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Odisha State Board CHSE Odisha Class 11 Approaches to English Book 1 Solutions Unit 4 Text C: Psychobabble School Textbook Activity Questions and Answers.

Class 11th Alternative English Chapter 15 Psychobabble School Question Answers CHSE Odisha

Psychobabble School Class 11 Questions and Answers

Activity-10

a) Psychoanalysis is no longer used for curing mental diseases. (✓)
b) There is no end to an analysis. (✓)
c) Change in behavior ¡s only produced by self-knowledge. (✓)
d) Psychoanalysis is a waste of time. (✓)
e) Brief counseling is an honest form of talking cure. (✓)
f) Only doctors can become analysts. (✓)
g) Freud used psychoanalysis to cure a wide variety of psychological problems. (✓)

Activity-11

a)“ __________ it goes without saying that his research contributed enormously to our understanding of the subconscious.” (approval).
b) “But the analysis was then adopted for all sorts of psychological problems to which it was entirely insulted” (disapproval)
c) “ __________ if your problem is morbid introspection then the worst thing you can do is to spend hours talking about yourself. (disapproval)
d) “You create new problems for yourself as fast as you solve them, and the phony sense of progress is one of the things that makes it so addictive.” (disapproved)
e) “And all you get rid of ¡s the fee for another two years of treatment.” (approval)
f) In America it was finally the health insurance companies who called a halt to this madness. (approval)
g) “ __________ it involves a maximum of 25 sessions and sometimes just one.” (disapproval).

Activity-12

a) Which of the following in your opinion is the main purpose of the article?
(i) to describe a typical analysis session.
(ii) to amuse the reader.
(iii) to shock the reader.
(iv) to criticize psychoanalysis.
(v) to convince the reader that psychoanalysis is a waste of memory.
Answer:
(v) to convince the reader that psychoanalysis is a waste of memory.

b) How would you describe the writer’s attitude towards
(i) psychoanalysis,
(ii) Brief counseling.
Disapproving       Admiring
Approving            Indifferent
Contemptuous     Prejudiced
Uncompromising.
Answer:
Critical.

Activity-13
Cohesive Devices: Link Words

In Unit III you have looked at reference aa a device that binds the sentences of a text together. There are hints at the use of discourse markers as the author’s important device of text cohesion. Discourse markers (also called indicators in discourse) are easily recognized. “Signposts indicate how the writer has organized the text and what’s” he intends to say. They include link words such as ‘however, although furthermore but, newly’. They also include expressions such as “the second fact is ‘that’, which shows that the writer is introducing a second point in his discourse. In the following text, some link words are missing. Put in the link words from the

Instead of      When         But         Then         Yet        However      That’s how.

Television was invented by John Logie Baird. When he was young he built an airplane. He tried to fly in it, But it crashed down below. Baird was fortunate not to be killed. __________ he was older, he became a businessman. __________ his business failed, __________ he thought of working at television. His family advised him not to do it. He did not listen to them. __________ he rented an attic and brought the apparatus he needed. He started working. One day, he saw a picture on his screen. He rushed out to get someone he could ‘televise’. He found an office boy and took him back to the office. __________ no image of the boy appeared on the screen. The boy terrified, had put his head down. He put it up again. His picture appeared on the screen. __________ television had been invented.
Answer:
Television was invented by John Logic Baird. When he was young he built an airplane. He tried to fly in it. But it crashed down below. Baird was fortunate not to be killed. When he was older, he became a businessman. But his business failed, Then he thought of working at television. His family advised him not to do it instead. He did not listen to them. However, he rented an attic and bought the apparatus he needed. He started working. One day, he saw a picture on his screen. He rushed out to get someone he could ‘televise’. He found an office boy and took him back to the office.  Yet no image of the boy appeared on the screen. The boy terrified, had put his head down. He put it up again. His picture appeared on the screen. That’s how television had been invented.

Section – C
Introduction:
In this section, you will have the pleasure of reading an interesting article, ‘Psychobabble’. For the present, however, read-only its opening paragraph and guess what the article is about.

Psychobabble Summary in English

An unhappy man lies on a sofa. He is allowed to ramble on for an hour about thinking about something. He thinks about how an amount of $35 will be $30,000 after four or five years. It is actually, very odd. But people have been falling for it for a century. Freud invented Psychoanalysis in 1895. His research contributed enormously to the understanding of the subconscious. But it is obvious whether this analysis has any place in modern medical treatment.

Fraud and his co-worker’s ‘The Talking Cure’ was designed specifically to uncover the cause of hysterical symptoms and had a few successes. George Gershwin who was psychoanalyzed by doctors died, at the age of 39. Psychoanalysis was also administered as a cure for Schizophrenia and mental deficiency on which there was no effect at all. Woody Allen, a Western intellectual who is himself living proof that you can be analyzed until you are semicomatose and still end up with your personal life.

They believed that understanding will produce change which is highly doubtful. Any drunk driver who gets pulled over may well understand that he has behaved irresponsibly. But this understanding does not reduce the pleasure of drinking. It is considered a bad form to talk about what .you will achieve. The other thing that hooks people in the analysis is the phenomenon of transference. Psychoanalysts who expect and even encourage this will tell you it’s how the patient ultimately gets rid of those feelings.

In America, it was finally the Health Insurance Companies who called a halt to all this madness. The analysts were forced to admit that treatment was open-ended and the benefits uncertain. The dominant psychological problems are identified right from the start and a time limit is set for sorting them out. Learning from experiences is encouraged and strategies are worked out that will stop one from repeating self-destructive behavior. Most of our problems arise from making the same stupid mistake again and again.

Analytical outlines of the text:

• An unhappy man lies on a sofa.
• He is allowed to think for one hour.
• He thinks about how an amount of $35 will be $30,000 after four or five years.
• It is, actually, very odd.
• But people have been falling for it for a century.
• Freud invented psychoanalysis in 1895.
• His research helps to understand the subconscious.
• But it is obvious whether this analysis has any place in modern medical treatment.
• Freud and his coworkers produced “The talking cure”.
• It was specially designed to uncover the cause of hysterical symptoms.
• It had, however, a few successes.
• George Gershwin was psychoanalyzed by doctors.
• But he died at the age of 39.
• Psychoanalysis was administered as a cure for Schizophrenia.
• It is also applicable to mental deficiency.

• Actually, there was no effect at all.
• Woody Allen, a Western intellectual is himself living proof.
• One can be analyzed until one is semi-comatose.
• One can analyze it till ends up with his personal life.
• They believe that understanding will produce change.
• Actually, it is highly doubtful.
• Any drunk driver can understand his irresponsible behavior.
• But this understanding does not reduce the pleasure of drinking.
• It is considered a bad form.
• The other thing that hooks people in the analysis is the phenomenon of transference.
• Psychoanalysts encourage the patients to get rid of these feelings ultimately.
• The health insurance companies in America have stopped all this madness.
• To analysts, treatment is open-ended.
• But benefits are uncertain to them.
• The dominant psychological problems are identified.
• Learning from experiences is encouraged.
• Strategies are worked out not to repeat self-destructive behavior.
• Most of our problems arise from making the same stupid mistake again and again.

Meaning of difficult words:

ramble – to travel, to wander, to trail, here talk about ceaselessly.
confused – perplexed, disordered, disturbed.
enormously – immensely, atrociously, greatly.
hysterical – excitement, morbidity, terrible mental excitement.
symptoms – signs, characteristics, and traits of a desire.
adopted – taken up, received, used, employed.

Schizophrenia – violent mental problem.
depression – pressing down, saddening, mental frustration.
diminish – lessen, reduce, decrease.
compensate – make amounts for, replace the loss with something.
diagnosis – finding out the cause of an ailment, and identification of disease by symptoms.
therapists – persons treating diseases in a certain way.

Read More:

• Text A: That Lean, Hungry Look Question Answer
• Text B: What is Art? Question Answer
• Text C: Psychobabble Question Answer
• Text D: The Case against Man Question Answer

Odisha State Board BSE Odisha 10th Class Maths Notes Algebra Chapter 6 ସ୍ଥାନାଙ୍କ ଜ୍ୟାମିତି will enable students to study smartly.

BSE Odisha Class 10 Maths Notes Algebra Chapter 6 ସ୍ଥାନାଙ୍କ ଜ୍ୟାମିତି

→ କାର୍ଟେଜୀୟ ସମତଳ ଓ କାର୍ଟେଜୀୟ ସ୍ଥାନାଙ୍କ (Cartesian Plane and Cartesian Co-ordinates) :

→ବିଷୟବସ୍ତୁର ରୂପରେଖ

• କାର୍ଟେଜୀୟ ସମତଳ ଓ କାର୍ଟେଜୀୟ ସ୍ଥାନାଙ୍କ
• ଦୁଇଟି ଦତ୍ତ ବିନ୍ଦୁ ମଧ୍ୟରେ ଦୂରତ ।
• ବିଭାଜନ ସୂତ୍ର
• ତ୍ରିଭୁକର କ୍ଷେତ୍ରଫଳ

→ ଯେକୌଣସି ବାସ୍ତବ ସଂଖ୍ୟା ଏକ ସରଳରେଖା ଉପରେ ଗୋଟିଏ ବିନ୍ଦୁଦ୍ୱାରା ସୂଚିତ ହୋଇପାରିବ ଏବଂ ବିପରୀତ କ୍ରମେ ସରଳରେଖାର ପ୍ରତ୍ୟେକ ବିନ୍ଦୁ ଏକ ବାସ୍ତବ ସଂଖ୍ୟାଦ୍ବାରା ସୂଚିତ ହୋଇପାରିବ । କିନ୍ତୁ ଉକ୍ତ ସରଳରେଖାର ବାହାରେ, ସମତଳ ଉପରେ ଅବସ୍ଥିତ କୌଣସି ବିନ୍ଦୁକୁ ଗୋଟିଏ ସଂଖ୍ୟା ସାହାଯ୍ୟରେ ସୂଚିତ କରାନଯାଇ ଦୁଇଟି ବାସ୍ତବ ସଂଖ୍ୟାଦ୍ଵାରା ସୂଚିତ କରାଯାଏ ।

→ ଏଠାରେ ଆମେ ଦୁଇଗୋଟି ସଂଖ୍ୟାରେଖା \(\overleftrightarrow{\mathbf{X’OX}}\) ଓ \(\overleftrightarrow{\mathbf{Y’OY}}\) ନେବା ଯେପରିକି ସେମାନେ ସମକୋଣରେ ପରସ୍ପରକୁ ଠ ବିନ୍ଦୁରେ ଛେଦ କରିବେ । \(\overleftrightarrow{\mathbf{X’OX}}\) ଓ \(\overleftrightarrow{\mathbf{Y’OY}}\) ସଂଖ୍ୟାରେଖା ଦ୍ଵୟକୁ ଯଥାକ୍ରମେ x-ଅକ୍ଷ (x- axis) ଓ y-ଅକ୍ଷ (y-axis) କୁହାଯାଏ ଏବଂ O ବିନ୍ଦୁକୁ ମୂଳବିନ୍ଦୁ (Origin) କୁହାଯାଏ । ଯେହେତୁ ଏହି ସମତଳଟି ଦୁଇଟି ବାସ୍ତବ ସରଳରେଖା ଦ୍ୱାରା ସୂଚିତ ହୁଏ, ତେଣୁ ଏହାକୁ R × R ବା R² -ସମତଳ (R² – Plane) ମଧ୍ୟ କୁହାଯାଏ । ଏହି ଅକ୍ଷଦ୍ବୟ R’-ସମତଳକୁ ଚାରିଭାଗରେ ବିଭକ୍ତ କରେ । ପ୍ରତ୍ୟେକ ଭାଗକୁ ପାଦ (Quadrant) କୁହାଯାଏ । ପ୍ରଥା ଅନୁସାରେ XOY ପାଦକୁ ପ୍ରଥମ ପାଦ (First quadrant, Q₁), YOX’ କୁ ଦ୍ଵିତୀୟ ପାଦ (Second quadrant, Q₂), X′OY’ କୁ ଦ୍ଵିତୀୟ ପାଦ (Third quadrant, Q₃) ଓ Y’OXକୁ ଚତୁର୍ଥ ପାଦ (Fourth quadrant, (Q₄) କୁହାଯାଏ ।

→ ମନେକର କାଗଜର ଉପର ପୃଷ୍ଠତଳ ଆମର ଆଲୋଚ୍ୟ ସମତଳ ଓ ଏହି ସମତଳ ଉପରିସ୍ଥ ଏକ ବିନ୍ଦୁ P ର ଅବସ୍ଥିତି ନିରୂପଣ କରିବା । P ବିନ୍ଦୁରୁ x-ଅକ୍ଷ ପ୍ରତି PM ଲମ୍ବ ଓ y-ଅକ୍ଷ ପ୍ରତି PN ଲମ୍ବ ଅଙ୍କନ କର । ଯଦି x-ଅକ୍ଷର ଅବସ୍ଥିତି M ବିନ୍ଦୁ ବାସ୍ତବ ସଂଖ୍ୟା xକୁ ସୂଚାଏ ଏବଂ y-ଅକ୍ଷରେ ଅବସ୍ଥିତି N ବିନ୍ଦୁ ବାସ୍ତବ ସଂଖ୍ୟା yକୁ ସୂଚାଏ, ଅର୍ଥାତ୍ OM = NP = x ଏବଂ ON =MP = y, ତେବେ ଆମେ P ବିନ୍ଦୁକୁ ଦୁଇଟି କ୍ରମିତ ଯୋଡ଼ି (ordered pair) (x, y) ଦ୍ଵାରା ସୂଚିତ କରିପାରିବା ଏବଂ ଲେଖୁଲାବେଳେ ଆମେ ଏହାକୁ P(x, y) ଦ୍ଵାରାପ୍ରକାଶ କରିବା ।

→ ବାସ୍ତବ ସଂଖ୍ୟା xକୁ P ବିନ୍ଦୁର x-ସ୍ଥାନାଙ୍କ (x-co-ordinate) ବା ଭୁଜ (abscissa) ଏବଂ ବାସ୍ତବ ସଂଖ୍ୟା yକୁ P ବିନ୍ଦୁର y ସ୍ଥାନାଙ୍କ (y-coordinate) ବା କୋଟି (ordinate) ବୋଲି କୁହାଯାଏ ।

→ P ବିନ୍ଦୁର ସ୍ଥାନାଙ୍କ ଦ୍ଵୟ ଗୋଟିଏ ନିର୍ଦ୍ଦିଷ୍ଟ କ୍ରମରେ (ପ୍ରଥମ x ଓ ପରେ y) ଆବଦ୍ଧ ହେଉଥ‌ିବାରୁ ଏହାକୁ ଏକ କ୍ର ମିତ ସଂଖ୍ୟାଯୋଡ଼ି (ordered pair) ବୋଲି କୁହାଯାଏ । ତେଣୁ କୌଣସି ବିନ୍ଦୁ ସ୍ଥାନାଙ୍କର ପ୍ରଥମ ସଂଖ୍ୟାଟି x ଓ ଦ୍ବିତୀୟ ସଂଖ୍ୟାଟି y-ସ୍ଥାନାଙ୍କକୁ ବୁଝାଏ ।

ସର୍ବପ୍ରଥମେ ସ୍ଥାନାଙ୍କଦ୍ୱାରା ସୂଚିତ କରାଯାଇଥିବା ସ୍ଥାନାଙ୍କ ଜ୍ୟାମିତିର ଜନକ ଡେକାର୍ଟେଙ୍କ ନାମାନୁସାରେ P ବିନ୍ଦୁର ଏହି ସ୍ଥାନାଙ୍କକୁ କାର୍ଟେଜୀୟ ସ୍ଥାନାଙ୍କ (Cartesian co-ordinates) କୁହାଯାଏ । ବସ୍ତୁଟି ଯେଉଁ ସମତଳରେ ଅବସ୍ଥିତ, ସେ ସମତଳକୁ କାର୍ଟେଜୀୟ ସମତଳ (Cartesian Plane) କୁହାଯାଏ !

→ ସମତଳ :

• ସମତଳଟି ଅସଂଖ୍ୟ ବିନ୍ଦୁମାନଙ୍କର ସେଟ୍ । ସ୍ଥାନାଙ୍କ ସମତଳରେ ପ୍ରତ୍ୟକ ବିନ୍ଦୁପାଇଁ ଏକ କ୍ରମିତ ସଂଖ୍ୟାଯୋଡ଼ି ରହିଛି । ତେଣୁ ସେଟ୍ ଭାଷାରେ ସମତଳକୁ ଲେଖିଲେ-
  ସମତଳ = {(x, y) | x, y ∈ R}
• (x, y) ∈ R × R ବା R² । ତେଣୁ ଏହି ସ୍ଥାନାଙ୍କ ସମତଳକୁ R-ସମତଳ (R-Plane) ବା କାର୍ଟେଜୀୟ ସମତଳ (Cartesian Plane) ମଧ୍ୟ କୁହାଯାଏ ।
  A × B = {(a, b) | a ∈ A, ∈ B}
  B × A = {(b, a) | a ∈ A, ∈ B}
  ଯଦି A = B = R (ବାସ୍ତବ ସଂଖ୍ୟା ସେଟ୍) ତେବେ କାର୍ଟେଜୀୟ ଗୁଣଫଳ ସେଟ୍ R × R = {(x, y) | x, y = R} ଓ ଏହାକୁ R? ରୂପେ ମଧ୍ୟ ଲେଖାଯାଏ ।

→ \(\overleftrightarrow{\mathbf{X’OX}}\) ଅକ୍ଷର \(\overrightarrow{\mathrm{OX}}\) କୁ x-ଅକ୍ଷର ଧନଦିଗ, \(\overrightarrow{ OX’ } \) କୁ ଋଣଦିଗ କୁହାଯାଏ । ସେହିପରି \(\overrightarrow { OY } \) ଏବଂ \(\overrightarrow{ OY’ } \) କୁ \(\overleftrightarrow{\mathbf{Y’OY}}\) ଅକ୍ଷର ଯଥାକ୍ରମେ ଧନଦିଗ ଓ ଋଣଦିଗ ଭାବେ ନିଆଯାଇଥାଏ ।

→ପ୍ରଥମେ x-ଅକ୍ଷରେ ଅବସ୍ଥିତ ଯେକୌଣସି ଏକ ବିନ୍ଦୁ Mର ସ୍ଥାନାଙ୍କ ନିର୍ଣ୍ଣୟ କରାଯାଉ । ଏହାର x-ସ୍ଥାନାଙ୍କ x ଏବଂ y-ସ୍ଥାନାଙ୍କ ଶୂନ । କାରଣ x-ଅକ୍ଷଠାରୁ \(\overrightarrow{ OY } \) ବା \(\overrightarrow{ OY’ } \) ଦିଗରେ M ବିନ୍ଦୁର ଦୂରତା ଶୂନ ହୋଇଥିବାରୁ ଏହାର y-ସ୍ଥାନାଙ୍କ ଶୂନ ।

• ତେଣୁ x- ଅକ୍ଷ ଉପରେ ଅବସ୍ଥିତ ଯେକୌଣସି ବିଦୁର ସ୍ଥାନାଙ୍କ (x, 0) ଅର୍ଥାତ୍ x-ଅକ୍ଷର ପ୍ରତ୍ୟେକ ବିନ୍ଦୁର y-ସ୍ଥାନାଙ୍କ = 0 ।
• ସେହିପରି y- ଅକ୍ଷର ଯେକୌଣସି ବିଦୁର ସ୍ଥାନାଙ୍କ (0, y) ଅର୍ଥାତ୍ y-ଅକ୍ଷର ପ୍ରତ୍ୟେକ ବିନ୍ଦୁର x ସ୍ଥାନାଙ୍କ 0 ।
• ମୂଳବିନ୍ଦୁ ( ଉଭୟ ଅକ୍ଷର ପରସ୍ପର ଛେଦବିନ୍ଦୁରେ ଥିବାରୁ ଏହାର ସ୍ଥାନାଙ୍କ (0, 0) ଅଟେ ।
  • ପ୍ରଥମ ପାଦରେ ଅବସ୍ଥିତ ଯେକୌଣସି ବିନ୍ଦୁର ସ୍ଥାନାଙ୍କ (x, y) ପାଇଁ x > 0, y > 0 । ଅର୍ଥାତ୍‌x ଓ y ଉଭୟେ ଧନାତ୍ମକ ।
  • ଦ୍ଵିତୀୟ ପାଦରେ ଅବସ୍ଥିତ ଯେକୌଣସି ବିନ୍ଦୁର ସ୍ଥାନାଙ୍କ (x, y) ପାଇଁ x < 0, y > 0 ଅର୍ଥାତ୍ x ଋଣାତ୍ମକ ଓ y ଧନାତ୍ମକ ।
  • ତୃତୀୟ ପାଦରେ ଅବସ୍ଥିତ ଯେକୌଣସି ବିନ୍ଦୁର ସ୍ଥାନାଙ୍କ (x, y) ପାଇଁ x < 0, y < 0 । ଅର୍ଥାତ୍‌ x ଓ y ଉଭୟେ ଋଣାତ୍ମକ ।
  • ଚତୁର୍ଥ ପାଦରେ ଅବସ୍ଥିତ ଯେକୌଣସି ବିନ୍ଦୁର ସ୍ଥାନାଙ୍କ (x, y) ପାଇଁ x > 0, y < 0 । ଅର୍ଥାତ୍‌ x ଧନାତ୍ମକ ଓ y ଋଣାତ୍ମକ ।
• ଅକ୍ଷଦ୍ବୟ ଉପରିସ୍ଥ ଯେକୌଣସି ବିନ୍ଦୁ କୌଣସି ପାଦରେ ଅନ୍ତର୍ଭୁକ୍ତ ନୁହଁନ୍ତି ।
• x- ଅକ୍ଷର ପ୍ରତ୍ୟେକ ବିନ୍ଦୁର y-ସ୍ଥାନାଙ୍କ (0) ହେତୁ x-ଅକ୍ଷର ସମୀକରଣ ହେଉଛି y = 0 ।
  ସେହିପରି y- ଅକ୍ଷର ପ୍ରତ୍ୟେକ ବିନ୍ଦୁର x-ସ୍ଥାନାଙ୍କ ( ହେତୁ y-ଅକ୍ଷର ସମୀକରଣ ହେଉଛି x = 0 ।

→ ଦୁଇଟି ଦତ୍ତ ବିନ୍ଦୁ ମଧ୍ୟରେ ଦୂରତ | (Distance between two given points) :

• ଉପପାଦ୍ୟ 1 :
  
• ସ୍ଥାନାଙ୍କ ସମତଳରେ P₁(x₁, y₁) ଓ P₂(x₂, y₂) ଦୁଇଟି ଦତ୍ତ ବିନ୍ଦୁ ହେଲେ, ସେମାନଙ୍କ ଦୂରତା
  P₁P₂ = \(\sqrt{(x_2-x_1)^2 + (y_2-y_1)^2}\) ବା \(\sqrt{(x_1-x_2)^2 + (y_1-y_2)^2}\)
• ଦତ୍ତ : ସ୍ଥାନାଙ୍କ ସମତଳରେ P₁(x₁, y₁) ଏବଂ P₂(x₂, y₂) ଦୁଇଟି ବିନ୍ଦୁ ।
• ପ୍ରାମାଣ୍ୟ : P₁P₂ = \(\sqrt{(x_2-x_1)^2 + (y_2-y_1)^2}\)
• ଅଙ୍କନ : ଏକ ସମତଳରେ P₁ ଓ P₂ ଦୁଇଟି ବିନ୍ଦୁ । ସେମାନଙ୍କର ସ୍ଥାନାଙ୍କ ଯଥାକ୍ରମେ (x₁, y₁) ଓ (x₂, y₂) । P₁P₂ ରେଖାଖଣ୍ଡ ଅଙ୍କନ କର ।
  P₁ ଓ P₂ ବିଦୁ୍ୟଦ୍ବୟରୁ x-ଅକ୍ଷ ପ୍ରତି ଯଥାକ୍ରମେ \(\overline{{P}_1 {M}_1}\) ଓ \(\overline{{P}_2 {M}_2}\) ଲମ୍ବ ଅଙ୍କନ କର । ପୁନଶ୍ଚ, P₁ ବିନ୍ଦୁରୁ P₂M₂ ପ୍ରତି x-ଅକ୍ଷ ସହ ସମାନ୍ତର କରି PAR ରେଖାଖଣ୍ଡ ଅଙ୍କନ କର ।
• ପ୍ରମାଣ : OM₁ = x₁, OM₂ = x₂, M₁P₁ = y₁ ଓ M₂P₂ = y₂
  ତେଣୁ P₁R = M₁M₂ = OM₂ – OM₁ = x₂ – x₁
  ଏବଂ RP₂ = M₂P₂ – M₂R = M₂P₂ – M₁P₁ = y₂ – y₁
  ଯେହେତୁ ∆ P₁RP₂ ରେ m∠P₁RP₂ = 90°
  ତେଣୁ ପିଥାଗୋରାସ୍ ଉପପାଦ୍ୟ ଅନୁସାରେ (P₁P₂)² = (P₁R)² + (RP₂)²= (x₂ – x₁)² + (y₂ – y₁)²
  ଯେହେତୁ ଦୂରତା ଏକ ଧନାତ୍ମକ ସଂଖ୍ୟା ।
  ତେଣୁ P₁P₂ = \(\sqrt{(x_2-x_1)^2 + (y_2-y_1)^2}\) ଅଥବା \(\sqrt{(x_1-x_2)^2 + (y_1-y_2)^2}\)
  

→ ଅନୁସିଦ୍ଧାନ୍ତ 1 : ମୂଳବିନ୍ଦୁ O(0, 0)ରୁ ଯେକୌଣସି ବିନ୍ଦୁ P(x, y) ର ଦୂରତା OP = \(\sqrt{x^2 + y^2}\) ହେବ ।
→ ଅନୁସିଦ୍ଧାନ୍ତ 2 : P₁, P₂ ବିନ୍ଦୁଦ୍ଵୟ x-ଅକ୍ଷ ଉପରେ ଅବସ୍ଥିତ ହେଲେ P₁P₂ = | x₂ – x₁ | ଓ y-ଅକ୍ଷ ଉପରେ ଅବସ୍ଥିତ ହେଲେ, P₁P₂ = | y₂ – y₁ | ହେବ ।

→ ବିଭାଜନ ସୂତ୍ର (Division Formula) :
ସଂଜ୍ଞା : ଅନ୍ତର୍ବିଭାଜନ :
ଯଦି A-P-B ହୁଏ, ଅର୍ଥାତ୍ AB ଉପରେ A ଓ B ବିନ୍ଦୁଦ୍ଵୟର ମଧ୍ୟବର୍ତୀ P ବିନ୍ଦୁ ହୁଏ, ତେବେ AB ରେଖାଖଣ୍ଡ P ବିନ୍ଦୁରେ \(\overline{\mathrm{AP}}\) ଓ \(\overline{\mathrm{PB}}\) ରେଖାଖଣ୍ଡରେ ଅନ୍ତର୍ବିଭକ୍ତ ହୁଏ ।
ଏ କ୍ଷେତ୍ରରେ AP + PB = AB ହୁଏ ଓ ଅନ୍ତର୍ବିଭକ୍ତ ହୋଇଥିବା ଦୁଇ ରେଖାଖଣ୍ଡର ଦୈର୍ଘ୍ୟର ଅନୁପାତ AP : PB ।
ଯଦି P ବିନ୍ଦୁ AB ରେଖାଖଣ୍ଡକୁ m : n ଅନୁପାତରେ ଅନ୍ତର୍ବିଭକ୍ତ କରେ, ଆମେ ଲେଖୁବା ଯେ, \(\frac{PA}{PB}=\frac{m}{n}\) ।
କିନ୍ତୁ P ବିନ୍ଦୁ BA ରେଖାଖଣ୍ଡକୁ r : s ଅନୁପାତରେ ଅନ୍ତର୍ବିଭକ୍ତ କଲେ, ଆମେ ଲେଖୁବା ଯେ, \(\frac{PB}{PA}=\frac{r}{s}\) ।

ଉପପାଦ୍ୟ 2 :
A (x,, y) ଓ B(x,, y,) ବିନ୍ଦୁଦ୍ଵୟକୁ ଯୋଗ କରୁଥିବା ରେଖାଖଣ୍ଡ AB, ଯଦି P(x, y) ବିନ୍ଦୁଦ୍ୱାରା m : n ଅନୁପାତରେ ଅନ୍ତର୍ବିଭାଜିତ ହୁଏ, ତେବେ P ବିନ୍ଦୁର ସ୍ଥାନାଙ୍କ \(\frac{{mx}_2+{nx_1}}{m+n}, \frac{{my}_2+{ny_1}}{m+n}\) ହେବ ।
ଦତ୍ତ : ସ୍ଥାନାଙ୍କ ସମତଳରେ AB ରେଖାଖଣ୍ଡ ଉପରିସ୍ଥ P ଏପରି ଏକ ବିନ୍ଦୁ ଯେପରି \(\frac{AP}{BP}=\frac{m}{n}\) ।

ମନେକର A, B ଓ P ବିନ୍ଦୁର ସ୍ଥାନାଙ୍କ ଯଥାକ୍ରମେ (x₁, y₁), (x₂, y₂) ଓ (x, y) ।
ପ୍ରାମାଣ୍ୟ : P ବିନ୍ଦୁର ସ୍ଥାନାଙ୍କ (x, y) = (\(\frac{{mx}_2+{nx_1}}{m+n}, \frac{{my}_2+{ny_1}}{m+n}\))

→ ଅଙ୍କନ : A, P ଓ Bରୁ x-ଅକ୍ଷପ୍ରତି ଯଥାକ୍ରମେ AC, PM ଏବଂ BD ଲମ୍ବ ଏବଂ AS ⊥ PM, PT ⊥ BD ଅଙ୍କନ କର ।
ପ୍ରମାଣ : A ASP ଏବଂ A PTB ତ୍ରିଭୁଜଦ୍ଵୟ ମଧ୍ଯରେ m∠PAS = m∠BPT = 90°
m∠PAS = m∠BPT (ଅନୁରୂପ)
∴ ∆ ASP ଓ ∆ PTB ଦ୍ଵୟ ସଦୃଶ, ଅର୍ଥାତ୍ ∆ ASP – ∆ PTB
ତେଣୁ \(\frac{\mathrm{AS}}{\mathrm{PT}}=\frac{\mathrm{PS}}{\mathrm{BT}}=\frac{\mathrm{PA}}{\mathrm{PB}}=\frac{\mathrm{m}}{\mathrm{n}}\) ଅର୍ଥାତ୍ \(\frac{\mathrm{AS}}{\mathrm{PT}}=\frac{\mathrm{m}}{\mathrm{n}}\) ଏବଂ \(\frac{\mathrm{PS}}{\mathrm{BT}}=\frac{\mathrm{m}}{\mathrm{n}}\)
ମାତ୍ର AS = CM = x – x₁, PT = MD = x₂ – x
ଏବଂ PS = PM – SM = PM – AC = y – y₁
BT = BD – TD = TD – PM = y₂ – y
\(\frac{\mathrm{AS}}{\mathrm{PT}}=\frac{x-x_1}{x_2-x}=\frac{m}{n}\) ⇒ mx₂ – mx = nx – nx₁ ⇒ mx₂ + nx₁ = mx + nx
⇒ x (m + n) = mx₂ + nx₁, PX = \(\frac{mx_2+nx_1}{m+n}\)
ସେହିପରି, \(\frac{\mathrm{AS}}{\mathrm{PT}}=\frac{y-y_1}{y_2-y}=\frac{m}{n}\) ⇒ my₂ – my = ny – ny₁
⇒ my₂ + ny₁ = my + ny ⇒ y (m + n) = my₂ + ny₁ ⇒ y = \(\frac{my_2+ny_1}{m+n}\)

→ ତେଣୁ A(x₁, y₁) ଓ B(x₂, y₂) ବିନ୍ଦୁଦ୍ଵୟର ସଂଯୋଗକାରୀ ରେଖାଖଣ୍ଡ ABକୁ m : n ଅନୁପାତରେ ଅନ୍ତର୍ବିଭକ୍ତ କରୁଥ‌ିବା ବିନ୍ଦୁ P ବିନ୍ଦୁର ସ୍ଥାନାଙ୍କ (x, y) = \(\frac{mx_2+nx_1}{m+n}, \frac{my_2+ny_1}{m+n}\) ଅଟେ ।

• ଯଦି A – B – P ହୁଏ, ଅର୍ଥାତ୍‌ \(\overrightarrow{AB}\) ଉପରିସ୍ଥ P ଏକ ବିନ୍ଦୁ ହୁଏ, ତେବେ \(\overline{\mathrm{AB}}\), P ବିନ୍ଦୁଦ୍ଵାରା AP ଓ BP ରେଖାଖଣ୍ଡରେ ବହିର୍ବିଭକ୍ତ ହୋଇଛି ବୋଲି କୁହାଯାଏ ।
  
• ଏଠାରେ ବହିର୍ବିଭାଜନର ଅନୁପାତ AP : BP ହେବ ଓ AP – PB = AB ହେବ ।
• \(\frac{AB}{BP}\) < 1 ହେଲେ P – A – B ଏବଂ \(\frac{AB}{BP}\) > 1 ହେଲେ A – B – P ହେବ ।
• A(x₁, y₁) ଓ B(x₂, y₂) ବିଦୁ୍ୟଦ୍ୱୟକୁ ଯୋଗକରୁଥିବା ରେଖାଖଣ୍ଡ AB, ଯଦି P(x, y) ଦ୍ଵାରା m : n ଅନୁପାତରେ ବହିର୍ବିଭାଜିତ ହୁଏ, ତେବେ P(x, y) ବିନ୍ଦୁର ସ୍ଥାନାଙ୍କ \(\frac{mx_2-nx_1}{m-n}, \frac{my_2-ny_1}{m-n}\) ହେବ ।
• ଯଦି P ବିଦୁଟି \(\overline{\mathrm{AB}}\) ରେଖାଖଣ୍ଡର ମଧ୍ୟବିନ୍ଦୁ ହୁଏ, ସେ କ୍ଷେତ୍ରରେ m = n ହୁଏ ଏବଂ ମଧ୍ୟବିନ୍ଦୁ Pର ସ୍ଥାନାଙ୍କ (x, y) = \(\frac{x_1+x_2}{2}, \frac{y_1+y_2}{2}\) ହୁଏ ।

Odisha State Board CHSE Odisha Class 11 Approaches to English Book 1 Solutions Unit 4 Text A: That Lean, Hungry Look School Textbook Activity Questions and Answers.

Class 11th Alternative English Chapter 13 That Lean, Hungry Look School Question Answers CHSE Odisha

That Lean, Hungry Look School Class 11 Questions and Answers

Activity – 1
Purpose And Attitude And The Text Type

Question 1.
Which of the following described the writer’s attitude to thin people?
(i) impressed
(ii) complementary
(iii) disapproving
(iv) condemning
(v) approving
(vi) noncommittal
Answer:
(iv) condemning.

Question 2.
Which of the following phrases best expresses the writer’s purpose?
(i) to present objective information
(ii) to present both sides of a controversial issue
(iii) to shock the reader with an unconventional point of view
(iv) to persuade the reader that fat people are better than thin people.
(v) to express his dislike of thin people.
Answer:
(iv) to persuade the reader that fat people are better than people.

Question 3.
Which of the following categories of text type would you say the article belongs to?
(i) informative
(ii) imaginative
(iii) expressing an opinion
(iv) descriptive
(v) narrative
Answer:
(iii) expressing an opinion.

Question 4.
What is the general tone of the article?
(i) ironic
(ii) humorous
(iii) matter of fact
(iv) Passionate
(v) serious
Answer:
(iii) matter of fact.

Activity-3
Getting The Main Ideas Of Paragraphs

Match the paragraph in column A with the titles in column B and then say whether a title refers to thin people or fat people.

Answer:

A	B
1.	(vi) dangerous people.
2.	(v) no absolute truth.
3.	(ix) speedy metabolism
4	(vii) relaxed and fun-loving
5.	(xi) seeing all sides
6.	(xii) life is illogical and unfair.
7.	(i) a long list of logical things
8.	(viii) happiness is elusive.
9.	(iv) muddling through rather than saving time.
10.	(x) not enough time for work.
11.	(iii) love of math and morality.
12.	(ii) loving and accepting

Activity 4
Understanding Patterns Of Comparison And Contrast

There are two important ways of developing a comparison and contrast text, namely (i) the block method and the point-by-point method. In the Block method, you single out one basic way in which the two objects are alike or different. For example, if you are comparing two people at work, the introductory paragraph would tell the reader what your article would be about. The first body paragraph of the article would show something about one person’s approach to work, the following body paragraph would focus on the other person’s approach.

And in the concluding paragraph, you would briefly summarise the topic and give a dominant impression about the similarities and/or differences in the two worker’s approaches to their jobs. However, instead of deciding to compare and contrast the two objects one after another, you may decide not to separate the two objects you are discussing. You may then adopt the point-by-point method and treat’ both objects together as you present each point of comparison or contrast. You may have discovered that both of these methods have been employed in Text A.

a) Which patterns of comparison and Contrast does the writer use in paragraphs 2-5 and paragraphs 8-14?
Answer:
Point-by-point method.

b) Which pattern does she use in paragraphs 6,7,11 and 12?
Answer:
Block method.

c) Which of these two patterns do you find more effective and why?
Answer:
Both these patterns are effective in dealing with a problem. However, the point-by-point pattern is more effective because the comparison and contrast will be clear in the treatment and approach in this pattern.

d) Does the writer state the thesis explicitly? If so, where does she state it?
Answer:
The writer states the thesis of this work of art explicitly. It appears in paragraph -1.

e) How does the conclusion support the thesis? Write a few words on the appropriateness or otherwise of the conclusion.
Answer:
The conclusion almost sums up the nature and pursuit of the thin and fat people described in the previous paragraphs. The concluding paragraph is eloquent of the strong contrasts between fat and thin people.

Section – A
The paragraph below is the beginning paragraph of Text-A. Read it quickly and try to guess what Text-A is about.

Ceasar was right. Thin people need watching. I have been watching them for most of my adult life and 1 do not like what I see. When these narrow fellows spring at me, quiver to my toes. Thin people come in all personalities, most of them menacing. You have got your ‘together’ thin person, your mechanical thin person. Your condescending thin person, your efficiency expert thin person. All of them are dangerous.
Now read Text-A, which is adopt?  from an article in news week in the year 197. in order to check whether your prediction made above is right.

That Lean, Hungry Look Summary in English

According to Ceasar, thin people need watching. The writer has been watching such people for most of his adult life and never likes what he sees. He says when these thin fellows spring at him he trembles to his toes. Thin people come in all personalities and most if they are dangerous. Thin people in the first place are not fun. They have always got to be going something. They make others tired. They get speedily little metabolisms that cause them to burtle briskly. Sluggish, inert, easy-going fat people are preferable to thin ones.

Fat people don’t chattel all day long. Thin people turn mean and hard at a young age because they never learn the value of a hot fudge Sunday for easing tension. They are firm and fresh and dull like carrots. Thin people believe in logic, fat people see all sides. Fat people realize that life is illogical and unfair. They know well that God is not in heaven and all is not right with the world. If God was up there, fat people could leave two doughnuts and a big orange drink the time they wanted it.

Thin people have a long list of logical things they are always spouting off to me. They hold up one finger at a time as they reel off these things. They speak slowly as if to a young child. The list is long and full of holes. They also think these 2,000-point plans lead to happiness. Fat people know happiness is elusive at best and even if ey could get the kind of thin people to talk about, they wouldn’t want it. Fat people see that such programs are too dull, too hard, and too off the mark. They are never better than a whole cheesecake.

However, fat people know all about the mystery of life. They get acquainted with the night, luck, and fate, and play them by ears. The main problem with people is that they oppress. Thin people are downers. They like math and morality and reasoned evaluation of the limitations of human beings. They expound prognosis, probe, and prick. Fat people are friendly and cheerful. Fat people will talk continuously, trade quickly, laugh loudly, gyrate, and gossip. They are generous, giving, and gallant. They are gluttonous, goodly, and great.

Analytical outlines:

• According to Ceasar, thin people need to be watched minutely.
• He has been watching such people for most of his adult life.
• He calls them as narrow fellows.
• When they spring at him, he trembles to his toes.
• They appear in all personalities.
• Most of them are dangerous.
• Thin people in the first place are not having fun.
• They have always got to be doing something.
• Give them a coffee break.
• They will job around the block.
• They make others tired.
• They have got a speedily little metabolism.
• It makes them to burtle briskly.

• They have forever been rubbing their bony hands together.
• They have also been eying new problems to tackle.
• But the fat people are sluggish, inert, easy going.
• So, they are preferable to the thin ones.
• Fat people don’t chartle all day long.
• Thin people turn mean and hard at a young age.
• Because they never learn the value of a hot fudge Sunday for casing tension.
• They are firm and fresh and dull like carrots.
• They go straight to the heart of the matter.
• But fat people let things stay all blurry, hazy, and vague.
• They want to race the truth.
• Fat people know there is no truth.
• Thin people believe in logic.
• Fat people see all sides.
• Fat people realize that life is illogical and unfair.
• They know very well that God is not in heaven.
• They consider all is not right with the world.
• If God was up there, fat people could have two doughnuts and a big orange drink any time they wanted it.
• Thin people have a long list of logical things.
• They are always spouting off to him.
• They hold up one finger. at a time as they reel off these things.
• They speak slowly as if to a young child.
• Their list is long and full of holes.
• They think about 2000-point plans.
• They think it must lead them to happiness.
• Fat people know happiness is elusive at best.

• They don’t want as the thin people talk about it.
• To fat people, such programs are too dull, too hard, and too off the mark.
• They are never better than a whole cheesecake.
• Fat people know all about the mystery of life.
• They get acquainted with might, luck, and fate, and playing them by ears.
• But the main problem with the thin men is that they oppress.
• Their good intentions, bony torsos, tight, ships, neat corners, cerebral machinations, and pet solutions loom like dark clouds over the
• loose, comfortable, spread out, soft world of the fat.
• Thin people are downers.
• They like math and morality.
• They also like reasoned evaluation of the limitations of human beings.
• They have their skinny little acts together.
• They expound prognoses, probes, and prick.
• Fat people are convivial that is jovial.
• They even like irregular people.
• They will come up with a good reason.
• Fat people are generous, giving, and gallant.
• They are also gluttonous, goodly, and great.
• They are friendly and cheerful.
• Fat people will gab, giggle, guffa, gyrate, and gossip.
• They have plenty of room to be free and frank.

Meaning of difficult words:

to goof off – to make a trivial mistake.
to burtle – to move around quickly.
sluggish – moving or reacting more slowly than normal.
chartling – bulging out of amusement.
wizened – small and thin and wrinkled.
shrivel led – dried up and bent, became small.
gooey – sticky, soft, and sweet.
not-fudge sonde- a hot and soft creamy light
brown sweet dish made from the ice-cream, fruits, and nuts.
crunchy – firm and fresh.
nebulous – not clear or exact, fainted.
doughnuts – small and cakes.
elusive – difficult to achieve.
muscled – covered the ground with

decaying leaves to improve its quality.
double-fudged – with two layers of chocolate or cream dressing.
cerebral machination – secret and clever plans made by the brain.
rutabagas – a king of roots.
punch line – the last few words of a joke or story.
dovners – a person who stops your
feeling cheerful or happy.
convivial – friendly and cheerful.
gab – talk continuously.
guffaw – laugh loudly.
gyrate – turn around fast in circles.
giggle – moving from side to side with quick short movements.

Read More:

• Text A: That Lean, Hungry Look Question Answer
• Text B: What is Art? Question Answer
• Text C: Psychobabble Question Answer
• Text D: The Case against Man Question Answer

Odisha State Board CHSE Odisha Class 12 Invitation to English 1 Solutions Chapter 5 Development of Polio Vaccines Textbook Exercise Questions and Answers.

Class 12th Invitation English Chapter 5 Development of Polio Vaccines Question Answers CHSE Odisha

Development of Polio Vaccines Class 12 Questions and Answers

Unitwise Gist and Glossary

UNIT -I
Gist:
The writer takes us back to 1921 when America became a victim of polio. Franklin D. Roosevelt, a young politician, was not an exception. A tiring day made him take a cold The writer takes us back to 1921 when America became a victim of polio. Franklin D. Roosevelt, a young politician, was not an exception. A tiring day made him take a cold swim and lie leisurely in his wet swimsuit at home. He went to bed feeling as if he had caught a cold.

In a few days, he came to know that he was suffering from polio. The early symptoms of poor attack are headache, nausea, vomiting, and fever. Air, food, and water are the carriers of poliovirus. One percentage of polio-infected people actually suffer from severe polio. There are two forms of polio: spinal and bulbar; the former affects the limbs and the latter lung. Muscle pain, and stiff neck and back characterize both forms. The symptoms of both forms of polio are similar.
ସାରମର୍ମ :
ଲେଖକ ଆମକୁ ୧୯୨୧ ମସିହାର ପୃଷ୍ଠଭୂମିକୁ ଫେରାଇ ନେଇଛନ୍ତି ଯେତେବେଳେ ଆମେରିକା ପୋଲି ଓ ବ୍ୟାଧର ଶିକାର ହୋଇଥିଲା । ଯୁବ ରାଜନୀତିଜ୍ଞ Franklin D. Roosevelt ଏହାର ବ୍ୟତିକ୍ରମ ନ ଥିଲେ । ଏକ କ୍ଲାନ୍ତ ଦିବସରେ ସେ ଥଣ୍ଡା ପାଣିରେ ପହଁରିଥିଲେ ଓ ଓଦା ସନ୍ତରଣ-ପୋଷାକ ପରିଧାନ କରି ଘରେ ଶୋଇ ରହିଥିଲେ । ସେ ଯେତେବେଳେ ଶୋଇବାକୁ ଗଲେ, ସେ ଅନୁଭବ କଲେ ଯେପରିକି ତାଙ୍କୁ ଥଣ୍ଡା ହୋଇଛି । କିଛି ଦିନ ଭିତରେ ସେ ପୋଲିଓ ରୋଗରେ ପୀଡ଼ିତ ହୋଇଥିବାର ଜାଣିବାକୁ ପାଇଲେ । ପୋଲିଓ ସଂକ୍ରମଣର ପ୍ରାକ୍-ଲକ୍ଷଣଗୁଡ଼ିକ ହେଲା – ମୁଣ୍ଡବ୍ୟଥା, ଅସ୍ୱସ୍ଥି ଲାଗିବା, ବାନ୍ତି ଏବଂ ଜ୍ଵର । ବାୟୁ, ଖାଦ୍ୟ ଏବଂ ଜଳ ହେଉଛି ପୋଲିଓ ଭୂତାଣୁର ବାହକ । ପୋଲିଓ ଆକ୍ରାନ୍ତ ବ୍ୟକ୍ତିମାନଙ୍କ ମଧ୍ୟରୁ ବାସ୍ତବରେ ୧ ପ୍ରତିଶତ ମାରାତ୍ମକ ପୋଲିଓରେ ପୀଡ଼ିତ ହୋଇଥା’ନ୍ତି । ପୋଲିଓ ଦୁଇପ୍ରକାର; ଯଥା – spinal (ମେରୁଦଣ୍ଡ ସମ୍ବନ୍ଧୀୟ) ଓ bulbar (ଫୁସ୍‌ଫୁସ୍ ସମ୍ବନ୍ଧୀୟ) । ପ୍ରଥମଟି ଅଙ୍ଗପ୍ରତ୍ୟଙ୍ଗକୁ ଏବଂ ଦ୍ବିତୀୟଟି ଫୁସ୍‌ଫୁସ୍‌ ଆକ୍ରାନ୍ତ କରିଥାଏ । ମାଂସପେଶୀ ଯନ୍ତ୍ରଣା, ବେକ ଓ ପିଠି ଲାଠି ହୋଇଯିବା ଉଭୟ ପ୍ରକାର ପୋଲିଓର ବୈଶିଷ୍ଟ୍ୟ । ଉଭୟ ପ୍ରକାର ପୋଲିଓର ଲକ୍ଷଣ ସମାନ ।

Glossary:
outbreak : sudden occurrence (ବ୍ୟାପିବା)
plagued : caused trouble for a period of time (କିଛି ସମୟ ପାଇଁ ଅସୁବିଧା ସୃଷ୍ଟି କରିଥିଲା )
poliomyelitis : polio virus (ପୋଲି ଓ ଭୂତାଣୁ )
taking a cold swim : ଥଣ୍ଡା ପାଣିରେ ପହଁରିବା
relief : ଆରାମ
swimsuit : ସନ୍ତରଣ ପୋଷାକ
strike : deliver a blow (ଆଘାତ ଦେବା )
vinis : ଭୂତାଣୁ
incubate : hatch (ଅଣ୍ଡା ଫୁଟାଇବା )
a symptomatic: In medicine, a disease is considered asymptomatic if a patient is a carrier for a disease or infection but experiences no symptoms.
symptoms :
stage : condition (ଅବସ୍ଥା )
infected: ସଂକ୍ରମିତ
droplets: a very small drop of a liquid (ବୁନ୍ଦା)
antibodies : antibodies (1g) are found in blood or other bodily fluids of vertebrates, and are used by the immune system to identify and neutralize foreign objects, such as
bacteria and viruses.
unlucky : ଭାଗ୍ୟହୀନ
permanently : ସବୁଦିନ ପାଇଁ
paralyzed : ଅଚଳ ହୋଇଗଲା
spinal cord : ମେରୁଦଣ୍ଡସ୍ଥ ସ୍ନାୟୁ ସଂସ୍ଥାନ
multiplies : increases (ବଢ଼ିଯାଏ)
nerves : ସ୍ନାୟୁ
affected : ପ୍ରଭାବିତ ହେଲା
pain : ଯନ୍ତ୍ରଣା
stiff : unable to move easily (ଅଚଳ)
lungs : ଶ୍ଵାସନଳୀ
breathe : ନିଃଶ୍ଵାସ ନେବା
physical therapy: ଶାରୀରିକ ଚିକିତ୍ସା
recover : cure (ଭଲ ହୋଇଯିବା)
varies : changes (ପରିବର୍ତ୍ତନ ହୁଏ)

Think it:
Question 1.
What is poliomyelitis ?
Answer:
Poliomyelitis means poliovirus. It causes an acute, viral, infectious disease that spreads from person to person, basically via the fecal-oral route.

Question 2.
When did Roosevelt find out that he had polio?
Answer:
On a tiring day, Roosevelt took a cold swim and lie leisurely in his wet swimsuit at home. When he went to bed, he felt as if he had caught a cold. After a few days, he found out that he had polio.

Question 3.
What are the early symptoms of a polio attack?
Answer:
The early symptoms of polio attack are flue – like symptoms like headache, nausea, vomiting, and fever.

Question 4.
Which things are the carriers of poliovirus?
Answer:
The carriers of poliovirus are air, water, and food.

Question 5.
What percentage of people attacked by poliovirus actually suffer from severe polio?
Answer:
One percentage of people attacked by poliovirus actually suffer from severe polio.

Question 6.
What are the two forms of polio?
Answer:
The two forms of polio are spinal and bulbar.

Question 7.
Are the symptoms of both forms of polio similar or different? Which form of the disease is more dangerous?
Answer:
The symptoms of both forms of polio are similar. The bulbar form of the disease is more dangerous.

