Vocabulary drill presentation

Vocabulary drill and presentation from KAVITABA P. GOHIL

Movie Review and thinking activity on Movie- 'Matilda'

Thinking activity based on ELT task.

Movie Review: MATILDA [1996]

On 6/7/2018 there was an academic movie screening of “MATILDA” In our department. Story was written by Roald Dahl and directed by Danny Davito. Roald is known as unpleasant person; who may explain why he wrote stories like that which nursed the grudges of childhood and he distrusted adults. He’s writing out of strong emotions and not just to be cute.

“MATILDA” is a blackly comic, delightfully of-the-wall picture that both the kids and adults will lap up. Name of the movie is based on the protagonist character Matilda; very intelligent girl with incredible talent and a bright mind, born and raised in the most disgusting family ever a child could get. Her parents neglected her when they are not insulting her. In the family of no-hopers a bright star of heaven born; for them having Matilda in house was somewhat unplanned. Her father was car salesman; who sell overprized cars with stolen parts, he has nothing like moral values.

Matilda with her father and brother.

Matilda left at home alone all day, so now she started acquiring from circumstances. To get rid of suppuration; she taught herself to read books. When her flirtatious, white trash mom and stupid father left her; she walked to library and started devouring one book after another. At the age of 6 she read that many books which a normal adult can’t able to read throughout the life; she has read not only "Heidi" and "Ivanhoe," but also "For Whom the Bell Tolls" and Moby "Dick". 

Matilda has read almost children library and now she wanted to join school, when she asked her father for school he denies her by telling that you are only 4,how they are irresponsible towards her that they even don’t know Matilda’s real age. When she said that she is really six years old at that time her father said:

Matilda's father worn her that if she tries to be smarter than him, she will be punish. 

A little little child was terrified; she cannot understand what is bad in being smart.

Once she asked her parents to buy a book for her but she was totally ignored. Her father advised to watch TV, instead of reading book.

So, this way ability of bright star was totally rejected. As movie progressed and when her father met one sadistic lady,  the redoubtable Trunchbull he announces that he has at last found the right school for Matilda. Trunchbull, played by Pam Ferris with great zest and well-hidden but genuine humor, is not a nice person. “Sit down, you squirming worm of vomit!” she says to the hapless Matilda at one point, and later calls her “You villainous sack of dog slime!” 

When a cute little blond girl dares to wearer hair in pigtails, Trunchbull seizes the child by the pigtails, swings her around and hurls her through the air like a hammer in the Olympics and of course the movie does not neglect to show the girl narrowly miss a spike fence before landing safely in a flower bed.

Children are punished by solitary confinement in a steamy closet with nails sticking through the walls. But redemption comes in the person of a saintly teacher, Miss Honey, who is amazed when little Matilda does difficult math problems in her head, and eventually becomes her guardian and best friend.She encourage children and save them most of the time from Trunchbull’s  atrocity. Miss Honey find herself inside Matilda and thus she connected herself more and more with her. 

Matilda discovering latent telekinetic powers and whipping up culinary masterpieces in the kitchen even though she has to stand on a chair to reach the work surfaces.So after that she helped Miss Honey also to get her doll as well as her home from Trunchbull and at the vary end of the movie Matilda's father was kept by coaps and thus they decided to left the city, Matilda was adopted by Miss Honey and then they live happy life together.

So, it was story of Matilda which I found, mostly based on one's will power and unity. How the books can change our lives that we have seen, thus now let me tell you about my favourite book and it's impect on me.

My favourite book:


I never read a book like that one, which change my entire attitude towards life.It was the first book which I have read in English Language, before that I have never read any book in English. The very first attractive thing in this book was its cover page.

Second most attractive thing was name itself and I was curious to read this one as soon as possible."THE SECRET" was the book which changed me totally, I was very much impressed by the thoughts and ideas given by author, this book mainly concerns on "Will Power", it speaks about 'Positive thinking' and many more.I was not that much self respected person,which I'm today is. This way I can connect 'The secret' with my life.

BLOOD DONATION CAMP @ DEPT. OF ENGLISH BHAVNAGAR.

➽BLOOD DONATION CAMP

“Do You Feel You Don’t Have Much To Offer? You Have The Most Precious Resource Of All: The Ability To Save A Life By Donating Blood! Help Share This Invaluable Gift with Someone in Need.”

