- At first give a title.
- Use 6 (six) rectangular/square boxes including the given box.
- Boxes can be horizontal or vertical.
- Use arrow sign between two boxes.
- Use numeric letters serially in each box.
- Start points with capital letters.
- Start points according to the given box in the question. For example:
| Rules | Examples |
| a. Verb + ing + noun/noun phrase | Enlightening the individual, Broadening our outlook, Ennobling our mind, Refining our sensibility, Learning about a society’s culture |
| b. By + verb + ing + noun/noun phrase | By increasing popularity of band and pop music, By traveling by the British, By using language and music, By using the tools and objects |
| c. For + verb + ing + noun/noun Phrase | For having a glorious past, For discharging tannery wastes, For discharging medical wastes, For discharging hospital wastes, For discharging household wastes, For encroaching of the river |
| d. To + verb + noun/noun phrase | To tame wild animals, To ride on a Tiger, To defeat a crocodile, To protect from wild animals, To hold a snake in his hand, To help people cultivate land |
| e. Noun + of + noun Phrase | Loss of popularity of entertainment, Source of entertainment, Medium of distance education, Instrument of information, Creation of cultural assault |
| f. Noun/noun Phrase | Honesty, Integrity, Courage, Responsibility, Graciousness, Gratefulness |
| g. Verb + Others | Born in 1929, Given a diary in 1942, Spent from 1942 to 1944 in hiding, Wrote diary, Died in 1945, Published the diary in 1947 |
| h. Adverbial/preposition + noun/noun phrase | By proper planning, For higher education |
- Maintain order.
- Writing points precisely avoiding article, adverb etc.
- Avoid punctuation at last of each point.
Example
Read the following text and make a flow-chart showing the specialties of Gazi Pir (One is done for you) : 2×5=5
According to some myths and legends, Gazi Pir was a Muslim saint who is said to have spread Islam in the parts of Bengal close to the Sundarbans. He was credited with many miracles. For example, he could supposedly calm dangerous animals and make them docile. He is usually depicted in paats or scroll paintings riding a fierce-looking Bengal tiger, a snake in his hand, but in no apparent danger. According to some stories, he also fought crocodiles who threatened the people of a region full of canals and creeks, indeed, a kind of watery jungle bordering the Bay of Bengal. Because of his alert and vigilant presence, all predatory animals were said to have been kept within bounds. It was also believed that he enabled villagers to live close to forests and jungles and cultivate their lands. Consequently, people of these regions would pray to him for protection. The story of Gazi Pir has been preserved in folk literature as well as art and has been performed in indigenous theatre. In fact, some Gazi paat scrolls are part of the collection of the British Museum.
The Specialties of Gazi Pir
1. Being credited with miracles
2. Could supposedly calm dangerous animal
3. Make the dangerous animal docile
4. Usually depicted in paats or scroll paintings
5. Seen as riding a fierce – looking Bengal tiger and a snake in his hand
6. Fought crocodiles
or
1. Being credited with miracles
2. Ability to calm dangerous animals and make them docile
3. Having bravery and heroism
4. Daring to fight crocodiles
5. Ability to control all predatory animals
6. Having tendency to help and protect endangered people
Artificial intelligence has the potential to revolutionise the way we learn and teach. As a tool in the classroom, AI can provide students with personalised learning experiences, automate repetitive tasks and provide instant feedback. However, it also has its limitations. Let us explore the pros and cons of AI as a tool in the classroom, address the concern that AI could be a threat to teachers’ and instructors’ jobs and discuss the role of edtech companies in advancing this AI use case. Advantages of AI in the Classroom One of the main advantages I see of AI in the classroom is personalised learning. Al-powered educational tools can analyse data on student performance and provide tailored support to improve their grades. AI can also provide instant feedback. For example, AI-powered educational tools can provide students with immediate feedback on their work, allowing them to identify and correct mistakes quickly. Another advantage of AI is its ability to automate repetitive tasks. It can grade assignments and quizzes, which can free up teachers’ time for other tasks, such as lesson planning and providing more one-on-one attention to students.
