Plus One

Kerala State Board New Syllabus Plus One English Textbook Answers Unit 2 Chapter 1 And then Gandhi Came Text Book Questions and Answers, Summary, Notes.

Kerala Plus One English Textbook And then Gandhi Came Questions and Answers Unit 2 Chapter 1 (Essay)

And then Gandhi Came Textual Questions and Answers

Question 1.
What is referred to as the ‘ail powerful monster’?
Answer:
The anger, humiliation and hopelessness felt by the Indian people after World War I was the ‘all powerful monster’ and they could not escape from its grip.

Question 2.
What was the impact of the First World War?
Answer:
The First World War had a terrible impact on the Indian people as they were cut off from the land and could not do any kind of manual or technical work. This resulted in growing unemployment and poverty and the people felt helpless and hopeless.

Question 3.
What does Nehru mean by ‘And then Gandhi came…’?
Answer:
The Indians were in a state of darkness because of their hopelessness and they had no one to guide them. It was at this point that Gandhi came into their lives and gave them hope and showed them a way out of the darkness.

Question 4.
What was the essence of Gandhi’s teaching?
Answer:
The essence of his teaching was fearlessness and truth. He wanted all actions to be controlled by these values so as to help the common people. He also said that people should not be exploited, especially the peasants and the workers, as this resulted in poverty and misery.

Question 5.
What does the word ‘abhaya’ mean?
Answer:
‘Abhaya’ means fearlessness. It does not mean just physical courage but the absence of fear from the mind.

Question 6.
What did Gandhiji exhort the people to do?
Answer:
Gandhiji exhorted the people not to be afraid. The British ruled India through putting fear into people – fear of the army, the police, the secret service, the official class, laws, prison, landlord’s agent, moneylender, unemployment and starvation. Gandhi wanted to remove this fear.

Question 7.
What did Gandhiji do to remove fear from the minds of the people?
Answer:
He told the people not to be afraid. Fear builds its ghosts which are more fearsome than reality itself. When reality is calmly analysed and its consequences willing accepted, fear goes away. Suddenly the black film of fear was removed from the people’s minds. The need for falsehood and secretive behaviour was lessened.

Question 8.
Why was Gandhiji compared to a psychologist?
Answer:
Gandhiji was compared to a psychologist because he brought a psychological change in people. A psychologist probes deep into the patient’s past to find out the origins of his complexes. Gandhiji did the same. He probed deep into the minds of Indians and exposed the needlessness of fear. They were made to feel ashamed for accepting an alien rule that had degraded and humiliated them. They were now filled with a desire not to submit to the repressive rule any longer.

Question 10.
What, according to Gandhiji, is the truth?
Answer:
Truths are relative and absolute truth is beyond us. Different persons take different views of truth and each person is powerfully influenced by his own background, training, and impulses. Gandhi believed that truth is what an individual himself feels and knows to be true.

Question 11.
How did Gandhiji influence the people of India?
Answer:
Gandhi influenced the people of India in different degrees. Some people changed completely. Some changed only partly. Different people reacted differently. But everyone was influenced one way or the other.

Question 12.
What was the two-fold action involved in Gandhiji’s exhortation?
Answer:
One action involved challenging and resisting foreign rule. The other action involved fighting against our own social evils like untouchability and differentiation of social classes.

Question 13.
What was the visible change in the value system of the country?
Answer:
Gandhi wanted people to give up their titles given by the British. Although not many people gave up their titles, the prestige associated with the titles lessened. The pomp and splendour associated with the viceroy’s court was seen as foolish. Rich men were now not anxious to show off their riches any more. They adopted simpler ways of dressing and became almost indistinguishable from the common people.

Question 14.
What was the influence of Gandhiji in the villages?
Answer:
Gandhiji sent leaders to the villages to awaken the peasants. The peasants were shaken up and began to come out of their shell.

Question 15.
What was the India of Gandhi’s dream?
Answer:
He wanted an India where the poorest should feel that it was their country. They should have an effective voice in the ruling. He wanted India not to have class distinctions. He wanted India to be a place whew people lived in perfect harmony. There was no room for untouchability, intoxicating drinks and drugs. Women were to have equal rights with men.

Question 16.
What, according to Gandhiji, was the essential culture of India?
Answer:
Indian culture, according to Gandhiji, is neither Hindu nor Islamic but a fusion of all. Although proud of his Hindu inheritance, Gandhiji tried to give Hinduism a kind of universal attire that included all religions within the fold of truth. He refused to narrow his cultural inheritance.

Question 17.
What was the psychological revolution that Gandhiji brought about?
Answer:
Gandhiji was an astonishingly vital man full of self-confidence and unusual kind of power. He fascinated the masses of India as he stood for equality and freedom of each individual. He attracted them like a magnet. To them he seemed to link up the past with the future and make the bad present appear as a stepping stone for a future of life and hope.

Activity -1 (Note making)

Question 1.
Make a note of the above passage. Read the passage again and complete the following:

Answer:

The uncertain condition of India	Humiliation Unemployment Poverty Desperation
The arrival of Gandhiji	Saw political freedom taking a new shape. Removed the black pall of fear. Truth followed fearlessness. People wanted freedom. Villagers were made aware of the exploitation.
His teachings and methods	Fearlessness Truth Giving up British given titles Non-violence Non-cooperation
His two fold action	Challenging and resisting foreign rule. Fighting against our own social evils: Minority problem. Raising Depressed classes. Removing Untouchability.
The molding of India	Even the poorest shall feel that it is their own country.
According to Gandhi’s	All communities shall live in perfect harmony.
Wishes and ideas	There will be no class distinctions. No untouchability, no intoxicating drinks and drugs.
The amazing qualities of Gandhiji	Full of confidence Unusual kind of power Astonishingly vital Exemplary leadership

Activity – II (Think and Write)

Question 2.
How did Gandhi enlighten the freedom fighters? What kind of a leadership did Gandhiji take? What was the effect of his leadership? (Answer in a paragraph of 100 words.)
Answer:
When Gandhi came India was in a bad shape. Humiliation, unemployment, poverty and desperation were everywhere. When Gandhiji came things changed. Through his confidence, unusual power, astonishing vitality and exemplary leadership, Gandhi influenced millions of people in India in varying degrees. Some changed completely; others were affected only partly. His call for action was two-fold. One involved in challenging and resisting foreign rule. The other was fighting against our own social evils. His principal aims were freedom through peaceful means, national unity, solution of minority problems, improvement of the depressed classes and the ending of untouchability. The effect of his leadership was electrifying. People were no more willing to suffer under foreign domination. They wanted freedom and they were willing to make any sacrifice for it.

Activity – III: (Speech)

Question 3.
In connection with Gandhi Jayanthi, your school is organizing a programme to propagate the relevance of Gandhian values in the present day. Prepare and deliver a speech before the class. (Hints: peace, fearlessness, truthfulness, influence.)
Answer:
My dear friends,

As you all know, today we are celebrating Gandhi Jayanthi. We are proud that a man like Gandhiji was born in India and he is our Father of the Nation. Mohandas Karamchand Gandhi was born in Porbandar in Gujarat on October 2, 1869. He was educated in law at University College, London. In 1891, after having been admitted to the British bar, Gandhi returned to India and attempted to establish a law practice in Bombay. Two years later he went to Durban, South Africa, as a legal advisor. Arriving in Durban, Gandhi found himself treated as a member of an inferior race. He was appalled at the widespread denial of civil liberties and political rights to Indian immigrants to South Africa. He threw himself into the struggle for elementary rights for Indians. Later he returned to India and fought for India’s freedom which finally came on 15 August 1947.

Gandhi is man of peace. He always advocated non-violence. He was known for his fearlessness. That is why he could fight with a mighty power like the British. He was always guided by truthfulness. He influenced millions of people in India in varying degrees. Some changed completely; others were affected only partly. Different people reacted differently and each one had his own answer about the change. His call for action was two-fold. One involved in challenging and resisting foreign rule. The other was fighting against our own social evils. His principal aims were freedom through peaceful means, national unity, solution of minority problems, improvement of the depressed classes and the ending of untouchability.

Gandhi was not just a national figure but an international one. In 1948 he was killed by a fanatic named Nathuram Godse. When he died, Nehru said that The light has gone away from India’. On the 70th birthday of Gandhiji, in 1939, this is what Albert Einstein said about him: “Generations to come, it may be, will scarce believe that such a one as this, ever in flesh and blood, walked upon this earth.

As we celebrate Gandhi Jayanthi, we us pledge that we will follow the path of peace, fearlessness, truthfulness and tolerance which guided Ganhiji all his life. That is the greatest tribute we can pay him. Jai Hind!

Activity – IV (Group Discussion)

Question 4.
‘Women will enjoy the same rights as men … This is the India of my dreams’, Gandhi said. Conduct a group discussion on the topic.
Answer:
Today we are going to have a discussion on equal rights for men am&vomen. Neha, you can start.

Neha : Gandhiji has rightly said that women should enjoy the same rights as men. This is still a dream in India after 68 years of independence. Women form 50 % of the population and by denying them their rights we are obstructing the development of the country. Women should have equal rights as men.

Riya : I agree with Neha that women need equal rights and opportunities for growth .Only when women are treated at par with men the country develop. You can see that all the developed nations in the world treat their citizens equally whether they are male or female. It shows that the a country’s progress depends on all its citizens.

John : I would like to disagree with the view. Men and women have not been created the same. So they do not have to be treated equally. Men are physically stronger than yvomen. They can do strenuous work which women cannot do. So as they are more powerful physically they should not be treated the same as women.

Abraham : Though I agree with John that men are physically stronger than women, I do not think that women are inferior to men. God has given different faculties to each person. Women are adept in certain areas like nursing, education, childcare as they are more sensitive. So men and women may be different but they have skills and mental faculties unique to each gender so all people in a country should have equal rights.

Neha : I would fully agree with Abraham. Women should enjoy the same rights as men. This was Ganhiji’s dream and we ought to do whatever we can to realise his dream.

Activity – V (Letter to the Editor)

Question 5.
Read the sample letter on below:

Refer to three national dailies of a week and analyse how the issues related to women are presented.

Question 6.
Write a letter to the editor of a newspaper, about the way in which women’s issues are presented.
Answer:
From
Riya Binoy
Thekkudan House
Irinjalakuda, Thrissur Dt.
Pin 680125
31st July 2014

To
The Editor
The Dawn
Kochi

Sir,
I would like to use your esteemed paperto shed some light on the way women’s issues are presented in our national dailies. Each Newspaper has its own style of presenting news. Some newspapers like to sensationalise things. They blow up every minute detail of the sordid stories related to women trying to increase readership and sales by playing to the fantasies of their readers. There are other papers who project the women as the cause for the trouble and treat the issue in a heartless manner causing undue pain and humiliation to the victims of abuse. Instead of sensitizing the public to the issues faced by women and ways to combat them, newspapers seem to thrive like parasites on the unhappiness and misery of women. It is high time that issues related to women are treated in a sensitive way. Newspapers should ensure that a woman’s dignity and reputation is not hurt in any manner and they should be agents of change, educating the public in treating women with the respect they deserve.

Yours truly,
(Sd /-)
Riya Binoy

Activity – VI (Concord)

Concord means agreement between the subject and the verb in a sentence. A singular subject takes a singular verb and a plural subject takes a plural verb. Study the language tips.

• When a singular subject and a plural subject are joined by either…or, neither…nor, etc., the verb agrees with the subject nearer to it.
  e.g. Ram or his brothers go home every month.
• When two subjects are joined by ‘as well as,’ ‘more than,’ and ‘as much as,’ the verb agrees with the first subject.
  e.g. The girls, as well as their teacher, have left.
• When two subjects are joined by ‘with,’ ‘along with,’ ‘together with,’ ‘in the company of,’ ‘in addition to,’ ‘besides,’ ‘accompanied by,’ etc., the verb agrees with the first subject.
  e.g. My friend, with all his students, has arrived.
• One of/each of/every one of/either/neither of + plural noun (pronoun) carries a singular verb.
  e.g. One of the players was selected for the national team.
• When every or each is used with two singular subjects connected by and, we use a singular verb.
  e.g. Every school and college has a playground.
• A (good/great) deal (of) + singular noun + singular verb.
  e.g. A good deal of time was wasted on this case.
• When ‘one’ means ‘anyone’, ‘everyone’, it is called the ‘indefinite one.’ The indefinite one is not usually replaced by any
  other pronoun.
  e.g. One should do one’s duty for one’s country.
• Expressions like ‘five pounds’, ‘ten rupees’, ‘two weeks’, ‘three miles’, etc. are singular when they are thought of as indicating a single amount, period or distance.
  e.g. Five rupees is not a big sum.
  Three weeks is not a long time.
• ‘A lot (of)’ takes a singular verb when it denotes amount, and a plural verb when it denotes number.
  e.g. A lot of money is spent on construction.
  A lot of petitions have been received.
• Nouns like ‘furniture, machinery, equipment, traffic, luggage, crockery, cutlery, clothing’, etc. are called class collectives. Though plural in meaning, they are singular in form, and are followed by singular verbs.
  e.g. The furniture was bought from Italy.
• Plural words and phrases used as the titles of books take singular verbs.
  e.g. Great Expectations is one of Dickens’ great novels.
• The determiners ‘this’ and ‘that’ go with singular nouns, and ‘these’ and ‘those’ with plural nouns.
  e.g. This girl speaks English better than these boys.

Question 7.
Choose the correct alternative.
Answer:
1. Either Rajesh or his friends have come, (has, have)
2. Neither of us likes coffee, (likes, like)
3. The boy, along with the tourists, has gone, (has, have)
4. Five miles is not a short distance, (are, is)
5. Everyone of you has to attend the meeting, (have, has)

Question 8.
Correct the following sentences.
Answer:
1. Each of the employees is working hard.
2. One of the students is absent today.
3. Neither Lai nor his relatives have arrived.
4. One of us has bought a globe.
5. Neither the man nor his wife is very careful.
6. The books placed on the table need binding.
7. There are a lot of people waiting outside.
8. The police is closely watching all his movements.
9. The price of vegetables is going up.
10. Keep all the luggage in the cloak room, (note: Luggage is a class collective and so does not take ‘s’.)

Activity – VII ( Word finder)

Question 9.
Let’s see how the meaning of the word ‘ pierce’ is given in the Oxford Advanced Learner’s Dictionary.
What are the items given in this entry?

• Spelling
• Pronunciation /………./
• ……………………..
• ……………………..
• ……………………..

Answer:

• Spelling
• Pronunciation /pjbs/
• Meaning and word class or part of speech
• An example to show the usage
• Other meanings, examples and parts of speech.

Question 10.
The words given below are taken from the passage.
Refer to a dictionary and find out the meaning and the parts of speech of the following words and make your own sentences.

Word	Part of speech	Meaning	Sentences
convince pervasive attires dismal vicious

Answer:

Word	Part of speech	Meaning	Sentence
convince	verb	Make somebody feel certain	My brother was convinced by Ram’s story.
Pervasive	adjective	Spread through every part	Corruption is pervasive in the world today.
Attires	noun	dress	The girls went to hotel in their party attires.
Dismal	adjective	Sad; gloomy; miserable	The movie was a dismal one.
Vicious	adjective	Evil and corrupt	Drugs are vicious and they finally lead people to death.

Read and Reflect
The ties of human relationships are very strong. They are so complex that we can’t explain them. Words and deeds have a comforting effect and they strengthen relationships. The following story shows the power of words.

And Then Gandhi Came About the Author:

– Jawaharlal Nehru

Jawaharlal Nehru (14 November 1889 – 27 May 1964) was the first Prime Minister of India. He promoted democracy, socialism, secularism and unity. He adapted modern values to the Indian situation. He was a great writer and he wrote world-famous books like The Discovery of India’, ‘Glimpses of World History’ and ‘An Autobiography’. He was awarded the Bharat Ratna, India’s highest civilian honour.

And Then Gandhi Came Summary

World War I finally ended. But the peace, instead of bringing us relief and progress, brought us repressive legislation and martial law in Punjab. People felt humiliated and were angry. Yet what could we do to change this vicious process? We seemed to be in the grip of some powerful monster. Our minds and our limbs were paralysed. There were many people without any employment and there was extreme poverty. They did not know where to look for help. Neither the old leaders nor the new ones gave them any hope.

The big question was how to pull India out of this bad situation. For many years our people have been offering their ‘blood and toil, tears and sweat’. Now the body and soul of India were in bad shape. Every aspect of our life was poisoned.

And then Gandhi came. He was like a powerful current of fresh air. He was like a beam of light that pierced the darkness de was like a whirlwind that upset many things, especially the minds of the working-class people. He did not come from top. He emerged from the millions of India. He spoke their language.

He asked the exploiters to get off the backs of the peasants and workers. He asked them to remove the system that produces poverty and misery. Political freedom took a new meaning. Many of the things Gandhiji said were not accepted by all people. The essence of his teaching was fearlessness and truth. He always kept the welfare of the masses in view. Our great ancient books tell us that fearlessness is the greatest gift for an individual or a nation. Fearlessness does not mean just bodily courage but absence of fear from the mind. The British ruled India through putting fear into us – fear of the army, the police, the secret service, the official class, laws, prison, landlord’s agent, moneylender, unemployment and starvation. Gandhi wanted to remove this fear. He told the people not to be afraid. It was not easy to free the people from fear.

However, Gandhiji was able remove the fear from the mind of the people to a great extent. Fear is a close companion to falsehood. But truth follows fearlessness. It is not that all the Indians became truthful overnight, but there was visible change in their behaviour. It was a psychological change and people did not need the support of falsehood any more.

There was also a psychological reaction among the people. They were ashamed they were ruled by foreigners who degraded and humiliated them. They had a desire to free themselves from this shameful situation, whatever might be the consequences. Gandhi was always there as a symbol of uncompromising truth.

What is Truth? Truth seems to differ from person to person. My truth may not be your truth. Absolute truth is beyond any one of us. Different people take different views about truth and each person is influenced by his background, training and feelings. We can however say that for an individual truth is what he himself feels and knows to be true. I do not know of any person who holds to the truth as Gandhi does.

Gandhi influenced millions of people in India in varying degrees. Some changed completely; others were affected only partly. Different people reacted differently and each one had his own answer about the change.

His call for action was two-fold. One involved in challenging and resisting foreign rule. The other was fighting against our own social evils. The principal aims of the Congress were freedom through peaceful means, national unity, solution of minority problems, improvement of the depressed classes and the ending of untouchability.

The main supports of the British rule were fear, prestige, the co-operation of the people and certain classes that benefited from the British rule. Gandhi attacked these. He asked the title-holders to give up theirtitles. Only a few responded. But the popular respect for the British-given titles disappeared. New standards and values were set up. Suddenly the luxury and the glory of the viceroy’s court looked very ridiculous. Rich men became reluctant to show off their riches. Many adopted simplerways and in their dress they were almost undistinguishable from the ordinary people.

He sent us to the villages and countryside with many new messages of action. The peasants began to come out of their shells. The effect on us was also great. For the first time we saw the villager in his mud-hut, with poverty always following him. We learnt Indian economics more from these visits than from books. The emotional experience was great and there was no going back to our old life and our old standards.

What kind of India did Gandhiji want? He said he would work for an India where the poorest shall feel that it is their country. In its making they will have an effective voice. There will be no high classes and no low classes here. All communities should live in harmony. There will be no untouchability. There will be no intoxicating drinks and drugs. Women will enjoy the same rights as men. Although he was proud of his Hindu inheritance, he tried to make it universal which would include all religions within its fold. He said Indian culture is neither Hindu, Islamic nor any other, completely. It is a mixture of all. He wanted the culture of all lands to be blown about his house as freely as possible. But he refused to be blown off his feet by any. He said he refused to live in other people’s houses as an intruder, a beggar or a slave. Although he was influenced by modern thoughts, he never let go his roots.

Gandhiji was full of vitality and self-confidence. He had an unusual kind of power. He stood for equality and freedom for each individual. He fascinated the masses of India and attracted them like a magnet. Forthe people, he seemed to be a link between the past and the future making the bad present a stepping stone for a future life of hope. He brought about a psychological revolution not only in his friends but also in his enemies and even the neutrals who would not decide what to think and what to do.

And Then Gandhi Came Glossary

Kerala State Board New Syllabus Plus One English Textbook Answers Unit 6 Chapter 3 Conceptual Fruit Text Book Questions and Answers, Summary, Notes.

Kerala Plus One English Textbook Conceptual Fruit Questions and Answers Unit 6 Chapter 3 (Short Story)

Conceptual Fruit (Short Story) Textual Questions and Answers

Question 1.
How does the wife, and the son, react to the man’s excitement? What does this tell us about their character?
Answer:
The wife and the son react to the man’s excitement in a negative way. They are uninterested in the whole thing. This tells that they are not much concerned with the happiness of Greta who is a differently-abled child.

Question 2.
Why are the son and the wife uninterested? Do you approve of their attitude?
Answer:
The son is not interested because he wants to devote all his life to karate. The wife says she has been sitting in front of the computer and she wants to spend her evenings in the garden. Both of them are not bothered in the welfare or happiness of Greta. I don’t approve of their attitude.

Question 3.
Greta is a special child. How do you know that? Have you ever visited a special school?
Answer:
I know that Greta is a special child because she had worked hard to tie her shoes by age ten. Although she was 16, she is in the 5th grade-level. Her younger brother who is 11 is in a higher grade. She went to a special school.
I have visited a special school and I have seen how differently-abled children are taught various skills.

Question 4.
What is the father’s expectation of his daughter’s future prospects?
Answer:
Greta could type very slowly. Her father expected that by the time she left her school, she might be able to type fast enough to get a job at some word processing centre. But he was not sure about it as Greta was a differently-abled child.

Question 5.
Who is Sam? Why he is mentioned here? Do yo have any friend who has done interesting things in the field of computers?
Answer:
Sam is the person who set up the whole library of classics on the Internet. He is mentioned here to show that people can do wonderful things if they worked with the computer diligently. I have a friend who has done interesting things in the field of computers. He works on cryptology – a secret language.