UNIT – II

Gist:
Roosevelt was keen on not allowing dangerous polio to dominate him. It left his long-term career as the President of the USA untouched. He led the fight against polio by increasing public awareness of the deadly disease and promoting research. Polio never destroyed the large bulk of the population like plague or influenza. Instead, it was a fearful, highly contagious disease that affected all, irrespective of rich or poor, when it occurred in a deadly manner. It seemed as if advances in science paled into insignificance before this disease. The first half of the nineteenth century witnessed tremendous advancement in basic hygiene methods and knowledge. A great change had come in our civilization for the first time. The people’s mere hope for good health gave way to expectations. Children were the worst sufferers of polio. The panic-stricken parents were afraid of sending their children to schools in the early 1950s because there was no vaccine for the treatment of polio.
ସାରମର୍ମ :
ବିପଜ୍ଜନକ ପୋଲିଓକୁ ତାଙ୍କ ଉପରେ ପ୍ରଭାବ ବିସ୍ତାର କରାଇ ନ ଦେବାକୁ Roosevelt ଦୃଢ଼ସଂକଳ୍ପ ଥିଲେ । ଯୁକ୍ତରାଷ୍ଟ୍ର ଆମେରିକାର ରାଷ୍ଟ୍ରପତି ଭାବେ ତାଙ୍କର ଦୀର୍ଘ ରାଜନୈତିକ ଜୀବନ ନିରାପଦ ରହିଥିଲା । ବିପଜ୍ଜନକ ବ୍ୟାଧ୍ ସମ୍ବନ୍ଧରେ ଜନସଚେତନତା ସୃଷ୍ଟି କରି ଏବଂ ଗବେଷଣାକୁ ପ୍ରୋତ୍ସାହନ ଦେଇ ସେ ପୋଲିଓ ବିରୁଦ୍ଧରେ ସଂଗ୍ରାମ କଲେ । ପ୍ଲେଗ୍ ବା ଇନ୍‌ଫ୍ଲୁ ଏଞ୍ଜା ଭଳି ଏହା ଅଧିକାଂଶ ଲୋକଙ୍କୁ ମୃତ୍ୟୁମୁଖକୁ ଠେଲି ଦେଉନଥିଲା । ଅପରପକ୍ଷେ ଏହା ଏକ ଭୟ ଉଦ୍ରେକକାରୀ ପ୍ରବଳ ସଂକ୍ରାମକ ରୋଗ ଥିଲା ଯାହାକି ଭୟଙ୍କର ଭାବେ ବ୍ୟାପୁଥ‌ିବା ସମୟରେ ଧନୀ, ଦରିଦ୍ର, ନିର୍ବିଶେଷରେ ସମସ୍ତଙ୍କୁ ଆକ୍ରାନ୍ତ କରୁଥିଲା । ବିଜ୍ଞାନର ଅଗ୍ରଗତି ଏହି ରୋଗ ନିକଟରେ ପରାଭୂତ ହେଲା ଭଳି ପ୍ରତୀୟମାନ ହେଉଥିଲା । ଊନବିଂଶ ଶତାବ୍ଦୀର ଆଦ୍ୟ ଭାଗରେ ମୌଳିକ ପରିମଳ ବ୍ୟବସ୍ତା ଓ ଜ୍ଞାନ କ୍ଷେତ୍ରରେ ପ୍ରଭୃତ ଅଗ୍ରଗତି ଘଟିଥିଲା । ପ୍ରଥମ ଥର ପାଇଁ ଆମ ସଭ୍ୟତାରେ ଏକ ବିରାଟ ପରିବର୍ତ୍ତନ ଆସିଥିଲା । ଉତ୍ତମ-ସ୍ୱାସ୍ଥ୍ୟ ପାଇଁ ଲୋକମାନଙ୍କ ଆଶା ଅନେକ ସମ୍ଭାବନା ସୃଷ୍ଟି କରିଥିଲା । ପୋଲିଓଦ୍ୱାରା ପିଲାମାନେ ଦୟନୀୟଭାବେ ପୀଡ଼ିତ ହେଉଥିଲେ । ୧୯୫୦ଦଶକ ପ୍ରାରମ୍ଭରେ ଭୀତତ୍ରସ୍ତ ପିତାମାତାମାନେ ସେମାନଙ୍କ ପିଲାମାନଙ୍କୁ ବିଦ୍ୟାଳୟକୁ ପଠାଇବାକୁ ଭୟ କରୁଥିଲେ । କାରଣ ପୋଲିଓର ଚିକିତ୍ସା ନିମନ୍ତେ ସେତେବେଳେ କୌଣସି ପ୍ରତିଷେଧକ ନ ଥିଲା ।

Glossary:
determined : keen (ଦୃଢ଼ସଂକଳ୍ପ କରିଥିଲେ)
let : allow (ଅନୁମତି ଦେବା)
major : ବଡ଼
get the best of : conquer (ଜୟ କର )
illustrious : famous and much admired (ବିଖ୍ୟାତ ଓ ପ୍ରଶଂସିତ)
political career : ରାଜନୈତିକ ଜୀବନ
long term : ଦୀର୍ଘଦିନ
spearhead (h) : lead an attack (ନେତୃତ୍ୱ ନେବା)
fight : ଯୁଦ୍ଧ କର
public awareness : ଜନସଚେତନତା
deadly : ପ୍ରାଣଘାତୀ
promoting : ପ୍ରୋତ୍ସାହିତ କରିବା
research : ପ୍ରୋତ୍ସାହିତ କରିବା
devastated : destroyed completely (ସମ୍ପୂର୍ଣ୍ଣ ଭାବରେ ନଷ୍ଟ
population : ଜନସଂଖ୍ୟା
plague : ମହାମାରୀ
influenza : ବ୍ୟାପକ ସର୍ଦ୍ଦି
contagious disease : disease that spreads by people touching each other (ସଂକ୍ରାମକ ବ୍ୟାଧ୍)
terrifying : ଭୟଙ୍କର
in spite of : ସତ୍ତ୍ବେ
advance : ପ୍ରଗତି
century : hundred years (ଶତାବ୍ଦୀ)
basic : ପ୍ରାରମ୍ଭିକ
tremendously : ବହୁଳ ପରିମାଣରେ
civilization : ସଭ୍ୟତା
instead of : ପରିବର୍ତ୍ତେ
vulnerable : easily hurt physically (ସହଜରେ ସଂକ୍ରମିତ ହେବା / ସହଜରେ ପ୍ରଭାବିତ ହେବା)
heartbreaking : ହୃଦୟବିଦାରକ
crutches : ଆଶାବାଡ଼ି
lacking : want (ଅଭାବ)
panicked : ଭୟଭୀତ ହୋଇଗଲେ
cumbersome : large and heavy (ବଡ଼ ଓ ଭାରୀ )

Think it out:
Question 1.
Did polio affect Roosevelt’s political career?
Answer:
Polio did not affect Roosevelt’s political career. Instead, he enjoyed a distinguished long-term Presidency of the United States.

Question 2.
What was the highest position did Roosevelt achieve in his political career?
Answer:
Roosevelt became one of the most distinguished Presidents of the United States. His position was not short-lived. He enjoyed a long-term political career at the highest level.

Question 3.
How did he spearhead the fight against polio?
Answer:
He spearheaded the fight against polio by increasing public awareness of the dangerous disease and promoting research.

Question 4.
Who are the most vulnerable to polio?
Answer:
Children are the most vulnerable to polio.

Question 5.
Why were parents in the early 1950s afraid of sending their children to schools?
Answer:
Parents in the early 1950s were afraid of sending their children to school because there were no vaccines for the treatment of polio.

UNIT – III

Gist:
The story of vaccine developments for polio dates back to the early 1900s. Early attempts fell through because of the lack of researchers’ knowledge that there existed more than one virus. It is now known that polio is attributed to three strains of completely stable viruses. Ironically, some children were immune to polio before the 1900s, because of deplorable sanitary conditions and primitive efforts in connection with sewage and water treatments. With the improvement in sanitary methods, children were not exposed to poliovirus any longer. As a result, they did not develop antibodies to the virus. Paradoxically, their exposure to the virus during later childhood and adulthood made them run the risk of contracting polio. In the meantime, March of Dimes, a foundation in the United States, emerged on the scene. Thanks to President Roosevelt, this organization worked for the elimination of polio by enlisting the services of a competent researcher who was sure of finding a danger-free vaccination.
ସାରମର୍ମ :
ପୋଲିଓ ପ୍ରତିଷେଧକ ପ୍ରସ୍ତୁତିର କାହାଣୀ ଊନବିଂଶ ଶତାବ୍ଦୀର ଆଦ୍ୟଭାଗରୁ ଆରମ୍ଭ ହୋଇଥିଲା । ପ୍ରାରମ୍ଭିକ ପ୍ରୟାସ ବ୍ୟର୍ଥ ହୋଇଥିଲା କାରଣ ପୋଲିଓର ଏକାଧ୍ଵକ ପ୍ରକାର ଭୂତାଣୁ ଥିବା କଥା ଗବେଷକମାନେ ଜାଣିନଥିଲେ । ଏବେ ଜଣାପଡ଼ିଲା ଯେ ପୋଲିଓ ତିନିପ୍ରକାର ସମ୍ପୂର୍ଣ୍ଣ ସ୍ଥିର ଭୂତାଣୁଦ୍ବାରା ସୃଷ୍ଟି ହେଉଛି । ବିଡ଼ମ୍ବନାର କଥା ଯେ ଊନବିଂଶ ଶତାବ୍ଦୀ ପୂର୍ବରୁ ଦୁଃସ୍ଥ ପରିମଳ ବ୍ୟବସ୍ଥା, ନାଳନର୍ଦ୍ଦମା ପରିଷ୍କରଣର ପୁରୁଣାକାଳିଆ ବ୍ୟବସ୍ଥା, ଜଳବିଶୋଧନ ଅବ୍ୟବସ୍ଥା କାରଣରୁ କେତେକ ପିଲା ପୋଲିସ ସଂକ୍ରମଣରୁ ମୁକ୍ତ ଥିଲେ । ପରିମଳ ବ୍ୟବସ୍ଥାର ଉନ୍ନତି ପରେ ପିଲାମାନେ ପୋଲିଓ ଭୂତାଣୁ ସଂସର୍ଗରୁ ରକ୍ଷା ପାଇପାରିଲେ । ଫଳରେ ସେମାନଙ୍କ ଶରୀରରେ ଭୂତାଣୁ ପ୍ରତିରୋଧକ ଶକ୍ତି ସୃଷ୍ଟି ହେଲା ନାହିଁ । ଆଶ୍ଚର୍ଯ୍ୟର କଥା ଯେ ପରବର୍ତ୍ତୀ ବାଲ୍ୟାବସ୍ଥା ଓ ବୟସ୍କାବସ୍ଥାରେ ସେମାନଙ୍କର ଭୂତାଣୁ ସଂସର୍ଗରେ ଆସିବାଦ୍ଵାରା ପୋଲିଓ ରୋଗାକ୍ରାନ୍ତ ହେବାର ବିପଦ ବଢ଼ିଗଲା । ଇତ୍ୟବସରରେ March of Dimes ନାମକ ଆମେରିକାର ଏକ ଅନୁଷ୍ଠାନର-ଦୃଶ୍ୟପଟ୍ଟରେ ଆବିର୍ଭାବ ହେଲା । ରାଷ୍ଟ୍ରପତି Rooseveltଙ୍କଦ୍ଵାରା ଅନୁପ୍ରାଣିତ ହୋଇ ଏହି ସଂସ୍ଥା ପୋଲିଓର ଦୂରୀକରଣ ନିମନ୍ତେ ଜଣେ ଯୋଗ୍ୟ ଗବେଷକଙ୍କ ସହାୟତାରେ କାର୍ଯ୍ୟରତ ଥିଲା ଯିଏକି ଏକ ବ୍ୟବସ୍ଥା ବାହାର କରିପାରିବେ ବୋଲି ନିଶ୍ଚିତ ଥିଲେ ।

Glossary:
quite : ସମ୍ପୂର୍ଣ୍ଣ
strain : a distinct breed (ଭିନ୍ନ ପ୍ରକାରର )
stable : ସ୍ଥିର
enterovirus : viruses that cause gastro-intestinal illness (ପରିପାକ ଓ ଅନ୍ତନଳୀ ଜନିତ ଅସୁସ୍ଥତା ସୃଷ୍ଟିକାରୀ ଭୂତାଣୁ)
RNA : Ribonucleic acid (RNA) is one of the three major macromolecules (along with DNA and proteins) essential for all known forms of life. (ରାଇବୋନ୍ୟୁକ୍ଲିକ୍ ଏସିଡ୍)
effective : ଫଳପ୍ରଦ
ironically : ବିଡମ୍ବନାର ବିଷୟ
sanitation condition : ପରିମଳ ଅବସ୍ଥା
effort : ପ୍ରଚେଷ୍ଟା
sewage : ନର୍ଦ୍ଦମାର ମଇଳା
primitive : ପୁରୁଣାକାଳିଆ
infant : ଶିଶୁ
consequently : ଫଳସ୍ୱରୂପ
later : ପରବର୍ତ୍ତୀ
childhood : ବାଲ୍ୟକାଳ
adulthood : ବାଲ୍ୟାବସ୍ଥା
painstaking : ଆୟସସାଧ୍ୟ
funded : ଆର୍ଥିକ ସାହାଯ୍ୟ ଯୋଗାଇ
March of Dimes: a Foundation in the United States that works to improve the health of mothers and babies. ft was originally founded by Franklin D. Roosevelt in 1938 to
combat polio. (ମା’ ଓ ଶିଶୁମାନଙ୍ଗ ସ୍ୱାସ୍ଥ୍ୟବସ୍ଥାର ଉନ୍ନତି କଳ୍ପେ କାର୍ଯ୍ୟ କରୁଥିବା ଏକ ଆମେରିକୀୟ ସଂସ୍ଥା)
grassroot : basic level (ତୃଣମୂଳ / ପ୍ରାଥମିକ ସ୍ତର )
enlist : (here) utilise
respected : ସମ୍ମାନୀୟ
safe : ନିରାପଦ

Think it out:
Question 1.
Why did early attempts at the development of the polio vaccine fail?
Answer:
Early attempts at the development of the polio vaccine failed because of the researcher’s lack of knowledge concerning the existence of more than one virus.

Question 2.
Why were some children immune to polio before the 1900s?
Answer:
Some children were immune to polio before the 1900s because sanitary conditions and primitive efforts in connection with sewage and water treatments were quite deplorable. Besides, through breastfeeding their mothers’ antibodies passed onto them played a great role.

Question 3.
Did improved sanitation help to avoid polio attacks before the 1900s?
Answer:
Improved sanitation did not help to avoid polio attacks before the l900s, because of not being exposed to poliovirus in their infancy, they did not develop antibodies to the viruses. As a result, when they were exposed to the virus in later childhood and adulthood they ran the risk of suffering from polio.

Question 4.
How did the March of Dimes work for the elimination of polio?
Answer:
The March of Dimes worked for the elimination of polio with its decision to utilize the services of a venerable researcher who was sure of finding a safe vaccination.

UNIT – IV

Gist:
This part begins with the editors’ eloquent reference to Dr. Jonas Salk who started his medical career studying immunology. In 1947, while at the University of Pittsburgh, he began his research on poliovirus. He used a method of developing poliovirus in cell culture. In 1952, Salk developed a successful vaccine resorting to a blend of three types of virus, found in monkey kidney cultures. He was instrumental in developing a process with the use of formalin, a chemical that made the whole virus inactive.

Dr. Salk’s research gave rise to the scope of clinical trials which created an unprecedented history in medical science. This resulted in the spectacular reduction of polio. However, there was a problem with the original Salk vaccine. The vaccine in reality caused 260 cases of polio and consequently 10 deaths. Some virus particles were not completely inactivated. This did not last long. The problem was solved. Ever since the result has been quite effective. Salk’s vaccine is given in two intramuscular injections administered in a span of one month and in need of boosters every five years. Then came Albert Bruce Sabin who developed or oral form of the vaccine.

The advantages of an oral vaccine are its long-lasting immunity, the prevention of reinfection of the digestive tract, and the administering of the vaccine at a cheap cost. But it is not an unmixed blessing. A live, oral virus is not applicable to patients with a compromised immune system. The Sabin oral vaccine has another disadvantage. Patients suffering from enterovirus infection of the gastrointestinal tract may not develop the immune response at the time of taking the oral vaccine. Last but not least, both vaccines have their merits and demerits.
ସାରମର୍ମ :
ଏହି ଅଂଶର ଆରମ୍ଭରେ ଲେଖକ ଡକ୍ଟର Jonas Salkଙ୍କ ବିଷୟରେ ସ୍ପଷ୍ଟ ମନ୍ତବ୍ୟ ଦେଇଛନ୍ତି ଯିଏକି ସଂକ୍ରମଣ ପ୍ରତିରୋଧ ବିଷୟରେ ଅଧ୍ୟୟନ କରି ଚିକିତ୍ସକର ଜୀବନ ଆରମ୍ଭ କରିଥିଲେ । ୧୯୪୭ ମସିହା ପିଟସ୍ଵର୍ଗ ବିଶ୍ବବିଦ୍ୟାଳୟରେ ଥ‌ିବାବେଳେ ସେ ପୋଲିଓ ଭୂତାଣୁ ଉପରେ ଗବେଷଣା ଆରମ୍ଭ କରିଥିଲେ । ସେ କୋଷୀୟ ପୋଷଣ ମାଧ୍ୟମରେ ପୋଲିଓ ଭୂତାଣୁକୁ ବଢ଼ାଇବାର ପଦ୍ଧତି ବ୍ୟବହାର କରିଥିଲେ । ୧୯୫୨ ମସିହାରେ Salk ମାଙ୍କଡ଼ ବୃକ୍‌କରେ ବଢ଼ୁଥ‌ିବା ତିନି ପ୍ରକାର ଭୂତାଣୁ ସମ୍ମିଶ୍ରଣରେ ଏକ ଫଳପ୍ରଦ ପ୍ରତିଷେଧକ ପ୍ରସ୍ତୁତ କରିଥିଲେ । ଫରମାଲିନ୍ ନାମକ ରାସାୟନିକ ପଦାର୍ଥ ବ୍ୟବହାର କରି ସେ ଏକ ପଦ୍ଧତି ଆବିଷ୍କାର କରିବାରେ ମୁଖ୍ୟ ଥିଲେ ଯାହାକି ସମସ୍ତ ଭୂତାଣୁଙ୍କୁ ନିଷ୍କ୍ରିୟ କରିଦେଉଥ୍ଲା ।

ଡକ୍ତର Salkଙ୍କ ଗବେଷଣା ଚିକିତ୍ସା କ୍ଷେତ୍ରରେ ପରୀକ୍ଷଣ ପାଇଁ ସୁଯୋଗ ସୃଷ୍ଟି କରିଥଳା, ଯାହାକି ଭେଷଜ ବିଜ୍ଞାନ କ୍ଷେତ୍ରରେ ଅଭୂତପୂର୍ବ ଇତିହାସ ସୃଷ୍ଟି କରିଥିଲା । ମାତ୍ର ମୂଳ Salk ପ୍ରତିଷେଧକରେ ସମସ୍ୟା ଥିଲା । ବାସ୍ତବରେ ଏହା ୨୬୦ ଜଣଙ୍କୁ ପୋଲିଓ ବ୍ୟାଧୁଗ୍ରସ୍ତ କରାଇଥିଲା ଏବଂ ୧୦ ଜଣ ମୃତ୍ୟୁବରଣ କରିଥିଲେ । କେତେକ ଭୂତାଣୁ ସମ୍ପୂର୍ଣ୍ଣରୂପେ ନିଷ୍କ୍ରିୟ ହୋଇନଥିଲେ । କିନ୍ତୁ ଏହି ସମସ୍ୟା ବେଶିଦିନ ରହିନଥିଲା । ଏହାର ସମାଧାନ ହୋଇଥିଲା । ସେହିଦିନଠାରୁ ଫଳାଫଳ ଉତ୍ତମ ହୋଇଆସୁଛି । Salkଙ୍କ ପ୍ରତିଷେଧକ ଏକ ମାସ ବ୍ୟବଧାନରେ ଦୁଇଟି ଟୀକା ଜରିଆରେ ମାଂସପେଶୀ ମଧ୍ଯରେ ଦିଆଯାଉଥିଲା ଏବଂ ପ୍ରତି ପାଞ୍ଚ ବର୍ଷରେ ବୁଷ୍ଟର ଟୀକା ଦେବାର ଆବଶ୍ୟକତା ଥିଲା । ୧୯୫୭ ମସିହାରେ ଦୃଶ୍ୟପଟ୍ଟରେ Albert Bruce Sabinଙ୍କର ଆବିର୍ଭାବ ହେଲା

ଯିଏକି ପାଟିରେ ଖିଆଯାଉଥ‌ିବା ଏକପ୍ରକାର ପ୍ରତିଷେଧକ ପ୍ରସ୍ତୁତ କରିଥିଲେ । ପାଟିରେ ଖିଆଯାଉଥ‌ିବା ପ୍ରତିଷେଧକର ଉପକାରଗୁଡ଼ିକ ଦୀର୍ଘ ପ୍ରତିଷେଧକ ଶକ୍ତି, ପରିପାକ ତନ୍ତ୍ରର ପୁନଃସଂକ୍ରମଣରୁ ରକ୍ଷା ଏବଂ ପ୍ରତିଷେଧକ ପ୍ରଦାନରେ କମ୍ – ଖର୍ଚ୍ଚାନ୍ତ ହେବା । ଏହା ଏକ ଅପକାରିତାଶୂନ୍ୟ ଆଶୀର୍ବାଦ ନ ଥିଲା । ଦୁର୍ବଳ ପ୍ରତିରୋଧକ ଶକ୍ତିସମ୍ପନ୍ନ ରୋଗୀମାନଙ୍କ କ୍ଷେତ୍ରରେ ଏକ ଜୀବନ୍ତ ପାଟିରେ ଖିଆଯାଉଥ‌ିବା ଭୂତାଣୁ ପ୍ରୟୋଗ କରାଯାଇପାରିବ ନାହିଁ । ଏହାର ଅନ୍ୟ ଏକ ଅପକାରିତା ଥିଲା । ଅନ୍ତନଳୀରେ ସଂକ୍ରମଣ ଭୋଗୁଥିବା ରୋଗୀମାନଙ୍କୁ ପାଟିରେ ଖିଆଯାଉଥ‌ିବା ପ୍ରତିଷେଧକ ଦେଲେ ସେମାନଙ୍କଠାରେ ପ୍ରତିରୋଧକ ଶକ୍ତି ବୃଦ୍ଧି ପାଉନଥିଲା । କିନ୍ତୁ ନିଃସନ୍ଦେହରେ ଏହା କୁହାଯାଇପାରେ ଯେ ଉଭୟ ପ୍ରତିଷେଧକର ଉଭୟ ଭଲ ଏବଂ ମନ୍ଦ ଗୁଣ ଅଛି ।

Glossary:
Pr. Jonas Salk: Jonas Edward Salk (1914-1995) was an American medical researcher and virologist, best known for his discovery and development of the first sale and most effective polio vaccine.
immunology: the scientific study of protection against disease (ରୋଗ ପ୍ରତିରୋଧ
cell culture: Cell culture is the complex process by which cells are grown under controlled conditions, generally outside of their natural environment. ପୋଷଣ )
massive: ବହୁଳ ଭାବରେ
unprecedented : ଅଭୂତପୂର୍ବ
spectacularly : ଆଶ୍ଚର୍ଯ୍ୟଜନକ ଭାବରେ
oral form of vaccine: ପାଟିରେ ଖିଆଯାଉଥ‌ିବା
Albert Bruce Sabin : Albert Bruce Sabin (1906-1993) was an American medical researcher best known for having developed an oral polio vaccine.
intramuscular injections : medicinal doses injected into the muscle
booster : a second dose of medicine given w strengthen the earlier dose (ଶକ୍ତିବର୍ଦ୍ଧକ ଔଷଧ)
endemic region : intected area (ସଂକ୍ରମିତ ଅଞ୍ଚଳ)
long-lasting : ଦୀର୍ଘସ୍ଥାୟୀ
reinfection : ପୁନଃସଂକ୍ରମଣ
digestive tract : ପରିପାକ ତନ୍ତ୍ର
administering : ଦେବା
sterile syringes : disinfccted injection syringes
disadvantage : demerit (ଅପକାର)
contact : ସଂସର୍ଗ
transniincd : ସ୍ଥାନାନ୍ତରିତ ହୋଇଯିବା
immunocompromised: a body that does not have good immunity, the ability to defend against illness (ଦୁର୍ବଳ ପ୍ରତିରୋଧକ କ୍ଷମତାସମ୍ପନ୍ନ )
relative : ଆପେକ୍ଷିକ
safety : ନିରାପଦ
cost : ମୂଲ୍ୟ

Think about it:
Question 1.
What method did Jonas Salk use to develop the polio vaccine?
Answer:
Jonas Salk used a method of growing poliovirus in cell culture to develop the polio vaccine.

Question 2.
How did Salk develop a successful vaccine?
Answer:
Salk developed a successful vaccine using a combination of the three types of virus, grown in monkey kidney cultures.

Question 3.
How was the first polio vaccine accepted?
Answer:
The first polio vaccine was subjected to clinical tests in the United States and parts of Canada on a massive scale. As it was successful, the Government promptly granted permission for the vaccine to be given away among the children.

Question 4.
What was the problem with the original Salk vaccine?
Answer:
The problem with the original Salk vaccine was that it brought 260 cases of polio including 10 deaths due to incomplete inactivation of some virus particles.

Question 5.
How was the Salk vaccine given?
Answer:
Salk vaccine was injected into the muscle in two medical doses, each at an interval of one month, and requires boosters every five years.

Question 6.
How is the Sabin vaccine given?
Answer:
Sabin vaccine is given in three doses in the first two years of life and a booster is given when the child starts school.

Question 7.
What are the advantages of an oral vaccine?
Answer:
The advantages of an oral vaccine are long-lasting immunity, the prevention of reinfection of the digestive system, and oral administration at a cheaper price.

Question 8.
What is its major disadvantage?
Answer:
Its major disadvantage is that it is not applicable to patients with weak immune systems, since it is a live virus that is likely to cause disease in these patients.

UNIT – V

Gist:
Despite the never-ending debate between safety and cost, it is fortunate for us to choose from two good alternatives. Both vaccines invented by Salk and Sabin, are accepted all over the world. The United States prefers the Sabin vaccine to the Salk one, but other countries like the former. Relentless research is carried out for the development of these vaccines. The development of more fruitful culturing and purification methods induces a higher level of antibody formation. The latest research in the development of the polio vaccine is to combine E. Coli’s genes with genes of poliovirus by which E. Coli can synthesize viral capsid proteins to be used in making a vaccine. Thanks to the invention and use of the polio vaccine, America was declared to be free from polio in 1994. The World Health Organization is also concerned about it. This unit ends on a positive note. Like smallpox complete eradication of poliomyelitis, the editors’ hope, is possible.
ସାରମର୍ମ :
ନିରାପତ୍ତା ଏବଂ ମୂଲ୍ୟ ମଧ୍ୟରେ ଚାଲିଥିବା ଅସରନ୍ତି ବିତର୍କ ସତ୍ତ୍ବେ, ଆମ୍ଭମାନଙ୍କର ସୌଭାଗ୍ୟ ଯେ ଆମେ ଦୁଇଟି ବିକଳ୍ପ ମଧ୍ୟରୁ ଗୋଟିଏକୁ ବାଛିପାରୁଛୁ । Salk ଏବଂ Sabinଙ୍କଦ୍ବାରା ଉଦ୍ଭାବନ ହୋଇଥ‌ିବା ଉଭୟ ପ୍ରତିଷେଧକ ପୃଥ‌ିବୀର ଚାରିଆଡ଼େ ବ୍ୟବହାର କରାଯାଉଛି । ଆମେରିକାରେ Salkଙ୍କ ପ୍ରତିଷେଧକ ଅପେକ୍ଷା Sabinଙ୍କ ପ୍ରତିଷେଧକର ଆଦର ବେଶୀ । କିନ୍ତୁ ଅନ୍ୟାନ୍ୟ ଦେଶରେ ପ୍ରଥମଟିକୁ ପସନ୍ଦ କରାଯାଉଛି । ଏଇ ଦୁଇଟି ପ୍ରତିଷେଧକର ଉନ୍ନତିକରଣ ପାଇଁ ଅବିଶ୍ରାନ୍ତ ଗବେଷଣା ଜାରି ରହିଛି । ଫଳପ୍ରଦ ପୋଷଣ ଓ ବିଶୋଧ ପଦ୍ଧତିର ଉନ୍ନତିକରଣ ଶରୀରରେ ଅଧ‌ିକ ମାତ୍ରାରେ ରୋଗ ପ୍ରତିରୋଧକ ଶକ୍ତି ସୃଷ୍ଟି କରିଥାଏ। ପୋଲିଓ ପ୍ରତିଷେଧକ ପ୍ରସ୍ତୁତିର ସର୍ବାଧୁନିକ ଗବେଷଣା ହେଉଛି E. Coliର ଜିକୁ ପୋଲିଓ ଭୂତାଣୁ ଜିନ୍ ସହିତ ମିଶ୍ରିତ କରିବା, ଯଦ୍ବାରା E. Coli ଭୂତାଣୁର ବାହ୍ୟ ପ୍ରୋଟିନ୍ ସ୍ତରକୁ ସଂଶ୍ଳେଷଣ କରିପାରିବ ଯାହାକି ପ୍ରତିଷେଧକ ପ୍ରସ୍ତୁତି ପାଇଁ ବ୍ୟବହୃତ ହୋଇପାରିବ । ପୋଲିଓ ପ୍ରତିଷେଧକ ଉଦ୍ଭାବନ ଓ ବ୍ୟବହାରଦ୍ୱାରା ୧୯୯୪ ମସିହାରେ ଆମେରିକା ପୋଲିଓମୁକ୍ତ ଭାବେ ଘୋଷିତ ହେଲା । ବିଶ୍ଵ ସ୍ବାସ୍ଥ୍ୟ ସଙ୍ଗଠନ ମଧ୍ଯ ଏ ଦିଗରେ ଉଦ୍ୟମରତ ରହିଛି । ଲେଖକ ଆଶା କରନ୍ତି ଯେ ବସନ୍ତ ଭଳି ପୋଲିଓର ସମ୍ପୂର୍ଣ ଦୂରୀକରଣ ସମ୍ଭବ ହେବ ।

Glossary:
debate : ବିତର୍କ
alternative : ବିକଳ୍ପ
currently : at present (ବର୍ତ୍ତମାନ୍)
preferred : ପସନ୍ଦ କରାଯାଇଛି
induce : produce (ସୃଷ୍ଟି କରେ)
exciting. : causing eagerness (ଆଗ୍ରହ ସୃଷ୍ଟିକାରୀ)
recombinant biotechiogy : an advanced process of vaccine production (ପ୍ରତିଷେଧକ ପ୍ରସ୍ତୁତିର ଉନ୍ନତ ପ୍ରକ୍ରିୟା)
genetic cloning: the process of producing similar populations of genetically identical individuals that occur in nature when organisms such as bacteria, insects, or plants reproduce asexually. (ଜିନୀୟ ପ୍ରତିରୂପ ସୃଷ୍ଟି ପ୍ରକ୍ରିୟା)
synthesis: a combination of components to form a connected whole (ସଂଶ୍ଳେଷଣ )
excluding: ବାଦ୍ ଦେଇ
content: ବିଷୟବସ୍ତୁ
rare: ବିରଳ
likely : possibly (ସମ୍ଭବତ)
its footsteps: the complete eradication of polio would follow the complete extinction of small-pox (ଏହାର ପଦଚିହ୍ନ)

Think it out:
Question 1.
What induces higher levels of antibody formation?
Answer:
The development of more fruitful culturing and purification techniques induces higher levels of antibody formation.

Question 2.
What is the latest research in the development of the polio vaccine?
Answer:
The latest research in the development of the polio vaccine is to combine E. Coli’s genes with genes of poliovirus by which E. Coli can synthesize viral capsid proteins to be used in making a vaccine.

Question 3.
Is complete eradication of poliomyelitis possible?
Answer:
Yes, it is possible. Complete eradication of smallpox is a case in point.

Post-Reading Activities:

Doing with words :
(A) Study the following sentence and note the verbs in it :
Paradoxically, when sanitation improved, infants were no longer exposed at an age when they were protected, so they did not develop antibodies to the viruses. There are four finite verbs – improved, were exposed, were protected, and did develop Note ‘improved’, and ‘did develop’ are in the active voice; ‘were exposed’ and ‘were protected’ are in the passive voice. In passive voice, the form of the verb is ‘be’ + pp verb: any form of the auxiliary verb ‘be’ + past participle form of the main verb – were + expose(d), were + protect(ed).

Identify the finite verbs in the following sentences and write which verbs are in active voice, and which are in passive voice.
(i) The virus enters the body by nose or mouth and travels to the intestines, where it incubates.
(ii) In most cases, this stops the progression of the virus; lifelong immunity against the disease is acquired.
(iii) Babies were frequently exposed to polioviruses.
(iv) These infants did not contract the disease because their mothers’ antibodies were passed on to them through breastfeeding.
(v) He developed a process using formalin, a chemical that inactivated the whole virus.
(vi) The Salk vaccine is given in two intramuscular injections spaced one month apart and requires boosters every 5 years.
(vii) The Sabin oral vaccine is given in three doses in the first two years of life, and a booster is given when the child starts school.
Answer:
(i) (a) enters, travels, incubates — finite verbs
(b) All verbs in active voice,
(ii) (a) stops – finite verb – active voice
(b) is acquired – finite verb – passive voice
(iii) (a) were exposed – finite verb – passive voice
(iv) (a) did not contract – finite verb – active voice,
(b) were passed – finite verb – passive voice
(v) (a) developed, inactivated – finite verbs – active voice
(vi) (a) is given – finite verb – passive voice
(b) requires – finite verb – active voice
(vii) is given – finite verb – passive voice
(b) starts – finite verb – active voice

(B) Fill in the blanks with the verbs given in brackets in active voice. Use simple past tense.
(i) Ramakrishna ______________(fascinate) him.
(ii) Wanderlust ______________ (seize) him.
(iii) He ______________(feel) the presence of an inward power.
(iv) He ______________ (decide) to take part in the Parliament of Religions.
(v) A friendly Maharaja ______________(give) him his passage.
(vi) He ______________ (address) the audience as ‘Sisters and Brothers of America’.
(vii) Hundreds ______________ (rise) and ______________(applaud).
(viii) He ______________(use) no written text, not even notes.
(ix) America’s outward glitter ______________ not (deceive) him.
(x) He ______________(preach) Hindu philosophy.
Answer:
(i) Ramakrishna fascinated him.
(ii) Wanderlust seized him.
(iii) He felt the presence of inward power.
(iv) He decided to take part in the Parliament of Religions.
(v) A friendly Maharaja gave him his passage.
(vi) He addressed the audience as ‘Sisters and Brothers of America’.
(vii) Hundreds rose and applauded.
(viii) He used no written text, not even notes.
(ix) America’s outward glitter did not deceive him.
(x) He preached Hindu philosophy.

(C) Fill in the blanks with the verbs given in brackets in passive voice. Use the simple present tense.
(i) Civilization ______________not (inherit).
(ii) It ______________(learn) and ; ______________(earn) by each generation anew.
(iii) If the transmission of Civilization ______________ (interrupt) for one century, civilization will die and we will be savage again.
(iv) Therefore, importance (give) to higher education in our country.
(v) Colleges ______________ (design) to meet the needs of higher education.
Answer:
(i) Civilization is not inherited.
(ii) It is learned and earned by each generation anew.
(iii) If the transmission of Civilization is interrupted for one century, civilization will die and we will be savage again.
(iv) Therefore, importance is given to higher education in our country.
(v) Colleges are designed to meet the needs of higher education.

CHSE Odisha Class 12 English Development of Polio Vaccines Important Questions and Answers

I. Multiple-Choice Questions (MCQs) with Answers

Question 1.
Polio broke out in America in —
(A) 1920
(B) 1921
(C) 1934
(D) 1923
Answer:
(B) 1921

Question 2.
Roosevelt fell prey to —
(A) influenza
(B) hunting
(C) polio
(D) none of these
Answer:
(C) polio

Question 3.
He was unfortunate, because —
(A) he suffered from polio for long
(B) his legs suffered lifelong paralysis
(C) his body ached for several days
(D) none of these
Answer:
(B) his legs suffered lifelong paralysis

Question 4.
The percentage of people affected by a paralytic form of polio is –
(A) 2
(B) 3
(C) 1
(D) none of these
Answer:
(C) 1

Question 5.
People showing symptoms of muscular paralysis can be —
(A) hopeful
(B) hopeless
(C) sadistic
(D) none of these
Answer:
(A) hopeful

Question 6.
Roosevelt’s political career was —
(A) ruined
(B) short-lived
(C) distinguished
(D) none of these
Answer:
(C) distinguished

Question 7.
Polio was not so deadly as –
(A) plague
(B) influenza
(C) both (A) and (B)
(D)none of these
Answer:
(C) both (A) and (B)

Question 8.
Through the first half of the century, the advancement of hygiene methods and knowledge has been –
(A) marginal
(B) fine
(C) phenomenal
(D) moderate
Answer:
(C) phenomenal

Question 9.
The word ‘cumbersome’ means –
(A) ordinary
(B) superficial
(C) systematic
(D) none of these
Answer:
(D) none of these

Question 10.
The lack of a vaccine for polio pushed parents throughout America to a state of –
(A) optimism
(B) fear
(C) great fear
(D) hopelessness
Answer:
(C) great fear

Question 11.
Vaccine developments for polio date back to –
(A) 1900s
(B) the early 1900s
(C) 1901
(D) none of these
Answer:
(B) the early 1900s

Question 12.
That immunity was primarily during infancy before the 1900s sounded –
(A) controversial
(B) tragic
(C) ironic
(D) all of these
Answer:
(C) ironic

Question 13
Which one of the following statements is false?
(A) Efforts at water treatments are modem.
(B) Polio is caused by three strains of stable viruses.
(C) In the early 1900s, researchers were alive of the existence of more than one polio vims.
(D) The March of Dimes was set up to conduct research on polio.
Answer:
(A) Efforts at water treatments are modem.

Question 14.
The March of Dimes came into existence, thanks to –
(A) a respected researcher
(B) a specialist
(C) Roosevelt
(D) none of these
Answer:
(C) Roosevelt

Question 15.
The word ‘founded’ means –
(A) set out
(B) foundation
(C) established
(D) structured
Answer:
(C) established

Question 16.
Which one of the following statements is true?
(A) Dr. Salk started his career as an immunologist.
(B) His research was of immense help in 1949, 1952, and 1954.
(C) Salk’s research on polio was not innovative,
(D) Salk vaccine was used in America without any deliberation.
Answer:
(A) Dr. Salk started his career as an immunologist.

Question 17.
Which one out of the following statements is false?
(A) A method of growing polio vims in cell culture was of immense help in 1949.
(B) Formalin was a chemical that made the whole virus work.
(C) Salk vaccine was put to clinical trials in the USA and parts of Canada in great measure.
(D) In 1957, Albert Brace emerged on the polio scene.
Answer:
(B) Formalin was a chemical that made the whole virus work.

Question 18.
1963 witnessed the availability of –
(A) Salk vaccine
(B) different vaccines for polio
(C) Brace vaccine
(D) none of these
Answer:
(C) Brace vaccine

Question 19.
The word ‘endemic’ means-
(A) contagious
(B) infected
(C) acute
(D) inimical
Answer:
(B) infected

Question 20.
The most appropriate title of this extract is –
(A) Research on Polio
(B) Cure for Polio
(C) Contributions of Salk and Bruce in the field of polio
(D) Polio, a deadly disease
Answer:
(C) Contributions of Salk and Bruce in the field of polio

Question 21.
Research continues to improve these vaccines. The underlined word means –
(A) three
(B) polio
(C) Sabin and Salk
(D)both (A) and (B)
Answer:
(C) Sabin and Salk

Question 22.
The word ‘Recombinant’ means –
(A) reorganized
(B) reconciliation
(C) remembrance
(D) none of these
Answer:
(C) remembrance

Question 23.
We are fortunate, because –
(A) Polio vaccination is plentily available.
(B) Polio is curable.
(C) We are left with a choice between the Sabin vaccine and the Salk vaccine.
(D) all of these
Answer:
(C) We are left with a choice between the Sabin vaccine and the Salk vaccine.

Question 24.
This is theoretically impossible. The underlined word means –
(A) treatment of polio
(B) poliovirus
(C) a goal of the complete elimination of polio from the whole world by 2000
(D) none of these
Answer:
(C) a goal of the complete elimination of polio from the whole world by 2000

Question 25.
The word ‘eradicated’ means –
(A) rooted out
(B) abdicated
(C) cleared out
(D) combat
Answer:
(A) rooted out

II. Short Type Questions with Answers

Question 1.
Why did early attempts at the polio vaccine fail and what do we now know?
Answer:
Early attempts of developing a polio vaccine failed as a result of the researchers’ total lack of knowledge about the existence of more than one virus. We now know that three strains of quite stable viruses that constitute a part of the enterovirus family, having RNA as their genetic material give rise to polio.

Question 2.
How can a polio vaccine be effective?
Answer:
A polio vaccine can be effective as a result of a vaccine’s power to confer immunity against all three strains of completely stable viruses.

Question 3.
What made it possible for infants to acquire immunity from polio?
Answer:
Infants acquired immunity from polio because of their mothers’ breastfeeding which created antibodies in them.

Question 4.
Did improved sanitation help to avoid polio attacks before the 1990s? Give a reasoned answer.
Answer:
It was an irony that immunity was primarily acquired during infancy before the 1990s as sanitation conditions were poor and efforts at sewage and water treatments were primitive.

Question 5.
Why was ‘polio’ a frightening, contagious disease?
Answer:
‘Polio’ was ‘a frightening, contagious disease’, because it affected all irrespective of poor and rich, assumed devastating proportions and it seemed impossible to hold it in check, despite strides in the field of medicine.

Question 6.
What did the first half of the 19th century witness?
Answer:
The first half of the 19th century witnessed great advancement in basic hygiene methods and knowledge.

Question 7.
What did people begin to expect for the first time in civilization?
Answer:
For the first time in civilization, people expected good health. They stopped merely hoping for it.

Question 8.
What happened in the early 1950s?
Answer:
In the early 1950s, there were shocking posters of children on crutches or iron lungs, the large and heavy mechanical aids to help those whose lungs would not function at all.

Question 9.
What light does the extract throw on Roosevelt?
Answer:
Roosevelt had a spectacular political career. He became the President of the United States of America. Above all, he was a relentless crusader against polio.

Question 10.
Throw light on one of the disadvantages of oral vaccines.
Answer:
One of the disadvantages of oral vaccine is that those in close touch with immunocompromised patients cannot use it because of the shedding of the live virus in the vaccine in the feces of those who inject it and the possible transmission to the immunocompromised patient.

Question 11.
How can polio spread?
Answer:
Polio can spread either through contact with infected feces or infected droplets traveling through the air, in food, or in water.

Question 12.
Why was it impossible at times to put polio in check despite advances in medicine?
Answer:
It was impossible at times to put polio in check despite advances in medicine because it was a deadly, highly contagious disease that ignored the rich and poor alike.

Question 13.
What made the people expect sound health instead of merely hoping for it?
Answer:
Advancements in basic hygienic methods and knowledge in the first half of the 19th century made people expect sound health instead of merely hoping for it.

Question 14.
“The writer takes us back to the early 1950s.” Why?
Answer:
The writer takes us back to the early 1950s because it was a witness to the stunning pictures of children on crutches or iron lungs, the large and heavy mechanical aids to help those whose lungs would never function.

Introducing the Author:
Bonnie A. Maybury Okonek is an American microbilogist. He is also a fiction writer. His writings are marked by their clarity and lucidity.

About the Topic:
The piece ‘Development of Polio Vaccines’ acquaints the readers with poliomyelitis or polio,- an acute, viral, and infectious disease. This deadly disease can give rise to paralysis or death. Its story goes back to 1921. Franklin D. Roosevelt, the 32nd President of the United States spearheaded the fight against it. The researchers in the early 1900s tried their best to find out a vaccine for polio. Dr. Jonas Salk and Albert Bruce Sabin immensely contributed to its development. The days are not far off when polio can be rooted out like smallpox.

Summary:
It was 1921. America fell prey to polio. A young politician Franklin Delano Roosevelt was unable to withstand this deadly disease. The virus spread very fast and ultimately his legs were paralyzed. The early symptoms of a polio attack are headache, nausea, vomiting, and fever. The carriers of poliovirus are air, food, or water. One percent of people attacked by it actually suffers from severe polio. The writer throws light on two forms of polio: spinal and bulbar. Muscle pain, stiff neck and back, and possible paralysis characterize both forms.

The former affects the patient’s limbs and the latter the lungs. Polio at its worst has no treatment. The symptoms of both forms of polio are similar and of the two, the bulbar form is more dangerous. The writer dwells upon the role of Roosevelt in spearheading the fight against polio. He was keen on not allowing this terrible disease to conquer him. His distinguished political career as the President of the United States continued for a long. He tried his best to increase public awareness of the dangerous disease and promote research.

Children are the most vulnerable to polio. Driven by panic parents, in the early 1950s, were afraid of sending their children to schools. They desperately waited for a vaccine. The early 1900s witnessed vaccine developments for polio. Some baffling observations were made by the researchers at that time in their attempt to find out a vaccine for polio. Ironically, some children were immune to polio before the 1900s because of poor sanitary conditions and primitive efforts to deal with sewage and water treatments.

Above all mothers, breastfeeding played a crucial role. In spite of improvements in sanitation, exposure to the virus in later childhood and adulthood made them run the risk of contracting polio. The March of Dimes set up by Franklin D. Roosevelt was a foundation that worked for the elimination of polio with the services of a venerable researcher. The writer acquaints us with Dr. Jonas Salk who started her medical research career embarking on the scientific study of protection against polio.

He used a method of growing poliovirus in cell culture to develop a polio vaccine. He developed a successful vaccine using a combination of the three types of virus grown in monkey kidney cultures. In 1952, he was the first to do so in this field. Then he developed a process using formalin, a chemical that deprived the whole virus of being active. Dr. Salk’s invention gave rise to the testing of the vaccine in clinical trials in the U.S.A. and parts of Canada in great measure. The scope of the trials was unprecedented in the history of medical science.

The results were spectacular. In 1955, the government immediately agreed to distribute vaccines to the children of the United States. But the problem with the Salk vaccine was that it brought 260 cases of polio including 10 deaths. It was sorted out at once. The Salk vaccine was given in intramuscular injections in a span of one month. In 1957, Albert Bruce Sabin emerged on the scene. He started testing a live, oral form of vaccine as a result of which the infectious part of the virus was rendered inactive.

The writer brings out the advantages of an oral vaccine. They are long-lasting immunity, the prevention of reinfection of the digestive system, and oral administration of the vaccine at a cheaper cost. Its major disadvantage is that it is not applicable to patients with weak immune systems, since it is a live virus that is likely to cause disease in these patients. It is not conducive to those in close contact with patients who are incapable of defending against illness. Sabin’s oral vaccine is not good for enterovirus-infected patients.

But there is no denying the fact that both vaccines have their merits and demerits concerning relative safety and cost. The writer states that both vaccines are now used all over the world. The United States prefers the Sabin vaccine to the Salk one. Research is still going on improving these vaccines. There has been development in effective culturing and purification techniques paving the way for vaccines to induce higher levels of antibody formation.

The latest research in the development of the polio vaccine is to combine E. Coli’s genes with genes of poliovirus by which E. Coli can synthesize viral capsid proteins to be used in making a vaccine. The invention and use of the polio vaccine have resulted in the elimination of polio in America. In 1988, the World Health Organization set a target of eradicating polio from the whole world by 2000. The essay ends on a positive note. In the writer’s view, polio could be rooted in smallpox.