Advantages of AI as a Tool in the Classroom
1. Personalized learning
2. Instant feedback
3. Automates repetitive tasks
4. Data-driven insights
5. 24/7 learning support
6. Engaging content
There are already a few AI tools that support learning in classroom or workplace contexts. For example, Ahura is an Al-powered learning assisant that tracks learning habits by observing attention and engagement. Knewton offers an adaptive learning platform that provides personalized learning experiences for English For Today students. Querium is an Al-powered tutor that provides students with step-by-step tutoring on math problems and builds personalized lesson plans. ALEKS is an Al-powered learning platform that provides individualized learning paths based on students’ strengths and weaknesses. Carnegie Learning offers an AI-powered tutor that helps students improve their math skills by providing personalised learning based on their performance. There’s also Smart Sparrow, which allows users to provide constructive feedback that is unique to each student. Finally, Gradescope is an Al-powered grading tool that automates the grading process, which can free up teachers’ time and alle students.
Examples of Different Applications of AI in Learning
1. Tracking learning habits byAhura
2. Providing adaptive learning by Knewton
Offering step-by-step tutoring by Querium
4. Creating individualized learning paths by ALEKS
5. Delivering unique constructive feedback by Smart Sparrow
6. Automating the grading process by Gradescope
Some teachers and instructors may see AI as a threat to their jobs, believing it will automate their tasks and make them redundant. But it is important to note that AI is not meant to replace teachers but rather to assist them in their work. Al is a tool and should be developed and used as such. There are also negatives to consider, one of which is the cost of developing and implementing Al-powered educational tools. This can be a significant barrier for schools and teachers who need more resources to invest in AI technology. There is also the lack of human interaction and emotional support that students receive when using Al-powered educational tools. While AI can provide personalized learning and instant feedback, it cannot replace the human and emotional support that students need to succeed, and relying too heavily on Al-powered educational tools may impact students negatively.
Privacy concerns are also a limitation of AI in the classroom. AI-powered educational tools may collect and store sensitive personal data, which raises concerns about privacy and security.
Negative Aspects of AI-Powered Educational Tools
1. A threat to teaching jobs
2. High implementation costs
3. Lack of human interaction & emotional support
4. Student privacy and data security risks
5. Potential negative impact on students
6. Inability to replace human judgment
Edtech companies play a crucial role in advancing the use of AI in the classroom and ensuring that it is used ethically and responsibly. To do so, they should consider the following:
1. Cost: The cost of developing and implementing AI-powered educational tools can be a significant barrier for schools and teachers. Edtech companies should work to make Al AI technology accessible to a broader range of schools and teachers and explore alternative funding options, such as grants or partnerships, to help offset the costs.
2. Human interaction: Al-powered educational tools cannot replace the human and emotional support that students need to succeed. Edtech companies should aim to develop AI tools that augment, rather than replace, the role of teachers and provide students with a well-rounded education that includes both personalized learning and human interaction.
3. Privacy and security: Privacy concerns are a significant limitation of AI in the classroom. Edtech companies must ensure that the sensitive personal data collected and stored by Al-powered educational tools are properly secured and that privacy is maintained.
4. Improved Al capabilities: Current AI-powered educational tools have limitations, such as a lack of creativity and originality and a limited understanding of context. Edtech companies should aim to improve Al capabilities and overcome these limitations to create more advanced, innovative and effective AI tools for the classroom.
5. Ethical considerations: Edtech companies should consider the ethical implications of Al technology in education and develop AI tools in a transparent, fair and responsible manner. They must also ensure that they develop and use AI tools in accordance with the laws and regulations governing data privacy, security and intellectual property.
In conclusion, Al has the potential to be a valuable addition to the classroom. Still, edtech companies should develop AI tools with caution and in collaboration with teachers, educators and students to ensure that they are helpful, ethical and effective in meeting the needs of learners. I believe that AI could revolutionise the way we teach and learn.