Question 6.
How is Greta described in these lines? What does this convey about the character of Greta?
Answer:
Greta is a young girl of 16. She is a differently-abled child. She is doing 5th grade-level. Her younger brother is in a higher level. She goes to a special school. She has blonde hair and blue eyes and she wears a sweater. She has the habit of repeating things * she hears. She picks at the sweater when she knows she has got something right. She makes a furtive smile when she pretends that she understood something that made no sense to her. She likes a big house with 11 windows. She wants sheer white curtains for all of them. She wants bowls of different fruits everywhere.

She loves peaches very much. She wants her bowls to be blue. She can type a bit. People hope when she leaves school she can work at word processing job. She is a helpful girl. When her mother is cutting blackberries she goes to help her.

Question 7.
What made Greta disappointed? How did her father try to console her? Was his explanation convincing?
Answer:
When she clicked bowl, the word peaches appeared. She thought she would get real peaches to eat and when they did not come she was disappointed. Her father says to get real peaches one has to go to the store. Her father further adds that when people see words like peaches or apples on the screen they are reminded of them and people like it. His explanation was convincing.

Question 8.
Why doesn’t Greta intend to have a bathroom in her house?
Answer:
Greta does not intend to have a bathroom in her house because it is not a real house and so people would not use it.

Question 9.
Why does she give a furtive smile when she saw the word ‘peaches’ on the computer screen? What does it indicate?
Answer:
Greta clicked and the word peaches appeared on the computer screen and then she smiled. It was a furtive smile -the smile she got when she pretended to have understood something which made no sense to her. It indicates the appearance of the word without the actual thing has no meaning for her.

Question 10.
Can you identify the words that tell you that she is disinterested?
Answer:
When her father says there could be other fruit – apples, pears and there could be flowers, she responds by saying, “Sure, there could be anything.” These words of hers tell us that she is disinterested.

Question 11.
What are the thoughts of the father? Do you think that they are touching? Why?
Answer:
The father knows that Greta would never have a house of her own. She would live in a group house with other people like her. He only hopes the house would be large and have sheer white curtains in all the rooms. He hopes it would have an orchard with fruit in real blue bowls: apples, pears, peaches – whatever Greta wanted.

His thoughts are touching as they are the sincere wishes of a loving father who knows her daughter is differently-abled and can’t have what she wants. He represents all fathers with differently-abled children.

Activity – I (Read and respond)

Question 1.
A story can be analysed based on its characters, setting, plot, mood, structure and its language. In the light of your reading of the story discuss these elements in groups and complete the table. The table gives you a few details about these elements.

Answer:
Characters: Greta, her father, her brother, her mother and Sam
Settings: The dining room in the home of Greta.
Plot: Greta’s father trying to make her, a differently abled girl, happy by making her a house of her choice in the cyberspace.
Mood: It is one of hope and joy. Greta gets what he wanted and she is happy.
Structure & Language: The writer has used simple, everyday language. The story is taken forward through dialogues. It has good characterization. It shows a loving father taking pains to make his differently-abled child happy.

Question 2.
Read the notes on characters on page 178. Classify the characters as primary secondary and tertiary.

Answer:

Primary	Secondary	Tertiary
Geetha and her father	Her mother	Sam and her brother

Question 3.
Can we call this a technology story?
Answer:
Yes, we can call this a technology story.

Question 4.
Why do you think so?
Answer:
I think so because here technology is used to make a differently-abled girl happy. Technology fulfils her dream.

Question 5.
Do you have any evidence to cite?
Answer:
Yes, I have. “Greta clicked and this time smiled.”

Question 6.
Write a short paragraph about this.
Answer:
Greta is a differently-abled girl. Differently-abled people have some physical or mental handicaps. Because of that they are not able to enjoy the normal charms of daily life. In such cases technology plays a big role. It gives the differently-abled people also to enjoy certain things. In the story, Greta wants to have a house of her own. She can’t get a real house of her choice. But technology comes to her rescue and gives an imaginary house.

She wants a blue bowl in every room. She wants peaches in the kitchen and living room and all the bedrooms. She wanted
11 windows covered with sheer white curtains. She wanted a kitchen, a dining room, a living room, a bedroom for a cat. She gets all that in the cyberspace and she is happy.

Activity – II (Think and respond)

Read the excerpt given on p. 178 and answer the following questions.

‘When he told his family about the site on the Internet where you could create whole streets, his wife and son went on eating their pasta and artichokes. Only his daughter Greta looked up.’

Question 1.
What is interesting about this family?
Answer:
It is a small family and they eat their meals together.

Question 2.
Is it a middle class or upper class family?
Answer:
It is a middle class family.

Question 3.
How do you understand the characters of this story?
Answer:
Greta is differently-abled girl. She goes to a special school. She is 16, but is at a much lower class than her younger brother. She could tie her shoes only by the age of 10. Still she has some desires. She wants to have a big house. She loves peaches. She also loves cats and that is why she specifies that she needs a bedroom for her cat. Her father is quite a loving father. He tries hard to make his daughter happy by trying to give her what she wants on the cyberspace. Greta’s mother and her brother are not so affectionate or considerate. We see them making eyes when Greta asks her father to show her the place on the cyberspace.

Activity – III (Analysis)

Note down the words, phrases or passage that create a picture of the character in your mind in the column to left of the table. Now note your analysis of the characters on the column to the right.

Answer:

Textual information	Reader’s Response
Greta often repeated whatever she heard.	She is not normal.
She could tie her shoes only when she was 10.	She is not normal.
She was in a lower class than her younger brother.	She is not normal.
His wife and son made eyes.	Greta’s mother and her brother were not loving.
Greta say she wants peaches, pears and artichokes.	She loves fruits and vegetables.
She wants white curtains and blue bowls.	Greta loves white and blue things.
I could buy a house on Pomanger street.	Greta’s father wants to give her what she wants.

Activity – IV (Writing)

Question 1.
Read the last paragraph. If you were the author of the story, how would you end the story? Write an alternative ending of the story.
Answer:
Greta and her father continued the conversation. Her father told her that she was doing well with her typing. If she practiced a little more she could soon become art adept at it. Once she has the necessary speed, she could easily get a word processing job.

He further told her that the government has schemes to employ differently abled people in good positions with high salaries. The government also will give housing loans for such people on very easy terms. Once she has a job, she can buy a house of her choice and fulfil her dreams.

“Please bring my laptop, Dad,” Greta said. “I’m going to practice for more time from today.”
“I wish you all the luck in the world, beautiful girl,” her father said. As he was bringing her laptop to her his eyes were brimmed with tears.

Activity – V

Read the notes on page 179.

Question 1.
An email to a relative (telling him about the story)
Answer:
antonvmundakkal@qmail.com
Today I want to tell you about a story I read. There is this girl named Greta. She is a differently-abled girl. She goes to a special school. She is 16, but is at a much lower class than her younger brother. She could tie her shoes only by the age of 10. Still she has some desires. She wants to have a big house. She loves peaches. She also loves cats. Her father is quite a loving father. He tries hard to make his daughter happy. He can’t buy her a real house. Instead he makes her a house on the cyberspace.

Greta wants a blue bowl in every room. She wants peaches in the kitchen and living room and all the bedrooms. She wants 11 windows covered with sheer white curtains. She has a kitchen, a dining room, a living room, a bedroom for a cat. Her mother and brother are not so understanding and compassionate liker her father. As the girl and the father make their plans for the house they make eyes to mean that he is just wasting his time. Greta is happy with her imaginary house. The father hopes and prays that one day Greta may live in a house of her dreams! I felt moved by the emotions of the loving father.

Hope you are keeping well. Write back to me at your earliest.

Lovingly,
job

Activity – VI (Word Power)

Read the notes on page 180.

Question 1.
Write down as many Internet related words as possible.
Answer:
Web, world wide web, cyberspace, cyber crime, cyber law, digital, on-line, download, upload, email, post, chat, access, tag, software, blocking, data stream, spam, virus, anti-virus, info superhighway, networking.

Extended Activities

Activity – I : (Application Letter and CV)

Read the advertisement given on page 180 of the Text.

Question 1.
Type an application Letter and a CV on your desktop or laptop.
Answer:

Application Letter

Jobhaven
Azad Road
Irinjalakuda
Kerala, India
PIN-680 125
17 October 2014

The Manager
Lee Shipping Co. Ltd.
4545 Changi Boulevard
Singapore

Dear Sir,

Application for the post Receptionist/Booking Clerk

This is in response to your advertisement appearing in the “Malaysia Manorama” dated 15 October 2014. I am a B.Com Graduate with 80% marks in the aggregate. I speak and write three languages fluently – English, Hindi and Malayalam. I have completed a course in Microsoft Word and Excel for which I hold a certificate. I have some experience in office work as I worked as a clerk in the KSE Ltd. Irinjalakuda, Kerala, for 2 months during the summer vacation. My detailed C.V. and my recent photograph are enclosed.

I am prepared to come for the interview on any day in the month of October at any place of your choice in India, preferably Kochi. You are assured of full satisfaction if you give me a chance to work under you. Hoping to hear from you soon,

Yours faithfully,
Shweta Raj

Encl: 2

Curriculum Vitate Of Shweta Raj

Name: SHWETA RAJ
Address: Jobhaven, Azad Road, Irinjalakuda,
Kerala, India, PIN 680125
Phone No.: 8547028805
E-mail : shwetaraj@6gmail.com
Career Objective: To associate myself with a prestigious organization that provides a challenging job and an opportunity to prove innovative and diligent work.
Education

Exam	Institution	Year	% obtained
B.Sc	Christ College, Irinjalakuda	2014	85
+2	St. Mary’s H.S.S. Irinjalakuda	2012	83
S.S.L.C.	St. Mary’s H.S.S. Irinjalakuda	2010	80

Achievements
Member – College Handball Team
Secretary – Commerce Club
Stood second in an Inter-Collegiate Debate
Experience – Worked for2 months as a clerk in KSE Irinjalakuda.
Languages known – English, Hindi and Malayalam (fluent in all of them.)
computer training- Microsoft Word, Excel, Tally, Unix

Personal Details
Date of birth – 20 August 1994
Sex – Female
Nationality-Indian
Marital status – single
References-Available on demand

(Shweta Raj)

Activity – II (Telephone Interview)

Question 1.
Imagine that the company accepted your application and asked you to give a telephone interview. Prepare the script of the telephone interview.
Answer:
Shweta: Good morning! May I know whom I am speaking to?
Manager: Good morning! I am Lee, the Manager of Lee Shipping Co. We got your application and we want to have an interview with you over the phone.
Shweta: That’s great. You may go ahead.
Manager: Shweta, you said in your application that you can speak and write 3 languages fluently. How good are you in English?
Shweta: I feel I am quite good. Ours was an English medium school and so I can speak English quite fluently. I can also write it well.
Manager: You said you have some certificates in computer courses. How good are you with Microsoft Word and Excel?
Shweta: I can’t say that I’m a great expert. But I am quite okay in them and I can do all the normal tasks.
Manager: What salary do you expect, Ms Shweta?
Shweta: I understand that you have offices in India and Singapore. If I have to work in Singapore, I expect a salary of US $ 4000 p.m. If I am posted in India, I can accept a lesser salary, the equivalent of US $2000.
Manager: You will be working in our Indian office. But we can’t pay you US$2000. Will you accept the job if we pay the equivalent of US $ 1500 p.m.?
Shweta: I will accept the offer for the time being.
Manager: When can you join us?
Shweta: Currently I am working with a local firm. So I will need one month’s time.
Manager: Agreed. We expect you to join us on the 1st of October.
Shweta: It’s fine.
Manager: Is there anything you would like to ask?
Shweta: Will I get a chance to come to Singapore anytime?
Manager: Yes, we usually have get-together of all the employees during X-mas time. Then you can come and we will pay you all the expenses of coming, provided you have proved yourself an asset to the company.
Shweta: I assure you I will prove that.
Manager: Okay then! I will send you the necessary papers to sign. Goodbye for now.
Shweta: Goodbye, and have a nice day!

Activity – III (Write-up)

Question 1.
The interview board asked you to prepare a write-up on ‘Why you want this job.’ Prepare a write-up on this in about one-and-a half pages.
Answer:
I want this job because of different reasons. First of all, I am an ambitious person who wants to make use of the talents God has given me. I don’t believe in doing the minimum and getting the maximum. I believe in doing the maximum and getting the maximum. This way I will benefit myself and also my employer.

I want this job because I know that Lee shipping Co. is one of the most prestigious in the world. I have heard that the company appreciates talented people and does its best to promote them to do their best. I understand that the Company gives incentives to those who prove themselves to be competitive and sincere in their work.

I want this job for another reason. I learnt that all the employees of the Company are called for a get- together in Singapore at the time of Christmas. I have heard a lot about Singapore and its achievements. I have heard that Singapore is the cleanest city in the world. I want to visit Singapore and experience myself some the marvels Singapore has.

I want this job for yet another reason. I am told that Lee Shipping Company encourages hardworking and intelligent people by giving them special training to do more responsible jobs where they will have a lot of benefits. I feel that I am intelligent and hardworking and I will also be noticed by the authorities and they give me a chance to grow to the greatest potential I am capable of.

Last but not the least I want this job because of the good salary I am offered. With my qualification and experience I feel this is the best I can get. With encouragement and assistance from the authorities I am sure I will be able to go higher in my life and achieve my aims. I have dreams of a good life and I am sure this job will help me to realize my dreams.

Conceptual Fruit (Short Story) About the Author

Thaisa Frank is a famous short- story writer. She worked as a psychotherapist before becoming a full time writer. She also teaches at the University of San Francisco. This short story is about the Internet.

Conceptual Fruit (Short Story) Summary in English

Page 174: When he told his family about the site on the Internet where you could create whole streets, his wife and son went on eating pasta and artichokes (edible flower buds). Only his daughter Greta looked up. He said he could buy a house on Pomanger Street. He could put as many rooms in it as he wanted and fill them with fruit. He could also make his own library.

His son, who was eleven, agreed with him. His son knew how to programme computers. But he was not interested. He wanted to give away his books and devote his life to karate.

His wife ate the heart of the artichoke carefully. He wanted to know her opinion. She said that she was in front of the computer the whole day and she wanted to spend the evenings in the garden. He knew that she was not interested.

Greta looked up from her artichoke leaves. She was arranging them in a circular pattern in her bowl. She said: “You said that there were streets. You said there could be fruit.” Greta often repeated what she heard. She had worked hard to tie her shoes by age ten and could read at fifth grade level, five grades below Joel, even though she was sixteen. She went to a special school. She said she wanted to see the place. Her father said he would show her. His wife and his son made eyes indicating their displeasure. They thought: “He is at it again. He’s getting Greta into it, too.”

Page 175: He said he would show her where she can make up streets and bowls of fruit. Greta sat in his chair and he sat next to her. Greta could type very slowly. By the time she left her school, she might be able to type fast enough to get a word processing job. But nobody was certain.

The man said that there was this guy named Sam who set up that whole library of classics. He lived in Illinois, but he made this wonderful place. He wanted her to watch. He clicked into the programme and was about to show Greta the collection of books when he saw her staring into space. He asked her if she wanted something of her own.

She said she wanted peaches and pears and artichokes. He asked her if she wanted them with bowls in a kitchen of a house or in a garden. He was typing, creating a street called Greta’s Street, a house called Greta’s house. Greta wanted to know why he was writing all that down. He said he was writing them down because they all were hers. Greta looked at the screen. Her blond hair blended with her sweater. Her blue eyes were the only colour in her face.

She said she wanted a bowl in every room. She wanted peaches in the kitchen and living room and all the bedrooms. He asked her if she did not want artichokes. Greta picked at her sweater. This is something she did when she knew she had got it right. She had forgotten about the artichokes and he was sorry that he had reminded her. He said he would put peaches everywhere. He wanted to know if the bowls should be of the same colour. She said they all should be blue colour. He then asked her how many windows she wanted and whether there should be a fireplace and if there should be curtains. Greta wanted 11 windows covered with sheer white curtains as the ones she had in her bedroom.

Page 176: He said he would start with the fruit in the kitchen. He wrote Greta’s kitchen and asked her to walk around and take fruits from the bowl and eat them. She asked where the peaches were. He said they would come in a minute. She should click under bowl and see what happens. He covered the screen for a moment and wrote peaches. He asked to try it by clicking bowl. Greta clicked bowl and the word peaches appeared. She told him that it was just a word. He said that was the idea and she can see a picture of the fruit.

She said she thought she would make real peaches. He said she had to go to the store to get them. She said here she just saw only words and wanted to know why people liked them. He said that they reminded people of the things the words stand for as she saw in her books.

He created other rooms as wanted by Greta: a kitchen, a dining room, a living room, a bedroom, a room fora cat and one bathroom. Then she said there was no need for a bathroom as it is not a real house and so people would not use it. He agreed. He programmed bowls of peaches in every room. He asked Greta to click.

Greta clicked and smiled when the word peaches appeared. It was a shifty smile – the smile she got when she pretended to have understood something which made no sense to her. He said there could be other fruit like apples, and pears and there could be flowers. Greta agreed and said there could be anything.

His wife was cutting blackberries in the garden. Greta was getting up from her chair to help her. Greta would never have a house of her own. She would live in a group house with other people like her. He hoped the house would be large and have sheer white curtains in all the rooms. He hoped it would have an orchard with fruit in real blue bowls: apples, pears, peaches-whatever Greta wanted.

Conceptual Fruit (Short Story) Vocabulary

Kerala State Board New Syllabus Plus One English Textbook Answers Unit 6 Chapter 2 Is Society Dead? Text Book Questions and Answers, Summary, Notes.

Kerala Plus One English Textbook Is Society Dead? Questions and Answers Unit 6 Chapter 2 (Article)

Is Society Dead? Textual Questions and Answers

Question 1.
What aspect of New York did the author notice?
Answer:
The aspect of New York that the author noticed was that its nightlife was very much dead.

Question 2.
The day life in New York is powerfully presented in these lines. Suppose you describe the same in your own city, what points will you note?
Answer:
I will note the noise of people talking and rushing, the vehicles hooting, the haste and hurry both by people and vehicles, the vendors of various fancy items trying to make a buck, and the worried faces of people.

Question 3.
Have you noticed i-Pod people in your town too? Is there any difference between toe i-Pod generation in New York and those in your own town?
Answer:
Yes, I have noticed them in my town also. There is some difference between the i-Pod generation in New York and those in my town. Here the i-Pod people do not emit strange tuneless squawks and snap their fingers. Their arms don’t twitch here, as in New York.

Question 4.
What, according to the author, are the markers to identify the i-Pod generation?
Answer:
According to the author, they walk down the street in their own MP3 cocoon, bumping into others, deaf to small social cues, shutting out anyone not in their bubble. Every now and then, some start emitting some strange tuneless sounds and their fingers snap or their twitch some soundless rhythm. When people tell them, ‘Excuse me’ or ‘Hello’, there is no response. They hear so little.

Question 5.
This article is replete with powerful anti-technology words for presenting the arguments of the author. Try to list down those expressions, e.g., anesthetized technology.
Answer:
In their own MP3 cocoon, i-Pod generation emitting strange tuneless squawks, their fingers snap and their arms twitch, glazed pupils, white box worshipers, compulsive obsession, atomization by little white boxes and cell phones, hermit crabs, addictive cults, white wires hanging from their ears, i-Pod generation.

Question 6.
Why does the author say that technology has given us a universe entirely for ourselves?
Answer:
The people today are cut off from the affairs of the world by their technological devices. They do not see or hear anything as they are immersed in a world of their own choice where nothing happens by chance. All technological devices like the satellite radio, cable TV and Cell phone support this world of exclusion so the author says that technology has given us a universe entirely for ourselves.

Question 7.
The author has described the experiences of music in the past and the present to drive home his point. Compare the experience of music in the past with the experience of music in the present.
Answer:
In the past music was a communal experience, shared by people. You had it in the living room or concert hall so that it was a shared experience. It brought people with the same interest together. In the present, music is a secret and each person listens to it individually and we never know what the other person is listening to and so we will never get to know him.

Question 8.
What were the nicer aspects of life that the author noticed when he forgot to take his i-pod on a trip?
Answer:
The author noticed many of the nicer aspects of life when he forgot to take his iPod. He noticed the rhythms of others, the sound of the airplane, the opinions of the taxi driver, and small social cues that he would not notice if he had his iPod.

Question 9.
How did the author enjoy the new experience?
Answer:
He enjoyed the new experience as he felt connected to others as he became more aware of the world around him.

Question 10.
Do you notice anything special about the ending of the essay?
Answer:
Yes. The author has enjoyed the experience of not being a slave to devices the like i-Pod and he seems to be surprised and happy. He realises that the world has a special and interesting rhythm or sound-track of its own and he encourages everyone to listen to it and experience it.

Activity – I (writing)

When you read any article you will realize that some of the statements made are facts and some others are mere opinions. A good reader must be able to distinguish between the facts and opinions presented in any article.
Now, sit in pairs and identify examples of facts and opinions from the article ‘Is Society Dead’? You may write them in two columns:

Answer:

FACT	OPINION
a) I was visiting New York last week. b) When people say excuse me’ there is no response. c) You get your news from your favourite blogs. d) Technology has given us a world entirely for ourselves. e) Human beings have never lived like this before. f) We have always had homes, retreats or place where we went to relax, unwind or shut out the world.	a) Each was in his/her own musical world. b) I witnessed the glazed New York look. c) Don’t ask, don’t tell, do not over hear don’t observe. Just tune in and tune out. d) The serendipity of meeting a new stranger, hearing a piece of music we would never choose ourselves, etc. e) External stimulation can crowd out the interior mind.

Activity – II (Short essay)

Question 1.
This article you have read discusses how technology, especially the MP3, kills social interaction, in the lives of people. Being a member of technology-friendly generation, you intend to argue for the benefits of technology in enhancing social interaction.
What are the points that you will bring in, other than the ones listed below? Sit in groups and find a few more points.
Answer:
Technology makes communication faster. Technology affords diverse formats of interaction. Technology brings people of different places closer. We have such a variety now. Now the whole world is a global village. Face Book and WhatsApp connect people in much a bigger way than before. Technology brings relaxation and a relaxed mind is a more competent mind.

