Kya aap 8th pass se tej hain !

Kya aap 8th pass se tej hain !

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I wonder if our so called highly educated and well versed “Bosses” could even imagine such tests, leave aside attempting them!!

Look at these question papers of 8th grade in 1895. 1895 8th grade final exam

Remember when grandparents and great-grandparents stated that they only had an 8th grade education? Well, check this out. Could any of us have passed the 8th grade in 1895?

This Very high is the eighth-grade final exam from 1895 in Salina , Kansas , USA .. It was taken from the original document on file at the Smokey Valley Genealogical Society and Library in Salina , and reprinted by the Salina Journal..

8th Grade Final Exam:

Salina , KS – 1895

Grammar (Time, one hour)

1. Give nine rules for the use of capital letters.

2. Name the parts of speech and define those that have no modifications

3. Define verse, stanza and paragraph.

4. What are the principal parts of a verb? Give principal parts of ‘lie,’ ‘play,’ and ‘run’

5. Define case; illustrate each case.

6 What is punctuation? Give rules for principal marks of punctuation.

7 – 10. Write a composition of about 150 words and show therein that you understand the practical use of the rules of grammar.

Arithmetic (Time,1 hour 15 minutes)

1. Name and define the Fundamental Rules of Arithmetic.

2. A wagon box is 2 ft. Deep, 10 feet Long, and 3 ft. Wide. How many bushels of wheat will it hold?

3. If a load of wheat weighs 3,942 lbs, what is it worth at 50cts/bushel, deducting 1,050 lbs for tare?

4. District No 33 has a valuation of $35,000. What is the necessary levy to carry on a school seven months at $50 per month, and have $104 for incidentals?

5. Find the cost of 6,720 lbs. Coal at $6.00 per ton.

6. Find the interest of $512.60 for 8 months and 18 days at 7percent per annum.

7. What is the cost of 40 boards 12 inches wide and 16 ft long at $20 per metre?

8… Find bank discount on $300 for 90 days (no grace) at 10 percent.

9. What is the cost of a square farm at $15 per acre, the distance of which is 640 rods?

10. Write a Bank Check, a Promissory Note, and a Receipt.

U.S. History (Time, 45 minutes)

1. Give the epochs into which U.S. History is divided

2. Give an account of the discovery of America by Columbus .

3. Relate the causes and results of the Revolutionary War.

4. Show the territorial growth of the United States ..

5. Tell what you can of the history of Kansas

6. Describe three of the most prominent battles of the Rebellion.

7. Who were the following: Morse, Whitney, Fulton , Bell , Lincoln , Penn, and Howe?

8. Name events connected with the following dates: 1607, 1620, 1800, 1849, 1865.

Orthography (Time, one hour)

[Do we even know what this is??]

1. What is meant by the following: alphabet, phonetic, orthography, etymology, syllabication?

2. What are elementary sounds? How classified?

3. What are the following, and give examples of each: trigraph, subvocals, diphthong, cognate letters, linguals?

4. Give four substitutes for caret ‘u’.

5. Give two rules for spelling words with final ‘e.’ Name two exceptions under each rule.

6. Give two uses of silent letters in spelling. Illustrate each.

7 Define the following prefixes and use in connection with a word: bi, dis, pre, semi, post, non, inter, mono, sup.

8. Mark diacritically and divide into syllables the following, and name the sign that indicates the sound: card, ball, mercy, sir, odd, cell, rise, blood, fare, last.

9.. Use the following correctly in sentences: cite, site, sight, fane, fain, feign, vane , vain, vein, raze, raise, rays.

10. Write 10 words frequently mispronounced and indicate pronunciation by use of diacritical marks and by syllabication.

Geography (Time, one hour)

1 What is climate? Upon what does climate depend?

2.. How do you account for the extremes of climate in Kansas ?

3. Of what use are rivers? Of what use is the ocean?

4. Describe the mountains of North America .

5. Name and describe the following: Monrovia , Odessa , Denver , Manitoba , Hecla , Yukon , St. Helena, Juan Fernandez, Aspinwall and Orinoco .

6. Name and locate the principal trade centers of the U.S. Name all the republics of Europe and give the capital of each..

8. Why is the Atlantic Coast colder than the Pacific in the same latitude?

9.. Describe the process by which the water of the ocean returns to the sources of rivers.

