Jio Planning To Sell 5G SmartPhones For Rs 2,500-3,000 a Prize : Company Official

Jio planning to sell 5G smartphones for Rs 2,500-3,000 a piece: Company official Also concerned with the eternally fascinating problem of how children acquire their first language, but otherwise very different from Kirby’s book, is Stephen Crain and Diane Lillo-Martin, An Introduction to Linguistic Theory and Language Acquisition. The volume is written within the framework of Chomsky’s version of Universal Grammar (UG) and is directed towards general introductory linguistics courses, as well as courses in language acquisition and the psychology of language. In the introductory part I the authors present several basic facts about language acquisition that serve as a database ‘to test the adequacy of alternative theories oflanguage and mind’ (p. viii); in practice, the one alternative theory examined is behaviorism, as espoused by the late American psychologist B.F. Skinner. After concluding that the behaviorist theory is too simple to account for the complexities of linguistic knowledge, they proceed to an examination of Chomsky’s theory of UG. 

     Parts II and III describe in some depth constituent structure and transformational syntax, the core components of UG, and apply them to the study of child language. As the data used in these two parts mainly come from English, part IV tries to circumvent the problem of focusing too narrowly on just one natural language by comparing the course of acquisition by children learning English with that taken by children learning languages quite unlike English.

      The language selected for illustration is the visual-gestural language used by deaf people in the United States, American Sign Language (ASL). This is argued to be a language with a different structure from English and, in some respects, ‘more like Chinese than like English’ (p. 276). Yet despite their profound differences, which include the ‘modality’ or channel used to convey each of these two languages (vocal-auditory in the case of English; manual-visual in the case of ASL), English and ASL are argued to share a common core of principles, which are acquired in much the same way and are thus likely candidates for linguistic universals. In passing, one may note that visual-gestural languages, including ASL, have recently received considerable attention from members of the cognitive linguistic community, who are aware of their importance for understanding the cognitive basis of grammatical structure. None of their contributions to this topic, however, are mentioned by Crain and Lillo- Martin. Finally, another claim they make is that children are biologically endowed with semantic knowledge, just as they are biologically endowed with syntactic knowledge. Hence the last and fifth part of the volume is devoted to semantics and the philosophy of language, including topics such as compositionality (how the meaning of a sentence or higher-level expression is formed from the meanings of its constituent parts) and intensional semantics.

          As in earlier chapters, the technical discussion of these issues is complemented by discussion of empirical investigations into how children acquire knowledge of the principles of the semantic component of UG. On the whole, this new title in the Blackwell Textbooks in Linguistics series serves the introductory purposes for which it was designed and will prove useful for students approaching the problem of language acquisition from an orthodox generative perspective. In this reviewer’s opinion, a shortcoming of this book is the simplistic outlook that pervades a number of its statements, such as this one on p. ix: ‘Prior to Chomsky, linguists concentrated much of their efforts on describing the easily observable properties of language: the sound system, the vocabulary, and how some words are derived from others. Linguists in this tradition rarely looked at patterns of sentence structure, which can be very abstract.’

આ સંપૂર્ણ માહિતી ગુજરાતીમાં વાંચવા અહીં ક્લિક કરો.

Home Learning date 19/10/2020 Study STD 3 to 8 materials video DD Girnar/Diksha portal video.

 Home Learning date 19/10/2020 Study STD 3 to 8 materials video DD Girnar/Diksha portal video.The number of publications in cognitive linguistics has reached the point that keeping up with them all is no longer a realistic objective. Ronald W. Langacker’s Grammar and Conceptualization is therefore a welcome addition to the existing bibliography, as it aims to provide an accessible collection of representative and significant writings showing the continued development of the theory and further illustrating its application to diverse problems. The volume brings together twelve articles (not all easily accessible) published by Langacker himself between 1992 and 1999. All have been adapted to make this a cohesive work, the revisions ranging from slight adjustments to almost complete rewriting. The result is a volume which is meant to be readable as an integral whole, though at the same time each individual chapter can be read and understood as a self-contained entity. The first three chapters are introductory, providing a basic description of the framework, discussion of its methodology, and illustrations of its application to somerepresentative descriptive problems, like the meaning and uses of the preposition of.

     The next two chapters are extensive treatments of theoretical issues like the nature and implications of a usage-based approach, and the status and characterization of constituency. The six chapters that follow offer detailed descriptions of particular grammatical phenomena, among them the parallelism between perception and conception, generic and habitual expressions, pronominal anaphora, grammaticization and raising constructions. Chapter 10, on grammaticization, documents a common path of grammaticization involving subjectification and the attenuation of an agent’s control, as in constructions with be going to, have, English modals, get-passives and Spanish estar ‘be’. The chapter refines Langacker’s earlier characterizations of subjectification, as expounded, among other places, in his seminal article in Cognitive Linguistics 1 [1990]. With Akio Kamio and Ken-ichi Takami, eds., Function and Structure, we move from cognitive to functional linguistics. The volume is a collection of thirteen papers in honour of Susumu Kuno, the founder of a specific stream of functionalism ultimately inspired by Prague School linguists but linked, unlike some otherfunctional schools, with the American formalist approach of generative grammar. Seven of the contributions in this collection are on functional syntax and six on other topics, while the data discussed come from languages such as English, Italian, French, Russian, Korean and Japanese. The papers on English include ‘A Comparison of Postposed Subjects in English and Italian’ by Gregory Ward, who discusses the pragmatics of existential (there’s a problem) and presentational (there arrived a man) there-sentences and compares them with Italian sentences involving existential ci (c’è un segreto istruttorio ‘there’s a secret inquest’) and subject postposing (era salita tua sorella sull’autobus ‘your sister got on the bus’). English presentational there-sentences and the two Italian constructions are sensitive to the discourse status of the postposed constituent, which must be new information, whereas existential there-sentences are constrained to represent entities that are hearer-new, i.e. not already familiar to the hearer. In ‘A Functional Constraint on Extraposition from NP’, Ken-ichi Takami shows that the acceptability of a wide range of sentences involving extraposition from NP depends on the functional constraint known as the More/Less Important Information Condition: extraposition is only possible if it crosses elements conveying unimportant information, as in John drove a car in London with a sunroof, as opposed to the unacceptable *John drove a car carefully with a sunroof. Also concerned with English are ‘A Context-Based Account of English Passives with Indefinite Subjects’ by Aiko Utsugi; ‘Specific NP in Scope’, by Becky Kennedy, who examines sentences like Bill didn’t see a misprint, where the second NP may receive a specific interpretation (i.e. ‘there’s a misprint that Bill didn’t see’, versus the non-specific ‘Bill saw no misprints’); and ‘Some Referential Properties of it and that’ by Akio Kamio and Margaret Thomas,who account for some of the contrasts in use between it and that by arguing that itrefers broadly to information already known and already entered into the speaker’scentral store of knowledge, while that points narrowly to incoming information thatmay be either novel or familiar, and is in some sense more peripherally located in thespeaker’s knowledge.

click here......

