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Financial literacy is increasingly recognised as a crucial 21st-century skill for young individuals. Write a letter to the editor of a local daily

This question is related to finance education. We will write a letter to the editor of a local daily discussing the benefits of providing financial literacy education to children.

Write a letter to the editor of a local daily on the benefits of teaching financial literacy to children

Question. 

Answer.

Chitra Mahapatra

Counsellor

Puri, Odisha

January 26, 2025

The Editor

[Name of the Newspaper]

[Address]

Subject: The Importance of Financial Literacy Education for Children

Dear Sir/Madam,

I am writing to express my concern over the lack of financial literacy education among young individuals in our society. As a counsellor, I strongly believe that equipping children with the necessary skills to manage their finances is not only important but also an essential life skill that should be introduced at an early age.

Learning financial independence from a young age can have profound long-term benefits. Children who are taught how to save, budget, and make informed financial decisions are far more likely to grow into responsible and financially stable adults. They will be better prepared to avoid common financial pitfalls such as debt, overspending, and poor saving habits, ensuring they can manage their resources effectively throughout their lives.

Furthermore, understanding the power of finances empowers young learners to make better choices about their future. It helps them realise the importance of setting financial goals, the significance of compound interest, and the impact of responsible money management. In today’s world, where consumerism is high, young people are often targeted by advertising and other marketing strategies. Financial literacy provides them with the tools to critically evaluate such pressures and make sound financial decisions.

Skills learned in childhood tend to have a lasting impact, as these early experiences shape long-term behaviours and attitudes. A solid foundation in financial management can influence a person’s overall attitude toward money, leading to better saving habits, a stronger sense of financial security, and reduced stress about financial issues.

In order to raise awareness about the importance of financial literacy, I suggest that schools incorporate it into their curriculum, beginning with basic concepts such as saving and budgeting. Additionally, workshops or seminars for parents and guardians can be organised to help them understand the critical role they play in nurturing these skills in their children. Collaboration with local banks and financial institutions could also be an effective way to promote practical learning experiences, such as budgeting exercises and real-world simulations.

By spreading awareness and fostering financial literacy from a young age, we can pave the way for a generation that is not only financially responsible but also empowered to make informed decisions that will shape their futures positively.

Thank you for considering my thoughts on this important issue.

Yours sincerely, 

Chitra Mahapatra

Counsellor, Puri, Odisha

Class 12 english chapter the last lesson important questions answers

 1. Why is Franz worried when he arrives late for school?

Franz is worried for several reasons when he arrives late for school. Firstly, he fears a scolding from his teacher, M. Hamel, as he is already late and unprepared. He also knows that M. Hamel is going to question the class on participles, a topic Franz has not studied, which increases his anxiety. Additionally, Franz is overwhelmed by the dread of being publicly humiliated in front of his classmates. His nerves reflect the universal anxiety of students who are unprepared, especially when they are about to be tested on something they don’t understand.

Franz’s concerns, however, take a backseat when he notices something odd about the school that day. The usual bustle of students and noise that accompanies the start of a lesson is missing, replaced by an eerie silence. This quiet atmosphere makes Franz even more anxious as he realizes that something important is happening, but he doesn't fully understand what it is yet.

2. What is the significance of M. Hamel's attire?

M. Hamel’s attire is significant because it signals the gravity of the situation and his emotional state. On this last day of teaching, M. Hamel is wearing his finest clothes: a beautiful green coat, a frilled shirt, and a black silk cap embroidered with delicate patterns. This is the kind of attire he usually reserves for special occasions like inspections or prize-giving days, indicating that he sees this as a moment of great importance. It also highlights the solemnity of the occasion—this is not just any lesson but a final one, the end of an era for both M. Hamel and the community.

His dressing up emphasizes the respect and reverence he has for the French language and his profession. M. Hamel, who has devoted his life to teaching French, now wants to honor his final lesson in the most respectful way possible. This gesture also underscores the theme of loss and farewell, as it shows that he is fully aware of the emotional significance of the day.

