V16N32024

Modeling Time and Space by Artificial Intelligence in Olena Krasnoselska’s Novel SOLpik: Fiction or Future Reality?

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Oleksandra Nikolova1 , Kateryna Vasylyna2* , Viktoriya Pogrebnaya3
1Dept of German Philology, Translation and World Literature, Zaporizhzhia National University, Ukraine.
2Dept of English Philology and Linguodidactics, Zaporizhzhia National University, Ukraine. *Corresponding author.
3Dept of Journalism, National University Zaporizhzhia Polytechnic, Ukraine.

Rupkatha Journal, Vol. 16, Issue 3, 2024. https://doi.org/10.21659/rupkatha.v16n3.04
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Abstract

The article studies the specifics of time and space in Olena Krasnoselska’s novel SOLpik through the light of artistic representation of the possibilities of their AI (artificial intelligence) modeling. The article proves that in terms of modern advancements in science and technology, the methods of modeling time and space by AI depicted in the novel (their 3D printing with the help of artificial intelligence) seem to be theoretically justified and predictable. The authors of the present paper pay special attention to the analysis of the writer’s philosophical reflections on the essence of time and space, as well as the consequences of active human interaction with artificial intelligence. It is noted that the image of the future presented by Olena Krasnoselska, where artificial intelligence can get out of control and begin modeling the space-time continuum, creating virtual reality, seems quite believable in the context of scientific and technological achievements of the 21st century. This story reflects the ideas of modern science and the attitude towards its attainments. The article concludes that all of the above-mentioned facts give grounds for identifying the piece by the Ukrainian writer as a ‘prophecy novel’. Also, it outlines the perspectives of studies related to the analysis of the chronotope of ‘science-fictional AI’ in view of the achievements of modern scientific and technological progress.

Keywords: Artificial intelligence (AI), AI narratives, science-fictional AI, chronotope, hybrid genre.

Conflicts of Interest: The authors declared no conflicts of interest.
Ethical Consideration: Informed consent was obtained from all the participants of the study.
Funding: No funding was received for this research.
Article History: Received: 10 August 2024. Revised: 27 October 2024. Accepted: 27 October 2024. First published: 29 October 2024.
Copyright: © 2024 by the author/s.
License: License Aesthetix Media Services, India. Distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
Published by: Aesthetix Media Services, India 
Citation: Nikolova, O., Vasylyna, K. & Pogrebnaya, V. (2024). Modeling Time and Space by Artificial Intelligence in Olena Krasnoselska’s Novel SOLpik: Fiction or Future Reality? Rupkatha Journal 16:3. https://doi.org/10.21659/rupkatha.v16n3.04

Rupkatha Journal's Sustainable Development Goals (SDGs): Quality education (SDG 4) Gender equality (SDG 5) Decent work and economic growth (SDG 8) Reduced inequalities (SDG 10) Sustainable cities and communities (SDG 11) Climate action (SDG 13) Life on land (SDG 15) Peace, justice, and strong institutions (SDG 16)

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Cooking up Diversity: Culinary Narratives in Indian Children’s Literature

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Nabeela Musthafa1* , Preeti Navaneeth2 & Rona Reesa Kurian3
1 Research Scholar, National Institute of Technology, Calicut. *Corresponding author.
2Assistant Professor, National Institute of Technology, Calicut.
3Research Scholar, National Institute of Technology, Calicut.

Rupkatha Journal, Vol. 16, Issue 3, 2024. https://doi.org/10.21659/rupkatha.v16n3.09g
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Abstract

Indian culture was initially introduced into children’s literature predominantly through the use of mythology and folklore. These stories often had a didactic element attached to them, which at times compromised on the ‘fun’ or ‘entertainment’ aspect of stories. However, in recent times, certain publishing houses have ventured to mitigate this gap by coming up with stories that are more engaging and relatable to children and, at the same time, reflect Indian culture and values. Food, serving as a cultural symbol and representative of India’s vast and diverse landscape, acts as a mediational signifier in food-based children’s stories. This study examines how selected Indian children’s literature uses culinary narratives to depict regional culture and gender performativity, serving as a form of resistance against colonial influence and Western capitalist expansion through the medium of children’s literature. Drawing on Edward Said’s notion that resistance is not just a reaction to colonialism but an alternative way of perceiving human history, this paper analyses works such as Kozhukatta (2017), Thukpa for All (2018), Thatha’s Pumpkin (2020), Paati’s Rasam (2021), and My Grandmother Can’t Cook (2023). Through this analysis, the paper sheds light on the pivotal role of culinary narratives in promoting cultural diversity, fostering tolerance, and nurturing a sense of inclusivity among young readers.

