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Notes of Ch 5 HTML II Computer| Class 9th

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Study Material and Notes of Chapter 5 HTML II Computer Science Class 9th

HTML Lists

• Lists provide the information in a structured and easy to read format.

• There are three types of lists that you can use in HTML:
→ UL - creates an unordered or bulleted list
→ OL - creates an ordered or numbered list
→ DL - creates a definition or glossary list

Unordered list <ul> ….</ul>

→ It classifies the data items that have equal importance i.e. none of the data items are ranked. 
→ They are identified by a symbol which may be a □ square, a ○ circle or a ● disc.
→ The attribute TYPE helps in using the symbols to create a list. For example:
<ul type=”square”>
<ul type=”disc”>
→ This is a container tag.
→ It has both the opening and the closing tag but the closing tag is optional.
→ The listing is created under it using the <li> tag which is a container tag.

Ordered list <ol> ... </ol>

→ It classifies the data items that do not have equal importance. it. all the data items are ranked.
→ The ranking can be done using the numbers, the roman letter or alphabets. The default symbol is number.
→ The attribute TYPE changes the symbol used with the list. For example:
<ol type = “a”>
→ The attribute START begins the list with value specified. For example:
<ol start=”4” >
→ This is a container tag.
→ It has both the opening and the closing tag but the closing tag is optional.
→ The listing is created under it using the <li> tag which is a container tag.

Definition term lists <dl> …. </dl>

→ These are the list elements that have a variety of tags.
→ The list prepared by <dl> tag is similar to a dictionary.
→ The other tags used with this are <dt> to define the definition term and <dd: for the definition of the list item. Example:

<dl>
<dt>clairvoyance</dt>
<dd>French word for ability to see events in the future.</dd>
</dl>

→ The opening <dl> tag starts the definition list.
→ The container <dt> tag opens the definition terms
→ The container tag <dd> presents the definition description below definition term slightly right tabbed.

Image

→ The image in a web page is a drawing painted through paintbrush or a photograph taken through a digital camera or a clipart.
→ There are 2 types of types of images.
i) inline image: shown when the webpage is opened in the browser.
ii) external image: shown only when demanded by the user by clicking on a link.

• Inserting an inline image to the webpage

→ We can insert an image using the <IMG> tag.
→ This tag does not have an end tag.
→ Syntax:
<img src = “ address or the path to the image file” width= “ ” height= “ ” alt= “ ” longdesc= “htmlfilename”>

Attributes of <img> tag: 'src, width, height, alt, longdesc, align.

→ The address or the path to the image is taken as value by SRC attribute.
The different addresses that can be accepted by SRC attribute are:
♠ If you have saved “Flower.jpg” in “Documents” folder, then the address would be: “C:\My
documents\My Pictures\Flower.jpg”
♠ If you have saved “Flower.jpg” in the same folder as the HTML document, then the address
would be: “Flower.jpg”
♠ If “Flower.jpg” is not in your computer but is saved in folder ‘images’ of the Web server
of yahoo, then the address would be: “http://www.yahoo.com/images/flower.jpg”

→ The width and the height attribute defines the boundaries of image.
→ The value can be an absolute number (recognized as pixels) or in percentage (in proportion to the size of web window).

→  When the image does not get download (due to slow internet connection, heavy traffic or unsupportive browser), the “alt” attribute give a description of the image.

→ If the description is too long, you can even attach an html file, in another attribute called
“longdesc”. This attribute is complementary to “alt” attribute.

→ The “align” attribute to place the image on left or right side of the webpage.
→ If the align attribute is set to left, the image floats to the left margin. If it is set to right,
the image floats to the right margin.
→ For Example:
<img src=”flower.jpg” alt=”White Roses” width=”32” height=”21” align=”left”>

Inserting external image

→ Why external image required:
♠ When the image formats like BMP or PICT are not supported by the browsers.
♠ When an image is to be viewed in text-only browser.
♠ When you want to see the larger size of the inline image.

→ The external image can be inserted on the webpage using an anchor tag.

Inserting audio or video

→ The audio and video can be inserted using a plug-in.
→ A plug-in is a small computer program that extends the standard functionality of the browser.
→ We can insert such plug-in using the <embed> tag which acts as container to non- HTML resource.

The <embed> element to insert audio

→ The <embed> tag defines a container for external (non-HTML) content.
→ The non-HTML contents are sound effects, the video clips and moving pictures. contents.
→ Example to embed a MP3 file in the webpage:
<embed height=”50” width=”100” src=”titanic.mp3”>

<audio> tag attribute

→ The “autoplay” attribute of <audio> tag specifies that the audio will start playing as soon as it
is ready.
→ Example:
<audio controls autoplay>
<embed height=”50” width=”100” src=”titanic.mp3”>
</audio>

• Inserting video

→ A video file is recognized by the extension .mp4 or .avi.
→ We can insert the video movie using <embed> tag.
→ To place the player in the center of webpage use <center> tag. Example:
<body>
<center>
<embed height=”250” width=”320” src=”movie.mp4”>
<br> <hr>
</center>
</body>

• Inserting video using “control” attribute

→ The “control” attribute specifies that video controls should be displayed (such as a play/
pause button etc). Example:
<body>
<center>
<video controls>
<embed height=”250” width=”320” src=”movie.mp4”>
</video>
</center>
</body>

• Inserting video using “preload” attribute

→ "preload" attribute was formerly known as “autobuffer” and it was an boolean attribute as
“controls”.
♠ none - do not buffer video file automatically.
♠ metadata - only buffer the metadata of video
♠ auto - buffer video file before it gets played.
→ Example:
<body>
<center>
<video controls preload=”none”>
<embed height=”250” width=”320” src=”movie.mp4”>
</video>
</center>
</body>

Linking

→ Linking means connecting two or more webpages via text or picture.
→ This linking is done using an anchor element in HTML.

Anchor element: <a> ….. </a>

→ An anchor element is used to create a hyperlink in a webpage.

→ An anchor element consists of three parts.
→ The start tag <a> containing the attribute like href (mandatory), target (optional), name (optional)
→ The text or the image to be hyperlinked
→ The end tag </a>.

→ Basic syntax of <anchor tag
<a href = “Address of the supporting web page”
target = “_blank or _top”
name = “text”>
text acting as hyperlink
</a>

• The attributes of anchor tag are href, name and target.

→ HREF: The meaning of href is hypertext reference. The href attribute takes the value as the address of the supporting document. Both the relative and the absolute links can act as values to the href attribute. This attribute is mandatory in anchor tag.
♠ Example:
<a href =”http://www.w3.org/”>website of W3C</a>

→ TARGET: The target attribute helps in opening a web page. The value “_blank” opens the webpage in a new browser window. The value “_top” opens the linked webpage in the currently active browser window.
♠ Example:
<a href=”http://www.google.com” target=”_blank”>Search Engine</a>

→NAME:  This attribute gives a name to the anchor tag. This attribute takes the value as “text string”. This helps in linking to a specific section within the webpage that has been named.
♠ Example:
<A name=”salessection”>Sales Order Set Up</A>

→ To link to a named anchor, add a hash mark (#) to the end of the URL of the webpage followed by the name of the section, it will open.
♠ Example: To link to a section named “salessection” within the page called namedexample.html,
the following code is used:
<A href=”namedexample.html#salessection”>Sales</A>
♠ Example: To link to the salessection in our existing webpage, the following code is to be used:
<A href=”#salessection”>Sales</A>

Absolute Link and Relative Link

→ Absolute Link: Abosulte link contains a full URL which includes both the protocol name i.e. “http” and the hostname i.e. www.w3.org. It is used to link to a page on another Web site.

