from other types of sherry. Fortunato is anxious to taste the wine and to determine for Montresor whether or not it is truly Amontillado. Fortunato insists that they go to Montresor’s vaults.5) The Purloined Letter


5) The purloined letter
“The Purloined Letter” (1844)
Summary
In a small room in Paris, an unnamed narrator, who also narrates “The Murders in the Rue Morgue,” sits quietly with his friend, C. Auguste Dupin. He ponders the murders in the Rue Morgue, which Dupin solved in that story. Monsieur G——, the prefect of the Paris police, arrives, having decided to consult Dupin again. The prefect presents a case that is almost too simple: a letter has been taken from the royal apartments. The police know who has taken it: the Minister D——, an important government official. According to the prefect, a young lady possessed the letter, which contains information that could harm a powerful individual. When the young lady was first reading the letter, the man whom it concerned came into the royal apartments. Not wanting to arouse his suspicion, she put it down on a table next to her. The sinister Minister D—— then walked in and noted the letter’s contents. Quickly grasping the seriousness of the situation, he produced a letter of his own that resembled the important letter. He left his own letter next to the original one as he began to talk of Parisian affairs. Finally, as he prepared to leave the apartment, he purposely retrieved the lady’s letter in place of his own. Now, the prefect explains, the Minister D—— possesses a great deal of power over the lady.
6) The Gold Bug
The story, set on Sullivan's Island, South Carolina, is often compared with Poe's "tales of ratiocination" as an early form of detective fiction. Poe became aware of the public's interest in secret writing in 1840 and asked readers to challenge his skills as a code-breaker. He took advantage of the popularity of cryptography as he was writing "The Gold-Bug", and the success of the story centers on one such cryptogram. Modern critics have judged the characterization of Legrand's servant Jupiter as racist, especially because of his comical dialect speech.

Poe submitted "The Gold-Bug" as an entry to a writing contest sponsored by the Philadelphia Dollar Newspaper. His story won the grand prize and was published in three installments, beginning in June 1843. The prize also included $100, probably the largest single sum that Poe received for any of his works. "The Gold-Bug" was an instant success and was the most popular and most widely read of Poe's works during his lifetime. It also helped popularize cryptograms and secret writing.


Poe is a famous for his horror, terror, fear, bloodshed, burying lie, macabre and various psychological abnormalities. His works created the new experience and new concept of viewing world. His works based on suspense and create the atmosphere of wonder and reality, Poe is master of ‘Tales of  mystery and imagination’. Two types of short story he writes :


[1]  Tales of horror and terror.

[2]  Tales of ratiocination.




 Characteristics of Poe's Short stories:



(1)Autobiographical elements in his writing

(2)Writer of Diction language
(3) Great creator of suspense
(4) Inner conflict in characterization
(5) Balance in head and heart


            So This session was very helpful for us. I thankful to our HOD Dr. Dilip Barad Sir for inviting Guest lecturer like Dr. Jay Mehta sir.

Review on the guest lecture on Post-Colonial studies Balaji Ranganathan

Review on the guest lecture on Post-Colonial studies.

This Blog is the feedback on Guest lecturer Balaji Ranganathan sir who came from Central University of Gujarat and he taught us about postcolonial studies.
We had three days sessions from 14th to 16th September 2018, on the  postcolonial paper.



                         Postcolonial studies is very hard to understand but Balaji sir taught each and every unit very wonderful and simple way
 I liked the teaching method of Balaji sir and what were the unique ideas/style/concept I learn from the three days.
--------->  I liked his fluency in English language, pronunciation, vocabulary, tone, voice everything was superb.
 make your surrounding English. Balaji sir also talk to us that daily conversation and communication use English language and set your mind to think about English thoughts.


--------->  Method is very important aspect in teaching learning process if method is not  interesting than students get bore.
So, I liked Balaji sir's method, he made an interaction rather than a lecture, because first he ask students that what you think about the topic and what it is and keep on asking such a questions before the beginning of the topic so students can curious about the topic.


--------->   Balaji sir has very good knowledge about the postcolonial studies. Postcolonial studies very hard, because to teach such a paper one must has the knowledge of the History, Orientalism, religions and geography of regions. Thus, Balaji sir has enough knowledge about different religions, regions, various books, philosophers, theorists etc. .


---------->   I liked the idea about the Net/Set preparation pattern in which Balaji sir gave a unique pattern that solved 8000 MCQ with proper way.

