Thinking activity: Testing and Evaluation

Hello Readers!

Welcome to my blog,

This task was given by Dr. Dilip Barad sir head of department of English M.K Bhavnagar university.

questions:-

1. Write on validity and reliability of the test 

2. Write on practicality of the test

3. What do you understand by backwash ?

4. Difference between assessment and evaluation

5. How do you define good assessment?

 1) write on validity and reliability of the test 

Reliability

Reliability is the extent to which measurements are repeatable –when different persons perform the measurements, on different occasions, under different conditions, with supposedly alternative instruments which measure the same thing. In sum, reliability is consistency of measurement or stability of measurement over a variety of conditions in which basically the same results should be obtained.

Methods of testing reliability 

Because reliability is consistency of measurement over time or stability of measurement over a variety of conditions, the most commonly used technique to estimate reliability is with a measure of association, the correlation coefficient, often termed reliability. The reliability coefficient is the correlation between two or more variables (here, tests, items, or raters) which measure the same thing. 

1.Test-retest reliability

Test-retest reliability refers to the temporal stability of a test from one measurement session to another. The procedure is to administer the test to a group of respondents and then administer the same test to the same respondents at a later date. The correlation between scores on the identical tests given at different times operationally defines its test-retest reliability.

2. Alternative forms reliability

The alternative forms technique to estimate reliability is similar to the test retest method, except that different measures of a behaviour (rather than the same measure) are collected at different times. If the correlation between the alternative forms is low, it could indicate that considerable measurement error is present, because two different scales were used. 

3. Split-half method

The split-half approach is another method to test reliability which assumes that a number of items are available to measure a behavior. Half of the items are combined to form one new measure and the other half is combined to form the second new measure. The result is two tests and two new measures testing the same behavior. In contrast to the test-retest and alternative form methods, the split-half approach is usually measured in the same time period. The correlation between the two halves tests must be corrected to obtain the reliability coefficient for the whole test.

4. Inter-rater reliability

When raters or judges are used to measure behavior, the reliability of their judgments or combined internal consistency of judgments is assessed. 

The correlation between the ratings made by the two judges will tell us the reliability of either judge in the specific situation. The composite reliability of both judges, referred to as effective reliability, is calculated using the Spearman-Brown formula.

5. Internal consistency

Internal consistency concerns the reliability of the test components. Internal consistency measures consistency within the instrument and questions how well a set of items measures a particular behaviour or characteristic within the test. For a test to be internally consistent, estimates that reliability are based on the average intercorrelations among all the single items within a test. 

How to make a test more reliable? 

Writing items clearly

Making test instructions easily understood

Training the raters effectively by making the rules for scoring as explicit as possible.

Identifying Candidates by number Instead of names so that scores cannot inevitably award scores to those whom he/she knows

By not allowing the candidate too much freedom 

Factors affecting reliability of a test

1. Test length. Generally, the longer a test is, the more reliable it is.

2. Speed. When a test is a speed test, reliability can be problematic. It is inappropriate to estimate reliability using internal consistency, test-retest, or alternate form methods.

3. Group homogeneity. In general, the more heterogeneous the group of students who take the test, the more reliable the measure will be.

4. Item difficulty. When there is little variability among test scores, the reliability will be low. Thus, reliability will be low if a test is so easy that every student gets most or all of the items correct or so difficult that every student gets most or all of the items wrong.

5. Objectivity. Objectively scored tests, rather than subjectively scored tests, show a higher reliability.

6. Test-retest interval. The shorter the time interval between two administrations of a test, the less likely that changes will occur and the higher the reliability will be.

Variation with the testing situation. Errors in the testing situation (e.g., students misunderstanding or misreading test directions, noise level, distractions, and sickness) can cause test scores to vary.

Validity 

The term validity refers to whether or not the test measures what it claims to measure. On a test with high validity the items will be closely linked to the test's intended focus. For many certification and licensure tests this means that the items will be highly related to a specific job or occupation. If a test has poor validity then it does not measure the job-related content and competencies it ought to. When this is the case, there is no justification for using the test results for their intended purpose.

There are nine types of validity that researchers should consider, it includes the following;

Statistical conclusion validity 

Statistical conclusion validity pertains to the relationship being tested. Statistical conclusion validity refers to inferences about whether it is reasonable to presume co-variation given a specified alpha level and the obtained variances. There are some major threats to statistical conclusion validity such as low statistical power, violation of assumptions, reliability of measures, reliability of treatment, random irrelevancies in the experimental setting, and random heterogeneity of respondents.

