English
College Reference cum Text
For
4th &
6th Sem. (KU)
Dr. Peer Salim Jahangeer (Salim Sir)
Dedicated
to
Dear Students
Dr. Peer Salim
Jahangeer
(M.A, B.Ed, M.Ed, M.Phil, Ph.D. & DCA)
is working in J&K Higher Education from
last 10 years and is approved IGNOU
Counselor. He has published 15 books and
30 research papers and is editor of Internal Journal ‘Creative Launcher’. He
has participated in many FDPs, Seminars, Conferences, and Workshops etc.
Salim Sir
Works for welfare of Dear Students through:
1.YouTube for Online Teaching: Dear Students
(Salim Sir)
2.Website for Information: www.jkscore.com
2. Website for English Material: www.enlglishforallonline.com
3.Telegram for Material: Dear Students
Library
4.Whats app for Information: Edu.
& Job Alert
5. Fb Group: J&K
Students Preparation Together
6. Fb Page: Education with Salim Sir’s Academy
7. Published Eight Books for Students
Copyright @ Author
All Rights
Reserved
Title: English College Reference Cum Text
Composed & Compiled by Dr Peer Salim
Jahangeer (Salim Sir).
Note: No part of this book shall be used,
reproduced in any manner whatsoever without written permission from the author,
except in the case of brief quotations embodied in critical articles and
reviews.
Note: Please
send your feedback. If you will find any
type of mistake in this book please inform us. Your suggestions will be
acceptable and the book will reprint with your valuable suggestions.
Contents of the
Book
1.
Life Sketch of Martin Luther King,
Jr.
2.
Summary and analysis
3.
Urdu Translation
4.
Textual Questions
5.
Text
6.
Glossary
7.
Exercise
8.
Life Sketch of Amartya Sen
9.
Summary and analysis of
10. Urdu Translation
11. Textual Questions of
12. Text
13. Glossary
14. Exercise
15. Life Sketch of James Thurber
16. Summary and analysis
17. Urdu Translation
18. Textual Questions
19. Text
20. Glossary
21. Exercise
22. Group Discussion
23. Interview
24. Presentation
25. Telephone Conservation
I Have a Dream
About Author (I Have a
Dream)
Birth: “I Have a Dream” is
a speech delivered by Martin Luther King Jr. at the March on Washington. He was
born on 15th January 1929 and died on 4th April
1968. His name was firstly Michael Luther King, Jr. His father
changes his own and his sons names to Martin after a visit to Germany, in the
honour of Martin Luther. He was an USA Baptist minister. He changed the
inequitable racial policy of America.
Parents & Spouse: Martin Luther King Sr. was father of Martin Luther
King Jr. He was an African-American Baptist pastor. He was a true missionary.
He has taken part in the Civil Rights Movement and become its leader. He was a
strong figure against racial equality. His mother was Alberta Christine
Williams King. She has taken part in the dealings of Ebenezer Baptist Church.
She was an organist for the Women’s Auxiliary of the National Baptist
Convention. She was active member of the ‘National Association for the
Advancement of colored People’ and ‘Women’s International League for Peace and
Freedom’. At Boston University he met with Coretta Scoot. He married with her
on 18th Jue 1953. She was a singer and Civil Rights
Activist. She has completed her studies at ‘New England Conservatory of Music
in Boston’.
Education
& Jobs: Martin
Luther King, Jr. became Baptist at the age of 19ye ars. He
had earned two graduate degrees. Firstly, he had completed his B.A.
in Sociology from Morehouse College in 1948. Also, in 1951 he had completed his
second Bachelors degree in Divinity from Crozer Theological Seminary in
Chester, Pennsylvannia. In 1955 he was awarded Doctorate of
Philosophy by Boston University in “Systematic Theology from Boston”. He
was awarded Noble Prize in 1964 and Grammy Award in 1970.
Summary & Analysis of I
Have a Dream
“I Have a Dream” is a speech delivered by
Martin Luther King, Jr. He has delivered this speech on 28 Aug. 1963. This was
delved by him at March on Washington near Lincoln Memorial. The main motive of
the speech was jobs and Freedom for all the citizens of the USA. He was himself
the black Negro and facing the difference on the basis of colour in his own
country. This speech is considered till this date as one of the great speech.
This defines the movement of the American Civil Rights Movement. The title of
the Speech is apt as it shows the dreams of all Black Negro citizens of USA.
These black Negros were facing the differences of inequality from centuries.
They have been fighting for their rights and freedom. The
Constitution of the country has declared equality for all citizens without any
difference. But in practical the application of the conations has not worked.
The blacks have been humiliated and tortured for their black color. The black
Negros were hatred tortured and treated as animals in practical
life. They were snatched from the basic rights. They spend the
miserable life among the rich whites.
This is a speech delved by Martin Luther King Jr. This is
delivered by him near Lincoln Memorial in Washington Martin. In
this Luther tries to integrate and unify the common people of USA. He
gives stress on nonviolence. He stressed for unity between the blacks and
white. He was against the injustice faced by blacks by some white
people. He stresses in his speech to the black should not to indulge
in the non violence in any way. They should revolt but in peaceful
manner. He says that they have not hatred against all white people some of them
are their supporters. He considers the white citizens as their brothers and
fellow citizens. He says that both the White and Black should work together for
the development and peace of the country. He says that the blacks should
be treated equally with white counterparts. There should not be any difference
on the basis of colour. He stress for a well integrated and unified
America.
Martin Luther starts his speech with this "Five score
years ago, a great American, in whose symbolic shadow we stand today signed the
Emancipation Proclamation." Here he refers to the Abram Lincoln in these
words. In second stanza he speaks like this "But 100 years later, the
Negro still is not free." . He ends his speech with these optimistic
words " ... we will be able to speed up that day when all of God's
children, black men and white men, ... will be able to join hands and sing in
the words of the old Negro spiritual: Free at last. Free at last. Thank God
almighty. We are free at last. This shows that he has full faith upon God and
he assures his fellow citizens that they will win one day.
Martin repeats the words "I
have a dream" so many times and ends his speech with the faith that in
future the blacks will be treated equally. He had given the reference of
great personalities and holy books. He had also given the references from the
US Constitution and Declaration of Independence. In this it had been mentioned
that that on the land of America all men will be treated equally. In his speech
Martin says that this promise of freedom and equality has not been
achieved for Black Americans.
The theme of
this speech was freedom, equality, and justice for all without any difference
on the basis of cast, colour or creed.
میرا ایک خواب ہےمصنف کے بارے میں (میرا خواب ہے)پیدائش: "میرا خواب ہے" ایک تقریر ہے جو مارٹن لوتھر کنگ جونیئر نے مارچ میں واشنگٹن میں کی تھی۔ وہ 15 جنوری 1929 کو پیدا ہوئے اور 4 اپریل 1968 کو انتقال کر گئے۔ ان کا نام سب سے پہلے مائیکل لوتھر کنگ، جونیئر تھا۔ اس کے والد نے جرمنی کے دورے کے بعد مارٹن لوتھر کے اعزاز میں اپنا اور اپنے بیٹوں کے نام بدل کر مارٹن رکھ دیا۔ وہ یو ایس اے کا بپٹسٹ منسٹر تھا۔ اس نے امریکہ کی غیر مساوی نسلی پالیسی کو بدل دیا۔
والدین اور شریک حیات: مارٹن لوتھر کنگ سینئر، مارٹن لوتھر کنگ جونیئر کے والد تھے۔ وہ ایک افریقی نژاد امریکی بپٹسٹ پادری تھے۔ وہ ایک سچے مشنری تھے۔ انہوں نے شہری حقوق کی تحریک میں حصہ لیا اور اس کے رہنما بن گئے۔ وہ نسلی مساوات کے خلاف ایک مضبوط شخصیت تھے۔ ان کی والدہ البرٹا کرسٹین ولیمز کنگ تھیں۔ اس نے Ebenezer Baptist Church کے معاملات میں حصہ لیا ہے۔ وہ نیشنل بپٹسٹ کنونشن کی خواتین کی معاون کی آرگنسٹ تھیں۔ وہ 'نیشنل ایسوسی ایشن فار دی ایڈوانسمنٹ آف کلرڈ پیپل' اور 'ویمنز انٹرنیشنل لیگ فار پیس اینڈ فریڈم' کی سرگرم رکن تھیں۔ بوسٹن یونیورسٹی میں اس کی ملاقات کوریٹا اسکوٹ سے ہوئی۔ ان کی شادی 18 جولائی 1953 کو ہوئی۔ وہ ایک گلوکارہ اور شہری حقوق کی کارکن تھیں۔ اس نے بوسٹن میں 'نیو انگلینڈ کنزرویٹری آف میوزک' میں اپنی تعلیم مکمل کی ہے۔تعلیم اور ملازمتیں: مارٹن لوتھر کنگ، جونیئر 19 سال کی عمر میں بپٹسٹ بن گئے۔ اس نے گریجویٹ کی دو ڈگریاں حاصل کی تھیں۔ سب سے پہلے اس نے بی اے مکمل کیا تھا۔ 1948 میں مور ہاؤس کالج سے سوشیالوجی میں۔ اس کے علاوہ، 1951 میں اس نے چیسٹر، پنسلوانیا میں کروزر تھیولوجیکل سیمینری سے الوہیت میں اپنی دوسری بیچلر ڈگری مکمل کی۔ 1955 میں انہیں بوسٹن یونیورسٹی کی طرف سے "بوسٹن سے نظاماتی تھیولوجی" میں ڈاکٹریٹ آف فلسفہ سے نوازا گیا۔ انہیں 1964 میں نوبل انعام اور 1970 میں گریمی ایوارڈ سے نوازا گیا۔
میراایک خواب ہے کا خلاصہ اور تجزیہمیراایک خواب ایک تقریر ہے جو مارٹن لوتھر کنگ جونیئر نے کی تھی۔ انہوں نے یہ تقریر 28 اگست 1963 کو کی تھی۔ یہ ان کی طرف سے مارچ میں لنکن میموریل کے قریب واشنگٹن میں پیش کی گئی تھی۔ تقریر کا بنیادی مقصد امریکہ کے تمام شہریوں کے لیے ملازمتیں اور آزادی تھا۔ وہ خود کالا نیگرو تھا اور اپنے ہی ملک میں رنگ کی بنیاد پر فرق کا سامنا کر رہا تھا۔ یہ تقریر آج تک عظیم تقریروں میں شمار ہوتی ہے۔ یہ امریکن سول رائٹس موومنٹ کی تحریک کی وضاحت کرتا ہے۔ تقریر کا عنوان مناسب ہے کیونکہ یہ امریکہ کے تمام سیاہ فام نیگرو شہریوں کے خوابوں کو ظاہر کرتا ہے۔ یہ سیاہ فام نیگرو صدیوں سے عدم مساوات کے اختلافات کا سامنا کر رہے تھے۔ وہ اپنے حقوق اور آزادی کی جنگ لڑ رہے ہیں۔ ملک کے آئین نے تمام شہریوں کے لیے بلا تفریق مساوات کا اعلان کیا ہے۔ لیکن عملی طور پر کنشنز کا اطلاق کام نہیں کر سکا۔ سیاہ فاموں کو ان کے کالے رنگ کی وجہ سے ذلیل و خوار کیا گیا ہے۔ سیاہ فام حبشیوں کو عملی زندگی میں نفرت کا نشانہ بنایا گیا اور جانوروں جیسا سلوک کیا گیا۔ ان سے بنیادی حقوق چھین لیے گئے۔ وہ امیر گوروں کے درمیان دکھی زندگی گزارتے ہیں۔یہ ایک تقریر ہے جو مارٹن لوتھر کنگ جونیئر نے کی تھی۔ یہ اس نے واشنگٹن مارٹن میں لنکن میموریل کے قریب دی تھی۔ اس میں لوتھر امریکہ کے عام لوگوں کو متحد اور متحد کرنے کی کوشش کرتا ہے۔ وہ عدم تشدد پر زور دیتا ہے۔ انہوں نے سیاہ فام اور سفید فاموں کے درمیان اتحاد پر زور دیا۔ وہ کچھ سفید فام لوگوں کی طرف سے سیاہ فاموں کے ساتھ ہونے والی ناانصافی کے خلاف تھا۔ انہوں نے سیاہ فاموں سے اپنی تقریر میں زور دیا کہ وہ کسی بھی طرح سے عدم تشدد میں ملوث نہ ہوں۔ انہیں بغاوت کرنی چاہیے لیکن پرامن طریقے سے۔ ان کا کہنا ہے کہ انہیں تمام سفید فام لوگوں کے خلاف نفرت نہیں ہے ان میں سے کچھ ان کے حامی ہیں۔ وہ سفید فام شہریوں کو اپنا بھائی اور ہم وطن سمجھتا ہے۔ ان کا کہنا ہے کہ گورے اور کالے دونوں کو ملک کی ترقی اور امن کے لیے مل کر کام کرنا چاہیے۔ ان کا کہنا ہے کہ سیاہ فاموں کے ساتھ سفید فاموں کے برابر سلوک کیا جانا چاہیے۔ رنگ کی بنیاد پر کوئی فرق نہیں ہونا چاہیے۔ انہوں نے ایک اچھی طرح سے مربوط اور متحد امریکہ پر زور دیا۔
مارٹن لوتھر اپنی تقریر کا آغاز اس کے ساتھ کرتے ہیں "پانچ سال پہلے، ایک عظیم امریکی، جس کے علامتی سائے میں آج ہم نے آزادی کے اعلان پر دستخط کیے ہیں۔" یہاں اس نے ان الفاظ میں ابرام لنکن کا حوالہ دیا ہے۔ دوسرے بند میں وہ اس طرح بولتا ہے "لیکن 100 سال بعد، نیگرو اب بھی آزاد نہیں ہے۔" . وہ اپنی تقریر کا اختتام ان پُرامید الفاظ کے ساتھ کرتا ہے "... ہم اس دن کو تیز کرنے کے قابل ہو جائیں گے جب خدا کے تمام بچے، سیاہ فام اور گورے، ... ہاتھ جوڑ کر بوڑھوں کے الفاظ میں گانے گا نیگرو روحانی: آخر کار آزاد۔ آخر کار آزاد۔ اللہ تعالیٰ کا شکر ہے۔ ہم آخر کار آزاد ہیں۔ یہ ظاہر کرتا ہے کہ اسے خدا پر پورا بھروسہ ہے اور وہ اپنے ہم وطنوں کو یقین دلاتا ہے کہ وہ ایک دن جیتیں گے۔ مارٹن نے "میرا ایک خواب ہے" کے الفاظ کئی بار دہرائے اور اس یقین کے ساتھ اپنی بات ختم کی کہ مستقبل میں سیاہ فاموں کے ساتھ یکساں سلوک کیا جائے گا۔ انہوں نے عظیم شخصیات اور مقدس کتابوں کا حوالہ دیا تھا۔ انہوں نے امریکی آئین اور آزادی کے اعلان کے حوالے بھی دیے تھے۔ اس میں کہا گیا تھا کہ امریکہ کی سرزمین پر تمام مردوں کے ساتھ یکساں سلوک کیا جائے گا۔ اپنی تقریر میں مارٹن کا کہنا ہے کہ سیاہ فام امریکیوں کے لیے آزادی اور مساوات کا یہ وعدہ حاصل نہیں ہو سکا ہے۔اس تقریر کا موضوع تھا آزادی، مساوات اور انصاف سب کے لیے بلا تفریق ذات پات، رنگ و نسل کی بنیاد پر۔
I Have a Dream (Text)
Five score years ago, a
great American, in whose symbolic shadow we stand today, signed the
Emancipation Proclamation. This momentous decree came as a great beacon of hope
to millions of slaves, who had been seared in the flames of whithering
injustice. It came as a joyous daybreak to end the long night of their
captivity. But one hundred years later, the colored America is still not free.