→ Relative Link: This link can only link to a page from the same site. The href would be just “page1.html” to linking to a page in the same folder.
♠ Example:
<a href=”page1.html”>

Email Link

→ To create e-mail link start the value with “mailto:” rather than http://, with your e-mail address rather than a web address.
♠ Example: To create an email link to yourself:
<A href=”mailto:myself@gmail.com”>E-mail to myself!</A>

Image as Link

Basic syntax to create an image link:
<a href=”address of the file to be opened when you click on the image”>
<img src=“address of the image file” alt=”text to be displayed when image is not loaded”>
</a>

♠ The attribute src in <img> tag takes the value of the address to the image.
♠ The href attribute takes the value of the address of the HTML document that will be loaded when we click on the image.

Colors of the Link

→ We can set the color of text that acts as a link using <body> tag. Basic syntax is:
<body link =”#hexadecimal code of the color or the nameofcolor”
vlink=”#hexadecimal code of the color or the nameofcolor “
alink=”#hexadecimal code of the color or the nameofcolor “>

♠ The link attribute in the <body> tag is a standard link. It is a text link that has not been clicked by the user, yet
♠ The vlink attribute in the <body> tag is a visited link. It is a text link that has been clicked by user at least once.
♠ The alink attribute in the <body> tag is an active link. It is a text link that may change its color when the user brings the mouse over it.

→ Example: To set the color of the link to red, alink to green and vlink to pink
<BODY link=”red” alink=”green” vlink=”pink”>

→ Example: To use a hexadecimal number for the above colors
<body link=”#FF0000” alink =”#04B45F” vlink =”#FF00FF” >


Three Men in a Boat Class 9th-Chapter 3 Summary and Quick revision

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Three Men in a Boat Class 9th-Chapter 3 Summary and Quick revision Notes English 




The three friends met next morning. Harris asked Jerome to get paper and pencil and George to get the grocery list. Harris reminded Jerome of his Uncle Podger who used to take the responsibility of everything and involve every family member in the work.

Once, he was hanging a picture on the wall. He send the girl to get the nails, boy to tell her the size, Will to get the hammer, Tom to get the ruler, step ladder and the kitchen chair. Jerome would have go to Mr. Goggles for spirit level and Maria had to hold the light. He would lift up the picture, drop it, and cut his finger while saving the frame glass. He could not find handkerchief because it was in the coat and he was sitting on it. He would shout on everyone, “Oh, you can give it up. I have found it myself now.” At last, he was able to hang the picture on the wall at midnight and the wall would look as it had been smoothed down with a rake. He would then feel that job was done easily and extremely well. Jerome thought that Harris would be exactly like Uncle Podger when he grew up.

The first list was too long so they made another based on what they really use. George said that a person should take with him one or two friend, a cat, a dog, enough food, sufficient clothes and drinks which make the boat easier to pull. George suggested to take a boat with cover instead of taking a tent. George and Harris loved early morning swim but Jerome hated it. George changed his mind when Harris said that early morning swim gave him an appetite. George told them that two suits of flannel would be enough for journey as they wash them in river. Later, Harris and Jerome regret that they believed George as he knows nothing about washing clothes.

Quick Revision Notes:

• Harris asked Jerome to get paper and pencil and George to get grocery list.
• Jerome remembered his uncle Podger who took the responsibility of hanging a picture on the wall and engaged every family member.
• Uncle Podger was able to hang the picture on the wall at midnight, the wall was badly shattered and he thought it was easily done.
• Jerome thought Harris would be like Harris when he grew up.
• The first list was too long so they made another with essential things.
• George changed his mind when Harris said swimming develops him an appetite.
• Jerome and Harris regretted for believing George about washing clothes.


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Three Men in a Boat Class 9th-Chapter 4 Summary and Quick revision

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Three Men in a Boat Class 9th-Chapter 4 Summary and Quick revision Notes English 


The next topic of discussion was food and George suggested to take a frying pan and a tea pot. They decided to take methylated spirit stove instead of oil stove because once oil had oozed out and spoiled everything by spreading down to the rudder and the river. They decided not to carry cheese because it gave strong smell.

Jerome told them story when he was asked by his friend to carry cheese from Liverpool to London. The horse of the cab get out of control due to odour of the cheese. The porter put a handkerchief on horse nose to control his speed. The people in the train vacated his cabin and even the wife of his friend hated the smell of the cheese that she did not keep it in her room. His friend finally buried them in on the beach.

Next day, they got a big Gladstone for the clothes, hampers for the food items and cooking utensils. They placed everything in a heap in the middle of the floor. Jerome said that the packing should be left entirely to him as he knew more about it and the two friends agreed. However, he felt irritated as others were doing nothing. Jerome finally finished packing. Harris told him that he forget to pack the boots which makes him irritated. George’s senseless laugh increases his irritation. Jerome unpacked everything not only because of boots but also he could not remembered if he had packed his toothbrush. Jerome finished the packing at 10:05 p.m.

George and Harris started packing of rest of the hampers and they were worst in packing. George started by breaking cup and stepped on the butter and Harris squashed the tomato. They became nervous and placed heavy things above the lighter things. A lot of disaster happened while packing. Harris sat on the butter which was on the chair. Montmorency put his foot in jam, pretended that lemons were rats and killed three before Harris hit him with a frying pan to get him out of the hamper. They finished by 12:50 a.m. at night and went to sleep. Harris and Jerome asked George to wake them up at 6:30 a.m. but he had already been sleeping. Jerome and Harris placed a bath tub near George’s bed so that he tumbled into it next morning.

Quick Revision Notes:

They decided not to take food having strong smell and to take methylated stove instead of oil stove.

• Jerome tells a story when he delivered cheese to his friend and incidents happened during the travel from Liverpool to London.

• Jerome finished the packing alone at 10:05 p.m.

• George and Harris done a lot of disasters and broke many things during the packing of rest of the hamper.

• They finished packing at 12:50 a.m. and went to sleep. George was already so they put bathtub near George’s bed.

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Three Men in a Boat Class 9th-Chapter 5 Summary and Quick revision

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Three Men in a Boat Class 9th-Chapter 5 Summary and Quick revision Notes English 



Mrs. Poppets wake them up at 9:00 o’ clock and they started blaming each other for not waking them up at 6:30 a.m. Harris and Jerome drag George out of bed into the bath tub and accused of being unobservant. Montmorency was fighting with two dogs on the doorstep. The two dogs were driven away with an umbrella. George read weather forecast at breakfast. Jerome said that the weather forecast are fraud. Jerome remembered that the weather forecast ruined their days.