DATE-19-10-20 STD-3 HOME LEARNING.

DATE-19-10-20 STD-4 HOME LEARNING.

DATE-19-10-20 STD-5 HOME LEARNING.

DATE-19-10-20 STD-6 HOME LEARNING.

DATE-19-10-20 STD-7 HOME LEARNING.

DATE-19-10-20 STD-8 HOME LEARNING.

Home Learning date 17/10/2020 Study STD 3 to 8 materials video DD Girnar/Diksha portal video.

 Home Learning date 17/10/2020 Study STD 3 to 8 materials video DD Girnar/Diksha portal video.With Akio Kamio and Ken-ichi Takami, eds., Function and Structure, we move from cognitive to functional linguistics. The volume is a collection of thirteen papers in honour of Susumu Kuno, the founder of a specific stream of functionalism ultimately inspired by Prague School linguists but linked, unlike some other functional schools, with the American formalist approach of generative grammar. Seven of the contributions in this collection are on functional syntax and six on other topics, while the data discussed come from languages such as English, Italian, French, Russian, Korean and Japanese. The papers on English include ‘A Comparison of Postposed Subjects in English and Italian’ by Gregory Ward, who discusses the pragmatics of existential (there’s a problem) and presentational (there arrived a man) there-sentences and compares them with Italian sentences involving existential ci (c’è un segreto istruttorio ‘there’s a secret inquest’) and subject postposing (era salita tua sorella sull’autobus ‘your sister got on the bus’). English presentational there-sentences and the two Italian constructions are sensitive to the discourse status of the postposed constituent, which must be new information, whereas existential there-sentences are constrained to represent entities that are hearer-new, i.e. not already familiar to the hearer. In ‘A Functional Constraint on Extraposition from NP’, Ken-ichi Takami shows that the acceptability of a wide range of sentences involving extraposition from NP depends on the functional constraint known as the More/Less Important Information Condition: extraposition is only possible if it crosses elements conveying unimportant information, as in John drove a car in London with a sunroof, as opposed to the unacceptable *John drove a car carefully with a sunroof. Also concerned with English are ‘A Context-Based Account of English Passives with Indefinite Subjects’ by Aiko Utsugi; ‘Specific NP in Scope’, by Becky Kennedy, who examines sentences like Bill didn’t see a misprint, where the second NP may receive a specific interpretation (i.e. ‘there’s a misprint that Bill didn’t see’, versus the non-specific ‘Bill saw no misprints’); and ‘Some Referential Properties of it and that’ by Akio Kamio and Margaret Thomas, who account for some of the contrasts in use between it and that by arguing that it refers broadly to information already known and already entered into the speaker’s central store of knowledge, while that points narrowly to incoming information that may be either novel or familiar, and is in some sense more peripherally located in the speaker’s knowledge. 

           Alan Davies, An Introduction to Applied Linguistics: From Practice to Theory is the foundation volume for the new Edinburgh Textbooks series in Applied Linguistics. Intended for first-time students of applied linguistics and for all those generally interested in the relationship between linguistics and applied linguistics, Davies strives to demonstrate that language teaching and learning are not, as is sometimes believed, the only proper concern of applied linguists. The volume is organized as a collection of case studies illustrating the variety of language problems which applied linguistics confronts. Among the aspects discussed are, apart from language learning and teaching, language-programme evaluation, literacy acquisition in the second language (L2), the writing of pedagogical grammars, language and gender, clinical linguistics, forensic linguistics, stylistics, lexicography and several others. Also included are a glossary and a useful exercise section.

DATE-17-10-20 STD-3 HOME LEARNING

DATE-17-10-20 STD-4 HOME LEARNING

DATE-17-10-20 STD-5 HOME LEARNING

DATE-17-10-20 STD-6 HOME LEARNING

DATE-17-10-20 STD-7 HOME LEARNING

DATE-17-10-20 STD-8 HOME LEARNING

Home Learning date 16/10/2020 Study STD 3 to 8 materials video DD Girnar/Diksha portal video.

 Home Learning  date 16/10/2020 Study STD 3 to 8 materials video DD Girnar/Diksha portal video. The number of publications in cognitive linguistics has reached the point that keeping up with them all is no longer a realistic objective. Ronald W. Langacker’s Grammar and Conceptualization is therefore a welcome addition to the existing bibliography, as it aims to provide an accessible collection of representative and significant writings showing the continued development of the theory and further illustrating its application to diverse problems. The volume brings together twelve articles (not all easily accessible) published by Langacker himself between 1992 and 1999. All have been adapted to make this a cohesive work, the revisions ranging from slight adjustments to almost complete rewriting. The result is a volume which is meant to be readable as an integral whole, though at the same time each individual chapter can be read and understood as a self-contained entity. The first three chapters are introductory, providing a basic description of the framework, discussion of its methodology, and illustrations of its application to some

    The number of publications in cognitive linguistics has reached the point that keeping up with them all is no longer a realistic objective. Ronald W. Langacker’s Grammar and Conceptualization is therefore a welcome addition to the existing bibliography, as it aims to provide an accessible collection of representative and significant writings showing the continued development of the theory and further illustrating its application to diverse problems. The volume brings together twelve articles (not all easily accessible) published by Langacker himself between 1992 and 1999. All have been adapted to make this a cohesive work, the revisions ranging from slight adjustments to almost complete rewriting. The result is a volume which is meant to be readable as an integral whole, though at the same time each individual chapter can be read and understood as a self-contained entity. The first three chapters are introductory, providing a basic description of the framework, discussion of its methodology, and illustrations of its application to some.

DATE-16-10-20 STD-3 HOME LEARNING

DATE-16-10-20 STD-4 HOME LEARNING

DATE-16-10-20 STD-5 HOME LEARNING

DATE-16-10-20 STD-6 HOME LEARNING

DATE-16-10-20 STD-7 HOME LEARNING

DATE-16-10-20 STD-8 HOME LEARNING

Home Learning 15/10/2020 Study STD 3 to 8 materials video DD Girnar/Diksha portal video.

Home Learning 15/10/2020 Study STD 3 to 8 materials video DD Girnar/Diksha portal video. As Michael Harvey writes, paragraphs are “in essence—a form of punctuation, and like other forms of punctuation they are meant to make written material easy to read.” Effective paragraphs are the fundamental units of academic writing; consequently, the thoughtful, multifaceted arguments that your professors expect depend on them. Without good paragraphs, you simply cannot clearly convey sequential points and their relationships to one another. 

      Many novice writers tend to make a sharp distinction between content and style, thinking that a paper can be strong in one and weak in the other, but focusing on organization shows how content and style converge in deliberative academic writing. Your professors will view even the most elegant prose as rambling and tedious if there isn’t a careful, coherent argument to give the text meaning. Paragraphs are the “stuff ” of academic writing and, thus, worth our attention here.In academic writing, readers expect each paragraph to have a sentence or two that captures its main point. They’re often called “topic sentences,” though many writing instructors prefer to call them “key sentences.” There are at least two downsides of the phrase “topic sentence.” First, it makes it seem like the paramount job of that sentence is simply to announce the topic of the paragraph. Second, it makes it seem like the topic sentence must always be a single grammatical sentence. Calling it a “key sentence” reminds us that it expresses the central idea of the paragraph. And sometimes a question or a two-sentence construction functions as the key.