One hundred years later, the life of the colored American is still sadly
crippled by the manacle of segregation and the chains of discrimination.
One hundred years
later, the colored American lives on a lonely island of poverty in the midst of
a vast ocean of material prosperity. One hundred years later, the colored
American is still languishing in the corners of American society and finds
himself an exile in his own land So we have come here today to dramatize a
shameful condition.
In a sense we have come
to our Nation’s Capital to cash a check. When the architects of our great
republic wrote the magnificent words of the Constitution and the Declaration of
Independence, they were signing a promissory note to which every American was
to fall heir.
This note was a promise
that all men, yes, black men as well as white men, would be guaranteed the
inalienable rights of life liberty and the pursuit of happiness.
It is obvious today
that America has defaulted on this promissory note insofar as her citizens of
color are concerned. Instead of honoring this sacred obligation, America has
given its colored people a bad check, a check that has come back marked
“insufficient funds.”
But we refuse to
believe that the bank of justice is bankrupt. We refuse to believe that there are
insufficient funds in the great vaults of opportunity of this nation. So we
have come to cash this check, a check that will give us upon demand the riches
of freedom and security of justice.
We have also come to
his hallowed spot to remind America of the fierce urgency of Now. This is not
time to engage in the luxury of cooling off or to take the tranquilizing drug
of gradualism. Now is the time to make real the promise of democracy. Now it the time to rise from the dark and
desolate valley of segregation to the sunlit path of racial justice.
Now it the time to lift
our nation from the quicksand of racial injustice to the solid rock of
brotherhood. Now is the time to make justice a reality to all of God’s
children.
I would be fatal for
the nation to overlook the urgency of the moment and to underestimate the
determination of it’s colored citizens. This sweltering summer of the colored
people’s legitimate discontent will not pass until there is an invigorating
autumn of freedom and equality. Nineteen sixty-three is not an end but a
beginning. Those who hope that the colored Americans needed to blow off steam
and will now be content will have a rude awakening if the nation returns to
business as usual.
There will be neither
rest nor tranquility in America until the colored citizen is granted his
citizenship rights. The whirlwinds of revolt will continue to shake the
foundations of our nation until the bright day of justice emerges.
We can never be
satisfied as long as our bodies, heavy with the fatigue of travel, cannot gain
lodging in the motels of the highways and the hotels of the cities.
We cannot be satisfied
as long as the colored person’s basic mobility is from a smaller ghetto to a
larger one.
We can never be
satisfied as long as our children are stripped of their selfhood and robbed of
their dignity by signs stating “for white only.”
We cannot be satisfied
as long as a colored person in Mississippi cannot vote and a colored person in
New York believes he has nothing for which to vote.
No, no we are not
satisfied and we will not be satisfied until justice rolls down like waters and
righteousness like a mighty stream.
I am not unmindful that
some of you have come here out of your trials and tribulations. Some of you
have come from areas where your quest for freedom left you battered by storms
of persecutions and staggered by the winds of police brutality.
You have been the
veterans of creative suffering. Continue to work with the faith that unearned
suffering is redemptive.
Go back to Mississippi,
go back to Alabama, go back to South Carolina go back to Georgia, go back to
Louisiana, go back to the slums and ghettos of our modern cities, knowing that
somehow this situation can and will be changed. Let us not wallow in the valley
of despair. I say to you, my friends, we have the difficulties of today and
tomorrow.
I still have a dream.
It is a dream deeply rooted in the American dream.
I have a dream that one
day this nation will rise up and live out the true meaning of its creed. We
hold these truths to be self-evident that all men are created equal.
I have a dream that one
day out in the red hills of Georgia the sons of former slaves and the sons of
former slaveowners will be able to sit down together at the table of
brotherhood.
I have a dream that one
day even the state of Mississippi, a state sweltering with the heat of
oppression, will be transformed into an oasis of freedom and justice.
I have a dream that my
four little children will one day live in a nation where they will not be
judged by the color of their skin but by their character.
I have a dream today.
I have a dream that one
day down in Alabama, with its vicious racists, with its governor having his
lips dripping with the words of interposition and nullification; that one day
right down in Alabama little black boys and black girls will be able to join
hands with little white boys and white girls as sisters and brothers.
I have a dream today.
I have a dream that one
day every valley shall be engulfed, every hill shall be exalted and every
mountain shall be made low, the rough places will be made plains and the
crooked places will be made straight and the glory of the Lord shall be
revealed and all flesh shall see it together.
This is our hope. This
is the faith that I will go back to the South with. With this faith we will be
able to hew out of the mountain of despair a stone of hope.
With this faith we will
be able to transform the jangling discords of our nation into a beautiful
symphony of brotherhood.
With this faith we will
be able to work together, to pray together, to struggle together, to go to jail
together, to climb up for freedom together, knowing that we will be free one
day.
This will be the day
when all of God’s children will be able to sing with new meaning “My country
’tis of thee, sweet land of liberty, of thee I sing. Land where my father’s
died, land of the Pilgrim’s pride, from every mountainside, let freedom ring!”
And if America is to be
a great nation, this must become true. So let freedom ring from the hilltops of
New Hampshire. Let freedom ring from the mighty mountains of New York.
Let freedom ring from
the heightening Alleghenies of Pennsylvania.
Let freedom ring from
the snow-capped Rockies of Colorado.
Let freedom ring from
the curvaceous slopes of California.
But not only that, let
freedom, ring from Stone Mountain of Georgia.
Let freedom ring from
every hill and molehill of Mississippi and every mountainside.
When we let freedom
ring, when we let it ring from every tenement and every hamlet, from every
state and every city, we will be able to speed up that day when all of God’s
children, black men and white men, Jews and Gentiles, Protestants and
Catholics, will be able to join hands and sing in the words of the old
spiritual, “Free at last, free at last. Thank God Almighty, we are free at
last.”
Glossary
Score: /skɔː/
a group or set of twenty or about twenty
Negro:
Black African People.
Emancipation
Proclamation: It was an order issued by
the US President Abraham Lincoln for equality of all citizens.
Momentous:
/mə(ʊ)ˈmɛntəs/ of great importance or significance
Decree:
/dɪˈkriː/ an official order that has the force of law
Manacles
/ˈmanək(ə)l/ two metal rings joined by a chain
Promissory
note: A promissory note is
a legal and a financial instrument
Unalienable:
/ʌnˈeɪlɪənəb(ə)l/ impossible to take away or give up
Hallowed:
/ˈhaləʊd/ greatly revered and honoured
Ghettos:
/ˈɡɛtəʊ/ a part of a city in which members of a minority group live
Wallow: /ˈwɒləʊ/ roll about or
lie in mud or wate
Interposition:
/ɪntəpəˈzɪʃ(ə)n/ the action of interposing someone or something
Prodigious
: /prəˈdɪdʒəs/ remarkably or impressively great
Textual Questions of “I
Have a Dream”
O.
1. Why “I Have a Dream” been called the defining moment of the American Civil
Rights Movement?
Ans. The Speech of Martin Luther King Jr. “I Have a Dream” has been
called the defining moment of the American Civil Right Movement. The Civil
Rights Movements motive was struggle for the social and political rights of the
Blacks. The Movement continues struggle get the equal rights for the Blacks.
"I
Have a Dream" is a speech by Martin Luther King Jr. for the end of
difference on the basis of color. It is considered one of the most important
speeches in USA. It is about the American Civil Rights Movement. It was
speech by delivered by Martin Luther on 28th of 1963. The venue of
the speech was steps of the Lincoln Memorial in Washington D.C. This
speech awakened the souls of all Americans without any difference. This
was one of the largest gatherings in the history attended by at
least 250,000 men.
The Speech “I Have a Dream” of Martin Luther King
Jr. is the defining moment of the American Civil Rights Movement.
Blacks in America were assured to be free by the Abraham Lincoln in his
‘Emancipation Proclamation’. Even after the passage of one hundred
years this promise had not been applied on the ground. They were victims of
racial discrimination till date.
Martin repeats the words "I have a dream" so many times
and ends his speech with the faith that in future the blacks will be
treated equally. He had given the reference of great personalities and holy
books. He had also given the references from the US Constitution and
Declaration of Independence. In this it had been mentioned that that on the
land of America all men will be treated equally. In his speech Martin says that
this promise of freedom and equality has not been achieved for Black
Americans.
Through this speech, he demands to restore the injustice of the
Blacks on the land of America. They should be treated White citizens of
America. He would like to achieve this justice through non-violence not through
violence. For this reason his speech of Martin Luther has been rated as the
considered as the moment of the American Civil Rights Movement.
Q. 2. What are the various kinds of
injustices that were meted out to the African Americans in America?
Ans. The various kinds of injustices that were meted
out to the African Americans in America are:
- 1. They
were victims of police cruelty.
- 2. They
were denied the good jobs.
- 3. They
were denied to stay on the motels and hotels of the cities.
- 4. They
were not paid equally for their work.
- 5. They
were forced to live in Ghettos.
- 6. They
were not allowed to live in good houses.
- 7. They
were not allowed to vote or to participate in politics.
- 8. The
black children were exposed of their selfhood and deprived of their
dignity.
- 9. Their
grievances were not taken to heed.
- 10 They were not given the same rights that of whites of
the America.
- 11 They were not allowed to
go to a good doctor or health clinic for the treatment.
- 12 They were not allowed
to take education in good schools with whites.
Q3. Despite the injustice suffered by African
Americans, King paints a picture of an integrated and unified American for the
audience Comment.
Ans: There
is no doubt in this the despite the injustice which is faced by African
Americans Martin Luther who was himself suffering did not divide the people. He
paints a picture of an integrated and unified America in real life as well as
for the audience at the time of his speech. In the USA even though one hundred
years before the speech of King, Abhram Lincoln blacks will be treated blacks
equal to whites in Proclamation. But in real life African Americans
were still victims of racial discrimination.
In
his speech on 28th August of 1963, near Lincoln Memorial in
Washington Martin, Luther tries to integrate and unify the common people of USA.
He gives stress on nonviolence even though the African Americans were facing
injustice. He stresses in his speech to the black African Americans not to
indulge in the non violence but they should revolt peacefully. He says that
they have not hatred against the white citizens of the country. He considers
the white citizens as their brothers and fellow citizens. He says in his speech
that both the White and Black citizens of the country should work together for
the progress of the country. He says that all the citizens should be treated
equally without any difference on the basis of color. He stress for a well
integrated and unified America.
Q4. Mention the list of dreams that king
spells out in his speech. Which one do you appreciate the most and why?
Ans. There were so many dreams mentioned by the kind in his
speech. The important dreams of the king which spell out his speech are quoted
as:
1. “I have a dream that one day on
the red hills of Georgia, the sons of former slaves and sons of former slave owners
will be able to sit down together at the table of brotherhood.”
2. “I have a dream that one day even
the state …. will be transformed into an oasis of freedom and justice.”
3. “I have a dream that my four
little children will one day live in nation where they will be not judged by
the color…..”
4. “I have a dream that one day ……
black boys and black girls will be able to join hands with little boys white
girls as sisters and brothers.”
5. “I have a dream that one day every
valley shall be exalted….. and all flesh shall see it
together.
I appreciate the most “… black boys and black girls will be
able to join hands…”. This is one of the best according to my opinions. The
children are innocent and they did not know the difference. They should not be
taught this heinous crime of difference. They should be allowed to join hand to
play with each other.
Q5. King refers to his dream as one that is deeply rooted in the
American Dream. What does he mean?
Ans. Martin Luther refers to his dream as one that is deeply rooted in
the American Dream that is why the has mentioned so many times in his speech “I
have a dream” He refers to the American dream again and again in his inspiring
speech. In his speech he says his dream is the pursuit for happiness and
freedom of all the citizens of his country without any difference on the basis
of colour.
He
assures all the audience in his speech that they must feel confident that the
bad condition of some citizens will definitely change. They should happy and
not to lose the hope for betterment. He stresses that he has a dream and this
dream is rotted the American dream. He believes that all men are created equal
and created by same God. He has firm faith that one day his nation will treat
all the citizens equally.
Exercise
2
Identify
whether the following statements are true or false.
1. Helen undergoes a period of emotional agitation due
to her physical impairments. (T)
2. In her
childhood, Helen does not want to communicate with others. (False)
3. The parents are indifferent to the child. (F)
4. The journey
to the oculist is a difficult one for the child. (F)
5. The absence of eyes in the doll is not noted by the
child. (F)
6. Miss
Sullivan comes to the Keller home when Helen is ten years old. (F)
7. The narrator
uses the word 'light for the eventful day of Miss Sullivan arrival. (T)
8. The first
word that her teacher teaches Helen is water. (T)
9. Miss
Sullivan points to Helen's heart in response to the question 'what is love'?
(T)
10. Helen learns to recognise words because Miss
Sullivan speaks to her loudly. (F)
Exercise
3
Here
are the names of some more disabilities that people struggle with daily. Match
them their meanings.
1. Dyslexia: (a) attention deficit hyperactive
disorders
2. Autism:(b) a genetic disorder associated with
physical growth delays, intellectual disability and characteristic facial
features
3: Down's syndrome: (c) difficulty in learning to read
or interpret words, letters and other symbols
4. ADHD(Attention deficit hyperactivity disorder)
(d)colour blindness or the inability to see colour or colour differences.
5.Achromatopsia(e) a developmental disorder of
variable severity characterised by difficulty in social interaction and
communication
Answers:
1-C, 2-E, 3-B, 4-A, 5-D
Exercise
4
Fill
in the blanks with the help of clues given, to find words related to different
styles of walking.
