The document is about a short story called "The Lost Child" by Mulk Raj Anand. It describes a scene where a child becomes separated from his parents at a festival fair. While following colorful sights like balloons and flowers, the child loses track of where his parents went. When he realizes they are gone, he panics and runs around crying for his mother and father. A man finds the lost child and tries various ways to console him, like offering toys and sweets, but the child only continues sobbing for his parents.
Its a beautiful story by Mulk Raj Anand about a small boy who wants everything in the beginning of the story, doesn't want anything after he gets separated from his parents.
The story is about a child who gets lost from his parents at a spring festival fair. He becomes distracted by the attractions at the fair like toys, sweets, and rides. When he asks his parents to play on a roundabout, they can no longer be found. A kind stranger tries to console the lost child by offering him sweets, balloons, and rides, but the child only cries for his mother and father, highlighting his strong bond and love for his parents.
The story is about a young child who gets lost at a spring festival fair while accompanying his parents. As they walk through the fair, the child becomes distracted by the various sights, sounds, and vendors selling toys, sweets, and flowers. Each time the child asks his parents for an item, he already knows they will refuse based on their familiar disapproving looks. When the child wanders too far from his parents in his excitement, he becomes separated from them in the large crowds at the fair.
A young boy goes with his parents to a festival fair but gets separated from them. He runs around crying and calling for his parents but cannot find them. A stranger finds the lost boy and tries various methods to console him like taking him to see performers and offering him toys and sweets, but the boy continues sobbing and saying he only wants his mother and father.
THE LOST CHILD , CLASS-9 , SUB- ENGLISH.pptxBhargavH1
Mulk Raj Anand's short story "The Lost Child" tells the story of a young boy who gets separated from his parents at a village fair. As the boy and his parents make their way to the fair, the child is distracted by the various attractions like toys, sweets, balloons, and animals. He lags further and further behind until he stops to look at a carousel. When he turns around, his parents are no longer there and he realizes he is lost. The boy runs around crying for his mother and father but cannot find them in the large crowd. A kind man tries to console the lost child by offering him rides and treats, but the boy only continues sobbing for his parents.
The document provides examples of pre-colonial Philippine literature including folktales, fables, legends, myths, and epics. It describes common literary forms and provides summaries of stories from different ethnic groups in the Philippines that were traditionally passed down orally. These stories depict aspects of pre-colonial Philippine culture and history before influence from Spanish colonizers.
A young boy visits a village fair with his parents. While there, he is fascinated by the various sights and attractions, including flower fields, fruit trees, toy stalls, and performances. However, when he turns to ask his parents a question, he finds that they are no longer nearby. The boy panics and runs around crying, searching desperately for his parents through the crowds. A kind man helps calm the boy and takes him to see the attractions again, but the boy no longer cares for them—the only thing he wants are his parents.
The document provides an overview of pre-Spanish Philippine literature including various genres that characterized this period. Some of the key genres discussed include:
1) Legends which reflected ancient Filipino customs and aimed to entertain, such as "The Legend of the Tagalogs".
2) Folk tales from which lessons about life can be derived, like "The Moon and the Sun".
3) Epics that dealt with heroic achievements such as "Biag ni Lam-ang".
4) Folk songs that emerged as early forms of culture including "Kundiman" and "Kumintang".
5) Riddles and sayings that imparted lessons through allegories and short expressions.
Its a beautiful story by Mulk Raj Anand about a small boy who wants everything in the beginning of the story, doesn't want anything after he gets separated from his parents.
The story is about a child who gets lost from his parents at a spring festival fair. He becomes distracted by the attractions at the fair like toys, sweets, and rides. When he asks his parents to play on a roundabout, they can no longer be found. A kind stranger tries to console the lost child by offering him sweets, balloons, and rides, but the child only cries for his mother and father, highlighting his strong bond and love for his parents.
The story is about a young child who gets lost at a spring festival fair while accompanying his parents. As they walk through the fair, the child becomes distracted by the various sights, sounds, and vendors selling toys, sweets, and flowers. Each time the child asks his parents for an item, he already knows they will refuse based on their familiar disapproving looks. When the child wanders too far from his parents in his excitement, he becomes separated from them in the large crowds at the fair.