--------->  Sir also talk about the preparation that sir tell us to don't buy expansive books of literature this all material available on internet and read original text because in interview people ask about original points, concept and theory.

--------->.  he said that learn any other foreign language like Chinese, Japani, etc to make good business and earn money to one lakh. So, it was also a new ideas to be succeeded in life.
--------->  Use of Examples:

 Approach approach conflict (++)
 Approach avoidance conflict (+-)
 Avoidance avoidance conflict (--)

Sunday reading : Chimamanda Ngozi Adichie

Chimamanda Ngozi Adichie born on 15 September 1977) is a Nigerian novelist, writer of short stories, and nonfiction.

1) Talks on important of story / literature


                in 2008,adichie was awarded a macarthur genius grant. she was described in the times literary supplement as "the most prominent" of a " procession of critically acclaimed young Anglophone authors is succeeding in attracting a new generation of readers to Africa literature." her most recent book, dear ljeawele, or a feminist manifesto in fifteen suggestions, was published in march 2017. According to me chimamanda Adiche's speaking skills is wonderful and she speaks very clearly. in this vedio chimamanda adiche  talls the story of how she found her authentic cultural voice and warns that if we hear only a single story of about another person or country. she talks about many things like: character, novel, books, coutry, place, culture, nature, she talks about "the things fall apart" written by chinua achebe.



2) we should all be Feminist's:

Second video about the feminism . A very interesting talk on feminism that how society norms discriminate women from men. She gave many example of her life in which her primary incident about the class monitor was interesting. She talked  generally same thought that feminist used to talk  but I like most her thought that Culture not make people but people make culture, so we should change our ideology that we internalised. As a man we should respect women, there are many natural different between men and women in body organs but women have equal ability same as men. We make happier world in which men and women both are equal, we must raise our daughter and son in similar way. So, this about feminism is worth to listen.


3) Talk on importance of truth in Post -Truth Era

     Truth is more important .
     
• She shares her experience of lying in hospital in front of a doctor about her height.
• Another is about traffic.
• Develop a courage to speak truth...
• Again shares her experience. She was a great fan of some of the writer but she was not knowing the one name of his works.
• It's become hard to tell when we were not at best.
• Tells  importance of Harvard University. She considers them as a citizen leaders. But reminds them not to privileges over another but for the change.
• Get into the system, don't be satisfied of the success.
• Change the Media. Media must should be for truth. Not for profit or entertainment.
• Learn to say Don't know...
• Create the habit of  Self doubt...and self belief. 

28th Youth festival

Maharaja Krishnakumarsinhji Bhavnagar University celebrate 28th Youth festival on 26th 27th and 28th October in different  places.In this Youth Festival 's hosted by Takshashila institute of  commerce  and science collage.This started by Yuvarajsinhji Gohil  He and his mother and wife come in this celebration and start this programme.

In this Youth festival every college show own ability and art by their talent and give some of idea to do something different this events like singing,writing,dancing,drawing and acting play also.I was look some of events these i like it and thus I try to explain it in my words.

This programme performed different theater , and it divide 5 place and in this place's Manager and Co-Ordinate also present in and arrange PASS system.
   
1) Shree  Kalaguru  Dharamashi shah Theater First day performance  is in this theater. Group song is perform  there.

        


2)Shree Kiritsinhji gohil theater Act play perform there


   There are three one act play and every play take time 30 minutes,"Sikka ni  be baju",the theme was this play third gender. This defined  the Aristotle's poetry.It give idea about traditional way of play.This can give idea about perspective of  cultural studied  include of third gender society. The second is "Aur mujhe Fakr hai "this plays theme is nationalism it define terrorism violence honesty of soldier and suffering their family.Third one "Papan vache dariyo"this play give idea about life of fish man and his family.He don't come to home during this time what is his family situation this explain in this play.It play like a Robinson Crusoe and we look in this play feminism.


POETRY RECITATION :
       
       In this competition that when we comes that time they give subject and say to write suddenly. In this 20-25 student have take part in this Competition,and this subject like, 'The story of pen',feeling of jungle girl,song of rain and story of jungle girl describe this poem feeling Mara ghare aavo Mara ram story of SHABARI in the  Ramayana.Most of  them have write in Gujarati language and use different and high level words in Gujarati language,Only 2-3 student write good poem in 25 students.
   
