Zeus Research Paper Example | Topics and Well Written Essays - 2000 words

Zeus - Research Paper Example His ways are inscrutable and his mind too is opaque, but given that the literature says that all things happen only because Zeus allow them to happen. Conversely that nothing comes to pass without him. This is true for instance as a view of Zeus as reflected in Aeschylus plays, in particular in the ‘Agamemnon’. He is all seeing, and he is the one who is at the back of everything that transpires not only among men but among gods too. He is the supreme ruler in Greek mythology (Dowden 3). The inscrutable aspect of Zeus is affirmed in the literature, from Homer to Aeschylus to the various philosophers who tried to decipher his nature and failed Instead he is portrayed as having very human qualities and traits, including those traits that are in the realm of the baser aspects of human nature, such as lust, and the propensity for rage, and for revenge for different kinds of slights. On the other hand, his power is supreme over all things on heaven and on earth, and the ways of the universe themselves are a testament to his brand of justice and the immensity of his power. On the other hand, that power is seen as being wielded by a god who is at times filled with whimsy, or so as it is interpreted by human beings (Dowden 4). The mythological stories from ancient Greece tell us that Zeus was born in Crete, to Rhea and to Kronos,who tried to swallow him whole, but who was prevented from doing so by his own wife. This Rhea did by swapping the young Zeus with a stone. The Curetes, dancing wildly to mask the cries of the young Zeus, prevent the father from hearing the baby Zeus. They become Zeus’ guardians, together with Amaltheia, a goat, Kronos is bound, but the Titans try to launch a counter-revolt known as the Titanomachy, to shore up Kronos’ hold on power, and the Titans were essentially held and confined to Tartarus. Other revolts were likewise quelled, including those by the giants, and those like Typhon the

Mangement of Budjet of San Antonio TX Case Study

Mangement of Budjet of San Antonio TX - Case Study Example Later on, many more industries have joined the city, strengthening its economic base. San Antonio has emerged as one of the most recession resistant cities in the US. The city is working towards strengthening its economy even more (Emily, 86). The main strategies being applied to achieve this are incentives to businesses and entrepreneurs to attract more investment into the city, expand the retail business, create new job opportunities and stimulate high economic development. This, the city does by incorporating these objectives in its budget. The economic management department is the body charged with the responsibility of overseeing the implementation of such objectives (Jones, 380). The Economic Management Department has made it easy for existing and even potential businesses to access fully fledged business services. This act as an incentive, to ensure that the entrepreneurs and the business feel appreciated and welcome in the city and their role in the economy of the city is being recognized. The department provides the businesses with professionals who assist them with issues to do with licensing, permits and other regulatory issues (Jones, 159). To the prospective entrepreneurs, the professional staffs provide initial business consultancy and counseling services. These services provided to the entrepreneurs include counseling services on the potential and available sources of capital, how to prepare and develop a business plan, forms of business organizations, information on government procurement as well as marketing strategies most applicable to the businesses they aspire to establish (Emily, 65). The incentives provided to business in this city are aimed at encouraging more business to establish here, motivate new companies to create employment opportunities and by extension, spur the economic prosperity of the city to greater heights. The

Evolution of the construction industry since the industrial revolution Essay

Evolution of the construction industry since the industrial revolution - Essay Example The building industry as a whole underwent a revolution. The Industrial Revolution created an enormous increase in the production of many kinds of goods and brought about changes in technology and innovation. As the Industrial Revolution grew, private investors and financial institutions were needed to provide money for the further expansion of industrialization. Before the industrial revolution, only ten percent of the people lived in cities while most lived in towns and villages scattered around the cities. The revolution brought about changes which drew large number of people into cities as industry expanded. This resulted in increased demand for housing and the high-rise buildings came into existence. Money was easily available through banks and financiers for construction. Loans and mortgages helped people to build and buy homes. The construction industry is a major industry in the economy of Great Britain and is growing steadily. Advancement in technology led to a boom in the industry in all sectors. While onsite construction was common, offsite construction grew along with it. This resulted in cost reduction and better quality control. Prefabricated structures were largely used and installed specially for bridges. Private housing sector has grown tremendously and may have reached a plateau today in Great Britain. Homes in England with three or more bedrooms were only 7% in 1971 whereas in 2002/3 it stood at 34%. Semi detached homes in England are the most common system of dwelling but only 28% of them have been built in the past 40 years. All the others are much older. The construction industry is divided in two sections – new construction and repairs and maintenance. In the early 1990s, total construction output (in 1995 prices) decreased sharply in Great Britain as a whole2. After 1995, the construction output increased