A young boy goes with his parents to a festival fair but gets separated from them. He runs around crying and calling for his parents but cannot find them. A stranger finds the lost boy and tries various methods to console him like taking him to see performers and offering him toys and sweets, but the boy continues sobbing and saying he only wants his mother and father.
THE LOST CHILD , CLASS-9 , SUB- ENGLISH.pptxBhargavH1
Mulk Raj Anand's short story "The Lost Child" tells the story of a young boy who gets separated from his parents at a village fair. As the boy and his parents make their way to the fair, the child is distracted by the various attractions like toys, sweets, balloons, and animals. He lags further and further behind until he stops to look at a carousel. When he turns around, his parents are no longer there and he realizes he is lost. The boy runs around crying for his mother and father but cannot find them in the large crowd. A kind man tries to console the lost child by offering him rides and treats, but the boy only continues sobbing for his parents.
The document provides examples of pre-colonial Philippine literature including folktales, fables, legends, myths, and epics. It describes common literary forms and provides summaries of stories from different ethnic groups in the Philippines that were traditionally passed down orally. These stories depict aspects of pre-colonial Philippine culture and history before influence from Spanish colonizers.
A young boy visits a village fair with his parents. While there, he is fascinated by the various sights and attractions, including flower fields, fruit trees, toy stalls, and performances. However, when he turns to ask his parents a question, he finds that they are no longer nearby. The boy panics and runs around crying, searching desperately for his parents through the crowds. A kind man helps calm the boy and takes him to see the attractions again, but the boy no longer cares for them—the only thing he wants are his parents.
The document provides an overview of pre-Spanish Philippine literature including various genres that characterized this period. Some of the key genres discussed include:
1) Legends which reflected ancient Filipino customs and aimed to entertain, such as "The Legend of the Tagalogs".
2) Folk tales from which lessons about life can be derived, like "The Moon and the Sun".
3) Epics that dealt with heroic achievements such as "Biag ni Lam-ang".
4) Folk songs that emerged as early forms of culture including "Kundiman" and "Kumintang".
5) Riddles and sayings that imparted lessons through allegories and short expressions.
This document discusses introducing poetry to young learners. It identifies different forms of poetry including nursery rhymes, limericks, ballads, concrete poetry, and free verse. It also covers poetic devices such as sensory language, sound patterns, rhyme, rhythm, and figurative language. The benefits of reading poetry with children are that it enables them to appreciate language, invites new perspectives, enriches their lives, and captures meaning concisely. Poetry also provides enjoyment, knowledge, vocabulary growth, and helps children understand emotions.
The document provides examples of poems that use sensory language including sight, sound, smell, taste, and touch. The first poem "Table Manners" describes the gluttonous eating habits of the Goops and mentions gobbling sweets and crumbs on the floor. The second poem "Grasshopper and Elephant" references the elephant crying with tears in his eyes. The third poem "Lullabye" mentions the large stars as sheep, little stars as lambs, and the gentle moon as the shepherdess.
The document provides examples of poems that use sensory language including sight, sound, smell, taste, and touch. The first poem "Table Manners" describes the gluttonous eating habits of the Goops and mentions gobbling sweets and crumbs on the floor. The second poem "Grasshopper and Elephant" references the elephant crying with tears in his eyes. The third poem "Lullabye" mentions the large stars as sheep, little stars as lambs, and the gentle moon as the shepherdess.
Dr. Jose Rizal- Early childhood Memories and Early Education in Calambajaim pob
This document discusses Jose Rizal's early childhood memories and education in Calamba. It describes how [1] Rizal began learning to read and write from his mother and had several tutors teach him at home, [2] he showed an early talent for drawing, painting, and woodcarving, and [3] he wrote his first poem at age 8 to encourage love of the Filipino language. The document also notes how [1] the unjust arrest of Rizal's mother sparked his concept of fighting injustice, and [2] the execution of priests Gomburza by the Spanish deepened his brother Paciano's nationalism and influenced Rizal.
Carol grew up on a cotton farm in West Texas with her parents and four sisters. She enjoyed listening to stories from her father and grandmother about life on the farm. As a child, Carol's maternal grandfather used to help bathe her. After he passed away, her grandmother came to live with them. Carol now teaches English as a second language and wrote this book to share stories from her family and culture with students. The book will explore "culture bumps", which are instances when different cultures interact with each other.
