Tuesday, December 31, 2019

Major Literary Awards 2019



The Nobel Prize in Literature 2019 was
awarded to Peter Handke "for an influential work that with linguistic ingenuity has explored the periphery and the specificity of human experience."

In 2019, Dr Shashi Tharoor received the Sahitya Academy Award for his book An Era of Darkness in a non-fiction category in English language. 

The 2019 Booker Prize for Fiction was announced on 14th October 2019. The Prize was awarded jointly to Margaret Atwood for The Testaments and Bernardine Evaristo for Girl, Woman, Other. This was the first time the prize was shared since 1992, despite a rule change banning joint winners.

This year, Richard Powers won the Pulitzer Prize for Fiction 2019 for his epic nature novel The Overstory.
On 10th May 2019, Simon Robert Armitage was declared as the Poet Laureate. He has succeeded Carol Ann Duffy. 




Saturday, December 21, 2019

Thomas Stearns Eliot

Image result for t s eliot

Thomas Stearns Eliot (1888-1965)

A thorough knowledge of Eliot is compulsory for anyone interested in contemporary literature. Whether he is liked or disliked is of no importance, but he must be read.
_Northrop Frye

  • Born on 26th September 1888 in USA.
  • Modern Poet and dramatist. One of the great Poets in 20th century English literature.
  • Known as Invisible Poet. He called himself OLD POSSUM
  • Influence on him: his mother and grandfather, his teachers- George Santayana and Irving Babitt and the book he read The Symbolist Movement inLiterature by Arthur Symons
  • His interests: Classical literature and Comparative literature
  • In 1914 he met Ezra Pound whom he called his II Miglior Fabbro
  • From 1917 to 1919 he worked as an assistant editor of THE EGOIST.
  • In 1923, he became the editor of THE CRITERION.
  • HE WON NOBEL PRIZE IN LITERATURE  IN 1948.

Important Works:
Drama

Poetry

Features of his Works:
  • Revolt against traditional poetry
  • Rejection of contemporary life
  • Use of new techniques
  • Borrowings
  • Absence of logical link
  • The urban setting
  • Rejection of Nature and love
  • Use of myths


Wednesday, December 18, 2019

Social Media inside the Classroom



Social media: an easiest way to connect with the world, an impressive way to create virtual identity, and nowadays a handy tool to communicate with friends and
other people as well. In short, it’s an easy tool to reach millions of people virtually, to impart knowledge, to share thoughts and lots of things which we love to do.
Social media is not limited just for society but it also entered the classrooms very effectively. It is possible and it often happens that students get distracted only because of social media. Even it may be proved harmful for society as many people specially young generation lose their lives or get depressed in comparison of likes and dislikes, comments of friends and many times because of cyber crimes.
Nevertheless, does social media mean only Whatsapp, facebook, Twitter, Tik Tok, Hangout? No, I don’t think so.  However, there are a number of tools which are the parts of Social media but can be used or I should say are being used for academic purposes in this present era of technological enhancement.
Blogs are very popular and useful tool for sharing material with students. It can be used to enhance the communication skills of the students. Google Classroom is also very helpful tool for teachers as well as learners to share material, assignment collection, and virtual classroom communication. Ted talk is also very helpful for not only motivational talks or knowledge sharing but also for improvement in listening skills.
Hangout or Zoom applications can be used for group discussion among students, teacher can deliver lecture even during holidays from their home and students can learn at their time and place. There are thousands of tools we can consider as a part of social media, which can be fruitful, if we allow them in the classroom.


Monday, November 18, 2019

MOOCs on Swayam: My Experiences



Apart from regular studies, it’s important to learn something new or something related to our syllabus from other resources available in the market, to expand our knowledge. For that,
one of the best options is to join Massive Open Online Courses. I am glad that I have recently completed two online courses on Swayam:


It was a course on Academic Writing, What is AW?, Traits of AW, Plagiarism, How to write AW, and general information regarding Open Educational Resources.

I have joined this course to expand my knowledge regarding Research and Academic Writing.  
  • History of English Language and Literature


It was all about the History of English Language and Literature age wise from Old Age to the Present Era, the contribution of major writers and effects of Socio-Political events on the development of language and literature.

I have joined this course to know the History of English Language and Literature in detail, and it will be helpful to me for the preparation of NET and SET.

