Osmosis in Onion Cell Essays

Osmosis in Onion Cell Essays Osmosis in Onion Cell Paper Osmosis in Onion Cell Paper A living plant cell will shrinks or swells depending on the solute concentration of the cell in relation to the solute concentration of the fluid surrounding the cell (1). It follows that water will move from a region of high water concentration to a region of low water concentration, therefore, if a cell is placed in a hypertonic solution water will move from the cell into the scauseson until the cell shrinks(l). Further water loss auses can cause the cells protoplasm to peel away from the cell wall leaving a gap between the cell wall and the cell membrane, a process called plasmolysis(l) However if the cell is placed in a hypotonic solution, water will move from the solution into the cell and cause the cell to burst (1). A cell in an isotonic solution neither swells nor shrinks because there is no concentration gradient for water across the cell membrane (1) The objective of this experiment is to find out the effect distilled water, 3% sodium chloride solution and 5% sodium chloride solution have on nion epidermal cells. From the above literature, its hypothesised that the cells in distilled water should maintain their shape, cells in 3% sodium chloride should shrink and the cells in 5% sodium chloride should experience more shrinking than that of the 3% solution. The onion epidermal cell is transparent with a simple structure so it is a suitable cell for studying the effect of water loss on cells (2) Some specimens can be viewed directly underneath the microscope but putting a drop of water on the specimen can improve how the structures appear under icroscope and also prevent the specimen from drying out on the slide (2). Adding water to the specimen is called wet mount. The liquid used in wet mount fills the space between the slides to support the specimen and also allows light to pass through easily (3). The liquid is usually water can also be a stain. Stains are used in microscopy to highlight structures in biological structures for viewing under microscopes (3). There are many types of stains each is used for its own benefits, iodine, eosin are some of the common stains used in the microscopy (3). Iodine is used as a cell stain because its absorbed by cell organelles which are mostly transparent and turn them coloured making them more visible under the microscope (3). It was found that the cells which were placed in 3% solution increased in size contrary to the hypothesis. The cells placed in 5% solution shrank and cells in placed in normal saline kept their normal shape. MATERIALS Glass slide Cover slip Onion tissue Dropper Light miscrope Sodium chloride (NaCl) Distilled water Tweezers Measuring tube Bunsen tube Pipette Blotting paper Stage micrometer METHOD Lay down three different slides labelling the three different solution you intend to use. Peel a thin layer of tissues (epidermis) using the forceps (tweezers) from the whole onion. Put the epidermis on the center of each of the slide displayed and labelled. Drop a few drops of each of the labelled solutions onto the onion membrane, making sure the tissues is flattened and not wrinkled on the slide. Wait for 3 minutes before putting a cover slip on the slide. Put the cover slip on the stained tissue and the different solutions involve. Gently tap out any air bubbles and ry to soak out any extra solution around the covered tissues. Adjust the diaphragm so that the right amount of light is shining on the slide stage. Put the slide onto the microscope stage and fix with the stage clips Observe the tissues under the microscope under low, medium and high powers. Also making sketches, writing down observation. Making sure of an eye piece graticule and stage micrometer scale to measure cells and units. Be sure to write what magnification for each sketch. Make sure you label any organelles you see. Cell wall, membrane, nucleus and ytoplasm Calculate magnification of drawings and actual sizes of specimens DATA The eye piece graticule remains constant no matter what magnification the epidermis are looked at. RESULTS DISCUSSIONS CONLUSION References 1 . Sperelakis, Nicholas (2011). Cell Physiology Source Book: Essentials of Membrane Biophysics. Academic press. p. 288. ISBN 978-0-12-387738-3. 2. Horobtn RW, Kiernan JA (2002) Conns Biological Stains. A Handbook of Dyes Stains and Fluorochromes for (1981) Staining Procedures, 4th ed. , Baltimore: Williams Wilkins, p. 412, ISBN 0683017071 .