       Key sentences in academic writing do two things. First, they establish the main point that the rest of the paragraph supports. Second, they situate each paragraph within the sequence of the argument, a task that requires transitioning from the prior paragraph. Consider these two examples.

click here....

DATE-15-10-20 STD-3 HOME LEARNING

DATE-15-10-20 STD-4 HOME LEARNING

DATE-15-10-20 STD-5 HOME LEARNING

DATE-15-10-20 STD-6 HOME LEARNING

DATE-15-10-20 STD-7 HOME LEARNING

DATE-15-10-20 STD-8 HOME LEARNING

Home Learning Study materials video Std-8 DD Girnar/Diksha portal video

    Home Learning Study materials video Std-8 DD Girnar/Diksha portal video As Michael Harvey writes, paragraphs are “in essence—a form of punctuation, and like other forms of punctuation they are meant to make written material easy to read.”[1] Effective paragraphs are the fundamental units of academic writing; consequently, the thoughtful, multifaceted arguments that your professors expect depend on them. Without good paragraphs, you simply cannot clearly convey sequential points and their relationships to one another. 

       Many novice writers tend to make a sharp distinction between content and style, thinking that a paper can be strong in one and weak in the other, but focusing on organization shows how content and style converge in deliberative academic writing. Your professors will view even the most elegant prose as rambling and tedious if there isn’t a careful, coherent argument to give the text meaning. Paragraphs are the “stuff ” of academic writing and, thus, worth our attention here.In academic writing, readers expect each paragraph to have a sentence or two that captures its main point. They’re often called “topic sentences,” though many writing instructors prefer to call them “key sentences.” There are at least two downsides of the phrase “topic sentence.” First, it makes it seem like the paramount job of that sentence is simply to announce the topic of the paragraph. Second, it makes it seem like the topic sentence must always be a single grammatical sentence. Calling it a “key sentence” reminds us that it expresses the central idea of the paragraph. And sometimes a question or a two-sentence construction functions as the key.Both versions convey a topic; it’s pretty easy to predict that the paragraph will be about epidemiological evidence, but only the second version establishes an argumentative point and puts it in context. The paragraph doesn’t just describe the epidemiological evidence; it shows how epidemiology is telling the same story as etiology. Similarly, while Version A doesn’t relate to anything in particular, Version B immediately suggests that the prior paragraph addresses the biological pathway (i.e. etiology) of a disease and that the new paragraph will bolster the emerging hypothesis with a different kind of evidence. As a reader, it’s easy to keep track of how the paragraph about cells and chemicals and such relates to the paragraph about populations in different places.

          A last thing to note about key sentences is that academic readers expect them to be at the beginning of the paragraph. (The first sentence this paragraph is a good example of this in action!) This placement helps readers comprehend your argument. To see how, try this: find an academic piece (such as a textbook or scholarly article) that strikes you as well written and go through part of it reading just the first sentence of each paragraph. You should be able to easily follow the sequence of logic. When you’re writing for professors, it is especially effective to put your key sentences first because they usually convey your own original thinking. It’s a very good sign when your paragraphs are typically composed of a telling key sentence followed by evidence and explanation.

October 2020

DATE-01-10-20 STD-8 HOME LEARNING

DATE-02-10-20 STD-8 HOME LEARNING

DATE-03-10-20 STD-8 HOME LEARNING

DATE-05-10-20 STD-8 HOME LEARNING

DATE-06-10-20 STD-8 HOME LEARNING

DATE-07-10-20 STD-8 HOME LEARNING

DATE-08-10-20 STD-8 HOME LEARNING

DATE-09-10-20 STD-8 HOME LEARNING

DATE-10-10-20 STD-8 HOME LEARNING

DATE-12-10-20 STD-8 HOME LEARNING

DATE-13-10-20 STD-8 HOME LEARNING

DATE-14-10-20 STD-8 HOME LEARNING

Home Learning Study materials video Std-7 DD Girnar/Diksha portal video

Home Learning Study materials video Std-7 DD Girnar/Diksha portal video final always ends in a broader summarization and coalition of all points. This will also tie all the loose ends in the paragraph. The conclusion should focus on the central idea we started with. This should put focus and importance to the main theme. A lot of times, we come back to the point we literally started with at the beginning of the first paragraph in order to come full circle on our topic.

If we have to put our examples now in one paragraph writing, here’s how it looks like:

        Oceans are slowly becoming human dust-bins. Garbage in the ocean comes from trash from trash cans, the streets, and landfills that gets blown into sewers, rivers, or directly into the ocean. The trash makes its way into storm drains. Trash travels through sewer pipes, into waterways, and finally into the ocean. A new study – based on what researchers called a mega-expedition to the Great Pacific Garbage Patch in 2015 – suggests there is about 16 times more waste than previously thought floating there. The mass of waste spans 617,763 square miles(1.6 million square km), about three times the size of France. This plastic accumulation rate inside the Great Pacific Garbage Patch, which was greater than in the surrounding waters, indicates that the inflow of plastic into the patch continues to exceed the outflow. The fleet collected a total of 1.2 million plastic samples, while the aerial sensors scanned more than 116 square miles (300 square km) of the ocean surface. `The need of the hour is to focus on waste management and keeping our oceans clean.

   Well, that brings us to the end of our chapter on Paragraphs. Try structuring a few, looking at it objectively, seeing the difference, getting it read by your teacher and see how it literally changes your writing flows. Happy learning! A paragraph is a group of words put together to form a group that is usually longer than a sentence. Paragraphs are often made up of several sentences. There are usually between three and eight sentences. Paragraphs can begin with an indentation (about five spaces), or by missing a line out, and then starting again. This makes it easier to see when one paragraph ends and another begins.In most organized forms of writing, such as essays, paragraphs contain a topic sentence . This topic sentence of the paragraph tells the reader what the paragraph will be about. Essays usually have multiple paragraphs that make claims to support a thesis statement, which is the central idea of the essay.

Paragraphs may signal when the writer changes topics. Each paragraph may have a number of sentences, depending on the topic.

October 2020

DATE-01-10-20 STD-7 HOME LEARNING

DATE-02-10-20 STD-7 HOME LEARNING

DATE-03-10-20 STD-7 HOME LEARNING

DATE-05-10-20 STD-7 HOME LEARNING

DATE-06-10-20 STD-7 HOME LEARNING

DATE-07-10-20 STD-7 HOME LEARNING

DATE-08-10-20 STD-7 HOME LEARNING

DATE-09-10-20 STD-7 HOME LEARNING

DATE-10-10-20 STD-7 HOME LEARNING

DATE-12-10-20 STD-7 HOME LEARNING

DATE-13-10-20 STD-7 HOME LEARNING

DATE-14-10-20 STD-7 HOME LEARNING

Home Learning Study materials video Std- 6 DD Girnar/Diksha portal video

 Home Learning Study materials video Std- 6 DD Girnar/Diksha portal video Paragraph Writing: Take a wild guess as to what will you say to describe a paragraph? From whatever you may know so far, many students describe paragraphs as what consists the story, or a set of sentences that are grouped together to form a paragraph or a set of sentences that cover half a page of your story, and so on.