Keywords: Indian Children’s literature, Culinary narratives, Culture, Diversity, Post-colonialism, Gender.

Conflicts of Interest: The authors declared no conflicts of interest.
Ethical Consideration: Informed consent was obtained from all the participants of the study.
Funding: No funding was received for this research.
Article History: Received: 31 August 2024. Revised: 26 October 2024. Accepted: 27 October 2024. First published: 29 October 2024.
Copyright: © 2024 by the author/s.
License: License Aesthetix Media Services, India. Distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
Published by: Aesthetix Media Services, India 
Citation: Musthafa, N., Navaneeth, P. & Kurian, R. R. (2024). Cooking up Diversity: Culinary Narratives in Indian Children’s Literature. Rupkatha Journal 16:3. https://doi.org/10.21659/rupkatha.v16n3.09g

Rupkatha Journal's Sustainable Development Goals (SDGs): Quality education (SDG 4) Gender equality (SDG 5) Decent work and economic growth (SDG 8) Reduced inequalities (SDG 10) Sustainable cities and communities (SDG 11) Climate action (SDG 13) Life on land (SDG 15) Peace, justice, and strong institutions (SDG 16)

Textual Paradigm: Reading, Analyzing, and Positioning the Indian Banknotes Issued Post-Independence as Texts

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Cibi T R1*  & P. Nagaraj2
1 Research Scholar, Department of English and Foreign Languages, Bharathiar University, Tamilnadu. *Corresponding author.
2 Professor and Head, Department of English and Foreign Languages, Bharathiar University, Tamilnadu.

Rupkatha Journal, Vol. 16, Issue 3, 2024. https://doi.org/10.21659/rupkatha.v16n3.08g
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Abstract

Postmodern liberty has been a luxury to the creators to some extent. With regards to text and its functions, the viewpoint of considering everything as a text bloomed out of Derrida’s mind in his Of Grammatology (1967). Just as postmodern literature challenges linear narratives and fixed meanings, through the analysis of Indian banknotes as textual artifacts, the interrogation of the semiotic dimensions of banknotes, and how they function as sites of ideological contestation, memory-making, and cultural representation being a text is possible. The textual analysis is performed by applying the picture theory of W.J.T. Mitchell to deconstruct the elements embedded, which in turn access the knowledge of the text’s world and how it could be part of the same. The idea of considering Indian banknotes as texts is a result of the advancements that have been happening in the printing industry. Due to such kind of never-ending upgradation, the conventional ideas of authorship, textuality, and interpretation are challenged and given a new dimension by considering Indian banknotes as subject matter. Further, the present study delineates the culture and history of the Nation as represented in the select texts.

Keywords: Postmodernism, Text, Indian banknotes, Culture, History.

Conflicts of Interest: The authors declared no conflicts of interest.
Ethical Consideration: Informed consent was obtained from all the participants of the study.
Funding: No funding was received for this research.
Article History: Received: 31 August 2024. Revised: 25 October 2024. Accepted: 27 October 2024. First published: 28 October 2024.
Copyright: © 2024 by the author/s.
License: License Aesthetix Media Services, India. Distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
Published by: Aesthetix Media Services, India 
Citation: Cibi, T. R. & Nagaraj, P. (2024). Textual Paradigm: Reading, Analyzing, and Positioning the Indian Banknotes Issued Post-Independence as Texts. Rupkatha Journal 16:3. https://doi.org/10.21659/rupkatha.v16n3.08g

Rupkatha Journal's Sustainable Development Goals (SDGs): Quality education (SDG 4) Gender equality (SDG 5) Decent work and economic growth (SDG 8) Reduced inequalities (SDG 10) Sustainable cities and communities (SDG 11) Climate action (SDG 13) Life on land (SDG 15) Peace, justice, and strong institutions (SDG 16)

Female Consciousness and Stereotypes in Chinese Female-Directed Cinema: Insights from the film Send Me to the Clouds

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Mao Wenyu1  & Roslina Ismail2*
1 Ph.D. Faculty of Creative Arts, Universiti Malaya, Kuala Lumpur, Malaysia.
2 Associate Prof, Faculty of Creative Arts, Universiti Malaya, Kuala Lumpur, Malaysia. *Corresponding author.

