tag:blogger.com,1999:blog-74016399404315201502024-03-17T18:11:36.565+05:30Dilip Barad | Teacher BlogDilip Barad's BlogDilip Baradhttp://www.blogger.com/profile/13685206624805812345noreply@blogger.comBlogger372125tag:blogger.com,1999:blog-7401639940431520150.post-44202587371708880952023-11-27T21:36:00.006+05:302023-11-27T21:36:48.359+05:30NHEQF Levels English Studies Syllabus<h1 style="text-align: left;">Answers to Your Questions on NHEQH for English Syllabi</h1><div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh7gUYI19IIEbc9o3qY8Mu2SlENo-yzB0PGIybvNq5gsKQPQEX6fj9bZ8r3EMcaoU8D5Ky8-ECyyzl0J5Huy1m01AkSLnWJcjROqDlb1zLd-O_L7V_CadExl29Iwzs9wxHXS-elcJgRB6MtRBc5Gt7rbG4h6X-NnNFz3P2zIGpErH58oknCB7rg4bcojJZO/s1456/1701101037579m391zq8o.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="816" data-original-width="1456" height="358" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh7gUYI19IIEbc9o3qY8Mu2SlENo-yzB0PGIybvNq5gsKQPQEX6fj9bZ8r3EMcaoU8D5Ky8-ECyyzl0J5Huy1m01AkSLnWJcjROqDlb1zLd-O_L7V_CadExl29Iwzs9wxHXS-elcJgRB6MtRBc5Gt7rbG4h6X-NnNFz3P2zIGpErH58oknCB7rg4bcojJZO/w640-h358/1701101037579m391zq8o.png" width="640" /></a></div><br /><h2 style="text-align: left;"><br /></h2><h2 style="text-align: left;">Frequently Asked Questions (FAQs) to accompany the NHEQH Levels for English Studies Syllabus Framework:</h2><div><br /></div><h3 style="text-align: justify;"><span style="font-family: inherit; font-size: large;"><b>General Questions:</b></span></h3><div style="text-align: justify;"><span style="font-family: inherit; font-size: large;">Q1: What is the National Higher Education Qualifications Framework (NHEQF)?</span></div><div style="text-align: justify;"><span style="font-family: inherit; font-size: x-large;">A: The NHEQF is a framework that defines various levels of learning outcomes in higher education. It provides a structure to understand the progression of qualifications from undergraduate to doctoral levels. <a href="https://www.ugc.gov.in/pdfnews/2990035_Final-NHEQF.pdf" target="_blank">Click here to read the guidelines</a></span></div><div style="text-align: justify;"><span style="font-family: inherit; font-size: large;"><br /></span></div><div style="text-align: justify;"><span style="font-family: inherit; font-size: large;">Q2: How does the NHEQF apply to English Studies?</span></div><div style="text-align: justify;"><span style="font-family: inherit; font-size: x-large;">A: The NHEQF for English Studies serves as a guideline for designing syllabi, indicating the expected learning outcomes at each level from Undergraduate Certificate to Doctoral Degree.</span></div><div style="text-align: justify;"><span style="font-family: inherit; font-size: large;"><br /></span></div><div style="text-align: justify;"><span style="font-family: inherit; font-size: large;">Q3: Why is it important to align English Studies programs with NHEQF levels?</span></div><div style="text-align: justify;"><span style="font-family: inherit; font-size: x-large;">A: Alignment ensures consistency in educational standards, facilitates comparability across institutions, and supports students' academic progression and recognition.</span></div><div style="text-align: justify;"><span style="font-family: inherit; font-size: large;"><br /></span></div><div style="text-align: justify;"><span style="font-family: inherit; font-size: large;"><b>Level-Specific Questions:</b></span></div><div style="text-align: justify;"><span style="font-family: inherit; font-size: large;"><b><br /></b></span></div><div style="text-align: justify;"><span style="font-family: inherit; font-size: large;"><i>Level 4.5 - Undergraduate Certificate:</i></span></div><div style="text-align: justify;"><span style="font-family: inherit; font-size: large;">Q4: What distinguishes the Undergraduate Certificate in English Studies?</span></div><div style="text-align: justify;"><span style="font-family: inherit; font-size: x-large;">A: This level focuses on foundational knowledge and skills, including basic literary analysis, language structure, and communication abilities.</span></div><div style="text-align: justify;"><span style="font-family: inherit; font-size: large;"><br /></span></div><div style="text-align: justify;"><span style="font-family: inherit; font-size: large;">Q5: How does the certificate prepare students for further studies?</span></div><div style="text-align: justify;"><span style="font-family: inherit; font-size: x-large;">A: The certificate equips students with essential skills for entry-level positions and serves as a stepping stone for higher education.</span></div><div style="text-align: justify;"><span style="font-family: inherit; font-size: large;"><br /></span></div><div style="text-align: justify;"><span style="font-family: inherit; font-size: large;"><i>Level 5 - Undergraduate Diploma:</i></span></div><div style="text-align: justify;"><span style="font-family: inherit; font-size: large;">Q6: What are the key features of the Undergraduate Diploma level?</span></div><div style="text-align: justify;"><span style="font-family: inherit; font-size: x-large;">A: This level expands on Level 4.5, delving deeper into literary analysis, introducing major literary movements, and refining writing skills.</span></div><div style="text-align: justify;"><span style="font-family: inherit; font-size: large;"><br /></span></div><div style="text-align: justify;"><span style="font-family: inherit; font-size: large;">Q7: How does the diploma contribute to a student's overall education?</span></div><div style="text-align: justify;"><span style="font-family: inherit; font-size: x-large;">A: The diploma provides a more comprehensive understanding of literature and language, preparing students for more advanced coursework.</span></div><div style="text-align: justify;"><span style="font-family: inherit; font-size: large;"><br /></span></div><div style="text-align: justify;"><span style="font-family: inherit; font-size: large;"><i>Level 5.5 - Bachelor's Degree:</i></span></div><div style="text-align: justify;"><span style="font-family: inherit; font-size: large;">Q8: What characterizes the Bachelor's Degree in English Studies?</span></div><div style="text-align: justify;"><span style="font-family: inherit; font-size: x-large;">A: At this level, students acquire comprehensive knowledge in their chosen field, develop critical thinking skills, and engage with complex literary ideas.</span></div><div style="text-align: justify;"><span style="font-family: inherit; font-size: large;"><br /></span></div><div style="text-align: justify;"><span style="font-family: inherit; font-size: large;">Q9: How does this level prepare students for professional endeavors?</span></div><div style="text-align: justify;"><span style="font-family: inherit; font-size: x-large;">A: The Bachelor's Degree opens doors to various career paths, and the skills acquired are applicable in diverse professional settings.</span></div><div style="text-align: justify;"><span style="font-family: inherit; font-size: large;"><br /></span></div><div style="text-align: justify;"><span style="font-family: inherit; font-size: large;"><i>Level 6 - Bachelor's Degree (Honours/Honours with Research):</i></span></div><div style="text-align: justify;"><span style="font-family: inherit; font-size: large;">Q10: What sets apart the Bachelor's Degree (Honours) level?</span></div><div style="text-align: justify;"><span style="font-family: inherit; font-size: x-large;">A: This level emphasizes advanced knowledge, research skills, and independent study, preparing students for more specialized areas within English Studies.</span></div><div style="text-align: justify;"><span style="font-family: inherit; font-size: large;"><br /></span></div><div style="text-align: justify;"><span style="font-family: inherit; font-size: large;">Q11: How does research feature in this level?</span></div><div style="text-align: justify;"><span style="font-family: inherit; font-size: x-large;">A: Students engage in independent research projects, honing their abilities to contribute original insights to the field.</span></div><div style="text-align: justify;"><span style="font-family: inherit; font-size: large;"><br /></span></div><div style="text-align: justify;"><span style="font-family: inherit; font-size: large;"><i>Level 6.5 - Master's Degree:</i></span></div><div style="text-align: justify;"><span style="font-family: inherit; font-size: large;">Q12: What distinguishes the Master's Degree level in English Studies?</span></div><div style="text-align: justify;"><span style="font-family: inherit; font-size: x-large;">A: At this level, students deepen their expertise, specializing in specific areas of English Studies and engaging in advanced research.</span></div><div style="text-align: justify;"><span style="font-family: inherit; font-size: large;"><br /></span></div><div style="text-align: justify;"><span style="font-family: inherit; font-size: large;">Q13: How does the Master's Degree contribute to academic and professional growth?</span></div><div style="text-align: justify;"><span style="font-family: inherit; font-size: x-large;">A: The degree opens doors to advanced academic positions, research opportunities, and leadership roles in various sectors.</span></div><div style="text-align: justify;"><span style="font-family: inherit; font-size: large;"><br /></span></div><div style="text-align: justify;"><span style="font-family: inherit; font-size: large;"><i>Level 7 – Master’s Degree (e.g. M.A. in English Literature):</i></span></div><div style="text-align: justify;"><span style="font-family: inherit; font-size: large;">Q14: What makes the Master’s Degree (e.g. M.A. in English Literature) unique?</span></div><div style="text-align: justify;"><span style="font-family: inherit; font-size: x-large;">A: This level involves advanced study, often with a specialization, and emphasizes cutting-edge research in the chosen field.</span></div><div style="text-align: justify;"><span style="font-family: inherit; font-size: large;"><br /></span></div><div style="text-align: justify;"><span style="font-family: inherit; font-size: large;">Q15: How does this level prepare students for doctoral studies or advanced careers?</span></div><div style="text-align: justify;"><span style="font-family: inherit; font-size: x-large;">A: The Master’s Degree serves as a stepping stone to doctoral studies and positions individuals for leadership roles in academia or related fields.</span></div><div style="text-align: justify;"><span style="font-family: inherit; font-size: large;"><br /></span></div><div style="text-align: justify;"><span style="font-family: inherit; font-size: large;"><i>Level 8 - Doctoral Degree:</i></span></div><div style="text-align: justify;"><span style="font-family: inherit; font-size: large;">Q16: What makes the Doctoral Degree level significant in English Studies?</span></div><div style="text-align: justify;"><span style="font-family: inherit; font-size: x-large;">A: This level represents the pinnacle of academic achievement, requiring students to contribute original research to the field.</span></div><div style="text-align: justify;"><span style="font-family: inherit; font-size: large;"><br /></span></div><div style="text-align: justify;"><span style="font-family: inherit; font-size: large;">Q17: How does the Doctoral Degree prepare individuals for academia and beyond?</span></div><div style="text-align: justify;"><span style="font-family: inherit; font-size: x-large;">A: Graduates are equipped to lead in academia, research institutions, or other sectors, having demonstrated expertise in their chosen area.</span></div></div><div style="text-align: justify;"><br /></div><h2 style="text-align: left;"><span style="font-family: inherit; font-size: large;">Let us understand with the example of William Shakespeare's '<i>Hamlet'</i></span></h2><div><span style="font-family: inherit; font-size: large;"><i><br /></i></span></div><div><h3 style="text-align: left;"><span style="font-family: inherit; font-size: large;">FAQs: Shakespeare's Hamlet in English Literature Syllabus</span></h3><div><span style="font-family: inherit; font-size: large;"><br /></span></div><div><span style="font-family: inherit; font-size: large;"><i><b>Bachelor's Level (Level 5.5):</b></i></span></div><div><span style="font-family: inherit; font-size: large;">Q1: What is the primary focus when studying Shakespeare's Hamlet at the Bachelor's level?</span></div><div><span style="font-family: inherit; font-size: x-large;">A: The focus is on developing familiarity with key themes, plots, characters, and literary devices in major works like Hamlet.</span></div><div><span style="font-family: inherit; font-size: large;"><br /></span></div><div><span style="font-family: inherit; font-size: large;">Q2: What additional aspects do students explore during this level of study?</span></div><div><span style="font-family: inherit; font-size: x-large;">A: Students delve into the socio-historical context in which works like Hamlet were written, engaging in textual analysis that involves understanding symbolism, imagery, tone, etc.</span></div><div><span style="font-family: inherit; font-size: large;"><br /></span></div><div><span style="font-family: inherit; font-size: large;">Q3: Are there specific critical perspectives introduced at the Bachelor's level?</span></div><div><span style="font-family: inherit; font-size: x-large;">A: Yes, critical perspectives include an introduction to feminist, Marxist, and psychoanalytic lenses, broadening the interpretative scope.</span></div><div><span style="font-family: inherit; font-size: large;"><br /></span></div><div><span style="font-family: inherit; font-size: large;"><i><b>Master's Level (Level 6.5):</b></i></span></div><div><span style="font-family: inherit; font-size: large;">Q4: How does the treatment of Hamlet differ at the Master's level compared to the Bachelor's level?</span></div><div><span style="font-family: inherit; font-size: x-large;">A: At the Master's level, there is a shift towards deeper and more complex analysis and critical evaluation of themes and characters in Hamlet.</span></div><div><span style="font-family: inherit; font-size: large;"><br /></span></div><div><span style="font-family: inherit; font-size: large;">Q5: In what ways is Hamlet related to Shakespeare's theoretical ideas at the Master's level?</span></div><div><span style="font-family: inherit; font-size: x-large;">A: Students at this level explore the connection between Hamlet and Shakespeare's theoretical ideas on tragedy, humanism, state power, etc.</span></div><div><span style="font-family: inherit; font-size: large;"><br /></span></div><div><span style="font-family: inherit; font-size: large;">Q6: What additional elements are included in the Master's level syllabus for Hamlet?</span></div><div><span style="font-family: inherit; font-size: x-large;">A: The syllabus incorporates intertextual analysis, encouraging students to compare and contrast Hamlet with Shakespeare's other major tragedies.</span></div><div><span style="font-family: inherit; font-size: large;"><br /></span></div><div><span style="font-family: inherit; font-size: large;">Q7: How does the Master's level syllabus address modern interpretations of Hamlet?</span></div><div><span style="font-family: inherit; font-size: x-large;">A: Students at this level examine modern retellings and adaptations of Hamlet across various media over time, broadening their understanding.</span></div><div><span style="font-family: inherit; font-size: large;"><br /></span></div><div><span style="font-family: inherit; font-size: large;">Q8: Are there more advanced critical theories applied at the Master's level?</span></div><div><span style="font-family: inherit; font-size: x-large;">A: Yes, the syllabus involves a more rigorous application of critical theories such as postcolonialism, cultural materialism, etc., enhancing the depth of analysis.</span></div><div><span style="font-family: inherit; font-size: large;"><br /></span></div><div><span style="font-family: inherit; font-size: large;">Q9: How does the Master's level syllabus encourage extensive reading and engagement with academic discourse?</span></div><div><span style="font-family: inherit; font-size: x-large;">A: Students are expected to read more extensively around Hamlet and actively engage with wider academic discourse, contributing to a more comprehensive understanding.</span></div><div><span style="font-family: inherit; font-size: large;"><br /></span></div><div><span style="font-family: inherit; font-size: large;">Q10: What is the overall shift in focus from Bachelor's to Master's level when studying Hamlet?</span></div><div><span style="font-family: inherit; font-size: large;">A: The focus shifts from plot and textual familiarity at the Bachelor's level to more original, critically grounded analysis at the Master's level. Students are expected to showcase more academic rigor, critical thinking, and research skills in working with a text like Hamlet at the postgraduate level.</span><br /><br /><h3 style="text-align: left;"><span style="font-size: large;">FAQs: Pedagogical Considerations for Studying Romantic Poets</span></h3><div><span style="font-size: large;"><br /></span></div><div><span style="font-size: large;"><i>Bachelor's Level (Level 5.5):</i></span></div><div><span style="font-size: large;"><i><br /></i></span></div><div><span style="font-size: large;">Q1: What is the primary focus when studying Romantic poets at the Bachelor's level (Level 5.5)?</span></div><div><span style="font-size: x-large;">A: The primary focus is on providing a comprehensive understanding of the Romantic period, including its historical, sociocultural, and intellectual context.</span></div><div><span style="font-size: large;"><br /></span></div><div><span style="font-size: large;">Q2: What elements are covered during the study of Romantic poets at the Bachelor's level?</span></div><div><span style="font-size: x-large;">A: The syllabus covers important elements such as the role of nature, imagination/emotion, and individualism in the works of poets like Wordsworth, Coleridge, Keats, Byron, and Shelley.</span></div><div><span style="font-size: large;"><br /></span></div><div><span style="font-size: large;">Q3: How is the analysis of poems approached at this level?</span></div><div><span style="font-size: x-large;">A: The pedagogical approach involves appreciating and analyzing key poems by each poet, examining the use of symbols, poetic devices, and imagery employed.</span></div><div><span style="font-size: large;"><br /></span></div><div><span style="font-size: large;">Q4: Are there discussions on the distinct styles and perspectives of each poet?</span></div><div><span style="font-size: x-large;">A: Yes, students explore and discuss the distinct styles and perspectives of each poet, relating their poems to characterize their individualistic contributions.</span></div><div><span style="font-size: large;"><br /></span></div><div><span style="font-size: large;">Q5: How does the syllabus address the influence of external events on the poetry of the Romantic period?</span></div><div><span style="font-size: x-large;">A: The syllabus includes discussions on the influence of events like the Industrial Revolution on the poetry of Romantic poets.</span></div><div><span style="font-size: large;"><br /></span></div><div><span style="font-size: large;">Q6: Are there any relevant literary theories introduced at the Bachelor's level?</span></div><div><span style="font-size: x-large;">A: Yes, relevant literary theories like Romanticism and Psychoanalysis are introduced to provide a theoretical framework for understanding the works of Romantic poets.</span></div><div><span style="font-size: large;"><br /></span></div><div><span style="font-size: large;"><i>Master's Level (Level 6.5):</i></span></div><div><span style="font-size: large;"><i><br /></i></span></div><div><span style="font-size: large;">Q7: How does the Master's level (Level 6.5) delve deeper into the study of Romantic poets?</span></div><div><span style="font-size: x-large;">A: At the Master's level, there is a deeper insight into the schools of poetry/thought within Romanticism, drawing links to Enlightenment ideals and critiquing the impact of Industrialization.</span></div><div><span style="font-size: large;"><br /></span></div><div><span style="font-size: large;">Q8: What specific aspects of poetic forms are analyzed at this level?</span></div><div><span style="font-size: x-large;">A: The syllabus involves analyzing selected poets' contributions to the development of sonnet, ode, and lyric forms within the context of the Romantic period.</span></div><div><span style="font-size: large;"><br /></span></div><div><span style="font-size: large;">Q9: Is there a comparative approach between poets from different periods within Romanticism?</span></div><div><span style="font-size: x-large;">A: Yes, students compare perspectives and poetic styles between poets writing in the early vs. late Romantic period, exploring the evolution of their ideas.</span></div><div><span style="font-size: large;"><br /></span></div><div><span style="font-size: large;">Q10: How does the syllabus consider the international influence of Romanticism?</span></div><div><span style="font-size: x-large;">A: The syllabus examines the influence across geographies, especially exploring interlinks between English and German Romanticism.</span></div><div><span style="font-size: large;"><br /></span></div><div><span style="font-size: large;">Q11: What literary theories are rigorously applied at the Master's level?</span></div><div><span style="font-size: x-large;">A: Multiple literary theories, including Marxism, Feminism, and Deconstructionism, are rigorously applied to deepen the critical analysis of Romantic poetry.</span></div><div><span style="font-size: large;"><br /></span></div><div><span style="font-size: large;">Q12: Does the Master's level study consider the legacy of Romantic ideas on literature in subsequent eras?</span></div><div><span style="font-size: x-large;">A: Yes, the syllabus assesses the legacy of Romantic ideas on literature in the Victorian age and the 20th century.</span></div><div><span style="font-size: large;"><br /></span></div><div><span style="font-size: large;">Q13: Are there academic debates and viewpoints explored at the Master's level?</span></div><div><span style="font-size: x-large;">A: Academic study of Romanticism debates, including "Counter Enlightenment" viewpoints, adds a layer of critical engagement at the Master's level.</span></div><div><span style="font-size: large;"><br /></span></div><div><span style="font-size: large;">Q14: How does the pedagogical focus progress from the Bachelor's to the Master's level?</span></div><div><span style="font-size: x-large;">A: The focus progresses from the appreciation of key works at the Bachelor's level to a more critical and analytical perspective at the Master's level, encouraging deeper engagement and academic rigor.</span></div></div></div><div><span style="font-size: x-large;"><br /></span></div><div><h3 style="text-align: left;"><span style="font-size: large;">FAQs: Literary Works and Pedagogical Approaches in English Literature Syllabus</span></h3><div><span style="font-size: large;"><br /></span></div><div><span style="font-size: large;"><i>Bachelor's Level (Level 5.5):</i></span></div><div><span style="font-size: large;"><i><br /></i></span></div><div><span style="font-size: large;">Q1: What types of literary works are typically studied at the Bachelor's level (Level 5.5) in an English Literature syllabus?</span></div><div><span style="font-size: x-large;">A: Literary works include poems by canonical poets, simpler poem forms like ballads and sonnets, well-known plays such as Shakespearean tragedies/comedies and Greek/Roman plays, classics in the novel category, and a wide range of short stories representing various literary movements.</span></div><div><span style="font-size: large;"><br /></span></div><div><span style="font-size: large;">Q2: What is the focus of pedagogy at the Bachelor's level?</span></div><div><span style="font-size: x-large;">A: Pedagogy aims to build familiarity with renowned writers, major genres, and literary periods. It emphasizes understanding plot, characters, literary devices, and developing an appreciation for writing styles. Additionally, students are introduced to the socio-historical context of when the works were written, and basic textual analysis is conducted with the application of critical perspectives.</span></div><div><span style="font-size: large;"><br /></span></div><div><span style="font-size: large;"><i>Master's Level (Level 6.5):</i></span></div><div><span style="font-size: large;"><i><br /></i></span></div><div><span style="font-size: large;">Q3: How do the types of literary works change at the Master's level (Level 6.5) in an English Literature syllabus?</span></div><div><span style="font-size: x-large;">A: At the Master's level, literary works become more complex, including dense and structurally intricate poems, plays with innovative theatrical structures (e.g., absurdist drama), award-winning novels, and short stories that are structurally and thematically complex, often bending genres.</span></div><div><span style="font-size: large;"><br /></span></div><div><span style="font-size: large;">Q4: What is the pedagogical approach at the Master's level?</span></div><div><span style="font-size: x-large;">A: The pedagogical approach at the Master's level involves applying multiple theoretical frameworks to analyze texts. It includes intertextual analysis across different works and media adaptations, relating literary works to philosophical and ideological movements, comparing stylistic elements across a writer's works and literary periods, and placing more focus on academic writing and reviewing academic literary discourse.</span></div><div><span style="font-size: large;"><br /></span></div><div><span style="font-size: large;">Q5: How does the Master's level pedagogy differ in terms of analytical depth and breadth?</span></div><div><span style="font-size: x-large;">A: The pedagogy at the Master's level emphasizes a deeper and more comprehensive analysis. Students are encouraged to apply advanced theoretical frameworks, explore intertextual connections, and critically engage with the broader academic discourse surrounding literary works.</span></div></div>Dilip Baradhttp://www.blogger.com/profile/13685206624805812345noreply@blogger.com0tag:blogger.com,1999:blog-7401639940431520150.post-2264361384071183782023-11-17T14:42:00.002+05:302023-11-17T14:51:12.483+05:30Beware of Histofluencers<p></p><table cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhcPhrfma1Dozr3LXI_bpBXLlAIrD3JfEseRKVx3CG7AS7vZElPh0YBMa_EfHgerl-f8iLHXzpDBHGzyhOnHkK9X9Rx0OhXo-MVUqUPrN-GMmTMJr97Ls0kgLdg0qJ1zMFAFJ0_u_RCJ64kqOPzetCADBsk4GHdqxmzoIZUoE2MApQlIKVYAiWkfAsdQRwi/s1456/1700204436270k4ba66ik.png" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="816" data-original-width="1456" height="224" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhcPhrfma1Dozr3LXI_bpBXLlAIrD3JfEseRKVx3CG7AS7vZElPh0YBMa_EfHgerl-f8iLHXzpDBHGzyhOnHkK9X9Rx0OhXo-MVUqUPrN-GMmTMJr97Ls0kgLdg0qJ1zMFAFJ0_u_RCJ64kqOPzetCADBsk4GHdqxmzoIZUoE2MApQlIKVYAiWkfAsdQRwi/w400-h224/1700204436270k4ba66ik.png" width="400" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">Image generated by prompt - 'Young Indian Social Media Influencers'<br /><br /></td></tr></tbody></table><p></p><div style="text-align: justify;"><br /></div><table cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody><tr><td class="tr-caption" style="text-align: center;"><div style="text-align: justify;"><div><span style="font-size: x-large;">In recent times, it has become common to see young Indian social media influencers sharing historical videos about the country. While social media allows more people to participate in narrating the past, the proliferation of amateur historiography brings risks. As these convenient digests of history permeate social feeds, they often showcase ideological biases or oversimplifications that distort complex truths. When followers share such problematic historical accounts, it can be challenging to respond thoughtfully each time. This post offers a perspective to consider when engaging with this type of social media content about Indian history. The aim is not to attack creators or discount their efforts entirely but rather encourage critical analysis of how facts are presented and blended with agendas. With care, social media can open up history to wider audiences productively. But we must be alert to the biases that may slip in along the way.</span></div><div><span style="font-size: x-large;"><br /></span></div><div><span style="font-size: x-large;">I asked popular Chat AI tools to help me with language in putting the thoughts in proper manner. Here are the responses generated after prompting them several times for precise result:</span></div><div><span style="font-size: x-large;"><br /></span></div><h2><span style="font-size: large;">Open AI's Chat GPT:</span></h2><div><span style="font-family: inherit; font-size: large;"><div>"When wading through the historical tales spun by right-wing social media influencers, let your critical eye be the judge. They deftly entwine fiction with fact, crafting a narrative that suits their ideological script. True historiography demands an objective interpretation of evidence, not a patchwork of convenient tales. As we navigate the tumultuous sea of historical discourse, be wary of the siren song sung by biased 'Histofluencers.'"</div><div><br /></div><div>"Approach the historical chronicles peddled by right-wing social media influencers like a seasoned detective. These storytellers masterfully meld fiction with fact, orchestrating a narrative symphony that aligns with their agenda. Genuine historiography demands a sober examination of evidence, not a fanciful mosaic of preconceived stories. In the theater of historical discourse, be the discerning audience, resistant to the alluring spell cast by biased 'Histofluencers.'"</div><div><br /></div><div>"As you delve into the historical tapestry woven by right-wing social media influencers, wear the armor of skepticism. They artfully blend fiction into the fabric of facts, choreographing a narrative dance that caters to their ideological tune. Authentic historiography demands a clear-eyed assessment of evidence, not a fanciful patchwork quilt of convenient tales. In the arena of historical dialogue, be the vigilant guardian, immune to the enchanting spell cast by biased 'Histofluencers.'"</div></span></div></div></td></tr></tbody></table><p></p><div style="text-align: justify;"><span style="font-family: inherit; font-size: large;"><br /></span></div><table cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg3I_Se9H70QqBUbVvDMQp0oAshi00_QLIJvv3WMr-Dswc0b9rPx65Wce4VXrIcr3rh7JSF0iyJGJSLY8Z28z-_qm2jSmXCNsZXJCgJzozikoNDKev2njoltaL-JpcLmLRnSlBNTvKfwHKHfRNoy523Zc9rqyOMnYQF9ZuvcgJDT5ToCRyMnBAbXFrzoKCe/s1548/Untitled%20design.png" style="margin-left: auto; margin-right: auto;"><span style="font-family: inherit; font-size: large;"><img border="0" data-original-height="1540" data-original-width="1548" height="398" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg3I_Se9H70QqBUbVvDMQp0oAshi00_QLIJvv3WMr-Dswc0b9rPx65Wce4VXrIcr3rh7JSF0iyJGJSLY8Z28z-_qm2jSmXCNsZXJCgJzozikoNDKev2njoltaL-JpcLmLRnSlBNTvKfwHKHfRNoy523Zc9rqyOMnYQF9ZuvcgJDT5ToCRyMnBAbXFrzoKCe/w400-h398/Untitled%20design.png" width="400" /></span></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><span style="font-family: inherit; font-size: large;">Image generated by Canva AI - 'Young Indian Social Media Influencers'</span></td></tr></tbody></table><div style="text-align: justify;"><span style="font-family: inherit; font-size: large;"><br /></span></div><h2 style="text-align: justify;"><span style="font-family: inherit; font-size: large;"> Anthropic's ClaudeAI:</span></h2><div style="text-align: justify;"><span style="font-family: inherit; font-size: large;">"Attention! Be warned that the tales spun by right-wing 'Histofluencers' warrant wariness. Their fabled accounts are more fiction than fact, crafted to conveniently further their motives, not pursue objective truth. True history relies not on fabricated narrative, but evidence! Remember, those who fill gaps with fancy on social media may intoxicate minds with bias. So I caution you - take their versions with grains of salt, and keep your wits about you! We must remain vigilant against pseudo-history that bends the past to serve twisted agendas. Now go forth armed with skepticism, and unravel their revisionist deceit!"</span></div><div style="text-align: justify;"><span style="font-family: inherit; font-size: large;"><br /></span></div><h2 style="text-align: justify;"><span style="font-family: inherit; font-size: large;">Google's Bard</span></h2><p></p><div style="text-align: justify;"><span style="font-family: inherit; font-size: large;">"Right-wing social media 'Histofluencers' are like magicians, conjuring up historical tales that dance to the tune of their agenda."</span></div><div><span style="font-family: inherit; font-size: large;"><div style="text-align: justify;"><br /></div><div style="text-align: justify;">"History is not a storybook to be colored with convenient narratives. It's a tapestry woven from the threads of evidence, and these 'Histofluencers' are busy snipping and splicing them to fit their own patterns."</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">"Social media has democratized historical discourse, but don't let these self-proclaimed historians intoxicate you with their biased brews. Be a discerning audience, and don't let your historical understanding be hijacked by their partisan agendas."</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">"In the grand courtroom of history, these 'Histofluencers' are not impartial judges but cunning prosecutors, twisting facts to convict the past of crimes it never committed."</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">"History is not a plaything to be manipulated for political gain. These 'Histofluencers' are not historians; they are puppeteers, dangling historical figures on strings to dance to their own tunes."</div></span></div>Dilip Baradhttp://www.blogger.com/profile/13685206624805812345noreply@blogger.com0tag:blogger.com,1999:blog-7401639940431520150.post-83435359494188625462023-10-11T10:33:00.002+05:302023-10-11T11:01:42.411+05:30SSS - Session for Teachers - Language and Social Science<iframe allowfullscreen="true" frameborder="0" height="389" mozallowfullscreen="true" src="https://docs.google.com/presentation/d/e/2PACX-1vRIqSDmSVIzhDV-lENCUoSXkHGe1YNqO59VdxWiXa_nEWpCvFFpJJmk2laZ6_V7yJYL_4VSOSVQ9InJ/embed?start=false&loop=false&delayms=3000" webkitallowfullscreen="true" width="640"></iframe>
<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiF_zfxRd1FV382x0Sv560c2RJb7mTIkKxilqXs-5siLUyJVforZDv-GBhZOyotmp_zbpPVoXu4sAkbFB9ducb0zCYzlpkKOnNQ3sJ6dQyOdQR3ezD_ryfSeR-kUIoUOz84k-HS9o0rIRZiCNgZ5ovQEEEU4xbOuVh2l5n8wFY9WCvM0yy_AOcjYv_bCLkQ/s1280/Collaborative%20Tools%20Lang%20&%20Social%20Sc.jpg" style="margin-left: 1em; margin-right: 1em;"><span style="font-family: inherit;"><img border="0" data-original-height="720" data-original-width="1280" height="180" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiF_zfxRd1FV382x0Sv560c2RJb7mTIkKxilqXs-5siLUyJVforZDv-GBhZOyotmp_zbpPVoXu4sAkbFB9ducb0zCYzlpkKOnNQ3sJ6dQyOdQR3ezD_ryfSeR-kUIoUOz84k-HS9o0rIRZiCNgZ5ovQEEEU4xbOuVh2l5n8wFY9WCvM0yy_AOcjYv_bCLkQ/s320/Collaborative%20Tools%20Lang%20&%20Social%20Sc.jpg" width="320" /></span></a></div><span style="font-family: inherit;"><br /></span><div><span style="font-family: inherit;"><br /></span></div><h1 style="text-align: left;"><span style="font-family: inherit; font-size: small;">IITE organised - Training Session for Sainik School Teachers [Language and Social Science]</span></h1><div><h1><span style="line-height: 107%;"><span style="font-family: inherit; font-size: small;">The
steps for your project work<o:p></o:p></span></span></h1>
<p class="MsoNormal"><span style="line-height: 107%;"><span style="font-family: inherit;"> </span></span><span style="font-family: inherit;"><b>1.
Topic Selection:</b></span></p>
<p class="MsoNormal"><span style="line-height: 107%;"><span style="font-family: inherit;"> - Identify the
subject or area for which you want to create a lesson plan and educational
content.<o:p></o:p></span></span></p>
<p class="MsoNormal"><b><span style="line-height: 107%;"><span style="font-family: inherit;"> </span></span><span style="font-family: inherit;">2.
Content Creation:</span></b></p>
<p class="MsoNormal"><span style="line-height: 107%;"><span style="font-family: inherit;"> - Prompt ChatGPT to
generate content for the selected topic. This content can include text,
explanations, examples, and illustrations.<o:p></o:p></span></span></p>
<p class="MsoNormal"><span style="font-family: inherit;"><b>3.
Worksheet Preparation:</b></span></p>
<p class="MsoNormal"><span style="line-height: 107%;"><span style="font-family: inherit;"> - Prompt ChatGPT to
create a worksheet with a variety of question types, such as Multiple-Choice
Questions (MCQs), Cloze tests, Assertion-Reason questions, and reading
comprehension exercises related to the chosen topic.<o:p></o:p></span></span></p>
<p class="MsoNormal"><b><span style="line-height: 107%;"><span style="font-family: inherit;"> </span></span><span style="font-family: inherit;">4.
Video Lesson Script:</span></b></p>
<p class="MsoNormal"><span style="line-height: 107%;"><span style="font-family: inherit;"> - Instruct ChatGPT
to draft a script for your video lesson. This script should outline the content
that will be covered in the video, including any visuals or demonstrations.<o:p></o:p></span></span></p>
<p class="MsoNormal"><b><span style="line-height: 107%;"><span style="font-family: inherit;"> </span></span><span style="font-family: inherit;">5.
Video Production:</span></b></p>
<p class="MsoNormal"><span style="line-height: 107%;"><span style="font-family: inherit;"> - Shoot the video
based on the script. Ensure that you have appropriate equipment, lighting, and
sound quality.<o:p></o:p></span></span></p>
<p class="MsoNormal"><span style="line-height: 107%;"><span style="font-family: inherit;"> - Edit the video to
enhance its quality, add graphics, and make any necessary corrections.<o:p></o:p></span></span></p>
<p class="MsoNormal"><b><span style="line-height: 107%;"><span style="font-family: inherit;"> </span></span><span style="font-family: inherit;">6.
YouTube Upload:</span></b></p>
<p class="MsoNormal"><span style="line-height: 107%;"><span style="font-family: inherit;"> - Create a YouTube
channel if you do not already have one.<o:p></o:p></span></span></p>
<p class="MsoNormal"><span style="line-height: 107%;"><span style="font-family: inherit;"> - Upload the edited
video to your YouTube channel with an engaging title, description, and relevant
tags.<o:p></o:p></span></span></p>
<p class="MsoNormal"><b><span style="line-height: 107%;"><span style="font-family: inherit;"> </span></span><span style="font-family: inherit;">7.
Lesson Plan Completion (Option 1):</span></b></p>
<p class="MsoNormal"><span style="line-height: 107%;"><span style="font-family: inherit;"> - Visit the website
ed.ted.com.<o:p></o:p></span></span></p>
<p class="MsoNormal"><span style="line-height: 107%;"><span style="font-family: inherit;"> - Sign up for an
account if you do not have one.<o:p></o:p></span></span></p>
<p class="MsoNormal"><span style="line-height: 107%;"><span style="font-family: inherit;"> - Find your uploaded
video on ed.ted.com.<o:p></o:p></span></span></p>
<p class="MsoNormal"><span style="line-height: 107%;"><span style="font-family: inherit;"> - Use the platform's
tools to create a comprehensive lesson plan around your video, including
learning objectives, discussion questions, and additional resources.<o:p></o:p></span></span></p>
<p class="MsoNormal"><b><span style="line-height: 107%;"><span style="font-family: inherit;"> </span></span><span style="font-family: inherit;">8.
Online Test/Quiz Creation (Option 2):</span></b></p>
<p class="MsoNormal"><span style="line-height: 107%;"><span style="font-family: inherit;"> - Create a Google
Form for conducting an online test or quiz related to the topic.<o:p></o:p></span></span></p>
<p class="MsoNormal"><span style="line-height: 107%;"><span style="font-family: inherit;"> - Add questions from
the worksheet created earlier to the Google Form.<o:p></o:p></span></span></p>
<p class="MsoNormal"><span style="line-height: 107%;"><span style="font-family: inherit;"> - Set up the form to
collect responses and automatically grade the quiz.<o:p></o:p></span></span></p>
<p class="MsoNormal"><b><span style="line-height: 107%;"><span style="font-family: inherit;"> </span></span><span style="font-family: inherit;">9.