1. To walk with difficulty. H-B-I-(Hobble)
2. To walk on the tips of one's toes.-I-T-E (Tiptoe)
3. To move
without a fixed purpose or destination. W-N-E-(Wander)
4. To walk with long steps. S-R-D- (Stride)
5.To walk
slowly and with effort because one is tired. T-U-G- (Trudge)
6.To walk very slowly and noisily without lifting
one's feet off the ground. S-U-F-E (Scuffle),
7. To go quietly or secretly in order to avoid being
seen or heard. –N-A- (Sneak),
8. To walk slowly or quietly because you are involved
in a criminal activity or you looking for something. P-O-L (Prowl)
9. To move
quickly and suddenly, rush. D-S-(Dash)
10. To make a
sudden movement towards somebody or something. –U-G- (Lunge)
Exercise
5
Here
are some more expression which begin with the word 'out' use them in
appropriate places in the sentences given below:
Out of the blue, out of the question,
out at the elbows, out of this world, out of the bounds, out and about, out
with it, out and out.
1. What was so terrible that he couldn't come... in
his usual candid manner? (out at the elbows),
2. The village is ... to the soldiers in the camps. (of bounds)
3. ...a deer came in front of my car. (Out of the
blue) 4. Scuba diving without an oxygen
tank is ... (of the question) 5. What a restaurant the food was ... (out of
this world), 6. It's good to see old Mr shah ... about again. (out and out) 7.
The news report was ... fake, (out of this world ) 8. I cannot help you because
I am ... these days. (out with it)
Exercise
6
In the box is a list of words you must have come
across during the pandemic. Match words with their meanings. Droplet
transmission, Quarantine, Epidemic,
Zoonotic disease, Outbreak, Herd immunity, Asymptomatic
1. A disease caused by an infectious agent that can
pass between humans are other animals (Zoonotic disease)
2. The rapid spread of a disease to large number of
people within a short period of time (Outbreak)
3. The same as a pandemic but occurring over a more
limited geographical area (Epidemic)
4. The spread of an infectious disease within a group
of who have had no known contact with an infected person or exposed to the
disease (Community Spread)
5. A person who does not show any of a disease despite
being infected (Asymptomatic)
6. When bacteria or viruses travel within small
droplets of liquid from the respiratory tract (Droplet transmission)
7. The separation of people, animals or goods to
prevent the possible spread of infectious diseases (Quarantine)
16. When enough people in a population are immune to a
disease either through recovery or vaccination (Herd immunity)
Grammar
Note:
Please before this Exercise watch live classes of ‘Clause’ on you tube channel
‘Dear
Students (Salim Sir)’
Exercise
7
Change
the narration of the given sentences from direct to indirect speech.
1. Mira said, 'I am going home.' Mira said that she was going home.
2. Aisha said, 'I have been to London.' Aisha said that she had been to London.
3. Seerat said, 'My parents are going to Jammu.' Seerat said that her parents are going to
Jammu.4. She told me,'I can't swim.' She
told me that she couldn't swim.
5. He said, 'I went on a picnic yesterday.' He said that he had gone on a picnic the
previous day.
6. The mother said to the children, 'How brilliant you
are!' The mother told the children that
how brilliant they were.
7. The teacher said, 'the earth moves around the sun.'
The Teacher said that the earth revolves around the Sun.
8. I said to her, 'Honesty is the best policy.' I told her that honesty is the best Policy.
9. Pinkly said,
'I didn't have any breakfast this morning.'
Pinky told that she didn't' had any breakfast that morning.
10. Kamal said,' 'I will paint a picture
tomorrow.' Kamal said that he would
paint a picture the following day.
Exercise
8
Change
the narration of the given sentences from indirect to direct speech.
1. Mrs Shah said that she had lost her bag. Mrs Shah
said, 'I have lost my bag'.
2. The man said
that she was a college friend of my father's. The man said' 'She is your
father's college friends'.
3. Somu told the shopkeeper that he wanted to return
the clock as it was defective. Somu said to the shopkeeper, 'I want to return
this click, it has a defect'.
4. The judge commanded them to call the accused into
the courtroom. The Judge said to them, 'Call the accused into the courtroom'.
5. Salman said that he and his sister were going to
the circus. Salman said, 'I am going to circus with sister'.
6. Monty said that he hoped pinkly was all right.
Monty said, 'I trust God that Pinky will be alright'.
7. The coach said that the players had to come for
practice every morning. The Coach said, 'listen players, you have to come for
practice every morning'.
8. She said she was seeing her brother the following
day. She said, 'I am going to see my brother tomorrow'.
9. She asked me how they would get here. She said, 'How will we get there'.
10. The guest requested them to give him a cup of
coffee. The guest said, 'Please can I have a cup of coffee?
How
to Judge Globalism
About the Author (Amartya Sen)
Introduction: Amartya Sen was born on 3rd Nov. 1933. He was
born at Shantiniketan (campus of Tagore’s Visva-Bharti) , Bengal Presidency, of
British India, presently in Bangladesh. He is famous economist and philosopher.
He belongs to Manikgunj family. The name ‘Amartya’ which means ‘immortal’ was
given to him by Rabindranath Tagore. He has taught in the UK and USA in
different universities. He made great contribution to welfare economics, social
choice theory, social and economic justice. He was awarded Nobel Prize in
Economics in 1998. He is one among the century’s hundred most influential
thinkers.
Parents & Spouse: His father was Ashutosh Sen who taught Chemistry at Dhaka
University. His mother’s name was Amita Sen. He has married thrice
as: Nabaneeta Dev Sen, Eva Colorni and Emma Rothschild.
Education: He got his education at
Presidency College in Calcutta (Kolkata). He completed his B.A, M.A and Ph. D.
from Trinity College, Cambridge in 1955, 1959 & 1959 respectively. He was
elected to a Prize Fellowship at Trinity College and he decided to study Philosophy
for four years. He liked this subject from his college days. He has received
more than nineteen honorary degrees throughout the world.
Jobs: He was offered a
professorship at the Jadavapur University in Calcutta during his Ph.D. He
headed the Dept. of Economics for three years (1956-58). He was a
visiting Prof. at Massachusetts Institute of Technology (1960-61). He also
taught at Delhi School of Economics, (1963-71). He taught at London School of
Economics (1927-77). He taught at Trinity College (1998-2004). He started
teaching Economics and Philosophy at Harvard from 2004.
Literary Works: He has more interest in poverty & famines and
most of his works deal with this. “Poverty and Famines’
(1981), “Collective Choice and Social Welfare” (1970), “Poverty and
Famines: An Essay on Entitlement and Deprivation” (1981), “Rationality and
Freedom” (2002), “The Argumentative Indian” (2005), “Identity and Violence: The
Illusion of Destiny” (2006), “Growth Economics”, “Commodities and
Capabilities”, “The Standard of Living”, “Development as Freedom”, “Writing on
Indian History”, “Culture and Identity” and “Identity and Violence”.
Awards & Prizes: He was awarded Bharat Ratna (1999), Nobel Memorial Prize in
Economic Science (1998), IHEU International Humanist Award (2002), National
Humanities Medal (2111), Princess of Asturias Award for Social Sciences (2021).
Summary and Analysis
Introduction: “How to Judge Globalism” is a well
argument of Sen about the defense of ‘globalization’. In Globalization
different cultures of the world become one with trade. This is the result of
the multi-national companies and worldwide communication. It is not
a new concept but an old one. This is without doubt a clear safe guard of the
globalization. Sen says in this essay that globalization is not new concept but
it is old one. In his view this is the cultural and intellectual mixture of the
whole world.
Globalization not Western concept: This is not totally
the concept of West. But this is the result of the cultural exchange between
East and West. It is wrongly considered same as Westernization. He
poses questions and gives its answer himself as: “Is Globalization really a new
Western curse? It is, in fact, neither nor necessarily Western and it is not a
curse.” So according to Sen Globalization is neither Western concept
nor a Curse.
Origin of Globalization: Sen goes to the
beginning or origin of the Globalization. He says “To illustrate, consider the
world at the beginning of the last millennium rather than at its end.”
According his him the global effect of science, technology etc has changed the
old world. He says “The high technology in the world of 1000 AD included paper,
the printing press…..were used extensively in China”. Then he gives
the example of Mathematics as “A similar movement occurred in the Eastern
influence on Western Mathematics. The decimal system emerged and became well
developed in India…” So, according to him the decimal system has origin from
India developed in 2nd and 6th Century.
A
Global Heritage: The global heritage is
the world heritage concept. There is chain of intellectual relations that link
the world.
Global Interdependences and Movements: There are so many
developments in which the West was not involved. The technology of printing was
invented by China. Are the Poor Getting Poorer? According to Sen Globalization
is not unfair to the poor. The poor are getting richer due to Globalization.
Omissions and
Commissions: For the growth of Globalization
inefficient and inequitable trade restrictions need to be removed.
گلوبلزم کو کیسے جج کریں (امرتیہ سین)مصنف کے بارے میں (امرتیہ سین)تعارف: امرتیہ سین 3 نومبر 1933 کو پیدا ہوئے۔ وہ شانتی نکیتن (ٹیگور کی وشو بھارتی کا کیمپس)، بنگال پریزیڈنسی، برٹش انڈیا، اس وقت بنگلہ دیش میں پیدا ہوئے۔ وہ مشہور ماہر معاشیات اور فلسفی ہیں۔ ان کا تعلق مانک گنج خاندان سے ہے۔ ’امرتیہ‘ جس کا مطلب ہے ’امر‘ نام انہیں رابندر ناتھ ٹیگور نے دیا تھا۔ وہ برطانیہ اور امریکہ کی مختلف یونیورسٹیوں میں پڑھا چکے ہیں۔ انہوں نے فلاحی معاشیات، سماجی انتخاب کے نظریہ، سماجی اور معاشی انصاف میں بہت بڑا تعاون کیا۔ انہیں 1998 میں معاشیات کا نوبل انعام دیا گیا تھا۔ وہ صدی کے سو بااثر مفکرین میں سے ایک ہیں۔
والدین اور شریک حیات: ان کے والد آشوتوش سین تھے جو ڈھاکہ یونیورسٹی میں کیمسٹری پڑھاتے تھے۔ ان کی والدہ کا نام امیتا سین تھا۔ اس نے تین بار شادیاں کیں: نبنیتا دیو سین، ایوا کولونی اور ایما روتھسائلڈ۔
تعلیم: انہوں نے کلکتہ (کولکتہ) میں پریزیڈنسی کالج میں تعلیم حاصل کی۔ انہوں نے 1955، 1959 اور 1959 میں بالترتیب ٹرینٹی کالج، کیمبرج سے بی اے، ایم اے اور پی ایچ ڈی مکمل کیا۔ وہ تثلیث کالج میں انعامی فیلوشپ کے لیے منتخب ہوئے اور انہوں نے چار سال تک فلسفہ پڑھنے کا فیصلہ کیا۔ اسے کالج کے زمانے سے ہی یہ مضمون پسند تھا۔ انہوں نے دنیا بھر میں انیس سے زائد اعزازی ڈگریاں حاصل کیں۔
نوکریاں: انہیں پی ایچ ڈی کے دوران کلکتہ کی جاداواپور یونیورسٹی میں پروفیسر شپ کی پیشکش کی گئی۔ انہوں نے تین سال (1956-58) تک شعبہ اقتصادیات کے سربراہ رہے۔ وہ میساچوسٹس انسٹی ٹیوٹ آف ٹیکنالوجی (1960-61) میں وزٹنگ پروفیسر تھے۔ انہوں نے دہلی اسکول آف اکنامکس (1963-71) میں بھی پڑھایا۔ انہوں نے لندن سکول آف اکنامکس (1927-77) میں پڑھایا۔ انہوں نے ٹرینیٹی کالج (1998-2004) میں پڑھایا۔ انہوں نے 2004 سے ہارورڈ میں معاشیات اور فلسفہ پڑھانا شروع کیا۔
ادبی کام: اسے غربت اور قحط میں زیادہ دلچسپی ہے اور اس کی زیادہ تر تصانیف اسی سے متعلق ہیں۔ "غربت اور قحط' (1981)، "اجتماعی انتخاب اور سماجی بہبود" (1970)، "غربت اور قحط: استحقاق اور محرومی پر ایک مضمون" (1981)، "عقلیت اور آزادی" (2002)، "دلیل ہندوستانی" (2005)، "شناخت اور تشدد: تقدیر کا وہم" (2006)، "ترقی معاشیات"، "اجناس اور صلاحیتیں"، "زندگی کا معیار"، "آزادی کے طور پر ترقی"، "ہندوستانی تاریخ پر تحریر"، " ثقافت اور شناخت" اور "شناخت اور تشدد"۔ایوارڈز اور انعامات: انہیں بھارت رتن (1999)، اکنامک سائنس میں نوبل میموریل پرائز (1998)، IHEU انٹرنیشنل ہیومنسٹ ایوارڈ (2002)، نیشنل ہیومینٹیز میڈل (2111)، پرنسس آف آسٹوریاس ایوارڈ برائے سوشل سائنسز (2021) سے نوازا گیا۔
"گلوبلزم کو کیسے جج کریں" کا خلاصہ اور تجزیہتعارف: "گلوبلائزیشن کو کیسے جج کیا جائے" 'عالمگیریت' کے دفاع کے بارے میں سین کی ایک اچھی دلیل ہے۔ عالمگیریت میں دنیا کی مختلف ثقافتیں تجارت کے ساتھ ایک ہو جاتی ہیں۔ یہ ملٹی نیشنل کمپنیوں اور دنیا بھر میں رابطے کا نتیجہ ہے۔ یہ کوئی نیا نہیں بلکہ پرانا تصور ہے۔ بلا شبہ یہ عالمگیریت کا واضح محافظ ہے۔ سین نے اس مضمون میں کہا ہے کہ عالمگیریت کوئی نیا تصور نہیں ہے بلکہ یہ پرانا ہے۔ ان کی نظر میں یہ پوری دنیا کا تہذیبی اور فکری مرکب ہے۔
عالمگیریت مغربی تصور نہیں: یہ مکمل طور پر مغرب کا تصور نہیں ہے۔ لیکن یہ مشرق اور مغرب کے درمیان ثقافتی تبادلے کا نتیجہ ہے۔ اسے غلط طور پر ویسٹرنائزیشن جیسا ہی سمجھا جاتا ہے۔ وہ سوالات اٹھاتا ہے اور اس کا جواب خود دیتا ہے: "کیا گلوبلائزیشن واقعی ایک نئی مغربی لعنت ہے؟ یہ درحقیقت نہ تو مغربی ہے اور نہ ہی ضروری ہے اور یہ کوئی لعنت نہیں ہے۔‘‘ چنانچہ سین کے مطابق گلوبلائزیشن نہ تو مغربی تصور ہے اور نہ ہی لعنت۔
عالمگیریت کی ابتدا: سین عالمگیریت کے آغاز یا اصل کی طرف جاتا ہے۔ وہ کہتا ہے کہ "سمجھنے کے لیے، دنیا کو اس کے اختتام کے بجائے آخری ہزار سال کے آغاز میں دیکھیں۔" ان کے مطابق سائنس، ٹیکنالوجی وغیرہ کے عالمی اثرات نے پرانی دنیا کو بدل کر رکھ دیا ہے۔ وہ کہتے ہیں کہ "1000 عیسوی کی دنیا میں اعلیٰ ٹیکنالوجی میں کاغذ، پرنٹنگ پریس... چین میں بڑے پیمانے پر استعمال کیا جاتا تھا"۔ اس کے بعد وہ ریاضی کی مثال دیتا ہے کہ "مغربی ریاضی پر مشرقی اثر میں بھی ایسی ہی تحریک پیدا ہوئی۔ اعشاریہ نظام ابھرا اور ہندوستان میں اچھی طرح سے تیار ہوا…" چنانچہ، اس کے مطابق اعشاریہ نظام ہندوستان سے نکلا ہے جو دوسری اور چھٹی صدی میں تیار ہوا۔
عالمی ورثہ: عالمی ورثہ عالمی ورثہ کا تصور ہے۔ فکری رشتوں کا سلسلہ ہے جو دنیا کو جوڑتا ہے۔
عالمی باہمی انحصار اور تحریکیں: ایسی بہت ساری پیشرفتیں ہیں جن میں مغرب ملوث نہیں تھا۔ پرنٹنگ کی ٹیکنالوجی چین نے ایجاد کی تھی۔ کیا غریب غریب تر ہوتے جا رہے ہیں؟ سین کے مطابق گلوبلائزیشن غریبوں کے ساتھ ناانصافی نہیں ہے۔ گلوبلائزیشن کی وجہ سے غریب امیر تر ہوتا جا رہا ہے۔
غلطی اور کمیشن: گلوبلائزیشن کی ترقی کے لیے غیر موثر اور غیر منصفانہ تجارتی پابندیوں کو ہٹانے کی ضرورت ہے۔
How to Jude Globalism
(Text)
Globalization is often seen as global Westernization. On this point, there is
substantial agreement among many proponents and opponents. Those who take an
upbeat view of globalization see it as a marvelous contribution of Western civilization
to the world. There is a nicely stylized history in which the great
developments happened in Europe: First came the Renaissance, then the
Enlightenment and the Industrial Revolution, and these led to a massive
increase in living standards in the West. And now the great achievements of the
West are spreading to the world. In this view, globalization is not only good,
it is also a gift from the West to the world. The champions of this reading of
history tend to feel upset not just because this great benefaction is seen as a
curse but also because it is undervalued and castigated by an ungrateful world.
