#Punjab Text Books Class 12

[rhyanneee]

World’s Literature

A. Southeast Asia

“All we have to decide is what to do with the time that is given us.” ―  J.R.R. Tolkein

Southeast Asia is composed of eleven countries of impressive diversity in religion, culture and history: Brunei, Burma (Myanmar), Cambodia, Timor-Leste, Indonesia, Laos, Malaysia, the Philippines, Singapore, Thailand and Vietnam. Based on my research, the predominant themes of Southeast Asian arts have been religion and national history. In religion the main interest was not so much in actual doctrine but in the life and personality of the Buddha and the personalities and lives of the Hindu gods. In national history the interest was in the legendary heroes of the past, and this theme appeared only after the great empires had fallen and the memories of their glory and power remained. The Buddha image, which went through various stages of development, remained the favorite motif of sculpture and painting. The depiction of scenes from his previous lives in fresco and relief sculpture also had the purpose of teaching the Buddhist ethics to the people, as the Jatakas emphasized certain moral virtues of the Buddha in his previous lives; it also gave an opportunity to the artist to introduce local color by using, as background, scenes from his own contemporary time. The depiction of scenes from the Hindu epics also had the same purpose and gave the same opportunity to the artist. Many figures from the Buddhist and Hindu scriptures, such as gods and goddesses, heroes and princesses, hermits and magicians, demons and dragons, flying horses and winged maidens, became fused with similar native figures, and, gradually, folklore plots became merged in the general religious themes.

B. East Asia

“Only the very weak-minded refuse to be influenced by literature and poetry.” ― Cassandra Clare, Clockwork Angel

East Asia is the eastern region of Asia, which is defined in both geographical and ethno-cultural terms. The modern states of East Asia include China, Hong Kong, Japan, Macau, Mongolia, North Korea, South Korea, and Taiwan. According to my research, some of the themes in East Asia literature are Immortality, Unfaithfulness, Disrespect in the Society, Abused Marriages & Families, Religion, Traditional Practices, Traditional Beliefs and Social Class. Some of the books in East Asia were concerned of the ethical practices that were common in their society. Some of them are about “respect.” Respect is one of the most cherished virtues in the society, and many of the East Asian literatures have always expressed this in different ways, especially the need to respect the elderly and those in power. Another common theme that comes out of the books focuses on the abused marriages. In the two cases, we witness marriage partners engaging in abusive acts against their wives or husbands. There are so many books which possesses such styles and themes in literature.

C. South and West Asia

“There is no surer foundation for a beautiful friendship than a mutual taste in literature.” ― P.G. Wodehouse

South Asia or Southern Asia is the southern region of Asia, which is defined in both geographical and ethno-cultural terms. The region consists of Afghanistan, Bangladesh, Bhutan, India, the Maldives, Nepal, Pakistan, and Sri Lanka. The West Asia region comprises of 12 member countries; Bahrain, Iraq, Jordan, Kuwait, Lebanon, Oman, State of Palestine, Qatar, Saudi Arabia, Syrian Arab Republic, United Arab Emirates and Yemen. Based on my research, the peoples of South Asia have had a continuous literature from the first appearance in the Punjab of a branch of the Indo-European-speaking peoples who also settled all of Europe and Iran. In India this branch of Indo-Aryans, as they are usually called, met earlier inhabitants with different languages and no doubt a different culture—possibly a culture akin to that of the Indus Valley civilization, which had a script, and perhaps a literature of its own, of which nothing is known. Certain to have been settled in India were peoples who spoke languages of Dravidian origin, as well as other languages, called Munda, now preserved only by aboriginal tribes, which show affinities with the languages of Southeast Asia. In the Hellenistic period literature and culture flourished in Western Asia. Traditional literary forms such as lists continued to be produced by the native population and were adapted by the new rulers. While there is little evidence for the creation of new narrative literature, which may in part be due to the fragmentary nature of our sources, existing epics, wisdom texts, and folktales were retold, rewritten, and transmitted. Greeks living in Western Asia created historiographical, ethnographical, and geographical works about their surroundings, inspiring in turn the Babylonian priest Berossus to write a reference work on Babylonia in Greek. Much as during the Persian Empire, political instability and changes in power led to a diverse and independent culture of writing. Continuity in all genres, writing systems, and languages remains the most important characteristic of Western Asian literature at least to the beginning of the Christian era.

D. Anglo-America and Europe

“Literature is the most agreeable way of ignoring life.” ― Fernando Pessoa, The Book of Disquiet

Anglo-America most often refers to a region in the Americas in which English is a main language and British culture and the British Empire have had significant historical, ethnic, linguistic and cultural impact. Europe is a continent located entirely in the Northern Hemisphere and mostly in the Eastern Hemisphere. It comprises the westernmost part of Eurasia and is bordered by the Arctic Ocean to the north, the Atlantic Ocean to the west, the Mediterranean Sea to the south, and Asia to the east. Based on my research, like other national literatures, American literature was shaped by the history of the country that produced it. For almost a century and a half, America was merely a group of colonies scattered along the eastern seaboard of the North American continent—colonies from which a few hardy souls tentatively ventured westward. After a successful rebellion against the motherland, America became the United States, a nation. By the end of the 19th century this nation extended southward to the Gulf of Mexico, northward to the 49th parallel, and westward to the Pacific. By the end of the 19th century, too, it had taken its place among the powers of the world—its fortunes so interrelated with those of other nations that inevitably it became involved in two world wars and, following these conflicts, with the problems of Europe and East Asia. Meanwhile, the rise of science and industry, as well as changes in ways of thinking and feeling, wrought many modifications in people’s lives. All these factors in the development of the United States molded the literature of the country. Western European literature could be viewed as a parade of movements—Romanticism, Realism, Naturalism, Futurism, Structuralism, and so on indefinitely. European literature refers to the literature of Europe. European literature includes literature in many languages; among the most important of the modern written works are those in English, Spanish, French, Dutch, Polish, German, Italian, Modern Greek, Czech and Russian and works by the Scandinavians and Irish. Important classical and medieval traditions are those in Ancient Greek, Latin, Old Norse , Medieval French and the Italian Tuscan dialect of the renaissance. European literature, also known as Western literature, is the literature written in the context of Western culture in the languages of Europe, as several geographically or historically related languages. Diverse as they are, European literatures, like Indo-European languages, are parts of a common heritage belonging to a race of proud nations which boast the likes of Homer who wrote Iliad and Odyssey, Virgil who wrote the Aeneid, Dante who wrote Divine Comedy, Chaucer who wrote Canterbury Tales. These, and other literary masterpieces form part of what we call as Western Canon.

E. Africa

“Literature is a textually transmitted disease, normally contracted in childhood.” ― Jane Yolen

Africa is the world's second-largest and second-most populous continent, after Asia in both cases. At about 30.3 million km² including adjacent islands, it covers 6% of Earth's total surface area and 20% of its land area. With 1.3 billion people as of 2018, it accounts for about 16% of the world's human population. Based on my research about Africa’s Literature. Afro-Asiatic and African languages together with works written by Africans in European languages. Traditional written literature, which is limited to a smaller geographic area than is oral literature, is most characteristic of those sub-Saharan cultures that have participated in the cultures of the Mediterranean. In particular, there are written literatures in both Hausa and Arabic, created by the scholars of what is now northern Nigeria, and the Somali people have produced a traditional written literature. There are also works written in Geʿez (Ethiopic) and Amharic, two of the languages of Ethiopia, which is the one part of Africa where Christianity has been practiced long enough to be considered traditional. Works written in European languages date primarily from the 20th century onward. The literature of South Africa in English and Afrikaans is also covered in a separate article, South African literature.

F. Latin America

“Literature is news that stays news.” ― Ezra Pound

Latin America is a group of countries and dependencies in the Western Hemisphere where Romance languages such as Spanish, Portuguese, and French are predominantly spoken. According to my research about Latin America’s Literature. Romanticism, Realism, Naturalism, and Emerging Literary Trends. The Latin American wars of Independence that occurred in the early nineteenth century in Latin America led to literary themes of identity, resistance, and human rights. Latin American literature, the national literatures of the Spanish-speaking countries of the Western Hemisphere. Historically, it also includes the literary expression of the highly developed American Indian civilizations conquered by the Spaniards. Over the years, Latin American literature has developed a rich and complex diversity of themes, forms, creative idioms, and styles. A concise survey of its development is provided here. For a history of literature written in Portuguese in Brazil, see Brazilian literature. Latin American literature refers to written and oral works created by authors in parts of North America, South America, and the Caribbean. Latin American authors usually write in Spanish, Portuguese, English, or a language native to their specific country. Latin American writers working in the United States can be classified as writing Latin American literature too. Latin American literature has a rich history starting in the Pre-Colombian period and working all the way up to modern day. With each period of Latin American history, came a genre that dominated the field. In this lesson, we will look at the main periods of Latin American literature, the genres that fueled those periods, and authors who are well known in Latin American literature.

Source: 

Wikipedia, Britannica, Google and Online Library.

Saunar, Rhenz Rhyanne 11 - St. Alypius

[smaartdevelopers]

Class 12 Books All Punjab Free PDF Download

Class 12 Books All Punjab Free PDF Download

Punjab Text Book Board has taken an initiative to distribute the books online. All the Books are now available at Phdcoding.com and the Punjab Text Book Board Website. 

Here are the Books available for class 12 to download free of cost in pdf format.

