Abou Ben Adhem

Central Idea

This poem Abou Ben Adhem is written by an English poet James Henry Leigh Hunt. The central idea of this poem is that God love those who loves their fellow men. Love of fellow men is the best type of worship. Abou Ben Adhem’s name was top of the list of those, who love their fellowmen.

Question and Answers

Q.1 Where was Abou Ben Adhem? And what was he doing?Ans. Abou Ben Adhem was sleeping in his bedroom.

Q.2 What did he see in his room? What was the angel doing?Ans. Abou Ben Adhem room was not lit but in the bright light of the moon and within his room he saw an angel writing in the book of gold.

Q.3 What did Abou asked the angel?Ans. Abou asked the angel what was he writing in the book of Gold.

Q.4 What did he ask the angel the second time?Ans. Abou Ben Adhem asked the angel time if his name was listed in the list of those who love God.

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Malaria Parasite "Plasmodium"

Malaria Parasite

MALARIA

Key facts

• Malaria is a life-threatening disease caused by parasites that are transmitted to people through the bites of infected mosquitoes.
• In 2012, malaria caused an estimated 627 000 deaths (with an uncertainty range of 473 000 to 789 000), mostly among African children.
• Malaria is preventable and curable.
• Increased malaria prevention and control measures are dramatically reducing the malaria burden in many places.
• Non-immune travellers from malaria-free areas are very vulnerable to the disease when they get infected.

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According to the latest estimates, released in December 2013, there were about 207 million cases of malaria in 2012 (with an uncertainty range of 135 million to 287 million) and an estimated 627 000 deaths (with an uncertainty range of 473 000 to 789 000). Malaria mortality rates have fallen by 45% globally since 2000, and by 49% in the WHO African Region.

Most deaths occur among children living in Africa where a child dies every minute from malaria. Malaria mortality rates among children in Africa have been reduced by an estimated 54% since 2000.

Malaria is caused by Plasmodium parasites. The parasites are spread to people through the bites of infected Anopheles mosquitoes, called "malaria vectors", which bite mainly between dusk and dawn.

There are four parasite species that cause malaria in humans:

• Plasmodium falciparum
• Plasmodium vivax
• Plasmodium malariae
• Plasmodium ovale.

Plasmodium falciparum and Plasmodium vivax are the most common. Plasmodium falciparum is the most deadly.

In recent years, some human cases of malaria have also occurred with Plasmodium knowlesi – a species that causes malaria among monkeys and occurs in certain forested areas of South-East Asia.

Transmission

Malaria is transmitted exclusively through the bites of Anopheles mosquitoes. The intensity of transmission depends on factors related to the parasite, the vector, the human host, and the environment.

About 20 different Anopheles species are locally important around the world. All of the important vector species bite at night. Anopheles mosquitoes breed in water and each species has its own breeding preference; for example some prefer shallow collections of fresh water, such as puddles, rice fields, and hoof prints. Transmission is more intense in places where the mosquito lifespan is longer (so that the parasite has time to complete its development inside the mosquito) and where it prefers to bite humans rather than other animals. For example, the long lifespan and strong human-biting habit of the African vector species is the main reason why more than 90% of the world's malaria deaths are in Africa.

Transmission also depends on climatic conditions that may affect the number and survival of mosquitoes, such as rainfall patterns, temperature and humidity. In many places, transmission is seasonal, with the peak during and just after the rainy season. Malaria epidemics can occur when climate and other conditions suddenly favour transmission in areas where people have little or no immunity to malaria. They can also occur when people with low immunity move into areas with intense malaria transmission, for instance to find work, or as refugees.

Human immunity is another important factor, especially among adults in areas of moderate or intense transmission conditions. Partial immunity is developed over years of exposure, and while it never provides complete protection, it does reduce the risk that malaria infection will cause severe disease. For this reason, most malaria deaths in Africa occur in young children, whereas in areas with less transmission and low immunity, all age groups are at risk.

