Latest Educational MCQ English Hindi History and All subjects follow to stay updated

MCQ Formal Letter Letter to Editor Class 10th 11th 12th Term-1 || Formal Letter format

noreply@blogger.com (God,s Child) — Sun, 12 Sep 2021 15:24:00 +0000

MCQ Formal Letter Letter to Editor Class 10th 11th 12th Term-1 || Formal Letter format

1] A Formal Letter Should Be _________ To Have The Desired Effect On The Recipient.

A- In Proper format
B- Grammatically correct
C- Relevant
D- All these

Ans- D

2] How To End The Main Body Of A Formal Letter ?

A- by telling the recipient what he should be doing next
B- By showing love
C- By discussing weather
D- None

Ans- A

3] What Would You Write In The Opening Part Of A Formal Letter ?

A- Asking About Health
B- Asking About Family
C- Informing About Purpose Or Writing The Letter
D- None

Ans- C

4] The Key Point Of A Formal Letter Is Written In Which Part Of A Formal Letter ?

A- Intro
B- Heading
C- Subject
D- Body

Ans- D

5] What Is The Accurate Representation To Show The Purpose Of A Letter ?

A- Please Note Formal Notice
B- Attention : Formal Notice
C- Subject : Formal Notice
D- Announcement : Formal Notice

Ans- C

6] Which Of The Following Is A Characteristic Of The Block Format Of A Formal Letter ?

A- There is no indentation
B- Use of punctuation marks is dispensed within the block format
C- Each block begins with margin on left hand side
D- All

Ans- D

7] What Is The Correct Way To Write The Subscription In A Formal Letter ?

A- Yours truly
B- Your truly
C- You truly
D- None

Ans- A

8] What Is Written On The Top Of Editor's Letter On The Left Side ?

A- Salutation
B- Yours truly
C- Subject
D- Sender’s address

Ans- D

9] Which Of These Is The Right Format Of Writing The Date In All The Formal Letters ?

A- 21/11/2021
B- 21-11-2021
C- November 21, 2021
D- None

Ans- C

10] The Subject Of Letter To Editor Should Be _____?

A- Long
B- Irrelevant
C- Brief and relevant
D- None

Ans- C

11] Which Of These Is The Most Suitable Salutation Of A Letter To The Editor ?

A- Dear sir/madam
B- Mr. Sir /Mrs. madam
C- Mr. Editor/Mrs. editor
D- None

Ans- A

12] Which Of The Following Statements Is Incorrect about letter to editor ?

A- Must be in formal language
B- Must be complete in all respects
C- Must be relevant information
D- Must be informal

Ans- D

13] What Is The Motive Of Writing A Letter To The Editor ?

A- To ask him to take action
B- To order him
C- To request him to give some space to your views in his column
D- None

Ans- C

14] Which Of The Following Is Not A Part Of A Letter To Editor ?

A- Date
B- Subject
C- Salutation
D- Photo

Ans- D

15] Where Is Receiver's Address Written ?

A- On the top of the letter
B- Just below the date
C- Just above date
D- Just after salutation

Ans- B

16] Which Of The Following Are The Features Of A Letter To Editor ?

A- Stick to the point
B- Formal language
C- Relevant content
D- All these

Ans- D

Watch awesome videos

Class 10 English Discursive Passage MCQ Term 1

noreply@blogger.com (God,s Child) — Mon, 30 Aug 2021 08:15:00 +0000

Reading (20 Marks)

Question 1.

Read the passage given below. (10 Marks)

The choices we make on a daily basis – wearing a seatbelt, lifting heavy objects correctly or purposely staying out of any dangerous situation – can either ensure our safety or bring about potentially harmful circumstances.

You and I need to make a decision that we are going to get our lives in order. Exercising self-control, self-discipline and establishing boundaries and borders in our lives are some of the most important things we can do. A life without discipline is one that’s filled with carelessness. We can think it’s kind of exciting to live life on the edge.

We like the image of “Yeah! That’s me! Living on the edge! Woo-hoo!” It’s become a popular way to look at life. But if you see, even highways have lines, which provide margins for our safety while we’re driving. If we go over one side, we’ll go into the ditch. If we cross over the line in the middle, we could get killed. And we like those lines because they help to keep us safe. Sometimes we don’t even realise how lines help to keep us safe.

I’m not proud of this, but for the first 20 years of my life at work, I ignored my limits. I felt horrible, physically, most of the time. I used to tell myself “I know I have limits and that I’ve reached them, but I’m going to ignore them and see if or how long I can get by with it.” I ran to doctors, trying to make myself feel better through pills, vitamins, natural stuff and anything I could get my hands on. Some of the doctors would tell me, “It’s just stress.” That just made me mad. I thought stress meant you don’t like what you do or can’t handle life, and I love what I do. But I kept pushing myself, travelling, doing speaking engagements and so on – simply exhausting myself.

Finally, I understood I was living an unsustainable life and needed to make some changes in my outlook and lifestyle.
You and I don’t have to be like everyone else or keep up with anyone else. Each of us needs to be exactly the way we are, and we don’t have to apologise for it. We’re not all alike and we need to find a comfort zone in which we can enjoy our lives instead of making ourselves sick with an overload of stress and pressure.

On the basis of your understanding of the passage, answer any ten questions from the twelve that follow. (10 x 1 = 10)

(i) The reason why living on the edge has become popular, is because of the:
(a) constant need for something different
(b) population being much younger
(c) exhausting effort to make changes
(d) strong tendency to stay within our limits
Answer:
(a) constant need for something different

(ii) Choose the option that best captures the central idea of the passage from the given quotes.

Answer:
(d) Option (4)

(iii) Which of the characteristics are apt about the writer in the following context: “I know I have limits and that I’ve reached them, but I’m going to ignore them and see if or how long I can get by with it.”?
1. Negligent
2. Indecisive
3. Spontaneous
4. Reckless
5. Purposeless
6. Patient
(a) 2 and 5
(b) 3 and 6
(c) 1 and 4
(d) 2 and 3
Answer:
(c) 1 and 4

(iv) Which of the following will be the most appropriate title for the passage?
(a) Much too soon
(b) Enough is enough
(c) How much is too much?
(d) Have enough to do?
Answer:
(c) How much is too much?

(v) The phrase “potentially harmful circumstances” refers to circumstances that can:
(a) certainly be dangerous
(b) be fairly dangerous
(c) be possibly dangerous
(d) seldom be dangerous
Answer:
(c) be possibly dangerous

(vi) Select the option that makes the correct use of “unsustainable”, as used in the passage, to fill in the blank space.
(a) In the long run, the ………………. officials followed emergency procedures.
(b) Emergency procedures were ………………… by the officials.
(c) Officials reported an ……………….. set of events during the emergency.
(d) Officials admit that the emergency system is ………………. in the longer run.
Answer:
(d) Officials admit that the emergency system is ………………. in the longer run.

(vii) The author attempts to …………………. the readers through this write-up.
(a) rebuke
(b) question
(c) offer aid to
(d) offer advice to
Answer:
(d) offer advice to

(viii) The author uses colloquial words such as “yeah” and “Woo-hoo!”. Which of the following is NOT a colloquial word?
(a) Hooked
(b) Guy
(c) Stuff
(d) Stress
Answer:
(d) Stress

(ix) What does the author mean when he says, “to get our lives in order”?
(a) To resume our lives
(b) To organise our lives
(c) To rebuild our lives
(d) To control our lives
Answer:
(b) To organise our lives

(x) Choose the option that correctly states the two meanings of ‘outlook’, as used in the passage.
1. A person’s evaluation of life
2. A person’s experiences in life
3. A person’s point of view towards life
4. A person’s regrets in life
5. A person’s general attitude to life
(a) (1) and (4)
(b) (2) and (3)
(c) (3) and (5)
(d) (4) and (5)
Answer:
(c) (3) and (5)

(xi) The author explains the importance of discipline and boundaries in our lives using the example of:
(a)road accidents
(b) traffic rules
(c) lines on the highway
(d) safe driving
Answer:
(c) lines on the highway

(xii) What is the message conveyed in the last paragraph of the passage?
(a) Love what you do
(b) Love yourself to love others
(c) Be the best version of yourself
(d) Be yourself
Answer:
(c) Be the best version of yourself

Watch awesome videos

Fire and ICE Extract Based MCQ Questions Class 10 English Poem

noreply@blogger.com (God,s Child) — Sat, 28 Aug 2021 10:20:00 +0000

Fire and Ice Class 10 English 1 Marks MCQs

Some say the world will end in fire,
Some say in ice.
From what I’ve tasted of desire
I hold with those who favor fire.
But if it had to perish twice,
I think I know enough of hate
To say that for destruction ice
Is also great
And would suffice.

1. Choose the CORRECT statement about the given poem.
a) Fire and ice are images—they help the readers visualise the power of nature over man.
b) Fire and ice are symbols—not of natural disasters, but of humanity’s ability to create disasters of its own.
c) Fire and ice are elements—not of Nature but man-made and possess the ability to create havoc for mankind.
d) Fire and ice are agents—they change the thinking of mankind from negative to positive and bring harmony
Ans – b) Fire and ice are symbols—not of natural disasters, but of humanity’s ability to create disasters of its own.

2. Select the option that correctly classifies the connotations for fire and ice, as suggested in the poem.
(1) rage
(2) violence
(3) indifference
(4) hate
(5) greed
a) Fire- 3,4; Ice- 1,2,5
b) Fire- 2, 5; Ice-1,3,4
c) Fire-1,3,5; Ice- 2, 4
d) Fire- 1,2,4; Ice- 3,5
Ans – d) Fire- 1,2,4; Ice- 3,5

3. The poem is a _________, put across by the poet.
a) powerful warning
b) heart-felt apology
c) earnest appeal
d) vengeful threat
Ans – a) powerful warning

4. The poet uses the phrasal verb -hold with. Choose the option that DOES NOT indicate a valid phrasal verb.

a) option 1
b) option 2
c) option 3
d) option 4
Ans – d) option 4

5. Pick the option that is NOT TRUE about the poet according to the extract.
The poet
a) is inclined to believe that the world would most likely end with fire.
b) has heard divided opinions about the way the world would end in all likelihood.
c) preaches love and kindness to combat the spread of hate among all.
d) declares the power of ice to be as destructive as that of fire.
Ans – c) preaches love and kindness to combat the spread of hate among all.

6. Identify the most likely tone of the poet in the lines- ‘To say that for destruction ice/Is also great’.
a) sarcastic
b) serious
c) amused
d) celebratory
Ans – a) sarcastic

Watch awesome videos

Dust Of Snow Extract Based MCQ Questions Class 10 English Poem

noreply@blogger.com (God,s Child) — Sat, 28 Aug 2021 10:05:00 +0000

Dust Of Snow Extract Based MCQ Questions Class 10 English Poem

Dust of Snow Class 10 English 1 Marks MCQs

The way a crow
Shook down on me
The dust of snow
From a hemlock tree
Has given my heart
A change of mood
And saved some part
Of a day I had rued.

1. Of the many symbols the hemlock tree represents, choose the one that Frost drew upon in all likelihood, for this poem.
Symbol of
a) longevity.
b) togetherness.
c) healing.
d) protection.
Ans – c) healing.

2. Choose the option that lists the possible feelings of the poet prior to the experience shared in the poem.
1) reassured
2) disappointed
3) curious
4) demotivated
5) thankful
6) disheartened
7) impulsive
a) 1, 3 &7
b) 2, 4 & 6
c) 5 & 7
d) 1 & 3
Ans – b) 2, 4 & 6

3. Identify the option that DOES NOT use the word ‘rue’ correctly.
a) The film was a disaster, and he rued his decision to act in it.
b) I am sure she rued the day she listened to a fortune-teller.
c) It wasn’t long before I rued my disobedience and my deceit.
d) Others finally rue the one who is dishonest and heartless.
Ans – d) Others finally rue the one who is dishonest and heartless.

4. Synecdoche is a poetic device that uses a part to represent the whole. E.g. That’s a great set of wheels! (Set of wheels has been used for car.)
Pick an example of synecdoche from the poem.
a) Has given my heart / A change of mood
b) The way a crow/ Shook down on me
c) The dust of snow / From a hemlock tree
d) And saved some part / Of a day I had rued
Ans – a) Has given my heart / A change of mood

5. Choose the option showing the reason NOT corresponding with “… a crow / Shook down on me / The dust of snow”.
a) The crow’s landing on the branch of the tree.
b) The shivering of the crow, due to the cold.
c) The readjustment of position of the crow on the branch.
d) The cawing of the crow hidden in the foliage.
Ans – d) The cawing of the crow hidden in the foliage.

Watch awesome videos

Class 10 English First Flight book Poem 1 Dust of Snow MCQ

noreply@blogger.com (God,s Child) — Wed, 11 Aug 2021 18:26:00 +0000

MCQs of Class 10 English Poem 1, Dust of Snow by Robert Frost have been compiled for students to practice. Students of Class 10 can prepare the MCQs of Poem 1, Dust of Snow from NCERT First Flight book. Each question has four options followed by the correct answer. Students can also take a free test of the MCQs of Dust of Snow. These MCQ Questions have been selected based on the latest exam pattern as announced by CBSE.

https://quizizz.com/join/quiz/61114df541cc60001b863061/start

Watch awesome videos

CLass 9 MCQ,Class 10 MCQ,dust of snow mcq online test,a dust of snow mcq,dust of snow mcq questions,dust of snow mcq class 10,dust of snow mcq english academy,term 1 class 10 mcq,term 1 class 10 english,class 10 english term 1 syllabus,class 10 english term 1 syllabus 2021 22,class 10 english term 1 mcq,important mcq of english class 10,english term 1 mcq,best mcq,class 10 first flight,class 10 first flight chapter 2,class 10 first flight chapter 1