Apart from the content, I have learned so many things from courses.
How to communicate with unknown people.
How to manage regular studies and these courses all together.
To create Open Educational Resources on YouTube.
To appear in Online Exams (Proctored)




Tuesday, October 1, 2019

AVASAR 2019: My Experience

Bhakta Kavi Narsinh Mehta University has organized the third Youth Festival AVSAR 2019 on 20th and 21st September 2019 at J S Godhani Mahila Arts and Commerce College Junagadh. 





I have participated in Debate with Neel Maher from Department of Life Science. We have started preparation before fifteen days ago. We have prepared for topics i.e. Social Media, Article 370 and 35A, Traffic rules in India, Demonetization, etc. Before 24 hours of competition, final topics were declared on www.bknmu.edu.in. We were given three topics and we were asked to choose one. It became very easy for us as all the topics were the same which we have prepared. We have selected "Advantages and disadvantages disadvantages of using social media". We have discussed our points on Social Media again and again. We both were fully confident for competition. 

On 20th September, we met in Youth Festival, and on the time of registration for debate, we were informed that you both were not in this competition as your name was not registered there. We have asked them to search BKNMU department etc. but they found nothing so we called Jatin Sir our team manager and he helped us to find out our registered names. Finally we entered the class for competition. We were eagerly waiting for our turn. There were 42 pairs and total 84 participants for debate. Most of all the students have selected the same topic and that is Social Media which we have also selected. We were worried somehow that we have to repeat the same because all will speak on the same topic then they will cover our points and no one will be interested in our discussion at last. But fortunately no one could include our points in their discussion, so we were safe. 

Actually the room was small and the sound of mike was unbearable for us, we were tired, suffering from headache and awaiting for our turn. Though it came last so I thought that wow no one could copy our content otherwise it was possible that others could make their content better after listening to us. All have discussed Social Media keeping in mind Whatsapp, Facebook Twitter and Instagram and Tiktok only. They talked about learning through Social Media but only with Google and YouTube. 

I have started my positive point from the idea that Social Media does not mean only Whatsapp, Facebook, Twitter, Instagram and Tiktok it also includes Google Classroom, Nicenet, Blog, Wiki, Hangout, Zoom, Ted talk and so on for education purpose, Blood Help Gujarat app for health, 181 for women help, very good initiative of government SWAYAM from which we can learn anytime anywhere so many things from experts of various fields. If we want to learn or join courses in Universities of the world we can join edx and cousera. If we talk about cyber crime, it not the disadvantage of social media, for the solution, government has started CyberCrime Branch. So, social media is beneficial for the freedom, protection and education of female, education, health, connectivity and development of our nation through Globalization. I have given real example of our department, how we utilize social media for education. 
Click here to visit my blog on Online learning

Negative points from Neel were also strong. He has included Cyber crime, Cyber bullying, trolling, mob lynching, cyber attack from Western culture on our ancient culture, health issues, increased Pollution caused by technology and social media, harmful radiations, and so on. He has given real life examples and statistical analysis too. 

Listen my speech on this topic :- Click here

Wednesday, September 4, 2019

Kanthapura as a Gandhian novel


  • Introduction:

Kanthapura is one of the foremost narratives of freedom struggle under the leadership of Mahatma Gandhi in an epic fashion written by Raja Rao. Raja Rao is the youngest among the Trio of Indian English literature specially novels.
Kanthapura is an account of the renaissance of Indian spiritual life
under the impact of independence movement. It’s message is essentially spiritual and cultural.
Dr. T Prabhakar

  • Kanthapura as a Gandhian novel:

Between two World Wars, in Gandhian Age, writers were highly inspired by Gandhian philosophy. Most of all writers have written works based on Gandhian thoughts and talked about Gandhi’s work both spiritually and politically. Among them two novels are remarkable,
 Kanthapura by Raja Rao
Waiting for Mahatma by R K Narayan
Rao’s Kanthapura is a Gandhian epic. His treatment and manner of narrating Gandhian philosophy can be studied in three phases.

  • Transformation of Freedom Struggle into a Mass Movement:

Entire the story of Kanthapura is well knitted with the theme of Freedom struggle. The novel depicts the pathetic condition of Indians under the cruel Britishers. Many kings have invaded our nation India and then came Britishers, in a same way, many freedom fighters were active in freedom struggle then came Mahatma Gandhi. Rao has mentioned this and connected it to religious thoughts and beliefs. Rao has made the story of freedom struggle spiritual instead of historical.