10. Describe the movements of the earth. Give the inclination of the earth.

HUH? Are they kidding? This is hard to believe….

Notice that the exam took FIVE HOURS to complete.

Gives the saying ‘he only had an 8th grade education’ a whole new meaning, doesn’t it?!

Also shows you how poor our education system has become and, NO, I don’t have the answers!

The recent news of colleges under Delhi University setting a cut-off of 99 per cent and above marks has shocked educationists, scholars, teachers, commentators all over the country.

Not only is such a high marks preposterous but also it defies logic and in general the real worth of those who score such a high percentage.

Are these students really that good to achieve such marks or is it the system which is churning out students capable of scoring high marks and yet are bogged down when it comes to innovation and cutting-edge research?

Are we ‘manufacturing’ drones instead of learned, wise men?

Should there be an alternative to the present marks-based system?

Also in spite of boasting students endowed with high-intellect and IQ why are Indian Universities lagging far behind their US and European counterparts?

What is the solution?

Is private participation and relaxation of rules and regulations the way out?

What do those students do who fail to score high marks?

168 Comments  |  
8 Dimers
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Hehe! They will score Anda. Still wishing them all the best!

Edit: It is not a test for all. Good luck @Troll and her supporting guys.

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@[email protected]@[email protected] wrote:

Hehe! They will score Anda. Still wishing them all the best!

Edit: It is not a test for all. Good luck @Troll and her supporting guys.


Don’t abuse him by using her,

He has accepted being male , accidentally.

Usne mana ek purush hona durghtnavash!

More insight
mera mansik santulan hota nahi h sahmat sath mere

Couple love wallpaper 5
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@[email protected]_0_0_D wrote:



Don’t abuse him by using her,

He has accepted being male , accidentally.

Usne mana ek purush hona durghtnavash!

More insight
mera mansik santulan hota nahi h sahmat sath mere


Aap bhi Sir seekh gaye uski tarah english ka hindi translation karna. Btw, very nice!

Free vector troll 062218 troll
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@[email protected]@[email protected] wrote:

@[email protected]_0_0_D wrote:



Don’t abuse him by using her,

He has accepted being male , accidentally.

Usne mana ek purush hona durghtnavash!

More insight
mera mansik santulan hota nahi h sahmat sath mere


Aap bhi Sir seekh gaye uski tarah english ka hindi translation karna. Btw, very nice!


I’ve learned from op

Trans -

Mere pas sikhna dawara Om parkash

@[email protected]_0_0_D Sir dont knw I did accidentally or I did it for purpose ?

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@Troll is best suited night watchman ,
Without any recharge or salary .
Only coffee and poopo fees will be reimbursed.

Pl. Help us in pic ulpoad thread.


++++

Troll hai uttam upyukht ratri gashti purush,
Kewal coffee aur sulabh s* shulk ka jayega punarbhugtan .

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@[email protected]@[email protected] wrote:

Hehe! They will score Anda..


जब तुम दूसरों के दोष देखोगे तो दूसरों के दोष को बड़ा करके देखने की मन की आकांक्षा होती है। इससे ज्यादा रस और कुछ भी नहीं मिलता कि दूसरे तुमसे ज्यादा पापी हैं, तुमसे ज्यादा बुरे हैं, तुमसे ज्यादा अंधकारपूर्ण हैं। इससे अहंकार को बड़ी तृप्ति मिलती है कि मैं बिलकुल ठीक हूं, दूसरे गलत हैं। बिना ठीक हुए अगर तुम ठीक होने का मजा लेना चाहते हो, तो दूसरों के दोष गिनना।


ओशो
Free vector troll 062218 troll
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@[email protected]_0_0_D wrote:

@Troll is best suited night watchman ,
Without any recharge or salary .
Only coffee and poopo fees will be reimbursed.

Pl. Help us in pic ulpoad thread.

-—-++++

Troll hai uttam upyukht ratri gashti purush,
Kewal coffee aur sulabh s* shulk ka jayega punarbhugtan .


Use tinypic dot com

which u already knw

then

y u want to help u in pic ulpoad thread

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Why Does the Ninth Month Come from the Word “Seven”?

For many, the month of September signals the end of summer, the beginning of autumn, and the start of a new school year. With respect to the calendar, September marks the beginning of the months with less onomastically exciting names that signify nothing other than their numerical position in the year.