Maya Blue - Distinctive Color Used by Maya Artists

Maya Blue - Distinctive Color Used by Maya Artists Maya Blue is the name of a hybrid organic and inorganic pigment, used by the Maya civilization to decorate pots, sculpture, codices and panels. While its date of invention is somewhat controversial, the pigment was predominantly used within the Classic period beginning about AD 500. The distinctive blue color, as seen in the murals at Bonampak in the photo, was created using a combination of materials, including indigo and palygorskite (called sak luum or white earth in the Yucatec Maya language). Maya blue was used primarily in ritual contexts, pottery, offerings, copal incense balls and murals. By itself, palygorskite was used for medicinal properties and as an additive for ceramic tempers, in addition to its use in the creation of Maya blue. Making Maya Blue The striking turquoise color of Maya Blue is quite tenacious as such things go, with visible colors left on stone stele after hundreds of years in the subtropical climate at sites such as Chichà ©n Itz and Cacaxtla. Mines for the palygorskite component of Maya Blue are known at Ticul, YoSah Bab, Sacalum, and Chapab, all in the Yucatn peninsula of Mexico. Maya Blue requires the combination of ingredientsthe indigo plant and palygorskite oreat temperatures between 150 and 200 degrees centigrade. Such heat is necessary to get molecules of indigo incorporated into the white palygorskite clay. The process of embedding (intercalcating) indigo into the clay makes the color stable, even under exposure to harsh climate, alkali, nitric acid and organic solvents. The application of heat to the mixture may have been completed in a kiln built for that purposekilns are mentioned in early Spanish chronicles of the Maya. Arnold et al. (in Antiquity below) suggest that Maya Blue may also have been made as a by-product of burning copal incense at ritual ceremonies. Dating Maya Blue Using a series of analytical techniques, scholars have identified the content of various Maya samples. Maya Blue is generally believed to have been used first during the Classic period. Recent research at Calakmul supports suggestions that Maya Blue began to be used when the Maya began painting internal murals on temples during the late pre-classic period, ~300 BC-AD 300. However, murals at Acanceh, Tikal, Uaxactun, Nakbe, Calakmul and other pre-classic sites dont seem to have included Maya Blue in their palettes. A recent study of the interior polychrome murals at Calakmul (Vzquez de gredos Pascual 2011) conclusively identified a blue painted and modelled substructure dated to ~150 AD; this is the earliest example of Maya Blue to date. Scholarly Studies of Maya Blue Maya blue was first identified by Harvard archaeologist R. E. Merwin at Chichà ©n Itz in the 1930s. Much work on Maya Blue has been completed by Dean Arnold, who over his 40 year investigation has combined ethnography, archaeology, and materials science in his studies. A number of non-archaeological material studies of the mixture and chemical makeup of Maya blue have been published over the past decade. A preliminary study on sourcing palygorskite using trace element analysis has been undertaken. A few mines have been identified in the Yucatn and elsewhere; and tiny samples have been taken from the mines as well as paint samples from ceramics and murals of known provenience. Neutron activation analysis (INAA) and laser ablation-inductively coupled plasma-mass spectroscopy (LA-ICP-MS) have both been used in an attempt to identify the trace minerals within the samples, reported in a 2007 article in Latin American Antiquity listed below. Although there were some problems with correlating the two methodologies, the pilot study identified trace amounts of rubidium, manganese and nickel in the various sources which may prove useful in identifying the sources of the pigment. Additional research by the team reported in 2012 (Arnold et al. 2012) hinged on the presence of palygorskite, and that mineral was identified in several ancient samples as having the same chemical make up a modern mines at Sacalum and possibly Yo Sak Kab. Chromatographic analysis of the indigo dye was securely identified within a Maya blue mixture from a pottery censer excavated from Tlatelolco in Mexico, and reported in 2012. Sanz and colleagues found that blue coloration used on a 16th century codex attributed to Bernardino Sahagà ºn was also identified as following a classic Maya recipe. Recent investigations have also centered on the composition of Maya Blue, indicating that perhaps making Maya Blue was a ritual part of sacrifice at  Chichà ©n Itz. See  Maya Blue: Ritual and Recipe  for more information. Sources This glossary entry is a part of the About.com guide to  Maya, and the  Guide to Ancient Pigments. Anonymous. 1998.  Ceramic Ethnoarchaeology at Ticul, Yucatn, Mexico.  Society for Archaeological Sciences Bulletin  21(12). Arnold DE. 2005. Maya blue and palygorskite: A second possible pre-Columbian source.  Ancient Mesoamerica  16(1):51-62. Arnold DE, Bohor BF, Neff H, Feinman GM, Williams PR, Dussubieux L, and Bishop R. 2012.  The first direct evidence of pre-columbian sources of palygorskite for Maya Blue.  Journal of Archaeological Science  39(7):2252-2260. Arnold DE, Branden JR, Williams PR, Feinman G, and Brown JP. 2008.  The first direct evidence for the production of Maya Blue: rediscovery of a technology.  Antiquity  82(315):151-164. Arnold DE, Neff H, Glascock MD, and Speakman RJ. 2007. Sourcing the Palygorskite Used in Maya Blue: A Pilot Study Comparing the Results of INAA and LA-ICP-MS.  Latin American Antiquity  18(1):44–58. Berke H. 2007.  The invention of blue and purple pigments in ancient times.  Chemical Society Reviews  36:15–30. Chiari G, Giustetto R, Druzik J, Doehne E, and Ricchiardi G. 2008.  Pre-columbian nanotechnology: reconciling the mysteries of the maya blue pigment.  Applied Physics A  90(1):3-7. Sanz E, Arteaga A, Garcà ­a MA, Cmara C, and Dietz C. 2012.  Chromatographic analysis of indigo from Maya Blue by LC–DAD–QTOF.  Journal of Archaeological Science  39(12):3516-3523. Vzquez de gredos Pascual, Domà ©nech Carbà ³ MT, and Domà ©nech Carbà ³ A. 2011.  Characterization of Maya Blue pigment in pre-classic and classic monumental architecture of the ancient pre-Columbian city of Calakmul (Campeche, Mexico).  Journal of Cultural Heritage  12(2):140-148.

