Pub Date : 2021-06-28DOI: 10.24113/IJOHMN.V7I3.229
Fadiel Mohammed Musa
This study was conducted at a Sudanese university in 2021 at the end of the semester to find out the areas caused problems of speech production. The research paper seeks to answer the question: What area/s of speaking is problematic to students? Fortysix undergraduate students in first year, who were majored in the English programme involved in the test. The total population was hundred students. Analytic rubrics were used for collecting data. Tuan (2014, p. 2) states that analytic rubric“… accesses the examinee’s specific strengths and weaknesses and identifies the particular components of speaking discourse that an examinee needs to develop”. Five explicit criteria were used to test participants; i.e.: grammar, vocabulary, pronunciation, cohesion and fluency. The test was conducted by two instructors who gave appropriate marks under each of five rubrics (Table 1 below). The test contents comprised some pictures and topics to speak about. Bar charts were utilized to compare and measure marks obtained by students in analytic rubrics, where each rubric was measured individually. The results revealed that students were weak in all five areas (grammar, vocabulary, punctuation, cohesion and fluency).The highest marks were gained in pronunciation, count 25%, while the lowest marks were obtained in vocabulary, 15% from the total mark allocated for this item. The results conveyed that, this group of participants was weak in all aspects that needed for speech production compared with their level (2nd year undergraduates).
该研究于2021年学期末在苏丹一所大学进行，目的是找出导致语音产生问题的领域。这篇研究论文试图回答这样一个问题:学生说话的哪个方面有问题?46名英语专业的一年级本科生参与了测试。学生总数为100人。数据收集采用分析规则。Tuan (2014, p. 2)指出，分析性标题“……获取考生的具体优势和劣势，并确定考生需要发展的口语话语的特定组成部分”。五个明确的标准用于测试参与者;即:语法、词汇、发音、衔接和流利。测试由两名教师进行，他们在五个标准下分别给出适当的分数(见表1)。测试内容包括一些图片和话题。柱状图用于比较和测量学生在分析分类中获得的分数，其中每个分类都是单独测量的。结果显示，学生在五个方面(语法、词汇、标点、衔接和流利性)都很弱。发音得分最高，占25%，词汇得分最低，占该项目总分的15%。结果表明，与二年级学生相比，这组学生在言语产生所需的各个方面都很弱。
{"title":"Evaluating ELF Students’ Speaking Skill at Tertiary Level","authors":"Fadiel Mohammed Musa","doi":"10.24113/IJOHMN.V7I3.229","DOIUrl":"https://doi.org/10.24113/IJOHMN.V7I3.229","url":null,"abstract":"This study was conducted at a Sudanese university in 2021 at the end of the semester to find out the areas caused problems of speech production. The research paper seeks to answer the question: What area/s of speaking is problematic to students? Fortysix undergraduate students in first year, who were majored in the English programme involved in the test. The total population was hundred students. Analytic rubrics were used for collecting data. Tuan (2014, p. 2) states that analytic rubric“… accesses the examinee’s specific strengths and weaknesses and identifies the particular components of speaking discourse that an examinee needs to develop”. Five explicit criteria were used to test participants; i.e.: grammar, vocabulary, pronunciation, cohesion and fluency. The test was conducted by two instructors who gave appropriate marks under each of five rubrics (Table 1 below). The test contents comprised some pictures and topics to speak about. Bar charts were utilized to compare and measure marks obtained by students in analytic rubrics, where each rubric was measured individually. The results revealed that students were weak in all five areas (grammar, vocabulary, punctuation, cohesion and fluency).The highest marks were gained in pronunciation, count 25%, while the lowest marks were obtained in vocabulary, 15% from the total mark allocated for this item. The results conveyed that, this group of participants was weak in all aspects that needed for speech production compared with their level (2nd year undergraduates).","PeriodicalId":384851,"journal":{"name":"International Journal online of Humanities","volume":"73 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126663239","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-30DOI: 10.24113/IJOHMN.V7I2.220
Edgar Bernad-Mechó
Edgar Allan Poe’s Essays and Short Stories have been widely analyzed throughout the decades. Previous research confirms an ample use of varied vocabulary in his short stories. Nevertheless, little emphasis has been put on some of his not-so-famous works: his essays. Thus, the main aim of this paper is twofold: on the one hand, we aim at comparing the lexical semantic richness in Poe’s essays and in his short stories; on the other hand, we intend to test the effectiveness of two different analytical tools to check this semantic variation, i.e. WordSmith Tools and Range. In order to achieve these aims, three short stories and two essays by Poe were selected and combined to create two main corpora: one of short stories and one of essays. After separating the corpora intro fragments of 2000 tokens, lexical semantic richness was assessed using the two aforementioned tools. Results show that i) lexical semantic richness is higher in short stories than it is in essays, and ii) both tools have proven to be effective. These results are further discussed and pedagogical applications for language teaching are put forward.