Rupkatha Journal, Vol. 16, Issue 3, 2024. https://doi.org/10.21659/rupkatha.v16n3.07g
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Abstract

This paper analyzes Chinese female director Teng Congcong’s film Send Me to the Clouds to reveal the relationship between female consciousness and ideologies of power in the context of the current Chinese era. We examine the narrative strategies, imagery symbols and power ideologies in the film through Foucault’s body theory and feminist film theory. Send Me to the Clouds takes the redemption of life as its narrative strategy and incorporates elements of humor and absurdity. The film changes the initiator of sexual pleasure to the female protagonist, and the male becomes a passive character who is a cheater, a coward which is an attempt to break the “stereotype” of female passivity in the traditional Chinese cultural settings, to create an important role for female consciousness and ideology of power in this life-saving film. However, it is important to critically examine the limitations and subjectivity of the film, especially whether it subverts the traditional mainstream ideology in its artistic expression of “female consciousness”. This study provides insights into Chinese feminist film narratives and further discusses the significance and role of Chinese female consciousness in the global feminist film discourse.

Keywords: Female Directors, Stereotypes, Female consciousness, Feminism.

Conflicts of Interest: The authors declared no conflicts of interest.
Ethical Consideration: Informed consent was obtained from all the participants of the study.
Funding: No funding was received for this research.
Article History: Received: 26 August 2024. Revised: 25 October 2024. Accepted: 27 October 2024. First published: 29 October 2024.
Copyright: © 2024 by the author/s.
License: License Aesthetix Media Services, India. Distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
Published by: Aesthetix Media Services, India 
Citation: Wenyu, M. & Ismail, R. (2024). Female Consciousness and Stereotypes in Chinese Female-Directed Cinema: Insights from the film Send Me to the Clouds. Rupkatha Journal 16:3. https://doi.org/10.21659/rupkatha.v16n3.07g

Rupkatha Journal's Sustainable Development Goals (SDGs): Quality education (SDG 4) Gender equality (SDG 5) Decent work and economic growth (SDG 8) Reduced inequalities (SDG 10) Sustainable cities and communities (SDG 11) Climate action (SDG 13) Life on land (SDG 15) Peace, justice, and strong institutions (SDG 16)

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Bridging the Technological Gap in English Language Teaching Classrooms of India with Comic Books

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Jubi Das1* & Debasish Mohapatra2  
 1Research Scholar, Department of English, Tezpur University, Assam, India. *Corresponding author.
2Associate Professor, Head, Department of English, Tezpur University, Assam, India.

Rupkatha Journal, Vol. 16, Issue 3, 2024. https://doi.org/10.21659/rupkatha.v16n3.05g
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Abstract

With the turn of the century, as new forms of media emerged along with technological innovations, it transformed how students perceive information, making them mostly audio-visual learners. However, despite various educational benefits, there is a gap in the accessibility of these technological innovations across schools in India, depriving students of an engaging way of language learning. This study examines the potential of an easily available and appealing multimodal resource, the comic book, for English language learning. It delves into the potential of physical comic books as an innovative tool to bridge the gap between traditional approaches and technology-assisted approaches in schools of marginalized areas of India. As it is crucial to understand students’ interests and perspectives for the successful implementation of an innovative tool, this study was conducted among 369 students of private and government schools in Assam, India and observed a positive response. It also highlighted the potential for improvement in certain language skills using comic books under proper guidance.

Keywords: English Language Teaching, Government and private schools, Comic books.

Conflicts of Interest: The authors declared no conflicts of interest.
Ethical Consideration: Informed consent was obtained from all the participants of the study.
Funding: No funding was received for this research.
Article History: Received: 31 August 2024. Revised: 25 October 2024. Accepted: 27 October 2024. First published: 28 October 2024.
Copyright: © 2024 by the author/s.
License: License Aesthetix Media Services, India. Distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
Published by: Aesthetix Media Services, India 
Citation: Das, J. & Mohapatra, D. (2024). Bridging the Technological Gap in English Language Teaching Classrooms of India with Comic Books. Rupkatha Journal 16:3. https://doi.org/10.21659/rupkatha.v16n3.05g

Rupkatha Journal's Sustainable Development Goals (SDGs): Quality education (SDG 4) Gender equality (SDG 5) Decent work and economic growth (SDG 8) Reduced inequalities (SDG 10) Sustainable cities and communities (SDG 11) Climate action (SDG 13) Life on land (SDG 15) Peace, justice, and strong institutions (SDG 16)

The Use of Technology in Developing HSC Level Students’ English Language Proficiency: A Perception Study

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Marium Jamila1 , Md. Munibur Rahman2* & Zahid Hasan3 ,
1,2,3Department of English, Jashore University of Science and Technology, Bangladesh.

