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“The Precession of Simulacra” by Jean Baudrillard

“The Precession of Simulacra” by Jean Baudrillard

In his essay (2009), Baudrillard argues for the idea that people no longer distinguish between reality and a constructed representation of reality or a simulacrum. He initially draws an analogy with , where a map is created, so precise in scale and detail that it is impossible to tell it apart from the empire it maps.  So the map, a simulation, becomes confused for the real terrain until it rots away. However, Baudrillard goes on to say that this allegory is no longer relevant for us, because in today’s world the simulation is no longer a reflection of reality, nor a reference to it, but a creation of a new real by models that are not based on reality. He calls this the “hyperreal”, saying the difference between the map and the territory disappears completely.

Baudrillard then talks about the power of images and symbols to subvert reality. He draws the distinction between pretence and simulation via the example of illness. If a man pretends to be ill, he may sit in bed, but does not possess any symptoms of illness. A simulator, however, will posses some of these symptoms, making it impossible to tell whether he is sick or not, provided he produces true symptoms. Baudrillard argues the impossibility of making a distinction between reality and simulation undermines the real itself. This is in line with Lyotard’s concept of “incredulity towards metanarratives” (1984), which he ascribes to postmodernism: a skepticism towards traditional frameworks of what is true or right or wrong and how to establish it. The idea that anything can be simulated, from God’s divinity in icons to symptoms of insanity, not only questions the systems that traditionally determine what is real, like religion and science, but the relevance of reality altogether.

Baudrillard suggests that we are being coerced into believing the simulacra around us are real (presumably by the ruling class together with our desire to believe). He uses Disneyland as an example, saying that it is “presented as imaginary in order to make us believe that the rest is real”. He points out that the obvious childishness and fictitiousness of this world is contrasted to the rest of America so we believe that outside of Disneyland we’re living in the real world, but in truth, the outside world is just as childish and based on fictitious ideologies. Baudrillard furthers his argument by suggesting that the Watergate scandal was only portrayed as a scandal to make us believe that such corruption and immorality was a one-off instance, rather than the daily occurrence in the politics (which is also a simulacra), and to restore faith in the system of justice. This asserts the need for a critical approach to information and questioning whom it benefits.

I am convinced by Baudrillard’s analyses of how simulation displaces the real, but feel that precession of simulacra is not unique to this era. Simulation was probably born when humanity first started to search for meaning instead of accepting reality as it is. It is not by chance that Baudrillard mentions religion (perhaps the oldest simulacrum) and the fears of Iconoclasts that icons would replace the idea of God and his very existence.  What is unique to postmodernism is our uncapped ability to produce and disseminate information, which leads to greater volumes and heterogeneity of the hyperreal, ranging from world politics to fan-fiction. On the other hand, who is to say that objects and actions are more real than the products of our minds, considering that our only access to reality is through the prism of our own perception?

BLACK CONSCIOUSNESS

BLACK STUDIES/BLACK CONSCIOUSNESS

This was one of the earliest models for cross-cultural studies of peoples affected by colonization, and centred on African peoples who had been transported,enslaved or otherwise made diasporic by colonialism and by slavery. It developed mainly in the United States. In the nineteenth century, black American intellectuals such as Frederic Douglas BLACK STUDIES/BLACK CONSCIOUSNESS 23 (circa 1817–1895), Booker T. Washington (1856–1901) and W.E.B. du Bois (1868–1963), men who had either been born slaves or were the children of slaves, as well as others like Marcus Garvey (1887–1940), a Jamaican who settled in the United States, had developed a body of texts and institutions dedicated to black education and black development. Many colleges were founded, through their inspiration, to educate black Americans.

