After We Fell by Anna Todd

Book Three of the After series—now newly revised and expanded, Anna Todd’s After fanfiction racked up 1 billion reads online and captivated readers across the globe. Experience the Internet’s most talked-about book for yourself!


Tessa and Hardin’s love was complicated before. Now it’s more confusing than ever. AFTER WE FELL…Life will never be the same. #HESSA
Just as Tessa makes the biggest decision of her life, everything changes. Revelations about first her family, and then Hardin’s, throw everything they knew before in doubt and makes their hard-won future together more difficult to claim.
Tessa’s life begins to come unglued. Nothing is what she thought it was. Not her friends. Not her family. The one person she should be able to rely on, Hardin, is furious when he discovers the massive secret she’s been keeping. And rather than being understanding, he turns to sabotage. Tessa knows Hardin loves her and will do anything to protect her, but there’s a difference between loving someone and being able to have them in your life. This cycle of jealousy, unpredictable anger, and forgiveness is exhausting. She’s never felt so intensely for anyone, so exhilarated by someone’s kiss—but is the irrepressible heat between her and Hardin worth all the drama? Love used to be enough to hold them together. But if Tessa follows her heart now, will it be…the end?


5 stars(this review contains spoilers for After and After We Collided)


The After series keeps on getting better and better! After We Fell is by far my favorite of the three!
At the end of After We Collided we were left again on a cliffhanger with a rather unexpected turn of events, Tessa is trying to find a way to break the news of her impending move to Seattle to Hardin when she runs into her estranged father outside a tattoo shop…
I hope you guys are fond of rollercoasters because, this book like its two predecessors, is nothing short of one, so hang on tight! 

It’s no surprise when I tell you that as soon as I started I was already frustrated.Tessa is going ahead with her plans to relocate to Seattle with Vance Publishing, Things are rocky with Hardin though not completely called off.Hardin is wayyyyyyyy frustrating though, when one thinks that he is starting to understand that a relationship takes compromise and that it’s not all about him and what he wants, he turns into the most unreasonable person ever. He doesn’t have a valid reason at all to not want to move with Tessa to Seattle other than his insecurities, but yet even when he knows this he still chooses to be a total idiot about it.Tessa talks him into coming on a weekend trip with her and his family, in an effort to try and mend things and have some fun together.The trip will prove to be anything but fun! I felt like jumping into the book and screaming at Hardin I just couldn’t even process what he was doing!

 Once again the Hardin from the past surfaces and it’s like we took 10 steps backward rather than forward, again he proves he can be overly controlling and inconsiderate. I was seriously pissed with him when I found out the lengths that he went to in order to try and get his way. I couldn’t blame Tessa for being tired of his antics, when over and over he screws things up and then expects her to just forgive and forget.

I was glad though to see that Tessa didn’t give in to Hardin’s wishes, and put herself and her career first. I think Hardin needs to learn that not everything can go his way.Though while super smart for some things Tessa can be soooo dense for others. She gets invited to a “going away” party at the frat house out of all places. Why would she even consider going there and hanging out with all those people that were nothing but horrible to her? I was screaming at the top of my lungs in frustration, ok fine maybe I was screaming into my Goodreads updates, but seriously Tessa!!

This is the point when things start getting really screwy and my heart was racing out of my chest, I mean we have seen betrayal before and I really didn’t think I would see anything that would have me totally flabbergasted again…! I was crying angry tears for Tessa, I had to put the book down and walk away from it for a bit… I was in total and absolute disbelief…

I don’t want to give you tooo many details but just know that there is drama, frat house drama, Tessa’s dad drama, Tessa’s mother drama oh! and if you didn’t guess it? Yeah, there is plenty of Zed drama!I mean I get it Zed is hot, he is nice, he shows up at the right time and at the right place but come on Tessa!!!! How much more are you going to push Hardin? Again I found myself wanting to slap some sense into this girl.

In After We Fell, like After We Collided, we have Hardin’s POV which again is crucial to the story because while he still makes you mad you can understand why he is the way he is. I cant deny the growth in him, trying to control his temper, trying not to be impulsive and especially being much more considerate with Tessa, even his relationship with Landon makes you smile in this book. Again you see the wonderful guy he can be if he can learn to love himself.

But, it’s Hessa we are talking about here so drama doesn’t stay at bay for too long and the last part of the book will prove to be jaw dropping totally unexpected drama, and for this I won’t drop even a hint because you really need to experience this for yourself. All I can say is that it was unexpected and devastating, I’m scared for Hardin and his state of mind and him falling into that downward spiral he seems to often flirt with. What he will face will definitely be a very tough pill to swallow.

The last line in this book left me hyperventilating and in disbelief…

and in need of wine.. lots and lots of wine… 

It has been a very long time since I’ve had a book hangover, years even. I finished After We Fell and couldn’t stop thinking about it, let alone start another book right away.

The fourth and final installment will be hitting shelves on February 24, yup that’s 49 days from today (but who’s counting), I can totally wait, because I’m so not dying to know what happens next….

New Criticism

New Criticism is a movement in 20th-century literary criticism that arose in reaction to those traditional “extrinsic” approaches that saw a text as making a moral or philosophical statement or as an outcome of social, economic, political, historical, or biographical phenomena.

New Criticism holds that a text must be evaluated apart from its context; failure to do so causes the Affective Fallacy, which confuses a text with the emotional or psychological response of its readers, or the Intentional Fallacy, which conflates textual impact and the objectives of the author.

New Criticism assumes that a text is an isolated entity that can be understood through the tools and techniques of close reading, maintains that each text has unique texture, and asserts that what a text says and how it says it are inseparable. The task of the New Critic is to show the way a reader can take the myriad and apparently discordant elements of a text and reconcile or resolve them into a harmonious, thematic whole. In sum, the objective is to unify the text or rather to recognize the inherent but obscured unity therein. The reader’s awareness of and attention to elements of the form of the work mean that a text eventually will yield to the analytical scrutiny and interpretive pressure that close reading provides. Simply put, close reading is the hallmark of New Criticism.