Construct validity  

Construct validity refers to how well you translated or transformed a concept, idea, or behaviour that is a construct – into a functioning and operating reality, that is, the operationalization.

Translation Validity 

Translation validity centers on whether the operationalization reflects the true meaning of the construct. Translation validity attempts to assess the degree to which constructs are accurately translated into the operationalization, using subjective judgment. 

Face Validity

Face validity is a subjective judgment on the operationalization of a construct. For instance, one might look at a measure of reading ability, read through the paragraphs, and decide that it seems like a good measure of reading ability. Even though subjective judgment is needed throughout the research process, the aforementioned method of validation is not very convincing to others as a valid judgment. As a result, face validity is often seen as a weak form of validity.

Content validity

Content validity is a qualitative type of validity where the domain of the concept is made clear and the analyst judges whether the measures fully represent the domain. According to Bollen, for most concepts in the social sciences, no consensus exists on theoretical definitions, because the domain of content is ambiguous. 

Relationship between validity and reliability of a test

If a test is unreliable, it cannot be valid

For a test to be valid, it must be reliable

However, just because a test is reliable does not mean it would be valid

Reliability is a necessary but not a sufficient condition for validity

2)  Write on practicality of the test

An effective test is practical. This means that it

Is not excessively expensive,

Stays within appropriate time constraints,

Is relatively easy to administer, and

Has a scoring/evaluation procedure that is specific and time-efficient.

A test that is prohibitively expensive is impractical. A test of language proficiency that takes a student five hours to complete is impractical-it consumes more time (and money) than necessary to accomplish its objective. A test that requires individual one-on-one proctoring is impractical for a group of several hundred test-takers and only a handful of examiners. A test that takes a few minutes for a student to take and several hours for an examiner too evaluate is impractical for most classroom situations.

3)What do you understand by backwash ?

a backward flow or movement (as of water or air) produced especially by a propelling force also : the fluid that is moving backward.

In terms of water treatment, including water purification and sewage treatment, backwashing refers to pumping water backwards through the filters media, sometimes including intermittent use of compressed air during the process. 

4)Difference between assessment and evaluation

Assessment:-

For assuring quality and drawing out clear strategies for optimising education, we need to have a summative overview of all the key elements involved. This includes making things clear about how we should assess and evaluate the teaching-learning and student performances. In this blog, we intend to put the terms ‘assessment’ and ‘evaluation’ under the microscope, and see how we should assess the learning for efficient and optimised educational workflow.

Assessment is continuous, long term, and feedback-based. It revolves around clearly defined goals or outcomes, and whether the student achieves those goals or not. On the other hand, an evaluation is the act of critical interpretation of the learners’ work and providing marks/grades for that.

Assessments:-

Let’s begin by looking at some common misconceptions about learning assessments.

Evaluation:-

Evaluation is judgemental and is highly result oriented. It ‘measures’ quality and integrity of the work rather than improving it. The teacher has to take the evaluation data to form their strategy to improve the student performance. Evaluation also let us know the shortfalls of the course plan, where the student failed to perform well, and it’s mostly done against pre-set standards.

Under our current circumstances, evaluation is usually done with exams, projects, classroom interactions, and proficiency in skills. To definitively explain, we’ll break down the evaluation process into three main categories.

5)How do you define good assessment?

Several attempts to define good assessment have been made. There is a general agreement that good assessment (especially summative) should be:

Valid: measures what it is supposed to measure, at the appropriate level, in the appropriate domains (constructive alignment).

Fair: is non-discriminatory and matches expectations.

Transparent: processes and documentation, including assessment briefing and marking criteria, are clear.

Reliable: assessment is accurate, consistent and repeatable.

Feasible: assessment is practicable in terms of time, resources and student numbers.

Educational impact: assessment results in learning what is important and is authentic and worthwhile.

Hence it puts emphasis on being assessed on real life skills through real life tasks that will be or could be performed by students once they leave university. Some examples of how this can be achieved in practical terms can be found in Assessment methods.

Assessment principles

The good assessment principles below were created as part of the REAP Reenginering Assessment Practices Project which looked into re-evaluating and reforming assessment and feedback practice. This set of principles in particular is referred to here as it serves as the basis for many assessment strategies across UK HE institutions. For each of the principles a number of practical strategies are provided which give a more pragmatic indication of how to put them in practice.

Thank you…...

Thinking activity: teaching language through literature

Hello Readers, 

welcome to my blog!

1) what sort of activities or tasks can be designed to teach language using a 'novel' or a 'short story'.

A short story is basically shorter than a novel. Novel is a complete book covering a single story or fiction.