dust of snow mcq online test

dust of snow mcq questions with answers

dust of snow mcq questions

dust of snow mcq test

dust of snow mcq answers

dust of snow mcq quiz

dust of snow mcq based questions

dust of snow mcq by quizizz

dust of snow mcq class 10

dust of snow class 10 mcq online test

what does dust of snow represent mcq

english dust of snow mcq

dust of snow extra questions mcq

mcq for dust of snow

ch dust of snow mcq

mcqs of ch dust of snow

dust of snow important mcqs

dust of snow mcq ncert

dust of snow mcq mock test

dust of snow mcq learn cbse

ncert class 10 english dust of snow mcq

dust of snow mcq online quiz

dust of snow mcq questions online test

mcq of ch dust of snow class 10

a dust of snow mcq

dust of snow mcq practice

class 10 english poem dust of snow mcq

dust of snow mcq questions pdf

dust of snow mcq with answers

dust of snow mcqs

class x dust of snow mcq

dust of snow extract based mcqs

dust of snow mcq online test

dust of snow mcq questions with answers

dust of snow mcq questions

dust of snow mcq test

dust of snow mcq answers

dust of snow mcq quiz

dust of snow mcq based questions

dust of snow mcq by quizizz

dust of snow mcq class 10

dust of snow class 10 mcq online test

what does dust of snow represent mcq

english dust of snow mcq

dust of snow extra questions mcq

mcq for dust of snow

ch dust of snow mcq

mcqs of ch dust of snow

dust of snow important mcqs

dust of snow mcq ncert

dust of snow mcq mock test

dust of snow mcq learn cbse

ncert class 10 english dust of snow mcq

dust of snow mcq online quiz

dust of snow mcq questions online test

mcq of ch dust of snow class 10

a dust of snow mcq

dust of snow mcq practice

class 10 english poem dust of snow mcq

dust of snow mcq questions pdf

dust of snow mcq with answers

dust of snow mcqs

class x dust of snow mcq

dust of snow extract based mcqs

dust of snow mcq online test

dust of snow mcq questions with answers

dust of snow mcq questions

dust of snow mcq test

dust of snow mcq answers

dust of snow mcq quiz

dust of snow mcq based questions

dust of snow mcq by quizizz

dust of snow mcq class 10

dust of snow class 10 mcq online test

what does dust of snow represent mcq

english dust of snow mcq

dust of snow extra questions mcq

mcq for dust of snow

ch dust of snow mcq

mcqs of ch dust of snow

dust of snow important mcqs

dust of snow mcq ncert

dust of snow mcq mock test

dust of snow mcq learn cbse

ncert class 10 english dust of snow mcq

dust of snow mcq online quiz

dust of snow mcq questions online test

mcq of ch dust of snow class 10

a dust of snow mcq

dust of snow mcq practice

class 10 english poem dust of snow mcq

dust of snow mcq questions pdf

dust of snow mcq with answers

dust of snow mcqs

class x dust of snow mcq

dust of snow extract based mcqs

dust of snow mcq online test

dust of snow mcq questions with answers

dust of snow mcq questions

dust of snow mcq test

dust of snow mcq answers

dust of snow mcq quiz

dust of snow mcq based questions

dust of snow mcq by quizizz

dust of snow mcq class 10

dust of snow class 10 mcq online test

what does dust of snow represent mcq

english dust of snow mcq

dust of snow extra questions mcq

mcq for dust of snow

ch dust of snow mcq

mcqs of ch dust of snow

dust of snow important mcqs

dust of snow mcq ncert

dust of snow mcq mock test

dust of snow mcq learn cbse

ncert class 10 english dust of snow mcq

dust of snow mcq online quiz

dust of snow mcq questions online test

mcq of ch dust of snow class 10

a dust of snow mcq

dust of snow mcq practice

class 10 english poem dust of snow mcq

dust of snow mcq questions pdf

dust of snow mcq with answers

dust of snow mcqs

class x dust of snow mcq

dust of snow extract based mcqs

dust of snow mcq online test

dust of snow mcq questions with answers

dust of snow mcq questions

dust of snow mcq test

dust of snow mcq answers

dust of snow mcq quiz

dust of snow mcq based questions

dust of snow mcq by quizizz

dust of snow mcq class 10

dust of snow class 10 mcq online test

what does dust of snow represent mcq

english dust of snow mcq

dust of snow extra questions mcq

mcq for dust of snow

ch dust of snow mcq

mcqs of ch dust of snow

dust of snow important mcqs

dust of snow mcq ncert

dust of snow mcq mock test

dust of snow mcq learn cbse

ncert class 10 english dust of snow mcq

dust of snow mcq online quiz

dust of snow mcq questions online test

mcq of ch dust of snow class 10

a dust of snow mcq

dust of snow mcq practice

class 10 english poem dust of snow mcq

dust of snow mcq questions pdf

dust of snow mcq with answers

dust of snow mcqs

class x dust of snow mcq

dust of snow extract based mcqs

a dust of snow mcq

dust of snow mcq practice

class 10 english poem dust of snow mcq

dust of snow mcq questions pdf

dust of snow mcq with answers

dust of snow mcqs

class x dust of snow mcq

dust of snow extract based mcqs

a dust of snow mcq

dust of snow mcq practice

class 10 english poem dust of snow mcq

dust of snow mcq questions pdf

dust of snow mcq with answers

dust of snow mcqs

Class 10 English First Flight Ch 5 Poem The Ball Poem MCQ

noreply@blogger.com (God,s Child) — Fri, 06 Aug 2021 17:50:00 +0000

Class 10 English First Flight Ch 5 Poem The Ball Poem MCQ

Check the below NCERT MCQ Questions for Class 10 English First Flight Poem 5 The Ball with Answers . MCQ Questions for Class 10 English with Answers were prepared based on the latest exam pattern. We have provided The Ball Class 10 English MCQs Questions with Answers to help students understand the concept very well.

MCQ Questions for Class 10 English First Flight Poem 5 The Ball with Answers

Attempt the quiz here : https://quizizz.com/admin/quiz/610d53e5bc599a001b61ae52

the ball poem class 10 in hindi, the ball poem class 10 english, the ball poem class 10 explanation in english, the ball poem class 10 animation, the ball poem class 10 summary in hindi, class 10 the ball poem, class 10 the ball poem explanation, class 10 the ball poem summary, class 10 the ball poem explanation in english, class 10 the ball poem english, class 10 the ball poem question and answers, the ball poem class 10th, extra class, the extra class, class 10

Watch awesome videos

अब कहाँ दूसरों के दुःख से दुखी होने वाले MCQ Questions Class 10 Hindi Sparsh Ch 15

noreply@blogger.com (God,s Child) — Fri, 30 Jul 2021 17:12:00 +0000

MCQ Questions for Class 10 Hindi: Ch 15 अब कहाँ दूसरों के दुःख से दुखी होने वाले स्पर्श

Check the below NCERT MCQ Questions for Class 10 Hindi Sparsh Chapter 15 अब कहाँ दूसरे के दुख से दुखी होने वाले with Answers Pdf free download. MCQ Questions for Class 10 Hindi with Answers were prepared based on the latest exam pattern. We have provided अब कहाँ दूसरे के दुख से दुखी होने वाले Class 10 Hindi Sparsh MCQs Questions with Answers to help students understand the concept very well.

#abkahandusre #hindigurukul #hindimcq

Ab Kahan Dusre Ke Dukh Se Dukhi Hone Wale MCQ Class 10

Attempt the quiz Here :

https://quizizz.com/admin/quiz/6102f13da90096001b1bbf24

Watch awesome videos

Hindi B class 10 2021-22 Reduced syllabus | कक्षा 10 हिंदी कोर्स ब टर्म 1 और 2 का पाठ्यक्रम

noreply@blogger.com (God,s Child) — Wed, 28 Jul 2021 19:39:00 +0000

Watch awesome videos

A Tiger in the Zoo Class 10 CBSE English First Flight Poem Explanation, Summary, Difficult words

noreply@blogger.com (God,s Child) — Sun, 27 Jun 2021 19:59:00 +0000

A Tiger in the Zoo Class 10 CBSE English First Flight Poem Explanation, Summary, Difficult words

A Tiger in the Zoo Class 10 English First Flight Poem 3 Detailed explanation of the poem along with meanings of difficult words. Also, the explanation is followed by the literary devices used and a Summary of the Poem. All the exercises and Question and Answers given at the back of the lesson have been covered.

A Tiger in the Zoo Poem Introduction

The poem written by Leslie Norris explains the agony and helplessness of a caged tiger that lives in a zoo. The poet explains what his life could be if he had been a free animal. The poet has tried to explain about the condition of animals that are caged by human beings for their own fun.

SUMMARY

The poem begins with a description of a tiger that is very beautiful and is walking in his little cage. He has beautiful stripes on his skin and has velvet like soft paws. But the tiger is not happy and is quite angry about being confined in the cage. The poet says that if the tiger was not confined to the zoo cage, he would have been hiding himself behind the long grass near some water body, in order to catch its prey that is the deer. Also, he would have terrorized the residents of the villages around the forest area. But the reality is totally opposite to this. He was confined in a cage which was made up of strong building material and he was helpless there. He could not show his power to the visitors, therefore, never tried to terrorize them. The tiger is described as being powerless and agonized by the poet. He says that during night also he is alone, hearing the voice of the patrolling vehicles of police and looking at the stars. The cage life has totally changed the tiger’s personality. The poet is trying to say that the animal which is famous for its fearlessness and freedom is confined and sad due to the human beings who want to derive pleasure by looking at him in the zoo cage

A TIGER IN THE ZOO - LESLIE NORRIS

ABOUT THE POET – George Leslie Norris (1921-2006) was a prize winning Welsh poet and short story writer. He is considered as most important Welsh writers of the post war period and his literary works have won many prizes. His famous works are Finding Gold, The loud winder, phoenix living poets series: Ransoms, etc.

WORD MEANING IN HINDI

1ST PARAGRAPH

1. STALKS - अकड़ कर चलना

2. VIVID - स्पष्ट

3. STRIPES – धाररयााँ

4. FEW – कुछ

5. STEPS - कदम

6. CAGE - पपिंजरा

7. PADS – पिंजा

8. VEVLVET – मख़मली

9. QUIET – शािंत

10. RAGE - ग़ुस्सा

2ND PARAGRAPH

11. LURKING – छछप कर

12. SHADOW – परछाई

13. SLIDING - सरक

14. WATER HOLE – पानी पीने की जगह

15. WHERE – जहािं

16. PLUMP – मोटा

17. DEER – छहरन

18. PASS – गुज़ारना

3RD PARAGRAPH

19. SNARLING – गुरााहट

20. AROUND – चारों ओर

21. HOUSES – घर

22. EDGE – ककनारा

23. BARING – कदखाना

24. FANGS – नुकीले दािंत

25. CLAWS- पिंजे

26. TERRORISING – डराना

27. VILLAGE - गााँव

4TH PARAGRAPH

28. LOCKED – बिंद

29. CONCRETE – ठोस

30. CELL – पपिंजरा

31. STRENGTH –शक्त

32. BEHIND – पीछे

33. BARS – सलाखों

34. IGNORING – अनदेखी

35. VISITORS – मेहमान

5TH PARAGRAPH

36. HEARS – सुनना

37. VOICE – आवाज़

38. PATROLLING – पहरा करना

39. STARES – तकना

40. BRILLIANT – प्रछतभाशाली

POEM

HE STALKS IN HIS VIVID STRIPES

THE FEW STEPS OF HIS CAGE,

ON PADS OF VELVET QUIET,

IN HIS QUIET RAGE.

EXPLANATION – THE POET COMPARES THE BEHAVIOUR OF A TIGER WHEN HE IS IN A ZOO AND WHEN HE IS IN HIS NATURAL HABITAT- THE JUNGLE. IN THE FIRST PARAGRAPH THE POET TELLS US THAT WHEN THE TIGER IS IN THE ZOO, WE CAN SEE HIM WALKING IN HIS CAGE. A TIGER CAN BE IDENTIFIED BY THE STRIPES ON HIS BODY. HIS FEET ARE AS SOFT AS VELVET, SO WHEN HE MOVES, NO NOISE IS MADE.WHEN HE IS IN THE CAGE HE IS ANGRY BECAUSE HE FEELS TRAPPED AND LONGS TO GO OUT.

HE SHOULD BE LURKING IN SHADOW,

SLIDING THROUGH LONG GRASS

NEAR THE WATER HOLE

WHERE PLUM DEER PASS.

EXAPLANATION – ‘HE’ IN THE ABOVE LINES REFERS TO THE TIGER. A TIGER WHEN HE IS IN THE JUNGLE, HE CONCELS HIMSELF IN SHADOWS. HE HIDES HIMSELF IN THE LONG GRASS AND WAITS FOR HIS PREY, NEAR THE SOURCE OF WATER.ANIMALS COME TO THE SOURCE OF WATER TO HAVE WATER AND THAT’S THE TIME THE TIGER ATTACKS AND HUNTS. IT IS A PLACE WHERE HE CAN FIND FAT DEER.

HE SHOULD BE SNARLING AROUND HOUSES

AT THE JUNGLE’S EDGE,

BARING HIS WHITE FANGS, HIS CLAWS,

TERRORISING THE VILLAGE!

EXPLANATION – THE TIGER’ S NATURAL BEHAVIOUR IS TO ROAR. SO IT ROARS, NEAR THE HOUSES, SITUATED AT THE EDGE OF THE JUNGLE. THE TIGER SHOWS HIS WHITE TEETH AND CLAWS TO SCARE THE VILLAGERS. IT IS NOT THAT THE TIGER ENJOYS SCARING THE VILLAGERS, IT’S JUST THE TIGER’S NATURE TO DO SO.

BUT HE’S LOCKED IN A CONCRETE CELL,

HIS STRENGTH BEHING BARS,

STALKING THE LENGTH OF HIS CAGE,

IGNORING VISITORS.

EXPLANATION- THE POET SAYS; THAT INSTEAD OF DOING WHAT IS IN HIS NATURE, IT’S LOCKED IN A CAGE, IN THE ZOO. HIS STRENGHT CANNOT BERAK THE IRON BARS OF THE CAGE. HE WALKS IN HIS CAGE, BUT HE PAYS NO HEED TO THE PEOPLE WHO COME TO THE ZOO.

HE HEARS THE LAST VOICE AT NIGHT,

THE PATROLLING CARS,

AND STARES WITH HIS BRILLIANT EYES

AT THE BRILLIANT STARS.

EXPLANATION – THE LAST VOICE THAT HE HEARS IS THE VOICE OF THE PATROLLING CARS. THE PATROLLING CARS COME TO CHECK IF ALL THE ANIMALS ARE SAFE IN THE CAGE.HE LOOKS AT THE STARS WITH LONGING IN HIS EYES. PERHAPS, LIKE THE STARS SHINE IN THE DARKNESS AND GIVE US LIGHT, HE TOO HOPES TO BE BACK IN THE JUNGLE.

POETIC DEVICE

1) PERSONIFICATION – INANIMATED OBJECT OR AN ABSTRACT IDEA AS A PERSON HAVING HUMAN TRAITS.

IN THIS POEM, THE TIGER IS ADDRESS AS “HE” MEANING, IT IS TREATED AS A HUMAN.

2) OXYMORON – A FIGURE OF SPEECH IN WHICH APPARENTLY CONTRADICTORY TERMS APPEAR IN CONJUNCTION.

IN THIS POEM, “QUIET” AND “RAGE” ARE USED TOGETHER, THOUGH HEIR MEANING IS ENTIRELY DIFFERENT.

3) METAPHOR – COMPARES TWO OBJECTS, WITHOUT USING “LIKE” OR “AS”.

IN THIS POEM, THE PADS OF THE TIGR IS COMPARED TO VEVET.

CENTRAL IDEA OF THE POEM

THE POET, THROUGH THIS POEM, WANTS TO CONVEY THAT ANIMALS SHOULD BE IN THEIR NATURAL HABITAT. NO ONE LIKES TO BE TRAPPED AND CAGED. WE ALL WANT TO BE FREE, SO WHY THE ANIMALS SHOULD BE TREATED DIFFERENTLY. AFTER ALL, THEY ARE ALSO LIVING BEINGS.

QUESTIONS AND ANSWERS

Q1) NAME THE POET?

ANS) THE POET IS LESLIE NORRIS.

Q2) WHERE IS THE TIGER?

ANS) THE TIGER IS IN A ZOO.

Q3) WHAT DOES A TIGER DO IN THE ZOO?

ANS) A ZOO IS NOT THE NATURAL HABITAT OF THE TIGER. THE TIGER

FEELS TRAPPED. HE WALKS THE LENGH OF HIS CAGE, IGNORING

VISITORS. HE FEELS HELPLESS AND HOPES TO BE FREE, SOMEDAY.

Q4) WHAT DOES A TIGER DO IN THE JUNGLE?

ANS) WHEN A TIGER IS IN THE JUNGLE, HE HIDES IN SHADOWS AND HUNTS.

HE SNARLS AND SCARES THE VILLAGERS. HE ENJOYS THE FREEDOM.

Q5) WHY ARE ZOOS NECESSARY?

ANS) ZOOS ARE NECESSARY BECAUSE WE LEARN A LOT ABOUT ANIMALS,

WHEN WE VISIT A ZOO. ZOOS’ HELP IN PRESEVING ANIMALS. ZOOS’

ALSO ENGAGE IN BREEDING PROGRAMMES, SO THAT NEARLY

EXTINCT ANIMALS CAN BE SAVED.

QUESTION AND ANSWERS Q1- Read the poem again, and work in pairs or groups to do the following tasks.

(i) Find the words that describe the movements and actions of the tiger in the cage and in the wild. Arrange them in two columns.

(ii) Find the words that describe the two places, and arrange them in two columns. Now try to share ideas about how the poet uses words and images to contrast the two situations.

A1- (1) In the Cage In the Wild

Stalks, quiet rage, ignoring visitors, hears the sound of patrolling cars, stares at stars Lurking in shadow, sliding through the long grass, snarling around houses, baring his white fangs, terrorizing the village

(2) CAGE WILD Few steps of his cage Shadow, long grass Locked in concrete cell Snarling around houses His Strength behind bars Baring his white fangs, his claws Ignoring visitors Terrorising the village

Q2- Notice the use of a word repeated in lines such as these:

(i) On pads of velvet quiet, In his quiet rage.

(ii) And stares with his brilliant eyes At the brilliant stars. What do you think is the effect of this repetition?

