Assignment 10 The American Literature

 Name :- Dharaiya Sanjay A. 

Roll no :- 25 

Enrolment no :- 2069108420200009 

Semester- M. A. Semester - 3 

Paper no :- 10 

Topic :- Themes of The Old man and the Sea

Year :- 2020- 2021 

Words:- 1528 

Email :- dharaiy9@gmail.com 

Submitted to :- S. B. Gardi Department of English. Maharaja krishnakumarsinhji Bhavnagar Uni.

Topic : Themes of The Old man and the Sea 

Introduction:-

The Old Man and the Sea is a novel written by Ernest Hemingway in Cuba in 1951 and published in 1952. It was the last major work of literature to be produced by Hemingway and published in his lifetime. It is one of his most famous works and has its centers on Santiago, an elderly fisherman.  He struggles against Marlin far out to sea. The Old Man and the Sea were awarded the Pulitzer Prize for Literature in 1953 and were cited by the Nobel Committee in 1954 for their contribution to the Nobel Prize in Literature.

Themes :-

Hemingway’s lifelong interest and expertise in athletic activities and physical adventures such as fishing, bullfighting and hunting in the deep sea give further information to his literary work. The idea of ​​their skills includes strength, physical prowess and perseverance. Many of its heroes combine these qualities, strive towards them or suffer from their loss. Old Man and Seat Se Kals themes that occupied Hemingway for his entire life.

Perseverance :-

The Old Man and sea explain the theme of being different in different ways and at different levels. First, even if the old man does not catch the fish in 84 days, he will not mourn his fate or be angry with his opponents. Instead, denying the length of his bad luck, the old man keeps going to the fish, trying harder to catch more fish than anyone else in the open sea. Second, like the old man, Marlon also does not surrender and does not go into the stomach, but uses his size and power to pull the old man's bar further into the sea, thus making him a formidable opponent. Third, beating largely by Morlin’s size and strength, Santiago defeated the mighty fish, as it is willing to endure fatigue, hunger, thirst and pain. The same willpower enables the old man to wait for the strength of his opponent, the same will to be able to play a flawless game to the hero of the old man, despite the same painful injuries. Eventually, when the shark attacks and feeds the marlin until nothing is left, the old man, despite losing his weapon with each encounter, has nothing but a fist to cut or stop them.

Pain and Suffering :-

The theme of pain and suffering is intricately linked to perseverance and appears in many ways. Pain is the price a fisherman must pay for a plentiful catch. The old man's hands are stained with stains, speaking of a lifelong history of struggle with opponents at sea. Throughout the story, it becomes clear that while these marks are indeed a sign of age, hardship and suffering, they are also a sign of strength, determination and victory. No pain, no gain: In the context of this story, the phrase implies that any proper catch comes with bodily bodily bodily injuries cutting off a fisherman's arm, hand, face, and back while holding the fish.  Try. To be a fisherman is to suffer.

  However, the theme of pain and suffering goes deeper. The ability to endure pain and suffering sets humans apart from other creatures. Despite being a strong opponent, Marlin eventually gives in and allows himself to be pulled inside while the old man continues to suffer from physical fatigue, three painful bruises, stretched arms and hunger after eating raw fish. Moreover, its ability to endure pain and suffering sets Santiago apart from other fishermen. In the same way that Jim Dimigiver suffers painful injuries to pull an unparalleled hit, Santiago rejects obstacles that smaller, stronger and potentially more successful fishermen do not try. None of the fish that Santiago is as big, strong, and magnificent has yet arrived. The old man’s ability to endure pain and suffering establishes him as a hero who rises above others.

Circle of Life :-

Life and death are the leading themes in The Old Man and the Sea. The old man muses that the sea, which is nature’s own symbol, is at once beautiful and cruel because it gives life and takes it away. Sea turtles swallow jellyfish, fight fights, sharks eat merlin and males catch fish.  Each animal has its place in the food chain that continues the circle of life. The death of one animal provides life for another. The apparent opposing forces of life and death are in fact the perfect balance.