The genesis of New Criticism can be found in the early years of the 20th century in the work of the British philosopher I. A. Richards and his student William Empson. Another important fi gure in the beginnings of New Criticism was the American writer and critic T. S. Eliot. Later practitioners and proponents include John Crowe Ransom, Cleanth Brooks, Allen Tate, Robert Penn Warren, Reni Wellek, and William Wimsatt. In many ways New Criticism runs in temporal parallel to the American modern period.

From the 1930s to the 1960s in the United States, New Criticism was the accepted approach to literary study and criticism in scholarly journals and in college and university English departments. Among the lasting legacies of New Criticism is the conviction that surface reading of literature is insufficient; a critic, to arrive at and make sense of the latent potency of a text, must explore very carefully its inner sanctum by noting the presence and the patterns of literary devices within the text. Only this, New Criticism asserts, enables one to decode completely.

New Criticism gave discipline and depth to literary scholarship through emphasis on the text and a close reading thereof. However, the analytic and interpretive moves made in the practice of New Criticism tend to be most effective in lyric and complex intellectual poetry. The inability to deal adequately with other kinds of texts proved to be a significant liability in this approach. Furthermore, the exclusion of writer, reader, and context from scholarly inquiry has made New Criticism vulnerable to serious objections.

How to study productively at home

Are you struggling to be productive while studying online? This unexpected situation is not easy for anyone. We each have to create a new temporary lifestyle! Here are a few tips from Les Roches Global Hospitality Education to help you make the most of your time at home.

Create a designated study area

It is important to separate your studying and leisure spaces to avoid distractions. Your ideal studying area should be quiet, organized, free from distractions and comfortable: so avoid studying in your bed as you might be tempted to take a nap!

Manage your time

Create a plan to help you organize your time and keep track of your daily tasks. You’ll be more effective and feel in control of your day. Scheduling breaks is also helpful. Consider separating study subjects with breaks to help you focus.

Prioritize your daily tasks to achieve

At the end of the day, make sure your tasks have been carried out, and if they haven’t, put them back on your to-do list. Carry them out on the next day according to their priority, but try not to fall behind!

Be ready with questions

Keep track of each topic covered and prepare specific questions if needed. You may want to ask your teacher to clarify any unclear points during live sessions or in discussion forums.

Reward yourself

Striking a task off your to-do list is satisfying on its own, but when you finish a task, consider rewarding yourself with something you enjoy to keep yourself motivated!

Stay connected with your peers and teachers

Human connections are essential, so it’s important to create a support network to stay in touch with others. There are many ways to stay in contact virtually. For instance, you can attend virtual classrooms, take part in discussions boards, or organize a videoconference with your peers, for group work, a study circle, or just to hang out and decompress.

Build your routine

If you’re not used to this study from home situation, it’s critical to establish a routine. For instance, set an alarm, wake up, and get dressed to get yourself into a productive mood. Treat your day like any other, whether you’re going into school or not.

Human behaviour is largely a function of learned habits. To build a new routine, you need to start by forming new habits which will help your brain switch to automatic mode. Based on various studies, it often takes around 21 days to form a habit, so start now!

The situation around the coronavirus requires a high-level adaption. It is indeed challenging, but it’s an opportunity for you to learn and practice self-discipline which is a critical skill to have in life. Learn more about how Les Roches Global Hospitality Education can help you develop the skills you need for a great career.

Scientific ways to learn anything faster

Say it out loud

Learning and memory benefit from active involvement. When you add speaking to it, the content becomes more defined in long-term memory and more memorable.

Take notes by hand

Most of us can type very fast, but research shows writing your notes by hand will allow you to learn more.
Taking notes by hand enhances both comprehension and retention.

Chunk your study sessions

Studying over some time is more effective than waiting until the last minute.
The distributed practise works because each time you try to remember something, the memory becomes harder to forget.

Self-testing is highly effective

Regularly testing yourself will speed up learning. When you test yourself and answer incorrectly, you are more likely to recall the right answer after you look it up. You will also remember that you didn’t remember.

Change the way you practice

Repeating anything over and over might not be the best way to master that task. If you practice a slightly different version, you will learn more and faster. For example, if you want to master a new presentation:

  • Rehearse the basic skill. 
  • Wait at least six hours to allow your memory to consolidate.
  • Practice again, but speak a little faster. 
  • Practice next by speaking slower.
  • Break your presentation into smaller steps. Master each chunk, then put it back together.
  • Change the conditions. It will prepare you better for the unexpected.
Exercise regularly

According to research, regular exercise can improve memory recall.
Exercise also increases a protein (BDNF – brain-derived neurotrophic factor) that supports the function, growth, and survival of brain cells.

Sleep more, learn more

When you sleep, most of the consolidation process occurs.
In contrast, sleep deprivation can affect your ability to commit new data to memory and consolidate any short-term memories.

Concepts in parallel

Interleaving – studying related concepts or skills in parallel – improves your brain’s ability to differentiate between concepts or skills. It helps you to learn and gain an understanding at a deeper level.
Instead of focusing on one subject during a learning session, learn several subjects or skills in succession.

Teach someone else

Research shows that those who teach, speed up their learning and remember more.
Even just preparing to teach means that you will seek out key points and organize information into a coherent structure. 

Build on what you know

When you have to learn something new, try to associate it with something you are already familiar with. Then you only have to learn where it differs. You’ll also be able to apply greater context, which will help with memory storage and retrieval.

Reference

https://www.inc.com/jeff-haden/these-10-scientific-ways-to-learn-anything-faster-could-change-everything-you-know-about-dramatically-improving-your-memory.html

Five scientific steps to ace your next exam

1. When to Study

Studying time is more efficient if it is spread out over many sessions throughout the semester, with a little extra right before the exam.
Cover each piece of info five times from when you first learned it until your exam. It will enable you to retain the information with minimal effort.

2. What and How to Study

Testing yourself, so you have to retrieve the information from memory, works much better than repeatedly reviewing the information, or creating a concept map (mind map).
After the first time learning the material, spend the subsequent studying to recalling the information, solving a problem or explaining the idea without glancing at the source.