From
the opposite perspective, Western dominance--sometimes seen as a continuation
of Western imperialism--is the devil of the piece. In this view, contemporary
capitalism, driven and led by greedy and grabby Western countries in Europe and
North America, has established rules of trade and business relations that do
not serve the interests of the poorer people in the world. The celebration of
various non-Western identities--defined by religion (as in Islamic
fundamentalism), region (as in the championing of Asian values), or culture (as
in the glorification of Confucian ethics)--can add fuel to the fire of
confrontation with the West.
Is globalization really
a new Western curse? It is, in fact, neither new nor necessarily Western; and
it is not a curse. Over thousands of years, globalization has contributed to
the progress of the world through travel, trade, migration, spread of cultural
influences, and dissemination of knowledge and understanding (including that of
science and technology). These global interrelations have often been very
productive in the advancement of different countries. They have not necessarily
taken the form of increased Western influence. Indeed, the active agents of
globalization have often been located far from the West.
To illustrate, consider
the world at the beginning of the last millennium rather than at its end.
Around 1000 A.D., global reach of science, technology, and mathematics was
changing the nature of the old world, but the dissemination then was, to a
great extent, in the opposite direction of what we see today. The high
technology in the world of 1000 A.D. included paper, the printing press, the
crossbow, gunpowder, the iron-chain suspension bridge, the kite, the magnetic
compass, the wheelbarrow, and the rotary fan. A millennium ago, these items
were used extensively in China--and were practically unknown elsewhere.
Globalization spread them across the world, including Europe.
A similar movement
occurred in the Eastern influence on Western mathematics. The decimal system
emerged and became well developed in India between the second and sixth
centuries; it was used by Arab mathematicians soon thereafter. These mathematical
innovations reached Europe mainly in the last quarter of the tenth century and
began having an impact in the early years of the last millennium, playing an
important part in the scientific revolution that helped to transform Europe.
The agents of globalization are neither European nor exclusively Western, nor
are they necessarily linked to Western dominance. Indeed, Europe would have
been a lot poorer--economically, culturally, and scientifically--had it
resisted the globalization of mathematics, science, and technology at that
time. And today, the same principle applies, though in the reverse direction
(from West to East). To reject the globalization of science and technology
because it represents Western influence and imperialism would not only amount
to overlooking global contributions--drawn from many different parts of the
world--that lie solidly behind so-called Western science and technology, but
would also be quite a daft practical decision, given the extent to which the
whole world can benefit from the process.
A Global Heritage
In resisting the
diagnosis of globalization as a phenomenon of quintessentially Western origin,
we have to be suspicious not only of the anti-Western rhetoric but also of the
pro-Western chauvinism in many contemporary writings. Certainly, the
Renaissance, the Enlightenment, and the Industrial Revolution were great
achievements--and they occurred mainly in Europe and, later, in America. Yet
many of these developments drew on the experience of the rest of the world, rather
than being confined within the boundaries of a discrete Western civilization.
Our global civilization
is a world heritage--not just a collection of disparate local cultures. When a
modern mathematician in Boston invokes an algorithm to solve a difficult
computational problem, she may not be aware that she is helping to commemorate
the Arab mathematician Mohammad Ibn Musa-al-Khwarizmi, who flourished in the
first half of the ninth century. (The word algorithm is
derived from the name al-Khwarizmi.) There is a chain of intellectual relations
that link Western mathematics and science to a collection of distinctly
non-Western practitioners, of whom al-Khwarizmi was one. (The term algebra is
derived from the title of his famous book Al-Jabr wa-al-Muqabilah.)
Indeed, al-Khwarizmi is one of many non-Western contributors whose works
influenced the European Renaissance and, later, the Enlightenment and the
Industrial Revolution. The West must get full credit for the remarkable
achievements that occurred in Europe and Europeanized America, but the idea of
an immaculate Western conception is an imaginative fantasy.
Not only is the progress of global science and
technology not an exclusively West-led phenomenon, but there were major global
developments in which the West was not even involved. The printing of the
world's first book was a marvelously globalized event. The technology of
printing was, of course, entirely an achievement of the Chinese. But the
content came from elsewhere. The first printed book was an Indian Sanskrit
treatise, translated into Chinese by a half-Turk. The book, Vajracchedika
Prajnaparamitasutra (sometimes referred to as "The Diamond
Sutra"), is an old treatise on Buddhism; it was translated into Chinese
from Sanskrit in the fifth century by Kumarajiva, a half-Indian and
half-Turkish scholar who lived in a part of eastern Turkistan called Kucha but
later migrated to China. It was printed four centuries later, in 868 a.d. All
this involving China, Turkey, and India is globalization, all right, but the
West is not even in sight.
Global Interdependences and Movements
The misdiagnosis that
globalization of ideas and practices has to be resisted because it entails
dreaded Westernization has played quite a regressive part in the colonial and
postcolonial world. This assumption incites parochial tendencies and undermines
the possibility of objectivity in science and knowledge. It is not only
counterproductive in itself; given the global interactions throughout history,
it can also cause non-Western societies to shoot themselves in the foot--even
in their precious cultural foot.
Consider the resistance in India to the use of
Western ideas and concepts in science and mathematics. In the nineteenth
century, this debate fitted into a broader controversy about Western education
versus indigenous Indian education. The "Westernizers," such as the
redoubtable Thomas Babington Macaulay, saw no merit whatsoever in Indian
tradition. "I have never found one among them [advocates of Indian tradition]
who could deny that a single shelf of a good European library was worth the
whole native literature of India and Arabia," he declared. Partly in
retaliation, the advocates of native education resisted Western imports
altogether. Both sides, however, accepted too readily the foundational
dichotomy between two disparate civilizations.
European mathematics,
with its use of such concepts as sine, was viewed as a purely
"Western" import into India. In fact, the fifth-century Indian
mathematician Aryabhata had discussed the concept of sine in his classic work
on astronomy and mathematics in 499 a.d., calling it by its Sanskrit
name, jya-ardha (literally, "half-chord"). This
word, first shortened to jya in Sanskrit, eventually became
the Arabic jiba and, later, jaib, which
means "a cove or a bay." In his history of mathematics, Howard Eves
explains that around 1150 a.d., Gherardo of Cremona, in his translations from
the Arabic, rendered jaib as the Latin sinus, the
corresponding word for a cove or a bay. And this is the source of the modern
word sine. The concept had traveled full circle--from India,
and then back.
To see globalization as merely Western
imperialism of ideas and beliefs (as the rhetoric often suggests) would be a
serious and costly error, in the same way that any European resistance to
Eastern influence would have been at the beginning of the last millennium. Of
course, there are issues related to globalization that do connect with
imperialism (the history of conquests, colonialism, and alien rule remains
relevant today in many ways), and a postcolonial understanding of the world has
its merits. But it would be a great mistake to see globalization primarily as a
feature of imperialism. It is much bigger--much greater--than that.
The issue of the
distribution of economic gains and losses from globalization remains an
entirely separate question, and it must be addressed as a further--and
extremely relevant--issue. There is extensive evidence that the global economy
has brought prosperity to many different areas of the globe. Pervasive poverty
dominated the world a few centuries ago; there were only a few rare pockets of
affluence. In overcoming that penury, extensive economic interrelations and
modern technology have been and remain influential. What has happened in Europe,
America, Japan, and East Asia has important messages for all other regions, and
we cannot go very far into understanding the nature of globalization today
without first acknowledging the positive fruits of global economic contacts.
Indeed, we cannot reverse the economic
predicament of the poor across the world by withholding from them the great
advantages of contemporary technology, the well-established efficiency of
international trade and exchange, and the social as well as economic merits of
living in an open society. Rather, the main issue is how to make good use of
the remarkable benefits of economic intercourse and technological progress in a
way that pays adequate attention to the interests of the deprived and the
underdog. That is, I would argue, the constructive question that emerges from
the so-called antiglobalization movements.
Are the Poor Getting Poorer?
The principal challenge
relates to inequality--international as well as intranational. The troubling
inequalities include disparities in affluence and also gross asymmetries in
political, social, and economic opportunities and power.
A crucial question concerns the sharing of the
potential gains from globalization--between rich and poor countries and among
different groups within a country. It is not sufficient to understand that the
poor of the world need globalization as much as the rich do; it is also
important to make sure that they actually get what they need. This may require
extensive institutional reform, even as globalization is defended.
There is also a need
for more clarity in formulating the distributional questions. For example, it
is often argued that the rich are getting richer and the poor poorer. But this
is by no means uniformly so, even though there are cases in which this has
happened. Much depends on the region or the group chosen and what indicators of
economic prosperity are used. But the attempt to base the castigation of
economic globalization on this rather thin ice produces a peculiarly fragile
critique.
On the other side, the
apologists of globalization point to their belief that the poor who participate
in trade and exchange are mostly getting richer. Ergo--the argument
runs--globalization is not unfair to the poor: they too benefit. If the central
relevance of this question is accepted, then the whole debate turns on
determining which side is correct in this empirical dispute. But is this the
right battleground in the first place? I would argue that it is not.
Global Justice and the Bargaining Problem
Even if the poor were
to get just a little richer, this would not necessarily imply that the poor
were getting a fair share of the potentially vast benefits of global economic
interrelations. It is not adequate to ask whether international inequality is
getting marginally larger or smaller. In order to rebel against the appalling
poverty and the staggering inequalities that characterize the contemporary
world--or to protest against the unfair sharing of benefits of global
cooperation--it is not necessary to show that the massive inequality or
distributional unfairness is also getting marginally larger. This is a separate
issue altogether.
When there are gains
from cooperation, there can be many possible arrangements. As the game theorist
and mathematician John Nash discussed more than half a century ago (in
"The Bargaining Problem," published in Econometrica in
1950, which was cited, among other writings, by the Royal Swedish Academy of
Sciences when Nash was awarded the Nobel Prize in economics), the central issue
in general is not whether a particular arrangement is better for everyone than
no cooperation at all would be, but whether that is a fair division of the
benefits. One cannot rebut the criticism that a distributional arrangement is
unfair simply by noting that all the parties are better off than they would be
in the absence of cooperation; the real exercise is the choice between these
alternatives.
An Analogy with the Family
By analogy, to argue
that a particularly unequal and sexist family arrangement is unfair, one does
not have to show that women would have done comparatively better had there been
no families at all, but only that the sharing of the benefits is seriously
unequal in that particular arrangement. Before the issue of gender justice
became an explicitly recognized concern (as it has in recent decades), there
were attempts to dismiss the issue of unfair arrangements within the family by
suggesting that women did not need to live in families if they found the
arrangements so unjust. It was also argued that since women as well as men
benefit from living in families, the existing arrangements could not be unfair.
But even when it is accepted that both men and women may typically gain from
living in a family, the question of distributional fairness remains. Many
different family arrangements--when compared with the absence of any family
system--would satisfy the condition of being beneficial to both men and women.
The real issue concerns how fairly benefits associated with these respective
arrangements are distributed.
Likewise, one cannot
rebut the charge that the global system is unfair by showing that even the poor
gain something from global contacts and are not necessarily made poorer. That
answer may or may not be wrong, but the question certainly is. The critical
issue is not whether the poor are getting marginally poorer or richer. Nor is
it whether they are better off than they would be had they excluded themselves
from globalized interactions.
Again, the real issue is the distribution of
globalization's benefits. Indeed, this is why many of the antiglobalization
protesters, who seek a better deal for the underdogs of the world economy, are
not--contrary to their own rhetoric and to the views attributed to them by
others--really "antiglobalization." It is also why there is no real
contradiction in the fact that the so-called antiglobalization protests have
become among the most globalized events in the contemporary world.
Altering Global Arrangements
However, can those
less-well-off groups get a better deal from globalized economic and social
relations without dispensing with the market economy itself? They certainly
can. The use of the market economy is consistent with many different ownership
patterns, resource availabilities, social opportunities, and rules of operation
(such as patent laws and antitrust regulations). And depending on these
conditions, the market economy would generate different prices, terms of trade,
income distribution, and, more generally, diverse overall outcomes. The arrangements
for social security and other public interventions can make further
modifications to the outcomes of the market processes, and together they can
yield varying levels of inequality and poverty.
The central question is
not whether to use the market economy. That shallow question is easy to answer,
because it is hard to achieve economic prosperity without making extensive use
of the opportunities of exchange and specialization that market relations
offer. Even though the operation of a given market economy can be significantly
defective, there is no way of dispensing with the institution of markets in
general as a powerful engine of economic progress.