  However, there is another aspect to this theme. Even though Santiago appreciates the circle of life and recognizes his own place within it, he will fight hard to rise above it and survive. He risks his life to live longer than anyone who catches a fish big enough to provide meat to eat out and sell. He defended his grip against the shark, to satisfy the excessive bleeding that killed the deadly creatures. Fishing is Santiago’s livelihood;  That's all he can do to make a living. While nature keeps the opposing forces in perfect balance, life and death are the poles that mark individual life. Hemingway shows that the human being who distinguishes himself from other living beings has a constant desire to be a person. The old man, who lives alone in his hut, explains the human condition: the struggle against death that every man must fight on his own.

Physical Strength and Skill :-

As his weather-beaten body shows, Santiago is not as strong as he used to be. However, in his epic struggle with Merlin, the old man completes that loss of vitality and strength with the best knowledge and skills. He knows how to read nature, he knows how to operate the line to predict the movement of a fish, and he knows how to interpret these movements. That’s not all - he also knows himself and his limitations. He knows how to move himself forward and how to cope with the terrible effects of a long struggle on his physical strength. He knows exactly when to eat and when to rest, and he uses his skills to overcome his limitations. When he loses one weapon after another while fighting a shark, the old man uses the resources at his disposal to create temporary weapons that keep him alive. However, throughout the story, it has become clear that despite the old man's physical strength, skills and willingness to take risks, he lacks luck and therefore cannot achieve material success.

Pride, Honor, and Respect :-

Although the old man is polite and seems to care a little about the opinions of other fishermen, he is proud of his skills and seeks recognition for them. After all, he wants Manolin to be with him, not only to help him fish and overcome loneliness, but also to show what kind of man the boy is and to witness the biggest catch of his life. The catch is so great because the size, strength and perseverance of the fish - Marlin pulls the rock for many days - makes him a worthy opponent to the old man's respect.  Defeating him in conflict demands respect from others in return for everything the old man takes. It does not matter if it does not fulfill the original purpose of returning with the meat to catch, eat and sell the fish. The admiration of the villagers for the magnificent skeleton attached to the crowd of the old man shows that honest defeat brings honor. It is a struggle that counts, one has all the strength to prepare, no matter what the outcome.

The Honour in Struggle  Defeat and Death:-

From the very first paragraph, Santiago is classified as a fighter against defeat. He has earned the honor in eighty-four days without catching a fish - he will soon pass his own record of thirty-eight days. Almost reminiscent of Santiago's struggle, his journey to revelation feels like a "flag of permanent defeat." But the old man refuses to give up at every turn: he decides to get out of the other fishermen where the biggest fish is promised. He set an eighty-seven day record after a three-day brutal fight, and that shark continued to stabilize its prey, even though it knew the battle was futile.

The man and The Natural world:-

The old man is unique in his relationship and understanding with the natural world. She is a woman who knows about the sea, knows birds as friends, sharks as personal enemies. He investigates the relationship between turtles and jellyfish, fish and birds. Animals and the natural world become lenses through the way we examine the old man: they become illustrations and analogies to gain an understanding of his character. The old man justifies his actions and the actions of others and interprets the things they are “born to do” We see a sense of inevitability in these thoughts.

• Conclusion:-
 
Old Man and the Sea is the most famous novel by Ernest Hemingway, considered himself one of the greatest American writers. His other works include For Whom Bell the Old Man and Sean, perhaps Ernest Hemingway's most famous novel, considering himself one of the greatest American writers. His other works include For Whom Bell Tiles and A Farewell to Arms.

Assignment 11 The post colonial literature

 

Name :- Dharaiya Sanjay A.

Roll no :- 25

Enrolment no :- 2069108420200009

Semester :- M. A. Semester - 3

Paper no :- 11 The Post -Colonial literature

Topic :- Note on "The Black skins and white masks."

Year :- 2020- 2021

Words:- 1224

Email :- dharaiy9@gmail.com

Submitted to :- S. B. Gardi Department of English. Maharaja krishnakumarsinhji Bhavnagar University

Note on "The Black skins and white masks."

Introduction:-

Frantz Fanon was born in Martinique in 1925 and received a traditional colonial education. When he went to France to fight for resistance and training as a psychiatrist, his assimilationist illusion was overwhelmed by the gaze of metropolitan racism. His first book, Black Skin White Mask (1952), was based on his experiences with racism, Fanon, in this book, defines colonial relations as the mental non-recognition of the subjectivity of immigrants. His next work is The Richard of the Earth. Stuart Hall describes the book as the "Bible of the decolonization movement." Fanon died in 1961, just as Algeria was gaining its independence. But his final texts challenge whites to free themselves from all forms of mental domination. "Black Skin White Mask" is a book about the mentality or psychology of racism. The book looks at what goes on in the minds of black and white people under the conditions of white rule and its strange influences on black people. The book is his doctoral thesis, written by Fanon to get a degree in psychiatry. The book is worth reading because of Fanon's understanding of white French racism in the early 1950s and may also help to understand white American racism in the 2010s.