When selecting a novel to be used in the foreign language class, the language teacher should pay attention to whether the novel has an intriguing story that will be of interest to the entire class. 

Themes and settings captivating their imagination and exploring the human condition should be included in the nature of the selected novels. Novel should have a powerful, fast-paced plot and interesting, well delineated, memorable characters. The content of the novel should be suitable to students' cognitive and emotional levels. Specific themes and concepts being developed in class should also be incorporated within the novel. When assessing comprehension, teachers may employ novel tests requiring students to develop the sub-skills of written language like spelling, handwriting, grammar, and punctuation. Essay type tests written by teachers help students to gradually improve their skills in writing and organizing material into paragraphs with acceptable sentence structure. The tests are made up of not only fact-based questions serving as a basis of evaluating comprehension but also open-ended questions developing critical thinking abilities. The open-ended questions enable students to predict outcomes, make comparisons and contrasts, and draw conclusions. Class discussions of each novel event should comprise the main idea and supporting details, including who, what, when, where, and how. Details of various social issues such as sexual harassment and abortion, which are often an integral part of the plot, can provoke interesting debate. Discussions can also facilitate vocabulary development .

In sum, the use of novel is a very beneficial technique in today’s foreign language classes. If selected carefully, using a novel makes the students’ reading lesson motivating, interesting and entertaining. Though many students find reading a novel written in a target language difficult, boring, unmotivating, novel is a very effective way of building vocabulary and developing reading comprehension skills. It is through reading that students broaden their horizons, become familiar with other cultures, and hence develop their intercultural communicative competence, learning how to view the world from different perspectives. The result will be the possession of critical thinking and writing.

Short fiction is a supreme resource for observing not only language but life itself. In short fiction, characters act out all the real and symbolic acts people carry out in daily lives, and do so in a variety of registers and tones. The world of short fiction both mirrors and illuminates human lives . The inclusion of short fiction in the ESL / EFL curriculum offers the following educational benefits makes the students’ reading task easier due to being simple and short when compared with the other literary genres. enlarges the advanced level readers’ worldviews about different cultures and different groups of people, provides more creative, encrypt, challenging texts that require personal exploration supported with prior knowledge for advanced level readers, motivates learners to read due to being an authentic material,offers a world of wonders and a world of mystery,gives students the chance to use their creativity,promotes critical thinking skills,facilitates teaching a foreign culture (i.e. serves as a valuable instrument in attaining cultural knowledge of the selected community,makes students feel themselves comfortable and free,helps students coming from various backgrounds communicate with each of the because of its universal language, helps students to go beyond the surface meaning and dive into underlying meanings, acts as a perfect vehicle to help students understand the positions ofthemselves as well as the others by transfering these gained knowledge to their own world.

In brief, the use of a short story seems to be a very helpful technique in today’s foreign language classes. As it is short, it makes the students’ reading task and the teacher’s coverage easier. An important feature of short fiction is its being universal. To put it differently, students all over the world have experienced stories and can relate to them. Moreover, short fiction, like all other types of literature, makes contribution to the development of cognitive analytical abilities by bringing the whole self to bear on a compressed account of a situation in a single place and moment .

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

Poetry can pave the way for the learning and teaching of basic language skills. It is metaphor that is the most prominent connection between learning and poetry. Because most poetry consciously or unconsciously makes use of metaphor as one of its primary methods, poetry offers a significant learning process. There are at least two learning benefits that can be derived from studying poetry: The appreciation of the writer’s composition process, which students gain by studying poems by components.

 Developing sensitivity for words and discoveries that may later grow into a deeper interest and greater analytical ability. Sarac (2003) also explains the educational benefits of poetry as follows: It ‘s provides readers with a different viewpoint towards language use by going beyond the known usages and rules of grammar, syntax and vocabulary.

 It triggers unmotivated readers owing to being so open to explorations and differenti interpretations It evokes feelings and thoughts in heart and in mind.It makes students familiar with figures of speech due to their being a part of daily language use.As Cubukcu (2001) mentions, poetry is a rewarding and enjoyable experience with the properties of rhyming and rhythm both of which convey “love and appreciation for the sound and power of language.” At this juncture, it can be stated that students become familiar with the suprasegmental aspects of the target language, such as stress, pitch, juncture, intonation by studying poetry. Moreover, poetry employs language to evoke and exalt special qualities of life, and suffices readers with feelings. It is particularly lyric poetry which is based on feelings and provides still another emotional benefit. Poetry is one of the most effective and powerful transmitters of culture. 

Thinking activity : On @ tcc

 

Hello Readers,

Welcome to my blog!