3. What Kinds of Practice to Do

For a particular exam, use the following:

  • Mock tests and exams that are identical in style and form.
  • Redo problems from assignments, textbook questions or quizzes.
  • Generate your questions or writing prompts based on the material.
4. Make Sure You Understand

Passing and failing rest on whether you understood some important ideas.
Your top priority should be to understand the core concepts. Identify the core concepts and make sure you can explain them without looking at the material.

5. Overcome Anxiety

Anxiety makes it difficult to remember things. To help overcome this, make some of your studying sessions like a mock exam, using the same seating posture, materials, and the same time constraints.

referEncE

https://www.scotthyoung.com/blog/2019/03/18/5-strategies-ace-exam/

Human skills for the future of work

“Becoming is better than being.” – Carol Dweck

Empathy Mindset
  • Listening: Ask questions to understand.
  • Appreciation: Show sincere appreciation and celebration of others’ contributions.
  • Self-Awareness: Part of feeling what others feel is also about understanding your own biases and limiting beliefs.
  • Judgment: When people seek advice or share a problem, they are not looking for your criticism. 
  • Presence: Time is one of our most valuable assets, so be there fully.
Emotional Intelligence

Being aware of how your behaviour affects others is at the heart of emotional intelligence.
This means building self-awareness, self-management, social awareness, and relationship management.

Effective Communication

Consider the following principles:

  • Intention: Know what you want to say and be clear about your objective. 
  • Organization: Take the time to organize your thoughts and straightforwardly deliver them.
  • Framing: “I think, I feel” is much more effective than starting with “you,” which puts people on the defensive.
  • Affirmation:  Asking if the information makes sense may reveal a potential problem. 
Curiosity + Instigation

Curiosity is a natural part of any creative cycle. It paves the way for “possibility thinking,” rather than business as usual. 
Instigation is an invitation to challenge quick fixes, lacklustre solutions and mediocrity. 

Strategic Analysis and Analytical Thinking

Strategic analysis helps to identify complex problems by providing a top-level view into the interconnected web of what can often seem like isolated issues.
Analytical thinking enables people to suspend emotional decision making and instead look logically at evidence-based research and tests.

Complex Problem Solving

To get into problem-solving mode, you need to understand the true problem at hand, identify challenges in the way, resist simple solutions, identify constraints and pathways to feasibility, and, above all, make sure you’re open to experimentation. 

Conflict Resolution

Among the most effective skills to learn to resolve conflict are mastering deep listening, mediation and facilitation. 
Giving people the benefit of the doubt and leading with curiosity are also powerful tools. 

Negotiation and Persuasion

They are not required just for the sales team. You need to be clear about what you want and what you’re willing to let go of to get it.

Leadership

A great leader will understand that it’s not enough to build a culture, it needs to be protected and maintained. 
A great leader also needs to make difficult decisions and hold everyone, including themselves, accountable.

Reference

https://creativecloud.adobe.com/discover/article/ten-human-skills-for-the-future-of-work

Marxist Literary criticism

Marxism was introduced by Karl Marx. Most Marxist critics who were writing in what could chronologically be specified as the early period of Marxist literary criticism, subscribed to what has come to be called “vulgar Marxism.”

In this thinking of the structure of societies, literary texts are one register of the superstructure, which is determined by the economic base of any given society. Therefore, literary texts are a reflection of the economic base rather than “the social institutions from which they originate” for all social institutions, or more precisely human–social relationships, are in the final analysis determined by the economic base.

According to Marxists, even literature itself is a social institution and has a specific ideological function, based on the background and ideology of the author. The English literary critic and cultural theorist Terry Eagleton defines Marxist criticism this way: “Marxist criticism is not merely a ‘sociology of literature’, concerned with how novels get published and whether they mention the working class. Its aim is to explain the literary work more fully; and this means a sensitive attention to its forms, styles and, meanings. But it also means grasping those forms, styles and meanings as the product of a particular history.”

Karl Marx‘s studies have provided a basis for much in socialist theory and research. Marxism aims to revolutionize the concept of work through creating a classless society built on control and ownership of the means of production. In such a society, the means of production (the base in the architectural metaphor Marx uses to analyze and describe the structure of any given society in written human history) are possessed in common by all people rather than being owned by an elite ruling class. Marx believed that economic determinismdialectical materialism and class struggle were the three principles that explained his theories. (Though Marx does attribute a teleological function to the economic, he is no determinist. As he and Friedrich Engels write in The Communist Manifesto, the class struggle in its capitalist phase could well end “in the common ruin of the contending classes,” and as Terry Eagleton argues in Why Marx Was Right, “Capitalism can be used to build socialism, but there is no sense in which the whole historical process is secretly laboring towards this goal.”) The bourgeoisie (dominant class who control and own the means of production) and proletariat (subordinate class: the ones who do not own and control the means of production) were the only two classes who engaged in hostile interaction to achieve class consciousness. (In Marx’s thought, it is only the proletariat, the working class, that must achieve class consciousness. The bourgeoisie is already quite well aware of its position and power in the capitalist paradigm. As individuals, workers know that they are being exploited in order to produce surplus value, the value produced by the worker that is appropriated by the capitalists; however, the working class must realize that they are being exploited not only as individuals but as a class. It is upon this realization that the working class reaches class consciousness). Marx believed that all past history is a struggle between hostile and competing economic classes in the state of change. Marx and Engels collaborated to produce a range of publications based on capitalism, class struggles, and socialist movements.

These theories and ideologies can be found within three published works:

The first publication Communist Manifesto (1848) argues that ‘the history of all hitherto existing societies is the history of class struggle’.[4] As class struggle is the engine room of history, to understand the course of history, one must analyse the class relations that typify different historical epochs, the antagonisms, and forms of class struggle embodied in such class relations. This involves the development of class consciousness and follows the revolutionary movements that challenge the dominant classes. It extends to rating the success of these revolutions in developing new modes of production and forms of social organization.