The black man and Language:-

It is most important to think of that language first. The black man has two dimensions. One blackens his partner and the other with whites. A black man behaves differently with a white man than he does with another black man, he is also important for reality, but he is not only white for a man, but also white. This objective fact is the reality of the state. It is not for the situation and the work done is understandable. And impotent for the success achieved and it is impotent for any language. But below more black French language and white also he gets the color one gets to be a true human being. Why always black man justifies his attitude in relation to language. Language becomes God so why only black man had to be a victim of life. In all plays it is the same kind of capital so the problem is the same. Plane trees and many other things that are gorgeous that have nothing to do?

The black man entering France reads the legend of Martini, who swallows what works on him and enters into an open conflict with him. There is a psychological phenomenon that involves believing that the world will open up when borders are broken. They meet and talk. And newcomers are quickly given the floor as they wait for it. Wearing European clothes it is often original. French floor woman and a “The Power of Language” And even if Monsieur Breton was telling the truth, I don't see where the contradiction is. I don’t see why there should be any emphasis because all the time is MartiniCanaga after Krisier. French will represent the refuge of the language as the second language they have learned. Black will respond We should respect that a white man like Breton writes such things about us.


The Woman Color and The White Man:-

Man is a movement of love that is a gift of the self, the final stage which is commonly called the moral approach. Every consciousness seems to be able to show evidence of these two elements simultaneously or alternately. Analysts and epistemologists have a hard time understanding the extraordinary phenomenon of this order and man has true love, real love. This chapter is devoted to the relationship between a woman of color and a European man. We will try to determine the extent to which authentic love will be impossible until this feeling of inferiority or this Adler is aroused.

  "I would have liked to marry a white man. Simply, colored in the eyes of every right to be related. Apart from this in a sense it is brought into the corner. Expect this to exist.  Mayotte, a woman named Capelin, whose inspiration followed, the reasons for which are hard to understand, sat down and wrote 202 pages on her life, the most ridiculous of which. Mayotte loves the white man unconditionally. He is fat. He asks for nothing, considering nothing but a little whiteness in his life. And then she asks herself if she is generous or ugly. Those writers "Everyone knows she has blue eyes, blond hair, pale complexion and I love her." And the black man has fear and blue eyes.

The Man of colour and the White Woman :

White woman like white man. She says she likes white man saying she loves him like a white man because he was a white man. Her love opens the famous path that leads to perfect fulfillment. White culture and merit become mine. Thirty years ago a dark-skinned black man in full coats with a live blonde aimed at a live blonde

  "We will try to understand the case of the black man" will study the attitude of the black man in depth. This is the thread of the matter. "He doesn't understand his gender." And “Negroes from their colonies also do not hold the key to the black man who shaped their image. Unable to unify the uninitiated without anyone noticing he begins to communicate with the dead or at least is absent. "Nigra, we want to be like a lot of white boys."  The Negroes adopted Mather Ther Land and they too are ashamed of a white man and in this way we come to grips and adopt the language and whiteness, which is not the birth contained on it, it does not seem that the over-mindedness determined by society goes away and  They think that one becomes good and superior to society.

  She needs a white man after she cools a brother they don't become black men. Listen to Jean's tendency to recover from a lack of confidence in the past and an impossibility to explain himself which can describe a small hothouse kind of frustration. At the end of the chapter see how a woman looks at a man not only in color, but also in other quilts. Black men are no different than black and white.

A key element in the postcolonial agenda is to disassemble Eurocentric standards of literary and artistic values ​​and expand literary theory to include colonial and subsequent authors. And at the moment we are analyzing Fenon's book 'Black Skin, White Mask'. The book is divided into several chapters. Each chapter has its own significance. They deal with the mental aspect. It includes the status of black people and their mentality.
Franz Fanon was influenced by many thinkers and traditions, including Jean-Paul Paul Sarre, Lacan, Negritude and Marxism.  He was influenced by Aim Caesar, the leader of the Neglected Movement, an admired teacher and mentor on the island of Martinique. Fanon referred to Caesar's writing as his own composition.