Beyond the Multi-Ethnic Metropolis Assignment Example | Topics and Well Written Essays - 2500 words

Beyond the Multi-Ethnic Metropolis - Assignment Example Minority ethnic people in the district are more likely to be living in overcrowded accommodation than white British residents. Overcrowding was a particularly common problem among the Bangladeshi, Chinese and Pakistani population. Commonly reported problems included damp and condensation, ineffective heating systems, poor insulation around doors and windows, hazardous environments such as broken doors and windows, inadequate or malfunctioning amenities and poor quality repairs and maintenance (p556.) Identifying the purpose of the research: In the United States, substantial consideration has been given to the association of place of residence with economic disadvantage. This fact has added to understand polarization there. More recently, de Souza Briggs (2007) has pointed out that changes in settlements reflect the changing geography of race and opportunity (550). With this view, the study is conducted basically to explore the neglected housing experiences of minority ethnic people in small-town England. To discuss this aspect two key points are asserted. First, that minority ethnic people living in small towns bump into many of the same housing inequalities as their counterparts in metropolitan England. Second, that small town England presents a series of unique challenges demanding distinct responses not answered by the existing evidence base. This paper emphasizes that place plays an important role in deciding minority settlement patterns but very few studies have made effort to these to the place (549). Research and policy look for multiethnic metropolis for the specific social, cultural, political, economic and material situation while the rural and small-town England is overlooked.T hough such a need arises as Countryside Agency reported that by 2001 nearly 600 000 minority ethnic people were recorded as living in the 184 rural districts of England accounting for 4.3 percent of the total population in these areas (551).

Causes of Structural Failure Essay Example | Topics and Well Written Essays - 500 words

Causes of Structural Failure - Essay Example FitzSimons names "four horsemen of engineering apocalypse" or the factors which causes structural failures: ignorance, incompetence, negligence, and avarice (Carper 10). It should be noted that almost all the aforementioned factors solely attribute failures to engineers. In this regard, it is extremely important to clarify that human errors strongly contribute to the possibility and occurrence of structural failures. Oftentimes engineers make choices which can bring harm and inefficiency in the long run. 3. Design errors involve discrepancy in "concept, lack of redundancy, failure to consider a load or combination of loads, connection details, calculation errors, misuse of computer software, detailing problems including selection of incompatible materials or assemblies which are not constructable, and failure to consider maintenance requirements and durability, and inadequate or inconsistent specification or quality of work;" Any or combination of the aforementioned factors always leads to structural failures. Take, for instance, the failure of hydroelectric project. Investigation may often conclude that this problem arise because of different factors. The failure might involve mechanical and electrical problems, couple with operational errors, design concept deficiencies, and structural errors.

Analyzing two critiques of one piece of art Essay

Analyzing two critiques of one piece of art - Essay Example Here, the main focus of the author’s argument is on the sensuality principle and especially that of the female persona in influencing selling strategies and in attracting, influencing and sustaining interactions at public gatherings1. In the second article on Manets Bar at the Folies-Bergà ¨rese is titled â€Å"Manets Un bar aux Folies-Bergere as an Allegory of Nostalgia.