Roles of Edtech Companies in Advancing AI
1. Cost management
2. Human-AI collaboration
3. Privacy and security assurance
4. Capability enhancement
5. Ethical governance
6. Stakeholder collaboration
A flow chart showing the condition of adolescent girls/ Negative effects of early marriage is given below (U-4, L-2)
(i) Dropping out of school
(ii) Beginning full-time work in in-law’s house
(iii) Marginalized in in-law’s house
(iv) Becoming vulnerable to all forms of abuse
(v) Facing dowry-related • violence
(vi) Facing greater health risk in time of pregnancy
(vii) Losing friends
(viii) Losing mobility
(ix) Losing social status
(x) Suffering from malnutrition
(xii) Lacking information about health issues
(xi) Suffering from anemia
(xii) Losing economic opportunities
A flow chart showing the activities of empowerment group is given below: (U-4, L-4)
(i) Providing girls with necessary tools
(ii) Making girls aware of cultural practices
(iii) Advising girls about bad effects of early marriage
(iv) Giving tips on reproductive health
(v) Giving one-on-one counseling
(vi) Offering peer to peer support
(vii) Offering life skill training
(viii) Making adolescents negate early marriage
(ix) Increasing quality health services
(x) Discussing
A flow chart showing important features/benefits of meditation is given below (U-3, L-4)
(i) Relaxing anxieties
(ii) Bringing a state of calmness
(iii) Increasing thinking ability of human brain
(iv) Increasing tireless work ability
(v) Improving blood circulation in the brain
(vi) Improving creativity, self-awareness and tolerance
A flow chart showing how overspending makes one suffer is given below: (U-3, L-5)
(i) Making life stressful
(ii) Leading to financial ruin
(iii) Creating unhappiness with family
(iv) Creating psychological problems
(v) Leading to debt
A flow chart showing why we should spend money is given below: (U-3, L-5)
(i)To buy food
(ii) To buy clothes
(iii) To pay for different services
(iv)To travel to places
(v) To help others in need
(vi) To invest in business
A flow chart showing the features of adolescence is given below (U-4, L-1)
(i) Period in human growth and development
(ii) Occurring after childhood and before adulthood
(iii) Representing one of the critical transitions in one’s life span
(iv)Characterized by fast paced growth and change
(v) Biological processes driving many aspects of growth and development
(vi) Marking passage from childhood to adulthood
(vii) Biological determinants of adolescence being fairly universal
(viii) Having seen many changes over the past century
A flow chart showing the key developments of adolescence is given below: (U-4, L-1)
(i) Physical maturation
(ii) Sexual maturation
(iii) Movement toward social independence
(iv) Movement toward economic independence
(v) Development of identity
(vi) Acquisition of skills
(vii) Capacity for abstract reasoning
(viii) Period of tremendous growth and potential
(ix) Time of considerable risks
(x) Exposition to powerful social influence
A flow chart showing the condition of adolescent girls/ Negative effects of early marriage is given below (U-4, L-2)
(i)Dropping out of school
(ii) Beginning full-time work in in-law’s house
(iii) Marginalized in in-law’s house
(iv) Becoming vulnerable to all forms of abuse
(v) Facing dowry-related violence
(vi) Facing greater health risk in time of pregnancy
(vii). Losing friends
(viii) Ling mobility
(ix) Losing social status
(x) tion about health issues
(xii) Suffering
- A flow chart showing the reasons that made the man invent a word-stealing machine is given below: (U-3, L-2)
(i) Being self-centred
(ii) Getting relieved of his apathy
(iii) Earning money
(iv) Considering polite expression extravagant and useful
(v) Gaining complete satisfaction
(vi) Avoiding people in pleasant mood
A flow chart showing the impacts of machine on people is given below: (U-3, L-2)
(i) Driving away words of polite expression
(ii) Bringing huge change in people’s attitude and behaviour
(iii) Becoming rough and tough
(iv) Losing their mental peace
(v) Starting blaming on others
(vi) Becoming selfish
(vii) Doing nothing without interest