{"title":"Lexical Semantic Richness in Poe’s Essays and Short Stories: Comparing Corpora with Word Smith Tools and Range","authors":"Edgar Bernad-Mechó","doi":"10.24113/IJOHMN.V7I2.220","DOIUrl":"https://doi.org/10.24113/IJOHMN.V7I2.220","url":null,"abstract":"Edgar Allan Poe’s Essays and Short Stories have been widely analyzed throughout the decades. Previous research confirms an ample use of varied vocabulary in his short stories. Nevertheless, little emphasis has been put on some of his not-so-famous works: his essays. Thus, the main aim of this paper is twofold: on the one hand, we aim at comparing the lexical semantic richness in Poe’s essays and in his short stories; on the other hand, we intend to test the effectiveness of two different analytical tools to check this semantic variation, i.e. WordSmith Tools and Range. In order to achieve these aims, three short stories and two essays by Poe were selected and combined to create two main corpora: one of short stories and one of essays. After separating the corpora intro fragments of 2000 tokens, lexical semantic richness was assessed using the two aforementioned tools. Results show that i) lexical semantic richness is higher in short stories than it is in essays, and ii) both tools have proven to be effective. These results are further discussed and pedagogical applications for language teaching are put forward.","PeriodicalId":384851,"journal":{"name":"International Journal online of Humanities","volume":"74 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114700207","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-30DOI: 10.24113/IJOHMN.V7I2.221
Khaled Hassan Ali Eltayb
This study aimed to investigate reading comprehension problems encountered by Sudanese EFL secondary school students. To achieve the purpose of the study, the researcher used an analytical descriptive method and a questionnaire as a tool. The sample of the study consisted of 30 teachers who were randomly selected from Kenana secondary schools in White Nile State, and responded to the items of the questionnaire. The findings of the study showed that Sudanese Secondary School students face problems in reading and answering comprehension questions. The main causes of these problems were attributed to students’ lack of vocabulary and motivation. English language curriculum and lack of teachers’ training were also considered as causes of this difficulty. The researcher suggested some recommendations for both teachers and syllabus designers. As a recommendation for both sides; teachers and students, the researcher recommended that English language teachers should be trained to improve students’ levels in reading comprehension. Teachers should also motivate their students to have more interest in learning English language. In addition to that, they should encourage their students to read extensively so as to improve their level of comprehension, and syllabus designers should provide good reading material with adequate exercises besides English language literature.
{"title":"Investigating Reading Comprehension Problems Encountered by Sudanese Secondary School Students: Teachers perspective","authors":"Khaled Hassan Ali Eltayb","doi":"10.24113/IJOHMN.V7I2.221","DOIUrl":"https://doi.org/10.24113/IJOHMN.V7I2.221","url":null,"abstract":"This study aimed to investigate reading comprehension problems encountered by Sudanese EFL secondary school students. To achieve the purpose of the study, the researcher used an analytical descriptive method and a questionnaire as a tool. The sample of the study consisted of 30 teachers who were randomly selected from Kenana secondary schools in White Nile State, and responded to the items of the questionnaire. The findings of the study showed that Sudanese Secondary School students face problems in reading and answering comprehension questions. The main causes of these problems were attributed to students’ lack of vocabulary and motivation. English language curriculum and lack of teachers’ training were also considered as causes of this difficulty. The researcher suggested some recommendations for both teachers and syllabus designers. As a recommendation for both sides; teachers and students, the researcher recommended that English language teachers should be trained to improve students’ levels in reading comprehension. Teachers should also motivate their students to have more interest in learning English language. In addition to that, they should encourage their students to read extensively so as to improve their level of comprehension, and syllabus designers should provide good reading material with adequate exercises besides English language literature.","PeriodicalId":384851,"journal":{"name":"International Journal online of Humanities","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128348114","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-28DOI: 10.24113/IJOHMN.V7I2.222
Birhan Assefie
The aim of this article is to discover unnoted experiences of African-American women by taking Angelou’s novel in focus. Experiences of marginalized women in African American haven’t got sufficient attention. Their literature hasn’t accorded the level it deserves. Specifically, autobiographies of black women have been ignored more severely than those of Americans. Maya Angelou, who won Pulitzer Prize for her first volume of autobiography-I Know Why the Caged Bird Sings, is one of the significant authors who wrote in addressing American subalterns’life. This article applies text based analysis and Black feminist literary theory. As a theoretical framework, it enables one to interrogate the relationships between self and selves of black women in America. Hence, race, gender and class issues were the general brands of black women’s oppression. Racial prejudices against black women and the response to the injustices have been discussed based on the nature of resistance from helpless anger to outright protest. In addition, sexual abuse and segregation followed by ignorance and maternity have been analyzed as interlocked oppressions of black feminism. Although different kinds of oppression such as race, gender and class are discussed, the article argues that Angelou’s feminist portrayals are optimist. Thoughtful and kind as depictions show that the triple form of oppression of racism, sexism and classism can be resisted.