୧୯୨୧ ମସିହାର କଥା। ଆମେରିକା ପୋଲିଓ ବ୍ୟାଧର ଶିକାର ହୋଇଗଲା । Franklin Delano Roosevelt ନାମକ ଜଣେ ଯୁବ ରାଜନୀତିଜ୍ଞ ଏହି ଭୟଙ୍କର ରୋଗକୁ ପ୍ରତିରୋଧ କରିବାକୁ ସମର୍ଥ ହୋଇ ନଥିଲେ । ଭୂତାଣୁ ବହୁ ଶୀଘ୍ର ବ୍ୟାପିଗଲା ଏବଂ ଶେଷରେ ତାଙ୍କର ଗୋଡ଼ଦ୍ବୟ ଅଞ୍ଚଳ ହୋଇଗଲା । ପୋଲିଓ ସଂକ୍ରମଣର ପୂର୍ବ ଲକ୍ଷଣଗୁଡ଼ିକ ହେଉଛି ମୁଣ୍ଡବ୍ୟଥା, ଅସ୍ଵସ୍ଥିବୋଧ, ବାନ୍ତି ଏବଂ ଜ୍ଵର । ବାୟୁ, ଖାଦ୍ୟ କିମ୍ବା ଜଳ ହେଉଛି ପୋଲିଓ ଭୂତାଣୁର ବାହକ । ପ୍ରକୃତରେ ପୋଲିଓଦ୍ଵାରା ଆକ୍ରାନ୍ତମାନଙ୍କ ମଧ୍ୟରୁ ଏକ ପ୍ରତିଶତ ରୋଗୀ ମାରାତ୍ମକ ପୋଲିଓ ବ୍ୟାଶ୍‌ରେ ପୀଡ଼ିତ ହୁଅନ୍ତି । ଲେଖକ ଦୁଇ ପ୍ରକାର ପୋଲିଓ ଉପରେ ଆଲୋକପାତ କରିଛନ୍ତି; ଯଥା – spinal (ମେରୁଦଣ୍ଡ ସମ୍ବନ୍ଧୀୟ) ଏବଂ bulbar (ଫୁସ୍‌ଫୁସ୍ ସଂକ୍ରାନ୍ତୀୟ) ।

ମାଂସପେଶୀ ଯନ୍ତ୍ରଣା, ବେକ ଓ ପିଠି ଲାଠି ହୋଇଯିବା ଏବଂ ସମ୍ଭାବ୍ୟ ପକ୍ଷାଘାତ ଦୁଇ ପ୍ରକାର ପୋଲିଓର ଲକ୍ଷଣ । ପ୍ରଥମଟି ରୋଗୀର ଅଙ୍ଗପ୍ରତ୍ୟଙ୍ଗକୁ ଆକ୍ରାନ୍ତ କରୁଥିବାବେଳେ ଦ୍ୱିତୀୟଟି ଫୁସ୍‌ଫୁସ୍‌କୁ ଆକ୍ରାନ୍ତ କରେ । ଉଭୟ ପ୍ରକାର ପୋଲିଓର ଲକ୍ଷଣ ସମାନ ଏବଂ ଦୁଇଟି ମଧ୍ୟରୁ ଫୁସ୍‌ଫୁସ୍ ସଂକ୍ରାନ୍ତୀୟ (bulbar) ପୋଲିଓ ବେଶୀ ଭୟଙ୍କର । ପୋଲିଓ ବିରୁଦ୍ଧରେ ରୁଜ୍ଭେଲ୍‌ଙ୍କ ଲଢ଼େଇକୁ ଆଗେଇ ନେବାର ଭୂମିକା ସମ୍ବନ୍ଧରେ ଲେଖକ କହିଛନ୍ତି । ଏହି ଭୟଙ୍କର ବ୍ୟାଡ୍ ତାଙ୍କୁ ପରାଜିତ କରିନପାରୁ ବୋଲି ସେ ବଦ୍ଧପରିକର ଥିଲେ । ଯୁକ୍ତରାଷ୍ଟ୍ର ଆମେରିକାର ରାଷ୍ଟ୍ରପତିରୂପେ ତାଙ୍କର ସ୍ୱନାମଧନ୍ୟ ରାଜନୈତିକ ଜୀବନ ବହୁଦିନ ପାଇଁ ତିଷ୍ଠି ରହିଲା । ଏହି ମାରାତ୍ମକ ରୋଗ ସମ୍ବନ୍ଧରେ ଜନସଚେତନତା ସୃଷ୍ଟି କରିବା ଓ ଗବେଷଣାକୁ ପ୍ରୋତ୍ସାହନ ଦେବା ନିମନ୍ତେ ସେ ଯତ୍‌ପରୋନାସ୍ତି ଉଦ୍ୟମ କରିଥିଲେ ।

ପିଲାମାନେ ପୋଲିଓର ଶିକାର ହେବାର ସମ୍ଭାବନା ସବୁଠୁ ଅଧିକ । ୧୯୫୦ ଦଶକର ପ୍ରାରମ୍ଭରେ ଆତଙ୍କଗ୍ରସ୍ତ ପିତାମାତାମାନେ ସେମାନଙ୍କ ପିଲାମାନଙ୍କୁ ବିଦ୍ୟାଳୟକୁ ପଠାଇବାକୁ ଭୟ କରୁଥିଲେ । ଊନବିଂଶ ଶତାବ୍ଦୀର ଆଦ୍ୟଭାଗରେ ପୋଲିଓ ପ୍ରତିଷେଧକ ଉଦ୍ଭାବନ ପାଇଁ ଉଦ୍ୟମ ଆରମ୍ଭ ହେଲା । ପୋଲିଓର ପ୍ରତିଷେଧକଟିଏ ପାଇବାପାଇଁ ଗବେଷକମାନେ କେତେକ ଦ୍ୱାତ୍ମକ ପର୍ଯ୍ୟବେକ୍ଷଣର ଆଶ୍ରୟ ନେଇଥିଲେ । ରହସ୍ୟଜନକଭାବେ ଉନବିଂଶ ଶତାବ୍ଦୀ ପୂର୍ବରୁ କେତେକ ପିଲା ପୋଲିଓ ସଂକ୍ରମଣରୁ ମୁକ୍ତ ଥିଲେ । ସର୍ବୋପରି ମାତୃ ସ୍ତନ୍ୟପାନର ଭୂମିକା ଏ ଦିଗରେ ଗୁରୁତ୍ଵ ଭୂମିକା ନିର୍ବାହ କରୁଥିଲା । ପରିମଳ ବ୍ୟବସ୍ଥାର ଉନ୍ନତି ସତ୍ତ୍ଵେ ପରବର୍ତ୍ତୀ ବାଲ୍ୟାବସ୍ଥା ଏବଂ ବୟସ୍କାବସ୍ଥାରେ ସେମାନେ ପୋଲିଓ ଭୂତାଣୁ ସଂସର୍ଗରେ ଆସିଲେ ପୋଲିଓ ବ୍ୟାଧଗ୍ରସ୍ତ ହେବାର ବିପଦ ରହୁଥିଲା ।

ଫ୍ରାଙ୍କଲିନ୍‌ ରୁଜ୍ଭେଲ୍ସଙ୍କଦ୍ଵାରା ସ୍ଥାପିତ The March of Dimes ଯାହାକି ଜଣେ ସମ୍ମାନନୀୟ ଗବେଷକଙ୍କଦ୍ବାରା ପୋଲିଓ ବ୍ୟାଧ୍ୟାକୁ ସମ୍ପୂର୍ଣ୍ଣରୂପେ ମୂଳୋତ୍ପାଟନ ନିମନ୍ତେ କାର୍ଯ୍ୟରତ ଥିବା ଏକ ଅନୁଷ୍ଠାନ ଥିଲା । ଲେଖକ Dr. Jonas Salkଙ୍କ ସହିତ ଆମକୁ ପରିଚିତ କରାଇଛନ୍ତି ଯିଏକି ପୋଲିଓରୁ ରକ୍ଷା ପାଇଁ ବିଜ୍ଞାନସମ୍ମତ ଗବେଷଣା କରି ଚିକିତ୍ସକର ଜୀବନ ଆରମ୍ଭ କରିଥିଲେ । ସେ ପୋଲିଓ ପ୍ରତିଷେଧକ ପ୍ରସ୍ତୁତି ପାଇଁ କୋଷୀୟ ପୋଷଣ ଜରିଆରେ ପୋଲିଓ ଭୂତାଣୁ ବଢ଼ାଇବାର ଏକ ପଦ୍ଧତି ବ୍ୟବହାର କରିଥିଲେ । ମାଙ୍କଡ଼ର ବୃକ୍‌କରେ ପୋଷିତ ହେଉଥ‌ିବା ତିନିପ୍ରକାର ଭୂତାଣୁର ମିଶ୍ରଣରେ ଏକ ଫଳପ୍ରଦ ପ୍ରତିଷେଧକ ପ୍ରସ୍ତୁତ କରିଥିଲେ ।

୧୯୫୨ ମସିହାରେ ସେ ଏ କ୍ଷେତ୍ରରେ ପ୍ରଥମ ଥିଲେ । ତା’ପରେ ସେ ଫରମାଲିନ୍ ନାମକ ଏକ ରାସାୟନିକ ପଦାର୍ଥ ବ୍ୟବହାର କରିଥିଲେ ଯାହାକି ସମସ୍ତ ଭୂତାଣୁଙ୍କୁ କାର୍ଯ୍ୟକ୍ଷମ ହେବାରୁ ବଞ୍ଚିତ କରୁଥିଲା । ଡକ୍ଟର Salkଙ୍କର ଉଦ୍ଭାବନ ଯୁକ୍ତରାଷ୍ଟ୍ର ଆମେରିକା ଓ କାନାଡ଼ାର କେତେକ ଅଞ୍ଚଳରେ ଚିକିତ୍ସା କ୍ଷେତ୍ରରେ ପରୀକ୍ଷଣ ନିମନ୍ତେ ବହୁଳ ଭାବେ ପ୍ରୟୋଗ ହୋଇଥିଲା । ଏହି ପ୍ରୟୋଗର ଫଳାଫଳ ଚିକିତ୍ସାବିଜ୍ଞାନର ଇତିହାସରେ ଅଭୂତପୂର୍ବ ଥିଲା ଫଳାଫଳ ଚମତ୍କାର ଥିଲା । ଆମେରିକାର ପିଲାମାନଙ୍କୁ ଏହି ପ୍ରତିଷେଧକ ବାଣ୍ଟିବାପାଇଁ ସରକାର ତତ୍‌କ୍ଷଣାତ୍ ରାଜି ହେଇଗଲେ । କିନ୍ତୁ Saikଙ୍କ ପ୍ରତିଷେଧକର ସମସ୍ୟା ଥିଲା ଯେ ଏହାଦ୍ଵାରା ୧୦ ଜଣଙ୍କର ମୃତ୍ୟୁ ସହିତ ୨୬୦ ଜଣ ରୋଗଗ୍ରସ୍ତ ହେବାର ଜଣାପଡ଼ିଲା । ଏହି ସମସ୍ୟାର ଆଶୁ ସମାଧାନ କରାଯାଇଥିଲା ।

Saikଙ୍କ ପ୍ରତିଷେଧକ ଟୀକା ଆକାରରେ ଏକ ମାସ ସମୟ ବ୍ୟବଧାନରେ ମାଂସପେଶୀ ମଧ୍ଯରେ ଦିଆଯାଉଥିଲା । ୧୯୫୭ ମସିହାରେ ଦୃଶ୍ୟପଟ୍ଟରେ Albert Bruce Sabinଙ୍କର ଆବିର୍ଭାବ ହେଲା । ସେ ଏକପ୍ରକାର ଜୀବନ୍ତ ଓ ପାଟିରେ ଖିଆଯାଇ ପାରୁଥିବା ପ୍ରତିଷେଧକ ଉପରେ ପରୀକ୍ଷଣ ଚଳାଇଲେ ଯାହାକି ଭୂତାଣୁର ସଂକ୍ରମିତ ଅଂଶକୁ ନିଷ୍କ୍ରିୟ କରିଦେଉଥ୍ଲା । ଲେଖକ ପାଟିରେ ଖିଆଯାଉଥିବା ବୁନ୍ଦାର ଉପକାରିତା ବିଷୟରେ ବର୍ଣ୍ଣନା କରିଛନ୍ତି । ସେଗୁଡ଼ିକ ହେଲା – ଦୀର୍ଘ ପ୍ରତିଷେଧକ ଶକ୍ତି, ପରିପାକ ତନ୍ତ୍ରରେ ପୁନଃସଂକ୍ରମଣର ନିରାକରଣ, ପାଟିରେ ଖୁଆଇବା କାରଣରୁ କମ୍ ଖର୍ଚ୍ଚାନ୍ତ ହେବା । ଏହାର ମୁଖ୍ୟ ଅପକାରିତା ହେଲା ଦୁର୍ବଳ ପ୍ରତିରୋଧ ଶକ୍ତିସମ୍ପନ୍ନ ପିଲାମାନଙ୍କ କ୍ଷେତ୍ରରେ ଏହାକ ପ୍ରୟୋଗ କରାଯାଇପାରିବ ନାହିଁ, କାରଣ ଏହା ଏକ ଜୀବନ୍ତ ଭୂତାଣୁ ହୋଇଥ‌ିବାରୁ ସେମାନଙ୍କଠାରେ ରୋଗ ସୃଷ୍ଟି କରିବାର ଯଥେଷ୍ଟ ସମ୍ଭାବନା ରହିଛି ।

ପୋଲିଓ ବ୍ୟାଧ୍ୟାକୁ ପ୍ରତିରୋଧ କରିପାରୁନଥ‌ିବା ରୋଗୀମାନଙ୍କ ସଂସ୍ପର୍ଶରେ ଆସୁଥ‌ିବା ବ୍ୟକ୍ତିବିଶେଷଙ୍କ ଏହା ଲାଭପ୍ରଦ ନୁହେଁ । ଅନ୍ତନଳୀରେ‍ ଭୂତାଣୁ ସଂକ୍ରମିତ ରୋଗୀମାନଙ୍କ ନିମନ୍ତେ Sabinଙ୍କ ପାଟିରେ ଖିଆଯାଉଥ‌ିବା ପ୍ରତିଷେଧକ ଲାଭଦାୟକ ନୁହେଁ । ଆପେକ୍ଷିକ ନିରାପତ୍ତା ଓ ଖର୍ଚ୍ଚ ଦୃଷ୍ଟିରୁ ଉଭୟ ପ୍ରକାର ପ୍ରତିଷେଧକର ଭଲ ଓ ମନ୍ଦ ଗୁଣ ଯେ ରହିଛି ଏହା ନିଃସନ୍ଦେହରେ କୁହାଯାଇପାରେ । ଲେଖକ କହିଛନ୍ତି ଯେ ବର୍ତ୍ତମାନ ଉଭୟ ପ୍ରକାର ପ୍ରତିଷେଧକ ପୃଥ‌ିବୀରେ ସର୍ବତ୍ର ବ୍ୟବହାର କରାଯାଉଛି । ଯୁକ୍ତରାଷ୍ଟ୍ର ଆମେରିକାରେ Salkଙ୍କ ପ୍ରତିଷେଧକ ପରିବର୍ତ୍ତେ Sabinଙ୍କ ପ୍ରତିଷେଧକ ବ୍ୟବହାରକୁ ପସନ୍ଦ କରାଯାଇଛି । ପ୍ରତିଷେଧକର ଉନ୍ନତିକରଣ ନିମନ୍ତେ ଅନୁସନ୍ଧାନ ଜାରି ରହିଛି । ଫଳପ୍ରଦ ପୋଷଣ ଓ ବିଶୋଧନ କୌଶଳର ଉନ୍ନତି କରାଯାଇପାରିଛି ଯାହାକି ପ୍ରତିଷେଧକକୁ ଶରୀରରେ ରୋଗ ପ୍ରତିରୋଧକ ଶକ୍ତି ସୃଷ୍ଟି କରିପାରୁଛି ।

ପୋଲିଓ ପ୍ରତିଷେଧକ ପ୍ରସ୍ତୁତିର ସର୍ବାଧୁନିକ ଗବେଷଣା ହେଉଛି E. Coli ଜିକୁ ପୋଲିଓ ଭୂତାଣୁର ଜିନ୍ ସହିତ ମିଶ୍ରିତ କରିବା, ଯଦ୍ବାରା E. Coli ଭୂତାଣୁର ବାହ୍ୟ ପ୍ରୋଟିନ୍ ସ୍ତରକୁ ସଂଶ୍ଳେଷଣ କରିପାରିବ ଯାହାକି ପ୍ରତିଷେଧକ ପ୍ରସ୍ତୁତି ପାଇଁ ବ୍ୟବହୃତ ହୋଇପାରିବ । ପୋଲିଓ ପ୍ରତିଷେଧକର ଉଦ୍ଭାବନ ଏବଂ ବ୍ୟବହାର ଫଳରେ ଆମେରିକରୁ ପୋଲିଓର ମୂଳୋତ୍ପାଟନ ହୋଇପାରିଛି । ୧୯୮୮ ମସିହାରେ ବିଶ୍ଵ ସ୍ବାସ୍ଥ୍ୟ ସଙ୍ଗଠନ ପକ୍ଷରୁ ୨୦୦୦ ମସିହା ସୁଦ୍ଧା ସମଗ୍ର ବିଶ୍ଵରୁ ପୋଲିଓର ମୂଳୋତ୍ପାଟନ ପାଇଁ ଲକ୍ଷ୍ୟ ରଖୁଥିଲା । ସକାରାତ୍ମକ ଭାବଧାରାକୁ ନେଇ ପ୍ରବନ୍ଧର ପରିସମାପ୍ତି ଘଟିଛି । ଲେଖକଙ୍କ ମତରେ ବସନ୍ତ ଭଳି ପୋଲିଓର ମୂଳୋତ୍ପାଟନ କରାଯାଇପାରିବ ।

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Odisha State Board BSE Odisha 10th Class History Important Questions Chapter 2 ଭାରତରେ ଅସହଯୋଗ ଆନ୍ଦୋଳନ ଓ ଓଡ଼ିଶାରେ ଏହାର ପ୍ରଭାବ Important Questions and Answers.

BSE Odisha Class 10 History Important Questions Chapter 2 ଭାରତରେ ଅସହଯୋଗ ଆନ୍ଦୋଳନ ଓ ଓଡ଼ିଶାରେ ଏହାର ପ୍ରଭାବ

Subjective Type Questions With Answers

ଦୀର୍ଘ ଉତ୍ତରମୂଳକ ପ୍ରଶ୍ନୋତ୍ତର
ପ୍ରତ୍ୟେକ ପ୍ରଶ୍ନର ଉତ୍ତର ପ୍ରାୟ ୬୦ ଗୋଟି ଶବ୍ଦରେ ଲେଖ ।

୧। ‘ମଣ୍ଟେଗୁ-ଚେମ୍‌ସ୍ଫୋର୍ଡ଼ ସଂସ୍କାର ଆଇନ’ କାହାକୁ କୁହାଯାଏ ? ଏଥ‌ିରେ ଥ‌ିବା ତ୍ରୁଟିଗୁଡ଼ିକୁ ଦର୍ଶାଅ ।
Answer:

• ଇଂଲଣ୍ଡର ବୈଦେଶିକ ସଚିବ ଏଡ଼ଉଇନ୍ ମଣ୍ଟେଗୁ ଓ ଭାରତର ଭାଇସ୍‌ରାୟ ଲର୍ଡ଼ ଚେମ୍‌ସ୍‌ଫୋର୍ଡ଼ଙ୍କଦ୍ୱାରା ୧୯୧୯ ମସିହା ଡିସେମ୍ବର ୨୩ ତାରିଖରେ ପ୍ରବର୍ତ୍ତିତ ହୋଇଥିବା ସମ୍ବିଧାନ ସଂସ୍କାର ଆଇନକୁ ‘ମଣ୍ଟେଗୁ-ଚେମ୍‌ସ୍‌ଫୋର୍ଡ଼ ସଂସ୍କାର ଆଇନ’ କୁହାଯାଏ । ଏଥ‌ିରେ ଅନେକ ତ୍ରୁଟି ରହିଥିଲା ।
• ପ୍ରଥମ ତ୍ରୁଟି – ଭାଇସ୍‌ୟ ଓ ତାଙ୍କ କାର୍ଯ୍ୟକାରୀ ପରିଷଦ ଭାରତୀୟ ସଂସଦ ପରିବର୍ତ୍ତେ ବ୍ରିଟିଶ୍ ମନ୍ତ୍ରୀମଣ୍ଡଳ ନିକଟରେ ଉତ୍ତରଦାୟୀ ରହିଲେ ।
• ଦ୍ଵିତୀୟ ତ୍ରୁଟି – ପ୍ରାଦେଶିକ ସ୍ତରରେ ଦ୍ଵୈତ ଶାସନ କ୍ଷମତା ବ୍ୟବସ୍ଥା ଅନୁଯାୟୀ ରାଜ୍ୟପାଳଙ୍କ ଅଧୀନରେ ରଖାଯାଇଥିବା ବିଭାଗଗୁଡ଼ିକଠାରୁ ଅପେକ୍ଷାକୃତ କମ୍ ଗୁରୁତ୍ବପୂର୍ଣ୍ଣ ବିଭାଗ ମନ୍ତ୍ରୀମଣ୍ଡଳ ଅଧୀନରେ ରହିଲା ।
• ତୃତୀୟ ତ୍ରୁଟି – କେନ୍ଦ୍ରୀୟ ଓ ପ୍ରାଦେଶିକ ବ୍ୟବସ୍ଥାପକ ସଭାର ସଭ୍ୟମାନଙ୍କ ପାଇଁ ପୂର୍ବରୁ ଥିବା ମୁସଲମାନ ସମ୍ପ୍ରଦାୟ ବ୍ୟତୀତ ଶିଖ୍ ଓ ଖ୍ରୀଷ୍ଟିଆନ୍ ସମ୍ପ୍ରଦାୟଭିତ୍ତିକ ନିର୍ବାଚନମଣ୍ଡଳୀ ଗଠିତ ହେଲା ।
• ଚତୁର୍ଥ ତ୍ରୁଟି – ଭୋଟଦାନ ଅଧିକାରକୁ ଅଧିକ ସଙ୍କୁଚିତ କରାଗଲା ।

୨। ଓଡ଼ିଶାର ଅସହଯୋଗ ଆନ୍ଦୋଳନରେ ଗୋପବନ୍ଧୁ ଦାସଙ୍କ ଭୂମିକା ଉଲ୍ଲେଖ କର ।
Answer:

• ଗୋପବନ୍ଧୁ ଦାସ ୧୯୨୦ ମସିହା ଡିସେମ୍ବର ମାସରେ ଅନୁଷ୍ଠିତ ନାଗପୁର କଂଗ୍ରେସ ଅଧିବେଶନରେ ଓଡ଼ିଶାରୁ ୩୫ ଜଣ ପ୍ରତିନିଧିଙ୍କୁ ନେଇ ଯୋଗ ଦେଇଥିଲେ ।
• ସେହି ଅଧ୍ଵବେଶନରୁ ଫେରି ଗୋପବନ୍ଧୁ ୧୯୨୧ ମସିହା ଜାନୁୟାରୀ ୨୪ ତାରିଖରେ କଟକଠାରେ ଛାତ୍ରମାନଙ୍କୁ ଉଦ୍‌ବୋଧନ ଦେଇଥିଲେ ଏବଂ ଓଡ଼ିଶାରେ ଅସହଯୋଗ ଆନ୍ଦୋଳନ ସଙ୍ଗଠିତ କରିଥିଲେ ।
• ୧୯୨୧ ମସିହା ମାର୍ଚ୍ଚ ମାସରେ ତାଙ୍କ ଉଦ୍ୟମରେ ‘ଓଡ଼ିଶା ପ୍ରାଦେଶିକ କଂଗ୍ରେସ କମିଟି’ ଗଠିତ ହୋଇଥିଲା ।
• ସେ ଥିଲେ ଏହାର ପ୍ରଥମ ସଭାପତି ଏବଂ ଭାଗୀରଥ ମହାପାତ୍ର ସମ୍ପାଦକ ଭାବେ କାର୍ଯ୍ୟ କରିଥିଲେ ।
• ଅସହଯୋଗ ଆନ୍ଦୋଳନକୁ ଓଡ଼ିଶାରେ ଲୋକାଭିମୁଖୀ କରାଇବା ନିମନ୍ତେ ସେ ମହାତ୍ମା ଗାନ୍ଧିଙ୍କୁ ଓଡ଼ିଶାକୁ ଡକାଇ ଆଣିଥିଲେ । ତାଙ୍କ ଉଦ୍ୟମରେ ଓଡ଼ିଶାରେ ଅସହଯୋଗ ଆନ୍ଦୋଳନ ବ୍ୟାପକ ହୋଇଥିଲା ।

କ୍ଷୁଦ୍ର ଉତ୍ତରମୂଳକ ପ୍ରଶ୍ନୋତ୍ତର
ପ୍ରତ୍ୟେକ ପ୍ରଶ୍ନର ଉତ୍ତର ପ୍ରାୟ ୩୦ ଗୋଟି ଶବ୍ଦରେ ଲେଖ ।

୧ | “‘ନିଷ୍ଫଳ ଭାରତ ଖୁଲାଫତ୍ ସମ୍ମିଳନୀ’’ କେବେ ଅନୁଷ୍ଠିତ ହୋଇଥିଲା ? ଏଥରେ କିଏ ସଭାପତି ଭାବେ ନିର୍ବାଚିତ ହୋଇଥିଲେ ଓ ଏଥିରେ କ’ଣ ନିଷ୍ପରି ନିଆଯାଇଥିଲା ?
Answer:

1. ୧୯୧୯ ମସିହା ନଭେମ୍ବର ମାସରେ ‘ନିଷ୍ଫଳ ଭାରତ ଖୁଲାଫତ୍ ସମ୍ମିଳନୀ’ ଅନୁଷ୍ଠିତ ହୋଇଥିଲା ।
2. ଏଥରେ ଗାନ୍ଧିଜୀ ସଭାପତି ଭାବେ ନିର୍ବାଚିତ ହୋଇଥିଲେ ।
3. ତୁର୍କୀର ସୁଲତାନଙ୍କ ଅଧୀନରେ ଯଥେଷ୍ଟ ଅଞ୍ଚଳ, ବିଶେଷ କରି ମୁସଲମାନମାନଙ୍କ ପବିତ୍ର ସ୍ଥାନଗୁଡ଼ିକୁ ନ ରଖିଲେ ବର୍ଜନ ଓ ଅସହଯୋଗ କରିବାପାଇଁ ଏହି ସମ୍ମିଳନୀରେ ନିଷ୍ପତ୍ତି ନିଆଯାଇଥିଲା ।

୨। ଅସହଯୋଗ ଆନ୍ଦୋଳନକୁ ପ୍ରଥମ ଗଣ ଆନ୍ଦୋଳନ କୁହାଯାଉଥିଲା କାହିଁକି ?
Answer:

• ଅସହଯୋଗ ଆନ୍ଦୋଳନ ୧୯୨୦ ମସିହା ଅଗଷ୍ଟ ୧ ତାରିଖରେ ଆନୁଷ୍ଠାନିକଭାବେ ଆରମ୍ଭ ହୋଇଥିଲା ଓ ସମଗ୍ର ଦେଶରେ ହରତାଳ ଓ ଶୋଭାଯାତ୍ରା ସଙ୍ଗଠିତ ହୋଇଥିଲା ।
• ଏହି ଆନ୍ଦୋଳନ ବ୍ରିଟିଶ୍ ସାମ୍ରାଜ୍ୟର ମୂଳଦୁଆକୁ ଦୋହଲାଇ ଦେଇଥିଲା ।
• ଏହି ଆନ୍ଦୋଳନ ଇଂରେଜ ସରକାରଙ୍କ ବିରୋଧରେ ମହାତ୍ମା ଗାନ୍ଧିଙ୍କ ପରିଚାଳିତ ପ୍ରଥମ ଗଣଆନ୍ଦୋଳନ ଥିଲା । କାରଣ ଏଥିରେ ସମସ୍ତ ସଂପ୍ରଦାୟର ଲୋକେ ଅଂଶଗ୍ରହଣ କରିଥିଲେ ।

୩ । ହଣ୍ଟର କମିଟିର ରିପୋର୍ଟରେ ଭାରତୀୟମାନେ କ୍ଷୁବ୍ଧ ହୋଇଥିଲେ କାହିଁକି ?
Answer:

• ଜାଲିଆନାୱାଲାବାଗ୍ ହତ୍ୟାକାଣ୍ଡର ଏକ ସରକାରୀ ତଦନ୍ତ ପାଇଁ ୧୯୧୯ ମସିହା ଅକ୍ଟୋବର ୧୪ ତାରିଖରେ ଲର୍ଡ଼ ହଣ୍ଟରଙ୍କ ନେତୃତ୍ୱରେ ଏକ କମିଟି ଗଠନ କରାଯାଇଥିଲା ।
• ଏହି କମିଟି ଗଠନ ଇଂରେଜମାନଙ୍କର କେବଳ ଏକ ଧୂଆଁବାଣ ଥିଲା ।
• ଲର୍ଡ଼ସ୍‌ ସଭାରେ ଜେନେରାଲ ଡାୟାରଙ୍କ କାର୍ଯ୍ୟକୁ ଅନୁମୋଦନ କରାଯାଇଥିଲା ଓ ତାଙ୍କ ପାଇଁ ବ୍ରିଟିଶ୍ ଜନସାଧାରଣ ତିରିଶ ହଜାର ପାଉଣ୍ଡ ସଂଗ୍ରହ କରିଥିଲେ । ଏହା ଭାରତୀୟମାନଙ୍କୁ ଅତ୍ୟନ୍ତ କ୍ଷୁବ୍ଧ କରିଥିଲା ।

୪। ଅସହଯୋଗ ଆନ୍ଦୋଳନ ସମୟରେ କେଉଁସବୁ ଗଠନମୂଳକ କାର୍ଯ୍ୟକ୍ରମ ଗ୍ରହଣ କରିବାପାଇଁ ସ୍ଥିର କରାଯାଇଥିଲା ?
Answer:

1. ଖଦୀ ଓ ଗ୍ରାମୋଦ୍ୟୋଗର ପ୍ରସାର ।
2. ହିନ୍ଦୁ ଓ ମୁସଲମାନମାନଙ୍କ ମଧ୍ୟରେ ଏକତା ସୃଷ୍ଟି ।
3. ଅସ୍ପୃଶ୍ୟତା ନିରାକରଣ ଓ ଜାତୀୟ ଶିକ୍ଷାନୁଷ୍ଠାନ ସ୍ଥାପନ ।

୫ । ଅସହଯୋଗ ଆନ୍ଦୋଳନ ସମୟରେ କନିକା ପ୍ରଜା ବିଦ୍ରୋହ କିପରି ସଂଘଟିତ ହେଲା ଓ କନିକା ଅତ୍ୟାଚାର ଘଟଣା କାହା ମାଧ୍ୟମରେ ଲୋକଲୋଚନକୁ ଆସିପାରିଥିଲା ? ଏହାର ପରିଣାମ କ’ଣ ହେଲା ?
Answer:

• ଅସହଯୋଗ ଆନ୍ଦୋଳନ ଜନସ୍ରୋତରେ ଭାସିଯାଇ କନିକାର ପ୍ରଜାମାନେ ବିଦ୍ରୋହ କରିଥିଲେ । ଫଳସ୍ବରୂପ ଗୁଳିଚାଳନା ଯୋଗୁଁ ଦୁଇଜଣ ମୃତ୍ୟୁବରଣ କରିଥିବାବେଳେ ଅନ୍ୟମାନେ ଆହତ ହୋଇଥିଲେ ।
• ‘ସମାଜ’ ଓ ‘ଉତ୍କଳ ଦୀପିକା’ ମାଧ୍ୟମରେ କନିକା ଅତ୍ୟାଚାର ଘଟଣା ଲୋକଲୋଚନକୁ ଆସିଥିଲା ।
• ଏହିଠାରେ ଆଇନ ଅମାନ୍ୟ କରିଥିବା ଅଭିଯୋଗରେ ଗୋପବନ୍ଧୁ ଦାସ ଓ ଭାଗୀରଥ୍ ମହାପାତ୍ରଙ୍କୁ ଗିରଫ କରି ହଜାରିବାଗ ଜେଲକୁ ପଠାଯାଇଥିଲା ।

୬। ଓଡ଼ିଶାରେ ଅସହଯୋଗ ଆନ୍ଦୋଳନକୁ ଦମନ କରିବାପାଇଁ ଇଂରେଜ ସରକାରଙ୍କର ତିନିଗୋଟି କାର୍ଯ୍ୟ ଉଲ୍ଲେଖ କର ।
Answer:

• ଓଡ଼ିଶାରେ ଅସହଯୋଗ ଆନ୍ଦୋଳନକୁ ଦମନ କରିବାପାଇଁ ଇଂରେଜ ସରକାର ଜନସାଧାରଣଙ୍କ ଉପରେ ଲାଠିଚାଳନା ଓ ବେତ୍ରାଘାତ କରିଥିଲେ ।
• ଇଂରେଜ ସରକାର ଶହ ଶହ ସତ୍ୟାଗ୍ରହୀଙ୍କୁ କାରାରୁଦ୍ଧ କରିଥିଲେ ।
• ଇଂରେଜ ସରକାର ସମାଜ ସମ୍ବାଦପତ୍ରରେ ‘ସତ୍ୟ ହେଲେ ସାଂଘାତିକ’ ସ୍ତମରେ ସରକାରୀ ବିରୋଧୀ ଲେଖା ନିମନ୍ତେ ଗୋପବନ୍ଧୁ ଦାସଙ୍କୁ ୧ ମାସ ଜେଲକୁ ପଠାଇ ଦେଇଥିଲେ । ‘ସ୍ବରାଜ ସଙ୍ଗୀତ’ ନାମକ ପ୍ରାଚୀରପତ୍ର ଛାପିଥ‌ିବାରୁ ସମ୍ବଲପୁରର ମିଶ୍ର ପ୍ରେସ୍‌କୁ ୨୫ ଟଙ୍କା ଜୋରିମାନା କରାଯାଇଥିଲା ।

ସଂଷିପ୍ତ ଉତ୍ତରମୂଳକ ପ୍ରଶ୍ନୋତ୍ତର
ପ୍ରତ୍ୟେକ ପ୍ରଶ୍ନର ଉତ୍ତର ପ୍ରାୟ ୨୦ ଗୋଟି ଶବ୍ଦରେ ଲେଖ ।

୧। ମୌଲାନା ଆବୁଲ୍ କାଲାମ୍ ଆଜାଦଙ୍କ ମୂଳନାମ କ’ଣ ଥିଲା ? ସେ ଭାରତର କେଉଁ ବିଭାଗର ମନ୍ତ୍ରୀ ଥିଲେ ?
Answer:

1. ମୌଲାନା ଆବୁଲ୍ କାଲାମ୍ ଆଜାଦ୍ରଙ୍କ ମୂଳନାମ ଥିଲା ମୋହିଉଦ୍ଦିନ୍ ଅହମ୍ମଦ ।
2. ସେ ସ୍ବାଧୀନ ଭାରତର ପ୍ରଥମ ଶିକ୍ଷାମନ୍ତ୍ରୀ ଥିଲେ ।

୨। ୧୯୨୦ ଜୁନ୍ ୯ ତାରିଖରେ କେଉଁଠାରେ ଏକ ସର୍ବଦଳୀୟ ବୈଠକର ଆୟୋଜନ କରାଯାଇଥିଲା ଓ ଏଥ‌ିରେ କ’ଣ ନିଷ୍ପତ୍ତି ନିଆଯାଇଥିଲା ?
Answer:

• ୧୯୨୦ ମସିହା ଜୁନ୍ ୯ ତାରିଖରେ ଆଲ୍ଲାହାବାଦଠାରେ ଏକ ସର୍ବଦଳୀୟ ବୈଠକର ଆୟୋଜନ କରାଯାଇଥିଲା ।
• ଏଠାରେ ଗାନ୍ଧିଜୀଙ୍କ ନେତୃତ୍ୱରେ ଖୋଲାଫତ୍ କମିଟି ଇଂରେଜ ସରକାରଙ୍କ ସହିତ ସମ୍ପର୍କ ଛିନ୍ନ କରିବାପାଇଁ ନିଷ୍ପତ୍ତି ନେଇଥିଲା ।

୩ । କଂଗ୍ରେସର ଅହମ୍ମଦାବାଦ୍ ବାର୍ଷିକ ଅଶନ କେବେ ବସିଥିଲା ଓ ଏଥ‌ିରେ କ’ଣ ନିଷ୍ପତ୍ତି ନିଆଯାଇଥିଲା ?
Answer:

• ୧୯୨୧ ଖ୍ରୀଷ୍ଟାବ୍ଦ ଡିସେମ୍ବର ମାସରେ କଂଗ୍ରେସର ଅହମ୍ମଦାବାଦ୍ ବାର୍ଷିକ ଅଧୂବେଶନ ବସିଥିଲା ।
• ଏଥିରେ ଅସହଯୋଗ ଆନ୍ଦୋଳନକୁ ଚାଲୁରଖୁବା ନିମନ୍ତେ ନିଷ୍ପତ୍ତି ନିଆଯାଇଥିଲା ।

୪ । ଅସହଯୋଗ ଆନ୍ଦୋଳନ ସମୟରେ କେଉଁ ହିଂସାତ୍ମକ ଘଟଣା ଗାନ୍ଧିଜୀଙ୍କୁ ବ୍ୟଥ୍‌ତ କରିଥିଲା ?
Answer:

1. ୧୯୨୨ ମସିହା ଫେବୃୟାରୀ ୫ ତାରିଖରେ ଉତ୍ତରପ୍ରଦେଶର ଗୋରଖପୁର ଅଞ୍ଚଳସ୍ଥିତ ଚୌରିଚୌରା ନାମକ ସ୍ଥାନରେ ଉତ୍ୟକ୍ତ ଆନ୍ଦୋଳନକାରୀମାନେ ଏକ ପୋଲିସ୍ ଷ୍ଟେସନରେ ନିଆଁ ଲଗାଇ ଦେଇଥିଲେ ।
2. ଏହା ଫଳରେ ୨୨ ଜଣ ପୋଲିସ୍ କର୍ମଚାରୀ ଜୀବନ୍ତ ଦଗ୍‌ଧ ହୋଇଥିଲେ । ଏହି ଘଟଣା ଗାନ୍ଧିଜୀଙ୍କୁ ବ୍ୟର୍ଥାତ କରିଥିଲା ।

୫ । କେଉଁ ଆନ୍ଦୋଳନରେ ଗାନ୍ଧିଜୀଙ୍କୁ ଗିରଫ କରାଯାଇ କେବେ ଓ କେତେ ବର୍ଷ ପାଇଁ ଜେଲଦଣ୍ଡ ଦିଆଯାଇଥିଲା ?
Answer:

• ଅସହଯୋଗ ଆନ୍ଦୋଳନରେ ୧୯୨୨ ମସିହା ମାର୍ଚ୍ଚ ୧୦ ତାରିଖରେ ଗାନ୍ଧିଜୀଙ୍କୁ ଗିରଫ କରାଯାଇଥିଲା ।
• ତାଙ୍କୁ ୬ ବର୍ଷ ପାଇଁ ଜେଲଦଣ୍ଡ ଦିଆଯାଇଥିଲା ।

୬। ତୁର୍କୀରେ ସାଧାରଣତନ୍ତ୍ର କେବେ ପ୍ରତିଷ୍ଠିତ ହୋଇଥିଲା ? ଏହାଦ୍ଵାରା କେଉଁ ବ୍ୟବସ୍ଥାର ଉଚ୍ଛେଦ ହୋଇଥିଲା ?
Answer:

• ୧୯୨୨ ମସିହାରେ ମୁସ୍ତାଫା କମାଲ ପାଶାଙ୍କ ନେତୃତ୍ୱରେ ତୁର୍କୀରେ ସାଧାରଣତନ୍ତ୍ର ପ୍ରତିଷ୍ଠିତ ହୋଇଥିଲା ।
• ଏହାଦ୍ୱାରା ସେଠାରେ ଥିବା ଖଲିଫା ବ୍ୟବସ୍ଥାର ଉଚ୍ଛେଦ ହୋଇଥିଲା ।

୭ । ଓଡ଼ିଶା ପ୍ରାଦେଶିକ କଂଗ୍ରେସ କମିଟି କେବେ ଗଠିତ ହୋଇଥିଲା ? ଏସ୍‌ରେ କିଏ ସଭାପତି ଓ ସମ୍ପାଦକ ଭାବେ କାର୍ଯ୍ୟ କରିଥିଲେ ?
Answer:

1. ୧୯୨୧ ମସିହା ମାର୍ଚ୍ଚ ମାସରେ ଓଡ଼ିଶା ପ୍ରାଦେଶିକ କଂଗ୍ରେସ କମିଟି ଗଠିତ ହୋଇଥିଲା ।
2. ଏହାର ପ୍ରଥମ ସଭାପତି ଓ ସମ୍ପାଦକ ଭାବେ ଯଥାକ୍ରମେ ଗୋପବନ୍ଧୁ ଦାସ ଓ ଭାଗୀରଥ୍ ମହାପାତ୍ର କାର୍ଯ୍ୟ କରିଥିଲେ ।

୮ । ଗାନ୍ଧିଜୀ କେବେ ଓଡ଼ିଶା ଆସିଥିଲେ ? ସେ କାହା ଉପରେ ଗୁରୁତ୍ଵ ଦେଇଥିଲେ ?
Answer:

• ଗାନ୍ଧିଜୀ ୧୯୨୧ ମସିହାରେ ଓଡ଼ିଶା ଆସିଥ୍‌ଲେ ।
• ଖଦୀର ବ୍ୟବହାର, ଚରଖାର ପ୍ରଚଳନ ଏବଂ ସ୍ଵଦେଶୀ ଦ୍ରବ୍ୟ ପ୍ରତି ଆଦର ଉପରେ ସେ ଗୁରୁତ୍ଵ ଦେଇଥିଲେ ।

Objective Type Questions with Answers
A. ଗୋଟିଏ ବାକ୍ୟରେ ଉତ୍ତର ଲେଖ ।

1. ଖୁଲାଫତ୍ ଆନ୍ଦୋଳନର ନେତୃତ୍ୱ ନେଇଥ‌ିବା ଅଲ୍ଲୀ ଭ୍ରାତାଦ୍ୱୟ କିଏ ଥିଲେ ।
Answer:
ଖଲାଫତ୍ ଆନ୍ଦୋଳନର ନେତୃତ୍ୱ ନେଇଥିବା ଅଲ୍ଲୀ ଭ୍ରାତାଦ୍ବୟ ଯଥାକ୍ରମେ ସୌକତ ଅଲ୍ଲୀ ଓ ମହମ୍ମଦ ଅଲ୍ଲୀ ଥିଲେ ।

2. ୧୯୯୨ ମସିହାରେ କାହାକୁ ମରଣୋତ୍ତର ଭାବେ ‘ଭାରତରତ୍ନ’ ସମ୍ମାନରେ ଭୂଷିତ କରାଯାଇଥିଲା ?
Answer:
ମୌଲାନା ଆବୁଲ କାଲାମ ଆଜାଦ୍‌ଙ୍କୁ ୧୯୯୨ ମସିହାରେ ମରଣୋତ୍ତର ଭାବେ ‘ଭାରତରତ୍ନ’ ସମ୍ମାନରେ ଭୂଷିତ କରାଯାଇଥିଲା ।

3. ୧୯୧୯ ଭାରତ ଶାସନ ଆଇନଦ୍ୱାରା ଭାରତୀୟମାନଙ୍କର କେଉଁ ଅଧିକାରକୁ ସଙ୍କୁଚିତ କରାଯାଇଥିଲା ?
Answer:
୧୯୧୯ ଭାରତ ଶାସନ ଆଇନଦ୍ୱାରା ଭାରତୀୟମାନଙ୍କର ଭୋଟଦାନ ଅଧିକାରକୁ ସଙ୍କୁଚିତ କରାଯାଇଥିଲା ।

4. କାହା ନେତୃତ୍ୱରେ ଜାଲିଆନାଓ୍ବାଲାବାଗ୍ ହତ୍ୟାକାଣ୍ଡର ସରକାରୀ ତଦନ୍ତ କରାଯାଇଥିଲା ?
Answer:
ଲର୍ଡ଼ ହଣ୍ଟରଙ୍କ ନେତୃତ୍ବରେ ଜାଲିଆନାଓ୍ବାଲାବାଗ୍ ହତ୍ୟାକାଣ୍ଡର ସରକାରୀ ତଦନ୍ତ କରାଯାଇଥିଲା ।

5. ଅସହଯୋଗ ଆନ୍ଦୋଳନର ମୂଳନୀତି କ’ଣ ଥିଲା ?
Answer:
ଇଂରେଜ ଅନୁଷ୍ଠାନ ଓ ବିଦେଶୀ ଦ୍ରବ୍ୟ ବର୍ଜନ ଅସହଯୋଗ ଆନ୍ଦୋଳନର ମୂଳନୀତି ଥିଲା ।

6. ଅସହଯୋଗ ଆନ୍ଦୋଳନର ମୁଖ୍ୟ ଗଠନମୂଳକ କାର୍ଯ୍ୟକ୍ରମଟି କ’ଣ ଥିଲା ?
Answer:
ଖଦୀ ଓ ଗ୍ରାମୋଦ୍ୟୋଗର ପ୍ରସାର ଥିଲା ଅସହଯୋଗ ଆନ୍ଦୋଳନର ମୁଖ୍ୟ ଗଠନମୂଳକ କାର୍ଯ୍ୟକ୍ରମ ।

7. ‘ତିଳକ ସ୍ଵରାଜ ପାଣ୍ଠି’ ଗଠନ କେଉଁ ଆନ୍ଦୋଳନର ଉଲ୍ଲେଖନୀୟ କାର୍ଯ୍ୟ ଥିଲା ?
Answer:
‘ତିଳକ ସ୍ଵରାଜ ପାଣ୍ଠି’ ଗଠନ ଅସହଯୋଗ ଆନ୍ଦୋଳନର ଉଲ୍ଲେଖନୀୟ କାର୍ଯ୍ୟଥିଲା ।

8. ଅସହଯୋଗ ଆନ୍ଦୋଳନ ସ୍ଥଗିତ ନିଷ୍ପତ୍ତିକୁ ଏକ ଜାତୀୟ ବିପର୍ଯ୍ୟୟ ଭାବରେ କିଏ ବର୍ଣନା କରିଥିଲେ ?
Answer:
ସୁଭାଷ ଚନ୍ଦ୍ର ବୋଷ ଅସହଯୋଗ ଆନ୍ଦୋଳନ ସ୍ଥଗିତ ନିଷ୍ପତ୍ତିକୁ ଏକ ଜାତୀୟ ବିପର୍ଯ୍ୟୟ ଭାବେ ବର୍ଣ୍ଣନା କରିଥିଲେ ।

9. ୧୯୨୨ ମାର୍ଚ୍ଚ ୧୦ ତାରିଖରେ ଗାନ୍ଧିଜୀଙ୍କୁ ଗିରଫ କରାଯାଇ କେତେ ବର୍ଷ ପାଇଁ ଜେଲଦଣ୍ଡ ଦିଆଯାଇଥିଲା ?
Answer:
୧୯୨୨ ମାର୍ଚ୍ଚ ୧୦ ତାରିଖରେ ଗାନ୍ଧିଜୀଙ୍କୁ ଗିରଫ କରାଯାଇ ୬ ବର୍ଷ ପାଇଁ ଜେଲଦଣ୍ଡ ଦିଆଯାଇଥିଲା ।

10. ୧୯୨୨ ମସିହାରେ ତୁର୍କୀରେ କିଏ ସାଧାରଣତନ୍ତ୍ର ପ୍ରତିଷ୍ଠା କରିଥିଲେ ?
Answer:
ମୁସ୍ତାଫା କମାଲ ପାଶା ୧୯୨୨ ମସିହାରେ ତୁର୍କୀରେ ସାଧାରଣତନ୍ତ୍ର ପ୍ରତିଷ୍ଠା କରିଥିଲେ ।

11. ଭାଗୀରଥ୍ ମହାପାତ୍ର କିଏ ଥିଲେ ?
Answer:
ଭାଗୀରଥ୍ ମହାପାତ୍ର ଓଡ଼ିଶା ପ୍ରଦେଶ କଂଗ୍ରେସ କମିଟିର ପ୍ରଥମ ସମ୍ପାଦକ ଥିଲେ ।

12. ସମ୍ବଲପୁର ଜିଲ୍ଲାସ୍କୁଲର କାହା ପ୍ରେରଣାରେ ଛାତ୍ରମାନେ ଅସହଯୋଗ ଆନ୍ଦୋଳନରେ ଯୋଗଦେଲେ ?
Answer:
ପଣ୍ଡିତ ଲକ୍ଷ୍ମୀନାରାୟଣ ମିଶ୍ରଙ୍କ ପ୍ରେରଣାରେ ସମ୍ବଲପୁର ଜିଲ୍ଲାସ୍କୁଲର ଛାତ୍ରମାନେ ଅସହଯୋଗ ଆନ୍ଦୋଳନରେ ଯୋଗଦେଲେ ।

13. ସତ୍ୟବାଦୀ ବନବିଦ୍ୟାଳୟ କେବେ ପ୍ରତିଷ୍ଠା କରାଯାଇଥିଲା ?
Answer:
୧୯୧୯ ମସିହାରେ ସତ୍ୟବାଦୀ ବନବିଦ୍ୟାଳୟ ପ୍ରତିଷ୍ଠା କରାଯାଇଥିଲା ।

14. ‘ଉତ୍କଳ ସ୍ୱରାଜ୍ୟ ଶିକ୍ଷା ପରିଷଦ’ କେଉଁଠାରେ ଗଠିତ ହୋଇଥିଲା ?
Answer:
କଟକଠାରେ ‘ଉତ୍କଳ ସ୍ୱରାଜ୍ୟ ଶିକ୍ଷା ପରିଷଦ’ ଗଠିତ ହୋଇଥିଲା ।

15. କଟକରେ ସ୍ୱରାଜ ଆଶ୍ରମ କାହିଁକି ପ୍ରତିଷ୍ଠା କରାଯାଇଥିଲା ?
Answer:
ସ୍ଵେଚ୍ଛାସେବୀ ଓ କର୍ମୀମାନଙ୍କୁ ପ୍ରଶିକ୍ଷଣ ଦେବାପାଇଁ କଟକରେ ସ୍ୱରାଜ ଆଶ୍ରମ ପ୍ରତିଷ୍ଠା କରାଯାଇଥିଲା ।

B. ଗୋଟିଏ ଶବ୍ଦରେ ଉତ୍ତର ଲେଖ ।

1. ଗୋପବନ୍ଧୁ ଦାସଙ୍କଦ୍ଵାରା ପ୍ରତିଷ୍ଠିତ ସମ୍ବାଦପତ୍ରର ନାମ କ’ଣ ଥିଲା ?
Answer:
‘ସମାଜ’

2.ପ୍ରଥମ ବିଶ୍ଵଯୁଦ୍ଧ ପରେ ତୁର୍କୀ ସହିତ କେଉଁ ଚୁକ୍ତି ସ୍ୱାକ୍ଷରିତ ହୋଇଥିଲା ?
Answer:
ସେଭର୍ସ ଚୁକ୍ତି

3. ଅସହଯୋଗ ଆନ୍ଦୋଳନ ସମୟରେ ଜଗତ୍‌ସିଂହପୁରଠାରେ କେଉଁ ଆଶ୍ରମ ପ୍ରତିଷ୍ଠା କରାଯାଇଥିଲା ?
Answer:
ଅଳକା ଆଶ୍ରମ

4. କେଉଁ ଅନୁଷ୍ଠାନ ‘ସ୍ବରାଜ୍ୟ ସମାଚାର’ ପତ୍ରିକା ପ୍ରକାଶ କରୁଥିଲେ ?
Answer:
ସ୍ଵରାଜ ମନ୍ଦିର

5. ସମ୍ବଲପୁରର ମିଶ୍ର ପ୍ରେସ୍ କେଉଁ ପ୍ରାଚୀରପତ୍ର ଛାପି ୨୫ ଟଙ୍କା ଜୋରିମାନା ଦେଇଥିଲା ?
Answer:
‘ସ୍ଵରାଜ ସଙ୍ଗୀତ’

6. ମୁସଲମାନମାନଙ୍କଦ୍ଵାରା ଗଠନ କରାଯାଇଥିବା ସଙ୍ଗଠନକୁ କ’ଣ କୁହାଯାଉଥିଲା ?
Answer:
ମୁସଲିମ୍ ଲିଗ୍

7. କାହା ନେତୃତ୍ୱରେ ‘ସ୍ଵରାଜ ମନ୍ଦିର’ ଗଠିତ ହୋଇଥିଲା ?
Answer:
ହରେକୃଷ୍ଣ ମହତାବ

8. କେବେ ପୁରୀଠାରେ ବିଦେଶୀ ବସ୍ତ୍ରଗୁଡିକରେ ଅଗ୍ନିସଂଯୋଗ କରାଯାଇଥିଲା ?
Answer:
୧୯୨୧ ଅଗଷ୍ଟ ୩

9. ଲୋକମାନ୍ୟ ବାଲ ଗଙ୍ଗାଧର ତିଳକଙ୍କ ସ୍ମୃତିରେ ଗଠିତ ପାଣ୍ଠିର ନାମ କ’ଣ ଥିଲା ?
Answer:
‘ତିଳକ ସ୍ବରାଜ ପାଣ୍ଠି’

10. ୧୯୧୯ ନଭେମ୍ବର ମାସରେ ନିଷ୍ଫଳ ଭାରତ ଖୋଲାଫତ୍ ସମ୍ମିଳନୀରେ ସଭାପତି ଭାବେ କିଏ ନିର୍ବାଚିତ ହୋଇଥିଲେ ?
Answer:
ମହାତ୍ମା ଗାନ୍ଧି

11. ମୌଲାନା ଆବୁଲ୍ କାଲାମ୍ ଆଜାଦ୍ କେବେ ମରଣୋତ୍ତର ଭାରତ ରତ୍ନ ସମ୍ମାନରେ ଭୂଷିତ ହୋଇଥିଲେ ?
Answer:
୧୯୯୨

12. ଛାତ୍ରମାନଙ୍କୁ ଜାତୀୟତାବାଦୀ ଶିକ୍ଷା ଦେବା ନିମନ୍ତେ ଗୋପବନ୍ଧୁ କେଉଁ ବିଦ୍ୟାଳୟ ପ୍ରତିଷ୍ଠା କରିଥିଲେ ?
Answer:
ସତ୍ୟବାଦୀ ବନବିଦ୍ୟାଳୟ

13. ଇଂରେଜ ସରକାରଙ୍କ ବିରୋଧରେ ଗାନ୍ଧିଜୀଙ୍କଦ୍ବାରା ପରିଚାଳିତ ପ୍ରଥମ ଗଣ-ଆନ୍ଦୋଳନର ନାମ କ’ଣ ?
Answer:
ଅସହଯୋଗ ଆନ୍ଦୋଳନ

14. ହଣ୍ଟର କମିଟି କେବେ ଗଠିତ ହେଲା ?
Answer:
୧୯୧୯ ଅକ୍ଟୋବର ୧୪

15. କେବେ ନାଗପୁରଠାରେ କଂଗ୍ରେସର ବାର୍ଷିକ ଅଧୂବେଶନରେ ଅସହଯୋଗ ଆନ୍ଦୋଳନ ପ୍ରସ୍ତାବ ଅନୁମୋଦିତ ହୋଇଥିଲା ?
Answer:
୧୯୨୦ ଡିସେମ୍ବର

16. ଓଡ଼ିଶାର ପ୍ରଥମ ସମ୍ବାଦପତ୍ରର ନାମ କ’ଣ ?
Answer:
ଉତ୍କଳ ଦୀପିକା

17. ସ୍ଵାଧୀନ ଭାରତର ପ୍ରଥମ ଶିକ୍ଷାମନ୍ତ୍ରୀ କିଏ ଥିଲେ ?
Answer:
ମୌଲାନା ଆବୁଲ୍ କାଲାମ୍ ଆଜାଦ୍

18. ଅସହଯୋଗ ଆନ୍ଦୋଳନ ସମୟରେ ଗୋପବନ୍ଧୁ ଦାସଙ୍କୁ କେଉଁ ଜେଲକୁ ପଠାଇ ଦିଆଯାଇଥିଲା ?
Answer:
ହଜାରିବାଗ ଜେଲ

19. ଖଲିଫା ବ୍ୟବସ୍ଥାର ଉଚ୍ଛେଦ କେବେ କରାଯାଇଥିଲା ?
Answer:
୧୯୨୨

20. ଅସହଯୋଗ ଆନ୍ଦୋଳନ ସମୟରେ କନିକାର ରାଜା କିଏ ଥିଲେ ?
Answer:
ରାଜେନ୍ଦ୍ର ନାରାୟଣ ଭଞ୍ଜଦେଓ

C. ଶୂନ୍ୟସ୍ଥାନ ପୂରଣ କର ।

1. ପ୍ରଥମ ବିଶ୍ବଯୁଦ୍ଧରେ ତୁର୍କୀ _____ ଶକ୍ତି ବିରୋଧରେ ଯୁଦ୍ଧ କରିଥିଲା ।
Answer:
ମିତ୍ରଶକ୍ତି

2. ମୁସଲମାନମାନଙ୍କ ଧର୍ମଗୁବୁଙ୍କ ______ କୁହାଯାଉଥିଲା ।
Answer:
ଖଲିଫା

3. ‘ଇଣ୍ଡିଆ ଉଇନ୍ସ ଫ୍ରିଡ଼ମ୍’ ପୁସ୍ତକ ______ ରଚନା କରିଥିଲେ ।
Answer:
ମୌଲାନା ଆବୁଲ କାଲାମ

4. ମୌଲାନା ଆବୁଲ କାଲାମ _______ ମସିହାରେ ଭାରତରତ୍ନ ପୁରସ୍କାର ପାଇଥିଲେ ।
Answer:
୧୯୯୨

5. _______ ମସିହା ନଭେମ୍ବରରେ ନିଷ୍ଫଳ ଭାରତ ଖୁଲାଫତ୍ ସମ୍ମିଳନୀର ସଭାପତିଭାବେ ନିର୍ବାଚିତ ହୋଇଥିଲେ ।
Answer:
୧୯୧୯

6. ପ୍ରଥମ ବିଶ୍ଵଯୁଦ୍ଧ ପରେ ସେଭର୍ସ ଚୁକ୍ତି ______ ଉପରେ ଲଦି ଦିଆଯାଇଥିଲା ।
Answer:
ତୁର୍କୀ

7. ୧୯୨୦ ମସିହା ଅଗଷ୍ଟ ୧ ତାରିଖରେ ଭାରତର ମହାନ୍ ନେତା _______ ଙ୍କର ଦେହାନ୍ତ ହୋଇଥିଲା ।
Answer:
ବାଲଗଙ୍ଗ।ଧର ତିଲକ

8. ________ ଆନ୍ଦୋଳନ ବ୍ରିଟିଶ୍ ସାମ୍ରାଜ୍ୟର ମୂଳଦୁଆକୁ ଦୋହଲାଇ ଦେଇଥିଲା ।
Answer:
ଅସହଯୋଗ

9. ରାଓଲାତ ଆଇନ ________ ମସିହାରେ ପ୍ରଣୟନ କରାଯାଇଥିଲା ।
Answer:
୧୯୧୯

10. ଜେନେରାଲ ଡାୟାରଙ୍କ ପାଇଁ ଇଂଲଣ୍ଡର ଜନସାଧାରଣ ________ ହଜାର ପାଉଣ୍ଡ ସଂଗ୍ରହ କରିଥିଲେ ।
Answer:
୩୦

11. ମୋତିଲାଲ ନେହେରୁ ଜଣେ ଖ୍ୟାତନାମା ______ ଥିଲେ ।
Answer:
ବାରିଷ୍ଟର

12. _______ ର ଯୁବରାଜଙ୍କ ଭାରତ ପରିଦର୍ଶନକୁ ବାସନ୍ଦ କରାଯାଇଥିଲା ।
Answer:
ୱେଲସ

13. ୧୯୨୧ ମସିହା ଡିସେମ୍ବର ମାସରେ କଂଗ୍ରେସର ଅଧ୍ଵଂଶନ ______ ଠାରେ ବସିଥିଲା ।
Answer:
ଅହମ୍ମଦାବାଦ

14. ୧୯୨୧ ମସିହା ଅଗଷ୍ଟ ୧୧ ଓ ୧୪ ତାରିଖରେ ______ ଠାରେ ଜନସାଧାରଣ ବିଦେଶୀ ଲୁଗା ପୋଡ଼ି ଦେଇଥିଲେ ।
Answer:
କଟକ

15. ଗୌରମୋହନ ଦାସ _______ ଠାରେ ଘରୋଇ ନ୍ୟାୟାଳୟ ପ୍ରତିଷ୍ଠା କରିଥିଲେ ।
Answer:
ବାଲେଶ୍ଵର

16. _________ ସମ୍ବାଦପତ୍ର ଜାତୀୟ ଚେତନା ସୃଷ୍ଟି କରିବାରେ ପ୍ରମୁଖ ଭୂମିକା ଗ୍ରହଣ କରିଥିଲା ।
Answer:
ସମାଜ

17. ‘ସତ୍ୟ ହେଲେ ସାଂଘାତିକ’ ଲେଖା ପାଇଁ ଗୋପବନ୍ଧୁଙ୍କୁ _______ ମାସ ଜେଲ ଭୋଗିବାକୁ ପଡ଼ିଥିଲା ।
Answer:
୧

18. ‘ସ୍ଵରାଜ ସଙ୍ଗୀତ’ ପ୍ରାଚୀରପତ୍ର ଛାପିବାପାଇଁ ______ ପ୍ରେସ୍‌କୁ ୨୫ ଟଙ୍କା ଜୋରିମାନା କରାଯାଇଥିଲା ।
Answer:
ମିଶ୍ର

19. ଗୋପବନ୍ଧୁ ଦାସ ଓଡ଼ିଶା ପ୍ରଦେଶ କଂଗ୍ରେସ କମିଟିରୁ ପ୍ରଥମ ______ ଭାବେ ନିର୍ବାଚିତ ହୋଇଥିଲେ ।
Answer:
ସଭାପତି

20. ନାଗପୁର କଂଗ୍ରେସ ଅଧ୍ଵବେଶନରେ ଓଡ଼ିଶାରୁ ______ ଜଣ ପ୍ରତିନିଧ୍ଵ ଯୋଗ ଦେଇଥିଲେ ।
Answer:
୩୦

D. ଠିକ୍ ଉକ୍ତି ପାଇଁ (✓) ଚିହ୍ନ ଓ ଭୁଲ୍ ଉକ୍ତି ପାଇଁ (×) ଚିହ୍ନ ଦିଅ ।

1. ମୌଲାନା ଆବୁଲ କାଲାମ ଆଜାଦଙ୍କ ମୂଳ ନାମ ଥଲା ମୋହିଉଦ୍ଦିନ୍ ଅଲ୍ଲୀ ।
2. ୧୯୨୦ ମସିହା ଜୁନ୍ ୯ ତାରିଖରେ ଅହମ୍ମଦାବାଦ୍ ଠାରେ ସର୍ବଦଳୀୟ ବୈଠକର ଆୟୋଜନ କରାଯାଇଥିଲା ।
3. ଚୌରିଚୌରା ଦୁର୍ଘଟଣାରେ ୨୨ ଜଣ ପୋଲିସ କର୍ମଚାରୀ ଜୀବନ୍ତ ଦଗ୍ଧ ହୋଇଥିଲେ ।
4. ଚୌରିଚୌରା ଦୁର୍ଘଟଣାରେ ୨୨ ଜଣ ପୋଲିସ କର୍ମଚାରୀ ଜୀବନ୍ତ ଦଗ୍ଧ ହୋଇଥିଲେ ।
5. ବାଲେଶ୍ଵରଠାରେ ଉତ୍କଳ ସ୍ୱରାଜ୍ୟ ଶିକ୍ଷା ପରିଷଦ ସ୍ଥାପିତ ହୋଇଥିଲା ।
6. ସ୍ଵେଚ୍ଛାସେବୀ ଓ କର୍ମୀମାନଙ୍କୁ ପ୍ରଶିକ୍ଷଣ ଦେବାପାଇଁ କଟକରେ ‘ସ୍ଵରାଜ ଆଶ୍ରମ’ ପ୍ରତିଷ୍ଠା କରାଯାଇଥିଲା ।
7. ସମ୍ବାଦପତ୍ର ‘ସମାଜ’ ମହାତ୍ମା ଗାନ୍ଧିଙ୍କଦ୍ଵାରା ପ୍ରତିଷ୍ଠା କରାଯାଇଥିଲା ।
8. ୧୯୨୦ ମସିହାରେ ‘ସମାଜ’ ସମ୍ବାଦ ପତ୍ରିକା ପ୍ରତିଷ୍ଠା କରାଯାଇଥିଲା ।
9. ଇଂରେଜ ସରକାର ଓଡ଼ିଶାରେ ଆନ୍ଦୋଳନକୁ ଦମନ କରିବାପାଇଁ ଲାଠିଚାଳନା ଓ ବେତ୍ରାଘାତ କରିଥିଲେ ।
10. ‘ସ୍ଵରାଜ ସଙ୍ଗୀତ’ ଏକ କବିତା ପୁସ୍ତକ ଥିଲା ।

Answer:
1. ✗
2. ✗
3. ✓
4. ✓
5. ✗
6. ✓
7. ✗
8. ✓
9. ✓
10. ✗

E. ‘କ’ ସ୍ତମ୍ଭ ସହିତ ‘ଖ’ ସ୍ତମ୍ଭର ମିଳନ କର ।

Odisha State Board CHSE Odisha Class 11 Approaches to English Book 1 Solutions Unit 4 Text D: The Case against Man Textbook Activity Questions and Answers.

