Bonfire

 #SUNDAY READING

#Thinking Activity

Hello readers! 

 Welcome to my blog, here on this holi we have thinking activity on festival of bonfire, which is celebrate worldwide, so here I would like to refers brief introduction of bonfire, history and myth behind it as well as how  many Countries celebrate this festival. 

#What is bonfire? 

A bonfire is a large and controlled outdoor fire, used either for informal disposal of burnable waste material or as part of a celebration.

#Bonfire Night

Bonfire Night is a name given to various annual celebrations characterised by bonfires and fireworks. The event celebrates different traditions on different dates, depending on the country. Some of the most popular instances include Guy  Fawkes Night (5 November) in Great Britain which is also celebrated in some Commonwealth countries; Northern Ireland Eleventh Night (11 July), and 5 November in Newfoundlan and rabrador In various parts of Ireland, Bonfire Nights are held on St. John Lewis(23 June), Bealtaine eve (30 April) and Halloween (31 October). In Scandinavian it is known as Walpurgis Night(30 April) and in Denmark's also (23 June). St. John's Eve's is also a very important celebration in Spain and Northern Portugal. Several other cultures also include night-time celebrations involving bonfires and/or fireworks.

# How many countries celebrate Bonfire? Why? 

Diwali - India

The best-known Hindu festival is known as the “festival of lights.” Diwali (or Deepavali) means “rows of lighted lamps” and, during this time, houses, shops and public places are decorated with diyas (small earthenware oil lamps), elaborate feasts are prepared and spectacular fireworks displays light up the skies.

The five-day festival (November 13-17 this year) celebrates the triumph of good over evil and is celebrated throughout India and around the world (in Singapore, Trinidad and Tobago, Mauritius, Myanmar and London among many others).

Guy Fawkes Night (Bonfire Night) - England

“Remember, remember the fifth of November - gunpowder, treason and plot” goes the nursery rhyme, chanted in the run-up to Guy Fawkes Night (November 5). It goes back to 1605 when Guy Fawkes, one of the members of the Gunpowder Plot, was arrested while guarding explosives in the House of Lords, London. With the plot to blow up the House of Lords - and kill King James I - foiled, Londoners lit bonfires around the city in celebration.

The bonfire tradition continues to this day, and usually there’s an effigy of Guy Fawkes placed at the centre of it. One of the biggest celebrations is in the town of Lewes in Sussex where, in recent years, effigies of various current figures, including those from the UK banking world, have been burned.

Daizenji Tamataregu Shrine’s “Oniyo” - Fukuoka, Japan

Fukuoka, capital of Fukuoka Prefecture on Kyushu Island, is one of Japan’s largest cities and hosts one of its oldest fire festivals. Daizenji Tamataregu Shrine’s “Oniyo” (Fire Festival) is a ceremony to drive away evil spirits that has been practiced for 1,600 years. It’s held in early January each year. A “devil fire” that has been guarded at the temple is transferred - at around 9 p.m. on the seventh day (January 7) - to six massive torches measuring one meter in diameter and 15 meters long.

The torches are transported around the grounds of the shrine by a group of men in loincloths. It sounds like a potential health-and-safety issue, but it’s considered to be good luck if embers or ash from the torches fall on them.

 Jeongwol Daeboreum Deulbul Festival - Jeju, S. Korea

In early February, the Jeongwol Daeboreum Deulbul Festival takes place on the island of Jeju off the coast of South Korea. It’s a fairly new festival, younger than 20 years old, but its origins go back to the time when families kept cows.

To keep the grass grazeable, farmers set fire to the fields in the mountains to destroy old grass and kill harmful insects. Today, a hilltop is set alight to pray for health and a good harvest in the coming year. There’s a torchlight march, straw-rope making competition and deumdol (rock) lifting.

Samhain 2012 - Out of the Darkness - Altoona, Florida, USA

More than 500 pagans gather in Florida for the state’s largest pagan festival. Running from October 31 to November 4 at Camp Ocala, each day is filled with feasting, rituals, drumming, dancing and live entertainment.

The main ritual in 2012 is centred around the “Burning Times” when so-called “witches” were put to death.

