#Social Science Class 10

[marketingbook]

Marketing book

This marketing book is an essential resource for students and professionals alike, offering a deep dive into modern marketing strategies, consumer behavior, and brand management. It combines theory with real-world examples, helping readers understand the dynamic nature of the marketing landscape and how to navigate it effectively.

[sagarrachnagrp]

Practice Exam Pattern with CBSE Class 10 Social Science Sample Papers 2024

‘Together with’ Social Science Class 10 Sample Paper 2024 provides the students with Latest Examination Paper and CBSE Sample Paper. Sample Papers based on EAD levels of difficulty provides 3 sample practice papers for each category. Best sample paper class 12 comprises Competency focused Questions such as MCQs, Case based and Source based Integrated Questions for practice of CBSE Board Exam 2024.

[bicinstitute]

https://www.bicsinstitute.com/6th-10th-coaching-south-delhi.html

📚 Excelling in Academics from Class 6 to 10! 🎯

At BICS Institute, we specialize in guiding students through their crucial academic years. Our comprehensive coaching for classes 6th to 10th covers:

📖 Subjects: Science, Mathematics, English, Social Studies, Hindi

📝 Weekly Tests: To monitor progress and reinforce learning

👥 Small Batch Sizes: Ensuring personalized attention

🧑‍🏫 Extra Classes: Dedicated support for students needing additional help

📚 Quality Study Material: Curated resources for effective learning

❄️ Comfortable Learning Environment: Fully air-conditioned classrooms

🎉 Outstanding Results: Our students have consistently achieved top scores in board exams, reflecting our commitment to academic excellence.

[ebookncertblogs]

NCERT Social Science For Class 10th History Chapter 3 Notes & Concept- The Making of Global World Class 10 Notes

Download comprehensive CBSE notes for NCERT Social Science For Class 10th History Chapter 3 Notes & Concept- The Making of Global World Class 10 Notes from E-book NCERT. These notes cover key topics such as global trade expansion, the impact of colonialism, and technological progress, helping students effectively revise the chapter. Explore the flow of trade and labor, including migration patterns. Access the free Notes PDF for a complete overview and enhance your understanding of globalization and its economic implications. NCERT solutions are also available, prepared by subject matter experts.

[vavaclasses]

Lifelines of National Economy chapter for Class 10

Introduction:

The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.

Modes of Transportation:

1. Roadways:

Road transport is the most commonly used mode of transportation in India, facilitating the movement of goods and passengers across different terrains.

National highways, state highways, and rural roads form the backbone of the road network in India.

The Golden Quadrilateral connects the four major metropolitan cities of Delhi, Mumbai, Chennai, and Kolkata, fostering economic integration and development.

The Pradhan Mantri Gram Sadak Yojana (PMGSY) aims to provide all-weather road connectivity to rural areas, enhancing accessibility and promoting socio-economic development.

2. Railways:

Indian Railways is one of the largest railway networks in the world, playing a significant role in the transportation of bulk goods and passengers.

It connects different regions of the country and facilitates the movement of raw materials, finished products, agricultural produce, and industrial goods.

The introduction of high-speed trains like Shatabdi and Rajdhani Express has improved connectivity and reduced travel time between major cities.

3. Waterways:

India has an extensive network of inland waterways comprising rivers, canals, lakes, and coastal areas.

Water transport is economical for transporting bulky goods over long distances, especially for industries located near river basins.

The National Waterway-1 (NW-1) on the Ganga-Bhagirathi-Hooghly river system has been developed to facilitate transportation and reduce logistics costs.

4. Airways:

Air transport plays a crucial role in connecting remote and inaccessible areas, facilitating international trade and tourism.

Major airports like Indira Gandhi International Airport (Delhi), Chhatrapati Shivaji International Airport (Mumbai), and Kempegowda International Airport (Bengaluru) serve as hubs for domestic and international flights.

Communication:

1. Telecommunication:

Telecommunication infrastructure, including telephone networks, internet services, and mobile connectivity, plays a vital role in communication and information exchange.

The expansion of mobile networks and internet services has improved connectivity, enabling access to information, education, and e-commerce.

2. Postal Services:

India Post, with its vast network of post offices, serves as a reliable means of communication, particularly in rural areas.

Apart from mail delivery, India Post offers various financial services like savings accounts, money transfer, and postal insurance.

Impact on Economic Development:

Efficient transportation and communication networks are essential for promoting trade, commerce, and industrialization.

They reduce transportation costs, facilitate the movement of goods and services, and connect producers with consumers.

- Improved connectivity fosters regional development, encourages investment, and generates employment opportunities.

Access to modern communication technologies enhances access to information, education, healthcare, and government services, contributing to socio-economic development.

Conclusion:

The chapter highlights the significance of transportation and communication networks as the lifelines of national economy. By facilitating the movement of goods, services, and information, these lifelines play a crucial role in fostering economic growth, regional development, and social progress.

[campiona1]

"Alok Sir teaching methods are truly fascinating" says Sahinur X & XII Student

Sahinur X & XII student reviews Alok Sir Tuition In Tezpur. Hello everyone, myself Sahinur Ahmed. I had the privilege of enrolling in Campion A1, I must say it was an exceptional experience. This coaching institute is undeniably the best among the best, and I would highly recommend it to anyone seeking high quality education. The tuition centre offers premium and digitalized classes (Using…

[kuiinncedes]

aahaha

[e-b-reads]

I realized that to fully join the trend I should add a poll!

I wanted to make a list of favorite books like all the cool kids do, but there are too many, so I limited myself to books I currently own:

I realize it starts out looking like a list of all the books Diana Wynne Jones ever wrote, but I didn't even include all the DWJ books I own! (I went through my shelves choosing books in this order: smaller shelf of favorites/sentimental books in my room -> fiction, alphabetical -> mystery shelf -> assorted comics/anthologies -> nonfiction. In case you're wondering what criteria I used in my ordering!)