Question 2.
Prepare a short essay on the topic: Technology: Making Society Alive to be published in TECH-WATCH, the school magazine tracking the latest developments in the technology field.
Answer:
Technology: Making Society Alive
In the modern world, technology has made society very much alive. The extensive use of computers, mobiles phones, i-Pods and i-Pads, MP3 and a host of other gadgets has transformed the world into a tiny village. What happens in one part of the world is beamed instantly so that people everywhere in the world come to know about it even as it is happening. Technology has unified the world, at least in the world of sports and entertainment. Programmes of one country are enjoyed by others also.

The world has become a richer place because we have so much to choose from. At the click of a button things far away will be transported to you for your enjoyment. You can see your friends and relatives who are and chat with them when you like. Even if they are in another country, we feel they are next door and ready to meet us when we want them.

Face Book and What’s App have revolutionized the society. You can send out all the news and photographs of yourselves, your friends and family to all those who are interested in your affair. You can also get news and pictures of those you love. This way society has become much alive.

Because of this boredom has been taken away from the lives of people. In the past people sitting at home, especially women and children, did not know how to spend their leisure time, especially when the weather was bad. But now they have their Face Book and What’s App to keep them busy all the time. A society that is alive is a healthy society. Thanks to technology, we now live livelier and fuller lives.

III. Read And Reflect

Differently-abled children are an important part of our society. The daily charms of a regular life are denied to them. Technology extends a helping hand and acts as a leveller in such cases. This story reveals the human face of technology in helping a young girl shape the world around her.

Is Society Dead? (Article) About the Author

Andrew Michael Sullivan is a British author, editor and blogger. He is an influential commentator and a renowned lecturer. His writings are well-known for their imagery.

Is Society Dead? Summary in English

I was visiting New York last week and noticed something that I could not believe about the city. Nightlife was very much dead and I’m not the first one to notice it. Today life, that mad mixture of yells, chatter, hustle and rudeness, was quieter.

Lower Manhattan is now a Disney-like string of malls, riverside parks and pretty upper middle class villages. There was something else. When I looked at the throngs on the pavements, I saw the reason.

There were little white wires hanging down from their ears or tucked into their pockets, purses or jackets. The eyes were a little vacant. Each was in his or her musical world, almost oblivious to the world around them. These are the i-Pod people.

Even without the white wires you can tell who they are. They walk down the street in their own MP3 cocoon, bumping into others, deaf to small social cues, shutting out anyone not in their bubble.

Every now and then, some start emitting some strange tuneless sounds and their fingers snap or their arms twitch with some soundless rhythm. When people tell them, ‘Excuse me’ or ‘Hello’, there is no response. You are among so many people and hear so little. But each one is hearing so much.

Page 170: I am one of them. I also have white wires peeping out of my ears. I joined the group a few years ago, the group of the little white box worshippers.

Others began as I did with a Walkman and then an MP3 player. But this sleekness of the i-Pod won me over. Unlike other models, it gave me my entire music collection to rearrange as I saw it. Once it was a musical diversion. Now it is a compulsive obsession.

Like all addictive cults, it is spreading. Walk through any airport in the US these days and you will see many of them. You will see them on a subway. Don’t ask, don’t tell, don’t overhear, don’t observe. Just tune in and tune out.

The worrying fact is that it is part of something bigger. You get your news from your favourite blogs, the ones that won’t challenge your view of the world. You tune into a satellite radio service for your modern rock or liberal talk. Television is cable. Your mobile phones get email feeds from your favourite bloggers or get sports scores for your team. Technology has given us a universe entirely for ourselves. The chance of meeting a new stranger, hearing a piece of music we would never choose for ourselves, or an opinion that might change our mind about something is removed.

This is atomization by little white boxes and mobile phones. It is a society without the social. We choose what we want and not meet at random. People never lived like this before. Of course we had homes, retreats or places where we went to relax, unwind or shut out the world. But we did not walk around like hermit crabs.

Page 171: Music was limited to the living room or the concert hall. Sometimes it was solitary but primarily it was a shared experience that brought people together. But now it has become a personal affair. It is now a secret. You never know what the other person next to you is listening to. You will never see him. By his white wires he is showing that he doesn’t want to know you.

What do we get from this? We get the chance to slip away from everydayness, to give our lives its own sound tracks, to get away from the monotony of commute and to listen more closely and carefully to music that can lift you and keep you going. We become masters of our own interests. We keep connected to people like us over the Internet. We get in touch with anything we want or think we want.

We miss many things. The funny piece of an overheard conversation that stays with you; the talk of the child on the pavement that will take you back to your childhood; birdsong; weather; accents; the laughter of others. We also miss those thoughts that come to our mind when we allow it to wander aimlessly through the background noise of human and mechanical life.

External stimulation can crowd out the interior mind. Even boredom has its uses. We are forced to find our own methods to overcome it.

Recently, I was on a trip and I realized I had left my i-Pod behind. But then I noticed the rhythms of others again, the sound of the airplane, the opinions of the taxi- driver, the small social cues that had been left out before. I noticed how others related to each other. I felt more connected and more aware.

Try it. There is world out there. It has a soundtrack of its own.

Is Society Dead? Vocabulary

Kerala State Board New Syllabus Plus One English Textbook Answers Unit 6 Chapter 1 The Cyber Space Text Book Questions and Answers, Summary, Notes.

Kerala Plus One English Textbook The Cyber Space Questions and Answers Unit 6 Chapter 1 (Essay)

The Cyber Space (Essay) Textual Questions and Answers

Question 1.
What is special about the ‘modern psyche’?
Answer:
The modern psyche loves new frontiers. We love wide-open spaces; we like to explore; we like to make rules instead of following them.

Question 2.
What is cyberspace? How has it evolved over the years?
Answer:
Cyberspace is the community of networked computers. It is the imagined place where electronic data goes. Before J#was a playground for computer nerds and techies. But now it embraces all kinds of people, including children.

Question 3.
What type of metaphor is used by the author to describe cyberspace?
Answer:
To describe cyberspace the author has used the metaphor of real estate. Real estate is an intellectual, legal, artificial environment constructed on top of land. It recognizes the difference between parkland and shopping mall, between red-light zone and school district, between church, state and drug store. In the same way we can think of cyberspace as a giant and unlimited world of virtual real estate.

Question 4.
Mention some of the traditional metaphors used to denote cyberspace.
Answer:
Some of the traditional metaphors used to denote cyberspace are highways and frontiers.

Question 5.
Why does the author maintain that censorship will not work in the case of cyberspace?
Answer:
The author maintains that censorship will not work in the case of cyberspace because it is not a frontier where bad people can grab unsuspecting children. It is also not a giant television that telecast offensive messages at unwilling viewers. In cyberspace users choose where they visit, what they see and what they do. It is optional.

Question 6.
Why is cyberspace described as a voluntary destination? Do you agree with the author here?
Answer:
Cyberspace is a voluntary destination because you have to go someplace in particular. People can choose where to go and what to see. I fully agree with the author.

Question 7.
Who, according to the author, are the right people to set the standards?
Answer:
According to the author, the right people to set the standards are the cyberspace communities themselves.

Question 8.
What are the three major areas of services available in cyberspace?
Answer:
The three major areas of services available in cyberspace are: First, the private email conversations similar to the talks you have on the telephone or voice mail. Second, information and entertainment services. Here people can download anything. These places are like book stores, malls, and movie-houses. Third, there are ‘real communities’- groups of people who communicate among themselves. They are like shops or restaurants or playgrounds. Each participant contributes to a general conversation, generally through posted messages. Other participants may simply listen or watch.

Question 9.
What is in store for cyber communities in the future?
Answer:
Cyber communities will have to have a moderator because anyone is free to post anything. Because of that there will be unwanted advertising, discussions that are. not healthy and rude participants. Then the cyberspace will become too noisy. To keep these negative elements in check a moderator would be needed.

Question 10.
What are the comparisons made by the author between cyberspace and terrestrial communities?
Answer:
What is special about cyberspace is that it frees us from the tyranny of power structures of the terrestrial communities. Cyberspace allows communities of any size and kind to flourish. In cyberspace communities are chosen by the users, not forced on them by accidents of geography. This freedom gives the rules in cyberspace a moral authority that rules in terrestrial environments don’t have. Most people are forced to stay in the country of their birth. But if you don’t like the rules of the cyberspace community, you can quit. It loves it or leave it, which is not possible in terrestrial communities.

Activity -1 (Writing)

Question 1.
A group of students are asked to prepare a list of Dos and Dont’s of using cyberspace. They list the points as given on p. 167 of the Text. Classify the ideas generated under the following heads. Write the corresponding number.
Parents: …………
Teachers: …………
Students: …………
Counselor: …………
Answer:
Parents : 2, 4,7
Teachers: 5, 8
Students: 1
Counsellor: 3, 6, 9

Question 2.
Now, write an article on the use and misuse of cyberspace for your School Magazine using the hints given in the text.
Answer:
Use of computers has become widespread and accordingly the uses and misuses of cyberspace have also multiplied. Cyberspace is an excellent way of getting information, giving information, and also for entertainment. But it has potential dangers. These days we hear a lot about cybercrimes. The culprits are mostly young people, including students. Even as we acknowledge the importance of cyberspace in the modem world, should be aware of its potential dangers and how to avoid them.

Cyberspace is full of sites that give vulgar and explicit sex material. Young children are naturally curious about these things. So to prevent them from watching these things privately in their own rooms, computers should be kept in open view in a common hall. This way, children will be discouraged from visiting bad sites. There should be a specific time schedule for browsing the net. Late-night browsing should b discouraged. When students are given assignments and projects they rush to cyberspace for the material. The download material from it and copy it in their assignments. Teachers should check the authenticity of the sources used in the papers given by the students. Many schools and colleges now have computers and the Internet, including Wi-Fi. Teachers must ensure that students do not misuse these facilities.

Counsellors have also a big role to play in the right use of cyberspace. They should conduct awareness programmes on the various cybersecurity measures. The net addicted children should be given counselling in the school.

Students should be aware of the risks involved in the use of cyberspace. It is easy to fall into the mire of bad habits. It would be difficult to get out. Ultimately they are responsible for their acts and they are the masters of their destiny. They should not reveal their e-mail address to everyone and should use cyberspace sensibly. Cyberspace is a double-edged tool. It is like a knife and it can be used to cure (like a surgeon) or to kill.

Activity – II (email)

Read the email given on page 168.

Question 1.
What is this mail about?
Answer:
It is an application for a job.

Question 2.
How is it different from surface mails?
Answer:
It is different from surface mails in different ways:

• It has no address of the receiver (except the email address),
• It has no date
• It has no signature of the sender
• The sender’s name and address are given at the bottom with the mobile number and email address.

In the surface mail these appear on the top part of the letter.

Question 3.
Analyze the language structure, style and format of the email.
Answer:
The language is simple and straight. Block style is used with all the paragraphs aligned to the left.

Question 4.
Imagine that you organize a seminar on Technology and English language Teaching in your school. In order to ensure the presence of the distinguished scholars invited, you draft a detailed email about the seminar.
Draft the email to be sent to the visiting dignitaries.
Answer:
To: iobma6@hotmail.com
Subject: Seminar on Technology and English language Teaching

Dear Prof. Job
Our school is organizing a seminar on Technology and English language Teaching. As a person renowned in this realm, we would very much like to have your presence during the Seminar. The seminar will begin at 9.00 in the morning and it will end by 1.00 p.m. Please make it a point to come. Your expertise and experience will be of great use to our students as well as staff.
We look forward to meeting you.

Sincerely,
Simi Hyder

Simi Hyder
Secretary, Students’ Welfare Association
AlAzharHSS
Mala
PIN – 679342
Mobile: 8547028805
Email – simihyder@gmail. Com

II. Read And Reflect

Are you familiar with the i-pod generation? You see them everywhere, at railway stations, busy places in the city, or even in remote villages. You may be one of them. What is so special about them and how do you distinguish them? Read on to know about the ultramodern representatives of today’s youth.

The Cyber Space (Essay) About the Author

Esther Dyson is an American technology analyst. She is a leading commentator on digital technology, biotechnology and space. The present article is a discussion on the possibilities and challenges involved in the use of cyberspace.

The Cyber Space (Essay) Summary in English

Page 164: Something in the modern psyche loves new frontiers. We love wide-open spaces; we like to explore; we like to make rules instead of following them. Is there a place you can go and be yourself without worrying about the neighbours?

Yes, there is such a place: cyberspace. Before, it was a playground for computer nerds and techies. But now it embraces all kinds of people, including children. Can they all get along in a friendly way in the cyber world? Or will our fear of kids misusing cyberspace provoke a crackdown?

First of all, we ought to know what cyberspace is. For this, we have to leave behind metaphors of highways and frontiers and think instead of real estate. Real estate is an intellectual, legal, artificial environment constructed on top of the land. It recognizes the difference between parkland and shopping mall, between red-light zone and school district, between church, state and drug store.

You can think of cyberspace as a giant and unlimited world of virtual real estate. Some property is privately owned and rented out; another property is common land; some places are suitable for children; others should be avoided by all but the strangest citizens. Unfortunately, it is those places that are now capturing the popular imagination. They make cyberspace sound like a bad place. Good citizens, therefore, say: Regulate it.

Page 165: Using censorship to silence cyberspace misinterprets the nature of cyberspace. It is not a frontier where bad people can grab unsuspecting children. It is also not a giant television that telecast offensive messages at unwilling viewers. In this kind of real estate, users choose where they visit, what they see and what they do. It is optional. It is easier to bypass a place on the net than it is to avoid a block of bad stores on the way home.

Cyberspace is a voluntary destination or many destinations. You choose a site. That means you can where to go and what to see. Community Course Book standards should be enforced but those standards must be set by cyberspace communities themselves. We don’t want control from outside; we need self-rule.

Cyberspace is so interesting because it is different from shopping malls, television, highways, and other terrestrial jurisdiction. So, let us define its territory:

First, there are private email conversations similar to the talks you have on the telephone or voice mail. These are private and done with the consent of both parties. So they require no regulation.

Second, there are information and entertainment services. Here people can download anything. These places are like book stores, malls, and movie-houses. The customer needs to request an item. Some of these services are free, for some you have to pay.

Third, there are ‘real communities’-groups of people who communicate among themselves. They are like shops or restaurants or playgrounds. Each participant contributes to a general conversation, generally through posted messages. Other participants may simply listen or watch. Many of these services started out un¬moderated. But now some rules are imposed because of unwanted advertising, outside discussions, and increasingly rude participants. Without a moderator, the decibel level often gets too high.

Page 166: What is special about cyberspace is that it frees us from the tyranny of power structures. In a democracy, minority groups and minority preferences get squeezed out. Cyberspace allows communities of any size and kind to flourish. In cyberspace communities are chosen by the users, not forced on them by accidents of geography. This freedom gives the rules in cyberspace a moral authority that rules in terrestrial environments don’t have. Most people are forced to stay in the country of their birth. But if you don’t like the rules of the cyberspace community, you can quit. Love it or leave it.

What is likely to happen in cyberspace is the formation of new communities. Instead of a global village, we will have another world of self-contained communities that will cater to the wishes of their members without interfering with anyone else’s. We will be able to test and evolve rules regarding what should be governed. These may include content and access control, rules about privacy, and free speech.

Our society needs to grow up. It means understanding that there are no perfect answers and solutions. We don’t have a perfect society on earth and so we won’t have perfect cyberspace. What we can have is an individual choice and individual responsibility.

The Cyber Space (Essay) Vocabulary

Kerala State Board New Syllabus Plus One English Textbook Answers Unit 5 Chapter 3 Going Out for a Walk Text Book Questions and Answers, Summary, Notes.

Kerala Plus One English Textbook Going Out for a Walk Questions and Answers Unit 5 Chapter 3 (Essay)

Going Out For A Walk (Essay) Textual Questions and Answers

Question 1.
What does the author consider the drawbacks of London?
Answer:
The drawbacks of London are its endless noise and hustle, its smoky air, and its squalor.

Question 2.
What is the author’s excuse to avoid walking?
Answer:
The author’s excuse to avoid walking is to tell the people who call him for a walk that he has many letters to write.

Question 3.
Why is the author’s excuse ineffective?
Answer:
The author’s excuse is ineffective in three ways: i) it is not believed; ii) it forces you to rise from your chair, go to the writing table and pretend to be writing a letter until the walk monger goes out of the room; iii) it won’t work on Sunday mornings because there is no post out till the evening.

Question 4.
What makes the author say that walking for walking’s sake stops one’s brain?
Answer:
The author says that walking for walking’s sake stops one’s brain because then a person’s power to instruct or to amuse when he is sitting on a chair or standing on a hearth-rug leaves him.

Question 5.
‘Trespassers will be prosecuted’ – Write down two more such wall notices.
Answer:
i) ‘DRIVE SLOWLY’
ii) ‘CAUTION, SHARP CURVE’

Question 6.
What, according to the author, is the thought process taking place in the brain during a walk?
Answer:
A man is not urged by his reasoning faculties to go for a walk. He is urged by something that surpasses reason, by his soul. His soul tells his body to go for a walk. The brain asks the soul where to go and for what purpose. The soul then replies that there is no definite destination or any particular mission.

Question 7.
What is the author’s opinion of having a vehicle for every destination?
Answer:
The author does not take a vehicle to every destination. He never goes out of his way to avoid exercise. When a vehicle is essential he takes one.

Question 8.
What holds the author back from going out for a walk?
Answer:
People wanting to see him and work in his own premises hold the author back from going out for a walk.

Activity – I (Write-up)

Question 1.
Do you usually go out for a morning walk or evening stroll?
Answer:
Yes, I do. I usually go out for a morning walk.

Question 2.
Who do you usually go out with?
Answer:
I usually go out with my friends.

Question 3.
What do you enjoy the most while walking?
Answer:
While walking I enjoy the sights along the street most.

Question 4.
How do you feel after the walk?
Answer:
After the walk I feel energetic and happy.

Question 5.
Make a distinction between going for a walk and being taken out for a walk.
Answer:
Going out for walk means you go out because you want to go out. Being taken out for a walk means you don’t go because you are keen on going, but somebody, whom you can’t refuse, forces you to go with him. If a very dear person comes and tells you to go for a walk with him, you can’t refuse.

Question 6.
Now prepare a write-up on walking and your preferences.
Answer:
Walking:
Walking is an excellent form of exercise and it is good for our health. A person who walks for about three kilometres a day can maintain his physique very well. Walking gives exercise not only to the body but also the mind. As our muscles and body shake up, increasing the blood circulation, we see new things forcing our mind to think. Staying inside all the time makes one bored with life. Walking brings variety into our lives. Variety is the spice of life.

Doctors say that large numbers of people suffer from back pain due to lack of exercise. They say walking reduces back pain. When we walk, the fat accumulated in our body burns up. Then carbohydrates are burnt. Thus we clear our body from extra fat and carbohydrates.

Walking is an exercise which does not cost anything extra. You may need a good pair of walking shoes. These days there are many people who jog every morning or evening for health reasons. Jogging is walking at a greater speed, less than running. Walking is especially good for people who do sedentary jobs, which force them to sit down for long periods.

I like to go for walking with friends. When we walk, talking with friends, walking becomes doubly enjoyable. We forget the bodily exertion of walking and at the same time we exchange views on so many things. I prefer to walk early in the morning when the streets are not crowded. The airthen will be fresh and without much dust. My advice to all the young boys and girls is to go to their schools on foot, if the distance is not much. Walking will make you healthy, wealthy and wise.

Activity – II (Personal Essay)

Read the note and tips on Personal Essay given on page 152 and 153 of the text.
Attempt to write a personal essay on a topic of your choice, e.g. (swimming, jogging etc.)
Answer:
The other day I was walking with my friend when I saw a gruesome sight. Two young boys were working at a construction site. They were carrying heavy loads of bricks on their heads. They were about 10 years old. They wore rags and poverty was writ large on their faces. Although child labour is banned in India, may people still make children do a lot of hard work. I felt sorry for them.

Child labour refers to the employment of children in any work that deprives them of their childhood and interferes with their ability to attend regular school. It also refers to any employment of children in jobs that are mentally, physically, socially or morally harmful. Employing children in jobs which are supposed to be done by the adults is considered exploitative by many international organizations. Legislations across the world prohibit child labour. No country wants its children to spend their childhood in working at jobs which the adults are supposed to do.

Child labour was employed to varying extents through most of history. Before 1940, many children between the ages of 5-14 were made to work in Europe, the USA and the various colonies of European powers. These children worked in agriculture, home-based assembly operations, factories and even in mining. Some worked night shifts lasting 12 hours. With the rise of household income, availability of schools and passage of child labour laws, the incidents of child labour rates fell.

In developing countries, where there is high poverty and less opportunities for schooling, child labour is still prevalent. In 2010, sub-Saharan Africa had the highest incidence oftmild labour, with several African nations witnessing over 50% of children aged between 5-14 working. Agriculture is the largest employer of child labour. Vast majority of child labour is found in rural areas and informal urban economy. Even parents make their children labour hard at homes and in the fields. Poverty and lack of schools are the main causes for child labour.

In Kerala, which is called God’s own country, we see children from other States employed in the homes of the well-to-do to work as servants, to do household chores. Making the children work like a servant is a sin against God and man. When the rich people send their own children to school, these poor boys and girls stand looking helplessly at their miserable plight. You can try to prevent child labour by reporting such cases to the police or to some other authorities.

God has given us childhood to enjoy and to learn. It is gross injustice to deprive the children of their childhood and learning opportunities. In the novels of Charles Dickens we see how boys like Oliver Twist suffered because of child labour. Remember each child has a dream. Don’t deprive him of it. God will never forgive you if you are the cause to deprive a child of his dream.