{"title":"Experiences of the Marginalized Women in America: Re-reading Maya Angelou’s I Know Why the Caged Bird Sings (1970)","authors":"Birhan Assefie","doi":"10.24113/IJOHMN.V7I2.222","DOIUrl":"https://doi.org/10.24113/IJOHMN.V7I2.222","url":null,"abstract":"The aim of this article is to discover unnoted experiences of African-American women by taking Angelou’s novel in focus. Experiences of marginalized women in African American haven’t got sufficient attention. Their literature hasn’t accorded the level it deserves. Specifically, autobiographies of black women have been ignored more severely than those of Americans. Maya Angelou, who won Pulitzer Prize for her first volume of autobiography-I Know Why the Caged Bird Sings, is one of the significant authors who wrote in addressing American subalterns’life. This article applies text based analysis and Black feminist literary theory. As a theoretical framework, it enables one to interrogate the relationships between self and selves of black women in America. Hence, race, gender and class issues were the general brands of black women’s oppression. Racial prejudices against black women and the response to the injustices have been discussed based on the nature of resistance from helpless anger to outright protest. In addition, sexual abuse and segregation followed by ignorance and maternity have been analyzed as interlocked oppressions of black feminism. Although different kinds of oppression such as race, gender and class are discussed, the article argues that Angelou’s feminist portrayals are optimist. Thoughtful and kind as depictions show that the triple form of oppression of racism, sexism and classism can be resisted.","PeriodicalId":384851,"journal":{"name":"International Journal online of Humanities","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133335465","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-28DOI: 10.24113/ijohmn.v6i5.202
Yeshaw Tesema Yideg, Yosef Beco Dubi
The purpose of this article is to analyze the folk knowledge in maintaining folk group integration and socio-economic intimacy among the Arsi-Robe peasants. The significance of folk knowledge in folklore of the society in connection with group integration and socio-economic welfare is the case in point. This study employed a field survey research and data gathering method through the participant observation as well as direct interview. In order to obtain the substantial folkloristic data from local sources (people, occasions, or other settings), the researchers had familiarized with the social behavior and local environment of each locality. As far as the findings of this study are concerned, two points may be underscored here. People are customarily designated to take part in group-driven occupational habits like däbo and wänfä. Amongst the Arsi-Robe traditional society, if people isolate themselves from communal works, they are criticized, if not ostracized and excluded from the mainstream social and cultural roles. They also play their potential roles in kinship and kinship-like social relations. Put another way, they make interventions between their own world and a social unit in their vicinities according the collective paradigm set customarily.