About Chetan Bhagat:-

Chetan Bhagat is an Indian author and columnist. He was included in Time magazine's list of World's 100 Most Influential People in 2010. Bhagat graduated in mechanical engineering at IIT Delhi and completed a master's of business administration degree at IIM Ahmedabad.

One Night @ the Call Center:-

One Night @ the Call Center is a novel written by Chetan Bhagat and first published in 2005. The novel revolves around a group of six call center employees working at the Connexions call center in Gurgaon, Haryana, India.

One Night @ the call center example:-

First definition of the of the Self-help book:     

                                             

A book is one that is written with the intention to instruct its readers on solving personal problems. The books take their name from Self-Help, an 1859 best-seller by Samuel Smiles, but are also known and classified under "self-improvement", a term that is a modernized version of self-help. Self-help books moved from a niche position to being a postmodern cultural phenomenon in the late twentieth century.”

                We can say that self-help books  mean books that represent the reality of the time. Self-help books show the real image of the society and we also learn in the self-help book. With the help of self-help books readers solve their problems and also improve themselves. Self-help books present modern culture.

Some Famous examples of the self-help book:

                        Some social observers have suggested that the ‘Bible’ is really the first and most significant and most helpful self-help book.

Ø  Act Like a Lady, Think like a Man. –by Steve Harvey.

Here we see that Chetan Bhagat gives one small exercise, in this exercise he asks some questions, and those three questions about our personal thing. All three questions about our own self. He asks like our fear, when we are angry and do not like ourselves. So these all things present that Chetan Bhagat saw that our self.

                        Also in Chetan Bhagat all books we see the Prologue and Epilogue. In One Night @ the Call Center in epilogue we see one line like:

               “It is true thought; we all have a dark side – something we don’t like about ourselves, Something that makes us angry and something we want to change about ourselves. The difference is how we choose to face it. Here Chetan Bhagat connects to us with all characters, and says that how we handle this type of situation in our life, that depends on ourselves.   

                        One more thing in One Night @ the Call center that is God episode means when all characters in one problem that time God call them. God calls them is also the turning point of the story. God calls them and that time they ask God how our life changes and what we do. That time god gives them answer like this:

            ‘The inner call,’ God said.  

‘The inner call’? Everyone said in unison.

    Yes, the little voice inside that wants to talk to you.

            Here we see that Chetan Bhagat tries to say that how we solve our problem with only ourselves. In the book ahead we read the conversation of god and all characters and we find that everyone knows how they solve their problem. But no one knew that, because they all never listened to their inner voice.

        Episode of god that saw that we need only know about ourselves. Not ignore our inner voice. Whenever we all have some problem that time we try to listen to ourselves, what we want? And how we choose the right way. In the end we see that all characters find their solution because now they all know how to face the problem and choose the right way of our life.

       We also need to listen to our inner voice and face the problem and then get a solution to the problem.

#Globalization and 'one night @ the call center

~What is Globalization?

"Globalization is a process of interaction and integration among the people, companies, and governments of different nations, a process driven by international trade and investment and aided by information technology."

#The title it is deep symbol of Globalization:-

Chetan Bhagat is such a potential novelist who considers it his responsibility to appeal the young generation in India by writing a novel based on the call center, which is a gift of globalization. Although call center is considered as a boon for India which is facing the problem of unemployment.

~ Highlights the influence of call center, which is a child of globalization, on the personal, social,more, intellectual and cultural relations of the call center employes.

# Globalization in " one night @ The call center"

• Cultural Homogenisation of workers in call center

• Exploitation of employees

• English language issues

• Growing awareness to the technology

• Men and women are equal consumerism

• Rising anxieties, fears and stress

# Effect of globalization

One of the bright sides of globalization is that Indian youth are getting good job opportunities  in companies like Microsoft cannot think about their business without taking into consideration the Indian software engineers.  Today women are not emancipated to show their potentiality. They have various paths open for their career.

~ Think about the number individuals who sacrifice their creativity and skills and join call center.

~ Chatan Bhagat is not against the call centers. He realizes that these call centers. He realizes that these call centers are heaven for underperformers or for those who need money for their education.

~ working during day and night.

~Use and through culture

# Conclusion

Globalization spread everywhere.we never escape from impact of Globalization. Even in literature there is effect of globalization,specially in modern and new literature.

Journalism# Feature writing# Lead writing

 Hello Readers,

Welcome to my blog !

This task given by Vaidehi ma'am Hariyani professor of department of English MKB university. This task related to On feature writing or Lead writing.