Carol grew up on a cotton farm in West Texas with her parents and four sisters. She enjoyed listening to stories from her father and grandmother about life on the farm. As a child, Carol's maternal grandfather used to help bathe her. After he passed away, her grandmother came to live with them. Carol now teaches English as a second language and wrote a book to share stories from her family and culture with students to promote understanding between people.
This document provides an overview of pre-colonial and Spanish colonial Philippine literature. It discusses various pre-colonial oral literary forms like folk tales, epics, poems, and songs that existed across ethnic groups. It also summarizes some significant ethnographic epics. When the Spanish colonized the Philippines, they began influencing the culture and introduced the Roman alphabet and works of Christian doctrine. Literary works from the Spanish period included religious books, dictionaries documenting local languages, poems, metrical romances, songs, and Passion plays. Notable novels from this era discussed are Noli Me Tangere and El Filibusterismo.
Spanish colonial texts and Pre-colonial texts CompilationAlsed Veliganilao
This document provides an overview of pre-colonial and Spanish colonial Philippine literature. It discusses various pre-colonial oral literary forms like folk tales, epics, poems, and songs that existed across ethnic groups. It also summarizes some significant ethnographic epics. When the Spanish colonized the Philippines, they began influencing the culture and introduced the Roman alphabet and works of Christian doctrine. Literary works from the Spanish period included religious books, dictionaries documenting local languages, poems, metrical romances, songs, and Passion plays. Notable novels from this era discussed are Noli Me Tangere and El Filibusterismo.
This document summarizes Jose Rizal's early childhood memories and education in Calamba, Philippines. It discusses:
1) His early education at home with private tutors teaching him subjects like Latin, drawing, and painting.
2) His natural talents and abilities shown even at a young age like sculpting, magic tricks, and writing poems in Tagalog by age 8 advocating for love of the national language.
3) Formative experiences that awakened his concept of love for his country, including his mother's unjust arrest and the execution of three Filipino priests known as Gomburza that deeply affected his brother Paciano.
1. The document describes the author's experiences on a safari trip to Kenya with her family and guide, including encounters with hippos, lions, giraffes, and other African wildlife.
2. They visit a Masai village and learn about the local culture through dancing and singing with the women.
3. Notable sights include a huge herd of wildebeest marching to drink water, flocks of flamingos and pelicans at Lake Nakuru, and demonstrations of the Coriolis effect at the equator.
This compilation of fairy tales is the result of youth exchange that took place in the little paradise that is Curaçao. Thirty two young people from very different countries met for nine days to learn deeper and sensibilise about gender equality. This topic is
trendy in all our societies, but in our generation we still have big gaps between different genders. So it is necessary that youth works for ending this problem. This structural problem is reflected in small details in our daily life. Even though we come
from very different backgrounds we have found similarities in the essence of this situation, the myths and legends that are reflection of our different identyties are full of the stereotipes that feed the inequality. That is why we have been working in a
new perspective of our fairy tales in order to make them more concious and more focused towards an inclussive education.
All our work is shown here and it has been illustrated with the drawings of the children from the FELIS foundation. FELIS is a wonderful space where Gerda Van Petersen has been working very hard to be able to give those children with the difficult childhood some skills and most off all love to grow in this world.
We want to thank organizations that have made posible this learning. Erasmus, Stichting FELIS, InoChange, FIFEDE, KIEC European Club, Gerda Van Petersen, Fokje Scgipper and our leaders and participants. It has been very enrichening and we
are coming back to our countries with a new perspective about equality, learning and sharing.
The book was created in frame of youth exchange "Stand together" with support from Erasmus+ program.
The summary provides key details about the document in 3 sentences:
The document discusses the short story "The Lost Child" by Mulk Raj Anand. It introduces the characters of the story, including the lost child who gets separated from his parents at a spring fair, his strict father and loving mother. It also summarizes the plot, where the child sees many exciting things at the fair but cannot enjoy them without his parents, beginning to cry when he realizes he is lost from his family.
The poem describes a boy's childhood experience picking blackberries that represents a rite of passage into adulthood. As a child, the boy excitedly picks blackberries, but later finds the fruit has rotted, representing how childhood innocence decays. The boy realizes that ambitions do not last, just as the berries did not keep. The personal well the speaker loved as a child now echoes darkness as an adult, showing how he has lost the naive perspective of childhood. In "Digging", the speaker admires how his father and grandfather worked the land but knows he cannot follow the same path, instead using his pen to understand his family lineage and accept his change.