[chezzywezzy]

Yandere Jacob Black (1/10)

AN: Come for the Jacob, stay for the Edward who is equally as important to the plot.

WC: 4.1k

“I’m Edward,” the man beside her greeted with a polite smile.

R couldn't help but nurture her school-girl style crush. She’d always seen him from a distance and quietly admired, not his good-looking appearance exclusively, but the way he did not let the objectification and judgement of others bother him.  She sat next to him in the lab. Her fourth semester in and they had never interacted, much less spoken to one another; but that wasn’t surprising, as R was an environmental science and art double major while he was a music and chemistry major and somehow less present at school than anyone else on campus.

She broke out of her stupor as she felt his impatience for a reply start to grow.

“Ah - sorry. I was spaced out. I’m R,” she answered, curtly nodding and smiling. “I don’t mean to be weird - I’m sorry. It’s just that I never imagined we’d share a class.”

"Do you imagine me often?” 

He seemed to almost be teasing, almost flirtatious and amused. R’s cheeks lit on fire and she abashed her gaze. She was glad the professor for marine biology drew everyone’s attention by flicking off the light and beginning a power point. R did not make eye contact with him for the rest of class, but she could feel his occasionally flickering gaze.

At lunch, she met up with her friend group and pretended the encounter had not happened for a moment, even though she knew that Jessica - the Cullens’ number one fangirl - would be seething with curiosity. R always felt somewhat left out of her Forks College friend group, or just the college in general. Although she publicly put on an over-the-top hippy persona and style, she was not a naturally outgoing and ‘chill’ - person; that was mostly fabricated and only genuine with Angela, who shared her interests and wasn’t as satisfied by socialization fueled by gossip.

“Another year has started of wishing Edward would notice me,” Jess sighed. “At this rate, though, I’d take anything I could get.”

R hummed. “Well, maybe you could try talking to him.”

“Are you crazy? He’d probably just ignore me.”

“I’m sure he’s nicer than he puts off. It probably doesn’t help that everyone just sees him as a piece of meat,” R insisted.

Jessica raised a brow at the implication while Angela giggled, nudging R’s elbow as a warning.

R remembered how kind Jessica was in high school, but once college hit and she was rejected form everywhere but her own town despite being a valedictorian and having an incredible resume, she became more and more boy-crazy, shallow, and jaded. It was a shame. Nobody dared bring it up though, as she was the tether to the social group.

 The woman tuned out the rest of her friend group. She was happier at college and in her new home just outside of town, but it was the between hours that she dreaded, wether it be desperately hoping for tips while waitressing or - a recently established task - taking her recently moved little sister to and from her nine to five office job that she was temporarily stationed at while deciding what to do with her life.

Mom and stepdad hit the road and sent Bella up here, and just like she always had, taken her place. Her room, her father’s attention, and her additional financial help as a struggling college student when she was already that before. She was sure the list would only grow.

R tried not think about it. She became aware of the usual hush the entered the dining hall when the Cullens walked in. But instead of ignoring it like usual, she glanced up and made eye contact with Edward.

He smiled and waved at her. She smiled and waved back.

That small notion did not go unnoticed. Jessica and Mike stared the hardest at her as she twisted back around and tried to dive back into her meal unnoticed. She quirked a brow as they stared.

“What?”

“You know what,” Jess huffed.

“We sit next to each other in marine biology,” R defended. “It’s only natural to talk to who sits next to you.”

Jessica perked up and mumbled about adding a class to her workload. R was able to sneak away to sit outside for a moment and birdwatch with Angela. Her first day back for her junior yer had been more exciting than she thought, and it wasn’t from freshmen boys making a statement by being outright with the timid girls.

R felt as though her day had blurred past, as it wasn’t until she pulled up to Bella’s place of work at the post office and did not see her come out that she felt in her own skin again, but from irritation.

She reached for her phone before remembering yesterday when R and Bella went to the local diner to rekindle their familial bonds. R had asked for her cell number and Bella told her she would give it to her tomorrow on the drive there. But she had forgotten, and now R had call Charlie.

“Hey, dad,” R said,” do you know where Bella is? I’m here at the post office but she’s not here.”

“Oh - I picked her up,” Charlie muttered. “Bella didn’t text you? We’re eating eating dinner if you’d like to join.”

“I have work, dad. You know I always work evenings after school to keep my weekend free.”

“Ah - well, uh - just make sure to ask for her cell next time you see her. Be sure to pick her up tomorrow.”

R hung up. She felt dramatic as she sat alone in that car parking lot, wanting to bash her skull on the steering wheel. Angry tears threatened to escape. That dynamic - no matter how much objectively more impressive R was, Bella was always the favorite child. She remembered the divorce battle - a fight for custody over Bella while her mother just let Charlie have her without a fight. And now, even in adulthood, Bella was an unmotivated and socially outcasted person who had no idea what she wanted for her future. No friends, no boyfriend, no outstanding talents or skills. R had always been the smart and sociable and talented child. Most notably, she painted with oils and watercolor, taking inspiration from her home away from home, the tribe. She also knew a couple of instruments like the guitar and flute and had been athletic on top of that, doing cross-country in high school. She worked hard for the life she thought every parent would praise or at least acknowledge - the social and professional desirability.

There was just something about Bella that made her parents love her more. And Bella moving here, Charlie kicking her out of the house essentially to make room for the dead-end child to be pampered, felt like reseting all of her mental health progress she made in managing the inferiority complex.

Bella wasn’t even a problem child; the only problem was that she didn’t do anything. If she had been, R would have understood it more, but she was always left with confusion.

R shook herself out pf her head and rang up Jacob instead.