3. Why are the villagers sitting in the classroom?

The villagers, who are usually not present in the school, sit quietly in the classroom on this last day for a poignant reason: they are there to show their respect for M. Hamel and the French language. The presence of the former mayor, postmaster, and other villagers highlights the communal regret they feel for neglecting their education in the past. They have come to acknowledge the importance of M. Hamel’s role in their lives and to honor his service as a teacher. The villagers are not only paying their respects to the teacher but also mourning the loss of their language and culture.

Their presence also serves as a symbol of collective guilt. M. Hamel’s criticism earlier in the passage about how the villagers had neglected their duty to learn French resonates deeply with them. They, too, are part of the community that failed to recognize the value of education until it was too late.

4. What is M. Hamel’s message about the French language?

M. Hamel passionately defends the French language, declaring it to be the most beautiful, logical, and clear language in the world. He stresses that the language should be preserved at all costs, especially since language is intricately linked to identity and freedom. According to M. Hamel, as long as a people hold on to their language, they maintain the key to their freedom, even when they are politically oppressed or under foreign rule.

This message becomes all the more poignant given the context of the story—Alsace is now under German control, and French is being replaced with German in the schools. M. Hamel sees the loss of the French language as a loss of the community’s very identity. His speech serves as a call to arms, urging his students to value their language and to never forget it, even in the face of adversity.

5. How does Franz react to M. Hamel’s final lesson?

Initially, Franz is anxious and overwhelmed by regret. He realizes that he has taken his education for granted, having wasted time in trivial pursuits like collecting bird eggs and playing. His previous indifference to his lessons makes him acutely aware of how little he knows, especially in the face of the impending loss of French education. However, as the lesson progresses, Franz begins to understand the beauty and importance of the French language. The lesson seems easier and more accessible than ever before, likely because M. Hamel is teaching with great patience and passion, knowing this is his final opportunity to impart his knowledge.

Franz is struck by how well he understands the grammar lesson, something he had always found difficult. This moment represents a turning point for him, as he starts to feel the weight of what is being lost—not just his education, but also his cultural heritage. The lesson helps Franz realize the deep value of the French language and the community’s heritage, something he had never fully appreciated before.

6. Why does M. Hamel write "Vive la France!" at the end of the lesson?

At the end of the lesson, when the class is dismissed, M. Hamel writes “Vive la France!” on the blackboard as a final act of defiance and patriotism. By writing this phrase, M. Hamel affirms his loyalty to his country and expresses his hope for France's future, despite the German occupation. His action can be seen as a silent protest against the oppression of the French people and a reaffirmation of the enduring strength of the French spirit.

This gesture is both personal and symbolic. For M. Hamel, it is an emotional farewell to his country and his language. For the students and villagers, it is a rallying cry to hold on to their identity, no matter what forces try to take it away. In a time of political and cultural loss, “Vive la France!” becomes a symbol of resistance and hope.

7. What does the overall tone of the passage convey about the loss of French as a language of instruction?

The overall tone of the passage is somber, reflective, and regretful. Through Franz’s personal feelings of guilt and M. Hamel’s emotional farewell, the story emphasizes the deep sorrow and loss associated with the cessation of French education in the region. The tone underscores the seriousness of the event—the end of an era for both the teacher and his students, and the loss of a cultural identity for the community. M. Hamel’s attempt to impart as much as possible in his last lesson reflects the urgency and desperation of the situation.

At the same time, the tone is also one of quiet defiance, especially in M. Hamel’s final act of writing "Vive la France!" on the blackboard. This symbolizes not only a sorrowful goodbye but also a stubborn resistance to the forces of occupation. It highlights the resilience of the French spirit in the face of cultural erasure.

8. What role does regret play in the passage, and how does it shape the characters' actions?

Regret plays a central role in both Franz's and M. Hamel's actions. For Franz, regret is a powerful motivator. As the lesson unfolds, he realizes that he has wasted much of his time and neglected his education. He regrets not taking his schoolwork seriously, and especially not learning his lessons when he had the chance. This regret is symbolized in his difficulty reciting the participle rule, which he wishes he could recall perfectly but struggles with. The realization that he will no longer have the opportunity to learn in French fills him with sorrow, and he yearns to go back in time and make up for lost opportunities.