Share the lesson plan through blog</span></b></p>
<p class="MsoNormal"><span style="line-height: 107%;"><span style="font-family: inherit;">- Prepare a blog<o:p></o:p></span></span></p>
<p class="MsoNormal"><span style="line-height: 107%;"><span style="font-family: inherit;">- Give link of the lesson plan/s<o:p></o:p></span></span></p>
<p class="MsoNormal"><span style="line-height: 107%;"><span style="font-family: inherit;"> </span></span><span style="font-family: inherit;">By following these steps, you will have successfully created
educational content, a video lesson, and the option to engage learners either
through a comprehensive lesson plan on ed.ted.com or an online quiz using
Google Forms.</span></p></div><div><h2 style="text-align: left;">Creating a video lesson based on the provided grammar worksheet can be a great way to engage your students. Here's a script that you can use to shoot your video lesson:</h2><div>---</div><div><br /></div><div><b>Title: Mastering English Grammar - Video Lesson</b></div><div><br /></div><div>Opening Shot: Introduction</div><div><br /></div><div>[You on camera, welcoming the viewers with enthusiasm]</div><div><br /></div><div>Host: "Hello, everyone! Welcome to today's video lesson, where we're going to dive into the fascinating world of English grammar. Whether you're a student, a teacher, or just someone looking to brush up on their grammar skills, this video is for you."</div><div><br /></div><div>[Transition to Part A: Multiple Choice Questions]</div><div><br /></div><div>Part A: Multiple Choice Questions</div><div><br /></div><div>[On-screen text displays the question with options]</div><div><br /></div><div>Host: "Let's start with some Multiple Choice Questions to test your knowledge of the different parts of speech. Feel free to pause the video and think about your answers before we reveal the correct choices."</div><div><br /></div><div>[As each question is displayed, the host reads it aloud]</div><div><br /></div><div>Q1: "Which of the following is a pronoun?"</div><div> A. Run</div><div> B. Cat</div><div> C. He</div><div> D. Quickly</div><div><br /></div><div>Q2: "What is the verb in the sentence: 'She sang a beautiful song'?"</div><div> A. She</div><div> B. Sang</div><div> C. Beautiful</div><div> D. Song</div><div><br /></div><div>Q3: "Identify the adverb in the sentence: 'He spoke softly.'"</div><div> A. He</div><div> B. Spoke</div><div> C. Softly</div><div> D. Spoke softly</div><div><br /></div><div>Q4: "Which word is an adjective in the sentence: 'The tall, green tree swayed in the wind'?"</div><div> A. The</div><div> B. Tall</div><div> C. Tree</div><div> D. Swayed</div><div><br /></div><div>Q5: "In the sentence, 'John and Jane went to the market,' what part of speech is 'and'?"</div><div> A. Noun</div><div> B. Verb</div><div> C. Pronoun</div><div> D. Conjunction</div><div><br /></div><div>[Transition to Part B: Assert-Reason Questions]</div><div><br /></div><div><b>Part B: Assert-Reason Questions</b></div><div><br /></div><div>[On-screen text displays the assert-reason questions]</div><div><br /></div><div>Host: "Now, let's move on to some Assert-Reason questions. For each of these, I'll present you with an assertion and a reason. You need to determine whether the reason correctly explains the assertion or not."</div><div><br /></div><div>[As each question is displayed, the host reads it aloud]</div><div><br /></div><div>Q6: "Assertion: An adverb describes how an action is performed.</div><div> Reason: Adverbs modify nouns and pronouns."</div><div><br /></div><div>Q7: "Assertion: A noun is a person, place, thing, or idea.</div><div> Reason: Nouns are always followed by adjectives."</div><div><br /></div><div>[Transition to Part C: Close Test]</div><div><br /></div><div><b>Part C: Close Test</b></div><div><br /></div><div>[On-screen text displays the sentences with blanks]</div><div><br /></div><div>Host: "Lastly, we'll wrap up with a Close Test. You'll need to fill in the blanks with the appropriate words to complete the sentences. Don't worry; we'll go over the correct answers together."</div><div><br /></div><div>[As each sentence is displayed, the host reads it aloud]</div><div><br /></div><div>Q8: "I enjoy _______ books in my free time."</div><div><br /></div><div>Q9: "The _______ dog barked loudly at the mailman."</div><div><br /></div><div>Q10: "She sings _______ in the school choir."</div><div><br /></div><div>Q11: "The teacher _______ explained the complex math problem."</div><div><br /></div><div>Q12: "He was _______ excited to receive the award."</div><div><br /></div><div>[Closing Segment]</div><div><br /></div><div>Host: "That concludes our video lesson on English grammar. I hope you found it helpful in understanding the various parts of speech, testing your knowledge, and practicing with the Close Test. If you have any questions or want to discuss any of the answers, please feel free to leave a comment below. And don't forget to subscribe to our channel for more educational content."</div><div><br /></div><div>[Closing shot of the host, waving goodbye]</div><div><br /></div><div>Host: "Thank you for joining us today. Happy learning!"</div><div><br /></div><div>---</div><div><br /></div><div>Feel free to customize and elaborate on the script as needed. Adding visuals, explanations, and examples can make the video lesson even more engaging and informative for your students.</div></div><div><span style="font-family: inherit;"><br /></span></div><h2 style="text-align: left;"><span style="font-family: inherit;">Aligning the sample worksheet and video script with Bloom's Taxonomy will help ensure that your lesson addresses various cognitive skills. Here are the objectives and learning outcomes based on Bloom's Taxonomy:</span></h2><div><span style="font-family: inherit;"><b><br /></b></span></div><div><span style="font-family: inherit;"><b>Worksheet and Video Lesson Objectives:</b></span></div><div><span style="font-family: inherit;"><br /></span></div><div><span style="font-family: inherit;">1. Knowledge (Remembering):</span></div><div><span style="font-family: inherit;"> - Recognize and identify the different parts of speech.</span></div><div><span style="font-family: inherit;"> - Recall the definitions and roles of nouns, pronouns, verbs, adverbs, adjectives, and conjunctions.</span></div><div><span style="font-family: inherit;"><br /></span></div><div><span style="font-family: inherit;">2. Comprehension (Understanding):</span></div><div><span style="font-family: inherit;"> - Understand the function of adverbs and adjectives in sentences.</span></div><div><span style="font-family: inherit;"> - Interpret and differentiate between various parts of speech.</span></div><div><span style="font-family: inherit;"> - Explain the role of conjunctions in connecting words, phrases, and clauses.</span></div><div><span style="font-family: inherit;"><br /></span></div><div><span style="font-family: inherit;">3. Application (Applying):</span></div><div><span style="font-family: inherit;"> - Apply knowledge of grammar rules to solve multiple-choice questions.</span></div><div><span style="font-family: inherit;"> - Utilize assert-reason questions to demonstrate a deeper understanding of grammar concepts.</span></div><div><span style="font-family: inherit;"> - Complete the Close Test with appropriate words to construct grammatically correct sentences.</span></div><div><span style="font-family: inherit;"><br /></span></div><div><span style="font-family: inherit;">4. Analysis (Analyzing):</span></div><div><span style="font-family: inherit;"> - Analyze sentences to determine the correct part of speech for individual words.</span></div><div><span style="font-family: inherit;"> - Evaluate whether the provided reasons in assert-reason questions correctly explain the assertions.</span></div><div><span style="font-family: inherit;"><br /></span></div><div><span style="font-family: inherit;">5. Synthesis (Creating):</span></div><div><span style="font-family: inherit;"> - Construct well-formed sentences that incorporate different parts of speech.</span></div><div><span style="font-family: inherit;"> - Combine grammar knowledge to express ideas clearly and effectively in both multiple-choice and Close Test questions.</span></div><div><span style="font-family: inherit;"><br /></span></div><div><span style="font-family: inherit;">6. Evaluation (Evaluating):</span></div><div><span style="font-family: inherit;"> - Assess your own understanding of English grammar by checking your answers against the correct solutions.</span></div><div><span style="font-family: inherit;"> - Review and critique your performance on assert-reason questions.</span></div><div><span style="font-family: inherit;"><br /></span></div><div><span style="font-family: inherit;"><b>Learning Outcome:</b></span></div><div><span style="font-family: inherit;"><br /></span></div><div><span style="font-family: inherit;">Upon completing this worksheet and video lesson, students will be able to:</span></div><div><span style="font-family: inherit;"><br /></span></div><div><span style="font-family: inherit;">- Recognize and correctly identify the different parts of speech in sentences.</span></div><div><span style="font-family: inherit;">- Understand the roles and functions of nouns, pronouns, verbs, adverbs, adjectives, and conjunctions in context.</span></div><div><span style="font-family: inherit;">- Apply their grammar knowledge to solve multiple-choice questions, assert-reason questions, and complete close test exercises accurately.</span></div><div><span style="font-family: inherit;">- Analyze sentences to determine the appropriate part of speech for each word.</span></div><div><span style="font-family: inherit;">- Construct grammatically sound sentences and articulate explanations for their choices.</span></div><div><span style="font-family: inherit;">- Evaluate their own grammar comprehension and make improvements based on self-assessment.</span></div><div><span style="font-family: inherit;"><br /></span></div><div><span style="font-family: inherit;">By aligning your objectives and learning outcomes with Bloom's Taxonomy, you ensure that your worksheet and video lesson cover a range of cognitive skills, promoting a deeper understanding of English grammar among your students.</span></div><div><span style="font-family: inherit;"><br /></span></div>Dilip Baradhttp://www.blogger.com/profile/13685206624805812345noreply@blogger.com0tag:blogger.com,1999:blog-7401639940431520150.post-12171033601894689162023-09-13T11:46:00.006+05:302023-09-13T12:18:32.093+05:30SSS Training Session - Sasan Gir<h1 style="text-align: left;"><span style="font-size: large;">Demonstration for Math & Science Teachers of Sainik Schools in a training programme 'Pratibaddhata' - Refresher Course organised by CoT - Center of Training, IITE - Indian Institute of Teacher Education, Gandhinagar, Gujarat</span></h1><h1 style="text-align: left;"><span style="font-size: large;">1. Presentation:</span></h1>
<span style="font-size: large;"><iframe allowfullscreen="true" frameborder="0" height="749" mozallowfullscreen="true" src="https://docs.google.com/presentation/d/e/2PACX-1vTxrg_kkKPXo1j4AButz0ad1waYwk7A6VQ_BEhQ63oOiw3G0fiIcILC7zkVX0QydyUMx3z-JWdfC3Ut/embed?start=false&loop=false&delayms=3000" webkitallowfullscreen="true" width="1000"></iframe></span><div><span style="font-size: large;"><br /></span></div><div><span style="font-size: large;"><br /></span></div><div><h2 style="text-align: left;"><span style="font-size: large;">ChatGPT generated Transcript for Video</span></h2><div><span style="font-size: large;">[INTRODUCTION]</span></div><div><span style="font-size: large;"><br /></span></div><div><span style="font-size: large;">[Opening shot: A classroom filled with students, a teacher at the front of the room.]</span></div><div><span style="font-size: large;"><br /></span></div><div><span style="font-size: large;">Narrator (Voiceover): In today's digital age, education is evolving, and teachers need to adapt. Online teaching of Math and Science requires innovative approaches and collaborative tools to engage students effectively.</span></div><div><span style="font-size: large;"><br /></span></div><div><span style="font-size: large;">[Cut to a computer screen showing the DIKSHA website.]</span></div><div><span style="font-size: large;"><br /></span></div><div><span style="font-size: large;">Narrator (Voiceover): Welcome to DIKSHA, the Digital Infrastructure for Knowledge Sharing, an initiative of the National Council of Educational Research and Training, Ministry of Education, Government of India.</span></div><div><span style="font-size: large;"><br /></span></div><div><span style="font-size: large;">[THE TOOLS - LET'S EXPLORE]</span></div><div><span style="font-size: large;"><br /></span></div><div><span style="font-size: large;">[Transition to a screen displaying various digital tools.]</span></div><div><span style="font-size: large;"><br /></span></div><div><span style="font-size: large;">Narrator (Voiceover): To make online teaching of Math and Science engaging, let's explore some collaborative tools that can enhance the learning experience.</span></div><div><span style="font-size: large;"><br /></span></div><div><span style="font-size: large;">[Cut to a series of quick shots demonstrating the following tools: Kahoot, Mentimeter, Google Form, and Ed.Ted.]</span></div><div><span style="font-size: large;"><br /></span></div><div><span style="font-size: large;">Narrator (Voiceover): These tools, including Kahoot, Mentimeter, Google Forms, and Ed.Ted, can revolutionize your teaching methods.</span></div><div><span style="font-size: large;"><br /></span></div><div><span style="font-size: large;">[PROJECT WORK - GUIDING THE SESSIONS]</span></div><div><span style="font-size: large;"><br /></span></div><div><span style="font-size: large;">[Transition to a classroom setting with teachers discussing.]</span></div><div><span style="font-size: large;"><br /></span></div><div><span style="font-size: large;">Narrator (Voiceover): Now, let's discuss how to guide project work during your sessions.</span></div><div><span style="font-size: large;"><br /></span></div><div><span style="font-size: large;">[Cut to a whiteboard with "Plan of Action" written on it.]</span></div><div><span style="font-size: large;"><br /></span></div><div><span style="font-size: large;">Narrator (Voiceover): Here's a plan of action:</span></div><div><span style="font-size: large;"><br /></span></div><div><span style="font-size: large;">[1. Collaborative Tools]</span></div><div><span style="font-size: large;"><br /></span></div><div><span style="font-size: large;">[Shot of teachers exploring tools on their devices.]</span></div><div><span style="font-size: large;"><br /></span></div><div><span style="font-size: large;">Narrator (Voiceover): First, explore the collaborative tools available:</span></div><div><span style="font-size: large;"><br /></span></div><div><span style="font-size: large;">[Quick shots of teachers navigating through Khan Academy and Google Education Tools.]</span></div><div><span style="font-size: large;"><br /></span></div><div><span style="font-size: large;">Narrator (Voiceover): Utilize resources like Khan Academy and Google Education Tools for inspiration.</span></div><div><span style="font-size: large;"><br /></span></div><div><span style="font-size: large;">[2. Interactive Tools]</span></div><div><span style="font-size: large;"><br /></span></div><div><span style="font-size: large;">[Show teachers interacting with interactive math tools.]</span></div><div><span style="font-size: large;"><br /></span></div><div><span style="font-size: large;">Narrator (Voiceover): Introduce interactive tools like Desmos for math activities and simulations to enhance learning.</span></div><div><span style="font-size: large;"><br /></span></div><div><span style="font-size: large;">[3. Science Resources]</span></div><div><span style="font-size: large;"><br /></span></div><div><span style="font-size: large;">[Display a list of science resources.]</span></div><div><span style="font-size: large;"><br /></span></div><div><span style="font-size: large;">Narrator (Voiceover): For Science teachers, utilize resources like Discovery Education, Froguts, and Science Buddies.</span></div><div><span style="font-size: large;"><br /></span></div><div><span style="font-size: large;">[4. Lesson Planning]</span></div><div><span style="font-size: large;"><br /></span></div><div><span style="font-size: large;">[Show a teacher using a computer to create a lesson plan.]</span></div><div><span style="font-size: large;"><br /></span></div><div><span style="font-size: large;">Narrator (Voiceover): Create lesson plans with the help of ChatGPT or Google Bard.</span></div><div><span style="font-size: large;"><br /></span></div><div><span style="font-size: large;">[FOLLOW-UP ACTIVITIES]</span></div><div><span style="font-size: large;"><br /></span></div><div><span style="font-size: large;">[Cut to teachers brainstorming follow-up activities.]</span></div><div><span style="font-size: large;"><br /></span></div><div><span style="font-size: large;">Narrator (Voiceover): After your lessons, engage your students with follow-up activities:</span></div><div><span style="font-size: large;"><br /></span></div><div><span style="font-size: large;">[Quick shots of teachers creating Kahoot quizzes, Mentimeter polls, and Google Docs.]</span></div><div><span style="font-size: large;"><br /></span></div><div><span style="font-size: large;">Narrator (Voiceover): Use Kahoot, Mentimeter, Google Edu Tools, or Ed.Ted for collaborative and active learning.</span></div><div><span style="font-size: large;"><br /></span></div><div><span style="font-size: large;">[PARTICIPANT DEMONSTRATION]</span></div><div><span style="font-size: large;"><br /></span></div><div><span style="font-size: large;">[Cut to a calendar page with "25th September" circled.]</span></div><div><span style="font-size: large;"><br /></span></div><div><span style="font-size: large;">Narrator (Voiceover): Finally, on the 25th of September, it's time for participants to showcase their Ed.Ted lessons for evaluation.</span></div><div><span style="font-size: large;"><br /></span></div><div><span style="font-size: large;">[CLOSING]</span></div><div><span style="font-size: large;"><br /></span></div><div><span style="font-size: large;">[Cut to a teacher addressing an online class.]</span></div><div><span style="font-size: large;"><br /></span></div><div><span style="font-size: large;">Narrator (Voiceover): Collaborative tools in online teaching of Math and Science, along with guided project work, empower educators to create engaging and interactive learning experiences.</span></div><div><span style="font-size: large;"><br /></span></div><div><span style="font-size: large;">[Closing shot: DIKSHA logo with the website URL.]</span></div><div><span style="font-size: large;"><br /></span></div><div><span style="font-size: large;">Narrator (Voiceover): Explore the resources available on DIKSHA and embark on your journey to transform education.</span></div><div><span style="font-size: large;"><br /></span></div><div><span style="font-size: large;">[End with upbeat music and fade out.]</span></div><div><span style="font-size: large;"><br /></span></div><div><span style="font-size: large;">[End of Video Script]</span></div></div><div><span style="font-size: large;"><br /></span></div><div><span style="font-size: large;"><br /></span></div><div><h2 style="text-align: left;"><span style="font-size: large;">Worksheet: Collaborative Tools in Online Teaching of Math and Science</span></h2><div><span style="font-size: large;"><br /></span></div><div><span style="font-size: large;">**Name:** __________________________</span></div><div><span style="font-size: large;"><br /></span></div><div><span style="font-size: large;">**Grade:** 12</span></div><div><span style="font-size: large;"><br /></span></div><div><span style="font-size: large;">**Date:** __________________________</span></div><div><span style="font-size: large;"><br /></span></div><div><b><span style="font-size: large;">Instructions: Read the transcript carefully and answer the following multiple-choice questions (MCQs) and short-answer questions.</span></b></div><div><span style="font-size: large;"><br /></span></div><div><span style="font-size: large;"><b>MCQs:</b></span></div><div><span style="font-size: large;"><br /></span></div><div><span style="font-size: large;">1. What is the main focus of the DIKSHA platform?</span></div><div><span style="font-size: large;"> a) Teaching Math and Science only</span></div><div><span style="font-size: large;"> b) Digital infrastructure for knowledge sharing</span></div><div><span style="font-size: large;"> c) Government policies</span></div><div><span style="font-size: large;"> d) History education</span></div><div><span style="font-size: large;"><br /></span></div><div><span style="font-size: large;">2. Which of the following is NOT mentioned as a collaborative tool for online teaching in the transcript?</span></div><div><span style="font-size: large;"> a) Kahoot</span></div><div><span style="font-size: large;"> b) Google Form</span></div><div><span style="font-size: large;"> c) Ed.Ted</span></div><div><span style="font-size: large;"> d) Canvas</span></div><div><span style="font-size: large;"><br /></span></div><div><span style="font-size: large;">3. What is the purpose of using Desmos in online teaching?</span></div><div><span style="font-size: large;"> a) To create lesson plans</span></div><div><span style="font-size: large;"> b) To enhance interactive math activities</span></div><div><span style="font-size: large;"> c) To write code</span></div><div><span style="font-size: large;"> d) To schedule meetings</span></div><div><span style="font-size: large;"><br /></span></div><div><span style="font-size: large;"><b>Short Answer Questions:</b></span></div><div><span style="font-size: large;"><br /></span></div><div><span style="font-size: large;">4. List two collaborative tools mentioned in the transcript that can be used for follow-up activities after a lesson.</span></div><div><span style="font-size: large;"><br /></span></div><div><span style="font-size: large;"> - Tool 1: _________________________</span></div><div><span style="font-size: large;"> - Tool 2: _________________________</span></div><div><span style="font-size: large;"><br /></span></div><div><span style="font-size: large;">5. Explain why it's important for teachers to explore resources like Khan Academy and Google Education Tools.</span></div><div><span style="font-size: large;"><br /></span></div><div><span style="font-size: large;">6. Briefly describe the plan of action for teachers mentioned in the transcript.</span></div><div><span style="font-size: large;"><br /></span></div><div><span style="font-size: large;">7. What date is mentioned for participants to display their Ed.Ted lesson for evaluation?</span></div><div><span style="font-size: large;"><br /></span></div><div><span style="font-size: large;">8. How can collaborative tools and project work benefit online teaching of Math and Science?</span></div><div><span style="font-size: large;"><br /></span></div><div><span style="font-size: large;"><b>Bonus Question:</b></span></div><div><span style="font-size: large;"><br /></span></div><div><span style="font-size: large;">9. Create a short multiple-choice question (MCQ) related to the content discussed in the transcript and provide four answer choices. (Don't forget to include the correct answer.)</span></div><div><span style="font-size: large;"><br /></span></div><div><span style="font-size: large;"> Question: _______________________________</span></div><div><span style="font-size: large;"> a) Choice A: ___________________________</span></div><div><span style="font-size: large;"> b) Choice B: ___________________________</span></div><div><span style="font-size: large;"> c) Choice C: ___________________________</span></div><div><span style="font-size: large;"> d) Choice D: ___________________________</span></div><div><span style="font-size: large;"> Correct Answer: ________________________</span></div><div><span style="font-size: large;"><br /></span></div><div><span style="font-size: large;">Remember to use your own words when answering the short answer questions. Good luck!</span></div></div><div><span style="font-size: large;"><br /></span></div><div><div><br /></div><div><span style="font-size: large;"><b>Answer Key - MCQs:</b></span></div><div><span style="font-size: large;"><br /></span></div><div><span style="font-size: large;">1. What is the main focus of the DIKSHA platform?</span></div><div><span style="font-size: large;"> Correct Answer: b) Digital infrastructure for knowledge sharing</span></div><div><span style="font-size: large;"><br /></span></div><div><span style="font-size: large;">2. Which of the following is NOT mentioned as a collaborative tool for online teaching in the transcript?</span></div><div><span style="font-size: large;"> Correct Answer: d) Canvas</span></div><div><span style="font-size: large;"><br /></span></div><div><span style="font-size: large;">3. What is the purpose of using Desmos in online teaching?</span></div><div><span style="font-size: large;"> Correct Answer: b) To enhance interactive math activities</span></div><div><span style="font-size: large;"><br /></span></div><div><span style="font-size: large;"><b>Answer Key: Short Answer Questions:</b></span></div><div><span style="font-size: large;"><br /></span></div><div><span style="font-size: large;">4. List two collaborative tools mentioned in the transcript that can be used for follow-up activities after a lesson.</span></div><div><span style="font-size: large;"><br /></span></div><div><span style="font-size: large;"> - Tool 1: Kahoot</span></div><div><span style="font-size: large;"> - Tool 2: Mentimeter</span></div><div><span style="font-size: large;"><br /></span></div><div><span style="font-size: large;">5. Explain why it's important for teachers to explore resources like Khan Academy and Google Education Tools.</span></div><div><span style="font-size: large;"><br /></span></div><div><span style="font-size: large;"> Answer: Exploring resources like Khan Academy and Google Education Tools is essential because they provide teachers with valuable content and teaching materials that can inspire new teaching ideas and approaches. These resources offer a wide range of educational content, including videos, interactive exercises, and lesson plans, which can enhance the quality of online teaching and make learning more engaging for students.</span></div><div><span style="font-size: large;"><br /></span></div><div><span style="font-size: large;">6. Briefly describe the plan of action for teachers mentioned in the transcript.</span></div><div><span style="font-size: large;"><br /></span></div><div><span style="font-size: large;"> Answer: The plan of action for teachers mentioned in the transcript includes four main components:</span></div><div><span style="font-size: large;"> - Exploring collaborative tools like Kahoot, Mentimeter, Google Forms, and Ed.Ted.</span></div><div><span style="font-size: large;"> - Utilizing interactive math tools like Desmos for math activities.</span></div><div><span style="font-size: large;"> - Accessing science resources such as Discovery Education, Froguts, and Science Buddies.</span></div><div><span style="font-size: large;"> - Creating lesson plans with the help of AI tools like ChatGPT or Google Bard.</span></div><div><span style="font-size: large;"><br /></span></div><div><span style="font-size: large;">7. What date is mentioned for participants to display their Ed.Ted lesson for evaluation?</span></div><div><span style="font-size: large;"><br /></span></div><div><span style="font-size: large;"> Correct Answer: 25th September</span></div><div><span style="font-size: large;"><br /></span></div><div><span style="font-size: large;">8. How can collaborative tools and project work benefit online teaching of Math and Science?</span></div><div><span style="font-size: large;"><br /></span></div><div><span style="font-size: large;"> Answer: Collaborative tools and project work can benefit online teaching of Math and Science by promoting active student engagement and interaction. These tools make it possible for students to participate in quizzes (e.g., Kahoot), polls (e.g., Mentimeter), and collaborative document editing (e.g., Google Docs). Project work encourages students to apply their knowledge and skills in real-world scenarios, enhancing their understanding of Math and Science concepts and fostering critical thinking.</span></div><div><span style="font-size: large;"><br /></span></div><div><span style="font-size: large;"><b>Answer Key: Bonus Question:</b></span></div><div><span style="font-size: large;"><br /></span></div><div><span style="font-size: large;">9. Create a short multiple-choice question (MCQ) related to the content discussed in the transcript and provide four answer choices. (Don't forget to include the correct answer.)</span></div><div><span style="font-size: large;"><br /></span></div><div><span style="font-size: large;"> Question: Which tool can be used for interactive math activities in online teaching?</span></div><div><span style="font-size: large;"><br /></span></div><div><span style="font-size: large;"> a) Khan Academy</span></div><div><span style="font-size: large;"> b) Google Form</span></div><div><span style="font-size: large;"> c) Kahoot</span></div><div><span style="font-size: large;"> d) Canvas</span></div><div><span style="font-size: large;"><br /></span></div><div><span style="font-size: large;"> Correct Answer: a) Khan Academy</span></div></div>Dilip Baradhttp://www.blogger.com/profile/13685206624805812345noreply@blogger.com0tag:blogger.com,1999:blog-7401639940431520150.post-74134328176370305742023-09-04T19:02:00.000+05:302023-09-04T19:02:02.920+05:30Three-fold Objectives - DoE-MKBU<h1 style="text-align: justify;"><span style="font-size: large;">Three-fold Objectives of the Department of English at MKBU:</span></h1><p style="text-align: justify;"><span style="font-size: large;"><br /></span></p><p style="text-align: justify;"><span style="font-size: large;"><b>Abstract:</b></span></p><p style="text-align: justify;"><span style="font-size: large;">This presentation delves into the multifaceted objectives of the Department of English at MKBU, which are designed to empower students with a holistic and versatile skill set. These objectives encompass three fundamental pillars: Subject Content, Presentation Skills, and Digital Skills. Under the umbrella of Subject Content, we explore the department's mission to foster a deeper understanding of literature, cultivate literary sensibility, and apply literary insights to real-life situations, all while uncovering the intricacies of human nature through the study of fictional characters. Moving to Presentation Skills, we delve into the enhancement of speech, public speaking, and the art of crafting captivating visuals. Finally, in the realm of Digital Skills, we embrace the digital age, equipping students with the tools to navigate the evolving landscape of technology. These objectives collectively prepare students to excel academically and thrive in a modern world where effective communication and digital proficiency are paramount.</span></p><p style="text-align: justify;"><span style="font-size: large;"><br /></span></p><p style="text-align: justify;"><span style="font-size: large;"><b>Introduction:</b></span></p><p style="text-align: justify;"><span style="font-size: large;">In the dynamic and ever-evolving landscape of education, the Department of English at MKBU stands as a beacon of innovation and adaptability. Our commitment to academic excellence goes beyond the traditional confines of literature, extending into the realms of effective communication and digital literacy. In this presentation, we embark on a journey to unravel the threefold objectives that underpin our department's mission - a mission centered on empowering students with not only a profound understanding of literature but also the ability to articulate their ideas persuasively and navigate the digital era with confidence. We believe that a comprehensive education transcends the boundaries of textbooks and lecture halls, and it is with this belief that we have carefully crafted our objectives in Subject Content, Presentation Skills, and Digital Skills. Join us as we explore how these objectives synergize to shape well-rounded individuals who are not only academically adept but also equipped to thrive in the complex and interconnected world of the 21st century.</span></p><p style="text-align: justify;"><span style="font-family: inherit; font-size: large;"><b>Objective 1: Subject Content</b></span></p><p style="text-align: justify;"></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhJmFDpKci6WQXG__zKhqTG1Dp8u_4P2xbJ91dRcVcwZt2buquX9Lg17qrSVrYL7TJPP4QfkT0D0OL0lq7dpeSd2nwSTPCj6M22xg6BfhjqCzS0RBSNpBRTmJC4s1R1WWBlQVUdQJGYdtBVCievXazj3NNmibQe2vNJWX1mRApWsVEJk0Wx6ZjNPERcK0jF/s1024/DALL%C2%B7E%202023-09-04%2017.57.06%20-%20add%20mirror%20to%20this%20image%20and%20regenerate.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1024" data-original-width="1024" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhJmFDpKci6WQXG__zKhqTG1Dp8u_4P2xbJ91dRcVcwZt2buquX9Lg17qrSVrYL7TJPP4QfkT0D0OL0lq7dpeSd2nwSTPCj6M22xg6BfhjqCzS0RBSNpBRTmJC4s1R1WWBlQVUdQJGYdtBVCievXazj3NNmibQe2vNJWX1mRApWsVEJk0Wx6ZjNPERcK0jF/s320/DALL%C2%B7E%202023-09-04%2017.57.06%20-%20add%20mirror%20to%20this%20image%20and%20regenerate.png" width="320" /></a></div><br /><span style="font-family: inherit; font-size: large;"><br /></span><p></p><p style="text-align: justify;"><span style="font-family: inherit; font-size: large;">In the pursuit of academic excellence, the Department of English at MKBU is committed to fostering a profound appreciation and mastery of literary studies. Our primary objective in this regard is to facilitate a deeper understanding of literature. We aim to empower our students with the tools to navigate the rich tapestry of literary works spanning various genres, cultures, and time periods.</span></p><p style="text-align: justify;"><span style="font-family: inherit; font-size: large;"><br /></span></p><p style="text-align: justify;"><span style="font-family: inherit; font-size: large;">Furthermore, we strive to nurture and develop the literary sensibility of our students. This entails not merely reading texts but also engaging with them on a profound level. Through critical analysis and interpretation, our students will gain insights into the intricate layers of meaning embedded within literary masterpieces.</span></p><p style="text-align: justify;"><span style="font-family: inherit; font-size: large;"><br /></span></p><p style="text-align: justify;"><span style="font-family: inherit; font-size: large;">Beyond the classroom, we encourage our students to apply their literary understanding in real-life situations. Literature serves as a powerful mirror reflecting the complexities of the human condition. By drawing parallels between fictional narratives and real-world scenarios, our students will develop the ability to extract valuable lessons, perspectives, and solutions from literature.</span></p><p style="text-align: justify;"><span style="font-family: inherit; font-size: large;"><br /></span></p><p style="text-align: justify;"><span style="font-family: inherit; font-size: large;">A central aspect of our curriculum involves delving into the behavioral patterns of imaginary characters placed in imaginary situations. This exploration is not merely an exercise in imagination but a journey into understanding human nature. By studying the choices, dilemmas, and transformations of characters, students gain valuable insights into the intricacies of the human psyche.</span></p><p style="text-align: justify;"><span style="font-family: inherit; font-size: large;"><br /></span></p><p style="text-align: justify;"><span style="font-family: inherit; font-size: large;">Additionally, our English Department acknowledges the pivotal role that literature plays in human development. The exposure to diverse literary works equips students with the empathy and cultural sensitivity necessary to navigate an increasingly globalized world. Through the study of literature, we aim to foster well-rounded individuals who are not only academically adept but also socially conscious and empathetic citizens.</span></p><p style="text-align: justify;"><span style="font-family: inherit; font-size: large;"><br /></span></p><p style="text-align: justify;"><span style="font-family: inherit; font-size: large;"><b>Objective 2: Presentation Skills</b></span></p><p style="text-align: justify;"></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjmfVhs9ZLuLLclUThGDXpRK8eBavkffijMISQYBrbKcEPKkBexv8rSbdqmkvHAbQH16jM8ufBGSQ5rWpBnhA2sbY7G3z-QE0PvR66Vj1yTYm7vknIgflGFvDdeH__Z4zSt70QrYw18BEAVDWvKQrDyHLtgNvmgpv0asRChNoHExWcPNTJ9Vf5HR98jm_nc/s1024/DALL%C2%B7E%202023-09-04%2018.08.29.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1024" data-original-width="1024" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjmfVhs9ZLuLLclUThGDXpRK8eBavkffijMISQYBrbKcEPKkBexv8rSbdqmkvHAbQH16jM8ufBGSQ5rWpBnhA2sbY7G3z-QE0PvR66Vj1yTYm7vknIgflGFvDdeH__Z4zSt70QrYw18BEAVDWvKQrDyHLtgNvmgpv0asRChNoHExWcPNTJ9Vf5HR98jm_nc/s320/DALL%C2%B7E%202023-09-04%2018.08.29.png" width="320" /></a></div><br /><span style="font-family: inherit; font-size: large;"><br /></span><p></p><p style="text-align: justify;"><span style="font-family: inherit; font-size: large;">In an age characterized by information overload, effective communication is a cornerstone skill. The Department of English at MKBU recognizes the paramount importance of equipping our students with exceptional presentation skills.</span></p><p style="text-align: justify;"><span style="font-family: inherit; font-size: large;"><br /></span></p><p style="text-align: justify;"><span style="font-family: inherit; font-size: large;">Our second objective centers on improving speech and public speaking abilities. We believe that eloquence and the power to articulate one's thoughts are essential life skills. Through rigorous training, practice, and constructive feedback, our students will develop the confidence to express themselves clearly and persuasively in both academic and professional contexts.</span></p><p style="text-align: justify;"><span style="font-family: inherit; font-size: large;"><br /></span></p><p style="text-align: justify;"><span style="font-family: inherit; font-size: large;">A critical component of effective communication is the use of visual aids. Therefore, we emphasize the art of preparing slides, infographics, and graphic designs that complement and enhance the spoken word. Our students will master the art of crafting visual materials that not only convey information but also captivate and engage audiences.</span></p><p style="text-align: justify;"><span style="font-family: inherit; font-size: large;"><br /></span></p><p style="text-align: justify;"><span style="font-family: inherit; font-size: large;">Moreover, we encourage the creation of thematic designs for presentations. This involves a deeper level of thought and creativity, where students learn to synthesize content and design elements to convey a cohesive message. The ability to design presentations with themes that resonate with the audience adds an extra layer of impact to their communication skills.</span></p><p style="text-align: justify;"><span style="font-family: inherit; font-size: large;"><br /></span></p><p style="text-align: justify;"><span style="font-family: inherit; font-size: large;"><b>Objective 3: Digital Skills</b></span></p><p style="text-align: justify;"></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjKRIPO1jqOuY_hq4JxNS29mrnI3dtF_-CfCO4Y9ZVK-q-jRzFnSS6Ka_lCiDsR2lbMV_kV5mtui-dRgyBzD6qjnZlXUiL-klXFVJ_qt-QuccfZtv8chKexxkY60omHMOvnZzmzHW-E9dL3oUHk-SbO4xEEWX4Kv0VybbagxvdeMRXhA4ek0JSc6o35Pfoe/s768/070622-Digital-Skill.webp" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="512" data-original-width="768" height="213" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjKRIPO1jqOuY_hq4JxNS29mrnI3dtF_-CfCO4Y9ZVK-q-jRzFnSS6Ka_lCiDsR2lbMV_kV5mtui-dRgyBzD6qjnZlXUiL-klXFVJ_qt-QuccfZtv8chKexxkY60omHMOvnZzmzHW-E9dL3oUHk-SbO4xEEWX4Kv0VybbagxvdeMRXhA4ek0JSc6o35Pfoe/s320/070622-Digital-Skill.webp" width="320" /></a></div><br /><span style="font-family: inherit; font-size: large;"><br /></span><p></p><p style="text-align: justify;"><span style="font-family: inherit; font-size: large;">The digital landscape is continually evolving, and proficiency in digital skills is now indispensable. The Department of English at MKBU is dedicated to equipping our students with the necessary digital skills to thrive in the modern world.</span></p><p style="text-align: justify;"><span style="font-family: inherit; font-size: large;"><br /></span></p><p style="text-align: justify;"><span style="font-family: inherit; font-size: large;">Our third objective encompasses a wide range of digital competencies. From live streaming to managing a YouTube channel, our students will gain hands-on experience in creating and curating digital content. They will learn the art of video editing, enabling them to produce polished and engaging video materials.</span></p><p style="text-align: justify;"><span style="font-family: inherit; font-size: large;"><br /></span></p><p style="text-align: justify;"><span style="font-family: inherit; font-size: large;">Furthermore, we place a strong emphasis on the practical aspects of digital skills, including uploading videos to online platforms and creating webquests. In a world where information is predominantly accessed online, these skills are invaluable for both academic and professional purposes.</span></p><p style="text-align: justify;"><span style="font-family: inherit; font-size: large;"><br /></span></p><p style="text-align: justify;"><span style="font-family: inherit; font-size: large;">Lastly, we recognize the ubiquity of mobile phones in today's society. Rather than viewing them solely as distractions, we encourage their responsible use for academic purposes. Our students will learn to harness the potential of mobile devices as tools for research, collaboration, and learning.</span></p><p style="text-align: justify;"><span style="font-family: inherit; font-size: large;"><br /></span></p><p style="text-align: justify;"><span style="font-family: inherit; font-size: large;">In conclusion, the Department of English at MKBU is committed to a holistic approach to education. Our objectives in subject content, presentation skills, and digital skills converge to create well-rounded individuals who are not only proficient in their field of study but also adept at effectively communicating and navigating the digital landscape of the 21st century. Through these objectives, we empower our students to excel academically and thrive in an ever-changing world.</span></p><p style="text-align: justify;"><span style="font-family: inherit; font-size: large;"><b>Objective 1: Subject Content</b></span></p><p style="text-align: justify;"></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhJmFDpKci6WQXG__zKhqTG1Dp8u_4P2xbJ91dRcVcwZt2buquX9Lg17qrSVrYL7TJPP4QfkT0D0OL0lq7dpeSd2nwSTPCj6M22xg6BfhjqCzS0RBSNpBRTmJC4s1R1WWBlQVUdQJGYdtBVCievXazj3NNmibQe2vNJWX1mRApWsVEJk0Wx6ZjNPERcK0jF/s1024/DALL%C2%B7E%202023-09-04%2017.57.06%20-%20add%20mirror%20to%20this%20image%20and%20regenerate.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="1024" data-original-width="1024" height="173" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhJmFDpKci6WQXG__zKhqTG1Dp8u_4P2xbJ91dRcVcwZt2buquX9Lg17qrSVrYL7TJPP4QfkT0D0OL0lq7dpeSd2nwSTPCj6M22xg6BfhjqCzS0RBSNpBRTmJC4s1R1WWBlQVUdQJGYdtBVCievXazj3NNmibQe2vNJWX1mRApWsVEJk0Wx6ZjNPERcK0jF/w173-h173/DALL%C2%B7E%202023-09-04%2017.57.06%20-%20add%20mirror%20to%20this%20image%20and%20regenerate.png" width="173" /></a></div><p></p><p style="text-align: justify;"></p><ul><li><span style="font-family: inherit; font-size: x-large;">Deeper Understanding of Literature</span></li><li><span style="font-family: inherit; font-size: large;">Analyze various genres and time periods</span></li><li><span style="font-family: inherit; font-size: large;">Develop Literary Sensibility</span></li><li><span style="font-family: inherit; font-size: large;">Engage deeply with literary works</span></li><li><span style="font-family: inherit; font-size: large;">Apply Literary Understanding in Real Life</span></li><li><span style="font-family: inherit; font-size: large;">Draw lessons from literature for real-world situations</span></li><li><span style="font-family: inherit; font-size: large;">Understand Human Nature through Characters</span></li><li><span style="font-family: inherit; font-size: large;">Analyze behavioral patterns of fictional characters</span></li><li><span style="font-family: inherit; font-size: large;">Promote Human Development</span></li><li><span style="font-family: inherit; font-size: large;">Foster empathy and cultural sensitivity</span></li></ul><p></p><p style="text-align: justify;"><span style="font-family: inherit; font-size: large;"><br /></span></p><p style="text-align: justify;"><span style="font-family: inherit; font-size: large;"><b>Objective 2: Presentation Skills</b></span></p><p style="text-align: justify;"></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjmfVhs9ZLuLLclUThGDXpRK8eBavkffijMISQYBrbKcEPKkBexv8rSbdqmkvHAbQH16jM8ufBGSQ5rWpBnhA2sbY7G3z-QE0PvR66Vj1yTYm7vknIgflGFvDdeH__Z4zSt70QrYw18BEAVDWvKQrDyHLtgNvmgpv0asRChNoHExWcPNTJ9Vf5HR98jm_nc/s1024/DALL%C2%B7E%202023-09-04%2018.08.29.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="1024" data-original-width="1024" height="188" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjmfVhs9ZLuLLclUThGDXpRK8eBavkffijMISQYBrbKcEPKkBexv8rSbdqmkvHAbQH16jM8ufBGSQ5rWpBnhA2sbY7G3z-QE0PvR66Vj1yTYm7vknIgflGFvDdeH__Z4zSt70QrYw18BEAVDWvKQrDyHLtgNvmgpv0asRChNoHExWcPNTJ9Vf5HR98jm_nc/w188-h188/DALL%C2%B7E%202023-09-04%2018.08.29.png" width="188" /></a></div><p></p><p style="text-align: justify;"></p><ul><li><span style="font-family: inherit; font-size: x-large;">Improve Speech and Public Speaking</span></li><li><span style="font-family: inherit; font-size: large;">Enhance communication and confidence</span></li><li><span style="font-family: inherit; font-size: large;">Prepare Engaging Visuals</span></li><li><span style="font-family: inherit; font-size: large;">Create slides, infographics, and thematic designs</span></li><li><span style="font-family: inherit; font-size: large;">Master the Art of Graphic Design</span></li><li><span style="font-family: inherit; font-size: large;">Blend content and design for impact</span></li></ul><p></p><p style="text-align: justify;"><span style="font-family: inherit; font-size: large;"><br /></span></p><p style="text-align: justify;"><span style="font-family: inherit; font-size: large;"><b>Objective 3: Digital Skills</b></span></p><p style="text-align: justify;"><span style="font-family: inherit; font-size: large;"></span></p><div class="separator" style="clear: both; text-align: center;"><span style="font-family: inherit; font-size: large;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjKRIPO1jqOuY_hq4JxNS29mrnI3dtF_-CfCO4Y9ZVK-q-jRzFnSS6Ka_lCiDsR2lbMV_kV5mtui-dRgyBzD6qjnZlXUiL-klXFVJ_qt-QuccfZtv8chKexxkY60omHMOvnZzmzHW-E9dL3oUHk-SbO4xEEWX4Kv0VybbagxvdeMRXhA4ek0JSc6o35Pfoe/s768/070622-Digital-Skill.webp" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="512" data-original-width="768" height="133" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjKRIPO1jqOuY_hq4JxNS29mrnI3dtF_-CfCO4Y9ZVK-q-jRzFnSS6Ka_lCiDsR2lbMV_kV5mtui-dRgyBzD6qjnZlXUiL-klXFVJ_qt-QuccfZtv8chKexxkY60omHMOvnZzmzHW-E9dL3oUHk-SbO4xEEWX4Kv0VybbagxvdeMRXhA4ek0JSc6o35Pfoe/w200-h133/070622-Digital-Skill.webp" width="200" /></a></span></div><p></p><p style="text-align: justify;"></p><ul><li><span style="font-family: inherit; font-size: x-large;">Embrace Digital Platforms</span></li><li><span style="font-family: inherit; font-size: large;">Utilize live streaming and YouTube channels</span></li><li><span style="font-family: inherit; font-size: large;">Edit and Produce Videos</span></li><li><span style="font-family: inherit; font-size: large;">Create polished video content</span></li><li><span style="font-family: inherit; font-size: large;">Manage Online Content</span></li><li><span style="font-family: inherit; font-size: large;">Upload videos and curate webquests</span></li><li><span style="font-family: inherit; font-size: large;">Responsible Mobile Phone Use</span></li><li><span style="font-family: inherit; font-size: large;">Harness mobile devices for academic purposes</span></li></ul><p></p><p style="text-align: justify;"><span style="font-family: inherit; font-size: large;"><b>Conclusion:</b></span></p><p style="text-align: justify;"><span style="font-family: inherit; font-size: large;">The Department of English at MKBU is dedicated to nurturing well-rounded individuals. Our objectives in subject content, presentation skills, and digital skills converge to create graduates who excel academically and communicate effectively in the modern world.</span></p><p style="text-align: justify;"><span style="font-family: inherit; font-size: large;"><br /></span></p><p style="text-align: justify;"><span style="font-size: large;"><b>Expected Learning Outcomes as per Bloom's Taxonomy:</b></span></p><p style="text-align: justify;"><span style="font-family: inherit; font-size: large;"><i><br /></i></span></p><p style="text-align: justify;"><span style="font-family: inherit; font-size: large;"><i>Objective 1: Subject Content</i></span></p><p style="text-align: justify;"><span style="font-family: inherit; font-size: large;"></span></p><div class="separator" style="clear: both; text-align: center;"><span style="font-family: inherit; font-size: large;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgsqpPvqtbzhz42DUpUTt_tkCepdRo_feAok0secSrCCLVSvLGOg6QiDk9sYp98z1vDqbcXdPaDPv684MbpzrRSuogzTSSdZdFZXASASnSlEdgiJlpJBdQVuvxtpdnzwEsxvHtKu87pXv4k__VHFyfmfjWyCheKNkNH8zwiOzSNZ30GrdZ8DyYmvdYJWtBp/s1280/Slide3.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="720" data-original-width="1280" height="341" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgsqpPvqtbzhz42DUpUTt_tkCepdRo_feAok0secSrCCLVSvLGOg6QiDk9sYp98z1vDqbcXdPaDPv684MbpzrRSuogzTSSdZdFZXASASnSlEdgiJlpJBdQVuvxtpdnzwEsxvHtKu87pXv4k__VHFyfmfjWyCheKNkNH8zwiOzSNZ30GrdZ8DyYmvdYJWtBp/w606-h341/Slide3.PNG" width="606" /></a></span></div><i style="font-family: inherit; font-size: x-large;">Learning Outcome:</i><p></p><p style="text-align: justify;"></p><ul><li><span style="font-family: inherit; font-size: x-large;">Remembering: Recall and summarize key literary works, themes, and characters.</span></li><li><span style="font-family: inherit; font-size: large;">Understanding: Explain literary concepts, analyze character motivations, and identify literary techniques.</span></li><li><span style="font-family: inherit; font-size: large;">Applying: Apply literary understanding to real-life situations and contemporary issues.</span></li><li><span style="font-family: inherit; font-size: large;">Analyzing: Analyze the behavioral patterns of imaginary characters in literary works to gain insights into human nature.</span></li><li><span style="font-family: inherit; font-size: large;">Evaluating: Critique and evaluate the impact of literature on personal and societal development.</span></li><li><span style="font-family: inherit; font-size: large;">Creating: Generate new ideas and perspectives by synthesizing various literary concepts.