Odisha State Board CHSE Odisha Class 11 Math Solutions Chapter 3 Relations And Functions Ex 3(a) Textbook Exercise Questions and Answers.

CHSE Odisha Class 11 Math Solutions Chapter 3 Relations And Functions Exercise 3(a)

Question 1.
Compute the product A × B when
(i) A = {0} = B
(ii) A = {a, b}, B = {a, b, c}
(iii) A = Z, B = Φ
Solution:
(i) A = {0} = B
∴ A × B = {(0, 0)}

(ii) A = {a, b}, B = {a, b, c}
∴ A × B = {(a, a), (a, b), (a, c), (b, a), (b, b), (b, c)}

(iii) A = Z, B = Φ ∴ AxB = Φ

Question 2.
If |A| = m, |B| = n, what can you say about
(i) |A × B| (ii) |P(A) × P(B)|
Solution:
If |A| = m. |B| = n then

(i) lA × B| = mn.

(ii) |P(A)| = 2^m . |P(B)| = 2ⁿ
∴  |P(A) × P(B)| =2^m × 2ⁿ = 2^m+n

Question 3.
Find x, y if
(i) (x, y) = (-3, 2)
(ii) {x + y, 1) = (1, x – y)
(iii) (2x + y, 1) = (x, 2x + 3y)
Solution:

(i) ∴ x = – 3, y = 2

(ii) ∴ x + y = 1, x – y = 1
∴ 2x = 2 or, x = 1
∴ y=0

(iii) ∴ 2x + y = x, 1 = 2x + 3y
∴ {x + y = 0} × 2
2x + 3y = 1
–      –      –
∴ – y = – 1 or, y = 1
∴ x = – 1

Question 4.
If, A × B = B × A then what can you
Solution:
If A × B = B × A then A = B

Question 5.
|A × B| = 6. If ( -1, y ), (1, x), (0, y) are in A × B. Write other elements in A × B, where x ≠ y.
Solution:
Let |A × B| = 6 and (-1, y) (1, .x) (0, y) ∈ A × B
⇒ -1, 1, 0 ∈ A and x, y ∈ B
As |A × B| = 6 and 3 × 2 = 6
We have A = {-1, 1, 0} and B = {x, y}
Thus other elements of A × B is (-1, x) , (1, y), (0, x)

Odisha State Board Elements of Mathematics Class 11 CHSE Odisha Solutions Chapter 4 Trigonometric Functions Ex 4(d) Textbook Exercise Questions and Answers.

CHSE Odisha Class 11 Math Solutions Chapter 4 Trigonometric Functions Exercise 4(d)

Question 1.
Fill in the blanks choosing the correct answer from the brackets.

(i) In Δ ABC, b =____________. (b cos B + c cos C, a cos A + c cos C, c cos A + a cos C)
Solution:
c cos A + a cos C

(ii) If a cot A = b cot B then Δ ABC is__________. (isosceles, right-angled, equilateral)
Solution:
isosceles

(iii) In Δ ABC if b sin C = c sin B = 2 then b sin C = ___________. (0, 1, 2)
Solution:
1

(iv) In Δ ABC if \(\frac{\cos \mathrm{A}}{a}=\frac{\cos \mathrm{B}}{b}=\frac{\cos \mathrm{C}}{c}\) then the tringle is_________ (equilateral, isosceles, scalene)
Solution:
equilateral

(v) If sin A = sin B and b = 1/2, then a = _______________. (2, 1/2, 1)
Solution:
a = 1/2

(vi) In Δ ABC if A = 60°, B = 45° a : b = __________. ( √2 : √3, √6 : 2, √3 : 2)
Solution:
√6 : 2

(vii) In Δ ABC if b² + c² < a² , then _________ angle is obtuse. (A, B, C)
Solution:
A

(viii) If a cos B = b cos A. then cos B = _____________. \(\left(\frac{c}{a}, \frac{a}{2 c}, \frac{c}{2 a}\right)\)
Solution:
cos B = \(\frac{c}{2 a}\)

(ix) If a – b cos C, then __________ angle is a right angle. (A, B, C)
Solution:
∠B is a right angle

(x) If a = 12, b = 7, C = 30°, then Δ = ______________. (42, 84, 21)
Solution:
Δ = 21

Question 2.
Prove that
(i) a sin A – b sin B = c sin (A – B)
Solution:
R.H.S. = c sin (A – B)
= 2R sin C sin (A – B)
= 2R sin (A + B) sin (A – B)
[∴ A + B + C = π or, A + B = π – C
or sin (A + B) = sin (π – C) sin C]
= 2R (sin² A – sin²  B)
= 2R sin A sin A – 2R sin B sin B
= a sin A – b sin B = L.H.S.

(ii) b cos B + c cos C = a cos (B – C)
Solution:
R.H.S. = a cos (B – C)
= 2R sin A cos (B – C)
= 2R sin (B + C) cos (B – C)
= R sin (B + C + B – C) + sin (B + C – B + C)}
= R [(sin 2B + sin 2C)
= R(2sin B cos B + 2 sin C cos C)
= 2R sin B cos B + 2R sin C cos C
= b cos B + c cos C = L.H.S.

(iii) If (a + b + c)(b + c – a) = 3bc, then A = 60°
Solution:

(iv) If \(\frac{b+c}{5}=\frac{c+a}{6}=\frac{a+b}{7}\) then sin A : sin B : sin C = 4 : 3 : 2
Solution:

(v) If A: B: C = 1 : 2 : 3 then sin A: sin B: sin C = 1 : 2
Solution:

(vi) If b² + c² – a² = bc, then A = 60°
Solution:
If b² + c² – a² = bc, then A = 60°
or, \(\frac{b^2+c^2-a^2}{2 b c}\) = 1/2 or, cos A = 1/2
or, A = 60°

(vii) If A : B: C = 1 : 2 : 7, then c: a = (√5 + 1) : (√5 – 1)
Solution:

But we know that \(\frac{\sin C}{\sin A}=\frac{c}{a}\)
∴ \(\frac{c}{a}=\frac{\sqrt{5}+1}{\sqrt{5}-1}\)

Question 3.
(i) If cos A = \(\frac{12}{13}\), cos B = \(\frac{5}{13}\) then find a : b.
Solution:

(ii) If a = 7, b = 3, c = 5 then find A.
Solution:

(iii) If a = 8, b = 6, c = 4 find tan \(\frac{B}{2}\)
Solution:

(iv) If \(\frac{a}{\sec A}=\frac{b}{\sec B}\) and a ≠ b then find C.
Solution:

(v) If a = 48, b = 35, ∠C = 60° then find c.
Solution:

In Δ ABC prove that (Q. 4 to Q. 26)

Question 4.
a sin (B – C) + b sin (C – A) + c sin (A – B) = 0
Solution:
a sin (B – C) + b sin (C – A) + c sin (A – B)
= 2R sin A sin (B – C) + 2R sin B sin (C – A) + 2R sin C sin (A – B)
= 2R [sin (B + C) sin (B – C) + sin (C + A) sin (C – A) + sin (A + B) sin (A – B)]
= 2R[sin² B – sin² C + sin² C – sin² A + sin² A – sin² A]
= 2R x 0 = 0

Question 5.
\(\frac{\sin (B-C)}{\sin (B+C)}=\frac{b \cos C-c \cos B}{b \cos C+c \cos B}\)
Solution:

Question 6.
\(\sum \frac{a^2 \sin (B-C)}{\sin (B+C)}=0\)
Solution:

Question 7.
a²(cos² B – cos² C) + b²(cos² C – cos² A) + c²(cos² A – cos² B) = 0
Solution:

Question 8.
\(\frac{b^2-c^2}{a^2} \sin 2 A+\frac{c^2-a^2}{b^2} \sin 2 B\) \(+\frac{a^2-b^2}{c^2} \sin 2 \mathrm{C}=0\)
Solution:

Question 9.
\(\frac{a^2\left(b^2+c^2-a^2\right)}{\sin 2 \mathrm{~A}}=\frac{b^2\left(c^2+a^2-b^2\right)}{\sin 2 \mathrm{~B}}\) \(=\frac{c^2\left(a^2+b^2-c^2\right)}{\sin 2 C}\)
Solution:

Question 10.
\(\Sigma \frac{\cos A}{\sin B \cdot \sin C}=2\)
Solution:

Question 11.
(a² – b² + c²) tan B = (a² + b² – c²) tan C
Solution:

Question 12.
(b² – c²) cot A + (c² – a²) cot B + (a² – b²) cot C = 0
Solution:

Question 13.
\(\frac{b+c}{a}=\frac{\cos \mathbf{B}+\cos C}{1-\cos A}\)
Solution:

Question 14.
\(\sum a^3 \sin (B-C)=0\)
Solution:

Question 15.
(b + c) cos A + (c + a) cos B + (a + b) cos C = a + b + c
Solution:
L.H.S. = (b + c) cos A + (c + a) cos B + (a + b) cos C
= b cos A + c cos A + a cos B + c cos B + a cos C + b cos C
= (b cos C+ c cos B) +(c cos A + a cos C) + (a cos B + b cos A)
= a + b + c = R.H.S.

Question 16.
2 (bc cos A + ca cos B + ab cos C) = a² + b² + c²
Solution:
2 (bc cos A + ca cos B + ab cos C) = a² + b² + c²
\(=2\left(b c \times \frac{\left(b^2+c^2-a^2\right)}{2 b c}+c a \times \frac{c^2+a^2-b^2}{2 c a}\right.\) \(\left.+a b \times \frac{a^2+b^2-c^2}{2 a b}\right)\)
= b² + c² – a² + c² + a² – b² + a² + b²– c²
= a² + b² + c²

Question 17.
a (b² + c²) cos A + b (c² + a²) cos B + c(a² + b²) cos C = 3 abc.
Solution:
a (b² + c²) cos A + b (c² + a²) cos B + c(a² + b²) cos C
= ab² cos A + ac² cos A + bc² cos B + ba² cos B + ca² cos C + cb² cos C
= ab² cos A + ba² cos B + ac² cos A + ca² cos C + bc² cos B + cb² cos C
= ab (b cos A + a cos B) + ac (c cos A + a cos C) bc (c cos B + b cos C)
= abc = abc + abc = 3abc

Question 18.
a³ cos (B – C) + b³ cos (C – A) + c³ cos (A – B) = 3 abc
Solution:
1st term of L.H.S. = a³ cos (B – C)
= a² a cos (B – C)
= a² . 2R sin A cos (B – C)
= 2a²R sin (B + C) cos (B- C)
= a²R [sin (B + C + B – C) + sin (B + C – B + C)]
= a² R (sin 2B + sin 2C)
= a²R [2 sin B cos B + 2 sin C cos C]
= a² [2R sin B cos B + 2R sin C cos C]
= a² (b cos B + c cos C)
Similarly, 2nd term
= b² (c cos C + a cos A) and
3rd term = c² (a cos A + b cos B)
∴ L.H.S.= a²b cos B+a²c cos C+b²c cos C + b²a cos A + c²a cos A + c²b cos B
= ab (a cos B + b cos A) + bc (b cos C + c cos B) + ca (c cos A + a cos C)
= abc + bca + cab = 3abc = R.H.S.

Question 19.
a (cos B + cos C) = 2(b + c) sin² \(\frac{A}{2}\)
Solution:
Refer to Q. N. 13.

Question 20.
(b + c – a) tan \(\frac{A}{2}\) = (c + a – b) tan \(\frac{B}{2}\) = (a + b – c) tan \(\frac{C}{2}\)
Solution:

Question 21.
\((b+c-a)\left(\cot \frac{B}{2}+\cot \frac{C}{2}\right)\) \(=2 a \cot \frac{A}{2}\)
Solution:

Question 22.
(a – b)² cos² \(\frac{C}{2}\) + (a + b)² sin² \(\frac{C}{2}\) = c²
Solution:
L.H.S = (a – b)² cos² \(\frac{C}{2}\) + (a + b)² sin² \(\frac{C}{2}\)

Question 23.
1 – tan \(\frac{A}{2}\) tan \(\frac{B}{2}\) = \(\frac{c}{2}\)
Solution:

Question 24.
(b – c) cot \(\frac{A}{2}\) + (c – a) cot \(\frac{B}{2}\) + (a – b) cot \(\frac{C}{2}\) = 0
Solution:

Question 25.
cot A + cot B + cot C = \(\frac{a^2+b^2+c^2}{4 \Delta}\)
Solution:

Question 26.
a² cot A + b² cot B + c² cot C = 4Δ
Solution:

Question 27.
If \(\frac{1}{a+c}+\frac{1}{b+c}=\frac{3}{a+b+c}\) then prove C = 60°.
Solution:

or, cos C = 1/2 or, ∠C = 60°

Question 28.
If a = 2b and A = 3B, find the measures of the angles of the triangle.
Solution:
If a = 2b and A = 3B, we have \(\frac{a}{b}\) = 2
or, \(\frac{\sin A}{\sin B}\) = 2
or, sin A = 2 sin B         …..(1)
Also  sin A = sin 3B (as a = 3B)    …..(2)
∴ From (1) and (2), we have
2 sin B = sin 3B = 3 sin B – 4 sin³ B
or, 4 sin³ B – sin B = 0
or, sin B(4 sin² B – 1) = 0
or, sin B = 0, 4 sin² B = 1
Now sin B = 0 ⇒ B = 0 (Impossible)
∴ sin² B = \(\frac{1}{2}\) or, sin B = ± \(\frac{1}{2}\)
If sin B = \(\frac{1}{2}\) then ∠B = 30°
∴ A = 3B = 3 x 30° = 90°
∠C = 60°

Question 29.
If a⁴ + b⁴ + c⁴ = 2c² (A² + b²), prove that m∠ACB = 45° or 135°.
Solution:
a⁴ + b⁴ + c⁴ = 2c² (a² + b²)
or, a⁴ + b⁴ + c⁴ + 2a²b² – 2b²c² – 2c²a² = 2a²b²
or, (a² + b² – c²)² = 2a²b²
or, a² + b² – c² = ± √2 ab
or, \(\frac{a^2+b^2-c^2}{2 a b}=\pm \frac{1}{\sqrt{2}}\)
or, cos C = ± \(\frac{1}{\sqrt{2}}\)
∴ ∠C = 45° or 135°.

Question 30.
If x² + x + 1, 2x + 1, and x² – 1 are lengths of sides of a triangle, then prove that the measure of the greatest angle is 120°.
Solution:

Question 31.
if cos B = \(\frac{\sin A}{2 \sin C}\), prove that the triangle is isosceles.
Solution:
cos B = \(\frac{\sin A}{2 \sin C}\)
⇒ \(\frac{c^2+a^2-b^2}{2 c a}=\frac{a}{2 c}\) ⇒ c² + a² – b² = a²
or, c² = b² or, c = b
∴ The triangle is isosceles.

Question 32.
If a tan A + b tan B = (a + b)tan \(\frac{1}{2}\) (A + B) prove that the triangle is isosceles.
Solution:

Question 33.
If (cos A + 2 cos C) : (cos A + 2 cos B) = sin B : sin C prove that the triangles are either isosceles or right-angled.
Solution:
\(\frac{\cos A+2 \cos C}{\cos A+2 \cos B}=\frac{\sin B}{\sin C}\)
⇒ cos A sin C = cos A sin B + 2 cos B sin B
⇒ cos A (sin B – sin C) + (sin 2B – sin 2c) = 0
⇒ cos A (sin B – sin C) + 2 cos (B + C) sin (B – C) = 0
⇒ cos A (sin B – sin C) – 2 cos A sin (B – C) = 0
(∴ cos (B + C) = cos (π – A) = – cos A)
⇒ cos A = 0 or sin B – sin C – 2 sin (B – C) = 0
cos A = 0 ⇒ A = 90°
i.e. the triangle is right-angled. sin B sin C – 2 sin (B – C) = 0

Question 34.
If cos A = sin B – cos C, prove that the triangle is right-angled.
Solution:
cos A = sin B – cos C
or, cos C + cos A = sin B

or, 2C = π
or, C = \(\frac{\pi}{2}\)

Question 35.
If a², b², c²  be in A.P., prove that cot A, cot B, cot C are also in A.P.
Solution:
If a², b², c²  be in A.P.
then b² – a² = c² – b²
or, 2b² = c² + a²
or, \(b^2=\frac{c^2+a^2}{2}\)
or, 2b² = c² + a² …..(1)
We have to prove that cot A, cot B, cot C are in A.P.
i.e. to prove cot B – cot A = cot C – cot B
i.e. 2 Cot B = cot C + cot A
∴ R.H.S. = cot C + cot A

Question 36.
If sin A: sin C = sin (A – B) : sin (B – C) prove that a², b², c² are in A.P.
Solution:
\(\frac{\sin A}{\sin C}=\frac{\sin (A-B)}{\sin (B-C)}\)
or, sin A sin (B – C) = sin C sin (A – B)
or, sin (B + C) sin (B – C) = sin (A + B) sin (A – B)
or, sin² B – sin² C = sin² A – sin² B
or, 2 sin² B = sin² C + sin² A
or, \(2 \frac{b^2}{4 \mathrm{R}^2}=\frac{c^2}{4 \mathrm{R}^2}+\frac{a^2}{4 \mathrm{R}^2}\)
or, 2b² = c² + a²
or, b² – a² = c² – b²
∴ a², b², c² are in A.P

Question 37.
If the side lengths a, b, and c are in A.P., then prove that cos \(\frac{1}{2}\) (A – C) = 2 sin \(\frac{1}{2}\) B.
Solution:
If a,b, and c are in A.P. then b – a – c – b or, 2b = c + a
We have to prove that

Question 38.
If the side lengths a, b, and c are in A.P., prove that cot \(\frac{1}{2}\) A, cot \(\frac{1}{2}\) B, cot \(\frac{1}{2}\) C are in A.P.
Solution:

Odisha State Board Elements of Mathematics Class 11 Solutions CHSE Odisha Chapter 2 Sets Ex 2(b) Textbook Exercise Questions and Answers.

CHSE Odisha Class 11 Math Solutions Chapter 2 Sets Exercise 2(b)

Question 1.
An examination was conducted in physics, chemistry, and mathematics. If P.C.M. denotes respectively the sets of students who passed in Physics, Chemistry, and Mathematics, express the following sets using union, intersection, and different symbols.
(a) Set of candidates who passed in Mathematics and Chemistry, but not in Physics.
(b) Set of candidates who passed in all three subjects.
(c) Set of candidates who passed in Mathematics only.
(d) Set of candidates who failed in Mathematics, but passed in at least one subject.
(e) Set of candidates who passed in at least two subjects.
(f) Set of candidates who failed in one subject only.
Solution:
An examination was conducted in Physics, Chemistry, and Mathematics. P, C, and M denoted the set of students who passed Physics, Chemistry, and Mathematics, respectively. Then.
(a) Set of candidates who passed in Mathematics and Chemistry, but not in Physics (M ∩ C) – P.
(b) Set of candidates who passed in all three subjects M ∩ C ∩ P.
(c) Set of candidates who passed in Mathematics only M – C – P.
(d) Set of candidates who failed in Mathematics, but passed in at least one subject (P ∪ C) – M.
(e) Set of candidates who passed in at least two subjects.
(f) Set of candidates who failed in one subject only.
(P ∩ C – M) ∪ (P ∩ M – C) ∪ (M ∩ C – P)

Question 2.
What can you say about sets A and B if
(i) A ∪ B= Φ
(ii) A Δ B = Φ
(iii) A \ B = Φ
(iv) A \ B = A
(v) A ∩ B= U, Where U is the Universal set, A \ B = U?
Solution:
(i) if A ∪ B = Φ then A = Φ =B
(ii) A Δ B = Φ ⇒ A = B
(iii) A – B = Φ ⇒ A ⊆ B
(iv) A – B = A ⇒ B = Φ
(v) A ∩ B = U ⇒ A = B = U
(vi) A – B = U ⇒ A = U and B = Φ

Question 3.
Are differences and symmetric commutative? Give reason.
Solution:
The difference of the two sets is not commutative but the symmetric of the two sets is commutative.
Reason:
Let x ∈ A – B ⇔ x ∈ A ∧ x ∉ B
≠ x ∈ B ∧ x ∉ A ⇔ x ∈ b – A
A- B ≠ B – A
But if y ∈ A Δ ⇔ y ∈ (A-B) ∪ (B – A)
⇒ y ∈ (B – A) ∪ (A – B) ⇔ y ∈ B Δ A
∴ A Δ B = B Δ A.

Question 4.
If B ⊂ C, prove that A/B = A/C. Is this result true when a difference is replaced by a symmetric difference? Give reason.
Solution:
If B ⊂ C, then x ∈ A ⇒ x ∈ C
Now x ∈ A – C ⇔ x: x ∈ A ∧ x ∉ C
⇔ {x: x ∈ A ∧ x ∉ B}
⇔ {x: x ∈ A – C}
∴ A – C = A – B
but, A Δ B ≠ A Δ C.

Question 5.
Prove the following :
(i) (A\B)\C = (A\C)\B = A\(B ∪ C)
(ii) A ∩ (B ∪ C) = (A ∩ B) ∪ (A ∪ B)
(iii) A Δ (B Δ C) = (A Δ B) Δ C
(iv) A ⊂ B ⇔ B’ ⊂ A’ A ⇔ A’ ∪ B = U
⇔ B’ ∩ A = Φ, where U is the universal set.
(v) A ∪ B = U and A ∩ B = Φ
⇒ B = A’
(iv) A ∪ B = A for all A ⇒ B = Φ
Solution:

(i) Let x ∈ (A – B) – C    ……(1)
⇔ x ∈ A- B ∧ x ∉ C
⇔ (x ∈ A ∧ x ∉ B) ∧ x ∉ C   ……(2)
⇔ (x ∈ A ∧ x ∉ C) ∧ x ∉ B
⇔ x ∈ A – C ∧ x ∉ B
⇔ x ∈ (A – C) – B   ……(3)
∴ from (2), we have
x ∈ A ∧ ∉ B ∧ x ∉ C
⇔ x ∈ A ∧ (x ∉ B ∧ x ∉ C)
⇔ x ∈ A ∧ x ∉ B ∪ C
[∴ ~ (p ∨ q) = ~ p ∧ ~ q]
⇔ x ∈ A – (B ∪ C)   …….(4)
∴ From (1), (3), and (4), we have
(A – B) – C = (A – C)-B = A – (B ∪ C)

(ii) Let x ∈ A ∩ (B ∪ C)
⇔ x ∈ A ∧ x ∈ B Δ C
⇔ x ∈ A ∧ (x ∈ B – C ∨ x ∉ C – B)
⇔ x ∈ A ∧ (x ∈ B ∧ x ∉ C ∨ x ∈ C ∧ x ∉ B)
⇔ x ∈ A ∧ (x ∈ B ∧ x ∈ A ∧ C) ∨ x ∈ A ∧ (x ∈ B ∧ x ∈ B ∧ x ∈ A ∧ x ∉ B)
⇔ (x ∈ A ∩ B ∧ x ∉ A ∩ C) ∨ (x ∈ A ∩ C  ∨ x ∉ A ∩ B)
⇔ x ∈ (A ∩ B) – (A ∩ C) ∨ x ∈ (A ∩ C) – (A ∩ B)
⇔ x ∈ (A ∩ B) Δ (A ∩ C)   ……(2)
∴ From (1) and (2), we have
A ∩ (B Δ C) = (A ∩ B) Δ (A ∩ C)

(iii) A Δ (B Δ C)
= A ∪ (B Δ C)- A ∩ (B Δ C)
= A Δ (B ∪ C)- A Δ (B ∩ C)
[ ∴ A ∪ (B Δ C) = A Δ (B ∪ C)]
and A n (B Δ C) = A Δ (B ∩ C)
= (A Δ B) ∪ C- (A Δ B) ∩ C
[∴ A Δ (B ∪ C) = (A Δ B) ∪ C and A Δ (B ∩ C) = (A Δ B) ∩ C
= (A Δ B) Δ C
∴ A Δ (B Δ C)= (A Δ B) Δ C
(Proved)

(iv) If A ⊂ B then x ∈ B’ or ⇒ x ∉ B
⇒ x ∉ B ⇒ x ∈ A’ (∴ A ⊂ B)
∴ B’ ⊂ A’
Again, let y ∈ A ⇒ y ∉ A’ ⇒ y ∈ B’
(∵ B’ ⊂ A’)
⇒ y ∈ B ∴ A ⊂ B
∴ A ⊂ B ⇔ B’ ⊂ A’
∴ Again as A ⊂ B, we have
U = A ∪ B = B = U, where U is the universal set of A and B.
∴ A’= B – A ⇒ A’ ∪ B
= (B – A) ∪ B = B = U
∴ A ⊂ B ⇒ A’ ∪ B = U
Again A’ ∪ B = U
⇒ A ∩ (A’ ∪ B) = A ∩ U = A
⇒ (A ∩ A’) ∪ (A ∩ B) = A
⇒ Φ ∪ (A ∩ B) = A
⇒ A ∩ B = A ⇒ A ⊂ B
Lastly, B’ = U’ = Φ
∴ B’ ∩ A = Φ

(v) Let A ∪ B = U and A ∩ B = Φ
∴ Let x ∈ B ⇔ x ∉ B’ ⇔ x ∉ U – B
⇔ x ∉ A ⇔ x ∉ A’

(vi) As A ∪ B = A for all A
we have B ⊂ A for all A
∴ B ⊂ A even for A = Φ Thus B = Φ

Question 6.
Prove all the results of sections 1.13 and 1.14 that are started without proof.
Solution:
(i) A ∪ B = B ∪ A
Let x ∈ A ∪ B ⇔ x ∈ A ∨ x ∈ B
⇔ x ∈ B ∨ x ∈ B ⇔ x ∈ B ∪ A

(ii) A ∩ B = B ∩ A
Let x ∈ A ∩ B ⇔ x ∈ A ∧ x ∈ B
∴ A ∩ B = B ∩ A

(iii) A ∩ (B ∪ C)
= (A ∩ B) ∪ (A ∩ C)
Let x ∈ A ∩ (B ∪ C)
⇔ x ∈ A ∧ x ∈ A ∪ C
⇔ x ∈ A ∧ (x ∈ A ∨ x ∈ C)
⇔ (x ∈ A ∩ B ∨ x ∈ A ∩ C)
⇔ (x ∈ A ∧ x ∈ B) ∨ (x ∈ A ∧ x ∈C)
⇔ x ∈ (A ∩ B) ∪ (A ∩ C)
∴ A ∩ (B ∪ C) = (A ∩ B) ∪ (A ∩ C)

Question 7.
Prove that
(i) \(\mathbf{A}-\bigcup_{i=1}^n \mathbf{B}_i=\bigcap_{i=1}^n\left(\mathbf{A}-\mathbf{B}_i\right)\)
Solution:
Let x ∈ \(A-\bigcup_{i=1}^n B_i \Rightarrow x \in A \wedge x \notin \bigcup_{i=1}^n B_i\)
⇔ x ∈ A  ∧ x ∉(B₁ ∪ B₂ ∪….∪ B_n )
⇔ x ∈ A  ∧ (x ∉ B₁ ∧ x ∉ B₂ ∧…..∧ x ∉ B_n )
⇔ (x ∈ A  ∧ x ∉ B₁ ) ∧ (x ∈ A ∧ x ∉ B₂ ) ∧….∧ (x ∈ A  ∧ x ∉ B_n )
⇔ x ∈ A – B₁ ∧ x ∈ A – B₂ ∧……..∧ x ∈ A – B_n
⇔ x ∈ (A – B₁ ) ∩ (A – B_i ) ∩…..∩ (A – B_n )
⇔ \(x \in \bigcap_{i=1}^n\left(\mathrm{~A}-\mathrm{B}_{\mathrm{i}}\right)\)
∴ \(\mathrm{A}-\cup_{i=1}^n \mathrm{~B}_{\mathrm{i}}=\bigcap_{i=1}^n\left(\mathrm{~A}-\mathrm{B}_{\mathrm{i}}\right)\)

(ii) ∴ \(\mathbf{A}-\bigcap_{i=1}^n \mathbf{B}_i=\bigcup_{i=1}^n\left(\mathbf{A}-\mathbf{B}_i\right)\)
Solution:
Let x ∈ \(A-\bigcap_{i=1}^n B_i\)
⇔ x ∈ A ∧ x ∈ \(\bigcap_{i=1}^n \mathrm{~B}_{\mathrm{i}}\)
⇔ x ∈ A ∧ x ∉ (B₁ ∩ B₂ ∩….∩ B_n )
⇔ x ∈ A ∧ (x ∉ B₁ ∨ x ∉ B₂ ∨….∨ x ∉ B_n )
⇔ (x ∈ A ∧ x ∉ B₁ ) ∨ (x ∈ A ∧ x ∉ B₂ ) ∨….∨ (x ∈ A ∧ x ∉ B_n )
⇔ x ∈ A – B₁ ∨ x ∈ A – B₂ ∨……..∨ x ∈ A – B_n
⇔ x ∈ (A – B₁ ) ∪ (A – B₂ )……(A – B_n )
⇔ x ∈ \(\cup_{i=1}^n\left(\mathrm{~A}-\mathrm{B}_{\mathrm{i}}\right)\)
∴ \(\mathrm{A} \bigcap_{i=1}^n \mathrm{~B}_1=\bigcup_{u=1}^n\left(\mathrm{~A}-\mathrm{B}_i\right)\)

Question 8.
Prove that |A ∪ B ∪ C|
Solution:
= |A| + |B| + |C| + |A ∩ B ∩ C| – |A ∩ B| – |B ∩ C| – |C ∩ A|
L.H.S. =|A ∪ B ∪ C| = |A ∪ D|
where D = B ∪ C
= |A| + |D| – |A ∩ D|
( ∵ |A ∪ B| =|A| + |B| – |A ∩ B|)
= |A| + |B ∪ C| – | A ∩ (B ∪ C)|
= |A| + |B| + |C| – |B ∩ C| – |(A ∩ B) ∪ (A ∩ C)|
= |A| + |B| + | C |- |B ∩ C| – [|A ∩ B| + |A ∩ C| – |(A ∩ B) ∩ (A ∩ C)|]
= |A| + |B| + |C| – |B ∩ C| – |A∩ B| – |A ∩ C| + |A ∩ B ∩ Cl
= |A| + |B| + |C| – | A ∩ Bl – |B ∩ C| – |C ∩ A| + |A ∩ B  ∩ Cl = R.H.S.

Question 9.
If X and Y are two sets such that X ∪ Y has 20 objects, X has 10 objects and Y has 15 objects; how many objects does X ∩ Y have?
Solution:
Given |X ∪ Y| = 20
|X| = 10
|Y| = 15
We know that |X ∪ Y|
= |X| + |Y| – |X ∩ Y|
⇒ 20 = 10 + 15 – |X ∩ Y|
⇒ |X ∩ Y| = 25 -20 = 5
∴ X ∩ Y has 5 elements.

Question 10.
In a group of 450 people, 300 can speak Hindi and 250 can speak English. How many people can speak both Hindi and English?
Solution:
Let H = The set of people who can speak Hindi
E = The set of people who can speak English.
According to the question we have
|H ∪ E| = 450, |H| = 300,
|E| = 250
We want to find 1 H ∩ E
|H ∩ E| = |H| + |E|-  |H ∪ E|
= 300 + 250 – 450 = 100
∴ 100 people can speak both Hindi and English.

Question 11.
In a group of people,37 like coffee, 52 like tea and each person in the group likes at least one of the two drinks. 19 people like both tea and
coffee, how many people are in the group?
Solution:
Let T = The set of persons who like Tea. ,
C = The set of persons who like coffee According to the question
|C| = 37, |T| = 52 and |T ∩ C| = 19
Total number of persons in the group
= |T ∩ C| = |T| + |C| – |T ∩ C|
= 37 + 52 – 19 = 70

Question 12.
In a class of 35 students, each student likes to play either cricket or hockey. 24 students like to play cricket and 5 students like to play both games; how many students play hockey?
Solution:
Let C = Set of students like to play cricket
H = The set of students like to play Hockey.
According to the question
|C ∪ H| = 35
|C| = 24, |C ∩ H| = 5
Now |C ∪ H| = |C| + |H| – |C ∩ H|
⇒ 35 = 24 + |H| – 5
⇒ |H| = 16
16 students like to play Hockey.

