Manasi Joshi's blog

   Task given by Megha ma'am. Interpret all the acts and scenes in brief. Introduction T. P. Kailasam’s The Curse or Karna is a modern Indian drama that re‐imagines the life of Karna from the Mahabharata, focusing particularly on his inner turmoil, his moral dilemmas, and the tragedy that arises out of societal factors such as caste, fate, and loyalty. The play, structured in five acts, treats Karna as a tragic hero in the mold of classical tragedy (for example, Sophoclean models), whose fall is not purely due to one error but is shaped by birth, social prejudice, curses, and his own choices. Below is a brief interpretative summary of each act and scene, showing how Kailasam builds up the tragedy of Karna. Act by Act Interpretation Act I Scene / Opening: The play opens in the ashram of Raama (Parashurama) where Karna has completed his study. He is about to leave. This scene sets up his intellectual and martial promise, as well as his high devotion to his teacher. Critical Inci...

  This blog task is part of  AI Bias NotebookLM Activity given by Dilip Barad sir. Video Link: https://www.youtube.com/watch?v=m1DKWMOeZ7Y Lab Session: DH s- AI Bias NotebookLM   Activity Introduction  Artificial Intelligence (AI) is often perceived as a domain of pure rationality, operating solely on the precision of algorithms and computational logic. In this view, AI systems are regarded as superior to human judgment, seemingly unencumbered by the subjective prejudices and limitations that shape human thought. However, such an assumption proves misleading. Rather than existing as objective and impartial entities, AI systems frequently act as mirrors of the cultural, social, and historical contexts in which they are developed. This perspective was underscored in a recent lecture delivered by Professor Dillip P. Barad on AI and literary interpretation. His discussion highlighted the extent to which AI reproduces and amplifies ingrained cultural biases, challenging t...

Blog is given by Barad sir  Blog on Presentations: Part:-1 Teacher's Link:   https://dilipbarad.com/fdp/hypertext1/index.html Introduction & Context The presentation argues for a paradigmatic shift in pedagogy—from conventional linear texts to hypertexts—especially in the context of teaching language and literature to digital natives. The core thesis is that as learners increasingly inhabit digital environments where information is non-linear, networked, and interactive, pedagogical practices too must evolve to leverage hypertextual affordances. This “pedagogical shift” is proposed as not just a technological change, but as a transformation in how authority, authorship, navigation, and student engagement are conceptualized.  This builds on theoretical underpinnings (notably from postmodern and hypertext theory) to argue that in digital media, the “subject” (i.e. content, teacher, learner) becomes decentered and fragmented, requiring a rethinking of the teacher’s ...

 Blog is given by Barad sir  My Roll No 15: Group 5 Understand how once we used to debate on if machines can write poems Click here The video under discussion engages with the provocative and multilayered question: Can a computer write poetry? This inquiry is not confined merely to the technical capacities of artificial intelligence but extends toward profound philosophical and existential debates concerning creativity, intelligence, and humanity itself. The speaker frames the discourse through a series of interactive tests in which participants are asked to distinguish between poems written by humans and those generated by algorithms. The exercise demonstrates the significant difficulty humans face in making such distinctions. By presenting works from canonical poets such as William Blake, Frank O’Hara, and Gertrude Stein alongside AI-generated verses, the speaker shows that computational systems can produce poetry capable of deceiving human readers. This capacity unsettles t...

 Blog is assigned by Barad sir  1)  What is Digital Humanities? What's it doing in English Department? Introduction The emergence of digital humanities (DH) represents a significant shift in the way scholars in English and related disciplines engage with texts, knowledge production, and pedagogy. Traditionally, humanities scholarship emphasized close reading, interpretation, and theoretical frameworks rooted in literary, historical, and cultural contexts. However, the increasing integration of digital tools and computational methods has transformed both the scope and practices of the humanities. Matthew G. Kirschenbaum, in his essay “What Is Digital Humanities and What’s It Doing in English Departments?” (2010), provides a comprehensive account of the field’s institutional growth, methodological diversity, and academic implications. His discussion reveals that DH is not merely a technological supplement to literary studies but an evolving methodological and social movemen...