In contrast to the ManifestoPreface to the Contribution to the Critique of Political Economy (1859) and Capital (1867) focus on the unfolding logic of a system, rather than class struggle. These provide an alternative account of historical development and emphasize the self-destructive contradictions and law of motion of specific modes of production.Preface argues that society’s economic organization consists of a distinctive pattern of forces and relations of productions. From this foundation arises a complex political and ideological superstructure, where economic development impacts societal progress.

Capital was more concerned with the genesis and dynamic of capitalism. As Mclellan (1971) states, “it refers to class struggle mainly in the context of the struggle between capital and labor, within capitalism, rather than over its suppression.” Capital was less concerned with forecasting how capitalism would be overthrown, than considering how it had developed and how it functioned. The key to understanding this logic was the ‘commodity form of social relations – a form that was most fully developed only in capitalism.

Psychoanalytic Literary Criticism

Psychoanalytic literary criticism is literary criticism or literary theory which, in method, concept, or form, is influenced by the tradition of psychoanalysis begun by Sigmund Freud.

Psychoanalytic reading has been practiced since the early development of psychoanalysis itself, and has developed into a heterogeneous interpretive tradition. As Celine Surprenant writes, ‘Psychoanalytic literary criticism does not constitute a unified field. However, all variants endorse, at least to a certain degree, the idea that literature … is fundamentally entwined with the psyche’.

Psychoanalytic criticism views the artists, including authors, as neurotic. However, an artist escape many of the outward manifestations and end results of neurosis by finding in the act of creating his or her art a pathway back to saneness and wholeness.

The object of psychoanalytic literary criticism, at its very simplest, can be the psychoanalysis of the author or of a particularly interesting character in a given work. The criticism is similar to psychoanalysis itself, closely following the analytic interpretive process discussed in Freud’s The Interpretation of Dreams and other works. Critics may view the fictional characters as psychological case studies, attempting to identify such Freudian concepts as the Oedipus complexFreudian slipsId, ego and superego, and so on, and demonstrate how they influence the thoughts and behaviors of fictional characters.

However, more complex variations of psychoanalytic criticism are possible. The concepts of psychoanalysis can be deployed with reference to the narrative or poetic structure itself, without requiring access to the authorial psyche (an interpretation motivated by French psychoanalyst Jacques Lacan‘s remark that “the unconscious is structured like a language”[citation needed]). Or the founding texts of psychoanalysis may themselves be treated as literature, and re-read for the light cast by their formal qualities on their theoretical content (Freud’s texts frequently resemble detective stories, or the archaeological narratives of which he was so fond).

Like all forms of literary criticism, psychoanalytic criticism can yield useful clues to the sometime baffling symbols, actions, and settings in a literary work; however, like all forms of literary criticism, it has its limits. For one thing, some critics rely on psychocriticism as a “one size fits all” approach, when other literary scholars argue that no one approach can adequately illuminate or interpret a complex work of art.

As Guerin, et al. put it in A Handbook of Critical Approaches to Literature, The danger is that the serious student may become theory-ridden, forgetting that Freud’s is not the only approach to literary criticism. To see a great work of fiction or a great poem primarily as a psychological case study is often to miss its wider significance and perhaps even the essential aesthetic experience it should provide.

Freud wrote several important essays on literature, which he used to explore the psyche of authors and characters, to explain narrative mysteries, and to develop new concepts in psychoanalysis (for instance, Delusion and Dream in Jensen’s Gradiva and his influential readings of the Oedipus myth and Shakespeare‘s Hamlet in The Interpretation of Dreams). The criticism has been made, however, that in his and his early followers’ studies ‘what calls for elucidation are not the artistic and literary works themselves, but rather the psychopathology and biography of the artist, writer, or fictional characters’.[3] Thus ‘many psychoanalysts among Freud’s earliest adherents did not resist the temptation to psychoanalyze poets and painters (sometimes to Freud’s chagrin’). Later analysts would conclude that ‘clearly one cannot psychoanalyse a writer from his text; one can only appropriate him’.

Early psychoanalytic literary criticism would often treat the text as if it were a kind of dream. This means that the text represses its real (or latent) content behind obvious (manifest) content. The process of changing from latent to manifest content is known as the dream work and involves operations of concentration and displacement. The critic analyzes the language and symbolism of a text to reverse the process of the dream work and arrive at the underlying latent thoughts. The danger is that ‘such criticism tends to be reductive, explaining away the ambiguities of works of literature by reference to established psychoanalytic doctrine; and very little of this work retains much influence today’.

Formalism

Formalism, also called Russian Formalism, Russian Russky Formalism, innovative 20th-century Russian school of literary criticism. It began in two groups: OPOYAZ, an acronym for Russian words meaning Society for the Study of Poetic Language, founded in 1916 at St. Petersburg (later Leningrad) and led by Viktor Shklovsky; and the Moscow Linguistic Circle, founded in 1915. Other members of the groups included Osip Brik, Boris Eikhenbaum, Yury Tynianov, and Boris Tomashevsky.

Although the Formalists based their assumptions partly on the linguistic theory of Ferdinand de Saussure and partly on Symbolist notions concerning the autonomy of the text and the discontinuity between literary and other uses of language, the Formalists sought to make their critical discourse more objective and scientific than that of Symbolist criticism. Allied at one point to the Russian Futurists and opposed to sociological criticism, the Formalists placed an “emphasis on the medium” by analyzing the way in which literature, especially poetry, was able to alter artistically or “make strange” common language so that the everyday world could be “defamliarized.” They stressed the importance of form and technique over content and looked for the specificity of literature as an autonomous verbal art.

They studied the various functions of “literariness” as ways to separate poetry and fictional narrative from other forms of discourse. Although always anathema to the Marxist critics, Formalism was important in the Soviet Union until 1929, when it was condemned for its lack of political perspective. Later, largely through the work of the structuralist linguist Roman Jakobson, it became influential in the West, notably in Anglo-American New Criticism, which is sometimes called Formalism.

Victor Erlich’s Russian Formalism (1955) is a history; Théorie de la littérature (1965) is a translation by Tzvetan Todorov of important Russian texts. Anthologies in English include L.T. Lemon and M.J. Reis, eds., Russian Formalist Criticism (1965), L. Matejka and K. Pomorska, eds., Readings in Russian Poetics (1971), and Stephen Bann and John Bowlt, eds., Russian Formalism (1973).