This document discusses the relationship between an author and the form of their work through examining several literary works and concepts:
1) It analyzes Virginia Woolf's novel To The Lighthouse and how the form of the story reflects Mrs. Ramsay feeling "past everything" and "out of it".
2) It examines passages from James Joyce's novel Portrait of an Artist as a Young Man and how the form captures the perspective of the young protagonist.
3) It discusses several concepts related to authorship and form such as "esemplastic imagination", the "inside out form", and the interrelationship between an author's authority, authenticity, and their work.
ΠΡΟΓΡΑΜΜΑ e-twinning: The musical instruments and the drumsjtsiropin
The king promised his beautiful daughter's hand in marriage to whoever could retrieve musical instruments and drums guarded by dragons. A brave prince succeeded in sneaking past the sleeping dragons and took the instruments without waking them. At the wedding feast, when the king tried to play the instruments, dragons popped out and ate him. The prince and guests killed the dragons, making the prince the new mighty king.
This story describes a traveler who encounters three people - a beautiful child, a handsome boy, and a young man - on his journey. With each person, he spends time playing, learning, and being in love. Though he loses each companion as he continues on his way, each new encounter brings him joy through play, education, and romance. The story depicts the traveler experiencing different stages of life through his time with each companion on his magical journey.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
This document discusses introducing poetry to young learners. It identifies different forms of poetry including nursery rhymes, limericks, ballads, concrete poetry, and free verse. It also covers poetic devices such as sensory language, sound patterns, rhyme, rhythm, and figurative language. The benefits of reading poetry with children are that it enables them to appreciate language, invites new perspectives, enriches their lives, and captures meaning concisely. Poetry also provides enjoyment, knowledge, vocabulary growth, and helps children understand emotions.
The document provides examples of poems that use sensory language including sight, sound, smell, taste, and touch. The first poem "Table Manners" describes the gluttonous eating habits of the Goops and mentions gobbling sweets and crumbs on the floor. The second poem "Grasshopper and Elephant" references the elephant crying with tears in his eyes. The third poem "Lullabye" mentions the large stars as sheep, little stars as lambs, and the gentle moon as the shepherdess.
The document provides examples of poems that use sensory language including sight, sound, smell, taste, and touch. The first poem "Table Manners" describes the gluttonous eating habits of the Goops and mentions gobbling sweets and crumbs on the floor. The second poem "Grasshopper and Elephant" references the elephant crying with tears in his eyes. The third poem "Lullabye" mentions the large stars as sheep, little stars as lambs, and the gentle moon as the shepherdess.
Dr. Jose Rizal- Early childhood Memories and Early Education in Calambajaim pob
This document discusses Jose Rizal's early childhood memories and education in Calamba. It describes how [1] Rizal began learning to read and write from his mother and had several tutors teach him at home, [2] he showed an early talent for drawing, painting, and woodcarving, and [3] he wrote his first poem at age 8 to encourage love of the Filipino language. The document also notes how [1] the unjust arrest of Rizal's mother sparked his concept of fighting injustice, and [2] the execution of priests Gomburza by the Spanish deepened his brother Paciano's nationalism and influenced Rizal.
Carol grew up on a cotton farm in West Texas with her parents and four sisters. She enjoyed listening to stories from her father and grandmother about life on the farm. As a child, Carol's maternal grandfather used to help bathe her. After he passed away, her grandmother came to live with them. Carol now teaches English as a second language and wrote this book to share stories from her family and culture with students. The book will explore "culture bumps", which are instances when different cultures interact with each other.
Carol grew up on a cotton farm in West Texas with her parents and four sisters. She enjoyed listening to stories from her father and grandmother about life on the farm. As a child, Carol's maternal grandfather used to help bathe her. After he passed away, her grandmother came to live with them. Carol now teaches English as a second language and wrote a book to share stories from her family and culture with students to promote understanding between people.
This document provides an overview of pre-colonial and Spanish colonial Philippine literature. It discusses various pre-colonial oral literary forms like folk tales, epics, poems, and songs that existed across ethnic groups. It also summarizes some significant ethnographic epics. When the Spanish colonized the Philippines, they began influencing the culture and introduced the Roman alphabet and works of Christian doctrine. Literary works from the Spanish period included religious books, dictionaries documenting local languages, poems, metrical romances, songs, and Passion plays. Notable novels from this era discussed are Noli Me Tangere and El Filibusterismo.