But this recognition
does not end the discussion about globalized market relations. The market
economy does not work by itself in global relations--indeed, it cannot operate
alone even within a given country. It is not only the case that a
marketinclusive system can generate very distinct results depending on various
enabling conditions (such as how physical resources are distributed, how human
resources are developed, what rules of business relations prevail, what
social-security arrangements are in place, and so on). These enabling
conditions themselves depend critically on economic, social, and political
institutions that operate nationally and globally.
The crucial role of the
markets does not make the other institutions insignificant, even in terms of the
results that the market economy can produce. As has been amply established in
empirical studies, market outcomes are massively influenced by public policies
in education, epidemiology, land reform, microcredit facilities, appropriate
legal protections, et cetera; and in each of these fields, there is work to be
done through public action that can radically alter the outcome of local and
global economic relations.
Institutions and Inequality
Globalization has much
to offer; but even as we defend it, we must also, without any contradiction,
see the legitimacy of many questions that the antiglobalization protesters ask.
There may be a misdiagnosis about where the main problems lie (they do not lie
in globalization, as such), but the ethical and human concerns that yield these
questions call for serious reassessments of the adequacy of the national and
global institutional arrangements that characterize the contemporary world and
shape globalized economic and social relations.
Global capitalism is
much more concerned with expanding the domain of market relations than with,
say, establishing democracy, expanding elementary education, or enhancing the
social opportunities of society's underdogs. Since globalization of markets is,
on its own, a very inadequate approach to world prosperity, there is a need to
go beyond the priorities that find expression in the chosen focus of global
capitalism. As George Soros has pointed out, international business concerns
often have a strong preference for working in orderly and highly organized
autocracies rather than in activist and less-regimented democracies, and this
can be a regressive influence on equitable development. Further, multinational
firms can exert their influence on the priorities of public expenditure in less
secure third-world countries by giving preference to the safety and convenience
of the managerial classes and of privileged workers over the removal of
widespread illiteracy, medical deprivation, and other adversities of the poor.
These possibilities do not, of course, impose any insurmountable barrier to
development, but it is important to make sure that the surmountable barriers
are actually surmounted.
Omissions and Commissions
The injustices that
characterize the world are closely related to various omissions that need to be
addressed, particularly in institutional arrangements. I have tried to identify
some of the main problems in my book Development as Freedom (Knopf,
1999). Global policies have a role here in helping the development of national
institutions (for example, through defending democracy and supporting schooling
and health facilities), but there is also a need to re-examine the adequacy of
global institutional arrangements themselves. The distribution of the benefits
in the global economy depends, among other things, on a variety of global
institutional arrangements, including those for fair trade, medical
initiatives, educational exchanges, facilities for technological dissemination,
ecological and environmental restraints, and fair treatment of accumulated
debts that were often incurred by irresponsible military rulers of the past.
In addition to the
momentous omissions that need to be rectified, there are also serious problems
of commission that must be addressed for even elementary global ethics. These
include not only inefficient and inequitable trade restrictions that repress
exports from poor countries, but also patent laws that inhibit the use of
lifesaving drugs--for diseases like AIDS--and that give inadequate incentive
for medical research aimed at developing nonrepeating medicines (such as
vaccines). These issues have been much discussed on their own, but we must also
note how they fit into a general pattern of unhelpful arrangements that
undermine what globalization could offer.
Another--somewhat less
discussed--global "commission" that causes intense misery as well as
lasting deprivation relates to the involvement of the world powers in
globalized arms trade. This is a field in which a new global initiative is
urgently required, going beyond the need--the very important need--to curb
terrorism, on which the focus is so heavily concentrated right now. Local wars
and military conflicts, which have very destructive consequences (not least on
the economic prospects of poor countries), draw not only on regional tensions
but also on global trade in arms and weapons. The world establishment is firmly
entrenched in this business: the Permanent Members of the Security Council of
the United Nations were together responsible for 81 percent of world arms
exports from 1996 through 2000. Indeed, the world leaders who express deep
frustration at the "irresponsibility" of antiglobalization protesters
lead the countries that make the most money in this terrible trade. The G-8
countries sold 87 percent of the total supply of arms exported in the entire
world. The U.S. share alone has just gone up to almost 50 percent of the total
sales in the world. Furthermore, as much as 68 percent of the American arms
exports went to developing countries.
The arms are used with
bloody results--and with devastating effects on the economy, the polity, and
the society. In some ways, this is a continuation of the unhelpful role of
world powers in the genesis and flowering of political militarism in Africa
from the 1960s to the 1980s, when the Cold War was fought over Africa. During
these decades, when military overlords--Mobuto Sese Seko or Jonas Savimbi or
whoever--busted social and political arrangements (and, ultimately, economic
order as well) in Africa, they could rely on support either from the United
States and its allies or from the Soviet Union, depending on their military
alliances. The world powers bear an awesome responsibility for helping in the
subversion of democracy in Africa and for all the far-reaching negative
consequences of that subversion. The pursuit of arms "pushing" gives
them a continuing role in the escalation of military conflicts today--in Africa
and elsewhere. The U.S. refusal to agree to a joint crackdown even on illicit
sales of small arms (as proposed by UN Secretary-General Kofi Annan)
illustrates the difficulties involved.
Fair Sharing of Global Opportunities
To conclude, the
confounding of globalization with Westernization is not only ahistorical, it
also distracts attention from the many potential benefits of global
integration. Globalization is a historical process that has offered an
abundance of opportunities and rewards in the past and continues to do so
today. The very existence of potentially large benefits makes the question of fairness
in sharing the benefits of globalization so critically important.
The central issue of
contention is not globalization itself, nor is it the use of the market as an
institution, but the inequity in the overall balance of institutional
arrangements--which produces very unequal sharing of the benefits of
globalization. The question is not just whether the poor, too, gain something
from globalization, but whether they get a fair share and a fair opportunity.
There is an urgent need for reforming institutional arrangements--in addition
to national ones--in order to overcome both the errors of omission and those of
commission that tend to give the poor across the world such limited
opportunities. Globalization deserves a reasoned defense, but it also needs
reform.
Text
Book Questions of How to Judge Globalism
Q. 1. Contrary to common
perception, Sen sees the ‘active agents of Globalization … located far from the
West’. Give two illustrations to prove the truth of his assertion.
Ans. There was a common perception among some thinker or common men
that Globalization is the new and Western concept. Amarta Sen is of the view
that globalization is neither new trend nor started by the
west. According to Sen Globalization is the cultural and intellectual
exchange between mankind that has been going on for ages. He is against this
concept that globalization is a western concept. He provides many examples of
cultural harmony between the eastern and western countries. He wants to explain
how this has put in to the improvement and development of both.
Sen
has given so many illustrations to prove the truth that of his perception that
‘active agents of Globalization . . . located far from the West’. The two
illustrations among them are:
1.
He explains the foundation or origin of the Globalization far
from the West with this example. He says “To illustrate, consider
the world at the beginning of the last millennium rather than at its end.”
According him the science & technology has changed the old world not the
West. He writers as “The high technology in the world of 1000 AD included
paper, the printing press…..were used extensively in China”. So he explains
that neither West nor East has made the revolution by inventing the
paper.
2.
Then he gives another example of Mathematics to illustrate his perception as “A
similar movement occurred in the Eastern influence on Western Mathematics. The
decimal system emerged and became well developed in India…” So, according to
Sen the origin of Mathematics had started from the East. As the decimal system
has origin from India developed in 2nd and 6th Century.
Q. 2. In the essay Sen
asserts that ‘our global civilization is a world heritage’. How does he argue
his case? Do you agree with him? Give a reasoned answer.
Ans. In his essay “How to Judge Globalism” Sen asserts that ‘our global
civilization is a world heritage’. He has argued up on this throughout this
essay. According to Sen global civilization is a world heritage. He
says that it not just a compilation of different local cultures. He
says that ‘global civilization is’ not totally the concept of West but ‘is a
world heritage’. But this is the result of the cultural exchange between East
and West. It is wrongly considered same as Westernization. He poses
questions and gives its answer himself as: “Is Globalization really a new
Western curse? It is, in fact, neither nor necessarily Western and it is not a
curse.” So according to Sen Globalization is neither Western concept
nor a Curse, but is a world heritage. We also agree with him about
this perception that ‘our global civilization is a world heritage’.
Q. 4. While talking of
‘distributional fairness’ Sen uses the analogy of a family. Explain how he uses
it to explain what he believes to be as an error of approach towards
globalization.
Ans. Sen uses the
analogy of the family while
talking about the distributional arrangement. He uses it to explain his belief
to be as an error of approach towards globalization. It is believed that to
favor one gender is not good. He writes as “By analogy, to argue a particularly
unequal and sexist family arrangement is unfair, one does not have to show that
women would have done comparatively better had there been no families at
all.’’ According to Sen the question is not whether someone is
better than another. He is against this notion that poor are getting poor due
to globalization. His view is that poor are also getting something from the
global contacts.
Q. 5. Even
though Sen defends globalization, he is aware that it is fraught with problems.
What according to him is the ‘real issue’ that needs be addressed? Give a
well-reasoned answer.
Ans. There is no doubt
in this that even though Sen defends globalization, but he is also aware about
this that it has also some problems. He explains the ‘real issue’ that needs to
be addressed as:
1. Global capitalism
should not be more dominated by market relations than with democracy.
2. The business at
international level should not have autocracies.
3. Multinational companies
should work for the removal of illiteracy, medial deprivation etc.
4. Exports from poor
countries must not be suppressed.
5. The super powers of
the world should not dominate in globalization.
6. There should be equal
development without any difference.
Exercise
2
Choose
the correct option.
1. While referring
to the printing of the world's first book as a 'globalized event', which
country does Sen not cite? a. China b. India c. Italy d. Turkey
2. Sen uses the
expression 'shoot themselves in the foot' at one place. What does it mean? a.
to cause physical harm, b. to handle a
situation courageously;
c. to foolishly harm one's own cause, d.
none of the above
3. The Latin term
for ‘a cove or a bay’ is a. jya. , b. jaib. , c. jiba. , d. none
of the above
4. Sen's approach
to anti-globalisation movements is: a. extremely critical. b. highly appreciative. c. completely
defensive. d. none of the above
5. Sen argues that
globalization a. has much to offer. b. should be defended against
anti-globalisation protestors. c. examines the legitimacy of questions raised
by anti-globalisation movements. d. a.
and c.
6.Sen insists that
globalization a. needs reform. b. should address the problems of the poor.c.
should follow the principle of fair distribution. d. all of above
7. Which one of
the following is not true of Vajracchedika Prajnaparamitasutra? a. It
is an old treatise on Hinduism. b. It was the first printed book. c. It was
translated from Sanskrit into Chinese. d. It was translated by a half-Indian
and half-Turkish scholar.
8. According to
Sen, anti-globalisation protests are: a. localised events. b. globalised events. c. organised only for sensational value. d.
none of the above
Affixation is the
process of adding something in front of (where it is called a prefix), or after
(when it is called a suffix) a word or base. You may remember prefixes and
suffixes from your previous semesters. Affixation is by far the most prolific
and enduring form of English word formation.
Exercise
3
Add
appropriate prefixes to the given words. Find two synonyms for each new word
created.
S. no. Base New
Word Synonym 1 Synonym
2
1. Social Antisocial
Unfriendly Uncommunicative
2. Calculate Miscalculate Blunder Err
3. Active Inactive
Lazy Sluggish
4. Climax Anticlimax Disappointment Bathos
5. Conception Misconception Delusion Fallacy
6. Slavery Antislavery Abolitionist Anti-colonial
7. Behave Misbehave Be bad Be naughty
8. Aircraft Antiaircraft Flack Flak
9. Adventure Misadventure Accident Difficulty
10.
Septic Antiseptic
Disinfectant Germicide
11.
Discreet Indiscreet
Imprudent Unwise
12.
Grateful Ungrateful
Unthankful Thankless
Exercise
4
Here are some more words ending with
the suffix -cracy. Fill in the blanks with the appropriate word from the box.
Kleptocracy,
stratocracy, technocracy, geniocracy, plutocracy, plantocracy, oligocracy,
adhocracy
1. A government
where those in power are corrupt and financially self-interested. (Kleptocracy)
2. A framework for
a system of government which advocates a certain minimal criterion of
intelligence for political candidates and the electorate. (geniocracy)
3. A form of
government in which state power belongs to a small group of people
(oligocracy),
4. A form of
government headed by military forces. (stratocracy)
5. A system of
flexible and informal organisation and management in place of a rigid
bureaucracy. (adhocracy)
6. A ruling class
formed of plantation owners (plantocracy)
7. A government or social system controlled by
scientists and technical experts (technocracy)
8. A government or
state in which the wealthy rule. (plutocracy)
Exercise
5
Add -able or -ible
appropriately to the following words and form new words.
1. practice
(able), 2. Excit (able), 3. Access
(ible), 4. Convert (ible), 5. Approach (able), 6. Contempt (ible), 7. Irrit
(able), 8. Cur (able) 9. Incred(ible),
10. neglig (ible).
Exercise
6
Form
new words for each given word using the suffixes in brackets Remember to change
their root forms appropriately.
1. wonder (-ous):
wondrous, 2. remember (-ance): rememberance,
3. carpenter (-y): carpentry, 4. exclaim (-ation): exclamation, 5.
glamour (-ous): glamorous, 6. repeat (-ition): repetition, 7. vapour (-ise):
vaporize, 8. labour (ious): laborious, 9. encumber (-ance): encumbrance, 10.
enter (-ance): entrance,
11. pronounce
(-iation) : pronunciation, 12. monster (-ous): monstrous
Exercise
7
Following
are some words related to market and finance. Match them with their meanings.
1. tight money a. a market in which a few large sellers
control a commodity
2. stagflation b. an economic market with several
sellers but only one buyer
3. eminent domain c. the economic condition in which
credit is difficult to secure and interest rates are high
4. isolationism d. a period of slow economic growth and
high unemployment, in which prices keep rising
5. monopsony e. a policy of non-participation in
international relations
6. oligopoly f. right of the state to take private
property for public use
7. Laffer curve g. the branch of economics that studies
the economy of consumers or households or individual firms
8. microeconomics h.
measures the average price change of goods and services
9. glass ceiling i. a graph purporting to show the relation
between tax rates and government income
10. producer price index j. a ceiling based on attitudinal or
organisational bias in the work force that prevents minorities and women
from advancing to leadership
positions
Ans. 1=c, 2=d, 3=f, 4=e,
5=b, 6=a, 7=i, 8=g, 9=j, 10=h
Exercise
8
Find
out about each term given below and define each in a few sentences.
1. Outsourcing = Outsourcing is the business practice of hiring a party
outside a company to perform services or create goods that were traditionally
performed in-house by the company's own employees and staff.
2. Consumerism =
the protection or promotion
of the interests of consumers.
3. Global village
= the world
considered as a single community linked by telecommunications.
4. Sweatshops = A "sweatshop" is defined by
the US Department of Labor as a
factory that violates 2 or more labor laws.
5. Emerging economy = An emerging market economy is an economy that's transitioning into a developed economy.
1.