How Gandhian thoughts were spread in each part of India is shown through the small South Indian village Kanthapura. Kanthapura represents the India and shows miserable condition of India under the British Rule.
For Kanthapura is India in microcosm; what happened there is what happened in many places during India’s fight for freedom.
C D NArsimhaiha

Rao does not introduce Gandhi as one of the characters but introduces Narayan Moorthy as embodiment of his thoughts. Moorthy introduces Gandhian doctrines to the villagers. He goes door to door and inspires them to spin and join Khadi Movement. He made a small committee of Congress in his own village, collected money, and sent it to National Congress. He asked his committee members to follow some rules: to seek truth, ahimsa and to spin.

Moorthy does not care for people who criticize him for joining Pariah and Sudras into freedom struggle. He thus helps to convert fragmented India into a homogeneous one by joining all villagers to independence movement. The support of villagers to freedom struggle is also noteworthy. They support for Salt Satyagraha, get news of Dandiyatra every day, pray for them, and fast for them.

Kanthapura’s chief interest is in the depiction of how Gandhiji turned freedom struggle into a mass movement and in the glorification of Gandhian doctrine.

  • Depiction of Inhumanity of Britishers:

However, in Raja Rao’s Kanthapura the British administrators of justice have been shown to be unjust in their ways.
B D Sharma and S K Sharma

The Britishers were too much cruel to Indian people. How they exploited Indian people is shown in the novel Kanthapura vividly.

Firstly, in the episode of Skiffengton Coffee Estate reflects the cruelty of Britishers. The master of this estate was an English man and villagers were working there as coolies. They were treated badly by their master- Sahib.
The Sahib says that if you work well you will get sweets and if you work badly you will be beaten- that is the law of the place.

Moorthy visits the place, tries to help them, and tries to literate them but he is prevented to do so. It is much cruel that they appoint one Indian to torture the Indian people. After the demise of Sahib, his nephew inherits the estate. He is called New Sahib. He is worse than the elder one. He exploits women physically and if she denies, her husband gets punished. He spreads sexual immorality.

They used Divide and Rule formula. Bade Khan is appointed there to barter women.

  • Treatment of Freedom Struggle in Kanthapura:

Kanthapura is the first successful novel dealing with freedom struggle as a theme. It is the masterpiece of Raja Rao. He doesn’t describe the entire history, but he describes the last phase of freedom struggle led by Mahatma Gandhi. Khadi Movement, Dandi March, Non Coorporation, etc. are depicted in the novel.

The story is narrated not in a historic or romantic mode but in a spiritual mode. Rao perceives freedom struggle as a holy war between good and evil, virtue and vice. This struggle is viewed similar to war between Rama and Ravana, Pandavas and Kauravas. There are several evidences to consider freedom struggle as a holy war in Kanthapura. 

The first is employment of Harikatha as amode of narration.
Kanthapura also shares certain narrative techniques with the Puranas. The story is told rapidly, all in a one breath, by a village grandmother and this style reflects the oral heritage evident in Harikatha.
Makarand Paranjape

The second is, use of myths and symbols. Invocation of God for the incarnation to save the motherland is religious and spiritual as well. As Krishna killed Kali, Gandhi was born to protect people from Britishers. Gandhiji is also compared to Rama, who came to save Sita as Gandhi came to save Bharata Mata.

Rao has mentioned the deity of the village Kanthapura- Kenchamma. She is the protector of the entire village Kanthapura.

  • Conclusion:

Raja Rao has created a masterpiece in Kanthapura where the Western tradition of novel writing mixed well with Indian tradition of storytelling. Kanthapura proves Gandhi as a hero without being a character of the novel.




Monday, September 2, 2019

Davies: the Caretaker



  • Introduction

I went into a room and saw one person standing up and one person sitting down, and few weeks later, I wrote The Room. I went into another room and saw two people sitting down and a few years later, I wrote The Birthday Party. I looked through a door into a third room and saw two people standing up and I wrote The Caretaker.
Harold Pinter


The Caretaker is a play in three acts by the well-known British playwright Harold Pinter. It was published in 1960. It’s centered around three main characters, Davies, Aston and Mick. 