Spanish colonial texts and Pre-colonial texts CompilationAlsed Veliganilao
This document provides an overview of pre-colonial and Spanish colonial Philippine literature. It discusses various pre-colonial oral literary forms like folk tales, epics, poems, and songs that existed across ethnic groups. It also summarizes some significant ethnographic epics. When the Spanish colonized the Philippines, they began influencing the culture and introduced the Roman alphabet and works of Christian doctrine. Literary works from the Spanish period included religious books, dictionaries documenting local languages, poems, metrical romances, songs, and Passion plays. Notable novels from this era discussed are Noli Me Tangere and El Filibusterismo.
This document summarizes Jose Rizal's early childhood memories and education in Calamba, Philippines. It discusses:
1) His early education at home with private tutors teaching him subjects like Latin, drawing, and painting.
2) His natural talents and abilities shown even at a young age like sculpting, magic tricks, and writing poems in Tagalog by age 8 advocating for love of the national language.
3) Formative experiences that awakened his concept of love for his country, including his mother's unjust arrest and the execution of three Filipino priests known as Gomburza that deeply affected his brother Paciano.
1. The document describes the author's experiences on a safari trip to Kenya with her family and guide, including encounters with hippos, lions, giraffes, and other African wildlife.
2. They visit a Masai village and learn about the local culture through dancing and singing with the women.
3. Notable sights include a huge herd of wildebeest marching to drink water, flocks of flamingos and pelicans at Lake Nakuru, and demonstrations of the Coriolis effect at the equator.
This compilation of fairy tales is the result of youth exchange that took place in the little paradise that is Curaçao. Thirty two young people from very different countries met for nine days to learn deeper and sensibilise about gender equality. This topic is
trendy in all our societies, but in our generation we still have big gaps between different genders. So it is necessary that youth works for ending this problem. This structural problem is reflected in small details in our daily life. Even though we come
from very different backgrounds we have found similarities in the essence of this situation, the myths and legends that are reflection of our different identyties are full of the stereotipes that feed the inequality. That is why we have been working in a
new perspective of our fairy tales in order to make them more concious and more focused towards an inclussive education.
All our work is shown here and it has been illustrated with the drawings of the children from the FELIS foundation. FELIS is a wonderful space where Gerda Van Petersen has been working very hard to be able to give those children with the difficult childhood some skills and most off all love to grow in this world.
We want to thank organizations that have made posible this learning. Erasmus, Stichting FELIS, InoChange, FIFEDE, KIEC European Club, Gerda Van Petersen, Fokje Scgipper and our leaders and participants. It has been very enrichening and we
are coming back to our countries with a new perspective about equality, learning and sharing.
The book was created in frame of youth exchange "Stand together" with support from Erasmus+ program.
The summary provides key details about the document in 3 sentences:
The document discusses the short story "The Lost Child" by Mulk Raj Anand. It introduces the characters of the story, including the lost child who gets separated from his parents at a spring fair, his strict father and loving mother. It also summarizes the plot, where the child sees many exciting things at the fair but cannot enjoy them without his parents, beginning to cry when he realizes he is lost from his family.
The poem describes a boy's childhood experience picking blackberries that represents a rite of passage into adulthood. As a child, the boy excitedly picks blackberries, but later finds the fruit has rotted, representing how childhood innocence decays. The boy realizes that ambitions do not last, just as the berries did not keep. The personal well the speaker loved as a child now echoes darkness as an adult, showing how he has lost the naive perspective of childhood. In "Digging", the speaker admires how his father and grandfather worked the land but knows he cannot follow the same path, instead using his pen to understand his family lineage and accept his change.
This document discusses the relationship between an author and the form of their work through examining several literary works and concepts:
1) It analyzes Virginia Woolf's novel To The Lighthouse and how the form of the story reflects Mrs. Ramsay feeling "past everything" and "out of it".
2) It examines passages from James Joyce's novel Portrait of an Artist as a Young Man and how the form captures the perspective of the young protagonist.
3) It discusses several concepts related to authorship and form such as "esemplastic imagination", the "inside out form", and the interrelationship between an author's authority, authenticity, and their work.