6. Crony capitalism = an economic system
characterized by close, mutually advantageous relationships between business
leaders and government officials.
7. Global plutocracy = plutarchy is a society that is ruled or controlled by
people of great wealth or income.
8. Cultural convergence = Cultural convergence is a trend where two cultures that interact a
lot start to appear more similar to each other
Exercise
9
Provide
the full form of the following global organisations and institutional arrangements. You may already be familiar with
a few of these acronyms.
1. WFTO = World
fair Trade Organization
2. UNESCAP= United
Economic and Social Commission of Asia and the Pacific
3.UNODC = United Nations Office on drugs and
crime
4. BIS = Bureau of Indian Stands
5. APEC= Asia Pacific Economic Cooperation
6. BRICS= Brazil, Russia, India, China, and
South Africa
7. ILO = International Labour Organization
8. UNWTO= United Nations World Tourism
Organization
9. ASEAN = Association of Southeast Asian
Nations
10. UNECA= United
Nations Economic Commission for Africa
11. EFTA= European Free Trade Association
12. SCO= Shanghai Cooperation Organization
13. OPEC= Organisation of Petroleum Exporting
Counties
14. ICCROM = International Centre for the
Study of Preservation and Restoration of Cultural Property
15. ITO = Indian Trade Organization
16. EU = The
European Union
Exercise
10
In the following list are names of some more
non-westerners who have contributed immensely to various fields. You may have
heard about them. Match the names with their respective fields of expertise.
1. Ibn al-aitham a. medicine b. optics
2. Al-Razi b. optics
3. Al-Zahrawi c. cartography
4. Ibn-Sina d. surgery
5. Al-idrisi e. flying machine
6. Abbas ibn
Firnas f. philosophy
Ans. 1=b, 2=f,
3=d, 4=a, 5=c, 6=a
Grammar
Note: Please for full explanation of Grammar Portion
watch live classes of ‘Clauses and Sentences’ on you tube channel ‘Dear
Students (Salim Sir)’
Use
the instructions given in brackets to rewrite the following sentences without
changing their meaning.
1. You'll get
hurt. Move away. (use if)
Ans. If you don’t
move away, you will get hurt.
2. Tagore was a
painter. He was also a poet. (use besides)
Ans. Besides a
painter, Tagore was also a poet.
3. He won a
lottery. He bought a new laptop. (use having)
Ans. Having won a
lottery, he bought a new laptop.
4. The sum is very
easy. Even a child can solve it. (use so, that)
Ans. The sum is so
easy that even a child can solve it.
5. The sun shines.
Make hay now. (use while)
Ans. Make a hay
while the sun shines.
6. He hurried
home. He might lose his way in the dark. (use lest)
Ans. He hurried
lest he might lose his way in the dark.
7. You must charge
less. I cannot buy this bag. (use unless)
Ans. Unless you
charge less, I cannot by this bag.
8. The burglar saw
the policeman coming. He fled from there. (use as soon as)
Ans. As soon as
the burglar saw the policeman coming, he fled from there.
Exercise
12
Do
as directed.
1. She received
praise and reward. (change to compound sentence)
Ans. She both
received praise and a reward.
2. He is not only
industrious but also wise. (change to simple sentence)
Ans. He is
industries and wise.
3. To avoid
accidents, you must follow traffic rules. (change to compound sentence)
Ans. You must
follow traffic rules and you will avoid traffic accidents.
4. Without your
help I can do nothing. (change to complex sentence)
Ans. If you will
not help me I can do nothing.
5. As soon as he
saw the lion, he ran away. (change to compound sentence)
Ans. He was the
lion and he ran away.
6. He heard the
news. He set off at once. (change to single simple sentence)
Ans. He set off at
one hearing the new.
7. He wishes to
become rich. He works hard. (change to complex sentence)
Ans. He works hard
as he wishes to become rich.
8. A person who
tells lies is seldom trusted. (change to simple sentence
Ans. A liar is
seldom trusted.
9. Do you know the
road which leads to the station? (change to simple sentence)
Ans. Do you know
the road to station?
10. He is a man of
great ability. (change to complex sentence)
Ans. He is a man
who has got great ability.
The Dog that Bit People
About the author (James
Thurber)
Life: James Grover Thurber was
born on 8-December 1894 in Columbus Ohio and died on 2- November 2, 1961. He was
a cartoonist,
author, humorist, journalist and playwright.
Education
and Job: He got his education at
his birth place Columbus Ohio. He had taken admission at
Ohio State University from 1913 to 1918 but had not completed the degree as
left without taking a degree. He get job of different newspaper jobs before
going in 1926 to New York City, where he was a reporter for the Evening Post. His contributions
to that magazine, a writer and as well as an artist were helpful for the
character of American humor. He left the job at staff magazine in 1935.
Literary Works: He was a good
writer and continued to write until his death. He had written
essays, stories, fable and plays. Also he was drawings and cartoons. Most of
his works were staged for television in the form of movies and musical
presentations. His
important works are “Is
Sex Necessary?”, “My
Life and Hard Times”, “The Last Flower”, “Fables for Our
Time”, “My World and Welcome To It”, “Many Moons” “The
White Deer” “The 13 Clocks”, “The Thurber Album” “The
Wonderful O” & “The Years with Ross” .
Summary and Analysius of
“The Dog that Bit People”
The Humorous story
“The Dog that Bit People” is an extract of James Thurber’s work “My Life and
Hard Times”. This is an autobiographical works in which he writes the tales.
These tales are humorous and deal with his peculiar family life. The book is
about his youth in Columbus, Ohio. This is a humors and laughter story. In
their family they have a pet dog whose name was Muggs. This dog was
ill-tempered and unreasonable. The dog has the habit of biting people. He bites
all who come in his way. Even the family members were not safe in front of
him.
This dog Muggs was one
of the problems for the family as well as the surrounding vicinity. He had not
left any one without bite. He had bitted all their neighbors and whoever visits
to their home. He had bitted the iceman and Congressman. The only
one person whom he has not bitted was the narrator’s mother. This is the one
person who loves him and takes his care. She sends candies to all those persons
to whom the dog bites. This story is full with literary terms or figure of
speeches.
وہ کتا جو لوگوں کو کاٹتا ہے۔مصنف کے بارے میں (جیمز تھربر)زندگی: جیمز گروور تھربر 8-دسمبر 1894 کو کولمبس اوہائیو میں پیدا ہوئے اور 2-2 نومبر 1961 کو انتقال کر گئے۔ وہ کارٹونسٹ، مصنف، مزاح نگار، صحافی اور ڈرامہ نگار تھے۔
تعلیم اور ملازمت: اس نے اپنی جائے پیدائش کولمبس اوہائیو میں تعلیم حاصل کی۔ انہوں نے 1913 سے 1918 تک اوہائیو اسٹیٹ یونیورسٹی میں داخلہ لیا تھا لیکن ڈگری حاصل کیے بغیر ڈگری مکمل نہیں کی تھی۔ 1926 میں نیو یارک شہر جانے سے پہلے اسے مختلف اخبارات کی نوکری ملی، جہاں وہ ایوننگ پوسٹ کے رپورٹر تھے۔ اس میگزین میں ان کی شراکت، ایک مصنف اور ساتھ ہی ایک فنکار امریکی مزاح کے کردار کے لیے مددگار تھے۔ انہوں نے 1935 میں اسٹاف میگزین میں ملازمت چھوڑ دی۔
ادبی کام: وہ ایک اچھے ادیب تھے اور اپنی موت تک لکھتے رہے۔ انھوں نے مضامین، کہانیاں، افسانے اور ڈرامے لکھے تھے۔ اس کے علاوہ وہ ڈرائنگ اور کارٹون تھے۔ ان کے زیادہ تر کام ٹیلی ویژن کے لیے فلموں اور میوزیکل پریزنٹیشنز کی شکل میں پیش کیے گئے۔ ان کی اہم تصانیف "کیا سیکس ضروری ہے؟"، "مائی لائف اینڈ ہارڈ ٹائمز"، "دی لاسٹ فلاور"، "فیبلز فار ہمارے ٹائم"، "مائی ورلڈ اینڈ ویلکم ٹو اٹ"، "مینی مونز" "دی سفید ہرن" ہیں۔ "دی 13 کلاک"، "دی تھربر البم" "دی ونڈرفل او" اور "دی ایئرز ود راس"۔
"لوگوں کو کاٹنے والا کتا" کا خلاصہ اور تجزیہ مزاحیہ کہانی "دی ڈاگ جو بٹ پیپل" جیمز تھربر کے کام "مائی لائف اینڈ ہارڈ ٹائمز" کا اقتباس ہے۔ یہ ایک سوانح عمری ہے جس میں وہ کہانیاں لکھتے ہیں۔ یہ کہانیاں مزاحیہ ہیں اور ان کی مخصوص خاندانی زندگی سے نمٹتی ہیں۔ کتاب کولمبس، اوہائیو میں ان کی جوانی کے بارے میں ہے۔ یہ ایک مزاح اور ہنسی کی کہانی ہے۔ ان کے خاندان میں ان کا ایک پالتو کتا ہے جس کا نام مگس تھا۔ یہ کتا بد مزاج اور غیر معقول تھا۔ کتے کو لوگوں کو کاٹنے کی عادت ہے۔ وہ اپنے راستے میں آنے والے سب کو کاٹ لیتا ہے۔ گھر والے بھی اس کے سامنے محفوظ نہ تھے۔یہ کتا Muggs خاندان کے ساتھ ساتھ ارد گرد کے علاقے کے مسائل میں سے ایک تھا. اس نے کسی کو کاٹے بغیر نہیں چھوڑا تھا۔ اس نے ان کے تمام پڑوسیوں اور جو بھی ان کے گھر جاتا تھا، کاٹ لیا تھا۔ اس نے آئس مین اور کانگریس مین کو کاٹ لیا تھا۔ صرف ایک شخص جسے اس نے نہیں کاٹا وہ راوی کی ماں تھی۔ یہ وہی شخص ہے جو اس سے پیار کرتا ہے اور اس کا خیال رکھتا ہے۔ وہ ان تمام افراد کو کینڈی بھیجتی ہے جن کو کتا کاٹتا ہے۔ یہ کہانی ادبی اصطلاحات یا تقریروں کے اعداد و شمار سے بھری ہوئی ہے۔
The Dog that Bit People (Text)
Probably no one man should have as many dogs in his life as I have had,
but there was more pleasure than distress in them for me except in the case of
an Airedale named Muggs. He gave me more trouble than all the other fifty-four
or -five put together, although my moment of keenest embarrassment was the time
a Scotch terrier named Jeannie, who had just had six puppies in the clothes
closet of a fourth floor apartment in New York, had the unexpected seventh and
last at the corner of Eleventh Street and Fifth Avenue during a walk she had
insisted on taking. Then, too, there was the prize winning French poodle, a
great big black poodle — none of your little, untroublesome white miniatures —
who got sick riding in the rumble seat’ of a car with me on her way to the
Greenwich Dog Show. She had a red rubber bib tucked around her throat and,
since a rain storm came up when we were halfway through the Bronx, I had to
hold over her a small green umbrella, really more of a parasol. The rain beat
down fearfully and suddenly the driver of the car drove into a big garage,
filled with mechanics. It happened so quickly that I forgot to put the umbrella
down and I will always remember, with sickening distress, the look of
incredulity mixed with hatred that came over the face of the particular
hardened garage man that came over to see what we wanted, when he took a look
at me and the poodle. All garage men, and people of that intolerant stripe,
hate poodles with their curious hair cut, especially the pom-poms that you got
to leave on their hips if you expect the dogs to win a prize.
But the Airedale, as I have said, was the
worst of all my dogs. He really wasn’t my dog, as a matter of fact: I came home
from a vacation one summer to find that my brother Roy had bought him while I
was away. A big, burly, choleric’ dog, he always acted as if he thought I
wasn’t one of the family. There was a slight advantage in being one of the
family, for he didn’t bite the family as often as he bit strangers. Still, in
the years that we had him he bit everybody but mother, and he made a pass at
her once but missed. That was during the month when we suddenly had mice, and
Muggs refused to do anything about them. Nobody ever had mice exactly like the
mice we had that month. They acted like pet mice, almost like mice somebody had
trained. They were so friendly that one night when mother entertained at dinner
the Friraliras, a club she and my father had belonged to for twenty years, she
put down a lot of little dishes with food in them on the pantry floor so that
the mice would be satisfied with that and wouldn’t come into the dining room.
Muggs stayed out in the pantry with the mice, lying on the floor, growling to
himself — not at the mice, but about all the people in the next room that he
would have liked to get at. Mother slipped out into the pantry once to see how
everything was going. Everything was going fine. It made her so mad to see
Muggs lying there, oblivious of the mice — they came running up to her — that
she slapped him and he slashed at her, but didn’t make it. He was sorry
immediately, mother said. He was always sorry, she said, after he bit someone,
but we could not understand how she figured this out. He didn’t act sorry.
Mother used to send a box of candy every
Christmas to the people the Airedale bit. The list finally contained forty or
more names. Nobody could understand why we didn’t get rid of the dog. I didn’t
understand it very well myself, but we didn’t get rid of him. I think that one
or two people tried to poison Muggs — he acted poisoned once in a while — and
old Major Moberly fired at him once with his service revolver near the Seneca
Hotel in East Broad Street — but Muggs lived to be almost eleven years old and
even when he could hardly get around he bit a Congressman who had called to see
my father on business. My mother had never liked the Congressman — she said the
signs of his horoscope showed he couldn’t be trusted (he was Saturn with the
moon in Virgo) — but she sent him a box of candy that Christmas. He sent it
right back, probably because he suspected it was trick candy. Mother persuaded
herself it was all for the best that the dog had bitten him, even though father
lost an important business association because of it. “I wouldn’t be associated
with such a man,” mother said, “Muggs could read him like a book.”
We used to take turns feeding Muggs to be
on his good side, but that didn’t always work. He was never in a very good
humor, even after a meal. Nobody knew exactly what was the matter with him, but
whatever it was it made him irascible, especially in the mornings. Roy never
felt very well in the morning, either, especially before breakfast, and once
when he came downstairs and found that Muggs had moodily chewed up the morning
paper he hit him in the face with a grapefruit and then jumped up on the dining
room table, scattering dishes and silverware and spilling the coffee. Muggs’
first free leap carried him all the way across the table and into a brass fire
screen in front of the gas grate but he was back on his feet in a moment and in
the end he got Roy and gave him a pretty vicious bite in the leg. Then he was
all over it; he never bit anyone more than once at a time. Mother always
mentioned that as an argument in his favor; she said he had a quick temper but
that he didn’t hold a grudge. She was forever defending him. I think she liked
him because he wasn’t well. “He’s not strong,” she would say, pityingly, but
that was inaccurate; he may not have been well but he was terribly strong.