Analysis of the FTAA Case Study and the FTAA after Action Reports Essay

Analysis of the FTAA Case Study and the FTAA after Action Reports - Essay Example As the paper stresses, this mission is regarded as the largest joint law enforcement operation in Miami’s history and perhaps the country’s as well. While the operation had its fair share of pitfalls, the FTAA action was overall successful because the Summit went on uninterrupted and thousands of protesters worked out their freedom to free speech. This paper touches on key challenges and their cause, viable solution to such problems, ramification of solutions, and policy recommendation by the county board commissioners. The analysis will focus on the three after Actions reports by the city of Miami PD, and civilian investigate panel report and the independent FTAA review panel. After the end of FTAA summit, it was time to reflect and evaluate the performance the combined law enforcement and identify the challenges experienced. At-least with reference to the after action reports, the challenges arose from the way operation was conducted and were further heightened by aggressive protesters’ tactics. The first two reports however are little biased because they are compiled the two protagonist groups – the law enforcement and the protesters as each party try to blame the other. The independent review panel is the most reliable because it not only involved all parties at arriving conclusions, but also it used interviews or public hearings to identify the real challenges. The key issues included training, organization and deployment, non-unified command, excessive use of force, labor concerns, and communication. Prior to summit, a series of law enforcement training for the FTAA was initiated because of the unprecedented in capacity, concentration and the huge number of command agencies. The Miami Police Department Commander headed this six-month exercise.

Carbon footprint assigment Assignment Example | Topics and Well Written Essays - 500 words