ΠΡΟΓΡΑΜΜΑ e-twinning: The musical instruments and the drumsjtsiropin
The king promised his beautiful daughter's hand in marriage to whoever could retrieve musical instruments and drums guarded by dragons. A brave prince succeeded in sneaking past the sleeping dragons and took the instruments without waking them. At the wedding feast, when the king tried to play the instruments, dragons popped out and ate him. The prince and guests killed the dragons, making the prince the new mighty king.
This story describes a traveler who encounters three people - a beautiful child, a handsome boy, and a young man - on his journey. With each person, he spends time playing, learning, and being in love. Though he loses each companion as he continues on his way, each new encounter brings him joy through play, education, and romance. The story depicts the traveler experiencing different stages of life through his time with each companion on his magical journey.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
2. Mulk Raj anand was an Indian writer in
English, notable for his depiction of the
lives of the poorer castes. One of the
pioneers of indo-anglian fiction, he,
together with R. K. Narayan was one of the
first india-based writers in English to gain
an international readership. Anand is
admired for his novels and short stories,
which have acquired the status of classics
of modern Indian English literature; they
are noted for their perceptive insight into
the lives of the oppressed and for their
analysis of impoverishment, exploitation
and misfortune
3. IT was the festival of spring.
From the wintry shades of
narrow lanes and alleys emerged
a gaily clad humanity. Some
walked, some rode on horses,
others sat, being carried in
bamboo and bullock carts. One
little boy ran between his
father’s legs, brimming over with
life and laughter.
4. Word Meanings
Alley - narrow Passage
Clad - dressed
Brimming - over flowing
Bullock Cart - oxen Carrier
5. “Come, child, come,” called his parents, as he lagged behind,
fascinated by the toys in the shops that lined the way.
He hurried towards his parents, his feet obedient to their call, his
eyes still lingering on the receding toys. As he came to where they
had stopped to wait for him, he could not suppress the desire of
his heart, even though he well knew the old, cold stare of refusal in
their eyes.
“I want that toy,” he pleaded.
His father looked at him red-eyed, in his familiar tyrant’s way. His
mother, melted by the free spirit of the day was tender and, giving
him her finger to hold, said, “Look, child, what is before you!”
It was a flowering mustard-field, pale like melting gold as it swept
across miles and miles of even land.
6. Word Meanings
Lingering - to stay for a time
Tyrant - cruel
Receding - moving backward
Mustard-field -
7. A group of dragon-flies were bustling
about on their gaudy purple wings,
intercepting the flight of a lone black bee
or butterfly in search of sweetness from
the flowers. The child followed them in
the air with his gaze, till one of them
would still its wings and rest, and he
would try to catch it. But it would go
fluttering, flapping, up into the air, when
he had almost caught it in his hands.
Then his mother gave a cautionary call:
“Come, child, come, come on to the
footpath.”
8. Word Meanings
Gaudy - colourful
Intercepting - to interrupt
Flapping - to swing
Dragon-flies -
9. He ran towards his parents gaily
and walked abreast of them for a
while, being, however, soon left
behind, attracted by the little
insects and worms along the
footpath that were teeming out
from their hiding places to enjoy
the sunshine.
“Come, child, come!” his parents
called from the shade of a grove
where they had seated
themselves on the edge of a well.
He ran towards them.
A shower of young flowers fell
upon the child as he entered
the grove, and, forgetting his
parents, he began to gather the
raining petals in his hands. But
lo! he heard the cooing of
doves and ran towards his
parents, shouting, “The dove!
The dove!” The raining petals
dropped from his forgotten
hands.
10. “Come, child, come!” they called to the child, who had now gone
running in wild capers round the banyan tree, and gathering him up
they took the narrow, winding footpath which led to the fair through the
mustard fields.
As they neared the village the child could see many other footpaths full
of throngs, converging to the whirlpool of the fair, and felt at once
repelled and fascinated by the confusion of the world he was entering.
A sweetmeat seller hawked, “gulab-jaman, rasagulla, burfi, jalebi,” at the
corner of the entrance and a crowd pressed round his counter at the
foot of an architecture of many coloured sweets, decorated with leaves
of silver and gold. The child stared open- eyed and his mouth watered
for the burfi that was his favourite sweet. “I want that burfi,” he slowly
murmured. But he half knew as he begged that his plea would not be
heeded because his parents would say he was greedy. So without
waiting for an answer he moved on.