Symptoms

Malaria is an acute febrile illness. In a non-immune individual, symptoms appear seven days or more (usually 10–15 days) after the infective mosquito bite. The first symptoms – fever, headache, chills and vomiting – may be mild and difficult to recognize as malaria. If not treated within 24 hours, P. falciparum malaria can progress to severe illness often leading to death. Children with severe malaria frequently develop one or more of the following symptoms: severe anaemia, respiratory distress in relation to metabolic acidosis, or cerebral malaria. In adults, multi-organ involvement is also frequent. In malaria endemic areas, persons may develop partial immunity, allowing asymptomatic infections to occur.

For both P. vivax and P. ovale, clinical relapses may occur weeks to months after the first infection, even if the patient has left the malarious area. These new episodes arise from dormant liver forms known as hypnozoites (absent in P. falciparum and P. malariae); special treatment – targeted at these liver stages – is required for a complete cure.

Who is at risk?

Approximately half of the world's population is at risk of malaria. Most malaria cases and deaths occur in sub-Saharan Africa. However, Asia, Latin America, and to a lesser extent the Middle East and parts of Europe are also affected. In 2013, 97 countries and territories had ongoing malaria transmission.

Specific population risk groups include:

• young children in stable transmission areas who have not yet developed protective immunity against the most severe forms of the disease;
• non-immune pregnant women as malaria causes high rates of miscarriage and can lead to maternal death;
• semi-immune pregnant women in areas of high transmission. Malaria can result in miscarriage and low birth weight, especially during first and second pregnancies;
• semi-immune HIV-infected pregnant women in stable transmission areas, during all pregnancies. Women with malaria infection of the placenta also have a higher risk of passing HIV infection to their newborns;
• people with HIV/AIDS;
• international travellers from non-endemic areas because they lack immunity;
• immigrants from endemic areas and their children living in non-endemic areas and returning to their home countries to visit friends and relatives are similarly at risk because of waning or absent immunity.

Diagnosis and treatment

Early diagnosis and treatment of malaria reduces disease and prevents deaths. It also contributes to reducing malaria transmission.

The best available treatment, particularly for P. falciparum malaria, is artemisinin-based combination therapy (ACT).

WHO recommends that all cases of suspected malaria be confirmed using parasite-based diagnostic testing (either microscopy or rapid diagnostic test) before administering treatment. Results of parasitological confirmation can be available in 15 minutes or less. Treatment solely on the basis of symptoms should only be considered when a parasitological diagnosis is not possible. More detailed recommendations are available in the Guidelines for the treatment of malaria (second edition).

Antimalarial drug resistance

Resistance to antimalarial medicines is a recurring problem. Resistance of P. falciparum to previous generations of medicines, such as chloroquine and sulfadoxine-pyrimethamine (SP), became widespread in the 1970s and 1980s, undermining malaria control efforts and reversing gains in child survival.

In recent years, parasite resistance to artemisinins has been detected in four countries of the Greater Mekong subregion: Cambodia, Myanmar, Thailand and Viet Nam. While there are likely many factors that contribute to the emergence and spread of resistance, the use of oral artemisinins alone, as monotherapy, is thought to be an important driver. When treated with an oral artemisinin-based monotherapy, patients may discontinue treatment prematurely following the rapid disappearance of malaria symptoms. This results in incomplete treatment, and such patients still have persistent parasites in their blood. Without a second drug given as part of a combination (as is provided with an ACT), these resistant parasites survive and can be passed on to a mosquito and then another person.

If resistance to artemisinins develops and spreads to other large geographical areas, the public health consequences could be dire, as no alternative antimalarial medicines will be available for at least five years.

WHO recommends the routine monitoring of antimalarial drug resistance, and supports countries to strengthen their efforts in this important area of work.

More comprehensive recommendations are available in the WHO Global Plan for Artemisinin Resistance Containment (GPARC), which was released in 2011.

Prevention

Vector control is the main way to reduce malaria transmission at the community level. It is the only intervention that can reduce malaria transmission from very high levels to close to zero.

For individuals, personal protection against mosquito bites represents the first line of defence for malaria prevention.

Two forms of vector control are effective in a wide range of circumstances.