</span></li></ul><p></p><p style="text-align: justify;"><span style="font-family: inherit; font-size: large;"><i><br /></i></span></p><p style="text-align: justify;"><span style="font-family: inherit; font-size: large;"><i>Objective 2: Presentation Skills</i></span></p><p style="text-align: justify;"></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiRLp1D5DXJ69pfcAzNYYH246K_RebBnyRgsUsTVaZAp9wtFpgox2NeVScLtDm2j4leI9inOvWantu0gcLGrENS0z9-2iqFxPX8od3lrN-2sqXdgMHZN3SJJVCvY65gabj7e1mn6YJfXR0HDP3WYyKORkD4fW5qPh45hJrUGLgUcDes_j7EBwC-LlRSK4nW/s1280/Slide4.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="720" data-original-width="1280" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiRLp1D5DXJ69pfcAzNYYH246K_RebBnyRgsUsTVaZAp9wtFpgox2NeVScLtDm2j4leI9inOvWantu0gcLGrENS0z9-2iqFxPX8od3lrN-2sqXdgMHZN3SJJVCvY65gabj7e1mn6YJfXR0HDP3WYyKORkD4fW5qPh45hJrUGLgUcDes_j7EBwC-LlRSK4nW/w640-h360/Slide4.PNG" width="640" /></a></div><i style="font-family: inherit; font-size: x-large;">Learning Outcome:</i><p></p><p style="text-align: justify;"></p><ul><li><span style="font-family: inherit; font-size: x-large;">Remembering: Recall fundamental principles of effective communication.</span></li><li><span style="font-family: inherit; font-size: large;">Understanding: Explain the elements of persuasive speech and effective presentation.</span></li><li><span style="font-family: inherit; font-size: large;">Applying: Apply presentation skills to communicate ideas effectively in different settings.</span></li><li><span style="font-family: inherit; font-size: large;">Analyzing: Analyze and critique speeches and presentations for strengths and weaknesses.</span></li><li><span style="font-family: inherit; font-size: large;">Evaluating: Evaluate the impact of visual aids, such as slides, infographics, and graphic design, on audience engagement.</span></li><li><span style="font-family: inherit; font-size: large;">Creating: Develop thematic and visually appealing presentation materials.</span></li></ul><p></p><p style="text-align: justify;"><span style="font-family: inherit; font-size: large;"><i><br /></i></span></p><p style="text-align: justify;"><span style="font-family: inherit; font-size: large;"><i>Objective 3: Digital Skills</i></span></p><p style="text-align: justify;"><span style="font-family: inherit; font-size: large;"></span></p><div class="separator" style="clear: both; text-align: center;"><span style="font-family: inherit; font-size: large;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi6O7gC-bs2vQfgJn4tLI68XTvBB1QB1k8UJ_c27ft7B1D-HRHSs5Y_p3BiyB_aRTrMjV8WAmEUe0gWRycc083W5BUY08c5cHg2h2o1aHr5XmjhKsQMFJwNZwfk1Kd-daZvVjN5Gwn0LUtDqgXubZDGAgEDW0HMjyNXyxvxA_lJobzTZqSUOrrfLz4M6SNP/s1280/Slide5.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="720" data-original-width="1280" height="345" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi6O7gC-bs2vQfgJn4tLI68XTvBB1QB1k8UJ_c27ft7B1D-HRHSs5Y_p3BiyB_aRTrMjV8WAmEUe0gWRycc083W5BUY08c5cHg2h2o1aHr5XmjhKsQMFJwNZwfk1Kd-daZvVjN5Gwn0LUtDqgXubZDGAgEDW0HMjyNXyxvxA_lJobzTZqSUOrrfLz4M6SNP/w613-h345/Slide5.PNG" width="613" /></a></span></div><i style="font-family: inherit; font-size: x-large;">Learning Outcome:</i><p></p><p style="text-align: justify;"></p><ul><li><span style="font-family: inherit; font-size: x-large;">Remembering: Recall the basics of digital tools and platforms.</span></li><li><span style="font-family: inherit; font-size: large;">Understanding: Explain the importance of digital skills in the modern academic and professional world.</span></li><li><span style="font-family: inherit; font-size: large;">Applying: Apply digital skills to create and edit content, such as videos and webquests.</span></li><li><span style="font-family: inherit; font-size: large;">Analyzing: Analyze the effectiveness of different digital tools and strategies for academic purposes.</span></li><li><span style="font-family: inherit; font-size: large;">Evaluating: Evaluate the quality and relevance of online content, including YouTube channels and live streams.</span></li><li><span style="font-family: inherit; font-size: large;">Creating: Create and manage digital content, including uploading videos and utilizing mobile phones for academic purposes.</span></li></ul><p></p><p style="text-align: justify;"><span style="font-family: inherit; font-size: large;">By aligning these objectives with Bloom's Taxonomy, the Department of English at MKBU aims to provide students with a comprehensive and progressive learning experience that encompasses knowledge recall, comprehension, application, analysis, evaluation, and creation in the areas of subject content, presentation skills, and digital skills.</span></p>Dilip Baradhttp://www.blogger.com/profile/13685206624805812345noreply@blogger.com0tag:blogger.com,1999:blog-7401639940431520150.post-12868993855565848412023-08-27T22:26:00.002+05:302023-08-27T22:26:21.481+05:30Gender and Language<p></p><h1 style="clear: both; text-align: center;">Gender and Language: Challenging Stereotypes and Fostering Inclusion</h1><h2 style="text-align: center;">Dilip Barad</h2><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiYB2qM54O-IdDza36itHqL-2XpSw-KMxg9q--2TNYQ15C4SRLuXLwrwl0-si_G5hZQ7Zue-7vvvucyYwWc4ThyjEreUZrzLvpK7tfF71vhJXYA8fBMxL74xM6wG7mZGn7e3KrqGmuD3ia7GqEv5dRNdlLWRbuQ0IO2KhrTTsaMyBB-6bhg3FBmjTL1et7g/s1280/gender%20.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="720" data-original-width="1280" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiYB2qM54O-IdDza36itHqL-2XpSw-KMxg9q--2TNYQ15C4SRLuXLwrwl0-si_G5hZQ7Zue-7vvvucyYwWc4ThyjEreUZrzLvpK7tfF71vhJXYA8fBMxL74xM6wG7mZGn7e3KrqGmuD3ia7GqEv5dRNdlLWRbuQ0IO2KhrTTsaMyBB-6bhg3FBmjTL1et7g/w640-h360/gender%20.jpg" width="640" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><div class="separator" style="clear: both; text-align: justify;"><span style="font-family: inherit; font-size: large;">Introduction</span></div><div class="separator" style="clear: both; text-align: justify;"><span style="font-family: inherit; font-size: large;"><br /></span></div><div class="separator" style="clear: both; text-align: justify;"><span style="font-family: inherit; font-size: large;">Language is a powerful tool that not only reflects our thoughts but also shapes them. It carries the potential to reinforce or challenge societal norms, including those related to gender. In the pursuit of equality and justice, both UNESCO and the Supreme Court of India recognize the crucial role of language in combating gender stereotypes. <a href="https://drive.google.com/file/d/1bFMvBaPKJKNhqEweF-z4bEVNo1ExLWpk/view?usp=sharing" target="_blank">UNESCO's 1999 Guidelines on Gender-Neutral Language</a> and the <a href="https://drive.google.com/file/d/10yH7u8ObFt_FWkSTI-zSxiFyaZYr2pBL/view?usp=drive_link" target="_blank">Supreme Court of India's 2023 Handbook on Combating Gender Stereotypes</a> provide valuable insights into reshaping our language to create a more inclusive and equitable society.</span></div><div class="separator" style="clear: both; text-align: justify;"><span style="font-family: inherit; font-size: large;"><br /></span></div><div class="separator" style="clear: both; text-align: justify;"><span style="font-family: inherit; font-size: large;"><b>UNESCO's Guidelines on Gender-Neutral Language</b></span></div><div class="separator" style="clear: both; text-align: justify;"><span style="font-family: inherit; font-size: large;"><a href="https://drive.google.com/file/d/1bFMvBaPKJKNhqEweF-z4bEVNo1ExLWpk/view?usp=sharing" target="_blank">(Download Link)</a></span></div><div class="separator" style="clear: both; text-align: justify;"><span style="font-family: inherit; font-size: large;"><br /></span></div><div class="separator" style="clear: both; text-align: justify;"><span style="font-family: inherit; font-size: large;">UNESCO's commitment to justice and non-discrimination in education is evident in its call to transform behavior and attitudes that perpetuate the social exclusion of women. One of the fundamental aspects addressed by UNESCO is the use of gender-neutral language. The organization acknowledges that language is not merely a reflection of our thoughts but also influences them. When language perpetuates the assumption of male superiority, it becomes imperative to adapt our language as our ideas evolve. Ambiguous language that defaults to male imagery or perpetuates stereotypes can inadvertently contribute to bias, discrimination, and demeaning perceptions. By urging individuals to be more mindful of their language choices, UNESCO emphasizes the importance of precision and sensitivity in communication.</span></div><div class="separator" style="clear: both; text-align: justify;"><span style="font-family: inherit; font-size: large;"><br /></span></div><div class="separator" style="clear: both; text-align: justify;"><span style="font-family: inherit; font-size: large;"><b>The Supreme Court of India's Handbook on Combating Gender Stereotypes</b></span></div><div class="separator" style="clear: both; text-align: justify;"><span style="font-family: inherit; font-size: large;"><a href="https://drive.google.com/file/d/10yH7u8ObFt_FWkSTI-zSxiFyaZYr2pBL/view?usp=drive_link" target="_blank">(Download Link)</a></span></div><div class="separator" style="clear: both; text-align: justify;"><span style="font-family: inherit; font-size: large;"><br /></span></div><div class="separator" style="clear: both; text-align: justify;"><span style="font-family: inherit; font-size: large;">The Supreme Court of India's 2023 Handbook serves as a beacon for the legal community, specifically judges, in challenging harmful gender stereotypes. It recognizes that stereotypes often find their way into our thoughts and expressions due to societal conditioning. While acknowledging the inevitability of encountering stereotypes, the handbook stresses the significance of identifying and addressing them to foster an equal and inclusive society. In the realm of judiciary, the handbook underscores the pivotal role judges play in combating stereotypes. Relying on stereotypes in judicial decision-making distorts the objective application of the law, perpetuating discrimination and exclusion.</span></div><div class="separator" style="clear: both; text-align: justify;"><span style="font-family: inherit; font-size: large;"><br /></span></div><div class="separator" style="clear: both; text-align: justify;"><span style="font-family: inherit; font-size: large;">The handbook takes a three-pronged approach to address gender stereotypes:</span></div><div class="separator" style="clear: both; text-align: justify;"><span style="font-family: inherit; font-size: large;"><br /></span></div><div class="separator" style="clear: both; text-align: justify;"><span style="font-family: inherit; font-size: large;">Language Transformation: The handbook provides guidance on identifying language that reinforces stereotypes and offers alternative words and phrases that promote gender neutrality. By consciously choosing words that encompass all genders, the judiciary can contribute to dismantling stereotypes deeply ingrained in language.</span></div><div class="separator" style="clear: both; text-align: justify;"><span style="font-family: inherit; font-size: large;"><br /></span></div><div class="separator" style="clear: both; text-align: justify;"><span style="font-family: inherit; font-size: large;">Challenging Reasoning Patterns: The handbook sheds light on common reasoning patterns rooted in gender stereotypes, particularly concerning women, and explains why they are flawed. This empowers judges to critically assess their judgments and decisions, ensuring they are free from the influence of prejudiced notions.</span></div><div class="separator" style="clear: both; text-align: justify;"><span style="font-family: inherit; font-size: large;"><br /></span></div><div class="separator" style="clear: both; text-align: justify;"><span style="font-family: inherit; font-size: large;">Precedents and Rejecting Stereotypes: The handbook highlights binding decisions by the Supreme Court of India that have explicitly rejected gender stereotypes. Judges can draw from these cases to counter stereotypes in their decisions and writings, thereby contributing to a more impartial application of the law.</span></div><div class="separator" style="clear: both; text-align: justify;"><span style="font-family: inherit; font-size: large;"><br /></span></div><div class="separator" style="clear: both; text-align: justify;"><span style="font-family: inherit; font-size: large;">Conclusion</span></div><div class="separator" style="clear: both; text-align: justify;"><span style="font-family: inherit; font-size: large;"><br /></span></div><div class="separator" style="clear: both; text-align: justify;"><span style="font-family: inherit; font-size: large;">Language shapes our perceptions and attitudes, and its power can be harnessed to dismantle harmful gender stereotypes. The combined efforts of organizations like UNESCO and the judiciary, as exemplified by the Supreme Court of India's handbook, underscore the importance of language as a catalyst for change. By choosing words thoughtfully, challenging biased reasoning, and drawing from legal precedents, we can collectively pave the way for a more equitable, inclusive, and compassionate society where gender-neutral language reflects and reinforces the principles of justice and equality.</span></div><div class="separator" style="clear: both; text-align: justify;"><span style="font-family: inherit; font-size: large;"><br /></span></div><h2 style="clear: both; text-align: justify;"><span style="font-family: inherit; font-size: large;">References:</span></h2><div class="separator" style="clear: both; text-align: justify;"><span style="font-size: large;"><div class="separator" style="clear: both;">Cameron, D. (2007). <a href="https://www.google.co.in/books/edition/The_Myth_of_Mars_and_Venus/6KzLB3BLynsC?hl=en" target="_blank">The Myth of Mars and Venus: Do Men and Women Really Speak Different Languages?</a> Oxford University Press.</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">Eckert, P., & McConnell-Ginet, S. (2003). <a href="https://www.cambridge.org/core/books/language-and-gender/262C789CFAA87E8CCA20B21E5CDF3D6C" target="_blank">Language and Gender</a>. Cambridge University Press.</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">Holmes, J. (2008). <a href="https://compass.onlinelibrary.wiley.com/doi/abs/10.1111/j.1749-818X.2008.00063.x" target="_blank">Gendered Talk at Work: Constructing Gender Identity Through Workplace Discourse</a>. John Benjamins Publishing.</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">Hyde, J. S. (2005). <a href="https://www.apa.org/pubs/journals/releases/amp-606581.pdf" target="_blank">The Gender Similarities Hypothesis</a>. American Psychologist, 60(6), 581-592.</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">Lakoff, R. T. (1975). <a href="https://web.stanford.edu/class/linguist156/Lakoff_1973.pdf" target="_blank">Language and Woman's Place</a>. Language in Society, 2(1), 45-80.</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">Mills, S. (2003). <a href="https://www.taylorfrancis.com/books/edit/10.4324/9781315843810/language-gender-sara-mills" target="_blank">Language and Gender: Interdisciplinary Perspectives</a>. Routledge.</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">Shaw, S. (2020). <a href="https://www.google.co.in/books/edition/The_Myth_of_Mars_and_Venus/6KzLB3BLynsC?hl=en" target="_blank">Women, Language and Politics</a>. India: Cambridge University Press.</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">Spender, D. (1980). <a href="https://www.marxists.org/reference/subject/philosophy/works/ot/spender.htm" target="_blank">Man Made Language</a>. Routledge & Kegan Paul.</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">Supreme Court of India. (2023). Handbook on Combating Gender Stereotypes. <a href="https://drive.google.com/file/d/10yH7u8ObFt_FWkSTI-zSxiFyaZYr2pBL/view?usp=drive_link">https://www.supremecourt.gov.in/pdf/gender-stereotype-handbook.pdf</a>.</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">UNESCO. (1999). Guidelines on Gender-Neutral Language. <a href="https://drive.google.com/file/d/1bFMvBaPKJKNhqEweF-z4bEVNo1ExLWpk/view?usp=drive_link" target="_blank">http://www.unesco.org/education/pdf/GENDER_E.PDF</a>.</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">Tannen, D. (1990). <a href="https://www.cambridge.org/core/journals/language-in-society/article/abs/deborah-tannen-you-just-dont-understand-women-and-men-in-conversation-new-york-william-morrow-co-1990-pp-330/4B47BCA61C10F6F3F2E3AD1BE0ABC901" target="_blank">You Just Don't Understand: Women and Men in Conversation</a>. William Morrow.</div><div class="separator" style="clear: both; font-family: inherit;"><br /></div></span></div></div><p></p>Dilip Baradhttp://www.blogger.com/profile/13685206624805812345noreply@blogger.com0tag:blogger.com,1999:blog-7401639940431520150.post-71995648403216493082023-07-20T21:10:00.005+05:302023-07-20T21:10:59.534+05:30Sandeep Bhaiya TVF<p> </p><h1 class="style-scope ytd-watch-metadata" style="-webkit-box-orient: vertical; -webkit-line-clamp: 2; background: rgb(255, 255, 255); border: 0px; color: #0f0f0f; display: -webkit-box; font-family: "YouTube Sans", Roboto, sans-serif; font-size: 2rem; line-height: 2.8rem; margin: 0px; max-height: 5.6rem; overflow: hidden; padding: 0px; text-overflow: ellipsis; word-break: break-word;"><yt-formatted-string class="style-scope ytd-watch-metadata" force-default-style="">Sandeep Bhaiya | New Web Series | EP 01 | Mulyankan</yt-formatted-string></h1><div><yt-formatted-string class="style-scope ytd-watch-metadata" force-default-style=""><br /></yt-formatted-string></div><div><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen="" class="BLOG_video_class" height="266" src="https://www.youtube.com/embed/gYu2dEju6bI" width="320" youtube-src-id="gYu2dEju6bI"></iframe></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><h1 class="style-scope ytd-watch-metadata" style="-webkit-box-orient: vertical; -webkit-line-clamp: 2; background: rgb(255, 255, 255); border: 0px; color: #0f0f0f; display: -webkit-box; font-family: "YouTube Sans", Roboto, sans-serif; font-size: 2rem; line-height: 2.8rem; margin: 0px; max-height: 5.6rem; overflow: hidden; padding: 0px; text-align: start; text-overflow: ellipsis; word-break: break-word;"><yt-formatted-string class="style-scope ytd-watch-metadata" force-default-style="">Sandeep Bhaiya | New Web Series | EP 02 | Decision Making</yt-formatted-string></h1><div><yt-formatted-string class="style-scope ytd-watch-metadata" force-default-style=""><br /></yt-formatted-string></div><div><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen="" class="BLOG_video_class" height="266" src="https://www.youtube.com/embed/t7roMhZg6zg" width="320" youtube-src-id="t7roMhZg6zg"></iframe></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><h1 class="style-scope ytd-watch-metadata" style="-webkit-box-orient: vertical; -webkit-line-clamp: 2; background: rgb(255, 255, 255); border: 0px; color: #0f0f0f; display: -webkit-box; font-family: "YouTube Sans", Roboto, sans-serif; font-size: 2rem; line-height: 2.8rem; margin: 0px; max-height: 5.6rem; overflow: hidden; padding: 0px; text-align: start; text-overflow: ellipsis; word-break: break-word;"><yt-formatted-string class="style-scope ytd-watch-metadata" force-default-style="">Sandeep Bhaiya | New Web Series | EP 03 | All In</yt-formatted-string></h1><div><yt-formatted-string class="style-scope ytd-watch-metadata" force-default-style=""><br /></yt-formatted-string></div><div><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen="" class="BLOG_video_class" height="266" src="https://www.youtube.com/embed/jNZ371ZAJJE" width="320" youtube-src-id="jNZ371ZAJJE"></iframe></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><h1 class="style-scope ytd-watch-metadata" style="-webkit-box-orient: vertical; -webkit-line-clamp: 2; background: rgb(255, 255, 255); border: 0px; color: #0f0f0f; display: -webkit-box; font-family: "YouTube Sans", Roboto, sans-serif; font-size: 2rem; line-height: 2.8rem; margin: 0px; max-height: 5.6rem; overflow: hidden; padding: 0px; text-align: start; text-overflow: ellipsis; word-break: break-word;"><yt-formatted-string class="style-scope ytd-watch-metadata" force-default-style="">Sandeep Bhaiya | New Web Series | EP 04 | Comfort Zone</yt-formatted-string></h1><div><yt-formatted-string class="style-scope ytd-watch-metadata" force-default-style=""><br /></yt-formatted-string></div><div><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen="" class="BLOG_video_class" height="266" src="https://www.youtube.com/embed/vqkoZqQdM0w" width="320" youtube-src-id="vqkoZqQdM0w"></iframe></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><h1 class="style-scope ytd-watch-metadata" style="-webkit-box-orient: vertical; -webkit-line-clamp: 2; background: rgb(255, 255, 255); border: 0px; color: #0f0f0f; display: -webkit-box; font-family: "YouTube Sans", Roboto, sans-serif; font-size: 2rem; line-height: 2.8rem; margin: 0px; max-height: 5.6rem; overflow: hidden; padding: 0px; text-align: start; text-overflow: ellipsis; word-break: break-word;"><yt-formatted-string class="style-scope ytd-watch-metadata" force-default-style="">Sandeep Bhaiya | New Web Series | EP5 Finale | Believe</yt-formatted-string></h1><div><yt-formatted-string class="style-scope ytd-watch-metadata" force-default-style=""><br /></yt-formatted-string></div><div><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen="" class="BLOG_video_class" height="266" src="https://www.youtube.com/embed/YoyTDwh2p8A" width="320" youtube-src-id="YoyTDwh2p8A"></iframe></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><span class="yt-core-attributed-string--link-inherit-color" style="background: rgba(0, 0, 0, 0.05); border: 0px; color: #131313; font-family: Roboto, Arial, sans-serif; font-size: 14px; margin: 0px; padding: 0px; text-align: start; white-space-collapse: preserve;">Umeed tootne pe zindagi bhi naaraz hoti hai par hote hain kuch log jinhe haar manzoor nahi! Sandeep Bhaiya is a character who never accepted failure and always motivated others to achieve their goals too. This show revolves around his journey from being a UPSC student to becoming a civil servant.
</span><span class="yt-core-attributed-string--link-inherit-color" style="background: rgba(0, 0, 0, 0.05); border: 0px; color: #065fd4; font-family: Roboto, Arial, sans-serif; font-size: 14px; margin: 0px; padding: 0px; text-align: start; white-space-collapse: preserve;"><a class="yt-core-attributed-string__link yt-core-attributed-string__link--display-type yt-core-attributed-string__link--call-to-action-color" force-new-state="true" href="https://www.youtube.com/hashtag/tvf" rel="nofollow" style="display: inline; text-decoration-line: none;" tabindex="0" target="">#TVF</a></span><span class="yt-core-attributed-string--link-inherit-color" style="background: rgba(0, 0, 0, 0.05); border: 0px; color: #131313; font-family: Roboto, Arial, sans-serif; font-size: 14px; margin: 0px; padding: 0px; text-align: start; white-space-collapse: preserve;"> </span><span class="yt-core-attributed-string--link-inherit-color" style="background: rgba(0, 0, 0, 0.05); border: 0px; color: #065fd4; font-family: Roboto, Arial, sans-serif; font-size: 14px; margin: 0px; padding: 0px; text-align: start; white-space-collapse: preserve;"><a class="yt-core-attributed-string__link yt-core-attributed-string__link--display-type yt-core-attributed-string__link--call-to-action-color" force-new-state="true" href="https://www.youtube.com/hashtag/sandeepbhaiya" rel="nofollow" style="display: inline; text-decoration-line: none;" tabindex="0" target="">#SandeepBhaiya</a></span><span class="yt-core-attributed-string--link-inherit-color" style="background: rgba(0, 0, 0, 0.05); border: 0px; color: #131313; font-family: Roboto, Arial, sans-serif; font-size: 14px; margin: 0px; padding: 0px; text-align: start; white-space-collapse: preserve;"> </span><span class="yt-core-attributed-string--link-inherit-color" style="background: rgba(0, 0, 0, 0.05); border: 0px; color: #065fd4; font-family: Roboto, Arial, sans-serif; font-size: 14px; margin: 0px; padding: 0px; text-align: start; white-space-collapse: preserve;"><a class="yt-core-attributed-string__link yt-core-attributed-string__link--display-type yt-core-attributed-string__link--call-to-action-color" force-new-state="true" href="https://www.youtube.com/hashtag/upsc" rel="nofollow" style="display: inline; text-decoration-line: none;" tabindex="0" target="">#UPSC</a></span><span class="yt-core-attributed-string--link-inherit-color" style="background: rgba(0, 0, 0, 0.05); border: 0px; color: #131313; font-family: Roboto, Arial, sans-serif; font-size: 14px; margin: 0px; padding: 0px; text-align: start; white-space-collapse: preserve;"> </span><span class="yt-core-attributed-string--link-inherit-color" style="background: rgba(0, 0, 0, 0.05); border: 0px; color: #065fd4; font-family: Roboto, Arial, sans-serif; font-size: 14px; margin: 0px; padding: 0px; text-align: start; white-space-collapse: preserve;"><a class="yt-core-attributed-string__link yt-core-attributed-string__link--display-type yt-core-attributed-string__link--call-to-action-color" force-new-state="true" href="https://www.youtube.com/hashtag/upscmotivation" rel="nofollow" style="display: inline; text-decoration-line: none;" tabindex="0" target="">#UpscMotivation</a></span><span class="yt-core-attributed-string--link-inherit-color" style="background: rgba(0, 0, 0, 0.05); border: 0px; color: #131313; font-family: Roboto, Arial, sans-serif; font-size: 14px; margin: 0px; padding: 0px; text-align: start; white-space-collapse: preserve;"> </span><span class="yt-core-attributed-string--link-inherit-color" style="background: rgba(0, 0, 0, 0.05); border: 0px; color: #065fd4; font-family: Roboto, Arial, sans-serif; font-size: 14px; margin: 0px; padding: 0px; text-align: start; white-space-collapse: preserve;"><a class="yt-core-attributed-string__link yt-core-attributed-string__link--display-type yt-core-attributed-string__link--call-to-action-color" force-new-state="true" href="https://www.youtube.com/hashtag/ias" rel="nofollow" style="display: inline; text-decoration-line: none;" tabindex="0" target="">#IAS</a></span><span class="yt-core-attributed-string--link-inherit-color" style="background: rgba(0, 0, 0, 0.05); border: 0px; color: #131313; font-family: Roboto, Arial, sans-serif; font-size: 14px; margin: 0px; padding: 0px; text-align: start; white-space-collapse: preserve;">
Directed by: Parijat Joshi
Story: Shreyansh Pandey, Nitin Tiwari, Siddhartha Tiwari
Written by: Siddhartha Tiwari, Nitin Tiwari
Executive Producers: Vijay Koshy, Shreyansh Pandey, Anandeshwar Dwivedi
Associate Producers: Jitendra Kumar, Mittal Sangle, Shivani Sinha
Supervising Producer: Uteja Sharma
Creative Producer: Nitin Tiwari
D.O.P: Sreechith Vijayan Damodar
Editor: Tushar Manocha
Music: Rishi Dutta
Post Production: Gaurav Rungta, Garvit Janshali
Casting: Navrattan Mehta
Costume Stylist: Yashika Kakkar
Production Designer: Abhimanyu Jai
Cast: Sunny Hinduja, Deepali Gautam, Punit Tiwari, Rajendra Gupta, Abhinav Anand</span></div><br /><yt-formatted-string class="style-scope ytd-watch-metadata" force-default-style=""><br /></yt-formatted-string></div></div><br /><yt-formatted-string class="style-scope ytd-watch-metadata" force-default-style=""><br /></yt-formatted-string></div></div><br /><yt-formatted-string class="style-scope ytd-watch-metadata" force-default-style=""><br /></yt-formatted-string></div></div><br /><yt-formatted-string class="style-scope ytd-watch-metadata" force-default-style=""><br /></yt-formatted-string></div></div><br /><yt-formatted-string class="style-scope ytd-watch-metadata" force-default-style=""><br /></yt-formatted-string></div>Dilip Baradhttp://www.blogger.com/profile/13685206624805812345noreply@blogger.com0tag:blogger.com,1999:blog-7401639940431520150.post-15252737967689305362023-07-20T21:05:00.003+05:302023-07-20T21:05:54.391+05:30SK Sir Ki Class TVF<p> </p><h1 class="style-scope ytd-watch-metadata" style="-webkit-box-orient: vertical; -webkit-line-clamp: 2; background: rgb(255, 255, 255); border: 0px; color: #0f0f0f; display: -webkit-box; font-family: "YouTube Sans", Roboto, sans-serif; font-size: 2rem; line-height: 2.8rem; margin: 0px; max-height: 5.6rem; overflow: hidden; padding: 0px; text-overflow: ellipsis; word-break: break-word;"><yt-formatted-string class="style-scope ytd-watch-metadata" force-default-style="">SK Sir Ki Class | EP1 - Chakravyuh</yt-formatted-string></h1><p></p><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen="" class="BLOG_video_class" height="266" src="https://www.youtube.com/embed/dTSbcI44QkA" width="320" youtube-src-id="dTSbcI44QkA"></iframe></div><div class="separator" style="clear: both; text-align: center;"><br /></div><p></p><h1 class="style-scope ytd-watch-metadata" style="-webkit-box-orient: vertical; -webkit-line-clamp: 2; background: rgb(255, 255, 255); border: 0px; color: #0f0f0f; display: -webkit-box; font-family: "YouTube Sans", Roboto, sans-serif; font-size: 2rem; line-height: 2.8rem; margin: 0px; max-height: 5.6rem; overflow: hidden; padding: 0px; text-overflow: ellipsis; word-break: break-word;"><yt-formatted-string class="style-scope ytd-watch-metadata" force-default-style="">SK Sir Ki Class | EP2 - Agnipariksha</yt-formatted-string></h1><div><yt-formatted-string class="style-scope ytd-watch-metadata" force-default-style=""><br /></yt-formatted-string></div><div><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen="" class="BLOG_video_class" height="266" src="https://www.youtube.com/embed/FpWnjhe67Qk" width="320" youtube-src-id="FpWnjhe67Qk"></iframe></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><h1 class="style-scope ytd-watch-metadata" style="-webkit-box-orient: vertical; -webkit-line-clamp: 2; background: rgb(255, 255, 255); border: 0px; color: #0f0f0f; display: -webkit-box; font-family: "YouTube Sans", Roboto, sans-serif; font-size: 2rem; line-height: 2.8rem; margin: 0px; max-height: 5.6rem; overflow: hidden; padding: 0px; text-align: start; text-overflow: ellipsis; word-break: break-word;"><yt-formatted-string class="style-scope ytd-watch-metadata" force-default-style="">SK Sir Ki Class | Finale - Karmyuddh</yt-formatted-string></h1><div><yt-formatted-string class="style-scope ytd-watch-metadata" force-default-style=""><br /></yt-formatted-string></div><div><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen="" class="BLOG_video_class" height="266" src="https://www.youtube.com/embed/bw3z77aeun4" width="320" youtube-src-id="bw3z77aeun4"></iframe></div><br /><yt-formatted-string class="style-scope ytd-watch-metadata" force-default-style=""><br /></yt-formatted-string></div></div><span class="yt-core-attributed-string--link-inherit-color" style="background: rgba(0, 0, 0, 0.05); border: 0px; color: #131313; font-family: Roboto, Arial, sans-serif; font-size: 14px; margin: 0px; padding: 0px; white-space-collapse: preserve;">Credits:
Directed by: Pratish Mehta
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Hypothesis-I traces the linguistic roots of the term "hypothesis" to its Latin and Greek foundations, elucidating its role as a tentative proposition subject to empirical scrutiny. Emphasizing its significance as an initial step in scientific investigation, the lecture underscores the necessity of clear definitions and operational terms, delineating hypotheses from established theories. In Hypothesis-II, the discourse expands to examine hypotheses in both quantitative and qualitative research. In qualitative studies, hypotheses aid in unearthing thematic patterns, while their quantitative counterparts guide rigorous variable analysis. Hypothesis-III, the third installment, delves into crafting effective research questions and hypotheses. A thorough differentiation between quantitative and qualitative paradigms unfolds, encompassing diverse question and hypothesis types. The lecture series culminates in Hypothesis-IV, where pragmatic considerations in developing hypotheses take the spotlight. Ethical, feasible, and relevant criteria are probed, bolstered by frameworks like PICOT and FINER MAPS. The construction of impactful research questions and hypotheses is elucidated through a six-step process, which harmonizes contextual understanding, problem identification, preliminary research, hypothesis formulation, and study aim articulation. This comprehensive exposition navigates the nuanced landscape of hypotheses, concurrently mapping their evolution from nascent propositions to research catalysts across diverse academic domains.</span></div></div><h2 style="text-align: justify;"><span style="font-size: large;">Keywords:</span></h2><div style="text-align: justify;"><span style="font-size: large;"> </span><span style="text-align: left;"><span style="font-size: large;">hypothesis, academic research, qualitative research, quantitative research, research questions, frameworks</span></span></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiIVmMXGhSgTarwXbsS1T6BZw9pxiILVr0JSERP3MbFzf3DvkoH0UlW__mv2mzEotfPV_ZkpicclhOign-MUqVCX0N6kFUysoppfEjkNQNJuq-lAfiylPog1NEYA00t-m-7RytGsoran91R9PBiWhG5uv3mOF6i-9JospZTNxpnbkcp8wlDJUAVRwpceA/s418/Hypothesis_Thumbnail.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="251" data-original-width="418" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiIVmMXGhSgTarwXbsS1T6BZw9pxiILVr0JSERP3MbFzf3DvkoH0UlW__mv2mzEotfPV_ZkpicclhOign-MUqVCX0N6kFUysoppfEjkNQNJuq-lAfiylPog1NEYA00t-m-7RytGsoran91R9PBiWhG5uv3mOF6i-9JospZTNxpnbkcp8wlDJUAVRwpceA/w400-h240/Hypothesis_Thumbnail.png" width="400" /></a></div><br /><h1 style="text-align: left;"> Hypothesis - Ph.D. Coursework</h1><h2 style="text-align: left;">1. Hypothesis - I:</h2><p></p><div><ul style="text-align: left;"><li style="text-align: justify;"><span style="font-family: inherit; font-size: large;">The lecture is about the topic of hypothesis in academic research.</span></li><li style="text-align: justify;"><span style="font-family: inherit; font-size: large;">The etymology of the word "hypothesis" is traced back to Latin and Greek roots, emphasizing its foundation and groundwork.</span></li><li style="text-align: justify;"><span style="font-family: inherit; font-size: large;">A hypothesis is an educated guess or prediction about the relationship between variables.</span></li><li style="text-align: justify;"><span style="font-family: inherit; font-size: large;">It is a statement that can be tested through scientific research and requires specific definitions and operational terms.</span></li><li style="text-align: justify;"><span style="font-family: inherit; font-size: large;">A hypothesis is not a proven theory or fact, but a starting point for further investigation and is subject to revision based on research findings.</span></li></ul><div style="text-align: justify;"><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen="" class="BLOG_video_class" height="344" src="https://www.youtube.com/embed/guv8WVXXnZk" width="509" youtube-src-id="guv8WVXXnZk"></iframe></div><br /><span style="font-size: large;">If the video is not played here, please visit this link to watch the video: <a href="https://youtu.be/guv8WVXXnZk">https://youtu.be/guv8WVXXnZk</a></span></div></div><div style="text-align: justify;"><span style="font-size: large;"><u>Summary:</u></span></div><div style="text-align: justify;"><span style="font-family: inherit; font-size: large;">In this lecture on PhD coursework, Professor Dilip Barad discusses the topic of hypothesis in academic research. The etymology of the word "hypothesis" reveals its Latin and Greek roots, highlighting the importance of laying a foundation for research. A hypothesis is not merely a preposition, but rather a result of groundwork and scientific thinking.</span></div><div><div style="text-align: justify;"><span style="font-family: inherit; font-size: large;"><br /></span></div><div style="text-align: justify;"><span style="font-family: inherit; font-size: large;">A hypothesis is an educated guess or prediction about the relationship between variables. It is based on limited evidence and requires further testing and verification. Variables play a crucial role in hypothesis formulation, with independent variables being the ones that can be changed, dependent variables being what is observed or measured, and controlled variables being the ones that remain constant.</span></div><div style="text-align: justify;"><span style="font-family: inherit; font-size: large;"><br /></span></div><div style="text-align: justify;"><span style="font-family: inherit; font-size: large;">A hypothesis is not a proven theory or fact, but rather a starting point for further investigation. It requires scientific research and testing to determine its validity. If research findings do not support the hypothesis, it may need to be revised or even abandoned. Hypotheses inform the collection of relevant data and enhance objectivity in research.</span></div><div style="text-align: justify;"><span style="font-family: inherit; font-size: large;"><br /></span></div><div style="text-align: justify;"><span style="font-family: inherit; font-size: large;">It is important to differentiate between a hypothesis and a proven theory. A hypothesis is falsifiable and subject to empirical testing, whereas a theory has been extensively supported by evidence. The lecture also touches on the challenges of verifying hypotheses in qualitative research and the meaningfulness of hypotheses in different fields like ethics and aesthetics.</span></div><div style="text-align: justify;"><span style="font-family: inherit; font-size: large;"><br /></span></div><div style="text-align: justify;"><span style="font-family: inherit; font-size: large;">Overall, the lecture emphasizes the significance of hypothesis in academic research as a tool for making predictions, guiding data collection, and advancing scientific understanding.</span></div><div><br /></div><h2 style="text-align: left;">2. Hypothesis-II:</h2><div><div><br /></div><div><ul style="text-align: left;"><li style="text-align: justify;"><span style="font-family: inherit; font-size: x-large;">The speaker discusses the purpose and analysis of hypothesis in quantitative and qualitative research.</span></li><li style="text-align: justify;"><span style="font-family: inherit; font-size: large;">In qualitative research, hypothesis formulation helps uncover themes and develop a general understanding of the topic.</span></li><li style="text-align: justify;"><span style="font-family: inherit; font-size: large;">In quantitative research, hypothesis testing and confirmation play a vital role in narrowing down variables and producing high-quality data.</span></li><li style="text-align: justify;"><span style="font-family: inherit; font-size: large;">If the video is not playing or visible here, click this link to watch video: </span><span style="font-size: large;"><a href="https://youtu.be/ISpza-aXRd8">https://youtu.be/ISpza-aXRd8</a></span></li></ul></div></div><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen="" class="BLOG_video_class" height="340" src="https://www.youtube.com/embed/ISpza-aXRd8" width="481" youtube-src-id="ISpza-aXRd8"></iframe></div><br /><div style="text-align: left;"><div style="text-align: justify;"><span style="font-size: large;"><b>Summary:</b></span></div><div style="text-align: justify;"><span style="font-size: large;">The speaker, Professor Dilip Bharat, discusses the purpose and analysis of hypothesis in both quantitative and qualitative research.</span></div><div style="text-align: justify;"><span style="font-size: large;"><br /></span></div><div style="text-align: justify;"><span style="font-size: large;">In qualitative research, the purpose of a hypothesis is to formulate a general understanding of a topic and uncover themes. It helps researchers obtain deeper information about a subject and serves as a foundation for developing research questions and hypotheses. Qualitative research often precedes quantitative research, providing a baseline understanding that allows for the formulation of hypotheses related to correlation and causation. While quantitative researchers consider hypotheses essential, qualitative researchers primarily use them to frame their analysis and interpret the data, moving from a hypothesis to a broader theory.</span></div><div style="text-align: justify;"><span style="font-size: large;"><br /></span></div><div style="text-align: justify;"><span style="font-size: large;">On the other hand, in quantitative research, hypotheses play a crucial role in testing and confirming expected outcomes. These hypotheses are educated statements based on background research and current knowledge. They make specific predictions about the relationship between independent and dependent variables. Quantitative research relies on statistical analysis and structured data sets, often analyzed using software tools like Excel, R, or SPSS. Hypothesis formulation in quantitative research helps narrow down variables and ensures a controlled research outline to generate high-quality data.</span></div><div style="text-align: justify;"><span style="font-size: large;"><br /></span></div><div style="text-align: justify;"><span style="font-size: large;">The analysis of data differs between qualitative and quantitative research. Qualitative research generates highly textual data, where researchers identify key themes and patterns by reading and analyzing the text. In contrast, quantitative research produces data sets that can be analyzed using statistical software and includes factors such as ratings, rankings, and metrics. The analysis approaches and questions raised from the data also vary between the two research types.</span></div><div style="text-align: justify;"><span style="font-size: large;"><br /></span></div><div style="text-align: justify;"><span style="font-size: large;">The transcript highlights the interconnectedness between research questions and hypotheses. Research questions aim to answer specific aspects of a study after data analysis and interpretation. In qualitative research, research questions hold great importance, particularly for fields like literature, psychology, sociology, and history, where interpretations play a significant role. In quantitative research, research questions are fewer, and hypotheses take precedence, providing specific predictions to be tested and explored.</span></div><div style="text-align: justify;"><span style="font-size: large;"><br /></span></div><div style="text-align: justify;"><span style="font-size: large;">In summary, the lecture explains that the purpose and analysis of hypotheses differ in quantitative and qualitative research. Qualitative research employs hypotheses to uncover themes and develop a general understanding, while quantitative research relies on hypotheses to test and confirm expected outcomes. The analysis of data also varies, with qualitative research focusing on textual analysis and quantitative research utilizing statistical tools. The lecture emphasizes the interconnectedness between research questions and hypotheses, with qualitative research placing more emphasis on research questions and quantitative research prioritizing hypotheses.</span></div><div style="text-align: justify;"><span style="font-size: large;"><br /></span></div><h2 style="text-align: justify;"><span style="font-size: large;">3. Hypothesis-III</span></h2><div><span style="font-size: large;"><div style="text-align: justify;"><ul><li>This is Part 3 of a lecture series on hypothesis in academic research for a PhD coursework.</li><li>The speaker discusses the characteristics of good research questions and hypotheses.</li><li>It explains the differences between quantitative and qualitative research questions and hypotheses.</li><li>Quantitative research questions can be descriptive, comparative, or relationship-based, while qualitative research questions can be contextual, descriptive, evaluative, explanatory, or generative.</li><li>The transcript also mentions different types of quantitative and qualitative hypotheses, such as simple, complex, directional, associative, null, and alternative hypotheses.</li><li>If the video is not playing or not visible, please click this link to watch video: <a href="https://youtu.be/aSuEWblkjJc">https://youtu.be/aSuEWblkjJc</a></li></ul><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen="" class="BLOG_video_class" height="334" src="https://www.youtube.com/embed/aSuEWblkjJc" width="488" youtube-src-id="aSuEWblkjJc"></iframe></div><br /><div><div><u>Summary:</u></div><div>In Part 3 of the lecture series on hypothesis in academic research for a PhD coursework, the speaker, Professor Dilip, discusses the characteristics of good research questions and hypotheses. He emphasizes that excellent research questions should be specific and focused, integrating collective data and observations to confirm or refute subsequent hypotheses. On the other hand, good hypotheses should be empirically testable, backed by preliminary evidence, testable by ethical research, based on original ideas, supported by evidence-based logical reasoning, and capable of being predicted.</div><div><br /></div><div>The lecture further explores the differences between quantitative and qualitative research questions and hypotheses. Quantitative research questions can fall into three categories: descriptive, comparative, and relationship-based. In contrast, qualitative research questions cover a broader range, including contextual, descriptive, evaluative, explanatory, and generative questions. It is interesting to note that while quantitative research questions generate multiple hypotheses due to the various variables involved, qualitative research questions typically generate only one hypothesis.</div><div><br /></div><div>The lecture provides examples of different types of hypotheses for both quantitative and qualitative research. For quantitative research, these include simple, complex, directional, associative, null, and alternative hypotheses. Each type of hypothesis serves a distinct purpose, such as predicting relationships, describing interdependencies, or clarifying differences. In qualitative research, hypotheses may emerge from the exploration of subjective experiences, allowing for the formulation of formal hypotheses that can be tested in future quantitative approaches.</div><div><br /></div><div>The speaker also highlights the importance of understanding the natural context of real-world problems and tailoring research questions and hypotheses accordingly. He discusses examples such as the experiences of nurses working night shifts during the COVID-19 pandemic or the forms of disrespect and abuse experienced by individuals in specific contexts.</div><div><br /></div><div>Overall, this part of the lecture series delves into the technicalities of understanding hypotheses in academic research. While the information may not directly apply to all research endeavors, it provides valuable insights for formulating research questions and hypotheses in various contexts.</div></div></div></span></div><div><span style="font-size: large;"><br /></span></div><h2 style="text-align: left;"><span style="font-size: large;">4. Hypothesis-IV:</span></h2><div><span style="font-size: large;"><ul style="text-align: left;"><li style="text-align: justify;">The video is from the fourth and final part of a Ph.D. coursework on research questions and hypotheses wherein the criteria for developing research questions and hypotheses, including feasibility, interest, novelty, ethics, and relevance are discussed.</li><li style="text-align: justify;">It mentions frameworks such as PICOT (Population, Intervention, Comparison, Outcome, Time Frame) and FINER MAPS (Feasibility, Interest, Novelty, Ethical, Relevant, Manageable, Appropriate, Potential Value, Publishable, Systematic).</li><li style="text-align: justify;">The video outlines six important points for constructing effective research questions and hypotheses, including clarifying the background, identifying the research problem, conducting preliminary research, constructing research questions, formulating hypotheses, and stating the study aims.</li><li style="text-align: justify;">The video also highlights the differences between quantitative and qualitative research in terms of forming research questions, hypotheses, and conclusions.<br /></li><li style="text-align: justify;">If the video is not visible or not playing here, please click this link to watch the video: <a href="https://youtu.be/MQZwXqwq3H0">https://youtu.be/MQZwXqwq3H0</a></li></ul><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen="" class="BLOG_video_class" height="331" src="https://www.youtube.com/embed/MQZwXqwq3H0" width="482" youtube-src-id="MQZwXqwq3H0"></iframe></div><br /><div style="text-align: justify;"><div><u>Summary:</u></div><div>This is the final part of a Ph.D. coursework on research questions and hypotheses. The video emphasizes the importance of developing research questions and hypotheses that meet certain criteria. It introduces frameworks like PICOT (Population, Intervention, Comparison, Outcome, Time Frame) and FINER MAPS (Feasibility, Interest, Novelty, Ethical, Relevant, Manageable, Appropriate, Potential Value, Publishable, Systematic) to guide the process.</div><div><br /></div><div>The video outlines six key points for constructing effective research questions and hypotheses. Firstly, it is essential to clarify the background of the study. Secondly, researchers need to identify the research problem within a specific time frame. Thirdly, conducting preliminary research and reviewing existing knowledge is crucial to formulating research questions. Fourthly, researchers should construct specific research questions that investigate the identified problems and identify the necessary variables for assessment. Fifthly, researchers need to formulate specific deductive or inductive predictions in the form of hypotheses. Finally, they should state the aims of the study.</div><div><br /></div><div>The video also distinguishes between quantitative and qualitative research in terms of forming research questions, hypotheses, and conclusions. For quantitative research, researchers need to test or verify hypotheses, whereas qualitative research focuses on formulating research questions and choosing appropriate methods, sites, and subjects for the study. The conclusion of a qualitative study can lead to the formulation of new hypotheses for further research.</div><div><br /></div><div>Overall, the video provides guidance on developing research questions and hypotheses that adhere to specific criteria and outlines the step-by-step process for constructing them. It emphasizes the importance of conducting preliminary research, formulating clear and specific questions, and differentiates the approaches between quantitative and qualitative research.</div></div></span></div><div><br /></div></div><div><br /></div></div><p></p><h1 style="text-align: left;">References</h1><p></p><div style="text-align: justify;"><span style="font-family: inherit; font-size: large; text-indent: -0.5in;">Barroga, E.,
& Matanguihan, G. J. (2022). A Practical Guide to <span> <span> </span><span> </span></span>Writing Quantitative and
Qualitative Research Questions and <span> <span> </span><span> </span></span>Hypotheses in Scholarly Articles. Journal of
Korean Medical <span> <span> </span><span> </span></span>Science, 37(16). https://doi.org/10.3346/jkms.2022.37.e121</span><br /><p class="MsoNormal" style="margin-left: 0.5in; text-indent: -0.5in;"><span style="font-family: inherit; font-size: large;">Black, J. A.,
& Champion, D. J. (1976). Methods and issues in social research. John Wiley
& Sons.<o:p></o:p></span></p><p class="MsoNormal" style="margin-left: 0.5in; text-indent: -0.5in;"><span style="font-family: inherit; font-size: large;">Feynman, Richard
(1965) The Character of Physical Law p.156<o:p></o:p></span></p><p class="MsoNormal" style="margin-left: 0.5in; text-indent: -0.5in;"><span style="font-family: inherit; font-size: large;">Grinnell, F.