September comes from the Latin root septem-, meaning “seven,” because in the original Roman republican calendar September was the seventh month of the year rather than the ninth. The Roman calendar was only ten months long and included the following months—Martius, Aprilis, Maius, Junius, Quintilis, Sextilis, September, October, November, and December. The last six months were assigned names according to their ordinal numbers—Quintilis is the fifth month, Sextilis is the sixth month, and so on.

It was not until 45 BC when Julius Caesar introduced the Julian calendar (named after Caesar, himself) that the year grew to include two more months, January and February. Quintilis and Sextilis were later renamed to July and August in honor of Julius Caesar and Augustus Caesar, but despite repeated attempts to change them, the names for September, October, November, and December not only stuck, but spread to other languages, as well.

The strangeness of calling the ninth month “Seventh Month” did not seem to bother Old English speakers. September came into Old English from Old French, replacing the Old English forms, Hāligmōnað and Hærfestmōnað, which mean “harvest month” in Modern English.

Had the Roman senate gotten their way, we might now be calling September Tiberius or Antoninus, after two Roman Emperors. Or we might have ended up calling September Augustus as followers of the Emperor Commodus hoped, or Germanicus, as Emperor Domitian wanted.

Would these names have been any better than calling the ninth month September?

@DimerAbhi

@@[email protected]@

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Good Behavior is not Magic—It’s a Skill The 3 Skills Every Child Needs for Good Behavior
When you have a child who acts out and is disrespectful or disruptive, it’s easy to compare him to the so-called “good kids” who never seem to get into trouble or give their parents grief. Many people feel hopeless about the possibility of ever teaching their child to “magically” become the kind of well-behaved member of the family they envisioned before they had him.

It’s actually the learning process associated with consequences that changes the behavior.
The truth is that good behavior isn’t magic—you can’t just wave a wand and turn your child into who you want him to be. Rather, good behavior is a skill that can be learned, just like carpentry, teaching or nursing. I believe three of the most important skills for children to learn as a foundation for good behavior are: how to read social situations, how to manage emotions, and how to solve problems appropriately. If your child can learn to master these three tasks with your help, he will be well on his way to functioning successfully as an adult.

Related: How to teach your child the skill of good behavior.

Skill #1: Reading Social Situations
The ability to read social situations is important because it helps your child avoid trouble and teaches him how to get along with others. If he can walk into a classroom, lunchroom, playground or a dance, read what’s going on there, and then decide how he’s going to interact in that environment in an appropriate way, he’s already halfway there. So if your child sees a bunch of kids who usually tease and bully others, the skill of reading social situations will help him stay away from that group, rather than gravitate toward it.

Parents can help their kids develop these skills by getting them to read the looks on people’s faces at the mall or a restaurant, for example. If your child can learn to see who looks angry, frustrated or bored, two things will happen: the first is that he will be able to identify how people might be feeling. Secondly, he’ll learn that he should try to identify other people’s emotions. Both are integral in learning how to read social situations.

Related: Calm parenting in any situation.

Skill #2: Managing Emotions:
It’s critical for your child to learn how to manage his emotions appropriately as he matures. Managing your emotions means that it’s not OK to punch a hole in the wall because you’re angry; it’s not OK to curse at your dad because he took your iPod away. Children need to learn that just because they feel bad or angry, it does not give them the right to hurt others.

Ask the Right Questions
If your child calls his little sister a nasty name, it’s your job to first sit down and ask, “What did you see going on that you thought you needed to do that?” Not, “How did you feel?” but “What was going on?” You’ll find that usually this type of behavior is generally self-centered. Perhaps your child’s little sister is getting more attention or she’s watching a show and he wants the TV, or she’s playing with the video games and he wants to play them. When your child does not know how to deal with that situation and he becomes nasty or abusive, it’s time for you to step in and put a stop to it. And I think you should very clearly state, “Just because you’re angry, it doesn’t give you the right to call your sister a nasty name.” That’s an important, direct way of teaching the skill of managing emotions.
What Giving Consequences Does (and Doesn’t) Accomplish
I believe that consequences are part of accountability. In other words, your child should know that if the inappropriate behavior happens again, he will be held accountable. Saying that, I don’t think people change simply because they’re punished or are given consequences. Although parents often focus on them, consequences alone are not enough. Rather, it’s the learning process associated with the consequences that changes a child’s behavior. So it’s the part of your child’s thinking process that says, “Next time I’m upset, if I call Sarah a name, I’m going to be punished. Instead, I can just go to my room and cool down.”