One time my mother went to the Chittenden
Hotel to call on a woman mental healer who was lecturing in Columbus on the
subject of “Harmonious Vibrations.” She wanted to find out if it was possible
to get harmonious vibrations into a dog. “He’s a large tan-colored Airedale,”
mother explained. The woman said that she had never treated a dog but she
advised my mother to hold the thought that he did not bite and would not bite.
Mother was holding the thought the very next morning when Muggs got the iceman
but she blamed that slip-up on the iceman. “If you didn’t think he would bite
you, he wouldn’t,” mother told him. He stomped out of the house in a terrible
jangle of vibrations.
One morning when Muggs bit me slightly,
more or less in passing, I reached down and grabbed his short stumpy tail and
hoisted him into the air. It was a foolhardy thing to do and the last time I
saw my mother, about six months ago, she said she didn’t know what possessed
me. I don’t either, except that I was pretty mad. As long as I held the dog off
the floor by his tail he couldn’t get at me, but he twisted and jerked so,
snarling all the time, that I realized I couldn’t hold him that way very long.
I carried him to the kitchen and flung him onto the floor and shut the door on
him just as he crashed against it. But I forgot about the backstairs. Muggs
went up the backstairs and down the frontstairs and had me cornered in the
living room. I managed to get up onto the mantelpiece above the fireplace, but
it gave way and came down with a tremendous crash throwing a large marble
clock, several vases, and myself heavily to the floor. Muggs was so alarmed by
the racket that when I picked myself up he had disappeared. We couldn’t find
him anywhere, although we whistled and shouted, until old Mrs. Detweiler called
after dinner that night. Muggs had bitten her once, in the leg, and she came
into the living room only after we assured her that Muggs had run away. She had
just seated herself when, with a great growling and scratching of claws, Muggs
emerged from under a davenport’ where he had been quietly hiding all the time,
and bit her again. Mother examined the bite and put arnica5 on it and told Mrs.
Detweiler that it was only a bruise. “He just bumped you,” she said. But Mrs.
Detweiler left the house in a nasty state of mind.
Lots of people reported our Airedale to
the police but my father held a municipal office at the time and was on
friendly terms with the police. Even so, the cops had been out a couple of
times — once when Muggs bit Mrs. Rufus Sturtevant and again when he bit
Lieutenant-Governor Malloy — but mother told them that it hadn’t been Muggs’
fault but the fault of the people who were bitten. “When he starts for them,
they scream,” she explained, “and that excites him.” The cops suggested that it
might be a good idea to tie the dog up, but mother said that it mortified him
to be tied up and that he wouldn’t eat when he was tied up.
Muggs at his meals was an unusual sight.
Because of the fact that if you reached toward the floor he would bite you, we
usually put his food plate on top of an old kitchen table with a bench
alongside the table. Muggs would stand on the bench and eat. I remember that my
mother’s Uncle Horatio, who boasted that he was the third man up Missionary
Ridge, was splutteringly indignant when he found out that we fed the dog on a
table because we were afraid to put his plate on the floor. He said he wasn’t
afraid of any dog that ever lived and that he would put the dog’s plate on the
floor if we would give it to him. Roy said that if Uncle Horatio had fed Muggs
on the ground just before the battle he would have been the first man up
Missionary Ridge. Uncle Horatio was furious. “Bring him in! Bring him in now!”
he shouted. “I’ll feed the — on the floor!” Roy was all for giving him a
chance, but my father wouldn’t hear of it. He said that Muggs had already been
fed. “I’ll feed him again!” bawled Uncle Horatio. We had quite a time quieting
him.
In his last year Muggs used to spend
practically all of his time outdoors. He didn’t like to stay in the house for
some reason or other — perhaps it held too many unpleasant memories for him.
Anyway, it was hard to get him to come in and as a result the garbage man, the
iceman, and the laundryman wouldn’t come near the house. We had to haul the
garbage down to the corner, take the laundry out and bring it back, and meet
the iceman a block from home. After this had gone on for some time we hit on an
ingenious arrangement for getting the dog in the house so that we could lock
him up while the gas meter was read, and so on. Muggs was afraid of only one
thing, an electrical storm. Thunder and lightning frightened him out of his
senses (I think he thought a storm had broken the day the mantelpiece fell). He
would rush into the house and hide under a bed or in a clothes closet. So we
fixed up a thunder machine out of a long narrow piece of sheet iron with a
wooden handle on one end. Mother would shake this vigorously when she wanted to
get Muggs into the house. It made an excellent imitation of thunder, but I
suppose it was the most roundabout system for running a household that was ever
devised. It took a lot out of mother.
A few months before Muggs died, he got to
“seeing things.” He would rise slowly from the floor, growling low, and stalk
stiff-legged and menacing toward nothing at all. Sometimes the Thing would be
just a little to the right or left of a visitor. Once a Fuller Brush salesman
got hysterics. Muggs came wandering into the room like Hamlet’ following his
father’s ghost. His eyes were fixed on a spot just to the left of the Fuller
Brush man, who stood it until Muggs was about three slow, creeping paces from
him. Then he shouted. Muggs wavered on past him into the hallway grumbling to
himself but the Fuller man went on shouting. I think mother had to throw a pan
of cold water on him before he stopped. That was the way she used to stop us
boys when we got into fights.
Muggs died quite suddenly one night.
Mother wanted to bury him in the family lot under a marble stone with some such
inscription as “Flights of angels sing thee to thy rest” but we persuaded her
it was against the law. In the end we just put up a smooth board above his
grave along a lonely road. On the board I wrote with an indelible pencil “Cave
Canem.” Mother was quite pleased with the simple classic dignity of the old
Latin epitaph.
Textual Questions of
"The Dog That Bit People"
Q1. Describe how Thurber
uses the figure of Muggs to create an eventful story that provides not only
humor but an insight into human behaviour.
Ans. There is no doubt in this that the story of “The Dog that Bit
People” is full with humorous elements. The main figure that Thurber uses as
humors character is the dog. The dog has a peculiar character that he bit
everyone who comes in his way except the mother of Thurber. The way the
dog is presented in the story by Thurber is very humorous.
This
story provides an insight into human behavior. This dog was bad-tempered and
difficult to deal with by all family members except mother. The dog has the
habit of biting people and left no one without bite except the mother. Actually
mother had also affection with him and takes his care always. She
even sends candies to all men who Muggs have bitten. The mother good behavior
with dog and his response depicts an insight into human
behavior.
2. What does this story reveal about the interpersonal dynamics of the
Thurber household? How does the treatment of Muggs differ between the mother
and her children?
Ans.
This story “The Dog that Bite People” reveals the interpersonal dynamics
differences of the Thurber household. This is an autobiography of
the writer. The story is about his youth of author which he spends in Columbus,
Ohio.
The writer has a pet dog Muggs in their family. The dog has the habit of
biting people. He bites all except the mother of the author. This is
the reason that all family members except the mother hate the dog. The mother
loves the dog and takes his care even though her children do not like this behavior
of their mother. The children want to kill the dog, but the mother does not
allow them to harm the dog. Even after the death “Mother wanted to bury him in
the family lot under a marble stone with such inscription as ‘Flight of angels
sings thee to the rest”’.
Q3. Identify the various
literary devices used by Thurber in order to generate humour and sarcasm in the
story.
Ans. As a humorist, Thurber uses a number of literary devices. The
literary devices help to make a work humorous and sarcasm. He has used various
literary devices such as: exaggeration, hyperbole, understatement diction, tone, and irony. The most
important literary devices of this story is personification of the dog, he has
become as a family member of the family. The dog Muggs in this story is treated
as a human being in the whole story. Mother cares him more than to her own
children. He treats him as a mother treats a naughty child. As the mother love
the naughty child more than the normal ones. In the same way in the story the
mother loves and takes care of Muggs more than any one.
Thurber has also used diction in this story “The Dog
that Bit the People”. He used the as a tool to expresses the story as a
humorous story. He uses in this story the back tone which helps to make it more
humors. As whenever he writes in the story “The Dog that Bit People” about the
dogs character but he writes in the tongue of mother that this is not a big
deal. The mother always defends the dog Muggs bit to the people. She did not
blame the dog instead she blames the people to whom he bits.
Q4. Identify any one
humorous episode from the text and describe its impact on you as the reader.
Ans. The whole story is humorous but the episode when mother goes to
Chittenden to meet a mental healer. This humorous episode has impacted me as a
reader. The incident from the story is as: “One time my mother went
to the Chittenden Hotel to call on a woman mental healer who was lecturing in
Columbus on the subject of Vibrations. She wanted to find out if it was
possible to get harmonious vibrations into a dog. ‘He’s a large tan-colored
Airedale, mother explained. The woman said that she had never treated a dog but
she advised my mother to hold the thought that he did not bite and would not
bite. Mother was holding the thought the very next morning when Muggs got the
iceman but she blamed that slip-up on the iceman. ‘If you didn’t think he would
bite you, he wouldn’t mother told him. He stomped out of the house in a
terrible jangle of vibrations.”
Exercise
2
Choose
the correct option.
1. Thurber begins
his essay with anecdotes about other dogs to
a. make fun of
owners who take their relationships with dog too seriously.
b. establish his
fondness for dogs and set a humorous tone.
c. set a positive
tone before describing the problems with Muggs.
d.
tell an amusing story.
Ans.
a. make fun of owners who take their relationships with dog too seriously.
2. The two moments
of keenest embarrassment faced by the narrator are
a. a Scotch
terrier Jeanie delivering a pup on the roadside.
b. a French poodle
getting sick.
c. Muggs biting
his boss.
d. both a. and b.
Ans.
d. both a. and b.
3. It was a
disadvantage being one of the family because
a. Muggs never bit
any family member.
b. Muggs bit the
family rarely.
c. Muggs often bit
the family members.
d. none of the above
Ans.
d. none of the above
4. Thurber's
anecdote about the thunder machine is intended to show
a. how his family
members tried to adjust to the dog's behaviour.
b. how easily animals can be deceived by
humans.
c. how the author
attempted to punish the dog for biting him.
d. why the
neighbours wished the family would get rid of the dog.
Ans.
a. how his family members tried to adjust to the dog's behaviour.
5. 'Muggs could
read him like a book.' This remark suggests that
a. mother is
unhappy with Muggs.
b. mother is
secretly happy that the Congressman was bitten.
c. mother wants to
get rid of Muggs.
d. none of the
above
Ans.
b. mother is secretly happy that the Congressman was bitten.
6. Mother goes to
attend the lecture on Harmonious Vibrations in order to know
a. how to get
people to like the dog.
b. why the dog
behaves as he does.
how to restore the
dog's strength.
d. how to change
the dog's behaviour.
Ans.
d. how to change the dog's behaviour.
7. What did the
narrator do when Muggs bit him slightly?
a.The narrator
locked the dog up in the kitchen.
b. The narrator
grabbed the dog by his tail and hoisted him into the air.
c. The narrator
beat the dog.
d. The narrator
frightened the dog by vigorously shaking a sheet of iron.
Ans.
b. The narrator grabbed the dog by his tail and hoisted him into the air.
8. How did the
mother stop the children when they got into fights?
a. The mother used
to throw a saucepan of cold water on them.
b. The mother used
to frighten them by vigorously shaking an iron sheet.
c. The mother used to beat them with a stick.
d. The mother used
to shout at them.
Ans.
b. The mother used to frighten them by vigorously shaking an iron sheet.
9. What does the
narrator mean when he says Muggs got to 'seeing things’?
a. Muggs had a
sixth sense.
b. Muggs was very
intuitive.
c. Muggs began
imagining things that were not there.
d. Muggs had good
eyesight.
Ans.
c. Muggs began imagining things that were not there.
Exercise
3
Match
the names of the animals with the corresponding adjectives.
1. bear a. aquiline
2. lion b. bovine
3. fox c. leonine
4. cow d. feline
5. cat e. vulpine
6. eagle f. ursine
7. horse g. serpentine
8. goat h. equine
9. snake i. hircine
10. apian j. bee
Ans.
1=f, 2=c, 3=e, 4=b, 5=d, 5=a, 7=h, 8=i, 9=g, 10=j
Exercise
4
Given
below are some more words with the roots hypo and hyper. Match the words given
on the left with their correct meanings.
1. hyperventilate a. relating to speeds of more than five times the
speed of sound
2. hypoxia b. the condition of having an
abnormally low body temperature
3. hype c. a deficiency of oxygen
reaching the tissues d. a deficiency of glucose in the bloodstream
4.hypertrophy d. a deficiency of glucose in the bloodstream
5. hyperbole e. relatively unlikely to
cause an allergic reaction
6. hypochondria f. the enlargement of an organ or tissue from
the increase in size of its cells
7. hypoglycaemia g. a very large self-service store
with a wide range of goods, usually outside a town
8. hypermarket h. an exaggerated statement not to be
taken
9. hypoallergenic i. breathing at an abnormally rapid rate
10. hypersonic j. a nervous disorder, especially depression
or extreme anxiety, focused on one's health
11. hypothermia k. extravagant or intensive publicity or
promotion
Ans.
1=i, 2=c, 3=k, 4=f, 5=h, 6=j, 7=d, 8=g, 9=e, 10=a, 11=b
Exercise
5
Here
are some words from both British and American English which are similar in
meaning. Identify them and write them in pairs.
flat pavement petrol
elevator garden apartment trainers fall drugstore motorway gas
lift sneakers yard highway sidewalk autumn chemist
Ans. Flat=
apartment, Garden=Yard, Drugstore= Chemist, Motorway=Highway, Petrol=Gas,
Elevator=Lift, Trainers=Sneakers, Fall=Autumn, Pavement=Sidewalk.
Exercise
6
Find
out the meanings of the following American expressions and use them in
sentencer of your own.
1. Hang in there (remain persistent and determined in difficult
circumstances) Running the last five miles
of the marathon was excruciating but I hung in there and finished the race.
2. Hit the
sack (to go to bed in order to sleep) I've got a busy day tomorrow, so I think I'll hit
the sack.
3. Take a rain
check (used to tell someone that you cannot accept an
invitation now, but would like to do so at a later time) Mind if I take a rain check on that drink?
4. Ride shotgun (travel as a guard next to the driver
of a vehicle) police have begun riding
shotgun on buses to protect frightened drivers and passengers.
5. Something
sucks/ to suck at something (to draw something in by or as if by
exerting a suction force especially ) He tilts his head back, sucks on his wad of tobacco.