A2- The poet has repeated the words to give a nice impact to his poem. Like the use of quiet with velvet pads describes that the tiger has to walk in the limited area of his cage. He cannot run as he would have done had it been in the forest. Whereas ‘quiet rage’ shows the hidden anger inside him which has grown stronger because of his confinement in the cage. The next word he used is ‘brilliant’. The word brilliant in the first line means the twinkling bright stars and the brilliant words used for the tiger’s eyes shows the sadness of the tiger who would have led a free and fearless life if it were in the jungle.

Watch awesome videos

समास Hindi grammar

noreply@blogger.com (God,s Child) — Sat, 26 Jun 2021 14:13:00 +0000

समास -

दो या दो से अधिक शब्दों के मेल से नए शब्द बनाने की क्रिया को समास कहते हैं !

सामासिक पद को विखण्डित करने की क्रिया को विग्रह कहते हैं !

समास के छ: भेद हैं - 1- अव्ययीभाव समास - जिस समास मेंपहला पद प्रधान होता है तथा समस्त पद अव्यय का काम करता है , उसे अव्ययीभाव समास कहते हैं !जैसे -

( सामासिक पद ) ( विग्रह )

1. यथावधि अवधि के अनुसार

2. आजन्म जन्म पर्यन्त

3. प्रतिदिन दिन -दिन

4. यथाक्रम क्रम के अनुसार

5. भरपेट पेट भरकर

2- तत्पुरुष समास - इस समास में दूसरा पद प्रधान होता है तथा विभक्ति चिन्हों का लोप हो जाता है ! तत्पुरुष समास के छ: उपभेद विभक्तियों के आधार पर किए गए हैं -

1. कर्म तत्पुरुष

2. करण तत्पुरुष

3. सम्प्रदान तत्पुरुष

4. अपादान तत्पुरुष

5. सम्बन्ध तत्पुरुष

6. अधिकरण तत्पुरुष

- उदाहरण इस प्रकार हैं -

( सामासिक पद ) ( विग्रह ) ( समास )

1. कोशकार कोश को करने वाला कर्म तत्पुरुष

2. मदमाता मद से माता करण तत्पुरुष

3. मार्गव्यय मार्ग के लिए व्यय सम्प्रदान तत्पुरुष

4. भयभीत भय से भीत अपादान तत्पुरुष

5. दीनानाथ दीनों के नाथ सम्बन्ध तत्पुरुष

6. आपबीती अपने पर बीती अधिकरण तत्पुरुष

3- कर्मधारय समास - जिस समास के दोनों पदों में विशेष्य - विशेषण या उपमेय - उपमान सम्बन्ध हो तथा दोनों पदों में एक ही कारक की विभक्ति आये उसे कर्मधारय समास कहते हैं ! जैसे :-

( सामासिक पद ) ( विग्रह )

1. नीलकमल नीला है जो कमल

2. पीताम्बर पीत है जो अम्बर

3. भलामानस भला है जो मानस

4. गुरुदेव गुरु रूपी देव

5. लौहपुरुष लौह के समान ( कठोर एवं शक्तिशाली ) पुरुष

4- बहुब्रीहि समास - अन्य पद प्रधान समास को बहुब्रीहि समास कहते हैं !इसमें दोनों पद किसी अन्य अर्थ को व्यक्त करते हैं और वे किसी अन्य संज्ञा के विशेषण की भांति कार्य करते हैं ! जैसे -

( सामासिक पद ) ( विग्रह )

1. दशानन दश हैं आनन जिसके ( रावण )

2. पंचानन पांच हैं मुख जिनके ( शंकर जी )

3. गिरिधर गिरि को धारण करने वाले ( श्री कृष्ण )

4. चतुर्भुज चार हैं भुजायें जिनके ( विष्णु )

5. गजानन गज के समान मुख वाले ( गणेश जी )

5- द्विगु समास - इस समास का पहला पद संख्यावाचक होता है और सम्पूर्ण पद समूह का बोध कराता है ! जैसे -

( सामासिक पद ) ( विग्रह )

1. पंचवटी पांच वट वृक्षों का समूह

2. चौराहा चार रास्तों का समाहार

3. दुसूती दो सूतों का समूह

4. पंचतत्व पांच तत्वों का समूह

5. त्रिवेणी तीन नदियों ( गंगा , यमुना , सरस्वती ) का समाहार

6- द्वन्द्व समास - इस समास में दो पद होते हैं तथा दोनों पदों की प्रधानता होती है ! इनका विग्रह करने के लिए ( और , एवं , तथा , या , अथवा ) शब्दों का प्रयोग किया जाता है !

जैसे -

( सामासिक पद ) ( विग्रह )

1. हानि - लाभ हानि या लाभ

2. नर - नारी नर और नारी

3. लेन - देन लेना और देना

4. भला - बुरा भला या बुरा

5. हरिशंकर विष्णु और शंकर

Watch awesome videos

Nelson Mandela Long Walk to Freedom English Difficult word meaning and Question Answer

noreply@blogger.com (God,s Child) — Sat, 26 Jun 2021 11:57:00 +0000

Nelson Mandela Long Walk to Freedom Summary CBSE Class 10 English First Flight book Chapter 2 Difficult word meaning and Question Answer

Deputy- Second in command
Sworn- given under oath; determined to stay in the role specified
Pledged- committed (a person or organization) by a solemn promise
Assembled- (of people) gather together in one place for a common purpose
Confer- grant
Glory- honour
Outlaws- because of its policy of apartheid, many countries had earlier broken off diplomatic relations with South Africa
On our own soil- in our own country
Possession- ownership
Dignity- the state or quality of being worthy of respect.
Apartheid- a policy or system of segregation on grounds of race
Profound- very great or intense
Unintended- not planned or meant
Comrades- a colleague or a fellow member of an organisation
Resilience- the ability to deal with any kind of hardship and recover from its effects
Defies- refuse to obey
Triumph- great victory or achievement
Grimmest- very serious or gloomy
Glimmer- shine faintly with a wavering light
Pushed to our limits- pushed to the last point in our ability to bear pain
Reassure- say or do something to remove the doubts
Obligations- a duty or a commitment
Civil- courteous and polite
Inclination- natural tendencies of behaviour
Inevitably- unavoidably
Twilight- half-light, semi-darkness
Secrecy- the action of keeping something secret
Rebellion- the action or process of resisting authority, convention or control
Stream- a small, narrow river
Mealies- a maize plant
Abided- obeyed
Boyhood- the state or time of being a boy
Illusion- a false idea or belief
Transitory- not permanent
Yearned- have an intense feeling or longing for something
Curtailed- reduce; impose a restriction on
Dignity- the state or quality of being worthy of honour or respect
Frightened- afraid or anxious
Monk- a member of a religious community of men typically living under vows of poverty, chastity, and obedience
Virtuous- having or showing high moral standards
Indivisible- unable to be divided or separated
Prejudice- a strong dislike without any good reason

Emancipation- the fact or process of being set free from legal, social, or political restrictions
Liberate- free; release
Bondage- the state of being a slave
Discrimination- being treated differently or unfavourably
Deprivation- the damaging lack of material benefits considered to be basic necessities in a society
Oppression- prolonged cruel or unjust treatment or exercise of authority.
Glorious- having, worthy of, or bringing fame or admiration.
Reign- rule; govern

Nelson Mandela Long Walk to Freedom Question and Answers

1. Where did the ceremonies take place? Can you name any public buildings in India that are made of sandstone?

A. The ceremonies took place in an amphitheatre which was formed by Union Buildings in Pretoria. In India, we have many public buildings made of sandstone, some of which are Rashtrapati Bhavan, Red Fort and the Supreme Court of India in New Delhi.

2. Can you say how 10 May is an ‘autumn day’ in South Africa?

A. Since South Africa lies in the Southern Hemisphere, we can say that May falls in the autumn season.

3. At the beginning of his speech, Mandela mentions “an extraordinary human disaster”. What does he mean by this? What is the “glorious … human achievement” he speaks of at the end?

A. By “an extraordinary human disaster”, Mandela is referring to the apartheid system that was prevalent in South Africa under the previous leadership. People of colour were treated unfairly and no human being deserves that. He stood against the unjust practices and finally won the democratic elections to become the first black President of South Africa. He refers to this win as “glorious human achievement”.

4. What does Mandela thank the international leaders for?

A. The author thanked the international leaders for joining and supporting them in their victory of freedom, justice and human dignity. Earlier, many nations had cut ties with South Africa because of their practice of apartheid.

5. What ideals does he set out for the future of South Africa?

A. As the newly elected President of South Africa, Nelson Mandela wanted to liberate the country of all the unjust practices. He set out ideals for a country which was free of poverty, discrimination and injustice.

6. What do the military generals do? How has their attitude changed, and why?

A. The military generals saluted Nelson Mandela and promised their support to the newly formed democratic government of South Africa. Their attitude has changed because earlier they were under the ruke of the white supremacy. During that rule, they would have arrested Mandela as he was considered to be a criminal. Now, with the abolition of Apartheid and the formation of a democratic government, their attitude has also changed.

7. Why were two national anthems sung?

A. The two national anthems, one of the Blacks and other of the Whites were sung symbolising equality and respect for the entire community irrespective of their colour.

8. How does Mandela describe the systems of government in his country

(i) In the first decade, and
(ii) In the final decade, of the twentieth century?

A. (i) In the first decade of the twentieth century, white supremacy created a system of racial domination and made life a living hell for the dark-skinned people. Mandela referred it as one of the “harshest, inhumane societies” of the world.
(ii) In the final decade of the twentieth century, the system of apartheid has been changed into one that recognises all humans as equal regardless of their colour, race or gender.

9. What does courage mean to Mandela?

A. To Mandela, “courage” does not mean the absence of fear, but the victory over it. A man who is courageous is the one who has overcome his fear to fight all the odds.

10. Which does he think is natural, to love or to hate?

A. He believes love comes more naturally to humans as opposed to hate. No one is born with hatred in his heart for another.

11. What “twin obligations” does Mandela mention?

A. According to Mandela, every person has “twin obligations”, one towards his family and the other, towards his society.

12. What did being free mean to Mandela as a boy, and as a student? How does he contrast these “transitory freedoms” with “the basic and honourable freedoms”?

A. As a young boy, and a student, Mandela’s idea of freedom was to be able to stay out at night, read whatever he desired and go wherever he chose. On growing up as a man, he realised that these were “transitory freedoms” he was looking for because their “basic and honourable freedoms” had been taken away. There was no liberty to have a peaceful marriage, family and life. Dark-skinned people were deprived of their fundamental human rights. For them, freedom was an “illusion”.

13. Does Mandela think the oppressor is free? Why/Why not?

A. According to Mandela, the oppressor is as much a prisoner as the oppressed. As soon as the former robs the oppressed of their freedom he, himself gets robbed of his humanity. Thus, he thinks that the oppressor too, is not free.

14. Why did such a large number of international leaders attend the inauguration? What did it signify the triumph of?

A. At the inauguration ceremony, there were a large number of international leaders to celebrate the end of apartheid system and to display their support for South Africa. It signified the triumph of justice over prejudice, courage over fear and right over wrong.

15. What does Mandela mean when he says he is “simply the sum of all those African patriots” who had gone before him?

A. Mandela wanted to thank the generations before him who had fought for justice. He gathered his courage from these brave heroes and it is because of that, he fought fearlessly for what is right. Thus, he referred to himself as “simply the sum of all those African patriots” that had gone before him.

16. Would you agree that the “depths of oppression” create “heights of character”? How does Mandela illustrate this? Can you add your own examples to this argument?

A. Yes, I agree that “depths of oppression” create “heights of character”. Mandela illustrated this idea by the example of all those who had emerged as great freedom fighters after years of oppression and brutality. Though unintended, effect of all this was men with extraordinary courage and strength. One of the greatest examples is of our own country, where our people were exploited under British rule for about 200 years. As a result of oppression of such magnitude, India got freedom fighters like Bhagat Singh and Pt. Jawaharlal Nehru.

17. How did Mandela’s understanding of freedom change with age and experience?

18. How did Mandela’s ‘hunger for freedom’ change his life?

A. Once Mandela realized his hunger for freedom, his life changed forever. It transformed him from a family-man to a man of his people and a frightened young man into a bold one. He built his entire life around fighting for the basic fundamental rights for his community. He was more selfless and virtuous than ever.

Nelson Mandela Long Walk to Freedom Grammar Exercises

Make a list of pairs of noun and verb.

NOUN	VERB
Rebellion	Rebel
Constitution	Constitute
Formation	Form
Government	Govern
Obligation	Oblige
Transformation	Transform
Discrimination	Discriminate
Deprivation	Deprive
Demonstration	Demonstrate
Oppression	Oppress
Imagination	Imagine

Answers-

Read the paragraph below. Fill in the blanks with the noun forms of the verbs in brackets.

Martin Luther King’s __________ (contribute) to our history as an outstanding leader began when he came to the __________ (assist) of Rosa Parks, a seamstress who refused to give up her seat on a bus to a white passenger. In those days American Blacks were confined to positions of second class citizenship by restrictive laws and customs. To break these laws would mean __________ (subjugate) and __________ (humiliate) by the police and the legal system. Beatings, __________ (imprison) and sometimes death awaited those who defied the System. Martin Luther King’s tactics of protest involved non-violent __________ (resist) to racial injustice.

Answers-

Martin Luther King’s contribution (contribute) to our history as an outstanding leader began when he came to the assistance (assist) of Rosa Parks, a seamstress who refused to give up her seat on a bus to a white passenger. In those days American Blacks were confined to positions of second class citizenship by restrictive laws and customs. To break these laws would mean subjugation (subjugate) and humiliation (humiliate) by the police and the legal system. Beatings, imprisonment (imprison) and sometimes death awaited those who defied the System. Martin Luther King’s tactics of protest involved non-violent resistance (resist) to racial injustice.

Here are some more examples of ‘the’ used with proper names. Try to say what these sentences mean. (You may consult a dictionary if you wish. Look at the entry for ‘the’.)

1. Mr Singh regularly invites the Amitabh Bachchans and the Shah Rukh Khans to his parties.
2. Many people think that Madhuri Dixit is the Madhubala of our times.
3. History is not only the story of the Alexanders, the Napoleons and the Hitlers, but of ordinary people as well.

Answers-

This means that Mr. Singh regularly invites famous personalities like Amitabh Bachchan and Shah Rukh Khan to his parties.
This means Madhuri Dixit is such a great actress that she is worthy of being called the legendary actress Madhubala of present times.
This means that History not only consists of famous people like Alexanders, Napoleons and Hitler, but also of ordinary people.

Match the italicised phrases in Column A with the phrase nearest in meaning in Column B. (Hint: First look for the sentence in the text in which the phrase in Column A occurs.)

A	B
1. I was not unmindful of the fact	(i) had not forgotten; was aware of the fact (ii) was not careful about the fact (iii) forgot or was not aware of the fact
2. when my comrades and I were pushed to our limits	(i) pushed by the guards to the wall (ii) took more than our share of beatings (iii) felt that we could not endure the suffering any longer
3. to reassure me and keep me going	(i) make me go on walking (ii) help me continue to live in hope in this very difficult situation (iii) make me remain without complaining
4. the basic and honourable freedoms of…earning my keep,…	(i) earning enough money to live on (ii) keeping what I earned (iii) getting a good salary

Answers-

A	B
1. I was not unmindful of the fact	(i) had not forgotten; was aware of the fact
2. when my comrades and I were pushed to our limits	(iii) felt that we could not endure the suffering any longer
3. to reassure me and keep me going	(ii) help me continue to live in hope in this very difficult situation
4. The basic and honourable freedoms of…earning my keep,…	(i) earning enough money to live on

Watch awesome videos

Nelson Mandela Long Walk to Freedom Class 10 English Chapter 2 Summary, Explanation

noreply@blogger.com (God,s Child) — Thu, 24 Jun 2021 10:15:00 +0000

CBSE Nelson Mandela - Long Walk to Freedom Class 10 English First Flight Lesson 2 - Detailed explanation of the lesson along with meanings of difficult words. Also, the explanation is followed by a Summary of the lesson.