Carbon footprint assigment - Assignment Example At present, the outstanding challenge that is facing the human race is global warming, and its most pressing requirement is radically reducing our carbon footprint (Stuart 3) Daily driving cause’s carbon footprint in that fuel is burnt by the engine when driving thus, creating a certain amount of CO2 depending on the distance of driving and the car’s fuel consumption. For people who drive long distances daily, travel could be the largest part of their carbon footprint. The daily driving range is the most polluting thing that is done by most people. When burning gasoline, it releases pollutants that cause water pollution, global warming, and smog. The scientific press is full of dire warnings as to our collective fate if we fail to effect a very substantial reduction in carbon emission and to do so quickly (Stuart 4) In order to change this, the focus should be on saving the energy and reducing the carbon cause. First, it is vital improving fuel economy of the car. This can be achieved by reducing the energy used when overcoming resistance from road and air, braking, and accelerating. Additionally, public transport such as trains and buses should be used instead since compared to driving they are a less carbon-intensive way to travel. Moreover, people should drive less to reduce their driving footprint. Driving and cycling are also good substitutes for short driving distance that are carbon intensive. There may be no easy solution to the problem generating the carbon footprint but the parameters of the debate do not need to be established, different and all, so that we can determine what most at issue is (Stuart 18) There are various challenges that will be faced when changing the daily driving distance that causes carbon emission. We must address urgently the dilemma of ways to persuade trade-off that is possibly the best between survivals economically and ecological disaster (Stuart 21). From a

Cadbury conflict Essay Example for Free

Cadbury conflict Essay Businesses can come across many conflicts between stakeholders, which are the people that are impacted by the business. Cadbury, the chocolate producer, has started an organization, worth  £9 million pounds, to put sports equipment in school across the UK. Customers would need to save tokens from chocolate bars and give them to the schools. To get the first equipment, 750 tokens are needed. While to allow the school to obtain a variety of different equipment, it needed 2000 tokens. For schools who can’t afford these new equipment, this idea was very appealing. Cadbury’s ‘Get Active Campaign’ was sponsored with deals from Cadbury and the government by top sports stars such as boxer Audley Harrison and runner Paula Radcliffe. However the company and the government were blamed for increasing the rate and the chances of obesity in young people, because they would eat more chocolate through this scheme. Some stakeholders that are affected by this scheme would be the customers, the competition, the workers, the government, and the shareholders. The customers would be affected by this scheme because they increase the problems of obesity in young people, by eating the Cadburys chocolate in order to receive sports equipment. Cadbury would become more popular and common and after people have tried their chocolate through this scheme, it would encourage them to go buy more, which increases the profit for Cadbury. This would also lead to a stiffer competition between other chocolate and food producing companies. This scheme would be known as a fast effective way of advertising Cadburys chocolate. The workers would also be affected because they would be demotivated and therefore are unlikely to produce good quality products or deliver good customers services. Also, through the scheme, Cadbury would spend  £9 million, and therefore, during the process of trying to sell more chocolate and earn more money, their workers would earn a lower salary. The government would be affected because they would be criticized for encouraging children to eat more chocolate. The shareholders are affected because they would receive a lower profit if the profit margin is dropping. The businesses responsibility would be to provide for the population and to fulfil their wants and needs. In this case, Cadbury is providing for both its customers, and the school. It’s responsibility is to also provide jobs for the society. These people make money to support themselves and their families, pay taxes and use their wages to buy goods and services. The businesses responsibility towards competitors would be to be honest in their business practice. The businesses duty towards its workers would be creating a safe work environment, to pay workers of a business a minimum hourly wage, and to pay each worker money owed from working per paid period, including overtime, sick leave, and vacation wages. It is also the responsibility of the business to train workers in safe procedures to minimize the risk of injury. Also it is a business duty to create a working climate that fosters respect and fair treatment of every worker regardless of age, gender, race etc. The businesses responsibility towards the government is to pay taxes, follow environmental regulations (they need to limit the number of pollutants they expel), to maintain law and order etc. Finally, the businesses responsibility towards the shareholders is to build and maintain generosity in the eye of society, to provide goods and services, and to earn a profit and bring money to the company and the investors. Conflicts that might exist between stakeholders would be between society and the company and government. Even though the government supports Cadbury’s ‘’Get Active Campaign†, the general public is speaking that the only candy company is using the concept of being active to lure children to purchase more chocolates. It would also increase the number of calories the children take in (1.2 million) since to receive only one piece of sports equipment (e.g a volleyball set), children must collect $2000. Thus, leading to obesity at a young age. Another conflict that might result is between customers and the company. The customers buying the chocolate might realize that the campaign is just a scheme created to sell more chocolate, yet neglects the importance of healthy exercise. Some solutions to the conflicts that the businesses faces would be that Cadbury should cancel the concept of accumulating chocolate tokens. It is the responsibility of companies to encourage customers to live a fit  lifestyle, not a plan to sell more chocolate. In order to solve the conflict, Cadbury should cancel and donate the sports equipment to financially struggling schools as an act of charity. Public relations firms specialize in dealing with negative publicity. There are many ways to solve problems between different stakeholders. Each business stakeholders have their own business objective. They usually have different opinions and have to disagree about some decisions. Finding a solution can satisfy both the conflicting stakeholders.