11. Word Meanings
Capers - in a playful way
Whirlpool - strong current in circles
Repelled - pushed
Banyan tree -
12. A flower-seller hawked, “A
garland of gulmohur, a garland
of gulmohur!” The child seemed
irresistibly drawn. He went
towards the basket where the
flowers lay heaped and half
murmured, “I want that garland.”
But he well knew his parents
would refuse to buy him those
flowers because they would say
that they were cheap. So, without
waiting for an answer, he moved
on.
A man stood holding a pole
with yellow, red, green and
purple balloons flying from it.
The child was simply carried
away by the rainbow glory of
their silken colours and he was
filled with an overwhelming
desire to possess them all. But
he well knew his parents would
never buy him the balloons
because they would say he was
too old to play with such toys.
So he walked on farther.
14. A snake-charmer stood playing a
flute to a snake which coiled
itself in a basket, its head raised
in a graceful bend like the neck
of a swan, while the music stole
into its invisible ears like the
gentle rippling of an invisible
waterfall. The child went towards
the snake-charmer. But, knowing
his parents had forbidden him to
hear such coarse music as the
snake-charmer played, he
proceeded farther.
There was a roundabout in full
swing. Men, women and
children, carried away in a
whirling motion, shrieked and
cried with dizzy laughter. The
child watched them intently
and then he made a bold
request: “I want to go on the
roundabout, please, Father,
Mother.”
16. There was no reply. He turned to look at his parents. They were not
there, ahead of him. He turned to look on either side. They were not
there. He looked behind. There was no sign of them.
A full, deep cry rose within his dry throat and with a sudden jerk of
his body he ran from where he stood, crying in real fear, “Mother,
Father.” Tears rolled down from his eyes, hot and fierce; his flushed
face was convulsed with fear. Panic-stricken, he ran to one side first,
then to the other, hither and thither in all directions, knowing not
where to go. “Mother, Father,” he wailed. His yellow turban came
untied and his clothes became muddy.
17. Having run to and fro in a rage of running for a while, he stood defeated, his
cries suppressed into sobs. At little distances on the green grass he could see,
through his filmy eyes, men and women talking. He tried to look intently
among the patches of bright yellow clothes, but there was no sign of his
father and mother among these people, who seemed to laugh and talk just
for the sake of laughing and talking.
He ran quickly again, this time to a shrine to which people seemed to be
crowding. Every little inch of space here was congested with men, but he ran
through people’s legs, his little sob lingering: “Mother, Father!” Near the
entrance to the temple, however, the crowd became very thick: men jostled
each other, heavy men, with flashing, murderous eyes and hefty shoulders.
The poor child struggled to thrust a way between their feet but, knocked to
and fro by their brutal movements, he might have been trampled underfoot,
had he not shrieked at the highest pitch of his voice, “Father, Mother!” A man
in the surging crowd heard his cry and, stooping with great difficulty, lifted
him up in his arms.
19. “How did you get here, child?
Whose baby are you?” the man
asked as he steered clear of the
mass. The child wept more bitterly
than ever now and only cried, “I
want my mother, I want my father!”
The man tried to soothe him by
taking him to the roundabout. “Will
you have a ride on the horse?” he
gently asked as he approached the
ring. The child’s throat tore into a
thousand shrill sobs and he only
shouted, “I want my mother, I want
my father!”
The man headed towards the place
where the snake-charmer still played
on the flute to the swaying cobra.
“Listen to that nice music, child!” he
pleaded. But the child shut his ears
with his fingers and shouted his
double-pitched strain: “I want my
mother, I want my father!” The man
took him near the balloons, thinking
the bright colours of the balloons
would distract the child’s attention
and quieten him. “Would you like a
rainbow- coloured balloon?” he
persuasively asked. The child turned
his eyes from the flying balloons and
just sobbed, “I want my mother, I want
my father!”
21. The man, still trying to make the child happy, bore him to the gate
where the flower-seller sat. “Look! Can you smell those nice flowers,
child! Would you like a garland to put round your neck? ”
The child turned his nose away from the basket and reiterated his
sob, “I want my mother, I want my father!”
Thinking to humour his disconsolate charge by a gift of sweets, the
man took him to the counter of the sweet shop. “What sweets
would you like, child?” he asked. The child turned his face from the
sweet shop and only sobbed, “I want my mother, I want my father!”