M. Hamel also experiences regret, though his is more focused on the broader neglect of education by both the villagers and himself. He acknowledges that he, too, is partly to blame for the lack of discipline and dedication to learning French. He admits that, in the past, he had sent Franz and the other students off to do tasks like watering his flowers instead of learning. His regret is compounded by the realization that his forty years of teaching have come to an abrupt and bitter end due to external political changes. This regret leads him to teach with a sense of urgency and deep emotion, trying to impart as much as he can before it's too late.

9. How does the setting contribute to the overall mood of the story?

The setting of the schoolroom and the village creates a mood of solemnity and reflection. The quietness of the classroom is a key aspect of the atmosphere, as it contrasts sharply with the usual noisy and chaotic start of the school day. The stillness symbolizes the gravity of the situation, as everyone in the classroom, from the teacher to the students and villagers, is aware of the momentous nature of the lesson. This calm is heightened by the peaceful sounds from outside the school, like the chirping birds and the pigeons cooing on the roof, which contrast with the tension in the room.

Additionally, the imagery of the garden and the school itself adds to the mood. M. Hamel’s own reflections on his garden, which has grown taller and more lush over the years, evoke a sense of nostalgia for the past and the passage of time. The description of the village clock striking twelve, followed by the sound of the Prussian soldiers’ trumpets, creates a sharp contrast between the peaceful village life and the harsh political realities of the occupation. This combination of peaceful yet tense imagery contributes to a mood of quiet loss, resignation, and longing for what is being taken away.

10. What does the final action of M. Hamel writing "Vive la France!" reveal about his character?

The final action of M. Hamel writing "Vive la France!" on the blackboard is a powerful statement of his patriotism and determination to resist the cultural erasure imposed by the German authorities. Despite the situation being hopeless, with French education being officially replaced by German in the schools of Alsace, M. Hamel’s act is a moment of defiance and pride in his identity as a Frenchman. It reveals his unyielding loyalty to his country and his language, even in the face of political domination.

This action also highlights M. Hamel’s deep emotional connection to his students, his homeland, and his language. Throughout the passage, he has been imparting not just knowledge but a sense of cultural pride, and this final gesture underscores the importance of language as a key aspect of identity. M. Hamel’s resolve to express this patriotism in his last act before his departure shows his inner strength and his desire to preserve what he can of France, even as he faces personal loss.

11. How does M. Hamel’s final lesson contrast with his usual teaching style?

M. Hamel’s final lesson is markedly different from his usual teaching style. Typically, the classroom is filled with noise and a sense of disorder, as students recite lessons loudly and with a great deal of commotion. On a normal day, M. Hamel might use his ruler to maintain discipline, and the students would be focused on completing tasks without necessarily appreciating the significance of what they were learning.

In contrast, on the day of the last lesson, the classroom is eerily silent. The students are unusually attentive, and M. Hamel teaches with an extraordinary level of patience and care. He speaks in a grave and gentle tone, understanding the importance of this last lesson and the emotional weight it carries. He makes sure that the students understand every detail of the lesson, even though the time is short. His effort to teach with such depth and clarity reflects his urgency in passing on as much knowledge as possible before the language is erased from the curriculum. This change in teaching style marks the transition from an ordinary day at school to an emotional and meaningful farewell to French education.