➤what is the need of blood donation?

Click here 

13/07/2018
♯ Department of English MKBU, has organized one 'BLOODDONATIONCAMP' on 13/7/2018.Venue was Department of English; located in Sardar campus, Bhavnagar university. Total 21 lifesavers has donated their blood,some of them are doing it first time.Such a courageous work has been done by all donaters.

There are various committees developed inside department; one of them is 'DAILY SHEDULE COMMITTEE' ; which gave idea of blood donation camp. Camp was run under the guidence of DR.DILIP BARAD [HOD]; at Department of English.We decided to donate our blood at Sir T Hospital Bhavanagar, because there is charity kind of work running by this hospital and poor people are getting more benifits out of it.

Board work of blood donation camp 

There were more than 36 people willingly wants to donate their blood but because of the lack of haemoglobin more than 15 were rejected incuding me. I was one of them those who are very much exited for their first blood Donation but unfortunately I was rejected, this incident gave me a big lesson of life, it makes me conscious about my health. Most surprising thing was that all are Girls among that 15. Here is red alert for girls because in future they are going to be someone's mother so it is not a good sign for Healthy society and most concerning thing is the person's health, because health is the real wealth. I think government must have to do something in this matter. 

⋕SESSION BEGINS

On 13/7/18 nearby 11:30 mobile van of Sir T. Hospital arrived at department with their team then we warmly welcome them and the session begins.

• Process of blood donation

Team of pathologists gave some basic information about blood donation; which already we have given earlier to our students during our DS. In the very first step they check donator's weight ;those who are under 50 are not allowed to give their blood, then they fill up the form about donator's besic info., after that they check Haemoglobine of donors and then they gave some food and energy drinks to donators because without taking proper food donator cannot be able to give blood. Nearby 12pm a team of pathologists started collecting blood of donators into blood collection bags. 

➤OUR DONATORS

List of donators

Here are our heroes who conquered their fear and shut up to excuses;⋕the lifesavers, they donate not only blood but also happiness, joy and love among people. They are real ⋕Datta.

You don't have to be a doctor to save lives, just donate blood.

1] DR.DILIP BARAD 

➤Guest donators

2] Yogeshbhai Trivedi

3] Prahaladsinh Gohil

4] Barkha Bachwani

5] Dewang bhai

6] Ghanshyam bhai

➤List of students 

'Tears of a mother can not save her child but your blood can do.'
SEM-1

7]Vishwa Gujjar

8]Janki Parmar

9]Ruchita Kankrecha

10]Lalji Baraiya

11]Bhavnesh Mahyavanshi

12]Dhaval Diyora

13]Ashish Pithadiya


SEM-3

14] Niyatiben pathak

15]Mayuri Solanki

16]Nirali Dungrani

17] Ramiz Solanki

18]Vijay Makwana

19]Sagar Vaghela

20]Vipul Dabhi

21] Mahirpari Goswami

After blood donation, donors were offered coffee and cookies regarding their health benefits.Over all session was good. There was not even one case of faintness. All donaters were emboldened by Certificates.

As a one of the leader of DS committee I Heartily appreciate all donators of the day and specially DR. Barad sir for his willingness to organize such a camp for the sack of humanity. I also wants to mention those special people who voluntarily helped throughout the session were-

1] Hema Goswami [GS]
2]Mayuri solanki
3]Jagruti vasani
4]Nirali dungrani
5]Zankhna matholiya
6]Ravji jalandhra
7]Sagar vaghela
8]Vijay makwana
9] Abul aabedi
10]Mahir goswami
11]Lalji 
12] Dhawal diyora
13]Ashish 
14] Bhavnesh
15]Kishan Jadhav

Thanks to all of you because -“Volunteers do not necessarily have the time; they just have the heart.” “You make a living by what you get. You make a life by what you give.” “Volunteers are the only human beings on the face of the earth who reflect this nation's compassion, unselfish caring, patience, and just plain loving one another.”

Click here to watch video of entire event. Special thanks to Dhaval Diyora for taking great pain in making this wonderful video.

Survey on female conductores of GSRTC as a part of cultural studies - #fieldwork- Ppr -8

TO EVALUATE MY PRESENTATION CLICK HERE.

Cultural studies on Female conductors of GSRTC from KAVITABA P. GOHIL

PERIODICALS AND MAGAZINES OF THE ROMANTIC AGE.