Class 11th Alternative English Chapter 16 The Case against Man Question Answers CHSE Odisha

The Case against Man Class 11 Questions and Answers

Activity-14

a) It means that mankind is although a living organism, it is also a thing or inanimate object.
b) The unrestrained population growth is compared with cancer. This is a good comparison because its growth will kill mankind as cancer.
c) If the present rate of population growth continues the ecology will be spoilt.
d) the thesis of the essay is increasing the birth rate and its control He waits to describe things and then concludes.
e) This is really a problem that has been shown by the author perfectly and which does not need any other way of description.
f) Interrelation and interdependence are in common among the living and nonliving things on earth.
g) The conclusion of the essay is— At the rate, we are going without birth control, then even if science serves us in an absolutely ideal way, we will reach the planetary high-rise with no animals but men, with no plants but algae, with no room for even one more person by AD. 2430.
h) The essay starts with the interrelation of the living and the nonliving and ends in control of the birth rate which will help the organism to double itself.

Activity-15

	Headings	Paragraph Numbers
a)	The thesis of the problem: “birth control”	21
b)	Reasons/causes Lowering death rate	19
c)	Examples: The number of Homo Sapiens increase	16
d)	Suggested solution: Birth control	19
e)	Special Features of the Development of the Argument (if any)	19, 20
f)	Conclusion Ready birth control without delay	20, 21, 22, 23

Activity – 16

Rather than exploiting the environment shouldn’t we be in a partnership? If we continue to waste the earth’s resources as if there were no tomorrow, there could well be no tomorrow. By the year 2010, one-third of the world’s cropland will have turned to dust, of people, will face starvation. All this is happening since our civilization has kept on expanding, on the assumption that the world’s resources are limitless. But merely stopping growth is not the answer. What we need is development that works in partnership with the environment that uses the earth’s resources more productively and after all is suitable at the same time. This is the reason why our organization Earth life exists.

Activity-17

Anita : Hello, Banita. You have a debate today, haven’t you?
Banita: Yes Anni. It’s at 2-30 p.m.
Anita: What’s it about?
Banita: It’s about population explosion.
Anita : Population explosion ! It’s a burning topic, isn’t it?
Banita: Yes, it is. But it’s a topic that needs many things to incorporate.
Anita: What’re you going to hint at?
Banita: Just the causes and consequences of population growth.
Anita: Won’t you suggest any solution?
Banita: Yes, I will.
Anita: Why’s the population on the rise now?
Banita: It’s owing to the lower death rate.
Anita: Lower death rate! Aren’t people dying now? You’ll see in the papers hundreds of people are dying every day.
Banita: No, no. People are dying but their number is eye-catching due to the high population and media network.
Anita: Do you think that the death rate has really come down?
Banita: Is there doubt about it? The death rate is very much lower than before. Thousands of people were dying of starvation, Cholera, and Smallpox in the past. But we don’t see these diseases active now. A number of villages were having mass funerals with the approach of such a disease.
Anita: You’re quite right Banita. This was a usual case that is not seen these days. Thank you.

Activity -18

Pranati: Hello. This is 250845
Minati: Can I speak to Pranati, please?
Pranati: Yes, speaking
Minati: Hi Pranati, it’s Minati here.
Pranati: Listen, Minu, We’d proposed to go to the cinema this afternoon, hadn’t we?
Minati: Yes, we had. You told me to book a pair of tickets and inform me earlier what’s about.
Pranati: I’m quite sorry. I failed to book tickets at the counter. I’d gone to do it, but I wasn’t able to.
Minati: What’s really happened?
Pranati: The counters were overcrowded. None of the counters was free to buy a ticket at.
Minati: The film has recently been released. People must be thronging to see it.
Pranati: Yes, Blakers are moving about. They are charging very high. I didn’t feel like purchasing a ticket from them.
Minati: OK. Don’t mind. We’ll see the cinema within a couple of days. The rush will be subsiding. Thank you.
Pranati: Welcome

Activity – 19

• In Kingston, Jamaica’s capital, RSLs own cruiser is waiting to introduce them to the unique world of the Caribbean.
• Every Tuesday a British Airways flight leaves Heathrow for Jamaica.
• Like all our ships, this cruiser has been specially designed to give you maximum comfort, luxury, and enjoyment.
• For this lucky one it’s the beginning of an unforgettable air-sea holiday with the world’s leading cruiser company. The Royal Seafaring Line.
• For many of the passengers, it’s just a normal scheduled flight, but for some, it’s the start of something very special.
• Whether you choose relaxation on board or stimulation on land,’ you will have the holiday of a lifetime.
• And it’s all included in the price — Just 1,995 for 21 days.
• While you can thus spend a perfect holiday without leaving the ship, there is also the added attraction of fascinating store visits at each of our parts of the cell.
• So you can relax on the vest sun deck, bide your time with a cocktail, or dance till dawn in the nightclub or in the discotheque.
• So don’t delay- See your travel agents today.

The Case Against Man Summary in English

Section – D
Part – One

Summary:
The first mistake is to think of man as a thing in itself. It is, however, a part of an intricate problem of life. Life gets its energy from the sun. Five billion years back, the earth had undergone a vast revolution. On its first appearance, it lacked an ocean and an atmosphere. Far within the solid crust, there are slow continual changes whose hot springs, volcanoes, and earthquakes are the more noticeable manifestations here on the surface.

Portions of the surface water with solar radiation developed complicated compounds called ‘life’. It has assumed a complex proportion. But, life forms are as much part of the structure of the Earth as any inanimate portion is. It is all an inseparable part of a whole if any animal is isolated totally from other forms of life, and death by starvation will surely follow. If isolated from water, death by dehydration will follow even faster.

If isolated from air, death by asphyxiation will take place. Isolation from the sun will bring death to the animal world. The inanimate portion also suffers. The entire planet and solar system are closely interrelated. A planet is a life form made up of nonliving portions. For instance, a man is composed of 50 trillion cells of a variety of types, all interrelated and interdependent.

Part – Two

Summary:
Sometimes, the neat economy of growth within an organism such as a human being is disrupted. The growing of a group of cells is stopped. If one type of organism began to multiply without limit killing its competitors, the same thing would happen in ecology. The earth’s human population is estimated to have been 150 million al the time of Julius Caesar. This population since then has been on the rise. It is really an alarming proportion.

The current increase of the human population qualifies Homo Sapiens as ecological cancer. However, this cancerous growth must be stopped. It can be done by raising the death rate or towering the birth rate. There is no other alternative. If we do nothing, the death rate will rise fabulously. Lowering the birth rate is surely the preferable way.

Analytical outlines of the Text

• The first mistake is to think of man as a thing in itself.
• It is, however, a part of an intricate problem of life.
• Life gets its energy from the sun.
• Five billion years back, the earth had undergone a vast revolution.
• On its first appearance. it had lacked an ocean and an atmosphere.
• Far within the solid crust, there are slow continual changes.
• The hot springs, volcanoes, and earthquakes are the more noticeable manifestations here on the surface.
• Portions of the surface water with solar radiation developed complicated compounds called life.
• It has assumed a complex proportion.
• But life forms are as much part of the structure of the Earth as any inanimate portion is.
• It is all an inseparable part of a whole.
• Any animal is isolated totally from other forms of life.
• It will surely follow death by i$arvation.
• Any animal is isolated from water.
• It will follow death by dehydration.
• Any animal is isolated from the air.
• It will take place death by asphyxiation.
• Isolation from the sun will bring death to the animal world.
• The inanimate portion also suffers.
• The entire planet and solar system are closely interrelated.
• A planet is a life form made up of nonliving, portions.

• For instance, a man is composed of 50 trillion cells of a variety of types all interrelated and interdependent.
• Sometimes, the net economy of growth within an organism such as a human being is disrupted.
• The growing of a group of cells is stopped.
• One type of organism began to multiply without limit killing its competitors.
• The disruption will happen in ecology.
• The earth’s human population is estimated to have been 150 million at the time of Julius Caesar.
• This population since then has been on the rise.
• It is really an alarming proportion.
• The current increase in the human population qualifies Homo Sapiens as ecological cancer.
• However, this cancerous growth must be stopped.
• It can be achieved in two ways.
• One is by raising the death rate.
• The other is by lowering the birth rate.
• There is no other alternative.
• We have to do something.
• Otherwise, the death rate will rise fabulously.
• Lowering the birth rate is certainly the preferable way.

Meaning of difficult words

crust – the thin hard surface of the earth.
versatile – clever to do a number of things, good at doing a lot of different things.

asphyxiation – death by choking.
reefs – a line of sharp rocks, often made of coral.
quiescent – becoming quiet or silent, not developing or doing anything.
cougar – a puma, a large brown wild cat of North West America.
decimated – killed large numbers of ruined a large part of something.
predators – animals that live by killing and eating other animals.
ecology – the study of living things in their surroundings.
Homo Sapiens – the type of human beings that inhabit the earth now.
catastrophically- in a terribly destructive manner.

Read More:

• Text A: That Lean, Hungry Look Question Answer
• Text B: What is Art? Question Answer
• Text C: Psychobabble Question Answer
• Text D: The Case against Man Question Answer

Odisha State Board CHSE Odisha Class 11 Approaches to English Book 1 Solutions Unit 4 Text B: What is Art? Textbook Activity Questions and Answers.

Class 11th Alternative English Chapter 14 What is Art? Question Answers CHSE Odisha

What is Art? Class 11 Questions and Answers

Activity-5
Getting The Main Idea Of The Paragraph

Find out a suitable title for each of the paragraphs in Text-B (Part one)

Paragraph     Title
1                 :
2                 :
3                 :
4                 :
5                 :
6                 :
7                 :

Answer:
Paragraph -1 : Title – Defining Art.
Paragraph -2: Title – Relationship of Art.
Paragraph -3 : Title – Art Transmitting Human Thought.
Paragraph -4 : Title – Activity of Art.
Paragraph -5: Title – Man’s capacity of Receiving other’s Emotional Dimensions.
Paragraph -6 : Title – Infecting feelings.
Paragraph -7 : Title – Object of Joining Another.

Descriptive Sequence

After going through part two Text-B, read the whole of Text-B (That is, both the parts) and arrange the following items in the sequence in which they are presented in the Text.
a) Discussing what art is not.
b) Talking about defining art.
c) Speaking about the characteristics of art.
d) Citing examples that does not amount to art.
e) Comparing art with speech.
f) Arriving at a definition of art.
g) Speaking of the variety of feelings on which art is based.

Answer:
a) Talking about defining art.
b) Comparing art with speech.
c) Speaking of the characteristics of art.
d) Speaking of the variety of feelings on which art is based.
e) Arriving at a definition of art.
f) Discussing what art is not.
g) Citing examples of what does not amount to art.

Activity-7
Reacting To The Ideas In The Text

• Art is superior to speech because it transmits feelings as well as thoughts because a man transmits his thoughts to another by words but by art, he transmits his feelings.
• Tolstoy speaks of the essential elements of art in paragraph 5 but seems to contradict himself in the next paragraph. The views presented in these two paragraphs can, however, be concealed.
• The analogy between the boy who encounters- a wolf and the artist who recreates his emotions in a work of art is now appropriate because the feelings and emotions are equally infected with one another.
• The writer begins his essay by saying that art should not be considered “as a means to pleasure” but should be considered “as one of the conditions of human life”. And he has proved this in his essay taking suggestive examples from various lores of life.

Activity – 8

a) A direct approach is chosen to define the term ‘renaissance’ in passage 1, but a descriptive technique is followed in passage 2 to define the term ‘elegance’.
b) An etymological analysis of the term ‘renaissance’ finds an outlet in passage 1 but the implied meaning of the term ‘elegance’ is given in passage 2.
c) A general meaning of the word ‘renaissance’ is reflected in passage 1 whereas the views and considerations of the word ‘elegance’ have been found in passage 2.

Activity-9
Remedial Grammar

My town is an excellent place to live in, I think it is wonderful. It is an important town, because, it is the center of the district administration. It is also great because of the two very famous museums. The weather here is nice. It is hot in summer with occasional rains and is cool in winter. I like my home town very much.

What is Art? Summary in English

Section – B
Part – One
Read below the first paragraph of Leo Tolstoy’s “What is Art ?” and try to guess the writer’s purpose.
In order to define art correctly it is necessary first of all to cease to consider it as a means to pleasure and to consider it as one of the conditions of human life viewing it in this way, we can’t fail to observe that art is one of the means of intercourse between man and man. Now read part one of Text B and note how Tolstoy develops his idea of art across the paragraph.

Summary:
Leo Tolstoy defines art to cease to consider it as a means to pleasure and to consider it as one of the conditions of human life. Art is an intercourse between man and man. The receiver of every work of art enters into a certain kind of relationship both with him who produced or is producing the art and with all those who simultaneously, previously or subsequently receive the same artistic impression, speech transmitting the thoughts and experiences of man serve as a means of union among them and art serves a similar purpose.

A man communicates himself with another by means of words and by it he transmits his feelings. A man shares his feelings by listening to another man. When one man laughs, another becomes merry to hear it. But when a man cries, another feels sorry. A man is excited or irritated and another man who sees him is brought to a similar state of mind by his movements or by the sounds of his voice. A man expresses courage and determination or sadness and calmness and this state of mind passes on to others.

A man suffers expressing his suffering through groans and spasms and this suffering transmits itself to other people. A man expresses his feelings of admiration, devotion, fear, respect, or love to certain objects, persons, or phenomena and others infected by the same feelings of administration, devotion, fear, respect or love to some objects, persons or phenomena. Art begins when one person expresses his feelings by certain external indications in order to join others or others.

For instance, a boy having experienced fear of encountering a wolf relates the encounters, and in order to evoke in others the feelings he has experienced describes his conditions before the encounter, the surrounding of the world, his own lightheartedness, and then, the wolf’s appearance, its movements, the distance between himself and the wolf and so forth. If only the boy when telling the story again experiences the feelings he has lived through and infects the heart and compels them to feel that he had experienced is art.

It is also art if a man having experienced either the fear of suffering or the attraction of enjoyment expresses these feelings on canvas or in marble so that others are infected by them. It is again art of a man who feels or imagines to himself feelings of delight gladness, sorrow, despair, courage or despondency and the transition by sounds from me to another of those feelings and expresses them by sounds so that the hearers are inflected by them and experience them as they were experienced by the composer.

Analytical outlines of the text:

• According to Leo Tolstoy, art is a means to provide pleasure.
• He also considers it as one of the conditions of human life.
• Art is an intercourse between man and man.
• The receiver of every work of art enters into a certain kind of relationship both with him.
• It is a relationship with him who produced or is producing the art.
• It relates to those who simultaneously, previously or subsequently receive the same artistic impression.
• Speeches transmitting the thoughts and experiences .of men serve as a means of union, among them and art serves a similar purpose.
• A man communicates himself with another by means of words and by it he transmits his feelings.

• A man shares his feelings by listening to another.
• One man laughs, and another becomes merry to hear it.
• One man cries and another becomes feel sorry.
• A man as excited or irritated.
• Another is brought to the same state by seeing it.
• He acquires it by his movements or the sounds of his voice.
• A man expresses his courage or determination.
• This state of mind passes to another.
• A man expresses his sadness or calmness.
• This state of mind passes to another.
• A man expresses his suffering through groans or spasms.
• It transmits itself to other people.
• A man expresses his admiration, devotion, fear, respect, and love to certain objects, persons or phenomena.
• Others are infected by the same feelings.
• Art begins when one joins others with the same feelings.
• For instance, a boy experiences of fear by encountering a wolf.
• He expresses this fear in order to evoke a feeling in others.

• He provides an elaborate description of it.
• He expresses the conditions before the encounter.
• He also expresses the surrounding of the words.
• He also expresses his distance from the wolf.
• On the other hand, he also expresses the wolf’s appearance, its movement, distance from him, etc.
• When he compels others to feel his experiences, it is called art.
• Hence, to be an art, the feelings of suffering and enjoyment should be infected by them.
• When a man feels or imagines those feelings of delight, gladness, sorrow, despair, etc. it is called art.
• Therefore, art refers to the transmission of the sounds of those feelings from one man to other so that one must be infected by them and also experiences them by themselves.

Meaning of difficult words:

simultaneously – happening at the same time.
previously – formerly.
subsequently – followingly.
intercourse – deal with, interact, and communicate.
transmit – sends, communicates.
groan – moan, lamentation.
spasms – muscular contraction, stiffness of muscles.
encountering – facing, confronting, meeting
despondency – misery, sorrow, unhappiness.
transition – change, transformation, movement.

Text-B
Part – Two

Summary:
The feelings which the artist transmits to others are varied and many. Some are very strong and some are very weak, some significant and others insignificant, some very bad, and others very good. Patriotic love, self-devotion and yielding to fate or to God in drama, raptures of lovers in. a novel, voluptuousness in a picture, courage in triumphal marches, merriment in a dance, and humor in a funny story are all different forms of art. If the feelings of the author are transmitted to the spectators, they are deemed to be rightly infected.

Art is certainly a human activity that consists of external signs hands-on to other’s feelings he had lived through and that others are infected by these feelings and also experience them. The metaphysicians state that art is not the manifestation of some, mysterious idea of the beauty of God. Physiologists view a game in which man lets off his excess stored-up energy, is not man s expression of emotion by external signs. It is neither pleasure nor the production of pleasing objects.

Analytical outlines of Part Two.

• The artist’s transmission of feelings to others is varied and many.
• Some are very strong and others are very weak.
• Some are significant and others are insignificant.
• Even some are very good and others are very bad.
• There are different forms of art.
• Patriotic love and self-devotion are the same.
• Raptures of lovers in a novel, and voluptuousness in a picture are others.
• Also, courage in a triumphal march, merriment in a dance, and humor in a tunny spry are still others.
• If the feelings of the writer are transmitted to the audience, they are deemed to be rightly infected.

• Art is, certainly, a human activity.
• It consists of external signs hands-on to other’s feelings.
• Others are infected by these feelings.
• They also experience these feelings.
• The metaphysicians opine that art is not the manifestation of some mysterious idea of the beauty of God.
• Physiologists view it is a game in which man gets off his excess stored up energy.
• It is not the expression of man’s emotion by external signs.
• It is neither pleasure nor the production of pleasing objects.
• It is a means of union among men joining them together in the same feelings.

Read More:

• Text A: That Lean, Hungry Look Question Answer
• Text B: What is Art? Question Answer
• Text C: Psychobabble Question Answer
• Text D: The Case against Man Question Answer

Odisha State Board BSE Odisha 10th Class History Important Questions Chapter 3 ଭାରତରେ ଆଇନ ଅମାନ୍ୟ ଆନ୍ଦୋଳନ ଏବଂ ଏଥୁରେ ଓଡ଼ିଶାର ଭୂମିକା Important Questions and Answers.

BSE Odisha Class 10 History Important Questions Chapter 3 ଭାରତରେ ଆଇନ ଅମାନ୍ୟ ଆନ୍ଦୋଳନ ଏବଂ ଏଥୁରେ ଓଡ଼ିଶାର ଭୂମିକା

Subjective Type Questions With Answers

ଦୀର୍ଘ ଉତ୍ତରମୂଳକ ପ୍ରଶ୍ନୋତ୍ତର
ପ୍ରତ୍ୟେକ ପ୍ରଶ୍ନର ଉତ୍ତର ପ୍ରାୟ ୬୦ ଗୋଟି ଶବ୍ଦରେ ଲେଖ ।

୧। କେବେ ଓ କେଉଁ ପରିସ୍ଥିତିରେ ଆଇନ ଅମାନ୍ୟ ଆନ୍ଦୋଳନର ପରିସମାପ୍ତି ଘଟିଥିଲା ସଂକ୍ଷେପରେ ଲେଖ ।
Answer:

• ୧୯୩୩ ମସିହା ମେ ମାସରେ ହରିଜନ ସମସ୍ୟା ଉପରେ ଧ୍ୟାନଦେବାପାଇଁ ଏବଂ ନିଜର ଓ ସହଯୋଗୀମାନଙ୍କର ମନର ଶୁଦ୍ଧିକରଣ ପାଇଁ ଗାନ୍ଧିଜୀ ଏକୋଇଶ ଦିନିଆ ଅନଶନର ଘୋଷଣା କରିଥିଲେ । ପରେ ସରକାର ଗାନ୍ଧିଜୀଙ୍କୁ କାରାମୁକ୍ତ କଲେ ।
• ଦୀର୍ଘଦିନ ପର୍ଯ୍ୟନ୍ତ ସରକାରଙ୍କ ଦମନମୂଳକ କାର୍ଯ୍ୟ ସତ୍ତ୍ଵେ ଚାଲୁ ରହିଥ‌ିବା ଆନ୍ଦୋଳନରେ ସତ୍ୟାଗ୍ରହୀମାନଙ୍କ ଉତ୍ସାହକୁ ବଜାୟ ରଖୁବାର କାଠିନ୍ୟ ଉପଲବ୍ଧି କରି ଆନ୍ଦୋଳନକୁ ସ୍ଥଗିତ ରଖୁବାପାଇଁ ଗାନ୍ଧିଜୀ କଂଗ୍ରେସକୁ ସୁପାରିସ କରିଥିଲେ ।
• ୧୯୩୩ ମସିହା ମେ ମାସରେ ସ୍ଥଗିତ ରଖାଯାଇଥିବା ଦ୍ଵିତୀୟ ପର୍ଯ୍ୟାୟ ଆଇନ ଅମାନ୍ୟ ଆନ୍ଦୋଳନକୁ ୧୯୩୪ ମସିହା ଏପ୍ରିଲ୍ ମାସରେ ଔପଚାରିକ ଭାବେ ପ୍ରତ୍ୟାହାର କରାଗଲା ।
• ଏହି ଆନ୍ଦୋଳନ ଭାରତରେ ଇଂରେଜ ଶାସନ ବିରୋଧରେ ଏକ ତୀବ୍ର ପ୍ରତିକ୍ରିୟା ପ୍ରକାଶ କରିବା ଦିଗରେ ସମ୍ପୂର୍ଣ୍ଣ ସଫଳ ହୋଇଥିଲା ।
• ଏହା ଜାତୀୟ ସଂଗ୍ରାମରେ ଏକ ନୂତନ ଉନ୍ମାଦନା ଭରିଦେଇଥଲା ।

୨। ତୃତୀୟ ଗୋଲଟେବୁଲ ବୈଠକ ଭାରତ ପାଇଁ କାହିଁକି ଗୁରୁତ୍ଵପୂର୍ଣ୍ଣ ଥିଲା ?
Answer:

• ୧୯୩୨ ମସିହା ନଭେମ୍ବର ୧୭ ତାରିଖରୁ ଡିସେମ୍ବର ୨୪ ତାରିଖ ପର୍ଯ୍ୟନ୍ତ ଇଂଲଣ୍ଡରେ ତୃତୀୟ ଗୋଲଟେବୁଲ ବୈଠକ ଅନୁଷ୍ଠିତ ହୋଇଥିଲା ।
• ଆଇନ ଅମାନ୍ୟ ଆନ୍ଦୋଳନ ଚାଲୁଥିବାରୁ ଏହି ବୈଠକକୁ କଂଗ୍ରେସ ବର୍ଜନ କରିଥିଲା ।
• ବୈଠକ ଶେଷରେ ସାଇମନ୍ କମିଶନ୍‌ର ସୁପାରିସ ଭିଭିରେ ଭାରତର ଶାସନ ପାଇଁ ପ୍ରସ୍ତୁତ ଏକ ସମ୍ବିଧାନର ରୂପରେଖ ସମ୍ବଳିତ ଶ୍ଵେତପତ୍ର ପ୍ରକାଶିତ ପାଇଥିଲା ।
• ଏହାକୁ ଆଲୋଚନା ନିମନ୍ତେ ବ୍ରିଟିଶ୍ ପାର୍ଲିଆମେଣ୍ଟକୁ ପଠାଯାଇଥିଲା ।
• ୧୯୩୫ ମସିହା ଅଗଷ୍ଟ ୨ ତାରିଖରେ ଏହା ଗୃହୀତ ହୋଇ ‘ଭାରତ ଶାସନ ଆଇନ ୧୯୩୫’ ନାମରେ ନାମିତ ହୋଇଥିଲା ।

୩ । ଭାରତରେ ଆଇନ ଅମାନ୍ୟ ଆନ୍ଦୋଳନକୁ କିପରି ଭାବରେ ଦମନ କରାଯାଇଥିଲା ସଂକ୍ଷେପରେ ଲେଖ ।
Answer:

1. ଆଇନ ଅମାନ୍ୟ ଆନ୍ଦୋଳନକୁ ଦମନ କରିବାପାଇଁ ସରକାର କଠୋର ପଦକ୍ଷେପମାନ ଗ୍ରହଣ କରିଥିଲେ ।
2. ନିରୀହ ଜନତାଙ୍କ ଉପରେ ଗୁଳିବର୍ଷଣ ଓ ଲାଠିଚାଳନା କରାଯାଇଥିଲା ।
3. ମହାତ୍ମା ଗାନ୍ଧି, ସୁଭାଷ ବୋଷ ଓ ନେହେରୁ ପ୍ରଭୃତି ନେତାଙ୍କ ସହିତ ବହୁସଂଖ୍ୟକ ସତ୍ୟାଗ୍ରହୀଙ୍କୁ ଗିରଫ କରାଯାଇଥିଲା ।
4. ସମ୍ବାଦପତ୍ର ଉପରେ କଟକଣା ଜାରି କରାଗଲା ଓ କଂଗ୍ରେସକୁ ବେଆଇନ ଘୋଷଣା କରାଯାଇଥିଲା ।
5. ଇଂରେଜ ସରକାର ଏହି ଆନ୍ଦୋଳନକୁ ଦମନ କରିବାପାଇଁ ସବୁ ପ୍ରକାର ଶକ୍ତି ପ୍ରୟୋଗ କରି ମଧ୍ୟ ସଫଳ ହୋଇ ନଥିଲେ ।

କ୍ଷୁଦ୍ର ଉତ୍ତରମୂଳକ ପ୍ରଶ୍ନୋତ୍ତର
ପ୍ରତ୍ୟେକ ପ୍ରଶ୍ନର ଉତ୍ତର ପ୍ରାୟ ୩୦ ଗୋଟି ଶବ୍ଦରେ ଲେଖ ।

୧। ଭାରତୀୟ ଜାତୀୟ କଂଗ୍ରେସର ମାଡ୍ରାସ୍ ଅଧ୍ଶନ କେବେ ଓ କ’ଣ ପାଇଁ ଡକାଯାଇଥିଲା ? ଏଥରେ କ’ଣ କରିବାପାଇଁ ସ୍ଥିର କରାଯାଇଥିଲା ? ଏହାକୁ କେଉଁମାନେ ସମର୍ଥନ ଜଣାଇଥିଲେ ?
Answer:

• ଭାରତୀୟ ଜାତୀୟ କଂଗ୍ରେସର ମାଡ୍ରାସ୍ ଅଧ୍ଶନ ୧୯୨୭ ମସିହାରେ ମାଡ୍ରାସ୍ତାରେ ବସିଥିଲା ।
• ଏହି ଅଧିବେଶନରେ ସାଇମନ୍ କମିଶନ୍‌କୁ ବର୍ଜନ କରିବାପାଇଁ ସ୍ଥିର କରାଯାଇଥିଲା ।
• କଂଗ୍ରେସର ଏହି ନିଷ୍ପଭିକୁ ମୁସଲିମ୍ ଲିଗ୍ ଓ ହିନ୍ଦୁ ମହାସଭା ସମର୍ଥନ ଜଣାଇଥିଲେ ।

୨। ସାଇମନ୍ କମିଶନ୍‌କୁ ଭାରତୀୟମାନେ କିଭଳି ବିରୋଧ କରିଥିଲେ ?
Answer:

• ୧୯୨୮ ମସିହା ଫେବୃୟାରୀ ୩ ତାରିଖରେ ମୁମ୍ବାଇରେ ସାଇମନ୍ କମିଶନ୍ ପଦାର୍ପଣ କଲାମାତ୍ରେ ‘ସାଇମନ୍ ଫେରିଯାଅ’ ଧ୍ଵନି ଦିଆଯାଇଥିଲା ।
• ଭାରତୀୟମାନେ କମିଶନ୍‌ର ସଦସ୍ୟମାନଙ୍କୁ କଳା ପତାକା ପ୍ରଦର୍ଶନ କରିଥିଲେ ।
• ଭାରତର ବିଭିନ୍ନ ସହରମାନଙ୍କରେ ହରତାଳ ପାଳନ କରାଯିବା ସହିତ ଶୋଭାଯାତ୍ରା କରାଯାଇଥିଲା ।

୩ । ଲାହୋର କଂଗ୍ରେସ ଅଧ୍ଵଂଶନ କେବେ ବସିଥିଲା ? ଏଥରେ କିଏ ଅଧ୍ୟକ୍ଷତା କରି କ’ଣ ଘୋଷଣା କରିଥିଲେ ?
Answer:

1. ଲାହୋର କଂଗ୍ରେସ ଅଧ୍ଵବେଶନ ୧୯୨୯ ମସିହାରେ ଲାହୋରଠାରେ ବସିଥିଲା ।
2. ଏଥିରେ ଜବାହରଲାଲ ନେହେରୁ ସଭାପତିତ୍ୱ କରିଥିଲେ ।
3. ସେଠାରେ ସେ ଘୋଷଣା କରିଥିଲେ ଯେ ‘ସମ୍ପୂର୍ଣ ସ୍ଵାଧୀନତା ଭାରତର ଲକ୍ଷ୍ୟ’ ।

୪ । ଆଇନ ଅମାନ୍ୟ ଆନ୍ଦୋଳନ ସମୟରେ କେଉଁ ସ୍ଥାନରେ କି ପ୍ରକାର ଟିକସ ଦେବାକୁ ମନା କରାଯାଇଥିଲା ?
Answer:

• ଆଇନ ଅମାନ୍ୟ ଆନ୍ଦୋଳନ ସମୟରେ ସରକାରୀ ଟିକସ ଦେବାଲାଗି କର୍ଣ୍ଣାଟକ, ଗୁଜରାଟ, ଉତ୍ତରପ୍ରଦେଶ, ମାଡ୍ରାସ୍, ବମ୍ବେ ଆଦି ସ୍ଥାନରେ ଲୋକମାନେ ମନା କରିଦେଇଥିଲେ ।
• ମହାରାଷ୍ଟ୍ରରେ ଜନତା ଜଙ୍ଗଲ ଆଇନ ଅମାନ୍ୟ କରିଥିଲେ ।
• ଦେଶର ସବୁଆଡ଼େ ଲୋକମାନେ ଚୌକିଦାରୀ କର ଦେବାପାଇଁ ମନାକଲେ ।

୫। ସୁଦୂର ଉତ୍ତର-ପଶ୍ଚିମ ସୀମାନ୍ତରେ ଆଇନ ଅମାନ୍ୟ ଆନ୍ଦୋଳନ କିପରି ବ୍ୟାପିଥିଲା ?
Answer:

• ସୁଦୂର ଉତ୍ତର-ପଶ୍ଚିମ ସୀମାନ୍ତରେ ଏହି ଆନ୍ଦୋଳନକୁ ବ୍ୟାପକ କରିଥିଲେ ‘ସୀମାନ୍ତ ଗାନ୍ଧି’ ଭାବେ ପରିଚିତ ଖାନ୍ ଅବଦୁଲ୍ ଗଫର୍ ଖାନ୍ ।
• ତାଙ୍କ ନେତୃତ୍ୱରେ ଏହି ଆନ୍ଦୋଳନ ଚାଲିଥିଲା ।
• ସେ ‘ଖୁଦାଇ ଖୁଦ୍‌ମତଗାର’ ନାମକ ସଙ୍ଗଠନ ଗଠନ କରି ଏହି ଆନ୍ଦୋଳନକୁ ବ୍ୟାପକ କରିଥିଲେ ।

୬ | ପ୍ରଥମ ଗୋଲଟେବୁଲ ବୈଠକ କେବେ, କିଏ ଡକାଇଥିଲେ ଓ ଏହା କାହିଁକି ବିଫଳ ହେଲା ?
Answer:

• ପ୍ରଥମ ଗୋଲଟେବୁଲ ବୈଠକ ୧୯୩୦ ମସିହାରେ ଡକାଯାଇଥିଲା ।
• ଶକ୍ତି ପ୍ରୟୋଗଦ୍ଵାରା ଆନ୍ଦୋଳନ ଦମନ କରିବା ଅସମ୍ଭାଳ ହୋଇପଡ଼ିବାରୁ ବ୍ରିଟିଶ୍ ସରକାର ଏହି ବୈଠକ ଡକାଇଥିଲେ ।
• ଏଥିରେ କଂଗ୍ରେସ ଯୋଗ ନ ଦେବାରୁ ଏହା ବିଫଳ ହୋଇଥିଲା ।

୭ । ଗାନ୍ଧି-ଇର୍‌ଉଇନ୍ ଚୁକ୍ତିଦ୍ୱାରା ଭାରତୀୟମାନେ ପାଇଥିବା ସୁବିଧା ମଧ୍ୟରୁ ତିନିଗୋଟି ଉଲ୍ଲେଖ କର ।
Answer:

1. ଏହି ଚୁକ୍ତି ଅନୁସାରେ ଇଂରେଜ ସରକାର ସମସ୍ତ ଦମନମୂଳକ ଆଇନ ପ୍ରତ୍ୟାହାର କରିଥିଲେ ।
2. ସରକାର ସମସ୍ତ ରାଜନୈତିକ ବନ୍ଦୀମାନଙ୍କୁ ମୁକ୍ତ କରିଥିଲେ ।
3. ସରକାର ସରକାରୀ କର୍ମଚାରୀମାନଙ୍କର ବାଜ୍ୟାପ୍ତ ହୋଇଥିବା ସମ୍ପଭି ଫେରସ୍ତ କରିଥିଲେ ।

ସଂଷିପ୍ତ ଉତ୍ତରମୂଳକ ପ୍ରଶ୍ନୋତ୍ତର
ପ୍ରତ୍ୟେକ ପ୍ରଶ୍ନର ଉତ୍ତର ପ୍ରାୟ ୨୦ ଗୋଟି ଶବ୍ଦରେ ଲେଖ ।

୧। ‘ପଞ୍ଜାବ କେଶରୀ’ କାହାକୁ କୁହାଯାଏ ? ସେ କେବେ ମୃତ୍ୟୁବରଣ କରିଥିଲେ ?
Answer:

• ଲାଲା ଲଜିପତ୍ ରାୟଙ୍କୁ ‘ପଞ୍ଜାବ କେଶରୀ’ କୁହାଯାଏ ।
• ସାଇମନ୍ କମିଶନ୍ ବିରୋଧରେ ହୋଇଥିବା ଆନ୍ଦୋଳନରେ ଆଘାତ ପାଇ ୧୯୨୮ ମସିହା ନଭେମ୍ବର ୧୭ ତାରିଖରେ ସେ ମୃତ୍ୟୁବରଣ କରିଥିଲେ ।

୨। ସାଇମନ୍ କମିଶନ୍ ବିରୋଧରେ ଭାରତରେ ହୋଇଥିବା ଆନ୍ଦୋଳନରେ କେଉଁଠାରେ ଦୁଇଜଣ ନେତା ଆହତ ହୋଇଥିଲେ ? ସେମାନେ କିଏ ଥିଲେ ?
Answer:

• ସାଇମନ୍ କମିଶନ୍ ବିରୋଧରେ ଭାରତରେ ହୋଇଥିବା ଆନ୍ଦୋଳନରେ ଲକ୍ଷ୍ନୌଠାରେ ଦୁଇଜଣ ନେତା ପୋଲିସ୍‌ର ଲାଠିମାଡ଼ରେ ଆହତ ହୋଇଥିଲେ ।
• ସେହି ଦୁଇଜଣ ନେତା ଥିଲେ ଜବାହରଲାଲ ନେହେରୁ ଓ ଗୋବିନ୍ଦବଲ୍ଲଭ ପନ୍ଥ ।

୩ । ଗାନ୍ଧିଜୀ କେବେ ଆଇନ ଅମାନ୍ୟ ଆନ୍ଦୋଳନ ଆରମ୍ଭ କରିଥିଲେ ଓ ସେହିଦିନ କେଉଁଠାକୁ ଯାତ୍ରା କରିଥିଲେ ?
Answer:

1. ୧୯୩୦ ମସିହା ମାର୍ଚ୍ଚ ୧୨ ତାରିଖରେ ଗାନ୍ଧିଜୀ ଆଇନ ଅମାନ୍ୟ ଆନ୍ଦୋଳନ ଆରମ୍ଭ କରିଥିଲେ ।
2. ଉକ୍ତ ଦିନ ସେ ସାବରମତୀ ଆଶ୍ରମରୁ ବାହାରି ୨୪୧ ମାଇଲ୍ ଦୂରସ୍ଥ ଗୁଜରାଟର ଦାଣ୍ଡି ନାମକ ସ୍ଥାନକୁ କଂଗ୍ରେସ କର୍ମୀମାନଙ୍କ ସହିତ ଯାତ୍ରା କରିଥିଲେ ।

୪ । ନାଗାଲାଣ୍ଡର କେଉଁ ରାଣୀ ଆଇନ ଅମାନ୍ୟ ଆନ୍ଦୋଳନ ଚଳାଇଥିଲେ ଓ ତାଙ୍କ ସହିତ ଏହି ଆନ୍ଦୋଳନରେ ଆଉ କେଉଁମାନେ ଯୋଗ ଦେଇଥିଲେ ?
Answer:

• ନାଗାଲାଣ୍ଡର ରାଣୀ ଚୌଦିଲିଉ ଆଇନ ଅମାନ୍ୟ ଆନ୍ଦୋଳନ ଚଳାଇଥିଲେ ।
• ତାଙ୍କ ସହିତ ଏହି ଆନ୍ଦୋଳନରେ ମଣିପୁରୀ ଓ ନାଗାମାନେ ଯୋଗ ଦେଇଥିଲେ ।

୫ । କେଉଁ ଆନ୍ଦୋଳନରେ ମହିଳାମାନେ ବିଶେଷ ଭାବରେ ଯୋଗଦାନ କରିଥିଲେ ? ସେମାନଙ୍କ ମଧ୍ୟରୁ ଦୁଇଜଣଙ୍କ ନାମ ଉଲ୍ଲେଖ କର ।
Answer:

• ଆଇନ ଅମାନ୍ୟ ଆନ୍ଦୋଳନରେ ମହିଳାମାନେ ବିଶେଷ ଭାବରେ ଯୋଗଦାନ କରିଥିଲେ ।
• ସେମାନଙ୍କ ମଧ୍ୟରେ ସରୋଜିନୀ ନାଇଡୁ ଓ ବିଜୟଲକ୍ଷ୍ମୀ ପଣ୍ଡିତ ଅନ୍ୟତମ ଥିଲେ । ଏମାନେ ପୁରୁଷମାନଙ୍କ ସହିତ କାନ୍ଧକୁ କାନ୍ଧ ମିଳାଇ ବ୍ରିଟିଶ୍ ଲାଠିମାଡ଼ର ସାମନା କରିଥିଲେ ।

୬। ଦ୍ଵିତୀୟ ଗୋଲଟେବୁଲ ବୈଠକରେ ଭାରତରୁ କିଏ ଯୋଗ ଦେଇଥିଲେ ଓ ଏଥରେ କିଏ ସଭାପତିତ୍ୱ କରିଥିଲେ ?
Answer:

1. ଦ୍ଵିତୀୟ ଗୋଲଟେବୁଲ ବୈଠକରେ ଭାରତରୁ ଗାନ୍ଧିଜୀ ଏକମାତ୍ର ପ୍ରତିନିଧ୍ଵ ଭାବେ ଯୋଗ ଦେଇଥିଲେ ।
2. ଏଥରେ ସଭାପତିତ୍ୱ କରିଥିଲେ ଇଂଲଣ୍ଡର ପ୍ରଧାନମନ୍ତ୍ରୀ ରାମ୍‌ସେ ମାକ୍‌ଢେ।ନାଲ୍‌ଡ୍ ।

୭ । ସମ୍ରାଟ ପଞ୍ଚମ ଜର୍ଜ ଗାନ୍ଧିଙ୍କୁ ଧମକଦେଇ କ’ଣ କହିଥିଲେ ଓ ଗାନ୍ଧି ତାହାର କି ଉତ୍ତର ଦେଇଥ‌ିଲେ ?
Answer:

• ସମ୍ରାଟ ପଞ୍ଚମ ଜର୍ଜ ଗାନ୍ଧିଙ୍କୁ ଧମକଦେଇ କହିଥିଲେ ଯେ ତାଙ୍କ ସରକାରଙ୍କୁ ସହଯୋଗ ନ କଲେ ସେ ଭାରତୀୟମାନଙ୍କୁ ମେସିନ୍‌ଗନ୍ ଓ ବୋମାରେ ଉଡ଼ାଇଦେବେ ।
• ଏହାର ଉତ୍ତରରେ ଗାନ୍ଧି କହିଥିଲେ ଯେ ଭାରତୀୟମାନଙ୍କ ପାଇଁ ଇଂରେଜଙ୍କର ବୋମା ଫୋଟକା ତୁଲ୍ୟ ।

୮ | କେବେ ଭାରତ ଶାସନ ପାଇଁ ଏକ ନୂତନ ସମ୍ବିଧାନର ରୂପରେଖ ସମ୍ବଳିତ ଶ୍ଵେତପତ୍ର ପ୍ରକାଶିତ ହେଲା ଓ ଏହାକୁ ଆଲୋଚନା ପାଇଁ କେଉଁଠାକୁ ପଠାଗଲା ?
Answer:

• ତୃତୀୟ ଗୋଲଟେବୁଲ ବୈଠକ ଶେଷରେ ସାଇମନ୍ କମିଶନ୍‌ର ସୁପାରିସ ଭିଭିରେ ଭାରତର ଶାସନ ପାଇଁ ପ୍ରସ୍ତୁତ ଏକ ନୂତନ ସମ୍ବିଧାନର ରୂପରେଖ ସମ୍ବଳିତ ଏକ ଶ୍ଵେତପତ୍ର ପ୍ରକାଶିତ ହେଲା ।
• ଏହାକୁ ଆଲୋଚନା ନିମନ୍ତେ ବ୍ରିଟିଶ୍ ପାର୍ଲିଆମେଣ୍ଟକୁ ପଠାଇଥିଲେ ।

Objective Type Questions with Answers
A । ଗୋଟିଏ ବାକ୍ୟରେ ଉତ୍ତର ଲେଖ ।

1. କେଉଁ ଘୋଷଣା ସ୍ଵାଧୀନତା ସଂଗ୍ରାମର ଦ୍ଵିତୀୟ ଅଧ୍ୟାୟ ପାଇଁ ପଥ ଖୋଲିଦେଇଥିଲା ?
Answer:
ସାଇମନ କମିଶନ ଗଠନ ଘୋଷଣା ସ୍ଵାଧୀନତା ସଂଗ୍ରାମର ଦ୍ଵିତୀୟ ଅଧ୍ୟାୟ ପାଇଁ ପଥ ଖୋଲିଦେଇଥିଲା ।

2. ସାଇମନ କମିଶନକୁ ବର୍ଜନ କରିବାପାଇଁ କଂଗ୍ରେସର କେଉଁ ଅଧୂବେଶନରେ ସ୍ଥିର କରାଯାଇଥିଲା ?
Answer:
୧୯୨୭ ମସିହାରେ କଂଗ୍ରେସର ମାଡ୍ରାସ୍ ଅଧୂବେଶନରେ ସାଇମନ କମିଶନକୁ ବର୍ଜନ କରିବାପାଇଁ ସ୍ଥିର କରାଯାଇଥିଲା ।

3. ଭାରତରେ ସାଇମନ କମିଶନ ବିରୋଧୀ ଆନ୍ଦୋଳନରେ କିଏ ନିହତ ହୋଇଥିଲେ ?
Answer:
ଭାରତରେ ସାଇମନ କମିଶନ ବିରୋଧୀ ଆନ୍ଦୋଳନରେ ଲାଲା ଲାଜପତ ରାୟ ଲାହୋରଠାରେ ନିହତ ହୋଇଥିଲେ ।

4. “ସମ୍ପୂର୍ଣ ସ୍ଵାଧୀନତା ଭାରତର ଲକ୍ଷ୍ୟ” – ଏକଥା କିଏ ଘୋଷଣା କରିଥିଲେ ?
Answer:
ଜବାହାରଲାଲ ନେହେରୁ ଲାହୋର କଂଗ୍ରେସ ଅଧ୍ଵବେଶନରେ ଏକଥା ଘୋଷଣା କରିଥିଲେ ।

5. ସାବରମତୀ ଆଶ୍ରମଠାରୁ ଦାଣ୍ଡି ପର୍ଯ୍ୟନ୍ତ ଦୂରତା କେତେ ଥିଲା ?
Answer:
ସାବରମତୀ ଆଶ୍ରମଠାରୁ ଦାଣ୍ଡି ପର୍ଯ୍ୟନ୍ତ ଦୂରତା ୨୪୧ ମାଇଲ୍ ଥିଲା ।

6. ଆଇନ ଅମାନ୍ୟ ଆନ୍ଦୋଳନର ବିଶେଷତ୍ଵ କ’ଣ ଥିଲା ?
Answer:
ବହୁ ସଂଖ୍ୟାରେ ମହିଳାମାନେ ଏହି ଆନ୍ଦୋଳନରେ ଯୋଗଦାନ କରିବା ଏହାର ବିଶେଷତ୍ଵ ଥିଲା ।

7. ଗାନ୍ଧି-ଇରଉଇନ୍ ଚୁକ୍ତି କେବେ ସ୍ବାକ୍ଷରିତ ହୋଇଥିଲା ?
Answer:
୧୯୩୧ ମସିହା ମାର୍ଚ୍ଚ ୫ ତାରିଖରେ ଗାନ୍ଧି-ଇର୍‌ଉଇନ୍ ଚୁକ୍ତି ସ୍ବାକ୍ଷରିତ ହୋଇଥିଲା ।

8. ଲର୍ଡ଼ ୱିଲିଙ୍ଗଡ଼ନ୍ କେବେ ଭାରତର ଭାଇସ୍‌ୟ ଭାବେ କାର୍ଯ୍ୟଭାର ଗ୍ରହଣ କରିଥିଲେ ?
Answer:
୧୯୩୧ ମସିହା ଏପ୍ରିଲ ମାସରେ ଲର୍ଡ଼ ୱିଲିଙ୍ଗଡ଼ ଭାରତର ଭାଇସ୍‌ୟ ରୂପେ କାର୍ଯ୍ୟଭାର ଗ୍ରହଣ କରିଥିଲେ ।