  • Davies as the Protagonist

The portrayal of Davies is a bitter commentary on the human condition.
Ruby Cohen

Davies is a tramp, the central character of the play. After a fight at his cafe job, he is brought by Aston to the room where he is offered the position of a caretaker, though he has not experience of it. At the end, he is thrown out from the room as Aston and Mick need him no more in their room and life as well. It is controversial either it was Davies who is responsible for not having stable job or the society in which he is considered as anti-social.  

  • Davies Aston relationship
The Davies Aston relationship begins with Aston apparently in command of the situation as both host and rescuer of Davies. His calm, quiet acceptance of the uneasy guest seems a natural posture of superiority and Davies at first accepts it as such. As both guest and rescued, Davies in contrast to Aston, is noisy, repetitive, and insecure.

Though, Aston is mentally not stable, he is helpful to others as we can see he helps Davies. Davies has a very good relations with Aston but later on he starts complaining about Aston to Mick.

  • Davies’ complaints about Aston
Davies has a lot to complaint about in terms of Aston, and while much of it is quotidian and not all that interesting, this is important one:
I mean, we don’t have any conversation, you see? You can’t live in the same room with someone who…who don’t have any conversation with you.
Davies

  • Davies’ racial prejudices  
All them Greeks had it, Poles, Greeks, Blacks, the lot of them, all them aliens had it…and they had me working there.
Davies

From the very first, Davies appears quite fixed on race. It can be considered as defense mechanism. He does not like other races. He represents the racial prejudices in the society in Britain in 1950s.

  • Davies’ love for cleanliness
It’s because of dirty habits, I left my wife. After we were married just for a week…
Davies

Davies likes cleanliness; he doesn’t like those people who are dirty or not having sense of personal hygiene. For him, cleanliness matters a lot that we can see, he left his wife for this reason. He maintains cleanliness even in hard times of his life.  

  • Quest for Identity
In some respect the three characters of The Caretaker are all in search of their identity in all dispossessed, all in search of their identity in a materialistic world.
Burkman

Davies has two names Mac Davies and Bernard Jenkins,  his real name and his commonly accepted name. Besides, he often mentions his identity papers which are not with him but he will fetch them from Sidcup.

  • Conclusion
To conclude, one can say, Davies is the central character of The Cretaker and he represents the modern man after the Second World War.

Sunday, September 1, 2019

Teacher's Day

As we all know that we celebrate teacher's day in memory of Dr Radhakrishnan. On this special occasion, students become teachers and try to imitate his or her favorite or ideal or role model teacher. This is the best opportunity to be grateful to the milestones of our life, our teachers.

Besides, our parents are the first teachers in our life, especially mother, she is equal to thousands of teachers.

To watch one such short film Click here👇

        The Best Teacher

Sunday, August 11, 2019

Use of ICT tools for English Language Teaching




Development of technology has changed the life of man and way of thinking and working as well. It also affects the forms of communication we use. The change in forms of communication tools, like, earlier we used to write letter and then rare phone calls and now unlimited chats with friends, emails instead of letters, directly affects the way of teaching and learning language. A student using smart phone to communicate will obviously be not interested in learning merely from board instead, s/he would like to learn using various ICT tools. For that, a teacher can use various web 2.0 tools like, Blog, Google Classroom, Wiki, Ted talk, Moodle, and so on.
 Let us discuss how these ICT tools or what we generally call Web 2.0 tools can help for Language teaching and learning.


Blog is a website containing a writer or a group of writers’ own experiences, observations, opinions, etc. and often having images and links to other websites. (dictionary.com)
There are various purposes to use blog, we can connect with people from entire world, we can read others’ ideology and can share our ides with the world, and can comment on others’ blog posts. A teacher can use blog to improve his/her students’ basic communication skills.
Students can read blogs and can create their own blog as well. Teacher can instruct students to read one another’s blogs and make constructive comments. So, in a way, students can improve their reading and writing skills and critical thinking will also be developed.


A podcast is an episodic series of digital audio or video files, which a user can download to listen.
Podcast is the best way to learn language with listening practice. Many students feel bored in reading but can learn very easily with enjoyment while listening. For such students, educational podcasts are appealing and encourage them to learn.
Teachers can create their own podcasts or can suggest students some very good podcasts like eslpod, BBC, etc. Besides, teachers can also help students to make their own podcasts, and then to share in the classroom and allow students to give comments to one another’s podcasts. In this way students’ listening and speaking skills will be improved.