Great Expectations, by Charles Dickens :: Great Expectations Essays

Great Expectations – Charles Dickens ‘Great expectations’ is a novel written by Charles Dickens. He was interested in bringing about change and his novels dealt with such topics as justice and punishment, the widening gap between the rich and poor and so on. He believed that the divisions between the classes had produced a diseased and unhealthy society. During the Victorian society, women suffered many disadvantages. Women were dependent on men, unless they were rich. Women were expected to â€Å"serve† and obey their husbands. In this novel the main character is Ms. Havisham. Miss Havisham is an eccentric wealthy old woman who lives in a manor house near Pip’s village, who has isolated herself to take her revenge on men because ‘Compeyson’, the bride groom who she is supposed to get married left her on the day the marriage was fixed. This resulted in Ms. Havisham’s isolation. With a kind of manic, obsessive cruelty, Miss Havisham adopts Estella and raises her as a weapon to achieve her own revenge on men. She has raised Estella to be the instrument of her revenge, training her to break men’s hearts. Ms. Havisham calls on for Pip, a little boy to play in her house. He is both the character, whose actions make up the main plot of the novel, and the narrator, whose thoughts and attitudes shape the reader’s perception of the story. Pip meets Estella, the proud and haughty adopted daughter of Miss Havisham. She delights in humiliating Pip, calling him a common laboring boy with coarse hands. She want to make Pip fall in love with Estella so that she can take her revenge. Ms. Havisham represents Dickens view of woman who did not perfectly fulfil their female role as well as the rich upper class who he saw as â€Å"diseased†. The way Ms. Havisham speaks and also the language used by Dickens gives the reader a clear picture of her. The language used to describe her is exaggerated and unrealistic as this is the situation in which we find her in. This essay will explore whether this character is really unrealistic or whether Dickens intends to show Ms. Havisham to be exaggerated for a certain reason. On Pip’s first visit to Ms. Havisham’s house, ‘Satis house’, he observes a very old house which is barred. The house is made of ‘old brick, and dismal, and had a great many iron bars to it.’ There was a large brewery at the side of the house and it seemed that there was no brewing going on there for a long time. The windows are all walled up. This gives the impression that the house has been isolated from the