Although these ideas may look true in many instances, they don’t really define what the idea behind a paragraph is. This is one of those subtle things in English writing that never really gets explained on priority making it one of those commonly used things that are barely understood. Which is why this read is going to be great.

Connect the dots and show how the example is relevant to the central point. Always unite the furthest link to the closest idea. This idea holds every point together unified. Do not leave any of your examples unexplained. You might be able to explain the relationship between the example and the topic sentence in the same sentence which introduced the example. More often, however, you will need to explain that relationship in a separate sentence.

October 2020

DATE-01-10-20 STD-6 HOME LEARNING

DATE-02-10-20 STD-6 HOME LEARNING

DATE-03-10-20 STD-6 HOME LEARNING

DATE-05-10-20 STD-6 HOME LEARNING

DATE-06-10-20 STD-6 HOME LEARNING

DATE-07-10-20 STD-6 HOME LEARNING

DATE-08-10-20 STD-6 HOME LEARNING

DATE-09-10-20 STD-6 HOME LEARNING

DATE-10-10-20 STD-6 HOME LEARNING

DATE-12-10-20 STD-6 HOME LEARNING

DATE-13-10-20 STD-6 HOME LEARNING

DATE-14-10-20 STD-6 HOME LEARNING

Home Learning Study materials video Std 5 DD Girnar/Diksha portal video

 Home Learning Study materials video Std 5 DD Girnar/Diksha portal video First, some facts about the Bible.  The Bible is a collection of books, written by many authors.  It took more than 1500 years for these books to all be written from start to finish.  This makes the Bible  more like a library and sets it apart from other Great Books. If the Bible was written by just one author, or a group that knew each other we may not be surprised at its unity, but the authors of the Bible are separated by hundreds and even thousands of years.  These writers come from different countries, languages, and social positions.  But their messages and predictions connect with each other and the facts of history recorded outside the Bible.  The oldest copies of the Old Testament books (the books before Jesus) that still exist today are from 200 BC. 

     Existing copies of the New Testament are dated from 125 AD and later.We have made some observations, now for some conclusions. Because the ‘offspring’ of the woman is a ‘he’ we can discard some possibilities.  As a ‘he’ the offspring is not a ‘she’ and is not a woman.  As a ‘he’ the offspring is not a ‘they’, so it is NOT a group of people or a nation.  As a ‘he’ the offspring is a person and not an ‘it’. 

         The offspring is not a philosophy, teaching, political system, or a religion – since these are all ‘it’s. An ‘it’ like these would have been our preferred choice to fix the corruption since people are always thinking up new systems and religions. God had something else in mind – a ‘he’- a single male human.   This ‘he’ would crush the head of SatanNotice what is not said. God does not say that this offspring will come from the woman and the man, but only from the woman. This is especially unusual since the Bible almost always records only the sons coming through fathers.  Some see the Bible as ‘sexist’  because it just records fathers of sons. But here it is different – there is no promise of an offspring (a ‘he’) coming from a man. It says only that there will be an offspring coming from the woman, without mentioning a man.More than 700 years after Isaiah, Jesus was born (the New Testament says) from a virgin – fulfilling Isaiah. But is Jesus being foreseen even this early – right at the beginning of human history? This fits with the offspring as a ‘he’, not a ‘she’, ‘they’ or ‘it’. With that perspective, if you read the riddle it makes sense.But what does it mean that Satan would strike ‘his heel’? One year I worked in the jungles of Cameroon. We had to wear thick rubber boots in the humid heat because the snakes lay in the long grass and would strike your foot – your heel – and kill you.  After that jungle experience it made sense to me.  The ‘he’ would destroy Satan, the serpent, but ‘he’ would be killed in the process.  That does foreshadow the victory gained through the sacrifice of Jesus.

October 2020

DATE-01-10-20 STD-5 HOME LEARNING

DATE-03-10-20 STD-5 HOME LEARNING

DATE-05-10-20 STD-5 HOME LEARNING

DATE-06-10-20 STD-5 HOME LEARNING

DATE-07-10-20 STD-5 HOME LEARNING

DATE-08-10-20 STD-5 HOME LEARNING

DATE-09-10-20 STD-5 HOME LEARNING

DATE-10-10-20 STD-5 HOME LEARNING

DATE-12-10-20 STD-5 HOME LEARNING

DATE-13-10-20 STD-5 HOME LEARNING

DATE-14-10-20 STD-5 HOME LEARNING

Home Learning Study materials video Std 4 DD Girnar/Diksha portal video

    Home Learning Study materials video Std 4 DD Girnar/Diksha portal video  Biblically, the starting point to understanding ourselves is to recognize that we are made in God’s image. It is not hard to notice the importance people place on relationships.  It is OK to see a good movie, but it is much better to see it with a friend.  We naturally seek out friends and family to share experiences with and to improve our well-being.  Conversely, loneliness and broken family relationships or friendships stress us.  If we are in God’s image, then we would expect to find this same emphasis with God – and we do.  The Bible says that “God is Love…” (1 John 4:8).  Much is written in the Bible about the importance that God places on our love for him and for others – they are called by Jesus the two most important commands in the Bible.  When you think about it, Love must be relational since it requires at least two people.

      So we should think of God as a lover.  If we on So we should think of God as a lover.  If we only think of Him as the ‘Benevolent Being’ we are not thinking of the Biblical God – rather we have made up a god in our minds.  Though He is that, He is also passionate in relationship.  He does not ‘have’ love.  He ‘is’ love.  The two most prominent Biblical pictures of God’s relationship with people are that of a father to his children and a husband to his wife.  Those are not distant relationships but are the deepest and most intimate of human relationships.  The Bible says that God is like that. So here is what we have learned so far.  People are made in God’s image meaning mind, emotions and will.  We are aware of self and others. We know the difference between right and wrong.  We can appreciate beauty, drama, art and story in all its forms and we will naturally seek out and develop relationships and friendships with others.  We are all this because God is all this and we are made in God’s image.  We continue next to see the Bible’s explanation of why our relationships almost always disappoint us and why God seems so distant. Why our deepest longings never seem to work out.