The phone rang suspiciously long before Jacob picked up. She heard clanging in the background. “Hey,” he exclaimed eagerly. “Where are you?”

“What do you mean?”

“You’re not here for dinner at your dad’s place. What, he didn’t tell you?”

“…I guessed I missed the memo. I wasn’t told anything.”

“Huh,”Jacob huffed. “Well, Billy is here too. I guess you still have work, though.”

Ever since she was a child, Jacob had always been there for her, attached at the hip. She felt seen and acknowledged. Jacob was so warm and kind, but he especially was to her. Although Angela was a close first, he was the first and the best friend that she’d ever had. He listened to her every thought, eagerly remarked about every painting, and was always a shoulder to cry on when she was stressed. She had bore her soul to him and he had done the same.

R sighed. “It’s alright. Want to come over after work?”

“Yeah! I hope I can rope dad into lending me the car afterwards,” he chuckled. “You know how tight he is about curfew these days. I bet he knows about, y’know.”

“I’d be more worried about them carrying on so long you’re stuck there all night!”

“I doubt it. Your sister already seems fed up with all the questions Billy is giving, and I’m pretty sure Charlie’s trying to pawn me off as a source of friendship.”

R felt a pang of jealousy but pushed it down. Jacob knew how she felt about her family. Although he is kind, he is loyal above all else, and he wouldn’t dare make genuine friends with the girl, even if Bella probably needed the motivation to some degree (if Bella even cared to make friends with him in the first place).

“Well, have at it. I have to get to work.”

“Okay. Love you, R.”

“Love you too, Jake.”

It almost felt like something staged, she pondered as she rolled up to work. As though Charlie had chosen to eat at home this one night to avoid including R in a family dinner, even if she had to be the server. She resented her parents and rekindling why didn’t help. 

The evening came to an end as R closed up and counted her tips. She had been given more than usual, as word got around in a small town about Bella making room in Charlie’s place and her moving out.

She headed home. Jacob was not there yet. But she had done work ahead of time in cloning a house key for him. Her home was small, quaint, and somewhat rundown, even if she decorated it the best she could. It was one story, one bedroom, and one bathroom. The kitchen and the living room were hardly separated and there were only a few closets. Granted, R didn’t have many things other than what she got for herself, which was mainly art supplies, so the place was not cluttered.

She turned on the TV to the nature channel and pulled out her medically assigned weed (for acute anxiety, depression and insomnia) and started puffing. She received a call in the midst of her calming high, slow to pick up, having to focus intently on it.

“Hey,” she muttered. She knew who called. “You able to hang tonight?”

“Sorry, no,” Jacob sighed irritably. “Dad said it would be rude to come hang out with you and not have Bella join since she doesn’t have friends here.”

“Damn. Want me to pick you up?”

“No, don’t waste the gas,” he insisted. “You saw the wreck of a motorcycle I picked up. Soon enough, I’ll have it refurbished enough that I can come to you.”

“Dream on, Jake. You’re talented with that stuff, but every part of it was rusted.”

“I’ll show you,” he snickered fondly. “Have a good night, though. I’ll see you tomorrow. I love you.”