{"title":"Folk Knowledge in Maintaining Group Integration and Socio-economic Intimacy among the Arsi-Robe Peasants","authors":"Yeshaw Tesema Yideg, Yosef Beco Dubi","doi":"10.24113/ijohmn.v6i5.202","DOIUrl":"https://doi.org/10.24113/ijohmn.v6i5.202","url":null,"abstract":"The purpose of this article is to analyze the folk knowledge in maintaining folk group integration and socio-economic intimacy among the Arsi-Robe peasants. The significance of folk knowledge in folklore of the society in connection with group integration and socio-economic welfare is the case in point. This study employed a field survey research and data gathering method through the participant observation as well as direct interview. In order to obtain the substantial folkloristic data from local sources (people, occasions, or other settings), the researchers had familiarized with the social behavior and local environment of each locality. As far as the findings of this study are concerned, two points may be underscored here. People are customarily designated to take part in group-driven occupational habits like däbo and wänfä. Amongst the Arsi-Robe traditional society, if people isolate themselves from communal works, they are criticized, if not ostracized and excluded from the mainstream social and cultural roles. They also play their potential roles in kinship and kinship-like social relations. Put another way, they make interventions between their own world and a social unit in their vicinities according the collective paradigm set customarily. \u0000 ","PeriodicalId":384851,"journal":{"name":"International Journal online of Humanities","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121234282","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-14DOI: 10.24113/ijohmn.v6i4.193
Khaled Hassan Ali Eltayb
This paper attempted to shade the light upon “The cruciality of teaching Literature to enhance reading comprehension skills”, is conducted to find out the role and importance of teaching literature in developing comprehension skills in tertiary level. The researcher adopted descriptive analysis method, the population of this study of (30) English language teachers from different Sudanese universities. Date was gathered by questionnaire. The researcher used a statistical package for social studies (SPSS package). The study comes up with followings: Teaching literature in language courses helps students to develop Reading Comprehension skills, teaching literature in reading lessons helps students to develop skimming and scanning techniques, literature presents valuable material to teach reading comprehension lesson, literature is a good way to practice acquiring quick information from the texts, and teaching literature develops students’ interpretative abilities.
{"title":"The Cruciality of Using Literature to Enhance Reading Comprehension Skills","authors":"Khaled Hassan Ali Eltayb","doi":"10.24113/ijohmn.v6i4.193","DOIUrl":"https://doi.org/10.24113/ijohmn.v6i4.193","url":null,"abstract":"This paper attempted to shade the light upon “The cruciality of teaching Literature to enhance reading comprehension skills”, is conducted to find out the role and importance of teaching literature in developing comprehension skills in tertiary level. The researcher adopted descriptive analysis method, the population of this study of (30) English language teachers from different Sudanese universities. Date was gathered by questionnaire. The researcher used a statistical package for social studies (SPSS package). The study comes up with followings: Teaching literature in language courses helps students to develop Reading Comprehension skills, teaching literature in reading lessons helps students to develop skimming and scanning techniques, literature presents valuable material to teach reading comprehension lesson, literature is a good way to practice acquiring quick information from the texts, and teaching literature develops students’ interpretative abilities.","PeriodicalId":384851,"journal":{"name":"International Journal online of Humanities","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122010526","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-08-05DOI: 10.24113/IJOHMN.V5I4.105
J. Khan
Is the New Year really new or old? Happy or sad? Is it only part of the process and the cycle of seasons making one look back and think of death? Is it a time to wish to stay where one is or hope for opportunities and possibilities? Like a point in a circle, is every day a New Year’s day? Is it a time for nostalgia and reminiscence or promises and resolutions for the future? With the (Gregorian and the British Government) changes in the Western calendar at different times in history and with different countries/cultures celebrating the New Year at different times of the year and with the fiscal year, political (election) year, and academic year being different from the traditional New Year of January 1st, does the New Year mark the beginning and the ending in just an arbitrary way? Centuries ago Britain’s earliest Poets Laureate introduced the tradition of writing a New Year poem. Since then there have been many authors writing New Year essays and poems. They include Robert Herrick, Charles Cotton, Johann Von Goethe, S. T. Coleridge, Charles Lamb, Lord Alfred Tennyson, William Cullen Bryant, Helen Hunt Jackson, Emily Dickinson, George Curtis, Thomas Hardy, Fiona Macleod (William Sharp), D. H. Lawrence, Rabindranath Tagore, and Sylvia Plath, among others.