Let's see,

#Feature Writing

A feature is a longer piece of writing than a news story. Features come in many different types and are widely used in magazines, newspapers and online. A feature will often cover an issue in greater depth than a news story would do; or it might look at an ongoing story from a different angle.

Jerry M. Noveno

Instructions specialist  Philippines science high -Bicol Region campus Goa, camarines sur.

# Lead Writing

Used when the reason is more prominent or unique than what had happens.

Example: Because of poverty, around a hundred students dropped out from school last year. This was learned from PNU president Bolo L.

 #  Feature Writing & Lead writing:-

The best rule in feature writing is to observe no rules, aside from those of basic journalistic style and structure. The best lead for the feature story is a natural extension of the story- nothing forced or contrived without without consideration to the tone or subject of the story. More bluntly stated, the best lead is the lead that is relevant, grabs the reader's attention and fits the mood of the story.

The following are novelty leads. They should be used with caution and never forced to fit a story. When a novelty lead serves the purpose of grabbing the reader and holding his attention while establishing the tone of the story, it should be used without reservation.

Literary Allusion: Relates a person or event to some character or event in literature.

To have been ordered into battle to

attack a group of windmills with

horse and Lance would have

Seemed to Joe Robinson no more

Strange an assignment than the

One given to him Thursday by Miss

Vera Newton.

Thanks You.. 😊

Thinking activity On The Scarlet Letter

Hello Readers!

Welcome to my blog,

This task given by professor Heenaba Zala department of English MKB university.

About Author:-

The Scarlet Letter: A Romance is a work of historical fiction by American author Nathaniel Hawthorne, published in 1850.[1] Set in Puritan Massachusetts Bay Colony during the years 1642 to 1649, the novel tells the story of Hester Prynne, who conceives a daughter through an affair and then struggles to create a new life of repentance and dignity. Containing a number of religious and historic allusions, the book explores themes of legalism, sin, and guilt.

About the Novel:-

It was a story of a woman by a man.we can see concept of woman.A social frame was used who has broken.There is a Hester named leading character.she was married yet she leaves alone because her husband goes away for few years.when she leaves alone she falls in love with ARTHUR DIMMESDALE and had a child,but dimmesdale don't accepted her in publically.so Hester has to suffers alot from society .she stands strongly against all problems.she cares her child alone.

For those unfamiliar with the story, it is set in 1640s Puritan Massachusetts. Hester Prynne is a resident of the colony. She is in a loveless marriage, and her husband may be lost at sea. She is shamed and vilified when she conceives a daughter, Pearl, through an extramarital affair. She is forced to ear a scarlet “A” on her clothing as a symbol of her sin.

Though Hester refuses to reveal the identity of Pearl’s father, the reader quickly learns that it is The Reverend Arthur Dimmesdale, a respected member of the community. Though young, Dimmesdale is considered a learned theologian. When Roger Chillingworth, Hester’s much older husband, arrives in Massachusetts, very much alive, he keeps his identity secret to everyone except Hester and plots revenge. Suspecting that Dimmesdale is Pearl’s father, he befriends the minister in an elaborate attempt at retribution. As seven years pass, Pearl grows into an extraordinary child and Hester becomes more and more a free thinker.

There is so much going on in this book in terms of history, characters, plot, themes, etc. I could devote a series of blog posts to this work. As I often do, I am going to follow one particular path that I find to be interesting.

First, I want to write a few words about how I am approaching this novel in terms of history. Though Hawthorne was very interested in seventeenth century Puritan history, a Google search shows that there is still debate over the historical and ideological accuracy of the story. Though I think that this is a topic worthy topic of exploration, I will put that aside when talking about the novel in this post.  Generally, I would rather comment upon real Puritan society based upon history books anyway. Thus, I will consider the world that is talked depicted between these pages as fictional, regardless of how closely accurate it is or not.

Ironically, Hester is the most virtuous character in the book. However, her sin is not excused. She is remorseful for it. In fact, it is eventually revealed that she tries to show regret for it decades after the fact. Yet, she is surrounded by the hypocritical, the malicious and the cowardly whose flaws eclipse hers. The hypocrisy is illustrated by the fact that the text implies that all sorts of sexual and other indiscretions are going on in Massachusetts. Witches meet in the forest. Chillingworth is vengeful and malicious. Dimmesdale, though not without virtue, behaves with cowardice and allows Hester to suffer the scorn of society while he hides his indiscretion.