†As the title suggests the interpretation and critic on the same piece of painting is centered on the nostalgic memories it evokes. The author seems to be keen to part from the prevailing analysis of the painting which â€Å"canonized† it based –ironically and heavily-on its unrealistic visual contradictions and ambiguities as opposed to the more obvious clarity of its content2. The author therefore attempts to embrace the complete scene of the Folies-Bergà ¨rese as set of multiple views and states of mind. The focus and therefore the purpose is to resolve the most controversial and ambiguous elements of the painting therein provide a narrative evaluation that previous art critics, scholars and enthusiasts alike have failed to. He achieves this by first beginning with a critique of evaluations by other authors on Manet’s Bar at the Folies-Bergà ¨rese(such as those of Hans Jantzen) and thereby examining the source and direction of the painter’s inspiration in the development of the piece. The author prevails in asserting that the value of making such grandeur pieces was not just for sale at exhibitions but in form of the industrial goods displayed in them similar to the advertising of departmental stores and commercial enterprises through them. The former, identifies the author, diminishes the perception of art within the public domain to a level similar to that of shelved domestic goods3. This close association between commercial entities and large-certainly influential-artwork of the time is replicated in other stores and as such

Bell Rock Lighthouse Essay Example for Free

Bell Rock Lighthouse Essay 5 WHERE THE MIND IS WITHOUT FEAR I. (i) The words ‘mind is without fear’ mean that one does not have any fear of oppression or compulsion. The poet is talking about the minds of the people of his country. He says so because his country was under the subjugation of the British, who perpetrated all sorts of oppression on his countrymen. (ii) The words ‘the head is held high’ mean to have self respect. The head is bowed down because of exploitation and oppression of the Indians by the British. It needs to be held high with pride and dignity which characterised the Indians before India was reduced to the status of a subjugated nation. (iii) By the words ‘Where knowledge is free’, the poet wants to say that in his country everyone should have the freedom to acquire knowledge without any restriction. The restrictions imposed on the spread of knowledge include the prejudices based on wealth, caste and religion. Further, the British imposed restrictions on the basis of the ruler (the British) and the ruled (the Indians). They curbed the freedom of speech and expression by putting restrictions on the Press. (iv) Due to the restrictions imposed on the spread of knowledge, people remained glued to their outdated customs and traditions and could not think rationally. (v) A sonnet is a poem of fourteen lines divided into an octave (the ?rst eight lines) and a sestet (the last six lines). The octave presents an idea, raises an argument, makes a proposition or poses a problem, whereas the sestet gives a solution to the problem posed by the octave. The poem ‘Where the Mind is Without Fear’ comprises an octave, in which the poet talks about the wonderful qualities his countrymen must achieve to make their country free and heaven-like. Since this poem is only a part of the complete song in his Nobel Prize winning work, Gitanjali, we can say that this poem is a part of the complete sonnet. II. (i) According to the poet, the narrow domestic walls or divisions based on caste, class, colour, religion, creed, region and superstitions break up the world into fragments or mutually exclusive compartments. (ii) The narrow domestic walls refer to narrow local divisions created 6TEACHERS’ HANDBOOK (ICSE POEMS) by prejudices like caste, colour, creed, region and religion. They are called ‘narrow’ by the poet because they are based on age- old customs and traditions and not on the basis of rational thinking. (iii) The narrow domestic walls can harm the nation by creating divisions among people and thereby, undermining the unity and  integrity of the nation. (iv) The poet wants to say that his countrymen should be able to express themselves truthfully without any fear. He feels so because his countrymen at that time did not have freedom of expression as various restrictions were imposed on the freedom of speech and the Press by the British. (v) Examples of alliteration are: (a) Where the world (b) Where words (vi) The poet shows that he has a religious outlook by praying to God to let his country awake to a blissful heaven of freedom. III. (i) ‘Tireless striving’ means to work hard without getting tired to achieve perfection. The poet wants his countrymen to achieve  the highest goals, i. e. , freedom at all levels — political, religious, spiritual, moral and intellectual. (ii) Reasoning allows a person to have clarity of thoughts without being restricted by narrow domestic walls such as caste, colour, creed, religion, region and superstitions. That is why it has been compared to a clear stream which is free of all impurities. (iii) ‘Dreary desert sand of dead habit’ is a metaphor. Through this metaphor the poet wants to say that his countrymen should work for perfection in everything and should not be led astray from their goal in the dry desert of dead habits, i.e. , in a place where outdated customs and traditions are followed. (iv) According to the poet, the hurdles in achieving perfection include the outdated customs and traditions based on irrational thinking rather than sound reasoning and scienti? c thought. (v) The ? gure of speech in the third line of the given extract is a ‘metaphor’. For explanation refer to answer (iii) above. (vi) This poem by Rabindranath Tagore is taken from his original volume called Naibedya, which bears the title ‘Prarthana’, i. e. , prayer. In this poem, the poet prays to a universal father-? gure, i. e.  , God to let his country awake to a blissful heaven of freedom. Thus, the poem is a song of prayer. 7 IV. (i) ‘Thee’ refers to God. (ii) The mind of the poet’s countrymen is to be led forward to the ‘heaven of freedom’, i. e. , to an ideal state where there is total freedom at all levels — political, religious, spiritual, moral and intellectual. (iii) The phrase ‘Heaven of freedom’ means an ideal state, where the poet wants the Almighty to lead his countrymen to. The three qualities required to be able to attain the heaven of freedom include: (a) there is no oppression and people can hold their heads high in self-respect. (b) there are no prejudices based on caste, colour, creed, religion, region and superstitions. (c) people should work tirelessly to attain perfection in everything by following scienti? c thought and rational thinking, without being led to follow obsolete traditions and customs. (iv) ‘Father’ in the above extract is a reference for God. He will awake the country by leading the poet’s countrymen to a heavenly state where there are all kinds of freedom and where they can hold their heads high in self-respect, without any fear of oppression or compulsion. (v) The poet prays for his country to attain all kinds of freedom —  political, religious, spiritual, moral and intellectual. And only then it will attain the blissful heaven of freedom, an ideal state where his countrymen would be able to hold their heads high in self-respect, will not have a blurred vision based on prejudices and work tirelessly to attain perfection in every sphere of life. I. (i) The Inchcape rock is referred to in the extract. The rock lay hidden in the sea off the east coast of Scotland. It sometimes remained hidden under sea water during the high tide. (ii) The words ‘surge’s swell’ mean the sea-waves moved up and down and rose high due to the in? uence of tides. The warning  bell refers to the bell placed on the Inchcape rock by the Abbot of Aberbrothok, to give a warning to the sailors about the danger from the rock. The warning bell was placed on a buoy and during high tides the movement of waves made the buoy to ? oat and in turn rang the bell and warned the sailors. THE INCHCAPE ROCK 8TEACHERS’ HANDBOOK (ICSE POEMS) (iii) The Rock was said to be perilous because many ships had been wrecked by it when it remained covered by sea water during a high tide. Sir Ralph’s ship struck against the Inchcape Rock and drowned in the sea. (iv) The Head monk of a monastery or church is known as an  Abbot. The mariners blessed the Abbot Aberbrothok because he placed a bell on the Inchcape Rock, which gave a warning to the mariners about the perilous rock and thus, saved them and their ships from drowning. (v) A ballad is a long narrative poem that tells a story. It is a heightened narration that uses narrative technique like rhyme and ? gures of speech. The two elements of ballad in the given extract are the following: (a) The rhyming pattern followed in this extract is aabb (Swell- Bell; Rock-Aberbrothok). (b) There is a repetition of consonant sound at the beginning of words (alliteration) to facilitate narration: 1. .. surge’s swell 2. .. then they II. (i) Sir Ralph was a rover or a sea pirate. He was a wicked and jealous man. (ii) The pleasant day in the spring season made the Rover sing. But the real reason was that in a such calm atmosphere he would be able to carry out his wicked plan of defaming the Abbot of Aberbrothok by cutting off the bell from the Inchcape Rock and thereby, loot the wealth from the shipwrecks. The given lines mean that the Rover’s heart was extremely joyful but his joy was due to his wicked plan. (iii) The Rover saw the buoy of the Inchcape Rock like a dark speck on the green ocean. He asked his sailors to lower the boat and row him to the Inchcape Rock. (iv) The Rover wanted to go near the Inchcape Rock to cut off the warning bell to spoil the fame and reputation of the Abbot of Aberbrothok, who has placed the bell there and to loot the wealth from the shipwrecks. (v) The Rover was in a joyful mood in the extract. His joyful mood is re? ected in the extract by his act of whistling and singing. At the end of the poem, the Rover was in a mood of despair and frustration. 