Insecticide-treated mosquito nets (ITNs)

Long-lasting insecticidal nets (LLINs) are the preferred form of ITNs for public health distribution programmes. WHO recommends coverage for all at-risk persons; and in most settings. The most cost effective way to achieve this is through provision of free LLINs, so that everyone sleeps under a LLIN every night.

Indoor spraying with residual insecticides

Indoor residual spraying (IRS) with insecticides is a powerful way to rapidly reduce malaria transmission. Its full potential is realized when at least 80% of houses in targeted areas are sprayed. Indoor spraying is effective for 3–6 months, depending on the insecticide used and the type of surface on which it is sprayed. DDT can be effective for 9–12 months in some cases. Longer-lasting forms of existing IRS insecticides, as well as new classes of insecticides for use in IRS programmes, are under development.

Antimalarial medicines can also be used to prevent malaria. For travellers, malaria can be prevented through chemoprophylaxis, which suppresses the blood stage of malaria infections, thereby preventing malaria disease. In addition, WHO recommends intermittent preventive treatment with sulfadoxine-pyrimethamine for pregnant women living in high transmission areas, at each scheduled antenatal visit after the first trimester. Similarly, for infants living in high-transmission areas of Africa, 3 doses of intermittent preventive treatment with sulfadoxine-pyrimethamine is recommended delivered alongside routine vaccinations. In 2012, WHO recommended Seasonal Malaria Chemoprevention as an additional malaria prevention strategy for areas of the Sahel sub-Region of Africa. The strategy involves the administration of monthly courses of amodiaquine plus sulfadoxine-pyrimethamine to all children under 5 years of age during the high transmission season.

Insecticide resistance

Much of the success to date in controlling malaria is due to vector control. Vector control is highly dependent on the use of pyrethroids, which are the only class of insecticides currently recommended for ITNs or LLINs. In recent years, mosquito resistance to pyrethroids has emerged in many countries. In some areas, resistance to all four classes of insecticides used for public health has been detected. Fortunately, this resistance has only rarely been associated with decreased efficacy, and LLINs and IRS remain highly effective tools in almost all settings.

However, countries in sub-Saharan Africa and India are of significant concern. These countries are characterized by high levels of malaria transmission and widespread reports of insecticide resistance. The development of new, alternative insecticides is a high priority and several promising products are in the pipeline. Development of new insecticides for use on bed nets is a particular priority.

Detection of insecticide resistance should be an essential component of all national malaria control efforts to ensure that the most effective vector control methods are being used. The choice of insecticide for IRS should always be informed by recent, local data on the susceptibility target vectors.

In order to ensure a timely and coordinated global response to the threat of insecticide resistance, WHO has worked with a wide range of stakeholders to develop the Global Plan for Insecticide Resistance Management in malaria vectors (GPIRM), which was released in May 2012. The GPIRM puts forward a five-pillar strategy calling on the global malaria community to:

• plan and implement insecticide resistance management strategies in malaria-endemic countries;
• ensure proper and timely entomological and resistance monitoring, and effective data management;
• develop new and innovative vector control tools;
• fill gaps in knowledge on mechanisms of insecticide resistance and the impact of current insecticide resistance management approaches; and
• ensure that enabling mechanisms (advocacy as well as human and financial resources) are in place.

Surveillance

Tracking progress is a major challenge in malaria control. Malaria surveillance systems detect only around 14% of the estimated global number of cases. Stronger malaria surveillance systems are urgently needed to enable a timely and effective malaria response in endemic regions, to prevent outbreaks and resurgences, to track progress, and to hold governments and the global malaria community accountable. In April 2012, the WHO Director-General launched new global surveillance manuals for malaria control and elimination, and urged endemic countries to strengthen their surveillance systems for malaria. This was embedded in a larger call to scale up diagnostic testing, treatment and surveillance for malaria, known as WHO’s T3: Test. Treat. Track initiative.

Elimination

Malaria elimination is defined as interrupting local mosquito-borne malaria transmission in a defined geographical area, i.e. zero incidence of locally contracted cases. Malaria eradication is defined as the permanent reduction to zero of the worldwide incidence of malaria infection caused by a specific agent; i.e. applies to a particular malaria parasite species.