Class 12:

Click Here to Download Urdu Book

Click Here to Download Pakstudy-UM Book

Click Here to Download Pakstudy-EM Book

Click Here to…

[possibilistfanfiction]

Whuuuuut congraaaats! That’s nice, tell us about her? 😁

ok well

she’s starting her phd & she’s writing a dissertation on the racialization of islam in the states post 9/11, super smart, we trade books. we started talking bc we both cry to 20 something by sza like daily lol. her family is from pakistan & she has a tattoo of the flowers from the punjab license plate, her mom hates it but like begrudgingly rly likes it. she’s muslim but she says it’s v complicated for her yknow bc it’s community & stuff etc. the first night we hung out we drank awful barefoot moscato & danced on my roof at like 1 am. we kissed for the first time at this bar in bedstuy called lover’s rock & she tasted like rum & honey bc we were drinking some wildly sweet cocktail she ordered on accident. she does yoga & when she skips class she’ll do it in my living room which is 👌🏻👌🏻👌🏻. she’s bi so she was funny & was like yknow wherever u are with gender i’m a big fan so that was dope. we watched san junipero last night bc she’d never seen it before & she rolled her eyes when i Assured her she’d cry but then she cried rly hard & was also laughing bc she was crying & was like omg what do we Do after that & so i played lick it like 12 times until she was like jude stop lmao but it made her laugh so Whatever worth it. also guys. she’s So beautiful holy shit !! like so beautiful it’s rly fucking amazing. she cries to white ferrari by frank ocean every time it comes on & she sings hollaback girl for her karaoke song. last night i was like whoa idk what to show u & then play u to top the san junipero/lick it combo & she said ‘oh i’m jude i’m always trying to top everything’ & i didn’t even say anything just raised a brow & she started laughing after a few seconds & we didn’t rly stop so we didn’t have sex bc our kisses were already a mess. she always texts me when she’s above ground on the M train on her way to work & sometimes she says little prayers after sex & those things feel like a lot & so tender so i’m trying Rly Hard! not to fuck it up wish me luck lol

[sushanttourtravels]

Top Attractions in India Geographically India stretches from the tropical lushness of the Indian Ocean coasts to the high Himalaya, with virtually every conceivable terrain between. Combine this with a history dating back thousands of years and the result is a land of incredible diversity and endless fascination. A rich melting pot of religions and languages, regional cultural and culinary traditions and festivals, splendid artistic and architectural styles. Climate- India has such a wide range of climatic factors that it’s impossible to pin down the best time to visit weather-wise with any certainty. Broadly speaking October to March tend to be the most pleasant months over much of the country. In the far south, the monsoon weather pattern tends to make January to September more pleasant, while Sikkim and the areas of northeastern India tend to be more palatable between March and August, and Kashmir and the mountainous regions of Himachal Pradesh are at their most accessible between May and September. The deserts of Rajasthan and the northwestern Indian Himalayan region are at their best during the monsoon. India is a land of festivals and fairs. Every day of the year there is a festival celebrated in some part of the country. Some festivals welcome the seasons of the year, the harvest, the rains, or the full moon. Others celebrate religious occasions, the birthdays of divine beings, saints, and gurus (revered teachers), or the advent of the New Year. A number of these festivals are common to most parts of India. However, they may be called by different names in various parts of the country or may be celebrated in a different fashion. Religion- religion seeps into every facet of Indian life. Despite being a secular democracy, India is one of the few countries in which the social and religious structures that define the nation’s identity remain intact, and have continued to do so for at least 4000 years despite invasions, persecution, European colonialism and political upheaval. Change is inevitably taking place as modern technology reaches further and further into the fabric of society but essentially rural India remains much the same as it has for thousands of years. So resilient are its social and religious institutions that it has absorbed, ignored or thrown off all attempts to radically change or destroy them. Hinduism- India’s major religion, Hinduism, is practiced by approximately 81% of the population. In terms of the number of adherents, it’s the largest religion in Asia and one of the world’s oldest extant faiths. Hinduism has a vast pantheon of gods, a number of holy books and postulates that everyone goes through a series of births or reincarnations that eventually lead to spiritual salvation. With each birth, you can move closer to or further from eventual enlightenment; the deciding factor is your karma. The Hindu religion has three basic practices. They are puja or worship, the cremation of the dead, and the rules and regulations of the caste system. Hinduism is not a proselytizing religion since you cannot be converted: you’re either born a Hindu or you’re not. Significant differences exist within this Hindu majority, arising not only out of divisions of caste, but also out of differing religious beliefs. One great divide is between devotees of the god Vishnu and devotees of the god Shiva. There are also Hindus who are members of reform movements that began in the 19th century. The most significant of these is perhaps the Arya Samaj, which rejects divisions of caste and idol worship. Hindus may come together also as devotees of a guru, such as Sai Baba. Despite its differences, the Hindu community shares many things in common. Islam- there are more than 100 million Muslims in India (approximately 12% of the population), making it one of the largest Muslim nations on earth. Muslims are a more urban community than Hindus. There are many towns and cities in northern India where Muslims are one-third or more of the population. In addition to Jammu and Kashmir and the Lakshadweep islands, where more than two-thirds of the population is Muslim, major concentrations of Muslims live in Assam, West Bengal, Uttar Pradesh, and Kerala states. About one-quarter of all Muslims living in India live in the state of Uttar Pradesh. Muslim influence in India is particularly strong in the fields of architecture, art and food. Buddhism- Buddhism was founded in northern India in about 500 BC, spread rapidly when emperor Ashoka embraced it but was gradually reabsorbed into Hinduism. Today Hindus regard the Buddha as another incarnation of the Hindu god Vishnu. There are now only 6.6 million Buddhists in India, but important Buddhist sites in northern India, such as Bodhgaya, Sarnath (near Varanasi) and Kushinagar (near Gorakhpur) remain important sites of pilgrimage. Jain- The Jain religion also began life as an attempt to reform Brahmin cal Hinduism. It emerged at the same time as Buddhism, and for many of the same reasons. The Jains now number only about 4.5 million and are found predominantly in the west and southwest of India. The religion has never found adherents outside India. Jains believe that the universe is infinite and was not created by a deity. They also believe in reincarnation and eventual spiritual salvation by following the path of the Jain prophets. Sikhs- The Sikhs in India number 18 million and are predominantly located in the Punjab. The religion was originally intended to bring together the best of Hinduism and Islam. Its basic tenets are similar to those of Hinduism with the important modification that the Sikhs are opposed to caste distinctions. The holiest shrine of the Sikh religion is the Golden Temple in Amritsar. Other- approximately 3% of the population is Christian and there are also a few small Jewish communities in ex-colonial enclaves. India’s population is rich with diverse ethnic and cultural groups. Ethnic groups are those based on a sense of common ancestry, while cultural groups can be either made up of people of different ethnic origins who share a common language, or of ethnic groups with some customs and beliefs in common, such as castes of a particular locality. The diverse ethnic and cultural origins of the people of India are shared by the other peoples of the Indian subcontinent, including the inhabitants of Pakistan, Bangladesh, Nepal, Bhutan, and Sri Lanka. People of India – The overwhelming majority of India’s population shares essentially the same physical characteristics. There is no concrete scientific evidence of racial differences within this majority, although there are ethnic and cultural differences, such as language and religion. Tribal Groups. There are also groups of people in India that have been identified by the government as tribal, meaning they belong to one of the more than 300 officially designated “scheduled tribes”. The tribal people are sometimes called hill tribes or adivasis (“original inhabitants”), and in 1991 made up about 8% (more than 65 million people) of India’s population. Members of India’s various hill tribes are thought to be indigenous and tend to be ethnically distinct. These groups typically marry within their community and often live in large, adjoining areas, which are preserved by government policies restricting the sale of land to tribe members. Major tribes include the Gond and the Bhil. Each has millions of members and encompasses a number of sub tribes. Most other tribes are much smaller, with tens of thousands of members. Very few tribal communities now support themselves with traditional methods of hunting and gathering or with shifting cultivation because of government restrictions aimed at protecting the environment. Instead, they generally practice settled agriculture. Tribal groups tend to live in rural areas, mainly in hilly and less fertile regions of the country. Less than 5 percent practice traditional tribal religious beliefs and customs exclusively, most now combine traditional religions and customs with Hinduism or Christianity. Most tribal groups live in a belt of communities that stretches from eastern Gujarât to western West Bengal. The western tribes speak a dialect of Hindi, the central tribes use a form of the Dravidian language, and the eastern tribes speak Austro-Asiatic languages. The other major concentration of tribal people is in the northeastern hills. Tribe members make up the majority of the population in the states of Mizoram, Nagaland, Meghalaya, and Arunâchal Pradesh. These people, many of them Christian, speak languages of the Sino-Tibetan family which are also spoken by the Buddhists who live along the Himalayan ridge, from Arunâchal Pradesh in the east, through Sikkim, northern Uttar Pradesh, and Ladakh (in Jammu and Kashmîr state). In the Himalaya particularly, isolation on the mountain flanks has led to languages so distinct that ethnic groups living within sight of each other may not understand each other. Other tribes live in southern India and on India’s island territories, but their numbers are not large. Caste – The caste system is pervasive in India. Although it is entwined in Hindu beliefs, it encompasses non-Hindus as well. A caste (jati in Sanskrit) is a social class to which a person belongs at birth and which is ranked against other castes, typically on a continuum of perceived purity and pollution. People generally marry within their own caste. In rural areas, caste may also govern where people live or what occupations they engage in. The particular features of the caste system vary considerably from community to community and across regions. Small geographical areas have their own group-specific caste hierarchies. There are thus thousands of castes in India. In traditional Hindu law texts, all castes are loosely grouped into four varnas, or classes. In order of hierarchy, these varnas are: the Brahmans (priests and scholars), the Kshatriyas (warriors and rulers), the Vaisyas (merchants, farmers, and traders), and the Sudras (laborers, including artisans, servants, and serfs). The varnas no longer strictly correspond to traditional professions. For example, most Brahmans today are not priests, but professionals in a variety of industries. Dusshera- Dusshera is usually celebrated in October. The mode and the fervor vary by a great deal across the subcontinent; the celebration in Mysore is one of the most famous. Different parts of India celebrate the festival in different ways. Some celebrate it as Navaratri, some as Vijaya-Dashami, and some as Dussehra, in worship of Goddess Durga or celebrating Rama’s victory over Rawana. The celebrations vary from a day to nine days (for Navaratri) to a month (for Mysore Dusshera). On the day of the Holi, people (men and women) irrespective of caste and creed mingle together and exchange colors. The celebrations can get wild and rowdy – it is one of the few occasions of the year that the sexes are allowed to mix freely. People use tools and tricks to spray, paint and drown friends and relatives in color Pongal or Sankranti- This holy day marks the commencement of the Sun’s northern course in the Heavens, known as the Uttaraayana patha. Interestingly, this is the only festival in Hindu calendar that follows a solar calendar and is celebrated on the fourteenth of January every year (all other Hindu festivals are computed using the lunar calendar). Pushkar Camel Fair- Back in a legendary time, Lord Brahma was flying over the Rajasthan desert on his swan, when some petals fell from his hand and drifted down. Miraculously, blue lakes sprang up where the flowers touched the soft sands. Lord Brahma realized that this was the auspicious moment to perform a fire sacrifice so he landed near one of the lakes, completed the powerful ritual and, thus, laid the groundwork for the first Pushkar Fair. Ever since then, when the full moon shines on Purnima during the autumn period of kartik, the desert tribes meet to commemorate this epic event.