    CLAY  MODELING :
                    In every art this art is beautiful and very famous in rural area.many student have take part in this art.But every model like old thus nobody new model in this art.

RANGOLI   :
        In our every function Rangoli is very famous and useful art in the world.There make Rangoli in traditional style with different colors.Some of use only color and flower and water color rope and many other thing use in this competition and try to became some thing good  and  show   their own ability.They draw different some of describe all religion, some of  draw like  FB ,google and etc.



PAINTING ,COLLAGE AND POSTER MAKING :

          Here many picture and poster it describe political, mobile ,and some modern idea.Every give different idea freedom fighter   and whats app's last update's idea describe picture,and man and insects picture.One make shurpankha's picture and it is very interesting.Some like and some do not like every have own choice.

Role of a Theacher and a learner



Teachers play vital roles in the lives of the students in their classrooms. Teachers are best known for the role of educating the students that are placed in their care. Beyond that, teachers serve many other roles in the classroom. Teachers set the tone of their classrooms, build a warm environment, mentor and nurture students, become role models, and listen and look for signs of trouble.

Teaching Knowledge

The most common role a teacher plays in the classroom is to teach knowledge to children. Teachers are given a curriculum they must follow that meets state guidelines. This curriculum is followed by the teacher so that throughout the year, all pertinent knowledge is dispensed to the students. Teachers teach in many ways including lectures, small group activities and hands-on learning activities.

Creating Classroom Environment

Teachers also play an important role in the classroom when it comes to the environment. Students often mimic a teacher’s actions. If the teacher prepares a warm, happy environment, students are more likely to be happy. An environment set by the teacher can be either positive or negative. If students sense the teacher is angry, students may react negatively to that and therefore learning can be impaired. Teachers are responsible for the social behavior in their classrooms. This behavior is primarily a reflection of the teacher’s actions and the environment she sets.

Role Modeling

Teachers typically do not think of themselves as role models, however, inadvertently they are. Students spend a great deal of time with their teacher and therefore, the teacher becomes a role model to them. This can be a positive or negative effect depending on the teacher. Teachers are there not only to teach the children, but also to love and care for them. Teachers are typically highly respected by people in the community and therefore become a role model to students and parents.

Mentoring

Mentoring is a natural role taken on by teachers, whether it is intentional or not. This again can have positive or negative effects on children. Mentoring is a way a teacher encourages students to strive to be the best they can. This also includes encouraging students to enjoy learning. Part of mentoring consists of listening to students. By taking time to listen to what students say, teachers impart to students a sense of ownership in the classroom. This helps build their confidence and helps them want to be successful.

Signs of Trouble

Another role played by teachers is a protector role. Teachers are taught to look for signs of trouble in the students. When students’ behaviors change or physical signs of abuse are noticed, teachers are required to look into the problem. Teachers must follow faculty procedures when it comes to following up on all signs of trouble




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The most important thing when engaging students in any role in school is to acknowledge their first duty: Learning. Their learning is paramount to being meaningfully involved throughout schools. Learning through meaningful student involvement should include: stated learning goals, meaningful action, and sustained, deep reflection.

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Following are a several roles students can have that can transform schools and education forever.