(2013). Research integrity and everyday practice of science. Science and
Engineering Ethics, 19(3), 685-701. T<o:p></o:p></span></p><p class="MsoNormal" style="margin-left: 0.5in; text-indent: -0.5in;"><span style="font-family: inherit; font-size: large;">Harper,
Douglas. "hypothesis". Online Etymology Dictionary.<o:p></o:p></span></p><p class="MsoNormal" style="margin-left: 0.5in; text-indent: -0.5in;"><span style="font-family: inherit; font-size: large;">Hilborn, Ray;
Mangel, Marc (1997). The ecological detective: confronting models with
data. Princeton University Press. p. 24. ISBN 978-0-691-03497-3.
Retrieved 22 August 2011.<o:p></o:p></span></p><p class="MsoNormal" style="margin-left: 0.5in; text-indent: -0.5in;"><span style="font-family: inherit; font-size: large;">Kerlinger, P.,
& Lein, M. R. (1986). Differences in Winter Range among age-sex Classes of
Snowy Owls Nyctea scandiaca in North America. Ornis Scandinavica (Scandinavian
Journal of Ornithology), 17(1), 1–7. https://doi.org/10.2307/3676745<o:p></o:p></span></p><p class="MsoNormal" style="margin-left: 0.5in; text-indent: -0.5in;"><span style="font-family: inherit; font-size: large;">Mellor, Will.
(2022). Qualitative vs. Quantitative Research — Here’s What You Need to Know.
GLG.
https://glginsights.com/articles/qualitative-vs-quantitative-research-heres-what-you-need-to-know/
<o:p></o:p></span></p><p class="MsoNormal" style="margin-left: 0.5in; text-indent: -0.5in;"><span style="font-family: inherit; font-size: large;">Popper, Karl
(1959). The Logic of Scientific Discovery (2002 pbk; 2005
ebook ed.). Routledge. ISBN 978-0-415-27844-7.</span></p></div><div><br /></div><p></p><div><br /></div><p></p>Dilip Baradhttp://www.blogger.com/profile/13685206624805812345noreply@blogger.com0tag:blogger.com,1999:blog-7401639940431520150.post-4454598397924559422023-04-10T10:32:00.001+05:302023-04-10T10:32:38.130+05:30Humanities for Critical and Divergent Thinking<div><b>Humanities Help Build Critical and Divergent Thinking Abilities</b></div><div><b><div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/a/AVvXsEijc-pi09BGNZZZtRLdztmu2d3iDbtl5lAFc7rX2E7ynOtf3rQ387S8ZBt6udm4pBIk4XlaVss4Pwc1er0Lgn4ZmBhpFdRG7WLpYA4p1FZiTzshcuhKDMAw2qlaPpYKyf3ixUOORUPSm-YoLAhM2h4pztPpKqmMDNCxRaL5qnknVPVNHvxzd1C1ZoOnIA" imageanchor="1" style="margin-left: 1em; margin-right: 1em;">
<img border="0" src="https://blogger.googleusercontent.com/img/a/AVvXsEijc-pi09BGNZZZtRLdztmu2d3iDbtl5lAFc7rX2E7ynOtf3rQ387S8ZBt6udm4pBIk4XlaVss4Pwc1er0Lgn4ZmBhpFdRG7WLpYA4p1FZiTzshcuhKDMAw2qlaPpYKyf3ixUOORUPSm-YoLAhM2h4pztPpKqmMDNCxRaL5qnknVPVNHvxzd1C1ZoOnIA" width="400">
</a>
</div><br></b></div><div>Studying arts and humanities, particularly literature, provides unique opportunities to develop critical and divergent thinking abilities that may not be as readily available in other fields such as sciences, commerce, engineering, technology or math. This is because literature encourages readers to think beyond the surface level of a text, to examine multiple perspectives and interpretations, and to question assumptions and conventions.</div><div><br></div><div>One of the key benefits of studying literature is that it requires readers to engage with complex ideas and to analyze and interpret them in a variety of ways. Literature often deals with complex themes and ideas that require readers to think deeply about the world around them. For example, a work of literature may explore themes related to identity, social justice, power dynamics, and cultural norms. Through studying literature, readers are encouraged to consider how these themes relate to their own lives and experiences, and to develop their own unique perspectives on these issues.</div><div><br></div><div>In addition, literature often presents multiple perspectives on a given issue or theme, allowing readers to consider a variety of viewpoints and to develop their own opinions based on evidence and analysis. This helps to develop critical thinking skills, as readers learn to evaluate arguments and evidence, and to identify biases and assumptions that may underlie different perspectives.</div><div><br></div><div>Another important benefit of studying literature is that it encourages divergent thinking, or the ability to generate multiple ideas and solutions to a given problem. Literature often presents complex and ambiguous situations that require readers to think creatively and to consider a variety of possible outcomes. This helps to develop problem-solving skills, as readers learn to think outside the box and to generate unique and innovative solutions.</div><div><br></div><div>To sum up, studying literature can provide a unique set of benefits for developing critical and divergent thinking abilities. Through engaging with complex ideas, considering multiple perspectives, and developing creative solutions to problems, readers can develop the skills and perspectives needed to succeed in a variety of fields and to contribute meaningfully to society.<br></div>Dilip Baradhttp://www.blogger.com/profile/13685206624805812345noreply@blogger.com0tag:blogger.com,1999:blog-7401639940431520150.post-6475433425963006682023-04-03T22:32:00.004+05:302023-07-20T18:40:46.170+05:30MA English Study Material Bhavnagar University<h1 style="text-align: left;"> M.A. English - Study Material</h1><h2 style="text-align: left;">Maharaja Krishnakumarsinhji Bhavnagar University</h2><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgofieGNz-0q37S2LGkkcjI08INUyMjitoYJg23t8byW6Gkf4HNPS__fM0AbYc6egpctLgYzdfC5qjrSULC6xOc9_Q2wpwYC1yayL0i0BEJZ_wFN2UDQHX7Jc-WrlKcBOoU-ZVLjHZGO1iEDneNO0gKwZixH8qY2r7jrkE1ph4mM7TYIOcLQy3j-HaS4Q/s800/Syllabus-of-English-Literature-800x500.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="500" data-original-width="800" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgofieGNz-0q37S2LGkkcjI08INUyMjitoYJg23t8byW6Gkf4HNPS__fM0AbYc6egpctLgYzdfC5qjrSULC6xOc9_Q2wpwYC1yayL0i0BEJZ_wFN2UDQHX7Jc-WrlKcBOoU-ZVLjHZGO1iEDneNO0gKwZixH8qY2r7jrkE1ph4mM7TYIOcLQy3j-HaS4Q/w640-h400/Syllabus-of-English-Literature-800x500.jpg" width="640" /></a></div><br /><div><br /></div><div><br /></div><div style="text-align: left;"><a href="https://drive.google.com/file/d/1aDra5nTWtjOK8aZUduE5go5drQUlFAmS/view" target="_blank"><span style="font-size: large;">Click here to download Learning Outcomes based Curriculum Framework & Syllabus of Masters of Arts (English)</span></a></div><div style="text-align: left;"><br /></div><div style="text-align: left;"><a href="https://sites.google.com/view/maengmkbu2020" target="_blank"><span style="font-size: large;">Click here to visit website of study material - MA English, MKBU</span></a></div><div style="text-align: left;"><br /></div><div><section class="yaqOZd" id="h.4558502c9a297df_3" style="background-size: cover; box-sizing: border-box; display: table; font-family: sans-serif; font-size: 16px; padding-bottom: 1.5rem; padding-top: 1.5rem; position: relative; table-layout: fixed; width: 1357px;"><div class="mYVXT" style="box-sizing: border-box; display: table-cell; vertical-align: middle; width: 1357px;"><div class="LS81yb VICjCf j5pSsc db35Fc" style="box-sizing: border-box; margin: 0px auto; max-width: 1280px; outline: 0px; padding-left: 48px; padding-right: 48px; width: 1280px;" tabindex="-1"><div class="hJDwNd-AhqUyc-uQSCkd Ft7HRd-AhqUyc-uQSCkd purZT-AhqUyc-II5mzb ZcASvf-AhqUyc-II5mzb pSzOP-AhqUyc-qWD73c Ktthjf-AhqUyc-qWD73c JNdkSc SQVYQc yYI8W HQwdzb" style="box-sizing: border-box; display: inline-block; padding-left: 0px; padding-right: 0px; position: relative; vertical-align: top; width: 1184px;"><div class="JNdkSc-SmKAyb LkDMRd" style="box-sizing: border-box; padding-left: 14.7969px; padding-right: 14.7969px;"><div jsaction="zXBUYb:zTPCnb;zQF9Uc:Qxe3nd;" jscontroller="sGwD4d" jsname="F57UId" style="box-sizing: border-box;"><div class="oKdM2c ZZyype" style="box-sizing: border-box; margin-bottom: 0px; margin-top: 0px; max-width: 1280px; width: 1154.41px;"><div class="hJDwNd-AhqUyc-uQSCkd Ft7HRd-AhqUyc-uQSCkd jXK9ad D2fZ2 zu5uec wHaque g5GTcb JYTMs" id="h.2915c4c8c6a55a65_109" style="box-sizing: border-box; display: inline-block; padding-left: 0px; padding-right: 0px; position: relative; vertical-align: top; width: 1154.41px;"><div class="jXK9ad-SmKAyb" style="box-sizing: border-box; width: 1154.41px;"><div class="tyJCtd mGzaTb Depvyb baZpAe" style="box-sizing: border-box; overflow-wrap: break-word; padding: 14px 8px; position: relative; width: 1154.41px;"><h2 class="CDt4Ke zfr3Q JYVBee" dir="ltr" id="h.ckkhaya3eyvp_l" style="box-sizing: border-box; color: #226e93; font-family: Lato, sans-serif; font-size: 19pt; font-style: inherit; font-variant-ligatures: none; font-weight: 400; line-height: 1.4; margin: 0px; outline: none; padding-top: 0px; pointer-events: none; position: relative; text-align: left; text-decoration: inherit; white-space: pre-wrap;" tabindex="-1"><div class="CjVfdc" jsaction="touchstart:UrsOsc; click:KjsqPd; focusout:QZoaZ; mouseover:y0pDld; mouseout:dq0hvd;fv1Rjc:jbFSOd;CrfLRd:SzACGe;" jscontroller="Ae65rd" style="box-sizing: border-box; display: inline-block; max-width: 100%; pointer-events: all; position: relative;"><span style="box-sizing: border-box; font-family: Lato;"><strong style="-webkit-font-smoothing: antialiased; box-sizing: border-box;">M.A. English (w.e.f. 2020)</strong></span></div></h2><h2 class="CDt4Ke zfr3Q JYVBee" dir="ltr" id="h.ckkhaya3eyvp_l" style="box-sizing: border-box; color: #226e93; font-family: Lato, sans-serif; font-size: 19pt; font-style: inherit; font-variant-ligatures: none; font-weight: 400; line-height: 1.4; margin: 0px; outline: none; padding-top: 0px; pointer-events: none; position: relative; text-align: left; text-decoration: inherit; white-space: pre-wrap;" tabindex="-1">Semester 1</h2><div class="GV3q8e aP9Z7e" id="h.o9789pl1sqj" style="box-sizing: border-box; margin-bottom: 0px; margin-top: -56px; padding-bottom: 56px; pointer-events: none; visibility: hidden; white-space: pre-wrap;"></div><br /><br /><br /><a href="https://sites.google.com/view/maengmkbu2020/sem-1/elizabethan-restoration-lit?authuser=0">22392 Paper 101: Literature of the Elizabethan and Restoration Periods</a> <br /><br /><a href="https://sites.google.com/view/maengmkbu2020/sem-1/neo-classical-lit?authuser=0">22393 Paper 102: Literature of the Neo-classical Period</a> <br /><br /><a href="https://sites.google.com/view/maengmkbu2020/sem-1/romantic-lit?authuser=0">22394 Paper 103: Literature of the Romantics </a><br /><br /><a href="https://sites.google.com/view/maengmkbu2020/sem-1/victorian-lit?authuser=0">22395 Paper 104: Literature of the Victorians</a> <br /><br /><a href="https://sites.google.com/view/maengmkbu2020/sem-1/history-of-eng-lit?authuser=0">22396 Paper 105A: History of English Literature – From 1350 to 1900</a> <br /><br /><br /><b><span style="font-size: large;">Semester II </span></b><br /><br /><a href="https://sites.google.com/view/maengmkbu2020/home#h.il7gnfer02iq"></a><br /><a href="https://sites.google.com/view/maengmkbu2020/sem-2/20th-cen-1?authuser=0">22399 Paper 106: The Twentieth Century Literature: 1900 to World War II</a><br /><br /><a href="https://sites.google.com/view/maengmkbu2020/sem-2/20th-cen-2?authuser=0">22400 Paper 107: The Twentieth Century Literature: From World War II to the End of the Century </a><br /><br /><a href="https://sites.google.com/view/maengmkbu2020/sem-2/american-lit?authuser=0">22401 Paper 108: The American Literature </a><br /><br /><a href="https://sites.google.com/view/maengmkbu2020/sem-2/criticism?authuser=0">22402 Paper 109: Literary Theory & Criticism and Indian Aesthetics </a><br /><br /><a href="https://sites.google.com/view/maengmkbu2020/sem-2/history-of-20th-cen?authuser=0">22403 Paper 110A: History of English Literature – From 1900 to 2000</a> <br /><a href="https://sites.google.com/view/maengmkbu2020/home#h.p8gsm2mqn403"></a><br /><br /><b><span style="font-size: large;">Semester III </span></b><br /><br /><a href="https://sites.google.com/view/maengmkbu2020/home#h.k6qgxlal5qfk"></a><br /><a href="https://sites.google.com/view/maengmkbu2020/sem-3/iel-1?authuser=0">22406 Paper 201: Indian English Literature – Pre-Independence </a><br /><br /><a href="https://sites.google.com/view/maengmkbu2020/sem-3/iel-2?authuser=0">22407 Paper 202: Indian English Literature – Post-Independence </a><br /><br /><a href="https://sites.google.com/view/maengmkbu2020/sem-3/pc-st?authuser=0">20408 Paper 203: The Postcolonial Studies </a><br /><br /><a href="https://sites.google.com/view/maengmkbu2020/sem-3/crit-2?authuser=0">22409 Paper 204: Contemporary Western Theories and Film Studies </a><br /><br /><a href="https://sites.google.com/view/maengmkbu2020/sem-3/cs?authuser=0">22410 Paper 205A: Cultural Studies</a> <br /><br /><br /><span style="font-size: large;">Semester IV</span><br /><br /><a href="https://sites.google.com/view/maengmkbu2020/home#h.vbo06nuzyvjc"></a><br /><a href="https://sites.google.com/view/maengmkbu2020/sem-4/africanlit?authuser=0">22413 Paper 206: The African Literature </a><br /><br /><a href="https://sites.google.com/view/maengmkbu2020/sem-4/cle?authuser=0">22414 Paper 207: Contemporary Literatures in English </a><br /><br /><a href="https://sites.google.com/view/maengmkbu2020/sem-4/clts?authuser=0">22415 Paper 208: Comparative Literature & Translation Studies </a><br /><br /><a href="https://sites.google.com/view/maengmkbu2020/sem-4/rm?authuser=0">22416 Paper 209: Research Methodology</a> <br /><br /><a href="https://sites.google.com/view/maengmkbu2020/sem-4/dissertation?authuser=0">22417 Paper 210A: Research Project Writing: Dissertation Writing</a> </div></div></div></div></div></div></div></div></div></section></div>Dilip Baradhttp://www.blogger.com/profile/13685206624805812345noreply@blogger.com0tag:blogger.com,1999:blog-7401639940431520150.post-20709849128102326082023-03-31T12:13:00.010+05:302023-03-31T15:50:00.160+05:30Studio Activity in English Literature Class<p style="text-align: justify;"><span style="font-size: large;">The students were given task to shoot any one scene from the play 'Long Day's Journey into Night' (a play by Eugene O'Neill). The students were supposed to adapt the script of the play for short video, rewrite dialogues, storyboard the scene, rehearse the dialogues, set camera angles, find location, shoot the scene, edit it and then upload on their YouTube channel.</span></p><p style="text-align: justify;"><span style="font-size: large;">All the <a href="https://blog.dilipbarad.com/2023/03/studio-activities-nep-ccfugp.html" target="_blank">benefits of studio activities mentioned on this blog</a> were experienced by these students.</span></p><p style="text-align: justify;"><span style="font-size: large;">Here are the scenes prepared by the students:</span></p><p style="text-align: justify;"><span style="font-size: large;">The first video is not on the play 'Long Day's Journey into Night' but it is one of the earliest attempt to use 'studio activities' in ELT classroom.</span></p>
<iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/PHn3fmi-55A" title="YouTube video player" width="560"></iframe><div><br /></div><div>
<iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/mTvggErUBAs" title="YouTube video player" width="560"></iframe><div><br /></div><div>
<iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/whwHwsrBmQM" title="YouTube video player" width="560"></iframe></div><div><br /></div><div>
<iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/kPm8s6qM5e0" title="YouTube video player" width="560"></iframe></div><div><br /></div><div><br /></div><div><br /></div><div>
<iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/K6BCvoArNN4" title="YouTube video player" width="560"></iframe></div><div><br /></div><div>
<iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/cJgTPYGkznI" title="YouTube video player" width="560"></iframe></div><div><br /></div><div>
<iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/3BEKv8tPY00" title="YouTube video player" width="560"></iframe></div><div><br /></div><div>
<iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/2PPPWB1OC_w" title="YouTube video player" width="560"></iframe></div><div><br /></div><div><br /></div><div><br /></div><div>
<iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/AyI2K27H5IA" title="YouTube video player" width="560"></iframe></div><div><br /></div><div>
<iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/rAZhRnFMvtU" title="YouTube video player" width="560"></iframe></div><div><br /></div><div>
<iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/vKjB0VvHY-g" title="YouTube video player" width="560"></iframe></div><div><br /></div><div>
<iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/w4GSlCn0RR4" title="YouTube video player" width="560"></iframe></div></div>Dilip Baradhttp://www.blogger.com/profile/13685206624805812345noreply@blogger.com0tag:blogger.com,1999:blog-7401639940431520150.post-10505771537096993062023-03-27T17:22:00.004+05:302023-03-31T15:46:51.123+05:30Studio Activities NEP CCFUGP<iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/ukFBgU7NYj4" title="YouTube video player" width="560"></iframe>
<div><b><br /></b></div><h1 style="text-align: left;"><b>Studio Activities</b></h1><div><b><br /></b></div><div><b><div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgWvRX5pByJyPqC98a_wTD6uCziKzOETSH7DijU5_8Etv6b5BsTby-Cs7ta4vykCYt8q-Ai6yHJ6gxormPFXHXZyV_YbFbgDqAgUZwGsi6jmxo0aXwLiDDcUyCa42hLOJPsVU-IUNNPaQiM/s1600/1679917870164950-0.png" style="margin-left: 1em; margin-right: 1em;">
<img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgWvRX5pByJyPqC98a_wTD6uCziKzOETSH7DijU5_8Etv6b5BsTby-Cs7ta4vykCYt8q-Ai6yHJ6gxormPFXHXZyV_YbFbgDqAgUZwGsi6jmxo0aXwLiDDcUyCa42hLOJPsVU-IUNNPaQiM/s1600/1679917870164950-0.png" width="400" />
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</div><br /></b></div><div><b>University Grants Commission (UGC), with a 'Foreword' dated 7th Dec 2022, shared a guiding document entitled 'Curriculum and Credit Framework for Undergraduate Programmes'. It is mentioned in the 'Foreword' that 'National Education Policy (NEP) 2020 highlights that quality education must aim to develop good, thoughtful, well-rounded, and creative individuals. The way to achieve such capabilities is only through holistic and multidisciplinary education with the freedom for students to shape their studies'.</b></div><div>In this CCFUGP, under 3.2.4 - Credit hours for different types of Courses, it is suggested to adopt various types of activities to be adopted for the delivery of course content.</div><div>One of the suggested activities is 'Studio Activities'. </div><div>Let us try to understand benefits of Studio Activities.</div><div><br /></div><div><b>Benefits of Studio Activities:</b></div><div><br /></div><div><b>What are the benefits of using Studio Activities in teaching pedagogy?</b></div><div><br /></div><div>Studio activities are a type of teaching method that involves hands-on, experiential learning within a studio or workshop environment. Here are some of the benefits of using studio activities in teaching pedagogy:</div><div><br /></div><div>Active Learning: Studio activities engage students in active learning by requiring them to actively participate in the process of creating or making something. This hands-on approach helps students to develop a deeper understanding of the subject matter.</div><div><br /></div><div>Collaboration: Studio activities often require collaboration between students, which can help them to develop communication and teamwork skills. By working together, students can learn from each other's strengths and weaknesses.</div><div><br /></div><div>Creativity: Studio activities provide opportunities for students to express their creativity and explore new ideas. This can help to foster a love of learning and a passion for the subject matter.</div><div><br /></div><div>Problem-solving: Studio activities often involve solving complex problems or designing solutions to real-world challenges. This can help students to develop critical thinking and problem-solving skills.</div><div><br /></div><div>Feedback and Reflection: Studio activities often involve feedback and reflection, which can help students to improve their work and learn from their mistakes. This process of feedback and reflection can also help to build self-confidence and self-awareness.</div><div><br /></div><div>To sum up, the studio activities provide a dynamic and engaging learning experience that can help students to develop a range of skills and knowledge.</div><div><div class="separator" style="clear: both; text-align: center;">
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</div><br /></div><div><b>Can we say that studio activities help in skill enhancement and ability enhancement like concept drafting, story boarding, scripting, shooting, editing videos, uploading and sharing?</b></div><div><br /></div><div>Yes, absolutely! Studio activities can help students to enhance a variety of skills and abilities related to the creation and production of multimedia content, including concept drafting, storyboarding, scripting, shooting, editing videos, and uploading and sharing content. By engaging in hands-on activities and receiving feedback, students can improve their technical abilities and gain practical experience in these areas. Additionally, studio activities can also help students to develop soft skills such as communication, collaboration, and problem-solving, which are valuable in a wide range of contexts.</div><div><div class="separator" style="clear: both; text-align: center;">
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</div><br /></div><div><b>Can we say that studio activities involve the engagement of students in creative or artistic activities? </b></div><div><br /></div><div>Yes, we can say that studio activities involve the engagement of students in creative or artistic activities. Studio activities often involve the use of creative tools and techniques to produce art or multimedia content, which can include drawing, painting, sculpting, photography, videography, and graphic design. These activities require students to think creatively and use their imagination to develop unique and original ideas. By engaging in creative or artistic activities within a studio environment, students can explore their own creativity and develop their artistic skills, while also learning how to use various tools and techniques to express themselves.</div><div><b><div class="separator" style="clear: both; text-align: center;">
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</div><br /></b></div><div><b>Can we say that studio-based activities involve visual or aesthetic focused experiential work?</b></div><div><br /></div><div>Yes, we can say that studio-based activities involve visual or aesthetic-focused experiential work. Studio activities often involve creating visual or multimedia content that is designed to communicate a particular message or evoke a particular emotional response. This requires students to pay close attention to the visual or aesthetic aspects of their work, including color, composition, form, texture, and lighting. By engaging in experiential work within a studio environment, students can develop their visual and aesthetic sensibilities, and learn how to create compelling and engaging content that resonates with their intended audience. Additionally, by receiving feedback from their peers and instructors, students can gain a better understanding of how their work is perceived and how they can improve their craft.</div><div><br /></div><div><div class="separator" style="clear: both; text-align: center;">
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</div><div class="separator" style="clear: both; text-align: center;"><br /></div><h3 style="clear: both; text-align: justify;">A few examples of integrating studio-activity in pedagogy:</h3><div><a href="https://sites.google.com/view/webinar-eng-mkbu/teachers-day" target="_blank"><span style="font-size: large;">1. Click here to watch videos prepared by students for Teachers' Day celebration</span></a></div><div><br /></div><div><a href="https://blog.dilipbarad.com/2014/09/interpretation-challenge-breath.html" target="_blank"><span style="font-size: large;">2. Click here to watch videos prepared by students to interpret Samuel Beckett's play 'Breath'</span></a></div><div><br /></div><div><a href="https://blog.dilipbarad.com/2023/03/studio-activity-in-english-literature.html" target="_blank"><span style="font-size: large;">3. Click here to watch videos prepared by students on 'Long Day's Journey into Night'</span></a></div><div><br /></div><div><a href="https://blog.dilipbarad.com/2021/09/film-studies-introduction.html" target="_blank"><span style="font-size: large;">4. Click here to watch videos prepared by students on 'Film Studies'</span></a></div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">
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</div><br /></div>Dilip Baradhttp://www.blogger.com/profile/13685206624805812345noreply@blogger.com0tag:blogger.com,1999:blog-7401639940431520150.post-83432516589892549462023-03-25T14:40:00.006+05:302023-03-25T17:56:48.278+05:30FAQs - Dissertation Writing<h1 style="text-align: left;">Frequently Asked Questions (FAQs) for Dissertation Writing</h1><div class="separator" style="clear: both; text-align: center;"><br /></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgMZc6Cz9KTesSgwIZHRbeKFK8-TOpKryYTB0YBi1lzYr6fG2CM4QEnIoAS_nYHDiuZm40jPezTDfdXkEZqjMHy7N42bteIcaOQRuBje-kBX8H3ZQGb5cDMBoKxBFDKHUTKM5MMdyH9E4PqmdAMywmIpo92gbrjIaRgkKExRzYN_ArJt9595jmdyCHjTQ/s1280/Banner%20-%20Dissertation%20Writing.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="720" data-original-width="1280" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgMZc6Cz9KTesSgwIZHRbeKFK8-TOpKryYTB0YBi1lzYr6fG2CM4QEnIoAS_nYHDiuZm40jPezTDfdXkEZqjMHy7N42bteIcaOQRuBje-kBX8H3ZQGb5cDMBoKxBFDKHUTKM5MMdyH9E4PqmdAMywmIpo92gbrjIaRgkKExRzYN_ArJt9595jmdyCHjTQ/w640-h360/Banner%20-%20Dissertation%20Writing.jpg" width="640" /></a></div><br /><div><br /></div><div><h4 style="text-align: justify;"><span style="font-size: large;">Chapter 1 - Introduction:</span></h4><div style="text-align: justify;"><span style="font-size: large;">a. Is the topic and title properly introduced and explained?</span></div><div style="text-align: justify;"><span style="font-size: large;">b. Is the theoretical framework mentioned?</span></div><div style="text-align: justify;"><span style="font-size: large;">c. Is about the author written within the contextual framework of the dissertation topic?</span></div><div style="text-align: justify;"><span style="font-size: large;">d. Are selected texts introduced with reference to the dissertation topic?</span></div><div style="text-align: justify;"><span style="font-size: large;">e. Are research questions or hypotheses mentioned at the end of the chapter?</span></div><div style="text-align: justify;"><span style="font-size: large;">f. Are ‘In-text citations’ referred in parenthesis and mentioned in ‘Works Cited’ at the end of the chapter?</span></div><h4 style="text-align: justify;"><span style="font-size: large;">Chapter 2 - Literature Review:</span></h4><div style="text-align: justify;"><span style="font-size: large;">a. How many articles, theses, books, etc. are reviewed?</span></div><div style="text-align: justify;"><span style="font-size: large;">b. Are the beginning and closing paragraphs interlinked to give a smooth flow to the readers?</span></div><div style="text-align: justify;"><span style="font-size: large;">c. Is the chapter written with ‘Introduction’ and ‘Conclusion’ of the review of related literature?</span></div><div style="text-align: justify;"><span style="font-size: large;">d. Is the research gap clearly identified and mentioned in the concluding paragraph?</span></div><div style="text-align: justify;"><span style="font-size: large;">e. Is the research gap matching with the research questions / hypotheses mentioned in the previous chapter?</span></div><h4 style="text-align: justify;"><span style="font-size: large;">Chapter 3 & 4 - Core Analyses of Texts:</span></h4><div style="text-align: justify;"><span style="font-size: large;">a. Is the analysis done with the help of research questions / hypotheses and the research gap mentioned in previous chapters?</span></div><div style="text-align: justify;"><span style="font-size: large;">b. Are articles, books, theses, etc. reviewed in chapter 2 referred to bring home the argument, interpretation, or inferences in these chapters?</span></div><div style="text-align: justify;"><span style="font-size: large;">c. Are textual evidences in form of “quotes” from the texts written in these chapters?</span></div><div style="text-align: justify;"><span style="font-size: large;">d. Are interpretations based on the evidences from reviewed literature and supported from literary texts?</span></div><div style="text-align: justify;"><span style="font-size: large;">e. Are you able to add your own understanding to the analyses?</span></div><div style="text-align: justify;"><span style="font-size: large;">f. Are you able to apply the relevant literary theories while analyzing the texts?</span></div><h4 style="text-align: justify;"><span style="font-size: large;">Chapter 5 - Conclusion:</span></h4><div style="text-align: justify;"><span style="font-size: large;">a. Have you answered the research questions / hypotheses mentioned in chapter 1?</span></div><div style="text-align: justify;"><span style="font-size: large;">b. Have you filled the research gap which is mentioned in chapter 2?</span></div><div style="text-align: justify;"><span style="font-size: large;">c. Is your conclusion based on the inferences drawn from the analyses in chapter 3 & 4?</span></div><div style="text-align: justify;"><span style="font-size: large;">d. Do you think you have added anything new to the existing understanding of the topic / research area?</span></div><h4 style="text-align: justify;"><span style="font-size: large;">Summary:</span></h4><div style="text-align: justify;"><span style="font-size: large;">1.<span style="white-space: pre;"> </span>Is the dissertation written cohesively with a smooth flow of ideas and arguments?</span></div><div style="text-align: justify;"><span style="font-size: large;">2.<span style="white-space: pre;"> </span>Is the language clear and concise?</span></div><div style="text-align: justify;"><span style="font-size: large;">3.<span style="white-space: pre;"> </span>Are there any grammatical or spelling errors?</span></div><div style="text-align: justify;"><span style="font-size: large;">4.<span style="white-space: pre;"> </span>Are all sources cited properly in-text and in the works cited section?</span></div><div style="text-align: justify;"><span style="font-size: large;">5.<span style="white-space: pre;"> </span>Have you followed the guidelines provided by your university or department for formatting and structuring the dissertation?</span></div><div style="text-align: justify;"><span style="font-size: large;">6.<span style="white-space: pre;"> </span>Have you proofread your work thoroughly?</span></div><div style="text-align: justify;"><span style="font-size: large;">7.<span style="white-space: pre;"> </span>Is the word count within the specified limit?</span></div><div style="text-align: justify;"><span style="font-size: large;">8.<span style="white-space: pre;"> </span>Have you followed ethical guidelines for research and writing?</span></div></div><span style="font-size: large;"><a name='more'></a></span><div><h3 style="text-align: justify;"><span style="font-size: large;">Further explanations for conceptual clarity:</span></h3><h3 style="text-align: justify;"><span style="font-size: large;">1. What is the difference between title and topic in dissertation writing?</span></h3><div style="text-align: justify;"><span style="font-size: large;">In dissertation writing, the terms "title" and "topic" refer to different aspects of the dissertation.</span></div><div style="text-align: justify;"><span style="font-size: large;"><br /></span></div><div style="text-align: justify;"><span style="font-size: large;">The title of a dissertation is a brief, concise phrase that provides a clear indication of the content of the dissertation. It is usually displayed prominently on the cover page of the dissertation and may include keywords or phrases that are relevant to the research topic. The title should be eye-catching and informative, and should accurately reflect the scope and focus of the research.</span></div><div style="text-align: justify;"><span style="font-size: large;">On the other hand, the topic of a dissertation refers to the subject or area of research that the dissertation covers. It is a broader concept than the title and encompasses all of the research questions, theories, and methodologies that the dissertation explores. The topic may be more general than the title and may include multiple aspects of the research area.</span></div><div style="text-align: justify;"><span style="font-size: large;">To sum up, the title of a dissertation is a concise phrase that provides a clear indication of the content of the dissertation, while the topic of a dissertation is the broader subject or area of research that the dissertation covers.</span></div><h3 style="text-align: justify;"><span style="font-size: large;">2. What to do you mean by theoretical framework in literary research?</span></h3><div style="text-align: justify;"><span style="font-size: large;">A theoretical framework in literary research refers to the set of concepts, theories, and ideas that provide a conceptual framework for understanding the literary work being studied. It is essentially a conceptual or analytical framework that helps the researcher to interpret and analyze the literary text under investigation.</span></div><div style="text-align: justify;"><span style="font-size: large;"><br /></span></div><div style="text-align: justify;"><span style="font-size: large;">Theoretical frameworks in literary research can come from a variety of fields, including literary theory, cultural studies, psychoanalysis, feminism, postcolonial theory, and so on. These frameworks provide a lens through which the literary text can be analyzed, helping to uncover the underlying meaning, themes, and messages within the work.</span></div><div style="text-align: justify;"><span style="font-size: large;"><br /></span></div><div style="text-align: justify;"><span style="font-size: large;">In literary research, the theoretical framework typically informs the research questions, methodology, and data analysis techniques used in the study. It provides a way for the researcher to organize and interpret their findings, and to develop a deeper understanding of the literary work in question.</span></div><div style="text-align: justify;"><span style="font-size: large;"><br /></span></div><div style="text-align: justify;"><span style="font-size: large;">To sum up, the theoretical framework is an important component of literary research, as it provides a foundation for the study and helps to guide the research process from start to finish.</span></div><h3 style="text-align: justify;"><span style="font-size: large;">3. What do you mean by research question or hypothesis?</span></h3><div style="text-align: justify;"><span style="font-size: large;">A research question is a clear, concise, and focused question that a researcher asks in order to guide their investigation and help them achieve their research objectives. It is usually formulated as a question that can be answered through empirical investigation and analysis.</span></div><div style="text-align: justify;"><span style="font-size: large;"><br /></span></div><div style="text-align: justify;"><span style="font-size: large;">A hypothesis, on the other hand, is a tentative statement or explanation about a phenomenon or relationship between variables that a researcher puts forward and seeks to test through empirical observation and analysis. A hypothesis is a more specific prediction or statement about what the researcher expects to find as a result of their research, and it can be supported or refuted by the data that is collected during the study.</span></div><div style="text-align: justify;"><span style="font-size: large;"><br /></span></div><div style="text-align: justify;"><span style="font-size: large;">In general, both research questions and hypotheses serve as the foundation for the design and execution of a research study, helping to focus the research efforts and provide a clear direction for the investigation.</span></div><h3 style="text-align: justify;"><span style="font-size: large;">4. The purpose of literature review is to find research gap. What do you mean by research gap?</span></h3><div style="text-align: justify;"><span style="font-size: large;">A research gap refers to an area in the literature where there is a lack of research or knowledge, or where existing research is limited, inconsistent, contradictory, or outdated. It is an identified need or opportunity for further research in a specific area or topic, where new insights, information, or evidence are needed to advance knowledge and understanding.</span></div><div style="text-align: justify;"><span style="font-size: large;"><br /></span></div><div style="text-align: justify;"><span style="font-size: large;">The purpose of a literature review is to identify and analyze the existing research on a particular topic, in order to identify research gaps and research questions that have not yet been addressed or answered. By conducting a comprehensive review of the literature, a researcher can determine what is already known and what still needs to be explored, and can identify the areas where new research is most needed.</span></div><div style="text-align: justify;"><span style="font-size: large;"><br /></span></div><div style="text-align: justify;"><span style="font-size: large;">Research gaps are important because they provide opportunities for researchers to contribute new knowledge to a particular field, and to address important questions that have not yet been answered. Identifying research gaps is also important for the development of research proposals, as it helps to justify the need for further research and to outline the specific research questions and objectives that will be addressed.</span></div><div style="text-align: justify;"><span style="font-size: large;"><br /></span></div><h3 style="text-align: justify;"><span style="font-size: large;">5. It is said that in the core chapters in dissertation, the analyses of literary text shall be based on literature reviewed and textual evidence. How to do so?</span></h3><div style="text-align: justify;"><span style="font-size: large;">To analyze literary texts based on the literature reviewed and textual evidence, it is important to follow a structured and systematic approach. Here are some steps that can be helpful:</span></div><div style="text-align: justify;"><span style="font-size: large;"><br /></span></div><div><ul style="text-align: left;"><li style="text-align: justify;"><span style="font-size: large;"><u>Define the scope of the analysis:</u> Begin by defining the scope of the analysis, which may include the specific literary works, themes, characters, or aspects that will be examined. This can help to narrow down the focus of the analysis and make it more manageable.</span></li><li style="text-align: justify;"><span style="font-size: large;"><u>Review the literature: </u>Review the relevant literature, including scholarly articles, books, and other sources, to gain a thorough understanding of the existing research and theories related to the literary texts and themes under investigation.</span></li><li style="text-align: justify;"><span style="font-size: large;"><u>Identify key concepts and themes: </u>Identify the key concepts, themes, and issues that emerge from the literature review and that are relevant to the literary texts being analyzed. This can help to guide the analysis and focus on the most important aspects of the texts.</span></li><li style="text-align: justify;"><span style="font-size: large;"><u>Collect textual evidence: </u>Collect textual evidence from the literary texts, including quotes, passages, and scenes that are relevant to the key concepts and themes identified in the literature review.</span></li><li style="text-align: justify;"><span style="font-size: large;"><u>Analyze the textual evidence:</u> Analyze the textual evidence in relation to the key concepts and themes, using the theories and frameworks identified in the literature review. This can involve close reading, interpretation, and critical analysis of the literary texts.</span></li><li style="text-align: justify;"><span style="font-size: large;"><u>Draw conclusions and make connections:</u> Draw conclusions and make connections between the textual evidence, the key concepts and themes, and the existing literature. This can help to identify gaps in the research, provide new insights and perspectives, and contribute to the overall understanding of the literary texts and themes under investigation.</span></li></ul></div><div style="text-align: justify;"><span style="font-size: large;"><br /></span></div><div style="text-align: justify;"><span style="font-size: large;">To sum up, the analysis of literary texts in the core chapters of a dissertation should be based on a thorough literature review and careful analysis of textual evidence, using a structured and systematic approach.</span></div><div style="text-align: justify;"><span style="font-size: large;"><br /></span></div><h3 style="text-align: justify;"><span style="font-size: large;">6. It is said that in the conclusion of dissertation the research questions raised in chapter 1 or hypotheses or research gap identified in literature review shall be thoroughly answered or explained. It is also said that all inferences drawn in conclusion shall be based on the interpretation in core analyses. How to do so?</span></h3><div style="text-align: justify;"><span style="font-size: large;">To thoroughly answer the research questions, hypotheses, or research gaps identified in the literature review in the conclusion of a dissertation, and to ensure that all inferences drawn are based on the interpretation in the core analyses, it is important to follow a structured and systematic approach. Here are some steps that can be helpful:</span></div><div><ul style="text-align: left;"><li style="text-align: justify;"><span style="font-size: large;"><u>Review the research questions, hypotheses, or research gap:</u> Begin by reviewing the research questions, hypotheses, or research gap identified in the literature review, and ensure that they are clearly defined and understood.</span></li><li style="text-align: justify;"><span style="font-size: large;"><u>Summarize the core analyses:</u> Summarize the findings from the core analyses of the dissertation, including the methods used, the data collected, and the key results and conclusions.</span></li><li style="text-align: justify;"><span style="font-size: large;"><u>Relate the core analyses to the research questions, hypotheses, or research gap:</u> Relate the findings from the core analyses to the research questions, hypotheses, or research gap, and explain how they address or contribute to answering the research questions, hypotheses, or research gap.</span></li><li style="text-align: justify;"><span style="font-size: large;"><u>Draw conclusions:</u> Draw conclusions based on the findings from the core analyses and the relation to the research questions, hypotheses, or research gap. This can involve identifying patterns or themes that emerged from the analyses, discussing the significance of the findings, and providing recommendations for future research.</span></li><li style="text-align: justify;"><span style="font-size: large;"><u>Discuss limitations and implications:</u> Discuss the limitations of the research, including any potential biases or shortcomings in the data or analyses, and explain how these limitations may impact the conclusions drawn. Also, discuss the implications of the findings for theory, practice, policy, or future research.</span></li></ul></div><div style="text-align: justify;"><span style="font-size: large;">To sum up, the conclusion of a dissertation should provide a clear and concise summary of the key findings and conclusions from the core analyses, and should demonstrate how these findings address the research questions, hypotheses, or research gap identified in the literature review. All inferences drawn in the conclusion should be based on the interpretation in the core analyses, and should be supported by evidence from the data and the literature.</span></div></div><div><br /></div><div><br /></div>Dilip Baradhttp://www.blogger.com/profile/13685206624805812345noreply@blogger.com0tag:blogger.com,1999:blog-7401639940431520150.post-32772565271400250692023-03-18T17:53:00.005+05:302023-03-19T20:55:57.693+05:30Memorabilia 2023<div><h1>Annual Function and the release of Memorabilia 2023 </h1></div><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhDMr2Z5ysH7olmTNKCqbw0lcYdyeJ28TpwVvbvIkuxfvBiDv0F5VZ7eRs3mB2PzkoJZZVnbFS_eH-RG6iTNZzGuuy1aIEl5bMoWGPlkaGxqyZ9dHiAKiSDseHk3hE1aODAulIX-6jDGmqD8fKqaAGokI6mqlkar_BvfNDHc-vySKMCOdp1KG0PzWDdYw/s4000/IMG_20230318_131825.jpg" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1800" data-original-width="4000" height="288" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhDMr2Z5ysH7olmTNKCqbw0lcYdyeJ28TpwVvbvIkuxfvBiDv0F5VZ7eRs3mB2PzkoJZZVnbFS_eH-RG6iTNZzGuuy1aIEl5bMoWGPlkaGxqyZ9dHiAKiSDseHk3hE1aODAulIX-6jDGmqD8fKqaAGokI6mqlkar_BvfNDHc-vySKMCOdp1KG0PzWDdYw/w640-h288/IMG_20230318_131825.jpg" width="640" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">Memorabilia 2023 released by Prin. Dr. Sunita Nimavat</td></tr></tbody></table><br /><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiYeXW1rjh8cqJTG9k2UGE2x-Rlww4oIE_51OPhV_vFF86Vuu-IixIArHBcFbFBb1n4ngeCleVVmGB-Tz0tOa7lqYujAUYv95wmL1C7cw4V8kgQA1cn5PN0gVc93dzUSx_SJGY6MnOkypREjEbEYgMOOIokn34JoqjUhA3E3hqQCKq8LlOHp0wonglTNA/s4000/release%20memorabilia%20IMG_20230318_131823.jpg" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="2250" data-original-width="4000" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiYeXW1rjh8cqJTG9k2UGE2x-Rlww4oIE_51OPhV_vFF86Vuu-IixIArHBcFbFBb1n4ngeCleVVmGB-Tz0tOa7lqYujAUYv95wmL1C7cw4V8kgQA1cn5PN0gVc93dzUSx_SJGY6MnOkypREjEbEYgMOOIokn34JoqjUhA3E3hqQCKq8LlOHp0wonglTNA/w640-h360/release%20memorabilia%20IMG_20230318_131823.jpg" width="640" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">Memorabilia 2023 released by Prin. Dr. Sunita Nimavat</td></tr></tbody></table><br /><h2 style="text-align: left;">Video Recording of the Annual Function 2023</h2><div><br /></div><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/wk0uk5sZRtU" title="YouTube video player" width="560"></iframe>