[margdarsanme]

NCERT Class 12 English Chapter 1 The Last Lesson

 NCERT Class 12 English :: Chapter 1 The Last Lesson

(English Flamingo Prose)

QUESTIONS FROM TEXTBOOK SOLVED:

THINK AS YOU READ Q1. What was Franz expected to be prepared with for school that day?Ans:  That day Franz was expected to be prepared with participles because M. Hamel had said that he would question them on participles. Franz did not know anything about participles.

Q2. What did Franz notice that was unusual about the school that day?Ans: Usually, when school began, there was a great bustle, which could be heard out in the street. But it was all very still that day. Everything was as quiet as Sunday morning. There was no opening or closing of desks. His classmates were already in their places. The teacher’s great ruler instead of rapping on the table, was under M. Hamel’s arm.

Q3. What had been put up on the bulletin-board?Ans: For the last two years all the bad news had come from the bulletin-board. An order had come from Berlin to teach only German in the schools of Alsace and Lorraine. The Germans had put up this notice on the bulletin-board.

THINK AS YOU READ Q1. What changes did the order from Berlin cause in school that day?Ans: M. Hamel had put on his best dress—his beautiful green coat, his frilled shirt and the little black silk cap, all embroidered. The whole school seemed so strange and solemn. On the back benches that were always empty, the elderly village people were sitting quietly like the kids.

Q2. How did Franz’s feelings about M. Hamel and school change?Ans: Franz came to know that it was the last lesson in French that M. Hamel would give them. From the next day they will be taught only German. Then he felt sorry for not learning his lessons properly. His books, which seemed a nuisance and a burden earlier were now old friends. His feelings about M. Hamel also changed. He forgot all about his ruler and how cranky he was.

UNDERSTANDING THE TEXT Q1. The people? in this story suddenly realise how1 precious their language is to them. What shows you this? Why does this happen?Ans: M. Hamel told the students and villagers that henceforth only German would be taught in the schools of Alsace and Lorraine. Those who called themselves Frenchmen would neither be able to speak nor write it. He praised French as the most beautiful, the clearest and most logical language in the world. He said that for the enslaved people, their language was the key to their prison. Then the people realised how precious their language was to them. This shows people’s love for their own culture, traditions and country. Pride in one’s language reflects pride in the motherland.

Q2. Franz thinks, “Will they make them sing in German, even the pigeonsT’ What could this mean?(There could he more than one answer.)Ans: This comment of Franz shows a Frenchman’s typical reaction to the imposition of learning German, the language of the conquerors. Being deprived of the learning of mother tongue would mean cutting off all bonds with the motherland. Teaching the pigeons to sing in German indicates how far the Germans would go in their attempts of linguistic chauvinism.

TALKING ABOUT THE TEXTQ1. “When a people are en slaved, as long as th ey hold fast to their language it is as if they had the key to their prison.”Can you think of examples in history where a conquered people had their lan¬guage taken away from them or had a language imposed on them?Ans: Mother tongue helps a person to express his feelings and thoughts most lucidly and intimately. Conquerors try to subdue and control the people of the enslaved territory by enforcing many measures such as use of force to crush dissent and imposing their own language on them.From time immemorial the victorious nations have imposed their own language on the conquered people and taken away their own language from them. The Romans conquered many parts of Europe and replaced the local languages by their own language— Latin. Later on Spanish, Pourtuguese, Italian and French developed from Latin. The Muslim invaders imposed Arabic and Persian in the countries of Asia overpowered by them. In many Arab countries the local religion and language have disappeared. In India, a new language Urdu developed from the mixture of Persian and Hindi.

Q2. What happens to a linguistic minority in a state? How do you think they can keep their language alive? For example:Punjabis in     BangaloreTamilians in   MumbaiKannadigas in  DelhiGujaratis in     KolkataAns. The linguistic minority in any state is easily marked and faces the same discrimination as the religious, social or ethnic minorities. There is, however, a pronounced difference in the treatment meted out and the level of acceptance displayed by the majority community in that region/city. Some cities like Delhi, Mumbai are cosmopolitan in outlook.The linguistic minority tries to preserve its identity through an intimate contact, interaction and preservation of their language in social get-togethers, family functions and festivals of their own region. Adherence to social customs and traditions in family gatherings/group meetings of women also promote the unity between members of the linguistic minority.In short, they create a mini-Punjab in Bangalore, mini-Chennai in Mumbai, mini-Bangalore in Delhi and mini-Surat in Kolkata.

Q3. Is it possible to carry pride in one’s language too far? Do you know what “lin¬guistic chauvinism” means?Ans. ‘Linguistic chauvinism’ means an aggressive and unreasonable belief that your own language is better than all others. This shows an excessive or prejudiced support for one’s own language. Sometimes pride in one’s own language goes too for and the linguistic enthusiasts can be easily identified by their extreme zeal for the preservation and spread of their language. In their enthusiasm, love and support for their own language, they tend to forget that other languages too have their own merits, long history of art, culture and literature behind them. Instead of bringing unity and winning over others as friends, having excessive pride in one’s own language creates ill-will and disintegration. The stiff-resistance to the acceptance of Hindi as national language by the southern states of India is a direct outcome of the fear of being dominated by Hindi enthusiasts. The result is that ‘One India’ remains only a slogan.

WORKING WITH WORDS Q1. English is a language that contains words from many other languages. This inclusiveness is one of the reasons it is now a “world language”. For example’.petite – Frenchkindergarten – Germancapital – Latindemocracy – Greekbazaar – HindiFind out the origins of the following words:tycoon barbecue zerotulip veranda skilogo robot trekbandicootAns.Word Origin Word OriginTycoon Japanese Veranda PortugueseTulip Persian Robot CzechLogo Greek Zero ArabicBandicoot Telugu Ski NorwegianBarbecue Spanish Trek South African Dutch

Q2. Notice the underlined words in these sentences and tick the option that best explains their meaning:(a) “What a thunderclap these words were to me!”The words were(i)loud and clear.(ii)startling and unexpected.(iii) pleasant and welcome.(b)“When a people are enslaved, as long as they hold fast to their language it is as if they had the key to their prison.”It is as if they have the key to the prison as long as they(i)do not lose their language.(ii)are attached to their language.(iii)quickly learn the conqueror’s language.(c)Don’t go so fast, you will get to your school in plenty of time. You will get to your school.(i)very late.(ii)too early.(iii)early enough.(d)I never saw him look so tall.M. Hamel (i) had grown physically taller.(ii) seemed very confident.(iii) stood on the chair.Ans. (a) (ii) startling and unexpected.(b) (ii) are attached to their language.(c)(iii) early enough.(d)(ii) seemed very confident.

NOTICING FORM 1.Read this sentence:M. Hamel had said that he would question us on participles.In the sentence above, the verb form “had said” in the first part is used to indicate an “earlier past”. The whole story is narrated in the past. M. Hamel’s “saying” happened earlier than the events in this story. This form of the verb is called the past perfect.Pick out five sentences from the story with this form of the verb and say why this form has been used.Ans. (i)For the last two years all our bad news had come from there.Reason: The ‘coming’ of bad news happened earlier than the bulletin in the story.(ii)Hauser had brought an old primer.Reaeon : The event of ‘bringing’ happened earlier than Franz noticed it.(iii) That was what they had put up at the town-hall!Reason’. The ‘putting up’ of bulletin happened earlier. Now it is recalled.(iv)they had not gone to school more.Reason’. The action of ‘not going* happened much earlier.(v)the hopvine that he had planted himself twined about the windows to the roof.Reason’. The ‘planting’ of hopvine happened earlier than its twining about the windows.

WRITINGQ1. Write a notice for your school bulletin board. Your notice could be an announcement of a forthcoming event, or a requirement to be fulfilled, or a rule to be followed.Ans:

Q2. Write a paragraph of about 100 words arguing for or against having to study three languages at school.Ans:                             STUDYING THREE LANGUAGES AT SCHOOLIn most of the states in India, students have to study three languages at school. One of them is the mother tongue, the second is Hindi (the national language) and the third is English (the international or link language). In Hindi speaking region, a South or East Indian language—Tamil, Telugu, Kannada, Malyalam or Bangla, Oriya, Assamese etc is taught. The three language formula helps in national integration by acquainting young students about the social customs, rituals, culture and traditions of the various parts of the country. It also focuses on the principle of unity in diversity. The only drawback in this system is that it puts an excessive burden on the minds of the young learner. To alleviate their problem, the courses of study in the three languages may be structured suitably.

Q3. Have you ever changed your opinion about someone or something that you had earlier liked or disliked? Narrate what led you to change your mind.Ans: Facts are sometimes stronger than fiction. Many occurrences of life come as eye-openers. Such an experience occurred the previous day which led me to change my mind about our hostel warden Miss Angela Thomas. Overnight the terrible titan was transformed into a loving and affectionate elder sister full of milk of human kindness. Now when I remember how I disliked her and invented nicknames and pranks to tease her, I feel ashamed of myself. Yesterday, I had a terrible nightmare and I cried and wept. My room-mate failed to console me and reported the matter to the warden. God knows how long I remained unconscious! When I came to my senses I found my head in the lap of Miss Angela Thomas. Her eyes were red with tears and bps moving in prayer. She had really proved an angel for me and saved me.

THINGS TO DOQ1. Find out about the following (You may go to the internet, interview people, consult reference books or visit a library.)(a)Linguistic human rights(b)Constitutional guarantees for linguistic minorities in India.Ans: Extension Activity: To be done under the Teacher’s Guidance.