Here’s the truth: you can punish kids until the cows come home, but it’s not going to change their behavior. That’s because the problem is actually not the behavior—the problem lies in the way kids think. This faulty thinking then gets externalized into how they behave. If you punish them for the behavior and neglect to challenge the way they think about the problem—or discuss what their options are for dealing with that problem effectively in the future—then really, what are you doing? You’re punishing your child, but he hasn’t learned anything and he’s not going to do anything differently. In fact, he’s probably just going to do it again when you’re not looking.

Related: How to give consequences that really work.

“What Will You Do Differently Next Time?”
I think it’s very important that you talk to your child about what he can do differently the next time he feels angry or frustrated. This tool is something I developed as part of The Total Transformation, and it’s an important way to focus on changing your child’s behavior. When you use this technique, it encourages your child to come up with other things he or she might do instead of using ineffective behavior. By the way, when you have this talk with your child, it should be a pretty businesslike conversation—it’s not all smiley and touchy feely; it shouldn’t be abusive or negative, either. Stick to the facts and ask, “What can you do differently next time?”
Skill #3: Teach Problem Solving Skills

There’s No Such Thing as “Good Kids” and “Bad Kids”
I believe that the kids who are labeled “good” are children who know how to solve their problems and manage their behavior and social life, and the kids who are labeled “bad” are kids who don’t know how to solve those problems. A child is often labeled “the bad kid” when he’s developed ineffective actions to solve the problems that other kids solve appropriately. So this child may turn to responses that are disrespectful, destructive, abusive, and physically violent. In my opinion, there’s no such thing as good kids or bad kids, there are simply kids who have learned effective ways of solving life’s problems, and kids who have not.

As they develop, children have to continually adjust their problem-solving skills and learn new ones. For instance, for a three year old, being told “no” is the biggest problem in her life. She stomps her feet, she throws a tantrum. Eventually, she has to learn to deal with that problem and manage the feelings associated with it. And so those tasks continue for five-year-olds who have to deal with the first day of school and for nine-year-olds who have to change in gym. They continue for 12- and 13-year-olds when they’re at middle school, which is a much more chaotic environment than they have ever faced before.

Related: How to teach kids problem-solving skills.

I’ve devoted much of my career to dealing with kids who behaved inappropriately, all the way from kids who were withdrawn and depressed to kids who were aggressive and acted out physically. I believe a very key element in helping children change their behavior is for parents to learn techniques where they help their child identify the problem they’re facing. Together, you look at how to solve problems and come up with other solutions. So talk to your child about the problem at hand and how to solve it—not just about the emotion your child is feeling.

In the end, there is no magic solution to good behavior. The secret is really in teaching kids how to solve problems; good behavior is simply one of the fruits on that problem-solving tree. Your goal as a parent is to give your child the tools to learn good behavior. It’s never too late to get these tools, but know this: if your child can’t read a situation in the ninth grade and doesn’t know how to respond, reacts by getting aggressive, and then gets into trouble, how do you think they are going to handle it when they’re an adult and their boss tells them something they don’t want to hear? That’s why it’s important for you as parent not to “wish away” the bad behavior and to start teaching your child the skills he needs to change his behavior for good.

-+++++++++++++——
Read more: empoweringparents

@aryan

@appu

@marketdimer

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A thief dines out, hoping later to eat in

Every now and then, Gangaram Mahes slips on his best donated clothes and lives the high life. He strolls to a nice restaurant, sips a fine aperitif, savors a $50 meal and finishes with hot black coffee. The waiters call him sir, but Mr. Mahes could not dig a dollar from his pocket for a bus ride to heaven.

He is a thief who never runs, a criminal who picks his teeth as the police close in. To be arrested, to go home to a cell at Rikers Island, is his plan when he unfolds his napkin.

Homeless off and on for several years, he steals dinner from the restaurants because he wants the courts to return him to a place in New York where he is guaranteed three meals a day and a clean bed. In a prison system filled with repeat offenders, the 36-year-old Mr. Mahes is a serial diner.

He has committed the same crime at least 31 times, according to his prison record, always pleads guilty and never urges his lawyer to bargain for a reduced sentence. In his eyes, he is just tunneling inside again, with a knife and fork.