<div><h1>Memorabilia 2023</h1></div><div><br /></div><iframe frameborder="0" height="400" marginheight="0" marginwidth="0" scrolling="no" src="https://www.slideshare.net/slideshow/embed_code/key/JqMlRIgdSztjBf?hostedIn=slideshare&page=upload" width="476"></iframe>
<h1 style="text-align: left;"><b><span style="line-height: 107%;"><span style="font-family: inherit; font-size: medium;"><a href="https://www.slideshare.net/dilipbarad/memorabilia-2023" target="_blank">Click here to Download <i>Memorabilia 2023</i></a></span></span></b></h1><h3 frameborder="0" height="400" iframe="" marginheight="0" marginwidth="0" scrolling="no" src="https://www.slideshare.net/slideshow/embed_code/key/JqMlRIgdSztjBf?hostedIn=slideshare&page=upload" width="476"></h3><h2 style="text-align: left;"><span style="font-family: inherit; font-size: large;">From
the Desk of the Head of the Department</span></h2><p align="right" class="MsoNormal" style="text-align: right;"><b><span style="line-height: 107%;"><span style="font-family: inherit; font-size: medium;">~
Dilip Barad<o:p></o:p></span></span></b></p>
<p class="MsoNormal" style="text-align: justify;"><span style="line-height: 107%;"><span style="font-family: inherit; font-size: medium;">Amidst
the ethereal dreams of a future world driven by Artificial Intelligence, we now
find ourselves living in the very revolution we once imagined. The present is a
surreal reality, and its sheer brilliance leaves us in awe. A mere glimpse of
AI's eloquence with the English language is enough to make one's heart skip a
beat. As we contemplate the digital revolution, we're reminded of Wordsworth's
iconic words in Book XI of the Prelude<a href="file:///E:/1%20Dilip%20Barad%20March%202017/1Office2022_23/Memorabilia%202023/desk%20of%20Head/Memorabilia-23%20From%20the%20desk.docx#_ftn1" name="_ftnref1" style="mso-footnote-id: ftn1;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="line-height: 107%;">[1]</span></span><!--[endif]--></span></span></a>: <o:p></o:p></span></span></p>
<p align="center" class="MsoNormal" style="text-align: center;"><span style="line-height: 107%;"><span style="font-family: inherit; font-size: large;"><b>"Bliss
was it in that dawn to be alive,<o:p></o:p></b></span></span></p>
<p align="center" class="MsoNormal" style="text-align: center;"><span style="line-height: 107%;"><span style="font-family: inherit;"><b><span style="font-size: large;">But
to be young was very heaven! - Oh! Times!"</span></b><span style="font-size: medium;"><o:p></o:p></span></span></span></p>
<p class="MsoNormal" style="text-align: justify;"><span style="line-height: 107%;"><span style="mso-spacerun: yes;"><span style="font-family: inherit; font-size: medium;"></span></span></span></p><div class="separator" style="clear: both; text-align: center;"><span style="font-family: inherit; font-size: medium;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgy9g9sjxQTa4Ep_tr0fYgxEFxChoawVmkdhHs_nRoUoeK_9SJZazQWgQykXdLAR0jBe1FoeH1_apLXVoLMrf8cN9rN9mWlX7m1FUEDP9faMZyJ-DwFJ802gv3c7WlvTtGjhAK9_xxmT3QhmwGr25KqIiwNIWr_PzRyysx1zVFtAF2R-UUdkRXWPFM7qQ/s1024/DALL%C2%B7E%202023-03-15%2001.23.33.png" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1024" data-original-width="1024" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgy9g9sjxQTa4Ep_tr0fYgxEFxChoawVmkdhHs_nRoUoeK_9SJZazQWgQykXdLAR0jBe1FoeH1_apLXVoLMrf8cN9rN9mWlX7m1FUEDP9faMZyJ-DwFJ802gv3c7WlvTtGjhAK9_xxmT3QhmwGr25KqIiwNIWr_PzRyysx1zVFtAF2R-UUdkRXWPFM7qQ/s320/DALL%C2%B7E%202023-03-15%2001.23.33.png" width="320" /></a></span></div><span style="font-family: inherit; font-size: medium;"><br /> </span><p></p><p class="MsoNormal" style="text-align: justify;"><span style="line-height: 107%;"><span style="font-family: inherit; font-size: medium;">These lines, written for the fervent
enthusiasts of the French Revolution, resonate equally with digital
aficionados. <o:p></o:p></span></span></p>
<p class="MsoNormal" style="text-align: justify;"><span style="line-height: 107%;"><span style="font-family: inherit; font-size: medium;">One could draw parallels
between the French Revolution and the digital age, and take the perspective of
a typical Luddite<a href="file:///E:/1%20Dilip%20Barad%20March%202017/1Office2022_23/Memorabilia%202023/desk%20of%20Head/Memorabilia-23%20From%20the%20desk.docx#_ftn2" name="_ftnref2" style="mso-footnote-id: ftn2;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="line-height: 107%;">[2]</span></span><!--[endif]--></span></span></a>
to discern similarities between the frustration that accompanies a trail of
revolution. <i>The Tale of Two Cities<a href="file:///E:/1%20Dilip%20Barad%20March%202017/1Office2022_23/Memorabilia%202023/desk%20of%20Head/Memorabilia-23%20From%20the%20desk.docx#_ftn3" name="_ftnref3" style="mso-footnote-id: ftn3;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><b style="mso-bidi-font-weight: normal;"><span style="line-height: 107%;">[3]</span></b></span><!--[endif]--></span></span></a></i>,
which opens with the famous lines, <o:p></o:p></span></span></p>
<p class="MsoNormal" style="margin-left: 0.5in; text-align: justify;"><span style="font-family: inherit; font-size: medium;"><b><span style="line-height: 107%;">"</span><span style="color: #010101; line-height: 107%;"> </span><span style="color: #010101; line-height: 107%;">It was the best of times, it
was the worst of times, it was the age of wisdom, it was the age of
foolishness, it was the epoch of belief, it was the epoch of incredulity, it
was the season of Light, it was the season of Darkness, it was the spring of
hope, it was the winter of despair, we had everything before us</span></b><span style="line-height: 107%;"><b>,"</b>
echoes the tumultuous nature of our digital era.<o:p></o:p></span></span></p>
<p class="MsoNormal" style="text-align: justify;"><span style="line-height: 107%;"><o:p><span style="font-family: inherit; font-size: medium;"> </span></o:p></span></p>
<p class="MsoNormal" style="text-align: justify;"><span style="line-height: 107%;"><span style="font-family: inherit; font-size: medium;">Living on the 'threshold
of time,' we face technological uncertainties that are certainties, digital
disruptions that rupture the very fabric of our being with revelry. It is
imperative that we look to the youth to display a level of sensibility and
maturity that surpasses that of previous generations. Should they fail to do
so, the best of times could turn into the worst of times, this age could become
a period of digital dumbness, and despair and darkness will surely follow. The
youth must tread with caution, ensuring they navigate this new path with a
profound understanding of the potential consequences of Artificial
Intelligence.<o:p></o:p></span></span></p>
<p class="MsoNormal" style="text-align: justify;"><span style="line-height: 107%;"><span style="font-family: inherit; font-size: medium;">As students of the
English language, we must come to terms with the perilous threat that AI, as a
language transformer, poses to our future job prospects. Tools such as OpenAI's
ChatGPT have already achieved an impressive level of performance, which could
potentially jeopardize the livelihoods of English language teachers. Yet, the
future is not entirely bleak. Even with the advent of these language generative
tools, there will always be a demand for those who possess the skill of
identifying and rectifying errors. For those who have a natural gift for
working with language, the future is bright. This also serves as an ominous
warning for those who have acquired a Masters in English or passed competitive
exams like TET or NET, for they may find themselves jobless or unwanted if they
fail to surpass AI's capabilities in terms of linguistic expertise and literary
sensibilities.<o:p></o:p></span></span></p>
<p class="MsoNormal" style="text-align: justify;"><span style="line-height: 107%;"><span style="font-family: inherit; font-size: medium;">Our current batch
(2021-23) has shown remarkable potential, bringing accolades and honor to the
Department of English in various ways. In 2022, many students from this batch
secured top positions in the Research Paper Writing Competition organized by
the Research Facilitation Center of Maharaja Krishnakumarsinhji Bhavnagar
University. Several students delivered research paper presentations in a
Seminar of National level, exhibiting their academic prowess. In the Youth
Festival 2022, the Department exhibited an incredible performance after almost
two decades of dormancy. Participation in sports and cultural events was better
than ever before, and students shone brilliantly in other prestigious events of
Bhavnagar City, such as Excel Expressions.<o:p></o:p></span></span></p>
<p class="MsoNormal" style="text-align: justify;"><span style="line-height: 107%;"><span style="font-family: inherit; font-size: medium;">Let us not forget that
the talents of bygone eras are but echoes of the past, and the arrival of a new
decade demands a novel set of aptitudes to be acquired. The youth of today must
don the mantle of being lifelong learners, possessing an innate ability to
self-educate and adapt to the ever-shifting digital terrain. Alas, the
unrelenting onslaught of the pandemic has instilled a sense of languor in many
of you, and the youth must rise up to face not only the challenge of this
slothful demeanor but also the sundry health hazards that accompany
unpredictable weather changes, engendering an array of allergic afflictions.<o:p></o:p></span></span></p>
<p class="MsoNormal" style="text-align: justify;"><span style="line-height: 107%;"><span style="font-family: inherit; font-size: medium;">In these trying times,
the virtues of mental and physical well-being will be akin to precious pearls,
coveted and treasured above all else. Hence, it is never too late to cultivate
a healthy routine of engaging in outdoor activities, be it at the break of dawn
or the fall of dusk.<o:p></o:p></span></span></p>
<p class="MsoNormal" style="text-align: justify;"></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjPplwVH-KdpSRIX0hoo9m9GBx2EcmyOMx9ecJg56nVYHAYGCJtdF4XC6Rwq9gVDDJl7wF5NyeYB_v2vs44TzsQ6miR75M-wUhTloef9m4QZiQj6zu9Xh1dSVflFiQ45Cgw6CGGgebchKQOSzLXa5PSactCyuAAnSc9iIaUWCuHEOe5wkOq0o1P1HCNiA/s4032/20230127_ChatClassroom.jpg" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><span style="font-family: inherit; font-size: medium;"><img border="0" data-original-height="2268" data-original-width="4032" height="225" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjPplwVH-KdpSRIX0hoo9m9GBx2EcmyOMx9ecJg56nVYHAYGCJtdF4XC6Rwq9gVDDJl7wF5NyeYB_v2vs44TzsQ6miR75M-wUhTloef9m4QZiQj6zu9Xh1dSVflFiQ45Cgw6CGGgebchKQOSzLXa5PSactCyuAAnSc9iIaUWCuHEOe5wkOq0o1P1HCNiA/w400-h225/20230127_ChatClassroom.jpg" width="400" /></span></a></div><span style="font-family: inherit; font-size: medium;"><br /><span style="line-height: 107%;"><br /></span></span><p></p><p class="MsoNormal" style="text-align: justify;"><span style="line-height: 107%;"><span style="font-family: inherit; font-size: medium;">Our department strives to
cultivate students to not only possess a mature understanding of life and human
nature through the prism of literature but also possess the digital acumen
needed to excel in the contemporary world. <o:p></o:p></span></span></p>
<p class="MsoNormal" style="text-align: justify;"><span style="line-height: 107%;"><span style="font-family: inherit; font-size: medium;">We believe that learning
literature helps students gain a deeper understanding of life and human nature
through the prism of different literary works. It enables them to analyze
complex ideas, identify different perspectives, and make informed judgments. By
studying literature, students can develop empathy and sensitivity towards
people from diverse cultures and backgrounds, as they are exposed to various
literary works that reflect the human experience.<o:p></o:p></span></span></p>
<p class="MsoNormal" style="text-align: justify;"><span style="font-family: inherit; font-size: medium;"><span style="line-height: 107%;">On
the other hand, in today's digital age, having digital skills has become
essential for personal and professional growth. Digital skills are required in
almost every field, and students who possess them are more likely to excel in
their careers. By acquiring digital skills, students can improve their
problem-solving abilities, enhance their creativity, and increase their
efficiency in performing various tasks. Additionally, digital skills are in
high demand in the job market, and possessing them can significantly increase
students' employability.</span><span style="mso-no-proof: yes;"> </span><span style="line-height: 107%;"><o:p></o:p></span></span></p>
<p class="MsoNormal" style="text-align: justify;"><span style="line-height: 107%;"><span style="font-family: inherit; font-size: medium;">Therefore, the
combination of literature and digital skills creates a well-rounded individual
who can navigate the contemporary world with ease. Students who possess both
can analyze complex issues, think critically, communicate effectively, and
excel in their careers. The department's aim to cultivate such students, who
can soar high and realize their aspirations, is commendable as it recognizes
the importance of holistic education that prepares students for the challenges
and opportunities of the 21st century.<o:p></o:p></span></span></p>
<p class="MsoNormal" style="text-align: justify;"><span style="line-height: 107%;"><span style="font-family: inherit; font-size: medium;">We fervently hope that by
the time you graduate, you will have grown wings to soar high and realize your
aspirations with ease.<o:p></o:p></span></span></p>
<p class="MsoNormal" style="text-align: justify;"><span style="font-family: inherit; font-size: medium;"><span style="line-height: 107%;">As we journey through the
digital revolution, let us not forget the hopes and aspirations that fuel our
dreams. May we rise to meet the challenges of this new era with Wordsworthian
zeal, ever mindful of the beauty and wonder that surrounds us. Like a butterfly
emerging from its cocoon, let us spread our wings and take flight, soaring
towards a future filled with infinite possibilities.</span><span style="mso-no-proof: yes;"> </span><span style="line-height: 107%;"><o:p></o:p></span></span></p>
<p class="MsoNormal" style="text-align: justify;"></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhtjHEAdLVGNWvXO3l8NT_1UOP2PJZLwMLl1IG4LtHjLZuk1Ks6B0iiZF57a82pMHeD8x9FGrdY8LCba1qI9ZeFhEsu2sKrgwxBEVqOVR4mlFV2kAc2eeUbsX8du9ItgXo5bTxVt89CGa-7b0dZxoa7NXAyxakq1noaxdV11OgAKkOYIlEJ8ABOsarDjw/s1024/DALL%C2%B7E%202023-03-15%2001.24.31.png" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><span style="font-family: inherit; font-size: medium;"><img border="0" data-original-height="1024" data-original-width="1024" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhtjHEAdLVGNWvXO3l8NT_1UOP2PJZLwMLl1IG4LtHjLZuk1Ks6B0iiZF57a82pMHeD8x9FGrdY8LCba1qI9ZeFhEsu2sKrgwxBEVqOVR4mlFV2kAc2eeUbsX8du9ItgXo5bTxVt89CGa-7b0dZxoa7NXAyxakq1noaxdV11OgAKkOYIlEJ8ABOsarDjw/s320/DALL%C2%B7E%202023-03-15%2001.24.31.png" width="320" /></span></a></div><span style="line-height: 107%;"><div style="text-align: justify;"><span style="font-family: inherit; font-size: large;">Yet, as we strive for
success and fulfillment, let us not be blinded by the bright lights of
progress. Let us heed the warning of Dickensian dichotomies and tales of Hard
Times, which remind us of the dark side of our existence. For in this world of
light, there are shadows that lurk in the corners, waiting to pounce on
unsuspecting prey. Let us be vigilant and cautious, ever mindful of the
pitfalls and dangers that lie in wait.</span></div></span><p></p>
<p class="MsoNormal" style="text-align: justify;"><span style="line-height: 107%;"><span style="font-family: inherit; font-size: medium;">So, my dear friends, let
us move forward with optimism and hope, embracing the duality of our existence.
For in this balance lies the key to a successful and fulfilling life. May your
hopes and aspirations remain unscathed, even as we navigate the ever-changing
landscape of the digital age.</span><span style="font-family: "Times New Roman", serif; font-size: 12pt;"><o:p></o:p></span></span></p>
<p align="center" class="MsoNormal" style="text-align: center;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 107%;"><o:p><br /> </o:p></span></p>
<div style="mso-element: footnote-list;"><!--[if !supportFootnotes]--><br clear="all" />
<hr align="left" size="1" width="33%" />
<!--[endif]-->
<div id="ftn1" style="mso-element: footnote;">
<p class="MsoFootnoteText"><span style="font-size: xx-small;"><a href="file:///E:/1%20Dilip%20Barad%20March%202017/1Office2022_23/Memorabilia%202023/desk%20of%20Head/Memorabilia-23%20From%20the%20desk.docx#_ftnref1" name="_ftn1" style="mso-footnote-id: ftn1;" title=""><span class="MsoFootnoteReference"><span style="font-family: "Times New Roman",serif;"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "Times New Roman",serif; line-height: 107%; mso-ansi-language: EN-US; mso-bidi-language: HI; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;">[1]</span></span><!--[endif]--></span></span></span></a><span style="font-family: "Times New Roman",serif;"> <span style="background: white; color: black; mso-color-alt: windowtext;">The subtitle of <b>The
Prelude</b> is 'Growth of a Poet's Mind'. William Wordsworth (1770-1850) began
writing his autobiographical blank verse epic in </span>1798<span style="background: white; color: black; mso-color-alt: windowtext;">, working on it
intermittently until 1839. It was published posthumously in 1850.</span><o:p></o:p></span></span></p>
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<div id="ftn2" style="mso-element: footnote;">
<p class="MsoFootnoteText"><span style="font-size: xx-small;"><a href="file:///E:/1%20Dilip%20Barad%20March%202017/1Office2022_23/Memorabilia%202023/desk%20of%20Head/Memorabilia-23%20From%20the%20desk.docx#_ftnref2" name="_ftn2" style="mso-footnote-id: ftn2;" title=""><span class="MsoFootnoteReference"><span style="font-family: "Times New Roman",serif;"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "Times New Roman",serif; line-height: 107%; mso-ansi-language: EN-US; mso-bidi-language: HI; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;">[2]</span></span><!--[endif]--></span></span></span></a><span style="font-family: "Times New Roman",serif;"> </span><b><span style="font-family: "Times New Roman",serif; mso-fareast-font-family: "Times New Roman";">19C protester against technology: </span></b><span style="font-family: "Times New Roman",serif; mso-fareast-font-family: "Times New Roman";">a worker who was involved in protests in the United Kingdom
in the 1810s against new factory methods of production and who favored
traditional methods of work.</span><span style="font-family: "Times New Roman",serif;"><o:p></o:p></span></span></p>
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<div id="ftn3" style="mso-element: footnote;">
<p class="MsoFootnoteText"><span style="font-size: xx-small;"><a href="file:///E:/1%20Dilip%20Barad%20March%202017/1Office2022_23/Memorabilia%202023/desk%20of%20Head/Memorabilia-23%20From%20the%20desk.docx#_ftnref3" name="_ftn3" style="mso-footnote-id: ftn3;" title=""><span class="MsoFootnoteReference"><span style="font-family: "Times New Roman",serif;"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "Times New Roman",serif; line-height: 107%; mso-ansi-language: EN-US; mso-bidi-language: HI; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;">[3]</span></span><!--[endif]--></span></span></span></a><span style="font-family: "Times New Roman",serif;"> <em><b><span style="background: white; color: black; font-style: normal; mso-color-alt: windowtext;">A
Tale of Two Cities</span></b></em><span style="background: white; color: black; mso-color-alt: windowtext;"> is a historical novel published in 1859 by Charles
Dickens, set in London and Paris before and during the French Revolution.</span></span></span><o:p></o:p></p><p class="MsoFootnoteText"><span style="font-size: xx-small;"><span style="font-family: "Times New Roman",serif;"><span style="background: white; color: black; mso-color-alt: windowtext;"><br /></span></span></span></p><p class="MsoFootnoteText"><span style="font-size: xx-small;"><span style="font-family: "Times New Roman",serif;"><span style="background: white; color: black; mso-color-alt: windowtext;"><br /></span></span></span></p>
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<div><h1 class="style-scope ytd-watch-metadata" style="-webkit-box-orient: vertical; -webkit-line-clamp: 2; background: rgb(255, 255, 255); border: 0px; color: #0f0f0f; display: -webkit-box; font-family: "YouTube Sans", Roboto, sans-serif; font-size: 2rem; line-height: 2.8rem; margin: 0px; max-height: 5.6rem; overflow: hidden; padding: 0px; text-overflow: ellipsis; word-break: break-word;"><yt-formatted-string class="style-scope ytd-watch-metadata" force-default-style="">Khan Academy announces GPT-4 powered learning guide . . . and this is going to be the future of education system</yt-formatted-string></h1></div><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/yEgHrxvLsz0" title="YouTube video player" width="560"></iframe>Dilip Baradhttp://www.blogger.com/profile/13685206624805812345noreply@blogger.com0tag:blogger.com,1999:blog-7401639940431520150.post-19384135474130527592023-03-09T00:52:00.005+05:302023-03-09T00:52:43.475+05:30Tools in the Tool-kit of 21st Century Teacher | UGC - HRDC | Mumbai University<div><h1 class="style-scope ytd-watch-metadata" style="-webkit-box-orient: vertical; -webkit-line-clamp: 2; background: rgb(255, 255, 255); border: 0px; color: #0f0f0f; display: -webkit-box; font-family: "YouTube Sans", Roboto, sans-serif; font-size: 2rem; line-height: 2.8rem; margin: 0px; max-height: 5.6rem; overflow: hidden; padding: 0px; text-overflow: ellipsis; word-break: break-word;"><yt-formatted-string class="style-scope ytd-watch-metadata" force-default-style="">Tools in the Tool-kit of 21st Century Teacher | UGC - HRDC | Mumbai University</yt-formatted-string></h1></div><div style="text-align: justify;"><yt-formatted-string class="style-scope ytd-watch-metadata" force-default-style=""><span style="font-family: inherit; font-size: large;"><b>Introduction:</b></span></yt-formatted-string></div><span style="background-color: rgba(0, 0, 0, 0.05);"><div style="color: #0f0f0f; text-align: justify; white-space: pre-wrap;"><span style="font-family: inherit; font-size: x-large;">The University of Mumbai's HRDC department of English is pleased to welcome Dr. Dilip Barad, an accomplished academician and talented communication expert from Bhavnagar. This is not the first time that Dr. Barad has graced the classrooms of Mumbai University as a guest speaker, and the department is thrilled to have him back.</span></div><span style="font-size: large;"><div style="text-align: justify;"><span style="color: #0f0f0f; white-space: pre-wrap;"><br /></span></div><span style="color: #0f0f0f; font-family: inherit; white-space: pre-wrap;">Dr. Barad has made a name for himself as a teacher who has embraced digital technology to enhance the learning experience for his students. He has been a vibrant presence in the academic world in his home state of Gujarat and has been instrumental in the development of digital communication tools and teaching techniques. With over two decades of teaching experience, Dr. Barad has taught students from a variety of disciplines including literature, management, social sciences, science, and commerce.
In addition to his teaching experience, Dr. Barad has also been involved in several UGC research projects, including the development of e-content for the government. He has been a shining example of innovation and creativity, especially during the COVID-19 pandemic when he trained teachers on how to use digital tools to reach their students.
Today, Dr. Barad will be speaking about the topic of "Teaching in Contemporary Times," connecting it to the overall theme of the refresher course on contemporary literature and reading. He will be discussing the impact of the digital age and the information society on the way information is shared, preserved, and passed down to future generations. He will also touch upon the concepts of data, information, knowledge, and wisdom, and how they are interrelated.
<div style="text-align: justify;"><span style="font-family: inherit;">The department is honored to have Dr. Dilip Barad as its guest speaker and looks forward to learning from him once again.</span><span style="background-color: transparent; font-family: inherit;"> </span></div></span></span></span><p style="text-align: justify;"><span style="font-family: inherit; font-size: large;"><b>Summary of the session:</b></span></p><p style="text-align: justify;"><span style="font-family: inherit; font-size: large;">The video titled "Tools in the Tool-kit of 21st Century Teacher" was recorded during a refresher course on contemporary literature and its teaching, organized by HRDC University of Mumbai UGC Department of English. The speaker, Dr. Dilip Barad, is introduced as a communication expert and a vibrant presence in Gujarat's academic community. He has taught various courses ranging from literature to management, social sciences, science, and commerce, and has worked on numerous projects, including developing e-content for the government.</span></p><p style="text-align: justify;"><span style="font-family: inherit; font-size: x-large;">Dr. Barad's session focused on teaching in contemporary times, which involves digital culture and the Information and Communication Technology (ICT) revolution. He mentions how digital tools have transformed the way we share and preserve information, from oral tradition to printing and now to digital means. He highlights the importance of distinguishing between data, information, knowledge, and wisdom, and the role of teachers in helping students process information to gain knowledge and eventually apply it as wisdom in real-life situations.</span></p><p style="text-align: justify;"><span style="font-family: inherit; font-size: x-large;">Dr. Barad emphasizes the need for teachers to adapt to the changing times and integrate technology into their teaching methodology to keep up with students' digital fluency. He shares several tools that teachers can use to enhance their teaching, including Learning Management Systems (LMS), Google Classroom, blogs, podcasts, social media, and online quizzes. He highlights the benefits of using these tools, such as increased student engagement, personalized learning, real-time feedback, and easy tracking of student progress.</span></p><p style="text-align: justify;"><span style="font-family: inherit; font-size: x-large;">In conclusion, Dr. Barad encourages teachers to embrace technology as a tool to enhance their teaching and engage with students better. He emphasizes the need for teachers to continually learn and upgrade their skills to stay relevant in the ever-changing digital world.</span></p><p style="text-align: justify;"><span style="font-family: inherit; font-size: x-large;"><b>Video Recording</b></span></p><p style="text-align: justify;"></p><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen="" class="BLOG_video_class" height="392" src="https://www.youtube.com/embed/fxlYClsZ6bs" width="472" youtube-src-id="fxlYClsZ6bs"></iframe></div><br /><span style="font-family: inherit; font-size: x-large;"><br /></span><p></p><p style="text-align: justify;"><span style="font-family: inherit; font-size: x-large;"><br /></span></p>Dilip Baradhttp://www.blogger.com/profile/13685206624805812345noreply@blogger.com0tag:blogger.com,1999:blog-7401639940431520150.post-36615250610035368562023-03-09T00:45:00.008+05:302023-03-09T00:45:47.570+05:30Globalization and Fiction | UGC HRDC Refresher Course | Nagpur<h1 style="text-align: center;"><span style="font-family: inherit; font-size: large;"> Globalization and Fiction </span></h1><h1 style="text-align: center;"><span style="font-family: inherit; font-size: large;">| UGC HRDC Refresher Course | Nagpur</span></h1><p style="text-align: justify;"><span style="background-color: white; color: #0d0d0d; white-space: pre-wrap;"><span style="font-family: inherit; font-size: large;"><b>Abstract:</b></span></span></p><p style="text-align: justify;"><span style="background-color: white; color: #0d0d0d; white-space: pre-wrap;"><span style="font-family: inherit; font-size: large;">The video is a lecture on "Globalization and Fiction" delivered by Professor Dilip Barad. He has 26 years of teaching experience and is currently a professor at MK Bhavnagar University. He has conducted workshops on web tools for teaching and authored books and articles on literature and language learning. In his lecture, he talks about the relationship between globalization and postcolonialism and how they are interconnected. He also discusses the concept of globalization in a particular context and how it relates to climate change. The lecture includes a discussion about a meme related to the movie "Don't Look Up" and its connection to the impact of climate change on the rich and poor.</span></span></p><p style="text-align: justify;"><span style="font-family: inherit; font-size: large;"><b>Detailed Summary:</b></span></p><p style="text-align: justify;"><span style="font-family: inherit; font-size: large;">The video titled "Globalization and Fiction" is part of a UGC HRDC Refresher Course in Nagpur, India, and features a talk by Professor Dilip Barad. Professor Barad has 26 years of teaching experience in different faculties and is currently a professor at MK Bhavnagar University in Gujarat. His interests are diverse and include computer-assisted language learning, the innovative use of ICT, teaching English literature and literary theories, and the use of web tools for teaching. He has conducted workshops on these topics in national and international conferences and has authored books and articles on various subjects.</span></p><p style="text-align: justify;"><span style="font-family: inherit; font-size: x-large;">In his talk, Professor Barad discusses globalization and its relationship to fiction. He notes that climate change is often discussed in connection with globalization, and although he will not focus on that relationship in this talk, it is an important consideration. He focuses instead on the idea of post-coloniality and how it relates to globalization. Specifically, he addresses the question of how we can locate the debate on post-colonialism in today's context, given that politically, colonies are no longer colonized.</span></p><p style="text-align: justify;"><span style="font-family: inherit; font-size: x-large;">To begin his talk, Professor Barad invites the audience to participate by commenting on a meme that he displays. The meme suggests that only a select few will be able to escape the earth in case of calamity, leaving the rest of the population to face the consequences of climate change. Participants offer their interpretations of the meme, with some suggesting that it represents the idea of the super-rich being able to escape the consequences of climate change.</span></p><p style="text-align: justify;"><span style="font-family: inherit; font-size: x-large;">Professor Barad then discusses the ways in which globalization has changed our understanding of post-colonialism. He notes that post-colonial critics have traditionally focused on issues such as cultural appropriation and representation. However, globalization has created new challenges and opportunities for post-colonial analysis. For example, he notes that the rise of the internet and social media has allowed for new forms of cultural exchange that can challenge traditional power structures. However, he also notes that globalization has created new forms of inequality and exploitation, particularly in the context of global capitalism.</span></p><p style="text-align: justify;"><span style="font-family: inherit; font-size: x-large;">In conclusion, Professor Barad argues that the relationship between globalization and fiction is complex and multifaceted. While globalization has created new opportunities for cultural exchange and has challenged traditional power structures, it has also created new forms of inequality and exploitation. He suggests that post-colonial analysis must take these new challenges into account and continue to evolve in response to changing global conditions.</span></p><p style="text-align: justify;"><span style="font-family: inherit; font-size: x-large;"><br /></span></p><h2 style="text-align: justify;"><span style="font-family: inherit; font-size: x-large;">Video Recording</span></h2><div><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen="" class="BLOG_video_class" height="372" src="https://www.youtube.com/embed/pu64Ti7lSOw" width="448" youtube-src-id="pu64Ti7lSOw"></iframe></div><br /><span style="font-family: inherit; font-size: x-large;"><br /></span></div>Dilip Baradhttp://www.blogger.com/profile/13685206624805812345noreply@blogger.com0tag:blogger.com,1999:blog-7401639940431520150.post-2089475831383829402023-03-09T00:38:00.006+05:302023-03-09T00:54:21.590+05:30Teaching English Literature in Digital Age | UGC - HRDC | Mumbai University<p> </p><h1 class="style-scope ytd-watch-metadata" style="-webkit-box-orient: vertical; -webkit-line-clamp: 2; background: rgb(255, 255, 255); border: 0px; display: -webkit-box; font-family: "YouTube Sans", Roboto, sans-serif; font-size: 2rem; line-height: 2.8rem; margin: 0px; max-height: 5.6rem; overflow: hidden; padding: 0px; text-overflow: ellipsis; word-break: break-word;"><yt-formatted-string class="style-scope ytd-watch-metadata" force-default-style="">Teaching English Literature in Digital Age | UGC - HRDC | Mumbai University | Nagpur University</yt-formatted-string></h1><div style="text-align: justify;"><yt-formatted-string class="style-scope ytd-watch-metadata" force-default-style=""><span style="font-family: inherit; font-size: large;"><b>Abstract:</b></span></yt-formatted-string></div><div style="text-align: justify;"><yt-formatted-string class="style-scope ytd-watch-metadata" force-default-style=""><span style="background-color: #f7f7f8; white-space: pre-wrap;"><span style="font-family: inherit; font-size: large;">In this video, a professor discusses the integration of digital technology in teaching English literature. The focus of the discussion is on the concept of "generative literature," which explores how machines can write and generate literature. The professor shares a link to a collection of poems written by humans and robots, and asks the audience to identify which ones are written by machines. The professor emphasizes the importance of exploring this area of digital humanities, and notes that it is becoming increasingly difficult to distinguish between human and machine-generated literature. The professor also highlights the idea of the mechanization and robotization of human beings. The audience response to the poems is divided, with some able to distinguish between human and machine-generated poems and others unable to do so.</span></span></yt-formatted-string></div><div style="text-align: justify;"><yt-formatted-string class="style-scope ytd-watch-metadata" force-default-style=""><span style="background-color: #f7f7f8; white-space: pre-wrap;"><span style="font-family: inherit; font-size: large;"><br /></span></span></yt-formatted-string></div><div><div style="text-align: justify;"><span style="background-color: #f7f7f8; font-family: inherit; font-size: x-large; white-space: pre-wrap;"><b>Detailed Summary:</b></span></div><yt-formatted-string class="style-scope ytd-watch-metadata" force-default-style=""><div style="text-align: justify;"><span style="background-color: #f7f7f8; font-family: inherit; font-size: large; white-space: pre-wrap;">The video is a recording of a lecture on "Teaching English Literature in the Digital Age" conducted by UGC-HRDC and Mumbai University, which discusses the role of digital humanities in literature education. The speaker begins by acknowledging the huge gap between traditional teaching methods and the current digital age, but highlights the potential of digital integration in classrooms to enhance teaching and learning.</span></div><span style="background-color: #f7f7f8;"><div style="text-align: justify;"><span style="font-size: x-large; white-space: pre-wrap;"><br /></span></div><span style="font-size: large;"><div style="font-family: inherit; text-align: justify;"><span style="font-family: inherit; white-space: pre-wrap;">The lecture then focuses on the emerging field of digital humanities, which aims to explore how literature can be read and written in the digital age. The speaker recommends an article by Matthew Christian Bom on digital humanities and its place in English departments, and highlights the importance of digitizing literature and generating literature through technology.</span></div><div style="text-align: justify;"><span style="white-space: pre-wrap;"><br /></span></div><span style="font-family: inherit; white-space: pre-wrap;">To illustrate this point, the speaker introduces an activity where participants are asked to identify whether a poem is written by a human or a machine. The participants are provided with a link to a collection of poems written by humans and machines, and are asked to provide their responses in the chat.