Summary of Nelson Mandela: Long Walk to Freedom

Long Walk to Freedom is the autobiography of Nelson Mandela, who was the former South African President. This article is for Nelson Mandela long walk to freedom summary. This chapter is the extracts from the “Long Walk to Freedom” book. It includes the description of the inauguration ceremony and citations from his speech and about his journey to being a freedom fighter. It says about the other countless people who fought for their freedom. In South Africa, a brutal practice named “apartheid” was very popular in those days. It referred to the discrimination between people on the basis of their race and colour. It was one of the most brutal societies in which dark-skinned people were deprived of their basic rights. This lesson gives us an overview of the struggles of Mandela for making the society with no discrimination on the basis of their colour, caste, race, age or gender.

“A Long to Freedom”, by Nelson Mandela is all about the struggle of freedom of South-Africa. On May 10, 1994, Nelson Mandela has taken the vow as the first black president of South Africa. And therefore it was becoming a new-born democratic country. Nelson Mandela took the oath as the first black president.

Many dignitaries from different countries had come to be part of the most significant day. In his speech, Mandela thanked all those dignitaries. Mandela assured his countrymen that his country would never ever experience the same suppression of one by another. Democracy had been established in South Africa and as a result, a government of no discrimination was established.

The people of South Africa sang two National Anthems as a symbol of that day. Mandela recalled that the reason for this movement was that Black-skinned people were exploited by the White people. He said that this type of suppression of people of South Africa is the origin of many stars. People must learn to hate first, because if they hate then they can be taught to love, as love comes from the opposite circumstances. He also says that a brave man is not that who does not feel afraid but who conquers it.

In life, a man has two major obligations. First towards his family, to his parents, to his wife and to his children and second on the other hand obligation towards his country, people and the community. Everyone fulfils his duty as per his inclination and interest. But it was very tough to fulfil in a country like South Africa. When Mandela became an adult then he understood that his freedom was only an illusion. In fact, he was the slave of exploitation. He also understood that not only he was a slave but his other family members were also.

According to him, Freedom is also mandatory for them who were suppressing others in the past. They also have the right to have it because snatcher of other’s freedom is a prisoner of the same. Thus, the oppressor is as much a prisoner as the oppressed. The oppressor too is not free.

Watch awesome videos

Bade Bhai Sahab बड़े भाई साहब Complete Summary Class 10 Sparsh Hindi Chapter 10

noreply@blogger.com (God,s Child) — Sun, 18 Apr 2021 14:57:00 +0000

Bade Bhai Sahab बड़े भाई साहब Complete Summary Class 10 Sparsh Hindi Chapter 10

बड़े भाई साहब प्रश्न अभ्यास

(क ) निम्नलिखित प्रश्नों के उत्तर (25 -30 ) शब्दों में दीजिए -:

प्रश्न 1 -: छोटे भाई ने अपनी पढ़ाई का टाइम - टेबल बनाते समय क्या क्या सोचा और फिर उसका पालन क्यों नहीं कर पाया ?

उत्तर -: छोटे भाई ने अपनी पढ़ाई का टाइम - टेबल बनाते समय सोचा कि वह मन लगाकर पढ़ाई करेगा और बड़े भाई को कभी शिकायत का मौका नहीं देगा। सुबह छः से रात ग्यारह बजे तक सभी विषयों को पढ़ने का कार्यक्रम रखा गया। परन्तु पढ़ाई करते समय खेल के मैदान,वॉलीबॉल की तेजी, कबड्डी और गुल्ली -डंडे का खेल उसे अपनी ओर खींचते थे इसीलिए वह टाइम टेबल का पालन नहीं कर पाया।

प्रश्न 2 -: एक दिन जब गुल्ली -डंडा खेलने के बाद छोटा भाई बड़े भाई साहब के सामने पहुंचा तो उनकी क्या प्रतिक्रिया हुई ?

उत्तर -: एक दिन जब गुल्ली -डंडा खेलने के बाद छोटा भाई बड़े भाई साहब के सामने पहुंचा तो उनकी प्रतिक्रिया बहुत भयानक थी। वह बहुत गुस्से में थे। उन्होंने छोटे भाई को डांटते हुए कहा कि प्रथम दर्जे में पास होने का उसे घमण्ड हो गया है और घमण्ड के कारण रावण जैसे भूमण्डल के स्वामी का भी नाश हो गया था तो हम तो फिर भी साधारण इंसान हैं। बड़े भाई साहब ने छोटे भाई को गुल्ली - डंडा खेलने के बजाये पढ़ाई में ध्यान देने की नसीहत दी।

प्रश्न 3 -: बड़े भाई साहब को अपने मन की बात क्यों दबानी पड़ती थी ?

उत्तर -: बड़े भाई साहब और छोटे भाई की उम्र में पांच साल का अंतर था। वे माता पिता से दूर हॉस्टल में रहते थे। बड़े भाई साहब का भी मन खेलने ,पतंग उड़ाने और तमाशे देखने का करता था परन्तु वे सोचते थे की अगर वो बड़े होकर मनमानी करेंगे तो छोटे भाई को गलत रास्ते पर जाने से कैसे रोकेंगे। बड़े भाई साहब छोटे भाई का ध्यान रखना अपना कर्तव्य मानते थे इसीलिए उन्हें अपनी इच्छाए दबनी पड़ती थी।

प्रश्न 4 -: बड़े भाई साहब छोटे भाई को क्या सलाह देते थे और क्यों ?

उत्तर -: बड़े भाई साहब चाहते थे कि छोटा भाई खेल - कूद में ज्यादा ध्यान न देकर पढ़ाई में ध्यान दे। वे छोटे भाई को हमेशा सलाह देते थे कि अंग्रेजी में ज्यादा ध्यान दो ,अंग्रेजी पढ़ना हर किसी के बस की बात नहीं है। अगर पढ़ाई में ध्यान नहीं दोगे तो उसी कक्षा में रह जाओगे। इसलिए बड़े भाई साहब छोटे को खेलकूद से ध्यान हटाने की सलाह देते थे।

प्रश्न 5 -: छोटे भाई ने बड़े भाई साहब के नरम व्यवहार का क्या फायदा उठाया ?

उत्तर -: छोटे भाई ने बड़े भाई साहब के नरम व्यवहार का अनुचित लाभ उठाया। उसपर बड़े भाई का डर कम हो गया। भाई के डर से जो थोड़ी बहुत पढाई करता था वह भी बंद कर दी थी क्योंकि छोटे भाई को लगता था कि वह पढ़े या ना पढ़े पास हो ही जायेगा। वह अपना सारा समय मौज मस्ती और खेल के मैदान में बिताने लगा था।

(ख )निम्नलिखित प्रश्नों के उत्तर (50 -60 ) शब्दों में लिखिए -:

प्रश्न 1 -: बड़े भाई की डाँट फटकार अगर ना मिलती, तो क्या छोटा भाई कक्षा में अव्वल आता ?अपने विचार प्रकट कीजिए।

उत्तर -: बड़े भाई साहब को अपनी जिम्मेदारिओं का आभास था वे जानते थे कि अगर वह अनुशासन हीनता करेंगे तो छोटे भाई को गलत रास्ते पर जाने से नहीं रोक पाएंगे। छोटा भाई जब भी खेल कूद में ज्यादा समय लगाता तो बड़े भाई साहब उसे डाँट लगाते और पढ़ाई में ध्यान लगाने को कहते। यह बड़े भाई का ही डर था कि छोटा भाई थोड़ा बहुत पढ़ लेता था। अगर बड़े भाई साहब छोटे भाई को डाँट फटकार नहीं लगते तो छोटा भाई कभी कक्षा में अव्वल नहीं आता।

प्रश्न 2 -: बड़े भाई साहब पाठ में लेखक ने समूची शिक्षा के किन तौर तरीकों पर व्यंग्य किया है? क्या आप उनके विचारो से सहमत है ?

उत्तर -: बड़े भाई साहब पाठ में लेखक ने समूची शिक्षा के तौर तरीकों पर व्यंग्य करते हुए कहा है कि ये शिक्षा अंग्रेजी बोलने ,पढ़ने पर जोर देती है चाहे किसी को अंग्रेजी पढ़ने में रूचि है या नहीं। अपने देश के इतिहास के साथ साथ दूसरे देशों के इतिहास को भी पढ़ना पढ़ता है जो बिलकुल भी जरुरी नहीं है। यहाँ पर रटने वाली प्रणाली पर जोर दिया जाता है। बच्चों को कोई विषय समझ में आये या ना आये रट कर परीक्षा में पास हो ही जाते हैं। छोटे -छोटे विषयों पर लम्बे -लम्बे निबंध लिखने होते हैं। ऐसी शिक्षा प्रणाली जो लाभदायक कम और बोझ ज्यादा लगे ठीक नहीं है।

प्रश्न 3 -: बड़े भाई साहब के अनुसार जीवन की समझ कैसे आती है ?

उत्तर -: बड़े भाई साहब के अनुसार जीवन की समझ केवल किताबी ज्ञान से नहीं आती। बल्कि जीवन के अनुभवों से आती है। इसके लिए उन्होंने अपनी अम्मा ,दादा और हेडमास्टर की माँ के उदाहरण भी दिए है। उनका कहना है कि हम इतने पढ़े होने के बाद भी अगर बीमार भी पड़ जाते है तो परेशान हो जाते हैं लेकिन हमारे माँ दादा बिना पढ़े भी हर मुसीबत का सामना बड़ी आसानी से करते है इसमें केवल इतना ही फर्क है कि उनके पास हमसे ज्यादा जीवन का अनुभव है। बड़े भाई के अनुसार अनुभव ही समझ दिलाता है।

प्रश्न 4 -: छोटे भाई के मन में बड़े भाई के प्रति श्रद्धा क्यों उत्पन्न हुई ?

उत्तर -: एक दिन शाम के समय ,हॉस्टल से दूर जब छोटा भाई एक पतंग को पकड़ने के लिए बिना किसी की परवाह किये दौड़ा जा रहा था, अचानक भाई साहब से उसका आमना -सामना हुआ।उन्होंने बाजार में ही उसका हाथ पकड़ लिया और बड़े क्रोधित भाव से बोले ‘लेखक भले ही बहुत प्रतिभावान है ,इसमें कोई शक नहीं हैं ,लेकिन जो प्रतिभा किसी को शर्म लिहाज़ न सिखाये वो किस काम की।बड़े भाई साहब कहते हैं कि लेखक भले ही अपने मन में सोचता होगा कि वह उनसे सिर्फ एक ही कक्षा पीछे रह गया है और अब उन्हें लेखक को डाँटने या कुछ कहने का कोई हक नहीं है ,लेकिन ये सोचना लेखक की गलती है।बड़े भाई साहब उससे पांच साल बड़े हैं और हमेशा ही रहेंगे । समझ किताबें पढ़ लेने से नहीं आती ,बल्कि दुनिया देखने से आती है।बड़े भाई साहब लेखक को कहते हैं कि यह घमंड जो उसने दिल में पाल रखा है कि वह बिना पड़े भी पास हो सकता है और भाई साहब को उसे डाँटने और समझने का कोई अधिकार नहीं रहा ,इसे निकल डाले। बड़े भाई साहब के रहते लेखक कभी गलत रस्ते पर नहीं जा सकता।बड़े भाई साहब लेखक से कहते हैं कि अगर लेखक नहीं मानेगा तो भाई साहब थप्पड़ का प्रयोग भी कर सकते हैं और बड़े भाई साहब लेखक को कहते हैं कि उसको उनकी बात अच्छी नहीं लग रही होगी।छोटा भाई , भाई साहब की इस समझने की नई योजना के कारण उनके सामने सर झुका कर खड़ा था। आज उसे सचमुच अपने छोटे होने का एहसास हो रहा था न केवल उम्र से बल्कि मन से भी और भाई साहब के लिए उसके मन में इज़्ज़त और भी बड़ गई।

प्रश्न 5 -: बड़े भाई साहब की स्वभावगत विशेषताएँ बताइए।

उत्तर -: बड़े भाई साहब अध्ययनशील थे। हमेशा किताबे खोल कर बैठे रहते थे। दिन रात कठिन परिश्रम करते थे। चाहे उन्हें समझ में आये या ना आये, वे फिर भी एक -एक अक्षर को रट लिया करते थे। अपने बड़े होने का उन्हें एहसास है ,इसलिए वे छोटे भाई को तरह तरह से समझते हैं। अपने कर्तव्य के लिए वे अपनी बहुत सी इच्छाओं को दबा देते थे। छोटे भाई को किताबी ज्ञान से हट कर अनुभव के महत्त्व को समझते थे और कहते थे की उनके रहते वह कभी गलत रास्ते पर नहीं चल पायेगा।

प्रश्न 6 -: बड़े भाई साहब ने जिंदगी के अनुभव और किताबी ज्ञान में से किसे और क्यों महत्पूर्ण कहा है ?

उत्तर -: बड़े भाई साहब ने जिंदगी के अनुभव और किताबी ज्ञान में से जिंदगी के अनुभव को महत्पूर्ण कहा है। उन्होंने पाठ में कई उदाहरणों से ये स्पष्ट किया है। अम्मा और दादा का उदाहरण और हेडमास्टर का उदाहरण दे कर बड़े भाई साहब कहते है कि चाहे कितनी भी बड़ी डिग्री क्यों न हो जिंदगी के अनुभव के आगे बेकार है। जिंदगी की कठिन परिस्थितियों का सामना अनुभव के आधार पर सरलता से किया जा सकता है।

प्रश्न 7 -: बताइये पाठ के किन अंशों से पता चलता है कि -:

(क ) छोटा भाई बड़े भाई का आदर करता था।

उत्तर -: छोटे भाई को पतंगबाज़ी का नया शौक हो गया था और अब उसका सारा समय पतंगबाज़ी में ही गुजरता था। फिर भी वह भाई साहब की इज्जत करता था और उनकी नजरों से छिप कर ही पतंग उडाता था। मांझा देना ,कन्ने बाँधना ,पतंग टूर्नामेंट की तैयारियाँ ये सब काम भाई साहब से छुप कर किया जाता था।

(ख ) भाई साहब को जिंदगी का अच्छा अनुभव है।

उत्तर -: भाई साहब का अपने कर्तव्यों के लिए अपनी इच्छाओं को दबाना ,छोटे भाई को जीवन के अनुभव पर उदाहरण देना ये सब दर्शाता है कि भाई साहब को जिंदगी का अच्छा अनुभव है।

(ग ) भाई साहब के भीतर भी एक बच्चा है।

उत्तर -: जब भाई साहब ने कटी पतंग देखी तो लम्बे होने की वजह से उन्होंने उछाल कर डोर पकड़ ली और बिना सोचे समझे हॉस्टल की और दौड़े ,ये दर्शाता है की भाई साहब के अंदर भी एक बच्चा है।

(घ ) भाई साहब छोटे भाई का भला चाहते हैं।

उत्तर -: भाई साहब हर समय छोटे भाई को पढ़ने के लिए कहते हैं ,समय व्यर्थ करने पर डाँटते है और चाहते है की वह कभी गलत रास्ते पर ना जाये।

Watch awesome videos

New Centres of Power Alternative Centres of Power MCQ Class 12 Political Science Chapter 4

noreply@blogger.com (God,s Child) — Wed, 14 Apr 2021 15:28:00 +0000

New Centres of Power Alternative Centres of Power MCQ Class 12 Political Science Chapter 4

MCQ Questions for Class 12 Political Science Chapter 4 Alternative Centres of Power with Answers

Students who are searching for NCERT MCQ Questions for Class 12 Political Science Chapter 4 New Centres of Power Alternative Centres of Power with Answers are compiled here to get good practice on all fundamentals. Know your preparation level on MCQ Questions for Class 12 Political Science with Answers. You can also verify your answers from our provided Alternative Centres of Power Class 12 MCQs Questions with Answers. So, ace up your preparation with MCQ on Alternative Centres of Power Class 12 Objective Questions.

New Centres of Power Alternative Centres of Power Class 12 MCQs Questions with Answers

Attempt the quiz here : https://quizizz.com/join/quiz/6076a22a859435001b54dbe7/start

NCERT Solutions for Class 12: Ch 4 Alternative Centres of Power Political Science

Exercises

1. Arrange the following in chronological order:

(a) China’s accession to WTO

(b) Establishment of the EEC

(d) Birth of ARF

Answer

(b) Establishment of the EEC – 1957

(d) Birth of ARF – 1994

(a) China’s accession to WTO

2. The ASEAN WAY:

(a) Reflects the lifestyle of ASEAN members.