Question 13.
In a class of 400 students, 100 were listed as taking apple juice, 150 as taking orange juice and 75 were listed as taking both apple as well as orange juice. Find how many students were taking neither apple juice or orange juice.
Solution:
Let A = The set of students take apple juice
O = The set of students take orange juice
According to the question
|A| = 100, |O| = 150 and
|A ∩ O| = 75
∴ Number of students take at least one of the juice = |A ∪ O|
= |A| + |O| – |A ∩ O|
= 100 + 150 – 75 = 175
Total number of students
= |U| = 400
Number of students taking neither of these juice
= |U| – |A ∪ O|
= 400 – 175 = 225

Question 14.
In a group of 65 people, 40 like cricket, and 10 like both cricket and tennis. How many like tennis only and not cricket? How many like tennis?
Solution:
Let C = The set of persons like cricket
T = The set of people who like tennis.
According to the question

|C| = 40 , |C ∩ T| = 10 and
|C ∪ T| = 65
A number of people like tennis only but not cricket = |C ∪ T| – |C|
= 65 – 40 = 15
Number of persons like tennis
= |C ∩ T| – |C| + |C ∩ T|
= 65 – 40 + 10 = 25

Question 15.
In a survey it was found that 21 people liked product A, 26 liked product B and 29 liked product C. If 14 people liked products A and B, 12
people liked products C and A, 14 people liked products B and C and 8 liked all the three products, find how many liked products C only.
Solution:
Let E = Set of persons like product A
F = Set of persons like product B
G = Set of persons like product C

According to the question
a + b + d + e = 21
c + b + f + e = 26
g + f + d + e = 29
b + e = 14
f + e = 14
d + e = 12
e = 8
⇒ e = 8    g = 11
d = 4        c = 6
f = 6          a = 3
b = 6
Number of persons like product C only
O = g = 11

Odisha State Board CHSE Odisha Class 12 Psychology Solutions Unit 4 Long Answer Questions Part-3.

CHSE Odisha 12th Class Psychology Unit 4 Long Answer Questions Part-3

Long Questions With Answers

Question 1.
What are the different types of psychotherapy? On what basis are they classified?
Answer:
Different types of psychotherapy are:

• Psychodynamic therapy
• Behaviour therapy
• Humanistic-existential therapy
• Biomedical therapy

Also, there are many alternative therapies such as yoga, meditation, acupuncture, herbal remedies etc.
Basis of classification of psychotherapy:

On the cause which has led to the problem:
Psychodynamic therapy is of the view that intrapsychic conflicts, i.e. the conflicts that are present within the psyche of the person, are the source of psychological problems.

On how did the cause come into existence:
The psychodynamic therapy, unfulfilled desires of childhood and unresolved childhood fears lead to intrapsychic conflicts.

What is the chief method of treatment?
Psychodynamic therapy uses the methods of free association and reporting of dreams to elicit the thoughts and feelings of the client.

What is the nature of the therapeutic relationship between the client and the therapist?
Psychodynamic therapy assumes that the therapist understands the client’s intrapsychic conflicts better than the client and hence it is the therapist who interprets the thoughts and feelings of the client to her/him so that s/he gains an understanding of the same.

What is the chief benefit to the client?
Psychodynamic therapy values emotional insight as the important benefit that the client derives from the treatment. Emotional insight is present when the client understands her/his conflicts intellectually; is able to accept the same emotionally, and is able to change her/his emotions towards the conflicts.

On the duration of treatment:
Hie duration of classical psychoanalysis may continue for several years. However, several recent versions of psychodynamic therapies are completed in 10—15 sessions.

Question 2.
A therapist asks the client to reveal all her/his thoughts including early childhood experiences. Describe the technique and type of therapy being used.
Answer:
In this case psychodynamic, therapy is used in the treatment of the client. Since the psychoanalytic approach views intrapsychic conflicts to be the cause of the psychological disorder. The first step in the treatment is to elicit this intrapsychic conflict. Psychoanalysis has invented free association and dream interpretation as two important methods for eliciting intrapsychic conflicts.

The free association method is the main method for understanding the client’s problems. Once a therapeutic relationship is established, and the client feels comfortable, the therapist makes her/him lie down on the couch, close her/his eyes and asks her/him to speak whatever comes to mind without censoring it in any way. The client is encouraged to freely associate one thought with another, and this method is called the method of free association.

The censoring superego and the watchful ego are kept in abeyance as the client speaks whatever comes to mind in an atmosphere that is relaxed and trusting. As the therapist does not interrupt, the free flow of ideas, desires and conflicts of the unconscious, which had been suppressed by the ego, emerges into the conscious mind. This free uncensored verbal narrative of the client is a window into the client’s unconscious to which the therapist gains access.

Along with this technique, the client is asked to write down her/his dreams upon waking up. Psychoanalysts look upon dreams as symbols of the unfulfilled desires present in the unconscious. The images of dead dreams are symbols which signify intrapsychic forces. Dreams use symbols because they are indirect expressions and hence would not alert the ego.

If the unfulfilled desires are expressed directly, the ever-vigilant ego would suppress them and that would leads to anxiety. These symbols are interpreted according to an accepted convention of translation as indicators of unfulfilled desires and conflicts.

Question 3.
Discuss the various techniques used in behaviour therapy.
Answer:
Various techniques used in behaviour therapy:
A range of techniques is available for changing behaviour. The principles of these techniques are to reduce the arousal level of the client, alter behaviour through classical conditioning or operant conditioning with different contingencies of reinforcements, as well as to use vicarious learning procedures, if necessary. Negative reinforcement and aversive conditioning are the two major techniques of behaviour modification.

Negative reinforcement refers to following an undesired response with an outcome that is gainful or not liked. For example, one learns to put on woollen clothes, bum firewood or use electric heaters to avoid the unpleasant cold weather. One learns to move away from dangerous stimuli because they provide negative reinforcement.

Aversive conditioning refers to the repeated association of an undesired response with an aversive consequence. For example, an alcoholic is given a mild electric shock and asked to smell the alcohol. With repeated pairings, the smell of alcohol is aversive as the pain of the shock is associated with it and the person will give up alcohol.

Positive reinforcement is given to increase the deficit if adaptive behaviour occurs rarely. For example, if a child does not do homework regularly, positive reinforcement may be used by the child’s mother by preparing the child’s favourite dish whenever s/he does homework at the appointed time. The positive reinforcement of food will increase the behaviour of doing homework at the appointed time.

The token economy in which persons with behavioural problems can be given a token as a reward every time a wanted behaviour occurs. The tokens are collected and exchanged for a reward such as an outing for the patient or a treat for the child. Unwanted behaviour can be reduced and waited behaviour can be increased simultaneously through differential reinforcement.

Positive reinforcement for the wanted behaviour and negative reinforcement for the unwanted behaviour attempted together may be one such method. The other method is to positively reinforce the wanted behaviour and ignore the unwanted behaviour. The latter method is less painful and equally effective. For example, let us consider the case of a girl who sulks and cries when she is not taken to the cinema when she asks.

The parent is instructed to take her to the cinema if she does not cry and sulk but not to take her if she does. Further, the parent is instructed to ignore the girl when she cries and sulks. The wanted behaviour of politely asking to be taken to the cinema increases and the unwanted behaviour of crying and sulking decreases.

Question 4.
Explain with the help of an example how cognitive distortions take place.
Answer:
Cognitive distortions are ways of thinking which are general in nature but which distort reality in a negative manner. These patterns of thought are called dysfunctional cognitive structures. They lead to errors of cognition about social reality. Aaron Beck’s theory of psychological distress states that childhood experiences provided by the family and society develop core, schemas or systems, which include beliefs and action patterns in the individual.

Thus, a client, who was neglected by the parents as a child, develops the core schema of “I am not wanted”. During the course of their life, a critical incident occurs in her/his life. S/he is publicly ridiculed by the teacher in school. This critical incident triggers the core schema of “I am not wanted” leading to the development of negative automatic thoughts. Negative thoughts are persistent irrational thoughts such as “nobody loves me”, “I am ugly”, “l am stupid”, “I will not succeed”, etc.

Such negative automatic thoughts are characterised by cognitive distortions. Repeated occurrence of these thoughts leads to the development of feelings of anxiety and depression. The therapist uses questioning, which is a gentle, non-threatening disputation of the client’s beliefs and thoughts. Examples of such questions would be, “Why should everyone love you?”, “What does it mean to you to succeed?” etc.

Question 5.
Which therapy encourages the client to seek personal growth and actualise their potential? Write about the therapies which are based on this principle.
Answer:
Humanistic-existential therapy encourages the client to seek personal growth and actualise their potential. It states that psychological distress arises from feelings of loneliness, alienation, and an inability to find meaning and genuine fulfilment in life.
The therapies which are based on this principle are:

Existential therapy:
There is a spiritual unconscious, which is the storehouse of love, aesthetic awareness, and values of life. Neurotic anxieties arise when the problems of life are attached t6 the physical, psychological or spiritual aspects of one’s existence. Frankl emphasised the role of spiritual anxieties in leading to meaninglessness and hence it may be called existential anxiety, i.e. neurotic anxiety of spiritual origin.

Client-centred therapy:
Client-centred therapy was given by Carl Rogers. He combined scientific rigour with the individualised practice of client-centred psychotherapy. Rogers brought into psychotherapy the concept of self, with freedom and choice as the core of one’s being. The therapy provides a warm relationship in which the client can reconnect with her/his disintegrated feelings. The therapist shows empathy, i.e. understanding the client’s experience as if it were her/his own, is warm and has unconditional positive regard, i.e. total acceptance of the client as s/he is. Empathy sets up an emotional resonance between the therapist and the client.

Gestalt therapy:
The German word gestalt means ‘whole’. This therapy was given by Frederick (Fritz) Peris together with his wife Laura Peris. The goal of gestalt therapy is to increase an individual’s self-awareness and self-acceptance. The client is taught to recognise the bodily processes and die emotions that are being blocked out from awareness. The therapist does this by encouraging the client to act out fantasies about feelings and conflicts. This therapy can also be used in group settings.

Question 6.
What are the factors that contribute to healing in psychotherapy? Enumerate some of the alternative therapies.
Answer:
Factors Contributing to Healing in Psychotherapy are:

A major factor in healing is the techniques adopted by the therapist and the implementation of the same with the patient/client. If the behavioural system and the CBT school are adopted to heal an anxious client, the relaxation procedures and the cognitive restructuring largely contribute to the healing.

The therapeutic alliance, which is formed between the therapist and the patient/ client, has healing properties, because of the regular availability of the therapist and the warmth and empathy provided by the therapist.

At the outset of therapy, while the patient/client is being interviewed in the initial sessions to understand the nature of the problem, s/he unburdens the emotional problems being faced. This process of emotional unburdening is known as catharsis and it has healing properties.

There are several non-specific factors associated with psychotherapy. Some of these factors are attributed to the patient/client and some to the therapist. These factors are called non-specific because they occur across different systems of psychotherapy and across .different clients/patients and different therapists. Non-specific factors attributable to the client/patient are the motivation for change, the expectation of improvement due to the treatment, etc.

These are called patient variables. Non-specific factors attributable to the therapist are positive nature, absence of unresolved emotional conflicts, presence of good mental health, etc. These are called therapist variables. Some of the alternative therapies are Yoga, meditation, acupuncture, herbal remedies etc.

Question 7.
What are the techniques used in the rehabilitation of the mentally ill?
Answer:
The treatment of psychological disorders has two components, i.e. reduction of symptoms, and improving the level of functioning or quality of life. In the case of milder disorders such as generalised anxiety, reactive depression or phobia, reduction of symptoms is associated with an improvement in the quality of life. However, in the case of severe mental disorders such as schizophrenia, reduction of symptoms may not be associated with an improvement in the quality of life.

Many patients suffer from negative symptoms such as disinterest and lack of motivation to do work or interact with people. The aim of rehabilitation is to empower the patient to become a productive member of society to the extent possible. In rehabilitation, the patients are given occupational therapy, social skills training, and vocational therapy. In occupational therapy, the patients are taught skills such as candle making, paper bag making and weaving to help them to form a work discipline.

Social skills. training helps the patients to develop interpersonal skills through role play, imitation and instruction. The objective is to teach the patient to function in a Social group. Cognitive retraining is given to improve the basic cognitive functions of attention, memory and executive functions. After the patient improves sufficiently, vocational training is given wherein the patient is helped to gain the skills necessary to undertake productive employment.

Question 8.
How would a social learning theorist account for a phobic fear of lizards/ cockroaches? How would a psychoanalyst account for the same phobia?
Answer:
Systematic desensitisation is a technique introduced by Wolpe for treating phobias or irrational fears. The client is interviewed to elicit fear-provoking situations and together with the client, the therapist prepares a hierarchy of anxiety-provoking stimuli with the least anxiety-provoking stimuli at the bottom of the hierarchy. The therapist relaxes the client and asks the client to think about the least anxiety-provoking situation.

The client is asked to stop thinking of the fearful situation if the slightest tension is felt. Over sessions, the client is able to imagine more severe fear-provoking situations while maintaining relaxation. The client gets systematically desensitised to the fear.

Question 9.
Should Electroconvulsive Therapy (ECT) be used in the treatment of mental disorders?
Answer:
Yes, Electro-convulsive Therapy (ECT) can be used in the treatment of mental disorders. Electroconvulsive Therapy (ECT) is another form of biomedical therapy. Mild electric shock is given via electrodes to the brain of the patient to induce convulsions. The shock is given by the psychiatrist only when it is necessary for the improvement of the patient. ECT is not a routine treatment and is given only when drugs are not effective in controlling, the symptoms of the patient.

Question 10.
What kind of problems is cognitive behaviour therapy best suited for?
Answer:
Cognitive behaviour treatment best suited for a wide range of psychological disorders such as anxiety, depression, panic attacks, borderline personality, etc. adopts a bio-CBT psychosocial approach to the delineation of psychopathology. It combines cognitive therapy with behavioural techniques.

Question 11.
What is the nature and process of therapeutic approaches?
Answer:
Psychotherapy is a voluntary relationship between the one seeking treatment or the client and the one who treats the therapist. The purpose of the relationship is to help the client to solve the psychological problems faces by her or him. The relationship is conducive to building the trust of the client so that problems may be freely discussed.

Psychotherapies aim at changing maladaptive behaviours, decreasing the sense of personal distress and helping the client to adapt better to her/his environment. The inadequate marital, occupational and social adjustment also requires that major changes be made in an individual’s personal environment. All psychotherapeutic approaches have the following characteristics:

• there is the systematic application of principles underlying the different theories of therapy.
• persons who have received practical training under expert supervision can practice psychotherapy and not everybody. An untrained person may unintentionally cause more harm than good.
• the therapeutic situation involves a therapist and a client who seeks and receives help for her/his emotional problems (this person is the focus of attention in the therapeutic process).
• the interaction of these two persons — the therapist and the client— results in the consolidation/formation of the therapeutic relationship. This is a confidential, interpersonal and dynamic relationship.

This human relationship is central to any sort of psychological therapy and is the vehicle for change. All psychotherapies aim at a few or all of the following goals :

• Reinforcing the client’s resolve for betterment.
• Lessening emotional pressure.
• Unfolding the potential for positive growth.
• Modifying habits.
• Changing thinking patterns
• Increasing self-awareness.
• Improving interpersonal relations and communication.
• Facilitating decision-making.
• Becoming aware of one’s choices in life.
• Relating to one’s social environment in a more creative and self-aware manner.

Question 12.
What is the relationship between the client and therapist?
Answer:
Therapeutic Relationship :
The special relationship between the client and the therapist is known as the therapeutic relationship or alliance. It is neither a passing acquaintance nor a permanent and lasting relationship. There are two major components of a therapeutic alliance. The first component is the contractual nature Of the relationship in which two willing individuals, the client and the therapist, enter into a partnership which aims at helping the client overcome her/his problems.

The second component of the therapeutic alliance is the limited duration of the therapy. This alliance lasts until the client becomes able to deal with her/his problems and take control of her/ his life. This relationship has several unique properties. It is a trusting and confiding relationship. The high level of trust enables the client to unburden herself/himself to the therapist and confide her/his psychological and personal problems to the latter.

The therapist encourages this by being accepting, empathic, genuine and warm to the client. The therapist conveys by her/his words and behaviours that s/he is not judging the client and will continue to show the same positive feelings towards the client even if the client is rude or confides in all the ‘wrong’ things that s/he may have done or thought about. This is the unconditional positive regard that the therapist has for the client. The therapist has empathy for the client.

Empathy:
Empathy is different from sympathy and intellectual understanding of another person’s situation. Iii sympathy, one has compassion and pity towards, the .suffering of another but is not able to feel like the other person. Intellectual understanding is cold in the sense that the person is unable to feel like the other person and does not feel sympathy either. On the other hand, empathy is present when one is able to understand the plight of another person and feel like the other person.

It means understanding things from the other person’s perspective, i.e. putting oneself in the other person’s shoes. Empathy enriches the therapeutic relationship and transforms it into a healing relationship. The therapeutic alliance also requires that the therapist must keep strict confidentiality of the experiences, events, feelings or thoughts disclosed by the client. The therapist must not exploit the trust and confidence of the client in any way. Finally, it is a professional relationship and must remain so.

Question 13.
Write the types of therapies.
Answer:
Though all psychotherapies aim at removing human distress and fostering effective behaviour, they differ greatly in concepts, methods, and techniques. Psychotherapies may be classified into three broad groups, viz. the psychodynamic, behaviour sad existential psychotherapies. In terms of chronological order, psychodynamic therapy emerged first followed by behaviour therapy while existential therapies which are also called the third force, emerged last. The classification of psychotherapies is based on the following parameters:

What is the cause, which has led to the problem?
Psychodynamic therapy is of the view that intrapsychic conflicts, i.e. the conflicts that are present within the psyche of the person, are the source of psychological problems. According to behaviour therapies, psychological problems arise due to faulty learning of behaviours and cognitions. Existential therapies postulate that questions about the meaning of one’s life and existence are the cause of psychological problems.

How did the cause come into existence?
In psychodynamic therapy, unfulfilled desires of childhood and unresolved childhood fears lead to intrapsychic conflicts. Behaviour therapy postulates that faulty conditioning patterns, faulty learning, and faulty thinking and beliefs lead to maladaptive behaviours that, in turn, lead to psychological problems. Existential therapy places importance on the present. It is the current feelings of loneliness, alienation, a sense of the futility of one’s existence, etc., which cause psychological problems.

What is the chief method of treatment?
Psychodynamic therapy uses the methods of free association and reporting of dreams to elicit the thoughts and feelings of the client. This material is interpreted to the client to help her/him to confront and resolve the conflicts and thus overcome problems. Behaviour therapy identifies faulty conditioning patterns and sets up alternate behavioural contingencies to improve behaviour.

The cognitive methods employed in this type of therapy challenge the faulty thinking patterns of the client to help her/him overcome psychological distress. Existential therapy provides a therapeutic environment which is positive, accepting and non-judgmental. The client is able to talk about the problems and the therapist acts as a facilitator. The client arrives at the solutions through a process of personal growth.

What is the nature of the therapeutic relationship between the client and the therapist?
Psychodynamic therapy assumes that the therapist understands the client’s intrapsychic conflicts better than the client and hence it is the therapist who interprets the. thoughts and feelings of the client to her/him so that s/he gains an understanding of the same. Behaviour therapy assumes that the therapist is able to discern the faulty behaviour and thought patterns of the client.

It further assumes that the therapist is capable of finding out the correct behaviour and thought patterns, which would be adaptive for the client. Both psychodynamic and behaviour therapies assume that the therapist is capable of arriving at solutions to the client’s problems. In contrast to these therapies, existential therapies emphasise that the therapist merely provides a warm, empathic relationship in . which the client feels secure to explore the nature and causes of her/his problems by herself/ himself.

What is the chief benefit to the client?
Psychodynamic therapy values emotional insight as the important benefit that the client derives from the treatment. Emotional insight is present when the client understands her/his conflicts intellectually; is able to accept the same emotionally and is able to change her/his emotions towards the conflicts. The client’s symptoms and distresses reduce as a consequence of this emotional insight.

Behaviour therapy considers changing faulty behaviour and thought patterns to adaptive ones as the chief benefit of the treatment. Instituting adaptive or healthy behaviour and thought patterns ensures the reduction of distress and the removal of symptoms. Humanistic therapy values personal growth as the chief benefit. Personal growth is the process of gaining an increasing understanding of oneself and one’s aspirations, emotions and motives.

What is the duration of treatment?
The duration of classical psychoanalysis may continue for several years. However, several recent versions of psychodynamic therapies are completed in 10-15 sessions. Behaviour and cognitive behaviour therapies as well as existential therapies are shorter and are completed in a few months. Thus, different types of psychotherapies differ on multiple parameters.

However, they all share the common method of providing treatment for psychological distress’ through psychological means. The therapist, the therapeutic relationship, and the process of therapy become the agents of change in the client leading to the alleviation of psychological distress. The process of psychotherapy begins by formulating the client’s problem.

Odisha State Board CHSE Odisha Class 12 Psychology Solutions Unit 4 Long Answer Questions Part-2.

CHSE Odisha 12th Class Psychology Unit 4 Long Answer Questions Part-2

Long Questions With Answers

Question 1.
Write the classification of biological disorders.
Answer:
In order to understand psychological disorders, we need to begin by classifying them. A classification of such disorders consists of a list of categories of specific psychological disorders grouped into various classes on the basis of some shared characteristics. Classifications are useful because they enable users like psychologists, psychiatrists and social workers to communicate with each other about the disorder and help in understanding the causes of psychological disorders and the processes involved in their development and maintenance.

The American Psychiatric Association (APA) has published an official manual describing and classifying various kinds of psychological disorders. The current version of it, the Diagnostic and Statistical Manual of Mental Disorders, IV Edition (DSM-IV), evaluates the patient on five axes or dimensions rather than just one broad aspect of ‘mental disorder’. These dimensions relate to biological, psychological, social and other aspects.

The classification scheme officially used in India and elsewhere is the tenth revision of the International Classification of Diseases (ICD-10), which is known as the ICD-10 Classification of Behavioural and Mental Disorders. It was prepared by the World Health Organisation (WHO). For each disorder, a description of the main clinical features or symptoms and of other associated features including diagnostic guidelines is provided in this scheme.

Question 2.
What are the approaches to understanding abnormal behaviour?
Answer:
In order to understand something as complex as abnormal behaviour, psychologists use different approaches. Each approach in use today emphasises a different aspect of human behaviour and explains and treats abnormality in line with that aspect. These approaches also emphasise the role of different factors such as biological, psychological and interpersonal and socio-cultUral factors.

We will examine some of the approaches which are currently being used to explain abnormal behaviour. Biological factors influence all aspects of our behaviour. A wide range of biological factors such as faulty genes, endocrine imbalances, malnutrition, injuries and other conditions may interfere with the normal development and functioning of the human body. These factors may be potential causes of abnormal behaviour. We have already come across the biological model.

According to this model, abnormal behaviour has a biochemical or physiological basis. Biological researchers have found that psychological disorders are often related to problems in the transmission of messages from one neuron to another. You have studied in Class XI, that a tiny space called a synapse separates one neuron from the next and the message must move across that space.

When an electrical impulse reaches a neuron’s ending, the nerve ending is stimulated to release a chemical, called a neurotransmitter. Studies indicate that abnormal activity by certain neurotransmitters can lead to specific psychological disorders. Anxiety disorders have been linked to low activity of the neurotransmitter gamma-aminobutyric acid (GABA) schizophrenia to the excess activity of dopamine, and depression to low activity of serotonin.

Genetic factors have been linked to mood disorders, schizophrenia, mental retardation and other psychological disorders. Researchers have not, however, been able to identify the specific genes that are the culprits. It appears that in most cases, no single gene is responsible for a particular behaviour or a psychological disorder. In fact, many genes combine to help bring about our various behaviours and emotional reactions, both functional and dysfunctional.

Although there is sound evidence to believe that genetic/ biochemical factors are involved in mental disorders as diverse as schizophrenia, depression, anxiety, etc. and biology alone cannot account for most mental disorders. There are several psychological models which provide a psychological explanation of mental disorders. These models maintain that psychological and interpersonal factors have a significant role to play in abnormal behaviour.

These factors include maternal deprivation (separation from the mother, or lack of warmth and stimulation during early years of life), faulty parent-child relationships (rejection, overprotection, over permissiveness, faulty discipline, etc.), maladaptive family structures (inadequate or disturbed family) and severe stress. The psychological models include the psychodynamic, behavioural, cognitive and humanistic-existential models.

The psychodynamic model is the oldest and most famous of the modern psychological models. You have already read about this model in Chapter 2 on Self and Personality. Psychodynamic theorists believe that behaviour, whether normal or abnormal, is determined by psychological forces within the person of which s/he is not consciously aware. These internal forces are considered dynamic, i.e. they interact with one another and their interaction gives shape to behaviour, thoughts and emotions.

Abnormal symptoms are viewed as the result of conflicts between these forces. This model was first formulated by Freud who believed that three central forces shape personality — instinctual needs, drives and impulses (id), rational thinking (ego), and moral standards (superego). Freud stated that abnormal behaviour is a symbolic expression of unconscious mental conflicts that can be generally traced to early childhood or infancy.

Another model that emphasises the role of psychological factors is the behavioural model. This model states that both normal and abnormal behaviours are learned and psychological disorders are the result of learning maladaptive ways of behaving. The model concentrates on behaviours that are learned through conditioning and propose that what has been learned can be unlearned.

Learning can take place by classical conditioning (temporal association in which two events repeatedly occur close together in time), operant conditioning (behaviour is followed by a reward), and social learning (learning by imitating others’ behaviour). These three types of conditioning account for behaviour, whether adaptive or maladaptive. Psychological factors are also emphasised by the cognitive model. This model states that abnormal functioning can result from cognitive problems.

People may hold assumptions and attitudes about themselves that are irrational and inaccurate. People may also repeatedly think in illogical ways and makeover generalisations, that is, – they may draw broad, negative conclusions on the basis of a single insignificant event. Another psychological model is the humanistic-existential model which focuses on broader aspects of human existence.

Humanists believe that human beings are born with a natural tendency to be friendly, cooperative and constructive, and are driven to self-actualise, i.e. to fulfil this potential for goodness and growth. Existentialists believe that from birth we have total freedom to give meaning to our existence or to avoid that responsibility. Those who shirk from this responsibility would live empty, inauthentic and dysfunctional lives.

In addition to the biological and psychosocial factors, socio-cultural factors such as war and violence, group prejudice and discrimination, economic and employment problems and rapid social change, put stress on most of us and cafes also lead to psychological problems in some individuals. According to the sociocultural model, abnormal behaviour is best understood in light of the social and cultural forces that influence an individual.

As behaviour is shaped by societal forces, factors such as family structure and communication, social networks, societal conditions and societal labels and roles become more important. It has been found that certain family systems are likely to produce abnormal functioning in individual members. Some families have an enmeshed structure in which the members are over involved in each other’s activities, thoughts and feelings.

Children from this kind of family may have difficulty in becoming independent in life. The broader social networks in which people operate include their social and professional relationships. Studies have shown that people who are isolated and lack social support, i.e. strong and fulfilling interpersonal relationships in their lives are likely to become more depressed and remain depressed longer than those who have good friendships.

Socio-cultural theorists also believe that abnormal functioning is influenced by the societal labels and roles assigned to troubled people. When people break the norms of their society, they are called deviant and ‘mentally ill’. Such labels tend to stick so that the person may be viewed as ‘crazy’ and encouraged to act sick. The person gradually learns to accept and play the sick role, and functions in a disturbed manner.

In addition to these models, one of the most widely accepted explanations of abnormal behaviour has been provided by the diathesis-stress model. This model states that psychological disorders develop when a diathesis (biological predisposition to the disorder) is set off a stressful situation. This model has three components. The first is the diathesis or the presence of some biological aberration which may be inherited.

The second component is that the diathesis may carry a vulnerability to developing a psychological disorder. This means that the person is ‘at risk’ or ‘predisposed’ to develop the disorder. The third component is the presence of pathogenic stressors, i.e. factors/stressors that may lead to psychopathology. If such “at risk” persons are exposed to these stressors, their predisposition may actually evolve into a disorder. This model has been applied to several disorders including anxiety, depression, and schizophrenia.

Question 3.
What are the major psychological disorders?
Answer:
Anxiety Disorders:
One day while driving home, Deb felt his heart beating rapidly, he started sweating profusely and even felt short of breath. He was so scared that he stopped the car and stepped out. In the next few months, these attacks increased and now he was hesitant to drive for fear of being caught in traffic during an attack. Deb started feeling that he had gone crazy and would die. Soon he remained indoors and refused to move out of the house.

We experience anxiety when we are waiting to take an examination or visit a dentist, or even give a solo performance. This is normal and expected and even motivates us to do our tasks well. On the other hand, high levels of anxiety that are distressing and interfere with effective functioning indicate the presence of an anxiety disorder— the most common category of psychological disorders. Everyone has worries and fears.

The term anxiety is usually defined as a diffuse, vague, very unpleasant feeling of fear and apprehension. The anxious individual also shows combinations of the following symptoms: rapid heart rate, shortness of breath, diarrhoea, loss of appetite, fainting, dizziness, sweating, sleeplessness, frequent urination and tremors. There are many types of anxiety disorders (see Table 4.2).

They include generalised anxiety disorder, which consists of prolonged, vague, unexplained and intense fears that are not attached to any particular object. The symptoms include worry and apprehensive feelings about the future; hypervigilance, which involves constantly scanning the environment for dangers. It is marked by motor tension, as a result of which the person is unable to relax, is restless and visibly shaky and tense.

Another type of anxiety disorder is panic disorder, which consists of recurrent anxiety attacks in which the person experiences intense terror. A panic attack denotes an abrupt surge of intense anxiety rising to a peak when thoughts of particular stimuli are present. Such thoughts occur in an unpredictable manner. The clinical features include shortness of breath, dizziness, trembling, palpitations, choking, nausea, chest pain or discomfort, fear of going crazy, losing control or dying.

You might have met of heard of someone who was afraid to travel in a lift or climb to the tenth floor of a building or refused to enter a room if s/he saw a lizard. You may have also felt it yourself or seen a friend unable to speak a word of a well-memorised and rehearsed speech before an audience. These kinds of fears are termed as phobias. People who have phobias have irrational fears related to specific objects, people, or situations. Phobias often develop gradually or begin with a generalised anxiety disorder. Phobias can be grouped into three main types, i.e. specific phobias, social phobias and agoraphobia.

Specific phobias:
Specific phobias are the most commonly occurring type of phobia. This group includes irrational fears such as intense fear of a certain type of animal, or of being in an enclosed space. Intense and incapacitating fear and embarrassment when dealing with others characterises social phobias.

Agoraphobia:
Agoraphobia is the term used when people develop a fear of entering unfamiliar situations. Many agoraphobics are afraid of leaving their homes. So their ability to carry out normal life activities is severely limited. Have you ever noticed someone washing their hands every time they touch something, or washing even things like coins, or stepping only within the patterns on the floor or road while walking.

People affected by the obsessive-compulsive disorder are unable to control their preoccupation with specific ideas or are unable to prevent themselves from repeatedly carrying out a particular act or series of acts that affect their ability to carry out normal activities.

Obsessive behaviour:
Obsessive behaviour is the inability to stop thinking about a particular idea or topic. The person involved/often finds these thoughts to be unpleasant and shameful.

Compulsive behaviour:
Compulsive behaviour is the need to perform certain behaviours over and over again. Many compulsions deal with counting, ordering, checking, touching and washing. Very often people who have been caught in a natural disaster (such as a tsunami) or have been victims of bomb blasts by terrorists, or been in a serious accident or in a war-related situation, experience posttraumatic stress disorder (PTSD). PTSD symptoms vary widely but may include recurrent dreams, flashbacks, impaired concentration and emotional numbing.

Somatoform Disorders:
These are conditions in which there are physical symptoms in the absence of physical disease. In somatoform disorders, the individual has psychological difficulties and complains of physical symptoms, for which there is no biological cause. Somatoform disorders include pain disorders, somatisation disorders, conversion disorders, and hypochondriasis.

Pain disorders:
Pain disorders involve reports of extreme and incapacitating pain, either without any identifiable biological symptoms or greatly in excess of what might be expected to accompany biological symptoms. How people interpret pain influences their overall adjustment. Some pain sufferers can learn to use active coping, i.e. remaining active and ignoring the pain. Others engage in passive coping, which leads to reduced activity and social withdrawal.

Patients with somatisation disorders have multiple recurrent or chronic bodily complaints. These complaints are likely to be presented in a dramatic and exaggerated way. Common complaints are headaches, fatigue, heart palpitations, fainting spells, vomiting, and allergies. Patients with this disorder believe that they are sick, provide long and detailed histories of their illness and take large quantities of medicine.