9 III. (i) The boatmen rowed the boat to the Inchcape Rock. (ii) The Rover cut off the bell from the Inchcape Rock. He did so out of jealousy and self-interest. He wanted to spoil the fame and reputation of the Abbot of Aberbrothok, who has placed the bell there. It would also allow him to easily loot the wealth from the shipwrecks, caused by the Inchcape Rock. (iii) The Rover’s act of cutting the bell from the Inchcape Rock led to the collision of his ship with the rock and ? nally, the drowning of the ship with the Rover. (iv) After performing the wicked deed of cutting the bell from Inchcape Rock, the Rover said that from then onwards the mariners who used to thank the Abbot would no longer thank him. (v) The Abbot of Aberbrothok had kept the bell there. The bell was placed on the ? oat because the movement of the ? oat during the high tide would make the bell ring and warn the sailors of the danger from the rock. (vi) The sailors, passing by earlier, blessed the Abbot of Aberbrothok for placing the warning bell on the Inchcape Rock and thereby, saving them from the perilous rock. IV. (i) The Rover sailed away from the Inchcape Rock. He became rich by looting the wealth from the ships that struck against the Inchcape Rock. (ii) After amassing wealth, the Rover was sailing towards the shore  of Scotland. (iii) When the Rover was sailing, there was a thick haze over the atmosphere and no sun in the sky. There were strong winds and darkness all around. The weather conditions predicted that ?nally the Rover would meet his end in the sea. (iv) The Rover was a wicked man who was jealous of the fame and reputation of the Abbot of Aberbrothok. That is why he carried out his wicked plan of cutting off the warning bell on the Inchcape Rock, placed there by the Abbot. He was a robber who became rich by looting the wealth from the shipwrecks. (v) The Abbot was a kind and compassionate man, who placed a  warning bell on the Inchcape Rock to forewarn the sailors about the danger to their ships from the perilous rock. The Rover, on the other hand, was a jealous and wicked man, who cut off the warning bell on the Inchcape Rock to defame the Abbot and to loot the wealth from the shipwrecks. V. (i) When the Rover and his sailors were going towards the shore of Scotland, the weather was bad, with a thick haze over the atmosphere, no Sun in the sky and strong winds. THE INCHCAPE ROCK 10 TEACHERS’ HANDBOOK (ICSE POEMS) (ii) The words â€Å"the breakers roar† mean the roaring of the sea waves, i. e. , the sound made when the sea waves break on the  shore. The breakers roar normally signify a high tide when the sea waves surge up and down with a great force. (iii) The sailors wished that they could hear the Inchcape Rock. The ringing of the bell would have indicated the presence of the perilous rock and thus saved the ship from colliding with it. (iv) The sailors could not see any land on the way to Scotland’s shore because of bad weather. There was a thick haze in the atmosphere and total darkness in the absence of the Sun in the sky. Sir Ralph was optimistic that the weather would improve by night when the moon would rise in the sky. (v) In the absence of the Inchcape Bell, no warning sound was heard by the sailors and the vessel struck against the Inchcape Rock. VI. (i) They could not hear any sound due to the absence of the warning bell on the Inchcape Rock, which the Rover had cut off. If the sailors had heard the normal expected sound of the warning bell from the Inchcape Rock, they would have saved the ship from striking against the rock. (ii) (a) the swell is strong: there are strong waves in the sea. (b) They drifted along: They moved slowly towards the shore. (iii) The vessel struck against the Inchcape Rock. It was a shivering  shock because the ship collided with the rock and the waves from all sides began to engulf it. (iv) Sir Ralph was in a state of despair and shock when he realised that his ship had struck against the Inchcape Rock. In his frustration, he pulled his hair and cursed himself. Sir Ralph’s ship struck the very rock from which he had removed the warning bell and sank in the sea. (v) Sir Ralph was a sea pirate. He was a wicked and jealous man. He used to loot wealth from the ships that fatally crashed against the Inchcape Rock. But when the Abbot of Aberbrothok placed a warning bell, he cut off the bell to defame the good Abbot  and put the other helpless sailors into trouble. However, he got caught in his own trap of mischief when his ship struck against the Inchcape Rock and sank in the sea alongwith him. (vi) The moral conveyed through this poem is—As you sow, so shall you reap. The Rover cut off the bell from the Inchcape Rock, but his own ship struck against the very Rock because of the absence of any warning sound and sank in the sea. 11 VII. (i) The Rover could hear the sound of his sinking ship, which seemed to him like the sound made by the Inchcape Bell. The sound was dreadful because there was no chance of surviving  the shipwreck. (ii) The sound of the Inchcape Bell was a forewarning of the danger from the perilous rock to the sailors and was thus life-saving. The dreadful sound, on the other hand was that of the sinking ship that signalled the end of Sir Ralph. Therefore, it appeared to be like a funeral bell being run by the Devil himself. (iii) The Devil below was ringing his knell mean that the sound which Sir Ralph was hearing appeared to him like the sound of the Inchcape bell. But actually the sound was that of the sinking ship. (iv) Sir Ralph, the Rover cut off the warning bell, which the Abbot of  Aberbrothok had planted on the Inchcape Rock as a forewarning to the sailors. But Sir Ralph’s own ship struck against the very rock due to the absence of any forewarning sound and drowned in the sea with Sir Ralph. Thus, the evil that Sir Ralph plotted for the Abbot and the other sailors, recoiled on him. (v) The Inchcape Rock is a ballad comprising adventure, valour and jealousy. Sir Ralph, the pirate, went on an adventure trip on the sea with his