Roles for Students throughout the Education System
Students as Facilitators. Knowledge comes from study, experience, and reflection. Engaging students as learning guides and facilitators helps reinforce their commitment to learning and the subject they are teaching; it can also engage both young and older learners in exciting ways.
Students as Researchers. Identifying issues, surveying interests, analyzing findings, and developing projects in response are all powerful avenues for Student Voice.
Students as Planners. Planning includes program design, event planning, curriculum development, and hiring staff. Students planning activities can lend validity, creativity, and applicability to abstract concepts and broad outcomes.
Students as Organizers. Community organizing happens when leaders bring together everyone in a community in a role that fosters social change. Students community organizers focus on issues that affect themselves and their communities; they rally their peers, families, and community members for action.
Students as Advocates. When students stand for their beliefs and understand the impact of their voices, they can represent their families and communities with pride, courage, and ability.
Students as Evaluators. Assessing and evaluating the effects of programs, classes, activities, and projects can promote Student Voice in powerful ways. Students can learn that their opinions are important, and their experiences are valid indicators of success.
Students as Experts. Envisioning roles for students to teach students is relatively easy; seeing new roles for students to teach adults is more challenging. Students specialists bring expert knowledge about particular subjects to programs and organizations, enriching everyone’s ability to be more effective.
Students as Advisors. When students advise adults they provide genuine knowledge, wisdom, and ideas to each other, adults, schools, and education agencies, and other locations and activities that affect them and their world at large.
Students as Designers. Students participate in creating intentional, strategic plans for an array of activities, including curriculum, building construction, students and community programs, and more.
Students as Teachers. Facilitating learning for themselves, other students and educators, other adults in schools, or adults throughout our schools can be teachers of small and large groups in all kinds of topics. [Examples]
Students as Grant-makers. Students can identify funding, distribute grants, evaluate effectiveness, and conduct other parts of the process involved in grant-making.
Students as Lobbyists. Influencing policy-makers, legislators, politicians, and the people who work for them are among the activities for students as lobbyists.
Students as Trainers. When they train adults, students, children, and others, youth can share their wisdom, ideas, knowledge, attitudes, actions, and processes in order to guide programs, nurture organization and community cultures, and change the world.
Students as Politicians. Running for political office at the community, city, county, or state levels, students can be politicians in a variety of positions. In some places, they can run for school boards or as education trustees too.
Students as Recruiters. Students building excitement, sharing motivation, or otherwise helping their peers and other people to get involved, create change, or make all sorts of things happen throughout schools and the entire education system.
Students as Social entrepreneurs. When students recognize a social problem, they can use entrepreneurial principles to organize, create, and manage a venture to make schools and their communities change.
Students as Paid staff. When schools hire students, they can be staff members in schools and throughout the education system. They can fulfill many roles on this list in paid positions.
Students as Mentors. Mentoring is a non-hierarchical relationship between students and adults, adults and students, or among students themselves, that helps facilitate learning and guidance for each participant.
Students as Decision-Makers. Making rules in classrooms is not the only way to engage students in decision-making. Participating in formal and informal decision-making, students can be school board members, education committee members, and in many different roles throughout schools.
Students as Activity Leaders. As activity leaders in schools and education agencies, students can facilitate, teach, guide, direct, and otherwise lead youth, adults, and children in a variety of ways.
Students as Policy-Makers. When they research, plan, write, and evaluate education rules, regulations, laws, and other policies, students as policy-makers can enrich, substantiate, enliven, and impact the outcomes of policies and schools in many ways.

Example :-










movie review of mourning becomes Electra









Mourning Becomes Electra
Eugene O'Neill's post-Civil War version of the ancient Greek classic was at best 'good for those who like that sort of thing'. The success of the 1931 play proved that there were plenty who did # or who were drawn by the O'Neill name and/or a sense that they owed it to themselves aesthetically to see Electra.

Eugene O’Neill’s post-Civil War version of the ancient Greek classic was at best ‘good for those who like that sort of thing’. The success of the 1931 play proved that there were plenty who did # or who were drawn by the O’Neill name and/or a sense that they owed it to themselves aesthetically to see Electra.

Unfortunately, the picture # although still laden with tense drama # lacks much of the impact of the play. The five-hour play (plus an hour’s intermission for dinner) seemed less long than the 2 hours and 53 minutes of picture, which is run without intermission.

Nichols, who produced, directed and wrote the adaptation for the screen, will rate a bow from the O’Neill lovers in that he has made no compromises. The picture is every bit as unrelenting in its detailing of family tragedy, brought on by the warping effect of Puritan conscience in conflict with human emotion, as was the play. Even the distorted Oedipus relationships are unflaggingly handled. Never is there concession to a smile or other relaxation from the hammering tragedy of murder, self-destruction and twisted, dramatic emotionalism. The legend has been set down in almost modern surroundings and given the locale and speech, the morals and manners of Civil War New England.

Performances are uniformly good, although they never rise beyond the drama that is inherent in the situations themselves. Too often the emoting consists of Rosalind Russell, and Michael Redgrave popping their eyes. Outstanding are Raymond Massey and Henry Hull, the latter in the secondary role of an aged retainer.

1947: Nominations: Best Actor (Michael Redgrave), Actress (Rosalind Russell)

Mourning Becomes Electra

PRODUCTION: RKO. Director Dudley Nichols; Producer Dudley Nichols; Screenplay Dudley Nichols; Camera George Barnes; Editor Roland Gross, Chandler House; Music Richard Hageman; Art Director Albert S. D'Agostino

CREW: (Color) Available on VHS, DVD. Extract of a review from 1947. Running time: 173 MIN.