A flow chart showing the effects of eating junk food on Purnima is given below: (U-3, L-3)
(i) Gaining weight
(ii) Suffering from stomach upset
(iii) Losing taste for home-made food
(iv) Losing physical fitness
(v) Making her mother anxious
A flow chart showing a list of junk food is given below: (U-3, L-3)
(i) Snack
(ii) Gum
(iii) Candy
(iv) Sugary desserts
(v) Burgers
(vi) Pizza
A flow chart showing the frequent consumption and effects of junk food is given below:
(i) Excess fat
(ii) Simple carbohydrates
(iii) Processed sugar
(iv) Obesity
(v) Cardiovascular disease
(vi) Chronic health problems
A flow chart about junk food is given below: (U-3, L-3)
(i) Processed food
(ii) Appealing and enjoyable
(iii) Having little or no nutritional value
(iv) High in calorie, salt and fats
(v) Causing obesity
(vi) Causing cardiovascular disease
(vii) Affecting brain like addictive drugs
A flow chart showing how meditation can be picked up is given below:
(i) Improved breathing
(ii) Progressive relaxation
(iii) Gradual concentration
(iv) Clearing up mind
(v) Single point focusing
(vi) Mind focusing
A flow chart showing a list of things what a person should avoid while taking is given below:
(U-3, L-1)
(i) To avoid smacking
(ii) To skip chewing
(iii) To avoid making noise
(iv) To avoid taking big bites
(v) To avoid talking to each other
(vi) Not to eat quickly
A flow chart showing table manner one should follow is given below: (U-3, L-1)
(i)To keep quiet
(ii) To stop chewing
(iii) To stop making noise
(iv) To keep mouth shut
(v)To take small bite
A flow chart showing what one should avoid as dining table etiquette is given below: (U-3, L-1)
(i) Making sound noisily
(ii) Chewing loudly
(iii) smacking loudly
(iv) Taking big bite
(v) Keeping mouth always open
(vi) Eating quickly
A flow chart showing highlighting the traits of the strange man is given below: (U-3, L-2)
(i) Bothered to see other’s happiness
(ii) Thinking of his own interest
(iii) Apathetic to people’s polite behaviour
(iv) Greedy and impolite
(v) Inventing machine with an evil plan
(vi) Cautious, scornful and hardworking
A flow chart showing the reasons that made the man invent a word-stealing machine is given below: (U-3, L-2)
(i) Being self-centred
(ii) Getting relieved of his apathy
(iii) Earning money
(iv) Considering polite expression extravagant and useful
(v) Gaining complete satisfaction
(vi) Avoiding people in pleasant mood
A flow chart showing the impacts of machine on people is given below: (U-3, L-2)
(i) Driving away words of polite expression
(ii) Bringing huge change in people’s attitude and behaviour
(iii) Becoming rough and tough
(iv) Losing their mental peace
(v) Starting blaming on others
(vi) Becoming selfish
(vii) Doing nothing without interest chopsticks
(vi) Wearing formal dress for a formal dinner
(vii) Presenting and receiving gifts with both hands
(viii) Refusing a gift initially
(ix) Shaking hands gently
(x) Considering white flowers as symbol of death
(xi) Considering firm handshake as a sign of aggression
(xii) Greeting senior most first and gradually others
A flow chart showing the etiquette and manners of South Africa is given below: (U-3, L-1)
(i) Arriving at host’s house on time
(ii) Offering help to host for preparing the meal
(iii) Serving guest first
(iv) Not to start eating before the oldest man
(v) Not to use left hand in taking food
(vi) Giving gifts on birthdays and at Christmas
(vii) Taking flowers and good quality chocolates to host’s house
(viii) Shaking hands with a smile
(ix) Maintaining eye-contact
A flow chart showing the etiquette and manners of Great Britain is given below: (U-3, L-1)
(i) Waiting for host’s indication to start meals
(ii) Using a knife and fork
(iii) Taking small gifts for the host
(iv) Sending flowers in advance of a dinner party
(v) Opening gifts on receipt
(vi) Considering handshake as most common form of greeting
(vii) Giving kiss to an opposite sex
(viii) Maintaining politeness and decorum
A flow chart showing the life style of Middle East is given below: (U-3, L-1)
(i) Using right hand in taking food
(ii) Using spoons, forks and knives
(iii) Giving gifts to show love, respect and gratitude