My friend and I went to the nearest police station to report what we saw at the construction site. The policeman sitting there took down our complaint. But will the police take any action against those who employed the boys to work there? We could only hope they will.

Activity – III (Survey)

The survey is to be carried out by the student themselves. Do it following the questionnaire and the suggestions given in the text on p. 153 and 154.

Activity – IV (Read and Practise)

Read the notes on the use of would rather and would prefer on page 154 and 155.

Let’s practise:
Answer the following questions using ‘would rather’:
1. What did you have for breakfast today?
2. How would you like your coffee, with some cream or milk?
3. How are you going to the doctor’s?
4. Where do you like to go on vacation?
5. Whom do you like to go out with?
Answers :
1. I would rather have bread and jam for breakfast today.
2. I would rather like my coffee with some milk.
3. I would rather go in a car to the doctor’s.
4. I would rather go to Singapore on vacation.
5. I would rather go out with Kareena.

Expressing Wishes:

a) For wishes about the future we use would or could. I wish I could get a better bike.
b) To talk about wishes in the present we use the past tense forms.
I wish the dress was not so expensive.
c) For past wishes we use the past perfect tense.
I wish I hadn’t wasted my money on that silly movie.

Activity – V (Make a start)

Read the notes on p. 156 and discuss your plans with your friends.

Activity – VI (Project)

Read the notes and tips given on page 156-158 and see how a good survey report is made.

Extended Activities

Activity – I : (Discussion)

Discuss the points given on page 158-159.

Activity – II : (Write-up)

Question 1.
Do you think that there should be physical education in schools? Prepare a WRITE-UP saying why or why not.
I think there should be physical education in schools. I have many reasons to say so.

In Latin there is a saying ‘Mens sana in corpore sano’. In English it means ‘A sound mind in a sound body.’A . sickly body will not have a healthy mind. Physical education helps in the formation of a healthy and active life style. Such a life style makes the body and the mind sound.

Physical education helps in the development of leadership qualities. To be a leader one should have the capacity to organize, take initiative, guide and control his mates. He should be fearless and just. By taking part in physical education, one develops confidence, cooperation, and team spirit. Work is done in teams. Although individual excellence counts, it is the group work that makes a project successful. Any big event is the result of team work. Games are lost and won based on the team spirit. We all know that ‘United we stand, divided we fall’ and ‘Unity is strength’.

A positive attitude is very essential for success. An optimistic attitude keeps one cheerful and prepared to work hard. Perseverance is essential for any important work. Physical education helps one to build a positive attitude to life and things. When we keep our bodies in shape, our mind also gets shaped with the right attitudes. Physical education brings confidence and self-esteem. Only if we believe in ourselves, others will believe in us. Dr. Abdul Kalam said that each person is unique and he should try to remain he and no one else. We should feel that we are unique. We don’t have to imitate and copy others. Self-confidence and self-esteem grow by our being active in physical education.

Physical education also helps us to learn better. A fit body keeps the mind fit and alert. An alert mind grasps things fast and physical exercises help the brain to retain things for a long time. Physical education also instils civic virtues in us. We become more compassionate and loving. We become ready to help others. Physical education is a group activity and so group welfare, social welfare, becomes an important aspect of our training. Man is not an island. He is a social being and physical education drives into our mind this significant concept. In all schools all over the world physical education is compulsory because it has such a big roldto play in the life of an individual and also in the life of the society.

Activity – III (Speech)

Read the notes given on page 159.
The newspaper headlines below may remind you of some of your friends who are addicted to junk food, energy boosters, computers, bike racing, etc. You are worried about how these habits will affect them mentally, physically and academically. Being the Health Officer of your school, you decide to make a speech in the morning assembly on the adverse effect of such a lifestyle and the need to take charge of oneself.
Draft the script of the speech.
Answer:
My dear students,
Today I am going to talk to you about some of the things that bring a lot of harm to the youth of today. Being part of the youth, you should know some of the dangerous things that have gripped the young minds. First of all, many youngsters think that homemade food is not cool. They go after fast food and fizzy drinks. They are fond of eating hamburgers, pizzas, KFC (Kentucky Fried Chicken), noodles, pasta and such others things. They forget that these use a lot of dangerous additives and colours. Recently we heard how the broiler chicken which we consume so much is injected with all sorts of antibiotics and hormones.

A hectic life style leads to ill-health and anxiety related illness. Hurry brings worry. Many of you like speed. Speed thrills but it kills. So slow down! Slow and steady wins the race. Haste makes waste.

Many of you are tech-savvy. You are addicted to all sorts of latest gadgets mobiles, i-pad, i-pod, and all such devices. Once you are denied these things you suffer from gadget withdrawal syndrome. You feel as if they are essential in life. Did your parents use them? Did they not live well? And happily? So don’t think these are essential for a good life.

You like to spend your nights before the TV or the computer screen watching your favourite programmes or playing your favourite games. Scientists have established that just on night of sleep deprivation can lead to weight gain and related illnesses. “Early to bed and early to rise – Makes a man healthy, wealthy and wise.”

Instead of drinking clean water, you prefer energy drinks or fizzy drinks which contain alarming rate of caffeine. Large amount of caffeine adversely affect your body and mind. So avoid them. Coca-Cola, Pepsi, Fanta and Sprite taste good. But their excessive use can bring you harm.

Don’t remain indoors all the time. Play vigorously. Let your bodies get proper exercises. Enjoy eating nuts, fruits and vegetables. They will help you to keep your body trim and healthy. Nuts and buttermilk help to cut flab.

It would be a good idea to keep pets to beat stress. Spend some time with them. Watch them. If you don’t have pets, watch Nature. The trees, flowers, creepers, birds, butterflies, bees, etc. will make you marvel at the variety of life. Sunrise and Sunset can fill your life with colourful thoughts. Is there anything more beautiful than a beautiful night with the queen moon surrounded by the stars? Or the waves kissing the sandy shore on a breezy evening?

Activity – IV (Role play)

“Last year, I went to pay him a visit. I thought I would go and see what it was like” – Ivan goes on to narrate his meeting with his brother. Attempt a role-play of the narration. (Read the notes on page 159).
Answer:
Nicholai: Welcome Ivan! Nice to see you after such a long time.
Ivan: Niholai, you’ve changed a lot! You have become fat and old!
Nicholai: Yes, Ivan. I’ve become fat. I spend much of my time inside the house. Ivan, you too have become old!
Ivan: I can’t help. Time runs. Remember how young we were! Good old days!
Nicholai: Okay, Ivan, let’s go and look around my estate.
Ivan: How are you getting on, brother?
Nicholai: I’m doing very well. I am a landowner now. I am not the old official in the treasury. I’ve become a man of importance. Ivan : Good to hear that! You are happy, aren’t you?
Nicholai: I’m happy. When the peasants in my estate become sick they come to me and I treat them with soda and castor oil. On my birthday, a thanksgiving service is held in the middle of the village. I then give the peasants half a bucket of vodka. Okay, Ivan, let’s now go back to the house. It’s tea time. (They go back to the house and are having tea. There are gooseberries on the table.)
Nicholai: Ivan, look at those gooseberries. They are from my estate. They are so nice. Ivan : Gooseberries. I don’t think I like them. They are too sour for me.
Nicholai: Sour? No man, they are so delicious. I can eat a whole lot them.
Ivan: Sorry Nicholai, I can’t eat them. You may eat. Maybe, you enjoy them so much because they grew in your estate. My idea of happiness is quite different.
Nicholai: Well, I know. But for me they are so , delicious.
Ivan: Enjoy them, Nicholai.

Activity – V (Essay)

“Satisfaction, self-sufficiency and piety are the characteristics of a happy life.’’ Do you agree? Keeping in mind all the texts that you have read in this unit, prepare an essay on your idea of a happy life.
Answer:
Happiness differs frojn person to person. That is why we say ‘One man’s*meat is another man’s poison’ and ‘One man’s religion is another man’s madness’. Happiness, like beauty, is non-definable in precise terms. Still, there are some common ingredients, some characteristics that constitute a happy life. I definitely agree with the view that satisfaction, self-sufficiency and piety are some of the characteristic. Satisfaction comes when our desires are fulfilled. Desires are of various kinds. Some love adventure. Climbing the Himalayas, swimming across seas, flying into space, etc. are things some people enjoy and such things give them great satisfaction. For some satisfaction comes when they behold things of beauty. Sights, sounds and movements of nature and even people make them happy and satisfied. Standing on a hill and watching the sunset might satisfy the lovers of nature. Walking through the forest, watching the wild life might be a thrilling experience to some.

Self-sufficiency is an important characteristic of a happy life. If a person does not have the essential requirements like food, dress and shelter, he can’t be happy. He should have self-sufficiency in these matters. Depending on others for our needs is demeaning especially for an adult. Even birds and animals train their young to be self-sufficient when they grow up.

Piety is another important characteristic of a happy life. Piety does not mean mere religious piety. Piety also includes the love and- respect for our parents, elders, teachers, brethren, relatives, neighbours and people at large. We saw that piety of Mahatma Gandhi did not limit itself to some rituals and religious worship. His piety went much beyond that. A real pious man will also think of the welfare of his fellow beings. He will not do anything that brings pain and sorrow to others because he feels that all human beings are the children of the same God. “Ishwar”, “Allah” and “God” are synonyms of that Great Power that created us and that nourishes us.

There are many more characteristics of a happy life, but satisfaction, .self-sufficiency and piety seem to be most important. Once we have all these we definitely will be happy people.

Activity – VI (Comparative1 analysis)

There is a poem ‘Ode on Solitude’ by Alexander Pope. What is the poet trying to convey through the poem? Make a comparative analysis of this poem with Wordsworth’s ‘To sleep’.
Answer:
In his poem ‘Ode on Solitude’, Alexander defines a happy man. A happy man has a lot of land. He does not have to go out looking for any job. He has milk from his cattle, bread from his fields and dress (wool) from his sheep. The trees give him shade in the summer and in the winter he makes fire with the wood from those trees. He has health in body and peace in mind. He sleeps soundly at night. He uses his life for study and recreation. He is a good man and spends time in meditation. The poet wants to live like him. He does not want to be famous. He wants to quietly go away from life unlamented. He does not even want any memorial stone raised on his tomb.

The poem To sleep’ by William Wordsworth, who is known as the high priest of Nature, is an exquisite poem that presents to us some of the finest sights, sounds and movements of Nature. We can see a flock of sheep leisurely passing by one after one; we can the sound of rain and the murmuring of bees. We can hear the fall of rivers, winds and seas. We can see the smooth fields, white sheets of water and pure sky. We also hear the melodies of small birds coming from the orchard trees. We hear the cuckoo’s melancholy cry. The poet can’t sleep. Maybe he is worried about the bad things happened during the past. In fact he has not slept for a couple of days and this makes him all the more worried. If he does not sleep he won’t be able to enjoy the wonderful signs and sounds of the morning. Sleep brings fresh thoughts and joyous health.

Both are exquisite poems. While Pope describes the things needed for a man to be happy, Wordsworth is more interested in presenting the beautiful sights, sounds and movements of Nature. In both poems ‘Sleep’ is an essential element for happiness. Only a happy man can have a sound sleep. The reverse is also true. Only a sound sleep can make a man happy. Sleep and happiness are complementary.

Between the two I prefer the poem by Wordsworth. The imagery there is far better. Both poems have good rhythm and rhyme. There are instances of alliterations and assonances in both and they increase the melodious quality. There are excellent figures of speeches, especially personification. Both poems have a grave mood. Nothing funny, nothing light¬hearted. Both are philosophical poems. I do not agree with the idea of Pope of a man going away from this world quietly, unknown, not even leaving behind him a tombstone for posterity to remember him.

Going Out for a Walk (Essay) About the Author

Sir Henry Maximilian Max Beerbohm (1872-1956) is an English writer and caricaturist. He is remembered for the gentle humour of his essays. In the present essay he challenges the idea that walking is a productive mental exercise, especially if one is accompanied by a talkative companion.

Going Out for a Walk (Essay) Summary in English

Page 149:1 have not gone out for a walk all my life. But I have been taken out forwalfor walks while I walked by my nurse’s side I felt nostalgic for the old days when I had a perambulator. When I grew up I felt that one advantage of living in London was that nobody ever wanted me to come out for a walk. The endless noise and hustle of London, its smoky air and its squalor were unsuitable for walks.

Page 150: When I was in the country and if there was no actual rain somebody might come any time and ask me to go out for a walk with him. People think there is something noble and virtuous in the wish to go for a walk. A person with such a desire feels that he has a right to impose his will on somebody sitting in an armchair and reading and ask him to accompany him. It is easy to say ‘No’ to an old friend. In the case of a mere acquaintance, one wants some excuse like ‘I wish I could, but …’. I always have just one excuse: “I have some letters to write.” This excuse is unsatisfactory in three ways: i) it is not believed; ii) it forces you to rise from your chair, go to the writing table and pretend to be writing a letter until the walk monger, who does not dare to call you a liar and a hypocrite, goes out of the room; iii) it won’t work on Sunday mornings. There is no post out till this evening’, the walk monger will tell you and you will have to go with him quietly.

Walking for walking’s sake may be laudable and exemplary for those who practise it. My objection to it is that it stops the brain. Some people have told me that their brains work well when they walk along the high road or over hill and valley. Experience tells me that a person’s power to instruct or to amuse when he is sitting on a chair or standing on a hearth-rug leaves him when he takes one out for a walk. Plenty of ideas come to him when he is in a room. But when he is out for a walk all those ideas evaporate. His encyclopaedic knowledge goes away. His imagination dries up. The man’s face becomes hard. Light goes from his fine eyes. He says that A (our host) is a thoroughly good fellow. Fifty yards further on, he adds that A is one of the best fellows he has ever met. We go for another furlong and then he says that Mrs. A is a charming woman. Then he adds that she is one of the most charming women he has ever known.

Page 150: We pass an inn. He reads quickly to me, “The King’s Arms. Licensed to sell Ales and Spirits’. I foresee that during the rest of the walk he will read aloud any description that occurs. We see a milestone. He points to it with his stick and says, ‘Uxminster. 11 miles.’ We turn a sharp corner at the foot of a hill. He points at the wall and reads, ‘Drive Slowly’. Far ahead there is a small notiCe-board. He sees it. He looks at it carefully and in due course he says, Trespassers will be prosecuted.’ Poor man – he has become a mental wreck.

Luncheon at the A.S, brings his mind back. Once again he is the life and soul of the party. I think he will never go out for another walk after the bitter lesson of this morning. But an hour later I see him walking with a new companion. I watch him out of sight. I know what he is saying. He is saying that I am a rather dull man to go for a walk with. He will then say I am one of the dullest men he ever went for a walk with. Then he will start reading the inscriptions.

It is surprising how this deterioration happens in those who go for walking for walking’s sake. A man is not urged by his reasoning faculties to go for a walk. He is urged by something that surpasses reason, by his soul. His soul tells his body ‘Quick march!’ The brain then says, ‘Halt! Stand at ease!’ and sweetly asks the soul ‘To what destination and on what mission are you sending the body?’The soul replies saying that ‘On no mission at all and to no destination’.

Page 151: People are always on the look-out for some Ulterior motive. The body goes out because it is a sure indication of nobility, probity and rugged grandeur of character. But the brain says it won’t be mixed up with the foolishness of the body and it would go to sleep till the walk is over. It will wake up again only when the body is safely placed inside the house.

Even if you go to some definite place, for a definite purpose, the brain wants you to take a vehicle. It does not insist on that and it will serve you well unless you are going out for a walk. While your legs are competing with each other, the brain will not do any thinking for you, but it will do any number of odd jobs for you. Even this the brain will do only if it is sure that the legs are making themselves useful and not merely fooling you about to gratify the pride of the soul.

This essay was composed in the course of a walk this morning. I do not take a vehicle to every destination. I never go out of my way to avoid exercise. I don’t despise the exercise of a walk because the sickly people are always talking about it or practising it to excess. I think in moderation it is good, physically. I will never go out for a walk until no people want me to see them or there is nothing for me to do in my own premises.

Going Out for a Walk (Essay) Vocabulary

Kerala State Board New Syllabus Plus One English Textbook Answers Unit 5 Chapter 2 To Sleep Text Book Questions and Answers, Summary, Notes.

Kerala Plus One English Textbook To Sleep Questions and Answers Unit 5 Chapter 2 (Poem)

Activity – I (Read and respond)

Question 1.
I’ve thought of all by turns what are the things that the poet thinks of?
Answer:
The things that the poet thinks of are a flock of sheep leisurely passing by one after one; the sound of rain, and bees murmuring; the fall of rivers, winds and seas, smooth fields, white sheets of water and pure sky.

Question 2.
Why couldn’t the poet sleep for three nights?
Answer:
The poet couldn’t sleep for three nights because sleep was running away from him.

Question 3.
Do you think that sleep embraced the poet in the end? Why?
Answer:
Yes, I think that sleep embraced the poet in the end because he entreated her not to run away and praised her with some fine words.

Question 4.
How many of you can identify with Wordsworth’s experience of lying awake until the ‘birds twitter their dawn chorus’?
Answer:
Many of us can identify with Wordsworth’s experience of being sleepless the whole night as they are stressed out by the pressures of life and so they cannot fall asleep until the birds twitter their dawn chorus.

Question 5.
How do you think the poet feels at the start of the poem?
Answer:
At the start of the poem the poet feels is a bit desperate and longs for sleep.

Question 6.
Pick out the images from the poem.
Answer:
The images from the poem are: A flock of sheep that leisurely pass by one after one, the falling rain, bees murmuring, the fall of rivers, white sheets of water and pure sky .smooth fields, twittering birds in the orchard and a mother bringing sweet things to her child.

Question 7.
Which lines or images do you think are the most effective in conveying the necessity of sound sleep?
Answer:
The last three lines are the most effective in conveying the necessity of sound sleep. Only if he sleeps the morning’s wealth will have any meaning for him. Sleep is the blessed barrier between day and day and she is the mother who brings fresh thoughts and joyous health.

Question 8.
The poem ends in a note of wistful hope and prayer. Do you agree? Why?
Answer:
Yes, I agree that the poem ends in a note of wistful hope and prayer. The poet is requesting sleep to come to him. She has been running away for three nights in succession. He hopes she will listen to his entreaty and come to him this night.

Question 9.
Comment on the length of the poem and the poetic form.
Answer:
The poem is a sonnet. A sonnet is a poem of 14 lines with a strict pattern of rhyme and rhythm. There are different forms of the sonnet but they share some common things which include: a key idea, its proper development and a conclusion with a twist. A sonnet is divided into 2 parts. The first 8 lines are called an octave and the last 6 lines are called a sestet. The poet has used several images in the poem which include a flock of sheep that leisurely pass by one after one, the falling rain, bees murmuring, the fall of rivers, white sheets of water and pure sky, smooth fields, twittering birds in the orchard and a mother bringing sweet things to her child. The rhyming scheme in this sonnet is abba, abba, edc, cdc.

Question 10.
The poet uses several images in the poem, like the sound of rain and the sight of the fields. Identify the images used buy the poet in ‘To Sleep’.
Answer:

• a flock of sheep passing by one after one
• bees murmuring
• white sheets of water
• pure sky
• birds singing from the orchard trees
• cuckoo’s melancholy cry

Study the various poetic devices given on page 147 of the text.

Activity – II (Critical Appreciation)

Question 1.
Based on the above discussions, prepare a critical appreciation of the poem bearing the tips given on page 147 and 148 of the text.
Answer:
The poem To sleep’ by William Wordsworth, who is known as the high priest of Nature, is an exquisite poem that presents to us some of the finest sights, sounds and movements of Nature. We can see a flock of sheep leisurely passing by one after one; we can the sound of rain and the murmuring of bees. We can hear the fall of rivers, winds and seas. We can see the smooth fields, white sheets of water and pure sky. We also hear the melodies of small birds coming from the orchard trees. We hear the cuckoo’s melancholy cry.

The poet can’t sleep. Maybe he is worried about the bad things happened during the past. In fact he has not slept for a couple of days and this makes him all the more worried. If he does not sleep he won’t be able to enjoy the wonderful sights and sounds of the morning. Sleep brings fresh thoughts and joyous health.

To Sleep’ is a sonnet. In the octave (first 8 lines), the poet describes the alluring sights and sounds of Nature. In the sestet (the last 6 lines) he describes his condition without sleep and requests sleep not to run away from him. He also talks about the blessings sleep brings. The rhyming scheme in the octave is abba, abba, and in the sestet it is cdc, cdc.

The poet has used personification effectively. Sleep is pictured as a mistress who is refusing to come to the poet. There is the Rhetorical Question “Without Thee what is all the mornings wealth?” There is onomatopoeia in ‘bees murmuring’. There is fine alliteration in ‘blessed barrier between’. There is hyperbole in calling sleep as the ‘Dear mother of fresh thoughts and joyous health’. On the whole To Sleep’ is an enjoyable poem with a fine message for all of us.

Question 2.
Wordsworth’s ‘To Sleep’tells us how important it is to have a sound sleep in order to remain mentally and physically fit. In this world where everything is ‘instant’ or instantly done, isn’t it important to avoid unhealthy habits? Discuss.
Answer:
In our modern world everything has become ‘instant’. We get instant coffee and tea, instant meals from the fast-food outlets, instant cures by quacks and even instant sleep through sleeping pills. People are in a hurry and they want everything instant. In the readymade stores you can get almost everything instant. If things go like this, the day is not far off when we can also get instant ‘babies’.

This desire for everything ‘instant’ is symptomatic of a disease that has gripped the modem society. People have lost the virtue of patience. Nobody is willing to wait for anything. This lack of patience makes us sick as it increases our blood pressure. We forget that ‘Haste makes waste’. By consuming all the ‘instant’ foods and clicks we are spoiling our health. The same thing happens when we resort to instant cures. There are instances where people wanted instant sleep. They swallowed many pills and they never got up from their sleep!

III. Read And Relfect

Walking, like any other exercise, undoubtedly leads to physical wellness. There may be differences of opinion. The argument that each and every moment has to be filled with activity has gained currency these days. Here in this essay, Max Beerbohm looks at walking from a different angle.