Quema del Diablo (Burning of the Devil) - Guatemala

In early December Guatemalans ready themselves for the Christmas season by...driving the devil from their homes and burning him in the streets! For centuries - at least since the 1700s - the traditional ceremony has been performed to chase bad spirits from homes and neighborhoods.

By watching bonfires, firework displays and burning devil figures in the streets, locals say they are spiritually cleansing themselves. The tradition is best experienced in Guatemala City and Antigua, but many towns throughout Guatemala host similar ceremonies.

Thank you... 

When God is a Traveller

 Thinking Activity

Hello readers! 

   Welcome to my blog, here I would like to present my interpretation on the poem 'Where God is a Traveller' by Arundhati Subramaniyam, who also won the Sahitya Academy Award. 

#Arundhati Subramaniyam

Arundhathi Subramaniam is an Indian poet, writer, critic, curator, translator, Journalist, writing in English. 

#When God Is a Traveller

 (wondering about Kartikeya/ Muruga/ Subramania, my namesake)

 Trust the god back from his travels, his voice wholegrain (and chamomile), 

his wisdom neem, his peacock, sweaty-plumed, drowsing in the shadows.

 Trust him who sits wordless on park benches listening to the cries of children fading into the dusk, 

his gaze emptied of vagrancy, his heart of ownership.

Trust him who has seen enough— revolutions, promises, the desperate light of shopping malls, hospital rooms, manifestos, theologies, the iron taste of blood, the great craters in the middle of love. 

Trust him who no longer begrudges his brother his prize, his parents their partisanship. 

Trust him whose race is run, whose journey remains, who stands fluid-stemmed knowing he is the tree that bears fruit, festive with sun.

Trust him who recognizes you— auspicious, abundant, battle-scarred, alive— and knows from where you come. 

Trust the god ready to circle the world all over again this time for no reason at all other than to see it through your eyes.

Da Vinci Code

 Thinking Activity

Hello readers! 

 Welcome to my blog, here I would like to write my response of the post viewing task of The Da Vinci Code. 

#About The Text:

The Da Vinci Code is a 2003 mystery thriller novel by Dan Brown. It is Brown's second novel to include the character Robert Landon,the first was his 2000 novel Angels and Demons.The Da Vinci Code follows "symbologist" Robert Landon. and Cryptologist Sophie Neveu. after a murder in the Louvre Museum in Paris causes them to become involved in a battle between the Priory of Sion and Opus Dei over the possibility of Jesus Christ and Mary Magdalene having had a child together.

1.Brown states on his website that his books are not anti-Christian, though he is on a 'constant spiritual journey' himself, and says that his book The Da Vinci Code is simply "an entertaining story that promotes spiritual discussion and debate" and suggests that the book may be used "as a positive catalyst for introspection and exploration of our. 

   According to Brown states that his books are not  anti-Christian, though he is on 'constant spiritual journey' himself, but if study this novel then what we can find is it anti-Christian or not? Of course it is problematic he says that the book may be used as a positive catalyst for introspection and exploration of our. In this novel Brown gave some factual evidence is on the side of like anti-Christian, and also in the novel we can see that they are searching for the truth if Jesus Christ and mary Magdalene, Brown do not lay on religion by portrait character of sophie Neveu, who don't believe in lies of religion told by priest, somewhere she has no faith in religion also. 

What difference do you see in the portrayal of 'Ophelia' (Kate Winslet) in Kenneth Branagh's Hamlet, 'Elizabeth' (Helena Bonham Carter) in Kenneth Branagh's Mary Shelley's Frankenstein or 'Hester Prynne' (Demi Moore) in Roland Joffé's The Scarlet Letter' or David Yates's 'Harmione Granger' (Emma Watson) in last four Harry Potter films - and 'Sophie Neuve' (Audrey Tautau) in Ron Howard's The Da Vinci Code? How would justify your answer?

    In the Movie The Da Vinci Code Ron maintained sacredness in Sophie's portrayal in movie and thus, even if Dan's Sophie is kissed on lips, he do not show those scenes in movie, of course one more thing is that Sophie Neveu is not presented as male object but built up as strong character with feminist perspective. While on the another character like Ophelia in the Hemlet written by Shakespeare, in movie adaptation they take much liberty to portrait the character of Ophelia, show nude and objective also. 