The focus in formalism is only on the text and the contents within the text such as grammar, syntax, signs, literary tropes, etc. Formalism also brings attention to structural tendencies within a text or across texts such as genre and categories. Formalism is based on an analysis of a text rather than a discussion on issues more distant to the text.

So Formalism is based on the technical purity of a text. Formalism is divided into two branches Russian Formalism and New Criticism. Formalism also argued that a text is an autonomous entity liberated from the intention of the author.

A text according to Formalism is a thing on its own without the need of external agents. As the name suggests, Formalism is a scientific, technical mode of understanding texts which expects a greater degree of mental intelligence instead of emotional intelligence from the readers.  

Russian Formalism was a school of literary criticism in Russia from 1910 to 1930. Some prominent scholars of Russian Formalism were Viktor Shklovsky, Yuri Tynianov, Vladimir Propp, Boris Eichenbaum, Roman Jakobson, Boris Tomashevsky and Grigory Gukovsky. Russian Formalism brought the idea of scientific analysis of poetry. Russian Formalism alludes to the work of the Society for the Study of Poetic Language (OPOYAZ), 1916 in St. Petersburg by Boris Eichenbaum, Viktor Shklovsky and Yury Tynyanov.

Feminist Literary Critisim

Feminist literary criticism is literary criticism informed by feminist theory, or more broadly, by the politics of feminism. It uses the principles and ideology of feminism to critique the language of literature.

This school of thought seeks to analyze and describe the ways in which literature portrays the narrative of male domination by exploring the economic, social, political, and psychological forces embedded within literature.This way of thinking and criticizing works can be said to have changed the way literary texts are viewed and studied, as well as changing and expanding the canon of what is commonly taught. It is used a lot in Greek myths.

Traditionally, feminist literary criticism has sought to examine old texts within literary canon through a new lens. Specific goals of feminist criticism include both the development and discovery of female tradition of writing, and rediscovering of old texts, while also interpreting symbolism of women’s writing so that it will not be lost or ignored by the male point of view and resisting sexism inherent in the majority of mainstream literature. These goals, along with the intent to analyze women writers and their writings from a female perspective, and increase awareness of the sexual politics of language and style were developed by Lisa Tuttle in the 1980s, and have since been adopted by a majority of feminist critics.

The history of feminist literary criticism is extensive, from classic works of nineteenth-century female authors such as George Eliot and Margaret Fuller to cutting-edge theoretical work in women’s studies and gender studies by “third-wave” authors. Before the 1970s—in the first and second waves of feminism—feminist literary criticism was concerned with women’s authorship and the representation of women’s condition within the literature; in particular the depiction of fictional female characters. In addition, feminist literary criticism is concerned with the exclusion of women from the literary canon, with theorists such as Lois Tyson suggesting that this is because the views of women authors are often not considered to be universal.

Additionally, feminist criticism has been closely associated with the birth and growth of queer studies. Modern feminist literary theory seeks to understand both the literary portrayals and representation of both women and people in the queer community, expanding the role of a variety of identities and analysis within feminist literary criticism.

Feminist scholarship has developed a variety of ways to unpack literature in order to understand its essence through a feminist lens. Scholars under the camp known as Feminine Critique sought to divorce literary analysis away from abstract diction-based arguments and instead tailored their criticism to more “grounded” pieces of literature (plot, characters, etc.) and recognize the perceived implicit misogyny of the structure of the story itself. Others schools of thought such as gynocriticism—which is considered a ‘female’ perspective on women’s writings—uses a historicist approach to literature by exposing exemplary female scholarship in literature and the ways in which their relation to gender structure relayed in their portrayal of both fiction and reality in their texts. Gynocriticism was introduced during the time of second wave feminism. Elaine Showalter suggests that feminist critique is an “ideological, righteous, angry, and admonitory search for the sins and errors of the past,” and says gynocriticism enlists “the grace of imagination in a disinterested search for the essential difference of women’s writing.”

More contemporary scholars attempt to understand the intersecting points of femininity and complicate our common assumptions about gender politics by accessing different categories of identity (race, class, sexual orientation, etc.) The ultimate goal of any of these tools is to uncover and expose patriarchal underlying tensions within novels and interrogate the ways in which our basic literary assumptions about such novels are contingent on female subordination. In this way, the accessibility of literature broadens to a far more inclusive and holistic population. Moreover, works that historically received little or no attention, given the historical constraints around female authorship in some cultures, are able to be heard in their original form and unabridged. This makes a broader collection of literature for all readers insofar as all great works of literature are given exposure without bias towards a gender influenced system.

Women have also begun to employ anti-patriarchal themes to protest the historical censorship of literature written by women. The rise of decadent feminist literature in the 1990s was meant to directly challenge the sexual politics of the patriarchy. By employing a wide range of female sexual exploration and lesbian and queer identities by those like Rita Felski and Judith Bennet, women were able attract more attention about feminist topics in literature.

Since the development of more complex conceptions of gender and subjectivity and third-wave feminism, feminist literary criticism has taken a variety of new routes, namely in the tradition of the Frankfurt School‘s critical theory, which analyzes how the dominant ideology of a subject influences societal understanding. It has also considered gender in the terms of Freudian and Lacanian psychoanalysis, as part of the deconstruction of existing relations of power, and as a concrete political investment. The more traditionally central feminist concern with the representation and politics of women’s lives has continued to play an active role in criticism. More specifically, modern feminist criticism deals with those issues related to the perceived intentional and unintentional patriarchal programming within key aspects of society including education, politics and the work force.

When looking at literature, modern feminist literary critics also seek ask how feminist, literary, and critical the critique practices are, with scholars such as Susan Lanser looking to improve both literature analysis and the analyzer’s own practices to be more diverse.