Q2. Given below is a survey form. Talk to at least five of your classmates and fill in the information you get in the form.Ans: Classroom Activity: Do it yourself.

MORE QUESTIONS SOLVED

SHORT ANSWER TYPE QUESTIONSQ1. Why do you think was little Franz afraid of being scolded?Ans: Franz was afraid of being scolded that day especially because M. Hamel, the teacher, had said that he would question them on participles. Franz frankly admits that he was totally ignorant about the topic. His exact words are: “I did not know the first word about them.” Secondly, he had started for school very late that morning.

Q2. “It was all much more tempting than the rule for participles.” What did Franz find ‘much more tempting’? How did he finally react?Ans: Franz found that it was a very warm and bright day. The birds were chirping at the edge of woods. The Prussian soldiers were drilling in the open field at the back of sawmill. He could gladly spend life out of doors. However, he had the strength to resist the temptation. Finally, he hurried off to school.

Q3. “What can be the matter now?” says Franz. Why, do you think, did he make this comment?Ans: There was a bulletin-board near the town-hall. When Franz passed by it, he noticed a crowd there. He did not stop to look at it. He wondered what could be the matter then. For the last two yeairs they had received all the bad news from the bulletin-board—the lost battle, conscription and the orders of the commanding officer.

Q4. Who was Wachter? What did he ask Franz and why? How did Franz react?Ans: Wachter was a blacksmith. He was reading the latest bulletin. He asked Franz not to go so fast to his school. He added that the little boy would get to his school in plenty of time. Wachter had read the latest bulletin about teaching of German. Franz thought that the blacksmith was making a fun of him. So, he ran to the school and reached there breathless.

Q5. What was the usual scene when Franz’s school began in the morning?Ans: Usually, when the school began, there was a great bustle. The noise could be heard out in the school. Students opened and closed their desks. They repeated the lessons together very loudly. They kept their hands over their ears to understand better. The teacher would go on rapping the table with his great iron ruler.

Q6. How had Franz hoped to get to his desk? What had he to do and why?Ans: Franz had hoped to get to his desk unseen during the commotion. But that day it was very quiet. So, Franz had to open the door and go in before everybody. He blushed as he was late. He was frightened that the teacher might rebuke him, but M. Hamel spoke kindly to him that day.

Q7. What three things in school surprised Franz most that day?Ans: First, M. Hamel, the teacher had put on his fine Sunday clothes—his beautiful green coat, frilled shirt and the little black silk cap, all embroidered. Second, the whole school seemed quite strange and solemn. Thirdly, the village people were sitting quietly like school children on the back benches that usually remained empty.

Q8. Why had the villagers come to school that day? How did they look?Ans: The villagers had come there to thank M. Hamel for his forty years of faithful service. They also wanted to show their respect to the country that was theirs no more. They were sorry that they had not gone to school more. They were sitting quietly and looked sad.

Q9. “What a thunderclap these words were to me!” Which were the words that shocked and surprised the narrator?Ans: M. Hamel, the teacher, told the children in a solemn and gentle tone that it was their last French lesson. Henceforth, only German would be taught in the schools of Alsace and Lorraine. The new master would come the next day. As that was their last French lesson, he wanted them to be very attentive. The teacher’s kind gesture and use of soft words shocked and surprised the narrator.

Q10. How did Franz react to the declaration: ‘This is your last French lesson’?Ans: The words appeared startling and unexpected like a thunderclap. He now understood why there was a crowd at the bulletin board, why the village people had come to school, why the teacher was dressed in his Sunday best and why there was sadness and silence in the school.

Q11. What tempted Franz to stay away from school? [Delhi 2014]Ans: Franz was not prepared Tor the test on participles. The Prussian soldiers were drilling in the open field at the back of sawmill. The birds were chirping at the edge of woods. These things tempted him. So he hurried off to school.

Q12. Who did M. Hamel blame for neglect of learning on the part of boys like Franz?Ans: He thought it typical with the people of Alsace. They would put off learning till tomorrow. Parents are not quite anxious to have their children learn. They put them to work on a farm or at the mills in order to have a little more money. The teacher got his flowers watered or gave them a holiday. He too neglected their lessons.

Q13. What did M. Hamel tell them about French language? What did he ask them to do and why?Ans:M. Hamel told them that French was the most beautiful language in the world. It was the clearest and the most logical language. He asked them to guard it among them and never _ forget it. He gave a reason also. When a people were enslaved, as long as they held fast to their language, they had the key to their prison.

Q14. Why were the elders of the village sitting in the classroom? [All India 2014]Ans: M. Hamel was taking the class of last French lesson. That is why elders of the village were sitting in the classroom to attend it. It was done not only to pay respect to M.Hamel but to pay respect to his own language.

Q15. How did Franz and other hoys enjoy their lesson in writing? Ans: That day M. Hamel had new copies for them. The words “France, Alsace, France, Alsace” were written on them in a beautiful round hand. The boys set to work quietly. The only sound was the scratching of the pens over the paper. Nobody paid any attention to the beetles who flew in.

Q16. How did M. Hamel feel and behave during the last lesson?Ans: M. Hamel was solemn and gentle. He sat motionless in his chair during the writing lesson. He gazed at one thing or the other. Perhaps he wanted to fix in his mind how everything looked in that little school room. Surely, it must have broken his heart to leave it all after forty years.

Q17. “He had the courage to hear every lesson to the very last.” What led Franz to make this remark?Ans: Franz noticed that M. Hamel was feeling sad on having to leave the place sifter 40 years and not being allowed to teach French any longer. Yet, he kept control on his emotions. He performed his duties faithfully. He heard every lesson to the last. The school was dismissed only at mid-day prayer time.

Q18. What happened when the lesson in history was over?Ans: After the lesson in history was over, the babies chanted their ba, be, bi, bo, bu. Old Hauser, who was sitting at the back of the room, had put on his spectacles. He was holding his primer in both hands. He was spelling the letters with the babies.

Q19. “Ah, how well I remember it, that last lesson!” says the narrator. Which scene does he remember more vividly than the others?Ans:The narrator remembers the scene of old Hauser spelling the letters from the primer with the babies. He too was crying. His voice trembled with emotion. It was so funny to hear him that all of them wanted to laugh and cry at the same time.

Q20. How did M. Hamel behave as the last lesson came to an end?Ans: M. Hamel stood up in his chair. He looked very pale and tall. He wanted to say some parting words, but something choked him. Then he wrote “Vive La France!” on the blackboard with a piece of chalk. Then he stopped. He leaned his head against the wall. Without a word, he made a gesture to the students with his hand to permit them to go as the school was over.

LONG ANSWER TYPE QUESTIONSQ1. Why was Franz scared that day 1 What did he see on his way to school and how did he get to his deskiAns: Franz was not good at learning. He would rather take the day off and waste time in searching birds’ eggs or going sliding on the Saar. Franz was scared that day because M. Hamel had said that he would question them on participles. Franz did not know anything about participles.He found that the day was warm and bright. The birds were chirping at the edge of the woods. The Prussian soldiers were drilling in the open fields. There was a crowd in front of the bulletin-board near the town-hall.Franz found the school room unusually quiet. So, he had no option but to open the door and go in before everybody. He blushed and was frightened of the teacher. M. Hamel spoke very kindly to him and asked him to go to his place quickly. Franz jumped over the bench and sat down at his desk.

Q2. What order had been received from Berlin that day? What effect did it have on the life at school?Ans: An order had been received from Berlin that only German would be taught in the schools of Alsace and Lorraine. This order had far-reaching effects on the life at school. M. Hamel, who had been teaching French at the village school for the last forty years would deliver his last lesson that day.It was in honour of the last lesson that M. Hamel, the teacher had put on his best clothes. Old men of the village were sitting quietly at the back of the classroom. They were sad as well as sorry for they had not gone to school more. They had come to thank the master for his forty years of faithful service and to show respect for the country that was theirs no more.The teacher addressed the students in a solemn and gentle tone. He asked them to be attentive and explained everything quite patiently. He appealed to them to preserve French among them. During slavery it would act as key to the prison. He felt so overwhelmed by emotion that he could not bid farewell properly.

Q3. What do you think is the theme of the story ‘The Last Lesson’? What is the reason behind its universal appeal?Ans:The theme of the story ‘The Last Lesson’ is linguistic chauvinism of the proud conquerorsand the pain that is inflicted on the people of a territory by them by taking away the right to study or speak their own language and thus make them aliens in their own land of birth. The story has a sub-theme also. It highlights the attitudes of the students and teachers to learning and teaching.Though the story is located in a particular village of Alsace district of France which had passed into Prussian hands, it has a universal appeal. It highlights the efforts of the victors to crush their victims—the vanquished people in all possible manner—materially, spiritually, mentally and emotionally. Taking away mother tongue from the people is the harshest punishment. The proper equation between student and teacher, his focused attention, helpful and encouraging attitude and kind treatment can encourage students to learn better.

Q4. Comment on the appropriateness of the title ‘The Last Lesson’.Ans: The story has an appropriate and suggestive title. It is the centre of attention throughout and the whole story revolves around it. The beginning of the story serves as preparation for it. The unusual quietness at school, presence of village elders and the teacher in his Sunday best dress—all point out to the unusual and unique occasion—the last lesson in French in a French village school in a district conquered by the Prussians. While delivering the last lesson, the teacher wants to transmit all his knowledge in one go. He explains everything with patience and the students as well as old villagers listen attentively.For the narrator it is an unforgettable experience. “Ah, how well I remember it, that last lesson,” says he. Old Hauser is crying and his voice trembled with emotion. As the teacher is unable to express His emotions because of choked throat, he ends the lesson by writing Wive La France’ on the blackboard. He makes a gesture with his hand to indicate that the school is dismissed and students can go home.