October 2020

DATE-01-10-20 STD-4 HOME LEARNING

DATE-03-10-20 STD-4 HOME LEARNING

DATE-05-10-20 STD-4 HOME LEARNING

DATE-06-10-20 STD-4 HOME LEARNING

DATE-07-10-20 STD-4 HOME LEARNING

DATE-08-10-20 STD-4 HOME LEARNING

DATE-09-10-20 STD-4 HOME LEARNING

DATE-10-10-20 STD-4 HOME LEARNING

DATE-12-10-20 STD-4 HOME LEARNING

DATE-13-10-20 STD-4 HOME LEARNING

          DATE-14-10-20 STD-4 HOME LEARNING 

Home Learning Study materials video Std 3 DD Girnar/Diksha portal video

Home Learning Study materials video Std 3 DD Girnar/Diksha portal video  What does it mean that mankind was created ‘in the image of God’?  It does not mean that God has two arms and a head.  Rather it is saying that our basic characteristics come from God.  In the Bible God can be sad, hurt, angry or joyful – the same emotions that we have.   We make choices and decisions everyday.  God also makes choices and decisions too.  We can think and God does also.  Being ‘made in the image of God’ means that we have mind, emotions and will because God has mind, emotions and will and He created us to be like him in these ways.  He is the source of what we find in us.

We are self-aware and conscious of ‘I’ and ‘you’.  We are not impersonal ‘its’.  We are like this because God is this way. The God of the Bible is not a non-personality like the ‘Force’ in the movie series Star Wars and neither are we because we are made in His image.

Why do we like beauty?

We also value art, drama and beauty. We need beauty in our surroundings, music and books.  Music enriches our lives and makes us dance.  We love good stories because stories have heroes, villains, drama, and the great stories put these heroes, villains and drama into our imaginations.  We use art in its many forms to entertain, relax and refresh ourselves because God is an artist and we are in his image.  It is a question worth asking:  Why do we look for beauty in art, drama, music, dance, nature or literature?  Daniel Dennett, an outspoken atheist and an authority on understanding the brain, answers from a non-Bible perspective

Apart from God there is no clear answer to why all the forms of art are so important to us.  From the Bible’s point-of-view it is because God made things beautiful and enjoys beauty.  We, made in His image, are the same. This Biblical teaching makes sense of our love of art.

 October 2020

DATE-01-10-20 STD-3 HOME LEARNING 

DATE-03-10-20 STD-3 HOME LEARNING

DATE-05-10-20 STD-3 HOME LEARNING 

DATE-06-10-20 STD-3 HOME LEARNING 

DATE-07-10-20 STD-3 HOME LEARNING 

DATE-08-10-20 STD-3 HOME LEARNING

DATE-09-10-20 STD-3 HOME LEARNING

DATE-10-10-20 STD-3 HOME LEARNING 

DATE-12-10-20 STD-3 HOME LEARNING

DATE-13-10-20 STD-3 HOME LEARNING 

DATE-14-10-20 STD-3 HOME LEARNING

Home Learning Study materials Video STD 2st DD Girnar-Diksha Portal Video @ https://diksha.gov.in

 Home Learning Study materials Video STD 2st DD Girnar-Diksha Portal Video @ https://diksha.gov.in The first thing to write is your address, i.e. the address of the writer. We usually write the address on the left-hand side of the page at the very top. The address should be accurate and complete. Even when writing to close friends or relatives the address must be written, so they can reply back to the letter with ease. If the recipient of the letter is in another country, do not forget to write your country as well in the address.Next just below the address we write the date. This allows the reader to have a reference as to when the address was written. He can then relate better to the contents of the letter.Now since you know the person you are writing to, the greeting can be informal as well. If it is a friend or someone close to your age you can greet them by their first name, like “Dear Alex”. If you are writing to your relative like your mother/father/aunt/uncle etc, you may greet them as such, for example, “Dear Mom”. And if you are writing to an elder person, someone you respect greatly you can address them as Mr or Mrs. Like say for example you were writing a congratulatory letter to your teacher, it can be addressed as “Dear Mrs. Alex”.Introduction Paragrap.

     And now we begin writing the actual letter. The introductory paragraph sets the tone for the whole letter. You might begin by asking the recipient about their well being. Or you may say that you hope the letter finds them in good health and great spirits. The opening of informal letters should be casual and comforting. It must not be formal and direct as in business letters.Body of the Letter

    The letter overall should maintain a friendly tone. But you have to adjust the language and the wordings according to who you are writing to. With a friend, you can afford to be very casual and flippant even. But if you are writing to an elder relative, you must be extremely respectful and considerate.

Important Links click here

01-09-2020 STD 2 HOME LEARNING VIDEO

05-09-2020 STD 2 HOME LEARNING VIDEO

07-09-2020 STD 2 HOME LEARNING VIDEO

08-09-2020 STD 2 HOME LEARNING VIDEO

11-09-2020 STD 2 HOME LEARNING VIDEO

12-09-2020 STD 2 HOME LEARNING VIDEO

14-09-2020 STD 2 HOME LEARNING VIDEO

15-09-2020 STD 2 HOME LEARNING VIDEO

18-09-2020 STD 2 HOME LEARNING VIDEO

19-09-2020 STD 2 HOME LEARNING VIDEO

19-09-2020 STD 2 HOME LEARNING VIDEO

21-09-2020 STD 2 HOME LEARNING VIDEO

22-09-2020 STD 2 HOME LEARNING VIDEO

25-09-2020 STD 2 HOME LEARNING VIDEO

26-09-2020 STD 2 HOME LEARNING VIDEO

28-09-2020 STD 2 HOME LEARNING VIDEO

29-09-2020 STD 2 HOME LEARNING VIDEO

October 2020

03-10-2020 STD 2 HOME LEARNING VIDEO

05-10-2020 STD 2 HOME LEARNING VIDEO

06-10-2020 STD 2 HOME LEARNING VIDEO

09-10-2020 STD 2 HOME LEARNING VIDEO

10-10-2020 STD 2 HOME LEARNING VIDEO

12-10-2020 STD 2 HOME LEARNING VIDEO

Home Learning Study materials Video STD 1st DD Girnar-Diksha Portal Video @ https://diksha.gov.in

 Home Learning Study materials Video STD 1st DD Girnar-Diksha Portal Video @ https://diksha.gov.in Paragraph Writing: Take a wild guess as to what will you say to describe a paragraph? From whatever you may know so far, many students describe paragraphs as what consists the story, or a set of sentences that are grouped together to form a paragraph or a set of sentences that cover half a page of your story, and so on.Although these ideas may look true in many instances, they don’t really define what the idea behind a paragraph is. This is one of those subtle things in English writing that never really gets explained on priority making it one of those commonly used things that are barely understood. Which is why this read is going to be great.

Have the central idea in your mind and convey it right at the beginning. A lot of times the central idea is conveyed right in the first sentence. “Oceans are slowly becoming human dust-bins.”Once the statement of your main idea is out there, you will be explaining or providing validation points. This way, your main idea isn’t hanging loose. This is going to make sure how the reader is going to interpret the main idea, because of you leading them to it.

    This is where the writer explains the focus point. “Garbage in the ocean comes from trash from trash cans, the streets, and landfills that gets blown into sewers, rivers, or directly into the ocean. The trash makes its way into storm drains. Trash travels through sewer pipes, into waterways, and finally into the ocean.”   Use an ExampleExamples always clarify without explanations. People understand better when you give them something to relate to. They provide the necessary evidence or support required to prove our central idea. “A new study – based on what researchers called a mega-expedition to the Great Pacific Garbage Patch in 2015 – suggests there is about 16 times more waste than previously thought floating there. The mass of waste spans 617,763 square miles(1.6 million square km), about three times the size of France.”