When they were waiting for cab outside, their grocer, Bigg’s boy was the first to arrive who come to a dead stop in front of their luggage. Another boy and a young gentleman from the boot-shop stopped there. Soon, a lot of people gathered around their houses as they were carrying a lot luggage and guessed that there might be a funeral or wedding. Finally, a cab came and they reached waterloo station at 11:00 a.m.

Nobody knew where the 11:05 train for Kingston started from. They got contradictory answers from the porters, the station masters, traffic superintendent and the authorities about the platform number. They bribed the engine driver half-crown to be eleven five. Finally, they reached Kingston by the London and the South-Western railway. Later they learnt that the train they had come by was actually the Exeter mail and the passenger had spent hours looking for it. Their boat was waiting for them at Kingston. They stepped in. With Harris at the sculls, Jerome at the tiller-line and Montmorency in the pow, they shot out on to the water.

Quick Revision Notes:

• Mrs. Poppets woke them up at 9:00 a.m. and they blamed each other for not waking them at 6:30 a.m.

• Montmorency was fighting with two dogs at doorstep who were driven away with an umbrella.

• Crowd gathered around their house when they were waiting for cab. Some thought there might be funeral or wedding.

• They reached waterloo station at 11:00 a.m.

• They don’t know about where the 11:05 train for Kingston started at got contradictory answers.

• They bribed engine driver and reached Kingston by the London and the South-Western railway.

• Their boat was waiting for them at Kingston.

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The Story of My Life Class 10th- Chapter Summary, Character Sketch and Question and Answers| SA I

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The Story of My Life 10th- Chapter Summary in Hindi and English, Character Sketch, Quick Revision Notes and Question and Answers based on themes and plots| SA I

The Story of My Life Novel is included in the syllabus of English Class 10th. It is noted as Long Reading Text in the syllabus. There are two questions will come in the exam from this part. One is from character sketches and another question will be based on themes and plots. Both questions carry 5 marks each total making 10 marks. 

The novel is divided into two parts for Class 10th students. In SA I, Chapter 1 to 10 will come in the exam. We have provided The Story of My Life Chapter Summary in Hindi and English, Character Sketches and Question and Answers based on themes and plots. Also, Quick Revision Notes are there which help in understanding the chapter quickly.

Chapter 1 Summary

• English
• Hindi

Chapter 2 Summary

• English
• Hindi

Chapter 3 Summary

• English
• Hindi

Chapter 4 Summary

• English
• Hindi

Chapter 5 Summary

• Hindi

Chapter 6 Summary

• Hindi

Chapter 7 Summary

• Hindi

Chapter 8 Summary

• Hindi

Chapter 9 Summary

• English
• Hindi

Chapter 10 Summary

• English
• Hindi

Chapter 11 Summary

• English
• Hindi

Chapter 12 Summary

• English
• Hindi

Chapter 13 Summary

• English
• Hindi

Chapter 14 Summary

• English
• Hindi

Character Sketches

Question and Answers based on themes and plots


Three Men in a Boat 9th- Chapter Summary, Character Sketch and Question and Answers

The Story of My Life Class 10th-Chapter 1 Summary and Quick revision

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The Story of My Life Class 10th-Chapter 1 Summary and Quick revision Notes English

Helen felt some hesitation while writing her story. She thinks writing down autobiography is a hard task. It is not easy to present the exact picture of childhood as she could not clearly distinguish between the facts and fancy as lots of years passed by. She had forgotten many important events of her childhood in the process of learning new things.

Helen Keller was born on 27th June, 1880 in Tuscumbia, a little town of northern Alabama. She was eldest daughter of Arthur H. Keller who was a captain in the Confederate Army and Kate Adams. Her father’s ancestors came from Switzerland and settled in Maryland.

The beginning of her life was just like any other child. It was decided that she should be named after her grandmother but her father lost her name on the way of church for baptism. When being asked he told her name Helen Adams and she got her name.

She could walk when she was a year old. Happy days were going but when she was nineteen months old she got ill. The doctor identified illness as acute congestion of the stomach and brain. This illness took away her eyesight and her hearing ability. Gradually, she got used to silence and darkness until her teacher came in her life.

Quick Revision Notes:

• According to Helen, writing autobiography is difficult task as many important memories gets adulterated with fancy.

• Helen was born on 27th June, 1880 in Tuscumbia, a little town of northern Alabama.

• Her father, Arthur H. Keller was a captain in the Confederate Army and mother was Kate Adams.

• She was born and raise just like normal child until a mysterious disease take away her eyesight and her hearing ability.


The Story of My Life Class 10th-Chapter 2 Summary and Quick revision

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The Story of My Life Class 10th-Chapter 2 Summary and Quick revision Notes English

Helen didn’t remember what happened to her during first months after her illness. She started identifying objects through hands. After her sickness, she started using crude signs to communicate with others. She learned to fold and put away the clean clothes were brought from the laundry and distinguished her own from the rest. She also knew that she always begged her mother and aunt to go out with them. Gradually, she realized that she was different from other people because she used signs to communicate with other whereas other talked with their mouths. She was a naughty child.

She became friend with a little-coloured girl Martha Washington, the daughter of her cook. Martha understood Helen’s signs without any difficulty. Helen always pressurizes her and made her do what she wanted to do. Both together, spent a lot of time in the kitchen, kneading dough balls, making ice-cream, grinding coffee, quarreling over the cake bowl and feeding hens and turkeys. They also hunt for the eggs in the long grass.

Once while drying her wet apron before the fire, she ended up getting too close to the fire. Suddenly, the apron caught fire. She made terrified noise which was heard by her old nurse who came and rescues her by throwing a blanket over her.

With the passage of time, she learnt to use a key. She played a prank on her mother by locking her in the pantry. She also played this same prank on her teacher Anne Sullivan when she arrived.

Her family which consists of her father, mother, two older half-brothers and later a little sister.

Helen’s father was loving and indulgent. He was a good hunter and famous story-teller. He used to spell words into her hand and she had to repeat them. Her father was editor a newspaper which she knew later. Her father expired in the summer of 1896 when she was enjoying in the North. This was her first personal experience with death.

She was jealous of her little sister, Mildred as she felt that her sister get all attention of her mother and she felt neglected. One day, when her little sister was sleeping in the cradle, Helen overturned the cradle but her mother caught the little baby as she fell. When they grew up a little older, they became friends however, her sister could not understand her finger language.

Quick Revision Notes:

• After illness, Helen started using crude signs to communicate.

• She became friend with a little coloured girl Martha Washington, the daughter of her cook.

• She learned to use key played a prank on her mother by locking her in the pantry and later played same prank on her teacher.

• Her family which consists of her father, mother, two older half-brothers and later a little sister.

• She was jealous of her little sister, Mildred as she felt that her sister get all attention of her mother.