To Sleep (Poem) About the Author

William Wordsworth (1770-1850) was a major English Romantic poet. He had a deep love for nature which is depicted in many of his poems. He considered nature to be his friend, philosopher and guide. He became the Poet-Laureate in 1843 and remained so until he died in 1850.

To Sleep (Poem)Summary in English

Lines 1 – 8: I have thought of all these things by turns: a flock of sheep leisurely passing by one after one; the sound of rain, and bees murmuring; the fall of rivers, winds and seas, smooth fields, white sheets of water and pure sky. Still I lie sleepless. Soon I must hear the melodies of small birds, first uttered from my orchard trees, and the first cuckoo’s melancholy cry.

Lines 9 – 14: Last night it was like that. Two nights more I lay awake without winning sleep. Sleep, do not run away from me by using some tricks so that I don’t have to pass this night also without sleep. Without you the morning’s wealth is nothing. You are the barrier between day and day. You are the dear mother of fresh thoughts and joyous health.

To Sleep (Poem) Vocabulary

Kerala State Board New Syllabus Plus One English Textbook Answers Unit 5 Chapter 1 Gooseberries Text Book Questions and Answers, Summary, Notes.

Kerala Plus One English Textbook Gooseberries Questions and Answers Unit 5 Chapter 1 (Story)

Gooseberries (Story) Textual Questions and Answers

Question 1.
What purpose does the first sentence serve?
Answer:
The first sentence serves as a suitable introduction to a story which itself talks about a sad and gloomy situation. It looks like rain but it does not come. Happiness is like the rain here. It looks like happiness but it is not there!

Question 2.
Can you guess what story Ivan was about to tell Bourkin?
Answer:
The story is of two brothers who pursue happiness in their own ways.

Question 3.
How do you feel when it rains?
Answer:
I feel sad and gloomy when it rains. I prefer sunshine to rain.

Question 4.
Describe Aliokhin’s appearance.
Answer:
Aliokhin was about 40, tall and stout. He had long hair. He looked more like a professor or a painter than a farmer. At the time we see him first he was wearing a grimy white short and rope belt, and pants instead of trousers. His boots were covered with mud and straw. His nose and eyes were black with dust.

Question 5.
Why couldn’t Aliokhin bathe regularly despite having a good bathing shed?
Answer:
Aliokhin couldn’t bathe regularly despite having a good bathing shed because he had no time.

Question 6.
How did Ivan respond to the rain?
Answer:
Ivan responded to the rain by plunging into the water with a splash. He swam about in the rain, flapping his arms, and sending waves back. He swam out to the middle of the pool and dived, trying to reach the bottom. He shouted with glee and said how delicious it was.

Question 7.
When did Ivan start narrating his story?
Answer:
After Ivan’s bath they all went to the house. The lamp was lit in the large drawing-room upstairs. Bourkin and Ivan were dressed in silk dressing-gowns and wore warm slippers. They sat in chairs. Aliokhin was also washed and brushed. He wore a new frock-coat. He paced up and down. It was then that Ivan began his story.

Question 8.
How did the brothers spend their childhood after their father’s death?
Answer:
After their father’s death, the estate went to pay his debts. The children spent their childhood in the country. They were like peasants’ children. They spent their days and nights in the fields and the wood. They minded the horses, took the bark of the lime trees and fished.

Question 9.
Comment on Ivan’s view on the saying that a man needs only six feet of land.
Answer:
It is a common saying that a man needs only 6 feet of land, the land for his grave. But Ivan says 6 feet of land is for the corpse and not for. a man. He needs much more.

Question 10.
“To leave town, and the struggle and swim of life, and go and hide oneself in a farmhouse is not life – it is egoism, laziness.” Do you agree? Why?
Answer:
Yes, I agree. We have only one life. We should be able to make the best use of it. We should see the world a bit and we should make use of all the talents that God has given us. Hiding in a farmhouse, away from the hustle of bustle of life would be living like a frog in a well, not knowing what is going on outside.

Question 11.
What was the difference in the attitudes of Ivan and Nicholai towards life?
Answer:
Nicholai wanted to live in a farmhouse. He wanted to eat in the open air, sleep in the sun, and sit for hours together on a seat by the gate and look at the fields and the forest. He wanted garden walls, flowers, fruits, nuts, carp in the pond and such things. He was very fond of gooseberry bushes. Ivan did not have such an attitude. He also loved country life as he lived there as a child, but his love for it was not as passionate as his brother’s.

Question 12.
What was Nicholai’s dream?
Answer:
His dream was to live in the country, eating out in the open air, sleeping in the sun and sitting for hours together on a seat by the gate and gazing at the fields and the forest. He wanted to sit on the veranda drinking tea and watching his ducklings swim in the pond, and everything smelling good. His dream house always had a gooseberry-bush in it.

Question 13.
Mention some of the advantages of country life.
Answer:
Country life has many advantages. One can eat out in the open air, sleep in the sun and sit for hours together on a seat by the gate and gaze at the fields and the forest. One can sit on the veranda drinking tea and watch the ducklings swim in the pond and everything smells good. There is fresh air in the countryside and there is less dust, smoke and traffic noise. Country life is definitely healthier than city life.

Question 14.
‘Fixed goals help us achieve success in life.’ What is your opinion?
Answer:
I fully agree with the statement that fixed goals help us achieve success in life. It is so because goals give a sense of direction to our work. Once we have the sense of direction and goals are fixed our work becomes goal-oriented and we can succeed in life.

Question 15.
What are the sacrifices Nicholai made to achieve his goal?
Answer:
To achieve his goal, Nicholai lived meagrely. He never had enough to eat or drink. He dressed almost like a beggar. He always saved the money and put it into the bank. He was terribly stingy. Ivan used to feel hurt seeing his brother like this and he used to give him money to go away for a holiday. But he would put that money also in the bank.

Question 16.
Nicholai had to buy an estate quite different from what he had dreamt of. But he did not grieve much. How would you behave in such a situation?
Answer:
I would feel very sad. After making so much of sacrifice for so long, if I could not get the kind of thing I had hoped for I would be grieved.

Question 17.
What were the ‘good works’ of Nicholai? How did he care for his peasants?
Answer:
Nicholai looked after his soul and did good works pompously. The good works included curing the peasants of all kinds of diseases with soda and castor-oil. On his birthday he would have a thanksgiving service held in the middle of the village. He would treat the peasants to half a bucket of vodka. He thought it was the right thing to do.

Question 18.
The gooseberries were unripe and sour, but Nicholai found them delicious. Why?
Answer:
The gooseberries were unripe and sour, but Nicholai found them delicious because they were his own gooseberries. Even the ugliest child would look most beautiful to its mother.

Question 19.
Was Nicholai happy with his life? How do you know?
Answer:
Nicholas was happy with his life. His dearest dream had come true, He had attained his goal in life. He had got what he wanted. He was pleased with his destiny and with himself. We see him laughing with joy looking at his first gooseberries. When he looked at them there were tears of joy in his eyes.

Question 20.
What distinction did Ivan make between the happy and the unhappy?
Answer:
Contentment is an overwhelming power. The happy man feels he is happy and he is happy. The unhappy man bears his burden in silence.

Question 21.
What, according to Ivan, was the relevance of freedom?
Answer:
According to Ivan freedom is a boon, as essential as the air we breathe, freedom should be instant and not something that Hornes after a long wait.

Question 22.
Why did Ivan find it difficult to live in town after visiting his brother?
Answer:
Ivan found it difficult to live in town after visiting his brother because the peace and quiet of the town oppressed him. He did not dare to look in at the windows because to him nothing was more dreadful to see than the sight of a happy family, sitting round at table, having tea. He was an old man now and he was no good for the struggle.

Question 23.
What change in attitude came over Ivan at the end?
Answer:
Ivan asked forgiveness from God. He realised that his previous attitude was wrong.

Question 24.
How can happiness be achieved in life?
Answer:
Happiness can be achieved in life by getting your dreams realized. Gooseberries may be hard and sour for Ivan but they were delicious for Nicholai. Happiness differs from person to person. One man’s meat is another man’s poison and one man’s religion is another man’s madness. There are no common criteria for happiness. Prayer, sacrifice, fasting and abstinence may make some people happy. But others feel happy when they are rich and successful.

Activity – I (Read and Respond)

Question 1.
What lesson does Ivan seek to learn from his brother’s life?
Answer:
The lesson Ivan seeks to learn from his brother’s life is to know how the hard and sour gooseberries become delicious to him.

Question 2.
Compare Aliokhin’s first appearance in the story with that of Nicholai.
Answer:
When he sees him first Aliokhin was standing at the threshold. He was about 40, tall and stout. He had long hair. He looked more like a professor or a painter than a farmer. He was wearing a grimy white short and rope belt, and pants instead of trousers. His boots were covered with mud and straw. His nose and eyes were black with dust. Nicholai was 2 years younger to his brother Ivan. Nicholai was at the Exchequer Court when he was 19. He was not happy at the Exchequer. For years he was sitting in the same place, writing the same documents. He was thinking of only one thing – how to get back to the country and buy a small farm near the bank of a river or lake.

Question 3.
The story begins and ends in rain. What does the imagery convey to you?
Answer:
The imagery conveys to me a gloomy atmosphere. There is no joy and mirth.

Question 4.
Why do you think the story is titled Gooseberries?
Answer:
The story is titled ‘Gooseberries’ because life is very much like gooseberries. Gooseberries are sour and sweet. Similarly life too is sour (bitter) and sweet. Nicholai lives all his life like a miser and even marries an ugly widow to get money to buy the estate with a gooseberry bush. The state he bought does not have a gooseberry bush and so he plants some. Later he eats the gooseberries from the plants he had planted and looks pleased when he eats them. Gooseberries may be sweet for one, but sour for another. Life is like that. One man’s food is another man’s poison and one man’s religion is another man’s madness.

Question 5.
Identify the climax of the story.
Answer:
The climax of the story is when in the night Ivan watches his brother Nicholai going again and again to the plate of gooseberries and eating gooseberries. That night Ivan was able to understand he too had been content and happy. We don’t have to wait for happiness.

Question 6.
Rain has an additional symbolic relevance in this story. Can you identify other symbols?
Answer:
The other symbols are, Gooseberries, six feet of land, the name Himalayskoe, the red-haired dog, soda & castor oil curing all diseases and the family sitting round a table having coffee.

Question 7.
Analyze Ivan’s argument against happiness (‘There is nothing sadder than the sight of a happy man’).
Answer:
Ivan argument against happiness stems from the fact that he has no family. He says that nothing is more dreadful to see than the sight of a happy family, sitting round table, having tea. Everybody has his idea of happiness. But Ivan’s idea of happiness seems to be peculiarly his own. I don’t agree with him.

Question 8.
How does Chekhov develop his theme in the story? What are the techniques used? (story within the story, realism, irony, symbolism)
Answer:
Chekhov’s theme in the story is finding happiness. Nicholai finds happiness in eating strawberries. He thinks he can make the peasants happy by giving them half a bucket of vodka. People pursue happiness in different ways. Some find happiness in eating, drinking and merrymaking. Some find happiness in strict ascetic life. Some find happiness in serving others and making sacrifices for them.

Chekhov develops his theme by using different techniques. There is a story within a story. Ivan and Bourkin are walking. It is raining and they take shelter in the farmhouse of Aliokhin. Then Ivan tells the story of his brother Nicholai, how he sought happiness. Chekhov uses realism in unfolding the story. The account of the life of Ivan and his brother Nicholai in the village after the death of their father is highly realistic. There is also realism in the description of Aliokhin and his farmhouse.

Irony is an important ingredient Chekhov has used. Nicholai eats gooseberry after gooseberry to feel happy and contented. We know how gooseberry is. Nicholai lived all his life like a miser, not eating and drinking properly, not dressing properly, to eat gooseberries, He even married an ugly widow to eat gooseberries!

Chekhov is a master in the use of symbolism. He has used the symbol of rain to great effect. It gives the entire story a sad and melancholic mood. The red¬haired dog which looks like a pig is an excellent symbol. So is the symbol of the family sitting round the table enjoying their coffee. Both Nicholai and Ivan have their peculiar, even perverted, sense of happiness. It is a relevant question to ask whether our own sense of happiness is normal or something queer.

Activity – II (Review)

Question 1.
Based on the above points, attempt a review of Chekhov’s ‘Gooseberries’ bearing in mind the following hints:
Read and recall what you have read and formulate your own observations.

• Theme/content
• Writing style/presentation
• Characters
• Depiction of landscape
• Symbolic relevance

Answer:
Chekhov’s story ‘Gooseberries’ is essentially a satire on man’s search for happiness. Here we see two brothers – Ivan and Nicholai – seeking to be happy. Ivan is a veterinary doctor and Nicholai is an official at the Exchequer. Nicholai is fed up with his job – sitting in the same place and writing out the same documents. His dreams were centred round a farmhouse with a garden, an orchard, a fishpond and above all a gooseberry fish. He lives like a miser to get his ideal place. He even marries an old ugly widow to fulfil his dream. In the end he buys an estate with a farmhouse but it had no orchard, no duck-pond and no gooseberry bush. He plants some gooseberry bushes in his new estate. His joy in life is going on eating the gooseberries his gooseberry bushes produce.

Checkhov has presented the story in a fine way, as a story inside another story. We are curious to know what happens to Nicholai after all his sacrifices. The characterization by Chekhov has been excellent. There are only 4 main characters in the story Ivan, Nicholai, Bourkin and Aliokhin. We are also told about Tchimsha Himalaysky, the father of Ivan and Nicholai. The characterization of Nicholai and Aliokhin stand out as superb.

Chekhov has presented the landscape in exquisite beauty. We see the endless farms and the windmills. We can see the dreamland of Nicholai – an estate with a farmhouse, a river nearby, garden, mill, mill¬pond, garden-walls, flowers, fruits, nests, carp and ducklings in the pond. It is country side at its best. Chekhov is a master in the use of symbol. The rain, gooseberries, six feet of land, the name Himalayskoe, the red-haired dog, soda & castor oil curing all diseases and the family sitting round a table having coffee, are all symbols. They make a powerful impact on the readers.

Activity – III (Write-up)

Question 1.
According to Chekhov, ‘money, like vodka, plays queer tricks with man ’. How far is this statement relevant in the present-day world? Prepare a write-up on the topic.
Answer:
in the present day world, the statement by Chekhov that money, like vodka, plays queer tricks with man’ is highly relevant. When a person drinks vodka he feels that he can do anything, Alcohol gives even a weak man courage to speak out his mind. We often suppress our feelings because of fear. But once some vodka gets into us, our tongues become loose and we can say anything without any fear. The same is the case with money. Once people have money they think they can do anything and speak anything. In the present day world, there is a lot of corruption and so people with money can get away from punishment by bribing the authorities. Money, like vodka, intoxicates a person and gives him courage to do things he would not normally do. It is called Dutch courage.

Activity – IV (Debate)

Read the following lines from the story. ‘Freedom is a boon as essential as the air we breathe.’ How far is this statement true in the case of an individual?
Is freedom essential for an individual? Debate the topic.
(Study the tips given on page 141 of the text.)
Answer:
Arguments in favour of freedom:

1. Freedom is a natural thing.
2. Only with freedom we can develop to our full potential.
3. Freedom forces us to be independent.
4. With freedom we choose what we want and do what we want.
5. Freedom enables us to be what we want to be, and not what others want us to be.
6. All living creatures love freedom. You may make a golden cage fora bird, keep it in an air-conditioned room and give it the best and costliest food. But it won’t be happy to be confined to the cage. It would fly away the moment you open the cage, because it prefers its freedom to food and comfort.

Arguments against freedom:

1. Absolute freedom is impossible and undesirable.
2. Your freedom might cause problems to others.
3. If everybody doe^ what he wants, there will be chaos in the society?
4. Imagine the situation if you drive freely on our roads.
5. Regulations are necessary for a peaceful and enjoyable life.
6. Even Nature follows a discipline – the sun rises and sets in time, seasons come and go.

Activity – V (Seminar)

Question 1.
In the story, ‘Gooseberries’ represent whatever is indigenous, whatever should be preserved to retain the culture of the countryside. Do you think that it is our responsibility to preserve our indigenous culture? Conduct a seminar on this topic.
Present you paper in the class. You may take note of the following guidelines:

• Introduction
• Objective
• Theoretical background- what others say on the topic
• Research – connect theoretical background
• Conclusion – your references and findings – reflect on what you have been able to prove.

Answer:
Our seminar today discusses the question “Is it our responsibility to preserve our indigenous culture?” I would start by saying it is our duty to do so. Every nation and every tribe has a culture. India is a nation of mixed cultures. That is why Pandit Jawaharlal Nehru talked about university in diversity. Although we have different cultures and traditions, ultimately we are all Indians, the children of Bharat Mata.

Culture can be defined as the patterns of behavior and thinking that people living in social groups learn, create, and share. Culture distinguishes one human group from others. It also distinguishes humans from other animals. A people’s culture includes their beliefs, rules of behaviour, language, rituals, art, technology, styles of dress, ways of producing and cooking food, religion, and political and economic systems. Anthropologists commonly use the term culture to refer to a society or group in which many or all people live and think in the same ways. Likewise, any group of people who share a common culture and in particular, common rules of behaviour and a basic form of social organization constitutes a society. Thus, the terms culture and society are often interchangeable.

The objective of preserving culture is to bring about unity. For survival unity is essential. Unity is strength; united we stand, divided we fall. So we ought to preserve our culture. But at the same time we should not be rigid. We should never become jingoistic about our culture.

The world has seen may wars fought in the name of culture as one group tries to impose its culture on another group. We hear about tribal wars and ethnic cleansing. These are caused by extremists who feel that their culture is the best. I would say that even as we preserve our culture, we should respect the culture of others. The principle should ‘Live and let others live.’

Activity – VI (“Wh” Interrogatives)

We use ‘wh’ interrogatives to make questions. Study the set of questions given on p. 142 and 143. Reported Questions: Read the notes and examples given on page 143.
Frame questions to get the underlined words as answer.
Example: He bought twenty gooseberry bushes.
What did he buy? Or How many gooseberry bushes did he buy?

1. They went to Aliokhin’s barn.
2. He was a gentle, good-natured fellow.
3. We have spent our childhood running wild in the country.
4. Ivan saw a happy man.
5. I went away from my brother’s house early in the morning.
6. That night, Ivan realized that he too was happy and contented.
Answers:
1. Where did they go?
2. What type (kind) of a man was he?
3. How have you spent your childhood?
5. Whom did Ivan see? Or What type of a man did Ivan see?
6. What did Ivan realize that night?

Activity – VII (Exclamations)

Let’s practise

Change the following assertive sentences into exclamatory sentences.

Question 1.
It was a great beautiful land.
Answer:
What a great, beautiful land!

Question 2.
The water looked cold and contaminated.
Answer:
How cold and contaminated the water looked!

Question 3.
That was a very interesting dream.
Answer:
What an interesting dream it was!

Question 4.
Nicholai is very generous.
Answer:
Nicholai is so generous!

Question 5.
It would be nice if I were young once again.
Answer:
How I wish to be young once again!

Question 6.
He is an incredibly positive man.
Answer:
What an incredibly positive man he is!

II. Read And Enjoy

In Chekhov’s “Gooseberries”, after visiting his brother Nicholai, Ivan’s head is hot with the rush of ideas and he can’t sleep. Have you ever lain awake, sleepless at night? Describe your experience. Let’s see what Wordsworth has to say about sleep.

Gooseberries (Story) About the Author

Anton Pavlovich Chekhov (1860-1904) was a Russian physician, dramatist and author. He is one of the greatest short story writers. ‘Gooseberries’ is the middle story in a trilogy of Chekhov’s stories. The first is entitled The Man in a Shell’ and the last is titled ‘About Love’. All are united in theme – the isolation and escape from life. This story has much irony and humour and is poetic in mood.

Gooseberries (Story) Summary in English

Page 132: From early morning the sky had been overcast with clouds. The day was still, cool and wearisome. It looked like it would rain but it never came. Ivan Ivanich, the veterinary surgeon, and Bourkin, the schoolmaster, were tired of walking. The fields seemed endless to them. Far ahead they could see the windmills of the village of Mirousky. Nature looked gentle and melancholic and the two men were filled with love for the fields and thought how nice the country was.

Bourkin reminded Ivan of the story he had promised to tell him. Ivan told him that he wanted to tell him about his brother. Ian took a deep breath and lit his pipe before he began his story. But soon the rain fell and showed no signs of stopping.

Page 133: Bourkin said they would take shelter in Aliokhin’s place. They took a short cut until they came to a road. Soon they came to a mill and a white bathing- shed. It was Sophino where Aliokhin lived.

The mill was working, drowning the sound of rain. It was wet, muddy and unpleasant. Ivan and Bourkin felt wet and unpleasant. Their feet were tired with walking in the mud.

In one of the bams a winnowing machine was working. It was sending out clouds of dust. Aliokhin was standing at the threshold. He was about 40, tall and stout. He had long hair. He looked more like a professor or a painter than a farmer’ He was wearing a grimy white short and rope belt, and pants instead of trousers. His boots were covered with mud and straw. His nose and eyes were black with dust. He recognized Ivan and was pleased.

He asked Ivan and Bourkin to go into his house. He would soon follow. The house was large and two storied. Aliokhin lived downstairs. Ivan and Bourkin were received by a chambermaid.

Soon Aliokhin came showing his pleasure at seeing his friend and his companion. He said he never expected them. He asked the maid, Pelagueya, to give them a change of clothes. He also would change. Before changing he will have a bath. He hasn’t had one since the spring. He invited them to come to the bathing shed. Things will be got ready soon.

Aliokhin led his guests to the bathing-shed. He repeated that he did not have a bath for a long time. He had a good bathing shed, His father and he put it up, but he has no time to bathe. He sat down on the step and lathered his long hair and neck. The water round him became brown.