Elaborate on the ExampleConnect the dots and show how the example is relevant to the central point. Always unite the furthest link to the closest idea. This idea holds every point together unified. Do not leave any of your examples unexplained. You might be able to explain the relationship between the example and the topic sentence in the same sentence which introduced the example. More often, however, you will need to explain that relationship in a separate sentence.

      “This plastic accumulation rate inside the Great Pacific Garbage Patch, which was greater than in the surrounding waters, indicates that the inflow of plastic into the patch continues to exceed the outflow. The fleet collected a total of 1.2 million plastic samples, while the aerial sensors scanned more than 116 square miles (300 square km) of the ocean surface.”

        The final always ends in a broader summarization and coalition of all points. This will also tie all the loose ends in the paragraph. The conclusion should focus on the central idea we started with. This should put focus and importance to the main theme. A lot of times, we come back to the point we literally started with at the beginning of the first paragraph in order to come full circle on our topic.

         If we have to put our examples now in one paragraph writing, here’s how it looks like:Oceans are slowly becoming human dust-bins. Garbage in the ocean comes from trash from trash cans, the streets, and landfills that gets blown into sewers, rivers, or directly into the ocean. The trash makes its way into storm drains. Trash travels through sewer pipes, into waterways, and finally into the ocean. A new study – based on what researchers called a mega-expedition to the Great Pacific Garbage Patch in 2015 – suggests there is about 16 times more waste than previously thought floating there. The mass of waste spans 617,763 square miles(1.6 million square km), about three times the size of France. This plastic accumulation rate inside the Great Pacific Garbage Patch, which was greater than in the surrounding waters, indicates that the inflow of plastic into the patch continues to exceed the outflow. The fleet collected a total of 1.2 million plastic samples, while the aerial sensors scanned more than 116 square miles (300 square km) of the ocean surface. `The need of the hour is to focus on waste management and keeping our oceans clean.

                                                                                                                                                                   Important Links

01-09-2020 STD 1 HOME LEARNING VIDEO

04-09-2020 STD 1 HOME LEARNING VIDEO

05-09-2020 STD 1 HOME LEARNING VIDEO

07-09-2020 STD 1 HOME LEARNING VIDEO

08-09-2020 STD 1 HOME LEARNING VIDEO

11-09-2020 STD 1 HOME LEARNING VIDEO

12-09-2020 STD 1 HOME LEARNING VIDEO

14-09-2020 STD 1 HOME LEARNING VIDEO

15-09-2020 STD 1 HOME LEARNING VIDEO

18-09-2020 STD 1 HOME LEARNING VIDEO

19-09-2020 STD 1 HOME LEARNING VIDEO

21-09-2020 STD 1 HOME LEARNING VIDEO

22-09-2020 STD 1 HOME LEARNING VIDEO

25-09-2020 STD 1 HOME LEARNING VIDEO

26-09-2020 STD 1 HOME LEARNING VIDEO

28-09-2020 STD 1 HOME LEARNING VIDEO

29-09-2020 STD 1 HOME LEARNING VIDEO

October 2020

03-10-2020 STD 1 HOME LEARNING VIDEO

05-10-2020 STD 1 HOME LEARNING VIDEO

06-10-2020 STD 1 HOME LEARNING VIDEO

09-10-2020 STD 1 HOME LEARNING VIDEO

10-10-2020 STD 1 HOME LEARNING VIDEO

12-10-2020 STD 1 HOME LEARNING VIDEO

HOME LEARNING STD 4 DD GIRNAR AND PDF FILE

 HOME LEARNING STD 4 DD GIRNAR AND PDF FILE 

STD 4 HOME LEARNING DDCIRNAR KARKRAM MA THS TIK...TIK...TIK  This expression comes from the title of a 1970s song by Stephen Sondheim: 'A toast to that invincible bunch... Let's hear it for the ladies who lunch'. While it is often used of women who raise money for charity by organizing fashionable lunches, it is also often used in a derogatory way of women with the money and leisure to lunch at expensive restaurants. 

CLIK HERE      DD GIRNAR

CLICK HERE  PDF FILE

STD-3 TO 8 DATE 18/6/2020 HOME LEARNING VIDEO IN PDF DD GIRNAR VIDEO

STD-3 HOME LEARNING VIDEO IN PDF DD GIRNAR VIDEO Teacher plays very essential role in the field of education who teaches students very nicely to be a person of good moral and behaviour. They make students academically superb and always encourage to do better in the life. They equip students with lots of knowledge, skills and positive attitudes so that students can never feel lost and go ahead. They help students to get sure about their goals of education through clear vision and ideas. Without teachers in the life one cannot grow mentally, socially and intellectually.

A teacher is a good person who takes very important responsibility of shaping up the lives of young ones and impressionable children. They get great feeling, pride and true joy in their life by teaching their students on the right path. They never do any type of partiality between good or bad students instead they always try to bring bad one on the right path through their lots of efforts. A good teacher is someone who spent their whole life in giving quality education to their students. They push all the students to do their best. They make learning process very interesting as well as creative. Teachers try their best to bring all the students on the right track by motivation them positively towards study. Good teachers leave good impression over their students.

DATE-18-6-20 STD-3 HOME LEARNING CLICK HERE.

DATE-18-6-20 STD-4 HOME LEARNING CLICK HERE.

DATE-18-6-20 STD-5 HOME LEARNING CLICK HERE.

DATE-18-6-20 STD-6 HOME LEARNING CLICK HERE.

DATE-18-6-20 STD-7 HOME LEARNING CLICK HERE.

DATE-18-6-20 STD-8 HOME LEARNING CLICK HERE.

HOME LERNING VIDEO IN PDF STD 3 TO 8 DD GIRNAR LINK

HOME LERNING VIDEO IN PDF STD 3 TO 8 DD GIRNAR LINK Teacher plays very essential role in the field of education who teaches students very nicely to be a person of good moral and behaviour. They make students academically superb and always encourage to do better in the life. They equip students with lots of knowledge, skills and positive attitudes so that students can never feel lost and go ahead. They help students to get sure about their goals of education through clear vision and ideas. Without teachers in the life one cannot grow mentally, socially and intellectually.

A teacher is a good person who takes very important responsibility of shaping up the lives of young ones and impressionable children. They get great feeling, pride and true joy in their life by teaching their students on the right path. They never do any type of partiality between good or bad students instead they always try to bring bad one on the right path through their lots of efforts. A good teacher is someone who spent their whole life in giving quality education to their students. They push all the students to do their best. They make learning process very interesting as well as creative. Teachers try their best to bring all the students on the right track by motivation them positively towards study. Good teachers leave good impression over their students.