Three Men in a Boat Class 9th-Chapter 6 Summary and Quick revision

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Three Men in a Boat Class 9th-Chapter 6 Summary and Quick revision Notes English 


They finally reached Kingston which was once known as “Kyningestun” when Saxon “kings” were crowned. Old houses spoke of nobles and courtiers who lived in red brick houses.

Jerome reminded of a magnificent carved oak staircase in one of the house of Kingston which is a shop now. The shopkeeper once took his friend in that house in which wall was oak-panelled. The wall was covered with blue-wall paper. Jerome felt sad that people always end up with what they don’t want.

Jerome remembered a boy, Stivvings who studied at their school. He was an extraordinary student but he used to get ill twice a week. During the great cholera care of 1871, Stivvings was the only case in the reputed society. He had to stay in bed when he was ill and eat chickens, custards and hot-house grapes.

They were finally on the boat and rowing past Hampton court. Harris threw away the sculls, got up and sat on Jerome’s back and stuck his legs in the air. Montmorency howled and turned a somersault and the hamper jumped up and all things came out. Jerome ran the boat round the walls of Hampton court which looked peaceful.

Harris described the incidence of getting lost in the maze when he went in once to show it to someone. He had studied the map and thought it was simple. He met some people who followed him to come out. Harris was lost so they go back to the entrance and failed again to find the way out. They called the young keeper who gave them instructions but he also got lost with them. They called the young keeper who was new and not able to locate them and also got lost while entering the maze. Harris said that it was very fine maze. Harris and Jerome agreed that they would try to get George into it on their return journey.

Quick Revision Notes:

• They reached Kingston by boat.

• Jerome reminded of magnificent oak staircase and oak-panelled wall which was covered with wallpaper.

• Jerome also remembered his schoolmate Stivvings who was extraordinary in studies and got ill twice in a week.

• They were passing by Hampton court.

• Harris said that he got lost in the maze with other people where old keeper rescued them. They thought to get George into the maze in their return journey.

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The Story of My Life Class 10th-Chapter 3 Summary and Quick revision

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The Story of My Life Class 10th-Chapter 3 Summary and Quick revision Notes English

With the passage of time, Helen desires to express herself grew. Few signs she used to communicate became less and less adequate. She felt helpless and miserable. Her parents were in sorrow and confused. There was no school for the blind or the deaf in Tuscumbia where they lived. Her mother came across Dicken’s ‘American Notes’ in which it was written about Laura Bridgman who was deaf and blind and still got educated by Dr. Howe but he had died long ago and his method of teaching probably died with him.

Helen’s father heard about Dr. Chisholm, a famous eye surgeon who lived in Baltimore who had successful in several cases. He took her to Baltimore. Helen enjoyed the journey of the train. She did not experience any fits of temper during her journey as there were so many things to keep her mind and fingers busy.

They met Dr. Chisholm but he did no good to her. The doctor advised them to consult Dr. Alexander Graham Bell who can give her proper education. They went to Washington where they met Dr. Bell. He examined her with sympathy. The doctor advised her father to write to Mr. Anagnos, Director of the Perkins Institute in Boston. Her father wrote to the director and within a few week, he got positive reply from him that a competent teacher had been found. This was summer of 1886 but Anne Sullivan, her teacher did not arrive until the following march who took Helen from darkness to light.

Quick Revision Notes:

• As Helen desire to express herself grew, she felt herself helpless and miserable which also made her parents confused.

• There was no school for the blind or the deaf in Tuscumbia where they lived.

• He Father took her to Baltimore and met Dr. Chisholm, a famous eye surgeon but he did no good to her and advised them to consult Dr. Alexander Graham Bell.

• Dr. Bell advised her father to write a letter to Mr. Anagnos, Director of the Perkins Institute.

• Her father wrote and got positive reply from the institute that they found suitable teacher.

Notes of Ch 6 Security Threats and Safety Measures Computer| Class 9th

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Study Material and Notes of Chapter 6 Security Threats and Safety Measures Computer Class 9th

Introduction

• With the increasing use of the internet, there is also increase in threats to the computers.

• The main objectives of these threats is to destroy the data and to steal the vital information stored
in computers.

Viruses

• A computer virus is a program usually hidden within another simple program.

• These programs destroy data and perform other malicious actions by producing copies of itself and inserting them into other programs or files.

• These are created with a specific target in mind such as data theft or destruction of software.

• Viruses are of different types but a common virus is macro virus.

• Macro Virus: It is series of programming steps that are stored in a single location.

→ These can be embedded in the program files.

→ These viruses created with the intention of fooling the user can deceive them in sharing confidential information.

→ The virus using macro files are most popular as they are:
♠ Easy to write.
♠ Can infect more people faster as they exchange documents and data frequently
♠ Can easily infect any computer capable of running Office and Internet.

→ Macro viruses can corrupt data, create new files, move text, flash colors, insert pictures, send files across the Internet, and format hard drives.

→ Macro viruses modify registries, forward copies of it through emails, look for passwords, copy documents, and infect other programs.

→ Examples of Macro Viruses: Wazzo, W97M etc.

Worms

• Worms are computer programs that replicate copies of themselves.

• They are very similar to viruses however many difference are present between them.

• Difference between Worms and Viruses
→ Viruses often, but not always, contain some functionality that will interfere with the normal
use of a computer or a program however, worms exist as separate entities; they do not attach themselves to other files or programs.

• Some examples of the worst Worms that impacted we are:

→ Jerusalem is one of the earliest worms that spread in 1987. It used to delete files that were executed on each Friday the 13th.

→ In 1991, thousands of machines running MS-DOS were hit by a new worm, Michelangelo. The virus would overwrite the hard disk or change the master boot record of infected hosts.

→ In 2007 Storm Worm hit the computers.The worm gather data on the host machine, to sending infected emails to others.

• Worm mainly spreas through email attachments.

Trojan Horses

• A Trojan horse is a program that claims to rid your computer of viruses but instead introduces viruses into the system.

• The Trojan program does not attach itself to the files like a virus nor replicate itself like a worm but it does provide unauthorized access to user’s computer.

• These mostly spread through internet downloads and online gaming programs.

• The software makes infected computer slow and will exhibit pop-ups from time to time. Eventually, the computer will cease to operate, or crash.

• The best way to avoid the Trojans is to adopt safe download practices. Always download any program from trusted source.

• Examples: I love you

Spyware

• A Spyware is a program used to spy on the computer system. This program will try to get all the confidential and sensitive information such as your bank account numbers, passwords etc.

• Spyware can also change the configuration of your computer, generally without obtaining your consent first.

• SpyWare software covertly install the software during the installation of other software that is being downloaded such as music or video or a file-sharing program.

• After installation, the Spyware monitors user activity on the Internet and transmits that information in the background to someone else.

• SpyWare have the ability to monitor keystrokes, scan files on the hard drive, snoop other applications, such as chat programs or word processors.

• Examples are CoolWebSearch, Internet optimizer and Zango.

Malware

• Malware is short for “malicious software.” 