Exercise
7
Pick
appropriate words from the box and fill in the blanks.
switchboard
operator daguerreotypist lamplighter water
carrier vivandière
pinsetter town crier book
peddler cavalrymen dispatch rider
1. a person who carries and
distributes water to troops or domestic establishments (water carrier)
2. a person or mechanical device that
places the pins in position in a bowling alley (Pinsetter)
3. a person who captured and
developed the first successfully-produced type of photograph (daguerreotypist)
4. operators who would connect
callers to each other via a switchboard (switchboard operator)
5. a military messenger who used
either a horse or a motorcycle to deliver urgent orders and messages between
headquarters and military units (dispatch rider)
6. a person who was employed to make
public announcements in the streets or marketplace of a town (town crier)
7. a travelling vendor who would
peddle the latest books, going door to door in towns and cities (book peddler)
8. a woman attached to military
regiments who sold provisions and spirits to soldiers (vivandiere)
9. a person employed to light and
maintain candle or, later, gas streetlights
(lamplighter)
10. the first round of soldiers who
rode on horseback and charged towards the enemy line during a war (cavalrymen)
Grammar
Note: Please before this Exercise
watch live classes of ‘Active and passive voice’ on
you tube channel ‘Dear
Students (Salim Sir)’
Exercise
8
Change
the voice from active to passive.
1. The girl hugged
her pet.
Ans. The pet was
hugged by the girl.
2. The boy caught
the falling kite.
Ans. The falling
kite was caught by the boy.
3. Someone has
picked my pocket.
Ans. My pocket has
been picked.
4. The judge found
him guilty of theft.
Ans. He was found
guilty of theft.
5. The farmer's
wife carried a pot of milk on her head.
Ans. A pot of milk
was carried by the farmer’s wife on her head.
6. I know her.
Ans. She is known
to me.
7. He annoyed her.
Ans. She was
annoyed with him
8. The news
pleased her.
Ans. She was
pleased by the news.
9. He made
everyone happy.
Ans. Everyone was
made happy by him
10. Saba was
inspired by her class teacher.
Ans. The class
teacher inspired Saba.
Exercise
9
Change
the voice from passive to active.
1. He was praised
by his mother.
Ans. His mother
praised him.
2. The child was
frightened by the noise.
Ans. The noise
frightened the child.
3. The city was
destroyed by an earthquake.
Ans. An earthquake
destroyed the city.
4. The leader was
welcomed by the people.
Ans. The leader
was welcomed by the people
5. A book was
bought by me.
Ans. I bought a
book.
6. He was made
king.
Ans. They made him
a king.
7. The project has
been completed by them.
Ans. They
completed the project.
8. A car was being
driven by her.
Ans. She was
driving a car.
9. Tea is being
made by them.
Ans. She is making
tea.
10. A house has to
be chosen.
Ans. We should
choose a house.
Group Discussion
Definition of Group
Discussion
Group
Discussion is a large method to reviewer the suitability of an individual and
his appropriateness for admission, scholarship, process, and so on. This
assesses the overall persona – thoughts, emotions and behavior of an individual
in a group of people. A topic is provided to the organization
individuals for dialogue.
Group discussion exams the teamwork and verbal exchange
capabilities of applicants. A group discussion entails a dialogue on a given
topic with other candidates, commonly with comparable enjoy and academic
qualifications. Performing properly in a group discussion helps one to get
noticed and training for one improves his public talking skills.
Group Discussion Group (GD) is a comprehensive approach to judge
the suitability of a person and his appropriateness for admission, scholarship,
process, and so on. This assesses the overall character – thoughts, feelings
and behavior - of an individual in a group. A subject matter is supplied to the
different individuals for dialogue. While the discussion is going on, a group
of panelists study them. Through this observation they decide intellectual,
social, leadership, communicative abilities of applicants taking element in the
GD.
Importance of GD
1. To check whether the applicant is
fit for the program, course or job.
2. To check the team player qualities
of participants.
3. To check the participants
communication skills.
4. To check the participants diction
and pronunciation.
5. To check the body language and
posture of participants.
Abilities judged in a
GD:
1. How precise the candidate
is at speaking with other
2. The behavior of a candidate
with others in GD.
3. Open mindedness or short
mindedness of a candidate detected.
4. How flexible or inflexible the
candidate is in accepting the views of others.
5. Checks the leadership qualities of
candidates.
6. Checks the Problem fixing &
important questioning abilities.
7. Time control competencies of
the individuals.
8. Checks the Social mind-set and
confidence.
Effective Group
Discussion:
1. Think before you speak.
2. Pick up clues from the
discussion and intelligently say the points that come on your mind on the
subject of the topic.
3. Back up your factors with
statistics and figures if wished.
4. Be mild and sure on your
presentation of views.
5. Speak to-the-point and make
certain which you do now not repeat the factors.
6. Be calm and composed whilst
speaking.
7. Listening to others is
likewise a crucial component of participation in the GD, so listen to others.
8. Have respectful mind-set
closer to the viewpoints of others.
9. Your body language has to
deliver your ease of behavior.
Non Effective Group
Discussion:
1. Don’t
initiate the dialogue in case you do not have full knowledge on the topic.
2. Don’t
show more confidence that you know more.
3. Don’t
interrupt different individuals whilst they're speaking.
4. Don’t
change your opinion about the subject just because maximum of the alternative
members are having an opinion distinctive
from yours.
5. No
longer feel unconfident if a speaker prior to you has offered the factors
greater
correctly than you.
6. Don’t ask
irrelevant questions.
7. Don’t let
your personal biases about the topic under discussion.
Classification or type
of Group Discussion:
1. Structured GD: The topic for discussion is fixed in this type
of G.D. The participants have to discuss in specific time.
2. Unstructured GD: The topic for discussion is not fixed but
the participants decide themselves.
3. Role
Play GD: In this type of GD the specific role to play is given all the
participants. They are observed in that specific role.
4. Group discussion
with nominated leaders: In this type of GD the leader is nominated for
the GD.
5. Focus on
Group Discussion: In this GD the different ideas o views are expressed on a topic by
the participants.
Classification of Topics
in Group Discussion
1. Factual
Topics: In this type of
group discussions practical things are judged. That means the topics on
everyday subjects such as socio-economic and environment issues are discussed.
2. Controversial
topics: In this the applicants
recommend their opinions and perspectives in an argumentative way on the topic
under discussion. In these topics less is discussed about facts and more about
opinions.
3. Case
study: In this the topics
under discussion deal with actual-life conditions. In this the topics deal with
the study of a person, group or thing with real life situation.
4. Abstract
group topics:
In this the topics under discussions are approximately intangible topics. In
these, the interviewers study if a candidate can deal with the given subject
matter with lateral questioning and creativity. The creative and imaginative
capabilities are checked with the help of abstractive topics.
Interview
Definition of Interview
The
word ‘interview’ is combination of two words: ‘inter’ meaning ‘between’ and
‘view’ meaning to see. According to Cambridge Dictionary “Interview is a meeting in which someone asks you questions to see if
you are suitable for a job or course”. An interview is a prepared
dialogue where one individual asks questions, and the other gives answers. In
general manner of speaking, the phrase "interview" means verbal
exchange between an interviewer (who conducts) and an interviewee (whom to
conduct). An interview is basis of correct data of the interviewee. It plays an
essential function to select the suitable candidate. It serves as the basis for
studying the interviewee's activities such as talent, abilities, and
technicalities. Mostly interviews can be divided into three: Introduction,
Getting to Know You, and Closing.
Objectives or Goals of
Interview
1. It helps to
collect personal and professional information.
2. It helps to
verify the accuracy of the facts.
3. It provides more
information about the competencies the interviewee.
4. The interview
checks the suitability for the task.
Preparing effectively for a Successful Interview
1. Clarity:
i. One
should have clear idea where and when he has to interview.
ii. One
should practices before interview about ones resume points.
iii. One
should practice for interview in proper order.
iv. One
should pose questions himself and try to answer in clear and concise.
2. Impression:
i. Prepare
to impress your interviewer by your personality and knowledge.
ii. Prepare
yourself in such a way that the time of actual interview you will
answer without any hesitation or confusion.
iii. Try
all the questions you expect to be asked in the interview.
iv. Research
the place before you get interview there.
v. Review
you job posting.
3. Presentation:
i. Try
to be on time before interview.
ii. Dress
appropriately according to job.
iii. Be
confident, polite, and submissive.
iv. Sit
in appropriate posture on the chair.
v. Answer
in clear and good voice.
vi. Keep
eye contract.
vii. Show
Confidence.
Types of Interview
A. Classification
of interviews based on the nature
1. Structured
Interview:
It is the traditional type of an interview. This is a type of formal interview.
The questions asked in this type are generally specific ones. All the
candidates are interviewed with the same parameter. This type of interview
provides accurate information. This is objective and impartial type of
interview.
2. Unstructured
Interview: It is opposite of structured interviews. This is a type of
informal interview. There is a free-flowing conversation. In this type of
interview the interviewer already has a particular idea in mind about
questions. This type of interview does not follow any formal rules and
regulations.
3. Stress
Interview: - This type of interview is very rare. In this, the interviewer puts
the interviewee below a disturbing state. In this the interviewer checks the
presence of mind and to see how the student will control the crisis at a given
time. The interviewer has a tendency to make the interviewee fearful through
asking lots of questions on the identical time.
4. Personal
interview: In
this type of interview the questions related to ones personality are asked.
This type of interview is to check whether the candidate is fit with the
culture & ethics where he has to work.
5. Broad
interview: This
type of interview is conducted for high grade posts. There is a panel of
interview which checks the ability of the candidates.
6. Group Interview: This
type of interview is conducted in two ways as:
i. A
large number of interviewers ask some questions to each candidate. This is also
called panel group interview. It checks the all round development of a
candidate.
ii. In
another type of Group Interview, a large number of candidates are interviewed
at a time. This is also called candidate group interview. It checks the
teamwork ability of a candidate.
B. Classification on the bases of Process of Interview:
1. Telephonic interview: This type of interview
is modern. This type interview is carried out over the
Smartphone. This is easily to conduct. This is cheaper
for both interviewer and interviewee. With the help of this type of interview
the candidates are shortlisted for in-person interaction.
2. Online Interview: This types of
interview one of the most modern forms of interviews. This is carried out
through numerous online means. In this type of interview modern platforms such
as Microsoft, SKYPE, Google, Hangouts and Apple Facetime etc is
used. It saves money and time. This type is useful if the
interviewee is for away and can't make it to the interviewer's location for
valid motives.
3. Face to face
interview:
This type is interview is one of the traditional one. In this the interviewer
and interviewee are face to face. The interviewer is able to recognize the
overall personality of the interviewee. This is also called as in-person
interview. The personality of interviewee is checked with the help of verbal as
well as nonverbal expressions.
C. Types
of Interviews on the basis of Purpose:
i. Technical interview: This type of interview
if helpful for checking the specific or particular ability of the interviewee.
ii. Behavioral interview: In this type of
interview the behavior of interviewee is checked in a particular situation.
Presentation
Presentation communicates information from an orator to the spectators.
Presentations are usually demonstrations, introduction, lecture, or speech.
Presentation is intended to inform, influence, inspire, stimulate and motivate.
It builds goodwill, or presents a new thought and product.
Structure of Presentation
1. Introduction:
i.
Greeting or welcome
ii.
Topic title
iii.
Well beginning
iv.
Time duration
2. Body:
i.
Revolve around the
topic
ii.
More Examples and
explanation
iii.
Use Signal Devices
3. Conclusion:
i.
Sum up
ii.
Thanks to viewers
iii.
Answer to Doubts
iv.
Feedback
Planning a Presentation
1. Audience Analysis: The
presentation should be attractive and catchy. It should establish a good
rapport with viewers.
2. Content and Organization Structure: The main or important
points should be presented by the presentation. The presentation should have
proper structure. It should have well beginning and explained body and
suggestive conclusion.
3. Supporting Material:
The supporting material of the presentation should be relevant and
appropriate.
4. Visualization: Presentation should have visualization good in
quality and quantity. Visual in the presentation helps to understand easily and
are more effective than words.
5. Scripts and Notes: The use of scripts and notes is necessary
for a good presentation.
What to do for presenting Presentation
1. Deliver in proper manner.
2. Good voice with proper speed.
3. Correct pronunciation and proper pause.
4. Use of suitable gestures.
5. Emphasis on important points.
6. Make use of no-verbal language where appropriate.
7. Eye contact from speaker and audience.
8. Appropriate gestures
are necessary.
9. Be in proper posture.
10.
Use Paralanguage with good voice, pitch and
tone.
What to Avoid while presenting a Presentation
1. Avoid Clutter or repetition of fillers.
2. Avoid difficult or jargon language.
3. Avoid use of specific or professional language.
Modes of Presentation
1. Extemporaneous Presentation: This type of presentation consists of
presenting a presentation in a conversational fashion using good material. This
is the style most speeches call for with the help of presentation. This is most
effective. In this type the whole draft is prepared on the presentation and the
only important points are discussed.
2. Manuscript
Presentation: It consists of reading a
fully scripted speech. This type has
draw back that the focus of the speaker or presentation presenter remains
towards the script more than to audience.
3. Memorized
Presentation: In this type of presentation the speaker recites a scripted
speech from memory. It has also drawback as the speaker can sometimes forgets
his topic. If the speaker will forget the topic that will create awkward
situation for him.
Telephone
Communication
Definition
of Telephone Communication
A
Telephone communication is an oral communication between two persons. In this
type of communication like other means of communications two-persons exchange
their thoughts, views and ideas etc with each other. Telephone communication is
one of the most essential kinds of conversation. Telephone use is one of the
most not unusual methods by which to materialize both internal and outside
communications. It is very important in business. The advantage of this type of
communication is that we can do other things as we speak. It saves time of both
speaker and listener.
Stages
of Telephone Communication
When
is receiver or caller:
1. Give your
introduction.
2. Say the purpose
or aim of your call.
3. Come to the
topic.
4. Provide
elaboration only where necessary.
5. Say farewell
before the end of call.
When you are the receiver
or Picker of Call:
1. Say the caller
about his introduction.
2. Start the call
if it is for you if not then call the person to whom the call is for.
3. Listen carefully
the caller.
4. Say farewell
before the caller ends the call.
Points
or Tips for a good telephone call
1. Answer the call
within three rings.
2.
Greeting when you pick the call.
3.
Give your
Introduction.
4. Speak clearly and to the point.
5. Only use speakerphone when
necessary.
6. Actively and carefully listen and
take notes.
7. Make use of good and proper
language.
8. Inform the person on phone before
putting someone on hold or transferring call.
9. Be clear about what you want to speak.
10.
Remember
the person on other side has no non-verbal cues or gestures.
11.
Make proper and suitable tone of voice.
12.
Speak
clearly and concisely.
13.
Summarize the conversation before the end of
call.
14.
Make clear from the other side that his needs
are met before closing the call.
15.
Don’t
make use of emotions on the phone.
16.
Known you timeline and call accordingly.
17.
Don’t interpret when the person on other side
says his talk.
18.
Try
to keep you phone either off or on silent mode when you are in meeting.
Books available online on Amazon & Flip Kart
Upcoming Books
1. English Reference Cum Text for
College Students
2. English Reference Cum Text for
JKBOSE
3. IGNOU Reference Books
4. J &K General Knowledge
5. English Grammar for All
6. JKSSB Books
7. A Man Can Be
Destroyed but Not Defeated (Novel)