Conclusion

In black skin white masks the phenons display in one color and they give power to their skin but it is just a mask but sets the mind that white man is a culture and they greet others and an essay on "Black Skin White Mask." I summarize my topics with the question, why do people think that white people are fair and good and black people are bad?

Assignment :- 12 English Language Teaching - 1

Second Language teacher education by Donald Freeman :

Name :- Dharaiya Sanjay A.

Roll no :- 25

Enrolment no :- 2069108420200009

Semester :- M. A. Semester - 3

Paper no :- 12 ( English Language Teaching - 1)

Topic :- Second Language Teacher Education by Donald Freeman

Year :- 2020- 2021

Words:- 1739

Email :- dharaiy9@gmail.com

Submitted to :- S. B. Gardi Department of English. Maharaja krishnakumarsinhji Bhavnagar University.

Introduction of “Donald freeman:

Donald Freeman is the director of teacher education and an associate professor of education at the University of Michigan School of Education. He is also a Senior Faculty Fellow at Graduate School, Brattleborough, Everment for International Training. Research His research interest in his subject "Second Language Teacher Education" focuses on teaching Donald free man and can easily understand the teaching method. Donald Donald's references to organizational and systemic reform and its impact on student education. Modern He serves on the editorial board of the Modern Language Journal and previously served on the board of education researcher and Tesol Journal. He is a former president of Tesol and a member of the University of Cambridge ESOL Advisory Committee.

Introduction of Second Language Teacher Education :

English language skills are important for any country that wants to be an active participant in the global economy and has access to information or knowledge related to social and economic development.

Field In terms commonly used in the field, these formal formal activities are usually teacher training, while the teacher is primarily known as teacher development, on a voluntary individual basis.
His is the central English teaching and English language teacher of his enterprise.

The shift in Termin terminology is due to L2 teacher education, at least for the last 30 years.

The field of teacher education is relatively one of the least researched in the teaching of both second and foreign languages.

Teaching Language education makes little comparison with the literature on issues such as the methods and techniques of literature on teacher teaching.

Worked further with the Professional Professional Meeting to establish a major interest in teacher education in the field and to clarify the central issue.

Introduction to teacher education materials and processes Presents a large set of current problems of teacher education.

Second Language Teacher Education by Donald Freeman :

Second language teacher education describes the area of ​​professional activity through which individuals learn to teach L2. In terms commonly used in the field, these activities are commonly referred to as teacher training, while those conducted by experienced teachers are primarily voluntary, on an individual basis, known as teacher development. I will return to this point of naming later At this stage, however, the reader should understand that the term teacher education refers to the sum of experiences and activities by which individuals learn to become language teachers. Those who teach whether new or experienced in business, in the East or in service are known as teacher-learners.

The shift in terminology, at least for the last 30 years, is due to L2 teacher education. The four-word concept is thought to be an awkward combination of subject matter and professional process. In this hybrid, the person of the teacher and the teaching-learning processes have often been overshadowed. As the relative emphasis is placed, the focus between these four words shifts from the ‘teacher’ person, the subject, from the ‘second language’, to the learning process or ‘teaching’, thus, capturing the evolution of L2 teacher education in the field.  Imagine. Until the late 1980s, the emphasis was on L2 teacher education. The primary focus was on the contribution of various academic disciplines - e.g. Linguistics, psychology and literature which made a person an 'L2 teacher.

Along with professional meetings, the teacher in the field served to establish a core interest in education and to clarify central issues. Thus, this line, L2 teacher education, and to examine teacher education in its own way in L2, emphasized the processes of teacher education. The teacher presents a large set of issues defining the content and processes of teaching. How people teach and the multiple influences of past experiences of teacher-learners, the school context they must enter and the career path they will follow (e.g. Freeman and Richards 1996), among others, an equally complex set of research and implementation  Anxiety. Combining these two is the third critical area of ​​work to achieve a fully effective teacher education intervention.