Though Hester is flawed, it seems that Hawthorne is illustrating what he believes is positive and good in the world when he points out the many admirable aspects to her nature. Hester takes responsibility for her actions, thinks for herself, is a good mother, etc. These virtues, as well as the wild naturalness that seems to be inherent in Pearl, seem to be related to the transcendental belief system, which was becoming popular in America at the time that this book was written. A discussion of Hester’s positive character traits, Pearl’s nature and how this all relates to the book’s philosophy can fill many pages.

The comparison between Hester and Dimmesdale is interesting. There is obvious irony when one compares the two. To the citizens of Massachusetts, there is a contrast. In their eyes, Hester is a sinful and guilty woman exposed to public shame. Dimmesdale is the upright and moral minister. He is respected and considered a great mind and a teacher. He is Hester’s minister and presumably provides her with spiritual guidance.

Conclusion :-

In the play both are equally part of this crime. But only Hester suffers. And Dimmesdale has a fear of society that's why he does not confesses his truth. And later on he realised his mistake and confesses his truth in front of society.

Technology and Teaching

 Hello Readers !

Welcome to my blog,

This task given by Dr. Dilip Barad sir head of department of English Maharaja Krishnakumarsinhji Bhavnagar University.

1) Read blog link given in the description on the question on 'Can technology replace teacher?' - read that blog as well as FB post - and then write small write-up on 'What shall teachers do so that they are not replaceable by technology?" In the same post - also write about the last question. Submit the link of your blog here.

2) Keep points / notes ready on your reading of two infographics

3) How many and which advertisements are shown in the last video? What is the message of these ads? What is the message of the last video shown in it. What are your two 'take-aways' from this video?

" Technology is just a tool. In terms of getting the kids working together and motivating term , the teacher is the most important".

- Bill Gates

Can technology replace teachers ?

It is a much known fact that in this modern age, technology is replacing almost everything. We do not need papers and pens, as software can be used to write on, we do not need physical book because of the advent of E- books and PDFs. So, the question arises- can this modern technology replace teachers too ? Is this technology sophisticated enough to teach children the way virtual teachers do? Is the need of human teachers eliminated ? 

Everyone has a different perception. But what I believe is that the answer to the above stated arguments is a big 'No'. Technology cannot replace a teacher. Technology is merely an augmentation to a teacher. It can help the process of learning, but it certainly cannot replace the role of the teacher.

1.Teacher  can discuss and  communicate with teacher.so it can be critical. 

2. They  have to connect the  dots for easy understanding 

" Absolutely. Technology can certainly help teachers to reach out to more students & reduce physical strain & save time for both of them, but there is no way technology can  replace teachers at anytime."

Technology can make it easy to get educated by sitting at home but that education too is provided by a teacher. Even in online courses, we see that teaches are necessary to give lectures, whether in the form of videos, tutorials, Skype sessions, etc. Children still need to learn computers to operate those online sessions, which of course are taught by teachers.

It is significant that we remember, a teacher is more than just a facilitator of knowledge. A teacher also acts as a guide, a mentor and an inspiration for students, a role that cannot be replaced by technology of any kind. Taking critical skills into account like decision making, time management etc, a child needs a teacher as the technology cannot teach these human skills.

" Technology will not replace great teachers but technology in the hands of great teachers can be transformationl.

                          - George Couros

Teacher  can easily teach through the use of it. It make  learning easy and also an interesting. Specially we saw  benefit of technology during this pandemic time and lock down. How technology helps us. Because of it works were not stop and mostly things were being  continued.

1) click here (video)

Technology in this video is useful to bring any illegal incident in front of anyone.

2) click here (video)

All the farmers are asked by phone what you have to do to build a shopping mall in the farm. Not all the farmers provide this. In this way the technology can be put to good use by asking everyone in a short time.

Thank you.

Thinking activity:- Black skin white mask

Introduction of  the writer:

“Colonialism is not satisfied merely holding a people in it’s grip and emptying the natives brains of all from and content. By a kind of perverted logic it turns to the past of the oppressed people and distorts disfigures and destroys it”

-       Frantz Fanon

Frantz Omar Fanon was born in 20th July, 1925 at Martinique (French colonial empire). He was Afro – Caribbean psychiatrist, philosopher, revolutionary and  the French writer whose works are influential in the field of post – colonial studies and Marxism. Fanon is best known for the classic on decolonization. Although Fanon wrote Black Skin, White Mask while still in France, most of his work was written in North Africa.