खिलजी के अधीन विस्तार : दक्कन और दक्षिण की ओर विस्तार Expansion Under The Khaljis : Deccan and Southward Expansion

दक्कन में देवगिरी को अलाउद्दीन ने 1296 ई. में कारा के गवर्नर के रूप में अपने कार्यकाल के दौरान लूट का स्वाद चखा था। दक्कन में अगला सैन्य अभियान अलाउद्दीन ने 1306-7 में देवगिरी के राय राम चंद्र देव के खिलाफ फिर से योजना बनाई थी। इसका तात्कालिक कारण 1296 में दिल्ली को वार्षिक कर भेजने में अनावश्यक रूप से लंबा विलंब था।

दक्कन अभियान की कमान मलिक काफ़ूर को दी गई और सहायता प्रदान करने के लिए ऐनुल मुल्क मुल्तानी और अलप खान को निर्देश भेजे गए। राम चंद्र देव ने केवल एक कमज़ोर प्रतिरोध किया क्योंकि उन्होंने व्यक्तिगत सुरक्षा के आश्वासन के तहत शाही सेना के सामने आत्मसमर्पण कर दिया। हालाँकि, उनका बेटा सेना के एक हिस्से के साथ भाग गया। राम चंद्र देव को सुल्तान ने बहुत सम्मान दिया और सुल्तान को नियमित और समय पर वार्षिक कर के भुगतान के आश्वासन के बदले में देवगिरी की गद्दी पर वापस बिठाया। राय ने अपनी बेटी की शादी भी सुल्तान से कर दी। ऐसा प्रतीत होता है कि अलाउद्दीन की नीति देवगिरी को अपने अधीन करने की नहीं थी, बल्कि इसे एक संरक्षित राज्य के रूप में बनाए रखने और राज्य से जितना संभव हो सके उतना धन इकट्ठा करने की थी।

देवगिरी के मामले को मलिक काफ़ूर ने जिस सावधानी से संभाला, उससे सुल्तान का एक सैन्य जनरल के रूप में उसकी क्षमताओं पर भरोसा बढ़ा और उसने उसे दक्षिण के प्रायद्वीपीय क्षेत्र में अभियान चलाने की जिम्मेदारी सौंपने का फैसला किया। दक्षिणी राज्यों से धन-संपत्ति प्राप्त करना और वास्तविक क्षेत्रीय विलय नहीं करना, इन अभियानों को भेजने का मुख्य उद्देश्य प्रतीत होता है। तदनुसार, अक्टूबर 1309 में, शाही सेना ने मलिक काफ़ूर की कमान में दक्षिण की ओर अपना अभियान शुरू किया। अमीर खुसरो ने अपने खज़ैन-उल-फ़ुतूह में इन अभियानों का विवरण दिया है। रास्ते में मलिक काफ़ूर ने सिरपुर (आदिलाबाद जिले में) के किले पर एक आश्चर्यजनक हमला किया। सिरपुर के कुलीन वारंगल के राय रुद्र देव के पास भाग गए और किले पर शाही सेना ने कब्ज़ा कर लिया।

जनवरी 1310 के मध्य तक, मार्चिंग सेना वारंगल के उपनगरों तक पहुँच गई थी। 14 फरवरी 1310 को, काफ़ूर ने किले पर हमला किया। युद्ध समाप्त हो गया क्योंकि राय रुद्र देव ने आत्मसमर्पण करने का फैसला किया। वह अपने खजाने को छोड़ने और समर्पण के प्रतीक के रूप में वार्षिक कर देने के लिए सहमत हो गया।

वारंगल सल्तनत सेना के लिए एक शानदार सफलता थी: लूट में 20,000 घोड़े, 100 हाथी और हज़ार ऊँटों पर लदे सोने और कीमती पत्थरों का एक विशाल भंडार शामिल था। प्रांत को क्षेत्रीय रूप से नहीं जोड़ा गया था, लेकिन इसे एक संरक्षित राज्य का दर्जा दिया गया था। जून 1310 की शुरुआत में शाही सेना दिल्ली वापस आ गई। अब सुल्तान के लालच की कोई सीमा नहीं थी। चूँकि इस समय तक सल्तनत मंगोल खतरे से सुरक्षित हो चुकी थी और विंध्य के उत्तर में लगभग पूरा देश अलाउद्दीन के अधीन आ गया था, इसलिए उसने सुदूर दक्षिण में एक और सैन्य अभियान की योजना बनाई।