(b) A form of interaction among ASEAN members that is informal and cooperative.

(d) The road that connects all the ASEAN members.

Answer

(b) A form of interaction among ASEAN members that is informal and cooperative.

3. Who among the following adopted an ‘open door’ policy?

(a) China

(b) EU

(d) USA

Answer

(a) China

4. Fill in the blanks:

(a) The border conflict between China and India in 1962 was principally over…….. and …….. region.

(b) ARF was established in the year……..

(d) ………..plan influenced the establishment of the organization for European Economic Cooperation in 1948.

(e)……….. is the organization of ASEAN that deals with security.

Answer

(a) Arunachal Pradesh, Aksai Chin,

(b) 1994

(d) Marshall

(e) Asian Regional Forum

5. What are the objectives of establishing regional organizations?

Answer

The regional organizations are established with the following objectives:

• To accelerate economic growth and through that ‘social progress and cultural development’.To make regional development at par the fast-growing global economy.

• To promote regional peace and stability based on the rule of law.

• To make regional development at par the fast-growing global economy.

6. How does geographical proximity influence the formation of regional organizations?

Answer

The geographical proximity influences the formation of regional organizations because:

• It is influenced by almost some historical enmities and weaknesses.

• Sometimes the similar interests come together.

• Even fruitful areas for the regional economy are also the result of geographical proximity.

7. What are the components of the ASEAN Vision 2020?

Answer

The components of ASEAN Vision 2020 are:

• An outward looking role in the international community.

• To encourage negotiations over conflicts in tie region.

• Thus, ASEAN has mediated the end of the Cambodian conflict, the East Timor crisis, and meets annually to discuss East Asian cooperation.

8. Name the pillars aid objectives of ASEAN community.

Answer

The ASEAN community established the following three pillars:

• The ASEAN Security Community

• The ASEAN Economic Community

• The ASEAN Socio-cultural Community.

The objectives of the ASEAN community are:

• Territorial disputes should not escalate into armed confrontations.

• To accelerate economic growth through social progress and cultural development.

• To promote regional peace and stability based on the rule of law and the principles of the United Nations Charter.

• To establish a dispute settlement mechanism to resolve economic disputes.

• To create Free Trade Areas for investments, labor and services.

9. In what ways does the present Chinese economy differ from its command economy?

Answer

• Chinese opened their economy step by step. This helped the Chinese economy to break from stagnation.

• Privatisation of agriculture led to a remarkable rise in agricultural production and rural incomes.

• The present Chinese economy established new trading laws and created Special Economic Zones leading the higher rise in foreign trade. During Command economy the international trade was minimal and per capita income was very low.

10. How did the European countries resolve their Post Second World War problem? Briefly outline the attempts that led to the formation of the European Union.

Answer

After the end of the Second World War, the European States confronted the ruin of their economies and the destruction of assumptions and structures on which Europe had been founded. European countries resolved their Post Second World War problems in the following ways:

• Under the ‘Marshall Plan’ the USA provided financial help to revive the European economy.

• The US also created a new collective security structure under NATO.

• Under the ‘Marshall Plan,’ the organization for European Economic Cooperation was established in 1948 to extend cooperation on trade and economic issues among the Western European States.

• European Union was founded in 1992 for a common foreign and security policy, cooperation on justice and home affairs and creation of a single currency. It evolved from an economic union to political one over time.

The following attempts led to the formation of the European Union:

• The Council of Europe was established in 1949 for political cooperation.

• The process of economic integration of European Capitalist countries led to the formation of the European Economic Community in 1957.

• The above-mentioned processes acquired a political dimension with the creation of the European Parliament.

• The collapse of Soviet bloc put Europe on a fast track and resulted in the establishment of the European Union in 1992.

11. What makes the European Union a highly influential regional organization?

Answer

As a supernational organization, the European Union bears economic, political diplomacy and military influence as a regional organization in the following manner:

• Economic Influence:

(а) Three times larger share in world trade than the US.

(b) Its currency Euro can pose a threat to the dominance of the US dollar.

• Political and Diplomatic Influences:

(a) Two members of the EU, Britain, and France hold permanent seats in the Security Council to influence the UN policies.

(b) The EU also includes various non-permanent members of the UNSC.

(c) The European Union play an influential role in diplomacy and negotiations except for the military force i.e. the EU’s dialogue with China on human rights and environmental degradation is remarkable.

• Military Influence:

(a) The EU’s combined armed fo^fees are second largest in the world.

(b) Its total expenditure on the military is second to the US.

(d) The EU is the world’s second most important source of space and communications technology.

12. The emerging economies of China and India have great potential to challenge the unipolar world. Do you agree with the statement? Substantiate your arguments.

Answer

The Indo-China relations experience strategically organized as rising economic powers in global politics and to play a major role in the Asian economy after the end of the Cold War. It can be proved on the following grounds:

• The new economic policies of India and China have broken their economy from stagnancy.

• The creation of special economic zones led to a phenomenal rise in foreign trade.

• China has become the most important destination for foreign direct investment anywhere in the world. Hence, it has large reserves for foreign exchange to allow it to make a big investment in other countries.

• At the global level also, India and China have adopted similar policies in the World Trade Organisation to deepen integration with the world economy to challenge the unipolar world.

13. The peace and prosperity of countries lay in the establishment and strengthening of regional economic organizations. Justify this statement.

Answer

This statement represents the ASEAN Regional Forum and the European Union, where ASEAN Regional Forum is based on the notion not to escalate territorial disputes into an armed confrontation:

• The ASEAN is rapidly growing as a regional organization with the Vision 2020 including an outward-looking role in the international community and to encourage negotiations over conflicts in the region.

• ASEAN Regional Forum (ARF) maintains coordination of security and foreign policy.

• The EU has also been funded on the ground of common foreign and security policy, cooperation on justice and home affairs.

• The European Union has also extended cooperation while acquiring new members, especially from Soviet bloc.

14. Identify the contentious issues between China and India. How could these be resolved for greater cooperation? Give your suggestions.

Answer

The relations with China experience friendly gestures from India as India signed popular ‘Panchsheel’ to develop Indo-China relations in 1954 and advocated China’s membership to the United Nations. Still, after 1957, various contentious issues arose in Indo-China relations:

• In 1962, military conflict over a border dispute of MacMohan Line resulted on the unwarranted claim by China which now lie in Arunachal Pradesh and Aksai Chin region of Ladakh.

• Differences arose from Chinese take over of Tibet in 1950 which was protested by India against China.

• After Panchsheel, attack by China on India in 1962, to occupy larger territories of India, created humiliation.

• China’s assistance to Pakistan’s nuclear programme also created differences.

• China’s military relations with Bangladesh and Myanmar were viewed as hostile to Indian interests.

All the above differences could be resolved for greater cooperation:

• Both the countries should make some more efforts to revive the harmonious attitude between themselves.

• Both the countries should move hand-in-hand to fight against terrorism, nuclear race and economic disparities.

• Both countries should develop understanding and respect.

• Hence, both of them have signed agreements on cultural exchange and cooperation in science and technology.

Watch awesome videos

CBSE Class 10th Exam Cancelled, 12th Exam Postponed

noreply@blogger.com (God,s Child) — Wed, 14 Apr 2021 08:50:00 +0000

CBSE Board Exams 2021 Live Updates: CBSE Class 10th Exam Cancelled, 12th Exam Postponed

CBSE Board exams 2021 Live Updates: CBSE has cancelled class 10th exams and postponed the class 12th exam. PM Modi had chaired the meeting today.

CBSE Board Exams 2021 Live Updates: Situation to be reviewed on June 1 for class 12th exams

"The situation will be reviewed on 1st June 2021 by the Board, and details will be shared subsequently. A notice of at least 15 days will be given before the start of the examinations,: the official statement reads.

CBSE Board Exams 2021 Live Updates: Situation to be reviewed on June 1 for class 12th exams

CBSE class 10th exams are cancelled. Students will be evaluated on the basis of an objective criterion to be developed by the Board. Any candidate who is not satisfied with the marks allocated to him/her on this basis will be given an opportunity to sit in an exam as and when the conditions are conducive to hold the exams.

cbse latest news,cbse board exam 2021,cbse news,cbse board exam news today,board exam postponed 2021,board exam 2021,cbse exam postponed 2021,india board exam cancelled,hindi board exam 2021,kya board exam cancel होंगे,kya board exam postponed hoga 2021,cbse board exams news,10th board exam,12th board exam,10th and 12th board exam 2021

Watch awesome videos

The End of Bipolarity MCQ Class 12 Political Science Chapter 2

noreply@blogger.com (God,s Child) — Tue, 13 Apr 2021 07:54:00 +0000

The End of Bipolarity MCQ Class 12 Political Science Chapter 2

MCQ Questions for Class 12 Political Science Chapter 2 The End of Bipolarity with Answers

Check the below NCERT MCQ Questions for Class 12 Political Science Chapter 2 The End of Bipolarity with Answers . MCQ Questions for Class 12 Political Science with Answers were prepared based on the latest exam pattern. We have provided The End of Bipolarity Class 12 Political Science MCQs Questions with Answers to help students understand the concept very well.

The End of Bipolarity Class 12 MCQs Questions with Answers

Attempt the quiz here : https://quizizz.com/join/quiz/60753721a475f2001bfb4af1/start

NCERT Solutions for Class 12: Ch 2 The End of Bipolarity Political Science

1. Which among the following statements that describe the nature of Soviet economy is wrong?
(a) Socialism was the dominant ideology.
(b) State ownership/control existed over the factors of production.
(c) People enjoyed economic freedom.
(d) Every aspect of the economy was planned and contained by the state.

Answer

(c) People enjoyed economic freedom.

2. Arrange the following in chronological order:
(a) Soviet invasion of Afghanistan
(b) Fall of the Berlin Wall
(c) Disintegration of Soviet Union
(d) Russian Revolution

Answer

(d) Russian Revolution (1917)
(a) Soviet invasion of Afghanistan (1979)
(b) Fall of the Berlin Wall (Nov 1989)
(c) Disintegration of Soviet Union

3. Which among the following is NOT an outcome of the disintegration of the USSR?
(a) End of the ideological war between the US and USSR
(b) Birth of CIS
(c) Change in the balance of power in the world order
(d) Crises in the Middle East

Answer

(d) Crises in the Middle East

4. Match the following:

i. Mikhail Gorbachev	a. Successor of USSR
ii. Shock Therapy	b. Military pact
iii. Russia	c. Introduced reforms
iv. Boris Yeltsin	d. Economic model
v. Warsaw	e. President of Russia

Answer

i. Mikhail Gorbachev	c. Introduced reforms
ii. Shock Therapy	d. Economic model
iii. Russia	a. Successor of USSR
iv. Boris Yeltsin	e. President of Russia
v. Warsaw	b. Military pact

5. Fill in the blanks:

(a) The Soviet Political System was based on __________ ideology.

► socialist

(b) _________ was the military alliance started by the USSR.

► Warsaw Pact

► Communist

(d) _________initiated the reforms in the USSR in 1985.

► Gorbachev

(e) The fall of the _________ symbolised the end of the Cold War.

► Berlin wall

6. Mention any three features that distinguish the Soviet economy from that of a capitalist country like the US.

Answer

The three features that distinguish the Soviet economy from that of a capitalist country like the US were:
• Soviet economy had a complex communications network, vast energy resources including oil, iron and steel, machinery production, and a transport sector that connected its remotest areas with efficiency.
• Soviet Union had a domestic consumer industry that produced everything from pins to cars, though their quality did not match that of the Western capitalist countries.
• The Soviet state ensured a minimum standard of living for all citizens, and the government subsidised basic necessities including health, education, childcare and other welfare schemes.

7. What were the factors that forced Gorbachev to initiate the reforms in the USSR?

Answer

Mikhail Gorbachev was the General Secretary of Communist Party of Soviet Union in 1985. He was forced to initiate the reforms in the USSR due to following reasons:
• To keep the USSR abreast of information and technological revolutions at par the West.
• To normalise the relations with that of the West.
• To democratise the Soviet System.
• To loosen the administrative system which exempted ordinary people from the privileges.

8. What were the major consequences of the disintegration of the Soviet Union for countries like India?

Answer

The major consequences of the disintegration of the Soviet Union for countries like India were:
• It meant the end of Cold War confrontations. The ideological dispute over whether the socialist system would beat the capitalist system was not an issue any more. The end of the confrontation led an end to arms race and a possible new peace.

• The disintegration of the Soviet Union led to emergence of multipolar system. The end of the Cold War left open only two possibilities: either the remaining superpower would dominate and create a
unipolar system, or different countries or groups of countries could become important players in
the international system, thereby bringing in a multipolar system where no one power could
dominate. As it turned out, the US became the sole superpower thus, the capitalist economy was now the dominant economic system internationally. Institutions like the World Bank and International Monetary Fund became powerful advisors to all these countries since they gave them loans for their transitions to capitalism. Politically, the notion of liberal democracy emerged as the best way to organise political life.

• The end of the Soviet bloc meant the emergence of many new countries. All these countries had
their own independent aspirations and choices. Some of them, especially the Baltic and east European states, wanted to join the European Union and become part of the North Atlantic Treaty Organisation (NATO).

• The Central Asian countries wanted to take advantage of their geographical location and continue their close ties with Russia and also to establish ties with the West, the US, China and others. Thus, the international system saw many new players emerge, each with its own identity, interests, and economic and political difficulties.

9. What was Shock Therapy? Was this the best way to make a transition from communism to capitalism?

Answer

Shock Therapy was a painful process of transition from an authoritarian socialist system to a democratic capitalist system. This transformation system was influenced by the world bank and the IMF in Russia, Central Asia and East Europe. Though it varies in intensity and speed amongst the former second world countries but its direction and features were quite similar.

This was not the best way to make a transition from communism to capitalism due to following limitations:
• Russia, the large state controlled industrial complex lost about 90 per cent of its industries through sales to private individuals and companies.
• It created “the largest garage sale in history” which led virtual disappearance of entire industries for the restructuring was carried out by market forces in place of government owned policies. Hence, industries were undervalued and sold at throwaway prices.
• It systematically destroyed old system of social welfare.
• The value of ‘ruble’, the Russian currency, declined dramatically due to high rate of inflation and real GDP of Russia also declined between 1989 to 1999.
• The withdrawal of government subsidies pushed large sections of society into poverty and it emerged mafia to start controlling many economic activities.
• Privatisation led to new disparities which divided Russia between rich and poor people creating economic inequality.
• Hence, Shock Therapy brought ruin to economies and disaster upon the people of entire region.

10. Write an essay for or against the following proposition. “With the disintegration of the second world, India should change its foreign policy and focus more on friendship with the US rather than with traditional friends like Russia”.

Answer

India should not change its foreign policy and focus more on friendship with US, but India is required to maintain healthy relations with Russia because Indo-Russian relations are embedded in a history of trust and common interests and are matched by popular perceptions.

Russia and India share a vision of a multipolar world order i.e. co-existence of several world powers internationally, collective security, greater regionalism, democratisation with the decision-making through bodies like the UN. More than 80 bilateral agreements have been experienced between India and Russia as a part of the Indo- Russia Strategic Agreement of 2001.

India has been benefitted from its relationship on the issues like Kashmir, energy supplies, sharing information on international terrorism, access to Central Asia and balancing its relation with China. Russia is also important for India’s nuclear energy plane and assisting India’s space industry by giving cryogenic rocket to India whenever needed. Co-operation with Russia and its republics like Kazakhstan, Turkmenistan in the form of partnership and investment in oil fields has also benefitted India.

Russia is also benefitted from India on ground of the second largest arms market for Russia. Indian military gets most of its hardware from Russia. Russia and India have collaborated on various scientific projects also.

Watch awesome videos

The Cold War Era MCQ Class 12 Political Science Chapter 1

noreply@blogger.com (God,s Child) — Tue, 13 Apr 2021 02:58:00 +0000

The Cold War Era MCQ Class 12 Political Science Chapter 1

Check the below NCERT MCQ Questions for Class 12 Political Science Chapter 1 The Cold War Era with Answers . MCQ Questions for Class 12 Political Science with Answers were prepared based on the latest exam pattern. We have provided The Cold War Era Class 12 Political Science MCQs Questions with Answers to help students understand the concept very well.