15/06/2020  HOME LERNING VIDEO IN PDF STD 3 TO 8 DD GIRNAR VIDEO link

click here to Download

DATE 16 -6-2020 HOME LEARNING PDF

click here to Download

DATE 17-6-2020 HOME LEARNING PDF

click here to Download

DD Girnar Online Education TV channel to gujarati

   ચેનલ જોવા માટે અહી નીચે  ક્લિક કરો.

  

  VIEW DD GIRNAR FROM HERE

   DD GIRANAR YOU TUBE 

Mukhyamantri Apprenticeship Scheme 2020 in Gujarat Stipend Subsidy Application Process Form Eligibility Criteria @apprenticeshipindia.org

Mukhyamantri Apprenticeship Scheme 2020 in Gujarat Stipend Subsidy Application Process Form Eligibility Criteria @apprenticeshipindia.org Mukhyamantri Apprenticeship Scheme 2020 in Gujarat Stipend Subsidy Application Process Form Eligibility Criteria @apprenticeshipindia.org
Proper employment opportunities are necessary for the overall development of the state. If the state government is unable to offer adequate job opportunities to the youth, according to their qualifications, then they will have to face the angry job seekers. The issue of unemployment was high in the state of Gujarat. Thus, the state authority has designed and implemented a new scheme that will offer unemployed trainees with a certain stipend amount. It will only be given to those who are pursuing any apprenticeship programs in private organizations.Key features of the scheme

Generation of job opportunities – The main objective of this unique scheme is to create more and more job opportunities in the state. It will encourage the trainees as well as private industries to hire youth in the industry.

Making young trainees ready for the field – As more and more educated youth find the opportunity to attain training in the chosen fields, they will be able to polish their skills adequately. Apart from academic knowledge, they will also get better in the practical implementation of the acquired skills.
Total grant amount – As per the information published in the scheme draft, each selected candidate will get anything between Rs. 1500 and Rs. 2500 as stipend monthly.

Grant according to academic qualification – Every trainee who has graduation, post-graduation degree or higher degrees will attain Rs. 3000 as a grant. In case the candidate has a diploma degree, he/she will get Rs. 2000 as a stipend. If the candidate has less qualification, then he/she will acquire only Rs. 1500.


The number of grant holders – The state labor and unemployment department have announced that for the time being they have an aim to offer this stipend to as many as 1 lakh candidates.

The total span of the stipend – Every selected candidate will get the grant amount for as many as 12 months, from the date of joining the training.

Private sector trainees – Only those candidates will be able to get the stipends that are associated with private organizations. Be it mechanical or medical, all training sectors will be included under this program.

Payment in the account of the employee – The grant amount will be transferred to the account of the trainee directly. The workers will get this stipend amount along with their stipulated salary.
Application process for the scheme

As of now, nothing much has been declared about the application process. The state government will soon publish information about the application forms, its availability, and the submission process. The details will be uploaded on the official website of the Gujarat state government.

IMPORTANT LINK:::

ONLINE REGISTRATION FROM HERE

READ DETAIL IN GUJARATI

Bhavnagar School time Change Paripatra New School time 7.30 to 12.30

Bhavnagar School time Change Paripatra New School time 7.30 to 12.30New School time 7.30 to 12.30

Due to Corona virus school time changes by Bhavnagar dpeo sir.

• every teachers can alert people from corona virus and give advice to people.

Undelete and recover your lost or deleted photos with DiskDigger!

DiskDigger can undelete and recover lost photos and images from your memory card or internal memory. No rooting necessary!* Whether you accidentally deleted a photo, or even reformatted your memory card, DiskDigger's powerful data recovery features can find your lost pictures and let you restore them.

You can upload your recovered files directly to Google Drive, Dropbox, or send them via email. The app also allows you to save the files to a different local folder on your device.
* If your device is not rooted, the app will perform a "limited" scan for your deleted photos by searching your cache and thumbnails.

* If your device is rooted, the app will search all of your device's memory for any trace of photos, as well as videos!

* After the scan is complete, tap the "Clean up" button to permanently delete any items that you no longer need (currently an experimental feature, available only in the Basic Scan).

* You can also use the "Wipe free space" option to erase the remaining free space on your device, so that any deleted files can no longer be recoverable.

Bhavnagar : School time Change circular

Click here to Read

NMMS (National means cum merit Scholarship )result Declared.

NMMS (National means cum merit Scholarship )result Declared. They are often transported in backpacks and briefcases, are easily tipped over, and have very little protection against shock.

We recover data from hard drive manufacturers of all kinds. Below is a list of internal and external drive manufacturers our engineers work with on a daily basis, in our recovery lab.

About 50% of the time, the cases where parts are required is when an external hard drive has been dropped, or suffered from some sort of impact.

Over 20 years of hard drive diagnostic experience
SERT specializes in advanced diagnosis and repair of hard drives, all makes and models, whatever issue it may have.ide 2.5 inch drive image
The ability to properly diagnose your drive can often be the factor that determines whether your data is successfully recovered, or lost forever.
TIP: When repairs are needed they are only temporary, and strictly for recovery purposes, not to restore the drive again in your system.

The policies and procedures a company follow to recover data from hard drive cases greatly impacts their outcome, and ultimately determines success.
We are talking about your personal and important files, aren’t we? So you have a very important decision to make.

Come back and click below to see our video about how we recovered 100% data from a hard drive out of a car fire!best hard drive brand is western digital

Common cases we successfully recover 100% files:
I have a clicking hard drive that I need my photos off of. They are very important and my computer does not recognize it.
Damaged hard drive from a drop. Making beeping noises please help
My drive is corrupted, takes forever to load my files and can’t copy them off the drive.
I need recovery of my dead hard drive. It won’t power up and no computer recognizes it. Not spinning or anything
Need to recover data from hard drive that is not working anymore.
I accidentally formatted my drive and need recovery, tried software and can’t get anything off my hard drive.
Best Buy said my hard drive was crashed and need a clean room recovery.
My hard disk failed. Computer guy said I need a clean room. I tried to hook it up to multiple computers but none of them see it.
Was told I have a bad hard drive but i need my data from it. It’s very important files that I can’t live without.

Do affordable, transparent, discreet, and effective Hdd recovery services exist?

The recovery team at SERT Data understands that you need answers, and you probably have very little you have hard drive failure. But

You need a recovery company you can trust, who is qualified and capable of getting your files back. Someone who is going to treat your situation as if it were their own child’s first 3 years of baby pictures on that drive.

SERT Data Recovery’s goal is for you to be able to make an educated decision, and know exactly what you can expect BEFORE you commit to and pay for anything. We want you to get your data back, at a reasonable price.

We have designed our hard drive repair services to stand apart from any other company in the United States. We put our money where our mouth is with our flat rates, free shipping, and a no data no pay policy.

Recovery Costs? How much should hard drives cost to recover?

Successful hard drive repair, and data recovery, requires high levels of training and experience with each drive manufacturer and the tools used in the process.