Break Up of Marks for Formative Assessment

Break Up Of Marks For Formative Assessment 3 & 4 For Class IX ENGLISH |1. |Monday Test |10 Marks | |2. |Literature based Role Play[ Bishop’s Candlestick] |3 Marks | |3. MCB based Debate[content, Language, Pronunciation] |3 Marks | | |Topics: | | | |TV viewing – positive & negative Impact | | | |Boarding School/ Day Schooling | | | |Generation Gap a reality | | |4. Maintenance of Books & Work |4 Marks | | |Total |20 Marks | MATHEMATICS |1. |Pen & Paper Test [MT. 3. 3] |5 Marks | |2. |Group Presentation- |3 Marks | | |Class will be divided into different groups of size 5-7 each.Each group will be | | | |given a topic & will be asked to make presentation [includes ppt/charts/models]. They| | | |will be asked to present the topic with in the given time limit [5-7 mins] There will| | | |be a question answer round after the presentation. | | | |List f topics is as follows: | | | |Areas of parallelograms & triangles on the same base & between two parallel lines. | | | |P roperties of special types of quadrilaterals. | | | |Criteria for congruence of triangles. | | | |Linear Equations in two variables – Graphical representation. | | |Representation of irrational numbers on number line. | | | |Surface area & volume of solid figures [Cube/Cuboids/ Cylinder/Cone etc. ] | | |3. |CW / HW / Assignment |2 Marks | | |Total |10 Marks | GENERAL SCIENCE Physics |3rd MT |10 Marks | | |CW |5 Marks | | |HW |5 Marks | | |Presentation on various sections of sound production, propagation & reception of |5 Marks | | |sound | | | |Class participation |5 Marks | | |Total |30 Marks | |Chemistry |3rd MT |10 Marks | | |CW |5 Marks | | HW |5 Marks | | |Project – written project on natural resources |5 Marks | | |Class participation |5 Marks | | |Total |30 Marks | |Biology |3rd MT |10 Marks | | |CW |5 Marks | | |HW |5 Marks | | |Project – report on any one communicable disease |5 Marks | | |Class participation | | | | |5 Marks | | |Total |30 Ma rks | | |Grand Total |90 marks | | |FA 3 = 90/9 |10 marks | SOCIAL SCIENCE |1. |Monday Test |10 Marks | |2. |Assignments |5 Marks | |3. |Projects |5 Marks | | |Total |20 Marks | | |Assignments- | | | Specific lists of assignments attached. History, Geography, Economics, Political | | | |Science assignments will be marked for 5 marks each and the resulting marks out of 20| | | |will be reduced to 5. | | | |Projects- | | | |Students will be assigned only one project either from History, Geography, Economics | | | |or Political Science. The project will be for 5 Marks. | |Topics |Geography- | | | |Factors affecting natural vegetation and wildlife | | | |Main features/ characteristics of different vegetation belts | | | |Variety of Medicinal Plants | | | |Endangered animals | | | |Why India has rich flora & Fauna? | | |Map | | | |Political Science- | | | |Make a dictionary of terms in political Science | | | |Topics of Assignment | | | |The women’s Reservation Bill in parl iament (with special reference to the present | | | |position of woman in 15th Lok Sabha | | | |Is Educational qualification required by candidates to contest elections? | | | |Political Competition in Elections | | | |Role of Election Commission in conducting free & fair elections. | | |Economics- | | | |Implementation of NREGA, 2005- An analysis | | | |Unemployment amongst the educated in India – an evaluation | | | |Poverty in India as seen by the social scientists( with reference to human poverty) | | | |History- | | | |Assignments (to be marked out of 5) from | | | |Nazism and the rise of Hitler | | | |Forest society and colonization | | | |Clothing – a social history | | | |Assignments will be in the form of text-based questions, questions where the students| | | |have to give their personal opinion, questions where they have to relate the past to | | | |the present. | | INFORMATION TECHNOLOGY |1. Monday Test |10 Marks | |2. | Practical Assessment |10 Marks | |3. |Project ( Presentation on Networking, Spreadsheet for Student’s Mark sheet) |10 Marks | |4. |CW/ HW Notebook |10 Marks | |5. |Discussion on Development in the field of Computers |10 Marks | | |Total = 50/ 5 |10 % | FRENCH FA 3 | |1. |Unit Test (Written) |30 Marks | |2. |Oral discussion on ways of spending their pocket money. (Individual activity) |3 Marks | |3. |Contrast the importance, usage and definition of pocket money in past and present. ( |4 Marks | | |Group activity) | | |4. |Maintenance and completion of books and class performance. 