Q5. What impression do you form ofM. Hamel on the basis of your study of the story ‘The Last Lesson’?Ans: M. Hamel is an experienced teacher who has been teaching in that village school for forty years. He imparts primary education in all subjects. He is a hard task master and students like Franz, who are not good learners, are in great dread of being scolded by him.The latest order of the Prussian conquerors upsets him. He has to leave the place for ever and feels heart broken. He feels sad but exercises self-control. He has the courage to hear every lesson to the last.His performance during the last lesson is exemplary. He is kind even to a late comer like Franz. He uses a solemn and gentle tone while addressing the students. He has a logical mind and can analyse problems and deduce the reasons responsible for it. The problem for Alsace is that he (the district) puts off learning till tomorrow.He knows the emotional hold of a language over its users. He is a good communicator and explains everything patiently. Partings are painful and being human, M. Hamel too is no exception. He fails to say goodbye as his throat is choked. On the whole, he is a patriotic gentleman.

VALUE-BASED QUESTIONSQ1. War causes destruction and spreads hatred. People feel insecure. Discuss the disadvan¬tages of war keeping in mind Franco-Prussian war (1870-71).Ans: War is a great threat to mankind. Fear, anxiety, tension and hatred are some of the offsprings of war. No individual is in favour of this brutal act. Innocent people lose their life because of the vested interests of some of the corrupt politicians. Moreover, war is not the solution to any problem. It only increases the hiatus between two nations. The desire to overpower the other disseminates hatred and the feelings of enmity. The aftermaths of Hiroshima and Nagasaki are evident before us. It should also be remembered that each nation is trying its level best to become a nuclear power. A nuclear bomb has the power to devastate nations. Thousands of people will lose their lives. There will not be any survivor. If someone is left alive, he/she will be crippled. There is no doubt that war has put the human existence at stake. We have heard seers say that one should shed one’s ego. The nations should also feel equally important. No nation is self-sufficient. Peace enhances creativity and productivity. The concept of a global village should be followed by all countries. Thus, war does not benefit any individual. It must not be encouraged.

Q2. It is often said that each language is unique in itself. No language is superior or inferior. People need to understand that a language is one of the means of communication. Discuss this statement in the light of the following lines:“My children, this is the last lesson I shall give you. The order has come from Berlin to teach only German in schools of Alsace and Lorraine. The new master comes tomorrow. This is your last French lesson…”Ans: Language is always considered a medium of communication. Man is a gregarious animal. He has to interact with the fellow human beings. Therefore, a set of complex symbols is designed to serve this purpose. We must ruminate over the past before discussing the status of a language. There are innumerable man made problems. At the dawn of civilisation there was no discrimination on the basis of caste, colour, creed, language and nationality. But in this century these problems exist. Nature does not segregate nations. Scientific advancement, material prosperity, lofty aspirations, materialistic attitude, a desire to rule the world and vested interests are some of the causes of human sufferings. The concepts of all languages are similar. They have nouns, pronouns, adjectives, adverbs, prepositions and conjunctions. As no religion is insignificant in the same way no language is inferior. The characteristics and nature of all languages are similar. The only difference is in symbols and pronunciation. The purpose and objective of all languages are synonymous. There is a dire need to understand that there should be only one religion i.e. humanity and there should be only one language i.e. the language of love. A language must not become the cause of rift among masses. It should bring people together instead of spreading hatred. One should not despise others because of their language. It is against human dignity and grace.

Q3. The people of Alsace and Lorraine were forced to study German. They were not allowed to study French. It implies that students of the area were taught only one language. They did not follow the concept of three languages at school. Write an article on the topic Advantages of Three Language System at school.Ans:                                                     Advantages of Three Language SystemIndia is a democratic stater. It is replete with people who have diverse backgrounds, and culture. Their customs and traditions vary. Their languages are also different. The language of a South Indian is entirely different from that of the North Indians. People have their regional languages and dialects too. In such circumstances it becomes a herculean task to decide which language should be taught at schools. So, India opted for three language system at schools. It is a boon to the residents of a particular area. They do not feel that their language is insignificant and ignored. They are given ample opportunities to opt for the languages they intend to speak or learn. Pupils get fundamental knowledge of three languages and can appreciate the literature of all these three languages. Such students never face failure due to language barriers. They bring laurels to their parents and nations as well. They explore new avenues and horizons with an astonishing ease. Three language system must be adopted by all nations so as to acquaint the children with various language patterns. The people of Alsace and Lorraine could be taught both languages i.e. German and French. Linguistic discrimination mars the future of humanity.

Q4. Nature has the knack to fascinate even the cynics. Its beauty and spontaneous music galvanise the beings. Write an article expressing the astounding beauty of nature in the light of the following lines:“It was so warm, so bright! The birds were chirping at the edge of the woods… It was all much more tempting than the rule for participles…”Ans. Our touch with nature makes the whole world kin. Matthew Arnold has rightly said that:

“Nature, with equal mind,sees all her sons at play,sees man control the wind,the wind sweep man away.”

Nature’s working is mysterious. It is an astonishingly fabricated universe. Man has, undoubtedly, progressed a lot. Scientific advancement has explored the portals of every field. The hidden realities have been exposed. But science has not unearthed the mysterious traits of nature. It is also an acceptable fact that nature gives happiness to weary minds. It soothes and consoles the troubled souls. It banishes anxiety, tension, worry, fear and dejection. Its law is to please every beholder. The aesthetic pleasure we derive from Nature is incredible and cannot be expressed in words. Keats has rightly averred that ‘A thing of beauty is a joy forever!’ Lord Byron has said:

“There is a pleasure in the pathless wood,there is a rapture on the lonely shore,there is a society where none intrudes, ‘By the deep sea, and music in its roar:I love not man the less but nature more.”

Nature is our mother. It must be obeyed. It gives us moral lessons. All the seers and intellectuals have understood the significance of nature. “Nature goes on her own way, and all that to us seems an exception is really according to order.” It fascinates those who are indifferent to life. The boring scientific explorations and linguistic principles make our life insignificant. We are becoming devoid of emotions. But nature evokes sentiments and help us to become sensitive.

Q5. Teachers can act as trailblazers in the lives of pupils. They can affect eternity. But the advancement of technology has changed the role of a teacher. Write an article on the para¬digm shift in educational technology and the role of teachers.Ans:                                                     Technology and TeachersIt goes without saying that teachers shape the destiny of children. They mould them according to their inbred potential and considerable talent. Dronacharya taught his pupils together. But he could not make everyone so skilled in using the bow and arrow as Aijuna. He identified his latent talent and tapped the same potential. In modem education system teachers don’t have much time to study the child. Children stay in the school campus for six hours a day and study various subjects from teachers. At times it happens that the subject teachers do not remember the names of students. They use PITs, projectors and computers to make their lectures interesting. They lack any kind of emotional attachment with the pupils. It has happened because of the innovative educational tools and aids. Teachers are given softwares to teach students. The teaching community has made students information seekers. The role of a teacher has undergone a sea change. A teacher has become a facilitator. He has no right to scold and punish the child. The dictum ‘spare the rod, spoil the child’ has become obsolete and outdated. A teacher has to understand the psychology of a child in a period of thirty minutes. The role of a teacher is a mystery in today’s era.

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Punjab Board Text Books

Punjab Text Book Board has taken an initiative to distribute the books online. Both books are now available on Phdcoding.com and the Punjab Text Book Board website. These Books are from Class One to Class 12.. Here is the listing of all text books in unique layout in pdf. you can now loose obtain books of Punjab Text Book Board. These guide are free to be downloaded in PDF for the students and the lecturers. Below are the books to be selected from. #PDFBooks #PunjabBoardTextBooks #PunjabTextBooks #TextBooks Read the full article

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With the compliments of, the Directorate General Public Relations,

Government of the Punjab, Lahore Ph: 99201390

No.1952/QU/Akram

HANDOUT (A)

CM CHAIRS 22ND MEETING OF PUNJAB CABINET AT CIVIL SECRETARIAT

LAHORE, December 24:

    Chief Minister Punjab Sardar Usman Buzdar presided over the 22nd meeting of the provincial cabinet at Civil Secretariat on Tuesday. The meeting approved Parole Act, 2019 and decided to shutdown Punjab Bio-energy Company Pvt. Ltd. Assessment Policy Framework, 2019 of schools education department was also approved. It has been decided to discontinue 5th and 8th class exams in phases. The Punjab Education Professionals Standards Council Bill, 2018 and provision of Urdu medium books to the students of government schools were also approved by the cabinet. Now, primary education will be imparted in Urdu language and English will be taught as a subject. The meeting approved Punjab Forests Policy, 2019 and also approved to change the nomenclature of district wildlife officer (grade-17) to assistant director wildlife (grade-17). The meeting decided to develop Kalabagh private game reserve in district Mianwali under section 20 of Punjab Wildlife Act. On this occasion, the draft of Punjab Wildlife Protected Areas Act, 2019 was also approved. The meeting approved special audit reports of C&W, Housing & Physical Planning, Local Government and Cholistan Development Authority under PM’s Global Sustainable Development Goals Achievements Program for the financial year 2016-18. Principle approval of constituting Punjab Local Government Finance Commission was also given while the agenda relating to giving state land to DHA Gujranwala was deferred. A committee headed by Law Minister Raja Basharat will submit final recommendations after going through this matter. The signing of MoU between Punjab police and public security department of Chinese Jiangsu province for enhancing bilateral cooperation was handed over to the cabinet committee for legislative business which will submit its recommendations after detailed deliberations. The meeting endorsed the decisions made in the 19th meeting of the cabinet standing committee for finance and development. The chief minister directed to make foolproof security arrangements in the province on Christmas, birth anniversary of Quaid-e-Azam Muhammad Ali Jinnah. Additional force should be deputed to protect churches, he added. Public service is our only agenda and no one will be allowed to obstruct the journey of development, he added. IG Police informed the meeting that the law & order situation has been improved and the crime rate has decreased. Police have ensured effective implementation on the steps taken for the elimination of terrorism under NAP, he added. Ministers, advisors, special assistants, chief secretary and high officials attended the meeting.        