WITH: Rosalind Russell Michael Redgrave Raymond Massey Katina Paxinou Leo Genn Kirk Douglas





The Homecoming
It is late spring afternoon in front of the Mannon house. The master of the house, Brigadier-General Ezra Mannon, is soon to return from war.

Lavinia, Ezra's severe daughter, has just come, like her mother Christine, from a trip to New York. Seth, the gardener, takes the anguished girl aside. He needs to warn her against her would-be beau, Captain Brant. Before Seth can continue, however, Lavinia's suitor Peter and his sister Hazel, arrive. Lavinia stiffens. If Peter is proposing to her again, he must realize that she cannot marry anyone because Father needs her.

Lavinia asks Seth to resume his story. Seth asks if she has not noticed that Brant looks just like her all the other male Mannons. He believes that Brant is the child of David Mannon and Marie Brantôme, a Canuck nurse, a couple expelled from the house for fear of public disgrace.

Suddenly Brant himself enters from the drive. Calculatingly Lavinia derides the memory of Brant's mother. Brant explodes and reveals his heritage. Lavinia's grandfather loved his mother and jealously cast his brother out of the family. Brant has sworn vengeance.

A moment later, Lavinia appears inside her father's study. Christine enters indignantly, wondering why Lavinia has summoned her. Lavinia reveals that she followed her to New York and saw her kissing Brant. Christine defiantly tells Lavinia that she has long hated Ezra and that Lavinia was born of her disgust. She loves her brother Orin because he always seemed hers alone.

Lavinia coldly explains that she intends to keep her mother's secret for Ezra's sake. Christine must only promise to never see Brant again. Laughingly Christine accuses her daughter of wanting Brant herself. Lavinia has always schemed to steal her place. Christine agrees to Lavinia's terms. Later she proposes to Brant that they poison Ezra and attribute his death to his heart trouble.

One week later, Lavinia stands stiffly at the top of the front stairs with Christine. Suddenly Ezra enters and stops stiffly before his house. Lavinia rushes forward and embraces him.

Once she and Ezra alone, Christine assures her that he has nothing to suspect with regards to Brant. Ezra impulsively kisses her hand. The war has made him realize that they must overcome the wall between them. Calculatingly Christine assures him that all is well. They kiss.

Toward daybreak in Ezra's bedroom, Christine slips out from the bed. Mannon's bitterly rebukes her. He knows the house is not his and that Christine awaits his death to be free. Christine deliberately taunts that she has indeed become Brant's mistress. Mannon rises in fury, threatening her murder, and then falls back in agony, begging for his medicine. Christine retrieves a box from her room and gives him the poison.

Mannon realizes her treachery and calls Lavinia for help. Lavinia rushes to her father. With his dying effort, Ezra indicts his wife: "She's guilty—not medicine!" he gasps and then dies. Her strength gone, Christine collapses in a faint.

The Hunted
Peter, Lavinia, and Orin arrive at the house. Orin disappointedly complains of Christine's absence. He jealously asks Lavinia about what she wrote him regarding Brant. Lavinia warns him against believing Christine's lies.

Suddenly Christine hurries out, reproaching Peter for leaving Orin alone. Mother and son embrace jubilantly. Suspiciously Orin asks Christine about Brant. Christine explains that Lavinia has gone mad and begun to accuse her of the impossible. Orin sits at Christine's feet and recounts his wonderful dreams about her and the South Sea Islands. The Islands represented all the war was not: peace, warmth, and security, or Christina herself. Lavinia reappears and coldly calls Orin to see their father's body.

In the study, Orin tells Lavinia that Christine has already warned him of her madness. Calculatingly Lavinia insists that Orin certainly cannot let their mother's paramour escape. She proposes that they watch Christine until she goes to meet Brant herself. Orin agrees.

The night after Ezra's funeral, Brant's clipper ship appears at a wharf in East Boston. Christine meets Brant on the deck, and they retire to the cabin to speak in private. Lavinia and an enraged Orin listen from the deck. The lovers decide to flee east and seek out their Blessed Islands. Fearing the hour, they painffully bid each other farewell. When Brant returns, Orin shoots him and ransacks the room to make it seem that Brant has been robbed.

The following night Christine paces the drive before the Mannon house. Orin and Lavinia appear, revealing that they killed Brant. Christine collapses. Orin knees beside her pleadingly, promising that he will make her happy, that they can leave Lavinia at home and go abroad together. Lavinia orders Orin into the house. He obeys.