The Cold War Era Class 12 MCQs Questions with Answers

Attempt the quiz Here : https://quizizz.com/join/quiz/6074713fcaf6dc001bff04d3/start

NCERT Solutions for Class 12 Political Science Chapter-1 The Cold War Era

TEXTBOOK QUESTIONS SOLVED

1. Which among the following statements about the Cold War is wrong?
(а) It was a competition between the US and Soviet Union and their respective allies.
(b) It was an ideological war between the superpowers.
(c) It triggered off an arms race.
(d) The US and USSR were engaged in direct wars.
Answer: (d) The US and USSR were engaged in direct wars.

2. Which among the following statements does not reflect the objectives of NAM?
(a) Enabling newly decolonised countries to pursue independent policies.
(b) No to joining any military alliances.
(c) Following a policy of neutrality on global issues.
(d) Focus on elimination of global economic inequalities.
Answer: (c) Following a policy of neutrality on global issues.

3. Mark correct or wrong against each of
the following statements that describe the features ol Tliitary alliances formed by the superpowers.
(a) Member countries of the alliance are to provide bases in their respective lands for superpowers.
(b) Member countries to support the superpower both in terms of ideology and military strategy.
(c) When a nation attacks any member country, it is considered as an attack on all the member countries.
(d) Superpowers assist all the member countries to develop their own nuclear weapons.
Answer: (a) True (6) True (c) True (d) False

4. Here is a list of countries. Write against each of these blocs they belonged to during the Cold War.
Answer: (a) Poland—Eastern Alliance (Warsaw Pact)
(b) France—Western Alliance (NATO)
(c) Japan—Western Alliance (NATO)
(d) Nigeria—NAM
(e) North Korea—Eastern Alliance (Warsaw Pact)
(f) Sri Lanka—NAM

5. The Cold War produced an arms race as well as arms control. What were the reasons for both these development?
Answer: The Cold War produced an arms race as well as arms control:
1. Cuban Missile Crisis engaged both of them (superpowers) in the development of nuclear weapons to influence the world.
2. US dropped nuclear bombs on the cities of Hiroshima and Nagasaki with the intention to stop Soviet Union from making military and political gains in Asia.
3. Both the powers were not ready to initiate a war because they knew that destruction from these will not justify any gain for them.
4. Both the powers were to be rational and responsible being restraint and avoiding risk of another World War to ensure human survival.
5. Hence, both the superpowers decided to limiting certain kinds of nuclear and non-nuclear weapons by signing various significant agreements within a decade i.e. Limited Test Ban Treaty, Nuclear Non-proliferation Treaty, Anti Ballistic Missile Treaty etc.

6. Why did the superpowers have military alliances with smaller countries? Give three reasons.
Answer: Superpowers had military alliances with smaller states who were helpful for them in gaining access to:
1. Vital resources as oil and minerals.
2. Territory from where the superpowers could launch their weapons and troops.
3. Locations from where they could spy on each other.
4. Economic support to pay their military expenses.

Watch awesome videos

Saakhi “साखी" Class 10 Hindi Chapter 1 Summary, Explanation, Notes, Question Answers

noreply@blogger.com (God,s Child) — Sun, 11 Apr 2021 10:54:00 +0000

Saakhi “साखी" Class 10 Hindi Chapter 1 Summary, Explanation, Notes, Question Answers

साखी की पाठ व्याख्या

ऐसी बाँणी बोलिये ,मन का आपा खोइ।

अपना तन सीतल करै ,औरन कौ सुख होइ।।

बाँणी - बोली

आपा - अहम् (अहंकार )

खोइ - त्याग करना

सीतल - शीतल ( ठंडा ,अच्छा )

औरन - दूसरों को

होइ -होना

प्रसंग -: प्रस्तुत साखी हमारी हिंदी पाठ्य पुस्तक 'स्पर्श ' से ली गई है। इस साखी के कवी 'कबीरदास 'जी है। इसमें कबीर ने मीठी बोली बोलने और दूसरों को दुःख न देने की बात कही है

व्याख्या -: इसमें कबीरदास जी कहते है कि हमें अपने मन का अहंकार त्याग कर ऐसी भाषा का प्रयोग करना चाहिए जिसमे हमारा अपना तन मन भी सवस्थ रहे और दूसरों को भी कोई कष्ट न हो अर्थात दूसरों को भी सुख प्राप्त हो।

कस्तूरी कुंडली बसै ,मृग ढूँढै बन माँहि।

ऐसैं घटि- घटि राँम है , दुनियां देखै नाँहिं।।

कुंडली - नाभि

मृग - हिरण

घटि घटि - कण कण

प्रसंग -: प्रस्तुत साखी हमारी हिंदी पाठ्य पुस्तक 'स्पर्श ' से ली गई है। इसके कवी कबीरदास जी है इसमें कबीर कहते है कि संसार के लोग कस्तूरी हिरण की तरह हो गए है जिस तरह हिरण कस्तूरी प्राप्ति के लिए इधर उधर भटकता रहता है उसी तरह लोग भी ईश्वर प्राप्ति के लिए भटक रहे है।

व्याख्या -: कबीरदास जी कहते है कि जिस प्रकार एक हिरण कस्तूरी की खुशबु को जंगल में ढूंढ़ता फिरता है जबकि वह सुगंध उसी की नाभि में विद्यमान होती है परन्तु वह इस बात से बेखबर होता है, उसी प्रकार संसार के कण कण में ईश्वर विद्यमान है और मनुष्य इस बात से बेखबर ईश्वर को देवालयों और तीर्थों में ढूंढ़ता है। कबीर जी कहते है कि अगर ईश्वर को ढूंढ़ना ही है तो अपने मन में ढूंढो।

जब मैं था तब हरि नहीं ,अब हरि हैं मैं नांहि।

सब अँधियारा मिटी गया , जब दीपक देख्या माँहि।।

मैं - अहम् ( अहंकार )

हरि - परमेश्वर

अँधियारा - अंधकार

प्रसंग -: प्रस्तुत साखी हमारी हिंदी पाठ्य पुस्तक 'स्पर्श ' से ली गई है। इस साखी के कवि कबीरदास जी हैं। इसमें कबीर जी मन में अहम् या अहंकार के मिट जाने के बाद मन में परमेश्वर के वास की बात कहते है।

व्याख्या -: कबीर जी कहते हैं कि जब इस हृदय में 'मैं ' अर्थात मेरा अहंकार था तब इसमें परमेश्वर का वास नहीं था परन्तु अब हृदय में अहंकार नहीं है तो इसमें प्रभु का वास है। जब परमेश्वर नमक दीपक के दर्शन हुए तो अज्ञान रूपी अहंकार का विनाश हो गया।

सुखिया सब संसार है , खायै अरु सोवै।

दुखिया दास कबीर है , जागै अरु रोवै।।

सुखिया - सुखी

अरु - अज्ञान रूपी अंधकार

सोवै - सोये हुए

दुखिया - दुःखी

रोवै - रो रहे

प्रसंग -: प्रस्तुत साखी हमारी हिंदी पाठ्य पुस्तक 'स्पर्श ' से ली गई है। इस साखी के कवि कबीरदास जी है। इसमें कबीर जी अज्ञान रूपी अंधकार में सोये हुए मनुष्यों को देखकर दुःखी हैं और रो रहे है हैं।

व्याख्या -: कबीर जी कहते हैं कि संसार के लोग अज्ञान रूपी अंधकार में डूबे हुए हैं अपनी मृत्यु आदि से भी अनजान सोये हुये हैं। ये सब देख कर कबीर दुखी हैं और वे रो रहे हैं। वे प्रभु को पाने की आशा में हमेशा चिंता में जागते रहते हैं।

बिरह भुवंगम तन बसै , मंत्र न लागै कोइ।

राम बियोगी ना जिवै ,जिवै तो बौरा होइ।।

बिरह - बिछड़ने का गम

भुवंगम -भुजंग , सांप

बौरा - पागल

प्रसंग -: प्रस्तुत साखी हमारी हिंदी पाठ्य पुस्तक 'स्पर्श ' से ली गयी है। इस साखी के कवि कबीरदास जी हैं। इसमें कबीर कहते हैं कि ईश्वर के वियोग में मनुष्य जीवित नहीं रह सकता और अगर रह भी जाता है तो वह पागल हो जाता है।

व्याख्या -: कबीरदास जी कहते हैं कि जब मनुष्य के मन में अपनों के बिछड़ने का गम सांप बन कर लोटने लगता है तो उस पर न कोई मन्त्र असर करता है और न ही कोई दवा असर करती है। उसी तरह राम अर्थात ईश्वर के वियोग में मनुष्य जीवित नहीं रह सकता और यदि वह जीवित रहता भी है तो उसकी स्थिति पागलों जैसी हो जाती है।

निंदक नेड़ा राखिये , आँगणि कुटी बँधाइ।

बिन साबण पाँणीं बिना , निरमल करै सुभाइ।।

निंदक - निंदा करने वाला

नेड़ा - निकट

आँगणि - आँगन

साबण - साबुन

निरमल - साफ़

सुभाइ - स्वभाव

प्रसंग-: प्रस्तुत साखी हमारी हिंदी पाठ्य पुस्तक 'स्पर्श ' से ली गई है। इस साखी के कवी कबीदास जी हैं। इसमें कबीरदास जी निंदा करने वाले व्यक्तियों को अपने पास रखने की सलाह देते हैं ताकि आपके स्वभाव में सकारात्मक परिवर्तन आ सके।

व्याख्या -: इसमें कबीरदास जी कहते हैं कि हमें हमेशा निंदा करने वाले व्यक्तिओं को अपने निकट रखना चाहिए। हो सके तो अपने आँगन में ही उनके लिए घर बनवा लेना चाहिए अर्थात हमेशा अपने आस पास ही रखना चाहिए। ताकि हम उनके द्वारा बताई गई हमारी गलतिओं को सुधर सकें। इससे हमारा स्वभाव बिना साबुन और पानी की मदद के ही साफ़ हो जायेगा।

पोथी पढ़ि - पढ़ि जग मुवा , पंडित भया न कोइ।

ऐकै अषिर पीव का , पढ़ै सु पंडित होइ।

पोथी - पुस्तक

मुवा - मरना

भया - बनना

अषिर - अक्षर

पीव - प्रिय

प्रसंग -: प्रस्तुत साखी हमारी हिंदी पाठ्य पुस्तक 'स्पर्श ' से ली गई है। इस साखी के कवि कबीरदास जी हैं। इसमें कबीर जी पुस्तक ज्ञान को महत्त्व न देकर ईश्वर - प्रेम को महत्त्व देते हैं।

व्याख्या -: कबीर जी कहते है कि इस संसार में मोटी - मोटी पुस्तकें (किताबें ) पढ़ कर कई मनुष्य मर गए परन्तु कोई भी मनुष्य पंडित (ज्ञानी ) नहीं बन सका। यदि किसी व्यक्ति ने ईश्वर प्रेम का एक भी अक्षर पढ़ लिया होता तो वह पंडित बन जाता अर्थात ईश्वर प्रेम ही एक सच है इसे जानने वाला ही वास्तविक ज्ञानी है।

हम घर जाल्या आपणाँ , लिया मुराड़ा हाथि।

अब घर जालौं तास का, जे चलै हमारे साथि।।

जाल्या - जलाया

आपणाँ - अपना

मुराड़ा - जलती हुई लकड़ी , ज्ञान

जालौं - जलाऊं

तास का - उसका

प्रसंग -: प्रस्तुत साखी हमारी हिंदी पाठ्य पुस्तक 'स्पर्श ' से ली गई है। इस साखी के कवि कबीरदास जी हैं। इसमें कबीर मोह - माया रूपी घर को जला कर अर्थात त्याग कर ज्ञान को प्राप्त करने की बात करते हैं।

व्याख्या -: कबीर जी कहते हैं कि उन्होंने अपने हाथों से अपना घर जला दिया है अर्थात उन्होंने मोह -माया रूपी घर को जला कर ज्ञान प्राप्त कर लिया है। अब उनके हाथों में जलती हुई मशाल ( लकड़ी ) है यानि ज्ञान है। अब वे उसका घर जलाएंगे जो उनके साथ चलना चाहता है अर्थात उसे भी मोह - माया से मुक्त होना होगा जो ज्ञान प्राप्त करना चाहता है।

साखी प्रश्न अभ्यास (महत्वपूर्ण प्रश्न उत्तर )

(क ) निम्नलिखित प्रश्नों के उत्तर दीजिये

प्रश्न 1 -: मीठी वाणी बोलने से औरों को सुख और अपने तन को शीतलता कैसे प्राप्त होती है ?

उत्तर -: कबीरदास जी के अनुसार जब आप दूसरों के साथ मीठी भाषा का उपयोग करोगे तो उन्हें आपसे कोई शिकायत नहीं रहेगी। वे सुख का अनुभव करेंगे और जब आपका मन शुद्ध और साफ़ होगा परिणामस्वरूप आपका तन भी शीतल रहेगा।

प्रश्न 2 -: दीपक दिखाई देने पर अँधियारा कैसे मिट जाता है ? साखी के सन्दर्भ में स्पष्ट किजिए।

उत्तर -: तीसरी साखी में कबीर का दीपक से तात्पर्य ईश्वर दर्शन से है तथा अँधियारा से तात्पर्य अज्ञान से है। ईश्वर को सर्वोच्च ज्ञान कहा गया है अर्थात जब किसी को सर्वोच्च ज्ञान के दर्शन हो जाये तो उसका सारा अज्ञान दूर होना सम्भव है।

प्रश्न 3 -: ईश्वर कण - कण में व्याप्त है , पर हम उसे क्यों नहीं देख पाते ?

उत्तर -: कबीरदास जी दूसरी साखी में स्पष्ट करते हैं कि ईश्वर कण कण में व्याप्त है ,पर हम अपने अज्ञान के कारण उसे नहीं देख पाते क्योंकि हम ईश्वर को अपने मन में खोजने के बजाये मंदिरों और तीर्थों में खोजते हैं।

प्रश्न 4 -: संसार में सुखी व्यक्ति कौन है और दुखी कौन ? यहाँ 'सोना' और 'जागना' किसके प्रतिक हैं ? इसका प्रयोग यहाँ क्यों किया गया है ? स्पष्ट कीजिए।

उत्तर -: कबीरदास के अनुसार संसार के वे सभी व्यक्ति जो बिना किसी चिंता के जी रहे हैं वे सुखी हैं तथा जो ईश्वर वियोग में जी रहे हैं वे दुखी हैं। यहाँ 'सोना ' 'अज्ञान ' का और 'जागना ' ईश्वर - प्रेम ' का प्रतिक है। इसका प्रयोग यहाँ इसलिए हुआ है क्योंकि कुछ लोग अपने अज्ञान के कारण बिना चिंता के सो रहे हैं और कुछ लोग ईश्वर को पाने की आशा में सोते हुए भी जग रहे हैं।

प्रश्न 5 -: अपने स्वभाव को निर्मल रखने के लिए कबीर ने क्या उपाय सुझाया है ?

उत्तर -: अपने स्वभाव को निर्मल रखने के लिए कबीर ने निंदा करने वाले व्यक्तिओं को अपने आस पास रखने का उपाय सुझाया है। उनके अनुसार निंदा करने वाला व्यक्ति जब आपकी गलतियां निकालेगा तो आप उस गलती को सुधार कर अपना स्वभाव निर्मल बना सकते हैं।

प्रश्न 6 -: ' ऐकै अषिर पीव का , पढ़ै सु पंडित होइ ' - इस पंक्ति द्वारा कवि क्या कहना चाहता है ?