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PERIODICALS AND MAGAZINES OF THE ROMANTIC AGE. from KAVITABA P. GOHIL

Macabre of childhood in oliver twist- Paper no -6

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MACABRE OF CHILDHOOD- OLIVER TWIST from KAVITABA P. GOHIL

Queer Theory and Myths - Paper no -7

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Queer theory- as a part of ciriticism paper from KAVITABA P. GOHIL

POWER/KNOWLEDGE-Michel Foucault

TO EVALUATE MY ASSIGNMENT CLICK HERE.

Ø Prepared by     : KAVITABA P. GOHIL

Ø Roll No                : 19

Ø Paper – 8            : CULTURAL STUDIES

Ø TOPIC: POWER/KNOWLEDGE: Selected Interviews and Other Writings [1972-1977] by Michel Foucault

Ø M.A (English)   :  Sem -2

Ø Enrollment No: 2069108420180018

Ø Batch                   :  2017-19

Ø Email                   : kavitabaprahaladsinhjigohil@gmail.com

Ø Submitted to   :  Smt .S. B Gardi, Department of English, MKBU. 

                                                                                            

POWER/KNOWLEDGE: Selected Interviews and Other Writings [1972-1977] by Michel Foucault

Ø     Preface:

Foucault was interested in the way power and structures depended upon structure of knowledge and how, once they acquire knowledge, create subjects to be controlled. Foucault’s methodology seeks to understand how some sections of the population have been classified as criminals or insane. That is, he is interested in understanding processes of classification that helped exclude some people from society. Foucault argues that certain authorities who possess power in society produce knowledge about those who lack power. Such a system of knowledge is called “discourse”. The arts, religion, science and the law are discourse that ‘produce’ particular subjects.

Ø Illustrations from some of his important interviews:

Interviewer: Network of forms of control (quadrillage) is set in place. Is the liberation possible without the quadrillage? (Foucault)

Foucault: As always with relations of power, one is faced with complex phenomena which don't obey the Hegelian form of the dialectic. Mastery and awareness of one's own body can be acquired only through the effect of an investment of power in the body: gymnastics, exercises, muscle-building, nudism, glorification of the body beautiful. All of this belongs to the pathway leading to the desire of one's own body, by way of the insistent, persistent, meticulous work of power on the bodies of children or soldiers, the healthy bodies. But once power produces this effect, there inevitably emerge the responding claims and affirmations, those of one's own body against power, of health against the economic system, of pleasure against the moral norms of sexuality, marriage, and decency. Suddenly, what had made power strong becomes used to attack it. Power, after investing itself in the body, finds itself exposed to a counterattack in that same body. Do you recall the panic of the institutions of the social body, the doctors and politicians, at the idea of non-legalised cohabitation (l'union fibre) or free abortion? But the impression that power weakens and vacillates here is in fact mistaken; power can retreat here, re-organise its forces, invest itself elsewhere . . . and so the battle continues. (Foucault)

Interviewer: Your study is concentrated on all those micro-powers that are exercised at the level of daily life. Aren't you neglecting the State apparatus here? (Foucault)

Foucault: It's true that since the late nineteenth century Marxist and 'Marxised' revolutionary movements have given special importance to the State apparatus as the stake of their struggle. What were the ultimate consequences of this? In order to be able to fight a State which is more than just a government, the revolutionary movement must possess equivalent politico-military forces and hence must constitute itself as a party, organised internally in the same way as a State apparatus with the same mechanisms of hierarchies and organisation of powers. This consequence is heavy with significance. Secondly, there is the question, much discussed within Marxism itself, of the capture of the State apparatus: should this be considered as a straightforward take-over, accompanied by appropriate modifications, or should it be the opportunity for the destruction of that apparatus? You know how the issue was finally settled. The State apparatus must be undermined, but not completely undermined, since the class struggle will not be brought to an immediate end with the establishment of the dictatorship of the proletariat. Hence the State apparatus must be kept sufficiently intact for it to be employed against the class enemy. So we reach a second consequence: during the period of the dictatorship of the proletariat, the State apparatus must to some extent at least be maintained. Finally then, as a third consequence, in order to operate these State apparatuses which have been taken over but not destroyed, it will be necessary to have recourse to technicians and specialists. And in order to do this one has to call upon the old class which is acquainted with the apparatus, namely the bourgeoisie. This clearly is what happened in the USSR. I don't claim at all that the State apparatus is unimportant, but it seems to me that among all the conditions for avoiding a repetition of the Soviet experience and preventing the revolutionary process from running into the ground, one of the first things that has to be understood is that power isn't localised in the State apparatus and that nothing in society will be changed if the mechanisms of power that function outside, below and alongside the State apparatuses, on a much more minute and everyday level, are not also changed. (Foucault)