(iv) Valuing food, arts and crafts items from other culture
(v) Shaking hand to be considered as a gesture of mutual respect
(vi) Pronouncing salaam as greeting
(vii) Hugging and kissing on the cheeks between same sex people
A flow chart showing manner at a dining which bother people is given below: (U-3, L-1)
(i)chomping
(ii) Slurping
(iii) Burping
(iv) Splattering
(v) Lack of manners
(vi) unusual behaviour
A flow chart showing how a person behave at a formal dining table is given below: (U-3, L-1)
(i)To keep mobile phone on silent mood
(ii) To wait for everyone’s meal
(iii) Not to take a special seat
(iv) To be careful about sitting posture
(v) To ask for help politely
(vi) To approach politely
A flow chart about dream is given below (U-2, L-1))
(i) Involving images and thought
(ii) Filled with joyful emotion
(iii) Filled with frightening images
(iv) Focused and understandable
(v) Clear or confusing
(vi) Extra-ordinary vivid or very vague
(vii) Essential to mental well-being and emotional well-being
A flow chart showing the condition of the Negro is given below: (U-2, L-2)
(i) Still not free
(ii) Sadly crippled by the manacles of segregation
(iii) Crippled by the chains of discrimination
(iv) Languishing in the corners of American society
(v) Staying as an exile in own country
(vi) Suffering from extreme poverty
(vii) Victim of oppression
(viii) Subjected to injustice
(ix) Judged by skin colour
(x) Deprived of basic human rights
(xi) Leading a sub-human life
A flow chart showing different dreams of Martin Luther King is given below: (U-2, L-2)
(i) Ensuring freedom
(ii) Ensuring justice
(iii) Bringing equality for all people
(iv) Removing narrow mentality
(v) Establishing brotherhood
(vii) Judging people on merit
(viii) Removing oppression
(ix) Eliminating racial gap
(x) Removing discrimination
(xi) Eliminating evil mentality
(x) Revealing the glory of God
(xi) Eliminating poverty
A flow chart showing the etiquette and manners in China is given below: (U-3, L-1)
(i) Sitting in a designed place
(ii) Being graceful and polite in taking food with chopsticks
(iii) Making no noise at the time of eating soup
(iv) Not to play with chopsticks
(v) Not to point at anyone with chopsticks
(vi) Wearing formal dress for a formal dinner
(vii) Presenting and receiving gifts with both hands
(viii) Refusing a gift initially
(ix) Shaking hands gently
(x) Considering white flowers as symbol of death
(xi) Considering firm handshake as a sign of aggression
(xii) Greeting senior most first and gradually others
A flow chart showing the etiquette and manners of South Africa is given below
(i) Arriving first
(ii) Offering help to host for preparing the meal
(iii)Not to use left hand in taking
Read the following text and make a flow chart showing the perception of beauty.
Beauty is easy to appreciate but difficult to define. As we look around, we discover beauty in pleasurable objects and sights—in nature, in the laughter of children, in the kindness of strangers. But asked to define, we run into difficulties. Does beauty have an independent objective identity? Is it universal or is it dependent on our sense perceptions? Does it lie in the eye of the beholder? we ask ourselves. A further difficulty arises when beauty manifests itself not only by its presence, but by its absence as well. as when we are repulsed by ugliness and desire beauty. But then ugliness has as much a place in our lives as beauty or may be more—as when there is widespread hunger and injustice in a society. Philosophers have told us that beauty is an important part of life, but isn’t ugliness a part of life too? And if art has beauty as an important ingredient, can it confine itself only to a projection of beauty? Can art ignore what is not beautiful?
- Beauty being easy to appreciate
- Beauty being difficult to define
- Beauty being discovered inpleasurable objects in nature
- Beauty prevailing in the laughter of children and in the kindness of strangers
- Beauty having an independent objective identity
- Beauty being an important part of life with the ugliness as a part of life
Read the following text and make a flow chart showing the conditions of adolescent girls in Bangladesh.