Structuralism

The advent of critical theory in the post-war period, which comprised various complex disciplines like linguistics, literary criticism, Psychoanalytic Criticism, Structuralism, Postcolonialism etc., proved hostile to the liberal consensus which reigned the realm of criticism between the 1930s and `50s. Among these overarching discourses, the most controversial were the two intellectual movements, Structuralism and Poststructuralism originated in France in the 1950s and the impact of which created a crisis in English studies in the late 1970s and early 1980s. Language and philosophy are the major concerns of these two approaches, rather than history or author.

Structuralism which emerged as a trend in the 1950s challenged New Criticism and rejected Sartre‘s existentialism and its notion of radical human freedom; it focused instead how human behaviour is determined by cultural, social and psychological structures. It tended to offer a single unified approach to human life that would embrace all disciplines. Roland Barthes and Jacques Derrida explored the possibilities of applying structuralist principles to literature. Jacques Lacan studied psychology in the light of structuralism, blending Freud and Saussure. Michel Foucault‘s The Order of Things examined the history of science to study the structures of epistemology (though he later denied affiliation with the structuralist movement). Louis Althusser combined Marxism and Structuralism to create his own brand of social analysis.

Structuralism, in a broader sense, is a way of perceiving the world in terms of structures. First seen in the work of the anthropologist Claude Levi-Strauss and the literary critic Roland Barthes, the essence of Structuralism is the belief that “things cannot be understood in isolation, they have to be seen in the context of larger structures they are part of”, The contexts of larger structures do not exist by themselves, but are formed by our way of perceiving the world. In structuralist criticism, consequently, there is a constant movement away from the interpretation of the individual literary work towards understanding the larger structures which contain them. For example, the structuralist analysis of Donne‘s poem Good Morrow demands more focus on the relevant genre (alba or dawn song), the concept of courtly love, etc., rather than on the close reading of the formal elements of the text.

With its penchant for scientific categorization, Structuralism suggests the interrelationship between “units” (surface phenomena) and “rules” (the ways in which units can be put together). In language, units are words and rules are the forms of grammar which order words.

Structuralists believe that the underlying structures which organize rules and units into meaningful systems are generated by the human mind itself and not by sense perception. Structuralism tries to reduce the complexity of human experiences to certain underlying structures which are universal, an idea which has its roots in the classicists like Aristotle who identified simple structures as forming the basis of life. A structure can be defined as any conceptual system that has three properties: “wholeness” (the system should function as a whole), “transformation” (system should not be static), and “self-regulation (the basic structure should not be changed).

Structuralism in its inchoate form can be found in the theories of the early twentieth century Swiss linguist, Ferdinand de Saussure (Course in General Linguistics, 1916), who moved away from the then prevalent historical and philological study of language (diachronic) to the study of the structures, patterns and functions of language at a particular time (synchronic). Saussure’s idea of the linguistic sign is a seminal concept in all structuralist and poststructuralist discourses. According to him, language is not a naming process by which things get associated with a word or name. The linguistic sign is made of the union of “signifier” (sound image, or “psychological imprint of sound”) and “signified” (concept). In this triadic view, words are “unmotivated signs,” as there is no inherent connection between a name (signifier) and what it designates .

The painting This is Not a Pipe by the Belgian Surrealist artist Rene Magritte explicates the treachery of signs and can be considered a founding stone of Structuralism. Foucault‘s book with the same title comments on the painting and stresses the incompatibility of visual representation and reality.

Saussure’s theory of language emphasizes that meanings are arbitrary and relational (illustrated by the reference to 8.25 Geneva to Paris Express in Course in General Linguistics; the paradigmatic chain hovel-shed-hut-house-mansion-palace, where the meaning of each is dependent upon its position in the chain; and the dyads male-female, day-night etc. where each unit can be defined only in terms of its opposite). Saussurean theory establishes that human being or reality is not central; it is language that constitutes the world. Saussure employed a number of binary oppositions in his lectures, an important one being speech/writing. Saussure gives primacy to speech, as it guarantees subjectivity and presence, whereas writing, he asserted, denotes absence, of the speaker as well as the signified. Derrida critiqued this as phonocentrism that unduly privileges presence over absence, which led him to question the validity of all centres.

Saussure’s use of the terms Langue (language as a system) and Parole an individual. utterance in that language, which is inferior to Langue) gave structuralists a way of thinking about the larger structures which were relevant to literature. Structuralist narratology, a form of Structuralism espoused by Vladimir Propp, Tzvetan Todorov, Roland Barthes and Gerard Genette illustrates how a story’s meaning develops from its overall structure, (langue) rather than from each individual story’s isolated theme (parole). To ascertain a text’s meaning, narratologists emphasize grammatical elements such as verb tenses and the relationships and configurations of figures of speech within the story. This demonstrates the structuralist shift from authorial intention to broader impersonal Iinguistic structures in which the author’s text (a term preferred over “work”) participates.

Structuralist critics analyse literature on the explicit model of structuralist linguistics. In their analysis they use the linguistic theory of Saussure as well as the semiotic theory developed by Saussure and the American philosopher Charles Sanders Peirce. According to the semiotic theory, language must be studied in itself, and Saussure suggests that the study of language must be situated within the larger province of Semiology, the science of signs.

Semiology understands that a word’s meaning derives entirely from its difference from other words in the sign system of language (eg: rain not brain or sprain or rail or roam or reign). All signs are cultural constructs that have taken on their meaning through repeated, learned, collective use. The process of communication is an unending chain of sign production which Peirce dubbed “unlimited semiosis”. The distinctions of symbolic, iconic and indexical signs, introduced by the literary theorist Charles Sande  Peirce is also a significant idea in Semiology. The other major concepts associated with semiotics are “denotation” (first order signification) and “connotation” (second order signification).

Structuralism was anticipated by the Myth Criticism of Northrop Frye, Richard Chase, Leslie Fiedler, Daniel Hoffman, Philip Wheelwright and others which drew upon anthropological and physiological bases of myths, rituals and folk tales to restore spiritual content to the alienated fragmented world ruled by scientism, empiricism and technology. Myth criticism sees literature as a system based or recurrent patterns.