उत्तर -: 'ऐकै अषिर पीव का , पढ़ै सु पंडित होइ ' - इस पंक्ति में कवि ईश्वर प्रेम को महत्त्व देते हुए कहना चाहता है कि ईश्वर प्रेम का एक अक्षर ही किसी व्यक्ति को पंडित बनाने के लिए काफी है।

प्रश्न 7 -: कबीर की उद्धृत साखियों की भाषा की विशेषता प्रकट कीजिए।

उत्तर -: कबीर की साखिओं में अनेक भाषाओँ का प्रभाव स्पष्ट दिखाई देता है। उद्धृत साखिओं की भाषा की विशेषता यह है कि इसमें भावना की अनुभूति ,रहस्यवादिता तथा जीवन का संवेदनशील संस्पर्श तथा सहजता को प्रमुख स्थान दिया गया है।

( ख ) निम्नलिखित पंक्तिओं के भाव स्पष्ट कीजिये

(1 ) ' बिरह भुवंगम तन बसै , मंत्र न लागै कोइ। '

भाव -: इस पंक्ति का भाव यह है कि जब किसी मनुष्य के मन में अपनों से बिछड़ने का गम रूपी साँप जगह बना लेता है तो कोई दवा ,कोई मंत्र काम नहीं आते।

(2 ) ' कस्तूरी कुंडलि बसै ,मृग ढूँढ़ै बन माँहि। '

भाव -: इस पंक्ति का भाव यह है कि अज्ञान के कारण कस्तूरी हिरण पूरे वन में कस्तूरी की खुसबू के स्त्रोत को ढूंढता रहता है जबकि वह तो उसी के पास नाभि में विद्यमान होती है।

( 3 ) ' जब मैं था तब हरि नहीं ,अब हरि हैं मैं नहीं। '

भाव -: इस पंक्ति का भाव यह है कि अहंकार और ईश्वर एक दूसरे के विपरीत हैं जहाँ अहंकार है वहां ईश्वर नहीं ,जहाँ ईश्वर है वहां अहंकार का वास नहीं होता।

( 4 ) ' पोथी पढ़ि - पढ़ि जग मुवा , पंडित भया न कोइ। '

भाव -: इस पंक्ति का भाव यह है कि किताबी ज्ञान किसी को पंडित नहीं बना सकता , पंडित बनने के लिए ईश्वर - प्रेम का एक अक्षर ही काफी है।

Watch awesome videos

DUST OF SNOW CLASS 10 EXTRA QUESTIONS MCQ DUST OF SNOW CLASS 10

noreply@blogger.com (God,s Child) — Fri, 09 Apr 2021 18:19:00 +0000

DUST OF SNOW CLASS 10 EXTRA QUESTIONS MCQDUST OF SNOW CLASS 10 EXTRA QUESTIONS MCQ

1. What is a “dust of snow”? What does the poet say has changed his mood? How has the poet’s mood changed?

Ans. A “dust of snow” means small particles of snow. The poet was in a sad mood. But the falling of the dust of snow on him changed his mood. Now he saw the beauty of nature and 'appreciated it

2. How does Frost present nature in this poem? The following questions may help you to think of an answer.

(i) What are the birds that are usually named in poems? Do you think a crow is often mentioned in poems? What images come to your mind when you think of a crow?

(ii) Again, what is “a hemlock tree”? Why doesn’t the poet write about a more ‘beautiful’ tree such as maple, or an oak, or a pine?

(iii) What do the ‘crow’ and ‘hemlock’ represent — joy or sorrow? What does the dust of snow that the crow shakes off a hemlock tree stand for?

Ans. (i) Generally, birds which are beautiful or which have a sweet voice are usually named in poems., myna Some of such popular birds arc cuckoo, peacock. parrot, etc. A crow is rarely mentioned in poems. Its song is jarring and it is considered ominous. But Frost is a poet of nature. He considers every bird worth mentioning in his poems. When we think of a crow the image of sadness comes to our mind.

(ii) ‘A hemlock tree’ is a poisonous plant with small white flowers. The poet mentions this plant or tree because the crow, as well as the plant, match the poet’s mood.

(iii) The ‘crow’ and ‘a hemlock tree’ represent sorrow and evil. They match the poet’s mood. The dust or snow stands for something joyful. So the falling of the snow on him changed his mood.

3. Have there been times when you felt depressed or hopeless? Have you experienced a similar moment that changed your mood that day?

Ans. Yes. there have been many times when I was in a bad mood. I was sad or depressed. But something always changed my mood into that of joy. Once I felt sad as I had a quarrel with one of my friends. But then I went into the garden. I heard the song of a cuckoo bird. That sweet song changed my mood.

The poet of “Dust of Snow” is —-

(a) Robert Frost

(b) William Wordsworth

(d) Adrienne Rich

Answer: (a)

Robert Frost belonged to —-

(a) England

(b) America

(d) Portugal

Answer: (b)

The poem “Dust of Snow” is divided into —-

(a) two stanzas

(b) three stanzas

(d) five stanzas

Answer: (a)

The rhyme pattern of “Dust of Snow” is —-

(a) aabb, ccdd

(b) abab, cdcd

(d) abcd, abcd

Answer: (b)

The season in which the poem is set is —-

(a) winter

(b) summer

(d) autumn

Answer: (a)

The bird mentioned in the poem is —-

(a) swallow

(b) crow

(d) cuckoo

Answer: (b)

The tree mentioned in the poem is —-

(a) banyan

(b) Bokal

(d) margosa

Answer: (c)

The crow and the hemlock are thought to have an association with —-

(a) despair

(b) hope

(d) evil

Answer: (d)

The crow shook down on the poet —-

(a) dust of snow

(b) piece of snow

(d) none of the above

Answer: (a)

The crow sat down on a —-

(a) banyan tree

(b) hemlock tree

(d) bokal tree

Answer: (b)

The shaking of the hemlock tree by the crow was —-

(a) connected with his sitting on the hemlock tree

(b) incidental

(d) none of the above

Answer: (a)

The dust of snow fell on the poet because —-

(a) he wanted it to happen

(b) he was standing under the hemlock tree which was covered with flakes of snow

(d) none of the above

Answer: (b)

The feeling of the poet on the day before the incident was one of —-

(a) joy

(b) sadness

(d) sorrow

Answer: (c)

The act of the falling of the dust of snow on the poet has resulted in the poet’s —-

(a) change of heart

(b) none of the above

(d) change of mood

Ans. (d)

The act of the falling of the dust of snow on the poet gave the day —-

(a) joy

(b) happiness

(d) none of the above

Answer: (c)

The poet had a sense of regret in connection with the day because of —-

(a) the dull weather of the day

(b) some personal event in the life of the poet

(d) both ‘a’ and ‘b’

Answer: (d)

The phrase “some part of the day” refers to —-

(a) the time after the falling of the dust of snow

(b) the time before the falling of the dust of snow

(d) none of the above

Answer: (a)

The poet’s “change of mood” was from —-

(a) happiness to depression

(b) depression to happiness

(d) adversity to prosperity

Answer: (b)

The poet had ‘rued’ because he felt that —-

(a) the day was nothing but a waste of opportunity

(b) the day was nothing but a waste of the moment

(d) none of the above

Answer: (c)

The verb “shook down” means —-

(a) made something shake

(b) made someone shake

(d) made something fall by making something shake

Answer: (d)

In the phrase “dust of snow” the word ‘dust’ refers to —-

(a) small particles of snow

(b) the mixture of dust and snow

(d) dust-covered with snow

Answer: (a)

Hemlock is the name of a tree with —-

(a) red flowers

(b) white flowers

(d) pink flowers

Answer: (b)

The word ‘mood’ means the feeling of ——

(a) the head

(b) the body

(d) the heart

Answer: (c)

The word ‘saved’ here means prevented someone from —-

(a) danger

(b) becoming dead

(d) being without significance

Answer: (d)

The word ‘rued’ means —-

(a) regretted

(b) saddened

(d) none of the above

Answer: (a)

Watch awesome videos

How was the mood of the poet before the incident?

Answer: Before the incident, the mood of the poet was one of depression.

What effect did the falling of the dust of snow have on the poet?

Answer: The falling of the dust of snow brought about a change of mood in the poet.

What did the falling of the dust of snow on the poet give the day?

Answer: The falling of the dust of snow gave some significance to the day.

What does the phrase “some part of the day” refer to?

Answer: The phrase “some part of the day” refers to the time after the falling of the dust of snow.

What was the nature of the poet’s “change of mood”?

Answer: The poet’s mood changed from depression to happiness.

Why had the poet rued?

Answer: The poet had rued because to him the day was hitherto nothing but a waste of time.

Q. What did the crow shakedown?

Answer: The crow shook down the dust of snow.

Q. Wherefrom did the crow shake down the dust of snow?

Answer: The crow shook down the dust of snow from the hemlock tree.

Q. Which tree is mentioned in the extract?

Answer: The tree mentioned in the extract is hemlock.

Q. What does the phrase “dust of snow” mean?

Answer: The phrase “dust of snow” means small pieces of snow.

Q.What effect does the dust of snow have on the poet?

Answer: The dust of snow has produced a change of mood in the poet.

Q.What has the dust of snow saved?

Answer: The dust of snow has saved some part of the day from being wasted.

Q.What “change of mood” is referred to here?

Answer: The “change of mood” referred to here is from a feeling of sadness to one of joy.

Q.What does the word ‘rued’ mean?

Answer: The word ‘rued’ means regretted deeply.

What did the crow do?

Answer: The crow sat on a hemlock tree. The tree was covered with snow. The said act of the crow caused movement in the tree. As a result, small particles of snow fell down from the tree and deposited on the poet who was under it.

What role does the hemlock tree play here?

Answer: The hemlock tree initially protects the poet against snowfall. Though the topmost part of the tree acts as a reservoir of flakes of snow, it does the said work adequately. However, the perching of the crow on it and the resultant movement of its branches leaves it vulnerable.

What is dust of snow?

Answer: Dust of snow is nothing but the small particles of snow or flakes of snow that settled on the earth during snowfall. In the poem dust of snow initially settles on the hemlock tree and finally comes to rest on the poet who is standing under it.

Letter to God Class 10 English First Flight Chapter 1 NCERT Solutions Oral Comprehension Check MCQ

noreply@blogger.com (God,s Child) — Fri, 09 Apr 2021 10:33:00 +0000

NCERT Solutions for Class 10 English First Flight Chapter 1 A Letter to God

Oral Comprehension Check

Page 5

Question 1.

What did Lencho hope for?

Answer:

Lencho hoped for a good rain as it was much needed for a good harvest.

Question 2.

Why did Lencho say the raindrops were like ‘new coins’?

Answer:

Lencho compared the raindrops with new coins because they were promising him a good harvest resulting in more prosperity.

Question 3.

How did the rain change? What happened to Lencho’s fields?

Answer:

The rain changed into hailstones as a strong wind began to blow and huge hailstones began to fall alongwith the rain. All the crops in Lencho’s field got destroyed because of the weather conditions.

Question 4.

What were Lencho’s feelings when the hail stopped?

Answer:

Lencho was filled with grief after the hail stopped as everything was ruined and there was nothing that he could feed his family with. He could see a bleak future for him and his family.

Page 6

Question 5.

Who or what did Lencho have faith in? What did he do?

Answer:

Lencho had firm faith in God. He believed ‘ that God sees everything, even what is deep in one’s conscience and help everyone in one’s problems. He wrote a letter to God demanding him a hundred pesos to sow his field again.

Question 6.

Who read the letter?

Answer:

Postmaster read the letter.

Question 7.

What did the postmaster do after reading a letter?

Answer:

The postmaster laughed when he read

Lencho’s letter but soon he became serious and was moved by the writer’s faith in God. He didn’t want to shake Lencho’s faith. So, he decided to collect ,money and send it to Lencho on behalf of God.

Page 7

Question 8.

Was Lencho surprised to find a letter for him with money in it?

Answer:

Lencho was not surprised to find a letter with money from God as he believed that God will help him.

Question 9.

What made Lencho angry?

Answer:

There were only seventy pesos in the envelope whereas Lencho had demanded a hundred pesos. The difference in the amount made him angry.

Thinking about the Text (Page 7,8)

Question 1.

Who does Lencho have complete faith in? Which sentences in the story tell you this?

Answer:

Lencho has complete faith in God as he is instructed that God knows everything and helps us in our problems. There are few sentences which show this

But in the hearts of all who lived in that solitary house in the middle of the valley, there was a single hope help from God.

All through the night, Lencho thought only of his one hope: the help of God, whose eyes, as he had been instructed, see everything, even what is deep in one’s conscience.

“God”, he wrote, “if you don’t help me, my family and I will go hungry this year”.

He wrote ‘To God’ on the envelope, put the letter inside and still troubled, went to town.

God could not have made a mistake, nor could he have denied Lencho what he had requested.

Question 2.

Why does the postmaster send money to Lencho? Why does he sign the letter God?

Answer:

The postmaster sends money to Lencho in order to keep

Lencho’s faith in God alive and firm as he was completely moved by it.

When postmaster reads the letter of Lencho to God, he becomes serious and does not want to shake his faith and decides to answer the letter. He gathers money with the help of his post office employees and friends on behalf of God and signs the letter ‘God’ so that Lencho’s faith does not get shaken.

Question 3.

Did Lencho try to find out who had sent the money to him? Why or why not?

Answer:

Lencho did not try to find out who had sent the money to him because he never suspected the presence of God and had complete faith in God. He could not believe that it could be – anybody else other than him who would send him the money.

His faith in God was so strong that he believed that he had sent money to him for his help in his problem.

Question 4.

Who does Lencho think has taken the rest of the money? What is the irony in the situation? (Remember that the irony of a situation is an unexpected aspect of it. An ironic situation is strange or amusing because it is the opposite of what is expected).

Answer:

Lencho thinks that the post office employees have taken the rest of the money as he had demanded a hundred pesos from God and in the letter there was only seventy pesos and God cannot make such a mistake. So, he assumes that they have stolen the money.

The irony in this situation is that Lencho suspects those people who helped him in his problem and tried to keep his faith alive in God.

Question 5.

Are there people like Lencho in the real world? What kind of a person would you say he is? You may select appropriate words from the box to answer the question.

Greedy

Naive

Stupid

Ungrateful

Selfish

Comical

Unquestioning

Answer:

It is almost impossible to find a person like Lencho as he is an unquestioning and naive kind of person. He is not stupid if he doesn’t know who has sent him money or a letter will reach God without any address. It is Lencho’s faith in God. In real world, people are selfish and greedy and Lencho is totally lovable and different.

Question 6.

There are two kinds of conflict in the story between humans and nature and between humans themselves. How are these conflicts illustrated?

Answer:

Conflict between Humans and Nature: The conflict between humans and nature is illustrated by the destruction of Lencho’s crop by the hailstorm as Lencho was expecting a good rain to have good harvest as that was the only hope he had for his earning. He worked so hard to feed his family, but nature turned violent and destroyed everything.

Conflict between Humans and Humans: The story also illustrated another conflict, between humans themselves as the postmaster alongwith his friends and staff sent Lencho money that Lencho demanded from God although they didn’t know Lencho. Lencho blamed them for taking away some amount of money. He called them “a bunch of crook”. This shows that man does not have faith in other man, thereby giving rise to this conflict.

Thinking about Language (Page 8,9,10,11)

1. There are different names in different parts of the world for storms, depending on their nature. Can you match the names in the box with their descriptions below, and fill in the blanks?

gale,

whirlwind,

cyclone,

hurricane,

tornado,

typhoon.

Question 1.

A violent tropical storm in which strong winds move in a circle c__.

Answer:

cyclone

Question 2.

An extremely strong wind __ a __.

Answer:

gale

Question 3.

A violent tropical storm with very strong wind __ p __.

Answer:

typhoon

Question 4.

A violent storm whose centre is a cloud in the shape of a funnel __n__.

Answer:

tornado

Question 5.

A violent storm with very strong winds, especially in the Western Atlantic Ocean __ r__.

Answer:

Hurricane

Question 6.

A very strong wind that moves very fast in a spinning movement and causes a lot of damage __l__.

Answer:

whirlwind

Question 7.

Match the sentences in column A with the meaning of ‘hope’ in column B.

Answer:

A B

1. Will you get the subjects you want to study in college? I hope so. (a) a feeling that something good will probably happen.

2. 1 hope you don’t mind my saying this but 1 don’t like the way you are arguing. (b) thinking that this would happen (it may or may not have happened.)

3. This discovery will give new hope to HIV/AIDS sufferers. (c) stopped believing that this good thing would happen.

4. We were hoping against hope that the judges would not notice our mistakes. (d) wanting something to happen (and thinking it quite possible)

5. 1 called early in the hope of speaking to her before she went to school. (e) showing concern that what you say should not offend or disturb the other person a way of being polite.