Christine glares at her daughter with savage hatred and marches into the house. Lavinia determinedly turns her back on the house, standing like a sentinel. A shot is heard from Ezra's study. Lavinia stammers: "It is justice!"

The Haunted
A year later, Lavinia and Orin return from their trip East. Lavinia's body has lost its military stiffness and she resembles her mother perfectly. Orin has grown dreadfully thin and bears the statue-like attitude of his father.

In the sitting room, Orin grimly remarks that Lavinia's has stolen Christine's soul. Death has set her free to become her. Peter enters from the rear and gasps, thinking he has seen Christine's ghost. Lavinia approaches him eagerly. Orin jealously mocks his sister, accusing her of becoming a true romantic during their time in the Islands.

A month later, Orin works intently at a manuscript in the Mannon study. Lavinia knocks sharply at the locked door. With forced casualness, she asks Peter what he is doing. Orin insists that they must atone for Mother's death. As the last male Mannon, he has written a history of the family crimes, from Abe's onward. Lavinia is the most interesting criminal of all. She only became pretty like Mother on Brant's Islands, with the natives staring at her with desire.

When Orin accuses her of sleeping with one of them, she assumes Christine's taunting voice. Reacting like Ezra, Orin grasps his sister's throat, threatening her murder. He has taken Father's place and she Mother's.

A moment later, Hazel and Peter appear in the sitting room. Orin enters, insisting that he see Hazel alone. He gives her a sealed envelope, enjoining her to keep it safe from his sister. She should only open it if something happens to him or if Lavinia tries to marry Peter. Lavinia enters from the hall. Hazel moves to leave, trying to keep Orin's envelope hidden behind her back. Rushing to Orin, Lavinia beseeches him to make her surrender it. Orin complies.

Orin tells his sister she can never see Peter again. A "distorted look of desire" comes into his face. Lavinia stares at him in horror, saying, "For God's sake—! No! You're insane! You can't mean—!" Lavinia wishes his death. Startled, Orin realizes that his death would be another act of justice. Mother is speaking through Lavinia.

Peter appears in the doorway. Unnaturally casual, Orin remarks that he was about to go clean his pistol and exits. Lavinia throws herself into Peter's arms. A muffled shot is heard.

Three days later, Lavinia appears dressed in deep mourning. A resolute Hazel arrives and insists that Lavinia not marry Peter. The Mannon secrets will prevent their happiness. She already has told Peter of Orin's envelope.


Peter arrives, and the pair pledges their love anew. Started by the bitterness in his voice, Lavinia desperately flings herself into his arms crying, "Take me, Adam!" Horrified, Lavinia orders Peter home.

Lavinia cackles that she is bound to the Mannon dead. Since there is no one left to punish her, she must punish herself—she must entomb herself in the house with the ancestors.

Thinking activity on Robert Frost poem the design

Robert Frost and Design




Design is a fourteen line sonnet which explores the notion that nature and the whole universe is designed by a malevolent intelligence. It is based on the everyday observation of a spider on a flower holding up a dead moth but essentially the poem is playing around with theological argument.

"And God saw everything that he had made, and behold, it was very good."


From a simple first person scenario the poem moves into more complex narrative, using paradox and allusion and other devices, before ending up with a sestet of puzzling questions.

In typical fashion Robert Frost crafts his poem with technical ingenuity and ambiguity, leaving the reader to work out the answers to a series of questions that defy concrete conclusions. Irony lurks as always, and there are some fascinating shifts of rhythm and rhyme.
Frost's first attempt at this poem came in 1912 and he titled it In White. This first draught was altered ten years later when it was first published as Design (American Poetry 1922: A Miscellany), the definitive version appearing in a collected volume, A Further Range, in 1936.

It was whilst teaching his New Hampshire students metaphysics in 1912 that Frost came across the ideas of William James, a well known psychologist, in his book Pragmatism, which deals with the nature and application of truth. In Lecture 3 there is a fascinating paragraph directly related to Frost's poem:

The mere word 'design' by itself has, we see, no consequences and explains nothing. It is the barrenest of principles. The old question of whether there is design is idle. The real question is what is the world, whether or not it have a designer -and that can be revealed only by the study of all nature's particulars.