On the basis of reported cases for 2012, 52 countries are on track to reduce their malaria case incidence rates by 75%, in line with World Health Assembly targets for 2015. Large-scale use of WHO-recommended strategies, currently available tools, strong national commitments, and coordinated efforts with partners, will enable more countries – particularly those where malaria transmission is low and unstable – to reduce their disease burden and progress towards elimination.

In recent years, 4 countries have been certified by the WHO Director-General as having eliminated malaria: United Arab Emirates (2007), Morocco (2010), Turkmenistan (2010), and Armenia (2011).

Vaccines against malaria

There are currently no licensed vaccines against malaria or any other human parasite. One research vaccine against P. falciparum, known as RTS,S/AS01, is most advanced. This vaccine is currently being evaluated in a large clinical trial in 7 countries in Africa. A WHO recommendation for use will depend on the final results from the large clinical trial. These final results are expected in late 2014, and a recommendation as to whether or not this vaccine should be added to existing malaria control tools is expected in late 2015.

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Influenza Virus Infection

Influenza Virus Infection

Influenza, commonly known as "the flu", is an infectious disease of birds and mammals caused by RNA viruses of the family Orthomyxoviridae, the influenza viruses. The most common symptoms are chills, fever, runny nose, sore throat, muscle pains,headache (often severe), coughing, weakness/fatigue and general discomfort. Although it is often confused with other influenza-like illnesses, especially the common cold, influenza is a more severe disease caused by a different type of virus. Influenza may produce nausea and vomiting, particularly in children, but these symptoms are more common in the unrelated gastroenteritis, which is sometimes inaccurately referred to as "stomach flu" or "24-hour flu".

Flu can occasionally lead to pneumonia, either direct viral pneumonia or secondary bacterial pneumonia, even for persons who are usually very healthy. In particular it is a warning sign if a child (or presumably an adult) seems to be getting better and then relapses with a high fever as this relapse may be bacterial pneumonia. Another warning sign is if the person starts to have trouble breathing.

Typically, influenza is transmitted through the air by coughs or sneezes, creating aerosols containing the virus. Influenza can also be transmitted by direct contact with bird droppings or nasal secretions, or through contact with contaminated surfaces. Airborne aerosols have been thought to cause most infections, although which means of transmission is most important is not absolutely clear. Influenza viruses can be inactivated by sunlight, disinfectants and detergents. As the virus can be inactivated by soap, frequent hand washing reduces the risk of infection.

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Allama Iqbal

Summary/Note :

Allama Iqbal was a great poet of the east. His poetry was meaningful and purposeful  He awakened the Muslims from their deep sleep. Allama Iqbal was a great Philosopher. Munich University awarded him a Ph.D. DEGREE for his work on philosophy. Allama Iqbal was a great politician too. Allama Iqbal made a definite demand for a separate state for the Muslims of India in 1930 at allahabad. His demand shocked both the Hindus and the English. He played a great role in the creation of Pakistan.

Question and Answers

Q.1 When and where was Allama Iqbal born?Ans. Allama Mohammad Iqbal, the poet of the East, was born in Sialkot, a town in the Punjab on 9th Nov, 1877.

Q.2 When did Allama Iqbal die?Ans. Allama Iqbal; died in 1938, and could not see the actual creation of Pakistan although he had played a major role in its creation.

Q.3 Write about the education of Allama Iqbal?Ans. He received his early education in his home town. In 1985, he went to Government College, Lahore. He passed his M.A. in 1899 from the University of Punjab. In the same year he was appointed Professor of Arabic at the Oriental College, Lahore. As held his job till 1905. In 1905 he left for England for higher studies. In London he received a Law Degree. In 1908, he was awarded a degree of Ph.D by Munich University, for his work on Persian philosophy. He is also known as Dr. Mohammad Iqbal.

Q.4 Write in three to four sentences the important years of 1877, 1930, 1938 in Allama Iqbal’s life.Ans.

1877Allama Iqbal the poet o the east, was born in Sialkot on 9th November 1877.