• Malware is any kind of unwanted software that is installed without your adequate consent.

• Malware damage the data or functionality of the computer or network.

• Virus, Trojans etc are examples of Malware.

Spams

• The term “spam” refers to unsolicited commercial email (UCE) or unsolicited bulk email (UBE). 

• Spam simply means irrelevant or inappropriate messages sent on the Internet to a large number of recipients.

• Unsolicited email mostly contains advertisements for services or products.

• Most common spam includes:
→ Phishing scams, a very popular and dangerous form of email fraud
→ Foreign bank scams or advance fee fraud schemes
→ Other “Get Rich Quick” or “Make Money Fast” (MMF) schemes
→ Quack health products and remedies.

• Spam email clogs your email accounts and uses unnecessary server space.

• It is never possible to completely stop the Spam email because Internet is a public platform. However precaution can be taken while looking at an unknown email addresses.

Hackers and Crackers

• Hackers and crackers are the software programmers who use dubious ways to get control over your computer and systems.

• Their main objective is to gain control over a computer so that they can get the sensitive confidential information.

• They use information against you by stealing money, personal data, pictures, bank details and government military information, so on and so forth.

• Hackers were the gifted programmers who gain access to the systems or network to show case the security loopholes to the administrators.

• Crackers have an end goal of destroying data and network for personal monetary gains.

AntiVirus Tools

• Anti Virus tools are the software programs that help us detect the virus in emails or files and hence protect our computers.

• These tools can detect virus, worms, Trojans as well as spyware and adware.

• They block us from visiting unsafe websites, and also downloading unsafe programs from such websites.

• They protect us from identity thefts and threats from phishing websites.

• Examples are Norton, Mcafee, K7, Quickheal etc.

Data Backup and Security

• The basic principal on data back up is very simple, just make another copy of the data and keep it elsewhere than on the same computer.

• This guarantees that once the data on your computer gets corrupted due to a threat, you can reload the data again on your computer once it has been rectified.

• We can use external hard drives and smart devices are to back up the data.

• Some guideing principles to use the computers securely:

→ Using Security software such as Norton antivirus, Symantec etc.
→ Never share passwords
→ Beware of email attachments form unknown sources
→ Do not randomly download material from websites which has not been checked for security
→ Never propagate hoax or chain emails
→ Always logout your laptop or computer
→ Restrict remote access
→ Frequently back up important data and files
→ Use encryption or sites that use encrypted data

Three Men in a Boat Class 9th-Chapter 7 Summary and Quick revision

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Three Men in a Boat Class 9th-Chapter 7 Summary and Quick revision Notes English 


The two friends and the dog were passing Moulsey which was one of the busiest dock on the river. The dock was full of boaters who were in their Sunday boating dress enjoying and relaxing. It was gayest sight with the caps and jackets of the men, pretty coloured dresses of the woman, excited dogs, moving boats, white sails, pleasant landscape and sparkling water.

Jerome liked little red in all things but criticized Harris to wear yellow and George to bought ugly new blazer for this trip. Jerome and Harris were worried about the blazer which looks gaudy because it would attract attention to the boat.

Girls didn’t look bad in boat but Jerome had an opinion that a boating dress should be worn by them in a boat. Jerome tells a story when he was going with two beautifully dressed ladies. But they were dressed for a photographic studio, not for a river picnic. The first thing that they thought was that the boat was not clean and they were afraid of getting their dresses wet. He was stroking but not able to prevent few drops of water falling on their dresses though he did his best. The ladies felt relieved when he asked another man to row but this man spread more water on their dresses and they began to protect themselves with their umbrellas and drew rugs and coats over themselves.

They reached Hampton Court. Harris wanted to visit Mrs. Thomas's tomb but Jerome rejected it. Jerome reminded of his visit to a village church where he saw an old bald-headed guy coming to him carrying a bunch of keys in his hand. Jerome protested when he insisted to see the tomb. Jerome had to run away when he burst into tears and asked him to see the skulls at least.

Harris was interested in tombs, graves, epitaphs and monuments revealed that he had joined the trip to see Mrs. Thomas's Tomb. Harris got angry when Jerome reminded him that they had to reach Shepperton by five o'clock to meet George. Harris said that he had never seen George doing any work. Harris wanted to go to the pub to have a drink but Jerome told him that there are no pubs nearby so he settled for lemonade from the hamper. Harris was steering while finding the bottle which was at the bottom of the hamper. So, he pulled the wrong line and sent the boat into the bank. Harris fall into the hamper with his leg up due to force hit of the boat. Jerome helped him out which makes him further angrier.

Quick Revision Notes:

• They passed through Moulsey which was the busiest dock where boaters were relaxing in their Sunday dress.

• Jerome tells a story about two beautifully dressed ladies who protected themselves from the drops of water using umbrella so that their dress don’t get spoiled.

• They reached Hampton court.

• A bald-headed man asked them to see skulls at least.

• Harris was interested in tombs, graves, epitaphs and monuments but can’t able to go because they had to meet George.

• Jerome fall into the hamper while taking out the lemonade bottle and steering the boat together.

Go to Chapters
 

The Story of My Life Class 10th-Chapter 4 Summary and Quick revision

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The Story of My Life Class 10th-Chapter 4 Summary and Quick revision Notes English

On the third March of 1887, Miss Anne Sullivan arrived at Keller family’s house. Helen was six years and nine months old at that time. On the day of arrival of Miss Anne, busy activities were happening in the house indicated to her that something unusual was going to happen.

Miss Sullivan gave Helen a doll which was a gift from the little blind students of the Perkins Institute and was dressed by Laura Bridgeman. When she was playing with it, the teacher spelled d.o.l.l. on her hand. Helen imitates it and felt extreme proud. Gradually, she was able to spell many words such as pin, hat, cup, sit, stand and walk. It took several weeks for Helen to realize that everything has a name. The teacher explained her that mug and water are different words but she was confused between the two. In rage, she broke her doll on the floor. She felt neither sorrow nor regret for the fragments.

Sullivan took her to the well-house and placed her one hand under the spout of water and spelled into the other hand the word, w.a.t.e.r. Now, everything is clear before her. On returning, she tried to put the fragments of doll together. She wept on what she had done. With the passage of time, she learned many new words that day including father, mother sister.

Quick Revision Notes:

• Miss Sullivan arrived at Keller family’s house on the third March of 1887 when Helen was just six years and nine months old.

• She gave a doll to Helen which was gift from the little blind students of the Perkins Institute.

• Miss Sullivan taught her to spell many words such as doll, pin, hat etc. and explained the difference between mug and water words.

Three Men in a Boat Class 9th-Chapter 8 Summary and Quick revision

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Three Men in a Boat Class 9th-Chapter 8 Summary and Quick revision Notes English


Harris and Jerome stopped near willow tree by Kempton Park to lunch. A gentlemen came there and blackmailed them. He said that they were trespassing and it was his duty to turn them off. Harris asked him how he would accomplish his task. He went away saying that he would consult his master. However, he didn’t came back. Jerome and Harris were angry. Jerome wanted to kill the owner but Harris wanted to kill him, his family, relatives and burn down his house. Harris calmed himself by singing a comic song.