These included Wilberforce College, Lincoln College, Howard Universuty, Tuskegee Institute and Fisk University. These intellectuals advocated an investigation of the distinctiveness of the African cultural elements in black American and Caribbean societies. Cultural historians such as Paul Gilroy have argued that these links across and between the various regions where black diasporic intellectuals had emerged formed a crucial part of the emergence of a distinctive and transnational movement, which he has dubbed the Black Atlantic. The widespread growth of Black (variantly African American or African Caribbean) Studies followed the Civil Rights activism of the 1960s.Black Studies rapidly established itself in United States institutions as a powerful model to investigate any and all aspects of the African negro diaspora. It encouraged investigations of African origins for American and Caribbean language usage and cultural practices (see creole), and examined the cross-cultural influence on Africa itself of American and Caribbean intellectuals such as Alexander Crummell (1819–1898) and Edward Wilmot Blyden (1832–1912),who had been so influential there in the nineteenth century with the founding of colonies of freed slaves in Liberia and Sierra Leone. Influenced in part by the example of the francophone movement of négritude, Black Studies both predated and outlasted that movement. In the 1960s it embraced many of the ideas developed by Fanonist thinkers and,in the form of the black consciousness movement, sought to redress the negative self-image created in many black people by their long history of enslavement and discriminatory treatment, treatment made inescapable, as Fanon had noted, by the visibility of their perceived ‘difference’ (‘The Fact of Blackness’ in Fanon 1952: 109–140). Various movements in different parts of the world have embraced elements of the black consciousness programme, for example in Australia and New Zealand, where Australian Aboriginal and Maori groups have used the concept of ‘blackness’ as an ethnic signifier, and among the many diasporic ‘peoples of colour’ who now make up an increasing proportion of the people of the old European metropolitan centre where the term ‘black’ has been employed to identify a new ethnicity (Hall 1989).

ram chawle APARTHEID

APARTHEID An Afrikaans term meaning ‘separation’, used in South Africa for the policy initiated by the Nationalist Government after 1948 and usually rendered into English in the innocuous sounding phrase, ‘policy of separate development’. Apartheid had been preceded in 1913 and 1936 by the Land Acts which restricted the amount of land available to black farmers to 13 per cent. But in 1948 the Apartheid laws were enacted, including the Population Registration Act, which registered all people by racial group; the Mixed Amenities Act, which codified racial segregation in public facilities; the Group Areas Act, which segregated suburbs; the

Immorality Act, which illegalized white–black marriages; and the establishment of the so-called Bantustans, or native homelands, to which a large proportion of the black population was restricted. Theoretically, the establishment of the Bantustans was supposed to provide a solution to the racial tension of South Africa by providing a series of designated territories or homelands in which the different races could develop separately within the state. But since the white minority retained for themselves the bulk of the land, and virtually all of the economically viable territory, including the agriculturally rich areas and the areas with mining potential, it was, in practice, a means of institutionalizing and preserving white supremacy. Since the economy required a large body of non-white workers to live in close proximity to white areas, for which they provided cheap labour, the Group Areas Act led to the development of specific racially segregated townships, using low-cost housing, such as the notorious Soweto area (South West Townships) south of Johannesburg.
                   
                 

Under the same Act,people of African,Cape Coloured or Indian descent were forcibly removed from urban areas where they had lived for generations. The notorious and still unreconstructed District Six in central Capetown, bulldozed and cleared of its mixed race inhabitants under the Act,is an often cited example of this aspect of apartheid policy. The policy of segregation extended to every aspect of society, with separate sections in public transport, public seats, beaches, and many other facilities. Further segregation was maintained by the use of Pass Laws which required non-whites to carry a pass that identified APARTHEID 14 them, and which, unless it was stamped with a work permit, restricted their access to white areas. The racist basis of the policy was nowhere more apparent, and nowhere more bizarre in its application, than in the frequent redesignations of races conducted by the government, in which individuals were reclassified as Black, Coloured, Indian or White. Most of these rectifications were, predictably, downwards within the white-imposed hierarchy of race.The process demonstrated the sheer fictionality of suggesting that these racial divisions were either fixed or absolute, as did the necessity of passing a law against miscegenation between the races.The so-called Immorality Act,designed to preserve ‘racial purity’, indicated the desire to rewrite the fact that the societies of Southern Africa had for centuries intermingled culturally and racially. The term apartheid acquired very widespread resonance, and it became commonly used outside the South African situation to designate a variety of situations in which racial discrimination was institutionalized by law.An extreme instance of this is when the post-structuralist philosopher and cultural critic Jacques Derrida employed the term in an influential essay, suggesting that it had acquired a resonance as a symbol that made it an archetypal term of discrimination and prejudice for later twentieth-century global culture (Derrida 1986). 