The symptoms of conversion disorders are the reported loss of part or all of some basic body functions. Paralysis, blindness, deafness and difficulty in walking are generally among the symptoms reported. These symptoms often occur after a stressful experience and may be quite sudden.

Hypochondriasis:
Hypochondriasis is diagnosed if a person has a persistent belief that s/he has a serious illness, despite medical reassurance, lack of physical findings, and failure to develop the disease. Hypochondriacs have an obsessive preoccupation and concern with the condition of their bodily organs, and they continually worry about, their health.

Question 4.
Write the major anxiety disorders.
Answer:
Generalised Anxiety Disorder:
prolonged, vague, unexplained and intense fears that have no object, accompanied by hypervigilance and motor tension.

Panic Disorder:
frequent anxiety attacks characterised by feelings of intense terror arid dread; unpredictable ‘panic attacks’ along with physiological symptoms like breathlessness, palpitations, trembling, dizziness, and a sense of losing control or even dying.

Phobias :
irrational fears related to specific objects, interactions with others, and unfamiliar situations.

Obsessive-compulsive Disorder :
being preoccupied with certain thoughts that are viewed by the person to be embarrassing or shameful, and being unable to check the impulse to repeatedly carry out certain acts like checking, washing, counting, etc.

Post-traumatic Stress Disorder (PTSD) :
recurrent dreams, flashbacks, impaired concentration and emotional numbing followed by a traumatic or stressful event like a natural disaster, serious accident, etc.

Question 5.
What is dissociative disorders?
Answer:
Dissociative Disorders: Dissociation can be viewed as a severance of the connections between ideas and emotions. Dissociation involves feelings of unreality, estrangement, depersonalisation, and sometimes a loss or shift of identity. Sudden temporary alterations of consciousness that blot out painful experiences are a defining characteristic of dissociative disorders.

Four conditions are included in this group: dissociative amnesia, dissociative fugue, dissociative identity disorder, and depersonalisation. Salient features of somatoform and dissociative disorders are given.

Salient Features of Somatoform and Dissociative Disorders
Dissociative Disorders

Dissociative amnesia:
The person is unable to recall important, personal information often related to a stressful and traumatic report. The extent of forgetting is beyond normal.

Dissociative fugue:
The person suffers from a rare disorder that combines amnesia with travelling away from a stressful environment.

Dissociative identity (multiple personalities) :
The person exhibits two or more separate and contrasting personalities associated with a history of physical abuse.

Somatoform Disorders
Hypochondriasis:
A person interprets insignificant symptoms as signs of a serious illness despite repeated medical evaluations that point to no pathology disease.

Somatisation :
A person exhibits vague and recurring physical/bodily symptoms such as pain, acidity, etc., without any organic cause.

Conversion :
The person suffers from a loss or impairment of motor or sensory function (e.g., paralysis, blindness, etc.) that has no physical cause but may be a response to stress and psychological problems.

Dissociative amnesia:
Dissociative amnesia is characterised by extensive but selective memory loss that has no known organic cause (e.g., head injury). Some people cannot remember anything about their past. Others can no longer recall specific events, people, places, Or objects, while their memory for other events remains intact. This disorder is often associated with overwhelming stress.

Dissociative fugue:
Dissociative fugue has, as its essential feature, an unexpected travel away from home and the workplace, the assumption of a new identity, and the inability to recall the previous identity. The fugue usually ends when the person suddenly ‘wakes up’ with no memory of the events that occurred during the fugue.

Dissociative identity disorder:
Dissociative identity disorder often referred to as multiple personalities, is the most dramatic of the dissociative disorders. It is often associated with traumatic experiences in childhood. In this disorder, the person assumes alternate personalities that may or may not be aware of each other.

Depersonalisation:
Depersonalisation involves a dreamlike state in which the person has a sense of being separated both from self and from reality. In depersonalisation, there is a change of self-perception, and the person’s sense of reality is temporarily lost or changed.

Question 6.
What is mood disorders?
Answer:
Mood disorders are characterised by disturbances in mood or prolonged emotional state. The most common mood disorder is depression, which covers a variety of negative moods and behavioural changes. Depression can refer to a symptom Oi a disorder. In day-to-day life, we often use the term depression to refer to normal feelings after a significant loss, such as the break-up of a relationship, or the failure to attain a significant goal. The main types of mood disorders include depressive, manic dead bipolar disorders.

Major depressive disorder:
Major depressive disorder is defined as a period of depressed mood and/or loss of interest or pleasure in most activities, together with other symptoms which may include a change in body weight, constant sleep problems, tiredness, inability to think clearly, agitation, greatly slowed behaviour and thoughts of death and suicide. Other symptoms include excessive guilt or feelings of worthlessness.

Factors Predisposing towards Depression :
Genetic makeup or heredity is an important risk factor for major depression and bipolar disorders. Age is also a risk factor. For instance, women are particularly at risk during young adulthood, while for men the risk is highest in early middle age. Similarly, gender also plays a great role in this differential risk addition. For example, women in comparison to men are more likely to report a depressive disorder.

Other risk factors are experiencing negative life events and a lack of social support. Another less common mood disorder is mania. People suffering from mania become euphoric (‘high’), extremely active, excessively talkative, and easily distractible. Manic episodes rarely appear by themselves; they usually alternate with depression. Such a mood disorder, in which both mania and depression are alternately present, is sometimes interrupted by periods of normal mood.

This is known as a bipolar mood disorder. Bipolar mood disorders were earlier referred to as manic-depressive disorders. Among the mood disorders, the lifetime risk of a suicide attempt is highest in case of bipolar mood disorders. Several risk factors in addition to the mental health status of a person predict the likelihood of suicide. These include age, gender, ethnicity, or race and recent occurrence of serious life events. Teenagers and young adults are as much at high risk for suicide, as those who are over 70 years.

Gender is also an influencing factor, i.e. men have a higher rate of contemplated suicide than women. Other factors that affect suicide rates are cultural attitudes toward suicide. In Japan, for instance, suicide is the culturally appropriate way to deal with feelings of shame and disgrace. Negative expectations, hopelessness, setting unrealistically high standards and being over-critical in self-evaluation are important themes for those who have suicidal, preoccupations.

Suicide can be prevented by being alert to some of the symptoms which include :

• changes in eating and sleeping habits
• withdrawal from friends, family and regular activities
• violent actions, rebellious behaviour, running away
• drug and alcohol abuse.
• marked personality change
• persistent boredom
• difficulty in concentration.
• complaints about physical symptoms, and
• loss of interest in pleasurable activities.
  However, seeking timely help from a professional counsellor/psychologist can help to prevent the likelihood of suicide.

Question 7.
What is Schizophrenic Disorders and state its symptoms?
Answer:
Schizophrenia is the descriptive term for a group of psychotic disorders in which personal, social and occupational functioning deteriorate as a result of disturbed thought processes, strange perceptions, unusual emotional states, and motor abnormalities. It is a debilitating disorder. The social and psychological costs of schizophrenia are tremendous, both to patients as well as to their families and society.

Symptoms of Schizophrenia:
The symptoms of schizophrenia can be grouped into three categories, viz. positive symptoms (i.e. excesses of thought, emotion and behaviour), negative symptoms (i.e. deficits of thought, emotion, and behaviour) and psychomotor symptoms.

Positive symptoms:
Positive symptoms are ‘pathological excesses’ or ‘bizarre addition?’ to a person’s behaviour. Delusions, disorganised thinking and speech, heightened perception and hallucinations, and inappropriate effects are the ones most often found in schizophrenia. Many people with schizophrenia develop delusions. A delusion is a false belief that is firmly held on inadequate grounds. It is not affected by rational argument and has no basis in reality.

Delusions of persecution:
Delusions of persecution are the most common in schizophrenia. People with this delusion believe that they are being plotted against, spied on, slandered, threatened, attacked Or deliberately victimised. People with schizophrenia may also experience delusions of reference in which they attach special and personal meaning to the actions of others or to objects and events.

Delusions of grandeur:
In delusions of grandeur, people believe themselves to be specially empowered persons and in delusions of control, they believe that their feelings, thoughts and actions are controlled by others. People with schizophrenia may not be able to think logically and may speak in peculiar ways. These formal thought disorders can make communication extremely difficult.

These include rapidly shifting from one topic to another so that the normal structure of thinking is muddled and becomes illogical (loosening of associations, derailment), inventing new words or phrases (neologisms), and persistent aid inappropriate repetition of the same thoughts (perseveration). Schizophrenics may have hallucinations, i. e. perceptions that occur in the absence of external stimuli.

Auditory hallucinations:
Auditory hallucinations are most common in schizophrenia. Patients hear sounds or voices that speak words, phrases and sentences directly to the patient (second-person hallucination) or talk to one another referring/to the patient as s/he (third-person hallucination). Hallucinations can also involve the other senses.

These include tactile hallucinations (i.e. forms of tingling, burning), somatic hallucinations (i.e. something happening inside the body such as a snake crawling inside one’s stomach), visual hallucinations (i.e. vague perceptions of colour or distinct visions of people or objects), gustatory hallucinations (i.e. food or drink taste strange), and olfactory hallucinations (i.e. smell of poison or smoke). People with schizophrenia also show inappropriate effects, i.e’. emotions that are unsuited to the situation.

Negative symptoms:
Negative symptoms are ‘pathological deficits’ and include poverty of speech, blunted and flat affect, loss of volition, and social withdrawal. People with schizophrenia show alogia or poverty of speech, i.e. a reduction in speech and speech content, felony people with schizophrenia show less anger, sadness, joy, and other feelings than most people do. Thus they have blunted effect Some show no emotions at all, a condition is known as flat affect. Also, patients with schizophrenia experience avolition or apathy and an inability to start or complete a course of action.

People with this disorder may withdraw socially and become totally focused on their own ideas and fantasies. People with schizophrenia also show psychomotor Symptoms. They move less spontaneously or make odd grimaces and gestures. These symptoms may take extreme forms known as catatonia. People in a catatonic stupor remain motionless and silent for long stretches of time. Some show catatonic rigidity, i.e. maintaining a rigid, upright posture for hours. Others exhibit catatonic posturing, i.e. assuming awkward, bizarre positions for long periods.

Question 8.
Write the: Sub-types of Schizophrenia.
Answer:
According to DSM-IV-TR, the sub-types of schizophrenia and their characteristics are:

• Paranoid type :
  Preoccupation with delusions or auditory hallucinations; no disorganised speech or behaviour or inappropriate affect.
• Disorganised type:
  Disorganised speech and behaviour; inappropriate or flat affect; no catatonic symptoms.
• Catatonic type :
  Extreme motor immobility; excessive motor inactivity; extreme negativism (i.e. resistance to instructions) or mutism (i.e. refusing to speak).
• Undifferentiated type :
  Does not fit any of the sub-types but meets symptom criteria.
• Residua] type:
  Has experienced at least one episode of schizophrenia; no positive symptoms but shows negative symptoms.

Question 9.
What is Behavioural and Developmental Disorders?
Answer:
There are certain disorders that are specific to children and if neglected can lead to serious consequences later in life. Children have less self-understanding and they have not yet developed a stable sense of identity nor do they have an adequate frame of reference regarding reality, possibility and value. As a result, they are unable to cope with stressful events which might be reflected in behavioural and emotional problems.

On the other hand, although their inexperience and lack of self-sufficiency make them easily upset by problems that seem minor to an adult, children typically bounce back more quickly. We will now discuss several disorders of childhood like Attention-deficit Hyperactivity Disorder (ADHD), Conduct Disorder, and Separation Anxiety Disorder. These disorders, if not attended to, can lead to more serious and chronic disorders as the child moves into adulthood.

Classification of children’s disorders has followed a different path than that of adult disorders. Achenbach has identified two factors, i.e. extermination and internalisation, which include the majority of childhood behaviour problems. The externalising disorders, or under-controlled problems, include behaviours that are disruptive and often aggressive and aversive to others in the child’s environment.

Internalising disorders, or overcontrolled problems, are those conditions where the child experiences depression, anxiety, and discomfort that may not be evident to others. There are several disorders in which children display disruptive or externalising behaviours. We will now focus on three prominent disorders, viz. Attention-deficit Hyperactivity Disorder (ADHD), Oppositional Defiant Disorder (ODD), and Conduct Disorder.

The two main features of (ADHD) are inattention and hyperactivity-impulsivity. Children who are inattentive find it difficult to sustain mental effort during work or play. They have a hard time keeping their minds on any one thing or in following instructions. Common complaints are that the child does not listen, cannot concentrate, does not follow instructions, is disorganised, easily distracted, forgetful, does not finish assignments and is quick, to lose interest in boring activities.

Children who are impulsive seem unable to control their immediate reactions or to think before they act. They find it difficult to wait or take turns and have difficulty resisting immediate temptations or delaying gratification. Minor mishaps such as knocking things over are common whereas more serious accidents and injuries can also occur. Hyperactivity also takes many forms. Children with (ADHD) are in constant motion. Sitting still through a lesson is impossible for them.

The child may fidget, squirm, climb and run around the room aimlessly. Parents and teachers describe them as ‘driven by a motor’, always on the go, and talking incessantly. Boys are four times more likely to be given this diagnosis than girls. Children with Oppositional Defiant Disorder (ODD) display age-inappropriate amounts of stubbornness, are irritable, defiant, disobedient, and behave in a hostile manner. Unlike ADHD, the rates of ODD in boys and girls are not very different.

The terms Conduct Disorder and Antisocial Behaviour refer to age-inappropriate actions and attitudes that violate family expectations, societal norms, and the personal or property rights of others. The behaviours typical of conduct disorder include aggressive actions that cause or threaten harm to people or animals, non-aggressive conduct that causes property damage, major deceitfulness or theft, and serious rule violations.

Children show many different types of aggressive behaviour, such as verbal aggression (i.e. name-calling, swearing), physical aggression (i.e. hitting, fighting), hostile aggression (i.e. directed at inflicting injury to others) and proactive aggression (i.e. dominating and bullying others without provocation). Internalising disorders include Separation Anxiety Disorder (SAD) and Depression. Separation anxiety disorder is an internalising disorder unique to children.

Its most prominent symptom is excessive anxiety or even panic experienced by children at being separated from their parents. Children with SAD may have difficulty being in a room by themselves, going to school alone, are fearful of entering hew situations, and cling to and shadow their parents’ every move. To avoid separation, children with SAD may fuss, scream, throw severe tantrums, or make suicidal gestures.

The ways in which children express and experience depression are related to their level of physical, emotional, and cognitive development. An infant may show sadness by being passive and unresponsive; a pre¬schooler may appear withdrawn and inhibited; a school-age child may be argumentative and combative, and a teenager may express feelings of guilt and hopelessness. Children may also have more serious disorders called Pervasive Developmental Disorders.

These disorders are characterised by severe and widespread impairments in social interaction and communication skills, and stereotyped patterns of behaviours, interests and activities. Autistic disorder or autism is one of the most common of these disorders. Children with autistic disorder have marked difficulties in social interaction and communication a restricted range of interests, and a strong desire for routine.

About 70 per cent of children with autism are also mentally retarded. Children with autism experience profound difficulties in relating to other people. They are unable to initiate social behaviour and seem unresponsive to other people’s feelings. They are unable to share experiences or emotions with others. They also show serious abnormalities in communication and language that persist over time.

Many autistic children never develop speech and those who do, have repetitive and deviant speech patterns. Children with autism often show narrow patterns of interest and repetitive behaviours such as lining up objects or stereotyped body movements such as rocking. These motor movements may be self-stimulatory such as hand flapping or self-injurious such as banging their head against the wall.

Question 10.
What is Substance-use Disorders?
Answer:
Addictive behaviour, whether it involves excessive intake of high-calorie food resulting in extreme obesity or involving the abuse of substances such as alcohol or cocaine, is one of the most severe problems being faced by society today. Disorders relating to maladaptive behaviours resulting from regular and consistent use of the substance involved are called substance abuse disorders.

These disorders include problems associated with using and abusing Such drugs as alcohol, cocaine and heroin, which alter the way people think, feel and behave. There are two sub-groups of substance-use disorders, i.e. those related to substance dependence and those related to substance abuse.

Insubstance dependence:
In substance dependence, there is an intense craving for the substance to which the person is addicted, and the person shows tolerance, withdrawal symptoms and compulsive drug-taking. Tolerance means that the person has to use more and more of a substance to get the same effect. Withdrawal refers to physical symptoms that occur when a person stops or cuts down on the use of a psychoactive substance, i.e. a substance that has the ability to change an individual’s consciousness, mood and thinking processes.

Insubstance abuse:
In substance abuse, there are recurrent and significant adverse consequences related to the use of substances. People who regularly ingest drugs damage their family and social relationships, perform poorly at work and create physical hazards. We will now focus on the three most common forms of substance abuse, viz. alcohol abuse and dependence, heroin abuse and dependence and cocaine abuse and dependence.

Alcohol Abuse and Dependence People who abuse alcohol drink large amounts regularly and rely on it to help Heroin Abuse and Dependence Heroin intake significantly interferes with social and occupational functioning. Most abusers further develop a dependence on heroin, revolving their lives around the substance, building up a tolerance for it and experiencing a withdrawal reaction when they stop taking it.

The most direct and stopping it results in feelings of depression, fatigue, sleep problems, irritability and anxiety. Cocaine poses serious dangers. It has dangerous effects on psychological functioning and physical well-being.

Question 11.
Describe the nature and scope of psychotherapy. Highlight the importance of therapeutic relationships in psychotherapy.
Answer:
Nature and scope of psychotherapy: Psychotherapy is a voluntary relationship between the one seeking treatment or the client and the one who treats or the therapist. The purpose of the relationship is to help the client to solve the psychological problems faces by her or him. The relationship is conducive for building the trust of the client so that problems may be freely discussed.

Psychotherapies aim at changing maladaptive behaviours, decreasing the sense of personal distress and helping the client to adapt better to her/his environment. The inadequate marital, occupational and social adjustment also requires that major changes be made in an individual’s personal environment.

AH, psychotherapies aim at a few or all of the following goals :

• Reinforcing the client’s resolve for betterment.
• Lessening emotional pressure.
• Unfolding the potential for positive growth.
• Modifying habits,
• Changing thinking patterns.
• Increasing self-awareness.
• Improving interpersonal relations and communication.
• Facilitating decision-making.
• Becoming aware of one’s choices in life.

Relating to one’s social environment in a more creative and self-aware manner. The special relationship between the client and the therapist is known as the
therapeutic relationship or alliance.

There are two major components of a therapeutic alliance:

• The first component is the contractual nature of the relationship in which two willing individuals, the client and the therapist, enter into a partnership that aims at helping the client overcome her/his problems.
• The second component of the therapeutic alliance is the limited duration of the therapy. This alliance lasts until the client becomes able to deal with her/his problems and take control of her/his life.

This relationship has several unique properties. It is a trusting and confiding relationship. The high level of trust enables the client to unburden herself/himself to the therapist and confide her/his psychological and personal problems to the latter. The therapist encourages this by being accepting, empathic, genuine, and warm to the client.

The therapist conveys by her/his words and behaviours that she is not judging the client and will continue to show the same positive feelings towards the client even if the client is rude or confides in all the wrong things that she may have done or thought about. The therapeutic alliance also requires that the therapist must keep strict confidentiality of the experiences, events, feelings, or thoughts disclosed by the client. The therapist must not exploit the trust and confidence of the Client in any way.

Odisha State Board CHSE Odisha Class 12 Psychology Solutions Unit 4 Long Answer Questions Part-1.

CHSE Odisha 12th Class Psychology Unit 4 Long Answer Questions Part-1

Long Questions With Answers

Question 1.
Identify the symptoms associated with depression and mania.
Answer:
Symptoms associated with depression change in body weight, constant sleep problems, tiredness, inability to think clearly, agitation, greatly slowed behaviour, and thoughts of death and suicide. Other symptoms include excessive guilt or feelings of worthlessness. Symptoms associated with mania are people become euphoric (‘high’), extremely active, excessively talkative and easily distractible.

Question 2.
Describe the characteristics of hyperactive children.
Answer:
Hyperactive children are suffering from Attention-deficit Hyperactivity Disorder (ADHD) which can lead to more serious and chronic disorders as the child moves into adulthood if not attended. Children display disruptive or externalising behaviours. The two main features of ADHD are inattention and hyperactivity-impulsivity. Children who are inattentive find it difficult to sustain mental effort during work or play.

They have a hard time keeping their minds on any one thing or following instructions. Common complaints are that the child does not listen, cannot concentrate, does not follow instructions, is disorganised, easily distracted, forgetful, does not finish assignments and is quick to lose interest in boring activities. Children who are impulsive seem unable to control their immediate reactions or to think before they act. They find it difficult to wait or take turns, and have difficulty resisting immediate temptations or delaying gratification.

Minor mishaps such as knocking things over are common whereas more serious accidents and injuries can also occur. Hyperactivity also takes many forms. Children with ADHD are in constant motion. Sitting still through a lesson is impossible for them. The child may fidget, squirm, climb and run around the room aimlessly. Parents and teachers describe them as ‘driven by a motor’, always on the go and talk incessantly. Boys are four times more likely to be given this diagnosis than girls.

Question 3.
What do you understand by substance abuse and dependence?
Answer:
In substance abuse, there are recurrent and significant adverse consequences related to the use of substances. People who regularly ingest drugs damage their family and social relationships, perform poorly at work, and create physical hazards. In substance dependence, there is an intense craving for the substance to which the person is addicted, and the person shows tolerance, withdrawal symptoms and compulsive drug-taking.

Tolerance means that the person has to use more and more of a substance to get the same effect. Withdrawal refers to physical symptoms that occur when a person stops or cuts down bn the use of a psychoactive substance, i.e. a substance that has the ability to change an individual’s consciousness, mood and thinking processes.

Question 4.
Can a distorted body image lead to eating disorders? Classify the various forms of it.
Answer:
Yes, distorted body image can lead to eating disorders. The various forms of eating disorders are anorexia nervosa, bulimia nervosa, and binge eating.
Anorexia nervosa:
In this eating disorder, the individual has a distorted body image that leads her/him to see herself/himself as overweight. Often refusing to’ eat, exercising compulsively and developing unusual habits such as refusing to eat in front of others, the anorexic may lose large amounts of weight and even starve herself/himself to death.

Bulimia nervosa:
In this disorder, the individual may eat excessive amounts of food, then purge her/his body of food by using medicines such as laxatives or diuretics or by vomiting. The person often feels disgusted and ashamed when s/he binges and is relieved of tension and negative emotions after purging.

Binge eating:
In this disorder, there are frequent episodes of out-of-control eating.

Question 5.
“Physicians make diagnosis looking at a person’s physical symptoms”. How are psychological disorders diagnosed?
Answer:
Psychological disorders can be diagnosed by observations, interviews, counselling etc. In ancient days, abnormal behaviour can be explained by the operation of supernatural and magical forces such as evil spirits (bhoot-pret) or the devil (shaitan). In many Societies, the shaman, or medicine man (Ojha) is a person who is believed to have contact with supernatural forces and is the medium through which spirits communicate with human beings.

Through the shaman, an afflicted person can learn which spirits are responsible for her/his problems and what needs to be done to appease them. A recurring theme in the history of abnormal psychology is the belief that individuals behave strangely because their bodies and their brains are not working properly. This is the biological or organic approach. In the modem era, there is evidence that body and brain processes have been linked to many types of maladaptive behaviour. For certain types of disorders, correcting these defective biological processes results in improved functioning. Another approach is the psychological approach.

According to this point of view, psychological problems are caused by inadequacies in the way an individual thinks, feels, or perceives the world. The American Psychiatric Association (APA) has published an official manual describing and classifying various kinds of psychological disorders. The current version of it, the Diagnostic and Statistical Manual of Mental Disorders, TV Edition (DSM-IV), evaluates the patient on five axes or dimensions rather than just one broad aspect of ‘mental disorder’.

These dimensions relate to biological, psychological, social and other aspects. The classification scheme officially used in India and elsewhere is the tenth revision of the International Classification of Diseases (ICD-10), which is known as the ICD-10 Classification of Behavioural and Mental Disorders. It was prepared by the World Health Organisation (WHO). For each disorder, a description of the main clinical features or symptoms, and of other associated features including diagnostic guidelines is provided in this scheme.

Question 6.
Distinguish between obsessions and compulsions.
Answer:
Obsessions is the inability to stop thinking about a particular idea or topic. The person involved, often finds these thoughts to be unpleasant and shameful while Compulsions is the need to perform certain behaviours Over and over again. Many compulsions deal with counting, ordering, checking, touching and washing.

Question 7.
Can a long-standing pattern of deviant behaviour be considered abnormal? Elaborate.
Answer:
The first approach views abnormal behaviour as a deviation from social norms. Many psychologists have stated that ‘abnormal’ is simply a label that is given to a behaviour which is deviant from social expectations. Abnormal behaviour, thoughts and emotions are those that differ markedly from a society’s ideas of proper functioning. Each society has norms, which are stated or unstated rules for proper conduct.

Behaviours, thoughts and emotions that break societal norms are called abnormal. A society’s norms grow from its particular cultural history, values, institutions, habits, skills, technology and arts. Thus, a society whose culture values competition and assertiveness may accept aggressive behaviour, whereas one that emphasises cooperation and family values (such as in India) may consider aggressive behaviour as unacceptable Or even abnormal.

A society’s values may change over time, causing its views of what is psychologically abnormal to change as well. Serious questions have been raised about this definition. It is based on the assumption that socially accepted behaviour is not abnormal, and that normality is nothing more than conformity to social norms. The second approach views abnormal behaviour as maladaptive.

Many psychologists believe that the best criterion for determining the normality of behaviour is not whether society accepts it but whether it fosters the well-being of the individual and eventually of the group to which s/he belongs. Well-being is not simply maintenance and survival but also includes growth and fulfilment, i.e. the actualisation of potential, which you must have studied in Maslow’s need hierarchy theory.

According to this criterion, conforming behaviour can be seen as abnormal if it is maladaptive, i.e. if it interferes with optimal functioning and growth. For example, a student in the class prefers to remain silent even when s/he has questions in her/his mind. Describing behaviour as maladaptive implies that a problem exists; it also suggests that vulnerability in the individual, inability to cope, or exceptional stress in the environment have led to problems in life.

Question 8.
While speaking in public the patient changes topics frequently, is this a positive or a negative symptom of schizophrenia? Describe the other symptoms and sub-types of schizophrenia.
Answer:
Positive symptoms:
These are ‘pathological excesses’ or ‘bizarre additions’ to a person’s behaviour. Delusions, disorganised thinking and speech, heightened perception and hallucinations, and inappropriate effects are the ones most often found in schizophrenia.

Negative symptoms:
These are ‘pathological deficits’ and include poverty of speech, blunted and flat affect, loss of volition, and social withdrawal. People with schizophrenia show alogia or poverty of speech, i.e. a reduction in speech and speech content. Many people with schizophrenia show less anger, sadness, joy and other feelings than most people do. Thus they have blunted effect.

Some show no emotions at all, a condition is known as flat affect. Also patients with schizophrenia experience avolition, apathy and an inability to start or complete a course of action. People with this disorder may withdraw socially and become totally focused on their own ideas and fantasies.

Sub-types of Schizophrenia: According to DSM-IV-TR, the sub-types of schizophrenia and their characteristics are:

Paranoid type:
Preoccupation with delusions or auditory hallucinations; no disorganised speech or behaviour or inappropriate affect.

Disorganised type:
Disorganised speech and behaviour; inappropriate or flat affect; no catatonic symptoms.

Catatonic type:
Extreme motor immobility; excessive motor inactivity; extreme negativism (i.e. resistance to instructions) or mutism (i.e. refusing to speak).

Undifferentiated type:
Does not fit any of the sub-types but meets symptom criteria.

Residual type:
Has experienced at least one episode of schizophrenia; no positive symptoms but shows negative symptoms.

Question 9.
What do you understand by the term ‘dissociation’? Discuss its various forms.
Answer:
Dissociation can be viewed as a severance of the connections between ideas and emotions. Dissociation involves feelings of unreality, estrangement, depersonalisation, and sometimes a loss or shift of identity. Sudden temporary alterations of consciousness that blot out painful experiences are a defining characteristic of dissociative disorders. Four conditions are included in this group: dissociative amnesia, dissociative fugue, dissociative identity disorder, and depersonalisation.

Various forms of dissociation are as follows:

Dissociative amnesia:
It is characterised by extensive but selective memory loss that has no known organic cause (e.g. head injury). Some people cannot remember anything about their past. Others can no longer recall specific events, people, places, or objects, while their memory for other events remains intact. This disorder is often associated with overwhelming stress.

Dissociative fugue:
It has, as its essential feature, an unexpected travel away from home and workplace, the assumption of a new identity, and the inability to recall the previous identity. The fugue usually ends when the person suddenly ‘wakes up’ with no memory of the events that occurred during the fugue.

Dissociative identity disorder:
It is often referred to as multiple personalities, is the most dramatic of the dissociative disorders. It is often associated with traumatic experiences in childhood. In this disorder, the person assumes alternate personalities that may or may not be aware of each other.

Depersonalisation:
It involves a dreamlike state in which the person His a sense of being separated both from self and from reality. In depersonalisation, there is a change of self-perception, and the person’s sense of reality is temporarily lost or changed.

Question 10.
What are phobias? If someone had an intense fear of snakes, could this simple phobia be a result of faulty learning? Analyse how this phobia could have developed.
Answer:
Phobias are irrational fears related to specific objects, interactions with others, and unfamiliar situations. If someone had an intense fear of snakes, this simple phobia cannot be a result of faulty learning. It is a. specific phobia which is most common. This group includes irrational fears such as intense fear of a certain type of animal, or of being in an enclosed space. This phobia often develops gradually or begins with generalised anxiety disorders.

Question 11.
Anxiety has been called the “butterflies in the stomach feeling”. At what stage does anxiety become a disorder? Discuss its types.
Answer:
Everyone has worries and fears. The term anxiety is usually defined as a diffuse, vague, very unpleasant feeling of fear and apprehension. The anxious individual also shows combinations of the following symptoms: rapid heart rate, shortness of breath, diarrhoea, loss of appetite, fainting, dizziness, sweating, sleeplessness, frequent urination and tremors.

Different types of anxiety disorders and their symptoms are as follows:

Generalised anxiety disorder:
This disorder consists of prolonged, vague, unexplained and intense fears that are not attached to any particular object. The symptoms include worry and apprehensive feelings about the future; hypervigilance, which involves constantly scanning the environment for dangers.

Panic disorder:
This disorder consists of recurrent anxiety attacks in which the person experiences intense terror. The clinical symptoms include shortness of breath, dizziness, trembling, palpitations, choking, nausea, chest pain or discomfort, fear of going crazy, losing control or dying.

Obsessive-compulsive disorder:
People are unable to control their preoccupation with specific ideas or are unable to prevent themselves from repeatedly carrying out a particular actor series of acts that affect their ability to carry out normal activities. Obsessive behaviour is the inability to stop thinking about a particular idea or topic. The person involved, often finds these thoughts to be unpleasant and shameful. Compulsive behaviour is the need to perform certain behaviours over and over again. Many compulsions deal with counting, ordering, checking, touching and washing.

Phobias:
These are irrational fears related to specific objects, interactions with others, and unfamiliar situations.

Question 12.
What is the concept of abnormality and psychological disorders?
Answer:
Although many definitions of abnormality have been used over the years, none has won universal acceptance. Still, most definitions have certain common features, often called the ‘four Ds’: deviance, distress, dysfunction and danger. That is, psychological disorders are deviant (different, extreme, unusual, even bizarre), distressing (unpleasant and upsetting to the person and to others), dysfunctional (interfering with the person’s ability to carry out daily activities in a constructive You must have come across people who are unhappy, troubled and dissatisfied.

Their minds and hearts are filled with Sorrow, unrest and tension and they feel that they are unable to move ahead in their lives; they feel life is a painful, uphill struggle, sometimes, not worth living. Famous analytical psychologist Carl Jung has quite remarkably said, “How can I be substantial without casting a shadow? I must have a dark side, too, if I am to be whole and by becoming conscious of my shadow, I remember once more that I am a human being like any other”.

At times, some of you may have felt nervous before an important examination, tense and concerned about your future career or anxious when someone close to you was unwell. All of us face major problems at some point in our lives. However, some people have an extreme reaction to the problems and stresses of life. In this chapter, we will try to understand what goes wrong when people develop psychological problems, what are the causes and factors which lead to abnormal behaviour, and the various signs and symptoms associated with different types of psychological disorders.