sailors. He had the valour to take the risk of cutting off the bell from the Inchcape Rock, which the Abbot of Aberbrothok had placed there to warn the sailors. He did this wicked act out of jealousy as he could not accept the popularity of the good Abbot and wanted to defame him. He also did so because of sel? sh motive as he used to make wealth by looting money from the ships that crashed after striking against the Inchcape Rock. I. (i) The merchants are in the bazaars of Hyderabad. They are selling their goods in the market. The words ‘Richly displayed’ mean that the goods to be sold in the market have been beautifully displayed by the merchants to attract the buyers. (ii) The goods on sale in this market included crimson and silver  turbans, purple brocade tunics, mirrors framed in brownish yellow colour and daggers with handles of jade. (iii) The poet begins the stanza with a question to elicit an answer from the vendors about the goods they are selling. This pattern IN THE BAZAARS OF HYDERABAD 12 TEACHERS’ HANDBOOK (ICSE POEMS) of question-answer is used to bring out the splendour of the traditional bazaars of Hyderabad. The poet has used repetition as well as lyrics full of vibrant and colourful images to describe the scene. (iv) (a) Mirrors with panels of amber mean the mirrors having frames of brownish and yellow colour. (b) Scabbards of gold for the king mean sheaths of gold for the King to keep his swords in. (v) The King and his nobles are the likely customers of tunics of purple brocade and daggers with handles of jade. (vi) The visual imagery is stimulated by mentioning the various hues of colours in this stanza like silver, crimson, purple, amber and jade. II. (i) Chessmen are the pieces deployed on a chessboard for playing the game of chess. Ivory dice refers to small cubes made of ivory, having six sides numbered by dots from one to six. These are used to play games. (ii) Saffron, lentil, rice, sandalwood, henna and spices are sold by  weight, whereas chessmen and ivory dice are sold by numbers. (iii) The sellers of various goods in the bazaars of Hyderabad are referred to as vendors and merchants. The sellers, who go about from place to place with their goods for sale are called the pedlars. (iv) Food items included saffron, lentil and rice. Cosmetic items included sandalwood and henna and the recreational items included chessmen and ivory dice. (v) The senses of sight are stimulated in this extract by the various colours of the items like saffron, lentil, rice, sandalwood, henna and various spices. The sense of taste is produced by the mention  of staple Indian food like lentil and rice and spices. III. (i) The jeweller’s shop is referred to in the extract. ‘Girdles of gold’ mean ornamental belt made of gold worn round the waist by the dancers. ‘Scabbards of gold’ refer to the sheaths of gold for the king to keep his swords in. (ii) The items of gold on sale included ornaments like wristlets, anklets, rings, belts of gold worn by the dancers and sheaths for swords used by the kings. The gold jewellery reveals that both the owners and the buyers belonged to the wealthy sections of the society. 13 (iii) Bells were tied to the feet of blue pigeons as ornaments as well  as identity marks. Sheaths of gold were used by the kings, girdles (belts) were used by dancers and wristlets, anklets and rings were used by other people. (iv) â€Å"Frail as a dragon-? y’s wing† means as delicate as the wings of a dragon-? y. Frail is an apt description for describing the delicateness of the bells tied to the feet of blue pigeons. (v) The poet has described the Indian goods at the Indian bazaars for two reasons: (a) to depict the splendour of Indian bazaars which beckon the customers with their sounds, scents and goods. (b) to extoll the Indians to buy Swadeshi goods and boycott  foreign goods. IV. (i) The fruits included lemons, pomegranates and plums, whereas the musical instruments included sitar, sarangi and drum. (ii) The poet asks the musicians what musical instruments they are playing and asks the magicians what they are chanting. (iii) Spells for aeons to come mean the magical spells used by the magicians to charm everyone till eternity with their chanting. (iv) The whole poem is Indian in context and presentation as it depicts the beauty and vibrance of a traditional Indian bazaar. The landscape, the characters, the images and the background is typically Indian — such as: (a) the mention of dresses worn by Indians such as turbans and tunics. (b) the gold ornaments worn by Indians like wristlets, anklets, rings and girdles. (c) the musical instruments played by Indians like sitar, sarangi and drums. (d) the food items like lentil and rice and spices and fruits like lemons, pomegranates and plums. (e) the use of fresh ? owers on both happy and sad occasions. (v) The magicians are present in the bazaar for chanting magical spells to charm the customers. (vi) The panoramic view of the Indian bazaars presented in the poem with its hues of colour, sounds, smells and sights has appealed  to me the most because it gives a glimpse of the Indian culture, society and prosperity. IN THE BAZAARS OF HYDERABAD 14 TEACHERS’ HANDBOOK (ICSE POEMS) V. (i) The poet has highlighted the occupation of simple