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.

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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.

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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.

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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.

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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

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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

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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

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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.

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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.

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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.

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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.

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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

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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. 

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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.

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