Harris thinks himself as a good singer but all his friends knew that he could not sing, and would never be able to sing, and that he should not be allowed to sing. Jerome reminded of an incident which threw light on the inner working of human mind.

Jerome was at a fashionable and highly cultured party. Two young students who had come back from Germany said that Herr Slossenn Boschen will sing his great German comic song and everyone agreed. When he sat down to the piano and began to sing, the prelude suggest that it was a tragic pathetic song with soulful music. Jerome didn’t understand German so he followed the two young man. When they tittered, he tittered; when they roared, he also roared. Most of the seemed to be doing the same. The German professor singing the song did not seem happy and he got angry. He got up, swore at them, and then danced and shook his fists. He said that he had never been so insulted in all his life. The song was about a young girl who had given up her life to save her lover's soul. The two young men who had done this thing disappeared. Party ended and nobody even said goodnight to one another.

They reached Sunbury Lock at half-past three and sculled up to Walton and went past Oatlands Park where Henry VIII lived. The late Duchess of York who lived at Oatlands was very fond of dogs. She had a special graveyard made for the large number of dogs she had kept. They rowed to reach Weybridge where they saw George. Montmorency gave a furious bark, Jerome shrieked and Harris roared. George was carrying a parcel which was revealed that it was a banjo which he wanted to play.

Quick Revision Notes:

• A gentlemen blackmailed them for trespassing when they stopped for lunch at Kempton Park.

• Harris and Jerome got angry on him and he ran away.

• Harry thought himself to be a good singer but he was a poor one.

• Jerome reminded of cultured party where two students who returned from Germany suggested that German professor will sing a comic song.

• He was singing a sad song but everyone was laughing as they understood nothing.

• The professor felt insulted and the party was over without saying goodnight.

• They reached Sunbury Lock and sculled up to Walton and went past Oatlands Park.

• They saw George at Weybridge who was carrying banjo with him.

 

The Story of My Life Class 10th-Chapter 5 Summary and Quick revision

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The Story of My Life Class 10th-Chapter 5 Summary and Quick revision Notes English

This chapter contains the description of Helen’s experiences during the summer of 1887. She continued exploring objects with her hands. She learned name of many objects. Her knowledge about the world was increasing day by day.

The teacher took her to the banks of the Tennessee River. Helen got the first lessons of nature there. She learned how nature works such as how the sun and the rain help the plant in growing, how birds build their nests, how animals get food. She felt the beauty of nature.

One day while travelling, they stopped under a tree which was short distance from her house. Her teacher helped Helen to climb up a tree. They decided to have lunch there so, Miss Sullivan went to house to fetch the food. Suddenly, the weather changed and a thunderstorm started which created fear in Helen. Trees started to swing. She was afraid that she would fall but Miss Sullivan arrived at that moment and helped her down. This time she came to know about another face of nature which was not very beautiful. Nature is also destructive.

After this experience, she climbed another tree after a long time. One day, she was lured to climb a ‘Mimosa tree’ by its beautiful fragrance. She could not resist and climb the branches of the tree. She kept on climbing higher and higher until she reached a little seat somebody had built there. She spent many happy hours there.

Quick Revision Notes:

• Helen continued her exploration with her hands and started increasing knowledge day by day.

• She learnt about the working of nature and experienced its beauty on banks of the Tennessee River with her teacher.

• One day, Helen and her teacher decided to do lunch under tree. Her teacher went to fetch the lunch and helped Helen in climbing the tree.

• But weather changed suddenly and thunderstorm appeared. She feared but soon teacher came and helped her in getting down.

• By this incident, she understood that nature is also destructive.

भारत और समकालीन विश्व I- कक्षा 9th NCERT Solutions इतिहास

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इतिहास कक्षा 9th NCERT Solutions in Hindi Medium

अपने पाठ्यपुस्तक के प्रश्न का उत्तर पाइए। अगर आपको भारत और समकालीन विश्व I NCERT पाठ्यपुस्तक के प्रश्नों के जवाब ढूँढ़ने में दिक्कत हो रही है तो आप इसे यहाँ पा सकते हैं। यह पृष्ठ NCERT Solutions ढूँढ़ने में आपकी मदद करेगी। आप यहाँ अपने कक्षा 9th की इतिहास पुस्तक के विस्तृत प्रश्न और उत्तर पा सकते हैं। हरेक अध्याय के उत्तर दिए गए सूची में उपलब्ध हैं। आपको केवल जरूरतानुसार अपने अध्याय पर क्लिक कर उत्तरों को देखना है। आप NCERT पाठ्यपुस्तक को भी यहाँ पढ़ सकते हैं।

खण्ड I : घटनाएँ और प्रक्रियाएँ 


अध्याय 2 - यूरोप में समाजवाद एवं रुसी क्रांति 

अध्याय 3 - नात्सीवाद और हिटलर का उदय

खण्ड II : जीविका, अर्थव्यवस्था एवं समाज 

अध्याय 4 - वन्य, समाज एवं उपनिवेशवाद

अध्याय 5 - आधुनिक विश्व चरवाहे 

अध्याय 6 - किसान और काश्तकार

खण्ड III : रोजाना की ज़िन्दगी, संस्कृति और राजनीति

अध्याय 7 - इतिहास और खेल: क्रिकेट की कहानी 

अध्याय 8 - पहनावे का सामाजिक इतिहास


राजनीति विज्ञान NCERT Solutions

अर्थशास्त्र NCERT Solutions


NCERT Solutions for Class 9th: पाठ 1 - फ़्रांसीसी क्रांति इतिहास

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NCERT Solutions for Class 9th: पाठ 1 - फ़्रांसीसी क्रांति इतिहास (Francisi Kranti) History in Hindi Medium

पृष्ठ संख्या: 24

प्रश्न

1. फ़्रांस में क्रांति की शुरुआत किन परिस्थितियों में हुई?