A wiki is a website that allows users to add and update content on the site using their own web browser. Users can collaboratively modify content and structure directly from the web browser.
Wiki is a useful tool for students and researchers to work collaboratively from distant places. With the help of wiki teacher can help students to enhance students’ communicative competence, especially, Reading and Writing skills. Students can work together from their different places and teacher can see what they have done and can edit the content as well. Moreover, students can see what changes their teacher has made in their content.  


Google Classroom and Nicenet are the virtual classes. Google Classroom helps teacher to share material, give instructions and assignments, grade assignments, discussion forum, etc. Nicenet is also one kind of virtual class like Goggle Classroom. The only difference is that Google Classroom is directly connected to Google Drive and Nicenet is not. On the other hand, Nicenet provides video conference facility to teacher and learners but Google Classroom doesn’t.

There are a number of ICT tools available in the market, to teach and learn language. Here I have discussed a few of them. To be an effective language teacher one has to be updated with time and for that, one must have knowledge of technological development apart from their subjects. 

Monday, August 5, 2019

Impact of literature on life







According to William Henry Hudson,
Literature is the expression of life through the medium of language.

Literature is the mirror of society and one can find himself in the various characters of books. It is also said that a book can change one’s life even.
 Literature has a power to change the ideology of a person, as we have the best example of Mahatma Gandhiji whose life was totally changed after he had read John Ruskin. So, here I am sharing one Ted talk in which, a lady talks about how books have changed her life.


Listen this carefully, contemplate, try to recall and share your experiences if you read any book which has changed your life or the way of living life.  



Tuesday, July 30, 2019

Massive Open Online Courses


  • Introduction

There are two types of teaching:
1. Online Teaching
2. Offline Teaching
It was a time when students learnt from books and blackboard but it is a time that students wish to learn from screens. So, nowadays Online Teaching like MOOC, Ted education, Gamification, Blog, etc. are popular among teachers and students. MOOC is one of the most popular among these methods.




  • What is MOOC?
Massive: large number of enrollment of learners
Open: open for all (no mandatory qualification)
Online: fully online
Courses: structured course content   
So, MOOC is an online course aimed at unlimited participation and open access via the web.


  • Basic Philosophy of MOOC

Anytime Anywhere Anyone

  • Platforms for MOOC
Swayam 
Swayam Prabha 
Edx 
Cousera

  • Features of MOOC

  1. E tutorials: Video lectures by subject experts
  2. E content: Reading material
  3. Quiz: Self-assessment and graded quiz
  4. Discussion Forum: Students and teacher can interact

  • Types of Courses on MOOC

  1. Audited Courses: For learning purpose only
  2. Certificate Courses: For learning and certificate both purposes
  3. Specialised Courses: Specialization on particular subject 
  • How to use MOOC?

Step 1 
Select the platform
Step 2 
Create account
Step 3 
Choose course
Step 4 
Enrol or join the course 
Step 5 
Go through the course   

Monday, July 29, 2019

Importance of Communication Competence

In this essay, I will first define what Communicative Competence is and what it includes. Secondly, making reference to the European Common Framework of Reference for Languages, I will synthesize why gaining Communicative Competence in a foreign language is so important and why it should be the main goal in an English Classroom. To finish with, I will summarize the best ways of teaching Communicative Competence.
Task-based language teaching will be the model I will use as an example of how Communicative competence should be taught and the role instruction should pay in the Classroom.

Communicative Competence refers to the ability of understanding, producing, and interpreting the different Communicative events taking into account not only their explicit sense (what it seems to be more immediate for us), but also its implications; that is to say, what the speaker wants to say, what the listener wants to understand, their relationship, the social context, etc. Therefore, Communicative Competence has to do with the social, cultural, and psychological rules that determine the use of a particular language in a particular situation.

This term was introduced by Hymes in language teaching in 1972, to complete Chomsky’s Linguistic Competence term which couldn’t explain all the factors which are important for a communicative purpose or in a communicative situation. According to him, Linguistic Competence only deals with the knowledge of language rules and forms, and Communicative Competence includes as well the knowledge that allows someone to communicate correctly and appropriately. Therefore, Communicative Competence is the only means we use to transform language into Communication instead of Linguistic Competence.