Page 134: Ivan came out of the shed. He plunged into the water with a splash. He swam about in the rain, flapping his arms, and sending waves back. He swam out to the middle of the pool and dived, trying to reach the bottom. He shouted with glee and said how delicious it was. Bourkin and Aliokhin were already dressed and ready to go. But Ivan kept on swimming and diving.

He continued shouting ‘Delicious’. Bourkin told him it was enough. They went to the house. The lamp was lit in the large drawing-room upstairs. Bourkin and Ivan were dressed in silk dressing-gowns and wore warm slippers. They sat in chairs. Aliokhin was also washed and brushed. He wore a new frock-coat. He paced up and down. Ivan then began his story.

They were two brothers- Ivan and Nicholai. Nicholai was 2 years younger. Ivan went in for studies and became a veterinary surgeon. Nicholai was at the Exchequer Court when he was 19. Their father, Tchimsha- Himalaysky, was a cantonist (service obliged military person). He died with an officer’s rank and left them his title of nobility and a small estate. After his death, the estate went to pay his debts. They spent their childhood in the country. They were like peasants’ children. They spent their days and nights in the fields and the wood. They minded the horses, took the bark of the lime trees and fished.

Once a man has fished or watched the thrushes (small song birds) hovering in flocks over the village in the bright cool autumn days, he can never be a townsman. Ivan’s brother Nicholai was not happy at the Exchequer. For years he was sitting in the same place, writing the same documents. He was thinking of only one thing – how to get back to the country and buy a small farm near the bank of a river or lake.

Page 135: He was a good fellow and Ivan loved him. But Ivan did not like his idea of shutting himself upon his farm. It is a common saying that a man needs only 6 feet of land. It is the corpse that wants it, not a man. To leave town, and the struggle and swim of life, and go and hide yourself in a farmhouse is not life – it is egoism, laziness.

Nicholai, sitting his office, would dream of eating in the open air, and of sleeping in the sun, sitting for hours together on a seat by the gate and looking at the fields and the forest. He enjoyed books on agriculture, the hints in almanacs (calendars) and reading the newspaper advertisements of land to be sold, with a farmhouse, river, garden, mill and mill-pond. He would dream of garden walls, flowers, fruits, nets, carp in the pond and such things. His fantasies used to vary according to the advertisements he found. However in every fantasy of his there was always a gooseberry bush. He could not imagine a house or a romantic spot without a gooseberry bush.

He used to say that countryside has its advantages. You sit on the veranda drinking tea and your ducklings swim in the pond and everything smells good … and there are gooseberries.

He used to live meagrely. He never had enough to eat or drink. He dressed almost like a beggar. He always saved the money and put it into the bank. He was terribly stingy. Ivan used to feel hurt seeing him like this and he used to give him money to go away for a holiday. But he would put that money also in the bank. Once a man gets a fixed idea, there is nothing to be done.

Years passed. Nicholai completed his 40th year and was still reading advertisements in papers and saving up his money. Then he was married. With the idea of buying a farmhouse with a gooseberry-bush he married an elderly, ugly widow, not out of any feeling for her but because she had money. With her he still lived stingily, kept her half-starved and put the money into the bank in his own name. Money, like vodka, can play strange tricks with a man.

Page 136: After the death of his wife, Nicholai began to look for an estate. Through an agent, Nicholai raised a mortgage and bought 300 acres with a farmhouse, a cottage, and a park. But it had no orchard, no gooseberry- bush and no duck-pond. There was a river but the water was coffee-coloured because the estate lay between a brickyard and a gelatine factory. Nicholai was not worried about that. He ordered 20 gooseberry-bushes and settled down to a country life.

Last year Ivan visited him to find out how things were with him. In his letter he called his estate Tchimbarshov Corner or Himalayskoe. Ivan reached there in the afternoon. It was hot. There were ditches, fences, hedges, rows of young fir-trees, trees everywhere. There was no place to put the horse. Ivan went to the house and there he was met by a red-haired dog, as fat as a pig. He tried to bark and felt too lazy. From the kitchen the cook came. The cook was barefooted and looked like a pig. Ivan was told that Nicholai was having his afternoon rest. Ivan went into his brother who was sitting on his bed with his knees covered with a blanket. He looked old, stout and flabby. His cheeks, nose and lips were hanging loosely. Ivan said he half expected his brother to grunt like a pig.

They embraced and shed a tear of joy thinking that once they were young. Now they were going grey and nearing death. Nicholai dressed and took Ivan to see his estate.

Page 137: Ivan waited to know how Nicholai was getting on. He said he was doing very well. He was no longer a poor, tired official but a real landowner and a person of importance. Like a good landowner, he looked after his soul and did good works pompously. The good works included curing the peasants of all kinds of diseases with soda and castor-oil. On his birthday he would have a thanksgiving service held in the middle of the village. He would treat the peasants to half a bucket of vodka. He thought it was the right thing to do.

Ivan says a change took place in him when he was in his brother’s house. In the evening when they were having tea, the cook laid a plateful of gooseberries on the table. They were not bought but were Nicholai’s own, plucked for the first time since the bushes were planted. Nicholai laughed with joy and for a minute or two he looked at the gooseberries with tears in his eyes. He could not speak for excitement. He put one in his mouth and glanced at Ivan in triumph. He said they were good and asked him to try one.

The gooseberry was hard and sour but Ivan saw a happy man whose dearest dream had come true, who had attained his goal in life, who had got what he wanted, and was pleased with his destiny and with himself. In Ivan’s idea of human life there is always some alloy of sadness, but now at the sight of a happy man he was filled with something like despair. In the night the feeling got stronger. A bed was made for Ivan near his brother’s. He could not sleep and he heard Nicholai going again and again to the plate of gooseberries. Ivan thought about the many contented and happy people. Contentment is an overwhelming power. We want this state. A happy man feels so because the unhappy bear their burden in silence. Without that, happiness would be impossible.

That night Ivan was able to understand how he too had been content and happy. He used to say that freedom was a boon as essential as the air one breathes, but one had to wait. But now he wanted to know why people had to wait.

Ivan looked angrily at Bourkin. He asked him why one has to wait. Why do people fast? People are told that they can’t have everything at once and that every idea is realized in time. Who says that and where is the proof for that? Why should people wait?

Ivan left his brother the next morning. From that time it was impossible for him to live in town. The peace and quiet of it oppresses him. He does not want to look in at the windows because nothing is dreadful to see than the sight of a happy family, sitting round a table having tea. He is an old man now and he is no good for struggle. He started late. He can only feel sorry within his soul and feel angry. At night his head buzzes with so many thoughts and he can’t sleep. He regrets that he is old.

Ivan suddenly shook the hands of Aliokhin and told him not to be satisfied. He should not let himself be lulled to sleep. While one is young, strong and wealthy he should not stop to do good. Happiness does not exist. If there is any meaning and purpose in life, they are not in our peddling little happiness, but in something reasonable and grand. Do good.

Page 139: Then all three sat in different corners of the drawing room and were silent. Ivan’s story had satisfied neither Bourkin nor Aliokhin. It is boring to hear the story of a miserable official who ate gooseberries. They had a desire to hear and to speak of charming people, and of women. Sitting in the drawing-room was much better than any story.

Aliokhin wanted to go to bed. He had to get up for his work very early, about two in the morning. His eyes were closing. Bourkin said it was time to go to bed and wished them good night. Aliokhin said good night and went downstairs, and left his guests. Each had a large room with an old wooden bed and carved ornaments. Ivan undressed in silence and lay down. He asked forgiveness from God as he drew the clothes over his head. The rain beat against the windows all night long.

Gooseberries (Story) Vocabulary

Kerala State Board New Syllabus Plus One English Textbook Answers Unit 4 Chapter 3 The Wreck of the Titanic Text Book Questions and Answers, Summary, Notes.

Kerala Plus One English Textbook The Wreck of the Titanic Questions and Answers Unit 4 Chapter 3 (Poem)

Activity -1 (Read and respond)

Question 1.
Why was the Titanic called ‘a poem of iron and steel’?
Answer:
The Titanic called ‘a poem of iron and steel’ because it was grand and beautiful like a poem.

Question 2.
What was the feeling of the people on board when they started the journey?
Answer:
The people on board felt that they were very safe and they would not meet any danger.

Question 3.
What was the ‘ominous form ’ that loomed out of the darkness?
Answer:
The ‘ominous form’ that loomed out of the darkness was the huge iceberg that would collide with the Titanic and break it up.

Question 4.
Why was Captain Smith, the commander of the ship called, ‘brave’?
Answer:
Captain Smith, the commander of the ship was called, ‘brave’ because for not even for one moment he thought of saving his life when he knew the ship was sinking. He stood on the bridge and told his crew that they were British and they should remember their country and should do their duty. They should save the passengers first.

Question 5.
Who got the top priority to be rescued from the sinking Titanic?
Answer:
Women and children got the top priority to be rescued from the sinking Titanic.

Question 6.
What was the only hope for the people of the sinking Titanic when the all boats sailed away?
Answer: When the all boats sailed away the only hope for the people of the sinking Titanic was ‘eternity’-the hope that they will go to heaven.

Question 7.
What were the bandsmen doing when the Titanic was sinking?
Answer:
When the Titanic was sinking, he bandsmen were playing the hymn ‘Nearer my God to Thee’. It shows how courageous they were even in the face of danger.

Question 8.
What was the ‘awfully grand’ scene, according to the poet?
Answer:
According to the poet the ‘awfully grand’ scene was the courage displayed by those who were left out in the sinking ship. One of them could have saved his life but he offered his place to his friend and willingly accepted death. Definitely that was ‘awfully grand’.

Question 9.
Why would the story of the Titanic be remembered always?
Answer:
The story of the Titanic would be remembered always because of two reasons. First, it was the greatest maritime tragedy ever occurred in world history. Second, the sacrifice one sailor made by sending another person in his place, accepting death voluntarily, will be remembered always. There is no sacrifice greater than giving up one’s life one’s friend.

Activity – II:

Question 10.
Have you heard/read about any such persons? Share your answers with your friends. The crew of the Titanic were real heroes because even in the face of death, they were duty-bound, upholding certain values and principles. Do you know any such person who has upheld moral values and principles, even in the moment of death?
Answer:
I have read about one such person. He is Sydney Carton in the novel ‘A Tale of Two Cities’ by Charles Dickens. In the end we see Sydney Carton willingly dying in place of Charles Darnay, who was the husband of Lucie Manette. Sydney Carton had loved Lucie before she married Charles. Charles was to be guillotined. Sydney, who had some resemblance to Charles, saves him from the prison and dies on his behalf.

Activity – III (Appreciation)

Question 11.
Read the poem more critically again, and think of it in terms of it theme, emotion, language and relevance. Add more points to each of the boxes given related to the theme, emotion, language and relevance of the poem.

Answer:
Theme: 1. Shipwreck, 2. Duty, 3. Sacrifice
Emotion: 1. Patriotism. 2. Love for one’s fellow-beings, 3. Pity
Language: 1. Simple, 2. Lucid (clear), 3. Conversational
Relevance: 1. Insights about crisis management,
2. The need for compassion,
3. Fortitude and heroism in times of crises.

Share your ideas with your friends in your group. Collect more views from them and enrich your understanding of the poem.

Based on your analysis, write a critical appreciation of the poem, ‘The Wreck of the Titanic’.

The poem The Wreck of Titanic’ by Benjamin Peck Keith is an excellent one. The poem tells how noble people could be even in times of danger. It talks about the sinking of the Titanic and brings out the best in men even in the most adverse circumstances threatening their lives.

From Southampton the Titanic starts her voyage. It was a beautiful and grand ship. She was a sea dream. Thousands of people standing on the shore watched her steaming away. She was the largest and the grandest of all the ships made until then. There were thousands of passengers in the ship. They felt very secure. Nobody thought of any danger, as the captain stood at the wheel. He was directing the course of the ship. The ship was speeding on her first voyage when suddenly, out of the darkness, in the night, a ghostly white, iceberg appeared. Soon it collided with the ship wrecking it. It soon began to sink and people knew it was sinking.

Captain Smith was the commander of the ship. He was brave. Not even for one moment he thought of saving his life. He stood on the bridge and told his crew that they were British and they should remember their country and shocfld do their duty. They decided to send the women and children in the lifeboats. The crew had no hope of saving themselves. The Titanic sank from sight, as the band played ‘Nearer my God to Thee’. There never was a scene grander or more tragic than this. The ship was sinking but the band was playing. All credit goes to Smith, the crew and the men of Titanic. Their bravery and courage will be remembered forever. They had showed such courage and nobility during the great tragedy.

The poem has different themes which include shipwreck, duty and sacrifice. It appeals to our emotions like patriotism, love for one’s fellow-beings and pity. The poet has used simple, lucid and conversational language. The poem is in rhyme and the rhyming scheme is aabb. It has a fine rhythm and it sounds melodious. It has fine imagery and the poet has used a number of figures of speeches, especially metaphor and personification. The poem has great relevance as it gives insights about crisis management, the need for compassion, fortitude and heroism in times of crises.

Activity – IV: (Newspaper report)

Question 12.
We know that newspaper reports are non- fictional. They give us factual information about an incident.

Study the features of a good newspaper report as given on below.

• Headline : Short and attention-grabbing.
• Byline : Usually written below the headline. It may carry the writer’s name.
• Paragraphs : Follow the inverted pyramid principle. The most important details come in the initial paragraphs.
• Quotes : It will be interesting and useful to quote the words of people involved in the incident.
• Facts and opinions : Try to add all the facts possible using the five W’s (who, what, why, where, when).
• Third Person : The report is written in the third person, as the reporter is retelling the incident without being involved in it.

Work in groups and Till up the table given below:

Features	Details
Headline
Byline
Paragraphs
(Number and broad outline of each paragraph)
Who
What
Why
Where
When
Quotations (Narration and opinions of the survivors)

Answer:
Features – Details
Headline – The Titanic Sinks – 1500 passenger feared dead
Byline Paragraphs Broad outline of Each paragraph – Report by Rahul Binoy five
a. Start of the voyage, number of passengers, a description of the ship.
b. How happy and confident the people were
c. The iceberg hitting the ship and wrecking it; it begins to sink.
d. The heroic captain and the crew deciding to evacuate passengers, the band playing and the crew and male passengers going down.
e. The lesson to be learnt. Nobility and heroism of people.
Survivor’s opinion – “I have never seen anything more tragic and nobler in all my life.”

Question 13.
Use the clues in the table and prepare a newspaper report about the wreck of the Titanic.
Answer:
The Titanic Sinks, More Than 1500 People Dead
Southampton: 15 April 1912: The Titanic which began its maiden voyage from Southampton to New York collided with a huge iceberg and sank in the icy waters off Newfoundland. It was the biggest passenger ship ever made and it was supposed to be unsinkable. There were 2220 passengers and nearly 60 crew members. The captain was Mr. Smith. Since the ship was thought to be safe, it earned only a few lifeboats.

Captain Smith and the crew behaved gallantly. Instead rushing to safety, they allowed the passengers to go into the. lifeboats. They asked the women and children to enter the life boats first. More than 1500 people could not get to safety and they sank with the Titanic. What Captain Smith, the crew and the male passengers did was a heroic act. It will be remembered by the posterity. England has declared a day of mourning for the dead. The government has announced some financial relief to the relatives of the victims.

One survivor- Marianne Monroe – remarked: “”l have never seen anything more tragic and nobler in all my life.”

Activity – V (Pronunciation)

Find out how the following words are pronounced:
Sank = /saet]k/
Band = /baend/
Grand = /graend/

Question 14.
Which is the vowel sound used in these words?
Answer:
/ae/

Question 15.
How do you pronounce this sound?
Answer:
As the ‘a’ in man /maen/.

Question 16.
Do you have this vowel sound in your mother-tongue?
Answer:
No, we don’t.

Question 17.
Find out more words from the poem with this vowel sound:
Answer:
The words are: and, gigantic, as, captain, that, act, than.

The Wreck Of The Titanic About the Author:

– Benjamin Peck Keith

Benjamin Peck Keith (18561927): He was an American poet. The Wreck of the Titanic’ is one of his most famous poems.

The Wreck Of The Titanic Summary

Stanza 1:
From Southampton, the Titanic started her voyage. She was a poem of iron and steel. She was a sea dream. Thousands of people standing on the shore watched her steaming away. She was the largest and the grandest of all the ships made until then.

Stanza 2:
There were thousands on board. They felt very secure. Nobody thought of any danger, as the captain stood at the wheel. He was directing the course of the ship. This would be her (the ship’s) first and the last trip as she will never reach a port again.

Stanza 3:
She was the best shipman had made. She was speeding on her first voyage when suddenly, out of the darkness, in the night, a ghostly white form appeared.

Stanza 4:
It was a huge mountain of ice. Such a huge iceberg was never seen ^n the North Atlantic. It hit the ship, sending a shiver throughout the entire length of the ship. It soon began to sink and people knew it was sinking.

Stanza 5:
Captain Smith was the commander of the ship. He was brave. Not even for one moment, he thought of saving his life. He stood on the bridge and told his crew that they were British and they should remember their country and should do their duty.

Stanza 6:
England, Ireland, Scotland and Wales proved to the world that their courage never fails. They said that the women and children should go in the lifeboats. All the crew stood by and watched.

Stanza 7:
The lifeboats were lowered and the women and children were sent away to safety. The crew had no hope of saving themselves. The Titanic sank from sight, as the band played ‘Nearer my God to Thee’.

Stanza 8: Was there ever a scene gander than this? The ship was sinking but the band was playing. Al credit goes to Smith and the men of Titanic. Once again they bring to memory the heroes of Trafalgar. (There the Royal Navy of England fought against the combined fleets of the French and Spanish Navies.)

Stanza 9:
It also brings to memory the thrilling story of the Alamo (The Texians defeated the Mexican Army, ending the revolution). It also brings to memory the battle of Waterloo (where Napoleon was defeated). It also reminds us of the charge of. The Light Brigade’ (the English forces fighting against the Russians in 1854) and also Jim Bludso’s courageous act (He was an engineer who died while saving the lives of the passengers on a boat named Prairie Bell sinking in the Mississippi river).

Stanza 10:
Along with all these stories of bravery and courage, the story of the crew of Titanic will be remembered forever. They had showed such courage and nobility during that great tragedy.

The Wreck Of The Titanic Glossary

Kerala State Board New Syllabus Plus One English Textbook Answers Unit 4 Chapter 2 The Serang of Ranaganji Text Book Questions and Answers, Summary, Notes.

Kerala Plus One English Textbook The Serang of Ranaganji Questions and Answers Unit 4 Chapter 2 (Short Story)

The Serang of Ranaganji Textual Questions and Answers

Question 1.
What was notable about the appearance of the Indian sprang?
Answer:
He was squat and looked very ugly. He was with short legs and a large disproportionate head.

Question 2.
Who were the passengers were on the Ranaganji?
Answer:
The passengers were on the Ranaganji were tourists and pleasure seekers.

Question 3.
Who was Miss Jope-Smith? Write a short character sketch.
Answer:
Miss Jope-Smith was a passenger on the Ranaganji. She was a thrusting person. She was over thirty but she dressed herself smartly and in a dashing style to look younger. She was a first class passenger on the Ranaganji. She was always seen with her male companion Ronnie. She was a snob and a big bore. Her comment aboutjhe serang was ‘an absurdly comic creature’. When, aTthe end of the story, she asks the narrator whether he had kept the serang in a cage, the narrator gave her a befitting reply. He said that he had kept the serang in a cage but all the animals were outside. He meant that she was an animal with her rude remark about people and her showing off nature.

Question 4.
What was the condition of the seamen who were brought by the serang to Dr Cronin?
Answer:
The seamen did not look well. They complained of general illness, strong headache and severe bone pains. They looked frightened, as the doctor began to examine them. Both had fever. Theirtongueswere covered with thick sputum. They had dry skin, which is nature’s gravest warning. The doctor then discovered hard little nodules under the wrist skin of each man. It was the sure symptom of smallpox.

Question 5.
How did AJ Cronin conclude that the seamen were inflected with smallpox?
Answer:
AJ Cronin concluded that the seamen were inflected wi.th smallpox because he discovered hard little nodules under their wrist skin. It was the sure symptom of smallpox.

Question 6.
Describe Captain Hamble. What was his reaction when he heard about the breakout of smallpox on the ship?
Answer:
Captain Hamble was a thickset man of fifty five. He was known as a strict disciplinarian. When the doctor told him that two of the deckhands had small pox, Captain Hamble’s lips drew tightly together showing his tension. He was also a just and fair-minded officer. When he heard about the breakout of smallpox on the ship, he asked the doctor to do his best to keep the disease frorn spreading. He also wanted others not to know of the disease as passengers would then get panicky.

Question 7.
Where and how was the shelter for the infected patients made?
Answer:
The shelter for the infected patients was made in the back part of the ship where it wouldn’t be so visible to others. Hasan was the main person who made the shelter. In an hour he erected a large canvas shelter. Mattresses and sheets were then brought up and the two patients were placed there.

Question 8.
How did the serang take care of the diseased patients?
Answer:
The serang was very sincere and compassionate in caring for the diseased patients. It was a situation to test the strongest nerves. But the serang was calm and undisturbed. In attending the patients, he seemed untiring. The doctor had to beg him to be careful and asked him not to go too close to the patients. But the serang was not afraid and he continued taking care of the patients in all possible ways.

Question 9.
What information did Dr Cronin collect about the serang?
Answer:
Dr Cronin I gathered some information about the serang’s past history. His name was Hasan. He was from the Punjab. But his parents had moved into south India. There like many others in the coastal region he had taken to the sea-faring life. For nearly 40 years, he had been travelling in the various oceans of the world. In the Ranaganji he had spent 15 years. He had no place on shore; he had no friends or family. He had never married. He was a Muslim. All his life he had acquired nothing, neither money nor property. What he had was worth a few rupees and it was in the ship.

Question 10.
What was Hasan’s attitude to life, as explained to Cronin?
Answer:
Hasan thought money was of no use for someone who had all that he needed. He was quite happy with the way he was. He needed no extra money for his service. He had no respect for money and he despised it. He was never worried about tomorrow.