सुल्तान की नज़र अब वारंगल के दक्षिण में द्वारसमुद्र पर थी। मलिक काफ़ूर एक बार फिर शाही सेना की कमान संभाल रहा था और उसे सोने और कीमती पत्थरों के खजाने के अलावा लगभग 500 हाथियों पर कब्ज़ा करने का निर्देश दिया गया था। फ़रवरी 1311 में किले की घेराबंदी की गई और अगले ही दिन द्वारसमुद्र के शासक बल्लाल देव की ओर से शांति की अपील वाला संदेश आया। पहले के मामलों की तरह शर्तों में बहुत सारी संपत्ति का बंटवारा और वार्षिक कर का वादा शामिल था।

द्वारसमुद्र में अपनी सफलता से लालायित आमिर काफूर ने दक्षिण की ओर आगे बढ़ने का फैसला किया। सिगरेट, वह मा'बार की ओर बढ़ा और एक महीने से भी कम समय में पांड्यों की राजधानी मदुरा पहुंच गया। सुंदर पांड्य, शासक, पहले ही भाग चुका था। हाथी और ख़ज़ाना अमीर काफ़ूर ने अपने कब्ज़े में ले लिया। वहां 512 हाथी, 5000 घोड़े और 500 मन कीमती पत्थर थे।

अलाउद्दीन के दक्कन और दक्षिण की ओर अभियान का उद्देश्य दो बुनियादी उद्देश्य हासिल करना था: (i) इन क्षेत्रों पर दिल्ली के सुल्तान के अधिकार को औपचारिक मान्यता देना, और (ii) कम से कम जान-माल की हानि के साथ अधिकतम धन-संपत्ति एकत्र करना। विजित क्षेत्रों को न हड़पने की उसकी नीति, बल्कि सुल्तान की अधीनता को स्वीकार करने की नीति, अलाउद्दीन की राजनीतिक सूझबूझ को दर्शाती है।

हालांकि, मलिक काफ़ूर के माबर से लौटने के एक साल के भीतर, दक्कन में हुए घटनाक्रमों ने गैर-संलग्नक की नीति की समीक्षा की मांग की। देवगिरि के शासक राम देव की मृत्यु 1312 के उत्तरार्ध में हुई और उनके बेटे भीलमा ने उनका स्थान लिया। भीलमा ने दिल्ली के सुल्तान की अधिपति स्थिति को स्वीकार करने से इनकार कर दिया और अपनी स्वतंत्रता की घोषणा की। अलाउद्दीन ने विद्रोह को दबाने के लिए मलिक काफ़ूर को भेजा और उसे प्रांत का अस्थायी प्रभार संभालने का निर्देश दिया। लेकिन मलिक काफ़ूर को जल्द ही वापस बुला लिया गया और प्रांत का प्रभार ऐनुल मुल्क को सौंपने के लिए कहा गया। जनवरी 1316 में, अलाउद्दीन की मृत्यु के बाद, ऐनुल मुल्क को भी दिल्ली वापस बुला लिया गया, जिससे देवगिरि के मामले अशांत हो गए। इस प्रकार, अलाउद्दीन के उत्तराधिकारी मुबारक खिलजी अपने राज्यारोहण के तुरंत बाद देवगिरि की ओर कूच करना चाहते थे, लेकिन उनके सरदारों ने उन्हें सलाह दी कि वे दिल्ली में अपनी स्थिति मजबूत करने के लिए कुछ और समय लें। अपने शासनकाल के दूसरे वर्ष अप्रैल 1317 में मुबारक ने अभियान शुरू किया। अभियान में कोई घटना नहीं हुई। देवगिरी ने कोई प्रतिरोध नहीं किया और मराठा सरदारों ने सुल्तान के सामने समर्पण कर दिया। प्रांत को सल्तनत में मिला लिया गया।

What is Self Management in Emotional intelligence

Self-management in emotional intelligence refers to the ability to recognize, understand, and regulate one's own emotions effectively. It involves being aware of your emotional state, managing your impulses, and maintaining a balanced and composed demeanor even in challenging situations. Self-management is crucial for making sound decisions, handling stress, and maintaining positive relationships both personally and professionally. It includes skills such as emotional regulation, adaptability, resilience, and the ability to stay focused on long-term goals despite short-term challenges. Developing self-management skills is key to fostering emotional intelligence and achieving personal and professional success.