The study of psychological disorders has intrigued and mystified all cultures for more than 2,500 years. Psychological disorders or mental disorders (as they are commonly referred to), like anything unusual, may make us uncomfortable and even a little frightened. Unhappiness, discomfort, anxiety and unrealised potential are seen all over the world. These failures in living are due mainly to failures in adaptation to life challenges.

As you must have studied in the previous chapters, adaptation refers to the person’s ability to modify her/his behaviour in response to changing environmental requirements. When the behaviour cannot be modified according to the needs of the situation, it is said to be maladaptive. Abnormal Psychology is the area within psychology that is focused on maladaptive behaviour – its causes, consequences, and treatment way), and possibly dangerous (to the person or to others).

This definition is a useful starting point from which we can explore psychological abnormality. Since the word ‘abnormal’ literally means “away from the normal”, it implies deviation from some clearly defined norms or standards. In psychology, we have no ‘ideal model’ or even ‘normal model’ of human behaviour to use as a base for comparison. Various approaches have been used in distinguishing between normal and abnormal behaviours.

From these approaches, there emerge two basic and conflicting views: The first approach views abnormal behaviour as a deviation from social norms. Many psychologists have stated that ‘abnormal’ is simply a label that is given to a behaviour which is deviant from social expectations. Abnormal behaviour, thoughts and emotions are those that differ markedly from a society’s ideas of proper functioning. Each society has norms, which are stated or unstated rules for proper conduct.

Behaviours, thoughts and emotions that break societal norms are called abnormal. A society’s norms grow from its particular culture — its history, values, institutions, habits, skills, technology and arts. Thus, a society whose culture values competition and assertiveness may accept aggressive behaviour, whereas one that emphasises cooperation and family values (such as in India) may consider aggressive behaviour as unacceptable or even abnormal.

A society’s values may change over time, causing its views of what is psychologically abnormal to change as well. Serious questions have been raised about this definition. It is based on the assumption that socially accepted behaviour is not abnormal and that normality is nothing more than conformity to social norms. The second approach views abnormal behaviour as maladaptive.

Many psychologists believe that the best criterion for determining the normality of behaviour is not whether society accepts it but whether it fosters the well-being of the individual and eventually of the group to Which s/he belongs. Well-being is not simply maintenance and survival but also includes growth and fulfilment, i.e. the actualisation of potential, which you must have studied in Maslow’s need hierarchy theory.

According to this criterion, conforming behaviour can be seen as abnormal if it is maladaptive, i.e. if it interferes with optimal functioning and growth. For example, a student in the class prefers to remain silent even when s/he has questions in her/his mind. Describing behaviour as maladaptive implies that a problem exists; it also suggests that vulnerability in the individual, inability to cope, or exceptional stress in the environment have led to problems in life.

If you talk to people around, you will see that they have vague ideas about psychological disorders that are characterised by superstition, ignorance and fear. Again it is commonly believed that psychological disorder is something to be ashamed of. the stigma attached to mental illness means that people are hesitant to consult a doctor or psychologist because they are ashamed of their problems. Actually, a psychological disorder which indicates a failure in adaptation should be viewed as any other illness.

Question 13.
Write the historical view of psychological disorders.
Answer:
Historical Background :
To understand psychological disorders, we would require a brief historical account of how these disorders have been viewed over the ages. When we study the history of abnormal psychology, we find that certain theories have occurred over and over again. One ancient theory that is still encountered today holds that abnormal behaviour can be explained by the operation of supernatural and magical forces such as evil spirits (bhoot-pret), or the devil (shaitan).

Exorcism, i.e. removing the evil that resides in the individual through countermagic and prayer, is still commonly used. In many societies, the shaman, or medicine man (Ojha) is a person who is believed to have contact with supernatural forces and is the medium through which spirits communicate with human beings. Through the shaman, an afflicted person can learn which spirits are responsible for her/his problems and what needs to be done to appease them.

A recurring theme in the history of abnormal psychology is the belief that individuals behave strangely because their bodies and their brains are not working properly. This is the biological or organic approach. In the modem era, there is evidence that body and brain processes have been linked to many types of maladaptive behaviour. For certain types of disorders, correcting these defective biological processes results in improved functioning.

Another approach is the psychological approach. According to this point of view, psychological problems are caused by inadequacies in the way an individual thinks, feels, or perceives the world. All three of these perspectives—supernatural, biological or organic, and psychological — have recurred throughout the history of Western civilisation.

In the ancient Western world, it was philosopher physicians of ancient Greece such as Hippocrates, Socrates, and in particular Plato who developed the organismic approach and viewed disturbed behaviour as arising out of conflicts between emotion and reason. Galen elaborated on the role of the four senses of humour in personal character and temperament. According to him, the material world was made up of four elements, viz. earth, air, fire and water which combined to form four essential body fluids, viz. blood, black bile, yellow bile and phlegm.

Each of these fluids was seen to be responsible for a different temperament. Imbalances among the humour were believed to cause various disorders. This is similar to the Indian notion of the three doshas of Vata, Pitta, and Kapha which were mentioned in the Atharva Veda and Ayurvedic texts. You have already read about it in Chapter 2. In the Middle Ages, demonology and superstition gained renewed importance in the explanation of abnormal behaviour.

Demonology related to a belief that people with mental problems were evil and there are numerous instances of ‘witch-hunts’ during this period. During the early Middle Ages, the Christian spirit of charity prevailed and St. Augustine wrote extensively about feelings, mental anguish, and conflict. This laid the groundwork for modem psychodynamic theories of abnormal behaviour. The Renaissance Period was marked by increased humanism and curiosity about behaviour.

Johann Weyer emphasized psychological conflict and disturbed interpersonal relationships as causes of psychological disorders. He also insisted that ‘ witches’ were mentally disturbed and required medical, not theological; treatment. The seventeenth and eighteenth centuries were known as the Age of Reason and Enlightenment, as the scientific method replaced faith and dogma as ways of understanding abnormal behaviour.

The growth of a scientific attitude towards psychological disorders in the eighteenth century contributed to the Reform Movement and to increased compassion for people who suffered from these disorders. Reforms of asylums were initiated in both Europe and America. One aspect of the reform movement was the new inclination for deinstitutionalization which placed emphasis on providing community Care for recovered mentally ill individuals.

In recent years, there has been a convergence of these approaches, which has resulted in an interactional, or biopsychosocial approach. From this perspective, all three factors, i.e. biological, psychological and social play important roles in influencing the expression and outcome of psychological disorders.

Odisha State Board CHSE Odisha Class 12 Psychology Solutions Unit 4 Objective & Short Answer Type Questions.

CHSE Odisha Class 12 Psychology Unit 4 Objective & Short Answer Type Questions

Multiple Choice Questions With Answers

Question 1.
Abnormality is also caused the _____.
(a) four’Es’
(b) four ‘Fs’
(c) four ‘Ds”
(d) none of the above
Answer:
(c) four ‘Ds”

Question 2.
The four Ds are:
(a) deviance
(b) distress
(c) dysfunctions and danger
(d) all the above
Answer:
(d) all the above

Question 3.
Approaches of abnormal behavior:
(a) deviation from social norms
(b) maladaptive
(c) only (b)
(d) both (a) and (b)
Answer:
(d) both (a) and (b)

Question 4.
When an electrical impulse reaches a neuron’s ending, the nerve ending is stimulated to release a chemical that is called ______.
(a) transmitter
(b) neuro
(c) neurotransmitter
(d) none of the above
Answer:
(c) neurotransmitter

Question 5.
Anxiety disorders have been linked to low activity of the neurotransmitter that aid called _____.
(a) GABA
(b) GBAA
(c) GABB
(d) GAAB
Answer:
(a) GABA

Question 6.
_____ is the excess activity of dopamine.
(a) depression
(b) anxiety disorder
(c) abnormality
(d) schizophrenia
Answer:
(d) schizophrenia

Question 7.
Depression to low activity of _____.
(a) dopamine
(b) serotonin
(c) genetic
(d) none of the above
Answer:
(b) serotonin

Question 8.
Genetic factors have been linked to ______.
(a) mood disorders
(b) schizophrenia
(c) mental retardation
(d) all the above
Answer:
(d) all the above

Question 9.
_____ is the oldest and most famous of the modern psychological models.
(a) psychodynamic
(b) humanistic
(c) cognitive
(d) behavioral
Answer:
(a) psychodynamic

Question 10.
Who stated that abnormal behavior is a symbolic expression of unconscious mental conflicts that can be traced to early childhood or infancy.
(a) Freud
(b) Teekman
(c) Kolo
(d) none of them
Answer:
(a) Freud

Question 11.
______ term is usually defined as a diffuse, vague, very unpleasant feeling of fear and apprehension.
(a) anxiety
(b) psychological
(c) mental retaradation
(d) none of the above
Answer:
(a) anxiety

Question 12.
Phobias can be grouped into three types. They are:
(a) specific phobias
(b) social phobias
(c) agoraphobia
(d) all the above
Answer:
(d) all the above

Question 13.
The most commonly occurring types of phobia is called _____.
(a) social
(b) specific
(c) agoraphobia
(d) only (a)
Answer:
(b) specific

Question 14.
_____ is the term used when people develop a fear of entering unfamiliar situations.
(a) social phobias
(b) agoraphobia
(c) specific phobias
(d) none of the above
Answer:
(b) agoraphobia

Question 15.
In which disorders people are unable to control their preoccupation with specific ideas or are unable to prevent.
(a) obsessive-compulsive
(b) anxiety
(c) schizophrenia
(d) none of the above
Answer:
(a) obsessive-compulsive

Question 16.
The symptoms of conversion disorders :
(a) paralysis
(b) blindness
(c) deafness
(d) all the above
Answer:
(a) paralysis

Question 17.
The symptoms of post-tramumative stress disorder:
(a) recurrent dreams
(b) flashbacks
(c) impaired concentration
(d) all the above
Answer:
(d) all the above

Question 18.
_____ can be viewed as a severance of connection between ideas and emotions,
(a) anxiety disorder
(b) post-traumatic stress disorder
(c) dissociative disorder
(d) none of the above
Answer:
(c) dissociative disorder

Question 19.
Four conditions are included in group of dissociative orders. They are :
(a) dissociative amnesia
(b) dissociative fugue
(c) dissociative identity disorder
(d) all the above
Answer:
(d) all the above

Question 20.
The person is unable to recall important, personal information often related to a stressful and traumatic report that is called ______.
(a) somato form disorder
(b) dissociative fugue
(c) dissociative amnesia
(d) none of the above
Answer:
(c) dissociative amnesia

Question 21.
The most common mood disorder is _____.
(a) depression
(b) abnormality
(c) anxiety disorder
(d) none of the above.
Answer:
(a) depression

Question 22.
_______ can refers to a symptom area disorder.
(a) depression
(b) anxiety
(c) schizophrenia
(d) none of the above
Answer:
(a) depression

Question 23.
Types of mood disorder:
(a) depressive
(b) manic
(c) bipolar disorder
(d) all the above
Answer:
(d) all the above

Question 24.
The symptoms of mood disorders are :
(a) sleep problems
(b) trideness
(c) inability to think clearly
(d) all the above
Answer:
(d) all the above

Question 25.
Mania is called ______ disorder.
(a) schizophrenia
(b) mood disorders
(c) only (a)
(d) none of the above
Answer:
(b) mood disorders

Question 26.
The symptoms of schizophrenia are divided in 3 categories. They are:
(a) positive
(b) negative
(c) psychomotor
(d) all the above
Answer:
(d) all the above

Question 27.
The positive symptoms of schizophrenia :
(a) excessness of thought
(b) emotion
(c) behavior
(d) all the above
Answer:
(d) all the above

Question 28.
Schizophrenia develop ______.
(a) illusion
(b) hallucination
(c) delusions
(d) only (a)
Answer:
(c) delusions

Question 29.
The two main features of ADHD (Attention Deficit Hyperactivity Disorder) are:
(a) inattention
(b) hyperactivity impulsivity
(c) only (a)
(d) both (a) and (b)
Answer:
(d) both (a) and (b)

Question 30.
Psychotherapies are classified in 3 broad groups. These are:
(a) psychodynamic
(b) behavior
(c) existential
(d) all the above
Answer:
(d) all the above

True/False Questions

Question 1.
Behaviour is a not group of psychotherapies
Answer:
False

Question 2.
Psychodynamic therapy is pioneered by Sigmund Freud.
Answer:
True

Question 3.
Psychoanalysis treatment are 4 stages.
Answer:
False

Question 4.
Positive reinforcement is given to increase the deficit.
Answer:
True

Question 5.
Freud formulated the RET (Rational Emotive Therapy).
Ans.
False

Question 6.
Existential therapy is called logotherapy.
Answer:
True

Question 7.
Client-centered therapy was given by Carl Rogers.
Answer:
True

Question 8.
Agoraphobia is the term used when people developed a fear of entering unfamiliar situations.
Answer:
True

Question 9.
Specific phobias are the most owned type of phobia.
Answer:
True

Question 10.
Biological factors influence all aspects of our behavior.
Answer:
True

Question 11.
Abnormality is also called the four P’s
Answer:
False

Question 12.
Anxiety disorders have not been linked to GABA aid.
Answer:
False

Question 13.
Depression is the excess activity of dopamine.
Answer:
False

Question 14.
Genetic factors have been linked with mood disorders only.
Answer:
False

Question 15.
Psychodynamics is the oldest and most famous modern psychological model.
Answer:
True

Question 16
Paralysis is not a symptom of conversion disorders.
Answer:
False

Question 17.
Flashbacks are not symptoms of post-traumatic stress disorder.
Answer:
False

Question 18.
Dissociative can be viewed as a severance of connection between ideas and emotions.
Answer:
True

Question 19.
Dissociative fugue are conditions group of dissociative orders.
Answer:
True

Question 20.
The most common mood disorder is depression.
Answer:
True

Very Short-Answer Type Questions

Question 1.
What is a neurotransmitter?
Answer:
Synapse separates one neuron from the next and the message must move across that space. When an electrical impulse reaches a neuron’s ending, the nerve ending is stimulated to release a chemical, called a neurotransmitter.

Question 2.
What is Anxiety Disorder?
Answer:
One day while driving home, Deb felt his heart beating rapidly, he started sweating profusely and even felt short of breath. He was so scared that he stopped the car and stepped out. In the next few months, these attacks increased and now he was hesitant to drive for fear of being caught in traffic during an attack. Deb started feeling that he had gone crazy and would die. Soon he remained indoors and refused to move out of the house.

Question 3.
What is hypochondriasis?
Answer:
Hypochondriasis is diagnosed if a person has a persistent belief that s/he has a serious illness, despite medical reassurance, lack of physical findings and failure to develop the disease. Hypochondriacs have an obsessive preoccupation and concern with the condition of their bodily organs, and they continually worn7 about their health.

Question 4.
Define two features of dissociative order.
Answer:
Dissociative amnesia :
The person is unable to recall important, personal information often related to a stressful and traumatic report. The extent of forgetting is beyond normal.

Dissociative fugue:
The person suffers from a rare disorder that combines amnesia with traveling away from a stressful environment. The person exhibits two or more separate, and contrasting personalities associated.

Question 5.
What is dissociative fugue?
Answer:
Dissociative fugue has, as its essential feature, an unexpected travel away from home and workplace, the assumption of a new identity and the inability to recall the previous identity. The fugue usually ends when the person suddenly ‘wakes up’ with no memory of the events that occurred during the fugue.

Question 6.
What is mood disorders?
Answer:
Mood disorders are characterized by disturbances in mood or prolonged emotional state. The most common mood disorder is depression, which covers a variety of negative moods and behavioral changes. Depression can refer to a symptom or a disorder. In day-to-day life, we often use the term depression to refer to normal feelings after a significant loss, such as the break-up of a relationship, or the failure to attain a significant goal.

Question 7.
Symptoms of Schizophrenia.
Answer:
The symptoms of schizophrenia can be grouped into three categories, viz. positive symptoms (i.e. excesses of thought, emotion, and behavior), negative symptoms, (i.e. deficits of thought, emotion, and behavior), and psychomotor symptoms. Positive symptoms are ‘pathological excesses’ or ‘bizarre additions’ to a person’s behavior.

Question 8.
What is PDD?
Answer:
The ways in which children express and experience depression are related to their level of physical, emotional and cognitive development. An infant may show sadness by being passive and unresponsive; a pre-schooler may appear withdrawn and inhibited; a school-age child may be argumentative and combative, and a teenager may express guilt and hopelessness. Children may also have more serious disorders called Pervasive Developmental Disorders.

Question 9.
What is a Therapeutic Relationship?
Answer:
The special relationship between the client and the therapist is known as the therapeutic relationship or alliance. It is neither a passing acquaintance nor a permanent and lasting relationship. There are two major components of a therapeutic alliance.

Question 10.
What is transference neurosis?
Answer:
The therapist encourages this process because it helps her/him in understanding the unconscious conflicts of the client. The client acts out her/his frustrations, anger, fear, and depression that s/he harbored towards that person in the past, but could not express at that time. The therapist becomes a substitute for that person in the present. This stage is called transference neurosis.

Question 11.
Logotherapy.
Answer:
Victor Frankl, a psychiatrist and neurologist propounded the Logotherapy. Logos is the Greek word for soul and Logotherapy means treatment for the soul. Frankl calls this process of finding meaning even in life-threatening circumstances as the process of meaning-making. The basis of meaning-making is a person’s quest for finding the spiritual truth of one’s existence. Just as there is an unconscious, which is the repository of instincts (see Chapter 2), there is a spiritual unconscious, which is the storehouse of love, aesthetic awareness, and values of life.

Question 12.
What is Gestalt Therapy?
Answer:
The German word gestalt means ‘whole’. This therapy was given by Frederick (Fritz) Peris together with his wife Laura Peris. The goal of gestalt therapy is to increase an individual’s self-awareness and self-acceptance. The client is taught to recognize the bodily processes and the emotions that are being blocked out from awareness. The therapist does this by encouraging the client to act out fantasies about feelings and conflicts. This therapy can also be used in group settings.

Question 13.
Ethics in Psychotherapy
Answer:
Some of the ethical standards that need to be practiced by professional psychotherapists are:

•  Informed consent needs to be taken.
• The confidentiality of the client should be maintained.
• Alleviating personal distress and suffering should be the goal of all attempts of the therapist.
• The integrity of the practitioner-client relationship is important.
• Respect for human rights and dignity.
• Professional competence and skills are essential.

Question 14.
What is CBT?
Answer:
CBT is a short and efficacious treatment for a wide range of psychological disorders such as anxiety, depression, panic attacks, borderline personality, etc. CBT adopts a biopsychosocial approach to the delineation of psychopathology. It combines cognitive therapy with behavioral techniques.

Question 15.
Dysfunctional cognitive structure?
Answer:
Negative thoughts are persistent irrational thoughts such as “nobody loves me”, “I am ugly”, “I am stupid”, “I will not succeed”, etc. Such negative automatic thoughts are characterized by cognitive distortions. Cognitive distortions are ways of thinking which are general in nature but which distort reality in a negative manner. These patterns of thought are called dysfunctional cognitive structures.

Short Questions With Answers 

Question 1.
What is Cognitive Behaviour Therapy (CBT)?
Answer:
Research into the outcome and effectiveness of psychotherapy has conclusively established CBT to be a short and efficacious treatment for a wide range of psychological disorders such as anxiety, depression, panic attacks, borderline personality, etc. CBT adopts a biopsychosocial approach to the delineation of psychopathology. It combines cognitive therapy with behavioral techniques.

The rationale is that the client’s distress has its origins in the biological, psychological, and social realms. Hence,c addressing the physical aspects through relaxation procedures, the psychological ones through behavior therapy and cognitive therapy techniques, and the social ones with environmental manipulations makes CBT a comprehensive technique that is easy to use, applicable to a variety of disorders, and has proven efficacy.

Question 2.
What is Humanistic-existential Therapy?
Answer:
The humanistic-existential therapies postulate that psychological distress arises from feelings of loneliness, alienation, and an inability to find meaning and genuine fulfillment in life. Human beings are motivated by the desire for personal growth and self-actualization, and an innate need to grow emotionally. When these needs are curbed by society and family, human beings experience psychological distress.

Self-actualization is defined as an innate or inborn force that moves the person to become more complex, balanced, and integrated, i.e. achieving complexity and balance without being fragmented. Integrated means a sense of the whole, being a complete person, being, in essence, the same person in spite of the variety of experiences that one is subjected to. Just as lack of food or water causes distress, the frustration of self-actualization also causes distress.

Question 3.
What is Existential Therapy?
Answer:
Victor Frankl, a psychiatrist, and neurologist propounded the Logotherapy. Logos is the Greek word for soul and Logotherapy means treatment for the soul. Frankl calls this process of finding meaning even in life-threatening circumstances as the process of meaning-making. The basis of meaning-making is a person’s quest for finding the Spiritual truth of one’s existence.

Just as there is an unconscious, which is the repository of instincts (see Chapter 2), there is a spiritual unconscious, which is the storehouse of love, aesthetic awareness, and values of life. Neurotic anxieties arise when the problems of life are attached to the physical, psychological or spiritual aspects of one’s existence. Frankl emphasized the role of spiritual anxieties in leading to meaninglessness and hence it may be called an
existential anxiety.

Question 4.
What is Client-centred Therapy?
Answer:
Client-centered therapy was given by Carl Rogers. Rogers combined scientific rigor with the individualized practice of client-centered psychotherapy. Rogers brought into psychotherapy the concept of self, with freedom and choice as the core of one’s being. The therapy provides a warm relationship in which the client can reconnect with her/his disintegrated feelings.

The therapist shows empathy, i.e. understanding the client’s experience as if it were her/his own, is warm, and has unconditional positive regard, i.e. total acceptance of the client as s/he is. Empathy sets up an emotional resonance between the therapist and the client. Unconditional positive regard indicates that the positive Warmth of the therapist is not dependent on what the client reveals or does in the therapy sessions. This unique unconditional warmth ensures that the client feels secure and can trust the therapist.

Question 5.
What is Biomedical Therapy?
Answer:
Medicines may be prescribed to treat psychological disorders. Prescription of medicines for the treatment of mental disorders is done by qualified medical professionals known as psychiatrists. They are medical doctors who have specialized in the understanding, diagnosis, and treatment of mental disorders. The nature of medicines used depends on the nature of the disorders.

Severe mental disorders such as schizophrenia or bipolar disorder require antipsychotic drugs. Common mental disorders such as generalized anxiety or reactive depression may also require milder drugs. The medicines prescribed to treat mental disorders can cause side effects that need to be understood and monitored. Hence, it is essential that medication is given under proper medical supervision.

Question 6.
Three factors Contributing to Healing in Psychotherapy!
Answer:
As we have read, psychotherapy is a treatment of psychological distress. There are several factors that contribute to the healing process. Some of these factors are as follows:

• A major factor in healing is the techniques adopted by the therapist and the implementation of the same with the patient/client. If the behavioral system and the CBT school are adopted to heal an anxious client, the relaxation procedures and the cognitive restructuring largely contribute to the healing.
• The therapeutic alliance, which is formed between the therapist and the patient/ client, has healing properties, because of the regular availability and the therapist, and the warmth and empathy provided by the therapist.
• At the outset of therapy, while the patient/client is being interviewed^ in the initial sessions to understand the nature of the problem, s/he unburdens the emotional problems being faced.

Question 7.
Rehabilitation of the mentally ill.
Answer:
The treatment of psychological disorders has two components, i.e. reduction of symptoms and improving the level of functioning or quality of life. In the case of milder disorders such as generalized anxiety, reactive depression, or phobia, reduction of symptoms is associated with an improvement in the quality of life. However, in the case of severe mental disorders such as schizophrenia, reduction of symptoms may not be associated with an improvement in the quality of life.

Many patients suffer from negative symptoms such as disinterest and lack of motivation to do work or to interact with people. Rehabilitation is required to help such patients become self-sufficient. The aim of rehabilitation is to empower the patient to become a productive member of society to the extent possible.

Question 8.
What are Alternative Therapies available for treatment?
Answer:
Alternative therapies are so-called because they are alternative treatment possibilities to conventional drug treatment or psychotherapy. There are many alternative therapies such as yoga, meditation, acupuncture, herbal remedies, and so on. In the past 25 years, yoga and meditation have gained popularity as treatment programs for psychological distress.

Yoga is an ancient Indian technique detailed in the Ashtanga Yoga of Patanjali’s Yoga Sutras. Yoga as it is commonly called today either refers to only the asanas or body posture component or to breathing practices Or pranayama, or to a combination of the two. Meditation refers to the practice of focusing attention on the breath or on an object or thought or mantra.

Question 9.
What is Cognitive Therapy?
Answer:
Cognitive therapies locate the cause of psychological distress in irrational thoughts and beliefs. Albert Ellis formulated Rational Emotive Therapy (RET). The central thesis of this therapy is that irrational beliefs mediate between antecedent events and their consequence. The first step in RET is the antecedent belief- consequence {ABC) analysis. Antecedent events, which caused psychological distress, are noted.

The client is also interviewed to find the irrational beliefs, which are distorting the present reality. Irrational beliefs may not be supported by empirical evidence in the environment. These beliefs are characterized by thoughts with ‘musts’ and ‘shoulds’, i.e. things ‘must’ and ‘should’ be in a particular manner.

Question 10.
Behavioral Techniques
Answer:
A range of techniques is available for changing behavior. The principles of these techniques are to reduce the arousal level of the client, alter behavior through classical conditioning or operant conditioning with different contingencies of info: elements, as well as to use vicarious learning procedures, if necessary. Negative reinforcement and aversive conditioning are the two major techniques of behavior modification.

As you have already studied in Class XI, Negative reinforcement refers to following an undesired response with an outcome that is painful or not liked. For example, the teacher reprimands a child who shouts in class. This is negative reinforcement. Aversive conditioning refers to the repeated association of an undesired response with an aversive consequence.

Odisha State Board Elements of Mathematics Class 11 CHSE Odisha Solutions Chapter 4 Trigonometric Functions Ex 4(b) Textbook Exercise Questions and Answers.

CHSE Odisha Class 11 Math Solutions Chapter 4 Trigonometric Functions Exercise 4(b)

Question 1.
In the following questions, write ‘T’ for true and ‘F’ for false statements.
(i) If tan x + tan y = 5 and tan x, tan y = 1/2  then cot (x + y) = 10
Solution:
False

(ii) √3 (1 + tan 15°) = 1 – tan 15°
Solution:
False

(iii) If θ lies in 3rd quadrant, then cos \(\frac{\theta}{2}\) + sin \(\frac{\theta}{2}\) is positive.
Solution:
True

(iv) 2 sin 105°. sin 15° = 1/2.
Solution:
True

(v) If cos A = cos B = 1 then tan\(\frac{A+B}{2}\). tan\(\frac{A+B}{2}\) = 1
Solution:
False

(vi) cos 15° cos\(7 \frac{1}{2}^{\circ}\). sin \(7 \frac{1}{2}^{\circ}\) = 1
Solution:
False

(vii) sin 20° (3 – 4 cos² 70°) = \(\frac{\sqrt{3}}{2}\)
Solution:
True

(viii) √3 (3 tan 10° – tan³ 10°) = 1 – 3tan² 10°
Solution:
True

(ix) \(\frac{2 \tan 7 \frac{1^{\circ}}{2}\left(1-\tan ^2 7 \frac{1^{\circ}}{2}\right)}{\left(1+\tan ^2 7 \frac{1^{\circ}}{2}\right)^2}\) = 1
Solution:
False

(x) The minimum value of sin θ. cos θ is (-1)².
Solution:
False

Question 2.
In the following questions, fill in the gaps with correct answers choice from the brackets.
(i) If α and β lie in 1st and 2nd quadrants respectively, and if sin α = 1/2, sin β = 1/3, then sin (α + β) = _______. \(\left(\frac{1}{2 \sqrt{3}}+\frac{\sqrt{2}}{3}, \frac{1}{2 \sqrt{3}}-\frac{\sqrt{2}}{3}, \frac{-1}{2 \sqrt{3}}+\frac{\sqrt{2}}{3}\right)\)
Solution:
\(\frac{1}{2 \sqrt{3}}+\frac{\sqrt{2}}{3}\)

(ii) if tan α = 1/2, tan β = 1/3, then α + β = ______      \(\left(\frac{\pi}{2}, \frac{\pi}{4}, \frac{\pi}{3}\right)\)
Solution:
\(\frac{\pi}{4}\)

(iii) The value of \(\frac{\cos 15^{\circ}+\sin 15^{\circ}}{\cos 15^{\circ}-\sin 15^{\circ}}\) = ______ \(\left(\frac{\sqrt{3}}{2}, \sqrt{3}, \frac{1}{\sqrt{3}}\right)\)
Solution:
√3

(iv) if \(\frac{1+\sin A}{\cos A}\) = √2 + 1, then the value of \(\frac{1-\sin A}{\cos A}\) is_________, \(\left(\frac{1}{\sqrt{2}-1}, \sqrt{2}-1, \sqrt{2}+1\right)\)
Solution:
√2 – 1

(v) sin 105°. cos 105° = \(\left(\frac{1}{2},-\frac{1}{4},-\frac{1}{2}\right)\)
Solution:
– 1/4

(vi) 2 sin\(67 \frac{1}{2}^{\circ}\) cos\(22 \frac{1}{2}^{\circ}\) = ___ \(\left(1-\frac{1}{\sqrt{3}}, 1+\frac{1}{\sqrt{2}},-1+\frac{1}{\sqrt{2}}\right)\)
Solution:
1 + \(\frac{1}{\sqrt{2}}\)

(vii) sin 35° + cos 5° =____ (2 cos 25°, √3 cos 25°, √3 sin 25°)
Solution:
√3 cos 25°

(viii) sin² 24° – sin² 26° =_____ \(\left(\frac{\sqrt{5}+1}{8}, \frac{\sqrt{5}-1}{8}, \frac{\sqrt{5}-1}{4}\right)\)
Solution:
\(\frac{\sqrt{5}-1}{8}\)

(ix) sin 70° (4 cos² 20° – 3) =_____ \(\left(\frac{\sqrt{3}}{2}, \frac{1}{2}, \sqrt{3}\right)\)
Solution:
1/2

(x) cos 3θ + sin 3θ is maximum if θ =_____ (60°, 15°, 45°)
Solution:
15°

(xi) sin 15° – cos 15° = _____ (1/2, 0, positive, negative)
Solution:
Negative

(xii) If θ lies in the third quadrant and tan θ = 2, then the value of sin θ is ____. \(\left(\frac{1}{\sqrt{5}},-\frac{1}{\sqrt{5}}, \frac{2}{\sqrt{5}}, \frac{-2}{\sqrt{5}}\right)\)
Solution:
\(\frac{-2}{\sqrt{5}}\)

(xiii) The correct expression is. (sin 1° > sin 1, sin 1° < sin 1, sin 1° = sin 1, sin 1° = \(\frac{\pi}{180^{\circ}}\) sin 1)
Solution:
sin 1° < sin 1

(xiv) The correct expression is —. (tan 1 > tan 2, tan 1 < tan 2, tan 1 =  1/2 tan 2, tan 1 < 0)
Solution:
tan 1 > tan 2

Question 3.
Prove the following
(i) sin A. sin (B – C) + sin B sin (C – A) + sin C. sin(A – B) = 0
Solution:
L. H. S
= sin A sin (B – C) + sin B sin (C – A) + sin C sin (A – B)
= sin A (sin B cos C – cos B sin C) + sin B (sin C cos A – cos C sin A) + sin C (sin A cos B – cos A sin B)
= sin A sin B cos C – sin A cos B sin C + cos A sin B sin C – sin A sin B cos C + sin A cos B sin C – cos A sin B sin C
= 0 = R. H. S

(ii) cos A. sin (B – C) + sin B sin (C – A) + cos C. sin(A – B) = 0
Solution:
L.H.S.
= cos A sin (B – C) + cos B sin (C – A) + cos C sin (A – B)
= cos A (sin B cos C – cos B sin C) + cos B (sin C cos A – cos C sin A) + cos C (sin A cos B – cos A sin B)
= cos A sin B cos C – cos A cos B sin C + cos A cos B sin C- sin A cos B cos C + sin A cos B cos C – cos A sin B cos C = 0 = R. H. S.