The Serang of Ranaganji Textual Activities Questions and Answers

Activity -1 (Think and Respond)

Question 1.
Do you agree with A.J. Cronin’s remark that ‘the animals were all outside.’ Why?
Answer:
I partly agree with A.J. Cronin’s remark that ‘the . animals were all outside.’ People like Miss Jope- Smith and her companion Ronnie were definitely animals. They could not see a man as a man but as an animal. I don’t think all the 1500 passengers and the crew outside were as bad as these two people. That is why I said I partly, and not wholly, agree.

Question 2.
Do you think that A.J. Cronin should have reported the selfless efforts of Hasan to the authorities and recommended him for rewards and promotion?
Answer:
In normal circumstances, I would say ‘yes’. But in the case of Hasan he is already happy with his life and his position. I don’t think any rewards and promotion would make him happier. His is a contented man and contentment can’t be got through rewards and promotion.

Question 3.
How is the world view of the passengers in general different from that of Hasan?
Answer:
The .passengers are mostly tourists and pleasure seekers. They find joy in partying and such things. They strive all their life for success and earning more wealth, as the doctor himself testifies. But for Hasan, happiness is service and he is contented. He is neither interested in parties nor in wealth or success.

Question 4.
“Why, naturally it is me.” These words show that Hasan is very ready to shoulder any responsibility happily. Comment on Hasan’s ability to volunteer at the time of an emergency.
Answer:
Smallpox is a deadly disease and it is very contagious. Nobody would like to go near a person afflicted with smallpox. Hasan is a serang and he is no way obliged to nurse the sick people. He could have easily said he would not take care of the sick, as it does not form part of his job obligations. But the moment the doctor asked who would help him the ready reply comes from Hasan. By volunteering to nurse the sick men, he was risking his life. It is not easy to find such good people in the world which strives for success and wealth. People like Hasan are very rare and such people will always come forward in case of any emergency.

Activity – II (Letter)

Question 5.
You know that A.J. Cronin, the physician of the ship is extremely impressed by the service of Hasan. Imagine that after the voyage, Cronin writes a letter to the director of the company which owns the ship Ranaganji, detailing the selfless service Hasan rendered during the voyage. He also requests the director to reward Hasan with a promotion in return for his service. Draft the letter which Cronin would write.
Answer:
Government Hospital
Lord Curson Lane
Calcutta
17 July 1940

The Director
Eastern Import Export Company
Strand
London

Dear Sir,
Sub: Hasan, the Serang on Ranaganji

Our last trip to Calcutta was quite eventful. Ranaganji had nearly 1500 passengers – mostly tourists and pleasure seekers. The voyage to Calcutta began favourably in calm, clear weather and we passed Aden without any incident. Now we were in the Arabian Sea.

To our dismay and horror we discovered that two of our lascar deck hands had small pox. When I reported the matterto the Captain, Mr. Hamble, he told me to keep the matter a secret as the news would spread panic among the passengers. I was quite worried and did not know what to do and how to cope with the problem. It was then I realized what a good man Hasan, our serang, was. He told me not to worry. He made a shelter in the stern of the ship into which the infected patients were moved. He volunteered to nurse them without worrying about his own safety. Later more workers were diagnosed with smallpox. In all we had 14 cases and Hassan took care of all of them without murmur and complaint. I was astonished at his selfless service and devotion.

Later two sick men died. Hasan sewed their shrouds and read loud a short passage from the Ramayana. We should know that he himself was a devout Muslim but he read the Ramayana because the persons who died were Hindus. It showed his religious tolerance. After that he cast the bodies overboard at midnight. When we reached Colombo the sick men were taken to the hospital. Hasan was in the forefront to help them, although some of them were with running sores of smallpox. Normally no one would dare to do such things. But Hasan did it. He really loved men.

It is difficult to find such unselfish and self-sacrificing people like Hasan. I strongly recommend that Hassan be given a promotion in recognition of his great services to the company. He should be made the Chief Petty Officer of Ranaganji.

I will talk to you more about the trip to Calcutta when I return to London.

With regards,

(A.J. Cronin)
Chief Physician of Ranaganji

Activity – III (Speech)

Question 6.
The Director of the Company receives a letter from A.J. Cronin. He is pleased with the service rendered by Hasan throughout the voyage. They arrange a special get-together of all the officials and crew of the ship. In that get-together, the Managing Director of the company announces that the company appreciates the service of Hasan and promotes him as the Chief Petty Officer of the ship. The Director invites Hasan to speak a few words on this occasion.
Answer:
Imagine that you are Hasan. What would be your reaction and feelings at this moment? Draft a speech that you would deliver on the occasion. My reaction would be that of gratitude to God and the company. Of course I will be happy on getting the promotion. When I am in a better position I will be able to give better service to people.

Dear Director, Dr. Cronin, respected officers and crew members, I am so happy to be given this kind of recognition by the Company and the officers. I don’t think I did anything great in serving the sick people in the ship.

Wasn’t it my duty to serve the suffering? Allah has given us this life to love and serve others. When we get a chance we should be able to of service to others.

I am a Muslim. But I believe we all are children of God. That is why I even read from the Ramayana some relevant part when I sewed the shroud for the dead people and wanted to cast them overboard. I was not worried about getting the disease because I felt that life is a gift from God. He will take it way whenever he likes. Whatever precautions you might take, you can’t prevent death from coming to you.

I don’t value money or position much. But I am happy that I am given promotion because it will help me to do more service to my brethren. I would like to end my humble words with a quotation from the Bible. It asks: What is the use of earning so much wealth in this world,’ if you lose your soul? So my advice to my friends is ‘Help others as much as possible.’

Before I close I want to thank Dr. Cronin and the Chairman forgiving me the promotion. I assure them that I will continue doing my best for the Company. May the Almighty Allah bless you all and thank you!

Activity – IV (Role-play)

Question 6.
Miss Jope-Smith soon hears about the promotion given to Hasan and the reason for the promotion. She feels sorry for her prejudiced remarks about him. She decides to meet Hasan in person, and congratulate him for his efforts and the promotion he has received.

Form pairs. Imagine that one of you is Ms Jose- Smith and the other is Hasan. Role-play the whole conversation between Jope-Smith and Hasan.
Answer:
Jope-Smith: Good evening, Hasan! I’m Jope-Smith, one of the travellers in the Ranaganji, going to Calcutta. Hasan: Good evening! Glad to you were on the ship.

JS: Congratulations on your promotion! You really deserve it.

Hasan: Thank you, Ms Jope-Smith. I thank Allah for all this wonderful things happening to me.

JS: I want to say one more thing to you. I want to say ‘sorry’.

Hasan: Say‘sorry’for what?

JS: For thinking ill of you and laughing at you. When I saw you first I talked ill of you for no reason. I guess I was very proud. I could never imagine that you were such a nice and brave person.

Hasan: I don’t think I am such a nice and brave person. I did what I ought to have done in the circumstances. When I knew some workers were having smallpox, had to take care of them. Does not Allah want us to help one another?

JS: You’re right, Hasan! We ought to help one another. I am ashamed of my prejudice. I’m sorry!

Hasan: It’s okay Madam! We all make mistakes. Forget it and be happy.

JS: Thank you, Hasan, I feel quite relieved now. Thank you very much.

Activity – V (Word power)

Question 7.
The parts of a ship Here is a picture of a ship. Mark as many parts as you know.

Answer:
1. funnel
2. stern
3. anchor
4. hull
5. tank
6. bow’
7. mast
8. deck
9. cabins.

Question 8.
The crew of the ship Who are the professionals working in a ship? What do they do?

Professionals	Duties
Captain	the person in charge of a ship

Answer:

Professionals	Duties
Captain	the person in charge of a ship
Master	supervises the officers.
Boatswain	In charge of maintenance of the ship
Gunner	trains gun operators and is in charge of ammunition
Quartermaster	in charge of navigation and signals
Mate	Petty officer who assists and warrant officer
Doctor	in Charge of health
Lascars	Workers who do various small jobs in the ship

Activity – VI

Question 9.
The past participle as Adjective Study the following expressions carefully:
a. smartly-dressed woman
b. Well-bred voice
c. amused gaze
d. titled friends

The expressions smartly-dressed, well-bred, amused and titled are used as adjectives. They are participle forms of the verbs dress, breed, amuse and title.

A.J. Cronin has used many such expressions in the story. Find out more expressions from the story where the past participle forms of the verbs have been used as adjectives. Explain the meaning of these expressions to your friends.
Answer:
Added source – a source which is added to something,
Looked frightened – looked afraid
Thickly furred tongues – like fur
Young and inexperienced – not having enough experience
Lined and battered face – face full of creases and looked sad
I am overloaded and understaffed -1 have too much work, and very few workers
Baffled, I looked – worried and confused
Serang, who, undismayed – calm and cool
Protected from view-safe, hidden
Calm and unperturbed – undisturbed

Note: Prefixes like under-, over-, etc. can also be added to the past participle form of a verb to function as an adjective, e.g. over-crowded ship, understaffed crew.

Activity – VII (Think and discuss)

Question 10.
Adverbs of frequency
Read the notes and explanations given on below.
a. He had never married.
b. Money had no interest for him, he had always despised it.

• What is the meaning of the words underlined?
• What is the function of these words?

Language tips

• ‘Never’ and ‘always’ are adverbs of frequency – which tell you how often an action is done.
• Here is a continuum which will help you to understand some of the adverbs of frequency and their meanings.

Practise: (Inversion of word order with adverbs)
The sentences 1-5 given on below contain errors. Identify the errors and correct them.
1. Seldom they have reached the office on time.
2. Only when the last visitor left the museum he closed the gate.
3. Little he knew about the nature of the job he was undertaking.
4. Not until next year, there will be a new vacancy.
5. Hardly I had reached the station when the train arrived.
Answer:
1. Seldom have they reached the office on time.
2. Nosoonerdidthe last visitor leave the museum than he closed the gate.
3. Little did he know about the nature of the job he was undertaking.
4. Not until next year will there is a new vacancy.
5. Hardly had I reached the station when the train arrived.

Activity-VIII (Passivisation)

Question 11.
Study the following sentences carefully:
a. Soon the sick men had been taken off to the hospital.
b. Mattresses and sheets were then brought up and the two patients were comfortably installed.

In both the above sentences, we are not told who did the action. The doer of the action is unknown.

Rewrite these sentences without changing the meaning. (Begin tije sentences with ‘they’)
Answer:
Soon they had taken off the sick men to the hospital. They brought mattresses and sheets and installed the two patients comfortably.

there is a chart that offers clues about the steps taken by Cronin and Hassan to prevent the spreading of smallpox in the ship. Go through it carefully and prepare a report of how they controlled the spreading of smallpox in the ship.

Hasan found two deck lascars with fever and he brought them to Dr. Cronin. Dr. Cronin examined both the patients. He found that they had smallpox. Hasan prepared an evacuation room and moved the patients there. On examining all the crew members Dr. Cronin discovered fresh cases of small pox. Dr. Cronin isolated all the patients and gave them treatment. He kept the outbreak of smallpox a secret from other passengers because it might scare them. There were altogether 14 patients. Two of the patients died. But the others survived. Dr. Cronin and Hasan were successful in preventing the killer disease from spreading.

The Serang of Ranaganji Textual Extended Activities Questions and Answers

Activity -1

Question 12.
Given below is a list of some of the cases in which first-aid would be required. You may add more to the list.
Answer:

• Injured leg – bleeding
• Fractured hand
• Burnt fingers
• Fits
• Snake bite
• Fainting
• Asthmatic attack

What first aid would you give in these situations? Get the information from the internet or from a medical practitioner.

Here is an example: In the case of a snake bite, the first thing to be done is to prevent the spreading of the infected blood. Using a long piece of cloth tie the limb above the site of the bite. This will prevent the blood from spreading. Then with a sterilized blade or a knife widen the wound so that the infected blood can flow out. Then try to get medical help as fast as you can.

Activity – II (Read and compare)

Read the story “On Courage” by A.G Gardiner given on below of the Text.

On Courage

… But if I were asked to name the instance of individual action which had most impressed me, I should find the task more difficult. Should I select something that shows how war depraves, or something that shows how it ennobles? If the latter, I think I would choose that beautiful incident of the sailor on the Formidable.

He had won by ballot a place in one of the boats. The ship was going down, but he was to be saved. One pictures the scene: The boat is waiting to take him to the shore and safety. He looks at the old comrades who have lost in the ballot and who stand there doomed to death. He feels the passion for life surging within him.

He sees the cold, dark sea waiting to engulf its victims. And in that great moment – the greatest moment that can come to any man – he makes the triumphant choice. He turns to one of his comrades. ‘You’ve got parents,’ he says. ‘I haven’t.’ And with that word – so heroic in its simplicity – he makes the other take his place in the boat and signs his own death warrant.

I see him on the deck among his doomed fellows, watching the disappearing boat until the final plunge comes and all is over. The sea never took a braver man to its bosom. ‘Greater love hath no man than this …’

Can you read that story without some tumult within you – without feeling that humanity itself is ennobled by this great act and that you are, in some mysterious way, better for the deed? That is the splendid fruit of all such sublime sacrifice. It enriches the whole human family. It makes us lift our heads with pride that we are men – that there is in us at our best this noble gift of valiant unselfishness, this glorious prodigality that spends life itself for something greater than life. If we had met this nameless sailor, we should have found him, perhaps, a very ordinary man, with plenty of failings, doubtless, like the rest of us, and without any idea that he had in him the priceless jewel beside which crowns and coronets are empty baubles. He was something greater than he knew.

Question 13.
“The sea never took a braver man to its bosom. ” What does Gardiner mean by this expression? Do you agree with Gardiner? Write your views in a paragraph.
Answer:
I quite agree with Gardiner. The ship named ‘Formidable’ was sinking. Only a few could be saved by using the life boats. So lots were taken to see who will be taken in the boats to safety. A sailor gets the lot and he can board the boat to safety. The boat is waiting for him. He looks at his comrades who are doomed to death. The he turns to one of his comrades and tells him, ‘You’ve got parents, I haven’t.’ He then makes the comrade take his seat on the boat and thus signs his own death warrant. The doomed ship sinks taking with it the courageous sailor who offered his place to his comrade.

The sea never took a braver man to its bosom. Jesus said, “There is no greater sacrifice than giving up one’s life for his friend.” Here we see that happening. What a sacrifice! The story brought tears to my eyes and I was proud to know that there are still people like the sailor who chose to die for his comrade.

Now, examine the pictures on below carefully.

Question 14.
Can you recognise the ship and the incident?
Answer:
The ship is The Titanic’ and the incident is its sinking on 14th April 1912, as it collided with an iceberg.

Question 15.
Do you know how the passengers and the crew of the ship responded to this situation?
Answer:
Yes, I know. They responded quite bravely and gallantly. Some passengers showed the greatest acts of courage, heroism and sacrifice.

Read and Enjoy

Question 1.
This poem is about one of the greatest tragedies at sea. On 14 April 1912, the Titanic, which carried 2100 passengers and crew, collided with an iceberg and sank into the depths of the Atlantic Ocean. However, this tragedy brought out some of the greatest acts of courage and heroism.

The Serang of Ranaganji About the Author:

– A.J. Cronin

A.J. Cronin (1896-1981) was a Scottish novelist. He was a physician by profession. He has published a number of world-famous novels. His strengths are his keen observation, his graphic description and his narrative skill. The excerpt is taken from ‘Adventures in two Worlds’, his autobiographical novel. It is an anecdote from his experience as a surgeon in the Royal Navy.

The Serang of Ranaganji Summary

Page 112:
A smartly dressed woman, who was a first class passenger on the Ranaganji asked her companion, pointing to a man, if he had seen such an absurdly comic creature. They were standing before me. The Ranaganji is a ship and it was about to sail from Liverpool to Calcutta. I and the lady and her companion were on the ship’s upper deck. Following their gaze, I saw a squat, very ugly native seaman, with short legs and a large disproportionate head. He was the Indian serang, orquarter-master(a small naval officer, in charge of navigational matters) of the ship. He was quietly supervising the crew of lascars (petty naval workers) who were completing the loading of the luggage. The companion of the woman said that the serang looked hardly human. He further added that by seeing the serang, one would think that Darwin was right.

The voyage began in calm, clear weather. We crossed the Bay of Biscay without suffering much from the turbulent waters. Soon we passed through the Strait of Gibraltar, passing through the calm Mediterranean under blue skies. The Ranaganji was a big ship, manned by white officers. The crew was entirely Indian. I was the physician on tie ship.

Page 113:
The ship was crowded with pleasure seekers and tourists. There was a large number of Anglo- Indian army officers. Many of them were with their wives and families. From the start, there was gaiety on board. The chief among the social promoters was Miss Jope- Smith. She was over 30, but she had a dashing style to look younger. She was snob and a bore. We reached Port Said. Everyone went ashore excitedly. They bought silks, shawls, cigarettes, scent and jewellery. We passed the Red Sea, and the barren rock of Aden. Now we were in the Arabian Sea.

The following morning, the serang, Hasan, came bringing with him two of his lascars (deck hands). He greeted me and then told me that those two men were sick. The seamen did not look well. They complained of general illness, strong headache and severe bone pains. They looked frightened, as I began to examine them. Both had fever. Their tongues were covered with thick sputum. They had dry skin, which is nature’s gravest warning. I then discovered hard little nodules under the wrist skin of each man. It was the sure symptom of smallpox.

I was young and inexperienced in my profession. I had not learned to control my feelings. My expression must have altered visibly. Although the serang said nothing, his face assumed a look of seriousness. I quickly went to the ship’s control room.

Captain Hamble was not there. He was in the chartroom below. He looked up as I burst in. I told him that two of the deckhands had small pox. I saw his lips drawing tightly together. He was a thickset man of 55 and a strict disciplinarian. But he was also a just and fair-minded officer.

Page 114:
He came close to me and told me that I was in charge of the health of the ship. It was entirely up to me. He could not give me any of his officers as he was overloaded and understaffed. But he would give me the serang, who was the finest man he had. He wanted me to keep the disease from spreading. He also wanted others not to know of the disease as passengers would then get panicky.

I left the chartroom realizing my grave responsibility. We were in the middle of the Arabian Sea with 1500 passengers aboard. There was no way of vaccinating them. Smallpox was the most deadly contagion.

Back in my surgery I found that one lascar was in the grip of violent rigour (rigidity of body) and his body was shaking. I told the serang that we had to isolate these men. There was no sick bay on board and not even an inch was available in the cabin space. Worried.

I looked at the serang. He looked undisturbed and told me that a shelter could be made on the rear-deck. It was very cool there with plenty of fresh air.

In the back part of the ship, he began to work. In an hour he erected a large canvas shelter. Mattresses and sheets were then brought up and the two patients were comfortably installed there.

Our next step was to get the crew for a thorough medical inspection. One of the stokers (people who tend the furnace) who complained of fever and headache showed signs of the rash. He was placed with the other cases. I then asked Hasan who would help me in attending these men. Hasan told me that he would help me. I then told him that he should be careful as the disease was most contagious. Hassan told me he was not afraid.

Hasan and I sponged the patients and gave them medicines. We hung sheets soaked in disinfectant round the shelter. We set up a cooking stove where liquids could be heated and simple meals prepared.

The next day there was fresh cause for worry. Three new cases were found among the deckhands. The segregated men were much worse. The same afternoon 4 more of the crew were sick. We now had ten cases in our small isolated shelter. It was a situation to test the strongest nerves. But the serang was calm and undisturbed. In attending the patients, he seemed untiring. I had to beg him to be careful. I asked him not to go too close to the patients. Smilingly he asked me whether I was careful rrjyself. I told him I was and it was my work.

I was so weighed down by responsibility that I was a bit worried for myself. The ship was going with maximum speed. Colombo was the nearest port and it was still 8 days away. In the course of another 2 days, 4 more stokers became sick. Now there were 14. One of the earlier victims had gone into a coma. He seemed likely to die any time. Under this added worry I could not sleep.

The serang was always there helping me. When he stood in meditation, his long arms folded on his bare chest, motionless as a statue, even I felt comforted. When a sick man made any sound of pain, he would move towards him with help. He would return and then again fold him arms in prayer. The ship was moving forward with speed.

Hasan had no liking for speech. Still I gathered some information about his past history. He was from the Punjab. But his parents had moved into south India. There like many others in the coastal region he had taken to the sea-faring life. For nearly 40 years, he had been travelling in the various oceans of the world. In the Ranaganji he had spent 15 years. He had no place on shore; he had no friends or family. He had never married.

He was a Muslim. All his life he had acquired nothing, neither money nor property. What he had was worth a few rupees and it was in the ship. This thought pained me. In a moment of sympathy, I told him that in that emergency, the company ought to give him extra pay. He was silent for a moment and then asked me what use money had for someone who has all that he needs. He was quite happy with the way he was.

He was sincere and he needed no extra money for his service. He had no respect for money and he despised it. He had courage, self-control and faith. The men among whom he worked lived poor and died poor. It had become his habit not to worry about tomorrow.

Standing with him in the moonlight I felt a strange pain. Beside his simplicity the world’s values seemed worthless. A great party had started in the saloon. I had a passionate desire for success and wealth and I felt ashamed when I compared myself with this serang.

On the next day two patients died. Hassan sewed their shrouds. In his hoarse dnd low voice he read a short passage from the Ramayana before their bodies. They were wrapped in sailcloth, with a weight at their feet and were thrown overboard at midnight. No fresh cases developed. A week later we reached Colombo. Soon the sick men were taken to hospital. Most patients had passed the crisis. But three were in bad shape with running sores. They were carried in the arms of Hassan. I could see tears flowing through his dark cheeks.

Our passage through the Bay of Bengal was brief and uneventful. We soon reached Calcutta. Suddenly I heard the voice of Miss Jope-Smith. She was pointing to Hasan and telling her companion Ronnie that the ‘absurd creature’ was there again. Hasan was busy in the procedure of unloading the baggage. Then she turned to me and asked me where I had kept the absurd creature during the entire voyage. Did I keep him in a special cage? I told her that in a way he was in a cage. But all the animals were outside.