The lecture emphasizes the idea of "generative literature," which refers to the creation of literature by both humans and machines. The speaker poses the question of whether a computer can write poetry and suggests that this is an interesting area to explore in literature education.
<div style="text-align: justify;"><span style="font-family: inherit;">The lecture concludes with the speaker discussing the potential implications of this topic, including the mechanization and robotization of human beings, and encourages further exploration of digital humanities in literature education. The speaker notes that despite the responses to the activity being divided among human and machine-generated poems, the importance lies in engaging students in innovative ways and encouraging critical thinking about the role of technology in literature education.</span></div><div style="text-align: justify;"><span style="font-family: inherit;"><br /></span></div><h2 style="text-align: justify;"><span style="font-family: inherit;"><b>Video Recording</b></span></h2><div style="text-align: justify;"><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen="" class="BLOG_video_class" height="467" src="https://www.youtube.com/embed/i7l7s7BDpCM" width="562" youtube-src-id="i7l7s7BDpCM"></iframe></div><br /><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen="" class="BLOG_video_class" height="389" src="https://www.youtube.com/embed/RuW29rfvees" width="468" youtube-src-id="RuW29rfvees"></iframe></div><br /><span style="font-family: inherit;"><br /></span></div></span></span></span></yt-formatted-string></div>Dilip Baradhttp://www.blogger.com/profile/13685206624805812345noreply@blogger.com0tag:blogger.com,1999:blog-7401639940431520150.post-91753612085345237652023-03-09T00:32:00.008+05:302023-03-09T00:32:49.409+05:30Pedagogical Usage of E-Content | Online Short Term Course | MOOCs & E-Content Development | UGC-HRDC<h1 style="text-align: left;"> Pedagogical Usage of E-Content | Online Short Term Course | MOOCs & E-Content Development | UGC-HRDC</h1><div style="text-align: justify;"><span style="font-family: inherit; font-size: large;"><b>Abstract:</b></span></div><div style="text-align: justify;"><span style="font-family: inherit; font-size: large;">The video is a recording of a short-term course on pedagogical usage of e-content and MOOCs. The speaker mentions that the use of technology is challenging but not impossible, and encourages the participants to use the available technology to create e-content for their subjects. The speaker emphasizes that the learning objectives should be the main concern, and not just making something attractive. The speaker also mentions a survey and requests the participants to fill it out.</span></div><div style="text-align: justify;"><span style="font-family: inherit; font-size: large;"><br /></span></div><div style="text-align: justify;"><span style="font-family: inherit; font-size: large;"><b>Detailed Summary:</b></span></div><div><div style="text-align: justify;"><span style="font-family: inherit; font-size: large;">he video is a recording of an online short-term course on the pedagogical usage of e-content, MOOCs, and e-content development offered by UGC-HRDC. The speaker begins by thanking the participants for filling out a comprehensive questionnaire the day before and acknowledging the challenges of implementing the knowledge to be shared. The speaker encourages participants to keep their cameras on during the session, and notes that there are currently 90 participants, with 22 expected to join.</span></div><div style="text-align: justify;"><span style="font-family: inherit; font-size: large;"><br /></span></div><div style="text-align: justify;"><span style="font-family: inherit; font-size: large;">The speaker discusses their experience with e-content development, having received a project from UGC and MHRD, and highlights the importance of pedagogical concerns in creating e-content. The speaker emphasizes that e-content should have learning objectives and not just be designed to glamorize or attract students. They suggest that the best way to use technology in e-content development is to be self-reliant and utilize available resources, as not all locations have access to experts who can handle high-end technologies such as VFX and animation.</span></div><div style="text-align: justify;"><span style="font-family: inherit; font-size: large;"><br /></span></div><div style="text-align: justify;"><span style="font-family: inherit; font-size: large;">The speaker notes that each subject has its unique needs and suggests that participants consider how technology and digital tools can help them convert their text into e-text or material. They also emphasize the importance of pedagogical concerns in e-content development, as well as the need for self-reliance and utilizing available resources. The speaker mentions a survey link shared with participants the day before and encourages those who have not yet given their responses to do so.</span></div><div style="text-align: justify;"><span style="font-family: inherit; font-size: large;"><br /></span></div><div style="text-align: justify;"><span style="font-family: inherit; font-size: large;">The speaker shares their PowerPoint presentation and discusses various aspects of e-content development, such as the importance of multimedia, creating interactive content, and using open educational resources (OER). They emphasize the need for pedagogically sound content and mention tools such as Learning Management Systems (LMS) and Virtual Learning Environments (VLEs) to manage e-content. The speaker also discusses the challenges of e-content development, such as accessibility and the need for quality control.</span></div><div style="text-align: justify;"><span style="font-family: inherit; font-size: large;"><br /></span></div><div style="text-align: justify;"><span style="font-family: inherit; font-size: large;">Throughout the session, the speaker encourages participants to engage in discussions and ask questions, and notes that the goal is to learn and share knowledge. The video ends with the speaker thanking participants for their time and noting that they will continue the discussion in subsequent sessions.</span></div></div><h2 style="text-align: justify;"><span style="font-family: inherit; font-size: large;">Video Recording:</span></h2><div><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen="" class="BLOG_video_class" height="408" src="https://www.youtube.com/embed/sQiOClukwTc" width="491" youtube-src-id="sQiOClukwTc"></iframe></div><br /><span style="font-family: inherit; font-size: large;"><br /></span></div>Dilip Baradhttp://www.blogger.com/profile/13685206624805812345noreply@blogger.com0tag:blogger.com,1999:blog-7401639940431520150.post-74469376045331758872023-03-09T00:27:00.006+05:302023-03-09T00:27:41.930+05:30Research Directions in Humanities - BKNMU - Junagadh<h1 style="text-align: left;"> Research Directions in Humanities</h1><div style="text-align: justify;"><span style="font-family: inherit; font-size: large;"><b>Abstract: </b></span></div><div style="text-align: justify;"><span style="font-family: inherit; font-size: large;">The video discusses possible research directions in humanities and literature, with a focus on the next five to ten years. The speaker highlights the need to adapt to the changing world and rethink traditional ways of looking at topics such as epidemics and digital culture. The speaker suggests that humanities research should consider the impact of pandemics, not just wars, on society and cultural memory. Additionally, the speaker discusses how digital culture is shaping our lives and the distinction between creative and generative literature. The video aims to inspire PhD scholars to think about their research topics and to become future research supervisors.</span></div><div style="text-align: justify;"><span style="font-family: inherit; font-size: large;"><br /></span></div><div style="text-align: justify;"><span style="font-family: inherit; font-size: large;"><b>Detailed summary:</b></span></div><div><div style="text-align: justify;"><span style="font-family: inherit; font-size: large;">The video is about a seminar on the future of research in Humanities and literature, held at the BKNMU in Junagadh, India. The speaker starts by acknowledging the dignitaries on the dias, the research scholars and students of the masters or graduation who are going to make various presentations in the seminar. He then proceeds to discuss the possible futures of research in Humanities and literature.</span></div><div style="text-align: justify;"><span style="font-family: inherit; font-size: large;"><br /></span></div><div style="text-align: justify;"><span style="font-family: inherit; font-size: large;">He notes that multidisciplinary, interdisciplinary, and even transdisciplinary approaches are going to be buzzwords around this century. However, apart from that, what other things can be seen or visualized? Those who are PhD scholars may have already decided on their topic, but the speaker hopes that the ideas he presents may be useful to those who will be research supervisors in the future, and their students or somebody looking for guidance.</span></div><div style="text-align: justify;"><span style="font-family: inherit; font-size: large;"><br /></span></div><div style="text-align: justify;"><span style="font-family: inherit; font-size: large;">The speaker acknowledges that predicting what may happen in 20-25 years is nearly impossible, but he suggests looking at the possibilities in the coming five to ten years. He notes that the world is moving so fast that it's hard to predict, but there are some important things to consider.</span></div><div style="text-align: justify;"><span style="font-family: inherit; font-size: large;"><br /></span></div><div style="text-align: justify;"><span style="font-family: inherit; font-size: large;">One of the most significant issues to consider is the epidemic. The speaker notes that most of the documents on epidemiology or literature review on epidemiology predicted that a pandemic was possible, but they were more concerned with the third world countries than the first world. However, the pandemic has hit the first world more severely than the third world, and this requires a new way of looking at the situation. The speaker suggests that the way we remember wars is different from the way we remember epidemics, and this could be an interesting concern to look into.</span></div><div style="text-align: justify;"><span style="font-family: inherit; font-size: large;"><br /></span></div><div style="text-align: justify;"><span style="font-family: inherit; font-size: large;">The speaker also discusses digital culture, which is shaping our lives, thoughts, and philosophies. He suggests that the questions around digital cultures and digital Humanities are important to consider. One of the emerging distinctions is between creative literature and generative literature. The speaker notes that machines are developing algorithms that can write literature, and someday people may be researching poets who are robots. This distinction between machines generating literature and humans creating literature is an emerging concern that requires further questioning.</span></div><div style="text-align: justify;"><span style="font-family: inherit; font-size: large;"><br /></span></div><div style="text-align: justify;"><span style="font-family: inherit; font-size: large;">The speaker also touches on feminist discourse and how it is being transformed by digital culture. He suggests that there is a need to look at the poetics of digital culture and the feminist discourse in more detail.</span></div><div style="text-align: justify;"><span style="font-family: inherit; font-size: large;"><br /></span></div><div style="text-align: justify;"><span style="font-family: inherit; font-size: large;">In conclusion, the speaker suggests that there are many new and emerging directions in Humanities and literature research, and it is important to keep an open mind and embrace new ideas and approaches. He encourages the scholars to be curious, explore new fields, and be open to interdisciplinary and multidisciplinary approaches.</span></div><div style="text-align: justify;"><span style="font-family: inherit; font-size: large;"><br /></span></div><h2 style="text-align: justify;"><span style="font-family: inherit; font-size: large;">Video Recording:</span></h2><div style="text-align: justify;"><br /></div><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen="" class="BLOG_video_class" height="387" src="https://www.youtube.com/embed/y19dQ0i-j1A" width="466" youtube-src-id="y19dQ0i-j1A"></iframe></div><br /><div><br /></div><div><br /></div></div>Dilip Baradhttp://www.blogger.com/profile/13685206624805812345noreply@blogger.com0tag:blogger.com,1999:blog-7401639940431520150.post-26690572067398647062023-03-08T20:12:00.000+05:302023-03-08T20:12:49.842+05:30Reflection and Writing: Empowering Students in Higher Education<div><div class="separator" style="clear: both; text-align: center;">
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</div><br></div><div>Dear Teachers in HEIs,</div>As a <b>teacher in higher education</b>, it is important to encourage your students to not only participate in academic and co-curricular activities, but also to reflect on their experiences and write about them. Reflection and writing can help students to better understand their own learning and personal growth, as well as to articulate and communicate their experiences to others.<div><br></div><div>To encourage reflection and writing, here are some humble instructions for all teachers in higher education:</div><div><br></div><div>1. Provide clear guidelines: Provide clear guidelines for your students on what is expected of them when they are asked to reflect and write about their experiences. This could include the length of the reflection, the format, and the topics to be covered.</div><div><br></div><div>2. Offer examples: Offer examples of good reflective writing to help students understand what is expected of them. You may also consider sharing your own reflective writing to model the process for them.</div><div><br></div><div>3. Create opportunities: Create opportunities for students to reflect and write. This could be through journaling, class discussions, or assignments that require reflection and writing.</div><div><br></div><div>4. Provide feedback: Provide feedback on your students' reflective writing. This feedback should be constructive and focused on helping them to improve their writing and deepen their reflection.</div><div><br></div><div>5. Make it meaningful: Make the reflection and writing activities meaningful by connecting them to the course content or learning objectives. This can help students to see the value of reflection and writing in their overall learning experience.</div><div><br></div><div>6. Emphasize the process: Emphasize the process of reflection and writing, rather than just the final product. Encourage your students to take the time to think deeply about their experiences and to use writing as a tool to explore and express their thoughts and feelings.</div><div><br></div><div>By following these instructions, you can help your students to become more reflective and thoughtful learners who are better able to articulate their experiences and grow as individuals.</div><div><br></div><div><b>Some benefits of writing blogs and social media sharing on academic events participated by students:</b></div><div><br></div><div>1. Improves writing skills: Blogging requires a certain level of writing proficiency, and regularly writing about academic events can help students develop and refine their writing skills.</div><div><br></div><div>2. Encourages reflection and critical thinking: Blogging about academic events requires students to reflect on what they learned, analyze the information they gathered, and think critically about their experiences.</div><div><br></div><div>3. Promotes knowledge sharing: By sharing their experiences and insights through their blogs, students can help others learn more about the academic event and its subject matter.</div><div><br></div><div>4. Builds a personal brand: Blogging is an excellent way for students to showcase their skills, interests, and knowledge on a particular topic. This can help them build a personal brand and differentiate themselves from their peers.</div><div><br></div><div>5. Increases visibility: By sharing their blog posts on social media and other platforms, students can increase their visibility and reach a broader audience.</div><div><br></div><div>6. Helps with networking: Blogging can help students connect with other individuals who share similar interests and participate in similar events.</div><div><br></div><div>*Teachers who encourage their students to write blogs on academic events also benefit* in the following ways:</div><div><br></div><div>1. Provides feedback: Reading their students' blogs can help teachers gain valuable insights into how their students are processing and applying what they learn.</div><div><br></div><div>2. Promotes digital literacy: Encouraging students to write blogs can help them develop essential digital literacy skills that are increasingly necessary in today's digital age.</div><div><br></div><div>3. Enhances the learning experience: By encouraging students to write about academic events, teachers can help students deepen their understanding of the subject matter and apply what they learned to real-world situations.</div><div><br></div><div>4. Increases engagement: Encouraging students to write blogs can help increase their engagement with the academic events and the subject matter.</div><div><br></div><div>Blogging about academic events can be a healthy and beneficial practice for both students and teachers, and it's great to see teachers who encourage and support their students in doing so.</div><div><br></div>Dilip Baradhttp://www.blogger.com/profile/13685206624805812345noreply@blogger.com0tag:blogger.com,1999:blog-7401639940431520150.post-58904628282199713102023-02-26T16:22:00.003+05:302023-02-26T18:11:25.616+05:30English Studies<h3 style="text-align: justify;"><span style="font-size: large;">What is English Studies? Which areas are included under it? What are research prospects in English Studies?</span></h3><div style="text-align: left;"><h4 style="text-align: justify;"><span style="font-size: large;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiKSh12LB9CPkLTp2rvzs3hPnujZIF76kwsK9FM9MmDt12x8pigl9ew1uK67iL3BwTA5OeZOZCxYNOTGZcxxGu-70sCirNRq0kE7Zuv5J20OVwJAnkXoiI4e_wyEeEBCAtfsk1Yfn_lddS0as8tjyFFcSLS0nC-YSIeBktD9F_C9iCHzvU6jae42-pTQg/s1024/download.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="768" data-original-width="1024" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiKSh12LB9CPkLTp2rvzs3hPnujZIF76kwsK9FM9MmDt12x8pigl9ew1uK67iL3BwTA5OeZOZCxYNOTGZcxxGu-70sCirNRq0kE7Zuv5J20OVwJAnkXoiI4e_wyEeEBCAtfsk1Yfn_lddS0as8tjyFFcSLS0nC-YSIeBktD9F_C9iCHzvU6jae42-pTQg/w640-h480/download.png" width="640" /></a></div><br /> </span></h4><h4 style="text-align: justify;"><span style="font-size: large;">Questions for Research Prospects in English Studies:</span></h4><div style="text-align: justify;"><span style="font-size: large;"><ol><li>What do you think are the most pressing issues facing English Studies today? How can researchers in the field address these issues?</li><li>How do you think English Studies can benefit from interdisciplinary collaboration with fields like computer science, linguistics, and psychology?</li><li>In what ways can English Studies research be made more accessible and relevant to the wider public?</li><li>What are some potential ethical concerns related to English Studies research, such as representation in literature, the use of digital tools, or the translation of texts?</li><li>How do you think English Studies research can contribute to broader societal issues, such as social justice, diversity and inclusion, or environmental sustainability?</li><li>What are some potential challenges and opportunities for collaboration between English Studies and other language and literature fields in India and other parts of the world?</li><li>What new research trends and technologies do you think will emerge in the field of English Studies in the next decade?</li><li>How do you think English Studies research can help address issues related to language policy, language teaching, and language learning in various contexts around the world?</li></ol></span></div><h3 style="text-align: justify;"><span style="font-size: large;"><br /></span><span style="font-size: large;">What is English Studies?</span></h3></div><p style="text-align: justify;"><span style="font-size: large;">English Studies is an academic discipline that focuses on the study of the English language, its literature, and related cultural artifacts. It encompasses a wide range of fields, including literary criticism, linguistics, cultural studies, and creative writing.</span></p><p style="text-align: justify;"><span style="font-size: large;">English Studies involves the analysis of various types of literature such as poetry, drama, fiction, and non-fiction. It also covers the historical development of the English language, its grammar, syntax, and phonetics. Moreover, it examines the cultural and social context in which literature is produced, disseminated, and consumed.</span></p><p style="text-align: justify;"><span style="font-size: large;">English Studies has important practical applications. For instance, it helps to develop critical reading and analytical skills, which are crucial in various professions such as journalism, law, teaching, and publishing. It also provides insights into how language is used in various social and cultural contexts, which can be useful in communication and intercultural relations.</span></p><p style="text-align: justify;"><span style="font-size: large;">Overall, English Studies is a multi-disciplinary field that seeks to understand and appreciate the complex and multifaceted nature of the English language and its literary and cultural expressions.</span></p><h3 style="text-align: justify;"><span style="font-size: large;">Does it include English Language Teaching (ELT) also?</span></h3><div><div style="text-align: justify;"><span style="font-size: large;">Yes, English Studies includes English Language Teaching (ELT) as an important subfield. ELT involves the study and teaching of the English language to non-native speakers. It covers various aspects of language learning, such as grammar, vocabulary, pronunciation, reading, writing, listening, and speaking.</span></div><div style="text-align: justify;"><span style="font-size: large;"><br /></span></div><div style="text-align: justify;"><span style="font-size: large;">ELT draws on the principles and practices of linguistics, pedagogy, and applied linguistics. It aims to develop learners' language proficiency, communicative competence, and intercultural awareness. ELT also encompasses the use of technology, materials, and assessment methods to enhance language learning and teaching.</span></div><div style="text-align: justify;"><span style="font-size: large;"><br /></span></div><div style="text-align: justify;"><span style="font-size: large;">As a subfield of English Studies, ELT is concerned with the relationship between language and culture, the role of English as a global language, and the social and political implications of language teaching. It also considers the diverse needs and backgrounds of language learners and the ethical and professional responsibilities of language teachers.</span></div><div style="text-align: justify;"><span style="font-size: large;"><br /></span></div><div style="text-align: justify;"><span style="font-size: large;">Overall, ELT is an important component of English Studies, as it contributes to the understanding and dissemination of the English language and its cultural significance in global contexts.</span></div></div><h3 style="text-align: justify;"><span style="font-size: large;">Does it include Digital Humanities and Electronic Literature?</span></h3><div><div style="text-align: justify;"><span style="font-size: large;">Yes, English Studies includes Digital Humanities and Electronic Literature as important subfields. Digital Humanities refers to the use of digital technologies to facilitate research, analysis, and dissemination of humanities scholarship. It involves the application of computational methods and tools to literary and cultural studies, including text analysis, data visualization, and digital publishing.</span></div><div style="text-align: justify;"><span style="font-size: large;"><br /></span></div><div style="text-align: justify;"><span style="font-size: large;">Electronic Literature, on the other hand, refers to literary works that are created and/or experienced through digital media. This includes works that use hypertext, multimedia, and interactive elements to engage readers in new ways. Electronic Literature is often seen as a form of experimental literature that challenges traditional notions of authorship, reading, and interpretation.</span></div><div style="text-align: justify;"><span style="font-size: large;"><br /></span></div><div style="text-align: justify;"><span style="font-size: large;">Both Digital Humanities and Electronic Literature are interdisciplinary fields that draw on various disciplines such as computer science, media studies, cultural studies, and literary studies. They offer new ways of analyzing and interpreting literary and cultural artifacts, and they also provide new opportunities for creative expression and engagement.</span></div><div style="text-align: justify;"><span style="font-size: large;"><br /></span></div><div style="text-align: justify;"><span style="font-size: large;">As subfields of English Studies, Digital Humanities and Electronic Literature expand the boundaries of traditional literary and cultural studies, and they help to address new challenges and opportunities in the digital age.</span></div></div><div style="text-align: justify;"><span style="font-size: large;"><br /></span></div><h3 style="text-align: justify;"><span style="font-size: large;">Does it include Comparative Literature and Translation Studies?</span></h3><div><div style="text-align: justify;"><span style="font-size: large;">Yes, English Studies includes Comparative Literature and Translation Studies as important subfields. Comparative Literature is a discipline that studies the literary works and cultural expressions of different languages and cultures, and seeks to understand their similarities and differences. It involves the analysis of literary texts from multiple cultural and linguistic traditions, and explores themes, motifs, and cultural references that are shared or unique to particular traditions.</span></div><div style="text-align: justify;"><span style="font-size: large;"><br /></span></div><div style="text-align: justify;"><span style="font-size: large;">Translation Studies, on the other hand, is concerned with the theory and practice of translating literary and cultural texts from one language to another. It examines the cultural, linguistic, and aesthetic issues involved in the process of translation, and explores the various strategies and techniques that translators use to convey the meaning and style of the original text.</span></div><div style="text-align: justify;"><span style="font-size: large;"><br /></span></div><div style="text-align: justify;"><span style="font-size: large;">Both Comparative Literature and Translation Studies are interdisciplinary fields that draw on various disciplines such as linguistics, cultural studies, and literary studies. They offer new insights into the cultural and linguistic diversity of the world's literature, and they provide tools and methods for understanding and communicating across linguistic and cultural boundaries.</span></div><div style="text-align: justify;"><span style="font-size: large;"><br /></span></div><div style="text-align: justify;"><span style="font-size: large;">As subfields of English Studies, Comparative Literature and Translation Studies contribute to the study and dissemination of literary and cultural texts in English and other languages, and they help to foster cross-cultural understanding and appreciation.</span></div></div><div style="text-align: justify;"><span style="font-size: large;"><br /></span></div><h3 style="text-align: justify;"><span style="font-size: large;">Does it include Film Studies?</span></h3><div><div style="text-align: justify;"><span style="font-size: large;">Yes, English Studies includes Film Studies as an important subfield. Film Studies is a discipline that analyzes the art, culture, and history of cinema as a form of artistic expression and mass media. It involves the study of film as a visual and narrative art form, as well as its social, political, and cultural contexts.</span></div><div style="text-align: justify;"><span style="font-size: large;"><br /></span></div><div style="text-align: justify;"><span style="font-size: large;">Film Studies covers a range of topics, including film theory, history, aesthetics, genre, and criticism. It also explores the relationship between film and other art forms, such as literature, theater, and visual arts. Film Studies draws on a variety of disciplinary perspectives, including literary studies, cultural studies, art history, psychology, and sociology.</span></div><div style="text-align: justify;"><span style="font-size: large;"><br /></span></div><div style="text-align: justify;"><span style="font-size: large;">As a subfield of English Studies, Film Studies contributes to the understanding and appreciation of cinema as a form of artistic expression and cultural artifact. It provides tools and methods for analyzing and interpreting film texts, and it also offers insights into the social, political, and cultural issues that are reflected in and shaped by cinema.</span></div><div style="text-align: justify;"><span style="font-size: large;"><br /></span></div><div style="text-align: justify;"><span style="font-size: large;">Moreover, Film Studies offers practical applications in various fields, such as media production, journalism, education, and cultural policy. It helps to develop critical thinking, communication, and media literacy skills, which are increasingly important in the digital age. Overall, Film Studies is an important component of English Studies that enriches our understanding of the cultural and artistic dimensions of cinema as a global phenomenon.</span></div></div><div style="text-align: justify;"><span style="font-size: large;"><br /></span></div><h3 style="text-align: justify;"><span style="font-size: large;">What sort of researches are done in and under English Studies?</span></h3><div><div style="text-align: justify;"><span style="font-size: large;">English Studies covers a wide range of research areas and methodologies. Some of the key research areas within English Studies include:</span></div><div style="text-align: justify;"><span style="font-size: large;"><br /></span></div><div style="text-align: justify;"><span style="font-size: large;">Literary Studies: This involves the analysis and interpretation of literary texts, including poetry, fiction, drama, and creative nonfiction. Literary Studies covers various approaches such as close reading, genre analysis, historical and cultural context, and critical theory.</span></div><div style="text-align: justify;"><span style="font-size: large;"><br /></span></div><div style="text-align: justify;"><span style="font-size: large;">Linguistics: This involves the study of language and its structure, including phonetics, phonology, syntax, semantics, and pragmatics. Linguistics also covers areas such as sociolinguistics, discourse analysis, and psycholinguistics.</span></div><div style="text-align: justify;"><span style="font-size: large;"><br /></span></div><div style="text-align: justify;"><span style="font-size: large;">Cultural Studies: This involves the study of culture and its manifestations, including media, popular culture, and visual arts. Cultural Studies explores the relationships between culture and society, and the ways in which cultural practices and products shape and reflect social values and identities.</span></div><div style="text-align: justify;"><span style="font-size: large;"><br /></span></div><div style="text-align: justify;"><span style="font-size: large;">Digital Humanities: This involves the use of digital technologies to facilitate research, analysis, and dissemination of humanities scholarship. Digital Humanities covers various areas such as text analysis, data visualization, digital publishing, and online communities.</span></div><div style="text-align: justify;"><span style="font-size: large;"><br /></span></div><div style="text-align: justify;"><span style="font-size: large;">Translation Studies: This involves the theory and practice of translating literary and cultural texts from one language to another. Translation Studies covers areas such as the cultural, linguistic, and aesthetic issues involved in the process of translation, and explores the various strategies and techniques that translators use to convey the meaning and style of the original text.</span></div><div style="text-align: justify;"><span style="font-size: large;"><br /></span></div><div style="text-align: justify;"><span style="font-size: large;">Film Studies: This involves the analysis and interpretation of cinema as a form of artistic expression and mass media. Film Studies covers areas such as film theory, history, aesthetics, genre, and criticism.</span></div><div style="text-align: justify;"><span style="font-size: large;"><br /></span></div><div style="text-align: justify;"><span style="font-size: large;">Researchers in English Studies use a variety of research methodologies, including qualitative and quantitative research, archival research, textual analysis, ethnography, and case studies. They also use a range of tools and technologies such as digital archives, multimedia resources, and computer-assisted analysis. Overall, English Studies is a dynamic and diverse field that encompasses a wide range of research areas and methodologies.</span></div></div><div style="text-align: justify;"><span style="font-size: large;"><br /></span></div><h3 style="text-align: justify;"><b><span style="font-size: large;">Does the research methodology in English Studies include Comparative Literature?</span></b></h3><div><div style="text-align: justify;"><span style="font-size: large;">Yes, the research methodology in English Studies may include Comparative Literature as a subfield, and researchers in English Studies may use comparative methods to analyze literary texts from multiple linguistic and cultural traditions. Comparative Literature involves the study of literary works from different languages and cultures, and seeks to understand their similarities and differences.</span></div><div style="text-align: justify;"><span style="font-size: large;"><br /></span></div><div style="text-align: justify;"><span style="font-size: large;">In Comparative Literature, researchers use various methods such as close reading, comparative analysis, and intertextual analysis to explore the relationships between literary texts from different traditions. They may also use theories and approaches from other disciplines such as cultural studies, postcolonial studies, or gender studies to analyze the cultural, social, and historical contexts of the texts they study.</span></div><div style="text-align: justify;"><span style="font-size: large;"><br /></span></div><div style="text-align: justify;"><span style="font-size: large;">Comparative Literature is an interdisciplinary field that draws on a range of theoretical and methodological approaches to analyze and interpret literary texts. Researchers in English Studies may use comparative methods to analyze the relationships between texts written in English and texts written in other languages, or between literary traditions from different regions of the world. Comparative methods can offer new insights into the literary, cultural, and historical dimensions of literary works, and can help to enrich our understanding of the diversity of human experience across linguistic and cultural boundaries.</span></div></div><h3 style="text-align: left;"><div style="text-align: justify;"><span style="font-size: x-large;"><br /></span></div><span style="font-size: large;"><div style="text-align: justify;"><b>What are futuristic research prospects in English Studies?</b></div></span></h3><div><div style="text-align: justify;"><span style="font-size: large;">English Studies is a dynamic and evolving field, and there are several futuristic research prospects that hold promise for the future. Some of these prospects include:</span></div><div style="text-align: justify;"><span style="font-size: large;"><br /></span></div><div style="text-align: justify;"><span style="font-size: large;"><b>Digital Humanities: </b>The use of digital technologies to facilitate research, analysis, and dissemination of humanities scholarship is a rapidly growing area within English Studies. Digital Humanities methods such as text mining, network analysis, and data visualization are being used to analyze literary texts and cultural artifacts in new ways, and to uncover patterns and connections that were previously hidden.</span></div><div style="text-align: justify;"><span style="font-size: large;"><br /></span></div><div style="text-align: justify;"><span style="font-size: large;"><b>Environmental Humanities:</b> The intersection of literature, culture, and the environment is an emerging area of research within English Studies. Researchers in this field explore the relationships between human societies and the natural world, and how these relationships are reflected in literary and cultural texts. This field offers promising prospects for addressing urgent environmental challenges such as climate change and biodiversity loss.</span></div><div style="text-align: justify;"><span style="font-size: large;"><br /></span></div><div style="text-align: justify;"><span style="font-size: large;"><b>Global Englishes:</b> The study of English as a global language is an expanding area of research within English Studies. Researchers in this field explore the various varieties of English spoken around the world, and the cultural and linguistic implications of English as a global language. This field offers promising prospects for understanding the dynamic relationships between language, culture, and globalization.</span></div><div style="text-align: justify;"><span style="font-size: large;"><br /></span></div><div style="text-align: justify;"><span style="font-size: large;"><b>Posthumanities:</b> The study of posthumanism and posthuman futures is an emerging area of research within English Studies. Researchers in this field explore the intersections of human and non-human life, and the ethical, social, and political implications of emerging technologies such as artificial intelligence, robotics, and biotechnology. This field offers promising prospects for addressing urgent ethical and social challenges that are emerging in the 21st century.</span></div><div style="text-align: justify;"><span style="font-size: large;"><br /></span></div><div style="text-align: justify;"><span style="font-size: large;"><b>Intersectionality:</b> The study of intersectionality and the multiple dimensions of identity is a growing area of research within English Studies. Researchers in this field explore how social categories such as race, gender, sexuality, and class intersect and interact in complex ways, and how these intersections are reflected in literary and cultural texts. This field offers promising prospects for understanding the diversity of human experience and promoting social justice and equity.</span></div><div style="text-align: justify;"><span style="font-size: large;"><br /></span></div><div style="text-align: justify;"><span style="font-size: large;">Overall, English Studies is a rich and diverse field that offers many promising research prospects for the future. As the world continues to evolve and change, English Studies will continue to play an important role in helping us to understand and navigate the complex cultural, social, and environmental challenges of the 21st century.</span></div></div><h3 style="text-align: justify;"><span style="font-size: large;">Is there any futuristic research prospects in English Studies for Natural Language Processing (NLP) and Artificial Intelligence like ChatGPT?</span></h3><h2 style="text-align: justify;"><span style="font-weight: normal;"><span style="font-size: large;">Yes, there are several futuristic research prospects in English Studies for Natural Language Processing (NLP) and Artificial Intelligence (AI) like ChatGPT.</span></span></h2><div style="text-align: justify;"><span style="font-weight: normal;"><span style="font-size: large;">One area of research is the development of machine learning models and algorithms that can analyze and interpret literary texts in new and innovative ways. These models can help researchers to identify patterns, themes, and connections across large corpora of literary texts, and to uncover new insights into the relationships between literature, culture, and society.</span></span></div><div style="text-align: left;"><div style="text-align: justify;"><span style="font-size: large;">Another area of research is the development of AI-powered tools and applications that can assist in the analysis and interpretation of literary texts. For example, AI-powered language models like ChatGPT can be used to generate automated summaries, to identify important themes and motifs, and to generate predictions about the content and structure of literary texts.</span></div><span style="font-size: large;"><div style="text-align: justify;">A third area of research is the use of NLP and AI to facilitate the study of non-English literary texts. Machine translation and cross-lingual NLP tools can be used to translate literary texts from one language to another, enabling researchers to study literary traditions from around the world in new and innovative ways.</div><div style="text-align: justify;">Overall, NLP and AI offer exciting prospects for the future of English Studies, and are likely to play an increasingly important role in helping researchers to analyze and interpret literary texts, and to uncover new insights into the cultural, social, and historical dimensions of literature.</div></span></div><h2 style="text-align: left;"></h2><h3 style="text-align: justify;"><span style="font-size: large;">How can research projects in English Studies solve real life issues? What sorts of solutions can research in English Studies offer to which types of problems?</span></h3><h3 style="text-align: left;"><div style="text-align: justify;"><span style="font-size: large; font-weight: normal;">Research projects in English Studies can solve real-life issues by offering insights and solutions to a range of social, cultural, and historical problems. Here are some examples of how research in English Studies can address real-world issues:</span></div><span><div style="text-align: justify;"><span style="font-size: large;"><u>Cultural Understanding and Dialogue:</u><span style="font-weight: normal;"> Research in English Studies can promote cultural understanding and dialogue by exploring the relationships between literature, culture, and society. By studying literary texts from different cultures and traditions, researchers can help to bridge cultural divides and promote cross-cultural communication and understanding.</span></span></div><span style="font-size: large;"><div style="text-align: justify;"><u>Social Justice and Equity:</u><span style="font-weight: normal;"> Research in English Studies can promote social justice and equity by exploring the ways in which literature reflects and shapes social norms and values. Researchers can analyze how literary texts represent marginalized communities and identities, and how these representations contribute to broader social and political struggles for equality and justice.</span></div><div style="text-align: justify;"><u>Environmental Awareness:</u><span style="font-weight: normal;"> Research in English Studies can promote environmental awareness by exploring the relationships between literature, culture, and the environment. Researchers can analyze how literary texts represent the natural world, and how these representations contribute to our understanding of environmental issues such as climate change, biodiversity loss, and environmental justice.</span></div><div style="text-align: justify;"><u>Education and Literacy:</u><span style="font-weight: normal;"> Research in English Studies can promote education and literacy by exploring the ways in which literature can be used to promote critical thinking, creativity, and communication skills. Researchers can study the role of literature in education, and how literary texts can be used to engage students and promote lifelong learning.