When adolescent girls are pulled out of school, either for marriage or work, they often lose their mobility, their friends and social status. The lack of mobility among adolescent girls also curtails their economic and non-formal educational opportunities. Moreover, they lack information about health issues. According to a study, only about three in five adolescents have even heard of HIV. It is also reported that more than 50 percent of adolescent girls are undernourished and suffer from anaemia. Adolescent fertility is also high in Bangladesh. The contribution of the adolescent fertility rate to the total fertility rate increased from 20.3% in 1993 to 24.4% in 2007. Moreover, neonatal mortality is another concern for younger mothers.
- Pulling out of school, either for marriage or work
A flow chart showing the pathetic/pitiable condition of an adolescent bride is given below:
Pathetic/Pitiable Condition of an Adolescent Bride
- Drops out of school
- Has to work full-time in her in-law’s house
- Often marginalized
- Faces health risk in times of pregnancy and child birth
- Becomes victim of the dowry curse
- Vulnerable to all forms of abuse
Read the following text and make a flow chart showing about Gazi Pir and his activities
According to some myths and legends, Gazi Pir was a Muslim saint who is said to have spread Islam in the parts of Bengal close to the Sundarbans. He was credited with many miracles. For example, he could supposedly calm dangerous animals and make them docile. He is usually depicted in paats or scroll paintings riding a fierce-looking Bengal tiger, a snake in his hand, but in no apparent danger. According to some stories, he also fought crocodiles who threatened the people of a region full of canals and creeks, indeed, a kind of watery jungle bordering the Bay of Bengal. Because of his alert and vigilant presence, all predatory animals were said to have been kept within bounds. It was also believed that he enabled villagers to live close to forests and jungles and cultivate their lands. The story of Gazi Pir has been preserved in folk literature as well as art and has been performed in indigenous theatre.
- A Muslim Saint
Read the following text and make a flow chart showing how women in our country lose connection with the outside world and get confined in the household with no change of self-reliance. (No. 1 has been done for you.)
In Bangladesh the legal age of marriage for girls is 18. However, 33% of our girls get married before they are 15 years old and 60% of them give birth by the time they reach 19. When an adolescent girl gets married she usually drops out of school and thus loses her mobility. She gets confined to full-time work in her in-laws, household. She loses social status and the opportunities for economic independence. In her in-laws, house she gets marginalized. She becomes vunerable to all sorts of abuse, including dowry-related violence. In our country it is still common for the bride’s family to pay dowry, despite the practice being illegal. Dowry demands can continue even years after marriage. An adolescent bride, even if her in-laws are supportive, faces enormous health risk during pregnancy and child birth. Majority of our people are uninformed or insufficiently informed about reproductive health. The maternal mortality rate among adolescents is double the national rate.
Situation of Adolescent Girls in Bangladesh
- Getting married early
- Dropping out of school
- Losing mobility
- Getting confined to domestic chores
- Losing social and economic status
- Getting marginalized
Read the following text and make a flow chart showing the key developments during the time of adolescence.
The time of adolescence is a period of preparation for adulthood during which one experiences several key developments. Besides physical and sexual maturation, these experiences include movement toward social and economic independence, development of identity, the acquisition of skills needed to carry out adult relationships and roles and the capacity for abstract reasoning. While adolescence is a time of tremendous growth and
potential, it is also a time of considerable risks during which social contexts exert powerful influences.
1. Physical maturation
A flow chart showing the key developments during the time of adolescence is given below:
Key Developments during the time of Adolescence
- Physical maturation
- Sexual maturation
- Movement towards social independence
- Movement towards economic independence
- Development of identity
- The acquisition of skills
or,
- Physical and sexual maturation
- Movement toward social & economic independence
- Development of identity
- Acquisition skills to carry out adult relationship
- Experiencing tremendous growth & potential
- Experiencing a wide range of adjustment & mental health problems
Read the following text and make a flow chart showing the conditions of adolescent girls in Bangladesh.