(iii) \(\frac{\sin (B-C)}{\sin B \cdot \sin C}\) + \(\frac{\sin (C-A)}{\sin C \cdot \sin A}\) + \(\frac{\sin (A-B)}{\sin A \cdot \sin B}\) = 0
Solution:
L. H. S.

(iv) tan² A – tan² B = \(\frac{\sin (\mathbf{A}+\mathbf{B}) \cdot \sin (\mathbf{A}-\mathbf{B})}{\cos ^2 \mathbf{A} \cdot \cos ^2 \mathbf{B}}\)
Solution:

= tan² A sec² B – tan² B sec² A
= tan² A (1 + tan² B) – tan² B (1 + tan² A)
= tan² A + tan² A tan² B – tan² B tan²A tan² B
= tan² A – tan² B = L. H. S

Question 4.
Prove the following :
Solution:
(i) tan 75° + cot 75° = 4
Solution:
L.H.S = tan 75° + cot 75° = tan 75° + \(\frac{1}{\tan 75^{\circ}}\)

(ii) sin² 18° + cos² 36° = 3/4
Solution:

(iii) sin 18°. cos 36° = 1/4
Solution:
sin 18° cos 36°
\(=\left(\frac{\sqrt{5}-1}{4}\right)\left(\frac{\sqrt{5}+1}{4}\right)=\frac{5-1}{16}=\frac{1}{4}\)

(iv) sin 15° = \(\frac{\sqrt{3}-1}{2 \sqrt{2}}\)
Solution:
sin 15° = sin (45° – 30°)
= sin 45° cos 30° – cos 45° sin 30°
\(=\frac{1}{\sqrt{2}} \cdot \frac{\sqrt{3}}{2}-\frac{1}{\sqrt{2}} \cdot \frac{1}{2}=\frac{\sqrt{3}-1}{2 \sqrt{2}}\)

(v) cot \(\frac{\pi}{8}\) – tan \(\frac{\pi}{8}\) = 2
Solution:

(vi) \(\frac{\cos 9^{\circ}+\sin 9^{\circ}}{\cos 9^{\circ}-\sin 9^{\circ}}\) = tan 54°
Solution:

(vii) tan 10° + tan 35° + tan 10°. tan 35 = 1
Solution:

Question 5.
Prove the following:
(i) cot 2A = \(\frac{\cot ^2 A-1}{2 \cot A}\)
Solution:

(ii) \(\frac{\sin B}{\sin A}=\frac{\sin (2 A+B)}{\sin A}\) – 2cos(A + B)
Solution:

= \(\frac{\sin B}{\sin A}\) = L.H.S

(iii) \(\frac{\sin 2 A+\sin 2 B}{\sin 2 A-\sin 2 B}=\frac{\tan (A+B)}{\tan (A-B)}\)
Solution:

(iv) \(\frac{\cot A-\tan A}{\cot A+\tan A}\) = cos2A
Solution:

(v) \(\frac{\sin 2 A+\sin 5 A-\sin A}{\cos 2 A+\cos 5 A+\cos A}\) = tan 2A
Solution:

(vi) cot A – tan A = 2 cot 2A
Solution:

(vii) cot A – cosec 2A = cot 2A
Solution:

(viii) \(\frac{\cos A-\sin A}{\cos A+\sin A}\) = sec 2A – tan 2A
Solution:

(ix) tan θ (1 + sec 2θ) = tan 2θ
Solution:

(x) \(\frac{\sin A+\sin B}{\sin A-\sin B}\) = tan \(\frac{A+B}{2}\) . cot \(\frac{A-B}{2}\)
Solution:

(xi) sin 50° –  sin 70° + sin 10° = 0
Solution:
L. H. S. = sin 50° – sin 70° + sin 10°
= sin (60° – 10°) – sin (60° + 10°) + sin 10°
= – 2 cos 60° sin 10° + sin 10°
= – 2 × 1/2 sin 10° + sin 10°
= – sin 10° + sin 10° = 0 = R. H. S.

(xii) cos 80° + cos 40° – cos 20° = 0
Solution:
L. H. S. = cos 80° + cos 40° – cos 20°
= cos(60° + 20°) + cos (60° – 20°) – cos 20°
= 2 cos 60° cos 20° – cos 20° = 0

(xiii) 8 sin 10°. sin 50°. sin 70° = 1
Solution:
L. H. S. = 8 sin 10° sin 50° sin 70°
= 8 sin 10° sin (60° – 10°) sin (60° + 10°)
= 8 sin 10° (sin² 60° – sin² 10°)
= 8 sin 10°(3/4 – sin² 10°)
= 6 sin 10° – 8 sin³ 10°)
= 2 (3 sin 10° – 4 sin³ 10°)
= 2 sin (3 × 10°)
= 2 sin 30° = 2 × 1/2 = 1 = R.H.S

(xiv) 4 sin A sin (60° – A) sin (60° + A) – sin 3A = 0
Solution:
L. H. S. = 4 sin A sin (60° – A)
sin (60° + A) – sin 3A
= 4 sin A (sin² 60°- sin² A) – sin 3A
= 4 sin A. 3/4 – 4 sin³ A – sin 3A
= (3 sin A – 4 sin³A) – sin 3A
= sin 3A – sin 3A = 0

(xv) tan 3A – tan 2A – tan A = tan 3A tan 2A tan A
Solution:
We have tan 3A = tan (2A + A)
or, tan 3A = \(\frac{\tan 2 A+\tan A}{1-\tan 2 A \tan A}\)
or, tan 3A (1 – tan 2A tan A) = tan 2A + tan A
or, tan 3A – tan 3A tan 2A tan A = tan 2A + tan A
or, tan 3A – tan 2A – tan A = tan 3A tan 2A tan A (Proved)

Question 6.
Prove the following
(i) tan\(\frac{A}{2}\) = \(\sqrt{\frac{1-\cos A}{1+\cos A}}\)
Solution:

(ii) \(\sqrt{\frac{1+\sin A}{1-\sin A}}\) = tan\(\left(\frac{\pi}{4}+\frac{A}{2}\right)\)
Solution:

(iii) \(\frac{1+\tan \frac{A}{2}}{1-\tan \frac{A}{2}}\) = sec A + tan A
Solution:

(iv) sec θ + tan θ = tan\(\left(\frac{\pi}{4}+\frac{θ}{2}\right)\)
Solution:

(v) cot\(\frac{A}{2}\) = \(\frac{\sin A}{1-\cos A}\)
Solution:
R.H.S = \(\frac{\sin A}{1-\cos A}=\frac{2 \sin \frac{A}{2} \cos \frac{A}{2}}{2 \sin ^2 \frac{A}{2}}\)
= cot\(\frac{A}{2}\) R.H.S

Question 7.
Find the maximum value of the following.
(i) 5 sin x + 12 cos x
Solution:
5 sin x + 12 cos x
Let 5 = r cos θ, 12 = r sin θ 52
∴ 5² = r² cos² θ, 12² = r² sin² θ
∴ 5² + 12² = r² (cos² θ + sin² θ) = r²
∴ r = \(\sqrt{25+144}\) = 13
∴ The maximum value of 5 sin x + 12 cos x is 13.

(ii) 24 sin x – 7 cos x
Solution:
The maximum value of 24 sin x – 7 cos x is
\(\sqrt{(24)^2+(-7)^2}\)
= \(\sqrt{576+49}=\sqrt{625}\) = 25

(iii) 2 + 3 sin x + 4 cos x
Solution:
The maximum value of 3 sin x + 4 cos x is
\(\sqrt{3^2+4^2}\) = 5
∴ Maximum value of 2 + 3 sin x + 4 cos x is 2 + 5 = 7

(iv) 8 cos x – 15 sin x – 2
Solution:
Maximum value of 8 cos x- 15 sin x is \(\sqrt{(8)^2+(-15)^2}\)
= \(\sqrt{64+225}=\sqrt{289}\) = 17
∴ Maximum value of 8 cos x- 15 sin x – 2 is 17 – 2 = 15

Question 8.
Answer the following:
(i) If tan A = \(\frac{13}{27}\), tan B = \(\frac{7}{20}\) and A, B are acute, show that A + B = 45°.
Solution:

(ii) If tan θ = \(\frac{b}{a}\), find the value of a cos 2θ + b sin 2θ.
Solution:

(iii) If sec A – tan A = \(\frac{1}{2}\) and 0< A < 90° then show that sec A = \(\frac{5}{4}\)
Solution:
If sec A – tan A = \(\frac{1}{2}\),       ….(1)
0< A < 90°
⇒ sec A – tan A = \(\frac{\sec ^2 A-\tan ^2 A}{2}\)
= \(\frac{(\sec \mathrm{A}+\tan \mathrm{A})(\sec \mathrm{A}-\tan \mathrm{A})}{2}\)
or, sec A + tan A = 2    ……(2)
Now adding eqn. (1) and (2), We have
2 sec A = \(\frac{1}{2}\) + 2 = \(\frac{5}{2}\)
or, sec A = \(\frac{5}{4}\)

(iv) If sin θ + sin Φ = a and cos θ + cos Φ = b the show that tan \(\frac{1}{2}\) (θ + Φ) \(\frac{a}{b}\)
Solution:

(v) If tan θ = \(\frac{a \sin x+b \sin y}{a \cos x+b \cos y}\) then show that a sin (θ – x) + b sin (θ – y) = 0
Solution:
tan θ = \(\frac{a \sin x+b \sin y}{a \cos x+b \cos y}\)
or, \(\frac{\sin \theta}{\cos \theta}=\frac{a \sin x+b \sin y}{a \cos x+b \cos y}\)
or, a sin θ cos x + b sin θ cos y = a cos θ sin x + b cos θ sin y
or, a (sin θ cos x – cos θ sin x) + b (sin θ cos y – cos θ sin y) = 0
or, a sin (θ – x) + b sin (θ – y) = 0

(vi) If A + C = B, show that tan A. tan B. tan C = tan B – tan A – tan C.
Solution:
A + C = B
or, tan (A + C) = tan B
or, \(\frac{\tan A+\tan C}{1-\tan A \tan C}\)
or, tan A + tan C = tan B – tan A tan B tan C
or, tan A tan B tan C = tan B – tan A – tan C

(vii) If tan A = \(\frac{1}{5}\), tan B = \(\frac{2}{3}\) then show that cos 2A = sin 2B.
Solution:
tan A = \(\frac{1}{5}\), tan B = \(\frac{2}{3}\)
∴ cos 2A = \(\frac{1-\tan ^2 \mathrm{~A}}{1+\tan ^2 \mathrm{~A}}\)

(viii) If cos 2A = tan² B, then show that cos 2B = tan² A In Δ ABC, prove that.
Solution:

(ix) tan\(\frac{B+C}{2}\) = cot\(\frac{A}{2}\)
Solution:

(x) cos (A + B) + sin C = sin (A + B) – cos C
If A + B + C = π and cos A = cos B. cos C show that (x_i  and x_ii)
Solution:
We have A + B = π – C or, cos (A + B)
or, cos (A + B)
= cos (π – C) = – cos C
and sin (A + B) = sin (π – C) = sin C
∴ cos (A + B) + sin C
= – cos C + sin (A + B)
= sin (A + B) – cos C.

(xi) tan B + tan C = tan A
Solution:
[∴ A + B + C = π ⇒ B + C = π – A
⇒ sin (B + C) = sin (π – A) = sin A]
L. H. S. = tan B + tan C

(xii) 2 cot B. cot C = 1
Solution:
We have A + B + C = π
⇒ B + C = π – A
⇒ cos (B + C) = cos (π – A) = – cosA
⇒ cos B cos C – sin B sin C = – cos B cos C
(∵ cos B cos C = cos A)
⇒ 2 cos B cos C = sin B sin C
⇒ \(\frac{2 \cos B \cos C}{\sin B \sin C}\) = 1
⇒ 2 cot B cot C = 1

Question 9.
Prove the following:
(i) cos (A – D) sin (B – C) + cos (B – D) sin (C – A) + cos (C- D) sin (A – B) = 0
Solution:
L. H. S. = cos (A – D) sin (B – C) + cos (B – D) sin (C – A) + cos (C – D) sin (A- B)
= \(\frac{1}{2}\) [2 cos (A- D) sin (B – C) + 2 cos (B – D) sin (C – A) + 2 cos (C – D) sin (A – B)]
= \(\frac{1}{2}\) [ sin (A- D + B – C) – sin (A – D – B + C) + sin (B – D + C – A)- sin (B- D- C + A) + sin ( C – D + A – B)- sin (C – D- A + B)]
= \(\frac{1}{2}\) × 0 = 0 = R.H.S

(ii) sin 2A + sin 2B + sin 2 (A – B) = 4 sin A. cos B. cos (A – B)
Solution:
L. H. S. = sin 2A + sin 2B + sin 2 (A – B)
= 2 sin \(\frac{2 A+2 B}{2}\) cos \(\frac{2 A-2 B}{2}\) + 2 sin (A – B) cos (A – B)
= 2 sin (A + B) cos (A- B) + 2 sin (A – B) cos (A – B)
= 2 cos (A – B)[ sin (A-+ B) + sin(A – B)]
= 2 cos (A – B) × 2 sin A cos B
= 4 sin A cos B cos (A – B) = R. H. S.

(iii) cos 2A + cos 2B + cos 2 (A – B) + 1 = 4 cos A. cos B. cos (A – B)
Solution:
cos 2A + cos 2B + cos 2 (A- B) + 1
= 2 cos \(\frac{2 A+2 B}{2}\) cos \(\frac{2 A-2 B}{2}\) + 2 cos² (A – B)
= 2 cos (A + B) cos (A- B) + 2 cos2 (A – B)
= 2 cos (A – B) [cos (A + B) + cos (A – B)]
= 2 cos (A – B) x 2 cos A cos B
= 4 cos A cos B cos (A – B)
= R. H. S

(iv) sin 2A + sin 2B + sin 2C- sin 2 (A + B + C)
Solution:
L. H. S. = sin 2A + sin 2B + sin 2C- sin 2 (A + B + C)
= 2 sin \(\frac{2 A+2 B}{2}\) cos \(\frac{2 A-2 B}{2}\) = 2 cos \(\frac{2 \mathrm{C}+2(\mathrm{~A}+\mathrm{B}+\mathrm{C})}{2}\) × \(\frac{2 \mathrm{C}-2(\mathrm{~A}+\mathrm{B}+\mathrm{C})}{2}\)
= 2 sin (A + B) cos (A – B) + 2 cos (A + B + 2C) sin (A – B)
= 2 sin (A + B) [cos (A- B) – cos (A + B + 2C)]
= 2 sin (A + B) × 2 sin \(\frac{A-B+A+B+2 C}{2}\) sin \(\frac{A+B+2 C-A+B}{2}\)
= 4 sin (A + B) sin (C + A) sin (B + C) = R. H. S.

(v) sin A + sin 3A + sin 5A = sin 3A (1 + 2 cos 2A)
Solution:
L. H. S. = sin A + sin 3A + sin 5A
= sin 3A + sin 5A + sin A
= sin 3A + 2 sin \(\frac{5 \mathrm{~A}+\mathrm{A}}{2} cos \frac{5 \mathrm{~A}-\mathrm{A}}{2}\)
= sin 3A + 2 sin 3A cos 2A
= sin 3A (1 + 2 cos 2A) = R. H. S

(vi) sin A – sin 3A + sin 5A = sin 3A (2 cos 2A – 1)
Solution:
L. H. S. = sin A – sin 3A + sin 5A
= sin A + sin 5A – sin 3A
= sin 5A + sin A – sin 3A
= 2 sin \(\frac{5 \mathrm{~A}+\mathrm{A}}{2} cos \frac{5 \mathrm{~A}-\mathrm{A}}{2}\) – sin 3A
= 2 sin 3A cos 2A – sin 3A
= sin 3A (2 cos 2A – 1) = R. H. S.

(vii) cos (A + B) + sin (A – B) = 2 sin (45° + A) cos (45° + B)
Solution:
R. H. S. = 2 sin (45° + A) cos (45° + B)
= sin (45° + A + 45° + B) + sin (45° + A – 45° – B)
= sin (90° + A + B) sin (A – B)
= cos (A + B) sin (A – B) = L. H. S.

(viii) cos (120° + A) cos (120° – A) + cos (120° + A) cos A + cos A cos (120° – A) + \(\frac{3}{4}\) = 0
Solution:
L. H. S.
= cos (120° + A) cos (120° – A) + cos (120° + A) cos A + cos A cos (120° – A) + \(\frac{3}{4}\)
= cos² A – sin² 120° + cos A [ cos (120° + A) + cos (120° – A)] + \(\frac{3}{4}\)
= cos² A – \(\frac{3}{4}\) + cos A ( 2 cos 120°. cos A) + \(\frac{3}{4}\)
= cos² A + 2 cos 120°. cos² A
= cos² A + 2 \(\left(-\frac{1}{2}\right)\) . cos² A
= cos² A – cos² A = 0

(ix) cos 4A – cos 4B = 8 (cos A – cos B) (cos A + cos B) (cos A – sin B) (cos A + sin B)
Solution:
R. H. S. = 8 (cos A- cos B) (cos A + cos B)
(cos A – sin B) (cos A + sin B)
=  8 (cos² A – cos² B) (cos² A – sin² B)
= – 8(cos² B – cos² A)(cos² A – sin² B)
= – 8 sin (A +B) sin (A – B) cos (A + B) cos (A – B)
= – 2 x [ 2 sin (A + B) cos (A + B)] [2 sin (A – B) cos (A – B)]
= – 2 sin (2A + 2B) sin (2A – 2B)
= – [cos (2A + 2B – 2A + 2B) – cos (2A + 2B + 2A – 2B)]
= – cos 4B + cos 4A
= cos 4A – cos 4B = L. H. S.

Question 10.
Prove the following:
(i) \(\frac{1-\tan ^2\left(45^{\circ}-A\right)}{1+\tan ^2\left(45^{\circ}-A\right)}\) = sin 2A
Solution:
L.H.S \(\frac{1-\tan ^2\left(45^{\circ}-A\right)}{1+\tan ^2\left(45^{\circ}-A\right)}\) = sin 2A = cos 2(45° – A)
= cos (90° – 2A) = sin 2A = R. H. S.

(ii) \(\frac{\cos A+\sin A}{\cos A-\sin A}-\frac{\cos A-\sin A}{\cos A+\sin A}\) = 2 tan 2A
Solution:

(iii) \(\frac{1-\cos 2 A+\sin 2 A}{1+\cos 2 A+\sin 2 A}\) = tan A
Solution:

(iv) \(\frac{\sin (\mathbf{A}+\mathbf{B})+\cos (\mathbf{A}-\mathbf{B})}{\sin (\mathbf{A}-\mathbf{B})+\cos (\mathbf{A}+\mathbf{B})}\) = sec 2B + tan 2B
Solution:

(v) \(\frac{\cos 7 \alpha+\cos 3 \alpha-\cos 5 \alpha-\cos \alpha}{\sin 7 \alpha-\sin 3 \alpha-\sin 5 \alpha+\sin \alpha}\) = cot 2α
Solution:
L.H.S = \(\begin{array}{r}
\cos 7 \alpha+\cos 3 \alpha \\
-\cos 5 \alpha-\cos 3 \alpha \\
\hline \sin 7 \alpha-\sin 3 \alpha \\
-\sin 5 \alpha+\sin \alpha
\end{array}\)

(vi) \(\frac{\sin \theta+\sin 3 \theta+\sin 5 \theta+\sin 7 \theta}{\cos \theta+\cos 3 \theta+\cos 5 \theta+\cos 7 \theta}\) = tan 4θ
Solution:

Question 11.
Prove the following:
(i) Express 4 cos A. cos B. cos C as the sum of four cosines.
Solution:
4 cos A cos B cos C
= 2 (2cos A cos B) cos C
= 2 [ cos (A + B) + cos (A – B)] cos C
= 2 cos (A + B) cos C + 2 cos (A – B) cos C
= cos (A + B + C) + cos (A + B – C) + cos (A – B + C) + cos (A – B – C)

(ii) Express cos 2A + cos 2B + cos 2C + cos 2 (A + B + C) as the product of three cosines.
Solution:
cos 2A + cos 2B + cos 2C + cos 2(A + B + C)
= 2 cos \(\frac{2 \mathrm{~A}+2 \mathrm{~B}}{2}\) cos \(\frac{2 \mathrm{~A}-2 \mathrm{~B}}{2}\) = 2 cos \(\frac{2 C+2(A+B+C)}{2}\) × cos \(\frac{2 C-2(A+B+C)}{2}\)
= 2 cos (A + B) cos (A- B) + 2 cos (A + B + 2C) cos (A + B)
= 2 cos (A + B) [cos (A- B) + cos (A + B + 2C)]
= 2 cos (A + B) × 2 cos \(\frac{(A-B+A+B+2 C)}{2}\) cos \(\frac{(A-B-A-B-2 C)}{2}\)
= 4 cos (A + B) cos (C + A) cos (B + C)

Question 12.
Prove the following:
(i) cos⁶ A – sin⁶ A = cos 2A(1 – \(\frac{1}{4}\) sin² 2A)
Solution:
L.H.S = cos⁶ A – sin⁶ A
= (cos² A)³– (sin² A)³ = (cos² A – sin² A)³ + 3 cos² A sin² A (cos² A – sin² A)
= cos³ 2A + \(\frac{3}{4}\) sin² 2A cos 2A
= cos² A (cos² 2A + \(\frac{3}{4}\) sin² 2A)
= cos 2A (1 – sin² 2A + \(\frac{3}{4}\) sin² 2A)
= cos 2A (1 – \(\frac{1}{4}\) sin² 2A) = R.H.S

(ii) cos⁶A + sin⁶ A = \(\frac{1}{4}\) (1 + 3 cos²2A)
Solution:
L.H.S = cos⁶ A + sin⁶ A
= (cos² A)³ + (sin² A)³
= (cos² A)³ + (sin² A)³ – 3 cos² A. sin² A (cos² A + sin² A)
= 1 – \(\frac{3}{4}\) sin² 2A = 1 – \(\frac{3}{4}\) (1 – cos² 2A)
= 1 – \(\frac{3}{4}\) + \(\frac{3}{4}\) cos² 2A
= \(\frac{1}{4}\) + \(\frac{3}{4}\) cos² 2A = \(\frac{1}{4}\) (1 + 3cos² 2A) = R.H.S.

(iii) cos³ A. cos 3A + sin³ A sin³ A = cos³ 2A
Solution:
L.H.S = cos³ A cos 3A + sin³ A sin 3A
= cos³ A (4 cos³ A- 3 cos A) + sin³ A (3 sin A- 4 sin³ A)
= 4 cos⁶A- 3 cos⁴A + 3 sin⁴A- 4 sin⁶A
= 4 (cos⁶A- sin⁶A) – 3(cos⁴A- sin⁴A)
= 4 {(cos²A)³– (sin²A)³} – 3 {(cos²A)²– (sin²A)²}
= 4 (cos²A- sin²A) {(cos²A)² + cos²A sin²A + (sin²A)²} – 3 (cos²A- sin²A) (cos²A + sin²A)
= (cos²A- sin²A) [4 {(cos²A + sin²A)²-2 cos²A sin²A + cos²A sin²A} -3×1]
= cos 2A ( 4- 4 sin²A cos²A- 3)
= cos 2A ( 1 – 4 sin²A cos²A)
= cos 2A (1 – sin²2A)
= cos 2A cos²2A = cos³2A = R. H. S.

(iv) sin⁴ θ = \(\frac{3}{8}\) – \(\frac{1}{2}\) cos 2θ + \(\frac{1}{8}\) cos 4θ
Solution:
R.H.S = \(\frac{3}{8}\) – \(\frac{1}{2}\) cos 2θ + \(\frac{1}{8}\) cos 4θ
= \(\frac{3}{8}\) – \(\frac{1}{2}\) (1 – 2 sin² θ) + \(\frac{1}{8}\) (1 – 2 sin² θ)
= \(\frac{3}{8}\) – \(\frac{1}{2}\) + sin² θ + \(\frac{1}{8}\) – \(\frac{1}{4}\)  sin² 2θ
= sin² θ – \(\frac{1}{4}\) × 4 sin² θ cos² θ
= sin² θ (1 – cos² θ)
= sin² θ sin² θ = sin⁴ = L.H.S

(v) cot 3A = \(\frac{\cot ^3 A-3 \cot A}{3 \cot ^2 A-1}\)
Solution:

(vi) tan 4θ = \(\frac{4 \tan \theta-4 \tan ^3 \theta}{1-6 \tan ^2 \theta+\tan ^4 \theta}\)
Solution:

(vii) \(\frac{1}{\tan 3 A-\tan A}-\frac{1}{\cot 3 A-\cot A}\) = cot 2A
Solution:

(viii) \(\frac{\cot A}{\cot A-\cot 3 A}-\frac{\tan A}{\tan 3 A-\tan A}\) = 1
Solution:

Question 13.
Find the value of
sin 3°,cos 3°, 2 sin \(\frac{\pi}{32}\)
Solution:
sin 3° = sin (18° – 15°)
= sin 18° cos 15° – cos 18° sin 15°

Question 14.
If sin A + sin B = a and cos A + cos B = b, then show that
(i) tan(A + B) = \(\frac{2 a b}{b^2-a^2}\)
Solution:

(ii) sin (A + B) = \(\frac{2 a b}{b^2-a^2}\)

(iii) cos (A + B) = \(\frac{b^2-a^2}{b^2+a^2}\)

Question 15.
Prove the following:
(i) \(\frac{1+\sin A-\cos A}{1+\sin A+\cos A}\) = tan \(\frac{A}{2}\)
Solution:

(ii) \(8 \sin ^4 \frac{1}{2} \theta-8 \sin ^2 \frac{1}{2} \theta\) + 1 = cos 2θ
Solution:

(iii) \(\cos ^4 \frac{\pi}{8}+\cos ^4 \frac{3 \pi}{8}+\cos ^4 \frac{5 \pi}{8}\) \(+\cos ^4 \frac{7 \pi}{8}=\frac{3}{2}\)
Solution:

(iv) cos² \(\frac{\alpha}{2}\) (1- 2cos α)² + sin² α(1+ 2 cos α)² =1
Solution:

Question 16.
Prove the following:
(i) sin 20°. sin 40°. sin 60°. sin 80° = \(\frac{3}{16}\)
Solution:

(ii) cos 36°. cos 72°. cos 108°. cos144° = \(\frac{7}{16}\)
Solution:

(iii) cos 10°. cos 30°. cos 50°. cos 70° = \(\frac{3}{16}\)
Solution:

(iv) cos 20°. cos 40°. cos 60°. cos 80° = \(\frac{1}{16}\)
Solution:

(v) tan 6°. tan 42°.tan 66°. tan 78° = 1 [Hints: Use the identity tan 3A = tan A tan (60° – A) tan (60° + A)]
Solution:
We have tan 3A
= tan A tan (60° – A) tan (60° + A)
Now putting A = 6° and 18°.
in (1) we have
tan 18° = tan 6° tan 54° tan 66°     …(2)
and tan 54°
= tan 18° tan 42° tan 78°            ……(3)
Multiplying (2) and (3) we have
tan 18° tan 54°
= tan 6° tan 54° tan 66° tan 18° . tan 42°. tan 78°
or, 1 = tan 6° tan 42° tan 66° tan 78°.

Question 17.
Prove the following:
(i) cos 7 \(\frac{1}{2}\)° = √6 + √3 + √2 + 2
Solution:

(ii) cot 22 \(\frac{1}{2}\)° = √2 + 1
Solution:

(iii) cot 37 \(\frac{1}{2}\)° = √6 – √3 – √2 + 2
Solution:

(iv) tan 37 \(\frac{1}{2}\)° = √6 + √3 – √2 + 2
Solution:

(v) cos \(\frac{\pi}{16}\) = 1/2 \(\sqrt{2+\sqrt{2+\sqrt{2}}}\)
∴ 2 cos \(\frac{\pi}{16}\)

Question 18.
(i) If sin A = K sin B, prove that tan 1/2(A – B) = \(\frac{K-1}{K+1}\) tan 1/2(A – B)
Solution:

(ii) Ifa cos (x + α) = b cos (x – α) show that (a + b) tan x = (a – b) cot α.
Solution:

or, cot x cot α = \(\frac{a+b}{a-b}\)
or, (a – b) cot α = \(\frac{a+b}{\cot x}\) = (a + b) tan x
or, (a + b) tan x =(a-b) cot α

(iii) An angle 0 is divided into two parts α, β such that tan α: tan β = x : y.
Prove that sin (α – β) = \(\frac{x-y}{x+y}\) sin θ.
Solution:

(iv) If sin θ + sin Φ = a, cos θ + cos Φ = b, show that
\(\frac{\sin \frac{\theta+\phi}{2}}{a}=\frac{\cos \frac{\theta+\phi}{2}}{b}=2 \frac{\cos \frac{\theta-\phi}{2}}{a^2-b^2}\)
Solution:
sin θ + sin Φ = a
cos θ + cos Φ = b
We have
a2 + b2 = (sin θ + sin Φ)² + (sin θ + sin Φ)²
= sin² θ + sin² Φ + 2 sin θ. sin Φ + cos² θ +cos² Φ + 2 cos θ. cos Φ
= 2 + 2 (cos θ cos Φ + sin θ sin Φ)
= 2 + 2 cos (θ – Φ)
= 2 [1+ cos (θ – Φ)]

(v) If a cos α + b sin α = c = a cos β + b sin α then prove that
\(\frac{a}{\cos \frac{1}{2}(\alpha+\beta)}=\frac{b}{\sin \frac{1}{2}(\alpha+\beta)}\) \(=\frac{c}{\cos \frac{1}{2}(\alpha-\beta)}\)
Solution:

(vi) Prove that \(\left(\frac{\cos A+\cos B}{\sin A-\sin B}\right)^n+\left(\frac{\sin A+\sin B}{\cos A-\cos B}\right)^n\) = 2 cosⁿ \(\frac{A-B}{2}\) or zero according as n is even or odd.
Solution:

Question 19.
(i) If (1 – e) tan² \(\frac{\boldsymbol{\beta}}{2}\) = (1 + e) tan² \(\frac{\boldsymbol{\alpha}}{2}\), prove that cos β = \(\frac{\cos \alpha-e}{1-e \cos \alpha}\)
Solution:

(ii) If cos θ = \(\frac{\cos \mathbf{A}-\cos \mathbf{B}}{1-\cos \mathbf{A} \cdot \cos \mathbf{B}}\) prove that one of the values of
tan \(\frac{θ}{2}\) is tan \(\frac{A}{2}\) . tan \(\frac{B}{2}\).
Solution:

(iii) If tan θ = \(\frac{\sin x \cdot \sin y}{\cos x+\cos y}\) then prove that one of the values of tan \(\frac{1}{2}\) θ tan \(\frac{1}{2}\) x and tan \(\frac{1}{2}\) y.
Solution:

(iv) If sec (Φ + a) + sec (Φ – α) = 2 sec Φ. show that cos Φ = ± √2 cos \(\frac{α}{2}\)
Solution:

(v) If tan A + tan B = a and cot A + cot B = b. then show that cot (A + B) = \(\frac{1}{a}\) – \(\frac{1}{b}\).
Solution:

(vi) If cot θ = cos (x + y) and cot Φ = cos (x – y) show that tan (θ = Φ) = \(\frac{2 \sin x \cdot \sin y}{\cos ^2 x+\cos ^2 y}\)
Solution:

(vii) If tan β = \(\frac{n^2 \sin \alpha \cdot \cos \alpha}{1-n^2 \sin ^2 \alpha}\), then show that \(\frac{\tan (\alpha-\beta)}{\tan \alpha}\) = 1 – n²
Solution:

(viii)If 2 tan α = 3 tan β, then prove that tan(α – β) = \(\frac{\sin 2 \beta}{5-\cos 2 \beta}\)
Solution:

(ix) If α, β are acute angles and cos 2α = \(\frac{3 \cos 2 \beta-1}{3-\cos 2 \beta}\) then prove that tan α = √2 tan β.
Solution:

Question 20.
If A + B + C = π, then prove the following.
(i) cos 2A + cos 2B + cos 2C + 1 + 4 cos A. cos B. cos C = 0
Solution:
A + B + C = π  or, A + B = π – C
or, cos (A + B) = cos (π – C) = – cos C
∴ cos 2A + cos 2B + cos 2C
= 2 cos \(\frac{2 \mathrm{~A}+2 \mathrm{~B}}{2}\) cos \(\frac{2 \mathrm{~A}-2 \mathrm{~B}}{2}\)
= 2 cos (A + B) cos (A- B) + 2 cos² C – 1
= – 2 cos C cos (A – B) + 2 cos² C –  1
= – 1 – 2 cos C cos (A – B) – cos C
= – 1 – 2 cos C [cos (A- B) + cos (A + B)]
= – 1 – 2 cos C × 2 cos A cos B
= – 1 – 4 cos A cos B cos C
∴ L. H. S. = cos 2A + cos 2B + cos 2C + 1 + 4 cos A cos B cos C
= – 1 – 4 cos A cos B cos C + 1 + 4 cos A cos B cos C = 0 = R. H. S.