“I love you, too.”

~~~

The smell of dew crept in through the cracked car window. R didn’t always have a car - it was a recent gift from Charlie under the agreement that she’d be Bella’s chauffeur. R could not recall a single gift that did not mimic such an agreement - paying for college? It was reluctantly done from Bella’s college savings account they made for her before she seemed to reject college. Living with Charlie throughout it? She wouldn’t have kept her bedroom. It would have been shared with Bella if she hadn’t left. Any birthday gifts? They were hardly knowledgable about what she would want unless if she told them the day before.

Hell, even high school graduation had been about Bella.

Her sister hopped into the car without her noticing. R sent her a tense smile, trying not to show her frustration. R would have appreciated Bella as family if Bella hadn’t ignored her for most of her life. She was consistently reclusive to everyone, though, so she didn’t take their dwindling connection after the divorce to heart.

“How was your first day of work?” 

“It was good. You?”

“College is nice,” R answered. “You know, not that it’s fine to go through life without it, if you ever want a degree Forks is nice. Plus, uh, me and my friends would be there to support you.”

A polite smile met Bella’s lips as she nodded. “Thanks.”

The conversation lulled to an end before it had even began. R’s eyes were glued to the road as an aversion for the atmosphere. It wasn’t tense or uncomfortable, but it was awkward.

“You look nice,” Bella suddenly spoke up as they pulled into the post office parking lot. “I like the skirt.”

R sent her a smile. “Thanks, Bella. You do, too. Have fun. I’ll see you later.”

Bella left and R was off to school. Being with Bella was strange. It felt worse than driving with a total stranger - any hopes of a relationship blossomed with a new contact, while with Bella, who she’d known her whole life, had regressed the formula.

Her thoughts shifted from the environment she was entering. She thought about Edward, more specifically. Perhaps it was a hope of romance for herself, but Edward reminded her of Jacob if he was introverted and far more intimidating. 

Once upon a time in her teenage years she had harbored a crush on Jacob but never spoke of it, even long after the fleeting feelings faded. Perhaps the same had happened to him at some point, like two ships passing in the night. It was probably common between friends for that long. 

But Edward was new and enticing, and that wasn’t just from his lack of attainability. In a way, he felt relatable. Always observed but without anyone taking the time to understand him. That felt edgy to think, though.

R parked the car near the building. She was quick to gather her art supplies, looking forward to the day ahead of her. While the odd days held the more difficult stem and environmental classes, the even ones were the days she looked forward to - longer class periods, yes, but a blissful environment of painting brushes and skimming paper. Her favorite art professor - of which taught both the pottery and the realism class - believing in doing more than talking.

 As she entered the classroom, her heart skipped a beat. At the back of the classroom, already whirring on a wheel with a lump of clay in his hands, manually pushing the pump with his foot and molding it. She noticed the professor already noticed and watched from a distance. More students filed the classroom with R and she decided to sit down next to Edward again.

“Hello, I’m R,” she teased quietly.

Edward smiled and glanced upward. “Hello. I’m Edward.”

“What are you making?”

"I don’t particularly know yet,” he admitted. “I was fiddling around until class started, I suppose.”

“You seem talented. Have you done pottery before?”

“Here or there, although I’m not particularly skilled.”

“Me neither. My talents for art lay elsewhere. In all honesty, I’ve been putting this class off. I’m not very good with using my hands.”

“What are your talents?” he inquired, slowly letting the wheel stop and sitting up, turning his entire body posture toward her. He seemed  so attentive. For a moment, R felt understood, and her smile became far more genuine.

“I like to paint nature with oils, pastels, watercolor. I like anything that feels earthier by nature. Maybe it’s weird, but I despite pencils or pens. Hell, even for taking notes I use a fountain pen.”

“I noticed. You’re also in environmental science.”

“Yes. I don’t know if you always grew up here, but I did. The nature is beautiful. I’m also close friends with the local native tribe and I take inspiration from their environment. The art work and culture and lifestyle is far more beautiful than anything I could come up with myself.”

“I’m sure that’s not true. I hope to see some of your work sometime.”

The conversation ended there rather abruptly. R noticed a change in demeanor. Jacob almost seemed apprehensive all of a sudden. Not unfriendly toward her, no, but reluctant to converse. She suddenly felt self-conscious. Perhaps she had talked too much.

Class began. R felt enriched and focused on the professor as she showed them the wheel and how to manipulate the clay. The project for class was to simply mess around and attempt a bowl - the professor felt that art was intuitive, and while R typically agreed, this was no longer her wheel house, pun intended.

She huffed in frustration at her lump of clay, only somewhat stemming from its center to resemble a bowl. Other students, at least those who did not take the class for fun, were thriving and far ahead. And beside her, Edward was skillfully making many recognizable shapes of bowls, simply being pick yon which he preferred.

“I think it would look better as a deeper soup bowl,” R blurted nervously. “I mean - assuming ramen is as much of a staple of your diet as it is for mine.”

He chuckled, easily morphing the shape and stropping the wheel. “You’re right. I’m not sure what I was thinking.”

R felt a blush crawl up her cheeks and she turned her attention away. As she focused her energy on the wheel with frustration, Edward’s hands drifted into view.

“May I?”

“Of course,” she invited, about to pull her hands away. 

However, Edward placed his hands on top of hers firmly. He was so incredibly cold. It was the opposite of Jacob, who was always a burning furnace. It was oddly refreshing, especially in the humid late august weather.

“First,” he guided softly, maneuvering R’s fingers to glide inward to make a circle in the center,” you have to draw your fingers deeper and outward to create a starting shape, like this.”

R gulped, feeling heat rise despite his frown fingertips. They mashed together carefully, and she swore she almost felt a tremble. She gulped and watched as his fingers graciously formed a  thickly round bowl.

“From here, you almost pinch it to pull it upwards and give it a firmer shape.”

Moments later, he had made a similar bowl to his, although not without some imperfections due to R’s almost poisonous touch. R watched in awe and felt the occasional glance from curious classmates, but she was so absorbed with his graceful movements, each filled with careful intention. She smiled widely as Edward pulled his hands away.

“Now you have a bowl.”

“Thank you,” she exclaimed in awe. “I don’t think I believe ‘here or there’ anymore. I think I With the learned technique she swirled so then it was a squiggly line around the top, or like curvy coral. She was pleased with the shape, even haunting the wheel to carefully press two holes meant for chopsticks.

She grinned and motioned proudly with her hands. “I dare say I did a good job,” she joked.

Edward did not take it as one, smiling warmly. “Yes, you did.”

~~~

R felt as though she was glowing the rest of the day. It did not feel as much of a school girl crush anymore - she was right in liking Edward. He was kind and charming. Even with his frigid body temperature, he now exuded a friendly warmth to him. Even as friends, R would be satisfied. A friend like him would be lucky.

She left school that evening after a quick club activity at clay club (although she now unlocked a skill with the wheel, she was always keen to make small trinkets an poorly made sculptures). R felt like her normal self, focused on her personal life rather than the quiet drama of her family life. 

The post office doors opened as she pulled up to the entrance. Bella seemed as withdrawn as usual as she hopped in, almost defeated and tired. However, from her wonderful day, she hardly felt the atmosphere weigh her down.

“How was it today?” R chirped.

Bella seemed caught off guard but tried her best to match the energy. “It was good. I like doing repetitive tasks like mail sorting. There’s never nothing to do, at least.”

“Are you looking into getting a permit? I can teach you the ropes sometime. I hear that the delivery drivers make a little more and you could listen to music that way.”

She smiled at the invitation. “You could? You seem so busy, though.”

“Of course. Consider it helping me since I could be in the passenger seat once you have a permit.”

“Okay,” she agreed. “I’ll do that.”

“There’s not much to study. I actually used a website that just ran through all the questions. You can use that.”

“Okay.” Bella fell silent and R almost felt a sense of defeat. She had just barely touched the surface of her little sister. However, Bella did her best in continuing the conversation. “What classes do you have?”

“I’m taking a lot of fun ones this semester. Marine biology, pottery, realism, grass - yes, a class on grass -, and one about general environmental sustainability. That one’s a little boring since it’s all about windmills and solar panels and stuff.”

“Which is your favorite?”

R thought fondly of Edward, blushing. “I think pottery.”

“I thought you did painting and stuff, though.”

“Yes, but I’m happy about branching out. It’s fun and relaxing and there’s cute boy I like.”

Bella grinned. “What is he like?”