ram chawle AFRICAN AMERICAN AND POST-COLONIAL STUDIES

Early formulations of African American Studies in the United States and elsewhere reflected the complex relationship between the African source cultures and their adopted societies, as they interacted with other influences in the new regions to which Africans were taken (see négritude). The fact that the bulk of African peoples were shipped under conditions of slavery makes the relationship between that institution and the wider practices of imperialism central to an understanding of the origins of African American culture. It also sheds light on the violence that was often hidden beneath the civilizing rhetoric of imperialism (DuCille 1996).Beyond this prime fact of oppression and violence, however, the relationships between the newly independent American societies,the wider diasporic black movement,and the modern independence movements in Africa itself, remain complex. The history of the struggle for self-determination by African Americans is historically intertwined with wider movements of diasporic African struggles for independence. For example, figures like Jamaican born Marcus Garvey assumed a central role in the American struggle for self-determination.The ‘Back to Africa’movement that he initiated, and which has affinities with the modern West Indian movement of Rastafarianism, supported the various movements to return African Americans to Africa. The national flag of Liberia, which was founded specifically to facilitate the return of freed black slaves to their ‘native’ continent, still bears the single star of Garvey’s Black Star shipping company.In addition,many of the dominant figures in early African nationalism, such as Alexander Crummell, were exslaves or the children of slaves who had their ideas formed in the struggle for African American freedom (see de Moraes-Farias and Barber 1990; Appiah 1992). Of course, African American studies are also concerned much more directly with the history and continuing effects of specific processes of race-based discrimination within US society. In this regard, African AFRICAN AMERICAN AND POST-COLONIAL STUDIES 5 American studies investigates issues that share certain features with other US groups affected by racial discrimination, such as the Chicano community.These studies have relevance to movements for the freedom of indigenous peoples, such as Native American Indians or Inuit peoples, despite their very different historical backgrounds (one group being victims of invasive settlement and the other of slavery and exile). Distinctions also need to be made between these various groups and linguistically and racially discriminated groups such as Chicanos, a great many of whom are part of a more recent wave of immigration, though some, of course, are the descendants of peoples who lived in parts of the US

long before the current dominant Anglo-Saxon peoples. Other groups, such as the descendants of French Creoles, also occupy places contiguous in some respects to these latter Spanish speaking peoples, though their history and their treatment within US society may have been very different.For this,and other reasons,critics have often hesitated to conflate African American studies or the study of any of these other groups with post-colonial theory in any simple way. The latter may offer useful insights, but it does not subsume the specific and distinctive goals and history of African American studies or Native American studies or Chicano studies as distinctive academic disciplines with specific political and social struggle in their own right

Conjunctions

Coordinating Conjunctions


subordinating conjunctions

1.       It was raining heavily …therefore..  we cancelled our trip to Goa.

2.       Teachers ..and…. parents shape the lives of children.

3.       Walking is a very good exercise …yet (still)… many people don’t go for it.

4.       You can eat your cake with a spoon …or…. a fork.

5.       His two favourite sports are Football…and…. Tennis.

6.       I wanted to go to the beach …but…. Mary refused.

7.       She is a vegetarian, …so… she doesn’t eat any meat.

8.       Jennifer doesn’t like to swim …but… she enjoys cycling.

9.       The students didn’t submit the assignments …nor… did they consult the teacher.

10.   It is a small car …(yet) still… it is surprisingly spacious.

A.     My friend enjoys poetry and fiction as well.

B.     We must work hard or face the failure.

C.     My father invited them but they didn’t come.

D.     I know you must be tired so I will let you rest.

E.      I felt lonely therefore I went to play cricket with my friends.

F.       Christmas was only a few days away yet it didn’t seem like Christmas.

Select correct subordinating conjunctions to be filled in the given passage from the

list given here: (Unless, if, when, because, as if, although, after, before, as soon as)

a) The train had already departed …when…. I reached the station.

b) Sachin scored more …as/if……getting tips from his coach.

c) I shall contact him ………as soon as………. he comes back.

d) You will not get success ……if……you work hard.

e) Seema didn’t come to college …… because ……she was out of station.

f) Ashok will get the job …because……. he deserves it.

g) He was behaving in such a way ……as…. he was a king.

h) … Even though / although/unless he got enough time, he could not complete his assignment within time.

i) You should finish your homework ………. I get back to home.

1.      As soon as I hear any news I’ll call you.

2.      j) I definitely meet him whenever I go to Paris.

3.      k) Companies are training their employees so that they can use their talents efficiently.

4.      l) Harry is the best friend of mine though we don’t see each other very often.

5.      m) Even though he is a millionaire, he lives in a very small flat.

6.      n) No one left the room until the talk ended.

7.      o) Although he is very famous still he is humble.

8.       p) When you are in London, write an email to me.