9. ହରିଜନ ଲୋକମାନଙ୍କ ପାଇଁ ଏକ ପୃଥକ୍ ନିର୍ବାଚନମଣ୍ଡଳୀ କିଏ ଘୋଷଣା କରିଥିଲେ ?
Answer:
ଇଂଲଣ୍ଡର ପ୍ରଧାନମନ୍ତ୍ରୀ ରାମସେ ମାକ୍କୋନାଲ୍‌ଡ୍ ହରିଜନ ଲୋକମାନଙ୍କ ପାଇଁ ଏକ ପୃଥକ୍ ନିର୍ବାଚନମଣ୍ଡଳୀ ଘୋଷଣା କରିଥିଲେ ।

10. ଓଡ଼ିଶାର କେଉଁ ସ୍ଥାନକୁ ଦ୍ବିତୀୟ ଦାଣ୍ଡି କୁହାଯାଏ ?
Answer:
ଓଡ଼ିଶାର ବାଲେଶ୍ଵର ଜିଲ୍ଲାର ଇଞ୍ଚୁଡ଼ିକୁ ଦ୍ଵିତୀୟ ଦାଣ୍ଡି କୁହାଯାଏ ।

11. ଆଇନ ଅମାନ୍ୟ ଆନ୍ଦୋଳନର ଗୁରୁତ୍ଵପୂର୍ଣ୍ଣ ପଦକ୍ଷେପ କ’ଣ ଥିଲା ?
Answer:
ଚୌକିଦାରୀ କରର ବିରୋଧ କରିବା ଆଇନ ଅମାନ୍ୟ ଆନ୍ଦୋଳନର ଗୁରୁତ୍ଵପୂର୍ଣ୍ଣ ପଦକ୍ଷେପ ଥିଲା ।

12. ଓଡ଼ିଶାରେ କେଉଁମାନଙ୍କୁ ବାନରସେନା କୁହାଯାଉଥିଲା ?
Answer:
ଓଡ଼ିଶାରେ ୧୬ ବର୍ଷରୁ କମ୍ ବୟସ୍କ ପିଲାମାନଙ୍କୁ ବାନରସେନା କୁହାଯାଉଥିଲା ।

13. ଓଡ଼ିଶାରେ ଆଇନ ଅମାନ୍ୟ ଆନ୍ଦୋଳନ କେବେ ପ୍ରତ୍ୟାହାର କରାଯାଇଥିଲା ?
Answer:
୧୯୩୪ ମସିହା ଏପ୍ରିଲ ମାସରେ ଓଡ଼ିଶାରେ ଆଇନ ଅମାନ୍ୟ ଆନ୍ଦୋଳନ ପ୍ରତ୍ୟାହାର ହୋଇଥିଲା ।

B. ଗୋଟିଏ ଶବ୍ଦରେ ଉତ୍ତର ଲେଖ ।

1. ଭାରତରେ ସାଇମନ କମିଶନକୁ ବିରୋଧ କରାଯାଇ କେଉଁ ଧ୍ଵନି ଦିଆଯାଇଥିଲା ?
Answer:
“ସାଇମନ ଫେରିଯାଅ’’

2. ‘ଖୁଦାଇ ଖିଦ୍‌ତ୍‌ର ସଂଗଠନ’ କେଉଁ ଆନ୍ଦୋଳନକୁ ସାହାଯ୍ୟ କରିଥିଲା ?
Answer:
ଆଇନ ଅମାନ୍ୟ

3. କେଉଁ ଚୁକ୍ତି ଅନୁସାରେ ଇଂରେଜ ସରକାର ଦମନମୂଳକ ଆଇନ ପ୍ରତ୍ୟାହାର କରି ନେଇଥିଲେ ?
Answer:
ଗାନ୍ଧି-ଇର୍‌ଉଇନ୍ ଚୁକ୍ତି

4. ଲାହୋର କଂଗ୍ରେସ ଅଧିବେଶନରେ କେଉଁ ପ୍ରସ୍ତାବ ଗୃହୀତ ହୋଇଥିଲା ?
Answer:
‘ପୂର୍ଣ୍ଣ ସ୍ଵରାଜ’ ପ୍ରସ୍ତାବ

5. ଆଇନ ଅମାନ୍ୟ ଆନ୍ଦୋଳନ ଚାଲିଥିବାବେଳେ କେଉଁ ଗୋଲଟେବୁଲ ବୈଠକ ବସିଥିଲା ?
Answer:
ତୃତୀୟ

6. ସାଇମନ୍ କମିଶନ୍‌ର ସଦସ୍ୟ ସଂଖ୍ୟା କେତେ ଥିଲା ?
Answer:
୭ଜଣ

7. ଲାଲା ଲାଜପତ୍ ରାୟ କେଉଁ ନାମରେ ଖ୍ୟାତ ଥିଲେ ?
Answer:
‘ପଞ୍ଜାବ କେଶରୀ’

8. ସାଇମନ୍ କମିଶନ୍ ଭାରତର କେଉଁଠାରେ ପଦାର୍ପଣ କରିଥିଲା ?
Answer:
ମୁମ୍ବାଇ

9. ଲାଲା ଲଜପତ୍ ରାୟ କେବେ ମୃତ୍ୟୁବରଣ କରିଥିଲେ ?
Answer:
୧୯୨୮ ନଭେମ୍ବର ୧୭

10. ଉଇନ୍‌ଷ୍ଟନ୍‌ ଚର୍ଚ୍ଚିଲ୍ ଦ୍ଵିତୀୟ ଗୋଲଟେବୁଲ ବୈଠକରେ ଗାନ୍ଧିଜୀଙ୍କୁ କେଉଁ ଆକ୍ଷେପ କରିଥିଲେ ?
Answer:
ଅର୍ଦ୍ଧନଗ୍ନ ଫକୀର

11. ଜାତୀୟ କଂଗ୍ରେସ କେଉଁ ଅଧୂବେଶନରେ ସାଇମନ୍ କମିଶନ୍‌କୁ ବର୍ଜନ କରିବାପାଇଁ ସ୍ଥିର କରାଗଲା ?
Answer:
ମାଡ୍ରାସ୍

12. ସରକାର କେଉଁ ଚୁକ୍ତି ଅନୁଯାୟୀ ଦଳିତମାନଙ୍କ ପାଇଁ ପୃଥକ୍ ନିର୍ବାଚନ ମଣ୍ଡଳୀ ବ୍ୟବସ୍ଥା ପ୍ରତ୍ୟାହାର କରିଥିଲେ ?
Answer:
‘ପୁନା ଚୁକ୍ତି’

13. ପୂର୍ଣ୍ଣ ସ୍ଵରାଜ ପ୍ରସ୍ତାବ କେବେ ଅନୁମୋଦିତ ହୋଇଥିଲା ?
Answer:
୧୯୨୯

14. ଆଇନ ଅମାନ୍ୟ ଆନ୍ଦୋଳନ ସମୟରେ ଗାନ୍ଧିଜୀଙ୍କର ସାବରମତୀଠାରୁ ଦାଣ୍ଡି ପର୍ଯ୍ୟନ୍ତ ଐତିହାସିକ ଯାତ୍ରାକୁ କ’ଣ କୁହାଯାଏ ?
Answer:
ଦାଣ୍ଡିଯାତ୍ରା

15. ଆଇନ ଅମାନ୍ୟ ଆନ୍ଦୋଳନ ଆରମ୍ଭ କରିବା ପ୍ରସ୍ତାବ କେଉଁଠାରେ ଗୃହୀତ ହୋଇଥିଲା ?
Answer:
ଲାହୋର

16. ଗାନ୍ଧିଜୀ ଆଇନ ଅମାନ୍ୟ ଆନ୍ଦୋଳନ ପୂର୍ବରୁ କେତେ ଦଫା ସମ୍ବଳିତ ଶାସନ ସଂସ୍କାର ଚିଠା ପ୍ରସ୍ତୁତ କରି ଇଂରେଜ ସରକାରଙ୍କ ଆଗରେ ଉପସ୍ଥାପନ କରିଥିଲେ ?
Answer:
୧୧

17. ଗାଁ ଗହଳରେ ଖଜୁରୀ ଗଛର ରସକୁ କ’ଣ କୁହାଯାଉଥିଲା ?
Answer:
ତାଡ଼ି

18. ୧୯୩୫ ଭାରତ ଶାସନ ଆଇନ କାହାର ସୁପାରିସ ଅନୁସାରେ ପ୍ରସ୍ତୁତ ହୋଇଥିଲା ?
Answer:
ସାଇମନ୍ କମିଶନ୍

19. ୧୯୨୯ ଲାହୋର କଂଗ୍ରେସ ଅଧିବେଶନରେ କେଉଁ ପ୍ରସ୍ତାବ ଅନୁମୋଦନ କରାଯାଇଥିଲା ?
Answer:
ପୂର୍ଣ୍ଣ ସ୍ଵରାଜ

20. ଖାନ୍ ଅବଦୁଲ୍ ଗଫର ଖାନ୍ କେଉଁ ନାମରେ ପରିଚିତ ଥିଲେ ?
Answer:
‘ସୀମାନ୍ତ ଗାନ୍ଧି’

C. ଶୂନ୍ୟସ୍ଥାନ ପୂରଣ କର ।

1.ଭାରତୀୟ ଜାତୀୟ କଂଗ୍ରେସର ଅଧ୍ଶନ ମାଡ୍ରାସ୍ଠାରେ _______ ମସିହାରେ ବସିଥିଲା ।
Answer:
୧୯୨୭

2. ଗାନ୍ଧି-ଇରଉଇନ୍ ଚୁକ୍ତି __________ ଦିନ ସମ୍ପାଦିତ ହୋଇଥିଲା ।
Answer:
୧୯୩୧ ମାର୍ଚ୍ଚ ୫ ତାରିଖ

3. ଜବାହାରଲାଲ ନେହେରୁ ________ ନଦୀ କୂଳରେ ପତାକା ଉତ୍ତୋଳନ କରିଥିଲେ ।
Answer:
ରାବି

4. ଭେଦଭାବ ନୀତି ପ୍ରୟୋଗ କରି ଭାରତୀୟଙ୍କ ଏକତାକୁ ଭଙ୍ଗ କରିବା __________ ଗୋଲଟେବୁଲ୍ ବୈଠକର ମୂଳ ଲକ୍ଷ୍ୟ ଥିଲା ।
Answer:
ଦ୍ଵିତୀୟ

5. ଇଂଲଣ୍ଡର ପ୍ରଧାନମନ୍ତ୍ରୀ _______ ହରିଜନଙ୍କ ପାଇଁ ଏକ ପୃଥକ୍ ନିର୍ବାଚନ ମଣ୍ଡଳୀ ଘୋଷଣା କରିଥିଲେ ।
Answer:
ରାମ୍‌ସେ ମାକ୍କୋନାଲଡ଼୍

6. ୧୯୨୯ ମସିହାରେ ________ ଠାରେ କଂଗ୍ରେସର ଅଧୂବେଶନ ବସିଥିଲା ।
Answer:
ଲାହୋର

7. ଇଞ୍ଚୁଡ଼ି ଲବଣ ଆଇନ ଭଙ୍ଗର ନେତୃତ୍ୱ _________ ନେଇଥିଲେ ।
Answer:
ଆଚାର୍ଯ୍ୟ ହରିହର

8. ୟେରାଭେଡ଼। କରାରାଗାର ________ ଠାରେ ଅବସ୍ଥିତ ।
Answer:
ପୁନା

9. ‘ବିଦ୍ରୋହୀ ବୁଲେଟିନ୍‌’ _______ ସ୍ଥାନରୁ ପ୍ରକାଶ ପାଇଥିଲା ।
Answer:
କଟକ

10.________ ଅଞ୍ଚଳରେ ଗୌରମୋହନ ଦାସ ଓ ବିଦ୍ୟାଧର ରଥଙ୍କ ନେତୃତ୍ୱରେ ୧୯୩୧ ମେ’ରେ ଆଇନ ଅମାନ୍ୟ ଆନ୍ଦୋଳନ ଆରମ୍ଭ କରାଯାଇଥିଲା ।
Answer:
ଶ୍ରୀଜଙ୍ଗ

11. ୧୯୩୦ ମସିହା _______ ତାରିଖରେ ଆଚାର୍ଯ୍ୟ ହରିହର ଇଞ୍ଚୁଡ଼ିଠାରେ ଲବଣ ଆଇନ ଭଙ୍ଗ କରିଥିଲେ ।
Answer:
ଏପ୍ରିଲ୍ ୧୩

12. ମହାରାଷ୍ଟ୍ରରେ ଜନତା ________ ଆଇନ ଅମାନ୍ୟ କରିଥିଲେ ।
Answer:
ଜଙ୍ଗଲ

13. ଦ୍ଵିତୀୟ ଗୋଲଟେବୁଲ୍ ବୈଠକ _________ ଦିନ ଆରମ୍ଭ ହୋଇଥିଲା ।
Answer:
୧୯୩୧ ସେପ୍ଟେମ୍ବର ୦୭

14. ୧୯୨୯ ଲାହୋର କଂଗ୍ରେସ ଅଧିବେଶନରେ _________ ଅଧ୍ୟକ୍ଷତା କରିଥିଲେ ।
Answer:
ଜବାହରଲାଲ ନେହେରୁ

15. ରାଣୀ ଚୌଦିଲିଙ୍କୁ ______ ଠାରେ କରାରୁଦ୍ଧ କରାଯାଇଥିଲା ।
Answer:
ଆସାମ

16. ୧୯୧୯ ଭାରତ ଶାସନ ଆଇନର କାର୍ଯ୍ୟକାରିତା ଅନୁଧ୍ୟାନ ପାଇଁ ________ କମିଶନ ଗଠିତ ହୋଇଥିଲା ।
Answer:
ସାଇମନ

17. ଭାଗ୍ୟବତୀ ପାଟମହାଦେଈ ________ ର ରାଣୀ ଥିଲେ ।
Answer:
କୁଜଙ୍ଗ

D. ଠିକ୍ ଉକ୍ତି ପାଇଁ (✓) ଚିହ୍ନ ଓ ଭୁଲ୍ ଉକ୍ତି ପାଇଁ (✗) ଚିହ୍ନ ଦିଅ ।

1. ୧୯୨୮ ମସିହା ଫେବୃଆରୀ ୩ ତାରିଖରେ ସାଇମନ କମିଶନ ଦିଲ୍ଲୀରେ ପଦାର୍ପଣ କରିଥିଲା ।
2. ଲାହୋର କଂଗ୍ରେସ ଅଧ୍ଶନରେ ଜବାହାରଲାଲ ନେହେରୁ ଅଧ୍ୟକ୍ଷତା କରିଥିଲେ ।
3. ଗୁଜରାଟର ଦାଣ୍ଡି ନାମକ ସ୍ଥାନକୁ ୭୮ ଜଣ କଂଗ୍ରେସ କର୍ମୀ ଲବଣ ଆଇନ ଭଙ୍ଗ କରିବାପାଇଁ ଯାତ୍ରା କରିଥିଲେ ।
4. ଦେଶର ସବୁଆଡ଼େ ଲୋକମାନେ ଫୌଜଦାରୀ କର ଦେବାପାଇଁ ମନା କରିଥିଲେ ।
5. ‘ସୀମାନ୍ତ ଗାନ୍ଧି’ ଉତ୍ତର ପଶ୍ଚିମ ସୀମାନ୍ତରେ ଅସହଯୋଗ ଆନ୍ଦୋଳନକୁ ସଙ୍ଗଠିତ କରିଥିଲେ ।
6. ୧୯୩୦ ମସିହାର ପ୍ରଥମ ଗୋଲଟେବୁଲ ବୈଠକରେ କଂଗ୍ରେସ ଯୋଗ ଦେଇଥିଲା ।
7. ଦ୍ଵିତୀୟ ଗୋଲଟେବୁଲ ବୈଠକରେ କଂଗ୍ରେସର ଏକମାତ୍ର ପ୍ରତିନିଧି ଭାବରେ ଜବାହାରଲାଲ ନେହେରୁ ଯୋଗ ଦେଇଥିଲେ ।
8. ଗୁଜରାଟର ଦାଣ୍ଡି ପରେ ଓଡ଼ିଶାର ଇଞ୍ଚୁଡ଼ିର ଲବଣ ସତ୍ୟାଗ୍ରହ ସମଗ୍ର ଭାରତରେ ଦ୍ବିତୀୟ ସ୍ଥାନ ଅଧିକାର କରିଥିଲା ।
୨. ଓଡ଼ିଶାର ଅସହଯୋଗ ଆନ୍ଦୋଳନ ସମୟରେ ବାନର ସେନାର ଭୂମିକା ଅନନ୍ୟ ଥିଲା ।
10. ରମାଦେବୀ ଜଣେ ନାରୀନେତ୍ରୀ ହିସାବରେ ଲବଣ ଆଇନ ଭଙ୍ଗ କାର୍ଯ୍ୟକ୍ରମରେ ନେତୃତ୍ୱ ନେଇଥିଲେ ।
11. ୧୯୩୨ ମସିହାରେ ଇଂଲଣ୍ଡର ରାଣୀ ପୃଥକ ନିର୍ବାଚନ ମଣ୍ଡଳୀ କଥା ଘୋଷଣା କରିଥିଲେ ।
12. ସମ୍ରାଟ ପଞ୍ଚମ ଜର୍ଜ ଗାନ୍ଧିଜୀଙ୍କୁ ଆକ୍ଷେପ କରି କହିଥିଲେ ‘ଅର୍ଦ୍ଧନଗ୍ନ ଫକୀର’ ।

Answer:
1. ✗
2. ✓
3. ✓
4. ✗
5. ✗
6. ✗
7. ✗
8. ✓
9. ✗
10. ✓
11. ✗
12. ✗

E. ‘କ’ ସ୍ତମ୍ଭ ସହିତ ‘ଖ’ ସ୍ତମ୍ଭର ମିଳନ କର ।

Odisha State Board CHSE Odisha Class 12 Invitation to English 1 Solutions Chapter 4 The Magic of Teamwork Textbook Exercise Questions and Answers.

Class 12th Invitation English Chapter 4 The Magic of Teamwork Question Answers CHSE Odisha

The Magic of Teamwork Class 12 Questions and Answers

Unitwise Gist and Glossary

UNIT – I
Gist:
The key problem affecting India’s progress is the execution, not the want of policies. Here teamwork becomes secondary. The writer drives this point home by drawing our attention to the lack of team spirit and cooperation that grips Indians though they are smart, capable and committed individuals. The Japanese are a study in contrast. They are far ahead of the Indians. Our ‘crab mentality’ worsens the matter more and more. In other words, tom by envy, we excel in the art of pulling any member who achieves success, relegating us to the background.

This attitude is attributed to our cultural background. We inherit a system where the senior is the master of knowledge. This held good in the past where knowledge and wisdom were orally transformed, but in modern society, the concept of being omniscient is a myth. For example, a young computer-trained person cuts a senior accountant to size, so far as accounting problems are concerned. We should understand how best we can utilise this diverse experience and obtain results. Then only can we create proper teams?
ସାରମର୍ମ :
ଭାରତର ପ୍ରଗତିକୁ ପ୍ରଭାବିତ କରୁଥିବା ପ୍ରଧାନ ସମସ୍ୟା ହେଉଛି କାର୍ଯ୍ୟ ସମ୍ପାଦନ, ଯୋଜନାର ଅଭାବ ନୁହେଁ । ଏଠାରେ ଦଳଗତ କାର୍ଯ୍ୟ ହେଉଛି ଗୌଣ । ଲେଖକ ଆମର ଦୃଷ୍ଟି ଆକର୍ଷଣ କରି କହିଛନ୍ତି ଯେ, ଯଦିଓ ଭାରତୀୟମାନେ ବୁଦ୍ଧିମାନ, ଦକ୍ଷ ଏବଂ ଉତ୍ସର୍ଗୀକୃତ, ସେମାନଙ୍କ ମଧ୍ୟରେ ଦଳର ସାଫଲ୍ୟ ପାଇଁ କାର୍ଯ୍ୟ କରିବା ମନୋବୃତ୍ତି ଏବଂ ସହଯୋଗର ଅଭାବ ରହିଛି । ଜାପାନୀମାନେ ଏହାର ଠିକ୍ ଓଲଟା । ସେମାନେ ଭାରତୀୟମାନଙ୍କଠାରୁ ବହୁ ଆଗରେ । ଆମର ଗୋଡ଼ଟଣା ନୀତି ଅବସ୍ଥାକୁ ବେଶୀ ଖରାପ କରିଦେଇଛି । ଈର୍ଷାପରାୟଣ ହୋଇ ଯେଉଁମାନେ ସଫଳତା ପାଉଛନ୍ତି, ଆମେ ଆମର ନୀଚପଣିଆରୁ ରକ୍ଷା ପାଇବାପାଇଁ ସେମାନଙ୍କୁ ପଛରୁ ଟାଣି ଆଣୁଛୁ। ଆମର ସାଂସ୍କୃତିକ ପୃଷ୍ଠଭୂମି ଏଇ ମନୋଭାବ ପାଇଁ ଦାୟୀ ।

ଆମେ ଏପରି ଏକ ପଦ୍ଧତିର ଉତ୍ତରାଧ୍ୟାକାରୀ ହୋଇଛୁ, ଯେଉଁଠାରେ ବରିଷ୍ଠ ବ୍ୟକ୍ତି ହେଉଛି ଜ୍ଞାନର ଗନ୍ତାଘର । ଏହା ଅତୀତ ପାଇଁ ପ୍ରଯୁଜ୍ୟ ଥିଲା, ଯେତେବେଳେ ଜ୍ଞାନ ଏବଂ ବିଜ୍ଞତା ମୌଖ୍ ଭାବରେ ପ୍ରଦତ୍ତ ହେଉଥୁଲା, କିନ୍ତୁ ଆଧୁନିକ ସମାଜରେ ସର୍ବବିଜ୍ଞତା ଧାରଣା ଏକ କଳ୍ପନା ମାତ୍ର । ଉଦାହରଣସ୍ୱରୂପ, କମ୍ପ୍ୟୁଟର ତାଲିମପ୍ରାପ୍ତ ଜଣେ ବ୍ୟକ୍ତି ବରିଷ୍ଠ ହିସାବନିରୀକ୍ଷକ ଅପେକ୍ଷା ହିସାବ ସମ୍ବନ୍ଧୀୟ ସମସ୍ୟାଗୁଡ଼ିକର ଭଲ ସମାଧାନ କରିଥାଏ । ଏହି ବିବିଧ ଜ୍ଞାନକୁ କିପରି ସର୍ବୋତ୍କୃଷ୍ଟ ବ୍ୟବହାର କରି ଫଳ ପାଇବା, ତାହା ଆମେ ବୁଝିବା ଉଚିତ । ତେବେ ଯାଇ ଆମେ ଉପଯୁକ୍ତ ଦଳସବୁ ସୃଷ୍ଟି କରିପାରିବା ।

Glossary:
lack: want (ଅଭାବ)
co-operation : ସହଯୋଗ
affecting : ପ୍ରଭାବିତ କରୁଛି
progress : advancement (ପ୍ରଗତି)
key : main (ମୁଖ୍ୟ)
implementation : execution (କାର୍ଯ୍ୟକାରିତା)
severely : terribly (ଗୁରୁତରଭାବେ )
smart : clever (ଚତୁର)
dedicated : committed (ଉତ୍ସର୍ଗୀକୃତ)
lacked (v) : ଅଭାବ ଥିଲା
‘crab mentality’: The metaphor refers to a pot of crabs. Individually, the crabs could easily escape from the pot, but instead, (hey grab at each other in a useless competition, which prevents any from escaping. Similarly. human beings in a group attempt to pull down any member who achieves success beyond others out of envy. (କଙ୍କଡ଼ା ମାନସିକତା ଗୋଡ଼ଟଣା ମାନସିକତା )
feudal: ସାମନ୍ତ
hierarchy: a system of persons or things arranged in a graded order (ଉଚ୍ଚ-ନୀଚ କ୍ରମ)
drag: ଘୋଷାଡ଼ି ନେବା
gang up : to form a group (ଏକାଠି ହୋଇଯିବା/ଦଳଗଠନ କରିବା)
attitude : stand-point (ଦୃଷ୍ଟିଭଙ୍ଗୀ)
handle : conduct (ପରି ଚାଳନା କରିବା )
orally : ମୌଖ୍ୟକ ଭାବରେ
leverage: to use (a quality of advantage) to obtain a desired effect or result (ଇଚ୍ଛା ମୁତାବକ
diversity : ବିଭିନ୍ନତା

Think it out:
Question 1.
What is the key problem affecting India’s progress – lack of policies or lack of implementation or lack of teamwork?
Answer:
The key problem affecting India’s progress is the lack of implementation and the lack of teamwork.

Question 2.
What is the joke about the Indian and Japanese workers at the Maruti Suzuki Company?
Answer:
The joke about the Indian and Japanese workers at the Maruti Suzuki Company is that one Indian equals ten Japanese, but, in reality, in spite of being smart, capable and committed individuals, 10 Indians are equal to one Japanese because of a lack of team spirit.

Question 3.
What is the ‘crab mentality’?
Answer:
The ‘crab mentality’ is pulling down any member who achieves success beyond others out of envy. Those who belong to a group resort to this heinous practice.

Question 4.
Where does the root of the ‘crab mentality’ lie?
Answer:
The root of the crab mentality lies partially in our cultural background. In our ancient feudal and hierarchical system, a senior is supposed to have the best knowledge.

Question 5.
What is the demerit of a hierarchical social system?
Answer:
The demerit of a hierarchical system is that seniority steals a march over others. In other words, whosoever is senior is the wisest.

Question 6.
How can the right kind of teams be created?
Answer:
The right kind of teams can be created by understanding how best to utilize the variety of experiences and obtain good results.

UNIT – II

Gist:
The writer goes down memory lane. In his youth, he took part in an executive seminar for Rockwell International in the US. About 25 senior company executives had assembled for a week for strategic discussion. They were divided into five different groups comprising five people each. Each group member was asked to do something such as making coffee, taking notes and so on. They all performed their tasks sincerely without blowing their own trumpets. But India is a study in contrast. The senior secretary in this country will never resort to this work.

Positions grip the minds of Indians. The writer stresses the importance of group work. Our background does not allow us to lead and follow. A good team player is entitled to respect others, tolerate different stand-points and desire to deliver. A team player knows no vanity or flattery. He is capable of tackling conflicts objectively. Indians are inclined to concentrate on attaining total agreement, but this is not possible. The writer enumerates the qualities of a good team player: openness, clarity and honesty. The writer doesn’t approve of a ‘hidden agenda’. Some people say something and mean another. To the writer, it is “split-level consciousness”.
ସାରମର୍ମ :
ଲେଖକ ନିଜର ସ୍ମୃତିକୁ ଫେରି ଯାଇଛନ୍ତି । ତାଙ୍କ ଯୁବାବସ୍ଥାରେ ସେ ଆମେରିକାରେ ରକ୍ୱେଲ୍‌ ଇଣ୍ଟରନ୍ୟାସ୍‌ନାଲ୍‌ର ଉଚ୍ଚପଦସ୍ଥ କର୍ମଚାରୀମାନଙ୍କର ଆଲୋଚନାଚକ୍ରରେ ଅଂଶଗ୍ରହଣ କରିଥିଲେ । କମ୍ପାନୀର ପ୍ରାୟ ୨୫ ଜଣ ଉଚ୍ଚପଦସ୍ଥ କର୍ମଚାରୀ ଦୀର୍ଘକାଳୀନ ଯୋଜନାର ସଫଳତା ସମ୍ବନ୍ଧରେ ଆଲୋଚନା କରିବାପାଇଁ ଏକତ୍ରିତ ହୋଇଥିଲେ । ସେମାନେ ପାଞ୍ଚଟି ପାଞ୍ଚଜଣିଆ ଦଳରେ ବିଭକ୍ତ ହୋଇଥିଲେ । ଦଳର ପ୍ରତ୍ୟେକ ସଦସ୍ୟଙ୍କୁ କଫି ତିଆରି କରିବା, ଟିପ୍‌ପଣୀ ଲେଖୁବା ଭଳି କେତେକ କଥା କରିବାକୁ କୁହାଯାଉଥିଲା । ସେମାନେ ନିଷ୍ଠାପର ଭାବେ ବଣ୍ଟାଯାଇଥିବା କାର୍ଯ୍ୟ କରୁଥିଲେ ହେଁ ଗର୍ବ ପ୍ରକାଶ କରୁନଥିଲେ । କିନ୍ତୁ ଭାରତ ତାହାର ଏକ ବ୍ୟତିକ୍ରମ । ଏହି ଦେଶର ବରିଷ୍ଠ ସଚିବ ଏଭଳି କାର୍ଯ୍ୟ କରିବେ ନାହିଁ । ଭାରତୀୟମାନଙ୍କ ମାନସିକତାକୁ ପଦବୀ ଜାବୁଡ଼ି ଧରିଥାଏ ।

ଲେଖକ ଦଳୀୟ କାର୍ଯ୍ୟର ମହତ୍ତ୍ବ ଉପରେ ଗୁରୁତ୍ୱ ଆରୋପ କରିଛନ୍ତି । ଆମର ପୃଷ୍ଠଭୂମି ଆମକୁ ଏକକାଳୀନ ନେତୃତ୍ଵ ନେବାକୁ ଓ ଅନୁସରଣ କରିବାକୁ ଅନୁମତି ଦିଏ ନାହିଁ । ଜଣେ ଦଳସାଥୀ ଅନ୍ୟମାନଙ୍କୁ ସମ୍ମାନ ଦେବା, ଅନ୍ୟମାନଙ୍କ ଦୃଷ୍ଟିଭଙ୍ଗୀକୁ ସହ୍ୟ କରିବା ଏବଂ ଯଥାସାଧ୍ୟ ଆଗ୍ରହ ଦାନ କରିବା ବିଧେୟ । ଏକ ଦଳ-ସାଥୀ ଗର୍ବ ଓ ତୋଷାମଦକୁ ପ୍ରଶ୍ରୟ ଦିଏ ନାହିଁ । ସେ ସମସ୍ୟାକୁ ଉତ୍ତମରୂପେ ସମାଧାନ କରିବାକୁ ସମର୍ଥ ହୋଇଥିବା ଦରକାର । ଭାରତୀୟମାନେ ପ୍ରତ୍ୟେକ କ୍ଷେତ୍ରରେ ପୂର୍ଣ୍ଣ ସହମତି ଉପରେ ଗୁରୁତ୍ଵ ଦିଅନ୍ତି, କିନ୍ତୁ ଏହା ଅସମ୍ଭବ । ଲେଖକ ଜଣେ ଦଳ-ସାଥୀର ସୁଗୁଣଗୁଡ଼ିକୁ ଉଲ୍ଲେଖ କରିଛନ୍ତି; ଯଥା ମନୋଭାବ, ସ୍ଵଚ୍ଛତା ଏବଂ ସାଧୁତା । ଲେଖକ ଲୁକ୍‌କାୟିତ ଆଲୋଚ୍ୟ ବିଷୟବସ୍ତୁକୁ ସମର୍ଥନ କରନ୍ତି ନାହିଁ । କେତେକ ଗୋଟିଏ କଥା କହନ୍ତି ଏବଂ ଅନ୍ୟ କଥା ବୁଝନ୍ତି । ଲେଖକଙ୍କ ପାଇଁ ଏହା ଦ୍ଵୈତ-ବ୍ୟକ୍ତିତ୍ଵ ଅଟେ ।

Glossary:
nationalistic: promoting nationalism
seminar: a meeting at which a group of people discuss a problem (ଆଲୋଚନାଚକ୍ର)
congregated : assembled (ଏକତ୍ରିତ ହୋଇଥୁଲେ )
Rockwell Inernational : A major American manufacturing corporation (ଏକ ମୁଖ୍ୟ ଆମେରିକୀୟ କମ୍ପାନୀ)
strategic : very important (ଅତ୍ୟନ୍ତ ଗୁରୁତ୍ବପୂର୍ଣ୍ଣ)
break out : ଭାଗ ହୋଇଯିବା
delegate : hand over (ହସ୍ତାନ୍ତର କରିବା)
tasks : ବିଭିନ୍ନ କାର୍ଯ୍ୟ
clean : ପରିଷ୍କାର କରିବା
thorough : minute (ତନ୍ନତନ୍ତ୍ର)
strength and weakness : ଶକ୍ତି ଓ ଦୁର୍ବଳତା
irrespective of : ନିର୍ବିଶେଷରେ
to lead : ନେତୃତ୍ଵ ନେବା
gravitate : to move towards somebody or something that you are attracted to (ନିର୍ଦ୍ଦିଷ୍ଟ କାର୍ଯ୍ୟ ପ୍ରତି ମୋହ ରଖିବା)
team player : Someone who works well with other people as a part of group (ଅନ୍ୟମାନଙ୍କ ସହ ମିଶି କାର୍ଯ୍ୟ କରୁଥ‌ିବା ବ୍ୟକ୍ତି|ଦଳ- ସାଥୀ)
implies : signifies (ସୂଚାଏ)
tolerance : ସହନଶୀଳତା
resolve : settle (ସମାଧାନ କରିବା)
conflict : difference (ମତଭେଦ)
egotism : ଅହଙ୍କାର
sycophancy : flattery (ଖୋସାମତି)
focus : concentrate (ମନୋନିବେଶ କରିବା)
instead : ପରିବର୍ତ୍ତେ
bogged : to be so involved with one particular thing that you cannot make any progress
hidden : ଲୁକ୍‌କାୟିତ
agenda : a plan or aim (ଯୋଜନା /ଲକ୍ଷ୍ୟ )
“Split-level consciousness : dual personality (ଦ୍ୱୈତ -ବ୍ୟକ୍ତିତ୍ବ)

Think about it:
Question 1.
“If this were happening in India” – What does the author mean by “this”?
Answer:
By ‘this’ the author means that India took a leaf out of America’s book; in the former, senior employees are averse to making coffee, taking notes, etc., but the latter is a study in contrast. There is no room for hierarchy in the Americans’ minds.

Question 2.
How does hierarchy come in the way of doing a task together in India?
Answer:
Hierarchy comes in the way of doing a task together in India because of the complexity of senior positions. Vanity prompts the secretary to avoid making coffee or taking notes. Indians don’t learn how to lead and to follow at the same time.

Question 3.
What should the members of a team learn for effective teamwork?
Answer:
For effective teamwork, the members of a team should learn to understand fully the strengths and weaknesses of individuals of their group irrespective of status.

Question 4.
Should the members of a team exercise leadership only or accept the lead of others only in ‘true teamwork’?
Answer:
The members of a team should exercise not only leadership but also accept the leadership of others in true teamwork.

Question 5.
Who is a good team player?
Answer:
A good team player is one who has respect for others, tolerance of diverse stand-points and willingness to deliver.

Question 6.
Is total agreement on a conflicting issue possible?
Answer:
Total agreement on a conflicting issue is not possible. Therefore, before work sets in, people should start working on the agreed-upon aspects.

Question 7.
Which is important for beginning a piece of work – to begin work on the agreed-upon aspects or to wait for a total agreement?
Answer:
What is important for beginning a piece of work is to begin on the agreed-upon aspects. Waiting for total agreement takes a back seat.

Question 8.
What are the qualities of a good team player?
Answer:
The qualities of a good team player are the ability to resolve differences without either vanity or flattery and to agree to dissent.

Question 9.
What does the author mean by ‘a hidden agenda’? How does it affect teamwork?
Answer:
By ‘a hidden agenda’, the author means the people’s habit of duplicity. In others words, they say something and do another. The writer identifies it with “split-level consciousness”.

Question 10.
What does ‘a good work ethic’ imply?
Answer:
A good work ethic implies the parity between what one says and what he means.

UNIT – III

Gist:
The writer takes us back to his workplace – The Telecom Technology Development Centre of the Government of India. He did not spare an inefficient employee in the course of the general meetings. His open criticism evoked great reactions in other employees. To them, his blunt exposure in the general meeting was humiliating. He should apprise the workers of their incompetence individually. The writer’s intention behind open criticism was for the welfare of all present as they could learn from the mistakes of others. Then he learnt about Indians’ lack of differentiating between criticizing an idea and criticizing an individual.

But criticizing an idea does not mean criticizing an individual. An employee cannot afford to criticize the boss in India. A team’s success lies in obtaining the psychological health of the firm on the part of its Chief Executive. He must take track of the team’s feelings, confidence and so on. What affects team performance in India is the difference between the workers: physical and mental in terms of power and position. The writer praises his driver Ram for being one of the best drivers in the world. The former motivated the latter to be a team player when he was not driving. Instead of sitting in the car and waiting for him to appear, Rama should participate in office work.
ସାରମର୍ମ :
ଲେଖକ ଆମମାନଙ୍କୁ ତାଙ୍କର କର୍ମସ୍ଥଳୀ – ଭାରତ ସରକାରଙ୍କର The Telecom Technology Development Centreକୁ ନେଇ ଯାଇଛନ୍ତି । ସାଧାରଣ ସଭାରେ ସେ ଅପାରଗ କର୍ମଚାରୀଙ୍କୁ ସମାଲୋଚନା କରିବାକୁ ପଛାଉ ନ ଥିଲେ । ତାଙ୍କର ଖୋଲା ସମାଲୋଚନା ଅନ୍ୟ କର୍ମଚାରୀମାନଙ୍କ ମଧ୍ୟରେ ଖୁବ୍ ପ୍ରତିକ୍ରିୟା ସୃଷ୍ଟି କରୁଥିଲା । ସେମାନଙ୍କ ପାଇଁ ଏଭଳି ଖୋଲା ସମାଲୋଚନା ଅପମାନଜନକ ଥିଲା । ସେ ସେମାନଙ୍କ ଅପାରଗତା ବିଷୟରେ ସେମାନଙ୍କ ସହ ବ୍ୟକ୍ତିଗତ ଭାବେ ଆଲୋଚନା କରିବା ଉଚିତ । ଲେଖକଙ୍କର ଖୋଲା ସମାଲୋଚନା କରିବା ପଛରେ ଉଦ୍ଦେଶ୍ୟ ଥିଲା ଯେ ଉପସ୍ଥିତ ଥ‌ିବା ସମସ୍ତ କର୍ମଚାରୀମାନଙ୍କ ହିତ ଦୃଷ୍ଟିରୁ ସେମାନେ ଅନ୍ୟମାନଙ୍କ ଭୁଲ୍‌ରୁ ଶିକ୍ଷାଲାଭ କରିପାରିବେ । ଏକ ଚିନ୍ତାଧାରାକୁ ସମାଲୋଚନା କରିବା ଏବଂ ଜଣେ ବ୍ୟକ୍ତିଙ୍କୁ ସମାଲୋଚନା କରିବା ମଧ୍ୟରେ ପ୍ରଭେଦ ବିଷୟରେ ଭାରତୀୟମାନଙ୍କ ଅଜ୍ଞତା ସମ୍ପର୍କରେ ପରେ ସେ ଜାଣିବାକୁ ପାଇଲେ ।

ମାତ୍ର ଏକ ଚିନ୍ତାଧାରାକୁ ସମାଲୋଚନା କରିବା ଅର୍ଥ ଜଣେ ବ୍ୟକ୍ତିଙ୍କୁ ସମାଲୋଚନା କରିବା ନୁହେଁ । ଭାରତରେ ଜଣେ କର୍ମଚାରୀ ତା’ର ଉପରିସ୍ଥ ହାକିମଙ୍କୁ ସମାଲୋଚନା କରିପାରିବ ନାହିଁ । ଦଳଗତ କାର୍ଯ୍ୟରେ ସାଫଲ୍ୟ ନିମନ୍ତେ କମ୍ପାନୀର ମୁଖ୍ୟ କର୍ମକର୍ତ୍ତା ସଂସ୍ଥାର ମନସ୍ତାତ୍ତ୍ଵିକ ସ୍ବାସ୍ଥ୍ୟ ବିଷୟରେ ଜାଣିବା ଉଚିତ । କ୍ଷମତା ଓ ପଦବୀ ଭିଭିରେ ଶାରିରୀକ ଏବଂ ମାନସିକ କର୍ମଚାରୀମାନଙ୍କ ମଧ୍ୟରେ ପାର୍ଥକ୍ୟ ଭାରତରେ ଦଳର ପ୍ରଦର୍ଶନକୁ ପ୍ରଭାବିତ କରୁଛି । ପୃଥ‌ିବୀର ସର୍ବଶ୍ରେଷ୍ଠ ଗାଡ଼ିଚାଳକମାନଙ୍କ ମଧ୍ୟରୁ ଜଣେ ଭାବରେ ଲେଖକ ରାମଙ୍କୁ ବହୁତ ପ୍ରଶଂସା କରନ୍ତି । ଯେତେବେଳେ ସେ ଗାଡ଼ି ଚଳାଉ ନ ଥିଲେ, ସେ ରାମକୁ ଜଣେ ଦଳ-ସାଥୀ ହେବାକୁ ଉତ୍ସାହିତ କରୁଥିଲେ । ଗାଡ଼ିରେ ବସିରହି ତାଙ୍କ ଆସିବା ପର୍ଯ୍ୟନ୍ତ ଅପେକ୍ଷା କରିବା ପରିବର୍ତ୍ତେ, ସେ ଦପ୍ତର କାର୍ଯ୍ୟରେ ଭାଗ ନେବା ଉଚିତ ।

Glossary:
C-DOT : The Telecom Technology Development Centre of the Government of India
insulting :humiliating (ଅପମାନଜନକ )
individually : ବ୍ୟକ୍ତିଗତ ଭାବରେ
inefficiency : ଅପାରଗତା
besides : in addition to (ଏତଦ୍‌ବ୍ୟତୀତ)
figure (v) : to think that something is true (ସତ ବୋଲି ଭାବିବା)
benefit : welfare (ମଙ୍ଗଳ)
differentiate : show a difference between things
automatically : ସ୍ୱୟଂଚାଳିତ ଭାବରେ |
acceptable : ଗ୍ରହଣଯୋଗ୍ୟ
psychological : ମନସ୍ତାତ୍ତ୍ଵିକ
element : ଉପାଦାନ
subordinate : ଅଧସ୍ତନ କର୍ମଚାରୀ
self-esteem : self-respect (ଆତ୍ମସମ୍ମାନ)
pre-requisite : necessary in order for something to happen (ପ୍ରାଥମିକ ସର୍ଭ)
dichotomy : the difference exists between two groups (ମତପାର୍ଥକ୍ୟ )
job : work (କାର୍ଯ୍ୟ)
treat : deal with (କାରବାର କରିବା)
show up : appear (ଆବିର୍ଭାବ ହେବା)

Think it out:
Question 1.
How did the author handle inefficient employees in C-DOT?
Answer:
The author handled inefficient employees in C-DOT by telling their inefficiency to their faces in a general meeting.

Question 2.
How did the errant employees react to his open criticism?
Answer:
The errant employees told him that criticizing them openly was insulting. Instead, he should tell them of their inefficiency individually.

Question 3.
What was the author’s intention behind open criticism?
Answer:
The author’s intention behind open criticism was for the broader benefit of all present. As a result, they could learn from the mistakes of others.

Question 4.
What did he learn about the Indian attitude to criticism?
Answer:
He learnt that the Indian attitude to criticism was unfavourable. Indians lacked differentiating between criticizing an idea and criticizing an individual.

Question 5.
Does criticizing an idea mean criticizing an individual?
Answer:
Criticizing an idea does not mean criticizing an individual.

Question 6.
Can an employee afford to criticize the boss in India?
Answer:
An employee cannot afford to criticize the boss in India.

Question 7.
What are the key elements of a team’s success?
Answer:
The key elements of a team’s success are stability, confidence, security and comfort of its members.

Question 8.
What affects ‘team performance’ in India?
Answer:
The difference between physical and mental workers in terms of power and position affects ‘work performance’ in India.

Question 9.
What was the job of the author’s driver?
Answer:
The job of the author’s driver was to open the door for him at the time of entering, and coming out of the car.

Question 10.
How did he react when the author asked him not to open the door of the car for him?
Answer:
When the author asked him not to open the door of the car for him, the driver started crying. He said to the author emotionally that opening the door was his duty when he entered and alighted from the car.

Question 11.
How did the author like to use the driver?
Answer:
The author liked to use the driver as a team player so that he could assist him with office work.

Question 12.
How did the author motivate the driver to be a team player?
Answer:
In order to be a team player, the author wanted the driver to take part in office work such as, making copies, filing papers, sending faxes, responding to phone calls or simply reading, instead of waiting for the former in the car.

UNIT – IV

Gist:
The writer lays emphasis on the diversification of tasks. As a result, it enhances workers’ self-respect, motivation and team spirit. Our system today does not allow us to form good teams, because nobody is interested to be a subordinate to someone. A mixture of cultural backgrounds, religions, races and caste groups pave the way for a strong ground of diversity in the workplace. Against this backdrop, we should, in actuality, be experts in working with diversity. But this is possible of we shun personal, caste and community interests. Age does not matter in holding positions. What counts much for a senior position is capability.

Managers in the US corporate environment working with Indians and Asians, in general, have marked that these individuals have the inclination to feel that they are robbed of being recognised and respected. The senior should pamper and encourage employees with lower self-esteem a little more. In the writer’s opinion, there is no replacement for teamwork, a key to corporate and national governance. The fundamental ideals in a corporate environment comprise respect for others, frankness, honesty, communication, willingness to dissent, solution of conflict and recognition of the superiority of the larger interest of the team over everything.
ସାରମର୍ମ :
ବିବିଧ କର୍ମଭାରକୁ ଲେଖକ ଗୁରୁତ୍ଵ ଦେଇଛନ୍ତି । ଫଳସ୍ବରୂପ ଏହା କର୍ମଚାରୀମାନଙ୍କର ଆତ୍ମସମ୍ମାନ, ଉତ୍ସାହ ଏବଂ ଦଳଗତ ମନୋଭାବକୁ ବଢ଼ାଇବାରେ ସାହାଯ୍ୟ କରେ । ଆମର ଆଜିର ପରମ୍ପରା ଆମକୁ ଉତ୍ତମ ଦଳ ଗଠନ କରିବାକୁ ସୁଯୋଗ ଦେଉନାହିଁ, କାରଣ କେହି କାହାର ଅଧସ୍ତନ ହେବାକୁ ଚାହୁଁନାହାନ୍ତି । ସାଂସ୍କୃତିକ ପୃଷ୍ଠଭୂମି, ଧର୍ମ, ଜାତି ଆଦିର ମିଶ୍ରଣ କର୍ମସ୍ଥଳୀରେ ବିବିଧତାର ବଳିଷ୍ଠ ଭିତ୍ତିଭୂମି ଆଡ଼କୁ ବାଟ କଢ଼ାଇ ନେଉଛି । ଏଇ ପରିପ୍ରେକ୍ଷୀରେ, ଆମ୍ଭେମାନେ ପ୍ରକୃତପକ୍ଷେ ବିବିଧତା ମଧ୍ୟରେ କାର୍ଯ୍ୟ କରିବାରେ ବିଶାରଦ ହେବା ଉଚିତ । କିନ୍ତୁ ଏହା ସମ୍ଭବ ଯଦି ଆମେ ବ୍ୟକ୍ତିଗତ, ଜାତିଗତ ଏବଂ ଗୋଷ୍ଠୀଗତ ସ୍ଵାର୍ଥକୁ ତ୍ୟାଗ କରିପାରିବୁ । ପଦବୀରେ ଅଧିଷ୍ଠିତ ପାଇଁ ବୟସର କିଛି ଆବଶ୍ୟକତା ନାହିଁ । ବରିଷ୍ଠ ପଦବୀ ପାଇଁ ସାମର୍ଥ୍ୟ ଥ‌ିବା ଦରକାର ।

ଭାରତୀୟ ତଥା ଏସୀୟମାନଙ୍କ ସହିତ ଆମେରିକାର ବୃହତ୍ କମ୍ପାନୀ ପରିବେଶରେ କାର୍ଯ୍ୟରତ ପରିଚାଳକମାନେ ଏହି ବ୍ୟକ୍ତିବର୍ଗ ସ୍ୱୀକୃତି ଓ ସମ୍ମାନ ପାଇବାରୁ ବଞ୍ଚିତ ହେଉଥ‌ିବା ଅନୁଭବ କରୁଛନ୍ତି ବୋଲି ଲକ୍ଷ୍ୟ କରିଛନ୍ତି । ନିମ୍ନ ଆତ୍ମ-ସମ୍ମାନ ଥ‌ିବା କର୍ମଚାରୀମାନଙ୍କ ପ୍ରତି ବରିଷ୍ଠ ଅଧିକାରୀମାନେ ଅଧିକ ଦୃଷ୍ଟି ଦେବା ସହ ସେମାନଙ୍କୁ ଟିକିଏ ବେଶୀ ଉତ୍ସାହିତ କରିବା ଉଚିତ । ଲେଖକଙ୍କ ମତରେ ଦଳଗତ କାର୍ଯ୍ୟର ବିକଳ୍ପ ନାହିଁ ଯାହାକି ବୃହତ୍ କମ୍ପାନୀ ପରିବେଶ ଓ ଜାତୀୟ ପରିଚାଳନା ପାଇଁ ସର୍ବାଦୌ ଆବଶ୍ୟକ । ବୃହତ୍ କମ୍ପାନୀ ପରିବେଶର ଆଦର୍ଶ ଅନ୍ୟମାନଙ୍କ ପ୍ରତି ସମ୍ମାନ ପ୍ରଦର୍ଶନ, ଖୋଲା ମନୋଭାବ, ଯୋଗାଯୋଗ ସ୍ଥାପନ, ଭିନ୍ନମତ ପୋଷଣ ପାଇଁ ଇଚ୍ଛା ଏବଂ ସର୍ବାଗ୍ରେ ଦଳର ବୃହତ୍ତର ସ୍ଵାର୍ଥକୁ ସ୍ବୀକୃତି ଆଦି ଉପାଦାନଗୁଡ଼ିକୁ ନେଇ ଗଠିତ । ବୃହତ୍ କମ୍ପାନୀ କ୍ଷେତ୍ରରେ ଚାପ ପ୍ରତି ଭୟ ନ ରହିବା ଉଚିତ, କାରଣ ଏହା ସବୁଠାରୁ ଖରାପକୁ ସବୁଠାରୁ ଭଲରେ ପରିଣତ କରିଥାଏ ।

Glossary:
diversifying : varied (ବିଭିନ୍ନ ପ୍ରକାରର ବିବିଧ)
interaction : the activity of being with and talking to other people (ଭାବ ବିନିମୟ)
invariably : always (ସବୁବେଳେ)
fall apart : crumble (ଭାଙ୍ଗି ପଡ଼ିବା)
play a second fiddle : to be less important than someone else (ଅନ୍ୟ ଜଣଙ୍କଠାରୁ କମ୍ ଗୁରୁତ୍ଵ ପାଇବା )
lose : ହରାଇବା
move on : go forward (ଆଗକୁ ବଢ଼ିବା)
cultural : ସାଂସ୍କୃତିକ
background : ପୃଷ୍ଠଭୂମି
ethinicity : belonging to a particular race (ସାମ୍ପ୍ରଦାୟିକତା)
community : ଗୋଷ୍ଠୀ
interest : ଆଗ୍ରହ
capability : ସାମର୍ଥ୍ୟ
expertise : ନିପୁଣତା
counts : matters (ଦରକାର )
tendency : ପ୍ରବୃତ୍ତି
pamper : indulge (someone) with great deal of attention and comfort (ଅଧ୍ଵ ଦୃଷ୍ଟି ଦେବା )
substitute : replacement (ପ୍ରତିବଦଳ)
fundamental : basic (ମୌଳିକ)
respect : ସମ୍ମାନ
communication : ଯୋଗାଯୋଗ
goal : objective (ଲକ୍ଷ୍ୟ )

Think it out:
Question 1.
How do diversifying tasks help workers?
Answer:
In the writer’s view, diversifying tasks help workers enhance their self-respect, motivation and team spirit.

Question 2.
Why is it difficult to build teams in India?
Answer:
It is difficult to build teams in India because nobody is interested to be a subordinate to someone.

Question 3.
How can working with diversity happen?
Answer:
Working with diversity can happen when we are free from personal, caste and community interests.

Question 4.
Does age matter for holding positions?
Answer:
Age does not matter in holding positions.

Question 5.
What matters much for a senior position – age or capability?
Answer:
What matters much for a senior position is capability.

Question 6.
How should seniors treat employees with lower self-esteem?
Answer:
The seniors should lovingly take care of and encourage employees with lower self-esteem a little more.

Question 7.
What are the fundamental ideals in a corporate environment?
Answer:
The fundamental ideals in the corporate environment are respect for others, frankness, honesty, communication, willingness to dissent, solution of conflict and recognition of the superiority of the larger interest of the team over everything.

Post-Reading Activities:

Doing with words :
(A) Mark the following two words :
‘co-operation’ and ‘implementation’
‘co-operation’ is the noun form of ‘co-operate’ ‘implementation’ is the noun form of ‘implement’
(i) compete
(ii) dedicate
(iii) define
(iv) migrate
(v) narrate
(vi) negotiate
(vii) repeat
Answer:
(i) compete – competition
(ii) dedicate – dedication
(iii) define – definition
(iv) migrate – migration
(v) narrate – narration
(vi) negotiate – negotiation
(vii) repeat-repetition

(B) Study the following sentences:

• Right in the first few days, I told him, “Ram bhai, you are not going to open the door for me. You can do that if I lose my hands.”
• He said, “Sir, what are you saying? This is my job !”
• I told him that I didn’t want to treat him like a mere driver.
• I told him that whenever he was not driving, he should come into the office and help out with office work – make copies, file papers, send faxes, answer phone calls or simply read – rather than sit in the car and wait for me to show up.