·      His Lecture

Lecture on: 7 January 1976

I have sketched a genealogical history of the origins of a theory and knowledge of anomaly and of the various techniques that relate to it. I would say, then, that what has emerged in the Course of the last ten or fifteen years is a sense of the increasing vulnerability to criticism of things, institutions, practices, and discourses. (Foucault)

In Archaeology of Knowledge Foucault discusses the concept of discourse. In his view, “the great theme of the history of ideas is the genesis of idea, their continuity over time, as well as tantalizations such as the spirit of an age. He looks at the ideas of a period both in their continuity and discontinuity. He prefers detailed analyses of statements of ideas to global generalizations about totalities. He rejects totalizing of ideas quite like his later postmodernists,” In this context, Foucault articulates four principles that distinguish the archaeology of knowledge from the history of ideas. (Foucault, POWER AND KNOWLEDGE: MICHEL FOUCAULT)

·       A concept-map of designations of deviance and their remedies in history as produced by specific ‘authorities’.

CATEGORY	DISCOURSE	AUTHORITY	CORRECTIVE
Immorality	Religion	Priest	Penitence
Vagrancy	Economics	Economist/ Social commentator	Forced employment
Criminal	law	Police/Jury/Judge	Imprisonment
Insane	Psychiatry	Psychiatrist/Psychoanalyst	Asylum
Sick	Medicine	Physician	Hospital

The last column, ‘corrective’ marks the actual enforcement of power or process/act, where the ‘authorities’ ensure that the deviance is rectified according to what they think is right-

Discourse and knowledge produce certain categories of ‘subjects’ who are then treated in particular ways: the immoral are ‘remedied’ by priests, criminals are jailed by the law, the sick are treated by doctors, and the insane shut away in asylums by psychiatrists. What happens, therefore, is that the production of knowledge about those who lack power leads to very effective practice of power on the part of the authorities. Knowledge and classification system such as medicine, the law, or religion are therefore modes of social control. (nayar)

 Foucault indeed focuses on the concept of power. He remarked that he produced the analysis of power relations rather than the genealogies. Foucault began talking about power as soon as he began to do genealogy in The Order of Discourse. In Discipline and Punish he develops a notion of “power-knowledge”. It recombines the analysis of the epistemic with analysis of the political. Knowledge for Foucault is unfathomable apart from power, although Foucault continues to insist on the relative autonomy of discourse. (Foucault, POWER AND KNOWLEDGE: MICHEL FOUCAULT)

Power and knowledge identify and classify individual subject as mad or ill. The task is to analyse the working of power and knowledge within a social set-up. These can be at the level of the family unit or at the level of the nation-state. There is, therefore, no such thing as neutral or objective knowledge because knowledge is always used to serve the interests of the dominant groups.

After Foucault we know that discourses produce particular subjects, who are subject to control. People who lack the power to determine their lives and future are said to lack agency. They are called ‘subalterns’. Every social formation has its own subalterns. The dominant groups in social structures that construct subalterns also use particular modes to ensure that the subaltern remains powerless. One such means of keeping the power relation in favour of the dominant category is ideology. Ideology is system of beliefs and ideas that permeates social formations. Ideology justifies oppression and social inequalities by suggesting that the lower classes have always been inferior and persuades them of the validity of this belief. That is, ideology circulates as a system of representation and images that ‘naturalizes’ oppression and creates the illusion that oppression is natural. (nayar)

Bibliography

Foucault, Michel. "POWER AND KNOWLEDGE: MICHEL FOUCAULT." Shodhganga. 4 April 2018 <http://shodhganga.inflibnet.ac.in/bitstream/10603/97461/8/08_chapter%2003.pdf>.

Foucault, Michel. "Power/Knowledge Selected Interviews and Other Writings-1972_1977." Gordon, Colin. New york: Pantheon Books, June-1975. 56-62.

nayar, Pramod k. An introduction to cultural studies. Viva Books, 2008.