Sample Exercise for the usage of Co-ordinating conjunctions.

(Either……or,neither……. nor, not only…. but also, as……as, if…….then, whether…..or)

a) ……if…my parents allow …then…. I’ll decide to come with you.

b) Dr. Kalam was……not only…. a scientist……but also…….an author of many famous books.

c) The management will decide……either…. to install this machine …or…. not.

d) Ritu is …not only …. tall …but also… intelligent than Deepa.

e) ………whether…. you finish your work……or…leave your job.

f) Your company offers ………neither/not only. a good salary…nor/but also…….an opportunity to grow.

g) You should go either by bus or by train.

h) Neither the police officers nor the military personnel were present there.

i) The car is not only economical but also easy to drive.

j) I like you as much as he does.

k) If you promise, then I will come.

l) She is free to decide whether to play or not.

INTERNET QUESTION

PRO. RAM CHAWLE

INTERNET




UGC QUESTION

1. Which of the following statement is correct ?
(A) Modem is a software
(B) Modem helps in stabilizing the voltage
(C) Modem is the operating system
(D) Modem converts the analog signal into digital signal and vice-versa
 Ans-(D) Modem converts the analog signal into digital signal and vice-versa
2. Which of the following is the appropriate definition of a computer ?
(A) Computer is a machine that can process information.
(B) Computer is an electronic device that can store, retrieve and process both
qualitative and quantitative data quickly and accurately.
(C) Computer is an electronic device that can store, retrieve and quickly process only
quantitative data.
(D) Computer is a machine that can store, retrieve and process quickly and accurately
only qualitative information
 ANS-(B) Computer is an electronic device that can store, retrieve and process both
qualitative and quantitative data quickly and accurately.

3. Information and Communication Technology includes :
(A) On line learning

(B) Learning through the use of EDUSAT
(C) Web Based Learning

 (D) All the above
 ANS-(D) All the above

4. Which of the following is the appropriate format of URL of e-mail ?
(A) www_mail.com (B) www@mail.com
(C) WWW@mail.com (D) www.mail.com
 ANS-(B) www@mail.com (SMALL)

5.    Firewalls are used to protect a communication network system against :
(A)    Unauthorized attacks  

 (B)    Virus attacks
(C)    Data-driven attacks  

 (D)    Fire-attacks
 ANS-(A)    Unauthorized attacks

6.    The site that played a major role during the terrorist attack on Mumbai (26/11) in 2008 was
(A)   Orkut                (B)   Facebook
(C)   Amazon.com    (D)   Twitter
 ANS- (D)   Twitter
7.    Assertion (A) : For an effective classroom communication at times it is desirable to use the projection technology.
         Reason (R)    : Using the projection technology facilitates extensive coverage of course contents.
(A)    Both (A) and (R) are true, and (R) is the correct explanation.
(B)    Both (A) and (R) are true, but (R) is not the correct explanation.
(C)    (A) is true, but (R) is false.
(D)    (A) is false, but (R) is true.
 ANS-(B)    Both (A) and (R) are true, but (R) is not the correct explanation.
7.    The accounting software 'Tally' was developed by :
(A)    HCL                        (B)     TCS        (C)    Infosys                  (D)    Wipro
 ANS-(B)     TCS 

8.    Errors in computer programmes are called :
(A)    Follies                  (B)     Mistakes    (C)    Bugs                   (D)    Spam
 ANS-(C)    Bugs

9.    HTML is basically used to design:
(A)    Web-page    (B)     Web-site
(C)    Graphics    (D)    Tables and Frames
 ANS-(A)    Web-page

10.    'Micro Processing'is made for:
(A)    Computer    (B)   Digital System
(C)    Calculator    (D)  Electronic Goods
 ANS-(B)   Digital System

11.    Information, a combination of graphics, text, sound, video and animation is called :
(A)    Multiprogramme    (B)     Multifacet
(C)    Multimedia    (D)    Multiprocess
 ANS-(C)    Multimedia

12.    'SITE' stands for:
(A)    System for International technology and Engineering
(B)    Satellite Instructional Television Experiment
(C)    South Indian Trade Estate
(D)    State Institute of Technology and Engineering
 Ans-(B)    Satellite Instructional Television Experiment

13. Commercial messages on the net are identified as
(A) Net ads
(B) Internet commercials
(C) Webmercials
(D) Viral advertisements
Ans.: (C) Webmercials
Tip: Webmericals=Web+Commercials