“It’s tough on the outside,” said Mr. Mahes, who is serving 90 days for stealing a swordfish steak from a midtown Manhattan restaurant.

Prosecutors say it is not their job to consider whether locking some criminals up actually gives them what they want: refuge from poverty or hunger. But Legal Aid lawyers, while they have no statistics, said they had seen a small but growing number of people who commit petty crimes with the intent of going to prison. Mr. Mahes is unusual because of his method, and his persistence.

It is life in a cage, sometimes violent, often demeaning, but to Mr. Mahes it is better than drifting from shelter to shelter or living in cardboard boxes. There is order to prison, and you always dine on time, he said.

“I like to live decent,” he said. “I like to be clean.”

Christina Swarns, a young Legal Aid lawyer defending a man who does not want her help, faces Mr. Mahes through the wire screen of the holding pen at criminal court and does not know whether to laugh or cry.

“It’s funny at first, ‘The Serial Eater,’ " she said. “But it’s a very sad thing. How bad is it, his life, that he would prefer prison?”

On one hand is a man who goes to jail at will without hurting anyone, who steals only expensive New York restaurant food. Instead of throwing a rock through a window, he orders a T-bone.

On the other hand is a man who seems to have abandoned hope of ever having anything better, who prefers society’s idea of punishment to his place in the society, said Ms. Swarns. In the past two years, he has seldom been free more than a few days before enjoying an illegal entree. Not Too Cheap

He has patronized the American Festival Cafe and the Taj Mahal in Manhattan, and Tony Roma’s in two boroughs. He chooses restaurants that are not too cheap, not too expensive. If a restaurant is too pretentious, it might not seat him. If it is too cheap, he might not be arrested for stealing its food.

“If they really wanted to punish him,” said Ms. Swarns, "they would stand outside Rikers and say, ‘You go away.’ "

Instead, Mr. Mahes does 90 days for stealing fish.

It costs taxpayers $162 a day to feed, clothe and house Mr. Mahes at Rikers Island. His 90-day sentence will cost them $14,580, to punish him for refusing to pay the $51.31 check. In five years he has cost them more than $250,000.

Louis Fasulo, a supervising lawyer at Legal Aid, said the real shame was that Mr. Mahes was returned to jail over and over before anyone questioned if it was the right thing.

“No one took the time,” he said.

His lawyers have asked for alternative sentencing, including counseling, but prosecutors denied it. If Mr. Mahes wants to live in prison, the City of New York will let him.

Barbara Thompson, a spokeswoman for the Manhattan District Attorney, said Mr. Mahes was returned to prison because he was a thief, with a long record of stealing.

“He does belong in jail,” she said. “It’s the same as if it were a string of shopliftings.”

Ms. Thompson said Mr. Mahes was not snatching bread crusts to keep from starving.

“One of his meals cost $100,” she said. Nothing Left to Lose

All around Mr. Mahes in the holding cages at criminal court are inmates who just want to go home. He is already there, said Ms. Swarns.

She said her client had no expectations, so there were no disappointments: he did not envy people who were free, because they were free to suffer.

Once an inmate accepts where he is, what he is, jail has its good times, Mr. Mahes said.

“Last night,” he said, “we had beef stew.”

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Bill, Jim, and George were at a convention together and were sharing a
large suite on the top of a 75-story skyscraper.

After a long day of meetings they were shocked to hear that
the elevators in their hotel were broken and they would have to
climb 75 flights of stairs to get to their room.

Bill said to Jim and George, let’s break the monotony of this
unpleasant task by concentrating on something interesting.
I’ll tell jokes for 25 flights, and
Jim can sing poetry for 25 flights, and
George can tell sad stories the rest of the way.

At the 26th floor Bill stopped telling jokes and
Jim began to sing poetry.

At the 51st floor Jim stopped singing and George began to tell sad stories.

“I will tell my saddest story first,” he said.

“I left the room key in the car!”

IS THAT YOU, GEORGE?

@faisalgamer

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@devashi wrote:

@[email protected]_0_0_D Sir Happy diwali to u and ur family
BTW m deal lieutenant ban gayi https://cdn2.desidime.com/assets/textile-editor/icon_toungueout.gif


Wish u all the best for things, success , personal level u wish. Congrats for new badge/ new dp ..
Nice ..nj

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