6. Just when everybody had given up hope, the fishermen came back, seven days after the cyclone. (f) wishing for something to happen, although this is very unlikely.

Answer:

1. (b)

2. (e)

3. (a)

4. (f)

5. (d)

6. (c)

3. Join the sentences given below using who, whom, whose, which, as suggested.

Question 1.

I often go to Mumbai. Mumbai is the commercial capital of India, (which)

Answer:

I often go to Mumbai which is the commercial capital of India.

Question 2.

My mother is going to host a TV show on cooking. She cooks very well, (who)

Answer:

My Mother who cooks very well, is going to host a TV show on cooking.

Question 3.

These sportsperson are going to meet the President. Their performance has been excellent, (whose)

Answer:

These sportspersons, whose performance has been excellent, are going to meet the President.

Question 4.

Lencho prayed to God. His eyes see into our minds, (whose)

Answer:

Lencho prayed to God, whose eyes see into our minds.

Question 5.

This man cheated me. I trusted him. (whom)

Answer:

This man whom I trusted cheated me.

4. Find sentences in the story with negative words, which express the following ideas emphatically.

(a) The trees lost all their leaves.

(b) The letter was addressed to God himself.

Answer:

(a) Not a leaf remained on the trees.

(b) It was nothing less than a letter to God.

5. In pairs, find metaphors from the story to complete the table below. Try to say what qualities are being compared. One has been done for you.

Object Metaphor Quality or Feature Compared

Cloud Huge mountains of clouds The mass or ‘hugeness’ of mountains

Raindrops

Hailstones

Locusts An ox of a man An epidemic (a disease) (hat spreads very rapidly and leaves many people dead

Answer:

Object Metaphor Quality or Feature Compared

Cloud Huge mountains of clouds The mass or ‘hugeness’ of mountains

Raindrops Coins Money that a good crop will bring

Hailstones Frozen pearls brightness of pearls

Locusts a plague of locusts An epidemic (a disease) that spreads very rapidly and leaves many people dead

Lencho An ox of a man strong

Watch awesome videos

ARTICLE 20 Ex Post Facto Legislation Double Jeopardy Prohibition against self-incrimination

noreply@blogger.com (God,s Child) — Fri, 02 Apr 2021 12:41:00 +0000

ARTICLE 20 Ex Post Facto Legislation Double Jeopardy Prohibition against self-incrimination

The Article 20 is one of the pillars of fundamental rights guaranteed by the Constitution of India. It mainly deals with protection of certain rights in case of conviction for offences. When an individual as well as corporations are accused of crimes, the provisions of Article 20 safeguard their rights. The striking feature of the Article 20 is that it can’t be suspended during an emergency period. The Article has set certain limitations on the legislative powers of the Union and State legislatures.

ARTICLE 20

Article 20 of the Indian Constitution makes up of 3 clauses.

In a simpler sense, these three clauses deal with issue of unnecessary and rather undesirable actions by Legislature, Executive & implementing authorities.

The basic crux of these provisions are:

First, it establishes that no one should be convicted for any offence other than those violating the law in force at the time of the commission of the offence and also, one couldn’t be penalised with a greater punishment than what existed at the time of the commission of the act.

Second, no one could be convicted and punished more than once for the same offence involving the same set of facts.

Third, no one should be compelled to produce such evidence and information which could be used against him during trial incompetent judicial tribunals.

ARTICLE 20

Ex Post Facto Legislation The clause (1) of Article 20 protects individuals against ex post facto legislation, which means no individual can be convicted for actions that were committed before the enactment of the law. In other words, when a legislature declares an act to be an offence or provides a penalty for an offence, it can’t make the law retroactive so as to prejudicially affect the individuals who have committed such acts prior to the enactment of that law.

ARTICLE 20

Assume that a man, Bhairav Surve, practising black magic in Dhamangaon village of Maharashtra, murders a child of his locality on 20th December 2012. Later, in December 2013, the legislature of Maharashtra passes the Maharashtra Prevention and Eradication of Human Sacrifice and other Inhuman, Evil and Aghori Practices and Black Magic Act, 2013 and by virtue of provision against Ex post facto law, Bhairav Surve can’t be prosecuted and charged under the mentioned Act as the commission of offence dates back to when the act didn’t exist.

ARTICLE 20 Double jeopardy: Clause (2)

“Nemo debet bis vexari pro una et eadem causa”

The Doctrine of Double Jeopardy, which traces back its origin to American jurisprudence of punishment, means that ‘no person can be prosecuted and punished twice for the same offence in subsequent proceedings’. And, Article 20 (2), which reads that no one could be convicted and punished more than once for the same offence involving the same set of facts guarantees against the multiple convictions and Double jeopardy.

In the case of Venkataraman v. Union of India, the Supreme Court of India established that this provision deals exclusively with Judicial punishments and provides that no person is prosecuted twice by the judicial authorities.

ARTICLE 20 Double jeopardy: Clause (2)

The most crucial landmark judgement came in case of Maqbool Hussain v. State of Bombay, where the person accused was possessing some amount of gold, which was against lex loci at the time and gold was confiscated by the customs authority. And, later when the person was prosecuted before a criminal court, the court was confronted with the question whether this amounts to Double Jeopardy.

But, the Supreme Court observed that departmental proceedings, i.e. by Customs Authority, in this case, doesn’t amount to trial by a judicial tribunal, thus the proceedings before the criminal court is not barred in this case and the proceedings can go on. In a nutshell Departmental Proceedings are independent of trial by a judicial court or tribunal.

ARTICLE 20 Double jeopardy: Clause (2)

However, the application of this provision does demand certain conditions to be fulfilled:

First, that the accused or the person in question must have been tried by the court previously and it is concerned only with judicial prosecution and proceedings.

Secondly, the court trying the case must be competent, i.e. it should act under its competent jurisdiction and shouldn’t exercise its power, Ultra Vires.

Thirdly, the previous proceeding must have ended in either acquittal or conviction and if it ended merely after inquiry, such cases are not covered under the ambit of Sec 300 (1) of CrPC.

Fourthly, the previous conviction/acquittal must be in force and should not have been set aside by appeal or re-trial. This is an essential condition because in absence of let’s say, previous conviction, there will be no bar for the second prosecution and the second trial may happen.

And lastly, in the subsequent trial, he/she must be tried for the same offence and on same facts for any other offence, which is having a different charge under Section 221 (1)/(2) of CrPC.

Prohibition against self-incrimination: Clause (3) of Article 20

Another foremost rule which provides for protection from a conviction for offences is ‘Prohibition against Self-incrimination.’ The same is provided by the Constitution of India in Part III under Article 20 (3). It describes that no one could be forced to utter and provide such information or evidence orally or by documentary means which could be used against himself during the further trial procedure. In short, no individual can be forced to accuse himself.

Also, the term ‘Witness’ includes both, Oral and documentary evidence as held in M.P. Sharma v. Satish Chandra. As held in the same case, however, there is no restriction where a search for document or seizures is being done by the authorities. However, the information and evidence produced voluntarily by the accused is permissible.

Prohibition against self-incrimination: Clause (3) of Article 20

This immunity is only limited to criminal proceedings. The Article 20 (3) can be rightfully used as an anchor only by those accused of an offence and against whom an FIR has been lodged, which in normal course would result in prosecution.

Article 20: Protection in respect of conviction for offences .

(1) No person shall be convicted of any offence except for violation of a law in force at the time of the commission of the Act charged as an offence, nor be subjected to a penalty greater than that which might have been inflicted under the law in force at the time of the commission of the offence.

(2) No person shall be prosecuted and punished for the same offence more than once.

(3) No person accused of any offence shall be compelled to be a witness against himself

Watch awesome videos

Doctrine of Judicial Review and Prospective Overruling

noreply@blogger.com (God,s Child) — Thu, 01 Apr 2021 16:26:00 +0000

Doctrine of Judicial Review

Judicial Review refers to supervising the exercise of power by the judiciary of other government coordinating bodies with a view to ensuring that they remain within the limits set by the Constitution on their powers.

It is the court’s right to review legislative and executive decisions, and even review judicial acts. It is the power to scrutinize the validity of legislation, or any practice, whether or not it is legitimate.

Judicial review doctrine is based on the principle of rule of law and separation of powers. Judicial review is the process for testing and balancing the separation of powers.

The Theory of Judicial Review’s key purposes are as follows;

to determine the unconstitutionality of Legislative Acts

to maintain supremacy of the Constitutional Law

to protect the Fundamental Rights

to maintain federal equilibrium between Centre and the States

to check arbitrariness, unjust harassing and unconstitutional laws

Doctrine of Judicial Review

The Concept of Judicial Review is the basic principle of the Constitution in India. Although there is no explicit provision in the Indian Constitution for judicial review, it is an integral part of our Constitution.

In India, judicial power is a power given to the court to create a mechanism of regulation and balance between the legislature and the executive.

There are various provisions in the Indian Constitution explicitly laying down the power of judicial review to the courts, such as Articles 13, 32, 131-136, 141, 143, 226, 227, 245, 246 and 372.

The Supreme Court of India has declared it as Supreme Court’s and High Court’s power as a fundamental constitutional structure which cannot be taken away by a Constitutional amendment.

If any legislative act / executive order of either state government or central government is found to be in violation of the Constitution, it will be declared unconstitutional during the judicial review.

Doctrine of Prospective Overruling

The Doctrine of Prospective Overruling dictates that a decision made in a particular case would have operation only in the future and will not carry any retrospective effect on any past decisions. Going by the literal meaning of this terminology, “prospective” is understood as something which only has a future operation and the term “overrule” connotes setting aside a precedent or a decision. It has been often tagged as a deviation from the Blackstonian view of Law, which postulates that a judge should follow the Doctrine of Stare Decisis in courts and that the power of a judge is restricted to declaration of law and not making the law. This view undeniably confirms the retrospective norm of a precedent.

Watch awesome videos

Doctrine of Basic Structure

noreply@blogger.com (God,s Child) — Thu, 01 Apr 2021 15:45:00 +0000

¨Doctrine of Basic Structure

According to the Indian Constitution, the Parliament and the State Legislatures can make laws within their jurisdictions. The power to amend the Constitution is only with the Parliament and not the state legislative assemblies. However, this power of the Parliament is not absolute. The Supreme Court has the power to declare any law that it finds unconstitutional void. As per the Basic Structure Doctrine, any amendment that tries to change the basic structure of the constitution is invalid.

¨Doctrine of Basic Structure

There is no mention of the term “Basic Structure” anywhere in the Indian Constitution. The idea that the Parliament cannot introduce laws that would amend the basic structure of the constitution evolved gradually over time and many cases. The idea is to preserve the nature of Indian democracy and protect the rights and liberties of people. This doctrine helps to protect and preserve the spirit of the constitution document.

It was the Kesavananda Bharati case that brought this doctrine into the limelight. It held that the “basic structure of the Constitution could not be abrogated even by a constitutional amendment”. The judgement listed some basic structures of the constitution as:

1.Supremacy of the Constitution

2.Unity and sovereignty of India

3.Democratic and republican form of government

4.Federal character of the Constitution

5.Secular character of the Constitution

6.Separation of power

7.Individual freedom

¨Doctrine of Basic Structure

Over time, many other features have also been added to this list of basic structural features. Some of them are:

ØRule of law

ØJudicial review

ØParliamentary system

ØRule of equality

ØHarmony and balance between the Fundamental Rights and DPSP

ØFree and fair elections

ØLimited power of the parliament to amend the Constitution

ØPower of the Supreme Court under Articles 32, 136, 142 and 147

ØPower of the High Court under Articles 226 and 227

Any law or amendment that violates these principles can be struck down by the SC on the grounds that they distort the basic structure of the Constitution.

●

¨Doctrine of Judicial Review

Judicial review doctrine is based on the principle of rule of law and separation of powers. Judicial review is the process for testing and balancing the separation of powers.

The Theory of Judicial Review’s key purposes are as follows;

Øto determine the unconstitutionality of Legislative Acts

Øto maintain supremacy of the Constitutional Law

Øto protect the Fundamental Rights

Øto maintain federal equilibrium between Centre and the States

Øto check arbitrariness, unjust harassing and unconstitutional laws

Watch awesome videos

Doctrine of Eclipse

noreply@blogger.com (God,s Child) — Thu, 01 Apr 2021 14:19:00 +0000

Doctrine of Eclipse

It is based on the principle that a law which violates fundamental rights, will not be declared null or void ab initio but it becomes, only unenforceable i.e. remains in a moribund condition. The term Eclipse in the doctrine means "It is over-shadowed by the fundamental rights and remains dormant, but it is not dead."

moribund condition being in the state of dying

ab initio from the beginning

Doctrine of Eclipse

For solving such a problem, Supreme Court formulated the doctrine of eclipse in Bhikhaji v. State of M.P., AIR 1955 S.C. 781. In this case the provisions of C.P. and Berar Motor Vehicles (Amendment) Act 1948 authorised the State Government to take up the entire motor transport business in the Province to the exclusion of motor transport operators. This provision though valid when enacted, but became void on the commencement of the Constitution in 1950 as they violated Article 19(1)(g) of the Constitution. However, in 1951 Clause (6) of Article 19 was amended by the Constitution (1st Amendment Act) so as to authorise the Government to monopolise any business. The Supreme Court held that the effect of the amendment was to remove the shadow and to make the impugned Act free from blemish or infirmity. It became enforceable against citizens as well as non-citizens after the constitutional impediment was removed. This law was eclipsed for the time being by the fundamental rights. As soon as the eclipse is removed, the law begins to operate from the date of such removal

Watch awesome videos

learning with himanshu CLass 9 MCQ Class 10 MCQ doctrine of severability in hindi doctrine of severability in english doctrine of waiver in indian constitution in hindi doctrine of waiver in hindi doctrine of eclipse doctrine of eclipse indian constitution in hindi doctrine of eclipse and doctrine of severability doctrine of judicial precedent doctrine of judicial review doctrine of judicial review in india doctrine of prospective overruling doctrine of holding over

Doctrine of Severability

noreply@blogger.com (God,s Child) — Thu, 01 Apr 2021 14:02:00 +0000

Doctrine of Severability

Doctrine of Severability It is not the whole Act which would be held invalid by being inconsistent with Part III of the Constitution but only such provisions of it which are violative of the fundamental rights, provided that the part which violates the fundamental rights is separable from that which does not isolate them. But if the valid portion is so closely mixed up with invalid portion that it cannot be separated without leaving an incomplete or more or less mingled remainder the court will declare the entire Act void. This process is known as doctrine of severability or separability.

Doctrine of Severability

In layman language, it is more like a filter, through which Pre-Constitutional Laws goes through. Any provision of a Law which is inconsistent with Fundamental Right and its absence would not affect the cardinal functioning of the Statute; the filter will stop that provision and let the whole Statute pass through it. If such provision is cardinal to the functioning of the whole Statute; consequently the Filter will stop the whole Statute all together from passing off.

Doctrine of Severability

The Supreme Court considered this doctrine in A.K. Gopalan v. State of Madras, A.I.R. 1950 S.C. 27 and held that the preventive detention minus section 14 was valid as the omission of the Section 14 from the Act will not change the nature and object of the Act and therefore the rest of the Act will remain valid and effective The petitioner who was detained under the Preventive Detention Act (Act IV of 1950) applied under Art. 32 of the Constitution for a writ of habeas corpus and for his release from detention, on the ground that the said Act contravened the provisions of Arts. 13, 19, 21 and 22 of the Constitution and was consequently ultra rites and that his detention was therefore illegal:.

Doctrine of Severability

In the case of A.K. Gopalan v. the State of Madras, it was held by the majority judges that punitive and preventive detention were outside the ambit of Article 19 ( Right of freedom )of the Constitution of India and hence the Preventive Detention Act, 1950 had not violated it. It was also contended by the court that the said article which provides protection to citizens who are free, therefore not the citizen whose freedom is restrained by law, and the question of enforcing Article 19(1) does not arise.

The Preventive Detention Act, 1950 has followed the valid procedure as in the form enacted by the state’s law and therefore the Apex court came upon the argument that it does not infringe upon the rights under Article 21 of the Indian Constitution. Article 21 reads as: “No person shall be deprived of his life or personal liberty except according to a procedure established by law.”

Watch awesome videos