The French social anthropologist Claude Levi-Strauss applied the structuralist outlook to cultural phenomena like mythology, kinship relations and food preparation. He applied the principles of langue and parole in his search for the fundamental mental structures of the human mind. Myths seem fantastic and arbitrary yet myths from different cultures are similar. Hence he concluded there must be universal laws that govern myths (and all human thought). Myths consist of 1) elements that oppose or contradict each other and 2) other elements that “mediate” or resolve those oppositions (such as trickster / Raven/ Coyote, uniting herbivores and carnivores). He breaks myths into smallest meaningful units called mythemes. According to Levi-Strauss, every culture can be understood, in terms of the binary oppositions like high/low, inside/outside, life/death etc., an idea which he drew from the philosophy of Hegel who explains that in every situation there are two opposing things and their resolution, which he called “thesis, antithesis and synthesis”. Levi-Strauss showed how opposing ideas would fight and also be resolved in the rules of marriage, in mythology, and in ritual.

In interpreting the Oedipus myth he placed the individual story of Oedipus within the context of the whole cycle of tales connected with the city of Thebes. He then identifies repeated motifs and contrasts, which he used as the basis of his interpretation. In this method, the story and the cycle part are reconstituted in terms of binary oppositions like animal/ human, relation/stranger, husband/son and so on.

Concrete details from the story are seen in the context of a larger structure and the larger structure is then seen as an overall network of basic dyadic pairs which have obvious symbolic, thematic and archetypal resonance. This is the typical structuralist process of moving from the particular to the general placing the individual work within a wider structural content.

A very complex binary opposition introduced by Levi-Strauss is that of bricoleur (savage mind) and an engineer (true craft man with a scientific mind). According to him, mythology functions more like a bricoleur, whereas modern western science works more like an engineer (the status of modem science is ambivalent in his writings). In Levi-Strauss’s concept of bricolage, what is important is that the signs already in existence are used for purposes that they were not originally meant for. When a faucet breaks, the bricoleur stops the leak using a cloth, which is not actually meant for it. On the other hand the engineer foresees the eventuality and he would have either a spare faucet or all the spanners and bolts necessary to repair the tap.

Derrida, the poststructuralist, opposes Levi-Strauss‘s concept of bricolage in his Structure, Sign and Play, saying that the opposition of bricolage to engineering is far more troublesome that Levi-Strauss admits and also the control of theory and method, which Levi-Strauss attributes to the engineer would seem a very strange attribution for a structuralist to make.

In Mythologies he examines modern France from the standpoint of a cultural theorist. It is an ideological critique of products of mass bourgeois culture, like soaps, advertisements, images of Rome etc., which are explained using the concept of ‘myth’. According to Barthes, myth is a language, a mode of signification. He reiterates Saussure’s view that semiology comprises three terms: signifier, signified and sign, in which sign is a relation between the signifier and signified. The structure of myth repeats this tri-dimensional pattern. Myth is a second order signifying system illustrated by the image of the young Negro in a French uniform saluting the french flag, published as the cover page of the Parisian magazine, Paris Match, which reveals the myth of French imperialism at the connotative level.

The complexity and heterogeneity of structuralism, which is reflected even in the architecture of this period (eg., structuralist artefacts like Berlin Holocaust Memorial, Bank of China Tower, etc) paved the way to poststructuralism which attacked the essentialist premises of structuralism. Poststructuralism argues that in the very examination of underlying structures, a series of biases are involved. Structuralism has often been criticized for being ahistorical and for favouring deterministic structural forces over the ability of people to act. As the political turbulence of the 1960s and 1970s (especially the student uprising of May 1968) began affecting the academy, issues of power and political struggle moved to the centre of people’s attention. In the 1980s deconstruction and its emphasis on the fundamental ambiguity of language—rather than its crystalline logical structure—became popular, which proved fatal to structuralism.

Ideas to change your life!

“People don’t like to think, if one thinks, one must reach conclusions. Conclusions are not always pleasant.” – Helen Keller

Think big, act small

Never let anything hold you back when you think of ideas.
You’ve got nothing to lose. Just make sure you act small. Put in the work and stay practical.

Problems are unanswered questions

Every time you experience stress over a problem, you’re sabotaging your life.
A problem is nothing but an unanswered question. So stay calm. And figure out the answer.

firm foundation for relationships

Wrong reasons to start relationships include money, fear of being alone, abuse, needing attention.
The foundation of all relationships should be based on love, respect, support, trust, patience, good company, laughter, sadness, and more support.

Nothing in life is free

You always pay for something with money, time (the most valuable thing you have), or other resources.
Life is a business. And smart business people spend their resources wisely.

Never be afraid of making decisions

Waiting, postponing, doubting, researching too much — it’s all not useful. Get your act together, and decide firmly whenever you have to make one. 
And when you made the wrong decision, own it, apologize, and make another decision.

Decide to become a leader

Being a leader also has nothing to do with your title.
When everyone looks at each other because no one wants to take responsibility, decide that you will take responsibility.

Productivity yields results

There’s only one thing that helps you to go from nothing to something: You have to put in the work. 
Make sure you value effectiveness over everything. Results matter. Get things done and move on to the next thing.

See yourself as a salesperson

In almost everything you do, you’re selling yourself.
When you sell, be transparent, honest, and to the point. Don’t waste your time on people who don’t like you anyway. 

Improve your skills

To improve your self-confidence.
You only improve your self-confidence by becoming good at something: By learning, doing, seeing results, and repeating that process for years. Your confidence will grow slowly every day.

Value your friends

We’re social animals. When we’re alone, we die early.  
So be nice to each other. And respect that your friends also have lives of their own.

Don’t believe everything you see

Don’t believe all the success stories you see everywhere. YouTubers, Instagram models, millionaire entrepreneurs: They seem perfect. But you only see the outside.
You don’t have to be a cynic. Just don’t take appearances for facts.

Learn to love criticism

It’s fuel for you. You can use criticism to improve yourself, your product, or your service. 
Or, if the criticism makes no sense, it can make you angry, which is also a good thing. That type of anger is useful. “I’ll show them!”

Take care of your body

If you can’t take care of your body, you can’t take care of anything.
You can influence your health by eating healthy, exercising, and treating your body with respect.