When adolescent girls are pulled out of school, either for marriage or work, they often lose their mobility, their friends and social status. The lack of mobility among adolescent girls also curtails their economic and non-formal educational opportunities. Moreover, they lack information about health issues. According to a study, only about three in five adolescents have even heard of HIV. It is also reported that more than 50 percent of adolescent girls are undernourished and suffer from anemia. Adolescent fertility is also high in Bangladesh. The contribution of the adolescent fertility rate to the total fertility rate increased from 20.3% in 1993 to 24.4% in 2007. Moreover, neonatal mortality is another concern for younger mothers.
- Pulling out of school, either for marriage or work
Read the following text and make a flow chart highlighting the different aspects of socio-cultural life as reflected in folk music.
In Bangladesh folk music has great variety, with songs being composed on the culture, festivals, views of life, natural beauty, rivers and rural and riverine life. These songs are also about social inequality and poverty, about the material world and the supernatural. Mystical songs have been composed using the metaphors of rivers and boats. Since the country is basically riverine, the Bhatiyali forms an important genre of folk music. Folk music is formed and develops according to the environment. Differences in the natural environment are reflected in the people of the different regions. The dialects too vary across the different regions. Bangladeshi folk music, therefore, varies from region to region. Thus there are the northern Bhawaiya, the eastern Bhatiyali and the south-western Baul songs.
- Songs reflecting rural and riverine life
- Reflection of social inequality and poverty
- Reflection of the material world
- Reflection of supernatural issues
- Reflection of differences in the natural environment
- Various dialects across different regions
Based on your reading of the passage, make short notes in each of the boxes of the flow chart showing the dreams of Martin Luther King Jr.
I have a dream today.
I have a dream that one day down in Alabama, with its vicious racists, with its governor having his lips dripping with the words of interposition and nullification, that one day right down in Alabama little black boys and black girls will be able to join hands with little white boys and white girls as sisters and brothers.
I have a dream today. I have a dream that one day every valley shall be exalted, every hill and mountain shall
be made low, the rough places will be made plain, and the crooked places will be made straight, and the glory of the Lord shall be revealed, and all flesh shall see it together. This is our hope. This is the faith that I will go back to the South with. With this faith we will be able to hew out of the mountain of despair a stone of hope. With this faith we will be able to transform the jangling discords of our nation into a beautiful symphony of brotherhood.
With this faith we will be able to work together, to pray together, to struggle together, to go to jail together, to stand up for freedom together, knowing that we will be free one day…
And if America is to be a great nation, this must become true. So let freedom ring from the prodigious hilltops of New Hampshire. Let freedom ring from the mighty mountains of New York. Let freedom ring from the heightening Alleghenies of Pennsylvania …
Let freedom ring from every hill and molehill of Mississippi. From every mountainside, let freedom ring. And when this happens, and when we allow freedom ring, when we let it ring from every village and every hamlet, from every state and every city, we will be able to speed up that day when all of God s children, black men and white men, Jews and gentiles, Protestants and Catholics, will be able to join hands and sing in the words of the old Negro spiritual, “Free at last! Free at last! Thank God Almighty, we are free at last!”
- One day every valley to be exalted
Read the following text and make a flow chart showing the different types of dreams.
Dreams have fascinated philosophers for thousands of years, but only recently have dreams been subjected to empirical research and scientific study. Chances are that you’ve often found yourself puzzling over the content of a dream, or perhaps you’ve wondered why you dream at all
First, let’s start by answering a basic question: What is a dream? A dream can include any of the images, thoughts and emotions that are experienced during sleep. Dreams can be extraordinarily vivid or very vague; filled with joyful emotions or frightening images; focused and understandable or unclear and confusing.
Why do we dream? What purpose do dreams serve? While many theories have been proposed, no consensus has emerged. Considering the time, we spend in a dreaming state, the fact that researchers do not yet understand the purpose of dreams may seem baffling. However, it is important to consider that science is still unraveling the exact purpose and function of sleep itself. Some researchers suggest that dreams serve no real purpose, while others believe that dreaming is essential to mental, emotional and physical well-being.
Next, let’s learn more about some of the most prominent dream theories.
A flow chart showing the different types of dreams is given.
- Extraordinarily vivid
- Very vague
- Filled with joyful emotions
- Filled with frightening images
- Focused and understandable
- Unclear or confused