So, it is possible to imagine Frost the poet going out one day and observing the spider with the moth on the flower and being inspired to create his sonnet, having had inspiration from the writings of William James.

Design is often seen as Frost's dark response to the classical argument from design, the argument for an intelligent benevolent God. This is why some teachers shy away from this powerful poem, believing it to be a construct against the existence of this good God. My


Further Analysis
Design does ask some profound questions about the nature of the universe, whether or not it is godless - or if there is an omnipotent intelligence why design darkness into the fabric of life?

This sonnet starts off innocently enough, the steady iambic rhythm, familiar and safe, taking the first person speaker outdoors, where a slightly unusual spider is discovered on a wild flower, called a heal-all.

The spider has probably just eaten. It's fat, well fed, dimpled like a baby, and sits on a flower - white against white.

White is highly significant in this poem because it is mentioned several times. It is a symbol of purity and innocence and is often associated with angelic beings in the bible.
And the flower is aptly named. It is a panacea for many different ills in herbal medicine so the fact that the spider is sitting on this plant suggests there is a benevolent relationship between the two?

Hardly. The poet is being ironic, choosing white to contrast deeply with the dark business of the hunting and devouring spider, in cahoots with the ironically named heal-all.
The moth is a prize being held high by the spider, like a piece of rigid satin cloth. This implies that the cloth has been ripped, a parallel with the death veils that cover the dead in a casket or coffin, now raised like a flag.

The predator is victorious, the image becoming a little sinister - from the initial innocence fear is creeping in. And this fear mixes with surrealism in the fifth line, an echo of a breakfast commercial coming through as the three 'ingredients' are likened to a broth, no ordinary broth it turns out.

In Shakespeare's Macbeth the three witches appear in the first scene, and taunt the leading protagonist with their hubble bubble toil and trouble chants. They eventually forecast his downfall, undermining the concept of freewill, implying that there is some grand design behind all life.
The last two lines of the octet describe in rather playful terms what these special ingredients are - so the spider is a snow-drop, the flower a froth (a foam which was supposedly dropped on plants by the moon) and the moth's wings a paper kite.

Thursday, 22 November 2018

Online or offline

Online or offline



तू भी ओनलाइन हे ओर में भी ओनलाइन हूं।
बस बातें नही है रही ।
 न जाने क्यूं तू चुप है।
ऐ केसी नाराज गी है ।
तो फिर क्या फ़ाई दा ओनलाइन रेह ने का।
जो तू जे बात ही नहीं कर नी तो।
न जाने क्यूं तुज क्या हुआ है।
क्यू तू पास हो कर भी दूर हो।
क्यू मूजे ही हर बार एमएसजी कर ना पड़ ता है।
जो तू एमएसजी करे गि तो तेरा अभिमान नहीं टूट जाएं गा।
क्यू मजे ही इंतजार करना पड़ता है तेरा।
क्या तू भी मेरे एमएसजी का इंतजार कर रही है।
तो फ़िर तेरा मेरा ओनलाइन रे हने का क्या फायदा " सनम" ।
बस तेरा ओनलाइन देख कर ही खुश है।
पर ई ख़ुशी और भी बढ़ जाती जो तेरा एमएसजी आ जाता।
सुनो री सखी क्या कर रही हो।
तेरे एमएसजी के इंतजार में ओनलाइन होते होते थक चुका हूं।
आब मजे ऑफलाइन कर दे।
सरीफ एक एमएसजी की तो बात है।
सुनो री सखी ई इंतजार बहुत हूं आ।

इसी लिए माही के गए नहीं रही ओनलाइन ओर नहीं ऑफलाइन।
करो इंतजार सखी के ऑन होने कारी उन के ऑन होते - होते सयाद में ऑफ न हो जावू।

Sunday, 4 November 2018

रोशनी के संग

के से तेरा शुक्रिया करू, ओ रोसनी।
आज तुने मुजे पूरा कर दिया।
जो कामी थी , वो तूने पूरी की रोशनी।
मुजे उजाला दे कर , खुद अंधेरों में चली गई।
ओ रोशनी , वापस आज तेरे बीन जिंदगी अधूरी सी है।
वापा मुजे मेरी रोशनी से मिला दो कोयी।
तू वापस आज , अब अंधेरों से डर लगता है।
न जाने क्यूं अब अपने आप को देखे नहीं पता।
यार्र वापस आजा ओ