Happiness is a choice

You control your thoughts. That means you decide what you do with your life. If you’re unsatisfied, angry, or frustrated, that’s all you.

Create something

Make yourself useful. 
Instead of consuming so much information, products, and entertainment from others, spend a fraction of that time on creating something yourself.

Reference

https://observer.com/2017/02/i-have-15-ideas-to-change-your-life-do-you-have-five-minutes/

Distance learning and its usefulness

what is distance learning?

Distance learning can truly be defined as the way of getting an education without visiting a school or attending a class physically.

Adaptability and Freedom

One of the main advantages of distance learning can be the personalized approach to getting an education regardless of the channels or mediums you are using for this purpose. Whether you are getting study materials online or through posts you can learn only when a connection is developed between the material of the course and you. You get the freedom to deal with the study material in the distance learning process. You can plan your learning process at your convenience instead of sticking with a fixed schedule.

Self-inspiration

Distance learning encourages you to motivate yourself to learn due to the absence of a traditional teacher to guide you. You will have to create a learning environment and control it effectively so that a band of self-motivation develops in you to inspire you to learn for your personal growth. You can cultivate this band in you by engaging yourself in distance learning methods.

Flexibility to Choose

You will have to follow a set schedule of learning as per the curriculum of the school if you are following traditional ways of learning. But different types of distance learning allows you to set your learning schedule as per your convenience without following a regular schedule of learning. Even if you are out of touch with the learning process, a distance learning program offers you the flexibility to choose your course of learning.

Easy to Access

If you cannot attend regular classes due to various reasons like time constraints and distance etc. then distance learning can be the best option for you to access the benefits of your education. If you opt for a correspondence course for distance learning then you will have to make postal delivery as a connection between you and your distance learning centre. But if you have a computer and internet connection then you can opt for an online learning method by using some video conferencing software like ezTalks Cloud Meeting etc. It will allow you to interact with your teachers face-to-face to resolve your problems. Moreover, you can continue learning even without taking leave from your job.

Earn While You Learn

For those who want to improve their resume by getting a higher education and without breaking their existing job then distance learning can be the best option for them. You can go on earning your livelihood along with improving your qualification as distance learning will accommodate both, learning as well as earning.

Saves Money and Time Both

By joining a distance learning course you can save money and time spent travelling to a nearby educational institution. Distance learning allows you to access your learning centre online without any additional cost. Moreover, the course offered at distance learning centres is cheaper than the courses provided at traditional education centres.

Virtual Trips

Another important advantage for distance learning is to plan virtual trips if your budget does not allow you to go on trips from an actual school. Video conferencing allows the students of distance learning courses to visit the location important for them and experience the enjoyment even better than an actual trip. These virtual trips allow you to visit locations that you might have never thought of. Moreover, such trips can enable your teachers or lecturers to make your ordinary lessons more interesting than ever.

Reference

https://eztalks.com/elearning/benefits-of-distance-learning.html

Is Homework Good or Bad for students?

Why Homework Is Good

Here are 10 reasons why homework is good, especially for the sciences, such as chemistry:

  • Doing homework teaches you how to learn on your own and work independently. You’ll learn how to use resources such as texts, libraries, and the internet. No matter how well you thought you understood the material in class, there will be times when you’ll get stuck doing homework. When you face the challenge, you learn how to get help, how to deal with frustration, and how to persevere.
  • Homework helps you learn beyond the scope of the class. Example problems from teachers and textbooks show you how to do an assignment. The acid test is seeing whether you truly understand the material and can do the work on your own. In science classes, homework problems are critically important. You see concepts in a whole new light, so you’ll know how equations work in general, not just how they work for a particular example. In chemistry, physics, and math, homework is truly important and not just busywork.
  • It shows you what the teacher thinks is important to learn, so you’ll have a better idea of what to expect on a quiz or test.
  • It’s often a significant part of your grade. If you don’t do it, it could cost you, no matter how well you do on exams.
  • Homework is a good opportunity to connect parents, classmates, and siblings with your education. The better your support network, the more likely you are to succeed in class.
  • Homework, however tedious it might be, teaches responsibility and accountability. For some classes, homework is an essential part of learning the subject matter.
  • Homework nips procrastination in the bud. One reason teachers give homework and attach a big part of your grade to it is to motivate you to keep up. If you fall behind, you could fail.
  • How will you get all your work done before class? Homework teaches you time management and how to prioritize tasks.
  • Homework reinforces the concepts taught in class. The more you work with them, the more likely you are to learn them.
  • Homework can help boost self-esteem. Or, if it’s not going well, it helps you identify problems before they get out of control.
Sometimes Homework Is Bad

So, homework is good because it can boost your grades, help you learn the material, and prepare you for tests. It’s not always beneficial, however. Sometimes homework hurts more than it helps. Here are five ways homework can be bad:

  • You need a break from a subject so you don’t burn out or lose interest. Taking a break helps you learn.
  • Too much homework can lead to copying and cheating.
  • Homework that is pointless busywork can lead to a negative impression of a subject (not to mention a teacher).
  • It takes time away from families, friends, jobs, and other ways to spend your time.
  • Homework can hurt your grades. It forces you to make time management decisions, sometimes putting you in a no-win situation. Do you take the time to do the homework or spend it studying concepts or doing work for another subject? If you don’t have the time for the homework, you could hurt your grades even if you ace the tests and understand the subject.
Reference

https://www.thoughtco.com/why-homework-is-good-sometimes-bad-607848

What is KAPILA Campaign

 The government has launched a campaign namely Kalam Program for Intellectual Property Literacy and Awareness Campaign (KAPILA) on 15th October, 2020 to increase awareness regarding protection and exploitation of Intellectual Property (IP) and also to provide funding support in order to promote filing of the Intellectual Property (IP)in Higher Education Institutions.  A KAPILA portal has also been launched for this purpose.

Under the initiative, activities like IP Clinic, Case Studies/ Articles regarding Innovation and Intellectual Property and online awareness programs and National Intellectual Property Literacy Week (NIPLW) have been conducted. More than 46,000 users have registered for KAPILA awareness programs.