The irony is that L2 teacher education itself has very little concern about how people actually learn to teach. Rather, the focus has traditionally been on the subject matter what teachers should know and to a lesser degree on pedagogy how they should teach it. The notion that there is a learning process that undergarments, if not pointed out, is that teacher education is very recent. There are many reasons for this gap between teacher education and teacher education. Some research has to do with patterns and methods that are used to build value and our current knowledge-producing knowledge. In the case of teacher education, these examples raise questions about how education is defined and studied in education and how teacher education relates to the study of education.Other reasons are linked to history. In the case of L2 teacher education, these reasons have raised the issue of how the so-called 'parent' laboratory's linguistics - cognitive and experimental psychology - and first language editing have defined what language teachers need. Need to know and be able to do what should be. Still other reasons are associated with efforts to legalize education through professionalization and research-driven establishment, such as to improve study performance, as opposed to the knowledge gained from the study.

  There are many problems with this knowledge-dissemination views Primarily, it is based on the transfer of knowledge and skills from the teacher education program to the classroom to improve learning. Thus, this view, or discount, observes that teacher learning occurs from the beginning of the job-business in teaching practices.  Further, it does not take into account what the teaching teachers know about education and how they learn more than service-receiving, during their service career through professional teacher education.

Tensions between researchers and practitioners, who could be called 'colonialists', fueled a shift in research patterns and agendas in education. New directions of research began to emerge in the mid-1970s, with teachers seeking to describe the cognitive processes used in teaching. Thoughts, judgments, and decisions with different labels, these processes were examined to see how they shaped teachers' behaviors, interactions, and curricula In this interpretive or hermeneutical research paradigm, teachers were supposed to conduct their work thoughtfully, rationally, drawing relevant information about their students, curricula, school cultures, policies, which were filtered by their own beliefs, judgments, and values. Strongly with this change, however, teachers themselves were at least included in these research and documentation processes. In fact, research focuses on finding imaginative patterns of teacher thinking that can be used to educate new teachers to understand, analyze, and change the way classroom programs are used by effective teachers.

Background research plays an important role. Through research we find that students have different opinions. When we get different opinions at that time, we find out how people believe in different ideas, and through this research we get a little idea. We know about their knowledge, their point of view, their ability. And we communicate with them. That’s why they also clarify about research. We resolve their doubts only through communication and interaction. So congratulations become an important tool for teacher congratulations. And there are some controversies through this conversation, through these controversies we find that there are advantages and some negatives. So research becomes more useful. In teaching, method becomes more important. Because students learned a lot through this method. And that's why it's important. And as a teacher it becomes necessary, whether the student understands or not, the students ’point of view is important, creating a slightly healthier environment. This responsibility on the teacher. And students also get the courage to speak up, and it becomes active, and they participate, get involved and they also give suggestions. Their participation and their involvement is an essential and most important part. It also depends on the teacher, how they treat the students, their behavior becomes important. The environment plays an important role in the learning process. Some new techniques are created and applied and then the environment motivates students to do something. Through the teaching process, the learning process also takes place. And the teacher gets more innovative ideas. And through practice we learn. So practice also becomes important. And more practice gives more benefits and later it becomes perfect. Through new technologies, it brings a new change, it becomes completely new and strong for the students that is why they are the stars of interest.

Acknowledging the existence of prior knowledge in teacher education has led to a direct serious reconsideration of the role of institutional context in teaching. Clearly teacher-learner ideas about teaching from their experiences as students in the context of schools;  Similarly, their new methods as teachers are also shaped by this institutional environment. The question is, what is the role of schools in teaching? In general, little attention has been paid to how socio-cultural powers and values ​​in this institutional environment can shape, hinder, promote, or discourage new teachers.  Pre-service teacher education The school is considered as a place where teacher-learners go to teach in practice or internships and eventually work. Classrooms, students and schools are seen as settings in which the teacher-learners can implement what they are learning or the teacher has learned in formal teacher teaching. This tension - the time between specific needs and broad professional development, between the school and the teacher education institution, and between the teacher-learners and the knowledge of what they believe and what they should know will always be at the center of the provision of teacher education. However, the more teacher educators can account for time, space and prior knowledge in the design of their programs, the more successful these programs are likely to be.


Conclusion

One of the assumptions of teacher education is that access to programs and activities is the key to success.  From this point of view, teaching is seen as a by-product of competent teacher-learners and teacher educators, and well-designed design and materials.  Thus, in the broadest sense, teacher education is largely based on a training strategy to teach people how to do the work of teaching.