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No.1953/QU/Akram

HANDOUT (A)

CM INAUGURATES CLEAN AND GREEN INDEX PUNJAB AND CLEAN AND GREEN PUNJAB CAMPAIGN

LAHORE, December 24:

    Chief Minister Punjab Sardar Usman Buzdar inaugurated clean and green index Punjab and clean and green Punjab campaign at 90-SQA and took oath from DCs for the success of both campaigns. He also got registered at the portal as a clean and green champion. Addressing the gathering, Usman Buzdar said that climate change, smog and natural calamities are affecting cities and overcoming them has become a major challenge. Prime Minister Imran Khan raised voice against climate change at the international forum while Punjab government is following the vision of clean and green Pakistan. Local governments have been established under Punjab Local Government Act and Commissioners and DCs have been given the charge of administrators. He said that administrative officers will have to set new trends for clean and green Punjab so that the elected representatives could take the administrative officers as role models. He said that healthy competition would be held with regard to the clean and green program among 319 local governments and clean and green Punjab competitions are being held in the province on the pattern of the federal government. 12 districts in Punjab province and seven KPK districts have been chosen for national-level competitions, he added. He said that decision would be made about the performance of 319 local governments in cleanliness competitions on the basis of their performance which would be based on seven points and best performing districts and their administration would be appreciated at the national and local level. Such types of competitions will also be held in other districts in Punjab, he added. The green development program is being started in collaboration with World Bank to increase the number of trees, he said. He asked the field officers to deliver so that Punjab could lead to the clean and green campaign. Punjab government would provide every possible support as it is an important project which can never be ignored, he added.

Advisor to PM Malik Amin Aslam said that planting ten billion trees program has proved very successful in KPK and Punjab is also vigorously taking part in trees’ plantation program. Law Minister Raja Basharat and Housing Minister Mian Mehmood-ur-Rasheed also spoke on this occasion. Secretary local government said that Prime Minister Imran Khan will announce the names of best performers on 23rd March and added that chief minister has given approval to recruit 25 thousand sanitary workers and sewer men. Provincial ministers Fayyaz-ul-Hassan Chohan, Samiullah Ch., assembly members, Chief Secretary, Chairman P&D, Commissioners and high officials attended the ceremony.

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No.1954/QU/Akram

HANDOUT (A)

LAHORE, December 24:

    The text of oath taken from DCs at the inaugural ceremony of clean and green index Punjab and clean and green Punjab campaign is as under.

I reiterate as a citizen and government official that every possible effort will be made to clean and green the city and I make a commitment that our city is our responsibility. I shall make the clean and green campaign a success so that my city could become clean and green. May Almighty Allah help us! (Ameen)

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New Post has been published on https://punjabassignmenthelp.com/csc8419-cryptography-security/

CSC8419 | CRYPTOGRAPHY AND SECURITY

CSC8419 | CRYPTOGRAPHY AND SECURITY |INFORMATION TECHNOLOGY

IT Assignment Help

Essential information

The topics in the following list provide important information that will assist you with

your study. You can access the information on your StudyDesk through the ‘Essential

information (study materials)’

You will need your UConnect username and password to access the file. Please make sure

you read this information carefully before commencing your study.

Cryptography and security

Introduction

Welcome to this course Cryptography and Security. This course will give you a broad introduction to cryptography and its application to computer-network security services and mechanisms, such as confidentiality, digital signature, access control, and electronic payments. It also covers Analysis of software and hardware implementations of cryptographic algorithms and network-security protocols.

This course will enhance your theoretical and practical skills in understanding the cryptography and security terminologies and development techniques. You will be given the opportunity to study the methodologies for applying these fundamental concepts through the project with programming language.

The purpose of this course is to familiarize you with the technology of the security software development process and introduce you to apply the cryptography techniques for building real-world secure software systems.

Format of the course

The course consists of the lecture, several laboratory classes, and a semester long project. The lecture gives a broad overview of the subject. The project enables a more in-depth study of the selected sub-area. It involves software, hardware, or mixed implementation of cryptographic transformations. The laboratory classes make the student acquainted with practical features of selected commercial and public domain implementations of Internet security services.

Course team

  Examiner:                     Z. Zhang

  Moderator:                    R. Addie

  Course overview

There are five study modules. Each module provides learning objectives, followed by sections for further discussion or presentation on each topic/item. At the end of each module there is a list of online reading references.

This is a PG level course, covering most advanced technologies/material in the selected areas. The main study resources will be the textbook and online readings listed at the end of each module in addition to the lecture slides/powerpoint presentations to be included in the course home page. External students need to have Internet access in order to read the online papers/articles and to do the assignments/projects.

CSC8419 – Cryptography and security 3

How to study this course

The purpose of the study modules is to outline the concepts/technologies to be covered. In order to fully understand this material, you will need to read the textbook and the corresponding readings listed at the end of each module.

The study modules have the following goals:

to summarize concepts or techniques;

to clarify certain points and concepts;

to point you to the right references for particular technologies/concepts. Approach the material as follows:

  Step 1— Read the appropriate chapters of text and sections of the study modules, updated lecture slides (to be provided on line) and online references.

  Step 2 — Perform the exercises/assignments. Do not wait untail the assignment due dates. The project need to be planned/started from the very beginning and they will take a few months to finish.

Study materials

This Introductory materials

The study modules

Online reading materials

Updated Lecture slide online

Software and laboratory requirements

Students will need OpenSSL and GPG installed on the Linux or Pretty Good Privacy (PGP) software on the Windows based systems in order to complete the secure communications exercises.

 References

Pfleeger, “Security in Computing”, 3e, Prentice-Hall, 2003

J. Denning (ed), “Computers Under Attack — Intruders, Worms, and Viruses”, Addition-Wesley, 1990

CSC8419 – Cryptography and security

Course home page

You will find a web page for this course from your StudyDesk at:

The course home page is your primary resort of getting support for this course. On the course webpage, there are you will find

course materials and resources

electronic discussion facilities or forums

access to past examination papers if appropriate

There are an online assignment submission system on the course webpage. You will find that it is very convenient and secure to make submission of your all assessment items including assignments and/or final project report.

CSC8419 – Cryptography and security 5

 Study schedule

Week Module Activity/Reading Assessment         1 Module 1:Security and its       history             2, 3,4 Module 2: Foundations of       Computer Security             Reminder: End of week 4 is the last date to drop S1 courses without academic or financial penalty.             5 Module 3: Identification and       Authentication             6,7 Module 4: Access control             8 Module 5: Security Models             Reminder: End of week 4 is the last date to drop S1 courses without academic penalty.               9,10 Module 6: Cryptography             11,12, Module 7: Key Establishment     13 and Management                                            

  CSC8419 – Cryptography and security 7

 Assessment

The course will be assessed as follows:

Assessment Weighting (%) Due Date       1 16 April 05, 2017       2 24 May 10, 2017       3 60 June 14, 2017      

All assignments are a compulsory part of the assessment.

CSC8419 – Cryptography and security

Assignment 1 (16 marks)

Instructions

The submission file must be in the format of PDF.

Submission of the PDF file must be made via the online submission system on the course webpage.

Task 1 (3 marks)

What is the C.I.A.of security? Use examples to contrast security threats and attacks?

Task 2 (3 marks)

List 5 general design decisions that have to be made when constructing secure systems..

Task 3 (8 marks)

The smallest possible value for the modulus n for which the RSA algorithm works are p=11, q=3 . Use the most simplest example of RSA to do encryption. We would let

  A  B  C  D  E    F          G  H  I  J           K  L     M N  O  P         Q  R  S T          U  V  W X  Y  Z

3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 Thus the plaintext message “HELLOWORD” would be represented by the set of integers

  9,6,13,13,16,24,16,19,13,5 . Using the table above, please find ciphertext integers. Task 4 (2 marks)

Select a topic from the following list for your assignment 3, which is a reading research project. Write an objective of this reading research project (not more than 30 words)

  Compare and Contrast the OpenSSL and GNU OpenGPG.

Understanding the Kerberos System and its Authentication Protocols

Generating Digital Certificates using OpenSSL

On the security and authentication of Web sites

CSC8419 – Cryptography and security 9

Assignment 2 (24 marks)

Instruction:

Submission file must be in PDF format, and all the steps of generating the required must be given in your assignment, including the OpenSSL commands or command lines.

The secret key must be included in your submission.

All information about your CSR and the certificate (Subject Name, Issuer Name, Signature Algorithm and Validate Period and Public Key) must be list out in your submission.

Task 1 ( 7 marks)

Use OpenSSL toolkit to generate your RSA key pairs: private key and a public key. Store your private key safe and email your public key to the lecturer. (The public key must be in the format of PEM; and the public key must be in the attachment, Subject of your email must be something like CSC8418 Ass2 00611111 – Public Key )

Task 2 (7 marks)

Download a cipher document and a cipher secret, which will be available on the course webpage. Then decrypt the cipher secret to obtain a secret key, and use the secret key to decrypt the cipher document. ( The secret key has been encrypted using your public key while the encrypted document has been encrypted by use of the secret key)

Task 3 (7 marks)

Generate a Certificate Sign Request (CSR), email it to the lecturer. Then download the certificate issued by the lecturer from the course webpage . (Information of the certificate such as Subject Name, Issuer Name, Signature Algorithm and Validate Period and Public Key can be extract out from the certificate)

Task 4 (3 marks)

Based on the topic you have chosen in Ass 1, write a scientific report of 2-3 pages. You need to find at least relevant articles from Books, Journals in the Library, or articles on the Internet to read, then summarise and write a concise report in your own words. In this draft version, you may only write all the statement sentences in each section.

A scientific report usually cover the following sections:

Abstract

Introduction

…Sections relevant to your

Conclusion

References

CSC8419 – Cryptography and security

Assignment 3 (60 marks)

Instructions:

Submission must be in the format of PDF, and be made via the online submission system.

The final report is an expanded version of your report in assignment 2. The final report must be 10-15 pages in length. The whole structure may not be too much different or slightly changed, but the contents must contain much more information and/or knowledge related with your selected topic.

The assignment will assess your research skill. You should develop a deep understanding through extensive reading, and then be able to formulate your own view on the topic and organize your presentation in a logical way.

Marking criteria for assignment 3:

Criteria Marks/100     Extensive Readings & Literature reviews. 50–64     A deep understanding shown in the report in 65–74 addition to requirements for ‘C’.       Having a logical and clear presentation, in 75–84 addition to the requirements for ‘B’.       All the requirements of ‘A’ with additional 85–100 originality & innovation.