“His name is Edward,” R answered. “We have marine biology too, but can’t talk as much there. We sit next to each other for both, though. He’s introverted but very charming and kind. He’s kind of the school’s unattainable heartthrob, you could say. I’m not the only one that thinks he’s cute, but at least I’m one of the few he’s talking to at the moment.”

“That’s nice.”

“Do you have any interest in dating?”

“Not in boys at least,” she replied timidly. 

“So girls?”

Bella nodded sheepishly and turned to look out the window. “Please don’t mention that, though. I don’t think mom would be happy. She’s worried she won’t have any grandchildren.”

“I won’t.”

R felt a warmth spread through her. “I still haven’t gotten your number. You can put it in my phone now.”

Bella did so and conversation ended, but on a far lighter and warmer note. R swore this was the first real conversation they had had in over a decade. Although it barely scratched the surface of a closeness siblings ought to have, it felt like a start to something. R tried not to get her hopes up, though. Bella was known for being withdrawn and rather moody and this could be her in an extroverted mood. 

R rolled up to the house. “I’ll see you tomorrow. But hey, are you interested in going up to Port Angeles this weekend? My treat. We could go shopping or see a movie. There’s a lot of personable small businesses for clothes and books and the like.”

“Maybe.” She paused. “I think I would like that. Would dad be joining?”

“You can invite him if you’d like, but I was thinking us girls. You know he’s always on the clock.”

“Yeah, okay.”

They bid each other farewell. R reflected on the nature of their relationship in the past; she had always been the one to reach out until Bella’s responses via email or phone calls would just fade away. Putting so much effort into something one-sided always felt exhausting so she had given up. This felt like a new leaf, but she wasn’t sure it would last.

She thought about high school graduation. Her mother and stepdad didn’t make the trip because Bella had a fever, which had felt like a cop-out. They didn’t visit afterwards or send gifts. Her mom only called briefly to congratulate her. And once the tables were turned and Bella graduated, Charlie and her flew out. There was a party thrown and gifts given. R was angry then, spiteful, but did remember that Bella had a phase of making an effort afterwards.

Although unspoken, it seemed even Bella was aware of the favoritism at the time.

[marketingbook]

Your Overview of Success in Psychology, Social Science, Marketing, and Company Research Studies

When it involves scholastic success, the appropriate resources play a crucial duty fit a student's understanding and efficiency. For pupils in various instructional stages, having accessibility to well-curated books that line up with their educational program can make a significant difference. Whether you're diving right into the complexities of human actions with a Psychology publication or checking out social structures in Social Science class 10, the high quality of your study materials is extremely important.

For pupils in class 10, Social scientific research is a subject that lays the foundation for comprehending the different measurements of culture, consisting of history, location, business economics, and political science. A well-structured Social Scientific research Course 10 book not just covers the syllabus adequately however likewise involves trainees with interesting truths and relatable examples. This method helps in making the finding out process both informative and enjoyable.

As pupils advance to higher courses, the subjects end up being a lot more specialized, requiring a deeper understanding of intricate ideas. In class 12, subjects like Organization studies and Government call for pupils to believe seriously and establish an extensive understanding of the material. A well-crafted Organization Research Studies class 12 publication can assist pupils through the elaborate world of company, covering subjects such as administration concepts, monetary planning, and advertising and marketing techniques. This is crucial for students who aspire to pursue careers in organization or entrepreneurship.

Likewise, Government is an additional critical subject in class 12 that calls for students to be involved with complex concepts and real-world political circumstances. A reliable Government Course 12 book can help pupils browse these difficult subjects, making it much easier for them to grasp the core ideas and use them in their exams and past.

For those curious about the dynamic globe of marketing, a Marketing publication can be a very useful source. Advertising is an area that combines creativity with approach, and having access to a publication that covers the most up-to-date patterns, studies, and academic structures is vital for trainees and professionals alike. Whether you're preparing for an exam or aiming to enhance your understanding in the field, a detailed marketing book can provide the understandings required to succeed.

In this landscape of diverse academic requirements, Cremson Publications stands out as a trusted source for top quality academic publications. Their dedication to offering well-researched and interesting material ensures that pupils have access to the very best resources offered. By using books that deal with various subjects and educational levels, play a considerable function in sustaining students' scholastic journeys.

In conclusion, whether you're a student in class 10 or class 12, or a person wanting to deepen their understanding in psychology or advertising and marketing, the right publications can make all the distinction. Buying quality sources not only enhances your understanding of the subject but also prepares you for academic and professional success.

[sagarrachnagrp]

Most recommended Class 10 CBSE Sample Paper 2025 Social Science |EAD books

Together with CBSE Sample Paper Class 10 Social Science as per Easy, Average & Difficult levels of questions to prepare for 2025 board exams with right strategy. Practicing more than 35 EAD level based question papers are given in Best Sample Paper for Class 10 CBSE 2025.

Shop Now: https://www.rachnasagar.in/cbse/together-with-cbse-sample-paper-ead-class-10-social-science-for-board-examination-2025?id=2428

[inspired-lesson-plans]

This is a very long post. If you do not have the time, then please at least do the quick activity up top. The lesson plan that took me 4 days to write will follow the ⁜ symbol.

HW Due Mon:

Open https://mysolartime.com/ in a new tab and allow the website to track your location.

Open https://www.utctime.net/ in a new tab.

Reblog this post the current UTC time and your local time, using the following format:

21:00 UTC, 4:00 local

4. Vote in the following poll.

⁜

Social Studies, Grade 5, Geography 6.1.5.GeoSV.3: Demonstrate how to use digital geographic tools, maps and globes to measure distances and determine time zones, and locations using latitude and longitude.

Do Now:

Provide students with a paper copy of a population density world map and 2 minutes to fulfill the following instruction:

Draw lines on the map in order to separate the world into 24 time zones. Try not to separate dense population centers into different time zones.