(ii) sin 2A + sin 2B – sin 2C = 4 cos A. cos B. sin C
Solution:
L. H. S. = sin 2A + sin 2B – sin 2C
= 2 sin \(\frac{2 A+2 B}{2}\) cos \(\frac{2 A-2 B}{2}\) – sin 2C
= 2 sin(A + B) cos (A – B) -2 sinC cos C
= 2 sin C cos (A- B) – 2 sin C cos C [ ∵ A + B= π – C]
or, sin (A + B) = sin (n- C) = sin C]
= 2 sin C [cos (A – B)- cos C]
= 2 sin C [cos (A – B) – cos (A + B)]
= 2 sin C. 2 cos A. cos B
= 4 cos A cos B sin C = R. H. S.

(iii) cos A + cos B + cos C = 1 + 4 sin \(\frac{1}{2}\) A. sin \(\frac{1}{2}\) B. sin \(\frac{1}{2}\) C.
Solution:

(iv) sin A + cos B- sin C = 4 sin \(\frac{1}{2}\) A. sin \(\frac{1}{2}\) B. cos \(\frac{1}{2}\) C.
Solution:

(v) cos² A + cos² B + 2cos A. cos B. cos C = sin² C
Solution:

(vi) sin² \(\frac{A}{2}\) + sin² \(\frac{B}{2}\) + sin² \(\frac{C}{2}\) = 1 – 2 sin \(\frac{A}{2}\). sin \(\frac{B}{2}\). sin \(\frac{C}{2}\)
Solution:

(vii) sin \(\frac{A}{2}\) + sin \(\frac{B}{2}\) + sin \(\frac{c}{2}\) = 4 sin \(\frac{\pi-A}{4}\) sin \(\frac{\pi-B}{4}\). sin \(\frac{\pi-C}{4}\) + 1
Solution:

(viii) cos² \(\frac{A}{2}\) + cos² \(\frac{B}{2}\) – cos² \(\frac{C}{2}\) = 2 cos \(\frac{A}{2}\). cos \(\frac{B}{2}\). sin \(\frac{C}{2}\)
Solution:

(ix) sin (B + 2C) + sin (C + 2A) + sin (A + 2B) = 4 sin \(\frac{B-C}{2}\). sin \(\frac{C-A}{2}\). sin \(\frac{A-B}{2}\)
Solution:

Question 21.
(i) Show that (2 cos θ – 1) (2 cos 2θ – 1) (2 cos² 2θ – 1) ….. (2 cos 2^n-1 θ – 1) \(=\frac{2 \cos 2^n \theta+1}{2 \cos \theta+1}\)
Solution:
We have
(2 cos θ + 1) (2 cos θ – 1)
= 4 cos² θ – 1=4 cos² θ – 2+1
= 1 + 2(2 cos² θ – 1)
= 1+2 cos 2θ = 2 cos 2θ+1
And, (2 cos 2θ + 1) (2 cos 2θ – 1)
= 4 cos² 2θ – 1 = 2 ( 2 cos² 2θ – 1) + 1
= 2 cos 4 θ + 1 = 2 cos 2² θ + 1
Similarly, we can prove,
( 2 cos 2² θ + 1) ( 2 cos 2² θ- 1)
= 2 cos 2³ θ + 1
Proceeding in this way, we can prove,
(2 cos 2θ + 1) (2 cos 2θ – 1)
(2 cos 2θ- 1) (2 cos 2² θ – 1) ……  (2 cos 2^n-1 θ-1)
= 2 cos 2ⁿ θ + 1
or, (2 cos θ-1) (2 cos 2θ-1) (2 cos 2² θ- 1) (2 cos 2^n-1 θ-1)
\(=\frac{2 \cos 2^n \theta+1}{2 \cos \theta+1}\)

(ii) Show that 2ⁿ cos θ. cos 2θ. cos2² θ ……… 2^n-1 θ = 1 If θ = \(\frac{\pi}{2^n+1}\)
Solution:
we have, θ = \(\frac{\pi}{2^n+1}\)
or, 2ⁿ θ + θ = π
or, 2ⁿ θ  = π – θ
or, 2ⁿ θ = sin (π – θ) = sin θ
or, \(\frac{\sin 2^n \theta}{\sin \theta}\) = 1   …….(1)
Again, sin 2ⁿ θ = 2 sin 2^n-1 θ cos 2^n-1 θ
= 2 × 2 sin 2^n-2 θ cos 2^n-2 θ cos 2^n-1 θ
= 2² × 2 sin 2^n-3 θ cos 2^n-3 θ  cos 2^n-2 θ cos 2^n-v θ
= 2³ sin 2^n-3 θ cos 2^n-3 θ cos 2^n-2 θ cos 2^n-1 θ

………………………..

………………………..

………………………..

= 2ⁿ sin θ cos θ cos 2θ cos 2² θ …….. cos 2^n-2 θ cos 2^n-1 θ

or,  2ⁿ cos θ cos 2θ cos 2² θ …… cos 2^n-1 θ = 1

(iii) Prove that \(\frac{\tan 2^n \theta}{\tan \theta}\) = = (1 + sec 2θ) (1 + sec2² θ) …. (1 + sec2ⁿ θ)
Solution:

Question 22.
If x + y + z = xyz, prove that
(i) \(\frac{x}{1-x^2}+\frac{y}{1-y^2}+\frac{z}{1-z^2}\) = =\(\frac{4 x y z}{\left(1-x^2\right)\left(1-y^2\right)\left(1-z^2\right)}\)
Solution:
x + y + z = xyz   (Given)
Let x = tan α, y = tan β, z = tan γ
∴ tan α + tan β + tan γ = tan α .tan β .tan γ or; tan α + tan β
= – tan γ + tan α tan β tan γ
= – tan γ(1 – tan α tan β)
or, \(\frac{\tan \alpha+\tan \beta}{1-\tan \alpha \tan \beta}\) = – tan γ
or, tan (α + β) = tan (π- γ)
or, α + β = π-γ
or, 2α + 2β = 2π- 2γ
or, tan (2α + 2β = tan (2π- 2γ)
or, tan (2α + 2β) = tan (2π- 2γ)

(ii) \(\frac{3 x-x^3}{1-3 x^2}+\frac{3 y-y^3}{1-3 y^2}+\frac{3 z-z^3}{1-3 z^2}\) = \(\frac{3 x-x^3}{1-3 x^2} \cdot \frac{3 y-y^3}{1-3 y^2} \cdot \frac{3 z-z^3}{1-3 z^2}\)
Solution:

Question 23.
If \(\text { If } \frac{\sin ^4 \alpha}{a}+\frac{\cos ^4 \alpha}{b}=\frac{1}{a+b}\) show that \(\frac{\sin ^8 \alpha}{a^3}+\frac{\cos ^8 \alpha}{b^3}=\frac{1}{(a+b)^3}\)
Solution:

Odisha State Board BSE Odisha 10th Class English Solutions Chapter 7 The Flower-School Textbook Exercise Questions and Answers.

BSE Odisha Class 10 English Solutions Chapter 7 The Flower-School

BSE Odisha 10th Class English The Flower-School Text Book Questions and Answers

H. Let’s Understand The Poem:
Read the poem silently and answer the following questions.
(କବିତାଟିକୁ ନୀରବରେ ପଢ଼ ଓ ନିମ୍ନଲିଖ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ଦିଅ ।)

Question 1.
What is the poem about?
(କବିତାଟି କେଉଁ ବିଷୟରେ ଲିଖ୍ ?)
Answer:
The poem is about the flower children.

Question 2.
What rumbles in the sky?
(ଆକାଶରେ କ’ଣ ଘଡ଼ଘଡ଼ିର ପ୍ରଚଣ୍ଡ ଧ୍ବନି ସୃଷ୍ଟି କରୁଛି ?)
Answer:
The storm-clouds rumble in the sky.

Question 3.
What comes marching over the heath?
(ବ୍ୟାପକ ତୃଣ ଅଞ୍ଚଳ ଉପରେ କ’ଣ ମାଡ଼ି ଆସୁଛି ?)
Answer:
The moist (slightly wet) east wind comes marching over the heath.

Question 4.
Which word tells that the east wind is not dry?
(କେଉଁ ଶବ୍ଦ ଦର୍ଶାଉଛି ଯେ ପୂବେଇ ପବନ ଶୁଖା ନୁହେଁ ?)
Answer:
The word ‘moist’ tells that the east wind is not dry.

Question 5.
How does the moist east wind come?
(ଆର୍ଦ୍ର ପୂବେଇ ପବନ କିଭଳି ଆସେ/ ଆସୁଛି ?)
Answer:
The moist east wind comes marching.

Question 6.
How do the crowds of flowers come out?
(ଫୁଲଗୁଡ଼ିକର ଦଳ କିପରି ବାହାରି ଆସୁଛି ?)
Answer:
The crowds of flowers come out suddenly from nowhere.

Question 7.
Where do the flowers dance and how?
(ଫୁଲସବୁ କେଉଁଠାରେ ନାଚୁଛି ଓ କିପରି ?)
Answer:
The flowers dance upon (ନୃତ୍ୟ କରୁଛି) the grass in wild excitement.

Question 8.
Which season is described in the poem ?
(ବର୍ଷସାରା ଫୁଲଗୁଡ଼ିକ କେଉଁଠାରେ ଥାଆନ୍ତି ?)
Answer:
In the poem, the rainy season is described.

Question 9.
Where are the flowers all year round?
( ବର୍ଷସାରା ଫୁଲଗୁଡ଼ିକ କେଉଁଠାରେ ଥାଆନ୍ତି ?)
Answer:
The flowers are at their school all year round.

Question 10.
Who are the flowers compared to?
(ଫୁଲଗୁଡ଼ିକୁ କାହା ସହିତ ତୁଳନା କରାଯାଇଛି ?)
Answer:
The flowers are compared to little children.

Question 11.
How do they do their lessons? Why?
(ସେମାନେ (ଫୁଲସବୁ) କିପରି ସେମାନଙ୍କର ପାଠପଢ଼ା କରନ୍ତି ? କାହିଁକି ?)
Answer:
The flowers do their lessons shutting their doors (ସେମାନଙ୍କର ଦ୍ଵାର ବନ୍ଦ କରି). Because this is their school hour and the time to come out hasn’t come yet.

Question 12.
Who does ‘their master’ refer to?
(‘ସେମାନଙ୍କର ମାଲିକ’ କାହାକୁ ସୂଚିତ କରୁଛି ?)
Answer:
‘Their master’ refers to their teacher.

Question 13.
Their master is strict or lenient? Which line in the poem tells us so?
( ସେମାନଙ୍କର ଗୁରୁ ବା ଶିକ୍ଷକ କଠୋର ବା ସରଳ ? କବିତାରେ କେଉଁ ଧାଡ଼ି ଏହା ଦର୍ଶାଉଛି ?)
Answer:
Their master is strict. The line in the poem telling us so is, “Their master makes them stand in a corner”.

Question 14.
When are they made to stand in a corner?
(ସେମାନଙ୍କୁ (ଫୁଲଗୁଡ଼ିକୁ) କେତେବେଳେ ଗୋଟିଏ କଣରେ ଠିଆ କରାଇ ଦିଆଯାଏ ?)
Answer:
They are made to stand in a comer when they play before school is over.

Question 15.
When do the flowers have their holidays?
(ଫୁଲସବୁ କେତେବେଳେ ସେମାନଙ୍କ ଛୁଟିଦିନ ପାଆନ୍ତି ?)
Answer:
When the rains come, the flowers have their holidays.

Question 16.
What changes take place in nature when the rain comes?
(ଯେତେବେଳେ ବର୍ଷା ଆସେ ପ୍ରକୃତିରେ କେଉଁସବୁ ପରିବର୍ତ୍ତନ ହୋଇଥାଏ ?)
Answer:
When the rain comes, branches clash together in the forest, the thunderclouds clap their giant hands, and the leaves rustle in the wild wind.

Question 17.
How do the flower children enjoy their holidays?
(ଫୁଲରୂପୀ ପିଲାମାନେ କିପରି ସେମାନଙ୍କର ଛୁଟି ଉପଭୋଗ କରନ୍ତି ?)
Answer:
The flower children enjoy their holidays by coming out in the rain dressed (ବର୍ଷା) in pink, yellow, and white.

Question 18.
Who is the speaker sharing his thoughts with?
(କବି କାହା ସହିତ ନିଜର ଭାବନା ବାଣ୍ଟିଛନ୍ତି ?)
Answer:
The speaker is sharing his thoughts with his mother.

Question 19.
Where is the home of the flower children?
(ଫୁଲରୂପୀ ପିଲାମାନଙ୍କର ଘର କେଉଁଠାରେ ?)
Answer:
The home of the flower children is in the sky.

Question 20.
Why are they eager to go to the sky ?
(ସେମାନେ (ଫୁଲସବୁ) କାହିଁକି ଆକାଶକୁ ଯିବା ପାଇଁ ଉତ୍ସୁକ/ବ୍ୟାକୁଳ ?)
Answer:
They are eager (ଉତ୍ସୁକ/ବ୍ୟାକୁଳ) to go to the sky as their mother in the sky calls them.

Question 21.
What does the speaker guess?
(ବକ୍ତା କ’ଣ ଅନୁମାନ କରିଛନ୍ତି ?)
Answer:
The speaker guesses to whom the flower children are raising their arms.

Question 22.
Why are the flower children raising their arms?
(ଫୁଲରୂପୀ ପିଲାମାନେ କାହିଁକି ସେମାନଙ୍କର ହାତ ଉଠାଉଛନ୍ତି ?)
Answer:
The flower children are raising (ଟେକୁଛନ୍ତି) their arms (ହାତ) to their mother living in the sky to embrace them (ସେମାନଙ୍କୁ କୋଳେଇ ନେବାପାଇଁ).

Question 23.
Why are they in a hurry?
(ସେମାନେ କାହିଁକି ଏତେ ଚଞ୍ଚଳ/ବ୍ୟଗ୍ର ହୋଇ ପଡ଼ିଛନ୍ତି ?)
Answer:
They are in a hurry as their mother in the sky calls them.

Question 24.
Which line tells that the speaker also longs for his mother?
(କବିତାରେ କେଉଁ ଧାଡ଼ି ଦର୍ଶାଉଛି ଯେ ବକ୍ତା ମଧ୍ୟ ତାଙ୍କ ମାଆଙ୍କ ପାଖକୁ ଯିବାକୁ ବ୍ୟାକୁଳ ହୋଇପଡ଼ିଛନ୍ତି ?)
Answer:
The line that tells that the speaker also longs for (wishes) his mother is “they have their mother as I have my own”.

I. Let’s Appreciate The Poem:
(A)
Question 1.
Why do you think the flowers dance upon the grass in wild glee?
(ତୁମେ କାହିଁକି ଭାବୁଛ ଫୁଲଗୁଡ଼ିକ ଘାସ ଉପରେ ପ୍ରବଳ ଉତ୍ତେଜନାରେ ନାଚୁଛନ୍ତି ?)
Answer:
I think the flowers dance upon the gears that come down with them. During storms, branches clash together in the forest and the leaves rustle in the wild wind. The moist east wind comes marching over the uncultivated land also.

Question 2.
Do you think the speaker feels that holidays are funnier than school days?
(ତୁମେ ଭାବୁଛ କି ସ୍କୁଲ ଦିନ ଅପେକ୍ଷା ଛୁଟିଦିନସବୁ ଅଧ୍ବକ କୌତୂହଳପ୍ରଦ ବୋଲି ବକ୍ତା ଅନୁଭବ କରୁଛନ୍ତି ?)
Answer:
Yes, I think so.

Question 3.
Why does the speaker think that the flowers go to school underground?
(ବକ୍ତା କାହିଁକି ଭାବୁଛନ୍ତି ଯେ ଫୁଲଗୁଡ଼ିକ ଭୂପୃଷ୍ଠ ତଳେ ଥ‌ିବା ବିଦ୍ୟାଳୟକୁ ଯାଆନ୍ତି ?)
Answer:
The speaker thinks that the flowers go to school underground as he notices them only when the monsoon rain comes and he does not notice the flowers anywhere in other seasons. So he thinks they must have been in school underground all year round.

Question 4.
How does the speaker describe the storm?
(ବକ୍ତା କିଭଳି ଝଡ଼କୁ ବର୍ଣ୍ଣନା କରିଛନ୍ତି ?)
Answer:
According to the speaker the storm-clouds rumble (make a long deep sound) as if they clap their giant hands and showers come down with them. During storms, branches clash together in the forest and the leaves rustle in the wild wind. The moist east wind comes marching over the uncultivated land also.

Question 5.
Do you think that the speaker’s description of the flowers and their school has any reality in real life?
ତୁମେ କ’ଣ ଭାବୁଛ ବକ୍ତାଙ୍କର ଫୁଲ ଓ ସେମାନଙ୍କର ବିଦ୍ୟାଳୟ ସମ୍ପର୍କିତ ବର୍ଣ୍ଣନାର ଜୀବନର ବାସ୍ତବତା ସହ କିଛି ସମ୍ପର୍କ ଅଛି ?)
Answer:
Yes, I think that the speaker’s description of the flowers and their school has a reality in real life.

Question 6.
Which elements of nature celebrate holidays with the flower children and how?
(ପ୍ରକୃତିର କେଉଁସବୁ ଉପାଦାନ ଫୁଲରୂପୀ ପିଲାମାନଙ୍କ ସହିତ ଛୁଟି ପାଳନ କରୁଛନ୍ତି ଓ କିପରି ?)
Answer:
Elements of nature like (ପରି) branches of trees in the forest, their leaves, and thunderclouds celebrate holidays with the flower children. With the blowing of wild wind, branches clash together in the forest and leaves make rustling sounds, and the thunderclouds rumble as if they clap with their big hands. In this way, they celebrate their holiday.

Question 7.
Identify the lines and phrases in the poem which indicate that the flower children have a strict system of schooling.
(କବିତାରେ ଫୁଲରୂପୀ ପିଲାମାନଙ୍କର କଠୋର ବିଦ୍ୟାଳୟ ବ୍ୟବସ୍ଥା ଥ‌ିବା କଥା ସୂଚିତ କରୁଥିବା ଧାଡ଼ି ଓ ବାକ୍ୟାଶଗୁଡ଼ିକୁ ଚିହ୍ନିତ କର ।)
Answer:
The lines and phrases in the poem which indicate that the flower children have a strict system of schooling are: “They do their lessons with doors shut, and if they want to come out to play before it is time, their master makes them stand in a comer. ”

(B)
Question 1.
The poet presents a lively description of nature during the monsoon
showers in June. The objects of nature seem to behave like human beings. Such a device in poetry is known as personification. (କବି ଜୁନ୍ ମାସର ମୌସୁମୀ ବର୍ଷା ସମୟର ପ୍ରକୃତିର ଏକ ଜୀବନ୍ତ ବିବରଣୀ ଉପସ୍ଥାପିତ କରିଛନ୍ତି । ପ୍ରକୃତିର ପଦାର୍ଥଗୁଡ଼ିକ ମନୁଷ୍ୟ ଭଳି ବ୍ୟବହାର କରୁଥ‌ିବାର ଜଣାଯାଉଛି । କବିତାରେ ଏଭଳି ଅଳଙ୍କାର କୁ personification ବା ‘ବ୍ୟକ୍ତିତ୍ବ ଆରୋପଣ’ କୁହାଯାଏ ।)
Personification is a device in which a thing or an idea or an animal is given human qualities and described as a living thing. (Personification ବା ବ୍ୟକ୍ତିତ୍ବ ଆରୋପଣ ହେଉଛି ଏକ ଅଳଙ୍କାର ଯେଉଁଥରେ ଏକ ପଦାର୍ଥ ବା ଏକ ଧାରଣା କିମ୍ବା ଏକ ପ୍ରାଣୀ ମାନବୀୟ ଗୁଣାବଳୀ ପ୍ରଦତ୍ତ ହୋଇଥାଏ ଏବଂ ଏକ ଜୀବନ୍ତ ପଦାର୍ଥ ଭଳି ବର୍ଣ୍ଣନା କରାଯାଇଥାଏ ।)
Pick out as many such examples as you can from the poem. One is done for you.
(ତୁମେ କବିତା ଯେତେ ପାରୁଛ ସେହିଭଳି ଉଦାହରଣ ବାହାର କର । ଗୋଟିଏ ତୁମ ପାଇଁ କରିଦିଆଯାଇଛି ।)
Answer:

• Storm clouds rumble in the sky.
• June showers come down.
• The moist east wind comes marching.
• Crowds of flowers come out and dance upon the grass in wild glee.
• Branches clash together in the forest.
• The leaves rustle in the wild wind.
• The thunderclouds clap their giant hands.
• The flower children rush out in dresses of pink and yellow and white.

Question 2.
Poets use words and pictures to bring out comparisons between persons, ideas or objects with similar quality or appearance. (ସମାନ ଗୁଣ ବା ଚେହେରା ଥ‌ିବା ବ୍ୟକ୍ତି, ଧାରଣା ବା ପଦାର୍ଥଗୁଡ଼ିକ ମଧ୍ୟରେ ତୁଳନା କରିବା ପାଇଁ କବିମାନେ ଶବ୍ଦ ଛବି ବ୍ୟବହାର କରିଥା’ନ୍ତି ।)
What are the things below compared to in the poem you just read?
(ତୁମେ ଏବେ ପଢ଼ିଥିବା କବିତାରେ ନିମ୍ନଲିଖୁ ଜିନିଷଗୁଡ଼ିକୁ କାହା ସହ ତୁଳନା କରାଯାଇଛି ?)
One is done for you.(ଗୋଟିଏ ତୁମପାଇଁ କରି ଦିଆଯାଇଛି ।)

• the bamboo — bagpipes
• the flowers —
• the underground —
• the rains —
• pink, yellow and white —
• the sky —
• the stars —

Answer.
the bamboo — bagpipes
the flowers — children
the underground — the flower-school
the rains — living animals
pink, yellow and white — colorful dresses
the sky — a living place like the earth
the stars — flower’s mothers

Question 3.
The theme of a poem is the main idea of the poem. The theme may not always be stated, but can be hinted at indirectly. Which of the following ideas supports the theme of ‘The Flower — School’? Tick your choice.
(କବିତାର ବିଷୟବସ୍ତୁ ହେଉଛି କବିତାର ମୁଖ୍ୟ ଧାରଣାସମୂହ । ବିଷୟବସ୍ତୁ ସର୍ବଦା ଉଲ୍ଲେଖ ହୋଇନଥାଏ, ମାତ୍ର ପରୋକ୍ଷରେ ସୂଚିତ କରାଯାଇଥାଏ । ‘The Flower – School’ ବା ‘ଫୁଲ-ବିଦ୍ୟାଳୟ’ର ବିଷୟବସ୍ତୁକୁ ନିମ୍ନଲିଖ୍ କେଉଁ ଧାରଣା ସମୂହ ସମର୍ଥନ କରୁଛି ।)

• love for wildlife
• appreciation of nature
• praise of God
• featuring imagination of a flower school
• dislike for the strict school system
• lauding the schoolmaster
• longing for the mother

Answer:

• appreciation of nature
• praise of God
• lauding the schoolmaster

Question 4.
The poet’s longing for his deceased mother creates _______ in the reader’s mind.
(କବିଙ୍କଦ୍ୱାରା ନିଜର ମୃତ ମାଆଙ୍କୁ ସ୍ମରଣ ପାଠକଙ୍କ ମନରେ ______________ସୃଷ୍ଟି କରିଛି ।)
(a) pity (b) panic
(c) pathos (d) pride
Answer:
(c) pathos (ପାଥୋସ୍)

J. Let’s Do The Activities:

Role-play
The students play the roles of ‘Small Boy’ and ‘Flower Child’ in pair and practise the dialogue naturally. They are to be invited to the front of the class to play the role. They change their role after the first round. (ଛାତ୍ରଛାତ୍ରୀମାନେ ଦୁଇଜଣିଆ ଦଳ ହୋଇ ‘ଛୋଟ ବାଳକ’ ଏବଂ ‘ଫୁଲରୂପୀ ପିଲା’ ଭୂମିକାରେ ଅଭିନୟ କରିବେ ଏବଂ ସଂଳାପଗୁଡ଼ିକ ସ୍ଵାଭାବିକ ଭାବେ ଅଭ୍ୟାସ କରିବେ । ସେମାନଙ୍କୁ ଅଭିନୟ କରିବା ପାଇଁ ବିଦ୍ୟାଳୟର ଆଗ ବେଞ୍ଚକୁ ଡକାଯିବ । ପ୍ରଥମ ରାଉଣ୍ଡ ପରେ ସେମାନେ ସେମାନଙ୍କ ଭୂମିକା ପରିବର୍ତ୍ତନ କରିବେ ।)

Small Boy        : Flower Child. Flower Child, where are you going?
Flower Child    : I’m going to school.
Small Boy        : School! You’re going to school! Which school do you go to?
Flower Child    :I go to school underground.
Small Boy        : Really? Who teaches you there?
Flower Child    : Our master.
Small Boy        : Nice. Does anybody disturb you there?
Flower Child    : No, not at all. We do our lessons with doors shut.
Small Boy        : How is your master?
Flower Child    : He’s very strict. He makes us stand in a corner when we play before school is over.
Small Boy        : Thank God. Do you always study? Don’t you have any holidays to enjoy?
Flower Child    : Of course. We have. We have holidays when the rains come.
Small Boy        : What do you do then?
Flower Child    : We wearcoIourfu1 dresses and come out to enjoy the beautiful nature.
Small Boy        : Where is your home?
Flower Child    : It is in the sky. My mother lives there. I am eager to go there.
Small Boy        : Oh really? My mother also lives there.

Question 2.
Listen and Correct:
The teacher reads aloud the following sentences with some intentional factual errors. The students listen and correct them saying: “Excuse me, Sir/Ma’m. I think it is ___________ not, but it is _____________.”
(ନିମ୍ନଲିଖ୍ ଉଦ୍ଦେଶ୍ୟମୂଳକ ଭାବେ ତଥ୍ୟଗତ ତୁଟି ସମ୍ବଳିତ ବାକ୍ୟଗୁଡ଼ିକୁ ଶିକ୍ଷକ ଉଚ୍ଚ ସ୍ୱରରେ ପଢ଼ିବେ । ପିଲାମାନେ ତାହାକୁ ଶୁଣିବେ ଏବଂ ସଂଶୋଧନ କରି କହିବେ ।)
Sentences (with errors):
(i) When the storm clouds rumble on the earth, June showers come down.
(ii) The moist west wind comes marching over the heath.
(iii) The wind blows the bagpipes among the pine trees.
(iv) The crowds of flowers dance upon the bamboos in a very excited way.
(v) The flowers go to school on the top of a hill.
(vi) The flower children do their lessons with their classroom doors open.
(vii) Their teacher makes them stand under a tree.
(viii) They have their holidays at the advent of summer.
(ix) Their home is in the sea.
(x) The flowers are eager to go to their school.
Answer:
(i) Excuse me, Sir/Ma’m. I think it is not ‘the storm clouds rumble on the earth’, but it is ‘the storm clouds rumble in the sky’.
(ii) Excuse me, Sir/Ma’m. I think it is not ‘the moist west wind comes marching’, but it is ‘the moist east wind comes marching’.
(iii) Excuse me, Sir/Ma’m. I think it is not ‘the pine trees’, but it is ‘the bamboos’.
(iv) Excuse me, Sir/Ma’m. I think it is not ‘the bamboos’, but it is ‘the grass’.
(v) Excuse me, Sir/Ma’m. I think it is not ‘on the top of a hill’, but it is ‘underground’.
(vi) Excuse me, Sir/Ma’m. I think it is not ‘classroom doors open’, but it is ‘classroom doors shut’.
(vii) Excuse me, Sir/Ma’m. I think it is not ‘stand under a tree’, but it is ‘stand in a comer’.
(viii) Excuse me, Sir/Ma’m. I think it is not ‘at the advent of summer’, but it is ‘at the advent of rain’.
(ix) Excuse me, Sir/Ma’m. I think it is not ‘in the sea’, but it is ‘in the sky’.
(x) Excuse me, Sir/Ma’m. I think it is not ‘go to their school’, but it is ‘go to their home’.

Question 3.
Writing
1. Given below is the summary of the poem “The Flower-School”. Fill in the blanks with suitable words to complete the summary. You may take the help of the “HELP BOX” given below. (ନିମ୍ନରେ “The Flower-School” ବା ‘ଫୁଲ-ବିଦ୍ୟାଳୟ’ର ସାରାଂଶ ଦିଆଯାଇଛି । ଶୂନ୍ୟସ୍ଥାନରେ ଉପଯୁକ୍ତ ଶବ୍ଦ ପୂରଣ କରି ସାରାଂଶକୁ ସମ୍ପୂର୍ଣ୍ଣ କର । ତୁମେ ନିମ୍ନରେ ପ୍ରଦତ୍ତ ‘HELP BOX’ ବା ‘ସହାୟକ ବାକ୍ସ’ର ସାହାଯ୍ୟ ନେଇପାର ।)

After the first shower of June, “hen the (a) _________ wind approaches blowing its (b) _________ to herald the advance of (c) ___________, the (d) _________ bloom and (e) ________ upon the grass in (f) ________ happiness. The poet thinks that before the arrival of spring, the flowers go to a school (g) ____________ and learn their lesson. They have their holidays only when it rains and they come out rushing in colorful dresses. The sky is their home towards which they raise their (h) _________ because their (i) _________ lives there and they are always in a (j) _______ to go home.

HELP BOX

mother     arms              hurry                 great        underground east          bagpipes       flowers            rain           dance

Answer:
After the first shower of June, when the (a) east wind approaches blowing its (b) bagpipes to herald (ଘୋଷଣା କରିବା ପାଇଁ) the advance of (c) rain, the (d) flowers bloom and (e) dance upon the grass in (f) great happiness. The poet thinks that before the arrival of spring, the flowers go to a school (g) underground and learn their lesson. They have their holidays only when it rains and they come out rushing in colorful dresses. The sky is their home towards which they raise their (h) arms because their (i) mother lives there and they are always in a (j) hurry (ତରବର) to go home.

Question 2.
Imagine that you are a child of the Flower-School. Write a letter to your mother describing your experience and feelings in your school. You may begin your letter as follows : (ମନେକର ତୁମେ Flower-Schoolର ଜଣେ ଶିଶୁ । ବିଦ୍ୟାଳୟରେ ତୁମର ଅଭିଜ୍ଞତା ଓ ଅନୁଭୂତିକୁ ବର୍ଣନା କରି ମା’ଙ୍କ ପାଖକୁ ଗୋଟିଏ ଚିଠି ଲେଖ । ତୁମେ ତୁମର ଚିଠି ନିମ୍ନ ପ୍ରକାରେ ଆରମ୍ଭ କରିପାର )

Flower School Date_______ Dear Mother, How are you? You’ll be glad to know that I go to school every day. Do you know how and where our school is? The school is situated under-ground. _____________________________________________ _____________________________________________We make a lot of fun. But our class teacher is _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ I am looking forward to the holidays. I miss you a lot, Mom.                                                                                                                                                              Yours lovingly, (Name)

Answer:

Flower School
Date: 3rd June 2020

Dear Mother,

How are you? You’ll be glad to know that I go to school every day. Do you know how and where our school is? The school is situated underground (ଭୂତଳ). We do our lessons here. We make a lot of fun. But our class teacher is very strict ( ଅତି କଠୋର ). When we play before school is over, he makes us stand in a corner. When rains come. we enjoy our holidays a lot. We came out dressed in pink and yellow and white and joyfully dance up the grass. But, mother I long for you and am eager to go home.
lam looking forward to the holidays.
I miss you a lot, Mom.

Yours lovingly,
Pinky.

BSE Odisha 10th Class English The Flower-School Important Questions and Answers

Very Short & Objective Questions With Answers
Answer The Following Questions In A Word Or A Phrase.