समकालीन हिंदी कविता की प्रवृत्तियाँ Samkalin yugeen hindi kavita ki pravrttiyaan

1. समकालीन कविता में विषय के स्तर पर पर्याप्त वैविध्य दिखाई पड़ता है गांव से लेकर शहर, महानगर, किसान-मजदूर से लेकर मध्यवर्गीय मूल्यों में दवा शहरी और हाशिये पर का समाज तथा इन सभी वर्गों की अनगिनत कहानियाँ, अनगिनत राग-द्वेष और समस्याएँ सब इस कविता में हैं।

2. विभिन्न विमशों- स्त्री विमर्श, दलित विमर्श, आदिवासी विमर्श, अल्पसंख्यक विमर्श इत्यादि तथा सांप्रदायिकता, नस्लवाद इत्यादि को लेकर महत्त्वपूर्ण वैचारिक कविताएँ लिखी जा रही हैं।

3. समकालीन कविता का कवि छोटी-छोटी बातों और विभिनन भावों को लेकर कविता लिखता है।

4. रूमानी इंद्रधनुष हो या नफरत और फरेब, अमीरी और विलासिता का चकाचौंध हो या गरीबी और फटेहाली का दर्द, एकता का आवाहन हो या नफरत और घृणा की खेती- यह सब समकालीन कविता में मौजूद हैं।

5. समकालीन कविता में व्यक्त यथार्थ प्रायः हमारे हमारे बीच का या हमारे आस-पास का होता है जिसे व्यक्त करने में भावों, अनुभूतियों और वैचारिक तत्परता का आवेग होता है।

6. विकास और सुविधाओं की अपाधापी में लगातार पीछे छूटते अतीत की सामूहिकता और अपनेपन के दर्द को अनेकशः देखा जा सकता है। सभ्य होते समाज की असभ्यता, बर्बरता और क्रूरता को लेकर भी समकालीन कवि चिचंतित हैं।

7. आर्थिक उदारीकरण ने सिर्फ वायुमंडल में ही प्रदूषण के कारक नहीं बढ़ाए हैं बल्कि सामाजिक-सांस्कृतिक और वैचारिक स्तर पर दिवालिएपन की जिस संस्कृति को जन्म दिया है और बढ़ाया है वह चिंताजनक है। इस पर समकालीन कविता लगातार विचार करती है।

नई कविता की प्रवृत्तियाँ Nai yugeen hindi kavita ki pravrttiyaan

 1. नयी कविता का कवि जड़ीभूत सौंदर्याभिरुचियों पर प्रहार करती है।

2. नयी कविता जीवन की समस्याओं को बौद्धिक दृष्टि से देखने और मिटाने पर जोर देती है।

3. नयी कविता का कवि सामाजिक राजनीतिक स्थितियों तथा यौन कुंठा को बेबाक ढंग से अभिव्यक्त करता है।

4. वर्तमान क्षण के सघन और संपूर्ण अनुभूति को नयी कविता व्यक्त करती है।

5. नयी कविता आकर्षण को ही नहीं विकर्षण को भी व्यक्त करती है। यह अगर रिझाती है तो सताती भी कम नहीं है।

6. दो विश्वयुद्धों की विभीषिका और अनकही पीड़ा को भी नयी कविता व्यक्त करती है। संसार भर में सांस्कृतिक विघटन और मूल्यहीनता का जो दौर रहा उसे बहुत कुछ इसमें साकार किया गया है।

7. अस्तित्ववाद के प्रभाव में नयी कविता में अकेलापन, त्रास, आत्महत्या को चाह, बुरे सपने, सड़ांध भी कई वार आते हैं।

8. नयी कविता मोहभंग की कविता है। मोहभंग आजादी के दौरान जवां हुए सपनों से, आजाद भारत की राजनीतिक व्यवस्था से और आदमी की नयी निर्मित होती परिभाषा और उसके गिरते कद से।