Sentences 1 and 2 are in direct speech – what a person says appears within quotation marks (“…”).
Sentences 3 and 4 are in indirect speech – reporting what a person says without quoting his exact words. It is also called reported speech.
Sentence 1 is in direct speech – Here the exact words of the speaker have been put within quotation marks. There is a coma (,) after ‘told’. The first word inside the quotation marks starts with a capital letter. Sentence 2 is also in direct speech. Sentence 3 is in indirect speech. Here

• The quotation marks as well as the comma (,) after ‘said’ are removed.
• The conjunction “that” introduces to us the words (not exact) spoken by the speaker. (However, the latest trend is to drop ‘that’.)

Sentence 4 is also in indirect speech.
Read the passage below and fill in the blanks with ‘DS’ for sentences in direct speech and ‘RS’ for indirect speech.
The manager of the bank said, “Mr Foreman, how much money have you deposited with us ?” (………………….) Albert Foreman said that he had only a pretty idea about it. (…………………. ) The manager said, “Apart from what you  deposited this morning, it’s a little over thirty thousand pounds.” (………………….) Albert said, “Is it so ?” (………………….) The manager said that it was a very large sum to have on deposit and Foreman should have thought of a better investment plan for his money. (………………….) Albert said, “I don’t want to take any risk, sir; I know it’s safe in the bank.” (…………………. ). The manager said that the bank would invest the money in stocks and shares. (…………………. ). A troubled look settled on Mr Foreman’s distinguished face as he said, “Well, I’ll have to leave it all in your hands then.” (…………………. ). The manager smiled and said, “We’ll do everything for you and all you’ll have to do next time you come in is just sign the transfers.” (………………….). Albert said uncertainly, “But how should I know what I was signing ?” (…………………. ). “I suppose you can read,” said the manager. (………………….) Mr Foreman gave him a disarming smile and said that he did not know how to read or write; he could only sign his name and he had learnt to do that when he went into business. (………………….) The manager was so surprised that he jumped up from his chair and said, “That’s the most extraordinary thing I ever heard !” (………………….). Albert said that he had never had the opportunity to read and write until it was too late. (………………….) The manager stared at him as though he were a pre-historic monster and said, “Good God, man, what would you be now if you had been able to read and write ?” (………………….) “I’d be verger of St. Peter’s”, said Albert Foreman, with a little smile on his aristocratic features. (………………….).
Answer :
The manager of the bank said, “Mr Foreman, how much money have you deposited with us ?” (DS) Albert Foreman said that he had only a pretty idea about it. (RS) The manager said, “Apart from what you have deposited this morning, it’s a little over thirty thousand pounds.” (DS) Albert said, “Is it so ?” (DS) The manager said that it was a very large sum to have on deposit and Foreman should have thought of a better investment plan for his money. (RS) Albert said, “I don’t want to take any risk, sir; I know it’s safe in the bank.” (DS) The manager said that the bank would invest the money in stocks and shares. (RS) A troubled look settled on Mr Foreman’s distinguished face as he said, “Well, I’ll have to leave it all in your hands then.” (DS) The manager smiled and said, “We’ll do everything for you and all you’ll have to do next time you come in is just to sign the transfers.” (DS) Albert said uncertainly, “But how should I know what I was signing ?” (DS) “I suppose you can read,” said the manager. (DS) Mr Foreman gave him a disarming smile and said that he did not know how to read or write; he could only sign his name and he had learnt to do that when he went into business. (RS) The manager was so surprised that he jumped up from his chair and said, “That’s the most extraordinary thing I ever heard !” (DS) Albert said that he had never had the opportunity to read and write until it was too late. (RS) The manager stared at him as though he were a pre-historic monster and said, “Good God, man, what would you be now if you had been able to read and write ?” (DS) “I’d be verger of St. Peter’s”, said Albert Foreman, with a little smile on his aristocratic features. (DS)

CHSE Odisha Class 12 English The Magic of Teamwork Important Questions and Answers

I. MuItipIe Choice Questions (MCQs) with Answers

Question 1.
Lack of teamwork in India is —
(A) manageable
(B) almost chronic
(C) nothing
(D) none of these
Answer:
(B) almost chronic

Question 2.
That one Indian was equal to 10 Japanese was —
(A) true
(B) partially true
(C) a myth
(D) all of these
Answer:
(C) a myth

Question 3.
‘Carb’ mentality refers to —
(A) slothness
(B) feudal mindset
(C) state of pulling the legs of an efficient out of envy
(D) lunacy
Answer:
(C) state of pulling the legs of an efficient out of envy

Question 4.
India inherits a social system characterized by —
(A) education
(B) casteism
(C) feudalism and hierarchy
(D) none of these
Answer:
(C) feudalism and hierarchy

Question 5.
Modern society needs —
(A) experience
(B) erudition
(C) technical knowledge
(D) specialists or experts
Answer:
(D) specialists or experts

Question 6.
America is an object of the writer’s —
(A) scorn
(B) envy
(C) appreciation
(D) none of these
Answer:
(C) appreciation

Question 7.
What counts most in group work is —
(A) hierarchy
(B) keen insight into the merits and demerits of individuals
(C) cultural background
(D) education
Answer:
(B) keen insight into the merits and demerits of individuals

Question 8.
A good team player knows no —
(A) affluence
(B) vanity
(C) flattery
(D) both (B) and (C)
Answer:
(D) both (B) and (C)

Question 9.
Achieving total agreement is —
(A) probable
(B) certain
(C) impossible
(D) none of these
Answer:
(C) impossible

Question 10.
A good work culture calls for —
(A) a little co-operation
(B) efficiency
(C) willingness to go ahead
(D) the affinity between words and deeds
Answer:
(D) the affinity between words and deeds

Question 11.
The writer’s attitude towards inefficient workers is —
(A) biased
(B) neutral
(C) difficult to understand
(D) critical
Answer:
(D) critical

Question 12.
Criticizing someone in a group is —
(A) misunderstood
(B) a mistake
(C) prejudiced
(D) none of these
Answer:
(A) misunderstood

Question 13.
Which one of the following statements is injected?
(A) Disagreeing with the on&s idea is a new phenomenon.
(B) The Indian system is averse to the criticism of the boss.
(C) The writer was working in a big company.
(D) all of these
Answer:
(B) The Indian system is averse to the criticism of the boss.

Question 14.
In the writer’s eyes. his driver deserved —
(A) promotion
(B) punishment
(C) praise
(D) none of these
Answer:
(C) praise

Question 15.
The writer believed in the concept of —
(A) motivation
(B) corporate world
(C) sheer criticism
(D) retribution
Answer:
(A) motivation

Question 16.
What the writer likes is —
(A) shifting tasks to others
(B) diversification of tasks
(C) proper handling of the project
(D) none of these
Answer:
(B) diversification of tasks

Question 17.
To build teams in our system is —
(A) imperative
(B) unwarranted
(C) herculean
(D) both (A) and (B)
Answer:
(C) herculean

Question 18.
In India, it is very difficult to trace out —
(A) good players
(B) favourable groups
(C) good losers
(D) none of these
Answer:
(C) good losers

Question 19.
A senior position needs —
(A) experience
(B) work ethic
(C) scholarship
(D) capability
Answer:
(D) capability

Question 20.
The writer always gives priority to —
(A) competence
(B) teamwork
(C) self-esteem
(D) criticism
Answer:
(B) teamwork

Question 21.
Pressure is —
(A) a blessing in disguise
(B) an obstacle to progress
(C) an object of fear
(D) none of these
Answer:
(A) a blessing in disguise

Question 22.
Team interactions always fall apart when :
(A) teams are not good
(B) team members do not work effectively and efficiently
(C) good teams do get cheated
(D) team members are not reliable
Answer:
(C) good teams do get cheated

Question 23.
There is no substitute for :
(A) human empowerment
(B) workforce
(C) management
(D) teamwork
Answer:
(D) teamwork

Question 24.
What do you mean by the expression ‘playing second fiddle’?
(A) getting the second chance
(B) to be in the second status
(C) getting second-rate importance
(D) to be in a subordinate position to someone
Answer:
(D) to be in a subordinate position to someone

Question 25.
The larger goal of the team as a whole is :
(A) fulfilment of the objectives of the team.
(B) above individual or personal agendas
(C) above duties and responsibilities
(D) all-out effort for achievement.
Answer:
(B) above individual or personal agendas

II. Short Type Questions with Answers

Question 1.
What was the joke about the Indian and Japanese workers at the Maruti Suzuki Company?
Answer:
When the Japanese came to work in India, the joke that went around was that one Indian was equal to 10 Japanese, because Indian workers were known by their smartness, capability and dedication.

Question 2.
How did the writer deal with someone who had been doing badly?
Answer:
The writer directly and openly criticised someone who had not been doing well even in a general meeting.

Question 3.
How did the employees react to such public criticism?
Answer:
The employees told him that criticising them openly was insulting. Instead, he should point out their inefficiency individually.

Question 4.
What did the writer learn from the reaction of the employees?
Answer:
The writer learnt from the reaction of the employees that Indians were averse to criticism. They lacked differentiating between criticizing an idea and criticizing an individual.

Question 5.
What would help a boss to be comfortable accepting criticism from subordinates?
Answer:
A boss can be comfortable accepting criticism from subordinates by definitely feeling good about himself.

Question 6.
Which concept is not a part of the Indian system?
Answer:
The concept of criticising the boss is not a part of the Indian system thereby hampering team spirit.

Question 7.
What benefit did the writer see in criticizing someone in a meeting?
Answer:
The benefit the writer saw in criticising someone was a lesson for everyone present t in the meeting. They will learn from that inefficient individual’s mistakes.

Question 8.
How can a boss be comfortable accepting criticism from subordinates?
Answer:
A boss can be comfortable accepting criticism from subordinates by definitely feeling good about himself.

Question 9.
What did the writer learn about the Indians from the reaction of the employees?
Answer:
The writer learnt from the reaction of the employees that Indians were averse to criticism. They lacked differentiating between criticizing an idea and criticizing an individual.

Question 10.
How did the employees react when the writer directly and openly criticised someone for his inefficiency?
Answer:
When the writer directly and openly criticised someone for his inefficiency, the employees told him that criticising them openly was insulting. Instead, he should point out their inefficiency individually.

Question 11.
What according to the writer is the ‘crab mentality’? Where does the root of the ‘crab mentality’ lie?
Answer:
According to the writer, the ‘crab mentality’ is the ill-tempered and unpleasant mentality. Crabs usually prevent each of them to go forward. Similarly, Indian workers try to pull down a person who is going to achieve success beyond others out of envy. The root of the ‘crab mentality’ lies in our cultural background which is reflected in the organisation in which we work.

Question 12.
What is the key problem that affects India’s progress?
Answer:
The key problem that affects India’s progress is the lack of implementation of our great policies and ideas. We also lack team spirit to work for the organisation, and it is an obstacle to progress.

Question 13.
How can the right kind of teams be created?
Answer:
The right kind of teams can be created by understanding how best to leverage the diversity of experience. That a young computer-trained person knows more answers concerning an accounting problem than a senior accountant is a case in point.

Question 14.
How is teamwork marred?
Answer:
Teamwork is marred by getting bogged down in the areas of disagreement. Besides, there are political agendas.

Question 15.
What does a ‘hidden agenda’ signify?
Answer:
‘Hidden agenda’ signifies the fact that most people’s words and meanings are poles apart. In other words, they say something and mean exactly the opposite.

Question 16.
Throw light on the merits of diversification of tasks.
Answer:
Diversification of tasks enhances workers’ self-respect and motivation and transforms them into team players.

Question 17.
What did the writer instruct Ram?
Answer:
The writer instructed him to attend the office and help out with office work – make copies, file papers, send faxes, answer phone calls, or simply read, instead of sitting in the car and waiting for him to enter the car.

Question 18.
How did the writer treat Ram?
Answer:
Instead of treating him like a mere driver, the writer bestowed his brotherly love on Ram. The expression ‘Ram bhai’ is a case in point.

Question 19.
“Everyone needs to do both.” What does the expression ‘to do both’ mean?
Answer:
The expression ‘to do both’ means that some individuals lean towards exercising leadership and others lean towards accepting the leadership of others.

Introducing the Author:
Dr Sam Pitroda is better known as “The Father of India’s communication revolution”. At present, he is the chairman of India’s “National Knowledge Commission”. Besides, he is the chairman and CEO of World-Tel Limited and the founder and CEO of C-SAM, Inc.

Introducing the Topic:
‘The Magic of Teamwork’ deals with some proven principles employed by organisations with a view to setting up a successful team in their business. The writer also discusses the basic issues in connection with the traits of a good team player, and how teamwork is of paramount importance in corporate and national governance.

Summary:
The essay begins with the writer’s reference to the lack of teamwork and cooperation among Indians. In his view, this is one of the most serious problems hampering progress where Indian workers are involved. The central problem in India is always execution, not want of policies. Japan’s role in the development of the Maruti Suzuki car is a case in point. In spite of Indians being smart, capable and committed individuals, they paled into insignificance before the Japanese because of their lack of team spirit and cooperation.

The writer is critical of our “crab” mindset. Tom by envy, we don’t hesitate to pull down others who attain success beyond us. He attributes part of this problem to our feudal and hierarchical social system in which seniority is most important. In today’s world, this is meaningless. For instance, a younger computer-trained person understands an accounting problem better than a senior accountant. The writer takes us back to his younger days in the US where he went to attend an executive seminar for Rockwell International.

25 senior company executives participated in it. They were divided into five different groups of five members each. Everyone was entrusted with the task of doing something like making coffee, taking notes, etc. but no one boasted of doing this or that. The writer thought that India is different. Seniority is an obstacle. The senior secretary will not make tea. The writer states that our background has not taught us what leadership actually means. A good team player respects others, tolerates different stand-points and desires to give.

A team player must possess the ability to tackle conflicts without a shred of egotism or flattery. People in India give stress attaining complete agreement on a conflicting issue, but it is not possible. What is important for beginning a piece of work is to go ahead with the agreed-upon aspects, instead of waiting for the total agreement. The characteristics of a good team player are openness, clarity and honesty. A hidden agenda has an adverse effect on teamwork. A good work ethic knows no duplicity. Instead, it implies saying and meaning the same thing.

The writer was in favour of directly telling the person to the face in a general meeting if he did not perform well. To others, it was humiliating. But the writer as an employee of C-DOT liked to criticize someone in a meeting for the cause of others who could learn a lesson from that individual’s mistake. Criticizing an idea does not mean criticizing an individual. The writer points out that an employee cannot afford to criticize the boss in India. The key elements of a team’s success are stability, confidence, security and comfort of its members.

The writer points out that the separation that exists between physical and mental workers seriously affects team performance in India. He highly praises Ram, for being one of the best drivers in the World. He was dutiful to the core. The writer was not interested to treat him like a mere driver. He motivated the driver to be a team player. The writer wanted him to assist in office work when he was not driving. In the writer’s view, diversifying tasks helps workers enhance their self-respect, motivation and team spirit. It is difficult to build teams in India because nobody is interested to be in a subordinate position to someone.

Working with diversity happens when we are free from personal, caste and community interests. Age, the writer opines, does not matter for holding a position. What matters much for a senior position is capability. Expertise is also equally important. The seniors should pamper and encourage employees with lower self-esteem a little more. The essay comes to a close with the writer bringing out the fundamental ideals in a corporate environment. They comprise respect for others, frankness, honesty, communication, willingness to dissent, solution of conflict and recognition of the larger interest of the team above everything.
ସାରାଂଶ:
ପ୍ରବନ୍ଧର ଆରମ୍ଭରେ ଲେଖକ ଭାରତୀୟମାନଙ୍କ ମଧ୍ୟରେ ଦଳଗତ ଭାବେ କାର୍ଯ୍ୟ କରିବା ମନୋବୃତ୍ତି ଏବଂ ସହଯୋଗର ଅଭାବ ରହିଥ‌ିବା ବିଷୟରେ ମନ୍ତବ୍ୟ ଦେଇଛନ୍ତି । ତାଙ୍କ ମତରେ, ଭାରତୀୟ କର୍ମଜୀବୀମାନେ ସମ୍ପୃକ୍ତ ଥ‌ିବା କାର୍ଯ୍ୟକ୍ଷେତ୍ରରେ ଅନଗ୍ରସରତା ସୃଷ୍ଟି କରୁଥ‌ିବା ଗୁରୁତର ସମସ୍ୟାଗୁଡ଼ିକ ମଧ୍ୟରେ ଏହା ଅନ୍ୟତମ । ଭାରତରେ ମୁଖ୍ୟ ସମସ୍ୟା ହେଉଛି କାର୍ଯ୍ୟ ସମ୍ପାଦନ, ଯୋଜନାର ଅଭାବ ନୁହେଁ । ମାରୁତି ସୁଜୁକି କାରର ଉନ୍ନୟନରେ ଜାପାନର ଭୂମିକା ଏହାର ଏକ ଜ୍ଵଳନ୍ତ ଉଦାହରଣ । ଭାରତୀୟମାନେ ଚତୁର, ଦକ୍ଷ ଏବଂ ନିଷ୍ପାବାନ୍ ଥ‌ିବା ସତ୍ତ୍ବେ ଦଳଗତଭାବେ କାର୍ଯ୍ୟ କରିବାର ସ୍ପୃହା ଓ ସହଯୋଗିତାର ଅଭାବ କାରଣରୁ ଜାପାନୀମାନଙ୍କଠାରେ ପଛରେ ପଡ଼ିଯାଇଥିଲେ । ଲେଖକ ଆମର ଗୋଡ଼ଟଣା ମାନସିକତାକୁ ସମାଲୋଚନା କରିଛନ୍ତି ।

ଈର୍ଷାପରାୟଣ ହୋଇ ଆମମାନଙ୍କଠାରୁ ଅଧିକ ସଫଳତା ପାଇଥିବା ଅନ୍ୟମାନଙ୍କୁ ତଳକୁ ଟାଣି ଆଣିବାକୁ କୁଣ୍ଠାବୋଧ କରୁନାହିଁ । ସେ ଆମର ସାମନ୍ତବାଦୀ ଏବଂ ଶ୍ରେଣୀବଦ୍ଧ ସାମାଜିକ ପଦ୍ଧତି ଯେଉଁଥ୍ରେ ବରିଷ୍ଠତା ସର୍ବାଧ‌ିକ ଗୁରୁତ୍ଵପୂର୍ଣ୍ଣ, ତାହାକୁ ଏହାର ଏକ ଆଂଶିକ କାରଣ ବୋଲି ଦର୍ଶାଇଛନ୍ତି । ଆଜିକାଲିର ପୃଥ‌ିବୀରେ ଏହା ଅର୍ଥହୀନ । ଉଦାହରଣସ୍ୱରୂପ, ଜଣେ ବରିଷ୍ଠ ହିସାବନିରୀକ୍ଷକଙ୍କଠାରୁ ଜଣେ କମ୍ପ୍ୟୁଟର ତାଲିମପ୍ରାପ୍ତ ଯୁବକ ହିସାବ ସମ୍ବନ୍ଧରେ ଅଧିକ ଭଲଭାବେ ବୁଝିପାରନ୍ତି । ଲେଖକ ତାଙ୍କର ଆମେରିକାରେ ବିତିଥିବା ଯୁବାବସ୍ଥାର ଦିନକୁ ଆମକୁ ଫେରାଇ ନେଇଛନ୍ତି, ଯେଉଁଠାକୁ ସେ ରକ୍ୱେଲ୍‌ ଇଣ୍ଟରନେସ୍‌ନାଲର ଆଲୋଚନାଚକ୍ରରେ ଯୋଗଦେବାକୁ ଯାଇଥିଲେ । ୨୫ ଜଣ ଉଚ୍ଚପଦସ୍ଥ କମ୍ପାନୀ କର୍ମଚାରୀ ଏଥ‌ିରେ ଅଂଶଗ୍ରହଣ କରିଥିଲେ ।

ସେମାନେ ପାଞ୍ଚଟି ପାଞ୍ଚଜଣିଆ ଦଳରେ ବିଭକ୍ତ ହୋଇଥିଲେ । ପ୍ରତ୍ୟେକଙ୍କୁ କଫି ତିଆରି କରିବା, ଟିପ୍‌ପଣୀ ଲେଖିବା ଭଳି କିଛି କାମ କରିବାକୁ ଦିଆଯାଇଥିଲା । କିନ୍ତୁ କେହି ଏ କାମ ବା ସେ କାମ କରୁଥ‌ିବାରୁ ଗର୍ବ ଅନୁଭବ କରୁନଥିଲେ । ଭାରତୀୟମାନେ ଏଥୁରୁ ଭିନ୍ନ ବୋଲି ଲେଖକ ଭାବୁଥିଲେ । ବରିଷ୍ଠତା ଏକ ପ୍ରତିବନ୍ଧକ । ମୁଖ୍ୟ ସଚିବ କେବେହେଲେ ଚା’ ତିଆରି କରିବେ ନାହିଁ । ଲେଖକଙ୍କ ମତରେ ନେତୃତ୍ୱ ପ୍ରକୃତରେ କ’ଣ ବୁଝାଏ ତାହା ଆମ ପୃଷ୍ଠଭୂମି ଶିଖାଇ ନାହିଁ । ଜଣେ ଭଲ ଦଳସାଥୀ ଅନ୍ୟମାନଙ୍କୁ ସମ୍ମାନ ଦିଏ, ବିଭିନ୍ନ ଦୃଷ୍ଟିଭଙ୍ଗୀକୁ ସହ୍ୟ କରେ ଏବଂ ସର୍ବଦା ଦେବାକୁ ଇଚ୍ଛା କରେ । ଅହଙ୍କାର ଓ ତୋଷାମଦର ବଶବର୍ତୀ ନ ହୋଇ ବିଭିନ୍ନ ସମସ୍ୟାକୁ ସମାଧାନ କରିବାର ସାମର୍ଥ୍ୟ ଦଳସାଥୀର ନିଶ୍ଚିତରୂପେ ଥ‌ିବା ଦରକାର ।

କୌଣସି ବିବାଦୀୟ ଘଟଣା ଉପରେ ଭାରତର ଲୋକମାନେ ସମ୍ପୂର୍ଣ୍ଣ ସହମତି ଉପରେ ଗୁରୁତ୍ବ ଦିଅନ୍ତି; କିନ୍ତୁ ଏହା ଅସମ୍ଭବ । ସମ୍ପୂର୍ଣ୍ଣ ସହମତି ପାଇଁ ଅପେକ୍ଷା ନ କରି, ସହମତ ହୋଇଥିବା କେତେକ ବିଷୟବସ୍ତୁକୁ ନେଇ ଗୋଟିଏ କାର୍ଯ୍ୟ ଆରମ୍ଭ କରି ଆଗକୁ ବଢ଼ିବା ଗୁରୁତ୍ଵପୂର୍ଣ୍ଣ କଥା । ଜଣେ ଭଲ ଦଳସାଥୀର ଗୁଣସବୁ ହେଉଛି ଖୋଲା ମନୋଭାବ, ସ୍ଵଚ୍ଛତା ଏବଂ ସାଧୁତା । ଲୁକ୍‌କାୟିତ ଯୋଜନା ଦଳଗତ କାର୍ଯ୍ୟ ଉପରେ କୁପ୍ରଭାବ ପକାଏ । ଭଲ କାମ ଦ୍ବୈତ ମନୋଭାବକୁ ପ୍ରଶ୍ରୟ ଦିଏ ନାହିଁ । ଏହା କହିବା ଏବଂ ବୁଝିବା ମଧ୍ୟରେ ସାମଞ୍ଜସ୍ୟ ରକ୍ଷାକୁ ସୂଚିତ କରେ । ଯଦି ଜଣେ ଭଲ କାମ କରିନାହିଁ, ଲେଖକ ସାଧାରଣ ସଭାରେ ତାଙ୍କୁ ସିଧାସଳଖ କରିବାର ପକ୍ଷପାତୀ ଥିଲେ । ଅନ୍ୟମାନଙ୍କ ପାଇଁ ଏହା ଅପମାନଜନକ ଥିଲା ।

C-DOT କମ୍ପାନୀର ଜଣେ କର୍ମଚାରୀ ହିସାବରେ ସେ ଅନ୍ୟମାନଙ୍କୁ ଏକ ସଭାରେ ସମାଲୋଚନା କରିବାକୁ ପସନ୍ଦ କରୁଥିଲେ, ଯଦ୍ବାରା ଅନ୍ୟ ଜଣେ ସେହି ବ୍ୟକ୍ତିର ଭୁଲରୁ କିଛି ଶିଖିପାରିବ । ଏକ ଧାରଣାକୁ ସମାଲୋଚନା କରିବା ଅର୍ଥ ନୁହେଁ ଜଣେ ବ୍ୟକ୍ତିକୁ ସମାଲୋଚନା କରିବା । କିନ୍ତୁ ଭାରତରେ ଜଣେ କର୍ମଚାରୀ ତା’ ଉପରିସ୍ଥ କର୍ମଚାରୀଙ୍କୁ ସମାଲୋଚନା କରିନପାରିବା କଥା ଲେଖକ କହିଛନ୍ତି । ଦଳ କୃତକାର୍ଯ୍ୟ ହାସଲ କରିବାର ପ୍ରଧାନ ଉପାଦାନଗୁଡ଼ିକ ହେଉଛି ଏହାର କର୍ମଚାରୀମାନଙ୍କର ସ୍ଥିରତା, ବିଶ୍ଵସନୀୟତା, ନିରାପତ୍ତା ଏବଂ ସୁଖସ୍ବାଚ୍ଛନ୍ଦ୍ୟ । ଲେଖକ ଦର୍ଶାଇଛନ୍ତି ଯେ ଶାରୀରିକ ଏବଂ ମାନସିକ କର୍ମଚାରୀମାନଙ୍କ ମଧ୍ୟରେ ପାର୍ଥକ୍ୟ ଭାରତରେ ଦଳଗତ କାର୍ଯ୍ୟକୁ ଗଭୀର ଭାବେ ପ୍ରଭାବିତ କରେ । ପୃଥ‌ିବୀର ଶ୍ରେଷ୍ଠ ଗାଡ଼ିଚାଳକମାନଙ୍କ ମଧ୍ୟରୁ ଜଣେ ଭାବରେ ସେ ରାମର ଭୂୟସୀ ପ୍ରଶଂସା କରିଛନ୍ତି ।

ସେ ଗଭୀର ଭାବରେ କର୍ତ୍ତବ୍ୟପରାୟଣ । ରାମକୁ ଏକ ମାମୁଲି ଗାଡ଼ିଚାଳକଭାବେ ବିବେଚନା କରିବାକୁ ଲେଖକ ଆଗ୍ରହୀ ନ ଥିଲେ । ଜଣେ ଦଳ-ସାଥୀଭାବେ ଭୂମିକା ଗ୍ରହଣ କରିବା ନିମନ୍ତେ ସେ ତାଙ୍କ ଗାଡ଼ିଚାଳକକୁ ଉତ୍ସାହିତ କରୁଥିଲେ । ସେ ଗାଡ଼ି ଚଳାଉ ନଥିବାବେଳେ ତାଙ୍କୁ ଦପ୍ତର କାର୍ଯ୍ୟରେ ସାହାଯ୍ୟ କରିବାକୁ ଲେଖକ ଚାହୁଁଥିଲେ । ଲେଖକଙ୍କ ମତରେ ବିବିଧ କାର୍ଯ୍ୟଭାର କର୍ମଚାରୀମାନଙ୍କଠାରେ ଆତ୍ମ-ସମ୍ମାନ, ପ୍ରେରଣା ଏବଂ ଦଳୀୟ ସ୍ପୃହା ବୃଦ୍ଧି କରାଇବାରେ ସାହାଯ୍ୟ କରେ । ଭାରତରେ ଉପଯୁକ୍ତ ଦଳ ସୃଷ୍ଟି କରିବା କଷ୍ଟକର, କାରଣ କେହି କାହାର ଅଧୀନରେ ରହିବାକୁ ଚାହାନ୍ତି ନାହିଁ । ବିବିଧତାର ସହିତ କାର୍ଯ୍ୟ କରିବା ସେତେବେଳେ ସମ୍ଭବ ହେବ, ଯେତେବେଳେ ଆମେମାନେ ବ୍ୟକ୍ତିଗତ, ଜାତିଗତ ଏବଂ ଗୋଷ୍ଠୀଗତ ସ୍ଵାର୍ଥରୁ ମୁକ୍ତ ରହିପାରିବା ।

ଲେଖକଙ୍କ ମତରେ କୌଣସି ପଦବୀରେ ରହିବାକୁ ହେଲେ ବୟସ ଗୁରୁତ୍ଵପୂର୍ଣ୍ଣ ନୁହେଁ । ବରିଷ୍ଠ ପଦ ପାଇଁ ସାମର୍ଥ୍ୟର ଆବଶ୍ୟକତା ବେଶୀ। ସୁନିପୁଣତା ମଧ୍ୟ ସମାନ ଭାବରେ ଗୁରୁତ୍ଵପୂର୍ଣ୍ଣ । ବରିଷ୍ଠ ଅଧିକାରୀମାନେ କମ୍ ଆତ୍ମସମ୍ମାନ ଥ‌ିବା କର୍ମଚାରୀମାନଙ୍କୁ ଟିକିଏ ବେଶୀ ଗେହ୍ଲା କରିବା ଏବଂ ଉତ୍ସାହିତ କରିବା ଉଚିତ । ଏହି ପ୍ରବନ୍ଧର ଶେଷରେ ଲେଖକ ବୃହତ୍ କମ୍ପାନୀ ପରିବେଶ ପାଇଁ କେତେକ ଆବଶ୍ୟକ ମୌଳିକ ଆଦର୍ଶ ଉପରେ ଆଲୋକପାତ କରିଛନ୍ତି । ସେଗୁଡ଼ିକ ହେଉଛି ଅନ୍ୟମାନଙ୍କ ପ୍ରତି ସମ୍ମାନ, ସ୍ପଷ୍ଟତା, ସାଧୁତା, ଯୋଗଯୋଗ ରକ୍ଷା, ଭିନ୍ନ ମତ ପୋଷଣ ପାଇଁ ଇଚ୍ଛା, ବିବାଦର ସମାଧାନ ଏବଂ ଦଳର ବୃହତ୍ତର ସ୍ବାର୍ଥକୁ ସର୍ବାନ୍ତକରଣରେ ସ୍ଵୀକୃତି ଦେବା ।

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Odisha State Board CHSE Odisha Class 12 Invitation to English 1 Solutions Chapter 3 The Portrait of a Lady Textbook Exercise Questions and Answers.

Class 12th Invitation English Chapter 3 The Portrait of a Lady Question Answers CHSE Odisha

The Portrait of a Lady Class 12 Questions and Answers

Unit Wise Gist and Glossary:

UNIT – I:
Gist:
The writer speaks of his own grandmother. By the time, he wrote the story, she was quite old and all her hair had been white. Her wrinkled face and body gave him a kind of surprise. Twenty years have elapsed since the writer had been with his grandmother. People said that once the old lady was as beautiful as a fairy. Her husband – the writer’s grandfather was also very handsome. His photo was being hung in the drawing room of the writer.

He was clad in a big turban and loose-fitting clothes. The writer noticed his ripe old age. Grandmother had always been short and fat, and her back was slightly bent. Wrinkles were across her face. When the writer came to know her, she had been in such a condition. She was always clad in a spotless white saree. Her silver locks were spread messily over her pale, wrinkled face. She was always in a state of saying a prayer that could not be heard distinctly. She was beautiful. She was a picture of calmness. She had a divine beauty.
ସାରମର୍ମ :
ଲେଖକ ତାଙ୍କ ନିଜ ବୁଢ଼ୀମା’ଙ୍କ ବିଷୟରେ ବର୍ଣ୍ଣନା କରିଛନ୍ତି । ଯେତେବେଳେ ସେ ଗଛଟି ଲେଖିଥିଲେ, ସେତେବେଳକୁ ତାଙ୍କ ବୁଢ଼ୀମା’ ସମ୍ପୂର୍ଣ୍ଣ ବୁଢ଼ୀ ହୋଇଯାଇଥିଲେ ଏବଂ ତାଙ୍କର ସମସ୍ତ କେଶ ଧଳା ହୋଇ ଯାଇଥିଲା । ତାଙ୍କର କୁଞ୍ଚ୍ ମୁଖମଣ୍ଡଳ ଓ ଶରୀର ତାଙ୍କୁ ଏକପ୍ରକାର ବିସ୍ମିତ କରୁଥିଲା । ଦୀର୍ଘ ୨୦ ବର୍ଷ ଧରି ସେ ତାଙ୍କ ବୁଢ଼ୀମା’ଙ୍କ ସହିତ ଥିଲେ । ଲୋକମାନେ କହୁଥିଲେ ଯେ ଏକଦା ଏହି ବୁଢ଼ୀ ସ୍ତ୍ରୀଲୋକଜଣକ ପରୀ ଭଳି ସୁନ୍ଦରୀ ଥିଲେ । ତାଙ୍କ ସ୍ଵାମୀ –ଲେଖକଙ୍କ ବୁଢ଼ାବାପା ଖୁବ୍ ସୁନ୍ଦର ଥିଲେ । ତାଙ୍କ ଫଟୋ ଲେଖକଙ୍କ ବୈଠକଘରେ ଟଙ୍ଗା ଯାଇଥିଲା । ବଡ଼ ପଗଡ଼ି ଓ ଢିଲା ପୋଷାକ ତାଙ୍କର ସମଗ୍ର ଶରୀରକୁ ଆବୃତ କରୁଥିଲା ।

ଲେଖକ ତାଙ୍କର ପରିପକ୍ଵ ବୃଦ୍ଧ ଅବସ୍ଥାକୁ ଦେଖୁ ପାରୁଥିଲେ । ବୁଢ଼ୀମା’ ଗେଡ଼ୀ ଓ ମୋଟୀ ଥିଲେ ଏବଂ ତାଙ୍କ ଅଣ୍ଟା ଅଳ୍ପ ନଇଁ ପଡ଼ିଥିଲା । ତାଙ୍କ ମୁଖମଣ୍ଡଳରେ କୁଞ୍ଚେତ ରେଖାର ଦାଗସବୁ ରହିଥିଲା । ଲେଖକ ତାଙ୍କୁ ଜାଣିବା ଦିନଠାରୁ ସେ ସେହି ଅବସ୍ଥାରେ ଥିଲେ । ସେ ସର୍ବଦା ଦାଗହୀନ ଧଳା ଶାଢ଼ି ପରିଧାନ କରୁଥିଲେ । ରୁପା ସଦୃଶ ଦେଖାଯାଉଥ‌ିବା ତାଙ୍କର ଆଲୁଳାୟିତ କେଶରାଶି ତାଙ୍କର ମଳିନ ଓ କୁଞ୍ଚ ମୁଖମଣ୍ଡଳ ଉପରେ ବିଛାଇ ହୋଇ ପଡ଼ୁଥିଲା । ସେ ସର୍ବଦା ପ୍ରାର୍ଥନା କରୁଥିବା ଅବସ୍ଥାରେ ରହୁଥିଲେ, ଯାହାକି ସ୍ପଷ୍ଟଭାବେ ଶୁଣି ହେଉ ନ ଥିଲା । ସେ ସୁନ୍ଦରୀ ଥିଲେ । ସେ ନୀରତବାର ପ୍ରତିଛବି ଥିଲେ । ତାଙ୍କଠାରେ ସ୍ୱର୍ଗୀୟ ସୁଷମା ଭରି ରହିଥିଲା ।

Glossary:
wrinkled : କୁଞ୍ଚିତ ହୋଇଯାଇଥିଲେ
pretty : attractive without being very beautiful (ଆକର୍ଷଣୀୟା)
that believe: ବିଶ୍ଵାସ କରିବା କଷ୍ଟକର ଥିଲା
portrait : photograph or painting of a person (ପ୍ରତିକୃତି)
hung : ଝୁଲୁଥି
mantlepiece : a shelf (ଏକ ଥାକ)
turban : ପଗଡ଼ି
loose-fitting clothes : ଢିଲା ପୋଷାକ
beard : ଦାଢ଼ି
at least : ଅନ୍ତତଃ
sort : kind (ପ୍ରକାର )
as if : ସତେ ଯେମିତି
lots and lots : ବହୁତ/ ଅନେକ
revolting : (here) unbelievable (ଅବିଶ୍ୱାସ୍ୟ)
quite : ସମ୍ପୂର୍ଣ୍ଣ ଭାବରେ
absurd : not logical and sensible (ଉଦ୍ଭଟ)
undignified : not respectable ( ସମ୍ମାନଯୋଗ୍ୟ ନୁହେଁ)
treated : (here) considered (ବିଚାର କରୁଥିଲେ )
the Prophets : the Saints (ସାଧୁସନ୍ଥମାନେ )
slightly : a little (ଟିକିଏ)
bent : ନଇଁ ଯାଇଥିଲେ
criss-cross : ଛକି ଚିହ୍ନ
terribly old : very old (ବହୁତ ବୁଢ଼ା)
hobbled : walked awkwardly (କଷ୍ଟରେ ଚାଲୁଥିଲେ)
spotless : a very clear (ଦାଗହୀନ)
stoop : bend (ନଇଁ ପଡ଼ିବା)
beads of rosary : ଜପାମାଳିର ମାଳି
silver : white (ଧଳା)
locks : କେଶରାଶି
scattered : spread (ବିଛାଇ ହୋଇ ପଡ଼ିଥିଲା)
untidily : ଅସଂଯତ ଭାବେ
puckered : କୁଞ୍ଚ
constantly : ଲଗାତରଭାବେ
inaudible : ଅସ୍ପଷ୍ଟ
expanse : ବିସ୍ତୀର୍ଣ୍ଣ
serenity : calmness (ସ୍ନିଗ୍ଧତା)
contentment : satisfaction (ସନ୍ତୋଷ)

Think about it:
Question 1.
Why was it hard for the author to believe that his grandmother was once young and pretty?
Answer:
It was hard for the author to believe that his grandmother was once young and pretty, because he, in spite of staying with her for the last twenty years, did not find any change in her beauty. She was as elegant as ever.

Question 2.
How did the grandfather appear in his portrait?
Answer:
His grandfather appeared at least to be a hundred-year-old person in his portrait.

Question 3.
What sort of a person did he look in his portrait?
Answer:
He looked in his portrait as a sort of person who couldn’t have a wife or children, but could only have many grandchildren.

Question 4.
How does the author portray his grandmother?
Answer:
The writer states that his grandmother, short and fat, was a little bent. Age didn’t have any impact on her age and she was pretty and very active.

Question 5.
Why does he say, “the thought was almost revolting”?
Answer:
He says “that the thought was almost revolting”, because it was quite difficult on his part to believe that his grandmother was once pretty and young.

Question 6.
The grandmother had a divine beauty. How does the author bring this out?
Answer:
The author states that the grandmother had a divine beauty because she was a picture of rare calmness, peace and contentment. Her beauty resembling ‘the winter landscape in the mountains’ is also a case in point.

UNIT – II

Gist:
The relationship between the writer and his grandmother was quite friendly. She was active to the core. Every day, she used to wake up the writer in the morning to be ready to go to school. She was uttering the monotonous song while bathing and dressing the writer. The writer liked her very much. His grandmother was going to school with him because there was a temple attached to the school. She would sit inside and read holy books. After school was over, they came back home followed by dogs growling and fighting with each other for the chapattis they flung at them.
ସାରମର୍ମ :
ଲେଖକ ଏବଂ ବୁଢ଼ୀମା’ଙ୍କ ସମ୍ପର୍କ ସମ୍ପୂର୍ଣ୍ଣରୂପେ ବନ୍ଧୁତ୍ଵପୂର୍ଣ୍ଣ ଥିଲା । ସେ ଖୁବ୍ ଚଳଚଞ୍ଚଳ ଥିଲେ । ବିଦ୍ୟାଳୟକୁ ଯିବାକୁ ପ୍ରସ୍ତୁତ ହେବା ପାଇଁ ସେ ପ୍ରତିଦିନ ସକାଳେ ଲେଖକଙ୍କୁ ଉଠାଉଥିଲେ । ଲେଖକଙ୍କୁ ଗାଧୋଇଦେବା ଓ ପୋଷାକ ପିନ୍ଧାଇବା ସମୟରେ ସେ ଗୁଣୁଗୁଣୁ ସ୍ଵରରେ ବିରକ୍ତିକର ଗୀତ ଗାଉଥିଲେ । ଲେଖକ ତାଙ୍କୁ ବହୁତ ଭଲ ପାଉଥିଲେ । ସେ ପ୍ରତିଦିନ ତାଙ୍କ ସହିତ ବିଦ୍ୟାଳୟକୁ ଯାଉଥିଲେ କାରଣ ବିଦ୍ୟାଳୟକୁ ଲାଗି ମନ୍ଦିରଟିଏ ଥିଲା । ସେ ମନ୍ଦିର ଭିତରେ ବସି ପବିତ୍ର ବହିସବୁ ପଢୁଥିଲେ । ବିଦ୍ୟାଳୟ ଛୁଟି ହେବା ପରେ ସେମାନେ ଘରକୁ ଫେରୁଥିଲେ । ସେମାନଙ୍କୁ ପଛେ ପଛେ କୁକୁରମାନେ ଆସୁଥିଲେ । ବୁଢ଼ୀମା’ ଏବଂ ଲେଖକ ସେମାନଙ୍କ ଆଡ଼କୁ ଫୋପାଡ଼ୁଥିବା ଚପାତିଗୁଡ଼ିକ ପାଇଁ ସେମାନେ ପରସ୍ପର ମଧ୍ୟରେ କଳି କରୁଥିଲେ ।

Glossary:
wake : ଉଠେଇ ଦେବା
monotonous : boring (ବିରକ୍ତିକର)
sing-song : singing in a repeated rising and falling rhythm (ବାରମ୍ବାର ଉତ୍‌- ପତିତ ସ୍ଵରରେ ଗୀତ ଗାଇବା)
get heart : ମୁଖସ୍ଥ କରିବା
ever bothered : never cared
fetch : ଆଣିବା
tiny : very small
earthen : ମାଟି ତିଆରି
tie : bind (ବାନ୍ଧିବା)
stale : ବାସି
attached : connected (ସଂଲଗ୍ନ ଥିଲା)
priest : ପୂଜକ
rows : ଧାଡ଼ି ଧାଡ଼ି
chorus : ମିଳିତ ସ୍ଵର
scriptures : holy books (ପବିତ୍ର ପୁସ୍ତକସବୁ )
growling : make a low guttural sound of hositility in throat (ନିମ୍ନ ସ୍ଵର ଅସନ୍ତୋଷ ପ୍ରକାଶ କରି ଶବ୍ଦ କରିବା)

Think it out:
Question 1.
What was the grandmother’s routine in the village?
Answer:
The grandmother’s routine in the village comprised waking the writer up in the morning and preparing him for school. She also went to school with him and came back home together after his school was over.

Question 2.
How did the grandmother take care of the writer during his childhood? Was she a good companion of the writer in the village?
Answer:
The grandmother took minute care of the writer during his childhood beginning from walking him up, bathing and dressing him to accompanying him to school and coming back home. She did not forget to give him breakfast. Yes, she was certainly a good companion of the writer, as his parents lived in the city.

Question 3.
What lessons did the writer learn from the village priest?
Answer:
The writer learnt the alphabet and the morning prayer from the village priest.

Question 4.
How did the grandmother spend her time at the temple?
Answer:
The grandmother spent her time at the temple in reading holy books.

Question 5.
Was she a religious person? How?
Answer:
Yes, she was a religious lady. Her morning prayer, frequent visits to the temple and reading holy books inside it arid throwing chapattis to the village dogs who followed them to their home justify this fact.

UNIT – III

Gist:
The writer and his grandmother went to the city after his parents’ comfortable settlement there. That marked a turning point in their friendship. In spite of sharing the same room, she no longer accompanied him to school. There was no sign of dogs in the streets. She started feeding sparrows in the courtyard of their city house. Years flew by. Their meeting grew much less. She enquired of him about what the teacher taught him. The writer responded to her treat they were taught English words, western science and the law of gravity.

As she could not help him in his study, she felt unhappy. When the writer went to University, he was allotted a room for his stay. The common bond of friendship suffered a setback. His grandmother accepted her loneliness with quiet resignation. She spent time with her spinning wheel. From sunrise to sunset she sat by her wheel spinning and reciting prayers. In the afternoon, she relaxed for a while to feed the sparrows. She was always getting surrounded by sparrows that were perching on her legs and shoulders. She enjoyed being in the midst of their company.
ସାରମର୍ମ :
ତାହା ସେମାନଙ୍କର ସମ୍ପର୍କରେ ଏକ ମୋଡ଼ ସୃଷ୍ଟି କଲା । ଏକା କୋଠରିରେ ରହିବା ସତ୍ତ୍ବେ, ବୁଢ଼ୀମା’ ଆଉ ତାଙ୍କ ତାହା ସେମାନଙ୍କର ସମ୍ପର୍କରେ ଏକ ମୋଡ଼ ସୃଷ୍ଟି କଲା । ଏକା କୋଠରିରେ ରହିବା ସତ୍ତ୍ବେ, ବୁଢ଼ୀମା’ ଆଉ ତାଙ୍କ ସହିତ ବିଦ୍ୟାଳୟକୁ ଯାଇପାରିଲେ ନାହିଁ । ସେଠାକାର ରାସ୍ତାମାନଙ୍କର କୁକୁରମାନଙ୍କର ଚିହ୍ନବର୍ଣ୍ଣ ନ ଥିଲା । ବୁଢ଼ୀମା’ ତାଙ୍କ ସହରରେ ଥ‌ିବା ଘର ଅଗଣାରେ ଘରଚଟିଆମାନଙ୍କୁ ଖାଇବାକୁ ଦେବା ଆରମ୍ଭ କରିଦେଲେ । ସମୟ ଗଡ଼ି ଚାଲିଲା । ସେମାନଙ୍କର ସାକ୍ଷାତ୍ କମିଯିବାକୁ ଲାଗିଲା। ଶିକ୍ଷକ କ’ଣ ପଢ଼ାଉଥିଲେ ସେ ଲେଖକଙ୍କୁ ସେ ବିଷୟରେ ପଚାରୁଥିଲେ । ଲେଖକ କହୁଥିଲେ ଯେ ସେମାନଙ୍କୁ ଇଂରାଜୀ ଶବ୍ଦ, ପାଶ୍ଚାତ୍ୟ ବିଜ୍ଞାନ ଓ ମାଧ୍ୟାକର୍ଷଣ ନିୟମ ଆଦି ପଢ଼ାଯାଉଛି ।

ଯେହେତୁ ବୁଢ଼ୀମା’ ପାଠପଢ଼ାରେ ସାହାଯ୍ୟ କରିପାରୁ ନ ଥିଲେ, ତେଣୁ ସେ ଦୁଃଖୀ ହେଲେ । ଯେତେବେଳେ ଲେଖକ ବିଶ୍ଵବିଦ୍ୟାଳୟକୁ ଗଲେ, ତାଙ୍କୁ ରହିବା ପାଇଁ ଗୋଟିଏ କୋଠରି ଦିଆଗଲା । ଏହିଠାରୁ ବନ୍ଧୁତ୍ଵର ସାଧାରଣ ବନ୍ଧନ ଛିନ୍ନ ହେଲା । ତାଙ୍କ ବୁଢ଼ୀମା’ ନିଃସଙ୍ଗତାକୁ ନୀରବ ପ୍ରତିବାଦ ସହ ଗ୍ରହଣ କରିନେଲେ । ସେ ଚରଖା ସହିତ ନିଜର ସମୟ ବିତାଇଲେ । ସୂର୍ଯ୍ୟୋଦୟଠାରୁ ସୂର୍ଯ୍ୟାସ୍ତ ପର୍ଯ୍ୟନ୍ତ ସେ ଚରଖା ପାଖରେ ବସି ରହୁଥିଲେ ଏବଂ ପ୍ରାର୍ଥନା କରୁ ଥିଲେ । ଅପରାହ୍ନରେ କିଛି ସମୟ ସେ ଘରଚଟିଆମାନଙ୍କୁ ଖୁଆଇବାରେ ବିତାଉଥିଲେ । ସେ ସର୍ବଦା ଘରଚଟିଆମାନଙ୍କ ଗହଣରେ ରହୁଥିଲେ ଯେଉଁମାନେ ତାଙ୍କ ଗୋଡ଼ ଓ କାନ୍ଧ ଉପରେ ବସି ଯାଉଥିଲେ । ସେ ସେମାନଙ୍କ ଗହଣରେ ଆନନ୍ଦ ଉପଭୋଗ କରୁଥିଲେ ।

Glossary:
comfortably settled : ସ୍ବଚ୍ଛନ୍ଦରେ ବସବାସ କଲେ
sent for : ପାଇଁ ପଠାୟାଇଛି
turning-point : ମୋଡ଼
took to : began (ଆରମ୍ଭ କଲେ)
sparrow : ଘରଚଟିଆ
years rolled by : ବର୍ଷ ପରେ ବର୍ଷ ବିତିଗଲା
western science : ପାଶ୍ଚାତ୍ୟ ବିଜ୍ଞାନ
the law of gravity: ମାଧ୍ୟାକର୍ଷଣ ନିୟମ
Archimedes principle : ଆର୍କିମେଡେଙ୍କ ନୀତି |
distressed : felt extreme anxiety or suffering (ଅତିଶୟ ଦୁଃଖ ଅନୁଭବ କଲେ )
announced : (here) told (କହିଲେ)
disturbed : confused (ଦ୍ବନ୍ଦ୍ବ ରେ ପଡ଼ିଲେ)
lewd : vulgar (ଇତର/ନୀଚ)
It …. harlots : ଏହା ଉପରେ
gentlefolk : gentle people (ଭଦ୍ରଲୋକ)
link : bond (ବନ୍ଧନ)
snapped : broke (ଭାଙ୍ଗିଗଲା|ତୁଟିଗଲା)
seclusion : loneliness (ଏକାକୀତ୍ଵ)
resignation : (here) calmness (ନୀରବରେ|ଶାନ୍ତଭାବେ)
spinning wheel : ଚରଖା
bits : pieces (ଟୁକୁରା)
veritable bedlam of
chirrupings : a genuine scene of noise or confusions caused by the chirruping of the sparrows which scattered and perched around the author’s grandmother
chirruping : ପକ୍ଷୀମାନଙ୍କର କାକଳି
shooed : drove away (ହୁଡ଼େଇଲେ / ତଡ଼ିଦେଲେ)

Think it out:
Question 1.
Why didn’t the grandmother accompany the writer to school in the city?
Answer:
The grandmother did not accompany the writer to school, because the latter went there in a motor bus.

Question 2.
Why couldn’t the grandmother help the writer with his lessons at the city school?
Answer:
The grandmother couldn’t help the writer with his lessons at the city school, because she did not know the subjects such as English, western science, the law of gravity, etc. which he was taught there.

Question 3.
Why did the lessons at the English school distress the grandmother?
Answer:
The lessons at the English school distressed the grandmother because the school didn’t teach about God and holy books to the students.

Question 4.
Why was she disturbed about music lessons at the English school?
Answer:
She was disturbed by music lessons at the English school, because, in her view, music had vulgar associations. It was meant exclusively for prostitutes, but not for gentlefolk.

Question 5.
What were the three ways in which the grandmother spent her days when the author went to University?
Answer:
The three ways in which the grandmother spent her days when the author went to University were spinning, reciting prayers and feeding the sparrows.

Question 6.
What was the happiest time of the day for her?
Answer:
The happiest time of the day for her was to be in the midst of chirruping sparrows and feeding them. Though they sat comfortably on her legs and shoulder, she smiled instead of driving them away.

Question 7.
How did she accept her seclusion?
Answer:
She calmly accepted her seclusion.

UNIT – IV

Gist:
The writer made up his mind to go to a foreign country for further studies. She knew that his grandmother would be sad. But she came to see him off at the railway station. She maintained silence. She did not show any emotion. She was totally absorbed in prayer. Her fingers kept on telling the beads of her rosary. At last, the writer departed. The parting from his grandmother was indeed heart-touching. It possibly marked the last sign of their physical contact. But that proved wrong. Five years elapsed. The writer came back home and was received at the station by his grandmother. She was speechless.

That evening he noticed a great change in her behavior. She stopped praying. She seemed to be very happy spending time with the older women folk. The following morning, she suffered from mild fever. She could not recover from it. At last, she died peacefully. This concluding unit ends on a moving note. Thousands of sparrows sitting scattered on the floor sadly witnessed the grandmother’s dead body. They neither chirruped nor touched little crumbs of bread. They flew away silently when the writer and his family members carried his grandmother’s dead body. Here ends the portrait of a pious lady.