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CSC8419 | CRYPTOGRAPHY AND SECURITY

CSC8419 | CRYPTOGRAPHY AND SECURITY |INFORMATION TECHNOLOGY

IT Assignment Help

Essential information

The topics in the following list provide important information that will assist you with

your study. You can access the information on your StudyDesk through the ‘Essential

information (study materials)’

You will need your UConnect username and password to access the file. Please make sure

you read this information carefully before commencing your study.

Cryptography and security

Introduction

Welcome to this course Cryptography and Security. This course will give you a broad introduction to cryptography and its application to computer-network security services and mechanisms, such as confidentiality, digital signature, access control, and electronic payments. It also covers Analysis of software and hardware implementations of cryptographic algorithms and network-security protocols.

This course will enhance your theoretical and practical skills in understanding the cryptography and security terminologies and development techniques. You will be given the opportunity to study the methodologies for applying these fundamental concepts through the project with programming language.

The purpose of this course is to familiarize you with the technology of the security software development process and introduce you to apply the cryptography techniques for building real-world secure software systems.

Format of the course

The course consists of the lecture, several laboratory classes, and a semester long project. The lecture gives a broad overview of the subject. The project enables a more in-depth study of the selected sub-area. It involves software, hardware, or mixed implementation of cryptographic transformations. The laboratory classes make the student acquainted with practical features of selected commercial and public domain implementations of Internet security services.

Course team

  Examiner:                     Z. Zhang

  Moderator:                    R. Addie

  Course overview

There are five study modules. Each module provides learning objectives, followed by sections for further discussion or presentation on each topic/item. At the end of each module there is a list of online reading references.

This is a PG level course, covering most advanced technologies/material in the selected areas. The main study resources will be the textbook and online readings listed at the end of each module in addition to the lecture slides/powerpoint presentations to be included in the course home page. External students need to have Internet access in order to read the online papers/articles and to do the assignments/projects.

CSC8419 – Cryptography and security 3

How to study this course

The purpose of the study modules is to outline the concepts/technologies to be covered. In order to fully understand this material, you will need to read the textbook and the corresponding readings listed at the end of each module.

The study modules have the following goals:

to summarize concepts or techniques;

to clarify certain points and concepts;

to point you to the right references for particular technologies/concepts. Approach the material as follows:

  Step 1— Read the appropriate chapters of text and sections of the study modules, updated lecture slides (to be provided on line) and online references.

  Step 2 — Perform the exercises/assignments. Do not wait untail the assignment due dates. The project need to be planned/started from the very beginning and they will take a few months to finish.

Study materials

This Introductory materials

The study modules

Online reading materials

Updated Lecture slide online

Software and laboratory requirements

Students will need OpenSSL and GPG installed on the Linux or Pretty Good Privacy (PGP) software on the Windows based systems in order to complete the secure communications exercises.

 References

Pfleeger, “Security in Computing”, 3e, Prentice-Hall, 2003

J. Denning (ed), “Computers Under Attack — Intruders, Worms, and Viruses”, Addition-Wesley, 1990

CSC8419 – Cryptography and security

Course home page

You will find a web page for this course from your StudyDesk at:

The course home page is your primary resort of getting support for this course. On the course webpage, there are you will find

course materials and resources

electronic discussion facilities or forums

access to past examination papers if appropriate

There are an online assignment submission system on the course webpage. You will find that it is very convenient and secure to make submission of your all assessment items including assignments and/or final project report.

CSC8419 – Cryptography and security 5

 Study schedule

Week Module Activity/Reading Assessment         1 Module 1:Security and its       history             2, 3,4 Module 2: Foundations of       Computer Security             Reminder: End of week 4 is the last date to drop S1 courses without academic or financial penalty.             5 Module 3: Identification and       Authentication             6,7 Module 4: Access control             8 Module 5: Security Models             Reminder: End of week 4 is the last date to drop S1 courses without academic penalty.               9,10 Module 6: Cryptography             11,12, Module 7: Key Establishment     13 and Management                                            

  CSC8419 – Cryptography and security 7

 Assessment

The course will be assessed as follows:

Assessment Weighting (%) Due Date       1 16 April 05, 2017       2 24 May 10, 2017       3 60 June 14, 2017      

All assignments are a compulsory part of the assessment.

CSC8419 – Cryptography and security

Assignment 1 (16 marks)

Instructions

The submission file must be in the format of PDF.

Submission of the PDF file must be made via the online submission system on the course webpage.

Task 1 (3 marks)

What is the C.I.A.of security? Use examples to contrast security threats and attacks?

Task 2 (3 marks)

List 5 general design decisions that have to be made when constructing secure systems..

Task 3 (8 marks)

The smallest possible value for the modulus n for which the RSA algorithm works are p=11, q=3 . Use the most simplest example of RSA to do encryption. We would let

  A  B  C  D  E    F          G  H  I  J           K  L     M N  O  P         Q  R  S T          U  V  W X  Y  Z

3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 Thus the plaintext message “HELLOWORD” would be represented by the set of integers

  9,6,13,13,16,24,16,19,13,5 . Using the table above, please find ciphertext integers. Task 4 (2 marks)

Select a topic from the following list for your assignment 3, which is a reading research project. Write an objective of this reading research project (not more than 30 words)

  Compare and Contrast the OpenSSL and GNU OpenGPG.

Understanding the Kerberos System and its Authentication Protocols

Generating Digital Certificates using OpenSSL

On the security and authentication of Web sites

CSC8419 – Cryptography and security 9

Assignment 2 (24 marks)

Instruction:

Submission file must be in PDF format, and all the steps of generating the required must be given in your assignment, including the OpenSSL commands or command lines.

The secret key must be included in your submission.

All information about your CSR and the certificate (Subject Name, Issuer Name, Signature Algorithm and Validate Period and Public Key) must be list out in your submission.

Task 1 ( 7 marks)

Use OpenSSL toolkit to generate your RSA key pairs: private key and a public key. Store your private key safe and email your public key to the lecturer. (The public key must be in the format of PEM; and the public key must be in the attachment, Subject of your email must be something like CSC8418 Ass2 00611111 – Public Key )

Task 2 (7 marks)

Download a cipher document and a cipher secret, which will be available on the course webpage. Then decrypt the cipher secret to obtain a secret key, and use the secret key to decrypt the cipher document. ( The secret key has been encrypted using your public key while the encrypted document has been encrypted by use of the secret key)

Task 3 (7 marks)

Generate a Certificate Sign Request (CSR), email it to the lecturer. Then download the certificate issued by the lecturer from the course webpage . (Information of the certificate such as Subject Name, Issuer Name, Signature Algorithm and Validate Period and Public Key can be extract out from the certificate)

Task 4 (3 marks)

Based on the topic you have chosen in Ass 1, write a scientific report of 2-3 pages. You need to find at least relevant articles from Books, Journals in the Library, or articles on the Internet to read, then summarise and write a concise report in your own words. In this draft version, you may only write all the statement sentences in each section.

A scientific report usually cover the following sections:

Abstract

Introduction

…Sections relevant to your

Conclusion

References

CSC8419 – Cryptography and security

Assignment 3 (60 marks)

Instructions:

Submission must be in the format of PDF, and be made via the online submission system.

The final report is an expanded version of your report in assignment 2. The final report must be 10-15 pages in length. The whole structure may not be too much different or slightly changed, but the contents must contain much more information and/or knowledge related with your selected topic.

The assignment will assess your research skill. You should develop a deep understanding through extensive reading, and then be able to formulate your own view on the topic and organize your presentation in a logical way.

Marking criteria for assignment 3:

Criteria Marks/100     Extensive Readings & Literature reviews. 50–64     A deep understanding shown in the report in 65–74 addition to requirements for ‘C’.       Having a logical and clear presentation, in 75–84 addition to the requirements for ‘B’.       All the requirements of ‘A’ with additional 85–100 originality & innovation.

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Buy Online Assignment Help services for IT Assignments with Punjab Assignment Help at punjabassignmenthelp@gmail.com

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CSC8419 | CRYPTOGRAPHY AND SECURITY

New Post has been published on https://punjabassignmenthelp.com/csc8419-cryptography-security/

CSC8419 | CRYPTOGRAPHY AND SECURITY

CSC8419 | CRYPTOGRAPHY AND SECURITY |INFORMATION TECHNOLOGY

IT Assignment Help

Essential information

The topics in the following list provide important information that will assist you with

your study. You can access the information on your StudyDesk through the ‘Essential

information (study materials)’

You will need your UConnect username and password to access the file. Please make sure

you read this information carefully before commencing your study.

Cryptography and security

Introduction

Welcome to this course Cryptography and Security. This course will give you a broad introduction to cryptography and its application to computer-network security services and mechanisms, such as confidentiality, digital signature, access control, and electronic payments. It also covers Analysis of software and hardware implementations of cryptographic algorithms and network-security protocols.

This course will enhance your theoretical and practical skills in understanding the cryptography and security terminologies and development techniques. You will be given the opportunity to study the methodologies for applying these fundamental concepts through the project with programming language.

The purpose of this course is to familiarize you with the technology of the security software development process and introduce you to apply the cryptography techniques for building real-world secure software systems.

Format of the course

The course consists of the lecture, several laboratory classes, and a semester long project. The lecture gives a broad overview of the subject. The project enables a more in-depth study of the selected sub-area. It involves software, hardware, or mixed implementation of cryptographic transformations. The laboratory classes make the student acquainted with practical features of selected commercial and public domain implementations of Internet security services.

Course team

  Examiner:                     Z. Zhang

  Moderator:                    R. Addie

  Course overview

There are five study modules. Each module provides learning objectives, followed by sections for further discussion or presentation on each topic/item. At the end of each module there is a list of online reading references.

This is a PG level course, covering most advanced technologies/material in the selected areas. The main study resources will be the textbook and online readings listed at the end of each module in addition to the lecture slides/powerpoint presentations to be included in the course home page. External students need to have Internet access in order to read the online papers/articles and to do the assignments/projects.

CSC8419 – Cryptography and security 3

How to study this course

The purpose of the study modules is to outline the concepts/technologies to be covered. In order to fully understand this material, you will need to read the textbook and the corresponding readings listed at the end of each module.