</span></div><div style="text-align: justify;"><u>Mental Health and Well-Being:</u><span style="font-weight: normal;"> Research in English Studies can promote mental health and well-being by exploring the ways in which literature can be used to promote empathy, compassion, and emotional intelligence. Researchers can study how literary texts represent mental health issues, and how these representations can promote understanding and reduce stigma.</span></div><div style="font-weight: normal; text-align: justify;">Overall, research in English Studies can offer solutions to a wide range of real-life issues by promoting cultural understanding, social justice, environmental awareness, education, literacy, and mental health and well-being. By studying literature and culture, researchers in English Studies can help to address some of the most pressing challenges facing our society today.</div></span></span></h3><h2 style="text-align: left;"></h2><h3 style="text-align: justify;"><span style="font-size: large;">In this era of STEM and digital revolution, to what extent is researches in English Studies relevant?</span></h3><h2 style="text-align: justify;"><span style="font-weight: 400;"><span style="font-size: large;">In this era of STEM and digital revolution, research in English Studies remains highly relevant, as it offers unique insights into the social, cultural, and historical dimensions of human experience that are not typically addressed by STEM fields. While STEM fields focus primarily on the development of new technologies and scientific discoveries, English Studies focuses on the study of literature, culture, and society, and how these shape and are shaped by human values, beliefs, and practices.</span></span></h2><h2 style="text-align: justify;"><span style="font-size: large; font-weight: 400;">In fact, the rise of digital technologies and the increasing importance of data-driven decision-making have created new opportunities for research in English Studies, as researchers can now use digital tools and methods to analyze and interpret literary texts and cultural artifacts in new and innovative ways. For example, natural language processing (NLP) and machine learning algorithms can be used to identify patterns and themes across large corpora of literary texts, enabling researchers to uncover new insights into the relationships between literature, culture, and society.</span></h2><h2 style="text-align: justify;"><span style="font-size: large; font-weight: 400;">Furthermore, the study of literature and culture is essential for developing critical thinking, creativity, and communication skills, which </span><span style="font-size: large; font-weight: 400;">are increasingly important in a wide range of professions, including business, law, education, and public service. Research in English Studies can help to promote these skills by fostering an understanding of the cultural, social, and historical dimensions of human experience, and by encouraging students to engage critically with complex texts and ideas.</span></h2><h2 style="text-align: justify;"><span style="font-size: large; font-weight: 400;">Overall, research in English Studies remains highly relevant in the era of STEM and digital revolution, as it offers unique insights into the human experience that are essential for developing a well-rounded understanding of our world and for addressing some of the most pressing challenges facing our society today.</span></h2><h3 style="text-align: justify;"><span style="font-size: large;">In what ways can research within English Studies facilitate and contribute to collaborative research endeavors involving the study Indian Regional languages such as Gujarati, Hindi, Marathi, Bangla, Telugu, Tamil, Malayalam, and Kannada?</span></h3><h2 style="text-align: justify;"><span style="font-weight: 400;"><span style="font-size: large;">Research in English Studies can play an important role in collaborative research with other Indian regional languages by promoting cross-cultural dialogue and understanding, and by fostering a deeper appreciation of the diversity of Indian literature and culture. Here are some ways in which research in English Studies can contribute to collaborative research with other Indian regional languages:</span></span></h2><h2 style="text-align: justify;"><span style="font-size: large;"><u>Translation Studies: </u></span><span style="font-size: large; font-weight: 400;">Research in English Studies can help to promote translation studies, which involves the study of the theory and practice of translation between different languages and cultures. By studying the process of translation between English and other Indian regional languages, researchers can help to bridge linguistic and cultural divides, and to promote cross-cultural dialogue and understanding.</span></h2><h2 style="text-align: justify;"><span style="font-size: large;"><u>Comparative Literature:</u><span style="font-weight: 400;"> Research in English Studies can contribute to comparative literature, which involves the study of the relationships between different literary traditions and cultures. By comparing literary texts from English and other Indian regional languages, researchers can identify similarities and differences in themes, styles, and literary techniques, and can explore how these reflect broader cultural and historical trends.</span></span></h2><h2 style="text-align: justify;"><span style="font-size: large;"><u>Cultural Studies:</u><span style="font-weight: 400;"> Research in English Studies can contribute to cultural studies, which involves the study of the relationship between culture and society. By studying the cultural practices and traditions of different Indian regional languages, researchers can explore how these reflect broader social, political, and economic issues, and can identify areas of overlap and divergence with English-language cultures.</span></span></h2><h2 style="text-align: justify;"><span style="font-size: large;"><u>Digital Humanities: </u><span style="font-weight: 400;">Research in English Studies can contribute to digital humanities, which involves the use of digital tools and methods to study literature and culture. By using digital methods to analyze and compare literary texts from English and other Indian regional languages, researchers can uncover new insights into the relationships between these different cultural traditions, and can identify areas of commonality and difference.</span></span></h2><h2 style="text-align: justify;"><span style="font-size: large; font-weight: 400;">Overall, research in English Studies can play an important role in collaborative research with other Indian regional languages by promoting cross-cultural dialogue and understanding, and by fostering a deeper appreciation of the diversity of Indian literature and culture. By studying the relationships between different literary traditions and cultures, researchers can help to bridge linguistic and cultural divides, and to promote a more inclusive and diverse understanding of Indian literature and culture.</span></h2><h3 style="text-align: justify;"><span style="font-size: large;">How can scholars in English Studies engage in collaborative research with those studying literature in Indian Regional languages?</span></h3><h2 style="text-align: justify;"><span style="font-weight: 400;"><span style="font-size: large;">There are several possibilities for collaborative research in Indian Regional language literatures under English Studies. Here are a few examples:</span></span></h2><h2 style="text-align: justify;"><span style="font-size: large; font-weight: 400;"><u>Translation Studies:</u> One possibility for collaborative research is in the field of Translation Studies. Researchers can collaborate with scholars and translators of Indian regional languages to translate literary texts from these languages into English and vice versa. This would not only help to bridge linguistic and cultural divides but also provide access to a wider audience for literature in regional languages.</span></h2><h2 style="text-align: justify;"><span style="font-size: large; font-weight: 400;"><u>Comparative Literature:</u> Another possibility is in the field of Comparative Literature. Collaborative research could involve the comparison of literary texts from different Indian regional languages with English-language literature. This would help to identify similarities and differences in themes, styles, and literary techniques, and explore how these reflect broader cultural and historical trends.</span></h2><h2 style="text-align: justify;"><span style="font-size: large; font-weight: 400;"><u>Cultural Studies:</u> Collaborative research could also be undertaken in the field of Cultural Studies. Researchers could collaborate with scholars of Indian regional languages to explore how the cultural practices and traditions of these languages reflect broader social, political, and economic issues. This would help to identify areas of overlap and divergence with English-language cultures and promote cross-cultural understanding.</span></h2><h2 style="text-align: justify;"><span style="font-size: large; font-weight: 400;"><u>Digital Humanities:</u> Finally, collaborative research could be conducted in the field of Digital Humanities. Researchers could collaborate with scholars of Indian regional languages to apply digital tools and methods to study literature and culture. This would help to uncover new insights into the relationships between different cultural traditions and identify areas of commonality and difference.</span></h2><h2 style="text-align: justify;"><span style="font-size: large; font-weight: 400;">Overall, collaborative research in Indian Regional language literatures under English Studies has the potential to promote cross-cultural dialogue, foster a deeper appreciation of the diversity of Indian literature and culture, and provide new insights into the relationships between different literary traditions and cultures.</span></h2><h3 style="text-align: justify;"><span style="font-size: large;">What are the research questions in the field of English Studies?</span></h3><div><div style="text-align: justify;"><span style="font-size: large;">There are many research questions that can be explored in the field of English Studies, depending on the particular subfield or area of interest. Here are a few examples of research questions that scholars in English Studies might ask:</span></div><div style="text-align: justify;"><span style="font-size: large;"><br /></span></div><div><ol style="text-align: left;"><li style="text-align: justify;"><span style="font-size: large;">How do literary texts reflect and shape cultural attitudes and values?</span></li><li style="text-align: justify;"><span style="font-size: large;">What are the linguistic and stylistic features of different literary genres, and how do these features contribute to our understanding of the texts?</span></li><li style="text-align: justify;"><span style="font-size: large;">How do language and culture interact, and how do they shape each other?</span></li><li style="text-align: justify;"><span style="font-size: large;">What are the social and political implications of different approaches to literary interpretation and analysis?</span></li><li style="text-align: justify;"><span style="font-size: large;">How can digital tools and methods be used to analyze language and culture, and what new insights can be gained through these approaches?</span></li><li style="text-align: justify;"><span style="font-size: large;">What are the ethical considerations involved in translating literary texts from one language to another, and how can translators negotiate these considerations?</span></li><li style="text-align: justify;"><span style="font-size: large;">How do literary texts from different cultures and traditions compare and contrast with each other, and what insights can be gained from these comparisons?</span></li><li style="text-align: justify;"><span style="font-size: large;">How have the themes and motifs of literary texts changed over time, and what factors have contributed to these changes?</span></li><li style="text-align: justify;"><span style="font-size: large;">How do literary texts represent different social and cultural groups, and what are the implications of these representations?</span></li><li style="text-align: justify;"><span style="font-size: large;">What are the cultural and historical contexts that have shaped the development of different literary traditions, and how have these contexts influenced the texts that have emerged from them?</span></li></ol></div><div style="text-align: justify;"><span style="font-size: large;"><br /></span></div><div style="text-align: justify;"><span style="font-size: large;">These are just a few examples of the kinds of research questions that scholars in English Studies might explore. The specific questions that researchers ask will depend on their particular interests and areas of expertise, as well as the subfield of English Studies that they are working in.</span></div></div><h3 style="text-align: justify;"><span style="font-size: large;">With reference to this discussion, can you suggest PhD Research topics for English studies?</span></h3><div style="text-align: justify;"><ol><li><span style="font-size: large;"><span>"Exploring the Intersection of Digital Humanities and English Studies: A Case Study of Electronic Literature"</span></span></li><li><span style="font-size: large;"><span style="font-weight: 400;">"Comparing Narrative Structures in English and Indian Regional Language Literatures: A Comparative Study"</span></span></li><li><span style="font-size: large;"><span style="font-weight: 400;">"English Language Teaching in the Digital Age: An Examination of the Effectiveness of Digital Tools and Methods in Language Learning"</span></span></li><li><span style="font-size: large;"><span style="font-weight: 400;">"Translating Cultural Concepts in Indian Literature: An Ethical Analysis"</span></span></li><li><span style="font-size: large;"><span style="font-weight: 400;">"Redefining Shakespearean Tragedy in Contemporary Literature: An Analysis of Postmodern Adaptations"</span></span></li><li><span style="font-size: large;"><span style="font-weight: 400;">"Reimagining the Gothic in Postcolonial Literature: An Exploration of the Use of Gothic Elements in Works by Writers of the Indian Subcontinent"</span></span></li><li><span style="font-size: large;"><span style="font-weight: 400;">"The Politics of Language in Literature: A Study of How Language is Used to Represent Power Dynamics in Contemporary Fiction"</span></span></li><li><span style="font-size: large;"><span style="font-weight: 400;">"Globalization and the English Language: An Analysis of the Impact of English as a Global Language on Local Cultures and Languages"</span></span></li><li><span style="font-size: large;"><span style="font-weight: 400;">"Fostering Multilingualism in English Language Teaching: An Investigation of the Use of Multilingual Approaches in Language Learning"</span></span></li><li><span style="font-size: large;"><span style="font-weight: 400;">"Queer Theory and Literature: A Study of the Representation of Queerness in Contemporary Literature"</span></span></li></ol></div><h2 style="text-align: justify;"><span style="font-size: large; font-weight: 400;">These are just a few potential research topics - the specific focus of a PhD research project will depend on the interests and expertise of the individual researcher. However, I hope these examples can serve as inspiration for those interested in pursuing PhD research in English Studies.</span></h2><h3 style="text-align: justify;"><span style="font-size: large;">Summa<b>ry:</b></span></h3><div><div><div style="text-align: justify;"><span style="font-size: large;">English Studies is an interdisciplinary field that encompasses the study of literature, language, and culture. It is a diverse field that includes many subfields such as literary theory, linguistics, cultural studies, film studies, digital humanities, and translation studies. In this discussion, we explored the scope and relevance of English Studies in the modern world, as well as the potential for collaborative research with other Indian regional languages.</span></div><span style="font-size: large;"><div style="text-align: justify;">We began by discussing the historical evolution of English Studies, which has undergone significant changes over the years. From a focus on traditional literary analysis to the incorporation of new fields like cultural studies and digital humanities, the study of English has become more interdisciplinary and diverse in recent years. Today, English Studies encompasses a wide range of subjects and approaches, from close reading of literary texts to the use of digital tools and methods to analyze language and culture.</div><div style="text-align: justify;">One of the key strengths of English Studies is its ability to provide insights into the cultural, social, and political contexts in which literature and language are produced. By studying literature and language in their historical and cultural contexts, English Studies can offer unique perspectives on the world we live in. For example, by examining the language used in political discourse or media, English Studies can shed light on the ways in which power is constructed and maintained in society.</div><div style="text-align: justify;">We then went on to discuss some of the subfields of English Studies in more detail. Comparative Literature, for example, involves the study of literary texts from different cultures and languages, allowing researchers to identify common themes and motifs across different literary traditions. Film Studies, on the other hand, involves the analysis of film as a cultural artifact, exploring the ways in which film reflects and shapes social and cultural attitudes.</div><div style="text-align: justify;">Digital Humanities is another subfield that is becoming increasingly important in English Studies. By applying digital tools and methods to the study of literature and culture, researchers can uncover new insights into the relationships between different cultural traditions and identify areas of commonality and difference. For example, by analyzing large corpora of texts using natural language processing techniques, researchers can identify patterns and trends in language use over time and across different cultures.</div><div style="text-align: justify;">We also discussed the potential for collaborative research between English Studies and other Indian regional languages. Translation Studies, for example, involves the collaboration of scholars and translators of Indian regional languages to translate literary texts from these languages into English and vice versa. This not only helps to bridge linguistic and cultural divides but also provides access to a wider audience for literature in regional languages.</div><div style="text-align: justify;">Overall, English Studies is a rich and diverse field with many subfields and approaches. It offers unique perspectives on the world we live in and has the potential to solve real-life issues by shedding light on the cultural, social, and political contexts in which literature and language are produced. With the increasing focus on interdisciplinary research and collaboration, English Studies is likely to remain relevant and important in the modern world.</div><div style="text-align: justify;"><br /></div></span></div></div>Dilip Baradhttp://www.blogger.com/profile/13685206624805812345noreply@blogger.com0tag:blogger.com,1999:blog-7401639940431520150.post-25939940452891706352023-02-15T16:22:00.004+05:302023-02-26T18:41:05.549+05:30Dissertation Writing<p style="text-align: justify;"><span style="font-size: large;"> </span></p><h2 class="zfr3Q JYVBee CDt4Ke" dir="ltr" id="h.dm75r21wtxrd_l" style="border-color: initial; border-style: none; border-width: initial; box-sizing: border-box; color: #226e93; font-family: Lato, sans-serif; font-variant-ligatures: none; font-weight: 400; line-height: 1.38; margin: 18pt 0px 4pt; outline: none; padding: 0pt; pointer-events: none; position: relative; text-align: justify; text-decoration-line: inherit;"><div class="CjVfdc" jsaction="touchstart:UrsOsc; 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color: black; font-family: Arial; font-weight: 700; vertical-align: baseline;">Course Objectives:</span></span></div></h3><p class="zfr3Q CDt4Ke" dir="ltr" style="border-color: initial; border-style: none; border-width: initial; box-sizing: border-box; color: #212121; font-family: Lato, sans-serif; font-variant-ligatures: none; line-height: 1.38; margin: 0pt 0px 8pt; outline: none; padding: 0pt; position: relative; text-align: justify; text-decoration-line: inherit;"><span class="C9DxTc" style="box-sizing: border-box; color: black; font-family: Arial;"><span style="font-size: large;">The learning objectives for writing a dissertation can be organized using Bloom's Taxonomy, which categorizes educational goals into six levels:</span></span></p><p class="zfr3Q CDt4Ke" dir="ltr" style="border-color: initial; border-style: none; border-width: initial; box-sizing: border-box; color: #212121; font-family: Lato, sans-serif; font-variant-ligatures: none; line-height: 1.38; margin: 0pt 0px 0pt 36pt; outline: none; padding: 0pt; position: relative; text-align: justify; text-decoration-line: inherit; text-indent: 0pt;"><span class="C9DxTc" style="box-sizing: border-box; color: black; font-family: Arial;"><span style="font-size: large;">1. Remembering: recall relevant information from memory, such as key concepts and theories related to the dissertation topic.</span></span></p><p class="zfr3Q CDt4Ke" dir="ltr" style="border-color: initial; border-style: none; border-width: initial; box-sizing: border-box; color: #212121; font-family: Lato, sans-serif; font-variant-ligatures: none; line-height: 1.38; margin: 0pt 0px 0pt 36pt; outline: none; padding: 0pt; position: relative; text-align: justify; text-decoration-line: inherit; text-indent: 0pt;"><span class="C9DxTc" style="box-sizing: border-box; color: black; font-family: Arial;"><span style="font-size: large;">2. Understanding: comprehend the meaning of the information and how it relates to the dissertation topic.</span></span></p><p class="zfr3Q CDt4Ke" dir="ltr" style="border-color: initial; border-style: none; border-width: initial; box-sizing: border-box; color: #212121; font-family: Lato, sans-serif; font-variant-ligatures: none; line-height: 1.38; margin: 0pt 0px 0pt 36pt; outline: none; padding: 0pt; position: relative; text-align: justify; text-decoration-line: inherit; text-indent: 0pt;"><span class="C9DxTc" style="box-sizing: border-box; color: black; font-family: Arial;"><span style="font-size: large;">3. Applying: use the information to solve problems or make decisions relevant to the dissertation topic.</span></span></p><p class="zfr3Q CDt4Ke" dir="ltr" style="border-color: initial; border-style: none; border-width: initial; box-sizing: border-box; color: #212121; font-family: Lato, sans-serif; font-variant-ligatures: none; line-height: 1.38; margin: 0pt 0px 0pt 36pt; outline: none; padding: 0pt; position: relative; text-align: justify; text-decoration-line: inherit; text-indent: 0pt;"><span class="C9DxTc" style="box-sizing: border-box; color: black; font-family: Arial;"><span style="font-size: large;">4. Analyzing: break down the information into component parts and understand how they relate to each other and to the dissertation topic as a whole.</span></span></p><p class="zfr3Q CDt4Ke" dir="ltr" style="border-color: initial; border-style: none; border-width: initial; box-sizing: border-box; color: #212121; font-family: Lato, sans-serif; font-variant-ligatures: none; line-height: 1.38; margin: 0pt 0px 0pt 36pt; outline: none; padding: 0pt; position: relative; text-align: justify; text-decoration-line: inherit; text-indent: 0pt;"><span class="C9DxTc" style="box-sizing: border-box; color: black; font-family: Arial;"><span style="font-size: large;">5. Evaluating: make judgments about the value or quality of the information and its relevance to the dissertation topic.</span></span></p><p class="zfr3Q CDt4Ke" dir="ltr" style="border-color: initial; border-style: none; border-width: initial; box-sizing: border-box; color: #212121; font-family: Lato, sans-serif; font-variant-ligatures: none; line-height: 1.38; margin: 0pt 0px 8pt 36pt; outline: none; padding: 0pt; position: relative; text-align: justify; text-decoration-line: inherit; text-indent: 0pt;"><span class="C9DxTc" style="box-sizing: border-box; color: black; font-family: Arial;"><span style="font-size: large;">6. Creating: use the information to generate new ideas, designs or theories related to the dissertation topic.</span></span></p><p class="zfr3Q CDt4Ke" dir="ltr" style="border-color: initial; border-style: none; border-width: initial; box-sizing: border-box; color: #212121; font-family: Lato, sans-serif; font-variant-ligatures: none; line-height: 1.38; margin: 0pt 0px 8pt 18pt; outline: none; padding: 0pt; position: relative; text-align: justify; text-decoration-line: inherit; text-indent: 0pt;"><span class="C9DxTc" style="box-sizing: border-box; color: black; font-family: Arial;"><span style="font-size: large;">For example, a dissertation on the impact of social media on political participation, the learning objectives could be:</span></span></p><p class="zfr3Q CDt4Ke" dir="ltr" style="border-color: initial; border-style: none; border-width: initial; box-sizing: border-box; color: #212121; font-family: Lato, sans-serif; font-variant-ligatures: none; line-height: 1.38; margin: 0pt 0px 0pt 36pt; outline: none; padding: 0pt; position: relative; text-align: justify; text-decoration-line: inherit; text-indent: 0pt;"><span class="C9DxTc" style="box-sizing: border-box; color: black; font-family: Arial;"><span style="font-size: large;">1. Remembering key theories of political participation</span></span></p><p class="zfr3Q CDt4Ke" dir="ltr" style="border-color: initial; border-style: none; border-width: initial; box-sizing: border-box; color: #212121; font-family: Lato, sans-serif; font-variant-ligatures: none; line-height: 1.38; margin: 0pt 0px 0pt 36pt; outline: none; padding: 0pt; position: relative; text-align: justify; text-decoration-line: inherit; text-indent: 0pt;"><span class="C9DxTc" style="box-sizing: border-box; color: black; font-family: Arial;"><span style="font-size: large;">2. Understanding how social media affects political participation</span></span></p><p class="zfr3Q CDt4Ke" dir="ltr" style="border-color: initial; border-style: none; border-width: initial; box-sizing: border-box; color: #212121; font-family: Lato, sans-serif; font-variant-ligatures: none; line-height: 1.38; margin: 0pt 0px 0pt 36pt; outline: none; padding: 0pt; position: relative; text-align: justify; text-decoration-line: inherit; text-indent: 0pt;"><span class="C9DxTc" style="box-sizing: border-box; color: black; font-family: Arial;"><span style="font-size: large;">3. Applying data analysis techniques to study the relationship between social media and political participation</span></span></p><p class="zfr3Q CDt4Ke" dir="ltr" style="border-color: initial; border-style: none; border-width: initial; box-sizing: border-box; color: #212121; font-family: Lato, sans-serif; font-variant-ligatures: none; line-height: 1.38; margin: 0pt 0px 0pt 36pt; outline: none; padding: 0pt; position: relative; text-align: justify; text-decoration-line: inherit; text-indent: 0pt;"><span class="C9DxTc" style="box-sizing: border-box; color: black; font-family: Arial;"><span style="font-size: large;">4. Analyzing the impact of social media on different groups' political participation</span></span></p><p class="zfr3Q CDt4Ke" dir="ltr" style="border-color: initial; border-style: none; border-width: initial; box-sizing: border-box; color: #212121; font-family: Lato, sans-serif; font-variant-ligatures: none; line-height: 1.38; margin: 0pt 0px 0pt 36pt; outline: none; padding: 0pt; position: relative; text-align: justify; text-decoration-line: inherit; text-indent: 0pt;"><span class="C9DxTc" style="box-sizing: border-box; color: black; font-family: Arial;"><span style="font-size: large;">5. Evaluating the strengths and limitations of existing studies on the topic</span></span></p><p class="zfr3Q CDt4Ke" dir="ltr" style="border-color: initial; border-style: none; border-width: initial; box-sizing: border-box; color: #212121; font-family: Lato, sans-serif; font-variant-ligatures: none; line-height: 1.38; margin: 0pt 0px 8pt 36pt; outline: none; padding: 0pt; position: relative; text-align: justify; text-decoration-line: inherit; text-indent: 0pt;"><span class="C9DxTc" style="box-sizing: border-box; color: black; font-family: Arial;"><span style="font-size: large;">6. Creating new hypotheses or theories about the relationship between social media and political participation.</span></span></p><p class="zfr3Q CDt4Ke" dir="ltr" style="border-color: initial; border-style: none; border-width: initial; box-sizing: border-box; color: #212121; font-family: Lato, sans-serif; font-variant-ligatures: none; line-height: 1.38; margin: 0pt 0px 8pt 18pt; outline: none; padding: 0pt; position: relative; text-align: justify; text-decoration-line: inherit; text-indent: 0pt;"><span style="font-size: large;"><span class="C9DxTc" style="box-sizing: border-box; color: black; font-family: Arial;">For more examples, visit study material website ></span><a class="XqQF9c" href="https://sites.google.com/view/maengmkbu2020/" style="box-sizing: border-box; pointer-events: all; text-decoration-line: none;" target="_blank"><span class="C9DxTc" style="box-sizing: border-box; color: black; font-family: Arial;"> </span><span class="C9DxTc aw5Odc" style="box-sizing: border-box; color: #006580; font-family: Arial; text-decoration-line: underline;">https://sites.google.com/view/maengmkbu2020/</span></a></span></p><p class="zfr3Q CDt4Ke" dir="ltr" style="border-color: initial; border-style: none; border-width: initial; box-sizing: border-box; color: #212121; font-family: Lato, sans-serif; font-variant-ligatures: none; line-height: 1.38; margin: 0pt 0px; outline: none; padding: 0pt; position: relative; text-align: justify; text-decoration-line: inherit;"><span style="font-size: large;"><span class="C9DxTc" style="box-sizing: border-box; color: black; font-family: "Times New Roman", Arial; vertical-align: baseline;"> </span><span class="C9DxTc" style="box-sizing: border-box; color: black; font-family: Arial; font-weight: 700; vertical-align: baseline;">Description</span></span></p><p class="zfr3Q CDt4Ke" dir="ltr" style="border-color: initial; border-style: none; border-width: initial; box-sizing: border-box; color: #212121; font-family: Lato, sans-serif; font-variant-ligatures: none; line-height: 1.38; margin: 0pt 0px; outline: none; padding: 0pt; position: relative; text-align: justify; text-decoration-line: inherit;"><span class="C9DxTc" style="box-sizing: border-box; color: black; font-family: "Times New Roman", Arial; vertical-align: baseline;"><span style="font-size: large;"> </span></span></p><p class="zfr3Q CDt4Ke" dir="ltr" style="border-color: initial; border-style: none; border-width: initial; box-sizing: border-box; color: #212121; font-family: Lato, sans-serif; font-variant-ligatures: none; line-height: 1.38; margin: 0pt 0px; outline: none; padding: 0pt; position: relative; text-align: justify; text-decoration-line: inherit;"><span class="C9DxTc" style="box-sizing: border-box; color: black; font-family: "Times New Roman", Arial; vertical-align: baseline;"><span style="font-size: large;">Marks: 70 | Hours: 60 | Credit - 4</span></span></p><p class="zfr3Q CDt4Ke" dir="ltr" style="border-color: initial; border-style: none; border-width: initial; box-sizing: border-box; color: #212121; font-family: Lato, sans-serif; font-variant-ligatures: none; line-height: 1.38; margin: 0pt 0px; outline: none; padding: 0pt; position: relative; text-align: justify; text-decoration-line: inherit;"><span class="C9DxTc" style="box-sizing: border-box; color: black; font-family: "Times New Roman", Arial; vertical-align: baseline;"><span style="font-size: large;"> </span></span></p><ul style="margin-bottom: 0; margin-top: 0; padding-inline-start: 20px;"><li aria-level="1" dir="ltr" style="font-family: Arial; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: square; margin-left: 7.5pt; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-align: justify;"><span style="font-family: "Times New Roman"; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-size: large;">The dissertation of 75 to 100 pages or 20,000 to 25,000 words shall be submitted to the University.</span></span></p></li><li aria-level="1" dir="ltr" style="font-family: Arial; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: square; margin-left: 7.5pt; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-align: justify;"><span style="font-family: "Times New Roman"; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-size: large;">The format of writing dissertation shall be as given below:</span></span></p></li><ul style="margin-bottom: 0; margin-top: 0; padding-inline-start: 20px;"><li aria-level="2" dir="ltr" style="font-family: Arial; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: square; margin-left: 7.5pt; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-align: justify;"><span style="font-family: "Times New Roman"; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-size: large;">Font Size: 16 - Main Title of the Chapter > 14 Sub-titles within the chapter > 12 for main content.</span></span></p></li><li aria-level="2" dir="ltr" style="font-family: Arial; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: square; margin-left: 7.5pt; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-align: justify;"><span style="font-family: "Times New Roman"; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-size: large;">Line Space: 1.5 line space.</span></span></p></li><li aria-level="2" dir="ltr" style="font-family: Arial; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: square; margin-left: 7.5pt; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-align: justify;"><span style="font-family: "Times New Roman"; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-size: large;">Print: On both sides of the pages</span></span></p></li><li aria-level="2" dir="ltr" style="font-family: Arial; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: square; margin-left: 7.5pt; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-align: justify;"><span style="font-family: "Times New Roman"; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-size: large;">Bind: Spiral </span></span></p></li><li aria-level="2" dir="ltr" style="font-family: Arial; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: square; margin-left: 7.5pt; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-align: justify;"><span style="font-family: "Times New Roman"; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-size: large;">The dissertation shall be approved by the Department teacher/s and duly forwarded through the Head of the Department.</span></span></p></li></ul></ul><p class="zfr3Q CDt4Ke" dir="ltr" style="border-color: initial; border-style: none; border-width: initial; box-sizing: border-box; color: #212121; font-family: Lato, sans-serif; font-variant-ligatures: none; line-height: 1.38; margin: 0pt 0px; outline: none; padding: 0pt; position: relative; text-align: justify; text-decoration-line: inherit;"><span class="C9DxTc" style="box-sizing: border-box; color: black; font-family: "Times New Roman", Arial; vertical-align: baseline;"><span style="font-size: large;">The evaluation of the dissertations shall be done by internal and external examiners similar to that of answer books of MA – English programme.</span></span></p><p class="zfr3Q CDt4Ke" dir="ltr" style="border-color: initial; border-style: none; border-width: initial; box-sizing: border-box; color: #212121; font-family: Lato, sans-serif; font-variant-ligatures: none; line-height: 1.38; margin: 0pt 0px; outline: none; padding: 0pt; position: relative; text-align: justify; text-decoration-line: inherit;"><span class="C9DxTc" style="box-sizing: border-box; color: black; font-family: "Times New Roman", Arial; vertical-align: baseline;"><span style="font-size: large;">Internal evaluation in form of presentation shall be carried out at the Department in presence of the Head of the Department and/or concerned teacher / supervisor. </span></span></p><p class="zfr3Q CDt4Ke" dir="ltr" style="border-color: initial; border-style: none; border-width: initial; box-sizing: border-box; color: #212121; font-family: Lato, sans-serif; font-variant-ligatures: none; line-height: 1.38; margin: 0pt 0px; outline: none; padding: 0pt; position: relative; text-align: justify; text-decoration-line: inherit;"><span class="C9DxTc" style="box-sizing: border-box; color: black; font-family: "Times New Roman", Arial; vertical-align: baseline;"><span style="font-size: large;"> </span></span></p><p class="zfr3Q CDt4Ke" dir="ltr" style="border-color: initial; border-style: none; border-width: initial; box-sizing: border-box; color: #212121; font-family: Lato, sans-serif; font-variant-ligatures: none; line-height: 1.38; margin: 0pt 0px; outline: none; padding: 0pt; position: relative; text-align: justify; text-decoration-line: inherit;"><span class="C9DxTc" style="box-sizing: border-box; color: black; font-family: "Times New Roman", Arial; vertical-align: baseline;"><span style="font-size: large;">Continuous Internal Evaluation</span></span></p><p class="zfr3Q CDt4Ke" dir="ltr" style="border-color: initial; border-style: none; border-width: initial; box-sizing: border-box; color: #212121; font-family: Lato, sans-serif; font-variant-ligatures: none; line-height: 1.38; margin: 0pt 0px; outline: none; padding: 0pt; position: relative; text-align: justify; text-decoration-line: inherit;"><span class="C9DxTc" style="box-sizing: border-box; color: black; font-family: "Times New Roman", Arial; vertical-align: baseline;"><span style="font-size: large;">Presentation - 25 Marks</span></span></p><p class="zfr3Q CDt4Ke" dir="ltr" style="border-color: initial; border-style: none; border-width: initial; box-sizing: border-box; color: #212121; font-family: Lato, sans-serif; font-variant-ligatures: none; line-height: 1.38; margin: 0pt 0px; outline: none; padding: 0pt; position: relative; text-align: justify; text-decoration-line: inherit;"><span class="C9DxTc" style="box-sizing: border-box; color: black; font-family: "Times New Roman", Arial; vertical-align: baseline;"><span style="font-size: large;">Seminar / attendance - 05 Marks</span></span></p><p class="zfr3Q CDt4Ke" dir="ltr" style="border-color: initial; border-style: none; border-width: initial; box-sizing: border-box; color: #212121; font-family: Lato, sans-serif; font-variant-ligatures: none; line-height: 1.38; margin: 0pt 0px; outline: none; padding: 0pt; position: relative; text-align: justify; text-decoration-line: inherit;"><span class="C9DxTc" style="box-sizing: border-box; color: black; font-family: "Times New Roman", Arial; vertical-align: baseline;"><span style="font-size: large;">Written Test - 00 Marks</span></span></p><p class="zfr3Q CDt4Ke" dir="ltr" style="border-color: initial; border-style: none; border-width: initial; box-sizing: border-box; color: #212121; font-family: Lato, sans-serif; font-variant-ligatures: none; line-height: 1.38; margin: 0pt 0px; outline: none; padding: 0pt; position: relative; text-align: justify; text-decoration-line: inherit;"><span class="C9DxTc" style="box-sizing: border-box; color: black; font-family: "Times New Roman", Arial; vertical-align: baseline;"><span style="font-size: large;">Note:</span></span></p><p class="zfr3Q CDt4Ke" dir="ltr" style="border-color: initial; border-style: none; border-width: initial; box-sizing: border-box; color: #212121; font-family: Lato, sans-serif; font-variant-ligatures: none; line-height: 1.38; margin: 0pt 0px; outline: none; padding: 0pt; position: relative; text-align: justify; text-decoration-line: inherit;"><span class="C9DxTc" style="box-sizing: border-box; color: black; font-family: "Times New Roman", Arial; vertical-align: baseline;"><span style="font-size: large;">Integration of ICT for blog, presentation, video resources will be integral part of CIA. All works produced by the students for internal evaluation shall be presented as digital portfolio.</span></span></p><div class="GV3q8e yMxPgf aP9Z7e" id="h.dxx5ufjruisx" style="box-sizing: border-box; font-family: sans-serif; margin-bottom: 0px; margin-top: calc(-56px); padding-bottom: 56px; pointer-events: none; visibility: hidden;"></div><h3 class="zfr3Q OmQG5e CDt4Ke" dir="ltr" id="h.dxx5ufjruisx_l" style="border-color: initial; border-style: none; border-width: initial; box-sizing: border-box; color: #212121; font-family: Lato, sans-serif; font-variant-ligatures: none; font-weight: 400; line-height: 1.38; margin: 14pt 0px 4pt; outline: none; padding: 0pt; pointer-events: none; position: relative; text-align: justify; text-decoration-line: inherit;"><div class="CjVfdc" jsaction="touchstart:UrsOsc; click:KjsqPd; focusout:QZoaZ; mouseover:y0pDld; mouseout:dq0hvd;fv1Rjc:jbFSOd;CrfLRd:SzACGe;" jscontroller="Ae65rd" style="box-sizing: border-box; display: inline-block; max-width: 100%; pointer-events: all; position: relative;"><span style="font-size: large;"><div class="PPhIP rviiZ" jsname="haAclf" style="box-sizing: border-box; height: 27.9062px; line-height: 1; padding-left: 9px; pointer-events: none; position: absolute; right: -37px; z-index: 10;"><div aria-describedby="h.dxx5ufjruisx_l" aria-disabled="false" aria-hidden="true" aria-label="Copy heading link" class="U26fgb mUbCce fKz7Od LRAOtb Znu9nd M9Bg4d" data-tooltip-horizontal-offset="0" data-tooltip-position="top" data-tooltip-vertical-offset="12" data-tooltip="Copy heading link" jsaction="click:cOuCgd; mousedown:UX7yZ; mouseup:lbsD7e; mouseenter:tfO1Yc; mouseleave:JywGue; focus:AHmuwe; blur:O22p3e; contextmenu:mg9Pef;" jscontroller="mxS5xe" jsshadow="" role="presentation" style="-webkit-tap-highlight-color: transparent; border-radius: 50%; border: 0px; box-sizing: border-box; color: rgba(0, 0, 0, 0.54); cursor: pointer; display: inline-block; fill: rgba(0, 0, 0, 0.54); flex-shrink: 0; height: 28px; opacity: 0; outline: none; overflow: hidden; position: relative; text-align: center; top: 13.9531px; transform: translateY(-50%); transition: all 0.2s cubic-bezier(0.4, 0, 0.2, 1) 0s; user-select: none; vertical-align: middle; width: 28px; z-index: 0;"><a aria-describedby="h.dxx5ufjruisx_l" aria-label="Copy heading link" class="FKF6mc TpQm9d" href="https://sites.google.com/view/maengmkbu2020/sem-4/dissertation#h.dxx5ufjruisx" jsname="hiK3ld" role="button" style="box-sizing: border-box; display: block; height: 28px; outline: none; text-decoration-line: none; width: 28px;"><div class="VTBa7b MbhUzd" jsname="ksKsZd" style="background-image: radial-gradient(circle farthest-side, rgba(0, 0, 0, 0.12), rgba(0, 0, 0, 0.12) 80%, rgba(0, 0, 0, 0) 100%); background-size: cover; box-sizing: border-box; left: 0px; opacity: 0; pointer-events: none; position: absolute; top: 0px; transform: translate(-50%, -50%) scale(0); transition: opacity 0.2s ease 0s, visibility 0s ease 0.2s, -webkit-transform 0s ease 0.2s; visibility: hidden;"></div><span class="xjKiLb" jsslot="" style="box-sizing: border-box; position: relative; top: 50%;"><span class="Ce1Y1c" style="box-sizing: border-box; display: inline-block; position: relative; top: -11px;"><svg class="OUGEr QdAdhf" fill="currentColor" focusable="false" height="22px" viewbox="0 0 24 24" width="22px"><path d="M0 0h24v24H0z" fill="none"></path><path d="M3.9 12c0-1.71 1.39-3.1 3.1-3.1h4V7H7c-2.76 0-5 2.24-5 5s2.24 5 5 5h4v-1.9H7c-1.71 0-3.1-1.39-3.1-3.1zM8 13h8v-2H8v2zm9-6h-4v1.9h4c1.71 0 3.1 1.39 3.1 3.1s-1.39 3.1-3.1 3.1h-4V17h4c2.76 0 5-2.24 5-5s-2.24-5-5-5z"></path></svg></span></span></a></div></div><span class="C9DxTc" style="box-sizing: border-box; color: black; font-family: Arial; font-weight: 700; vertical-align: baseline;">Course Specific Learning Outcome:</span></span></div></h3><p class="zfr3Q CDt4Ke" dir="ltr" style="border-color: initial; border-style: none; border-width: initial; box-sizing: border-box; color: #212121; font-family: Lato, sans-serif; font-variant-ligatures: none; line-height: 1.38; margin: 0pt 0px 0pt 36pt; outline: none; padding: 0pt; position: relative; text-align: justify; text-decoration-line: inherit; text-indent: 0pt;"><span style="font-size: large;"><span class="C9DxTc" style="box-sizing: border-box; color: black; font-family: "Times New Roman", Arial; vertical-align: baseline;">1. </span><span class="C9DxTc" style="box-sizing: border-box; color: black; font-family: "Times New Roman", Arial; vertical-align: baseline;"><span class="Apple-tab-span" style="box-sizing: border-box; white-space: pre;"> </span></span><span class="C9DxTc" style="box-sizing: border-box; color: black; font-family: "Times New Roman", Arial; vertical-align: baseline;">Remember: Students will be able to recall key concepts, theories, and research methods related to dissertation writing.