HIS CONTRIBUTION IN LITERATURE AND CRITICISM ARE,-

1)    Black skin white mask - 1952

2)    A dying colonialism - 1959

3)    Wretched of the earth - 1961

4)    Towards the African revolution – 1964

INTRODUCTION OF “BLACK SKIN WHITE MASK”:-

The story “Black skin white mask” is from is from Frantz Fanon’s “Black skin white mask” Fanon analysis how the black person feel in a white world they lose the originality of their native culture and embrace imperial culture. Marechera’s story is about the controversy between two students who are caught between local and imperial cultures.

ABOUT THE BOOK BLACK SKIN WHITE MASK:

“Black Skin White Mask” is a book about the mindset of psychology of racism. The book is his doctoral thesis, Fanon wrote to get his degree in psychiatry. This book is worth reading since Fanon’s understanding of White French racism in early 1950 and it can also helps to understand White American racism in the 2010s.

Black skin white mask is a study of the psychology of racism and dehumanization inherent to colonial domination. Fanon describes that Black people experience in the white world. Fanon talks about, self – perception of the Black subject who was has lost his native cultural origin, and embraced the culture of the mother country. He also talks about the inferiority complex in the mind of the Black subject.

The book looks at what goes through the minds of blacks and whites under the condition of white rule and the strange effects of that in black people. The black man trapped in his blackness, the white man in his whiteness, both trapped into their mutual and aggressive narcissism. 

“There are too many idiots in this world. And having said it, I have the burden of proving it”

 -   Fanon, Black skin, White masks.

1 “The Black man and Language”

This chapter deals with the language of white people. The Language of White people is in centre, and Language of Black people is in periphery. Black people have to learn the language of White people.

Language construct the idea of Civilized or uncivilized. If you do not learn the white man’s language perfectly, you are unintelligent. Yet if you do learn it perfectly, you have washed your brain in their universe of racist ideas. That if a black person does not learn the white man’s language perfectly, he is unintelligent. Yet if he does tern it perfectly, he has washed his brain in the world of racial Ideology.  It shows that language of White people is in power position and Language of Black people has lesser importance

Thus, the language of White people in centre and the Black people don’t learn it they do not get enough values in society of that time. So, Black people have to learn the language of White people.

2. ‘The Woman of color and The ‘Whiteman’.

The idea of blackness, the mind set of people is like this “I loved him because he had blue eyes, blond hair, and a light skin”.  The Mulato, Mulato is a kind of a race which is not black and white. 

I want to be recognize not as black, but as white

The effect of white people also touched to the society. Black Woman also wished the White Skin which White woman has.  How desire of “WHITENESS’ is more in the Black woman. Because of that many ‘FAIRNESS CREAM’ and their industries grow faster and faster.  

 3. The Man of Color and the White Woman

The author in this chapter talks about the condition of Block men. He says that these men want to be white too. That people of color have a deep desire for white rule, that those who oppose it to do not have a secure sense of self that they have a chip on their shoulder.

White people have rules over Black people and they have shaped that idea that whiteness is symbol of Goodness.

‘Out of the blackest part of my soul, across the zebra striping of my mind, surges this desire to be suddenly white.’

4. The So-called Dependency Complex of the colonized peoples:

In this chapter writer argues against Fanon’s view that people of color have a deep desire for white rule, that those who oppose it to do not have a secure sense of self that they have a chip on their shoulder. From this chapter I came to understand that the stereotypes of Happy Darkies, Uppity Negroes and White Saviors all come from the need of white people to feel that their power in society is good and not racist.

5. The fact of Blackness

( Fanon: The Lived Experience of the Black Man )

In this chapter Fanon argues about his own fact of Blackness and his struggle he endured such the psychologically alientaly effects of colonialism and racism. Fanon was a Martinican psychiatrist but in the White society, “He is seen not as Dr. Fanon but as Black man”. In this racist society, Fanon argues, Black people “experience being through others”.

  “Dirty nigger!” Or simply, “Look, a Negro!”

6. The Negro and Psychopathology

 In this chapter writer ask question to reader that, Why should people fear black? Question asked here. Part it has to do with white men’s repressed homosexuality and their strange hang-ups about black men’s penises. More generally, black men are viewed as a body, which makes them seem like mindless, violent sexual, animal beings. Add to that all the bad meanings that the word “black” had even before Europeans set foot in black Africa.

7. The Negro and Recognition

Section-A “The Negro and Adler”

In this section fanon applies Adler’s personality theory to the ‘Antillean Negro’, How Antillean Negro act towards each other. Fanon says, that “The question is always whether he is less intelligent than I, blacker than I, less respectable than I”. The “question of value” that plagues the neurotic Antillean Negro is historically constructed and has arisen out of colonialism.

In this chapter Fanon also talks about the role colonial education. “It is because the Negro belongs to an “inferior” race that he seeks to be like the superior race”. The pattern of the white man.

