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CBSE Class-12 Exam 2017 : Delhi Scheme Question Paper, Sociology

CBSE Class-12 Exam 2017 : Delhi Scheme

Question Paper, Sociology

CBSE Class-12 Exam 2017 :  Sociology

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CBSE Class-12 Exam 2017 : Delhi Scheme Question Paper, Psychology

CBSE Class-12 Exam 2017 : Delhi Scheme

Question Paper, Psychology

CBSE Class-12 Exam 2017 :  Psychology

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CBSE Class-12 Exam 2017 : Delhi Scheme Question Paper, History

CBSE Class-12 Exam 2017 : Delhi Scheme

Question Paper, History

CBSE Class-12 Exam 2017 :  History(Set -1)

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​CBSE 2017-18 Syllabus Class-12 : Chemistry

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CBSE Class-12 Syllabus 2017-18

 

Subject: Chemistry

Rationale
 
Higher Secondary is the most crucial stage of school education because at this juncture specialized discipline based, content -oriented courses are introduced. Students reach this stage after 10 years of general education and opt for Chemistry with a purpose of pursuing their career in basic sciences or professional courses like medicine, engineering, technology and study courses in applied areas of science and technology at tertiary level. Therefore, there is a need to provide learners with sufficient conceptual background of Chemistry, which will make them competent to meet the challenges of academic and professional courses after the senior secondary stage. The new and updated curriculum is based on disciplinary approach with rigour and depth taking care that the syllabus is not heavy and at the same time it is comparable to the international level. The knowledge related to the subject of Chemistry has undergone tremendous changes during the past one decade. Many new areas like synthetic materials, bio -molecules, natural resources, industrial chemistry are coming in a big way and deserve to be an integral part of chemistry syllabus at senior secondary stage. At international level, new formulations and nomenclature of elements and compounds, symbols and units of physical quantities floated by scientific bodies like IUPAC and CGPM are of immense importance and need to be incorporated in the updated syllabus. The revised syllabus takes care of all these aspects. Greater emphasis has been laid on use of new nomenclature, symbols and formulations,teaching of fundamental concepts, application of concepts in chemistry to industry/ technology, logical sequencing of units, removal of obsolete content and repetition, etc.
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CBSE Class-12 Exam 2017 : Delhi Scheme Question Paper, Mathematics

CBSE Class-12 Exam 2017 : Delhi Scheme

Question Paper, Mathematics

CBSE Class-12 Exam 2017 :  Mathematics (Set -1)

 

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(Notification) The Survey of Educational Research by NCERT

(Notification) The Survey of Educational Research by NCERT

Division of Educational Research, NCERT has started Online Survey of Educational Research which is very important for Researchers, Academicians, Planners and Policy makers etc.

The Survey of Educational Research was initiated by Late. Prof. M. B. Buch at CASE, The Maharaja Sayajirao University of Baroda, Vadodara (1943-72) and the last (sixth) survey (1993-2000) was compiled by NCERT in 2007.

Division of Educational Research has now decided to conduct this activity through online mode. Researchers can upload their own research studies as well as studies conducted by others this includes abstracts of the Doctoral Research and Major Research Projects.

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CBSE Class-12 Exam 2017 : Delhi Scheme Question Paper, English (Elective)

CBSE Class-12 Exam 2017 : Delhi Scheme

Question Paper, English (Elective)

CBSE Class-12 Exam 2017 :  English Elective (Set-1)

ENGLISH (Elective)-(C)
 
SECTION – A
READING

1. Read the passage given below  : 10

1. Read the passage given below : 10
1. Rio 2016 continues to celebrate the Olympic Games established by the Greeks more than 2,000 years ago. Meanwhile, it is interesting to revisit India’s contribution to a set of games that is played not out there in the physical field, but is more in the category of mind games. India is credited to have created 4 popular board games – snakes and ladders, backgammon, chess and chaupar. Chaupar is said to be the precursor to Ludo, described as a race game.
 
2. Playing board games is a human activity and it answers human needs. Before modern times when there was no money or internet, in the ‘innocence of antiquity’, archaeological evidence suggests the evidence of some kind of games.

3. The games have been thought of as a way to beat boredom, but they also mimic life situations with lessons to offer. Irving Finkel gives an example of Rajasthan villages, where people play a game which has a linear board with squares or sometimes triangles, where you have one tiger and nine sheep and if sheep are really clever, they can trap the tiger in the corner and win over the tiger. On the other hand, the tiger could jump towards the sheep in another square and eat them.