Question 1.
Where do the storm-clouds rumble?
Answer:
in the sky

Question 2.
What showers come down with the storm clouds?
Answer:
June showers

Question 3.
Who blows bagpipes?
Answer:
the moist east wind

Question 4.
Where does it blow its bagpipes?
Answer:
among the bamboos

Question 5.
Where do the crowds of flowers dance?
Answer:
upon the grass

Question 6.
Whom does the wet east wind march over?
Answer:
the heath

Question 7.
Where is the school the flower go to?
Answer:
underground

Question 8.
How do flowers do their lessons?
Answer:
shutting their doors

Question 9.
Who makes the flowers stand in a corner?
Answer:
their master

Question 10.
When do the flowers have their holidays?
Answer:
with the coming of rains

Question 11.
What do branches do in the forest?
Answer:
clash (hit) together

Question 12.
What rustles in the wild wind?
Answer:
the leaves of the trees

Question 13.
Who claps their giant hands?
Answer:
the thunder-clouds

Question 14.
Where is the home of flower children?
Answer:
in the sky

Question 15.
How do flower children raise their hands?
Answer:
eagerly (ବ୍ୟାକୁଳ ଭାବରେ)

Fill In The Blanks With Right Words.

1. “The Flower School” is written by ____________.
Answer:
Rabindranath Tagore

2. ____________ bring rain in June.
Answer:
Storm-clouds

3. The moist east wind marches over ____________.
Answer:
the heath

4. ____________ blows its bagpipes.
Answer:
The moist east wind

5. The moist east wind blows its bagpipes among ____________.
Answer:
the bamboos

6. The moist east wind blows its bagpipes by ____________.
Answer:
blowing hard like the sound flowing from bagpipes

7. When the rains come, ____________ come out suddenly.
Answer:
crowds of flowers

8. In the phrase “crowds of flowers”, the word ‘crowds’ means ____________.
Answer:
a large number of

9. “Crowds of flowers come out.” Here ‘come out’ means ____________.
Answer:
bloom or appear

10. Crowds of flowers come out of ____________.
Answer:
from unknown places

11. Crowds of flowers dance upon ____________.
Answer:
the grass

12. Crowds of flowers dance upon the grass in ____________.
Answer:
wild glee

13. The flowers go to school ____________.
Answer:
underground

14. The flowers of their lessons ____________.
Answer:
with doors shut

15. The actual master of the flowers is ____________.
Answer:
God

Multiple Choice Questions(Mcqs) With Answers
Pick out the correct alternative.

Question 1.
‘’The wind comes marching”, What is the figure of speech used?
(A) Simile
(B) Metaphor
(C) Personification
(D) Alliteration
Answer:
(C) Personification

Question 2.
What do the flowers do in their holidays?
(A) They blossom
(B) They wither away
(C) They remain under the cover of the earth
(D) They become fragrant
Answer:
(A) They blossom

Question 3.
Who is the poet of the poem ‘The flower school’?
(A) Rudyard Kipling
(B) Humayun Kabir
(C) R.L. Stevenson
(D) Rabindranath Tagore
Answer:
(D) Rabindranath Tagore

Question 4.
Fill-in-the-Blank
The meaning of the word Rumble is ____________.
(A) a musical sound
(B) a loud resonating sound
(C) very high sound
(D) great excitement
Answer:
(B) a loud resonating sound

Question 5.
What is one word for ‘A large open area’
(A) Hall
(B) Heath
(C) Expanse
(D) Area
Answer:
(B) Heath

Question 6.
Which one below is an example of Alliteration in the poem The flower school?
(A) Bagpipes-Bamboos
(B) Storm-Sky
(C) Grass-Glee
(D) Thunder-Clouds
Answer:
(A) Bagpipes-Bamboos

Question 7.
What is the meaning of Glee?
(A) Surprised
(B) Excitement
(C) Restless
(D) Happiness
Answer:
(B) Excitement

Question 8.
‘They do their lessons with doors shut’ Who does ‘They’ refer to?
(A) Trees
(B) Clouds
(C) Leaves
(D) Flowers
Answer:
(D) Flowers

Question 9.
What is something the Crowd of Flowers does not do?
(A) clap their giant hands
(B) come out of a sudden
(C) do their lessons with doors shut
(D) dance upon the grass in wild glee
Answer:
(A) clap their giant hands

Question 10.
Who is the narrator of the poem “The flower school”
(A) Mother
(B) Father
(C) Brother
(D) Child
Answer:
(D) Child

Question 11.
From where do the children come out from
(A) Home
(B) Mud
(C) School underground
(D) ‘Vessel
(C) School underground

Question 12.
Which season is referred in the poem?
(A) Summer
(B) Winter
(C) Autumn
(D) Monsoon
Answer:
(D) Monsoon

Question 13.
What happens when the Monsoon arrives?
(A) The flower children die
(B) The flower children start eating food
(C) The flower children get their holidays
(D) The flower children take a bath
Answer:
(C) The flower children get their holidays

Question 14.
According to you who is the master of the Flower children?
(A) mother
(B) poet
(C) nature
(D) birds
Answer:
(C) nature

Question 15.
Synonym of the world ‘close’
(A) open
(B) together
(C) snow
(D) shut
Answer:
(B) together

Question 16.
What represents the mother in the poem?
(A) Mother nature
(B) Rabindranath Tagore
(C) School
(D) sky
Answer:
(D) sky

Question 17.
Which elements celebrate holidays with the flower children
(A) branches, leaves, and thunderclouds
(B) Thunder clouds, rigs, mud
(C) branches, twigs, leaves
(D) thunder clouds, twigs, mud
Answer:
(A) branches, leaves, and thunderclouds

The Flower-School Summary in English

Lead-In:
In this poem the speaker is excitedly (ପ୍ରବଳ ଆଗ୍ରହର ସହିତ) watching the monsoon rain (ମୌସୁମୀ ବର୍ଷା) and noticing (ଲକ୍ଷ୍ୟ କରୁଛନ୍ତି) small flowers that have bloomed (g© ©09) all over the place. He wonders (ଆଶ୍ଚର୍ଯ୍ୟ ପ୍ରକଟ କରିଛନ୍ତି) where they had been all the year round. He imagines (ଚିନ୍ତା|ଅନୁଭବ କରିଛନ୍ତି) they must have been in school just like him. The speaker wonders why the pretty flowers (ସୁନ୍ଦର ଫୁଲସବୁ) are so eager (ଉତ୍ସୁକ) to come out and play. He concludes (ଶେଷରେ ମତପ୍ରକାଶ କରିଛନ୍ତି) that they too need the warmth and love of their mother.

Stanzawise Explanation:
Stanza 1 (Lines 1 to 7)
When storm-clouds rumble in the sky and June showers
come down,
The moist east wind comes marching over the
heath to blow its bagpipes among the bamboo.
Then crowds of flowers come out of a sudden,
from nobody knows where, and dance upon
the grass in wild glee.

Gist: When storm clouds make a series of rumbling sounds in the sky and the heavy rain in June showers down, the soggy (wet) east wind blows over the large flat uncultivated areas with little shrubs as if blowing its bagpipes among the bamboo. All of a sudden plenty of flowers come out invisible and dance upon the grass in great delight or thrill.
ଅନୁବାଦ : ଯେତେବେଳେ ଆକାଶରେ ଝଡ଼ଜନିତ ବାଦଲ ଘଡ଼ଘଡ଼ି ଶବ୍ଦ କରେ ଓ ଜୁନ୍ ମାସର ବର୍ଷା ବର୍ଷ ଉଠେ, ଆର୍ଦ୍ରତାପୂର୍ଣ୍ଣ ପୂବେଇ ପବନ ଗୁଳ୍ମପୂର୍ଣ ବ୍ୟାପକ ପତିତ ଜମି ଉପରେ ବାଉଁଶ ବୃକ୍ଷ ମଧ୍ଯରେ ଭେରୀ ବଜାଇବାପାଇଁ ପ୍ରବାହିତ ହୋଇଆସେ । ହଠାତ୍ କେଉଁ ଅଜଣା ବା ଅଦୃଶ୍ୟ ସ୍ଥାନରୁ ଫୁଲସବୁ ଫୁଟି ବାହାରି ଆସନ୍ତି ଓ ଅତି ଆନନ୍ଦ ଓ ରୋମାଞ୍ଚରେ ସବୁଜ ଘାସ ଉପରେ ନୃତ୍ୟ କରନ୍ତି ।

Stanza 2 (Lines 8 to 13)
Mother, I really think the flowers go to school
underground.
They do their lessons with doors shut, and if
they want to come out to play before it is time,
their master makes them stand in a corner.
When the rains come they have their holidays.

Gist: The poet addresses or calls his mother and tells her that these flowers go to school underground. The flowers shutting (closing) the doors, do their lessons. Like little children at school, their master makes them stand in a corner if the flowers wish to come out to play in the gentle breeze before time. With the onset (beginning) of rain, these flowers enjoy their holidays.
ଅନୁବାଦ : କବି ଏହି ସମୟରେ ତାଙ୍କ ମାଆଙ୍କୁ ଡାକିଛନ୍ତି ଓ ସେ ତାଙ୍କୁ (ନିଜ ମା’ଙ୍କୁ) କହିଛନ୍ତି ଯେ ଏହି ଫୁଲସବୁ ଭୂପୃଷ୍ଠ ନିମ୍ନରେ ଥ‌ିବା ବିଦ୍ୟାଳୟକୁ ଯା’ନ୍ତି । ଫୁଲସବୁ ଦ୍ୱାର ବନ୍ଦ କରି ଭିତରେ ସେମାନଙ୍କ ପାଠ ପଢ଼ନ୍ତି । ଯଦି ସେମାନେ ସମୟ ପୂର୍ବରୁ ବାହାରକୁ ଆସି ମୁକ୍ତ ପବନରେ ଖେଳିବାକୁ ଚାହାନ୍ତି, ସେମାନଙ୍କର ଶିକ୍ଷକ (ମାଲିକ) ସେମାନଙ୍କୁ ଗୋଟିଏ କୋଣରେ ଠିଆ କରାଇ ଦିଅନ୍ତି । ବର୍ଷା ଆସିବାମାତ୍ରେ ଏହି ଫୁଲସବୁ ସେମାନଙ୍କର ଛୁଟି ସମୟକୁ ଖୁବ୍ ଉପଭୋଗ କରନ୍ତି ।

Stanza3. (Lines 14 to 17)
Branches clash together in the forest and the
leaves rustle in the wild wind, the thunder-clouds
clap their giant hands and the flower children
rush Out in dresses of pink and yellow and white.

Gist: Branches of trees strike hard with one another in the forest. The leaves rustle in the hard wind. With this, the thunder-clouds appear to clap their huge hands and the flower children come out quickly as if dressed in pink, yellow, and white colors.
ଅନୁବାଦ : ବୃକ୍ଷଗୁଡ଼ିକର ଡାଳ ବର୍ଷାରେ ଜଙ୍ଗଲରେ ପରସ୍ପର ମଧ୍ୟରେ ଘର୍ଷଣ ହୋଇ ବାଡ଼େଇ ହୁଏ । ପ୍ରଚଣ୍ଡ ପବନରେ ପତ୍ରସବୁ ଖସ୍ଖସ୍ ହୁଏ । ଏଥ୍ ସହିତ ଘଡ଼ଘଡ଼ି ନାଦ କରୁଥ‌ିବା ବାଦଲଖଣ୍ଡଗୁଡ଼ିକ ସେମାନଙ୍କର ବିଶାଳ ହାତରେ ତାଳି ମାରୁଥିବାର ପ୍ରତୀୟମାନ ହୁଏ । ଫୁଲରୂପୀ ପିଲାମାନେ ଗୋଲାପୀ, ହଳଦିଆ ଓ ଧବଳ ରଙ୍ଗର ପୋଷାକ ପରିଧାନ କରି ଶୀଘ୍ର ବାହାରି ଆସନ୍ତି ।

Stanza 4 (Lines 18 to 23)
Do you know, Mother, their home is in the sky,
where the stars are?
Haven’t you seen how eager they are to get there?
Don’t you know why they are in such a hurry?
Of course, I can guess to whom they raise their arms;
they have their mother as I have my own.

Gist: The narrator asks his mother if she knows that the home of these flower children is in the star-studded sky. He asks his mother if she can’t see how eagerly they wish to return to the sky. Certainly, he (the poet or the narrator) can guess that these flower children are raising their arms to their mother living in the sky, their mother as he (the poet) himself does.
ଅନୁବାଦ : କବି ତାଙ୍କ ମା’ଙ୍କୁ ପଚାରିଛନ୍ତି ଯେ ସେ କ’ଣ ଜାଣନ୍ତି ଯେ ଏହି ଫୁଲରୂପୀ ପିଲାମାନଙ୍କର ଘର ହେଉଛି ନକ୍ଷତ୍ର ବା ତାରାଖଚିତ ଆକାଶ । ସେ ପୁନଶ୍ଚ ତାଙ୍କ ମା’ଙ୍କୁ ପ୍ରଶ୍ନ କରିଛନ୍ତି ଯେ ସେ (ତାଙ୍କ ମା’) କ’ଣ ଜାଣିପାରୁ ନାହାନ୍ତି ଏହି ଫୁଲରୂପୀ ପିଲାମାନେ କିଭଳି ଆକାଶକୁ ଫେରିଯିବାକୁ ଏତେ ବ୍ୟଗ୍ର ବା ଉତ୍ସୁକ । ପ୍ରକୃତରେ କବି ଅନୁମାନ କରିପାରୁଛନ୍ତି ଯେ ସେ ଯେପରି ନିଜ ମା’ଙ୍କ ପାଖକୁ ଯିବା ପାଇଁ ନିଜ ହାତ ଦୁଇଟି ବଢ଼ାଇ ଦିଅନ୍ତି, ଠିକ୍ ସେଇଭଳି ଏହି ଫୁଲରୂପୀ ପିଲାମାନେ ଏବେ ଆକାଶରେ ଥ‌ିବା ସେମାନଙ୍କ ମା’ ଆଡ଼କୁ ସେମାନଙ୍କର ହାତ ଉଠାଇ ଦେଇଛନ୍ତି ।

About The Poet:
Rabindranath Tagore (1861-1941) was born in Kolkata on 7th May 1861. He was a great poet, painter, patriot (ଦେଶପ୍ରେମୀ), playwright (ନାଟ୍ୟକାର), novelist (ଔପନ୍ୟାସିକ), storyteller, philosopher and educationist (ଶିକ୍ଷାବିତ୍). The common theme (ସାଧାରଣ ଥିମ୍ |) in his writing is nature. Nature left a deep-seated impression (ଗଭୀର ଆସନ) on him. He was enchanted (ବିମୋହିତ ହୋଇ ପଡ଼ୁଥିଲେ) by nature. It inculcated (ଭର୍ତ୍ତି କରିଥିଲା) a sense of freedom in him. It is also the inner voice (ଅନ୍ତଃସ୍ୱର) of his poetry. He became the first Asian to win the Nobel Prize for Literature in 1913 for his collection of poems, “Gitanjali”. He is also well known for his contribution (ଅବଦାନ) to art and music.

Notes And Glossary:
rumble — make series of loud sounds (ଉଚ୍ଚ ସ୍ବରରେ ଗର୍ଜନ କରେ)
showers — rainfall lasting for a short time (କ୍ଷଣସ୍ଥାୟୀ ବର୍ଷା)
moist — slightly wet (ସାମାନ୍ୟ ଆର୍ଦ୍ର)
heath — large open uncultivated land
with shrub (ଗୁଳ୍ମପୂର୍ଣ୍ଣ ବିଶାଳ ଅଣକର୍ଷିତ ଭୂମି)
bagpipes — a musical tool (ବିଶାଳ ଭେରୀ)
in wild glee — in great excitement (ଅତି ଉତ୍ତେଜନା ବା ପ୍ରବଳ ଆନନ୍ଦରେ)
master — here, the teacher (ଶିକ୍ଷକ ବା ମାଲିକ)
clash — strike or hit against one another (ବାଡ଼େଇ ହୁଏ)
rustle — make sounds of blowing (ଖସ୍‌ଖସ୍ ହୁଏ (ପତ୍ରସବୁ))
giant — very large (ବିଶାଳ)
of course — certainly (ନିଶ୍ଚିତରୂପେ ବା ଅବଶ୍ୟ )
thunder-clouds clap — clapping of thunder clouds (ଘଡ଼ଘଡ଼ିର ଧ୍ଵନି)

BSE Odisha 10th Class English Detailed Text

• Chapter 1 All Things Bright and Beautiful
• Chapter 2 A letter to God
• Chapter 3 The Solitary Reaper
• Chapter 4 At the High School
• Chapter 5 Village Song
• Chapter 6 Festivals of North-East India
• Chapter 7 The Flower-School
• Chapter 8 Air Pollution: A Hidden Menace
• Chapter 9 From the Formalin Jar
• Chapter 10 School’s Goodbye

Odisha State Board BSE Odisha 10th Class English Solutions Chapter 3 The Solitary Reaper Textbook Exercise Questions and Answers.

BSE Odisha Class 10 English Solutions Chapter 3 The Solitary Reaper

BSE Odisha 10th Class English The Solitary Reaper Text Book Questions and Answers

G. Let’s Understand The Poem:

Answer the following questions orally. You may refer to the text with your word knowledge to locate the facts/information required.
ଭାବେ ଦିଅ । ଆବଶ୍ୟକ ତଥ୍ୟ ଚିହ୍ନଟ ବା ନିରୂପଣ ନିମନ୍ତେ ତୁମେ ତୁମ ଶବ୍ଦଜ୍ଞାନ ସହିତ ପାଠ୍ୟବିଷୟର ମଧ୍ୟ ସାହାଯ୍ୟ ନେଇପାର ।)

Question 1.
What is the central idea ((ମୁଖ୍ୟଶ ବା ସାରକଥା)of the poem? (Tick the correct answer.)
(a) Reapers can sing like birds.
(b) Sweet music appeals (ମଧୁର ସଙ୍ଗୀତ) to all.
(c) Beautiful experiences have long-lasting effects.
(d) Rich harvest (ଭଲ ଫସଲ | ଅମଳ) makes the reaper happy.
Answer:
(b) Sweet music appeals to all.

Question 2.
The setting (background — ପୃଷ୍ଠଭୂମି) of the poem is ________
(a) the Arabian deserts
(b) the British Isles
(c) the Hebrides Islands
(d) the mountain regions of Scotland
Answer:
(d) the mountain regions of Scotland

Question 3.
Who are the people described in the poem?
( କବିତାରେ କେଉଁ ବ୍ୟକ୍ତିବିଶେଷଙ୍କ ବିଷୟରେ ବର୍ଣ୍ଣନା କରାଯାଇଛି ?)
Answer:
In the poem the people passing by the poet (କବିଙ୍କ ପାଖ ଦେଇ ଅତିକ୍ରମ କରୁଥିବା କବି ଡ) are described.

Question 4.
Who does the expression “Highland Lass” refer to? Why does he describe her as “Yon solitary Highland Lass”?
(“Highland Lass” a mizig qo କରୁଛି ? ସେ (କବି) କାହିଁକି ତାକୁ (ଶସ୍ୟକଟାଳିକୁ) “Yon solitary Highland Lass” ବୋଲି ଅଭିହିତ କରିଛନ୍ତି ?)
Answer:
The expression “Highland Lass (maiden — ବାଳିକା)” refers to (implies -ସୂଚିତ କରେ |) the solitary reaper. He (the poet) describes her ((he girl or the reaper) as “Yon solitary Highland Lass” because she is all alone in the mountain regions.

Question 5.
What is the girl doing?
(ଝିଅଟି କ’ଣ କରୁଛି ?)
Answer:
The girl is singing by herself (alone — ଏକାକୀ) while reaping the grain.

Question 6.
Who does the poet say “Stop here or gently pass’? Why does he say so?
(କବି କାହାକୁ କହିଛନ୍ତି “Stop here or gently pass” ? ସେ ଏହା କାହିଁକି କହିଛନ୍ତି ?)
Answer:
The poet says to the passers-by (ବାଟୋଇ ବା ପଥଚାରୀ) “Stop here or gently pass”. He says so to enjoy the reaper’s sweet song thoroughly.

Question 7.
Pick out the words which tell that the girl does not have anyone by her side.
(କବିତାରୁ ସେହି ଶବ୍ଦସମୂହ ବାଛ ଯାହା ଦର୍ଶାଉଛି ଯେ ଝିଅଟି ପାଖରେ ଆଉ କେହି ନାହାନ୍ତି ।)
Answer:
The words which tell that the girl doesn’t have anyone by her side (near her) are “Yon solitary Highland Lass” and “by herself”.

Question 8.
What is the tone of her song — happy, sad, soothing or sympathetic?
(ଝିଅଟିର ଗୀତର ଭାବ କ’ଣ – ସୁଖ, ଦୁଃଖ, ଆରାମ ବା ସହାନୁଭୂତିମୂଳକ ?)
Answer:
The tone (feeling) of her song is sadness (ବିଷାଦ).

Question 9.
Overflowing with sound – Explain.
(‘Overflowing with sound’ – (ଶବ୍ଦ ସହିତ ପ୍ରବାହିତ ହେଉଛି | )
Answer:
The expression “Overflowing with sound” means the free-flowing voice of the maiden’s song that spreads all over the valley.

Question 10.
The solitary reaper’s song reminds the poet of other singers. Who are they?
(ନିର୍ଜନ ଶସ୍ୟକଟାଳିର ଗୀତ କବିଙ୍କୁ ଅନ୍ୟ ଗାୟିକାମାନଙ୍କ ବିଷୟରେ ମନେ ପକାଇ ଦେଉଛି । ସେମାନେ କିଏ ?)
Answer:
The solitary reaper’s song reminds (causes to remember – ମନେରଖିବାକୁ କାରଣ କରେ |) the poet of other singers. They are ‘cuckoo’ and ‘nightingale’.

Question 11.
Who sings welcome notes? Where? For whom? What for?
( ଯିଏ ସ୍ୱାଗତ ନୋଟ୍ ଗାଇଥାଏ ? ଗାନ କରିଥାଏ ? କେଉଁଠାରେ ? କାହା ପାଇଁ ? କେଉଁଥ‌ିପାଇଁ ?)
Answer:
The nightingale (ନାଇଟିଙ୍ଗଲେ |) sings welcome notes (songs) in the Arabian deserts for the band of extremely (ଅତ୍ୟନ୍ତ) tired travellers to give them the thrill of her melodious music (ପଥଶ୍ରାନ୍ତ ବାଟୋଇମାନଙ୍କୁ ମଧୁର ଗୀତର ରୋମାଞ୍ଚ ପ୍ରଦାନ କରିବା ନିମନ୍ତେ).

Question 12.
Whose voice is thrilling?
(କାହାର ସ୍ମର ରୋମାଞ୍ଚକର ଅଟେ ?)
Answer:
The cuckoo’s voice is thrilling (very exciting or joyful).

Question 13.
Where does it sing? When?
(ଏହା (କୋଇଲି) କେଉଁଠାରେ ଗୀତ ଗାଏ ? କେତେବେଳେ ? )
Answer:
It (the cuckoo) sings from the farthest (remotest – ସୁଦୂର) )Hebrides in springtime.

Question 14.
Who does Wordsworth compare the farmer girl with? Why?
( କିଏ କରେWordsworth କୃଷକ ଝିଅକୁ କାହା ସହିତ ତୁଳନା କରିଛନ୍ତି ? କାହିଁକି ?)
Answer:
The poet Wordsworth compares the farmer girl with the nightingale and the cuckoo. Because the girl or the maiden or the reaper sings melodiously (very sweetly – ବହୁତ ମଧୁର) like the nightingale or the cuckoo.

Question 15.
The peasant girl’s song is not intelligible to the poet because.
Tick the right answer.) (କୃଷକ ଝିଅର ଗୀତ କବିଙ୍କ ପାଇଁ ଅସ୍ପଷ୍ଟ ବା ଅବୋଧ ଅଟେ କାରଣ ……) (ଠିକ୍ ଉତ୍ତର ପାଖରେ ଏ ଚିହ୍ନ ଦିଅ ।)
• her song is in a dialect he does not understand.
• he is far away from hearing the words of the song.
• her voice is not clear as she is humming the words.
• her voice is too soft for him to get.
Answer:
her song is in a dialect (ତାଙ୍କର ଗୀତ ଏକ ଉପଭାଷାରେ ଅଛି) he does not understand. (✓)

Question 16.
What does the phrase ‘humble lay’ mean?
(‘ନମ୍ର ଲେ’ ବାକ୍ୟର ଅର୍ଥ କ’ଣ?)
Answer:
The phrase ‘humble lay’ means the song of a regular ordinary life story.

Question 17.
The expression ‘plaintive numbers’ refers to sad music. Pick out another phrase in the poem carrying the same meaning.
(‘plaintive numbers’ ଉକ୍ତି ଦୁଃଖ ସଙ୍ଗୀତକୁ ସୂଚିତ କରୁଛି । ଏହି ଅର୍ଥ ବହନ କରୁଥ‌ିବା ଅନ୍ୟ କବିତାର ଏକ ବାକ୍ୟଶ ବାହାର କର ।)
Answer:
The expression ‘plaintive numbers’ refers to sad music. Another phrase in the poem carrying (implying -ଇଙ୍ଗିତ କରିବା) the same meaning is “a melancholy (sad) strain (song)”.

Question 18.
What does the poet mean to say “As if her song could have no ending”?
(“As if her song could have no ending” ବୋଲି କବି କେଉଁ ଅର୍ଥରେ କହିଛନ୍ତି ? )
Tick the most appropriate answer below.
(ନିମ୍ନରେ ଥ‌ିବା ଉପଯୁକ୍ତ ଉତ୍ତର ପାଖରେ I ଚିହ୍ନ ଦିଅ ।)
• Her song is too long to end.
• She keeps on singing and seems not to end.
• The poet does not want the song to end.
• The song contains an everlasting universal theme that recycles.
Answer:
The song contains (ଗୀତରର ଅଛି ) an everlasting (ଅନନ୍ତ) universal theme (ସର୍ବଭାରତୀୟ ଥିମ୍ |) which recycles. (✓)

Question 19.
The poet listens ‘motionless and still’ because _______________. (ନିଶ୍ଚଳ ଓ ନୀରବ ହୋଇ କବି ଶୁଣୁଛନ୍ତି କାରଣ ______________)
(Tick the right answer.) (ଠିକ୍ ଉତ୍ତରରେ ✓ ଚିହ୍ନ ଦିଅ ।)
• the rich melodious voice of the singer holds him mesmerized and spellbound.
• he was tired after walking uphill.
• he wanted to learn the words and rhythm of the song.
• he is rooted to the spot by the girl’s beauty.
Answer:
the rich melodious voice of the singer holds him mesmerised and spellbound (ବିମୋହିତ ଓ ଅଭିଭୂତ କରି ଦେଇଛି). (✓)

Question 20.
How did the song affect the narrator?
(ଗୀତଟି କିପରି କବିଙ୍କୁ ପ୍ରଭାବିତ କରିଥିଲା ?)
Answer:
The poet continues to hum (ଗୁଣୁଗୁଣୁ କରି ଗାଉଛନ୍ତି)the melodious song of the reaper even after a long period of time had passed since he first listened to the song.

Question 21.
In stanza 1 and stanza 2, four words and phrases have been used to show that the girl working in the fields is without anyone by her. Pick out these words and phrases.
(ପଡ୍‌-୧ ଓ ପଡ୍‌କ୍ସି-୨ରେ ଚାରୋଟି ଶବ୍ଦ ଓ ବାକ୍ୟାଶ ବ୍ୟବହୃତ ହୋଇଛି ଯାହାକି ଝିଅଟି କ୍ଷେତରେ ନିଃସଙ୍ଗ ଭାବେ କାର୍ଯ୍ୟ କରୁଥ‌ିବାର ଦର୍ଶାଉଛି । ସେହି ଶବ୍ଦ ବା ବାକ୍ୟଶଗୁଡ଼ିକୁ ବାହାର କର/ଚୟନ କର ।)
Answer:
Four words or phrases in stanza 1 and stanza 2 have been used to show that the girl working in the fields is without anyone by her. These words or phrases are: ‘Single in the field’, ‘Yon solitary Highland Lass’, ‘Reaping and singing by herself and the word ‘Alone’.

Question 22.
The theme of the solitary reaper’s song contains sadness. What other words are used in place of ‘sad’ ?
(ନିର୍ଜନ ଶସ୍ୟକଟାଳିର ଗୀତର ସାରମର୍ମ ଦୁଃଖଭିଭିକ । ‘Sad’ ବଦଳରେ ଅନ୍ୟ କେଉଁ ଶବ୍ଦଗୁଡ଼ିକ ବ୍ୟବହୃତ ହୋଇଛି ?)
Answer:
The theme of the ‘solitary reaper’s song contains sadness. The other words used in place of ‘sad’ are ‘melancholy’ (ବିଷାଦଗ୍ରସ୍ତ), ‘plaintive’ (କରୁଣ), ‘sorrow’ and ‘pain’.

Question 23.
What are the two synonyms for the ‘young girl’?
(‘ଯୁବତୀ’ ପାଇଁ ଦୁଇଟି ସମକକ୍ଷ କ’ଣ?)
Answer:
The two synonyms (ପ୍ରତିଶବ୍ଦ) for the ‘young girl’ are ‘Lass’ and ‘Maiden’.

Question 24.
Three other words are used to mean ‘song’. What are they?
(‘song’ ବା ଗୀତକୁ ସୂଚିତ କରୁଥ‌ିବା ଅନ୍ୟ ତିନୋଟି ଶବ୍ଦ ବ୍ୟବହୃତ ହୋଇଛି । ସେଗୁଡ଼ିକ କ’ଣ ?)
Answer:
The three other words to mean ‘song’ are ‘strain’, ‘numbers’, and ‘lay’.

Question 25.
A melancholy strain’ in stanza 2 means ‘sad song’. Find out another phrase in stanza 5 with a similar meaning.
(ପଡ୍‌-୨ରେ ‘A melancholy strain’ର ଅର୍ଥ ହେଉଛି ‘ଦୁଃଖ ଗୀତ’ । ପଙ୍‌-୫ରେ ଏହି ଅର୍ଥ ବହନ କରୁଥିବା ଅନ୍ୟ ଏକ ବାକ୍ୟଶ ବାହାର କର ।)
Answer:
‘A melancholy strain’ in stanza 2 means ‘sad song’. Another phrase in stanza 5 with a similar meaning is ‘plaintive numbers’.

Question 26.
Which word in stanza 5 expresses the poet’s guess?
( ପଙ୍‌କ୍ତି-୫ରେ କେଉଁ ଶବ୍ଦ କବିଙ୍କର ଅନୁମାନକୁ ପ୍ରକାଶ କରୁଛି ?)
Answer:
The word ‘perhaps’ (ବୋଧହୁଏ) in stanza 5 expresses the poet’s guess.

F. Let’s Appreciate The Poem:

Question 1.
Describe what picture on the valley and the farm worker come to your mind as you read the poem.
(ତୁମେ କବିତାକୁ ପଢ଼ିବାବେଳେ ଉପତ୍ୟକା ଓ କୃଷିକ୍ଷେତ୍ରରେ କାର୍ଯ୍ୟରତ ଶ୍ରମଜୀବୀର କେଉଁ ଛବି ତୁମ ମନକୁ ଆସୁଛି ବର୍ଣ୍ଣନା କର ।)
Answer:
As I read the poem. the background of the poem which is set in a mountain valley and a solitary reaper girl working there comes to my mind. The valley spreads across the mountains. The green lush alley (ସବୁଜିମା ଭରା ଗଳିକନ୍ଦି) looks feasting (ଭୋଜିଭାତ) to the eyes of the on lookers (ନିରୀକ୍ଷଣକାରୀ). In the field of the valley, the sight of the solitary (lonely) reaper comes to the notice of the poet. The lonely girl while cutting and binding the grain is found singing a gloomy (ବିଷାଦମୟ ଗୀତ) song. The girl presents the picture of a fresh inspiring (ପ୍ରେରଣାଦାୟୀ) and enjoyable (ଉପଭୋଗ୍ୟ) commodity (ଦ୍ରବ୍ୟ) in the widespread solitariness (ଏକାକୀପଣ) of the dull (ନିସ୍ତେଜ) railey.