उत्तर

निम्नलिखित परिस्थितियों में फ़्रांस में क्रांति की शुरुआत हुई -

• सामाजिक असमानता - अठारहवीं शताब्दी में फ़्रांसीसी समाज तीन एस्टेट्स में बँटा था कुलीन, पादरी और तीसरा एस्टेट्स जो व्यापारी, वकील, किसान, कारीगर, भूमिहीन मज़दूर और नौकरों से निर्मित था। केवल तीसरे एस्टेट्स के लोग ही कर देते थे। कुलीन एवं पादरी वर्ग को राज्य को दिए जाने वाले कर से छूट थी।

• जीविका संकट - फ़्रांस की जनसंख्या सन् 1715 में 2.3 करोड़ थी जो सन् 1789 में बढ़कर 2.8 करोड़ हो गई। इस कारण अनाज उत्पादन की तुलना में उसकी माँग काफ़ी तेज़ी से बढ़ी। अधिकांश लोगों के मुख्य खाद्य- पावरोटी की कीमत में तेज़ी से वृद्धि हुई मगर मज़दूरी महँगाई की दर से नहीं बढ़ रही थी, जिससे रोज़ी-रोटी का संकट पढ़िए हो गया।

• आर्थिक समस्या - लंबे समय तक चले युद्धों के कारण फ्रांस के वित्तीय संसाधन नष्ट हो चुके थे। अपने नियमित खर्चों जैसे, सेना के रखरखाव, राजदरबार, सरकारी कार्यालयों या विश्वविद्यालयों को चलने के लिए फ़्रांसीसी सरकार करों में वृद्धि के लिए बाध्य हो गई।

• मजबूत मध्यम वर्ग - अठाहरवीं शताब्दी में मध्यम वर्ग शिक्षित और धनी हो चुका था। उनका यह मानना था समाज के किसी ख़ास तबके को जन्म के आधार पर विशेषाधिकार नहीं मिलना चाहिए। दार्शनिकों ने स्वंत्रता, समान नियमों समान अवसरों के विचार को आगे लाया। दार्शनिकों के इन विचारों की चर्चा कॉफ़ी हाउसों व सैलॉन हुई और पुस्तकों और अखबारों के माध्यम से इनका व्यापक प्रचार-प्रसार हुआ।

• तत्कालिक कारण - फ़्रांसीसी सम्राट लुई ने 5 मई 1789 को नए करों के प्रस्ताव के अनुमोदन के लिए एस्टेट्स जनरल की बैठक बुलाई। तीसरे एस्टेट के प्रतिनिधि प्रस्ताव के विरोध में थे लेकिन प्रत्येक एस्टेट को एक वोट होने के कारण उनकी अपील ठुकरा दी गई। तीसरे एस्टेट के प्रतिनिधि सभा से बाहर चले गए।

2. फ़्रांसीसी समाज के किन तबकों को क्रांति का फ़ायदा मिला? कौन-से समूह सत्ता छोड़ने के लिए मजबूर हो गए? क्रांति के नतीजों से समाज के किन समूहों को निराशा हुई होगी?

उत्तर

तीसरे एस्टेट के अमीर तबकों को फ़्रांसीसी क्रांति का फ़ायदा मिला। कुलीन और पादरी समूह को सत्ता छोड़ने के लिए मजबूर हो गए। समाज के गरीब समूहों तथा महिलाओं को निराशा हुई होगी।

3. उन्नीसवीं और बीसवीं सदी की दुनिया के लिए फ़्रांसीसी क्रांति कौन-सी विरासत छोड़ गई?

उत्तर

स्वतंत्रता और जनवादी अधिकारों के विचार फ़्रांसीसी क्रांति की सबसे महत्वपूर्ण विरासत थे। ये विचार उन्नीसवीं सदी में फ़्रांस से निकल कर बाकी यूरोप में फैले और इनके कारण वहाँ सामंती व्यवस्था का नाश हुआ। औपनिवेशिक समाजों ने संप्रभु राष्ट्र-राज्य की स्थापना के अपने आंदोलनों में दासता से मुक्ति के विचार को नई परिभाषा दी। टीपू सुल्तान और राजा राममोहन रॉय क्रांतिकारी फ़्रांस में उपजे विचारों से प्रेरणा लेने वाले ठोस उदाहरण थे।

4. उन जनवादी अधिकारों की सूची बनाएँ जो आज हमें मिले हुए हैं और जिनका उद्गम फ़्रांसीसी क्रांति में है।

उत्तर

• समानता का अधिकार
• स्वतंत्रता का अधिकार
• बोलने और अभिव्यक्ति की स्वतंत्रता
• शोषण  विरुद्ध अधिकार
• न्याय का अधिकार

5. क्या आप इस तर्क से सहमत हैं कि सार्वभौमिक अधिकारों के संदेश में नाना अंतर्विरोध थे?

उत्तर

हाँ, सार्वभौमिक अधिकारों के संदेश में नाना अंतर्विरोध थे:

• 'पुरुष और नागरिक अधिकार घोषणापत्र' के कई आदर्श अस्पष्ट अर्थों से भरे पड़े थे। जैसे 'समाज के लिए किसी भी हानिकारक कृत्य पर पाबंदी लगाने का अधिकार कानून के पास है।' में किसी व्यक्ति के खिलाफ आपराधिक आरोप के बारे में कुछ नहीं कहा गया था।

• घोषणापत्र के अनुसार 'कानून सामान्य इच्छा की अभिव्यक्ति है। सभी नागरिकों को व्यक्तिगत रूप से या अपने प्रतिनिधियों के माध्यम से इसके निर्माण में भाग लेने का अधिकार है। कानून के नज़र में सभी नागरिक समान हैं।' लेकिन फ़्रांस के संवैधानिक राजतंत्र बनने के बाद, महिलाओं, पुरुष जो पर्याप्त कर देने में असमर्थ थे तथा जिनकी उम्र 25 वर्ष से छोटी थी जैसे करीब 30 लाख व्यक्तियों से वोट देने का अधिकार छीन लिया गया।

अतः इन सार्वभौमिक अधिकारों से गरीबों को दबा दिया गया। संविधान केवल अमीरों के लिए उपलब्ध रह गया। महिलाओं को इनसे कुछ हासिल नहीं हुआ।

6. नेपोलियन के उदय को कैसे समझा जा सकता है?

उत्तर

1792 में फ़्रांस के गणतंत्र बनने के बाद, वहाँ के तत्कालीन शासक रोबेस्पेयर ने नियंत्रण तथा दंड की सख्त नीति अपनाई। वह खुद ही एक अनियंत्रित शासक बन चुका था। परिमाणतः अगले कुछ सालों तक आतंक का राज स्थापित हो गया। रोबेस्पेयर के शासन के खत्म होने के बाद, सारी शक्ति एक व्यक्ति के हाथ में जाने से बचाने के लिए पाँच सदस्यों वाली एक कार्यपालिका - डीरेक्ट्री को परिषद द्वारा नियुक्त किया गया। लेकिन, डीरेक्टरों का झगड़ा अक्सर विधान परिषदों से होता और तब परिषद् उन्हें बर्खास्त करने की चेष्टा करती। डीरेक्ट्री की राजनितिक अस्थिरता ने नेपोलियन बोनापार्ट के उदय का मार्ग प्रशस्त कर दिया।

पाठ में वापिस जाएँ

The Story of My Life Class 10th-Chapter 6 Summary and Quick revision

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The Story of My Life Class 10th-Chapter 6 Summary and Quick revision Notes English

Learning language is a slow and painful process for a deaf and blind person but the result is wonderful. Helen had learned many words and her area of inquiry broadened. She returned to the subject again and again for further information.

One day Helen brought violets to her teacher. Miss Sullivan tried to kiss her but she did not like it so, Sullivan put her arm around Helen to show her affection and spelled into her hand, “I love Helen”. ‘Love’ was a new word for Helen so she asked her the meaning of love. Miss Sullivan pointed towards her heart and told her that love is here. But Miss Sullivan could not show her what love is.