folks in India like the merchants, pedlars, vendors, fruit sellers, goldsmiths, musicians, magicians and ? ower girls. (ii) The ? owers are used on happy occasions like wedding for making garlands for the bridegroom and to decorate his nuptial bed. The ? owers are used on sad occasions such as death to pay the last respects by placing ? owers on the dead bodies or the graves. (iii) Crowns, chaplets and garlands were used for making garlands for the bridegroom and for decorating his nuptial bed. (iv) ‘Tassels of azure and red’ mean ornamental threads of sky-blue and red colour tied at one end to make garlands and nuptial beds for the bridegroom. (v) â€Å"To perfume the sleep of the dead† mean to place sheets of freshly gathered ? owers on the dead bodies or on the graves, which give pleasant smell. I. (i) The soldier boy was sitting underneath a tree during the war because he was fatally wounded and could not get up. (ii) The soldier was sitting calmly because he was fatally injured  during the war, was thirsty and could not get any help from anybody around. (iii) The soldier asked the narrator to come near him because he was thirsty and needed a sip of water. (iv) The battle had been long and hard can be discerned from the deep craters in the earth and the number of dead bodies of the soldiers, which the narrator could see lying all around. (v) In the above extract, the poet wants to convey the horrors of war and the agony of the soldiers, who ? ght it out on the battle? eld. II. (i) The narrator has been referred to by the soldier as ‘Sir’. He was on the battle? eld at that time. (ii) The soldier, according to the narrator, ‘smiled as best he could’ to hide his pain and suffering from him. It shows the spirit of a soldier, who gives up his life for his country, with a smile on his face. 15 (iii) The soldier wanted â€Å"A sip of water† because he was thirsty and fatigued for he had fought a long and tough battle throughout the night and was fatally wounded. (iv) The soldier could not take any rest because he had been ? ghting continuously day and night against the enemy. It tells us about the horrors of war and pain and suffering the soldiers had to endure on the battle? eld. (v) The soldier was having a pain in his chest because of the wound he had sustained during the ? ght on the battle? eld. Being a true soldier, who considers everything smaller than his duty for his country, the soldier called it as ‘small pain’. Further, in comparison to the soldiers, who had received larger wounds and had succumbed to their injuries on the battle? eld, his was a small pain. III. (i) The large stain on the soldier’s shirt was caused by a wound he received while ? ghting on the battle? eld. (ii) ‘warm blood mixed in with Asian dirt’ refers to the blood oozing  out from the wounds of the soldier and mixing with the dirt of the Asian soil as the war was being fought in Asia. (iii) By saying â€Å"Not much†, the soldier wanted to say that his wound was nothing in comparison to the wounds suffered by his fellow soldiers, who succumbed to their injuries. He said so because he was still alive. (iv) The soldier considered himself more lucky than his fellow soldiers because they died of the injuries sustained during the war, while he was still alive. IV. (i) The soldier was feeling weak and said that his weakness must be due to fatigue. His fatigue was caused by ? ghting day and  night on the battle? eld. (ii) The soldier smiled weakly because he had sustained fatal wounds and was in pain. It shows that though the soldier was in pain, he was trying to hide his suffering in the true spirit of a soldier. (iii) The soldier felt that he was getting old because he found himself weak and fatigued after battling it out on the warfront. (iv) The soldier felt cold despite the shining sun because the light of his life was fading, i. e. , he was about to die due to the fatal wounds that he had received on the battle? eld. (v) ‘The night exploded’ means that an explosion took place at night. As a result of the explosion the soldier got fatal wounds on his SMALL PAIN IN MY CHEST 16 TEACHERS’ HANDBOOK (ICSE POEMS) body, whereas a number of his fellow soldiers died because of the injuries sustained during the explosion. V. (i) The narrator described the soldier’s smile as the brightest that he has ever seen because the soldier wanted to express his gratitude to the narrator for providing water to him as well as to hide the pain he was enduring. (ii) The soldier was suffering from fatal physical injuries sustained during the explosion at night on the battle ? eld. Due to these injuries he was feeling physically weak and fatigued. (iii) The soldier considered it silly to be defeated by a small pain in his chest because he was a young, healthy man, full of energy and enthusiasm, who could have defeated even death. (iv) The soldier felt ashamed of himself to think about his wife’s reaction when she would see her husband, a strong and grown up man, sitting there defeated. He felt that his mother would never have imagined during his childhood that one day his son would be sitting on the battle? eld, defeated by a small pain in his chest. (v) ‘HERE’ refers to the battle? eld. The soldier was undergoing a mental pain at the thought of the reaction