4. “Snakes and ladders is a very ancient game, but there has always been a tradition that the squares in all the rows have lessons on them, about wickedness, kindness…you go up the ladder if you are a good person and you get stung in the neck if you are wicked. The whole purpose is to teach that nirvana could be achieved by good behaviour,” adds Irving Finkel.
 
5. Interestingly, Jain monks are known to play a special game of snakes and ladders with their inscriptions and imagery painted on the board. “In one Jain temple, monks would play the game in earnest every day, as it was thought to reflect their own personal growth. So it was more of a functional thing and they took it very seriously,” he says.

6. Indian board games are not ‘time pass’ in the conventional sense of the term. Their origin may have been from the time you went out hunting, killed a bison, ate it and then sat about in the cave, but even the simplest of games was very sophisticated, which meant that you had to have an agreement that there was a board, a limited space outside of which did not count, and goal and rules, power of pieces. “I know people say gorillas are closest to homo sapiens and they cando most things we can do, but I don’t know of any gorilla playing chess; it is an extremely human thing to do – to play board games,” says Finkel.
 
7. Chaupar, for instance, is a sophisticated game. Played properly, you are required to throw the dice many times until the one which means the end of your throws and then use the aggregate score to your best advantage; so if you score 57, you could use 39 to move up some squares and rest to move up others. It requires you to be very quick and good at math. But somewhere
around the 19th century, a few Englishmen took this board game to England for commercial reasons, dubbed it down, dropped the rules and turned it into a game of five by 3 squares, where you simply throw the dice and go around the blocks and called it Ludo. “And Ludo became the world conqueror in its own right and came back to India,” says Finkel. And that is the irony.
 
8. He wishes someone in India would find time to study ancient games, collect them and put them in a museum. Else, he fears, old cloth boards will get eaten by moths and the game will disappear totally. But until that happens we can take solace in the fact that although we gave the world ‘zero’, adding to many people’s math woes, we also gave them ‘time pass’ – something to lighten their
days !

(1.1) Answer the following questions very briefly : 1 × 6 = 6
(a) Why did Jain monks play their board game earnestly ?
(b) Why were the Indian board games not considered a ‘time pass’ ?
(c) What makes Gorillas different from human beings ?
(d) Why is Chaupar considered to be a sophisticated game ?
(e) Besides giving a zero, in what other way has India contributed to the world ?
(f) Why does Finkel say that board games offer lessons ?
 
(1.2) Choose the meaning of the words given below from the options that follow : 1 × 4 = 4
(a) Mimic (Para 3)
(i) mime
(ii) imitate
(iii) mute
(iv) mike
(b) Earnest (Para 5)
(i) serious
(ii) hearing
(iii) earning
(iv) nesting
(c) Aggregate (Para 7)
(i) aggressive
(ii) gated
(iii) total
(iv) agriculture
(d) Solace (Para 8)
(i) solitude
(ii) solar
(iii) serious
(iv) comfort

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(E-Book) CBSE Board Class 12th Papers PDF : English

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CBSE Class-12 Exam 2017 : Delhi Scheme Question Paper, English (Core)

CBSE Class-12 Exam 2017 : Delhi Scheme

Question Paper, English (Core)

CBSE Class-12 Exam 2017 :  English Core (Set-1)

ENGLISH (Core)
 
SECTION – A
READING

1. Read the passage given below and answer the questions that follow : 12
1. We sit in the last row, bumped about but free of stares. The bus rolls out of the dull crossroads of the city, and we are soon in open countryside, with fields of sunflowers as far as the eye can see, their heads all facing us. Where there is no water, the land reverts to desert. While still on level ground we see in the distance the tall range of the Mount Bogda, abrupt like a shining prism laid horizontally on the desert surface. It is over 5,000 metres high, and the peaks are under permanent snow, in powerful contrast to the flat desert all around. Heaven Lake lies part of the way up this range, about 2,000 metres above sealevel, at the foot of one of the higher snow-peaks.
 
2. As the bus climbs, the sky, brilliant before, grows overcast. I have brought nothing warm to wear: it is all down at the hotel in Urumqi. Rain begins to fall. The man behind me is eating overpoweringly smelly goat’s cheese. The bus window leaks inhospitably but reveals a beautiful view. We have passed quickly from desert through arable land to pasture, and the ground is now green
with grass, the slopes dark with pine. A few cattle drink at a clear stream flowing past moss-covered stones; it is a Constable landscape. The stream changes into a white torrent, and as we climb higher I wish more and more that I had brought with me something warmer than the pair of shorts that have served me so well in the desert. The stream (which, we are told, rises in Heaven Lake) disappears, and we continue our slow ascent. About noon, we arrive at Heaven Lake, and look for a place to stay at the foot, which is the resort area. We get a room in a small cottage, and I am happy to note that there are thick quilts on the beds.