The Serang of Ranaganji Glossary

Kerala State Board New Syllabus Plus One English Textbook Answers Unit 4 Chapter 1 Disasters and Disaster Management in India Text Book Questions and Answers, Summary, Notes.

Kerala Plus One English Textbook Disasters and Disaster Management in India and Answers Unit 4 Chapter 1 (Essay)

Disaster and Disaster Management in India Textual Questions and Answers

Question 1.
What does the recent World Disaster Report say about disasters?
Answer:
The recent World Disaster Report says that disasters have increased in number and intensity.

Question 2.
What are some of the common disasters?
Answer:
Some of the common disasters are earthquakes, floods, cyclones, landslides, droughts, accidents, plane crashes and forest fires.

Question 3.
What is true about both developed and developing countries?
Answer:
The fact that disasters like earthquakes, floods, cyclones, landslides, droughts, accidents, plane crashes and forest fires have increased in their number and intensity is true about both developed and developing countries.

Question 4.
What is the relationship between human development and disaster preparedness?
Answer:
There is a direct correlation between human development and better preparedness to manage disasters. The less developed countries are more prone to suffer damages caused by disasters.

Question 5.
Which is the deadliest disaster?
Answer:
The deadliest disaster is drought. It accounts for 48% of deaths due to natural disasters.

Question 6.
What makes India more vulnerable do disasters?
Answer:
Its geographical location and geological formation make India more vulnerable to disasters. Its long coastline, snow-covered peaks and high mountain ranges and the perennial rivers of the north combine to make the problems worse. India has only 2% of the total geographical area, but it supports 18% of the total population. So, there is a great pressure on the natural resources. This directly or indirectly leads to disasters like floods, droughts, landslides and earthquakes.

*Question 7.
What causes tremendous pressure on the natural resources in India?
Answer:
India has only 2% of the total geographical area, but it supports 18% of the total population. This causes a tremendous pressure on the natural resources.

Question 8.
Which is a relatively new natural disaster in India?
Answer:
Tsunami is a relatively new natural disaster in India. Due to the lack of an adequate warning system, the tsunami of 2004 destroyed a large portion of the coastal regions of Tamil Nadu, Kerala, Andhra Pradesh and also the Andaman and Nicobar Islands. It killed many people and destroyed properties worth many crores.

Question 9.
Which is the man-made disaster that India witnessed in the last century?
Answer:
The man-made disaster that India witnessed in the last century is the Bhopal Gas Tragedy of 1984.

Question 10.
Name some of the major natural disasters faced by India during this century.
Answer:
Some of the major natural disasters faced by India during this century are: The Gujarat earthquake (2001), the Mumbai-Gujarat floods (2005), the tsunami (2004), the Uttarakhand flash-floods and the hurricane Phailin in coastal Orissa and Andhra Pradesh (2013).

Question 11.
Which are the lifeline support systems that get damaged in disasters?
Answer:
The lifeline support systems that get damaged in disasters are communication, power supply and water supply systems. Drainages get are damaged. Healthcare and hospitals come under severe stress. Commercial and economic activities are badly affected. Life, then, almost comes to a standstill.

Question 12.
Which is the man-made disaster mentioned here? Which section of the society is most affected by disasters? Why?
Answer:
The man-made disaster mentioned here is riots. The most affected are the poor sections of society. It is so because they have to work daily to earn their livelihood.

Question 13.
What are the major limitations in constructing safe and secure buildings?
Answer:
The major limitations in constructing safe and secure buildings are people don’t follow the regulations laid down for ensuring safety and security. In developing countries, only 30% of the buildings are constructed in accordance with the regulations. The lack of a master-plan and the inferior quality of materials used for construction are also major limitations.

Question 14.
What measures need to be taken to ensure the safety and security of the buildings?
Answer:
To ensure the safety and security of the buildings, both private and public buildings should be constructed according to the guidelines prescribed by law. Construction should be according to the master plan approved by the authorities. Good quality materials should be used for construction.

Question 15.
What is the requirement in the areas vulnerable to earthquakes in order to reduce damage and death?
Answer:
In areas vulnerable to earthquakes, the existing buildings should be technically assessed and owners should be informed about the weaknesses in their construction. It is estimated that nearly a million buildings are constructed in India each year and an equal number of them gets damaged as a result of disasters. To reduce the damage to buildings, a monitoring mechanism should be set up. It should work in proper coordination with the concerned authorities to ensure the fulfilment of building codes.

Question 16.
What is the structure of the state and central level committees of disaster management?
Answer:
At the state level^Jiere is a State Level Disaster Management Committee consisting of the senior secretaries of various departments and the representatives of NGOs. At the national level, there is a Crisis Management Committee, headed by the Cabinet Secretary and the secretaries from the major departments of the government.

Question 17.
How does the central government coordinate disaster management activities in India?
Answer:
The central government, with proper coordination with various ministries, give the necessary support to the states. This includes defence services like air dropping, rescuing, searching, transport of relief goods, etc. and availability of railway and ferry services, health personnel and medical support.

Question 18.
What are the special requirements of the rescue team, according to the author?
Answer:
The rescue teams should have special skills and attitudes in dealing with disasters. They need to be well equipped and should have the latest technologies.

Question 19.
What is the purpose of disaster management?
Answer:
The purpose of disaster management is to reduce the destructive impact of disasters. It is not possible to prevent or avert many of these disasters but with proper disaster management, we can definitely reduce the deaths and damages caused by them.

Disaster and Disaster Management in India Textual Activities Questions and Answers

Activity -1 (Note-making)

Question 1.
You have read the essay ‘Disasters and Disaster Management in India.’ Given below is an outline of the notes on this essay. Read the essay carefully again and complete the notes.
Answer:
Disasters and Disaster Management in India
1. Disasters – the global scenario
1.1 a challenge for all humanity
1.2 increase in frequency and intensity
1.3 the world becoming more prone to disasters
1.4 developed and developing countries are affected
1.5 floods-more common, India, China, Bangladesh – most affected
1.6 drought – deadliest (40% of all deaths and disasters)

2. Disasters-Indian Context
2.1 highly prone to disasters
2.2 reasons for vulnerability
2.2.1 geographical location and geological formation
2.2.2 long coastline, snow-clad peaks, high mountain ranges, perennial Rivers
2.2.3 overpopulation and inadequacy of natural resources
2.3 different kinds of disasters in India – Regional
2.3.1 Northern region
2.3.2 Eastern region
2.3.3 The North-eastern region
2.3.4 The western region
2.3.5 The southern region
2.3.6 The Andaman & Nicobar and Lakshadweep & coastal areas
2.4 major disasters in this century
2.4.1 Gujarat earthquake (2001)
2.4.2 the Mumbai-Gujarat floods (2005)
2.4.3 the tsunami (2004)
2.4.4 the Uttarakhand flash-floods
2.4.5 Hurricane Phailin in coastal Orissa & AP (2013)

3. The direct and indirect impact of disasters
3.1 damage, destruction, death
3.2 lifeline support systems are damaged
3.3 Healthcare and hospitals come under stress
3.4 Commercial and economic activities badly affected
3.5 poorer sections – most affected

4. Risk due to disaster – need for safer buildings
4.1 cyclones, tsunami, earthquakes, defects in construction of buildings can cause greater destruction.
4.2 scenario in the developing countries
4.2.1 only 30% of the buildings are constructed as per regulations
4.2.2 lack of master plan
4.2.3 using inferior quality materials
4.3 suggestions for safer infrastructure
4.3.1 both private and public buildings to be constructed as per guidelines
4.3.2 constructions to be adhere to the master plan
4.3.3 only good quality materials be used for construction

5. Management in India
5.1 purpose – not prevention, but reduction of impact
5.2 state government
5.2.1 – role- state level disaster management committee
5.2.2 – structure – senior secretaries and representative of NGOs
5.3 centre government
5.3.1 – role – Crisis management committee
5.3.2 – structure – cabinet secretary and secretaries of major departments
5.3.3 – support offered – air dropping, rescuing, searching, transport of relief goods, rail and ferry services, health personnel, and medical support.
5.4 rehabilitation of victims
5.4.1 – integral part of disaster management
5.4.2 – proper coordination among various departments
5.4.3 – rescue teams – additional skills, equipped with latest technology

Activity – II (Writing precis)

Question 2.
You have read the essay and prepared notes on ‘Disasters and Disaster Management in India.’ Based on the notes you prepared, write a precis on the essay. A precis, usually, is one-third the size of the original text.
Answer:
Disasters have become a big challenge for all humanity. There has been an increase in the frequency and intensity of disasters. It seems that the world becoming more prone to disasters. Disasters affect both developed and developing countries. Some of the disasters are floods, windstorms, droughts, and earthquakes. Floods are more common in India, China and Bangladesh. Drought is the deadliest. Nearly 40% of all deaths and disasters are caused by droughts.

India is highly prone to disasters. There are many reasons for this. The geological formation, Geographical location, the long coastline, snow-clad peaks, high mountain ranges, perennial rivers, etc. are some of them. Overpopulation and the inadequacy of natural resources add to them problem. India faces many different kinds of disasters. In all regions there are problems. Some of the major disasters India had in this century are the Gujarat earthquake (2001), the Mumbai-Gujarat floods (2005), the tsunami (2004), the Uttarakhand flash-floods and the Hurricane Phailin in coastal Orissa & AP (2013).

There are direct and indirect impacts of disasters. Some of the impacts are the damage, destruction, death caused by them. Following the disaster, the lifeline support systems are damaged. Healthcare and hospitals come under stress. Commercial and economic activities get badly affected. The poorer sections are the most affected.

To reduce the damages caused by disaster, there is a need for safer buildings.,Disasters like cyclones, tsunami, earthquakes, etc. can cause greater destruction if there are defects in the construction of buildings. The scenario in the developing countries is pathetic. Only 30% of the buildings are constructed as per regulations. There is a lack of any master plar and people construct buildings using inferior quality, materials.

There is a need for safer infrastructure. Both private and public buildings should be constructed as per the guidelines given by the government. Constructions should adhere to the master plan and only good quality materials should be used for construction purposes.

It is true that we can’t prevent disasters and we can reduce their impact. For this, the state government and the central government have to work together. At the state level, there has to be a disaster management committee with all the senior secretaries of various departments and representatives of NGOs. At the centre, there must be a Crisis management committee with the cabinet secretary as the chairman and secretaries of major departments as members. The centre can offer support like air dropping, rescuing, searching, transport of relief goods, rail and ferry services, health personnel and medical support. The rehabilitation of victims is an integral part of disaster management. There should be proper coordination among various departments. The rescue teams should have additional skills, and they should be equipped with the latest technology. If these things are carried out, the impact of the disasters can be reduced and many lives saved.

Activity – III (Think and respond)

Question 3.
What are some of the disasters (natural/man-made and industrial) your locality has witnessed in the last ten years? What were the impact of these disasters on man and nature?
Answer:
My locality has witnessed two major disasters. Bothe of them are man-made. One is water pollution. The local farmers, in their eagernare to get bumper harvests, used a lot of chemical rertilizers and later insecticides on a large scale. Ttoe result is that the water in the area is polluted. The fish in the stream and ponds nearby have died.

Another disaster is the mindless cutting down of trees and building concrete jungles everywhere. With high- rise buildings around you, you feel choked. There is no place for the children to run about and play. Every available piece of land is used for various types of construction. In the summer season the place becomes very hot. All the birds that nestled on the trees around have left the place, which looks barren.

Question 4.
Is your locality prepared to manage any potential disaster? If not, what precautions can be taken to prevent and manage possible disasters?
Answer:
My locality is not at all prepared to manage any potential danger. The streets are so narrow in the township that not even a fire-truck can enter the place in case of a fire disaster. At least the Municipality should take steps to widen the roads so that the victims can be reached in case of a disaster.

Question 5.
The author says that disaster management in India is the responsibility of the state and central governments. Do you agree with this view? Do you think that the people of our country have a role in preventing and managing disasters?
Answer:
I don’t agree with The view of the author that that disaster management in India is the responsibility of the state and central governments. I fully agree with the view that the people of our country should have a role in preventing and managing disasters. Preventing natural disasters may not be possible but we can do many things to reduce the impact of such disasters. Without the people’s active cooperation, no scheme of any kind will succeed.

Question 6.
What do you think about the measures of rehabilitation that are adopted after each disaster? Do you think the measures are sufficient?
Answer:
The measures of rehabilitation that are adopted after each disaster are not good enough. When a disaster happens, the chief ministers and some other ministers run to the spot of disaster. Some half-hearted measures are carried out just to please the people. Often these measures are just temporary solutions. After the tsunami, some houses were constructed to rehabilitate the victims. After two seasons of heavy rain most of the houses became so bad people could not live there. The measures taken are insufficient. Corruption is the main cause for our troubles. The contractors who make the buildings use defective material and the buildings they make do not last. We have seen what happens to our roads. There is no determined effort on the part of anybody to make things work properly. Authorities become immune to criticism.

Activity – IV (Explore the roots)

Question 7.
Disaster = Dys + aster
‘Disaster’and ‘disastrous’ originate from the Greek word ‘astron’ which means star. In ancient times, it was believed that stars shaped human destiny; any misfortune or calamity, therefore, happened to someone because the stars were not favorable. The prefix ‘dys’ here means against. Here is a list of words which are derived from the Greek root ‘astron’: All these words are related to stars. Find out the meaning of these words:
Answer:
1. astronomy = scientific study of the universe
2. astrophysics = the physics of astronomical objects
3. astronaut = space traveller
4. aster – Star-shaped structure in cells
5. asterisk = star shaped symbol
6. astrologer = one who studies stars in relation to human behaviour
7. asteroid = rocky object orbiting the sun

Activity – V (Crossword puzzle)

Question 8.
Here is a crossword puzzle about natural calamities. Use the clues below to solve the puzzle.

Answers :
1. Twister
2. Tsunami
3. Earthquake
4. Avalanche
5. Lava
6. Famine
7. Ice
8. Landslide
9. Storm
10. Tornado
11. Hurricane

Activity – VI (Project)

Question 9.
The author says that ‘Of all the disasters, floods are the most common. … India, China and Bangladesh are the most affected by floods. ’ In Kerala also we experience floods during the monsoon. The water levels of rivers rise, flooding cities and towns. What are the reasons for this flooding?
Answer:
There are many reasons for the flooding. We can divide them into two categories. In the first group we have natural causes like high rainfall, snowmelt, relief (in low-lying areas rivers flow very slowly and so the water volume increases suddenly) and coastal flooding because of high tides. In the second group we have human causes which include deforestation, poor farming (over-grazing, over-cultivation, etc. which makes the top soil washed away), poor water management and population pressure. All these factors can be found in India, China and Bangladesh.

Question 10.
Investigate the reasons for flooding in your locality. Write a report of your finds. Make an ICT assisted presentation.
Answer:
The reasons for flooding in my locality are high rainfall, poor farming, poor water management and population pressure.

Activity – VII (Collection)

We are highly vulnerable to many natural disasters. While some fail to act in the moments of crisis or become victims of these disasters, some others rise up to the occasion and help the victims. Here is a newspaper report about 4 children who won bravery awards for their timely and heroic action in a moment of crisis.

Read the report on below of the Text.

Bravery award for children

Thiruvananthapuram: Four children from Kerala will be among the recipients of this year’s National Bravery Awards at the next Republic Day function, in New Delhi.

They include Jismi P. M., who was selected for the Geetha Chopra Award, Vishnudas K., the winner of the Bapu Gayadhani Award; and Anoop M. and Raj Narayanan, both selected for the general award.

Jismi, 12, a native of Perinchery in Thrissur district, was chosen for the award for saving a woman and her two children from drowning in a pond. A Class IX student of the Government Vocational Higher Secondary School at Cherpu, Jismi is the daughter of a manual labourer.

Vishnudas won the award for saving two children from a watery grave. A native of Palakkad, he is a Plus One student of the Sri Sankara Oriental Higher Secondary School, Lakkidi.

Anoop, a Class VIII student of the Bishop Kuriyalanchery Public School at Chambakulam, bagged the award for saving a 5-yearold from drowning in a lake. Raj Narayanan, the fourth nominee, was selected for saving a boy from drowning in a river in Alappuzha. Raj is a Class IX student of the NSS High School, Kuttanad. The General Secretary of the Kerala State Child Welfare Council P. Krishnan, said Jismi is the first winner of the Geetha Chopra Award, from Kerala.

Collect such newspaper reports and discuss with your friends how children can act timely in moments of crisis.

Read and Reflect

Question 1.
This story is about a voyage from Liverpool to Calcutta during the British rule in India. It tells how the author and the* hero of the story manage a potential calamity, silently and bravely.

Disaster and Disaster Management in India Summary

Disaster is something that often happens to people. People have experienced disasters in different forms from the beginning of time. The latest World Disaster Report shows that disasters have increased in number and intensity.

People are becoming more and more exposed to disasters of all kinds. They include earthquakes, floods, cyclones, landslides, droughts, accidents, plane crashes, forest fires, etc. This is quite true in the case of both developed and developing countries. The floods in the UK and France, and the heat waves in Europe, especially the one in France in 2003, claimed many lives. In the last few years, America has also faced devastating disasters in the form of tornadoes, hurricanes and cyclones. They caused many deaths and much destruction. Although progress in technology is helping man to reduce the impact of disasters, it is still not enough.

There is a direct correlation between higher human development and better preparedness to manage disasters. The less developed countries are more prone to suffer damages caused by disasters.

Of all the disasters, floods are the most common. They are followed by windstorms, droughts, and earthquakes. Drought is the deadliest, accounting for 48% of deaths due to natural disasters. Asia has the highest number of death toll from disasters. India, China and Bangladesh are in the Asian continent.

India, due to its geographical location and geological formation, is highly prone to disasters. Its long coastline, snow-covered peaks and high mountain ranges and the perennial rivers of the north combine to make the problems worse. India has only 2% of the total geographical area, but it supports 18% of the total population. So, there is a great pressure on the natural resources. This directly or indirectly leads to disasters like floods, droughts, landslides and earthquakes.

The northern region of India faces problems due to landslides, floods, droughts and earthquakes because it falls under the seismic zones III to V. The eastern region has the problem of floods in the perennial rivers which include the Brahmaputra, the Ganga, etc. Drought, heat waves, hailstorms, cyclones, heavy winds and earthquakes are also common here. The north-eastern region has floods, landslides and earthquakes. This region comes under seismic zones IV & V.

The western region is known for severe droughts, wind erosion of land and soil, floods and cyclones. It is also prone to earthquakes. The southern region, particularly the coastal area, is vulnerable to cyclones, sea erosion, tsunami and landslides. The islands of Andaman and Nicobar and Lakshadweep are open to the problems of Sea erosion and tsunami. The Indian coastal areas have faced some of the worst cyclones.

Among all the disasters in India, the tsunami is a relatively new thing. Due to the lack of an adequate warning system, the tsunami of 2004 destroyed a large portion of the coastal regions of Tamil Nadu, Kerala, Andhra Pradesh and also the Andaman and Nicobar Islands. It killed many people and destroyed properties worth many crores.

India has faced a number of natural disasters. There was also the man-made disaster of the Bhopal Gas Tragedy of 1984. During this century, India faced the Gujarat earthquake (2001), the Mumbai-Gujarat floods (2005), the tsunami (2004), the Uttarakhand flash-floods and the hurricane Phailin in coastal Orissa and Andhra Pradesh (2013).

The direct and indirect impacts of disasters, either natural or industrial, are damage, destruction and death. When disaster strikes, the lifeline support systems like communication, power supply, watersupply and drainage are damaged. Healthcare and hospitals come under severe stress. Commercial and economic activities are badly affected. Life almost comes to a standstill. The psychological traumas caused by disasters are so severe that they last the entire life of the victim. So along with other rehabilitation works, psychological rehabilitation should be given.

The impact is the same even in the case of man made disasters like riots. The most affected are the poor sections of society, who have to work daily to earn their livelihood.

In some natural disasters like cyclones, tsunami and earthquake, it is the building structure that causes the destruction and death. In developing countries only 30% of the buildings are constructed in accordance with the regulations laid down for ensuring safety and security. The lack of a master-plan and the inferior quality of materials used for construction also increase the casualties arising out of disasters. Both private and public buildings should be constructed according to the guidelines prescribed by law. Construction should also be according to the master plan approved by the authorities. Good quality materials only should be used for construction.

The UNDAC (United Nations Disaster Assessment and Coordination), along with the Indian Government, has jointly prepared an action plan for cities and towns prone to earthquakes. In vulnerable areas, the existing buildings should be technically assessed and owners should be informed about the weaknesses in their construction. It is estimated that nearly a million buildings are constructed in India each year and an equal number of them gets damaged as a result of disasters. To reduce the damage to buildings, a monitoring mechanism should be set up. It should work in proper coordination with the concerned authorities to ensure the fulfillment of building codes.

In the case of disaster management, the state governments play a major role. The central government plays only a facilitating role. At the state level, there is a State Level Disaster Management Committee consisting of the senior secretaries of various departments and the representatives of NGOs. At the national level, there is a Crisis Management Committee, headed by the Cabinet Secretary and the secretaries from the major departments of the government. Thfffcentral government, with proper coordination with various ministries, gives the necessary support to the states. This includes defence services like airdropping, rescuing, searching, transport of relief goods, etc. and availability of railway and ferry services, health personnel and medical support.

Rehabilitation is an integral part of disaster management. Disasters are non-routine events and so they need non-routine services. It means the Government can’t rely on normal procedures to take urgent action. There should be proper coordination among the various departments of the government to bring speedy relief to the victim. The rescue teams have to learn special skills and attitudes in dealing with disasters. They need to be well equipped and should have the latest technologies.

Disaster management has acquired greater importance of late. The purpose is not to prevent natural or man-made disasters. We may not be able to prevent many of these disasters but we can definitely reduce their destructive impact.

Disaster and Disaster Management in India Glossary