After some days, Helen was arranging the beads in a symmetrical pattern but found it difficult. Miss Sullivan touched her forehead and spelled ‘Think’ on her hand. She understood that the word is the name of the process going on in her mind. This was her first conscious perception of an abstract idea. Later, her teacher explained that love cannot be touched but you can feel the sweetness that love pours into everything. Without love a person would not be happy or want to play.

Miss Sullivan encouraged her to participate in the conversation which was a difficult task for deaf and blind. Miss Sullivan also provided her several words and idioms to express Helen’s thoughts by spelling into her hand. This process continued for several years and gradually she came on the right track.

Quick Revision Notes:

• Despite learning language is difficult task for deaf and blind, Helen learnt many words and broadened her are of enquiry.

• Miss Sullivan tried to explain the meaning of love to her but she fail to understand.

• Miss Sullivan made Helen understood the word ‘think’ and later also explained about love.

• Miss Sullivan encouraged her to participate in the conversation and provided various support in doing this.

Three Men in a Boat Class 9th-Chapter 9 Summary and Quick revision

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Three Men in a Boat Class 9th-Chapter 9 Summary and Quick revision Notes English

Harris and Jerome wanted George to do some work so he towline the boat up to Runnymede. Jerome considered tow-lines strange as they tangled on their own. Jerome told a story when he and his friends were going down in Bovency. They saw two men who were looking for their boat which had gone off when they were disentangling their tow-line.

He also remembered another story that how George tied a tow-line of the boat of a young couple and made them tow four bulking chaps in another boat for a long time. The girl was shocked when she could not see her aunt as they were towing the wrong boat. George said that he didn’t know about the recovery of her aunt when Harris asked him.

Jerome tells about the story of lazy boaters who hired a barge house to pull their boats. They move so frequently that often there were some mishaps. Jerome said that most exciting is being towed by the girls. He further said that it took three girls to tow, two to hold the rope and third to run round and round. They generally began by getting themselves tied up.

At the end of a hundred yards, they were naturally breathless. George towed steadily on to Penton Hook. They thought to camp there and sleep on board at night. However, with the sun still in heaven, they thought to move for some miles. In the meantime the boat drifted out midstream.

Jerome also tells about his river trip down Goring with his cousin who was young lady. They reached Benson's lock at half-past six and his cousin was eager to reach home before evening. The narrator drew out a map and found that they were just a mile and half to the Wallingford lock. His cousin thought they had lost and started crying. Jerome got nervous but he still went on pulling. The river grew more and more gloomy and mysterious under the gathering shadows of the night but still there was no lock. Suddenly, they saw a boat. Jerome asked them about Wallingford lock. They told him that there was no Wallingford lock for the last one year but they were very close to Cleave now. Lastly, they got home in time for supper.

Quick Revision Notes:

• George was now rowing the boat.

• They were going down in Bovency when Jerome told story about the boaters who lost their boats when disentangling tow-line.

• Jerome also remembered when George tied tow-line of a couple and they towed the wrong boat and their aunt went missing.

• Jerome said it requires three girls to tow.

• George towed steadily on to Penton Hook and wanted to camp but sun was in the sky so they thought to move for some miles.

• Jerome tells about his trip down Goring with his cousin who was a young lady.

• Jerome wasn’t able to found Wallingford and they thought they are lost in the river.

• They saw a boat where Jerome got to know that there were no Wallingford lock and they are near to Cleeve. They reached home at the time of supper.


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The Story of My Life Class 10th-Chapter 7 Summary and Quick revision

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The Story of My Life Class 10th-Chapter 7 Summary and Quick revision Notes English

Once Helen could spell a few words, her teacher gave her slips of cardboard with raised letters printed on them. She quickly learned that each printed word stood for an object, an act or a quality. She had a frame in which she arranged letters to form words and then make them into sentences. The printed slips were a step towards the printed books. She was given a book ‘Reader for beginners’ in which she hunted for the words she knew. Miss Sullivan had great power of description which made Helen easily understood.

They read and studied outdoors mostly and used different objects from nature to understand the concepts. Her favourite walk was to the Keller’s Landing, an old wharf on the Tennessee River. Miss Sullivan taught her Geography in an interesting manner. She built dams with pebbles, made islands and lakes, and dug river-beds. Miss Sullivan also taught her arithmetic, botany and zoology in same leisurely manner.

A gentleman gifted Helen a collection of fossils. With the help of those fossils, Miss Sullivan explained her about prehistoric creatures.

Another time a beautiful shell was given to her which helped her to learn about the habitat of the marine animals. Miss Sullivan taught her the growth of a plant by making observations on a growing lily plant kept on the window.

Miss Sullivan was a genius teacher for her. She showed sympathy and love for Helen. She made education easy and interesting for her. Helen developed great intimacy with her teacher.

Quick Revision Notes:

• After Helen spelled few words, her teacher given slips of cardboard with raised letters to her and later, she learnt to read a book named ‘Reader for beginners’.
• Miss Sullivan taught her all the concepts of geography, arithmetic, botany and zoology in playful ways.

• She learned about the various prehistoric creatures through fossils and also about marine animals.

• Miss Sullivan proved to be great teacher for her.

Three Men in a Boat Class 9th-Chapter 10 Summary and Quick revision

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Three Men in a Boat Class 9th-Chapter 10 Summary and Quick revision Notes English

George rowed the boat till Staines. They had originally thought to camp at Magna Charta Island. Now, they wanted to have their supper and go to bed. George suggested that they should pitch the tent before eating supper. They thought it would be an easy task and take them just ten minutes. George did his part all right but it was new work for Harris and he bungled it. They helped each other to fix the covering and they entangled themselves in boat cover. Jerome finally disentangled them and they were not really happy. Finally the cover was fixed after half an hour.

They boiled the water and made tea and ate supper in total silence. After it, they felt that they were quarrelsome and ill-tempered but now they loved each other and everybody. George wondered why they couldn't be always happy and generous like that and why they couldn't remain away from sins and temptations. George related a story when his father travelled with another fellow through Wales. They stopped at a little inn where they joined the other fellows and spent the evening with them.

They went to bed at ten but Jerome couldn’t sleep because a part of the boat kept digging into his spine. He stepped outside putting on whatever clothes he could and crept under the canvas on to the bank. He admired the glorious night. The moon had sunk and left the quiet earth alone with the stars. The world had seemed so hard and wrong to them. It was like some great loving mother, gently laid her hand upon their feverish heads and removed their pain. Jerome tells about the story of knight who lost in the dark forest named Sorrow. The good knight was shown a vision about which he can’t speak.

Quick Revision Notes:

• George rowed till Staines and had originally thought to camp at Magna Charta Island.

• They pitched the tent in half an hour as Harris bungled it.

• They made supper and ate it in total silence.

• George told a story about his father travelling through Wales.

• Jerome wasn’t not able to sleep so he crept under the canvas to the bank.

• He admired the night and the stars. Jerome told a story about a knight who lost in the dark forest named sorrow and seen a vision.
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