Rupkatha Journal, Vol. 16, Issue 3, 2024. https://doi.org/10.21659/rupkatha.v16n3.04g
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Abstract

In today’s competitive world, the use of technology across diverse sectors is on the rise, and language learning is no exception. As higher secondary level (HSC) students badly need to be proficient in English to pursue higher education and build up their future careers, young learners profusely use various technologies as learning tools to make the process of language learning easy and affordable. So, this study investigated the varied impacts and implications of using technology on the development of the HSC level students’ English language proficiency in Bangladesh. To explore the students’ perceptions of technology usage in developing their English language proficiency, this research collected data from 235 learners from two districts in Bangladesh, employing a questionnaire consisting of both closed-ended and open-ended items. The findings revealed that most students use different technological tools for learning English. They have very positive perceptions of the utility and effectiveness of technologies in language learning, though difficulties like the high cost of tools, unavailability of free programs and software, over-reliance on technology tools, etc., were also reported. To overcome the obstacles associated with this issue, necessary support and measures were also suggested. The findings are expected to provide valuable insights into adopting policies and using technology to develop student’s English language proficiency.

Keywords: English Language Classrooms, HSC Level, Language Learning, Language Proficiency, Technology.

Conflicts of Interest: The authors declared no conflicts of interest.
Ethical Consideration: Informed consent was obtained from all the participants of the study.
Funding: No funding was received for this research.
Article History: Received: 27 August 2024. Revised: 25 October 2024. Accepted: 27 October 2024. First published: 28 October 2024.
Copyright: © 2024 by the author/s.
License: License Aesthetix Media Services, India. Distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
Published by: Aesthetix Media Services, India 
Citation: Jamila, M., Rahman, M.M. & Hasan, Z. (2024). The Use of Technology in Developing HSC Level Students’ English Language Proficiency: A Perception Study. Rupkatha Journal 16:3. https://doi.org/10.21659/rupkatha.v16n3.04g

Rupkatha Journal's Sustainable Development Goals (SDGs): Quality education (SDG 4) Gender equality (SDG 5) Decent work and economic growth (SDG 8) Reduced inequalities (SDG 10) Sustainable cities and communities (SDG 11) Climate action (SDG 13) Life on land (SDG 15) Peace, justice, and strong institutions (SDG 16)

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What is Performance Studies?

Richard Schechner Tisch School of the Arts, New York University  Download PDF Version Because performance studies is so broad-ranging and

Human Creativity Vs. Artificial Intelligence: A Comparison of Horror Fiction Crafting from ‘Bookish Minds Club’ at Souk Ahras University and Claude AI

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Moufida Boumous 
Senior Lecturer, Department of English, Souk Ahras University, Algeria.

Rupkatha Journal, Vol. 16, Issue 3, 2024. https://doi.org/10.21659/rupkatha.v16n3.01
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Abstract

The dynamic between human writers and artificial intelligence in crafting fiction, particularly in the horror genre, provides an intriguing context for examining the unique strengths and limitations of each. This research investigates the creative outputs of two groups: members of Souk Ahras University’s ‘Bookish Minds Club,’ who have discussed numerous horror books and have been introduced to various techniques and tropes of the genre, and those who employ Claude AI to aid in their writing process. Sixty club members were divided evenly, with each group receiving identical horror fiction prompts to craft their stories. These stories were subsequently evaluated based on originality, coherence, the effectiveness of horror elements, character development, and overall impact. The results highlighted a slight but notable superiority of human creativity over AI-assisted writing, particularly in terms of emotional depth and psychological complexity. The findings suggest that while Claude AI can provide structural support and enhance certain narrative elements, it often falls short in capturing the knotty emotional and psychological distinctions that human writers, especially those well-versed in genre techniques, naturally infuse in their work.

Keywords: human creativity, artificial intelligence, horror fiction, creative writing, Claude AI, comparative study.

Conflicts of Interest: The authors declared no conflicts of interest.
Ethical Consideration: Informed consent was obtained from all the participants of the study.
Funding: No funding was received for this research.
Article History: Received: 26 August 2024. Revised: 24 October 2024. Accepted: 25 October 2024. First published: 27 October 2024.
Copyright: © 2024 by the author/s.
License: License Aesthetix Media Services, India. Distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
Published by: Aesthetix Media Services, India 
Citation: Boumous, M. (2024). Human Creativity Vs. Artificial Intelligence: A Comparison of Horror Fiction Crafting from ‘Bookish Minds Club’ at Souk Ahras University and Claude AI. Rupkatha Journal 16:3. https://doi.org/10.21659/rupkatha.v16n3.01

Rupkatha Journal's Sustainable Development Goals (SDGs): Quality education (SDG 4) Gender equality (SDG 5) Decent work and economic growth (SDG 8) Reduced inequalities (SDG 10) Sustainable cities and communities (SDG 11) Climate action (SDG 13) Life on land (SDG 15) Peace, justice, and strong institutions (SDG 16)

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