3 Marks | | |Activities From- | | | |Chapter – 6 La Rentree | | | |Chapter – 7 L’Argent de poche | | | |Total |40 Marks | | |FA 3 – 40/4 |10 | |FA 4 | |1. |Unit Test (Written) |30 Marks | |2. |Role play of a market scene( Day to day dialogues using conditional present & pronom |3 Marks | | |> | | |3. |Using French magazines, describe a picture or present an advertisement, using |4 Marks | | |res pective vocabulary | | |4. |To take a few examples (like books, clothes, shoes etc. and compare them on basis of|3 Marks | | |price, quality and brand value | | | |Activities from- | | | |Chapter 8 Les Loisirs et Les Sports | | | |Total |40 Marks | | |FA 4 – 40/4 |10 | LIBRARY |1. |Is he/she able to maintain library discipline & decorum |Most indicator skill | | | |is A+ | |2. Attitude towards teachers & classmates |Many indicators skill | | | |A | |3. |Takes the initiative to consult the facilities available for various activities like | | | |debate, recitation, and book clubs. | | |4. |Is able to explain why they enjoy a particular book. | | |5. |Is able to express ideas/opinions creatively in different forms. | | |6. |Is able to write a short summary on the recently read books. | | HINDI |Fa^mao-iTva prIxaa 3 | |1? Pairyaaojanaa kaya- — maaOiKk [email  protected] —sasvar kivata paz. |3 AMk | | |EavaNa xamata kiva hirvaMSaraya | | | |baccana raya kI | | | |kivata | | | |‘Aignapqa’.? laya? gait? Aaraoh–Avaraoh | | | |saiht? | | |2? Pairyaaojanaa kaya- — AaSauBaaYaNa — ‘Qama- kI AaD, maoM saampdaiyak |3 AMk | | |JagaD,o’` | | | |Paaz — ? haimad Ka Qama- kI | | | |AaD,? | | |3? |Pairyaaojanaa kaya- — kivata saMklana — ‘jaIvana saMGaYa- ka naama hO’ |4 AMk | | |saMbaMiQat caar kivayaaoM kI | | | |rcanaaAaoM ka pustkalaya | | | |sao saMklana. | |Fa^mao-iTva prIxaa 4 | |1? |Pairyaaojanaa kaya- — jaanakarI eki~t — kivata ‘KuSabaU |3 AMk | | |krnaa. rcato hOM haqa’ ko | | | |AaQaar pr laGau | | | |]dyaaogaaoM sao saMbaMiQat | | | |jaanakarI eki~t | | | |krnaa. aOsao Agarba%tI | | | |banaanaa? maaicasa banaanaa? papD, | | | |banaanaa Aaid. | | |2? |Pairyaaojanaa kaya- — paz – Sauk`taor ko samaana — Bart ko |3AMk | | |maanaica~ pr | | | |saMbaMiQat sqaana dSaa-naa. | | |3? |kxaa kaya-? gaRhkaya-? saamaUihk p ircacaa-? kxaa maoM yaaogadana. |4AMk | SANSKRIT Fa^mao-iTva prIxaa 3 | |1? |Paazyak`ma — kma-Naa yaait saMisaiwma– saMskRt ka AapsaI vaata-laap |3AMk | | |ivajayatama svadoSaA– isaKanaa. | | |2? |vyaakrNa — p~ laoKna? Sabd $p? Qaatu $p – vyaakrNa ka |3AMk | | |ica~ laoKna – ivastRt &ana | | | |saMvaad laoKna – jaa? canaa? ka^pI maoM?. | | |3? |ka^ipyaa ]%tr puistkae — kaya- ka pUra ivavarNa. 4AMk | | |kxaa kaya-? gaRh kaya-. | | | |vyaakrNa maoM ivaiBanna trIko jaOsao kxaa maoM baaoD- pr hI Sauw–ASauw krvaanaa? | | | |]ccaarNa ko maaQyama sao vyaakrNa jaa? canaa yaa Ca~aoM sao svayaM p`Sna pUCkr | | | |vyaakrNa kI jaanakarI laonaa. | | |Fa^mao-iTva prIxaa 4 | |1? |Paazyak`ma — kao|hM vadtu saamp`tma — mauhavaro banaanaa. |4AMk | | |na Qama-vaRwoYau vayaA samaIxyato.Aayau ko AaQaar pr | | | |baalakaoM ko &ana ka | | | |p`dSa-na kr ]nako | | | |ivaYaya maoM jaanakarI | | | |donaa. | | |2? |vyaakrNa â₠¬â€ ica~ laoKna? — ica~ eki~t kr vaNa-na. |4AMk | | |kqaa saMvaad laoKna. kao[- BaI kqaa inaima-t kr saMskRt | | | |maoM Anauvaad. | | |3? |AnauSaasana — p`%yaok kaya- ko samaya Ca~aoM ka vyavahar. AnauSaasana? |2AMk | | |BaaYaa ka p`yaaoga. | |