1930In 1930, Allama Iqbal presided over the Allahabad meeting of the All India Muslim League. Here he made a definite demand for a separate Muslim state in South Asia.

1938Allama Iqbal died in 1938 and could not see the actual creation of Pakistan although he worked very hard for its creation.

Q.5 What did Allama Iqbal write to the Quaid-e-Azam in May 1937?Ans. Allama Iqbal in his letter to Quaid-e-Azam discussed in detail the problems of Indian Muslims and advised that only the creation of a separate Muslim state could solve these problems.

Q.6 What were the contents of Allama Iqbal’s letter of 21 June 1937 to Quaid?Ans. On 21 June 1937, Allama Iqbal wrote a letter to the Quaid in which he stated that, a separate state of Muslim provinces, formed on the lines he had proposed, was the only way by which they could have a peaceful India and save the Muslims of India from the troubles created by non-Muslims.

Q.7 What was Quaid’s message on the death of Allama Iqbal? or How did Quaid-e-Azam praise Iqbal’s role in the message on his death?Ans. Allam Iqbal died in 1938. On his death, the Quaid-e-Azam sent a message in which he called him a guide, friend and philosopher. He praised Iqbal for standing like a rock during the difficulties and troubles, which the Muslim league had to face which fighting the rights of the Indian Muslims.

Q.8 What was the results of Allama Iqbal efforts?Ans. The result of Allama Iqbal efforts was that he woke the Muslims from their sleep and make them realize that the solution to all their problems was the creation of a separate Muslim state in India.

Q.9 Write in three to four sentences about the political life of Allama Iqbal from 1926-1930?Ans. Allama Iqbal was elected a member of Punjab legislative council in 1926 and held this office till 1929. He was then selected as the President of the Punjab branch of the All India Muslim League. and held that important office till his death in 1938.

Q.10 Write three to four lines about the accomplishments of Allama Iqbal.Ans. Allama Iqbal is known as a great poet. He was well-versed in philosophy both Eastern and Western. He devoted a great part of his life to the study of Islam. He also took an active part in politics. He worked for Muslims of South Ashia with great courage.

Q.11 Mention any three points of Allama Iqbal’s Allahabad’s Address?Ans. In 1930, Allama Iqbal presided over the Allahabad meeting of the All India Muslim League:
1. On this historic occasion, he made a definite demand for a separate Muslim state in South Asia.
2. India is a continent of human groups belonging to different races, speaking different languages and believing in different religions.
3. The principle of European democracy cannot be applied to Indian without recognizing the fact of different groups.
4. Punjab, north West Frontier Province, Sindh and Baluchistan be united urdu a single Muslim State.

Q.12 Why did Allama Iqbal want a separate state for the Muslims of India?Ans. Allama Iqbal wanted a separate homeland for the Muslims of the sub-continent, for they were a separate nations, with their own culture, customers, literature and religion.
He wanted then to live in the state where they were free to follows the Islamic teachings and Quranic laws and would conduct their own foreign policy, plan their economic life, pressure and develop their own culture.

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Golden Daffodils

Golden Daffodils :

Summary/Note :

Willam Wordsworth loved natural objects and enjoyed their beauty. Once he came across a large number of daffodils which were tossing their heads in sprightly dance. The scene of the daffodils filled his heart with great joy. The daffodils stretched in never-ending line like the starts that shone on the milky way. He kept gazing at them for a long time in amazement. That beautiful scene is still fresh in his memory. Whenever he lies on his couch in loneliness, the daffodils come to his mind and his heart starts dancing with them.

Poem :

Stanza No. 1

Word Meanings

1. Wandered – Walked here and there without purpose.
2. Vale – Valley, space between hills or mountains.
3. Host – Great number or Groups.
4. Daffodils – Beautiful yellow flowers.
5. fluttering – Housing in breeze.

Question and Answers

Q.1 What was the poet doing?
Ans. The poet was wandering aimlessly in the country side.

Q.2 What did he see?
Ans. He saw a host of Golden Daffodils fluttering and dancing in the breeze.

Q.3 Where were the daffodils?
Ans. The daffodils were beside the lake and beneath the tree.