14. The Internet ethical protocol is called
(A) net protocol
(B) netiquette
(C) net ethics
(D) net morality

Ans.: (B) netiquette

15. GIF stands for
(A) Global Information Format
(B) Graphics Information Format
(C) Graphics Interchange File
(D) Graphics Interchange Format

Ans.: (D) Graphics Interchange Format

Tip: JPEG stands for Joint Photographic Expert Group

16. Which one of the following is not an Operating System ?
(A) IBM AIX
(B) Linux
(C) Sun Solaris
(D) Firefox

Ans.: (D) Firefox
Tip: Firefox is a browser.
Opera, chrome, safari internet explorer are also browsers.

17. CLASS stands for

(A) Complete Literacy and Studies in Schools

(B) Computer Literates and Students in Schools

(C) Computer Literacy and Studies in Schools

(D) Centre for Literacy and Studies in Schools

Answer: (C)
18. Which one of the following is not a type of experimental method ?

(A) Single group experiment

(B) Residual group experiment

(C) Parallel group experiment

(D) Rational group experiment

Answer: (B)

 19. Which one of the following is not a non-parametric test ?

(A) t-test

(B) Sign test

(C) Chi-square test

(D) Run test

Answer: (A)

20. ALU stands for
(A) American Logic Unit
(B) Alternate Local Unit
(C) Alternating Logic Unit
(D) Arithmetic Logic Unit
Answer: (D)

21. A Personal Computer uses a number of chips mounted on a circuit board called
(A) Microprocessor
(B) System Board
(C) Daughter Board
(D) Mother Board
Answer: (D)
22. Computer Virus is a
(A) Hardware (B) Bacteria
(C) Software (D) None of these
Answer: (C)

23. Which one of the following is correct?
(A) (17)10 = (17)16
(B) (17)10 = (17)8
(C) (17)10 = (10111)2
(D) (17)10 = (10001)2
Answer: (D)

24. The file extension of MS-Word document in Office 2007 is _______.
(A) .pdf (B) .doc
(C) .docx (D) .txt
Answer: (C)

25. The file extension of MS-Word document in Office 2007 is _______.
(A) .pdf                  (B) .doc
(C) .docx               (D) .txt
Answer: (C)
30. _______ is a protocol used by e-mail clients to download e-mails to your computer.
(A) TCP             (B) FTP
(C) SMTP         (D) POP
Answer: (D)   Post Office Protocol (POP) is a type of computer networking and Internet standard protocol that extracts and retrieves email from a remote mail server for access by the host machine. POP is an application layer protocol in the OSI model that provides end users the ability to fetch and receive email

communication

                           

 communication

1.The non-verbal communication is possible through

A)Speech symbols
B) Eyes
C) Sense of touch
D) All of the above

Ans:Eyes

2.    The chronological order of non-verbal communication is
(A)    Signs, symbols, codes, colours
(B)    Symbols, codes, signs, colours
(C)    Colours, signs, codes, symbols
(D)    Codes, colours, symbols, signs
ans-(A)    Signs, symbols, codes, colours

3.    Which of the following statements is not connected with communication ?
(A)    Medium is the message.
(B)    The world is an electronic cocoon.
(C)    Information is power.
(D)    Telepathy is technological.
ANS-(D)    Telepathy is technological.

4.    Communication becomes circular when
(A)    the decoder becomes an encoder
(B)    the feedback is absent
(C)    the source is credible
(D)    the channel is clear
ANS-(A)    the decoder becomes an encoder

5.    Community Radio is a type of radio service that caters to the interest of :
(A)    Local audience             (B)     Education
(C)    Entertainment             (D)    News
ANS-(A)    Local audience

6.    Orcut is a part of:
(A)    Intra personal Communication
(B)    Mass Communication
(C)    Group Communication
(D)    Interpersonal Communication
ANS-(D)    Interpersonal Communication

7. The English word ‘Communication’ is derived from the words
(A) Communis and Communicare
(B) Communist and Commune
(C) Communism and Communalism
(D) Communion and Common sense
Ans-(A) Communis and Communicare
6. Classroom communication of a teacher rests on the principle of
(A) Infotainment             (B) Edutainment
(C) Entertainment            (D) Power equation
Ans-(B) Edutainment

8. Conversing with the spirits and ancestors is termed as

(A) Transpersonal communication

(B) Intrapersonal communication

(C) Interpersonal communication

(D) Face-to-face communication

Answer: (A)

9. Chinese Cultural Revolution leader Mao Zedong used a type of communication to talk to the masses is known as-
(A) Mass line communication
(B) Group communication
(C) Participatory communication
(D) Dialogue communication
Ans : (A)

10. In communication, myths have power, but are
 (A) uncultural.
 (B) insignificant.
 (C) imprecise.
 (D) unpreferred.
Ans- (C) imprecise.
11. Organisational communication can also be equated with
 (A) intra-personal communication.
 (B) inter-personal communication.
 (C) group communication.
 (D) mass communication.
Ans-(C) group communication.