  While we see the character of Hermione Granger is also used as desired object of male-ego the object to be owned to show superiority over the others. That is why she becomes bone of contention between Ron weasly and Harry Potter. 

Mass Media and Communication :Journalism

 JOURNALISM : #FEATUREWRITING  # LEADWRITING

  Hello readers! 

            Welcome to my blog, here I would like through some light on featurewriting and Leadwriting of the journalism, so let's discuss..... 

  Mass Media and Communication is not only a wide concept but also the need of the time. In the Present time, there are innumerable mass communication tools available.here we are going to see one of the tool journalism. 

# Leadwriting :

In news articles, the lead is a summary of what the whole thing is about answering the questions Who? What? Where? When? Why?

Short, Sharp Summary of things, readers are curious to read.

There is a hard lead and a soft lead…

Hard Lead gives a comprehensive view of entire event, while soft lead gives a short account of that event with catchy title. 

# Featurewriting :

   Key function is to humanize, to add colour, to educate, to entertain, to illuminate.

·       A feature story may or may not tied to a current event.

·       Will often be longer in size than a traditional news story.

·       Use ‘features’ when you want to:

-         explain, expand and/or analyse previous news stories

-         profile a person

-         document a trend in society

-         create a ‘how – to” guide

·       Feature types are:-

1.    Personality Profiles

2.    Human Interest Stories

3.    Trend Stories

4.    Analysis Stories

·       Features are written to hook the reader and draw them into the story.

·       It may include direct quotations, observations and additional background throughout the story.

#Writing a Feature

·       Choose a theme

·       Has a story been done before?

·       Is the story of interest to the reader?

·       Does the story have holding power (appealing power)?

·       What makes the story worthy of being reported?

·       The theme answers the questions ‘so what’?

·       Read or watch different kinds of features and stories. Reading and observing can help you understand the nuances of presenting your ideas clearly and concisely.

·       Study the language, ideas, presentation and the wrap-up patterns of various feature stories.

·       Think clearly. Be sure about the purpose of writing the feature story. It can be for dissemination of information, appreciation and instructional. Learn how to distinguish one from the other

·       Visualize the reaction of your reader. Reflect if you can draw the attention of the reader by your presentation.

The White Tiger

 Thinking Activity

Hello readers! 

     Welcome to my blog, here this blog is the part of academic study, the novel 'The white Tiger' by Arvind Adiga is the part of our syllabus, so we have had various discussion on this as well as movie screening of 'The White Tiger' which is recently released on Netflix. One another movie which is also help to understand some issue which is reflect in this novel. Our sir has already gave some points to ponder upon so, let's begin.... 

   First of all  we should have to start with the brief introduction of the novel 'The White Tiger' as well about the author Arvind Adiga. 

# About the novel ' The White Tiger'

The White Tiger is the debut novel by Indian author Aravind Adiga. It was first published in 2008 and won the 40th Man Booker Prize in the same year.The novel provides a darkly humorous perspective of India's class struggle in a globalized world as told through a retrospective narration from Balram Halwai, a village boy. In detailing Balram's journey first to Delhi, where he works as a chauffeur to a rich landlord, and then to Bangalore, the place to which he flees after killing his master and stealing his money, the novel examines issues of the Hindu religion, caste, loyalty, corruption and poverty in India.Ultimately, Balram transcends his sweet-maker caste and becomes a successful entrepreneur, establishing his own taxi service. In a nation proudly shedding a history of poverty and underdevelopment, he represents, as he himself says, "tomorrow."

                                      

# Author: Arvind Adiga

    Aravind Adiga (born 23 October 1974) is an Indian writer and journalist. His debut novel, The White Tiger, won the 2008 Man Booker Prize.

# The India represented in the novel The White Tiger :

     Yes, I am agree that, we can see the image of India or the represention of India in this novel, there were to types of class rich and poor, poor class people have not opportunity, which rich people already have,  this is very true which is represented in this novel for example protagonist of this novel Balram halwai, who is already in poor class, can't even get schooling even he got scholarship to go in Delhi for further education, because of family condition not well his father have not money to pay political leaders of their village. While on the another side the political leader's son Mr. Ashok, who has all the ways, he can do whatever he want but can't use it. So we can said that in India there are many people who still suffer from poverty, and can't do whatever they what because of financial problems. 