⁎

Class Discussion:

Use the projector to share and discuss the maps of any students who are willing to share. Have fun with this, there are bound to be some good ideas and bad ideas because 5th grade is like that.

Then, project the official world time zone map, and discuss the good ideas and bad ideas present here.

Exemplary discussion points:

The 0-point of the timezone map is the Prime Meridian, which cuts right through England. Why do you think it's in England?

How come some countries like the US and Brazil are cut into multiple time zones, but China isn't?

Why do you think the lines are pretty straight in Europe, Africa, and North and South America, but so confused in Asia and the Atlantic and Pacific Oceans?

⁑

Direct Instruction:

Long ago, nobody really cared about the exact time. All you really needed was sunrise, sunset, and noon, and you could figure those out with your eyes. If you wanted to be fancy, you could put a stick in the ground and trace its shadow over the course of the day to measure out hours.

Perhaps the first recorded complaint of time-keeping technology comes from Rome in 250BCE.

The gods confound the man who first found out how to distinguish hours! Confound him too Who in this place set up a sundial To cut and hack my days so wretchedly Into small portions! When I was a boy, My belly was my sundial: one more sure, Truer, and more exact than any of them. This dial told me when it was time To go to dinner, when I had anything to eat; But nowadays, why even when I have, I can't fall-to unless the sun gives leave. The town's so full of these confounded dials, The greatest part of its inhabitants, Shrunk up with hunger, creep along the streets. [x]

In other words, "Kids these days are always looking at their sundials. Back in my day, there were only three times, Breakfast, Lunch, and Dinner. All we needed to tell the time was our stomach!"

Please note this was a satire, so if it sounds funny, you are correct.

But for 18th century British sailors, accurate timekeeping was no laughing matter. These sailors used fancy math (called trigonometry) to calculate their latitude. So long as they knew the angle between the sun and the horizon, and the time when that angle was measured.

Ship's captains would keep logbooks of these measurements. That way, another ship's captain would be able to reference the logbook in order to replicate the journey, much like replicating a science experiment.

Now... think about this... how can you do that unless the next captain is using the same time as you. We take this for granted today, but how can you be sure that two clocks are synchronized?

Scientists in the town of Greenwich, England (pronounced gren`-ich) recorded the solar noon every day of the year and calculated the Greenwich Mean Time. By keeping an accurate and exact time in one exact place, GMT eventually the Coordinated Universal Time (UTC) for everyone in the world. That's why in the time zone map, the 0 runs through one specific part of England.

This is important. For the first time in human history, the clocks in different places were synchronized. Solar noon happens at a different time in London than it does in Greenwich, but if they both use GMT (otherwise known as UTC), then they can coordinate their schedules. This was very important for railroads, where exact, coordinated schedules are very important.

Soon, the entire country of England existed within a single time zone.

When the United States built railroads that spanned vast lateral (East-West) distances, they needed to create different time zones for cities that were far apart from each other, such as New York and Chicago. Thus, the US became the first country with multiple time zones.

As the rest of the world industrialized, they needed to pick their time zones. You can see this on the map. Each time zone is, at least in theory, as wide as 1/24 the circumference of the Earth. It's like the space between the numbers on a clock! Most countries are smaller than this, so they can comfortably fit within a single timezone. Others, like Brazil and Australia, divided their landmasses into two or three time zones.

China did not have widespread industrialization until post-WWII dictatorial communist rule. This was a very uncaring and inconsiderate government, to put it mildly. Suffice it to say that for Chinese farmers in the far west, having to get up 2-3 hours earlier every day would have been the least of their worries.

⁂

Modeled Activity:

Show students how to use this Day and Night world map as a way to visualize the day and night cycle across the world.

Additionally, show them how to use https://mysolartime.com/ to find their current time where they live.

Give students a moment to calculate the difference between their Local Time and the official time in their time zone, and what that means.

(I am currently in Philadelphia, which is 11 minutes East of New York City)

Finally, show students how to use https://www.utctime.net/ to find their exact, current UTC.

Have students calculate the difference in minutes and hours between Local Time and Official Time.

00:41 - 19:30 = -5:11 (Philadelphia is 5 hours and 11 minutes East of Greenwich, England)

Explain that every internet connected device in the world uses a service like this one, then adds or subtracts hours to fit the time zone of your current location.

Higher Order Learning:

Students work in small groups to look up the local time in different major cities around the world, recording their data on a worksheet. As they do, they should discuss the following questions:

Are time zones still relevant in our always-online society?

If you can know your Local Time and the UTC any time you look at your phone, then what purpose do time zones still serve?

How would it feel for schools and businesses to use UTC instead?

How would you feel if your school day went from 4:20-10:50 UTC?

Finally, each student must individually write at least 3 sentences responding to the following question:

Would you advocate for or against your school district dropping references to the time in your time zone and instead referring to UTC and Local Time? Why or why not?

[coochiequeens]

On the 35th anniversary of The École Polytechnique massacre never forget the 14 women who were killed for being women in science

The École Polytechnique massacre (French: tuerie de l'École polytechnique), also known as the Montreal massacre, was an antifeminist mass shooting that occurred on December 6, 1989 at the École Polytechnique de Montréal in Montreal, Quebec. Fourteen women were murdered; another ten women and four men were injured.

Perpetrator Marc Lépine, armed with a legally obtained Ruger Mini-14 semi-automatic rifle and hunting knife, entered a mechanical engineering class at the École Polytechnique. He ordered the women to one side of the classroom, and instructed the men to leave. After claiming that he was "fighting feminism", he shot all nine women in the room, killing six. The shooter then moved through corridors, the cafeteria, and another classroom, specifically targeting women, for just under 20 minutes. He killed eight more women before ending his own life. In total, 14 women were killed, and 14 others were injured.