12.    The function of mass communication of supplying information regarding the processes, issues, events and
        societal developments is known as :
(A)    content supply       (B)     surveillance
(C)    gratification            (D)    correlation
Ans:(A)    content supply
13.    Video transmission over the Internet that looks like delayed live casting is called :
(A)    virtual video           (B)     direct broadcast
(C)    video shift             (D)    real-time video
Ans-(D)    real-time video


14.      Match List-I (Interviews) with List-II (Meaning) and select the correct answer from the code given below:
        List - I (Interviews)                         List - II (Meaning)
(a)    structured interviews                (i)  greater flexibility approach
(b)    Unstructured interviews            (ii) attention on the questions to be answered
(c)    Focused interviews                 ((d)    Clinical interviews                
(d)    Clinical interviews                    (iv) Pre determined question
                                                     (v) non-directive
Code:    (a)     (b)     (c)     (d)
(A)        (iv)     (i)      (ii)     (iii)
(B)        (ii)     (iv)     (i)      (iii)
(C)        (v)     (ii)     (iv)      (i)
(D)        (i)      (iii)    (v)     (iv)
Ans:(A)        (iv)     (i)      (ii)     (iii)
(a)    structured interviews        -  (iv) Pre determined question  
(b)    Unstructured interviews      -   (i)  greater flexibility approach
(c)    Focused interviews                 -     (ii) attention on the questions to be answered
(d)    Clinical interviews                    -(d)    Clinical interviews  

17.Users who use media for their own ends are identified as
(A) Passive audience
(B) Active audience
(C) Positive audience
(D) Negative audience
Answer: (B)
19 Classroom communication can be described as
(A) Exploration
(B) Institutionalisation
(C) Unsignified narration
(D) Discourse
Answer: (D)
20. Ideological codes shape our collective
(A) Productions
(B) Perceptions
(C) Consumptions
(D) Creations
Answer: (B)

21. grapevine communication or Informal communication Means of grapevine communication are
(A) formal
(B) informal
(C) critical
(D) corporate
Answer: (B)
 is also known as grapevine communication because there is no definite route of communication for sharing information.
In this form of communication, information converges a long way by passing from one person to another person leaving no indication from which point it started. This is quite similar to the vine of grapes. It is also difficult to find out the beginning and the end of the grapevine.
(1) Single Standard:
In this form of communication, a person says something to a trustworthy person who, in turn, passes on the information to another trustworthy person and in this way a chain starts moving.
This creates a sort of chain which has been shown in diagram. The signs of cross shown at the top and bottom of the diagram show that the chain can move up and down both ways up to any extent.
(2) Gossip Chain:
In this form of communication, a person communicates something to a number of persons during the course of a gossip. A particular person in an organisation knows something specific that happens to be interesting. He tells this thing to all the members of his group and some other people also. Normally, such information is not related to the job.
For example, two employees of the organisation are going in for a love marriage and some particular person has got this information, he passes on this information to a large number of people. Gossip chain has been shown in diagram. In this diagram, Mr. A’ is passing on his information to B, C, D, E, F, G, H, I, etc.
(3) Probability:
In this form of communication, a person remains indifferent about the fact as to whom he should pass on the information. There are numerous people around him. He passes on the information randomly to somebody around him. Those who get the information also have many people around them.
They also pass on the information randomly to somebody else. In this way, this chain moves. The diagram shows that A has four persons around-F, B, D and J but he passes on the information to F and D only.
He has not deliberately chosen F and D but it happens as a matter of chance. The same is the position of F and D. F is passing on the information to K and G while D is passing on the information to H. This chain will continue to move in this manner.
(4) Cluster:
In this form of communication, a person tells something to selected individuals. Those who receive the information further pass it on to another set of selected individuals.
In this way, this chain moves on. In every organisation some people have good liaison with other persons. Such people pass on the information to persons of their choice with the purpose of getting some favour from them.
Cluster has been shown in diagram. This figure makes it clear that A passes on the information received to B, C and D. B and C do not tell it to anybody else but D tells it to E, F and G. Similarly, E and F do not pass it on to anybody else but G passes it on to H and I. In this way this chain moves on.
 linear communication
An example of linear communication is a letter or an email. Linear communication consists of a sender creating a message. They send it to the receiver without any feedback.
Telephone is an example of
(A) linear communication
(B) non-linear communication
(C) circular
(D) mechanised
 