Q.4 Describe the scene in your own words?
Ans. The poet is walking all alone in the English Country side. Thousands of Golden Daffodils are growing beneath the trees and beside the lake. In the strong breeze the daffodils appear to be doing a brisk lovely dance. So numerous are they, that they seem to be as countless as stars in the milky way.

Stanza No. 2

Word Meanings

1. Continuous – Going on without a break.
2. Milky way – A bright belt of stars in the sky.
3. Bay – Small part of sea or lake.
4. At a glance – Quick look.
5. Tossing – Rising and falling.
6. Sprightly – Lively, brisk

Question and Answers

Q.1 With what does the poet compare the daffodils?
Ans. The poet compares the daffodils with the countless twinkling stars in the milky way.

Q.2 What resemblance did he find between the stars and the daffodils?
Ans. The resemblance which he finds between the stars and daffodils is that they are numerous and both are yellow in colour.

Q.3 How many flowers were there?
Ans. There were ten thousand daffodils at a glance.

Q.4 Where were the flowers?
Ans. The flowers were stretched along the margin of the bay.

Stanza No. 3

Word Meanings

1. Out did – Past tense of out do – did better than.
2. Sparkling – Shining
3. Glu – Happiness
4. Journal – Gay, lively
5. Gazed – Looked with wonder.
6. What wealth – Here, what happiness.
7. The show – The scene (of the daffodils dancing and fluttering)

Question and Answers

Q.1 Which of the two danced more the waves or the daffodils?
Ans. The daffodils danced more than the waves.

Q.2 What did the poet feel looking at the daffodils?
Ans. The poet was filled with joy and happiness when he saw the daffodils.

Q.3 How can wealth come to the poet by looking at the scene before him?
Ans. The poet enjoyed the scene of the golden daffodils fluttering and dancing in the breeze. In later years, whenever words worth recall the scene, he got the same pleasure and happiness as before.

Stanza No. 4

Word Meanings

1. Oft – Often, many times
2. Vacant – Free hours, leisure time
3. Pensive – Seriously thoughtful.
4. Flash – Sudden bright light.
5. Inward eye – Deep looks power to see the past experience in mind.
6. Bless of solitude – Great job of being alone.

Question and Answers

Q.1 What happens to the poet when he lies on his couch?
Ans. When the poet lies on the couch he remembers the joy and pleasure he got when he saw the daffodils fluttering and dancing in the breeze.

Q.2 Mention the two moods of the poet.
Ans. The two moods of the poet are:
Vacant Mood
Pensive Mood

Q.3 How can the heart dance?
Ans. The memory of the flowers, filled the heart of the poet with pleasure and it begins to dance with the dancing daffodils.

Q.4 Has this ever happened to you?
Ans. A good thing always remains in one’s memory, it reacts when one thinks of it. It is a case with every one and so as well as with me.

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Helen Keller

Helen Keller :

Summary/Note 

Helen Keller could see and hear everything upto the age of two. Then she became blind and deaf as a result of a serious illness. At seven Miss Sullivan started teaching her. She started going to a school for blind children at eight. She started speaking again at ten by feeling the movements of her teacher’s lips with her hands. She learnt to read by touching the raised points of special books for the blind with her fingers. She graduated from the Harvard University. She devoted her whole life to help the blind and the deaf. She also visited Pakistan for the same purpose at seventy six. She was indeed a wonderful and courageous woman.

Question and Answers

Q.1 When and where was Helen Keller born?
Ans. Helen Keller was born in the year 1880 in a little town of United Sate of America?

Q.2 In which year did Helen Keller fall ill? How old was she when she fell ill? What was the result of her illness?Ans. In February 1882, Helen Keller fall dangerously ill. She was 2 years old when she fell ill. As a result of her illness she became blind and deaf.

Q.3 Who was Miss. Sullivan? How did she teach Helen Keller?
Ans. Miss Sullivan a very kind and patient lady. When she was a child she had lost her eye sight but some time later she regained it. Miss Sullivan taught Helen Keller by the method of touch and feel. She made Helen put her hand into the water and made her write the word.”w-a-t-e-r” on the sand. In the same way Miss Sullivan taught Helen about Mountains Rivers, History, Geography and Arithmetic.