The massacre is now widely regarded as an anti-feminist attack and representative of wider societal violence against women; the anniversary of the massacre is commemorated as the National Day of Remembrance and Action on Violence Against Women. After the attack, Canadians debated various interpretations of the events, their significance, and the shooter's motives. Other interpretations emphasized the shooter's abuse as a child or suggested that the massacre was the isolated act of a madman, unrelated to larger social issues

The incident led to more stringent gun control laws in Canada, and increased action to end violence against women. It also resulted in changes in emergency services protocols to shootings, including immediate, active intervention by police. These changes were later credited with minimizing casualties during incidents in Montreal and elsewhere. The massacre remained the deadliest mass shooting in Canada until the 2020 Nova Scotia attacks over 30 years later.[4]

Contents

Timeline

Sometime after 4 p.m. on December 6, 1989, Marc Lépine arrived at the building housing the École Polytechnique, an engineering school affiliated with the Université de Montréal, armed with a Ruger Mini-14 rifle and a hunting knife.[5] He had purchased the gun less than a month earlier on November 21 in a Checkmate Sports store in Montreal. He had told the clerk that he was going to use it to hunt small game.[6] He had been in and around the École Polytechnique building at least seven times in the weeks leading up to December 6.[5]

The perpetrator first sat in the office of the registrar on the second floor for a while, where he was seen rummaging through a plastic bag. He did not speak to anyone, even when a staff member asked if she could help him.[2] He then left the office and was seen in other parts of the building before entering a second-floor mechanical engineering class of about sixty students at about 5:10 p.m.[7] After approaching the student giving a presentation, he asked everyone to stop everything and ordered the women and men to opposite sides of the classroom. No one moved at first, believing it to be a joke until he fired a shot into the ceiling.[8][9]

Lépine then separated the nine women from the approximately fifty men and ordered the men to leave.[10][9] He asked the women whether they knew why they were there; instead of replying, a student asked who he was. He answered that he was fighting feminism.[9][11] One of the students, Nathalie Provost, protested that they were women studying engineering, not feminists fighting against men or marching to prove that they were better. He responded by opening fire on the students from left to right, killing six—Hélène Colgan, Nathalie Croteau, Barbara Daigneault, Anne-Marie Lemay, Sonia Pelletier, and Annie St-Arneault—and wounding three others, including Provost.[9][11] Before leaving the room, he wrote the word "shit" twice on a student project.[10]

The gunman continued into the second-floor corridor and wounded three students before entering another room where he twice attempted to shoot a female student. When his weapon failed to fire, he entered the emergency staircase where he was seen reloading his gun. He returned to the room he had just left, but the students had locked the door; he failed to unlock it with three shots fired into the door. Moving along the corridor, he shot at others, wounding one, before moving towards the financial services office, where he shot and killed Maryse Laganière through the window of the door she had just locked.[12][11]

The perpetrator next went down to the first-floor cafeteria, in which about 100 people were gathered. He shot nursing student Barbara Maria Klucznick near the kitchens and wounded another student, and the crowd scattered. Entering an unlocked storage area at the end of the cafeteria, the gunman shot and killed Anne-Marie Edward and Geneviève Bergeron, who were hiding there. He told a male and female student to come out from under a table; they complied and were not shot.[13]: 30 [11]

The shooter then walked up an escalator to the third floor where he shot and wounded one female and two male students in the corridor. He entered another classroom and told the men to "get out", shooting and wounding Maryse Leclair, who was standing on the low platform at the front of the classroom, giving a presentation.[13]: 26–27  He fired on students in the front row and then killed Maud Haviernick and Michèle Richard who were trying to escape the room, while other students dived under their desks.[11][13]: 30–31  The killer moved towards some of the female students, wounding three of them and killing Annie Turcotte. He changed the magazine in his weapon and moved to the front of the class, shooting in all directions. At this point, the wounded Leclair asked for help; the gunman unsheathed his hunting knife and stabbed her three times, killing her. He took off his cap, wrapped his coat around his rifle, exclaimed, "Oh shit", and then killed himself with a shot to the head, 20 minutes after having begun his attack.[14][13]: 31–32  About 60 unfired cartridges remained in the boxes he carried with him.[14][13]: 26–27 

After briefing reporters outside, Montreal Police director of public relations Pierre Leclair entered the building and found his daughter Maryse's stabbed body.[15][16]

The Quebec and Montreal governments declared three days of mourning.[15] A joint funeral for nine of the women was held at Notre-Dame Basilica on December 11, 1989, and was attended by Governor General Jeanne Sauvé, Prime Minister Brian Mulroney, Quebec premier Robert Bourassa, and Montreal mayor Jean Doré, along with thousands of other mourners.

The Victims

Geneviève Bergeron (born 1968), civil engineering student

Hélène Colgan (born 1966), mechanical engineering student

Nathalie Croteau (born 1966), mechanical engineering student

Barbara Daigneault (born 1967), mechanical engineering student

Anne-Marie Edward (born 1968), chemical engineering student

Maud Haviernick (born 1960), materials engineering student

Maryse Laganière (born 1964), budget clerk in the École Polytechnique's finance department

Maryse Leclair (born 1966), materials engineering student

Anne-Marie Lemay (born 1967), mechanical engineering student

Sonia Pelletier (born 1961), mechanical engineering student

Michèle Richard (born 1968), materials engineering student

Annie St-Arneault (born 1966), mechanical engineering student

Annie Turcotte (born 1969), materials engineering student

Barbara Klucznik-Widajewicz (born 1958), nursing student

[theunholyvirginemilyprentiss]

THE BAU YEARBOOK

EMILY PRENTISS

Emily was a keen participant in the Exchange Student Program and a member of Model UN. She was voted ‘Most Likely to Flee to a Foreign Country’. Her favorite subjects were French and Social Studies. Her friends described her as ‘witty, defiant, and a little terrifying’.