     

  The situation of village in this novel also represented the india, the india, of course not in the developed countries, but still the situation of village life is also depicted alot like join family, where one of the member can't take decision if individual as represented by Balram, he want to became driver of Mr. Ashok, for this he has to take permission of his granny ma for this with a bunch of promises, this is also a part of join family in India about dependency. While, if we discuss about the image of indian village, there were no facilities for villagers like communing system, there were no vehicle in good number, of this is not only one problem, there is so many facilities which the normally villagers can't get. 

   The political leaders in this novel represented the image of India. Political leaders in this novel remains in power power position. There were not any government officer or employees to handle the village well but I stead of that there is only political leaders to handle the village and they are treated villagers not well. They behaves likes they are in power positions, and that's perhaps true that the Indian society has required good authorities to developed villagers and village areas not political leaders. 

# Do you believe that Balram's story is the archetype of all stories of 'rags to riches' 

   Yes, I  believe that Balram's story is the archetype of all stories of ' rags to riches', because it's whole story is based on this how he was poor or came from poor background and at the very end of the novel he became the success entrepreneur and became rich person. From the very beginning of the novel, the protagonist of the novel Balram Halwai is came from poor background, Halwai means a sweet maker, even he can't complete his schooling because of poor financial condition of his family in addition the death of his father because of illness and not get hospital cure, this is also represent the poor background. In his futher journey still he is working as a driver an face many problems, and also in a trap of blame of killing the child on an accident, an he realized that this is not his secured life and he done murdered of his master and at the very end of the novel he became a success entrepreneur and we can see this novel as the story of an archetype of all stories of 'rags to reached. 

# Review of the Netflix film adaption of 'The White Tiger'

   Initial release: 13 January 2021

Director: Ramin Bahrani

Screenplay: Ramin Bahrani

Producers: Priyanka Chopra , Ramin Bahrani, Mukul Deora, Ava DuVernay. 

Languages: Hindi, English

 

 From the very beginning of the movie the first scene is very significant, initially we have to see on car driving scene and their normal talk, but also camera focus the statue of Gandhi and his March, so from the very beginning it's represent we gave to understand more by this, that not to be followers but be leaders. This is the first scene of the movie killing of child on road by Pinky ma'am. 

    But the whole movie is narrated by Balram as a success entrepreneur in banglore how he was blamed for killing the child even he is not driving at that time, this is done by Pinky ma'am as above frame he said this all things. How was his journey from poor/subaltern  treatment to succeed entrepreneur. 

      The eyes of the world are watching as these two economics superpowers meets, and now he was also reach at top level of richness from poverty. 

Testing and Evaluation

 # Thinking Activity

Hello readers! 

   Welcome to my blog, here I would like to present about validity and reliability of test as well as practicality of the test. Brief view point on backwash. And also about difference between assessment and evaluation and how can we define good assessment. So let's discuss.... 

#Validity and reliability of the test

#Validity

    The term validity refers to whether or not a test measure what it I tends to measure. 

     On a test with high validity the items will be closely linked to the test's intended focus. For many certification and licensure tests this means that the items will be highly related to a specific job or occupation. If a test has poor validity then it does not measure the job-related content and competencies it ought to. 

    There are several ways to estimate the validity of a test, including content validity, construct validity, criterion related validity and face validity. 

• content: related to objectives and their sampling
• Construct: referring to the theory underlying the target
• Criterion: related to concrete criteria in the real world. It can be concurrent or predictive. 
• Concurrent: correlating high with another measure already validated. 
• Predictive:  capable of anticipating some later measure. 
• Face: related to the test overall appearance. 

# Reliability

   

      Reliability is the extent to which an experiment, test, or any measuring procedure shows the same result on repeated trials. Without the agreement of independent observers able to replicate research procedures, or the ability to use research tools and procedures that produce consistent measurements, researchers would be unable to satisfactorily draw conclusions, formulate theories, or make claims about the generalizability of their research. For researchers, four key types of reliability are... 

• Equivalency: related to the co-occurrence of two items. 
• Stability: related to time consistency. 
• Internal: related to the instruments
• Inter-rater: related to the examiner's criterion
• Intra-rater: related to the examiners criterion

# Practicality of test

  # Backwash

  The way in which examinations influence teaching and learning is commonly describe as "washback" Or "backwash".