</span></span></p><p class="zfr3Q CDt4Ke" dir="ltr" style="border-color: initial; border-style: none; border-width: initial; box-sizing: border-box; color: #212121; font-family: Lato, sans-serif; font-variant-ligatures: none; line-height: 1.38; margin: 0pt 0px 0pt 36pt; outline: none; padding: 0pt; position: relative; text-align: justify; text-decoration-line: inherit; text-indent: 0pt;"><span style="font-size: large;"><span class="C9DxTc" style="box-sizing: border-box; color: black; font-family: "Times New Roman", Arial; vertical-align: baseline;">2. </span><span class="C9DxTc" style="box-sizing: border-box; color: black; font-family: "Times New Roman", Arial; vertical-align: baseline;"><span class="Apple-tab-span" style="box-sizing: border-box; white-space: pre;"> </span></span><span class="C9DxTc" style="box-sizing: border-box; color: black; font-family: "Times New Roman", Arial; vertical-align: baseline;">Understand: Students will be able to explain the purpose and significance of their research topic, as well as the research methods they plan to use.</span></span></p><p class="zfr3Q CDt4Ke" dir="ltr" style="border-color: initial; border-style: none; border-width: initial; box-sizing: border-box; color: #212121; font-family: Lato, sans-serif; font-variant-ligatures: none; line-height: 1.38; margin: 0pt 0px 0pt 36pt; outline: none; padding: 0pt; position: relative; text-align: justify; text-decoration-line: inherit; text-indent: 0pt;"><span style="font-size: large;"><span class="C9DxTc" style="box-sizing: border-box; color: black; font-family: "Times New Roman", Arial; vertical-align: baseline;">3. </span><span class="C9DxTc" style="box-sizing: border-box; color: black; font-family: "Times New Roman", Arial; vertical-align: baseline;"><span class="Apple-tab-span" style="box-sizing: border-box; white-space: pre;"> </span></span><span class="C9DxTc" style="box-sizing: border-box; color: black; font-family: "Times New Roman", Arial; vertical-align: baseline;">Apply: Students will be able to use appropriate research methods to collect and analyze data for their dissertation.</span></span></p><p class="zfr3Q CDt4Ke" dir="ltr" style="border-color: initial; border-style: none; border-width: initial; box-sizing: border-box; color: #212121; font-family: Lato, sans-serif; font-variant-ligatures: none; line-height: 1.38; margin: 0pt 0px 0pt 36pt; outline: none; padding: 0pt; position: relative; text-align: justify; text-decoration-line: inherit; text-indent: 0pt;"><span style="font-size: large;"><span class="C9DxTc" style="box-sizing: border-box; color: black; font-family: "Times New Roman", Arial; vertical-align: baseline;">4. </span><span class="C9DxTc" style="box-sizing: border-box; color: black; font-family: "Times New Roman", Arial; vertical-align: baseline;"><span class="Apple-tab-span" style="box-sizing: border-box; white-space: pre;"> </span></span><span class="C9DxTc" style="box-sizing: border-box; color: black; font-family: "Times New Roman", Arial; vertical-align: baseline;">Analyze: Students will be able to critically evaluate and interpret their data, and integrate it with existing literature to make original conclusions and recommendations.</span></span></p><p class="zfr3Q CDt4Ke" dir="ltr" style="border-color: initial; border-style: none; border-width: initial; box-sizing: border-box; color: #212121; font-family: Lato, sans-serif; font-variant-ligatures: none; line-height: 1.38; margin: 0pt 0px 0pt 36pt; outline: none; padding: 0pt; position: relative; text-align: justify; text-decoration-line: inherit; text-indent: 0pt;"><span style="font-size: large;"><span class="C9DxTc" style="box-sizing: border-box; color: black; font-family: "Times New Roman", Arial; vertical-align: baseline;">5. </span><span class="C9DxTc" style="box-sizing: border-box; color: black; font-family: "Times New Roman", Arial; vertical-align: baseline;"><span class="Apple-tab-span" style="box-sizing: border-box; white-space: pre;"> </span></span><span class="C9DxTc" style="box-sizing: border-box; color: black; font-family: "Times New Roman", Arial; vertical-align: baseline;">Evaluate: Students will be able to assess the limitations and implications of their research, and consider potential future directions for further study.</span></span></p><p class="zfr3Q CDt4Ke" dir="ltr" style="border-color: initial; border-style: none; border-width: initial; box-sizing: border-box; color: #212121; font-family: Lato, sans-serif; font-variant-ligatures: none; line-height: 1.38; margin: 0pt 0px 0pt 36pt; outline: none; padding: 0pt; position: relative; text-align: justify; text-decoration-line: inherit; text-indent: 0pt;"><span style="font-size: large;"><span class="C9DxTc" style="box-sizing: border-box; color: black; font-family: "Times New Roman", Arial; vertical-align: baseline;">6. </span><span class="C9DxTc" style="box-sizing: border-box; color: black; font-family: "Times New Roman", Arial; vertical-align: baseline;"><span class="Apple-tab-span" style="box-sizing: border-box; white-space: pre;"> </span></span><span class="C9DxTc" style="box-sizing: border-box; color: black; font-family: "Times New Roman", Arial; vertical-align: baseline;">Create: Students will be able to compose a well-written, coherent dissertation that effectively communicates their research findings and conclusions.</span></span></p><p class="zfr3Q CDt4Ke" dir="ltr" style="border-color: initial; border-style: none; border-width: initial; box-sizing: border-box; color: #212121; font-family: Lato, sans-serif; font-variant-ligatures: none; line-height: 1.38; margin: 0pt 0px; outline: none; padding: 0pt; position: relative; text-align: justify; text-decoration-line: inherit;"><span class="C9DxTc" style="box-sizing: border-box; color: black; font-family: "Times New Roman", Arial; vertical-align: baseline;"><span style="font-size: large;">These course-specific learning outcomes focus on the cognitive process of dissertation writing and how students will be able to demonstrate their understanding of the subject matter, and the skills they've acquired by the end of the course.</span></span></p><div class="GV3q8e yMxPgf aP9Z7e" id="h.hap2kqg4hw1o" style="box-sizing: border-box; font-family: sans-serif; margin-bottom: 0px; margin-top: calc(-56px); padding-bottom: 56px; pointer-events: none; visibility: hidden;"></div><h3 class="zfr3Q OmQG5e CDt4Ke" dir="ltr" id="h.hap2kqg4hw1o_l" style="border-color: initial; border-style: none; border-width: initial; box-sizing: border-box; color: #212121; font-family: Lato, sans-serif; font-variant-ligatures: none; font-weight: 400; line-height: 1.38; margin: 14pt 0px 4pt; outline: none; padding: 0pt; pointer-events: none; position: relative; text-decoration-line: inherit;"><div class="CjVfdc" jsaction="touchstart:UrsOsc; click:KjsqPd; focusout:QZoaZ; mouseover:y0pDld; mouseout:dq0hvd;fv1Rjc:jbFSOd;CrfLRd:SzACGe;" jscontroller="Ae65rd" style="box-sizing: border-box; display: inline-block; max-width: 100%; pointer-events: all; position: relative;"><span style="font-size: large;"><div class="PPhIP rviiZ" jsname="haAclf" style="box-sizing: border-box; height: 27.9062px; line-height: 1; padding-left: 9px; pointer-events: none; position: absolute; right: -37px; z-index: 10;"><div aria-describedby="h.hap2kqg4hw1o_l" aria-disabled="false" aria-hidden="true" aria-label="Copy heading link" class="U26fgb mUbCce fKz7Od LRAOtb Znu9nd M9Bg4d" data-tooltip-horizontal-offset="0" data-tooltip-position="top" data-tooltip-vertical-offset="12" data-tooltip="Copy heading link" jsaction="click:cOuCgd; mousedown:UX7yZ; mouseup:lbsD7e; mouseenter:tfO1Yc; mouseleave:JywGue; focus:AHmuwe; blur:O22p3e; contextmenu:mg9Pef;" jscontroller="mxS5xe" jsshadow="" role="presentation" style="-webkit-tap-highlight-color: transparent; border-radius: 50%; border: 0px; box-sizing: border-box; color: rgba(0, 0, 0, 0.54); cursor: pointer; display: inline-block; fill: rgba(0, 0, 0, 0.54); flex-shrink: 0; height: 28px; opacity: 0; outline: none; overflow: hidden; position: relative; text-align: center; top: 13.9531px; transform: translateY(-50%); transition: all 0.2s cubic-bezier(0.4, 0, 0.2, 1) 0s; user-select: none; vertical-align: middle; width: 28px; z-index: 0;"><a aria-describedby="h.hap2kqg4hw1o_l" aria-label="Copy heading link" class="FKF6mc TpQm9d" href="https://sites.google.com/view/maengmkbu2020/sem-4/dissertation#h.hap2kqg4hw1o" jsname="hiK3ld" role="button" style="box-sizing: border-box; display: block; height: 28px; outline: none; text-decoration-line: none; width: 28px;"><div class="VTBa7b MbhUzd" jsname="ksKsZd" style="background-image: radial-gradient(circle farthest-side, rgba(0, 0, 0, 0.12), rgba(0, 0, 0, 0.12) 80%, rgba(0, 0, 0, 0) 100%); background-size: cover; box-sizing: border-box; left: 0px; opacity: 0; pointer-events: none; position: absolute; top: 0px; transform: translate(-50%, -50%) scale(0); transition: opacity 0.2s ease 0s, visibility 0s ease 0.2s, -webkit-transform 0s ease 0.2s; visibility: hidden;"></div><span class="xjKiLb" jsslot="" style="box-sizing: border-box; position: relative; top: 50%;"><span class="Ce1Y1c" style="box-sizing: border-box; display: inline-block; position: relative; top: -11px;"><svg class="OUGEr QdAdhf" fill="currentColor" focusable="false" height="22px" viewbox="0 0 24 24" width="22px"><path d="M0 0h24v24H0z" fill="none"></path><path d="M3.9 12c0-1.71 1.39-3.1 3.1-3.1h4V7H7c-2.76 0-5 2.24-5 5s2.24 5 5 5h4v-1.9H7c-1.71 0-3.1-1.39-3.1-3.1zM8 13h8v-2H8v2zm9-6h-4v1.9h4c1.71 0 3.1 1.39 3.1 3.1s-1.39 3.1-3.1 3.1h-4V17h4c2.76 0 5-2.24 5-5s-2.24-5-5-5z"></path></svg></span></span></a></div></div><span class="C9DxTc" style="box-sizing: border-box; color: black; font-family: Arial; font-weight: 700; vertical-align: baseline;"><div style="text-align: justify;"><span style="text-decoration-line: inherit;">Suggesting Reading List:</span></div></span></span></div></h3><ol class="n8H08c BKnRcf" style="box-sizing: border-box; font-family: sans-serif; margin: 6px 0px 0px; padding: 0px;"><li class="zfr3Q TYR86d lsiHE" dir="ltr" style="box-sizing: border-box; color: #212121; font-family: Lato, sans-serif; font-style: inherit; font-variant-ligatures: none; line-height: 0; margin: 0px 0px 0px 15pt; outline: none; padding-top: 0px; position: relative; text-decoration: inherit;"><p class="zfr3Q CDt4Ke" dir="ltr" role="presentation" style="box-sizing: border-box; font-style: inherit; line-height: 1.6667; margin: 0px 0px 0px 0pt; outline: none; padding-bottom: 0px; padding-left: 0pt; padding-top: 0px; position: relative; text-align: justify; text-decoration: inherit; text-indent: 0pt;"><span style="font-size: large;"><a class="XqQF9c" href="https://sites.google.com/view/maengmkbu2020/sem-4/dissertation/film-adaptation?authuser=0" style="box-sizing: border-box; pointer-events: all; text-decoration-line: none;"><span class="C9DxTc aw5Odc" style="box-sizing: border-box; color: #006580; text-decoration-line: underline;">Film Adaptation</span></a><span class="C9DxTc" style="box-sizing: border-box;"> of a Literary Text</span></span></p></li><li class="zfr3Q TYR86d lsiHE" dir="ltr" style="box-sizing: border-box; color: #212121; font-family: Lato, sans-serif; font-style: inherit; font-variant-ligatures: none; line-height: 0; margin: 6px 0px 0px 15pt; outline: none; position: relative; text-decoration: inherit;"><p class="zfr3Q CDt4Ke" dir="ltr" role="presentation" style="box-sizing: border-box; font-style: inherit; line-height: 1.6667; margin: 0px 0px 0px 0pt; outline: none; padding-bottom: 0px; padding-left: 0pt; padding-top: 0px; position: relative; text-align: justify; text-decoration: inherit; text-indent: 0pt;"><a class="XqQF9c" href="https://sites.google.com/view/maengmkbu2020/sem-4/dissertation/feminist-reading?authuser=0" style="box-sizing: border-box; pointer-events: all; text-decoration-line: none;"><span class="C9DxTc aw5Odc" style="box-sizing: border-box; color: #006580; text-decoration-line: underline;"><span style="font-size: large;">Feminist Reading of a Literary Text</span></span></a></p></li><li class="zfr3Q TYR86d lsiHE" dir="ltr" style="box-sizing: border-box; color: #212121; font-family: Lato, sans-serif; font-style: inherit; font-variant-ligatures: none; line-height: 0; margin: 6px 0px 0px 15pt; outline: none; position: relative; text-decoration: inherit;"><p class="zfr3Q CDt4Ke" dir="ltr" role="presentation" style="box-sizing: border-box; font-style: inherit; line-height: 1.6667; margin: 0px 0px 0px 0pt; outline: none; padding-bottom: 0px; padding-left: 0pt; padding-top: 0px; position: relative; text-align: justify; text-decoration: inherit; text-indent: 0pt;"><a class="XqQF9c" href="https://sites.google.com/view/maengmkbu2020/sem-4/dissertation/ecocritical-reading?authuser=0" style="box-sizing: border-box; pointer-events: all; text-decoration-line: none;"><span class="C9DxTc aw5Odc" style="box-sizing: border-box; color: #006580; text-decoration-line: underline;"><span style="font-size: large;">Eco-critical Reading of a Literary Text</span></span></a></p></li><li class="zfr3Q TYR86d lsiHE" dir="ltr" style="box-sizing: border-box; color: #212121; font-family: Lato, sans-serif; font-style: inherit; font-variant-ligatures: none; line-height: 0; margin: 6px 0px 0px 15pt; outline: none; padding-bottom: 0px; position: relative; text-decoration: inherit;"><p class="zfr3Q CDt4Ke" dir="ltr" role="presentation" style="box-sizing: border-box; font-style: inherit; line-height: 1.6667; margin: 0px 0px 0px 0pt; outline: none; padding-bottom: 0px; padding-left: 0pt; padding-top: 0px; position: relative; text-align: justify; text-decoration: inherit; text-indent: 0pt;"><a class="XqQF9c" href="https://sites.google.com/view/maengmkbu2020/sem-4/dissertation/comparative?authuser=0" style="box-sizing: border-box; pointer-events: all; text-decoration-line: none;"><span class="C9DxTc aw5Odc" style="box-sizing: border-box; color: #006580; text-decoration-line: underline;"><span style="font-size: large;">Comparative Literature Studies</span></span></a></p></li><li class="zfr3Q TYR86d lsiHE" dir="ltr" style="box-sizing: border-box; color: #212121; font-family: Lato, sans-serif; font-style: inherit; font-variant-ligatures: none; line-height: 0; margin: 6px 0px 0px 15pt; outline: none; padding-bottom: 0px; position: relative; text-decoration: inherit;"><div style="text-align: justify;"><br /></div></li></ol>Dilip Baradhttp://www.blogger.com/profile/13685206624805812345noreply@blogger.com0tag:blogger.com,1999:blog-7401639940431520150.post-52957557658943475162023-02-05T19:47:00.000+05:302023-02-05T19:47:01.353+05:30Gurudiksha: A Journey towards Hybrid Class and Blended Learning for Sainik School Teachers<h1 style="text-align: center;"> "Guru-Diksha: A Journey towards Hybrid Class and Blended Learning for Sainik School Teachers"</h1><p style="text-align: justify;"><span style="font-family: inherit; font-size: large;">The Indian Institute of Teacher Education in Gandhinagar, Gujarat recently conducted a faculty development programme named Guru-Diksha, which was specifically designed for teachers of Sainik Schools across India. As a trainer, I was given the responsibility of making teachers proficient in live demonstrations and collaborative tools for blended learning, along with the hybrid class concept.</span></p><p style="text-align: justify;"><span style="font-family: inherit; font-size: large;">The programme was conducted over 9 batches throughout the year 2022, with each batch inviting a group of 80-100 teachers from different states of India. The objective was to provide teachers with the latest knowledge and skills in blended learning and hybrid class, so that they could impart quality education to their students.</span></p><p style="text-align: justify;"><span style="font-family: inherit; font-size: large;">The experience of serving as a trainer in Guru-Diksha was an enriching one, as I got to interact with teachers from all over India. The programme provided a platform for exchanging ideas, learning from each other, and coming up with innovative teaching strategies.</span></p><p style="text-align: justify;"><span style="font-family: inherit; font-size: large;">In conclusion, Guru-Diksha was a successful initiative aimed at empowering Sainik School teachers through blended learning and hybrid class. The training sessions helped to create a more interactive and engaging learning environment for students and paved the way for a bright future in education.</span></p><h3 style="text-align: center;"><span style="font-size: large;"><b><u>Session</u>: Hybrid Class: Live Demo & Blended Learning: Collaborative Tools<br /></b></span><span style="font-size: large;"><b><u>Resource Person</u>: <a href="http://www.dilipbarad.com" target="_blank">Dilip Barad</a>, Prof. and Head, Dept. of English, <a href="http://www.mkbhavuni.edu.in" target="_blank">M K Bhavnagar University</a>, Bhavnagar</b></span></h3><p style="text-align: justify;"><span style="font-size: large;"><br /></span></p><p style="text-align: justify;"><span style="font-size: large;">In these sessions, a presentation was made on the integration of technology in education, specifically in the digital era. The session covered the importance of technology integration in education and the outcome of a survey on being a teacher in the digital era, which included the necessary tools in a teacher's tool kit. The presentation also highlighted the concept of Hybrid Classroom, Blended Learning, and their demonstration with the required technology and tools. Furthermore, the pedagogical outcomes of hybrid class and blended learning were discussed. The concept of "digital native" and the readiness of teachers for the 21st century academic scene was also touched upon, along with the tools and techniques used in digital pedagogy such as LMS/CMS, digital communication links, online assessment, and digital portfolio. The presentation concluded with the demonstration of hybrid class and blended learning with the use of various tools and technology.</span></p><p style="text-align: justify;"><span style="font-size: large;"></span></p><p style="text-align: justify;"><span style="font-size: large;">Finally, the need for a digital portfolio as a learning outcome in the digital era was also emphasized in the presentation. The digital portfolio was seen as the ultimate assessment of continuous internal evaluation and term-end examinations, playing a crucial role in the pedagogical outcome of hybrid class and blended learning. The use of technology and digital tools in education was demonstrated to help students showcase their learning journey and progress in a more interactive and engaging manner. The digital portfolio was emphasized as a crucial aspect of digital pedagogy and necessary for 21st-century learners and teachers.</span></p><p style="text-align: justify;"></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgQ6q7U9iYfqjqDLZJ2v6cqvq3SmGZ--74kRaFc4rJjyUKFjgreULm395Wj9dPlu-n_Y37Dwm7LDoZGXYDuCcHdEp2O36QDUQ-TT2sr1ct6SB06y8lIMSsywo8bTJD275xCzq1qOZVqtvn7BCN6WlVkMwrVNislB1yaiIwiHGrwwDu6yItpuRZXdXPr9g/s1280/1%20Charts.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="720" data-original-width="1280" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgQ6q7U9iYfqjqDLZJ2v6cqvq3SmGZ--74kRaFc4rJjyUKFjgreULm395Wj9dPlu-n_Y37Dwm7LDoZGXYDuCcHdEp2O36QDUQ-TT2sr1ct6SB06y8lIMSsywo8bTJD275xCzq1qOZVqtvn7BCN6WlVkMwrVNislB1yaiIwiHGrwwDu6yItpuRZXdXPr9g/w640-h360/1%20Charts.jpg" width="640" /></a></div><br /><p></p><h4 style="text-align: justify;"><span style="font-size: large;">Explanation of the chart:</span></h4><p style="text-align: justify;"><span style="font-size: large;">The data shows that only a small proportion of the 618 teachers surveyed have established their own digital content sharing platforms. Only 59 teachers have a personal YouTube channel, 14 have a blog, and 7 have a website. This low adoption of digital tools suggests that many teachers may not fully understand the importance and benefits of using technology in their teaching practices.</span></p><p style="text-align: justify;"><span style="font-size: large;">The limited number of teachers with personal digital content sharing platforms implies that there is a need for increased professional development opportunities for teachers to develop their knowledge and skills in using technology for educational purposes. Such professional development could help teachers to create their own digital content and share it with their students in a more effective and engaging way.</span></p><p style="text-align: justify;"><span style="font-size: large;"></span></p><p style="text-align: justify;"><span style="font-size: large;">In conclusion, the data highlights a significant gap in the use of digital tools by teachers. To ensure that teachers are able to effectively integrate technology into their teaching, it is crucial to provide them with opportunities to learn about the use of digital tools in pedagogy.</span></p><h4 style="text-align: justify;"><span style="font-family: inherit; font-size: large;">Inferences from about explanation:</span></h4><div style="text-align: justify;"><span style="font-family: inherit; font-size: large;">It is not necessary for teachers in the 21st century to have their own video sharing channel and content sharing platform, but it can be beneficial. Having a presence on these platforms can provide teachers with an additional means of reaching and engaging with students and can also help to showcase their expertise and experience. However, it is important to note that not all teachers have the skills or resources to create and maintain these types of channels and platforms, and other methods of teaching and communication, such as in-person instruction or email, can still be effective. Ultimately, the tools a teacher uses will depend on their individual teaching style, their students' needs, and their school or organization's resources and policies.</span></div><div style="text-align: justify;"><span style="font-size: large;"><div><br /></div><div>In today's digital world, it is important for teachers to have a basic understanding of technology and its applications in education. Some of the key skills and competencies that teachers should aim to develop include:</div><div><br /></div><div><b>Digital literacy:</b> the ability to effectively use and navigate technology, including computer software, educational technology tools, and the internet.</div><div><br /></div><div><b>Media and information literacy:</b> the ability to critically evaluate and effectively use information from a variety of sources, including digital media.</div><div><br /></div><div><b>Technology integration:</b> the ability to effectively integrate technology into the curriculum and use it to support student learning.</div><div><br /></div><div><b>Collaboration and communication:</b> the ability to effectively communicate and collaborate with others using technology, including students, colleagues, and parents.</div><div><br /></div><div><b>Data literacy: </b>the ability to collect, analyze, and interpret data to inform instructional decision-making and evaluate student learning.</div><div><br /></div><div>These skills can be developed through professional development opportunities, workshops, and online courses. Additionally, incorporating technology into the classroom and modeling its use for students can also help teachers develop these skills while supporting student learning.</div><div><br /></div><div><b>Important observations:</b></div><div><div>Creating and sharing video resources and maintaining a blog or website can demonstrate a high level of digital literacy and technology competency for a teacher. However, it is important to note that these skills are not the only indicators of a teacher's technology proficiency. Other factors, such as the effective integration of technology in the classroom to support student learning, the ability to critically evaluate and use digital media and information, and the ability to collaborate and communicate with others using technology, also play important roles in determining a teacher's level of technology competency.</div><div><br /></div><div>Moreover, it is also important to remember that not all teachers may have the skills or resources to create and maintain a YouTube channel or a website, and having these tools alone does not guarantee that a teacher is highly proficient in using technology to support student learning. The most important factor is how the teacher uses technology to enhance student learning and achieve educational goals.</div><div><br /></div><h3>Analysis of Survey Outcome:</h3><div>I had the chance to get to know the teachers of Sainik School during the '2022 training year'. This was achieved through a survey conducted while preparing for session presentations. Out of the 850 teachers trained in 9 batches, 618 provided responses. The survey results are presented in various charts, with a breakdown and analysis of the outcomes shown below each chart.</div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgIAr9UF8ztqk-fUgFiKuD-y1nHQ99e_lRZHd6vIrqiESapVtX3vT1ary6obk0F8bFeUBaIzWOwYoya8PkluDD5iKN3SZmJe6PnIEuLV7hAPjTX2MrfpIkcqq9sFeDdx2JKslCfbIrjmTYBMflxk6lcjAVzIi6NZbwRnfbUrSH7sdZMgPpJDT1rlxHOLg/s1280/Slide1.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="720" data-original-width="1280" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgIAr9UF8ztqk-fUgFiKuD-y1nHQ99e_lRZHd6vIrqiESapVtX3vT1ary6obk0F8bFeUBaIzWOwYoya8PkluDD5iKN3SZmJe6PnIEuLV7hAPjTX2MrfpIkcqq9sFeDdx2JKslCfbIrjmTYBMflxk6lcjAVzIi6NZbwRnfbUrSH7sdZMgPpJDT1rlxHOLg/w640-h360/Slide1.JPG" width="640" /></a></div><br /><div>The chart suggests that a significant number of teachers (90%) are using some form of an LMS, which requires a certain level of digital literacy and competence. The fact that 68% are using Google Classroom specifically could indicate that these teachers have a good understanding of how to use this specific platform. However, it's important to note that the data only provides information on teachers' use of LMS platforms and doesn't give a comprehensive picture of their overall digital skills and literacy.</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjQzvDaK4k-JIsiEer5To_Ys1akEgA1zVokYQ63NUEv3WXdq1qvNTvgQR_WWcqi6UXoLsdauHNCY2wRg2R9twvT2JaOFOUaY1u8gTAxsWqxDAJQQ0cEWN69ICaf5AVp3VSu8sEOHRMUY0b3WW_aCGhdPf06Us0UCJvDSAOxTAEE90ID09pb1-Kqbgrm9A/s1280/Slide2.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="720" data-original-width="1280" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjQzvDaK4k-JIsiEer5To_Ys1akEgA1zVokYQ63NUEv3WXdq1qvNTvgQR_WWcqi6UXoLsdauHNCY2wRg2R9twvT2JaOFOUaY1u8gTAxsWqxDAJQQ0cEWN69ICaf5AVp3VSu8sEOHRMUY0b3WW_aCGhdPf06Us0UCJvDSAOxTAEE90ID09pb1-Kqbgrm9A/w640-h360/Slide2.JPG" width="640" /></a></div><br /><div><div>The chart shows the usage of video conferencing tools by teachers during the COVID-19 lockdown and after normalcy has resumed. During the lockdown, almost all teachers used some form of video conferencing tool. After normalcy, however, a smaller proportion continued to use these tools.</div><div><br /></div><div>The chart breaks down the usage of specific video conferencing tools, with 51% of teachers using Google Meet, 18% using MS Teams, 16% using Zoom, and the remaining using other platforms such as WebEx and Skype. This data suggests that a majority of teachers preferred to use Google Meet for video conferencing, followed by MS Teams and Zoom.</div><div>It's worth noting that this data only provides a snapshot of the usage of video conferencing tools by teachers and doesn't give a comprehensive picture of the reasons behind their usage or the challenges they may have faced while using these tools.</div></div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgbEMp1qiWptfLAhjDjNC53uIYeOPYiZ8uCDQAbLwUA8mNHhQx5wBlvi6TRpIbcchmMS934gjPlZzBhHcfm0Zuc3ggQ9Gx54DyfSEGglaiT2dE3J7XMRj9ra_EjqqskUbpgkt_0D8-yKneOul0pvqjRo8OQ5hwFCqvhBUKZAVx2xAwMXC2l0LK7Rm0jcA/s1280/Slide3.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="720" data-original-width="1280" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgbEMp1qiWptfLAhjDjNC53uIYeOPYiZ8uCDQAbLwUA8mNHhQx5wBlvi6TRpIbcchmMS934gjPlZzBhHcfm0Zuc3ggQ9Gx54DyfSEGglaiT2dE3J7XMRj9ra_EjqqskUbpgkt_0D8-yKneOul0pvqjRo8OQ5hwFCqvhBUKZAVx2xAwMXC2l0LK7Rm0jcA/w640-h360/Slide3.JPG" width="640" /></a></div><br /><div><div>From this chart, we can infer the following:</div><div>•<span style="white-space: pre;"> </span>Teachers widely used digital platforms to share course content, schedules of online sessions, and links to online tests.</div><div><br /></div><div>•<span style="white-space: pre;"> </span>WhatsApp was the most popular choice among teachers for sharing digital content, followed by Google Drive.</div><div><br /></div><div>•<span style="white-space: pre;"> </span>Other platforms such as Google Groups, individual emails, MS One Drive, Drop Box, LMS platforms, and websites were also used by a significant proportion of teachers.</div><div><br /></div><div>This data suggests that teachers are embracing digital tools to facilitate the delivery of their courses and to keep students engaged and informed. However, it's important to note that this data only provides a snapshot of the usage of these digital platforms by teachers and doesn't give a comprehensive picture of their overall digital proficiency or the challenges they may have faced while using these tools.</div></div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgTI1SxwcR74vZDg2iAyr5ReDZFwYiXgniSm3XiWNOfG2EudwsvWeGcRogN29Hk8zaXHGp4kFEbZ2kfqxNELaXZoANUIgO1u8LJCtOWdmr6jJlbWHJWREyof5d5VzSYW1EgHnNhRdoEl1ObmFksDIgu0p5D98MdHi4WHeTI260J8wsDNXl-Ql1xojIGNQ/s1280/Slide4.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="720" data-original-width="1280" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgTI1SxwcR74vZDg2iAyr5ReDZFwYiXgniSm3XiWNOfG2EudwsvWeGcRogN29Hk8zaXHGp4kFEbZ2kfqxNELaXZoANUIgO1u8LJCtOWdmr6jJlbWHJWREyof5d5VzSYW1EgHnNhRdoEl1ObmFksDIgu0p5D98MdHi4WHeTI260J8wsDNXl-Ql1xojIGNQ/w640-h360/Slide4.JPG" width="640" /></a></div><br /><div><div>From this chart, we can infer the following:</div><div><br /></div><div>•<span style="white-space: pre;"> </span>The majority of teachers (almost all) used some form of digital means to conduct online tests, indicating their digital skills and proficiency in using digital modes for testing or assessment.</div><div><br /></div><div>•<span style="white-space: pre;"> </span>The most widely used digital tool for conducting online tests was Google Form-Quiz, with 92% of teachers opting for this platform.</div><div><br /></div><div>•<span style="white-space: pre;"> </span>The remaining teachers used a variety of other web tools for conducting online tests.</div><div><br /></div><div>This data suggests that the majority of teachers have a good understanding of how to use Google Form-Quiz, and are effectively using digital tools to conduct online assessments. It's crucial to keep in mind that this information only offers a brief glimpse into how teachers are utilizing these digital tools for online testing. It does not provide a complete understanding of their overall digital competency or the difficulties they may have encountered when utilizing these tools.</div></div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiq88XVOfGfNR5_wEiFzGpDNRLXk-qfOW8WvAf-EW2Aou1WLR0LDRHPcHFEMlRCTUvOx4FzC9ejK8F2jAh6uj018qzWpRXa4chDYyKnSehfr9-3ZMF4OjjFjCp6gI18o1M1ulHQbIdawU19RGvqoNLmB9eAub9TEm6c3SJ6z6bJ6WeNKJUx1qTh93-bZA/s1280/Slide5.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="720" data-original-width="1280" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiq88XVOfGfNR5_wEiFzGpDNRLXk-qfOW8WvAf-EW2Aou1WLR0LDRHPcHFEMlRCTUvOx4FzC9ejK8F2jAh6uj018qzWpRXa4chDYyKnSehfr9-3ZMF4OjjFjCp6gI18o1M1ulHQbIdawU19RGvqoNLmB9eAub9TEm6c3SJ6z6bJ6WeNKJUx1qTh93-bZA/w640-h360/Slide5.JPG" width="640" /></a></div><br /><div><div>From this chart, we can infer the following:</div><div><br /></div><div>•<span style="white-space: pre;"> </span>The majority of teachers (91%) are not aware of the Open Broadcaster Software (OBS), and 94% are not aware of the app Droid Cam.</div><div><br /></div><div>•<span style="white-space: pre;"> </span>Awareness of these digital tools is seen as an indicator of teachers' proficiency in digital skills and their ability to effectively engage students in online, hybrid, blended, or flipped classrooms.</div><div><br /></div><div>•<span style="white-space: pre;"> </span>The fact that more than 90% of teachers are not aware of these tools is a cause for concern, as it suggests that a significant proportion of teachers are not equipped to teach in an online or hybrid environment.</div><div><br /></div><div>•<span style="white-space: pre;"> </span>This highlights the need for ongoing professional development and training for teachers to ensure they have the necessary digital skills and competencies to support student learning in the digital age.</div><div><br /></div><div>Overall, the data implies that while most teachers are using digital tools for various aspects of teaching and learning, they may not have a full understanding of the potential of these tools and how to use them effectively. This raises concerns about the quality of education provided in online or hybrid environments.</div></div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEidUeQLKM8mRohWm1JDN7zlG3tDjma8H9ytnnGsdH1xF9jZ0U41sIMrPJudIRJuQBKZ2Nx-q1975Mn58kOouFfBMqfPaLkP-EXUZ6ncUrv3Uc6FI8Na3fRLAxXCnq-B4dlam_kFpFE9qfr_pA86aJBjN0nt_YAzbtSWVW1lhaVXFv5371tZDLbpkxBziA/s1280/Slide6.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="720" data-original-width="1280" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEidUeQLKM8mRohWm1JDN7zlG3tDjma8H9ytnnGsdH1xF9jZ0U41sIMrPJudIRJuQBKZ2Nx-q1975Mn58kOouFfBMqfPaLkP-EXUZ6ncUrv3Uc6FI8Na3fRLAxXCnq-B4dlam_kFpFE9qfr_pA86aJBjN0nt_YAzbtSWVW1lhaVXFv5371tZDLbpkxBziA/w640-h360/Slide6.JPG" width="640" /></a></div><br /><div><div>The Digital Portfolios can be a very useful assessment tool for several reasons:</div><div><br /></div><div>•<span style="white-space: pre;"> </span>Comprehensive view of learning and growth: Digital portfolios provide a comprehensive view of students' learning and growth over time. It allows teachers to see how students are progressing and what areas they need to improve in.</div><div><br /></div><div>•<span style="white-space: pre;"> </span>Authentic and meaningful assessment: Digital portfolios offer a more authentic and meaningful assessment of students' knowledge and skills. They provide a platform for students to showcase their work and reflect on their learning process, which can provide deeper insights into their understanding of the subject.</div><div><br /></div><div>•<span style="white-space: pre;"> </span>Multimedia-rich: Digital portfolios can include a variety of multimedia resources, such as videos, audio recordings, images, and documents. This can provide a more engaging and interactive assessment experience for students.</div><div><br /></div><div>•<span style="white-space: pre;"> </span>Easy to share: Digital portfolios can be easily shared with teachers, classmates, parents, and other stakeholders, making it a convenient tool for communication and collaboration.</div><div><br /></div><div>However, it's important to note that the effectiveness of digital portfolios as an assessment tool depends on the way they are implemented and used. Teachers need to have a clear understanding of their potential benefits, as well as the necessary skills and resources to create and use them effectively.</div><div>From the about chart on ‘Awareness about digital portfolio’, we can infer the following:</div><div><br /></div><div>•<span style="white-space: pre;"> </span>The majority of teachers (85%) are not aware of digital portfolios and their potential as an assessment tool.</div><div><br /></div><div>•<span style="white-space: pre;"> </span>Despite the potential benefits of digital portfolios, there is a significant lack of awareness and understanding of its use among teachers.</div><div><br /></div><div>•<span style="white-space: pre;"> </span>None of the teachers who are aware of digital portfolios use it as an assessment tool.</div><div><br /></div><div>•<span style="white-space: pre;"> </span>This highlights a need for education institutes to invest in teacher training and professional development programs that focus on digital portfolio creation and assessment.</div><div><br /></div><div>•<span style="white-space: pre;"> </span>This will not only increase teachers' awareness and understanding of digital portfolios, but also provide students with a more meaningful and authentic assessment of their learning and progress.</div><div><br /></div><div>Overall, the data suggests that while digital portfolios have the potential to provide a comprehensive view of students' learning and growth, there is a significant gap in teachers' awareness and understanding of their use, and a lack of implementation as an assessment tool in educational institutes.</div><div>Summary:</div><div>Here is a summary of the discussion:</div><div><br /></div><div>•<span style="white-space: pre;"> </span>In the data provided, it was found that almost 90% of teachers used Learning Management Systems (LMS) and 68% used Google Classroom. This reflects that a large majority of teachers are proficient in using digital tools for conducting classes.</div><div><br /></div><div>•<span style="white-space: pre;"> </span>Another chart showed that most teachers used video conferencing tools during the Covid-19 lockdown, with 51% using Google Meet and 18% using MS Teams. This shows that teachers were able to quickly adapt to online teaching during the lockdown.</div><div><br /></div><div>•<span style="white-space: pre;"> </span>The data also showed that most teachers shared course content and online test links through digital platforms like WhatsApp and Google Drive. This reflects the teachers' digital literacy and their ability to use technology for teaching purposes.</div><div><br /></div><div>•<span style="white-space: pre;"> </span>Another data point showed that almost all teachers used digital tools for online testing, with 92% using Google Forms-Quiz. This demonstrates the teachers' proficiency in using technology for assessment purposes.</div><div><br /></div><div>•<span style="white-space: pre;"> </span>On the other hand, the data also showed that a significant majority (91% and 94%) of teachers were not aware of tools like Open Broadcaster Software (OBS) and Droid Cam, which could potentially be useful for online and hybrid teaching.</div><div><br /></div><div>•<span style="white-space: pre;"> </span>Finally, the data showed that 85% of teachers were not aware of digital portfolios, and none of them used it as an assessment tool. This suggests a lack of understanding and implementation of digital portfolios as an assessment tool in educational institutes.</div><div><br /></div><div>Overall, the data reflects that while teachers have been able to adapt to using digital tools for teaching and assessment purposes, there is still a need for improvement in their understanding and use of certain tools and technologies, particularly those related to hybrid classroom, blended teaching practice and digital portfolios.</div></div><div><br /></div><div><br /></div></div><div style="font-family: inherit;"><br /></div></span></div><div style="text-align: justify;"><br /></div>Dilip Baradhttp://www.blogger.com/profile/13685206624805812345noreply@blogger.com0tag:blogger.com,1999:blog-7401639940431520150.post-14611819865480433122023-01-31T19:40:00.003+05:302023-01-31T19:40:15.529+05:30Modern Theories of Criticism: An Overview<h1 style="text-align: justify;"><span style="font-size: large;">Modern Theories of Criticism: An Overview</span></h1><p style="text-align: justify;"><span style="font-family: inherit;">[Note: This presentation and video recording are of Prof. Dilip Barad's session in the Refresher Course for College / University teachers. The Refresher Course was organised by UGC-HRDC, University of Mumbai.]</span></p><p style="text-align: justify;"><span style="font-family: inherit; font-size: large;">Modern Literary Theory and Criticism refers to the examination and interpretation of literature using various theoretical frameworks that emerged in the 20th century. This approach encompasses diverse schools of thought such as Marxist, Feminist, Psychoanalytic, and Deconstructionist theory that offer a critical lens to analyze literary texts and reveal their deeper meanings and societal impact. The purpose of this introduction is to provide a comprehensive overview of the key concepts, influential figures, and historical developments in Modern Literary Theory and Criticism, highlighting its significance and impact in the field of literary studies.</span></p><div style="text-align: justify;"><span style="font-family: inherit; font-size: large;">Literary criticism, the evaluation and interpretation of literature, is an important aspect of literary studies. Over the years, various theories of criticism have emerged, each offering a unique perspective on the reading and interpretation of literature. This presentation outlines some of the major theories of criticism, starting from <b>Matthew Arnold</b>’s “A Study of Poetry” (1888) and <b>T.S. Eliot</b>’s “Tradition and Individual Talent” (1919) to the latest theories of digital humanities.</span></div><p style="text-align: justify;"><span style="font-family: inherit; font-size: large;">The earliest theories of criticism include the works of <b>I.A. Richards</b>, who presented the practical criticism approach in his book “Practical Criticism” (1929). <b>William Empson</b>’s “Seven Types of Ambiguity” (1930) also played a significant role in the development of criticism. Later, <b>William K. Wimsatt and Monroe Beardsley</b> introduced the concepts of intentional and affective fallacies in their work.</span></p><p style="text-align: justify;"><span style="font-family: inherit; font-size: large;">In the 1930s, <b>Allen Tate</b> introduced the theory of “tension” in poetry, which dealt with the extension (literal meaning) and intension (metaphorical meaning) of a text. <b>Cleanth Brooks</b>, in his works “The Language of Paradox, The Well Wrought Urn” (1947) and “Modern Poetry and the Tradition” (1939), focused on the language of paradox in poetry.</span></p><p style="text-align: justify;"><span style="font-family: inherit; font-size: large;">Archetypal criticism, which is concerned with the study of archetypes and symbols in literature, was developed by <b>Maud Bodkin (1934) and Northrop Frye (1940-50)</b>. Frye’s theory of the mythos grid, which outlines the universal themes and patterns in literature, is an important contribution to the field of archetypal criticism.</span></p><p style="text-align: justify;"><span style="font-family: inherit; font-size: large;">In the latter half of the 20th century, structuralism and semiotics gave rise to stylistics, which deals with the study of style in literature. Deconstruction and poststructuralism, as propounded by <b>Jacques Derrida</b>, also had a major impact on the field of criticism. </span></p><p style="text-align: justify;"><span style="font-family: inherit; font-size: large;">Eco-criticism, which looks at the relationship between literature and the environment, and eco-feminism, which critiques the patriarchal values embedded in society, also gained prominence.</span></p><p style="text-align: justify;"><span style="font-family: inherit; font-size: large;">Postcolonialism, which deals with the study of the cultural, political and economic effects of colonialism, was developed by thinkers like <b>Edward Said, Gayatri Spivak, and Homi Bhabha</b>. In recent times, the focus has shifted to globalization and climate change, which has given rise to contemporary theories of cultural studies.</span></p><p style="text-align: justify;"><span style="font-family: inherit; font-size: large;"><b>Digital Humanities</b>, a field that uses technology to analyze and process literary texts, has also emerged as a significant area of study. The rise of generative literature, where texts are produced by computers, has raised new challenges for critics. The principles and processes of generative literature have been outlined by <b>Jean-Pierre Balpe</b>. The use of AI in digital humanities has raised questions about unconscious bias and the morality of robots, which require further study.</span></p><p style="text-align: justify;"><span style="font-family: inherit; font-size: large;">In conclusion, the field of criticism has undergone several transformations over the years, each adding to our understanding of literature. From the earliest works of Arnold and Eliot to the latest theories of digital humanities, the field has constantly evolved to keep pace with changing times. The new challenges posed by <b>AI</b> and the increasing influence of technology on the field only serve to emphasize the ongoing relevance of criticism in our rapidly changing world.</span></p><p style="text-align: justify;"><span style="font-family: inherit; font-size: large;"><b>Presentation:</b></span></p><p style="text-align: justify;"><span style="font-family: inherit; font-size: large;"><br /></span></p>
<iframe frameborder="0" height="400" marginheight="0" marginwidth="0" scrolling="no" src="https://www.slideshare.net/slideshow/embed_code/key/lxwAyFOHgbaDiJ?hostedIn=slideshare&page=upload" width="476"></iframe><div><br /></div><h2 style="text-align: left;">Video Recording of the Session:</h2><div><br /></div><div>
<iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/mk1Zmq6CEZ4" title="YouTube video player" width="560"></iframe></div>Dilip Baradhttp://www.blogger.com/profile/13685206624805812345noreply@blogger.com0