The study modules have the following goals:

to summarize concepts or techniques;

to clarify certain points and concepts;

to point you to the right references for particular technologies/concepts. Approach the material as follows:

  Step 1— Read the appropriate chapters of text and sections of the study modules, updated lecture slides (to be provided on line) and online references.

  Step 2 — Perform the exercises/assignments. Do not wait untail the assignment due dates. The project need to be planned/started from the very beginning and they will take a few months to finish.

Study materials

This Introductory materials

The study modules

Online reading materials

Updated Lecture slide online

Software and laboratory requirements

Students will need OpenSSL and GPG installed on the Linux or Pretty Good Privacy (PGP) software on the Windows based systems in order to complete the secure communications exercises.

 References

Pfleeger, “Security in Computing”, 3e, Prentice-Hall, 2003

J. Denning (ed), “Computers Under Attack — Intruders, Worms, and Viruses”, Addition-Wesley, 1990

CSC8419 – Cryptography and security

Course home page

You will find a web page for this course from your StudyDesk at:

The course home page is your primary resort of getting support for this course. On the course webpage, there are you will find

course materials and resources

electronic discussion facilities or forums

access to past examination papers if appropriate

There are an online assignment submission system on the course webpage. You will find that it is very convenient and secure to make submission of your all assessment items including assignments and/or final project report.

CSC8419 – Cryptography and security 5

 Study schedule

Week Module Activity/Reading Assessment         1 Module 1:Security and its       history             2, 3,4 Module 2: Foundations of       Computer Security             Reminder: End of week 4 is the last date to drop S1 courses without academic or financial penalty.             5 Module 3: Identification and       Authentication             6,7 Module 4: Access control             8 Module 5: Security Models             Reminder: End of week 4 is the last date to drop S1 courses without academic penalty.               9,10 Module 6: Cryptography             11,12, Module 7: Key Establishment     13 and Management                                            

  CSC8419 – Cryptography and security 7

 Assessment

The course will be assessed as follows:

Assessment Weighting (%) Due Date       1 16 April 05, 2017       2 24 May 10, 2017       3 60 June 14, 2017      

All assignments are a compulsory part of the assessment.

CSC8419 – Cryptography and security

Assignment 1 (16 marks)

Instructions

The submission file must be in the format of PDF.

Submission of the PDF file must be made via the online submission system on the course webpage.

Task 1 (3 marks)

What is the C.I.A.of security? Use examples to contrast security threats and attacks?

Task 2 (3 marks)

List 5 general design decisions that have to be made when constructing secure systems..

Task 3 (8 marks)

The smallest possible value for the modulus n for which the RSA algorithm works are p=11, q=3 . Use the most simplest example of RSA to do encryption. We would let

  A  B  C  D  E    F          G  H  I  J           K  L     M N  O  P         Q  R  S T          U  V  W X  Y  Z

3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 Thus the plaintext message “HELLOWORD” would be represented by the set of integers

  9,6,13,13,16,24,16,19,13,5 . Using the table above, please find ciphertext integers. Task 4 (2 marks)

Select a topic from the following list for your assignment 3, which is a reading research project. Write an objective of this reading research project (not more than 30 words)

  Compare and Contrast the OpenSSL and GNU OpenGPG.

Understanding the Kerberos System and its Authentication Protocols

Generating Digital Certificates using OpenSSL

On the security and authentication of Web sites

CSC8419 – Cryptography and security 9

Assignment 2 (24 marks)

Instruction:

Submission file must be in PDF format, and all the steps of generating the required must be given in your assignment, including the OpenSSL commands or command lines.

The secret key must be included in your submission.

All information about your CSR and the certificate (Subject Name, Issuer Name, Signature Algorithm and Validate Period and Public Key) must be list out in your submission.

Task 1 ( 7 marks)

Use OpenSSL toolkit to generate your RSA key pairs: private key and a public key. Store your private key safe and email your public key to the lecturer. (The public key must be in the format of PEM; and the public key must be in the attachment, Subject of your email must be something like CSC8418 Ass2 00611111 – Public Key )

Task 2 (7 marks)

Download a cipher document and a cipher secret, which will be available on the course webpage. Then decrypt the cipher secret to obtain a secret key, and use the secret key to decrypt the cipher document. ( The secret key has been encrypted using your public key while the encrypted document has been encrypted by use of the secret key)

Task 3 (7 marks)

Generate a Certificate Sign Request (CSR), email it to the lecturer. Then download the certificate issued by the lecturer from the course webpage . (Information of the certificate such as Subject Name, Issuer Name, Signature Algorithm and Validate Period and Public Key can be extract out from the certificate)

Task 4 (3 marks)

Based on the topic you have chosen in Ass 1, write a scientific report of 2-3 pages. You need to find at least relevant articles from Books, Journals in the Library, or articles on the Internet to read, then summarise and write a concise report in your own words. In this draft version, you may only write all the statement sentences in each section.

A scientific report usually cover the following sections:

Abstract

Introduction

…Sections relevant to your

Conclusion

References

CSC8419 – Cryptography and security

Assignment 3 (60 marks)

Instructions:

Submission must be in the format of PDF, and be made via the online submission system.

The final report is an expanded version of your report in assignment 2. The final report must be 10-15 pages in length. The whole structure may not be too much different or slightly changed, but the contents must contain much more information and/or knowledge related with your selected topic.

The assignment will assess your research skill. You should develop a deep understanding through extensive reading, and then be able to formulate your own view on the topic and organize your presentation in a logical way.

Marking criteria for assignment 3:

Criteria Marks/100     Extensive Readings & Literature reviews. 50–64     A deep understanding shown in the report in 65–74 addition to requirements for ‘C’.       Having a logical and clear presentation, in 75–84 addition to the requirements for ‘B’.       All the requirements of ‘A’ with additional 85–100 originality & innovation.

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Ozone Depletion and Its Effects | Environmental Chemistry I || The Atmosphere || Science Tree

This video covers Ozone Depletion and Its Effects 10th Class Chapter 14 (Environmental Chemistry I, The Atmosphere). The topic is divided into two parts. In first part we will learn about Ozone Depletion and in second part we will learn about Ozone Depletion and their adverse effects on the environment.

1. Ozone Depletion

2. How Ozone depleted by CFCs?

3. Ozone Hole

4. Effects of Ozone Depletion

5. Ultraviolet Radiation

6. Skin Cancer

7. Infectious Diseases

8. Malaria

9. Life Cycle of Plant

10. Disrupting the food Chain

11. Climatic Changes

12. Migration of People Crisis

#OzoneDepletion

#HowOzonedepletedbyCFCs

#OzoneHole

#EffectsofOzoneDepletion

#UltravioletRadiation

#SkinCancer

#InfectiousDiseases

#Malaria

#LifeCycleofPlant

#DisruptingthefoodChain

#ClimaticChanges

#MigrationofPeopleCrisis

#Science

#Chemistry

#studentsfreeonlinecoursesvideosciencevideos

#learn

#Revision

#Alevels

#AQA

#Student

#GlobalEducation

Our Page on Facebook. You can get the maximum information about us. https://web.facebook.com/Science-Tree-102616471727309/

For Science Secrets Playlist https://www.youtube.com/watch?v=uL4ijuSj2vg&list=PLE_7L1c0kTYBMAu9x_nGQSpXPPbL1-AI8

For 9th Class Chemistry Playlist https://www.youtube.com/watch?v=ZSVFst25vF0&list=PLE_7L1c0kTYDC1qahPfJtoTNj3kQJs0Jg

For 10th Class Chemistry Playlist https://www.youtube.com/watch?v=Ch39tjybEr8&list=PLE_7L1c0kTYCTNLY0ZuBaOHUpe0zoMcRB

For 11th Class Chemistry Playlist https://www.youtube.com/watch?v=hg_iBSD4OuI&list=PLE_7L1c0kTYDCF3iO693Dl3Wn9qjz7hX8

For 12th Class Chemistry Playlist https://www.youtube.com/watch?v=SClwJSuBWHM&list=PLE_7L1c0kTYBGfmqhQRgVMWQA1pvWOeXz

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Uses of Alkanes |Uses of Methane / Ethane |Class 10 Chapter 12 Hydrocarbons | Science Tree

This video covers Uses of Alkanes 10th Class Chapter 12 (Hydrocarbons). We discuss

Uses in our daily life and industry. Also discuss the used in medical science as well.

1. Domestic Fuel

2. Automobile Fuel

3. Manufacturing of Chemicals

4. Uses of Liquid Alkanes

5. Marsh Gas

6. Orchids produce alkanes to attract bees to pollinate their flowers

7. Uses of Higher & Solid Alkanes

8. Viscous Liquids used as Lubricants

9. Paraffin Wax

10. Base in Cosmetics

#DomesticFuel

#AutomobileFuel

#ManufacturingOfChemicals

#UsesOfLiquidAlkanes

#MarshGas

#OrchidsProduceAlkanesToAttractBeesToPollinateTheirFlowers

#UsesOfHigherSolidAlkanes

#ViscousLiquidsAsLubricants

#ParaffinWax

#BaseInCosmetics

Our Page on Facebook. You can get the maximum information about us. https://web.facebook.com/Science-Tree-102616471727309/

For Science Secrets Playlist https://www.youtube.com/watch?v=uL4ijuSj2vg&list=PLE_7L1c0kTYBMAu9x_nGQSpXPPbL1-AI8

For 9th Class Chemistry Playlist https://www.youtube.com/watch?v=ZSVFst25vF0&list=PLE_7L1c0kTYDC1qahPfJtoTNj3kQJs0Jg

For 10th Class Chemistry Playlist https://www.youtube.com/watch?v=Ch39tjybEr8&list=PLE_7L1c0kTYCTNLY0ZuBaOHUpe0zoMcRB

For 11th Class Chemistry Playlist https://www.youtube.com/watch?v=hg_iBSD4OuI&list=PLE_7L1c0kTYDCF3iO693Dl3Wn9qjz7hX8

For 12th Class Chemistry Playlist https://www.youtube.com/watch?v=SClwJSuBWHM&list=PLE_7L1c0kTYBGfmqhQRgVMWQA1pvWOeXz

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