ସାରମର୍ମ :
ଉଚ୍ଚଶିକ୍ଷା ନିମନ୍ତେ ବିଦେଶକୁ ଯିବା ପାଇଁ ଲେଖକ ମନସ୍ଥ କଲେ । ସେ ଜାଣିଥିଲେ ତାଙ୍କର ବୁଢ଼ୀମା’ ଦୁଃଖୀ ହେବେ । କିନ୍ତୁ ସେ ଲେଖକଙ୍କୁ ବିଦାୟ ଦେବା ପାଇଁ ଷ୍ଟେସନକୁ ଆସିଥିଲେ । ସେ ନୀରବ ଥିଲେ ଏବଂ କୌଣସି ଭାବପ୍ରବଣତା ଦେଖାଇ ନ ଥିଲେ । ସେ ପ୍ରାର୍ଥନା ଭିତରେ ସମ୍ପୂର୍ଣ୍ଣରୂପେ ମଜ୍ଜି ଯାଇଥିଲେ । ତାଙ୍କର ଆଙ୍ଗୁଳିଗୁଡ଼ିକ ଜପାମାଳିର ମାଳି ଗଡ଼ାଇବାରେ ଲାଗିଥିଲେ । ଶେଷରେ ଲେଖକ ବିଦାୟ ନେଲେ । ବାସ୍ତବରେ ବୁଢ଼ୀମା’ଙ୍କଠାରୁ ବିଦାୟ ମର୍ମସ୍ପର୍ଶୀ ଥିଲା । ଏହା ବୋଧହୁଏ ସେମାନଙ୍କର ଶାରୀରିକ ସଂସ୍ପର୍ଗର ଶେଷ ଚିହ୍ନ ଥିଲା । କିନ୍ତୁ ତାହା ଭୁଲ୍ ପ୍ରମାଣିତ ହେଲା। ପାଞ୍ଚ ବର୍ଷ ବିତିଗଲା । ଲେଖକ ଘରକୁ ଫେରିଲେ ଏବଂ ବୁଢ଼ୀମା’ ତାଙ୍କୁ ଷ୍ଟେସନରେ ପାଛୋଟି ନେଲେ । ସେ ନୀରବ ଥିଲେ ।

ସେଦିନ ସନ୍ଧ୍ୟାରେ ସେ ବୁଢ଼ୀମା’ଙ୍କର ବ୍ୟହାରରେ ଅଦ୍ଭୁତ ପରିବର୍ତ୍ତନ ଦେଖ‌ିଲେ । ସେ ପ୍ରାର୍ଥନା ବନ୍ଦ କରି ଦେଇଥିଲେ । ପୁରୁଖା ସ୍ତ୍ରୀଲୋକମାନଙ୍କ ସହିତ ସମୟ କଟାଇ ଖୁସିଥ୍‌ର ଜଣା ପଡୁଥିଲେ । ପରଦିନ ସକାଳେ ତାଙ୍କୁ ସାମାନ୍ୟ ଜ୍ଵର ହେଲା । ସେ ଏଥୁରୁ ରକ୍ଷା ପାଇ ପାରିନଥିଲେ । ଶେଷରେ ସେ ଶାନ୍ତିରେ ଆଖି ବୁଜିଲେ । ସେତେବେଳେର ଦୃଶ୍ୟ ଖୁବ୍ କରୁଣ ଥିଲା। ହଜାର ହଜାର ଘରଚଟିଆ ଚଟାଣ ଉପରେ ବିକ୍ଷିପ୍ତ ଭାବରେ ବସି ବୁଢ଼ୀମା’ଙ୍କର ମୃତ ଦେହକୁ ଅନାଉଥିଲେ । ସେମାନେ କୋଳାହଳ କରୁନଥିଲେ କିମ୍ବା ରୁଟି ଟୁକୁଡ଼ାକୁ ଛୁଇଁନଥିଲେ । ଯେତେବେଳେ ଲେଖକ ଏବଂ ତାଙ୍କର ପରିବାର ବୁଢ଼ୀମା’ଙ୍କ ଶବକୁ ନେଇଗଲେ, ସେମାନେ ନୀରବରେ ଉଡ଼ି ପଳେଇଲେ ।

Glossary:
further studies : (here) higher studies (ଉଚ୍ଚଶିକ୍ଷା)
upset : disappointed or worried (ହତାଶ ହେବା/ବିବ୍ରତ ହେବା)
sentimental : easily moved by tender feelings (ଭାବପ୍ରବଣ )
lost : ହଜିଯାଇଥିଲା
cherished : ଆନନ୍ଦ ଅନୁଭବ କରିଥିଲେ
the moist imprint : ଲୁହର ଛାପ
She …… words : The writer’s grandmother was speechless.
clasped : grasped tightly one’s hand
frivolous rebukes : affectionate scolding (ସ୍ନେହବୋଳା ଗାଳି)
thumped : hit heavily with the fist (ମୁଠାରେ ଜୋର୍‌ରେ ଆଘାତ କଲେ)
sagging skins : ଓହଳି ପଡ଼ିଥ‌ିବା ଚମଡ଼ା
dilapidated : old and in very bad condition (ଜରାଜୀର୍ଣ୍ଣ ଅବସ୍ଥାରେ ଥ‌ିବା)
warrior : ଯୋଦ୍ଧା
persuade : ପ୍ରବର୍ତ୍ତେଇବା
mild : ସାମାନ୍ୟ
before …. life : before the grandmother’s death (ବୁଢ଼ୀମା’ଙ୍କ ମୃତ୍ୟୁ ପୂର୍ବରୁ)
waste time : ଅଧ‌ିକ ସମୟ ନଷ୍ଟ କରିବା
protested : ପ୍ରତିବାଦ କଲୁ
ignored : ଅବଜ୍ଞା କଲେ
suspect : doubt (ସନ୍ଦେହ କରିବା)
lifeless : ନିର୍ଜୀବ
pallor : unnatural paleness ( ଅସ୍ଵାଭାବିକ ମଳିନତା)
customary : ପ୍ରଥା ଅନୁସାରେ
shroud : a piece of cloth or a sheet wrapped round a dead body
crude : rude (ନିଷ୍ଠୁର)
cremated : ଶବ ସତ୍କାର ହେଲା
lit : lighted (ଆଲୋକିତ କରୁ)
blaze : bright flame (ଉଜ୍ଜ୍ଵଳ ଦୀପ୍ତି)
golden light : ସୁନେଲି କିରଣ
stiff : hard (କଠିନ)
wrapped : covered (ଆବୃତ କଲେ)
scattered : ଛିନ୍ନଭିନ୍ନ
took no notice of: ଅନାଇଲେ ନାହିଁ
corpse : dead body (ମୃତ ଦେହ)
quietly : silently (ଚୁପ୍‌ଚାପ୍ ଭାବରେ)
swept : ଓଳେଇଦେଲେ

Think it out:
Question 1.
How did the grandmother see the author off at the railway station?
Answer:
The grandmother saw the author off at the railway station without showing any emotion. Besides, she silently kissed his forehead.

Question 2.
How did she receive him when he came back home from abroad?
Answer:
When he came back home from abroad, she embraced him in her arms. She was speechless and saying her prayers.

Question 3.
What were her happiest moments on the first day of his arrival?
Answer:
Her happiest moments on the first day of his arrival were in the company of her sparrows whom she fed longer and with affectionate scolding.

Question 4.
How did she celebrate his return in the evening? Does her behavior appear odd to you?
Answer:
She celebrated his return in the evening, thumping the weak skins of the ruined old drum and singing of the homecoming warriors in the company of the women of the neighborhood. Yes, her behavior appears odd to me as she stopped her prayer for the first time on that evening.

Question 5.
How did she pass away?
Answer:
She passed away peacefully, while she was laying in bed praying and telling her beads.

Question 6.
How did sparrows react when the author’s grandmother died?
Answer:
When the author’s grandmother died, the sparrows plunged into grief. They neither chirruped nor took any notice of little crumbs of bread.

Question 7.
“Next morning the sweeper swept the bread crumbs into the dust bin.” What does this line imply?
Answer:
This line implies that the sparrows were beside themselves with grief.

Post-Reading Activities:

Write a paragraph on the following points to portray the character of the grandmother :
The writer’s grandmother is a widow
She is very old – wrinkled face – her grey hair usually remains scattered on her puckered face – fat, short, and has a stoop – cannot walk straight – hobbles with her hand on her waist to balance her stoop
She belongs to a Punjabi family and lives with her son, daughter-in-law, and her grandson
She is religious – goes to the temple daily – reads holy books – tells the beads of the rosary
She is very kind – feeds the dogs with chapattis – feeds the sparrows and enjoys their company
She is a good companion – helps her grandson to get ready for school – helps him in his lessons – accompanies him to the school
She is culture loving – loves Indian culture, is fond of singing and spinning – has a strong dislike for western and scientific education
She is peaceful by nature – calm and cool – does not show resentment – becomes quiet and private instead
Her death is mourned by the family and her pet sparrows.

Answer:
The pen picture of a grandmother
The writer’s grandmother who comes from a Punjabi family is a widow. She is in a state of ripe old age. She is a deeply pious lady. She takes pleasure in walking to the temple every day, reading sacred books and telling the beads of the rosary. The writer’s grandmother epitomizes kindness. This finds a great reflection in her act of feeding the dogs and sparrows. She gives constant company to her grandson. She is an avid lover of Indian culture. She is the picture of serenity. Grandmother’s death is a stunning loss to the family and her fond sparrows.

Doing with words :
(A) Make sentences with the following expressions :
(i) the thought was almost revolting
(ii) an expanse of pure white serenity
(iii) a veritable bedlam of chirruping
(iv) frivolous rebukes
(v) the sagging skins of the dilapidated drum
Answer:
(i) the thought was almost revolting – I greatly enjoyed my grandparents’ company. The thought contrary to it was almost revolting to him.
(ii) an expanse of pure white serenity – My grandmother’s look epitomizes an expanse of pure white serenity.
(iii) a veritable bedlam of chirruping – The birds produce a veritable bedlam of chirruping.
(iv) frivolous rebukes – I am averse to your frivolous rebukes.
(v) the sagging skins of the dilapidated drum – I wanted him to beat the sagging skins of the dilapidated drum.

(B) Notice the following uses of the word ‘tell’ in the text.
1. Her fingers were busy telling the beads of her rosary.
2. I would tell her English words and little things about Western science and learning.
3. At her age one could never tell.
4. She told us that her end was near.
Given below are four different meanings of the word ‘tell’. Match each meaning with its corresponding sentence given above.
1. make something known to someone in spoken or written words
2. count while reciting
3. be sure
4. give information to somebody
Answer:
1 – 2; 2 – 1; 3 – 3; 4 – 4

(C) A popular dictionary gives the following meanings for the word ‘drop’. Match each meaning with its corresponding sentence given below :
‘drop’ :
1. a small round mass of liquid
2. a reduction
3. to fall
4. to become weaker
5. to send a letter
Sentences :
(a) The bottle dropped and broke to pieces.
(b) Drop a postcard to me about your choice of career.
(c) A heavy shower of rain caused a drop in temperature.
(d) She shed a few drops of tears on the grave of her pet.
(e) His voice dropped to a whisper.
Answer:
1 – (d); 2 – (c); 3 – (a); 4 – (e); 5 – (b).

CHSE Odisha Class 12 English The Portrait of a Lady Important Questions and Answers

I. Multiple-Choice Questions (MCQs) with Answers:

Question 1.
The author of ‘The Portrait of a Lady’ is ______________.
(A) Khushwant Singh
(B) R.K. Narayan
(C) Manoj Das
(D) Steve Jobs
Answer:
(A) Khushwant Singh

Question 2.
The lady portrayed in the story is
(A) Grandmother
(B) Sister
(C) Mother
(D) Daughter
Answer:
(A) Grandmother

Question 3.
The grandfather in the portrait hung on the wall looked like
(A) old, thin and wrinkly
(B) young, handsome, well built
(C) old, long white beard worn a big turban
(D) None of the above
Answer:
(C) old, long white beard worn a big turban

Question 4.
Grandmother looked
(A) Fat, slightly bent
(B) Old, short, slightly bent, fat
(C) Long, fat, slightly bent
(D) Old, fat, long
Answer:
(B) Old, short, slightly bent, fat

Question 5.
The author’s parents left him with his grandmother when
(A) he was an infant
(B) he was a child
(C) he was a young man
(D) he was a teenager
Answer:
(B) he was a child

Question 6.
The animal grandmother used to feed in the village is
(A) cats
(B) dogs
(C) cows
(D) sparrows
Answer:
(B) dogs

Question 7.
The parents of the author were living in
(A) abroad
(B) other villages
(C) other states
(D) City
Answer:
(D) City

Question 8.
In the temple, grandmother was
(A) doing meditation
(B) reading scriptures
(C) singing religious prayers
(D) teaching other kids religious prayer
Answer:
(B) reading scriptures

Question 9.
The author went to study in the city in
(A) English school in motor bus
(B) by walking
(C) Hindu school
(D) None of these
Answer:
(A) English school in motor bus

Question 10.
The grandmother went to school with the author because
(A) the school was attached to the temple
(B) to guard him
(C) to see how he was reading
(D) None of the above
Answer:
(A) the school was attached to the temple

Question 11.
In the courtyard of the city house, grandmother used to feed
(A) dogs
(B) cats
(C) sparrows
(D) cows
Answer:
(C) sparrows

Question 12.
Grandmother after listening to the things taught in the English schools becomes unhappy because
(A) She could not help the writer with his lessons.
(B) She desired science.
(C) She did not want the writer should learn English
(D) None of the above
Answer:
(A) She could not help the writer with his lessons.

Question 13.
The common link of friendship was suspended when the writer ______________.
(A) went up to the university
(B) went up in a foreign trip
(C) married
(D) None of these
Answer:
(A) went up to the university

Question 14.
The grandmother died
(A) peacefully telling beads laying on the bed
(B) in the hospital
(C) while sleeping
(D) None of the above
Answer:
(A) peacefully telling beads laying on the bed

Question 15.
Why did the grandmother keep one hand on her waist?
(A) to pick up things easily
(B) to balance her stoop
(C) to correct her posture
(D) to eat food
Answer:
(B) to balance her stoop

Question 16.
The narrator had known his grandmother to be old and wrinkled for ______________.
(A) ten years
(B) thirty years
(C) twenty years
(D) twenty-five years
Answer:
(C) twenty years

Question 17.
The portrait of grandfather was hanging in the ______________.
(A) drawing room
(B) store room
(C) bedroom
(D) kitchen
Answer:
(A) drawing room

Question 18.
What did the author eat for breakfast?
(A) rice and curd
(B) thick bread with butter
(C) apples and bread
(D) thick and stale chapatis with a little butter and sugar spread on it
Answer:
(D) thick and stale chapatis with a little butter and sugar spread on it

Question 19.
The author treated the stories of grandmother’s youth and beauty as ______________.
(A) poetry
(B) fables
(C) drama
(D) None of these
Answer:
(B) fables

Question 20.
How did the grandmother spend her afternoon every day?
(A) by feeding hundreds of sparrows
(B) by taking a nap
(C) by talking to the author’s mother
(D) by going to temple
Answer:
(A) by feeding hundreds of sparrows

Question 21.
What change came in the grandmother’s evening time?
(A) she would sleep easily
(B) she would go for a walk
(C) she collected the women of the neighborhood
(D) she would talk with the author’s parents
Answer:
(C) she collected the women of the neighborhood

Question 22.
How did the grandmother spend her time in the city?
(A) spinning the wheel
(B) reading scriptures
(C) feeding dogs
(D) taking to neighbors
Answer:
(A) spinning the wheel

Question 23.
What did the village priest teach the students?
(A) scriptures
(B) alphabet and morning prayer
(C) moral lessons
(D) science
Answer:
(B) alphabet and morning prayer

Question 24.
What is the meaning of the word ‘chorus’?
(A) individually
(B) in a group
(C) between two people
(D) working hard
Answer:
(B) in a group

Question 25.
What was the grandmother doing inside the temple when the author was studying in the temple veranda?
(A) Reading scriptures
(B) Listening to the prayers
(C) Singing prayers
(D) Performing puja
Answer:
(A) Reading scriptures

Question 26.
Who would meet the author and his grandmother at the temple door?
(A) Sparrows
(B) Village monkeys
(C) Village dogs
(D) Village beggars
Answer:
(C) Village dogs

Question 27.
What was the turning point in the relationship of the author and his grandmother?
(A) The grandmother’s death
(B) The marriage of the author
(C) The separation of the author from his grandmother
(D) Their shifting from the village to the city
Answer:
(D) Their shifting from the village to the city

Question 28.
What did the grandmother do in her leisure in the city?
(A) Sang prayers
(B) Read scriptures
(C) Fed sparrows
(D) Fed pigeons
Answer:
(C) Fed sparrows

Question 29.
What was/were not taught to the author at the English school?
(A) English words
(B) Western science
(C) Scriptures
(D) Music lessons
Answer:
(A) English words

Question 30.
Why was the grandmother distressed with the teachings in English school?
(A) There was much emphasis on the alphabet
(B) There were no lessons on god and the scriptures
(C) Due to teaching music
(D) Due to teaching science
Answer:
(B) There were no lessons on god and the scriptures

Question 31.
When was the common link of friendship between the author and his grandmother snapped?
(A) When the author went abroad
(B) When the author joined the army
(C) When the author went to university
(D) When the author got a job
Answer:
(C) When the author went to university

Question 32.
What was the opinion of the grandmother about music?
(A) She supported music classes
(B) Music had a soothing effect
(C) Music had lewd associations
(D) Music was essential for the overall development
Answer:
(C) Music had lewd associations

Question 33.
What did the grandmother accept with resignation?
(A) Separation from the author
(B) Her fate
(C) Her ill-health
(D) Her approach to death
Answer:
(A) Separation from the author

Question 34.
How did the grandmother relax in the afternoon?
(A) By singing songs
(B) By reciting prayers
(C) By spinning the wheel
(D) By feeding the sparrows
Answer:
(D) By feeding the sparrows

Question 35.
Which was the happiest half-hour of the day for the grandmother?
(A) The time spent in the temple
(B) The time spent with the neighbors
(C) The time spent with the sparrows
(D) The time spent with the author
Answer:
(C) The time spent with the sparrows

Question 36.
What is the meaning of the sentence, “at her age one could never tell”?
(A) She was very old
(B) She did not eat much
(C) She did not behave properly
(D) She was so old that she could die at any moment
Answer:
(D) She was so old that she could die at any moment

Question 37.
Choose an appropriate word for the word ‘sentimental’ from the following:
(A) happy
(B) joyful
(C) emotional
(D) mournful
Answer:
(C) emotional

Question 38.
While going abroad what did the author cherish the most?
(A) Love of his family
(B) Care of his mother
(C) Affection of his grandmother
(D) His grandmother’s kiss on his forehead
Answer:
(D) His grandmother’s kiss on his forehead

Question 39.
When did the author come back home?
(A) After four years
(B) After five years
(C) After six years
(D) After two years
Answer:
(B) After five years

Question 40.
What is the synonym of the word ‘frivolous’?
(A) carefree
(B) serious
(C) funny
(D) mysterious
Answer:
(A) carefree

Question 41.
What is the meaning of the word ‘rebuke’?
(A) to hang
(B) to scold lightly
(C) to pray for mercy
(D) to learn something
Answer:
(B) to scold lightly

Question 42.
What change came over the author’s grandmother in the evening?
(A) she did not pray
(B) she started dancing wildly
(C) she collected drums from the neighborhood
(D) all of the above
Answer:
(A) she did not pray

Question 43.
What did the grandmother sing collecting the women of the neighborhood?
(A) Her prayers
(B) Home-coming of warriors
(C) Reception song for the author
(D) Scriptures
Answer:
(B) Home-coming of warriors

Question 44.
What happened the next morning?
(A) The grandmother became unconscious
(B) The author talked to his grandmother
(C) The grandmother was taken ill
(D) The grandmother started to sing again
Answer:
(C) The grandmother was taken ill

Question 45.
What did the grandmother tell all the family members?
(A) to call the doctor
(B) to bring her holy books
(C) to bring her a new rosary
(D) that her end was near
Answer:
(D) that her end was near

Question 46.
Why did the grandmother say that she was not going to talk to anyone?
(A) because she cannot speak
(B) because she wanted to pray
(C) because she wanted to die peacefully
(D) because she wanted to talk with the angels
Answer:
(B) because she wanted to pray

Question 47.
How did they know that she was dead?
(A) she closed her eyes
(B) the rosary fell from her fingers
(C) the doctor declared her dead
(D) her last prayer was said loudly
Answer:
(B) the rosary fell from her fingers

Question 48.
What was the custom regarding dead people?
(A) to cover the dead body with a red shroud
(B) to cover the dead body with a white shroud
(C) to cover the dead body with a black shroud
(D) to keep the dead body uncovered
Answer:
(A) to cover the dead body with a red shroud

Question 49.
Why did the family members stop halfway in the courtyard?
(A) as there were hundreds of ants
(B) as there were thousands of sparrows
(C) as there were thousands of monkeys
(D) as there were hundreds of dogs
Answer:
(B) as there were thousands of sparrows

Question 50.
Why did the sparrows not take notice of the bread crumbs lying on the floor?
(A) they never ate bread crumbs
(B) the bread crumbs were stale
(C) they were also mourning the death of their grandmother
(D) they had come to eat chapattis
Answer:
(C) they were also mourning the death of their grandmother

Question 51.
The bottle dropped and broke to pieces. (Pick out the correct dictionary meaning of the underlined word from the following)
(A) To fall
(B) To go down
(C) To become weaker
(D) To slip away
Answer:
(A) To fall

Question 52.
Drop me a postcard when you get there. (Pick out the correct dictionary meaning of the underlined word from the following)
(A) To fall
(B) To go down
(C) To send a letter
(D) To send away
Answer:
(C) To send a letter

Question 53.
Heavy rain can cause a drop in temperature. (Pick out the correct dictionary meaning of the underlined word from the following)
(A) A reduction
(B) To fall
(C) To become weaker
(D) To slip away
Answer:
(A) A reduction

Question 54.
A few drops of tears don’t wash out sins. (Pick out the correct dictionary meaning of the underlined word from the following)
(A) Shedding tears
(B) A small round mass of liquid
(C) Repentance
(D) Liquid substance
Answer:
(B) A small round mass of liquid

Question 55.
His voice dropped to a whisper. (Pick out the correct dictionary meaning of the underlined Word from the following)
(A) To fall
(B) To go down
(C) To become weaker
(D) A reduction
Answer:
(C) To become weaker

II. Short Type Questions with Answers:

Question 1.
Why was it hard for the author to believe that his grandmother was once young and pretty?
Answer:
It was hard for the author to believe that his grandmother was once young and pretty, because he, in spite of staying with her for the last twenty years, did not find any change in her beauty. She was as elegant as ever.

Question 2.
How does the author portray his grandmother?
Answer:
The writer states that his grandmother, short and fat, was a little bent. Age didn’t have any impact on her age arid she was pretty and very active.

Question 3.
The grandmother had a divine beauty. How does the author bring this out?
Answer:
The author states that the grandmother had a divine beauty because she was a picture of rare calmness, peace and contentment. Her beauty resembling ‘the winter landscape in the mountains’ is also a case in point.

Question 4.
What was the grandmother’s routine in the village?
Answer:
The grandmother’s routine in the village comprised waking the writer up in the morning and preparing him for school. She also went to school with him and came back home together after school was over.

Question 5.
How did the grandmother take care of the writer during his childhood? Was she a good companion of the writer in the village?
Answer:
The grandmother took minute care of the writer during his childhood beginning from waking him up, bathing and dressing him to accompanying him to school and coming back home. She did not forget to give him breakfast. Yes, she was certainly a good companion of the writer, as his parents lived in the city.

Question 6.
Was she a religious person? How?
Answer:
Yes, she was a religious lady. Her morning prayer, frequent visits to the temple and reading holy books inside it and throwing chapters to the village dogs who followed them to their home justify this fact.

Question 7.
Why couldn’t the grandmother help the writer with his lessons at the city school?
Answer:
The grandmother couldn’t help the writer with his lessons at the city school, because she did not know the subjects such as English, western science, the law of gravity, etc. which he was taught there.

Question 8.
Why did the lessons at the English school distress the grandmother?
Answer:
The lessons at the English school distressed the grandmother because the school didn’t teach about God and holy books to the students.

Question 9.
Why was she disturbed about music lessons at the English school?
Answer:
She was disturbed by music lessons at the English school, because, in her view, music had vulgar associations. It was meant exclusively for prostitutes, but not for gentlefolk.

Question 10.
What were the three ways in which the grandmother spent her days when the author went to University?
Answer:
The three ways in which the grandmother spent her days when the author went to University were spinning, reciting prayers and feeding the sparrows.

Question 11.
What was the happiest time of the day for her?
Answer:
The happiest time of the day for her was to be in the midst of chirruping sparrows and feeding them. Though they sat comfortably on her legs and shoulder, she smiled instead of driving them away.

Question 12.
What were her happiest moments on the first day of his arrival?
Answer:
Her happiest moments on the first day of his arrival were in the company of her sparrows whom she fed longer and with affectionate scolding.

Question 13.
How did she celebrate his return in the evening? Does her behavior appear odd to you?
Answer:
She celebrated his return in the evening, thumping the weak skins of the ruined old drum and singing of the homecoming warriors in the company of the women of the neighborhood. Yes, her behavior appears odd to me as she stopped her prayer for the first time that evening.

Introducing the Author:
Khuswant Singh (1915) is one of the most versatile writers of our time. He has distinguished himself as an outstanding journalist, novelist, historian, and short-story writer. A writer of international repute, Singh is known for his inimitable style, biting irony, and firebrand candidness. He has a deep understanding of the life around him. His works include The Mask of Vishnu, Train to Pakistan, which won the Grove Press Indian Fiction prize, The Voice of God and Other Stories, I shall not hear the Nightingale, Many Moods and Many Faces, A History of the Sikhs, A Bride for the Sahib and Other Stories, Delhi, The Company of Women and several collections of works.

Aspects of Khuswant Singh as a short-story writer and essayist indicate his versatility. His short stories show the felicity of his expression, his capacity for clear and realistic portrayal, and his unique lightness of touch. He has the qualities of the ideal short-story writer: ingenuity, compression and originality, and also a touch of fantasy. His art is different from that of Raja Rao, Mulk Raj Anand, R. K. Narayan, and Pravas Jhabvala.

About the Topic:
‘The Portrait of a Lady’ gives a vivid account of the writer’s, grandmother. She was affectionate, protective, and caring. The writer throws light on the three phases of the relationship he had had with his grandmother. In the first phase, she took care of the writer in the village and he was close to her. The second phase deals with his estrangement from her during his study in a city school. The last one dwells upon the snapping of the common link of friendship between them when he went to a foreign country for further studies. The writer presents a moving picture of the sparrows when his grandmother’s life came to an end.

Summary:
The writer speaks of his own grandmother. By the time, he wrote the story, she was quite old and all her hair had been white. Her wrinkled face and body gave him a kind of surprise. For twenty years, the writer was with his grandmother. People said that once the old lady was as beautiful as a fairy. Her husband – the writer’s grandfather was also very handsome. His photo was being hung in the drawing room of the writer. He was clad in a big turban and loose-fitting clothes. The writer noticed his ripe old age.

Grandmother had always been short and fat, and her back was slightly bent. Wrinkles were across her face. When the writer came to know her, she had been in such a condition. She was always clad in a spotless white saree. Her silver locks. were spread messily over her pale, wrinkled face. She was always in a state of saying a prayer that could not be heard distinctly. She was beautiful. She was a picture of calmness. She had a divine beauty. Both the writer and his grandmother were good companions.

His parents had left him with his grandmother at the village. They were in the city. Every day, she used to wake up the writer in the morning to be ready to go to school. She was uttering the monotonous song while bathing and dressing the writer. He liked her very much. His grandmother was going to school with him because there was a temple attached to the school. She would sit inside the temple and read holy books. The grandmother was a pious lady. When the writer’s parents were settled in the city, they sent for them.

That marked a turning point in their friendship. Years flew by. Their meeting grew less. Both the writer and his grandmother started spending days separately and the writer became separated from the close relationship with his grandmother. When he reported to her about the music lesson he was being taught his grandma was confused because she knew that music had been associated with harlots. She said nothing but her silence was louder than words. When the writer went to University, he was allotted a room for his stay.

The common bond of friendship was snapped. His grandmother accepted her loneliness with quiet resignation. She spent time with her spinning wheel. From sunrise to sunset she sat by her wheel spinning and reciting prayers. In the afternoon, she relaxed for a while to feed the sparrows. She was always getting surrounded by sparrows that were perching on her legs and shoulders. She enjoyed being in their company. When the writer decided to go to a foreign country for further studies, he thought his grandmother would be disappointed.

But she came to leave him at the railway station but did not talk or show any emotion. She was totally absorbed in prayer and her fingers were busy telling the beads of her rosary. After five years, he came back home and was received at the station by his grandmother. It seemed as if time had left no impact on her age. The author could feel her pulse as usual and the sparrows were with her. That evening she was seen very happy spending time with the older women folk. The next day morning she was found ill. The doctor was called for and he told them that the fever was mild and she would be well within a short time.

But she told others that her last time had come. She lay peacefully in bed saying prayers and telling her beads. Next time she breathed her last. Then the funeral arrangements and proceedings went on. The dead body of the grandmother was covered with a red shroud. They brought a crude stretcher to take her to be cremated. By that time, thousands of sparrows sat scattered on the floor. There was no chirruping. The picture of the grief-stricken sparrows was really poignant. The writer’s mother threw broken little crumbs of bread to them, but in vain. They never took any notice of the bread. With the departure of grandmother’s dead body, the sparrows flew away in silence.

ସାରାଂଶ:
ଲେଖକ ତାଙ୍କ ନିଜ ବୁଢ଼ୀମା’ଙ୍କ ବିଷୟରେ ବର୍ଣ୍ଣନା କରିଛନ୍ତି । ଯେତେବେଳେ ସେ ଗଳ୍ପଟି ଲେଖିଥିଲେ, ସେତେବେଳକୁ ତାଙ୍କ ବୁଢ଼ୀମା’ ସମ୍ପୂର୍ଣ୍ଣ ବୁଢ଼ୀ ହୋଇଯାଇଥିଲେ ଏବଂ ତାଙ୍କର ସମସ୍ତ କେଶ ଧଳା ହୋଇଯାଇଥିଲା । ତାଙ୍କର କୁଞ୍ଚ୍ ମୁଖମଣ୍ଡଳ ଓ ଶରୀର ତାଙ୍କୁ ଏକପ୍ରକାର ବିସ୍ମିତ କରୁଥିଲା । ଦୀର୍ଘ ୨୦ ବର୍ଷ ଧରି ସେ ତାଙ୍କ ବୁଢ଼ୀମା’ଙ୍କ ସହିତ ଥିଲେ । ଲୋକମାନେ କହୁଥିଲେ ଯେ ଏକଦା ଏହି ବୁଢ଼ୀ ସ୍ତ୍ରୀଲୋକଜଣକ ପରୀ ଭଳି ସୁନ୍ଦରୀ ଥିଲେ । ତାଙ୍କ ସ୍ଵାମୀ –ଲେଖକଙ୍କ ବୁଢ଼ାବାପା ଖୁବ୍ ସୁନ୍ଦର ଥିଲେ । ତାଙ୍କ ଫଟୋ ଲେଖକଙ୍କ ବୈଠକଘରେ ଟଙ୍ଗା ଯାଇଥିଲା । ବଡ଼ ପଗଡ଼ି ଓ ଢିଲା ପୋଷାକ ତାଙ୍କର ସମଗ୍ର ଶରୀରକୁ ଆବୃତ କରୁଥିଲା । ଲେଖକ ତାଙ୍କର ପରିପକ୍ଵ ବୃଦ୍ଧ ଅବସ୍ଥାକୁ ଦେଖ୍ ପାରୁଥିଲେ । ବୁଢ଼ୀମା’ ଗେଡ଼ୀ ଓ ମୋଟୀ ଥିଲେ ଏବଂ ତାଙ୍କ ଅଣ୍ଟା ଅଳ୍ପ ନଇଁ ପଡ଼ିଥିଲା ।

ତାଙ୍କ ମୁଖମଣ୍ଡଳରେ କୁଞ୍ଚ ରେଖାର ଦାଗସବୁ ରହିଥିଲା । ଲେଖକ ତାଙ୍କୁ ଜାଣିବା ଦିନଠାରୁ ସେ ସେହି ଅବସ୍ଥାରେ ଥିଲେ । ସେ ସର୍ବଦା ଦାଗହୀନ ଧଳା ଶାଢ଼ି ପରିଧାନ କରୁଥିଲେ । ରୁପା ସଦୃଶ ଦେଖାଯାଉଥିବା ତାଙ୍କର ଆଲୁଳାୟିତ କେଶରାଶି ତାଙ୍କର ମଳିନ ଓ କୁଞ୍ଚ୍ ମୁଖମଣ୍ଡଳ ଉପରେ ବିଛାଇ ହୋଇ ପଡ଼ୁଥିଲା । ସେ ସର୍ବଦା ପ୍ରାର୍ଥନା କରୁଥିବା ଅବସ୍ଥାରେ ରହୁଥିଲେ, ଯାହାକି ସ୍ପଷ୍ଟଭାବେ ଶୁଣି ହେଉ ନ ଥିଲା । ସେ ସୁନ୍ଦରୀ ଥିଲେ । ସେ ନୀରତବାର ପ୍ରତିଛବି ଥିଲେ । ତାଙ୍କଠାରେ ସ୍ଵର୍ଗୀୟ ସୁଷମା ଭରି ରହିଥିଲା । ଲେଖକ ଏବଂ ତାଙ୍କ ବୁଢ଼ୀମା’ ଉତ୍ତମ ବନ୍ଧୁ ଥିଲେ । ତାଙ୍କୁ ତାଙ୍କ ବାପାମା’ ଗାଁରେ ତାଙ୍କ ବୁଢ଼ୀମା’ଙ୍କ ପାଖରେ ଛାଡ଼ି ଚାଲି ଯାଇଥିଲେ । ସେମାନେ ସହରରେ ରହୁଥିଲେ । ପ୍ରତ୍ୟେକ ଦିନ ସକାଳେ ଲେଖକଙ୍କୁ ତାଙ୍କ ବୁଢ଼ୀମା’ ଶେଯରୁ ଉଠାଇ ସ୍କୁଲ୍ ଯିବାପାଇଁ ପ୍ରସ୍ତୁତ କରାଉଥିଲେ ।

ଲେଖକଙ୍କୁ ଗାଧୋଇ ଦେବା ଓ ପୋଷାକ ପିନ୍ଧାଇବା ସମୟରେ ସେ ବିରକ୍ତିକର ଗୀତ ଗାଉଥିଲେ । ଲେଖକ ତାଙ୍କୁ ଖୁବ୍ ଭଲ ପାଆନ୍ତି । ତାଙ୍କ ବୁଢ଼ୀମା’ ତାଙ୍କ ସହିତ ସ୍କୁଲ୍ ଯାଉଥିଲେ କାରଣ ସ୍କୁଲ୍‌କୁ ଲାଗି ମନ୍ଦିରଟିଏ ଥିଲା । ସେ ମନ୍ଦିର ଭିତରେ ବସୁଥିଲେ ଏବଂ ଧର୍ମଗ୍ରନ୍ଥ ପଢ଼ୁଥିଲେ । ତାଙ୍କ ବୁଢ଼ୀମା’ ଜଣେ ଧାର୍ମିକ ମହିଳା ଥିଲେ । ଲେଖକଙ୍କ ପିତାମାତା ସହରରେ ପ୍ରତିଷ୍ଠିତ ହୋଇଗଲା ପରେ ସେମାନଙ୍କୁ ଡକାଇ ପଠାଇଲେ । ଏହିଠାରୁ ବନ୍ଧୁତ୍ଵରେ ଗୋଟିଏ ନୂତନ ମୋଡ଼ ସୃଷ୍ଟି ହେଲା । ସମୟ ଗଡ଼ି ଚାଲିଲା । ସେମାନଙ୍କ ଦେଖାସାକ୍ଷାତ୍ କମିଗଲା । ଲେଖକ ଏବଂ ତାଙ୍କ ବୁଢ଼ୀମା’ ଦୁହେଁ ନିଜର ସମୟ ଅଲଗା ଭାବେ ବିତାଇଲେ ଏବଂ ଲେଖକ ଓ ତାଙ୍କ ବୁଢ଼ୀମା’ଙ୍କ ମଧ୍ୟରେ ଥିବା ନିବିଡ଼ ସମ୍ପର୍କ ବିଛିନ୍ନ ହେଲା । ଯେତେବେଳେ ସେ ତାଙ୍କୁ ଗୀତ ଶିଖ୍ ବିଷୟରେ କହିଲେ, ତାଙ୍କ ବୁଢ଼ୀମା’ ଦ୍ବନ୍ଦ୍ବରେ ପଡ଼ିଲେ କାରଣ ବାରାଙ୍ଗନାମାନଙ୍କ ସହିତ ଗୀତର ସମ୍ପର୍କ ରହିଛି ବୋଲି ସେ ଜାଣିଥିଲେ ।

ସେ କିଛି କହି ନଥିଲେ କିନ୍ତୁ ତାଙ୍କର ନୀରବତା କଥାଠାରୁ ଅଧିକ ଥିଲା । ଯେତେବେଳେ ଲେଖକ ବିଶ୍ଵବିଦ୍ୟାଳୟକୁ ଗଲେ, ତାଙ୍କୁ ରହିବା ପାଇଁ ଗୋଟିଏ କୋଠରି ଦିଆଗଲା । ଏହିଠାରୁ ବନ୍ଧୁତ୍ଵର ସାଧାରଣ ବନ୍ଧନ ଛିନ୍ନ ହେଲା । ତାଙ୍କ ବୁଢ଼ୀମା’ ନିଃସଙ୍ଗତାକୁ ନୀରବ ପ୍ରତିବାଦ ସହ ଗ୍ରହଣ କରିନେଲେ । ସେ ଚରଖା ସହିତ ନିଜର ସମୟ ବିତାଇଲେ । ସୂର୍ଯ୍ୟୋଦୟଠାରୁ ସୂର୍ଯ୍ୟାସ୍ତ ପର୍ଯ୍ୟନ୍ତ ସେ ଚରଖା ପାଖରେ ବସି ରହୁଥିଲେ ଏବଂ ପ୍ରାର୍ଥନା କରୁଥିଲେ । ଅପରାହ୍ନରେ କିଛି ସମୟ ସେ ଘରଚଟିଆମାନଙ୍କୁ ଖୁଆଇବାରେ ବିତାଉଥିଲେ । ସେ ସର୍ବଦା ଘରଚଟିଆମାନଙ୍କ ଗହଣରେ ରହୁଥିଲେ ଯେଉଁମାନେ କି ତାଙ୍କ ଗୋଡ଼ ଓ କାନ୍ଧ ଉପରେ ବସି ଯାଉଥିଲେ । ସେ ସେମାନଙ୍କ ଗହଣରେ ଆନନ୍ଦ ଉପଭୋଗ କରୁଥିଲେ । ଯେତେବେଳେ ଲେଖକ ଅଧ‌ିକ ପଢ଼ିବାପାଇଁ ବିଦେଶ ଯିବାକୁ ସ୍ଥିର କଲେ, ସେ ଭାବିଲେ ତାଙ୍କ ବୁଢ଼ୀମା’ ଦୁଃଖପ୍ରକାଶ କରିବେ ।

କିନ୍ତୁ ସେ ତାଙ୍କୁ ରେଳ ଷ୍ଟେସନରେ ଛାଡ଼ିବା ପାଇଁ ଆସିଥିଲେ ମଧ୍ୟ କିଛି କହିଲେ ନାହିଁ କି ଭାବପ୍ରବଣତା ଦେଖାଇଲେ ନାହିଁ । ସେ ସମ୍ପୂର୍ଣ୍ଣଭାବେ ପ୍ରାର୍ଥନା ଭିତରେ ମଜ୍ଜି ଯାଇଥିଲେ ଏବଂ ତାଙ୍କ ଆଙ୍ଗୁଳିରେ ଜପାମାଳିର ମାଳା ଗଡ଼ାଉଥିଲେ । ପାଞ୍ଚ ବର୍ଷ ପରେ ସେ ଘରକୁ ଫେରି ଆସିଲେ ଏବଂ ବୁଢ଼ୀମା’ ତାଙ୍କୁ ଷ୍ଟେସନରୁ ପାଛୋଟି ଆଣିଥିଲେ । ସମୟ ତାଙ୍କ ବୟସ ଉପରେ କୌଣସି ପ୍ରଭାବ ପକାଇବା ଭଳି ଜଣାପଡୁନଥିଲା । ଲେଖକ ଅନୁଭବ କରିପାରୁଥିଲେ ତାଙ୍କ ନାଡ଼ି ଠିକ୍ ଥିଲା ଏବଂ ଘରଚଟିଆମାନେ ତାଙ୍କ ସହିତ ଥିଲେ । ସେହି ସନ୍ଧ୍ୟାରେ ସେ ବହୁତ ଖୁସି ଥିଲେ ଏବଂ ବୟସ୍କ ମହିଳାମାନଙ୍କ ସହ ସମୟ ବିତାଉଥିଲେ । ପରଦିନ ସକାଳେ ସେ ଅସୁସ୍ଥ ହୋଇଥ‌ିବାର ଜଣାପଡ଼ିଲା । ଡାକ୍ତର ଡକାଗଲା ଏବଂ ସେ କହିଲେ ଜ୍ଵର ସାମାନ୍ୟ ଅଛି ଓ ସେ ଅଳ୍ପ ସମୟ ମଧ୍ୟରେ ଭଲ ହୋଇଯିବେ ।

କିନ୍ତୁ ବୁଢ଼ୀମା’ କହିଲେ ତାଙ୍କର ଶେଷ ସମୟ ଆସିଗଲାଣି । ଶାନ୍ତିରେ ବିଛଣାରେ ପଡ଼ିରହି ସେ ପ୍ରାର୍ଥନା କରୁଥିଲେ ଏବଂ ମାଳାଜପ କରୁଥିଲେ । ପରେ ପରେ ସେ ଶେଷ ନିଃଶ୍ଵାସ ତ୍ୟାଗ କଲେ । ତା’ପରେ ବୁଢ଼ୀମାଙ୍କର ଅନ୍ତିମ ସଂସ୍କାର ପାଇଁ ବନ୍ଦୋବସ୍ତ କରାଗଲା । ତାଙ୍କ ମୃତ ଦେହକୁ ଲାଲ୍ ଲୁଗାରେ ଆବୃତ କରାଗଲା । ତାଙ୍କୁ ଦାହ କରିବାକୁ ନେବା ପାଇଁ ଏକ ପୁରୁଣା କୋକେଇ ଅଣାଗଲା । ସେତେବେଳେ ହଜାରହଜାର ଘରଚଟିଆ ଚଟାଣ ଉପରେ ଏଣେତେଣେ ବସିଥା’ନ୍ତି । ସେମାନେ କୌଣସି ଶବ୍ଦ କରୁ ନ ଥିଲେ । ଦୁଃଖ- କାତର ପକ୍ଷୀମାନଙ୍କର ଦୃଶ୍ୟ ଥିଲା ବାସ୍ତବିକ ମର୍ମସ୍ପର୍ଶୀ । ଲେଖକଙ୍କର ମା’ ସେମାନଙ୍କ ପାଖକୁ କେତେ ଖଣ୍ଡ ରୁଟି ଟୁକୁଡ଼ା ପକାଇ ଦେଲେ । କିନ୍ତୁ ସେମାନେ ରୁଟି ଟୁକୁଡ଼ାକୁ ଆଡ଼ ଆଖିରେ ଚାହିଁଲେ ନାହିଁ । ବୁଢ଼ୀମା’ର ମୃତ ଦେହ ନିଆଗଲାପରେ ଘରଚଟିଆମାନେ ନୀରବରେ ଉଡ଼ିଗଲେ ।

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Odisha State Board CHSE Odisha Class 12 Invitation to English 1 Solutions Chapter 2 On Examinations Textbook Exercise Questions and Answers.

Class 12th Invitation English Chapter 2 On Examinations Question Answers CHSE Odisha

On Examinations Class 12 Questions and Answers

Unit-wise Gist and Glossary:

Unit-1:
Gist:
To the writer, the world of examinations was not pleasant. He did not like those subjects which were very dear to the examiners. The subjects the writer liked most were history, poetry and essay writing. He was incapable of giving a satisfactory answer to Latin and mathematics. The examiners were keen on exposing his ignorance. As a result, he did not perform well in examinations. His entrance examination to Harrow was a bright example. The Latin prose paper was a thorn in his flesh. The writer wrote down the number of the question “I” in a bracket. Drops of his tears made stains on the paper. This was indeed a pathetic sight.

The writer gazed at it for two hours. At last, the attendant collected his paper including the other students. Thanks to the Headmaster Dr Welldon’s scholarship, he was able to pass the entrance test. His position in the merit list was the third or lowest form. The names of the new boys were printed on the School List in an alphabetical manner. The custom of calling the roll at Harrow differed from that of Eton; in the former, the students passed in front of a Master and responded one by one, but in the latter, the boys stood in a group and responded to their roll calls.
ସାରମର୍ମ :
ଲେଖକଙ୍କ ପାଇଁ ପରୀକ୍ଷାର ସଂସାର ସୁଖପ୍ରଦ ନ ଥିଲା । ପରୀକ୍ଷକମାନଙ୍କର ଯେଉଁସବୁ ବିଷୟ ପ୍ରିୟ ଥୁଲା, ସେଗୁଡ଼ିକ ତାଙ୍କୁ ଭଲ ଲାଗୁ ନ ଥିଲା । ସେ ଇତିହାସ, କବିତା ଏବଂ ରଚନାଲେଖା ଆଦି ବିଷୟକୁ ଖୁବ୍ ଭଲ ପାଉଥିଲେ । ଲାଟିନ୍ ଏବଂ ଗଣିତରେ ସେ ସନ୍ତୋଷଜନକ ଉତ୍ତର ଦେଇପାରୁ ନଥିଲେ । ପରୀକ୍ଷକମାନେ ତାଙ୍କର ଅଜ୍ଞତାକୁ ପଦାରେ ପକାଇ ଦେବାକୁ ଆଗ୍ରହୀ ଥିଲେ । ତେଣୁ ସେ ପରୀକ୍ଷାଗୁଡ଼ିକରେ ଭଲ କରିପାରୁ ନ ଥିଲେ । ହ୍ୟାରେ ବିଦ୍ୟାଳୟରେ ପଢ଼ିବାପାଇଁ ତାଙ୍କର ପ୍ରବେଶିକା ପରୀକ୍ଷା ଏହାର ଏକ ଜ୍ଵଳନ୍ତ ଉଦାହରଣ । ଲାଟିନ୍ ଗଦ୍ୟ ପ୍ରଶ୍ନପତ୍ର ତାଙ୍କ ଦେହରେ ଏକ କଣ୍ଟା ସଦୃଶ ଥିଲା । ଲେଖକ ବନ୍ଧନୀ ମଧ୍ୟରେ କେବଳ ପ୍ରଶ୍ନର ନମ୍ବର “I” ଲେଖୁଥିଲେ । ତାଙ୍କ ଆଖିର କେଇ ବୁନ୍ଦା ଲୁହ ଖାତାରେ ଦାଗସବୁ ସୃଷ୍ଟି କରିଥିଲା ।

ଏହା ଏକ କରୁଣ ଦୃଶ୍ୟ ଥିଲା । ଦୁଇ ଘଣ୍ଟା ଧରି ଲେଖକ ଏହାକୁ ଚାହିଁ ରହିଥିଲେ । ଶେଷରେ ଅନ୍ୟ ଛାତ୍ରମାନଙ୍କ ପରୀକ୍ଷାଖାତା ସହ ସହାୟକ ଜଣକ ତାଙ୍କ ଖାତା ନେଇଗଲେ । ଯାହାହେଉ ଡକ୍ଟର ୱେଲଟନଙ୍କର ପାଣ୍ଡିତ୍ୟ ଯୋଗୁ ସେ ପ୍ରବେଶିକା ପରୀକ୍ଷାରେ ଉତ୍ତୀର୍ଣ୍ଣ ହୋଇଥିଲେ । ମେଧା ତାଲିକାରେ ତାଙ୍କର ନାମ ସର୍ବନିମ୍ନରେ ଥିଲା । ବିଦ୍ୟାଳୟ ତାଲିକାରେ ବର୍ଣ୍ଣମାଳାର କ୍ରମଅନୁସାରେ ନୂଆ ପିଲାମାନଙ୍କର ନାମ ଲେଖାଯାଉଥିଲା । ହ୍ୟାରୋରେ ଉପସ୍ଥାନ ଗ୍ରହଣ ପ୍ରଥା ଇଟନଠାରୁ ଭିନ୍ନ ଥିଲା । ହ୍ୟାରୋରେ ପ୍ରତ୍ୟେକ ଛାତ୍ର ସେମାନଙ୍କ ନାମ ଡକା ହେବାବେଳେ ଜଣେ ଶିକ୍ଷକଙ୍କ ଆଗରେ ଚାଲିଚାଲି ଯାଇ ଉତ୍ତର ଦେଉଥିଲେ, ମାତ୍ର ଇଟନ୍‌ରେ ଛାତ୍ରମାନେ ଦଳରେ ଠିଆ ହେଉଥିଲେ ଏବଂ ସେମାନଙ୍କ ନାମ ଡକା ହେବାବେଳେ ଉତ୍ତର ଦେଉଥିଲେ ।

Glossary:
inhospitable : cruel (ନିଷ୍ଠୁର)
regions : areas (ଅଞ୍ଚଳ)
destined : ଭାଗ୍ୟରେ ଥିଲା
journey : travel (ଯାତ୍ରା କରିବା)
invariably : always (ସର୍ବଦା)
paitial : ପକ୍ଷପାତ
will : ଇଚ୍ଛା
prevailed : ବଳବତ୍ତର ରହୁଥିଲା
unable : ଅସମର୍ଥ
willingly : intentionally (ଜାଣିଶୁଣି)
expose : ପଦାରେ ପକେଇଦେବା
ignorance : lack of knowledge (ଅଜ୍ଞତା)
sort : kind (ପ୍ରକାର)
treatment : behaviour (ବ୍ୟବହାର)
true of : ସତ ଥିଲା
Harrow : an English public school for boys in the town of Harrow, in north-west London
discernment : judgement (ବିଚାର)
remarkable : ଚମତ୍କାର
rclesant : ଉପାଦେୟ
incidentally : by the way (ଘଟଣାକ୍ରମେ )
blot and smudges: drops of his tears made stains in the paper (ତାଙ୍କ ଆଖୁ ଲୁହ ଖାତାରେ ଦାଗ ସୃଷ୍ଟି କରିଥିଲା)
gazed : looked fixedly ଚାହିଁବା )
sad : pathetic (ଦୁଃଖପୂର୍ଣ୍ଣ)
spectacle : sight (ଦୃଶ୍ୟ)
merciful : kind-hearted (ଦୟାଳୁ)
ushers : attendants (ସହାୟକମାନେ)
carried : ନେଇଗଲେ
slender : ଟିକିଏ
indication : sign (ସୂଚନା)
I was worthy : ଲେଖକ ଯୋଗ୍ୟ ଥିଲେ
credit : ଶ୍ରେୟ
manifestations : expressions (ପରିପ୍ରକାଶ )
the ….. Fourth : 3rd section of standard IV
gained : profitted (ଲାଭ ହେଲା)
regard : respect (ସମ୍ମାନ)
disappeared : vanished (ଅଦୃଶ୍ୟ ହୋଇଗଲା)
custom : ପ୍ରଥା
cluster : group (ସମୂହ)
file : walk in a line (ଏକ ଧାଡ଼ିରେ ଚାଲନ୍ତୁ)
revealed : shown (ଦେଖାଗଲା)
invidious : unenviable (ଈର୍ଷାହୀନଭାବେ )
humility : humbleness (ନମ୍ରତା)
forefront : at the top (ସର୍ବାଗ୍ରେ )
consequence : result (ଫଳାଫଳ)
frequently : all the time (ସବୁବେଳେ)
irreverent : disrespectful ( ଅସମ୍ମାନଜନକ )
comment : remark (ମନ୍ତବ୍ୟ)

Think it out:
Question 1.
Does the writer like examinations? Quote the line in support of your answer.
Answer:
The writer does not like examinations. I quote the line ‘These examinations were a great trial to me.’ in support of my answer.

Question 2.
Mention the subjects that were dearest to the examiners.
Answer:
The subjects that were dearest to the examiners were Latin and mathematics.

Question 3.
Which subjects did the writer like the most?
Answer:
The subjects the writer liked the most were history, poetry and writing essays.

Question 4.
What reason does the writer give for his not doing well in the examinations?
Answer:
The examiners set questions on Latin and mathematics, the subjects the writer disliked most and so the latter did not do well in the examinations.

Question 5.
What did the writer write in the answer book for the Latin paper?
Answer:
The writer wrote his name, and the number of the question T” and put a bracket around it in the answer book for the Latin paper.

Question 6.
What was the sad spectacle for him?
Answer:
The sad spectacle for him was the stains on the Latin paper that had been made by drops of his tears.

