William Douglas developed an aversion to water when he was three or four years old. He stood at a beach with his father when a wave Swept over him and knocked him down. He was buried under water and became breathless. He was petrified and developed a permanent fear for water.

The writer comes across many barefoot rag-picker children. On asking about not wearing chappals, they offer very solid excuses. One answers that his mother has not brought them down from the shelf. Another points out that he will throw them if she brings. The third one replies that he has never owned a pair all his life. The writer concludes that walking across the country barefoot is a tradition.

Mukesh's dream is to become a motor-mechanic. It is no doubt difficult for Mukesh to achieve his dream, as he is torn between his desires and his family tradition, which he cannot escape. Besides, he has to face a number of obstacles in the form of sahukars, middlemen, bureaucrats, law makers, politicians etc.

Mukesh, who hailed from the city of Dhaka, was different from other bangle makers of Firozabad because he liked to dream, unlike others who followed the family lineage of making bangles. He wanted to be a motor mechanic and drive cars.

Saheb gets some job at a tea stall. There the owner pays him Rs. 800/- and all his meals. The narrator now finds him with a tin canister on his way to the milkbooth. But he has lost his carefree look. The canister seems heavier than the plastic bag he would carry so lightly on his shoulder. This was his own bag but the canister belongs to his master. Thus Saheb was no longer his own master.

The author met Saheb who was a ragpicker in Seemapuri, a place on the outskirts of Delhi. Saheb was happy being a rag picker. He led a carefree life and appeared like the morning birds and disappeared during noon time. He ran around the street with his friend barefooted. Once he had told the author that there were times when he found a one rupee coin or even a ten rupee note among the heap of garbage. This gave him hope and he would dig more into the garbage to try his luck further. Later, one day when the author met Saheb carrying a steel cannister he came to know that the boy was no more a rag picker. He was working in a tea stall down the road. He was paid 800 rupees and he was given all his meals. But when the author asked whether he liked the job, Saheb's face had lost the carefree look. Though he had money, he lost the freedom that rag-picking gave him. He was no longer his own master. Saheb had traded his liberty in exchange for money. He was surely not happy with his life despite the money that he was being paid.

In other words, this change in Saheb's life was comparatively a better one, since he was now working and earning on his own, on the other side of the story, we learn that Saheb himself wasn't very happy with such a change in his life as he thought that his responsibilities as a servant have snatched away the freedom he had when he was just a ragpicker.

Answer:

Franz was prepared for the test on participles. The chirping birds and sight of the Prussian soldiers were far more interesting to him than his attending school. That is why he stayed out of the 'doors of the school to bask in nature's glory.'

Answer : M Hamel showed his love for the French language by telling the students that the French language was the most beautiful language in the world – the clearest and the most logical.

The order from Berlin brought all the routine hustle-bustle of the school life to a stand- still. The teacher, M. Hamel, became more sympathetic to his students and taught his lessons with more patience. The students became more attentive in their classes. The villagers, who were sitting at the usually empty back benches and had come to show their respect and gratitude to M. Hamel, regretted not going to school more than they did. The order also brought about a great change in the feelings of the people towards their country and their native language. There was a general sadness about not being able to utilise the opportunities of learning French when it was easily accessible.

The mood in the classroom when M.Hamel gave his last lesson was silent all in class ,every single student was quite and giving attention to Mr.Hamel's lecture even  everyone was sitting at there own place without making any kind of fuss . Everyone was present that day and also Mr.Hamel was also quite lost in his thoughts. There came an order from Berhin banning the teaching of French. In his last lesson Hamel taught so well that all the students understood word by word. It looked as if he wanted to pour everything in the minds of his students just in one stroke.

When M. Hamel gave his last French lesson in the classroom, there was no commotion. There was pin-drop silence. He was politely and dedicatedly talking with the students. There was no strictness, looked solemn, serious and deeply grieved. Whenever he spoke, his throat choked. He felt as if his bodily parts were being pierced.

The Ashoka Chakra is rendered in navy blue on a white background replacing the symbol of the charkha of the pre-independence version of the flag. The chakra signifies that there is life in movement and death in stagnation. It represents the dynamism of a peaceful change.

On July 7, HRD Minister Ramesh Pokhriyal announced a major CBSE syllabus reduction with 30% of the syllabus slashed for the year 2020-21 for classes 9 to 12 because of the reduction in classroom teaching time due to the Covid-19 pandemic and lockdown.