“When I die, I want the people I did group projects with to lower me into the ground so they can let me down one last time.”

JENNIFER 'JJ' JAREAU

Prom Queen JJ was co-captain of the Soccer Team. She was voted ‘Miss Congeniality’. Her favorite subjects were Phys Ed and English Literature. Her friends described her as ‘sweet, compassionate, and athletic’.

“Be kind, for everyone you meet is fighting a battle you know nothing about. - Wendy Mass”

SPENCER REID

Spencer was president of the Chess Club and was Mathletes team captain. He was voted ‘Most Likely to Either Cure Cancer or End the World’. His favorite subjects were AP Math and AP English Literature. His peers described him as ‘quiet, awkward, and freakishly intelligent.’

“Iodine (I), Holmium (Ho), Phosphorus (P), Electron (e-), Thorium (Th), Iodine (I), Sulfur (S), Phosphorus (P), Lanthanum (La), Cerium (Ce), Boron (B), Uranium (U), Radon (Rn), Sulfur (S).”

PENELOPE GARCIA

Penelope was president of the IT Club and founder of the school’s AV Club. She was voted ‘Most Likely to Hack the FBI’. Her favorite subjects were AP Computer Science and Home Economics. Her friends described her as ‘cheerful, friendly, and geeky.’

“Remember that email you didn’t send to 10 people? Mark my words, that will come back to bite you.”

DEREK MORGAN

Prom King Derek was the quarterback of the school Football Team and volunteered for the school’s Basketball Team for At-Risk Youths. He was voted ‘Most Likely to Succeed’. His favorite subjects were History and Psychology. His friends described him as ‘smooth, supportive, and charismatic.’

“Shoutout to my hallway crushes, you know who you are.”

ELLE GREENAWAY

Class President Elle was a member of the Track Team and the Debate Team. She was voted ‘Hottest Student’. Her favorite subjects were AP Gov and Philosophy. Her friends described her as ‘assertive, ambitious, and desirable.’

“I’m not really funny, I’m just mean and people think I’m joking.”

[vavaclasses]

NCERT Solutions- Nationalism in India - Class 10th Notes

Introduction

Nationalism in India was a significant movement aimed at gaining independence from British colonial rule. This period witnessed the rise of national consciousness among Indians and the formation of various movements that collectively contributed to India's independence in 1947.

Key Events and Movements

1. The First World War (1914-1918)

The war led to increased economic hardships in India, including high taxes and inflation.

The British government introduced oppressive measures, like the Rowlatt Act of 1919, which allowed detention without trial.

2. Rowlatt Act (1919)

Passed by the British, it allowed the government to imprison anyone suspected of terrorism without trial for up to two years.

Sparked widespread protests, leading to the Jallianwala Bagh Massacre.

3. Jallianwala Bagh Massacre (1919)

On April 13, 1919, British troops under General Dyer fired on a peaceful gathering in Amritsar, killing hundreds.

This event led to widespread outrage and a surge in nationalist sentiments.

4. Non-Cooperation Movement (1920-1922)

Led by Mahatma Gandhi, urging Indians to withdraw from British institutions, boycott British goods, and promote swadeshi (self-reliance).

Involved the participation of students, peasants, and laborers.

5. Civil Disobedience Movement (1930-1934)

Launched by Gandhi with the Dandi Salt March, protesting the salt tax.

Encouraged Indians to refuse to obey British laws, boycott foreign goods, and refuse to pay taxes.

6. Quit India Movement (1942)

Initiated by the Indian National Congress, demanding an end to British rule.

The slogan "Do or Die" was coined by Gandhi.

Led to mass protests, arrests, and a significant crackdown by the British authorities.

Important Figures

1. Mahatma Gandhi

Leader of the Indian National Congress and key figure in the non-violent resistance against British rule.

Advocated for Satyagraha (truth and non-violence).

2. Jawaharlal Nehru

First Prime Minister of independent India.

Prominent leader in the Indian National Congress and a close associate of Gandhi.

3. Subhas Chandra Bose

Leader of the Indian National Army (INA) which sought to overthrow British rule through armed struggle.

Famous for the slogan "Give me blood, and I shall give you freedom!"

4. Sardar Vallabhbhai Patel

Played a crucial role in the integration of princely states into independent India.

Key leader in the Congress and advocate for the Quit India Movement.

Role of Different Social Groups

1. Peasants and Farmers

Protests against oppressive policies and taxes.

Participation in movements like the Non-Cooperation and Civil Disobedience.

2. Workers and Laborers

Strikes and protests against poor working conditions and low wages.

Participation in national movements and support for Congress initiatives.

3. Women

   - Active participation in protests, boycotts, and movements.

   - Notable figures include Sarojini Naidu and Kasturba Gandhi.

4. Students and Youth

Participation in boycotts of British institutions and support for swadeshi goods.

Formation of youth organizations promoting nationalist ideals.

Impact of the Movements

1. Political Awakening

Spread of nationalist sentiments and political awareness among the masses.

Increased participation of diverse social groups in the struggle for independence.

2. Economic Impact

Promotion of swadeshi goods and boycott of British products.

Growth of indigenous industries and self-reliance.

3. Social Reforms

Addressing social issues like untouchability and gender inequality.

Promotion of education and social upliftment.

4. Path to Independence

Cumulative impact of various movements led to negotiations with the British.

India gained independence on August 15, 1947.

Conclusion

The nationalist movements in India(Nationalism in India Class 10)were a culmination of various efforts and struggles by different social groups, led by visionary leaders. These movements not only aimed at ending British rule but also sought to bring about social and economic reforms, leading to the establishment of a free and democratic India.