his wife and mother would have on seeing him sitting defeated on the battle? eld. VI. (i) The soldier felt that it was getting dark earlier than it used to be because the light of his life was fading, as he was slowly losing consciousness because of the fatal injuries sustained on the battle? eld and seeing the darkness all around him. (ii) ‘He’ refers to the soldier. He winced up at the sun with an expression of pain on his face to ? nd out why was it getting  dark so early despite the shining sun. (iii) (a) In the given line, the soldier told the narrator that before he would start his journey further, he would like to take a little rest. It signi? es the soldier’s spirit to continue his duty after taking little rest. It is also symbolic of the ? nal journey, i. e. , death, towards which the soldier was heading. (b) The narrator said â€Å"I think I must have cried†. He said so because he could not recall what was his reaction when the wounded soldier died in front of his eyes. It signi? es that the narrator was petri?  ed on seeing the horrifying death of the soldier. (iv) When the narrator pulled the soldier towards himself he felt the wound in his chest and the gravity of the pain the soldier was enduring. 17 (v) The narrator said that he had a large wound in his heart compared to the small one in the soldier’s heart because he was hurt by the suffering of the dead soldier, and felt the guilt on the part of humanity at not being able to give up war and thereby, end the suffering of the soldiers. VII. (i) The expression ‘Asian dirt’ means Asian soil and this indicates that the war was fought in Asia. The two hardships experienced by the soldier included: (a) The physical pain caused by the fatal wounds sustained on the battle? eld. (b) The emotional agony at being lonely and surrounded by dead bodies and the thought of his family’s reaction on seeing him defeated. (ii) Despite sustaining fatal injuries during the war, the soldier did not leave the battle? eld because he considered it at his duty to continue the ? ght till the end and die smiling while performing his duty in the true spirit of a soldier. (iii) The phrase â€Å"a small pain in my chest† is a refrain which is  repeated throughout the poem to emphasise the pain and suffering a soldier undergoes on the battle? eld. (iv) Yes, indeed the poem has a poignant ending. It makes the readers—(i) feel the agony a soldier endures on the battle? eld; and (ii) realise the horrors of war and the need to give up wars for the sake of humanity. (v) Small Pain in My Chest is an anti-war poem that describes the horrors of war and conveys the message to shun hatred and warfare. I. (i) The speaker wants to say that all his children, i. e. , his sons are economically well off and his two daughters are happily married. (ii) By saying, â€Å"Both have cars†, the speaker wants to convey that both his sons are well off and have a status in society. It conveys that in Indian society the worth of an individual is measured more by his ? nancial status than anything else. (iii) The â€Å"other† is a reference for the speaker’s third son. The speaker says that he is not doing â€Å"so well† because in comparison to his THE PROFESSOR 18 TEACHERS’ HANDBOOK (ICSE POEMS) other two sons, who have managerial jobs and are economically well off, he is not as successful as they are. (iv) By saying, â€Å"Every family must have black sheep†, the speaker  intends to say that in every family there is a person, who is different from the rest of the family and is an embarrassment to the family. The speaker considered his third son as the black sheep in his family because he was not as well off as his other two sons. (v) The extract shows that Indians value economic success more than academic success through the speaker’s attitude, who measures the success of his two sons by their managerial jobs and the cars they owned. II. (i) Sarala and Tarala are the speaker’s daughters. The practice of giving rhyming names to the siblings like ‘Sarala and Tarala’ is shown in this extract. (ii) The speaker says that his two daughters ‘Sarala and Tarala’ are happily married to nice boys. The speaker’s comment about the marriage of Sarala and Tarala hints at the gender bias prevalent in Indian society, which considers the success of a man by his economic status and a woman’s by getting married to a nice boy. (iii) By saying, â€Å"How many issues you have†, the speaker wants to enquire from his student about the number of children he has. He is directing this question to his former student. (iv) In reply to his former student’s remark that he has three children, the speaker says â€Å"That is good†. The speaker considers his student having three children as â€Å"good†. (v) The speaker is not against family planning. The irony in this statement is the fact that though the speaker says that he is not against family planning, yet he feels proud at having eleven grandchildren. (vi) The poem The Professor is a satire on the urban Indian way of life as it satirises: (a) the urban Indian society, which measures the success of a man by his economic success rather than his academic excellence. (b) gender bias present in Indian society which believes that woman should be happily married and con? ned within the.