3. Standing outside the cottage we survey our surroundings. Heaven Lake is long, sardine-shaped and fed by snowmelt from a stream at its head. The lake is an intense blue, surrounded on all sides by green mountain walls, dotted with distant sheep. At the head of the lake, beyond the delta of the inflowing stream, is a massive snow-capped peak which dominates the vista; it is part of a series of peaks that culminate, a little out of view, in Mount Bogda itself.

4. For those who live in the resort there is a small mess-hall by the shore. We eat here sometimes, and sometimes buy food from the vendors outside, who sell kabab and naan until the last buses leave. The kababs, cooked on skewers over charcoal braziers, are particularly good; highly spiced and well-done. Horse’s milk is available too from the local Kazakh herdsmen, but I decline this. I am so affected by the cold that Mr. Cao, the relaxed young man who runs the mess, lends me a spare pair of trousers, several sizes too large but more than comfortable. Once I am warm again, I feel a pre-dinner spurt of energy – dinner will be long in coming – and I ask him whether the lake is good for swimming in.

5. “Swimming?” Mr. Cao says. “You aren’t thinking of swimming, are you?”

6. “I thought I might,” I confess. “What’s the water like?”
 
7. He doesn’t answer me immediately, turning instead to examine some receipts with exaggerated interest. Mr. Cao, with great off-handedness, addresses the air. “People are often drowned here,” he says. After a pause, he continues. “When was the last one?” This question is directed at the cook, who is preparing a tray of mantou (squat white steamed bread rolls), and who now appears, wiping his doughy hand across his forehead. “Was it the Beijing athlete?” asks Mr. Cao. On the basis of your understanding of the above passage, complete the statements given below with the help of options that follow : (1 × 4 = 4)

(a) One benefit of sitting in the last row of the bus was that :
(i) the narrator enjoyed the bumps.
(ii) no one stared at him.
(iii) he could see the sunflowers.
(iv) he avoided the dullness of the city.
 
(b) The narrator was travelling to :
(i) Mount Bogda
(ii) Heaven Lake
(iii) a 2000 metre high snow peak
(iv) Urumqi
 
(c) On reaching the destination the narrator felt relieved because :
(i) he had got away from the desert.
(ii) a difficult journey had come to an end.
(iii) he could watch the snow peak.
(iv) there were thick quilts on the bed.
 
(d) Mount Bogda is compared to :
(i) a horizontal desert surface
(ii) a shining prism
(iii) a Constable landscape
(iv) the overcast sky

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​CBSE 2017-18 Syllabus Class-12 : Creative writing and translation studies

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CBSE Class-12 Syllabus 2017-18

 

Subject: Creative writing and translation studies

I. Aims and Objectives of the Course
 
a) Creative Writing
1. Understand literature as a creative act.
2. Understand the creative process involved in literary composition.
3. Understand different forms and techniques of literary composition such as types of prose, poetry and drama.
4. Appreciate the writer's purpose, intended meaning, attitudes and moods experienced and cultural appeal.
5. Formulate the emotional and intellectual response to literacy composition.
6. Understand multiplicity of meanings of a composition including indirect and figurative meaning.
7. Write original composition in prose, poetry and drama.
 
b) Translation Studies
To make learners:
1. Aware of the process of translation.
2. Understand the difficulty of translating across languages.
3. Able to translate simple texts effectively.
 
c) Approach
This course is as much teacher centred as student centred. That implies the teacher herself/himself shall display in his/her interactions a degree of literary ensibility and sensitivity. It is expected that the teacher will:
  • Articulate multiple meanings as an example of readings.
  • Draw the attention of students to indirect and figuratively expressed meanings.
  • Explain the feature and effect of different forms of literary composition. It is also expected that the learners shall develop a holistic appreciation of literature in terms of listening, speaking, reading and writing (LSRW). Learners are to participate in the process of literary appreciation and treat their own responses withrespect.
d) Methodology
Classroom discussions and a brief exposition of composition by students to cultivate the ability to express and reflect the grounds of their response.
 
ACQUISITION OF LANGUAGE SKILLS LISTENING
Listening and Speaking (Aural and Oral)
I. Objectives of Aural and Oral Skills involved in the conduct of the course are to develop the ability to:
 

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