Section –B “The Negro and the Hegel”

`        In the second section Fanon applies Hegel’s Master- Slave dialectic. The ‘Hegelian dialectic’ offers, Fanon argues, an explanation of what distinguishes “human reality” from “natural reality”.

“Man is human only to the extent to which he tries to impose his existence on another man in order to be recognized by him”

8. Way of conclusion

This final chapter discuses the escaping the prison of one’s past and one’s race.“The negro is not: Any more than the White Man”. In Fanon’s words, his writing “Exposes an utterly naked declivity where an authentic upheaval can be born”

Conclusion :-

Thus, black skin and white Mask is remain Important work to give voice to the problems of racial discrimination to black people. It attacks the notion white superiority. Black people   have desire to became white. Because being white is means superior. So they have desire to became white. And even Mulatto, mixed race people finds problem in matching with either white or black people. They feel superior among black and inferior among white people. So it gives voice to such issues of society.

Works Cited:

http://abagond.wordpress.com/2011/08/16/frantz-fanon-black-skin-white-masks/  

3.  http://weblog.liberatormagazine.com/2009/11/finger-on-page-frantz-fanons-black-skin.html#.VDv-D_nKtaA

Thinking Activity: A Tempest: Aime Cesaire

Hello Readers !

Welcome to my blog,

This article contends that Aimé Césaire’s Une tempête (an anti-colonialist adaptation of The Tempest), epitomizes translation as interpretation and creative revision. With a striking fidelity to Shakespeare’s play, Césaire engages with the racial and class conflicts intrinsic to The Tempest and gives voice to the occluded colonized and oppressed. Une tempête stands out as a translation through time (the era of black civil rights and African liberation movements), and space (creatively refashioning Shakespearean references into a francophone Caribbean location).

The Tempest is considered as his last writing. And also we come to know that the play was quite different from what normally Shakespearean play is.  Atlast in the play we can find the character of a prospero who forgives his brother and also a very significant scene when he was breaking his magic stick. Through that is the different types of play by Shakespeare. We can see the tempest as the play of reconciliation.  It was also a very disturbing play in postcoloniality.

The Journal for Early Modern Cultural Studies is the official publication of the Group for Early Modern Cultural Studies and regularly publishes articles and reviews on the cultural history of the early modern period, broadly defined. It provides a venue for exchange between scholars in such traditionally diverse fields as sociology and anthropology; history, economics, and political science; philology and literary criticism; art history and iconology; and African, American, European, and Asian studies. By extending its boundaries in the direction of cultural theory, gender studies, colonial and postcolonial studies, and postmodernism, JEMCS challenges the boundaries that separate such traditional scholarly disciplines while also bringing those disciplines into contact with each other.

This meeting however is meant to reconcile their differences and bring his plan to a close. Alonso restores Prospero's dukedom during their meeting and in turn learns of his son's survival and betrothal to Miranda. He more or less calls out Antonio for the traitor that he is but forgives him nonetheless. The play itself ends with Prospero appealing to the audience to release him from the island through applause. Aime Cesaire's A Tempest is a politicized take on Shakespeare's play created during the late sixties, a time of great social change. It is really a "post-colonial response to The Tempest" and as such deals much more with the story from the point of view of Caliban and Ariel. In this version Caliban is a black slave and the spirit Ariel is represented as a mulatto slave. This version more or less follows the same story however there are other differences from the play which influenced it. The dialogue on Caliban's part is much harsher and more frequent. In saying "I'll impale you! And on a stake that you've sharpened yourself! You'll have impaled yourself!” Caliban's aggression and hate towards Prospero is a bit more evident. There are clear lines drawn between characters based on race and even the formerly neutral Gonzalo is condescending towards what he views as a rebellious Caliban obviously in need of Christianity. Caliban's race and subsequent treatment as a result of is quite obvious and the same with Ariel in his role as the willing servant. Better treated but still a captive, Cesaire's decision to make him a mulatto slave was probably an obvious one as they are traditionally viewed as better treated.

That’s make our idea clear of colonization and with the concept of superiority. However, this play is substance of discussion. And Aime Cesaire give impact on the play and as flourishing the play he explaining with expanding his idea or realism too. After all by looking all the perspective and give nutshell views my attempt of this paper is justified.

Works Cited :-

Cesaire, Aime. A Tempest. Trans. Richard Miller. une Ternpêteby Editions du seuil, paris, France, n.d.

"Books and Writers." kirjasto. <http://www.kirjasto.sci.fi/cesaire.htm>.