The value of your data has no relevance to what it will take for one of our engineers to recover the data off the device. Some of the most difficult, time consuming cases include: lost or deleted data from formatted, damaged, clicking, dropped, failed, or otherwise dead hard drives.

SERT engineers successfully recover cases like these in our CLASS 100 ISO 5 clean room environment every day. The majority of our clients also appreciate having flat rates based on the storage capacity of their drive, and the cause of the drive failure.


After a SERT engineer evaluates your drive, you will know EXACTLY what kind of failure, and what it’s going to take to recover the data. If your data is unrecoverable, a SERT representative will be able to provide you with basic details of the results of the evaluation.

With SERT, there is no guessing game when it comes to the price. Our flat rates are for successful recoveries, so you don’t have to send your drive off wondering which kind of payment (VW or Porsche) your going to be asked to pay for your data.

We preserve the integrity of your data during crashed hard drive repair

Most computer and IT companies will try to recover your data working directly from the patient hard drive which continues to degrade the media, or worse destroys it. SERT engineers follow a highly strict set of protocols during the evaluation process of your hard disk recovery to preserve its original state of failure.hard drives we recover data from

The first thing we do to preserve the current condition of your drive is make a clone of your drive to work from.

Whether you’ve accidentally deleted files or your laptop, desktop, or external hard drive has sustained physical damage, no matter what kind of disaster you have experienced, we guarantee we have the hard drive repair and recovery skills to restore data where others will fail.

What is professional hard disk data recovery?


Usually you’ll get ONLY one chance to get your data back from a clicking, seriously damaged, dead laptop, desktop, or external hard drive.

Most “computer and IT data recovery companies” offer a limited level software recovery service.

This means the best they can do for you is simply run “over the counter” software to attempt to read data from a crashed or failed hard drive.

This WILL in fact cause more damage on a failed hard drive, making the recovery process even more complicated, or evfen impossible.

How do I know my laptop hard drive is failing?
If your laptop (or any other computer) won’t turn on, or is running terribly slow, your hard drive may be on it’s way to mechanical failure. There are many reasons that hard drives fail. The most common reason is because of the impact or shock when the laptop is banged or dropped.common hard drive recovery case

This can easily damage internal components of the hard drive. Another well known contributor to hard drive failure is power outages. Unless you have your computer connected to a UPC, your computer may abruptly shut down causing the heads of the drive to slam into the platter instead of parking where they are supposed to.

If you have a failing, clicking, corrupt, or broken laptop, desktop, or external hard drive don’t be discouraged. The damage will persist and grow if you take the wrong steps to fix it. Once you spot the early signs of a hard drive failure locating a professional recovery service for help can mean the difference between getting your data back or never seeing it again.

Clicking hard drive recovery and more
At SERT Data Recovery, we have all the tools and the knowledge to preserve the present condition of your drive, while we evaluating the possibility of recovering your data.clicking-hard-drive-recovery

On premises we regularly deal with clicking damaged hard drives in our class 100 clean room custom built environment.

This is when the heads cannot find their way to read the date from the platters and ends up returning back to its parking position making a clicking sound.

This is usually due to bent heads or scratched platters.

How exactly does broken and crashed hard drive recovery work?
Broken and crashed hard drives are terms used to describe a problem which is really unknown. These are common terms used very loosely by individuals not familiar with the actual diagnostics process of hard drive recovery.

crashed-hard-driveThese terms can apply to laptop, desktop, or external hard drives, and usually refer to a drive in a non working state.

Crashed hard drives from an engineer’s perspective, actually relates to the drive when the read write heads have crashed into the platter, scratching them. This usually results in a hard drive data recovery case that is unrecoverable.

SERT goes above and beyond the obvious when it comes to hard drive recovery
We strive to recover every possible bit of data possible, while testing the integrity of the working files. Our engineers dive into each and every sector piecing together the file system to determine how much data the device has and where it is located.
Our engineers attempt to build the original file/folder map so you can have your data back in the structure it was originally in. This isn’t always possible however it’s our first priority when recovering your files.

We Are Your Crashed Hard Drive Data recovery Company to Trust
We understand the horrible experience of data loss, corruption, and broken drives bring, so we always go above and beyond to provide the best services – at very competitive prices. All you need to do is call to get a quote, and then send your damaged hard drive in (free of charge).

National hard drive recovery services
As a growing national hard drive data recovery service we have had experience providing external hard drive data recovery services to almost the entire United States as well as other countries. Here is a list of locations where we have successfully recovered hard drives of all types for our clients. We are currently interested in opening up a service location for future convenience: Albuquerque, New Mexico; Atlanta, Georgia; Austin, Texas; Baltimore, Maryland; Boston, Massachusetts; Charlotte, North Carolina; Chicago, Illinois; Cleveland, Ohio; Colorado Springs, Colorado; Columbus, Ohio; Dallas, Texas; Denver, Colorado; Detroit, Michigan; El Paso, Texas; Fort Hood, Texas; Fort Worth, Texas; Fresno, California; Georgetown, Texas; Hampton, Virginia; Honolulu, Hawaii; Houston, Texas; Indianapolis, Indiana; Jacksonville, Florida; Kansas City, Kansas; Kansas City, Missouri; Killeen, Texas; Lakewood, Colorado; Las Vegas, Nevada; Long Beach, California; Los Angeles, California; Memphis, Tennessee; Mesa, Arizona; Miami, Florida; Milwaukee, Wisconsin; Minneapolis, Minnesota; Nashville, Tennessee; New Orleans, Louisiana; New York, New York; Oakland, California; Oklahoma City, Oklahoma; Omaha, Nebraska; Philadelphia, Pennsylvania; Phoenix, Arizona; Portland, Oregon; Round Rock, Texas; Sacramento, California; San Antonio, Texas; San Diego, California; San Francisco, California; San Jose, California; San Juan, Puerto Rico; Seattle, Washington; Temple, Texas; Tucson, Arizona; Tulsa, Oklahoma; Vancouver, Washington; Virginia Beach, Virginia; Washington, DC.; Boulder, Colorado; Fort Collins-Loveland, Colorado; San Jose-Sunnyvale-Santa Clara, California; Cambridge-Newton-Framingham, Massachusetts; Arlington, Texas; Alexandria, Virginia; Cheyenne, Wyoming; Salt Lake City, Utah; Corvallis, Oregon; Raleigh-Cary, North Carolina; Huntsville, Alabama; Provo-Orem, Utah; Bend, Oregon; Missoula, Montana; Grand Junction, Colorado; Sioux Falls, South Dakota; Bethesda, Maryland; Frederick,Maryland; Rockville, Maryland; Durham-Chapel Hill, North Carolina; Beaverton, Oregon; Wilmington, Delaware; Ames, Iowa; Alabama; Arkansas; Connecticut; Delaware; Idaho; Kentucky; Maine; Mississippi; North Dakota; New Hampshire; New Jersey; Rhode Island; South Carolina. If you are interested in becoming a reseller in one of these areas, or if you are in another are not listed here please contact us for more information regarding our reseller program.

Click here
NMMS Key  >  Result notification

Click Here To View result