{"title":"Literature of the New Year: Literary Variations on the Celebration of the New Year","authors":"J. Khan","doi":"10.24113/IJOHMN.V5I4.105","DOIUrl":"https://doi.org/10.24113/IJOHMN.V5I4.105","url":null,"abstract":"Is the New Year really new or old? Happy or sad? Is it only part of the process and the cycle of seasons making one look back and think of death? Is it a time to wish to stay where one is or hope for opportunities and possibilities? Like a point in a circle, is every day a New Year’s day? Is it a time for nostalgia and reminiscence or promises and resolutions for the future? With the (Gregorian and the British Government) changes in the Western calendar at different times in history and with different countries/cultures celebrating the New Year at different times of the year and with the fiscal year, political (election) year, and academic year being different from the traditional New Year of January 1st, does the New Year mark the beginning and the ending in just an arbitrary way? Centuries ago Britain’s earliest Poets Laureate introduced the tradition of writing a New Year poem. Since then there have been many authors writing New Year essays and poems. They include Robert Herrick, Charles Cotton, Johann Von Goethe, S. T. Coleridge, Charles Lamb, Lord Alfred Tennyson, William Cullen Bryant, Helen Hunt Jackson, Emily Dickinson, George Curtis, Thomas Hardy, Fiona Macleod (William Sharp), D. H. Lawrence, Rabindranath Tagore, and Sylvia Plath, among others.","PeriodicalId":384851,"journal":{"name":"International Journal online of Humanities","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130948691","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-06-07DOI: 10.24113/IJOHMN.V5I3.101
Ahmed Seif Eddine Nefnouf
In this paper, I am going to conduct a feminist reading of Tar Baby by using feminist theory. We are going to look at the issues of gender identity according to feminist’s ideologies and principles in term of oppression against black in general and black women specifically. In addition to that, we are going to use one of the main principles of feminism, which is the patriarchy system between gender and origin. This analysis based on the actions, thoughts and behaviors of the major characters in Toni Morrison’s Tar Baby to gain their identity, also to understand the nature of gender inequality and examining women's social roles, experience and interests
{"title":"Gender Identity in Toni Morrison’s Tar Baby","authors":"Ahmed Seif Eddine Nefnouf","doi":"10.24113/IJOHMN.V5I3.101","DOIUrl":"https://doi.org/10.24113/IJOHMN.V5I3.101","url":null,"abstract":"In this paper, I am going to conduct a feminist reading of Tar Baby by using feminist theory. We are going to look at the issues of gender identity according to feminist’s ideologies and principles in term of oppression against black in general and black women specifically. In addition to that, we are going to use one of the main principles of feminism, which is the patriarchy system between gender and origin. This analysis based on the actions, thoughts and behaviors of the major characters in Toni Morrison’s Tar Baby to gain their identity, also to understand the nature of gender inequality and examining women's social roles, experience and interests","PeriodicalId":384851,"journal":{"name":"International Journal online of Humanities","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125212461","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-06-07DOI: 10.24113/IJOHMN.V5I3.100
M. Walid
This paper aims at analyzing Toni Morrison's work Tar Baby. We are going to apply the post-colonial theory to deal with the issues of racial identity. Also, we are going to focus on the binary opposition as one of the main concern of post-colonialism to analyze the relationship between blacks and whites. This analysis is based on the actions, thoughts, and behaviors of the major characters to deal with the problem of racism and identity.
{"title":"Race Identity in Toni Morrison’s Tar Baby","authors":"M. Walid","doi":"10.24113/IJOHMN.V5I3.100","DOIUrl":"https://doi.org/10.24113/IJOHMN.V5I3.100","url":null,"abstract":"This paper aims at analyzing Toni Morrison's work Tar Baby. We are going to apply the post-colonial theory to deal with the issues of racial identity. Also, we are going to focus on the binary opposition as one of the main concern of post-colonialism to analyze the relationship between blacks and whites. This analysis is based on the actions, thoughts, and behaviors of the major characters to deal with the problem of racism and identity.","PeriodicalId":384851,"journal":{"name":"International Journal online of Humanities","volume":"77 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114097113","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-02-10DOI: 10.24113/ijohmn.v5i1.111
Pinky Lade
This is another hot and burning topic of modern India and that is communalism. We are living in twenty second century but still we indulge ourselves in hate, bloodshed, slaughter, murder on the basis of caste and religion. We live quietly and calmly then suddenly a voice full of hatred arise and we all arise with deadly weapons, guns, and swords in our hands start slaughtering our neighbors, friends, and acquaintances. It is very shameful that we have kept hatred sleeping deep in heart and just at the spark of one tiny incident, it bursts out.
{"title":"A Study on Communalism and Religious Hatred Through The Play “Final Solution”","authors":"Pinky Lade","doi":"10.24113/ijohmn.v5i1.111","DOIUrl":"https://doi.org/10.24113/ijohmn.v5i1.111","url":null,"abstract":"This is another hot and burning topic of modern India and that is communalism. We are living in twenty second century but still we indulge ourselves in hate, bloodshed, slaughter, murder on the basis of caste and religion. We live quietly and calmly then suddenly a voice full of hatred arise and we all arise with deadly weapons, guns, and swords in our hands start slaughtering our neighbors, friends, and acquaintances. It is very shameful that we have kept hatred sleeping deep in heart and just at the spark of one tiny incident, it bursts out.","PeriodicalId":384851,"journal":{"name":"International Journal online of Humanities","volume":"172 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128628349","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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