  MODELS OF COMMUNICATION

linear model
Interactive model
Transactional model
1   Linear Model
The linear model views communication as a one-way or linear process in which the speaker speaks and the listener listens. Laswell’s (1948) model was based on the five questions below, which effectively describe how communication works:
  2  Interactive Model:
 The interactional model of communication contains all of the concepts of the
linear model and adds the concept of feedback. Feedback is a response from the
receiver to the sender about the message. The addition of the concept of feedback
makes the linear model become more circular
3     Transactional Model
The main drawback in the interactive model is that it does not indicate that communicators can both send and receive messages simultaneously. This model also fails to show that communication is a dynamic process which changes over time.
The transactional model shows that the elements in communication are interdependent. Each person in  the communication act is both a speaker and a listener, and can be simultaneously sending and receiving messages.
The transactional model of communication more accurately reflects a real-world
model of interpersonal communication by illustrating that people communicating act
simultaneously as the sender and receiver in a cooperative fashion.
,***] Communication issues at the international level are addressed by
(A) ILO
(B) ITU
(C) UNDP
(D) UNESCO
Answer: (D)United Nations Educational, Scientific and Cultural Organization .... 22.They can also be used to address child health issues, empower adolescents, improve .
(C) UNDP--United Nations Development Programme
(B) ITU--International Telecommunication Union
 (A) ILO --International Labour Organization

23. Referential framing used by TV audience connects media with
(A) reality
(B) falsity
(C) negativity
(D) passivity
Answer: (A)
24. The communicated knowledge in a classroom is considered as
(A) non-pervasive treasure
(B) limited judgement
(C) autonomous virtue
(D) cultural capital
Answer: (D)
25. Classroom communication is normally considered as
(A) effective
(B) affective
(C) cognitive
(D) non-selective
Answer: (C)
26. The initial efforts for internet based communication was for
(A) Commercial communication
(B) Military purposes
(C) Personal interaction
(D) Political campaigns
Answer: (B)
27. The post-industrial society is designated as
(A) Information society
(B) Technology society
(C) Mediated society
(D) Non-agricultural society
Answer: (A)
28. Referential framing used by TV
audience connects media with
(A) reality (B) falsity
(C) negativity (D) passivity
Ans-A
29. The communicated knowledge in a classroom is considered as
(A) non-pervasive treasure
(B) limited judgement
(C) autonomous virtue
(D) cultural capital
Ans-(D) cultural capital

 pro.Ram Chawle

ram chawle Deconstruction’

prof. Ram Chawle

Deconstruction’

It seeks to expose the problematic nature of ‘centered’ discourses.
Derrida uses the term différance to denote neither a word nor a concept but rather the gap that is the difference between signifiers and the movement that is the deferral of the hypothetical signified. Presence is never present but always deferred. Différance, therefore, is the condition of possibility for experiencing the absence of the presence of the signified. Différance is the freeplay of signifiers that creates a trace of the other which is n(ever) absent. The experience that there is too much, more than one can say, is not due, argues Derrida, to the empirical impossibility of knowing language in its totality. Language excludes totalization because it is a field of play (play of signifiers in differential relations), of différance that permits the lack that creates the movement of supplementarity--the move to supplement a lack on the part of the signifying (and thus a lack "perceived" in the elusive/illusive signified). As Murfin notes in commenting on Derrida’s critique of Rousseau’s privileging of speech over writing, “writing is a supplement to speech that is at the same time necessary. Barbara Johnson, sounding like Derrida, puts it this way: ‘Recourse to writing . . . is necessary to recapture a presence whose lack has not been preceded by any fullness’ (Derrida, Dissemination xii). Thus, Derrida shows that one strand of Rousseau’s discourse made writing seem a secondary, even treacherous supplement, while another made it seem necessary to communication”