Question 7.
What was the writer’s position in the merit list for admission?
Answer:
The writer’s position was the lowest in the merit list for admission.

Question 8.
To whom does he give credit for his success in the Entrance Examination? Why?
Answer:
He gives Dr. Welldon the credit for his success in the Entrance Examination. The writer gave the credit to him as he was able to judge his (the writer’s) hidden talent and declared him worthy to pass into Harrow.

Question 9.
What does he mean by – ‘I gained no more advantage from the alphabet than from the wider sphere of letters’?
Answer:
By ‘I gained no more advantage from the alphabet than from the wider sphere of letters’ the writer means that his name was written at the bottom of the School List as his correct name Spencer Churchill started with an ‘S’. Only two students were below him on the list. He did not get the advantage of having a long name.

Question 10.
How did he become the last boy in the class?
Answer:
As two students below his name in the School List disappeared due to illness or some other reason, he became the last boy in the class.

Question 11.
What is the custom of calling the roll at Harrow?
Answer:
The custom of calling the roll at Harrow is that the students walk past a teacher in a line and respond one by one when their names are called.

Question 12.
What is the custom of calling the roll at Eton?
Answer:
The custom of calling the roll at Eton is that the students stand in a group and lift their hats in response to their names.

Question 13.
‘Why, he’s last of all!’ – why did people say so?
Answer:
The people said so because the people wanted to know why the writer was the last of all to march by, whereas his father Lord Randolph Churchill, despite his resignation as the Leader of the House of Commons and Chancellor of Exchequer dominated in the field of politics.

UNIT – II

Gist:
The writer was in the lowest form and this helped him in a more advantageous position than other cleverer boys. Those students were taught Latin and Greek at Harrow, but he learnt English. Those who were slow learners were taught only English. At that time English was rated as an unimportant topic. He speaks highly of his English teacher Mr Somervell, the former learnt parsing and analysis from the latter. Mr Somervell taught English analysis in a splendid manner. The writer went ahead of the clever school fellows in after years by being good at English. His school-fellows who excelled in Writing beautiful Greek poetry and briefs and witty Greek expressions had to resort to common English to succeed in life. He was understandably in favour of boys learning English. The writer motivated others to take interest in this subject. He was an ardent lover of English.
ସାରମର୍ମ :
ଲେଖକ ବିଦ୍ୟାଳୟରେ ସର୍ବନିମ୍ନ ସ୍ଥାନ ପାଇଥିଲେ ଏବଂ ଏହା ତାଙ୍କୁ ଅନ୍ୟାନ୍ୟ ଚତୁର ପିଲାମାନଙ୍କଠାରୁ ସୁବିଧାଜନକ ଅବସ୍ଥାରେ ରଖୁଥିଲା । ସେହି ଛାତ୍ରମାନେ ହ୍ୟାରୋରେ ଲାଟିନ୍ ଏବଂ ଗ୍ରୀକ୍ ଭାଷା ପଢ଼ିଲେ; କିନ୍ତୁ ଲେଖକ ଇଂରାଜୀ ପଢ଼ିଲେ । ମାନ୍ଦା ଛାତ୍ରମାନେ କେବଳ ଇଂରାଜୀ ପଢୁଥିଲେ । ସେତେବେଳେ ଇଂରାଜୀକୁ ଏକ ଗୁରୁତ୍ବହୀନ ବିଷୟଭାବେ ବିବେଚନା କରାଯାଉଥିଲା । ତାଙ୍କର ଇଂରାଜୀ ଶିକ୍ଷକ ସୋମରଭେଲ୍‌ଙ୍କୁ ସେ ଭୂୟସୀ ପ୍ରଶଂସା କରିଛନ୍ତି । ଲେଖକ ତାଙ୍କଠାରୁ ବାକ୍ୟକୁ ବିଭିନ୍ନ ଅଂଶରେ ବିଭାଗୀକରଣ କରି ବିଶ୍ଳେଷଣ କରିବା ଶିଖୁଥିଲେ । ଇଂରାଜୀରେ ସେ ଦକ୍ଷ ହୋଇଥିବାରୁ ପରବର୍ତୀ ସମୟରେ ଅନ୍ୟ ଚତୁର ଛାତ୍ରମାନଙ୍କଠାରୁ ଆଗରେ ଥିଲେ । ତାଙ୍କର ଯେଉଁ ସହପାଠୀମାନେ ଗ୍ରୀକ୍ କବିତା, କ୍ଷୁଦ୍ର ଭାବପୂର୍ଣ୍ଣ ଅଭିବ୍ୟକ୍ତି ଲେଖୁବାରେ ପାରଦର୍ଶିତା ଲାଭ କରିଥିଲେ, ଜୀବନରେ ସଫଳତା ଲାଭ କରିବାପାଇଁ ସେମାନଙ୍କୁ ଇଂରାଜୀର ଆଶ୍ରୟ ନେବାକୁ ପଡ଼ିଥିଲା। ବାଳକମାନେ ଇଂରାଜୀ ପଢ଼ିବାକୁ ସେ ସମର୍ଥନ କରୁଥିଲେ । ଏହି ବିଷୟରେ ଆଗ୍ରହ ରଖୁବାକୁ ସେ ଅନ୍ୟମାନଙ୍କୁ ପ୍ରେରଣା ଦେଉଥିଲେ । ସେ ଇଂରାଜୀକୁ ଗଭୀରଭାବେ ଭଲ ପାଉଥିଲେ ।

Glossary:
unpretentious situation : modest situation (ଲଜ୍ଜାଶୀଳ ଅବସ୍ଥା )
immense : vast, great (ବିସ୍ତୃତ)
splendid : beautiful (ସୁନ୍ଦର )
duances : slow learners (ମାନ୍ଦା ଛାତ୍ରମାନେ)
delightful : joyful (ଆନନ୍ଦପ୍ରଦ)
disregarded thing : thing treated as unimportant (ଗୁରୁତ୍ୱହୀନ ଜିନିଷ )
parsing : dividing a sentence into parts and describe the grammar of each word part
analysis : ବିଶ୍ଳେଷଣ
thoroughtly : minutely (ତନ୍ନତନ୍ନ ଭାବେ)
practised continually again and again (ବାରମ୍ବାର )
broke up : ଭାଙ୍ଗୁଥିଲେ
components : ଉପାଦାନଗୁଡ଼ିକ
essential : essential
a noble thing : a very good and important thing କାର୍ଯ୍ୟ)
distination : ଜରୁରୀ
pithy : brief (ସଂକ୍ଷିପ୍ତ)
epigram : shoot and witty expression ଚତୁର ଅଭିବ୍ଯକ୍ତି)
to earn their living : ସେମାନଙ୍କ ଜୀବିକାର୍ଜନ
make their way : succeed in life (ଜୀବନରେ କୃତକାର୍ଯ୍ୟ ହେବା ପାଇଁ)
I did …. disadvantage : The writer felt at home in English
biased : prejudiced
treat : special pleasure (ବିଶେଷ ଆନନ୍ଦ)

Think it out:
Question 1.
What kind of students were taught Latin and Greek at Harrow?
Answer:
The cleverer students were taught Latin and Greek at Harrow.

Question 2.
Which students were taught only English?
Answer:
Those who were slow learners were taught only English.

Question 3.
How does the writer rate English as a subject and Mr Somervell as a teacher?
Answer:
The writer rates English as a noble subject and Mr Somervell as a brilliant, the most innovative teacher of English.

Question 4.
What part of English grammar did he learn from Mr Somervell?
Answer:
He learnt English parsing and analysis from Mr Somervell. He learnt how to divide a long sentence into different parts and know the grammar of each part/ word.

Question 5.
How did he score over the clever schoolfellows in after years?
Answer:
He scored over the clever school fellows in after years by dint of his better standard in common English; the latter depended on common English for their livelihood, whereas the former felt at home in this respect.

Question 6.
Why was he biased in favour of boys learning the English language?
Answer:
He was biased in favour of boys learning English thoroughly because it was the key to their success in life.

UNIT – III

Gist:
It was summer vacation. The writer takes us back to the school at Harrow where the students enjoyed their time at the swimming bath to the brim. He recollects an incident in the school. He noticed a boy standing in a thoughtful mood on the very edge. He had put on a towel. The writer tiptoed behind and pushed him in, not allowing the towel to get wet. He was surprised at the sight of the boy’s frightening face appearing from the foam. He tried to escape but it was of no use. The boy threw him into the deepest part of the pool. A number of younger boys eloquently referred to the boy’s achievements. The writer apologised to him for his misconduct. It seemed as if the boy’s anger had not abated. However, the matter ended happily for the writer.
ସାରମର୍ମ :
ଗ୍ରୀଷ୍ମଛୁଟି ସମୟ ଥିଲା । ଲେଖକ ଆମକୁ ହ୍ୟାରେ ବିଦ୍ୟାଳୟର ପୃଷ୍ଠଭୂମିକୁ ଫେରାଇ ନେଇଛନ୍ତି । ଯେଉଁଠାରେ ଛାତ୍ରଛାତ୍ରୀମାନେ ସେମାନଙ୍କ ସର୍ବାଧ‌ିକ ସମୟ ସନ୍ତରଣ-ପୁଷ୍କରିଣୀରେ ଅତିବାହିତ କରୁଥିଲେ । ବିଦ୍ୟାଳୟରେ ଘଟିଥ୍ୟାବା ଗୋଟିଏ ଘଟଣାକୁ ଲେଖକ ମନେ ପକାଇଛନ୍ତି । ଚିନ୍ତାଶୀଳ ଅବସ୍ଥାରେ ତଉଲିଆଟିଏ ପିନ୍ଧି ପୁଷ୍କରିଣୀ ଧାରରେ ଛିଡ଼ା ହୋଇଥିବା ଏକ ବାଳକକୁ ସେ ଦେଖ‌ିଲେ । ପଛରୁ ଗୋଡ଼ ଚିପିଚିପି ଯାଇ ସେ ତାଙ୍କ ତଉଲିଆଟିକୁ ଟାଣିଆଣି ତାଙ୍କୁ ପୁଷ୍କରିଣୀ ଭିତରକୁ ଠେଲିଦେଲେ । ଲେଖକ ଫେର ଭିତରୁ ବାହାରି ଆସୁଥୁବା ବାଳକଟିର ଭୟଙ୍କର ମୁଖମଣ୍ଡଳ ଦେଖୁ ଛାନିଆ ହୋଇଗଲେ । ସେ ପଳାଇଯିବାକୁ ଚେଷ୍ଟା କରିଥିଲେ, କିନ୍ତୁ ତା’ ଫଳପ୍ରଦ ହୋଇ ପାରିନଥିଲା । ସେ ଲେଖକଙ୍କୁ ଜଳାଶୟର ଗଭୀରତମ ସ୍ଥାନକୁ ଫୋପାଡ଼ି ଦେଇଥିଲା । ଦଳେ ପିଲା ସେହି ବାଳକଟିର କୃତିତ୍ଵ ବିଷୟରେ ତାଙ୍କୁ କହିଲେ । ନିଜର ଖରାପ ବ୍ୟବହାର ପାଇଁ ଲେଖକ ତାଙ୍କୁ କ୍ଷମା ମାଗିଲେ । ଜଣାପଡୁଥିଲା ସତେ ଯେପରି ତା’ର ରାଗ କମି ନ ଥିଲା । ଯାହାହେଉ, ଲେଖକଙ୍କ ପାଇଁ ଘଟଣାଟିର ସୁଖକର ସମାପ୍ତି ଘଟିଥିଲା ।

Glossary:
bend : twist (ବାଙ୍କ)
repair for hours : go in large numbers (ଅଧିକ ସଂଖ୍ୟାରେ ଯାଉଥିଲେ)
bask : ଖରା ପୋଇଁବା
push : ପେଲିଦେବା
meditative posture: thoughtful position (ଚିନ୍ତାମଗ୍ନ ଅବସ୍ଥା )
wrapped : covered (ଢାଙ୍କି ହୋଇଥିଲା)
towel : ତଉଲିଆ
humanity : ମାନବିକତା
get wet : ଓଦା ହେବା
startled : surprised (ବିସ୍ମିତ ହେଲେ)
furious : fearful (ଭୟଙ୍କର)
emerge : appear (ବାହାରିବା)
foam : ଫେଣ
enormous great : ଅଧ୍ଵ
fierce stroke : ଶକ୍ତ ଆଘାତ

fled : ଦୌଡ଼ିଲେ
in vain : ବୃଥା
grip : effective control (ଆୟତ୍ତ )
hurled : threw (ଫୋପାଡ଼ିଲା )
deepest : ଗଭୀରତମ
scrambled out : to come out as quickly as possible (ଯଥାଶୀଘ୍ର ବାହାରି ଆସିବା)
surrounded : ଘେରିଗଲେ
recount : narrate (ବର୍ଣ୍ଣନା କରିବା)
reverence : respect (ସମ୍ମାନ)
dilate upon : to speak about a subject for a long time ସମୟ ଧରି ଗୋଟିଏ ବିଷୟରେ କହିବା)
awful : fearful (ଭୟପ୍ରଦ)
retribution : punishment (ଦଣ୍ଡ)
convulsed : shook violently (ଭୀଷଣଭାବେ ଥରିଲେ)
terror : ଭୟ
guilt of sacrilege: unhappy feeling for doing something wrong (ଭୁଲ୍ କାମ ପାଇଁ ନି ଜକୁ ଦୋଷୀ ମନେ କରିବା )
determined : keen on (ସ୍ଥିର କଲେ)
apologise : କ୍ଷମା ମାଗିବା
potentate : a person who possesses great power (ମହାନ ଶକ୍ତି)
trepidation : nervousness (ଛାନି ଆ/ ଭୟ)
placated : calm (ଶାନ୍ତ କରିବା)
cheek : impoliteness (ଅଭଦ୍ରତା)

Think about it:
Question 1.
How did the boys enjoy their time at the swimming bath?
Answer:
The boys enjoyed their time in fun and frolics at the swimming bath. They used to go there in large numbers and bask between their dips eating buns on the hot asphalt margin.

Question 2.
What kind of pranks did they enjoy at the bath?
Answer:
The pranks they enjoyed at the bath were by coming up behind some naked friend, or even for and püshed him in.

Question 3.
What did the writer do to the boy standing in a meditative posture?
Answer:
The writer tip-toed behind and pushed the boy into the swimming pool when he had stood in a meditative posture on the very edge.

Question 4.
What was the reaction of the boy?
Answer:
The boy’s reaction was one of fury. He came out of the pond in a furious mood and firmly caught hold of the writer who was fleeing at that moment and threw him into the deepest part of the pool.

Question 5.
What did the writer learn about Amery from the crowd of younger boys?
Answer:
The writer learnt from the crowd of younger boys that Amery was in the Sixth Form and Head of his House, champion at Gym and an excellent football player. Besides, Amery earned fame and respect for his manifold achievements.

Question 6.
How did the writer apologise for his misconduct?
Answer:
The writer apologised to him in a state of nervousness for his misconduct.

Question 7.
Did he apologise out of fear or guilt or both?
Answer:
He apologised out of both fear and guilt.

Question 8.
Did the matter end happily for the writer?
Answer:
Yes, the matter ended happily for the writer. Amery’s anger abated, he laughed and gave some general remarks about his cheek. He advised the writer to be cautious in the future.

UNIT – IV

Gist:
In spite of being in the lowest Form, the writer won a prize for unmistakably reciting twelve hundred lines of Macaulay’s ‘Lays of Ancient Rome’. He also came out successful in the preliminary examination for the Army. This was a spectacular achievement for him because many boys far ahead of him in the school were not able to succeed in it. All the students were sure of being asked to draw a map of some country or other. The writer focussed on New Zealand. He prepared it the night on the eve of the final preparation. The first question was up to his expectation. They were asked to draw a map of New Zealand. The writer splendidly rose to the occasion. He scored very high marks on that paper and called his success a sort of gambling bet.
ସାରମର୍ମ :
ନିମ୍ନତମ ଶ୍ରେଣୀରେ ପଢ଼ୁଥ‌ିବା ସତ୍ତ୍ବେ ବିଶିଷ୍ଟ ଇଂରାଜୀ ଲେଖକ ମାକୁଲେଙ୍କର ‘Lays of Ancient Rome’ର ୧୨୦୦ ଧାଡ଼ି ତ୍ରୁଟିହୀନ ଭାବରେ ପଢ଼ି ସେ ଏକ ପୁରସ୍କାର ପାଇଥିଲେ । ସୈନ୍ୟବାହିନୀ ପାଇଁ ହେଉଥ‌ିବା ପ୍ରବେଶିକା ପରୀକ୍ଷାରେ ସେ ମଧ୍ଯ କୃତକାର୍ଯ୍ୟ ହୋଇଥିଲେ । ଏହା ଥିଲା ଚର୍ଚ୍ଚିଲ୍‌ଙ୍କ ପାଇଁ ଗୌରବମୟ କୃତି, କାରଣ ତାଙ୍କଠାରୁ ବିଦ୍ୟାଳୟରେ ଯଥେଷ୍ଟ ଆଗୁଆ ଥ‌ିବା ଅନେକ ପିଲା ଏଥରେ କୃତକାର୍ଯ୍ୟ ହୋଇପାରି ନ ଥିଲେ । ସମସ୍ତ ପିଲା ନିଶ୍ଚିତ ଥିଲେ ଯେ ସେମାନଙ୍କୁ ଗୋଟିଏ ଦେଶ ବା ଅନ୍ୟ କିଛିର ମାନଚିତ୍ର ଅଙ୍କନ କରିବାକୁ କୁହାଯିବ । ଲେଖକ ନିଉଜିଲ୍ୟାଣ୍ଡର ମାନଚିତ୍ର ଅଙ୍କନ ଉପରେ ମନୋନିବେଶ କରିଥିଲେ । ପରୀକ୍ଷା ପୂର୍ବଦିନ ରାତିରେ ସେ ଏହାକୁ ପ୍ରସ୍ତୁତ କରିଥିଲେ । ପ୍ରଥମ ପ୍ରଶ୍ନଟି ତାଙ୍କ ଆଶାନୁରୂପ ଥିଲା । ସେମାନଙ୍କୁ ନିଉଜିଲ୍ୟାଣ୍ଡର ମାନଚିତ୍ର ଆଙ୍କିବାକୁ କୁହାଯାଇଥିଲା । ସେ ଚମତ୍କାର ଉତ୍ତର ଦେଇଥିଲେ । ଏହି ବିଷୟରେ ସେ ସର୍ବାଧ୍ଵ ନମ୍ବର ରଖୁଥିଲେ ଏବଂ ଏହା ଏକପ୍ରକାର ଜୁଆଖେଳ ଥିଲା ବୋଲି ସେ କହିଥିଲେ ।

Glossary:
fortunate : lucky (ଭାଗ୍ୟବାନ୍ )
a good deal : ଅନେକ କଥା
colleague : ସାଥୀ
incongruous : unsuitable (ଅସଙ୍ଗତ| ଅନୁପଯୋଗୀ )
apparently : ବସ୍ତୁତଃ
stagnated : ଅବନତି ହେଲା
reciting : ଆବୃତ୍ତି କରିବା
Macaulay : ବିଶିଷ୍ଟ ଇଂରାଜୀ ଲେଖକ
effort : ପ୍ରୟାସ
still : ତଥାପି
piece of good luck: a stroke of good luck (ଏକ ସୁଯୋଗ )

Think it out:
Question 1.
‘Three years’ difference in age is not so important as it is at school” – How does the writer prove it?
Answer:
The writer proves his statement when he along with another three-year senior student became Cabinet colleagues in future.

Question 2.
How did the writer fare at school?
Answer:
The writer faired exceedingly well at school by stealing marches over many students who were quite senior to him.

Question 3.
How did he win a prize at school?
Answer:
He gained the prize at school for reciting to the Headmaster twelve hundred lines of Macaulay’s ‘Lays of Ancient Rome’ without making a single mistake.

Question 4.
What were the writer’s noteworthy achievements at school?
Answer:
The writer’s noteworthy achievements at school were his brilliant performance in the preliminary examination for the Army, winning a prize for reciting twelve hundred lines unmistakably and scoring high marks in Geography.

Question 5.
How did the writer prepare himself for the preliminary examination for the Army?
Answer:
The writer prepared himself for the preliminary examination for the Army by focussing on the geography of New Zealand. The night on the eve of his examination, he had written the names of all the maps in the atlas into a hat and sketched New Zealand.

Question 6.
Why does he call his success an en ‘plein?
Answer:
He calls his success an en ‘plein because he focussed only on the geography of New Zealand and as a sort of bet the first question in the paper was to sketch a map of New Zealand.

Post-Reading Activities:

(A) Parsing’, in English grammar, is the lost art of identifying all the components of a text. It was once one of the fundamental exercises that tested and informed pupils in English. Parsing requires a student to break down a sentence into its component words, classifying each in terms of its part of speech, number, and person, as well as its tense, voice, and function in the sentence.
For example Sentence – Carelessness causes accidents.
Parsing :
‘Carelessness’ – a singular noun and the subject of the sentence;
‘causes’ – a regular transitive verb, active voice, simple present tense, third person singular;
‘accidents’ – a plural noun, object of the sentence.
Parse the following simple sentences :
(i) Children love toys.
(ii) Flowers bloom on trees.
(iii) Boys are playing cricket.
(iv) Sachin has won a gold medal.
(v) Money has been spent.
Answer:

• Children – a plural noun and the subject of the sentence
  love – a regular transitive verb, active voice, simple present tense
  toys – a plural noun, object of the sentence
• Flowers – a plural noun and the subject of the sentence
  bloom – an intransitive verb, simple present tense
  on – a preposition
  trees – a plural noun
• Boys – a plural noun and subject of the sentence
  are playing – transitive verb, active voice, present progressive tense
  cricket – a singular noun, object of the sentence
• Sachin – a singular noun and the subject of the sentence
  has won – transitive verb, active voice, present perfect tense
  a – an indefinite article
  gold – an adjective
  medal – a singular noun, object of the sentence
• Money – a singular noun and the subject of the sentence
  has been spent – verb, passive voice

(B) Clause analysis is a technique of formal grammatical analysis once common in schools in English-speaking countries. It involves the division of longer sentences into their constituent clauses. A clause is a part of a sentence with a finite verb. A complex sentence has two kinds of clauses: principal clause, and subordinate clause(s).
Principal clause – A clause which makes complete sense and can stand by itself
Subordinate clause – A clause which depends on the principal clause for a complete sense.
Study the following examples carefully :
(a) We know that a little learning is a dangerous thing.
(‘We know’ – principal clause, ‘that a little learning is a dangerous thing’ – subordinate clause)
(b) People who live in glass houses should not throw stones at others.
(People should not throw stones at others – principal clause, ‘who live in glass houses’ – subordinate clause)
(c) It rained when the players were ready to play.
(It rained – principal clause, ‘when the players were ready to play’ – subordinate clause)

Identify the subordinate clauses in the following sentences :
(i) I had scarcely passed my twelfth birthday when I entered the inhospitable regions of examinations, through which for the next seven years I was destined to journey.
(ii) The subjects which were dearest to the examiners were almost invariably those I fancied least.
(iii) We were considered such dunces that we could learn only English.
(iv) One day when I had been no more than a month in school, I saw a boy standing in a meditative posture wrapped in a towel on the very brink.
(v) It was thought incongruous that while I apparently stagnated in the lowest form, I should gain a prize open to the whole school for reciting to the Headmaster twelve hundred lines of Macaulay’s ‘Lays of Ancient Rome’ without making a single mistake.

Answer:
(i) (a) when I entered the inhospitable regions of examinations
(b) through which for the next seven years I was destined to journey
(ii)(a) which were dearest to the examiners
(b) (which) I fancied least
(iii) that we could learn only English
(iv)(a) when I had been no more than a month in the school
(b) (who was) wrapped in a towel on the very brink
(v) (a) while I apparently stagnated in the lowest form
(b) (that) I should gain a prize open to the whole school for reciting to the Headmaster twelve hundred lines of Macaulay’s ‘Lays of Ancient Rome’ without making a single mistake.

CHSE Odisha Class 12 English On Examinations Important Questions and Answers

I. Multiple-Choice Questions (MCQs) with Answers:

Question 1.
The author of the“On Examination” is
(A) Jessie Owens
(B) Jawaharlal Nehru
(C) Winston S. Churchill
(D) None of the above
Answer:
(C) Winston S. Churchill

Question 2.
Churchill was born in
(A) 1873
(B) 1874
(C) 1875
(D) 1876
Answer:
(B) 1874

Question 3.
The public school where he took admission is
(A) Delhi Public School
(B) Oxford International Public School
(C) Cambridge School
(D) Harrow Public School
Answer:
(D) Harrow Public School

Question 4.
The name of Churchill’s autobiography is
(A) My Experiments with Truth
(B) Sunny Days
(C) A Roving Commission My Early Life
(D) An Autobiography
Answer:
(C) A Roving Commission My Early Life

Question 5.
‘A Roving Commission My Early Life’ was published in
(A) 1930
(B) 1931
(C) 1932
(D) 1929
Answer:
(A) 1930

Question 6.
When Churchill entered the inhospitable regions of examinations, he was
(A) ten years old.
(B) twelve years old
(C) eleven years old
(D)thirteen years old
Answer:
(B) twelve years old

Question 7.
He was destined to read there for
(A) seven years
(B) six years
(C) five years
(D) two years
Answer:
(A) seven years

Question 8.
Churchill liked to be examined in
(A) history, poetry and writing essays
(B) mathematics and science
(C) Greek and Latin
(D) All the above
Answer:
(A) history, poetry and writing essays

Question 9.
The Examiners were partial to
(A) Mathematics and Science
(B) Latin and Mathematics
(C) Greek and Mathematics
(D) Greek and Science
Answer:
(B) Latin and Mathematics

Question 10.
The Examiners always wanted to ask
(A) what the author knew
(B) what the author did not know
(C) on which the author was in confuse
(D) None of the above
Answer:
(B) what the author did not know

Question 11.
When Churchill would have willingly displayed his knowledge,
(A) the teachers helped him
(B) the teachers scolded him
(C) the teachers sought to expose his ignorance
(D) All the above
Answer:
(C) the teachers sought to expose his ignorance

Question 12.
The Headmaster of Harrow Public School was
(A) D.H. Lawrence
(B) Dr Welldon
(C) B.R. Ambedkar
(D) Lord Tennyson
Answer:
(B) Dr Welldon

Question 13.
Churchill was unable to answer a single question in
(A) Latin paper
(B) Greek paper
(C) English paper
(D) History paper
Answer:
(A) Latin paper

Question 14.
What was the reason for Churchill’s not doing well in the examinations?
(A) It was a great trial for him
(B) He was not examined for his favourite subject
(C) Questions were not asked from what he knew
(D) All the above
Answer:
(D) All the above

Question 15.
What did he write in the answer book for the Latin paper?
(A) he was able to write all the answers
(B) he did not write his name
(C) he could make only small blots and smudges on the answer sheet
(D) None of the above
Answer:
(C) he could make only small blots and smudges on the answer sheet

Question 16.
The sad spectacle for the author was :
(A) he was not able to answer even a single question in the Latin paper
(B) he could answer all the questions
(C) he could answer some of the questions
(D) None of the above
Answer:
(A) he was not able to answer even a single question in the Latin paper

Question 17.
The writer’s position in the merit list for admission was
(A) he was placed in the third division of the fourth
(B) he was placed in the second division
(C) he was placed in the first division
(D) None of the above
Answer:
(A) he was placed in the third division of the fourth

Question 18.
He gives credit for his success in the entrance examination to
(A) his father
(B) his teachers
(C) to the headmaster, Dr Welldon
(D) All the above
Answer:
(C) to the headmaster, Dr Welldon

Question 19.
The custom of calling the roll at Harrow is
(A) At Harrow students would file past a master in the schoolyard and answer one by one
(B) Students were responding loudly to the call
(C) Student raising their hands
(D) All the above.
Answer:
(A) At Harrow students would file past a master in the schoolyard and answer one by one

Question 20.
Students who taught Latin and Greek at Harrow were
(A) the cleverer students
(B) the dull students
(C) the average students
(D) None of the above
Answer:
(A) the cleverer students

Question 21.
Students taught only English were
(A) dunces having no inclination towards Latin, Greek or Mathematics
(B) the cleverer students
(C) the average students
(D) All the above
Answer:
(A) dunces having no inclination towards Latin, Greek or Mathematics

Question 22.
The best teacher to teach English was
(A) Mr Welldon
(B) Mr Somervell
(C) Dr Samuel
(D) None of the above
Answer:
(B) Mr. Somervell

Question 23.
The part of the English grammar he learnt from Mr Somervell is
(A) parcing and English analysis
(B) components of sentences like subject, object, verb and clauses
(C) structure of endorsing British sentence
(D) All the above
Answer:
(D) All the above

Question 24.
He scored over the clever school fellows in after years because
(A) The writer thoroughly learned English thus it got into his bones
(B) The clever boys could not learn so quickly as the author could
(C) The author got more time to read
(D) None of the above
Answer:
(A) The writer thoroughly learned English thus it got into his bones

Question 25.
Boys enjoyed in large numbers at the swimming bath eating
(A) buns on the hot asphalt margin
(B) biscuits and bread
(C) cakes and soft drinks
(D) None of the above
Answer:
(A) buns on the hot asphalt margin

Question 26.
The pranks they enjoyed at the bath
(A) to come up behind someone and push him into the pool
(B) physically assaulting
(C) scolding in slangs
(D) All the above
Answer:
(A) to come up behind someone and push him into the pool

Question 27.
What did the writer do to the boy standing in a meditative posture?
(A) The writer stealthily came behind him and pushed him into the pool
(B) The writer asked him what he was doing
(C) The writer told him not to jump
(D) None of the above
Answer:
(A) The writer stealthily came behind him and pushed him into the pool

Question 28.
What was the reaction of the boy?
(A) He was very angry with the prank.
(B) He laughed at the prank.
(C) He was insulted at the prank.
(D) He took it slightly.
Answer:
(A) He was very angry with the prank.

Question 29.
The writer came to know that Amery was _______________.
(A) from the sixth form
(B) from the fifth form
(C) from the seventh form
(D) None of the above
Answer:
(A) from the sixth form

Question 30.
The writer apologised for his misconduct by saying
(A) sorry for playing that prank and said that he mistook Amery for a fourth
(B) manage it as they belong to the same school
(C) he would not do that again
(D) None of the above
Answer:
(C) he would not do that again

Question 31.
The writer was guilty of playing a prank because
(A) Amery was his senior and a boy of enormous strength, fame and reverence
(B) Amery was not known to him
(C) Amery would have been insulted
(D) All the above
Answer:
(A) Amery was his senior and a boy of enormous strength, fame and reverence

Question 32.
The matter ended happily for the writer when
(A) Amery laughed and asked Churchill to be cautious in future
(B) Amery told the headmaster about this
(C) Amery beat him
(D) All the above
Answer:
(A) Amery laughed and asked Churchill to be cautious in future

Question 33.
Amery was senior to Churchill by
(A) three years
(B) two years
(C) four years
(D) five years
Answer:
(A) three years

Question 34.
Amery was
(A) an officer in Churchill’s government
(B) the Secretary of State for India in Churchill’s cabinet
(C) a member of the government
(D) None of the above
Answer:
(B) the Secretary of State for India in Churchill’s cabinet

Question 35.
Amery was junior to Churchill in
(A) age
(B) stature
(C) family status
(D) All the above
Answer:
(B) stature

Question 36.
The position of the writer at the school
(A) He was counted amongst the dunces and stupidest boys
(B) He was counted as an intelligent boy
(C) He was an average boy
(D) All the above
Answer:
(A) He was counted amongst the dunces and stupidest boys

Question 37.
Churchill won a prize at school by
(A) writing an essay
(B) participating in the debate competition
(C) reciting to the headmaster twelve hundred lines of Macaulay’s ‘Lays of Ancient Rome’ without making a single mistake
(D) All the above
Answer:
(C) reciting to the headmaster twelve hundred lines of Macaulay’s ‘Lays of Ancient Rome’ without making a single mistake

Question 38.
The competition was open to _______________ students.
(A) lower class
(B) higher class
(C) whole school
(D) All the above
Answer:
(C) whole school

Question 39.
The writer’s noteworthy achievements at school were
(A) He passed the preliminary examination for the Army while at the bottom of the school
(B) For reciting twelve hundred lines of Macaulay’s ‘Lays of Ancient Rome’ without making any single mistake
(C) both (A) and (B)
(D) None of the above
Answer:
(C) both (A) and (B)

Question 40.
The first question in the preliminary examination for the Army was
(A) to draw a map of New Zealand
(B) to draw a map of Australia
(C) to draw a map of Europe
(D) None of the above
Answer:
(A) to draw a map of New Zealand

Question 41.
Churchill got successful in the paper because
(A) He put all his efforts and good memory into one map that was in New Zealand and to his luck he got the same question in the paper
(B) The answer was given to him and he got a success
(C) He got successful due to his father’s reputation
(D) All the above
Answer:
(A) He put all his efforts and good memory into one map that was in New Zealand and to his luck he got the same question in the paper

Question 42.
In whose favour was Churchill biased?
(A) Boys learning Greek
(B) Boys learning Latin
(C) Boys learning English
(D) Boys studying in the Harrow
Answer:
(C) Boys learning English

Question 43.
What would Churchill do, if he were to decide what the boys should leam?
(A) He would make them all leam English
(B) He would not let them leam Greek
(C) He would not let them leam Latin
(D) He would whip them hard
Answer:
(A) He would make them all leam English

Question 44.
Churchill will let the clever ones leam Latin as a/an _______________.
(A) reward
(B) honour
(C) treat
(D) option
Answer:
(B) honour

Question 45.
Churchill will let the clever ones leam Greek as a/an _______________.
(A) reward
(B) honour
(C) treat
(D) option
Answer:
(C) treat

Question 46.
What would be the only thing Churchill would whip the clever boys for?
(A) Not knowing English poetry
(B) Not writing an English essay
(C) Not knowing English
(D) Making fun of him in school
Answer:
(C) Not knowing English

Question 47.
When did Churchill first go to Harrow?
(A) In the summer team
(B) In the winter term
(C) In the mid-term
(D) In the spring term
Answer:
(A) In the summer team

Question 48.
How was the swimming bath at Harrow?
(A) Like a big pond
(B) Like a bend of a river
(C) Like a big swimming pool
(D) Like a big room
Answer:
(B) Like a bend of a river

Question 49.
How many bridges did the swimming bath have across it?
(A) One
(B) Two
(C) Three
(D) None
Answer:
(B) Two

Question 50.
The school possessed the biggest _______________Churchill had ever seen.
(A) conference hall
(B) cafeteria
(C) swimming-bath
(D) classrooms
Answer:
(C) swimming-bath

II. Short Type Questions with Answers:

Question 1.
What did the writer do to the boy standing in a meditative posture?
Answer:
The boy was standing in a meditative posture wrapped in a towel on the very brink of the pond. He was of equal height to the writer. So he took the boy for a fair game. He came stealthy behind the boy and pushed him in, holding onto his towel.

Question 2.
Whom does he give the credit of his success in the Entrance Examination? Why?
Answer:
He gives Dr. Welldon the credit for his success in the Entrance Examination. The writer gave the credit to him as he was able to judge his (the writer’s) hidden talent and declared him worthy to pass into Harrow.

Question 3.
What does he mean by – ‘I gained no more advantage from the alphabet than from the wider sphere of letters’?
Answer:
By ‘I gained no more advantage from the alphabet than from the wider sphere of letters’ the writer means that his name was written at the bottom of the School List as his correct name Spencer Churchill started with an ‘S’. Only two students were below him on the list. He did not get the advantage of having a long name.

Question 4.
What is the custom of calling the roll at Harrow?
Answer:
The custom of calling the roll at Harrow is that the students walk past a teacher in a line and respond one by one when their names are called.

Question 5.
‘Why, he’s last of all!’ – why did people say so?
Answer:
The people said so because the people wanted to know why the writer was the last of all to march by, whereas his father Lord Randolph Churchill, despite his resignation as the Leader of the House of Commons and Chancellor of Exchequer dominated in the field of politics.

Question 6.
What was the reaction of the boy?
Answer:
The boy took the prank as an insult. He got furious. Coming out of the pond he pursued the writer who was running away safely, caught him and hurled him into the deepest part of the pond.

Question 7.
What part of English grammar did he learn from Mr Somervell?
Answer:
He learnt English parsing and analysis from Mr Somervell. He learnt how to divide a long sentence into different parts and know the grammar of each part/word.

Question 8.
How did the boys enjoy their time at the swimming bath?
Answer:
The boys enjoyed their time in fun and frolics at the swimming bath. They used to go there in large numbers and bask between their dips eating buns on the hot asphalt margin.

Question 9.
What did the writer learn about Amery from the crowd of younger boys?
Answer:
The writer learnt from the crowd of younger boys that Amery was in the Sixth Form and Head of his House, champion at Gym and an excellent football player. Besides, Amery earned fame and respect for his manifold achievements.

Question 10.
Did the matter end happily for the writer?
Answer:
Yes, the matter ended happily for the writer. Amery’s anger abated, he laughed and gave some general remarks about his cheek. He advised the writer to be cautious in the future.

Question 11.
What were the writer’s noteworthy achievements at school?
Answer:
The writer’s noteworthy achievements at school were his brilliant performance in the preliminary examination for the Army, winning a prize for reciting twelve hundred lines unmistakably and scoring high marks in Geography.

Question 12.
How did the writer prepare himself for the preliminary examination for the Army?
Answer:
The writer prepared himself for the preliminary examination for the Army by focussing on the geography of New Zealand. The night on the eve of his examination, he had written the names of all the maps in the atlas into a hat and sketched New Zealand.

Question 13.
What is the writer’s opinion about Mr Somervell as a teacher?
Answer:
Mr Somervell taught English as no one else ever had taught it. He was very skilful to teach English to dunces. He had his own method of teaching.

Question 14.
How did the writer score over the clever class fellows after years?
Answer:
The writer had remained in the Third Fourth three times as long as anyone else and practised and learned English thoroughly. So in after years when his clever class fellows came down to common English to earn their living or make their way, he was able to score over them.

Question 15.
What is the only thing the writer whips his class fellows for?
Answer:
He would make them all learn English and then he would let the clever ones learn Latin as an honour and Greek as a treat. He would whip them hard for not knowing English.

Question 16.
Throw light on his preparation for the preliminary examination for the army.
Answer:
The writer prepared for the preliminary examination for the Army by focusing on the geography of New Zealand; besides, the night before the examination saw he write the names of all the maps in the atlas into a hat and draw New Zealand.

Introducing the Author:
Sir Winston Churchill (1874-1965) was a distinguished statesman and war-time Prime Minister of Great Britain. He served in the British Army for many years as a commissioned officer. After that, he joined public life. As the Prime Minister of England, he led the allied countries to a spectacular victory in the Second World War. He possessed a sense of humour. He was a brilliant writer. He is well-known for his essays and lectures. He was awarded the Nobel Prize in Literature in 1953. ‘My Early Life’ is his masterpiece. His other works include The World Crisis, Gathering Storm and Aftermath and Memories of the Second World War.

About the Topic:
Examinations, for the writer, were not a pleasant experience. He gives vent to his views on the role of a teacher in facilitating the learning of a pupil and developing skills in him or her. Mr Somervell was a case in point. Mr Somervell played a great part in the writer’s education at Harrow. The writer also does not forget to narrate a funny incident he was linked with at school. The topic comes to a close with his preparation for the preliminary examination for the Army.

Summary:
The essay begins with the writer’s dislike for examinations. He could not get rid of them for seven years. These examinations were a sort of trial for him. The subjects the examiners liked most were Latin and mathematics. On the other hand, he was fond of history, poetry and writing essays. The writer attributes his poor performance to his teachers’ typical attitude. They did not take care of his favourite subjects. Instead, they set questions on Latin and mathematics.

In short, the examiners were keen on exposing his ignorance. The writer draws our attention to Dr Welldon for taking a broad-minded view of his Latin prose. He was interested to judge the writer’s general ability but in vain. The writer failed to answer a single question in the Latin paper, except writing the number of the question ‘I’. Drops of tears fell on his answer sheet. He could not take his eyes off this miserable sight. The writer makes an eloquent reference to Dr Welldon. He was a great scholar. He was a keen observer of the writer’s talent.

He did not give any importance to his (writer’s) answer paper. The writer succeeded in the Entrance Examination and gave credit to Dr Welldon for his success. As a result, the writer always held him in the highest: esteem. He became the last boy in the class because the names of the new boys were printed on the School List in alphabetical order. Churchill points out the difference between the custom of roll calling at Eton and Harrow; in the former, the boys stood in a group and responded to their roll calls, but in the latter, the students walked before a Master in a line and responded one by one.

The writer states that those who were superior to him were taught Latin and Greek. Those who were considered slow learners were taught only English. The writer showers praise on Mr Somervell, a person full of life and a teacher who excels in the art of teaching English grammar. Mr Somervell played a very meaningful role in the learning of students and the development of their skills. The writer himself was a case in point. Thanks to Mr Somervell, he learnt the essential structure of British sentences.

He scored over the clever school fellows in common English; after years. He was prejudiced in support of boys learning English. The writer then takes us to the biggest swimming bath of his school. The boys enjoyed their time here in fun and frolic. He recollects an incident of pushing a boy into the pool. At that time, that boy was on the edge and in a meditative position. He put on a towel. The writer was shocked at the boy’s furious face and ran away to get rid of the latter, but it was a futile attempt.

At last, the boy caught hold of him firmly and threw him into the deepest part of the pool. A number of younger boys apprised the writer of the: boy’s many feats. The writer apologised for his misconduct. There was a ring of fear and: guilt about his behaviour. The matter ended happily for the writer. Years rolled by. The writer came out with flying colours in the preliminary examination for the Army. He was endowed with a wonderful memory. His success in geography was a case in point.

ସାରାଂଶ:
ଲେଖକଙ୍କର ପରୀକ୍ଷା ପ୍ରତି ଥିବା ଅପସନ୍ଦ କଥା ବର୍ଣ୍ଣନା କରି ପ୍ରବନ୍ଧଟି ଆରମ୍ଭ ହୋଇଛି । ସେ ସାତ ବର୍ଷ ଧରି ତା’ କବଳରୁ ମୁକୁଳି ପାରିନଥିଲେ । ପରୀକ୍ଷାସବୁ ତାଙ୍କ ପାଇଁ ଏକପ୍ରକାର ବିଚାର ଭଳି ଥିଲା । ପରୀକ୍ଷକ ଲାଟିନ୍ ଓ ଗଣିତ ବିଷୟକୁ ବହୁତ ଭଲ ପାଉଥିଲେ । ଅପରପକ୍ଷେ, ସେ ଇତିହାସ, କବିତା ଓ ରଚନାଲେଖାକୁ ଖୁବ୍ ଭଲ ପାଉଥିଲେ । ସେ ତାଙ୍କର ପରୀକ୍ଷାରେ ଖରାପ ହେବାର କାରଣରୂପେ ଶିକ୍ଷକମାନଙ୍କ ନିର୍ଦ୍ଦିଷ୍ଟ ପ୍ରକାର ମନୋଭାବକୁ ବିଚାର କରିଛନ୍ତି । ସେମାନେ ତାଙ୍କର ପ୍ରିୟ ବିଷୟ ପରିବର୍ତ୍ତେ ଲାଟିନ୍ ଓ ଗଣିତ ବିଷୟ ଉପରେ ପ୍ରଶ୍ନ ପ୍ରସ୍ତୁତ କରୁଥିଲେ । ସଂକ୍ଷେପରେ କହିବାକୁ ଗଲେ, ପରୀକ୍ଷକମାନେ ତାଙ୍କର ଅଜ୍ଞତାକୁ ପଦାରେ ପକାଇବାକୁ ଆଗ୍ରହୀ ଥିଲେ ।

ତାଙ୍କର ଲାଟିନ୍ ଗଦ୍ୟ ଉପରେ ଡକ୍ଟର ୱେଲ୍‌ଡ଼ନ୍ ନେଇଥ‌ିବା ଉଦାର ଚିନ୍ତାଧାରାସମ୍ପନ୍ନ ମତାମତ ଆଡ଼କୁ ଲେଖକ ଆମର ଦୃଷ୍ଟି ଆକର୍ଷଣ କରିଛନ୍ତି । ସେ ଲେଖକଙ୍କର ସାଧାରଣ ଦକ୍ଷତାକୁ ବିଚାର କରିବାକୁ ଆଗ୍ରହୀ ଥିଲେ, କିନ୍ତୁ ତାହା ବୃଥା ହେଲା । ଲେଖକ ଲାଟିନ୍ ବିଷୟରେ ପ୍ରଶ୍ନ ନମ୍ବର “I” ଲେଖୁବା ବ୍ୟତୀତ ଗୋଟିଏ ମଧ୍ୟ ପ୍ରଶ୍ନର ଉତ୍ତର ଦେଇପାରି ନଥିଲେ । ଉତ୍ତର ପତ୍ର ଉପରେ ଲୁହ କେଇବୁନ୍ଦା ବୋହି ପଡ଼ିଥିଲା । ସେ ଏହି ଶୋଚନୀୟ ଦୃଶ୍ୟ ଉପରୁ ତାଙ୍କର ଆଖି ହଟାଇ ପାରିନଥିଲେ । ଲେଖକ ଡକ୍ଟର ୱେଲଡ଼ନ୍‌ଙ୍କ ଉପରେ ସ୍ପଷ୍ଟ ମତବ୍ୟକ୍ତ କରିଥିଲେ । ସେ ଜଣେ ମହାନ୍‌ ପଣ୍ଡିତ ଥିଲେ । ସେ ଲେଖକଙ୍କ ଦକ୍ଷତାକୁ ଗଭୀରଭାବେ ପର୍ଯ୍ୟବେକ୍ଷଣ କରିଥିଲେ । ସେ ଲେଖକଙ୍କର ଉତ୍ତରପତ୍ର ଉପରେ କୌଣସି ଗୁରୁତ୍ଵ ଦେଇନଥିଲେ ।

ଲେଖକ ପ୍ରବେଶିକା ପରୀକ୍ଷାରେ ସଫଳତା ପାଇଥିଲେ ଏବଂ ଏହି ସଫଳତାର ଶ୍ରେୟ ଡକ୍ଟର ୱେଲଡ଼ନ୍‌ଙ୍କ ଦେଇଥିଲେ । ଫଳତଃ ଲେଖକ ସର୍ବଦା ତାଙ୍କୁ ସର୍ବୋଚ୍ଚ ସମ୍ମାନ ଦେଉଥ‌ିଲେ । ବର୍ଣ୍ଣମାଳାର କ୍ରମ ଅନୁସାରେ ବିଦ୍ୟାଳୟ ତାଲିକାରେ ନୂଆ ବାଳକମାନଙ୍କ ନାମ ଲେଖାଯାଉଥିବାରୁ ଲେଖକ ଶ୍ରେଣୀର ଶେଷ ବାଳକରୂପେ ପରିଗଣିତ ହେଲେ । ଚର୍ଚ୍ଚିଲ୍ ‘ଇଟନ’ ଏବଂ ‘ହ୍ୟାରୋ’ର ଉପସ୍ଥାନ ଡାକିବା ପ୍ରଥା ମଧ୍ୟରେ ଥିବା ଭିନ୍ନତା ପ୍ରଦର୍ଶନ କରିଛନ୍ତି । ‘ଇଟନ’ରେ ବାଳକମାନେ ଦଳବଦ୍ଧ ଭାବରେ ଛିଡ଼ା ହେଉଥିଲେ ଏବଂ ନାଁ ଡକାଗଲେ ଉତ୍ତର ଦେଉଥିଲେ; ମାତ୍ର ‘ହ୍ୟାରୋ’ରେ ଛାତ୍ରମାନେ ନାଁ ଡକାଗଲେ ଶିକ୍ଷକଙ୍କ ଆଗରେ ଧାଡ଼ିରେ ଚାଲିଯାଇ ଉତ୍ତର ଦେଉଥିଲେ । ଲେଖକ କହିଛନ୍ତି ଯେ ତାଙ୍କଠାରୁ ଅଧ୍ବକ ଧୀ-ସମ୍ପନ୍ନ ପିଲାମାନେ ଲାଟିନ୍‌ ଓ ଗ୍ରୀକ୍ ଅଧ୍ୟୟନ କଲେ ।

ଯେଉଁମାନେ ପଢ଼ିବାରେ ମାନ୍ଦା ସେମାନେ କେବଳ ଇଂରାଜୀ ପଢ଼ିଲେ । ଲେଖକ ସୋମରଭେଲ୍‌ଙ୍କର ଭୂୟସୀ ପ୍ରଶଂସା କରିଛନ୍ତି ଯିଏକି ଜଣେ ସହୃଦୟ ବ୍ୟକ୍ତି ଓ ଶିକ୍ଷକ ଥିଲେ । ଇଂରାଜୀ ବ୍ୟାକରଣ ପଢ଼ାଇବାରେ ସେ ଖୁବ୍ ଦକ୍ଷ ଥିଲେ । ଛାତ୍ରମାନଙ୍କ ଅଧ୍ୟୟନ ଓ ସେମାନଙ୍କଠାରେ ଦକ୍ଷତାବୃଦ୍ଧି ଦିଗରେ ସୋମରଭେଲ୍ ପ୍ରଶଂସନୀୟ ଭୂମିକା ନିର୍ବାହ କରିଥିଲେ । ସୋମରଭେଲ୍‌ଙ୍କ ପାଇଁ ସେ ଇଂରାଜୀ ବାକ୍ୟଗଠନ ଭଲଭାବେ ଶିଖ୍ ପାରିଥିଲେ । ପରବର୍ତ୍ତୀ ଜୀବନରେ ସେ ଚତୁର ସହପାଠୀମାନଙ୍କଠାରୁ ସାଧାରଣ ଇଂରାଜୀରେ ଖୁବ୍ ଭଲ କରିଥିଲେ । ସେ ବାଳକମାନଙ୍କ ଇଂରାଜୀ ଶିକ୍ଷାକୁ ଅନ୍ଧଭାବେ ସମର୍ଥନ କରୁଥିଲେ । ଲେଖକ ଏହାପରେ ଆମକୁ ତାଙ୍କ ବିଦ୍ୟାଳୟର ବୃହତ୍ତମ ସନ୍ତରଣ-ପୁଷ୍କରିଣୀ ପାଖକୁ ନେଇଯାଇଛନ୍ତି । ବାଳକମାନେ ଏଠାରେ ଖେଳ କୌତୁକ କରି ସେମାନଙ୍କ ସମୟ ବିତାଉଥିଲେ ।

ଜଣେ ବାଳକକୁ ସନ୍ତରଣ ପୁଷ୍କରିଣୀ ଭିତରକୁ ଠେଲି ଦେଇଥୁବା ଘଟଣାକୁ ସେ ସ୍ମରଣ କରିଛନ୍ତି । ସେହି ସମୟରେ ବାଳକଟି ଧାନ କଲାଭଳି ଭଙ୍ଗୀରେ ପୋଖରୀ ଧାର ପାଖରେ ଥିଲା । ସେ ଗୋଟିଏ ତଉଲିଆ ପିନ୍ଧିଥିଲା । ଲେଖକ ବାଳକର ଭୟଙ୍କର ମୁଖମଣ୍ଡଳ ଦେଖୁ ଭୟ ପାଇଗଲେ ଏବଂ ନିଜକୁ ମୁକ୍ତ କରିବାପାଇଁ ଦୌଡ଼ି ପଳାଇ ଯାଇଥିଲେ; କିନ୍ତୁ ଏହା ବୃଥା ଚେଷ୍ଟା ଥିଲା । ଶେଷରେ ସେହି ବାଳକଟି ତାଙ୍କୁ ଦୃଢ଼ ଭାବରେ ଧରିନେଲା ଏବଂ ପୁଷ୍କରିଣୀର ଗଭୀର ଅଂଶ ଭିତରକୁ ଫୋପାଡ଼ି ଦେଲା । ଦଳେ ଅଳ୍ପବୟସର ପିଲା ବାଳକଟିର ଉଲ୍ଲେଖନୀୟ କାର୍ଯ୍ୟକଳାପ ବିଷୟରେ ଲେଖକଙ୍କୁ କହିଥିଲେ । ନିଜ ବ୍ୟବହାର ପାଇଁ ଭୟ ଏବଂ ଦୋଷୀ ଭାବ ତାଙ୍କ ମନକୁ ଗ୍ରାସ କଲା । ଶେଷରେ ଘଟଣାଟିର ସୁଖକର ସମାଧାନ ହୋଇଥିଲା । ସମୟ ଗଡ଼ିଚାଲିଲା । ସୈନ୍ୟବାହିନୀ ପ୍ରବେଶିକା ପରୀକ୍ଷାରେ ଲେଖକ ଅଭୂତପୂର୍ବ ସଫଳତା ହାସଲ କରିଥିଲେ । ତାଙ୍କର ସ୍ମୃତିଶକ୍ତି ଚମତ୍କାର ଥିଲା । ଭୂଗୋଳରେ ସଫଳତା ଏହାର ଏକ ଉଦାହରଣ ।

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