According to the European Common Framework of Reference for Languages Communicative Competence is divided in:

  • Linguistic Competence:

It refers to the ability of producing utterances in an efficient way in all its grammatical levels. It is formed by these competences: lexical, grammatical, semantic, phonologic and orthographic competence.

Sociolinguistic Competence:
It is the ability of understanding and producing different utterances in different contexts of use where different factors play an important role, such as the relationship between participants, their situation, etc. Aspects to take into account here are social relationships markers, politeness norms, popular wisdom expressions, register differences, dialect and accent differences, etc.

  • Pragmatic Competence:

It makes reference to the ability of acting efficiently in a language taking into account grammatical forms and meaning to complete a text (spoken or written) in different communicative events. It includes student’s mastery of texts, discursive genres, and community speech interpretation. To master this, there are needed rhetorical, cohesive or cohesion devices for conversational organization.

  • Strategic Competence:

It has to do with the individual’s effective use of language by means of his capacity for using verbal and non-verbal resources to fix errors that can be produced when communicating due to different events that may limit the communicative process.

Communicative competence is the first of the eight basic competences that a learner has to have acquired by the end of ESO, but not only this, it is in the same way important to have acquired as well a B1 level of Communicative Competence in a Foreign Language to be admitted in University as the European Common Framework of Reference for Languages dictates.

Communicative Competence In Teaching 

Teachers in ESO should develop in students communicative abilities and strategies in order to reach a B1 level in Communicative Competence by the end of this period, this competence should be acquired in all areas: speaking, reading, listening, and writing. Therefore, this has to be the main goal in the English Classroom. In order to analyze how Communicative Competence is implemented in school, I’ve chosen the task-based method, which is a continuation of Communicative Language Teaching according to Rod Ellis.

Task-based language teaching is a teaching method based on tasks whose main purpose is to make learners use the foreign language. Tasks are based on authentic events where authentic language is used: visiting a doctor, shopping, calling room service for food, etc. Assessment of errors is not considered as important as in other approaches because accuracy will be gained while practicing the L2 in an incidental way. Besides, Rod Ellis defends that what students really acquire is the implicit knowledge, and this is best facilitated looking at the language as a whole rather than breaking it into pieces in an attempt to teach item by item.

Tasks differ from activities in that they focus on meaning rather than on form, in this sense, learners will be creating their own language instead of reproducing the language given to them. They also have an informational or reasoning gap which will make the conversation interesting and therefore it will make them eager to continue it even outside class. Learners also use their resources instead of reproducing the language given to them. The goal of tasks is not to make learners use a correct language, but to engage them in communication.

What Role Plays Instruction In a Task-based Learning Context?

Instruction plays a different role in Task-Based Teaching:

Instruction is seen in an interpretative rather than in a transmission perspective, so its main goal must be to facilitate student’s processes of learning, which in this case is the acquisition of implicit knowledge.

The goal of language instruction is the development of implicit knowledge. If teachers make their students to focus mainly on language form they won’t never be able to communicate effectively. The only place where learning occurs is inside learner’s minds, so teachers cannot just direct that learning. Therefore attention to form will be paid only when communicating, and not all the time, because excessive corrections may stop the conversation’s rhythm. That doesn’t mean that Task-Based theorists don’t care about grammar, they defend explicit teaching of rules as well, but only when necessary because the main goal is communication.

Instruction has to focus on meaning rather than on form. Rod Ellis thinks that “grammar is not needed for basic communication. Basic survival in language relies on vocabulary and formulaic sequences, not on grammar”. Students will need grammar as they get involved in increasingly complex tasks, that is to say, the need to use a determinate grammatical form will be created in their minds as complexity increases in tasks.

Instruction needs to be motivating, i.e. based on things that learners may find interesting, because it’s very important to call their attention in order to get them involved in the task.

To conclude, I will sum up some characteristics a classroom should have to teach Communicative Competence:

Inductive method
Preventing method rather than corrective
Teach sequences of language, not language in isolation.
Teach through senses.
Promote autonomy.
Give your lesson an authentic and lucid character to make it interesting.
Set learning goals taking into account the developmental cognitive level of the learner.

I have taken this article on Communicative Competence from 

Shastras

Introduction :  Shastras  are revered ancient Indian scriptures that encompass a wide spectrum of knowledge, guiding various facets of life,...