CBSE has rationalized the syllabus with the help of suggestions from NCERT and the same has been notified by a new CBSE notification as well.

eleted syllabus of CBSE Class 12 English Core

Deleted syllabus of CBSE Class 12 English Elective

Answer:

molar mass ofCaCl2.6H2O = 40 + 2(35.5) + 6(18)

                                              = 219 g mol^-1

Molarity = weight of solute * 1000 / molar mass of solute * volume

  1 = weight of solute * 1 / 219 * 1

weight of solute = 219 gm

here volume is already given in litre so we don't need to multiply with (1000).

The concepts:

(i) This type of interaction between primitive human society and strong forces of nature was termed as environmental determinism.

(ii) At the stage of very low technological development the was presence of a naturalised human, who listened to Nature, was afraid of its fury and worshipped it.

(iii) There is direct dependence of human beings on nature for resources which sustain them. The physical environment for such societies becomes the “Mother Nature”.

Examples: Benda, who lives in the wilds of the Abujh Maad area of central India.

The concept of determinism explains that human is a passive agent, influenced by the environmental factors that are physical factors like climate, flora, fauna, etc which determine the attitude of decision-making and lifestyle of human beings.

For instance, the Eskimos of Tundra adapted to the extremely cold climate. Their main food is whale, seals and walrus. They use animal oil for cooking, heating and lighting. They live in igloos. Whereas Samang and Sakai of Malaysia and Pygmies of Congo basin live in hot and humid condition. They live on vegetable, hunting and fishing.

Prison authorities made many blunders.

• They allowed the German tutor who was Evan’s accomplice to take his classes

• Everyone assumed that he was a teacher from the technical college

• The invigilator’s identify was also not verified

• On the Examination day, Jackson’s not getting 'Evans’ ‘bobble-hat’ removed was a blunder

• If Stephens had not shifted from the cell, the escape would not have been possible

• Jackson should have searched McLeery thoroughly and examined the rubber ring closely

• The prison staff blindly believed that the injured was the invigilator, though it was Evans playing a trick on them.

• When Evans was arrested, the Governor was complacent and sent him in a prison van, leaving Evans in the hands of his own accomplices. 

The Teachings of Buddha:

• According to Buddhism, the w’orld is transient (anicca) and constantly changing and it is also soulless (anatta). Within this transient world, sorrow (dukkha) is intrinsic to human existence.
• Buddha emphasised individual agency and righteous action as the means to escape from the cycle of rebirth and attain self-realisation and nibbana.

Followers of the Buddha:

• Buddha founded a ‘Sangha’, an organisation of monks who became teachers of ‘dhamma’. As they lived on alms, they were known as ‘bhikkhus’.
• Later women also entered the ‘Sangha’ and were known as bhikkhuni. Buddha’s foster mother, Mahapajapati Gotami was the first woman to become ‘bhikkhuni’. Buddha’s followers included kings, wealthy men, gahapatis and also ordinary people like workers, slaves and craft people.
• Buddhism appealed to many people dissatisfied with existing religious practices and confused by the rapid social changes taking place around them.

Silk cloths: negatively charged

Glass rod: positively charged

When glass rod is rubbed with silk clothes, glass quickly loses electrons, and silk takes electrons out of the glass rod. So after rubbing, the glass rod becomes positively charged  and the silk gets negative charge.

The Growth of Buddhism

i.Buddhism grew rapidly both during the lifetime of the Buddha and after his death. 
ii.It appealed to many people dissatisfied with existing religious practices and confused by the rapid social changes taking place around them.
iii.The importance attached to conduct and values rather than claims of superiority based on birth, the emphasis placed on metta(fellow feeling) and karuna(compassion), especially for those who were younger and weaker than oneself, were ideas that drew men and women to Buddhist teachings.
iv.Buddhism grew due to Buddhist text-Tipitaka (the VinayaPitaka, SuttaPitaka, AbhidhammaPitaka), the Dipavamsa&Mahavamsa, Ashokavadana, Jatakas and Buddhist hagiography.
v.Buddhist Sanghas, Bhikkhus and Bhikkhunis spread the message.
vi.Stupas
vii.Ashokan pillars and inscriptions
viii.Dhamma–mahamattas
ix.Buddhist sects –Hinayana and Mahayana
x.Support of Rulers
xi.Foreign pilgrims