Q.4 When did Helen Keller visited to Pakistan and why?
Ans. Helen Keller visited Pakistan in 1956. She was 76 years old and still very active. Her purpose in visiting Pakistan was to help the blind, deaf and dumb people of Pakistan. She gave a lot of encouragement and moral support to the blind students and to the teacher working in the school for the blind, deaf and dumb.

Q.5 Why do you think Helen Keller was a wonderful lady?
Ans. Helen Keller was blind and deaf but through sheer determination and will power and with the help of her teacher she learn to read, write and speak through handicapped. She went to college and then University where she proved to be a better student than many other. She has ever written books and articles.

Q.6 What was the message to the blind and deaf children?
Ans. Helen Keller told the blind and deaf children to be always happy and cheerful and never to curse their fate for they are capable of doing every thing in this world.

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Moen-Jo-Daro

Moen-Jo-daro :

Summary/Note :

The ruins of Moen-Jo-Daro are 27 km from Larkana. They were discovered in 1922. The people of Moen-Jo-Daro were rich and civilized. Their city was well-planned and clean. These people were traders who travelled widely. Some of them were farmers and others were skilled craftsmen. The finds of Moen-Jo-Daro are kept in a museum there. The best find of Moen-Jo-Daro is the head of a bull which was used as a seal. Metal tools found from there gave the probable age of Moen-Jo-Daro as 4,500 years old. Nobody know what destroyed them. They might have been destroyed by a great earthquake  or they were raided from the north. There language has not yet been deciphered.

Question and Answers :

Q.1 What does Moen-Jo-Daro means? Where is it situated?
Ans. Moen-Jo-Daro means “Mound of the Dead”. It is situated at a distance of 27km from Larkana on the right bank of river Indus.

Q.2 Who was Sir John Marshall?
Ans. Sir John Marshall was an English civil servant, whose work was to look after historical remains, like ancient building and other old things such as these pieces of pots and bricks. He was very interested in history and was anxious to find out about these remains.

Q.3 What did Sir John Marshall remark, when pieces of old pots and bricks were brought to him?
Ans. sir John Marshall was an English civil servant who was interested in old historical remains. So when some villagers brought pieces of old pots and bricks he at once know that they were pieces of historical remains.
He remarked that perhaps these was an ancient city lying under the mound of day and sand. He directed the villagers to dig there in the hope that they would uncover the remains of an ancient city.

Q.4 What was the occupations of the people of Moen-Jo-Daro?
Ans.
The people of Moen-Jo-Daro were traders. They traded with other cities and traveled from place to place on business.
They were skilled craft men who worked with gold and silver.
They were farmers who grew wheat, rice and cotton and they also kept cattle.

Q.5 How was the city of Moen-Jo-Daro planned?
Ans. The city of Moen-Jo-Daro was a well planned and cleaned city. Each house was made of large baked bricks and a bathroom and servant-quarters close by covered drains beside the streets. The streets were made of baked bricks.
There was a great hall where grain were stored. There is a wide road in the middle of which was the shopping centre with shops on both sides.

Q.6 Name any four objects on exhibition in the Moen-Jo-Daro Museum? or Name any four findings of Moen-Jo-Daro?
Ans. The objects found in Moen-Jo-Daro are:
1. A metal statue of a dancing girl.
2. Seals, Gold, Silver and Ivory Jewelery.
3. Painted Pottery
4. Metal tools and weapons.
5. The head of a bull.

Q.7 How old is the civilization of Moen-Jo-Daro?
Ans. The civilization of Moen-Jo-Daro is 4500 years old.

Q.8 How did this civilization come to an end?
Ans. No body knows exactly how this ancient civilization came to an end. Either they were from the north or some great earthquake destroyed them.

Q.9 How do we know Moen-Jo-Daro’s probable age? What can help us to know more about civilization?
Ans. We know Moen-Jo-Daro’s probable ge from the metal objects found from the execution. We can learn more about this civilization if the language experts are able to determine the meanings of the words written on the seals and the pottery.

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