    

 Definitions of backwash:

      The notion of  "backwash" is prevalent in language teaching and testing literature, but it is seldom found in dictionaries. Some writers used the term "washback" to describe the effects or influences brought by tests or examinations. 

" The effect of testing on teaching and learning " Is known as backwash- Hughes

  After reviewing definitions of washback, the term can be defined according to two major perspective: one at a micro level, and the other at a wider and more holistic view beyond the classroom at a macro level. 

#Difference between assessment and evaluation

Assessment : Assessment focuses on learning, teaching and outcomes. it provides information for improving learning and teaching. assessement is an interactive process between students and faculy that informs faculty how well their students are learning what they are teaching.the information is used by faculty to make changes in the learning and study habits. this information is learner-centered, course based, frequently anonymous,and not graded.

Evaluation : Evaluation focuses on grades and may reflect classroom components other than cousecontent and mastery level. these could include discussion, cooperation, attendance,and verbal ability.

The table below summarizes key differences between assessment and evaluation.

#How do you define good assessment?

First of all the good assessment can be considered which is think about the Clear and Appropriate Learning Targets. WHAT do we want to assess? What knowledge, skills, reasoning ability, products, and habits of mind are essential for student success? Do students understand what is expected of them? Is the knowledge or skill that students are expected to demonstrate in the assessment influenced by cultural and linguistic factors?

Teaching language through literature

 Thinking Activity

Hello Readers! 

    Welcome to my blog, here I would like to share how can we teach language through literature, of course literature can be in various form like Novel, short stories, poem, play, and movies and short video also a part of literature. Again we may have question like why teach literature for language teaching? Then it has various aspects like it can lead to an overall development of personality through role plays and other interactive activities. 

    # what sort of activities or tasks can be designed to teach language using a 'poem'

 # Design pre-tasks, while-tasks and post-tasks

• designing activities that would lead-in to the thematic concern of the poem

• design pre-activities that relates to the life of the reader

• design ‘comprehension check’ activities for while-reading design reading comprehension, grammar and vocabulary activities for post-teaching

So, through this using Review games, we can teach comprehension, grammar,and vocabulary activities that's is useful in post-teaching task. So,through this game students can develop their vocabulary as well as they can development their language grasps also.

  We can also use this types of blanks to learn language through poetry. 

# what sort of activities and tasks can be designed to teach language using a film videos 

      For teaching language we can use 'film's and ' videos' because it,can present complete communicative situations combining visual and aural inputs.

The film and videos can show communicative situations in a certain context and not in isolation and also can be especially useful for slower learners since paralinguistic features present can augment aural cues.

    Now, due to technologies, videos now can be edited and other 'tricks' performed, since they are generally interesting, can be motivational for language learning. 

      It's also offers a large variety of language learning situations, e.g.films, plays, quizzes, animations, news etc. However, in language learning situation, all such viewing should be structured by tasks. 

# what sort of activities and tasks can be designed to teach language using a 'novel'

    

  Novel is a very effective way of building vocabulary and developing reading comprehension skills to learn language. 

  We can also use  use strip cartoon to novelistic actions like.. 

Showing relationships within the text	can be done through comparing cohesive devices can be done through comparing the relationships between characters (family charts) comparing sense activities; e.g. what sense-impressions do you associate with each place : in teaching novels of class difference, or city-village conflict, or movement within the same space
Building up a labelled map of journeys in the story	especially if the story involves a lot of travelling (very common in novels)
Building up a time-chart of the action	what is the period of the novelistic action?
Building up research resources	asking the students to consult critics and what they say and then put them up on the class notice board for sharing
Building up a strip cartoon of the novelistic action	You could do this if you are good at drawing or you may ask a dedicated colleague or friend to do this for you
Ask your students to play the role of novel characters and then interview them about their intentions and decisions	Tell the students the basic outline of the story and ask them to assume roles; this could be very interesting
Writing a letter to the novelist or the publisher	Expressing opinions, agreements and disagreements
Recitation	asking students to read aloud passages assuming the role of the characters
Asking students to write an advertisement	developing creative skills since the students have to think about which points to highlight and how to design the ad.
Theme poems of "part of books	Create a poem by using 4 or 5 sentences from one page and then ask the students to interpret it