रोशनी ने उजालों से मिला दीया।
तेरा शुक्रिया के से करू तेरा।
तेरे आने से मेरा अंधेरा दूर कर दिया ।
केस शुक्रिया करू तेरा।
माफ़ कर दे यारा में वो खुशी न दे सका ।
तेरी ख़ुशी के बदले तुजे दुख ही दीया।
माफ़ कर दे यारा।
पर तू वापस आजा मेरी रोशनी ।
तेरे जाने से जे से रात- दिन में कोय फर्क ही नहीं ।
आजा वापस एक बार फिर से वही मील ते है जहा।
पहली बार मिले थे ।
फिर से एक बार मील जा वही मोड़ पे जहा मीले थे।
आजा फिर से वेसे ही बात कर ते हे जैसे ,
पहली बार बात की थी।
फिर वैसे ही वापस मिल ते हे जैसे पहली बार मिले थे।
तेरी रोशनी के बिना में अधूरा हूं।
वापा स मील जा वैसे ही जैसे चांद को रात का इंतजार रहे ता है।
वे से ही मील जा वापस यारा।
तेरा बिना जिंदगी जे से रेगिस्तान में प्यासे को पानी वैसे तेरे बिना जिंदगी आधुरी है।

इसी लिए "माही" के गए सुनो री रोशनी ।
आवो री रोशनी वापस एक हो जाय ।

Saturday, 20 October 2018

दो जाम मेखाने के नाम

ऐ केसी तनहा पन से गुजर रहा हूं ।
आज तो ये जाम की प्यालियां भी जैसे बागी सी है ।
आज फिर किसी की यादों ने दील पे दस्तक दी है ।
ओर फिर से आखे नम सी हो रखी है ।
न जाने क्यूं आज ये सराब का नशा फिका हो गया ।
आज फिर गम ने घेर लिया है ।
आज आशु भी लफ्ज़ बन कर रो रहे है।

क्या बताएं जनाब आज-कल उजालों का दामन छोड़ दी या है।
बस अब य मेखाने की बुज ती हुई रोशनी से ही पयार हों गया है।
न जाने कब वो सूरज की रोशनी का दीदार किया था।
लम्बा समय हो गया उस रोशनी को देखे।

अब अंधेरी रात से ओर इस जाम की प्यालियां के साथ वकत बीत जाता है।
जनाब पहले मुझे लगता था की में अकेला हूं पर इस मेखान में बेठा हर एक इंसान
उजालों के फरेब का सिकार हुए हैं।

इसी लिए "माही"  के गए करी ऐ संग मेखाने का निर्वाण हो ई,
जलदी ,ओर जो उजालों के पीछे जय ता ज़िन्दगी हो ई नरक।

Tuesday, 16 October 2018

શું કરે છે તું ?

કેમ છે તને શું કરે છે ?
તું નથી તરી વાતો નથી તારી યાદ છે.
 બસ હવે શું થશે એજ નથી સમજાતું .
શું કામ તું સાવ આમ મને છોડી ચલી ગયી .
તારો નય તો કઈ નય મારો તો વિચાર કરિયો હોતા.
શું કરે છે તુ હવે તો મરી વાતો પન અધૂરી છે.
તારા વગર હું પન પૂરો છું કે અધૂરો એ પન ખબર નથી.
સાવ આમજ છોડી ચાલી જવું તુ તો તુ શું કામ આવી તી.
તારા વગર પન જીવું છુ ને તારી યાદો સાથે પન જીવું છું.
બસ હવે  છેલા સ્વાસ ની રાહ જોવ છું.
શું કરે છે તુ ?

બસ હવે ન તો તરી યાદ આવે છે નાતો એ વીતે લો સમેય,
બસ હવે તો આસુ ઓ પન સુ કાય ગયા છે.
હવે ફરી જીવ માં જીવ તો આવો છે.
પરંતુ એ પ્રેમ ને તારી યાદો હવે પાછી ન આવે તો સારું.
હવે હું ફરી નથી તૂટવા માગતો.
તે ને તરી યાદો એ બોવ તોડી નાખો છે હવે ફરી થી હું ટૂટી ન હી સકું.

બસ તુ જેમ ચાલી ગય એમ હું પન ચાલો  જાય.
હું એકલા જીવતા સીખી ગયો છું.

બસ હવે તુ પન જીવ તા શીખી જા.
શું કરે છે તુ ?

2.1

  2.1 it's not only words wps office from Goswami Mahirpari