Question 2.
Why do you think Wordsworth has chosen the song of the nightingale and cuckoo for comparison with the solitary reaper’s song?
(ତୁମେ କାହିଁକି ଭାବୁଛ Wordsworth ନିର୍ଜନ ଶସ୍ୟକଟାଳିର ଗୀତ ସହ ତୁଳନା କରିବା ପାଇଁ ବୁଲ୍‌ବୁଲ୍ ଓ କୋଇଲିର ଗୀତକୁ ଚୟନ କରିଛନ୍ତି ?)
Answer:
Obviously (ଅବଶ୍ୟ କବି) the poet William Wordsworth is absolutely (thoroughly – ସମ୍ପୂର୍ଣ୍ଣ ଭାବରେ) )captivated (ବିମୋହିତ) by the hunting melody (ଶିକାର ମେଲୋଡି) of the reaper’s song though he hasn’t been able to understand the theme. The maiden’s song reminds (ମନେ ପକାଇ ଦେଲା) him of the songs of the nightingale and the cuckoo. The poet’s choosing the song(s) of these two birds stands crystal clear ( ନିର୍ମଳ) to us. The tired travelers of the Arabian deserts listening to the soulful (sweet – ମଧୁର) music of the nightingale and the people getting immense joy (ଅସୀମ ଆନନ୍ଦ) from the note (song) of the cuckoo flowing (ବହିୟାଉଛି କୋକିଲ) from the far-off Hebrides in spring color of the poet’s imagination (କଳ୍ପନା). The songs of the reaper as well as (and) those of the nightingales and the cuckoos though (ଯଦିଓ) unintelligible (not fit to be understood – ବୁଝିବା ଯୋଗ୍ୟ ନୁହେଁ) have the source (ଉତ୍ସ) of perennial joy (ଚିରନ୍ତନ ଆନନ୍ଦ) in the routine dull life (ନିତିଦିନିଆ ନୀରସ ଜୀବନରେ) of human beings.

Question 3.
Whose song is sweeter according to the poet – the nightingale and the cuckoos or the solitary reaper’s? or the solitary reapers?
(କବିଙ୍କ ଅନୁସାରେ |ମତରେ କାହାର ଗୀତ ମଧୁରତର – ବୁଲ୍‌ବୁଲ୍ ବା କୋଇଲିର ବା ନିର୍ଜନ ଶସ୍ୟକଟାଳିର ?)
Answer:
According to the poet, the solitary reaper’s song is sweeter.

I. Let’s Write:

Question 1.
The poet cannot understand the words of the songq vet he raised several possibilities about its theme. In the diagram below are some of the possibilities. Read the stanzas-S and 6, and find out the phrases that match each. Work In pairs and complete the diagram writing the correct phrases in the blanks. One is done for you. (କବି ଗୀତର ଶବ୍ଦଗୁଡ଼ିକୁ ବୁଝିପାରୁନାହାନ୍ତି, ତଥାପି ସେ ଗୀତର ସାରମର୍ମ ବିଷୟରେ ଅନେକ ସମ୍ଭାବନାର ପ୍ରଶ୍ନ ଉଠାଇଛନ୍ତି । ନିମ୍ନ ଅଙ୍କିତ diagramରେ କେତେକ ସମ୍ଭାବନା ପ୍ରଦାନ କରାଯାଇଛି । ପଙ୍‌-୫ ଓ ୬ ପଢ଼ ଏବଂ ପ୍ରତ୍ୟେକ ସହ ଖାପ ଖାଉଥ‌ିବା ବାକ୍ୟଶଗୁଡ଼ିକୁ ଚୟନ କର, ଦୁଇ ଦୁଇଜଣ ହୋଇ କାର୍ଯ୍ୟ କର ଏବଂ diagramର ଶୂନ୍ୟସ୍ଥାନଗୁଡ଼ିକରେ ସଠିକ୍ ବାକ୍ୟାଶ ଲେଖୁ ପୂରଣ କର ।)

Answer:

Question 2.
In stanza-3 and 4, the poet compares the solitary reaper’s song with that of the nightingale and the cuckoo. On the basis of your reading the poem and your imagination, complete the table below with required information/facts. Work in groups of 4. Then check your findings with others in a brief class discussion. discussion. (ପଙ୍‌କ୍ତି – ୩ ଓ ୪ରେ କବି ନିର୍ଜନ ଶସ୍ୟକଟାଳିର ଗୀତକୁ ବୁଲ୍‌ବୁଲ୍‌ର ଗୀତ ଓ କୋଇଲିର ଗୀତ ସହିତ ତୁଳନା କରିଛନ୍ତି । ତୁମର କବିତା ପଠନ ଓ କଳ୍ପନାକୁ ଆଧାର କରି ନିମ୍ନଲିଖ୍ ସାରଣୀ (table)କୁ ଆବଶ୍ୟକୀୟ ତଥ୍ୟ ସହ ପୂରଣ କର । ୪ ଜଣିଆ ଦଳରେ କାର୍ଯ୍ୟ କର । ତୁମର ତଥ୍ୟ ସହ ଅନ୍ୟମାନଙ୍କ ତଥ୍ୟ ସଂକ୍ଷିପ୍ତ ଆଲୋଚନା ମାଧ୍ୟମରେ ତୁଳନା କର ।)

Singer	Place	Listener	Impact on the listener
Solitary reaper	Scottish Highland	the poet	holds him spellbound
Nightingale
Cuckoo

Now write one paragraph for each sub-table using the facts/information available hereunder. One is done for you.
(ଏବେ ପ୍ରତି ଉପ-ସାରଣୀ ପାଇଁ ସେଥ୍ରେ ଉପଲବ୍ଧ ତଥ୍ୟଗୁଡ଼ିକୁ ନେଇ ଗୋଟିଏ ଗୋଟିଏ ଅନୁଚ୍ଛେଦ ଲେଖ । ଗୋଟିଏ ତୁମପାଇଁ କରି ଦିଆଯାଇଛି ।)

The solitary reaper was singing a melodious song as she reaped crops in the deep valley of the Scottish Highlands. The poet chanced to see (ଦେଖିବା ପାଇଁ ମନ ବଳାଇଲେ) and hear her. The tone and the tune enchanted (ଟ୍ୟୁନ୍ କବିଙ୍କୁ ମନ୍ତ୍ରମୁଗ୍ଧ କରିଦେଲା) the poet. It held him mesmerized and spellbound. The poet stood motionless and still as he listened to the song.

Answer:
On the Nightingale (ରାତି ଅଧରେ) -As the poet listened to the song of the reaper more and more, the picture of nightingale crosses his mind (ମନକୁ ଆସିଛି). When the travelers are already exhausted (very tired- ଅତି କ୍ଳାନ୍ତ) from the long journey. rest themselves in the cool shades of sorne oasis (ମରୂଦ୍ୟାନର ଶୀତଳ ଛାୟାରେ ବିଶ୍ରାମ ନିଅନ୍ତି )they chance to listen (ହଠାତ୍ ଶୁଣିବାକୁ ପାଆନ୍ତି) to the captivating music (ପୁଲକିତ ସଙ୍ଗୀତ) of the nightingale and they forget the weariness (ଅବସାଦ) of the long travel.

On the Cuckoo (କୁକୁଡା ଉପରେ) -The sweet and soulful music of the reaper’s song continued to echo (ପ୍ରତିଧ୍ଵନିତ ହେବାକୁ ଲାଗିଲା) in the poet’s heart. The cuckoo, the harbinger (announcer – ଘୋଷକ) of spring appeared to tickle (ବସନ୍ତର ଝଙ୍କାର ଉଠିଲା) the poet’s imagination. The bird’s thrilling music overflowed, breaking the silence(ନିସ୍ତବ୍ଧତାକୁ ଭାଙ୍ଗି) of the group of islands that lie to the north-west of Scotland.

Question 3.
Imagine that you are the poet, William Wordsworth. Just after hearing the solitary reaper, you will continue on your walk and reach home. Try to describe your experience to your younger brother and what you saw and felt.
(ମନେକର ତୁମେ ହେଉଛି କବି William Wordsworth । (ନିର୍ଜନ ଶସ୍ୟକଟାଳିର ଗୀତ ଶୁଣିବା ପରେ, ତୁମେ ତୁମର ଚାଲିବା ବଜାୟ ରଖ୍ ଘରେ ପହଞ୍ଚିଯିବ । ତୁମେ ଯାହା ଦେଖୁଲ ଓ ଅନୁଭବ କଲ ସେ ସମ୍ପର୍କରେ ତୁମର ଅନୁଭୂତି ତୁମର ସାନଭାଇ ନିକଟରେ ବର୍ଣ୍ଣନା କର ।)
Answer:
Dear Preeti, just now I was walking in the valley. I saw a solitary reaper working alone in the field. While working he was singing to herself. I was so mesmerized by her singing that I stopped there for a moment and listened to her song. The reaper was singing while cutting and binding the grain. She was singing in a very tragic (ମର୍ମନ୍ତୁଦ) voice. But her voice was extremely melodious (ଅତ୍ୟନ୍ତ ମଧୁର). The more I listened to the song, the more thrill I felt in my mind and heart. Even (ଏପରିକି) the musical notes (ସଙ୍ଗୀତ ସମ୍ବନ୍ଧୀୟ) of the nightingale and the cuckoo appeared to have lacked (ଅଭାବ) the depth (ଗଭୀରତା) of feeling. As I climbed up the hill and stood motionless, the reaper’s song made me spellbound (ମୋତେ ଅପାର ଆନନ୍ଦରେ ଅଭିଭୂତ କରିଦେଲା). The song continues to trasport (ଚିରନ୍ତନ ଆନନ୍ଦର ଆବେଗକୁ ମୋତେ କ୍ରମାଗତ ଦେଇଯାଉଛି) bliss (ଅନାବିଳ ଆନନ୍ଦ).

Question 4.
‘The Solitary Reaper’ is a superb panorama of events that slowly and silently glides from one to the other. Given below a glimpse of the poet’s lofty thoughts occurring in the poem. But they miss their sequence. Can you reorder them as they occur in the poem?
Write (a) / (b) / (c) / (d / (e) in the boxes to show the order. (‘The Solitary Reaper’ କବିତା ହେଉଛି ଘଟଣାସମୂହର ଏକ ଉଚ୍ଚକୋଟୀର ଚଳନ୍ତି ପ୍ରବାହ ଯେଉଁଗୁଡ଼ିକ ଧୀରେ ଧୀରେ ଗୋଟିଏରୁ ଅନ୍ୟ ଗୋଟିଏକୁ ଗତି କରୁଛି । ନିମ୍ନରେ କବିଙ୍କର କବିତାରେ ପ୍ରକାଶ ପାଇଥିବା ଚମତ୍କାର ଭାବନାଗୁଡ଼ିକର ଏକ କ୍ଷୁଦ୍ର ପ୍ରତିଛବି ପ୍ରଦାନ କରାଯାଇଛି । କିନ୍ତୁ ସେଗୁଡ଼ିକ କ୍ରମ ଅନୁସାରେ ନାହାନ୍ତି । କବିତାର ଘଟଣାକ୍ରମ ଅନୁସାରେ ସଜାଇ ଲେଖ । କ୍ରମ ନିର୍ଦ୍ଦେଶ ପାଇଁ ବାକ୍ସଗୁଡ଼ିକରେ (a) | (b) | (c) | (d) / (e) ଲେଖ ।)
(a) The poet’s guess (ଅନୁମାନ ) is that the solitary reaper’s song contains a theme of sorrow, loss or pain.
(b) Touching tone and melody of the song holds the poet mesmerised and spell bound.
(c) Poet walks up the hill carrying the maiden’s song in his heart and head.
(d) The young farm worker sings to herself (ନିଜକୁ ନିଜେ ଗୀତ ଗାଉଛି) as (ଯେପରି) she is reaping (ଅମଳ) the corn.
(e) Wordsworth compares the girl’s song with the songs of the nightingale and the cuckoo.
Answer:
(d)/(b)/(e)/(a)/(c)

Question 5.
Given below isa description similar to your experience. But some words/phrases are missing in it. Complete the description using appropriate words/phrases from the from the HELP BOX. (ତୁମର ଅନୁଭୂତି ସହ ସମାନ ଏକ ବର୍ଣ୍ଣନା ଦିଆଯାଇଛି । HELP BOXରୁ ସଠିକ୍ ଶବ୍ଦ ବା ବାକ୍ୟାଶଗୁଡ଼ିକୁ ବାଛି ନିମ୍ନ ପ୍ରଦତ୍ତ ବର୍ଣ୍ଣନାକୁ ପୂରଣ କର ।)

“Just now, J was walking, I saw a _______ in the field. She was ________ as she worked. I was so affected ________ that I ___________. She had, which seemed to _______ was a sad one, and I could not. But its ________ and melancholy sound. and its ________ reminded me of the song and. After some time I walked ___________, of the young _____ with me.”

HELP BOX

Beauty	up the hill	singing to herself
a nightingale	in the valley	stopped and listened
a cuckoo	by her singing	till the whole valley
the song	a beautiful voice	understand the words
woman’s song	young farm worker	touched me greatly
plaintive tone	carrying the memory

Answer:
“Just now, I was walking in the valley, I saw a young farm worker (ଶ୍ରମିକ କାର୍ଯ୍ୟରତ ଯୁବତୀ) in the field. She was singing to herself as she worked. I was so affected
(ଏତେ ପ୍ରଭାବିତ ହୋଇ ଯାଇଥୁଲି)her singing that (ତାହା) I stopped and listened.
She had a beautiful voice, which seemed to fill the whole valley (ସମ୍ପୂର୍ଣ୍ଣ ଉପତ୍ୟକାକୁ ପ୍ରତିଧ୍ଵନିତ କରୁଥିବାର ଜଣାପଡୁଥିଲା ). The song was a sad one, and I could not understand the words.
But its plaintive tone (ବିଷାଦମୟ ସ୍ବର) and melancholy sound touched me greatly, and its beauty reminded me of the song of a nightingale and a cuckoo. After some time I walked the hill carrying the memory (ସ୍ମୃତି ବହନ କରି), of the young woman’s song with me.”

Question 6.
Write answers to all the questions under “G. Let us understand the poem”.

BSE Odisha 10th Class English The Solitary Reaper Important Questions and Answers

Very Short A Objective Questions With Answers:
A. Answer The Following Questions In Word Or A Phrase.

Question 1.
Who was singing in the field?
Answer:
the solitary reaper/the Highland Lass

Question 2.
Where was the field?
Answer:
in the regions of the high mountains

Question 3.
What was the girl?
Answer:
a solitary reaper

Question 4.
What was the girl doing in the field?
Answer:
singing to herself while cutting the grain

Question 5.
What request does the poet make to the passers-by?
Answer:
to stop there or pass slowly

Question 6.
What was overflowing with the sound of the song?
Answer:
the profound or deep valley

Question 7.
What was the vale like?
Answer:
deep and widespread

Question 8.
What sort of song was the reaper singing?
Answer:
a sad or melancholic song

Question 9.
Whose welcome notes are greeted by tired travelers?
Answer:
the nightingale’s

Question 10.
Where is the shady haunt?
Answer:
among the Arabian deserts

Question 11.
When does the cuckoo sing?
Answer:
in springtime

Question 12.
Whose song was more appealing than those of the nightingales and cuckoos?
Answer:
the reaper’s song

Question 13.
Why couldn’t the poet understand the girl’s song?
Answer:
the language of the song being unfamiliar (ଅଜଣା ଥ‌ିବାରୁ )

Question 14.
How did the poet listen to the reaper’s song?
Answer:
standing (ଠିଆ ହୋଇ) still and motionless

Question 15.
What was the note of the reaper’s music?
Answer:
sad or sorrowful

B. Fill In The Blanks With Right Words:

1. The solitary reaper was busy cutting the grain in ___________.
Answer:
the field

2. The word ‘Highland’ means ___________.
Answer:
high mountain regions

3. The reaper was cutting and ___________.
Answer:
binding the grain or crops

4. ___________is resounded with the girl’s song.
Answer:
The profound valley /vale

Question 5.
The poet appeals to ___________ to stop there on gently pass.
Answer:
the passers-by

Question 6.
The solitary reaper was singing a ___________.
Answer:
melancholic or sad song

Question 7.
___________are the weary bands.
Answer:
The tired travelers

Question 8.
The cuckoo’s song broke ___________.
Answer:
the silence of the seas

Question 9.
The travelers rest in ___________.
Answer:
shady or cool haunts

Question 10.
___________ gives comfort to tired travelers.
Answer:
The nightingale & sweet note

Question 11.
The sad songs of the girl flow from ___________.
Answer:
old, unhappy, and familiar matters

Question 12.
More welcome notes come from ___________.
Answer:
the nightingale

Question 13.
The reaper’s song may have ___________.
Answer:
different themes

Question 14.
Words like ‘maiden’ and ‘lass’ stand for ___________.
Answer:
the reaper

Question 15.
While at work the reaper held ___________ in her hand.
Answer:
a sickle

Multiple Choice Questions (Mcqs) With Answers
Pick out the correct alternative.

Question 1.
The poem “Solitary Reaper” is written by ___________.
(A) William Wordsworth
(B) John Keats
(C) Shakespeare
(D) R.N. Tagore
Answer:
(A) William Wordsworth

Question 2.
William Wordsworth is/was famous as one of the poets.
(A) greatest romantic
(B) greatest Nature
(C) greatest social
(D) greatest traditional
Answer:
(B) greatest Nature

Question 3.
Wordsworth belongs to the age in English literature.
(A) medieval
(B) Victorian
(C) romantic
(D) ancient
Answer:
(C) romantic

Question 4.
In the line/expression “Yon Solitary Highland Lass !“. the word ‘Yon’ means.
(A) young
(B) overhear
(C) there
(D) over there
Answer:
(D) over there

Question 5.
The narrator / The poet requests the passers-by to stop there or.
(A) pass noiselessly
(B) pass quickly
(C) go ahead
(D) gently pass
Answer:
(D) gently pass

Question 6.
The phrase “Highland Lass” means the girl living in the high mountain region of.
(A) England
(B) Ireland
(C) Scotland
(D) Holland
Answer:
(C) Scotland

Question 7.
The solitary reaper is reaping and by herself.
(A) binding
(B) singing
(C) harvesting
(D) sowing
Answer:
(B) singing

Question 8.
are requested by the poet to pass gently (slowly).
(A) The passers-by
(B) The travelers
(C) The farmers
(D) The villagers
Answer:
(A) The passers-by

Question 9.
In the line “Behold her single in the field”, the pronoun ‘her’ stands for.
(A) the solitary reaper
(B) the solitary girl
(C) The solitary worker
(D) The old lady
Answer:
(A) the solitary reaper

Question 10.
The deep and is filled with the sweet song of the solitary reaper.
(A) shallow valley
(B) wide valley
(C) narrow valley
(D) profound valley
Answer:
(B) wide valley

Question 11.
“Deep and wide” denotes the word meant for the ‘valley’.
(A) shallow
(B) huge
(C) profound
(D) marvelous
Answer:
(C) marvelous

Question 12.
Alone cuts and binds the grain.
(A) the young farmer
(B) the old farmer
(C) the solitary worker
(D) the solitary reaper
Answer:
(D) the solitary reaper

Question 13.
The group of rest / are resting in the shady haunt.
(A) young travelers
(B) weary pilgrims
(C) rich travelers
(D) tired travelers
Answer:
(D) tired travelers

Question 14.
The soothing notes of providing (give) peace and joy to tired travelers in the desert.
(A) Cuckoo
(B) Nightingale
(C) Parrot
(D) Pegion
Answer:
(B) Nightingale

Question 15.
The Nightingale is famous for its sweetness or melodious.
(A) voice
(B) tone
(C) note
(D) song
Answer:
(A) voice

Question 16.
The melody of the breaks / is breaking the silence of the seas.
(A) nightingale
(B) cuckoo
(C) sparrow
(D) parrot
Answer:
(B) cuckoo

Question 17.
The bird cuckoo sings in.
(A) autumn
(B) winter
(C) summer
(D) spring
Answer:
(D) spring

Question 18.
The word in the poem denotes that the reaper is unmarried.
(A) yon
(B) maiden
(C) solitary
(D) single
Answer:
(B) maiden

Question 19.
The phrase “familiar matter” described in the poem means the events of.
(A) day-to-day life
(B) past life
(C) normal life
(D) material ife
Answer:
(A) day-to-day life

Question 20.
The poet listened to the reaper’s / girl’s / farmer girl’s song still and.
(A) unmoved
(B) quiet
(C) motionless
(D) speechless
Answer:
(C) motionless

The Solitary Reaper Summary in English

Lead-In:
In the present poem, Wordsworth recalls (ୱାର୍ଡସୱର୍ଥ ସ୍ମରଣ କରେ) an experience (ଏକ ଅଭିଜ୍ଞତା)that had created a lasting impression (ଯାହା ଏକ ସ୍ଥାୟୀ ଭାବନା ସୃଷ୍ଟି କରିଥିଲା ​​|) upon his mind. The poet’s depicting (ଚିତ୍ରଣ) a solitary Highland Lass (ଏକ ନିର୍ଜନ ଉଚ୍ଚଭୂମି ଲାସ୍) and the effect (ପ୍ରଭାବ) of her sweet song on him forms the crux (major subject — ମୁଖ୍ୟ ବିଷୟ) of the poem.

Stanzawise Explanation:
Stanza 1 (Lines 1 to 4)
Behold her single in the field.
Yon solitary Highland Lass!
Reaping and singing by herself;
Stop here, or gently pass!
Gist: In the first stanza, the poet urges (calls) the by-passers to behold (to see) the solitary Highland Lass (maiden) who while reaping the corns is singing by herself (alone). The poet appeals to them (the by-passers) to stop near the girl or cross the path slowly.
ସାରାଂଶ : କବିତାର ପ୍ରଥମ ପତ୍‌ତ୍ତିରେ କବି ନିକଟରେ ଯାତାୟାତ କରୁଥିବା ପଥଚାରୀମାନଙ୍କୁ ଉଚ୍ଚ ପର୍ବତଶ୍ରେଣୀରେ ଶସ୍ୟ କାଟୁଥ‌ିବା ଓ ମନକୁ ମନ ଗୀତ ଗାଉଥିବା ଏକ ଝିଅକୁ ଲକ୍ଷ୍ୟ କରିବାପାଇଁ ଆଗ୍ରହ ପ୍ରକାଶ କରିଛନ୍ତି । ଝିଅଟି ପାଖରେ ଅଟକିଯିବା ପାଇଁ ବା ଧୀରେ ଧୀରେ ରାସ୍ତାକୁ ଅତିକ୍ରମ କରିବାପାଇଁ ସେ (କବି) ପଥଚାରୀମାନଙ୍କୁ ନିବେଦନ କରିଛନ୍ତି ।

Stanza 2 (Lines 5 to 8)
Alone she cuts and binds the grain,
And sings a melancholy strain;
O listen! for the Vale, profound Is overflowing with sound.
Gist: The girl or the maiden is found cutting and binding the grain. While doing so, she keeps on singing a sad number (song). The poet calls upon (urges) the passers-by to listen to that melodious song. The sprawling (widespread) valley of the mountain region is overflowed with the sweetness of the song.
ସାରାଂଶ : ଉଚ୍ଚ ପର୍ବତାଞ୍ଚଳରେ କୁମାରୀ ବା ଝିଅଟି ଶସ୍ୟ କାଟି ବିଡ଼ା ବାନ୍ଧୁଥ‌ିବାର ଦେଖାଯାଉଛି । ଏହା କରୁଥିଲାବେଳେ ସେ ଏକ ଦୁଃଖ ବା ବିଷାଦଭରା ଗୀତ ଗାଇ ଚାଲିଛି । ସେହି ମଧୁର ଗୀତକୁ ଶୁଣିବା ନିମିତ୍ତ ସେ (କବି) ପଥଚାରୀମାନଙ୍କୁ ଆହ୍ବାନ ଦେଇଛନ୍ତି । ଝିଅର ଗୀତ ସମ୍ପୂର୍ଣ୍ଣ ପର୍ବଶ୍ରେଣୀର ବିସ୍ତୃତ ଉପତ୍ୟକାକୁ ବିମୋହିତ କରିଦେଇଛି ।

Stanza 3 (Lines 9 to 12)
No Nightingale did ever chaunt.
More welcome notes to weary bands
Of travelers in some shady haunt,
Among Arabian sands;
Gist: As the poet says, the hunting melody of the reaper’s song easily surpassed the music of Nightingale, which captivates the band of tired travelers taking a rest in some oasis in the Arabian desert.
ସାରାଂଶ : କବିଙ୍କ କହିବା ଅନୁସାରେ ନିର୍ଜନ ଶସ୍ୟକଟାଳିର ମଧୁର ମର୍ମସ୍ପର୍ଶୀ ଗୀତ ସହଜରେ ନାଇଟିଙ୍ଗଲ୍ ବା ବୁଲ୍‌ବୁଲ୍ ପକ୍ଷୀର ସଙ୍ଗୀତକୁ ଟପିଯାଇଥିଲା, ଯାହା ଆରବ ମରୁଭୂମିର ମରୂଦ୍ୟାନରେ ବିଶ୍ରାମରତ କ୍ଳାନ୍ତ ପଥକଗୋଷ୍ଠୀକୁ ବିମୋହିତ କରିଥାଏ ।

Stanza 4 (Lines 13 to 16)
A voice so thrilling ne ’er was heard
In springtime from the Cuckoo-bird
Breaking the silence of the seas
Among the farthest Hebrides.
Gist: The melodious voice of the solitary reaper was so appealing. Even the cuckoo’s song in spring lacks the intensity of thrill. The reaper’s breathtaking (very sweet) voice seemed to have broken the silence of the cluster (group) of islands off the north Atlantic coast of Scotland.
ସାରାଂଶ : ନିର୍ଜନ ଶସ୍ୟକଟାଳିର ମଧୁର ସ୍ଵର ଅତ୍ୟନ୍ତ ମୁଗ୍‌ଧକାରୀ ଥିଲା । ଏପରିକି ବସନ୍ତରେ କୋଇଲିର କୁହୁତାନରେ ଏଭଳି ରୋମାଞ୍ଚକର ତୀବ୍ରତା ନ ଥାଏ । ନିର୍ଜନ ଶସ୍ୟକଟାଳିର ମାଦକଭରା ସ୍ଵର ସ୍କଟ୍‌ଲାଣ୍ଡର ସୁଦୂର ଉତ୍ତର ଆଟଲାଣ୍ଟିକ୍ କୂଳରେ ଅବସ୍ଥିତ ଦ୍ଵୀପପୁଞ୍ଜର ନୀରବତାକୁ ଭଙ୍ଗ କରୁଥିବାର ପ୍ରତୀୟମାନ ହେଉଛି ।

Stanza 5 (Lines 17 to 20)
Will no one tell me what she sings?-
Perhaps the plaintive numbers flow
For old, unhappy, far-off things,
And battles long ago;
Gist: The poet fails to understand the theme of the song. Perhaps sad songs arising out of old, unhappy things of the past or very ancient battles could have formed the theme of the reaper’s song.
ସାରାଂଶ : ନିର୍ଜନ ଶସ୍ୟକଟାଳିର ବିଷାଦଭରା ଓ ହୃଦୟସ୍ପର୍ଶୀ ଗୀତର ସାରକଥା ବୁଝିବାରେ କବି ଅସଫଳ ହୋଇଛନ୍ତି । ବୋଧହୁଏ ଅତୀତର କୌଣସି ଦୁଃଖଦାୟକ ଘଟଣା ବା ସଙ୍ଘଟିତ ଯୁଦ୍ଧ ଝିଅଟିର ଗୀତର ସାରକଥା ହୋଇଥାଇପାରେ ବୋଲି ସେ ମନେ କରୁଛନ୍ତି ।

Stanza 6 (Lines 21 to 24)
Or is it some more humble lay,
Familiar matter of today?
Some natural sorrow, loss, or pain,
That has been, and maybe again?
Gist: The theme of the song could be the song of the everyday stories of life or the usual things of the day. Maybe matters of natural sorrow or loss or pain had produced the gist or theme of the song.
ସାରାଂଶ : ଗୀତର ସାରମର୍ମ ହୁଏତ ସବୁଦିନିଆ ଜୀବନ କାହାଣୀର ଗୀତ ବା ସାଧାରଣ ଘଟଣାବଳୀର ସନ୍ଦେଶ ହୋଇପାରେ । ଲାଗୁଥିଲା ସ୍ଵାଭାବିକ ଦୁଃଖ ବା କ୍ଷତି ବା ଯନ୍ତ୍ରଣା ଗୀତର ମାର୍ମିକ ଭାବ ହୋଇଥାଇପାରେ ।

Stanza 7 (Lines 25 to 28)
Whate ’er the theme, the Maiden sang
As if her song could have no ending;
I saw her singing at her work,
And o ’er the sickle bending; –
Gist: The theme of the song may be diverse (different). But the maiden’s (reaper’s) song seemed to have no end. The poet beheld (saw) the girl singing at her work bending low with a sickle (billhook) in her hand.
ସାରାଂଶ : ଗୀତର ସାରମର୍ମ ଭିନ୍ନ ଭିନ୍ନ ହୋଇପାରେ, କିନ୍ତୁ କୁମାରୀର (ଅବିବାହିତ ଶସ୍ୟକଟାଳିର) ଗୀତର ଅନ୍ତ ନ ଥ‌ିବାର ଜଣାପଡୁଥିଲା । ଝିଅଟି ହାତରେ ଦାଆ ଧରି ନଇଁପଡ଼ି ଶସ୍ୟ କାଟିବାରେ ବ୍ୟସ୍ତ ଥ‌ିବାର କବି ଦେଖ‌ିଲେ ।

Stanza 8 (Lines 29 to 32)
I listen ’d, motionless and still;
And, as I mounted up the hill,
The music in my heart I bore,
Long after it was heard no more.
Gist: The poet continued to listen to the song quietly and attentively as he climbed up the hill. Though several (many) days have passed, the musical song of the girl still continues to throb in his heart.
ସାରାଂଶ : ପାହାଡ଼ ଚଢ଼ୁଥିଲାବେଳେ କବି ଲଗାତର ଭାବେ ଶସ୍ୟକଟାଳିର ଗୀତକୁ ନୀରବ ଓ ଏକାଗ୍ର ଚିତ୍ତରେ ଶୁଣୁଥିଲେ । ଯଦିଓ ସେ ଏହି ଗୀତ ଶୁଣିବାର ଅନେକ ଦିନ ବିତିଯାଇଛି, ତଥାପି ଝିଅର ସଙ୍ଗୀତଭରା ଗୀତ ତାଙ୍କ ହୃଦୟକୁ ଏବେ ବି ପୁଲକିତ କରୁଛି ।

About The Poet:
William Wordsworth was born on 7th April 1770, in Cockermouth in the Lake District, England. He is regarded (ତାଙ୍କୁ ସମ୍ମାନିତ କରାଯାଏ) as a worshipper (ଉପାସକ) of nature. Love of nature is a major theme (ମୁଖ୍ୟ ଥିମ୍ |) of his poetry. He wrote about ordinary (ସାଧାରଣ) men and women in the language of the ordinary people. For him (ତାଙ୍କ ପାଇଁ), “Poetry is the spontaneous óverflow of powerful feelings (କବିତା ହେଉଛି ଶକ୍ତିଶାଳୀ ଭାବନାର ସ୍ବତଃସ୍ଫୂର୍ତ ଉପଦ୍ରବ) arising from emotions (ଆବେଗର ଉଦୟ) recollected in tranquility (ଶାନ୍ତିରେ ସ୍ମରଣ)”. He died at Rydal Mount and Gardens, United Kingdom on April 23, 1850.

Word Meaning / Glossary:
As written in the text (ପାଠ୍ୟ ବିଷୟରେ ପ୍ରଦତ୍ତ ଶବ୍ଦ ବା ବାକ୍ୟଶ ଅନୁସାରେ)

behold – look at or see (ଦେଖିବା)
yon – (old English) over there (ସେହିଠାରେ) or that (କିମ୍ବା ତାହା |)
solitary – single or alone or deserted ((ନିର୍ଜନ ବା ଏକାକିନୀ ))
Do you see the solitary house/farmer there?
Highland Lass – the girl living in the highlands (mountain regions) of Scotland (ସ୍କଟ୍‌ଲାଣ୍ଡ ଦେଶର ଉଚ୍ଚ ପର୍ବତାଞ୍ଚଳରେ ବାସ କରୁଥିବା ଝିଅ ବା କୁମାରୀ)
melancholy strain – sad or sorrowful song (ବିଷାଦଭରା ବା ଦୁଃଖପୂର୍ଣ୍ଣ ଗୀତ)
vale – valley (ଉପତ୍ୟକା) (poetic form of valley – valleyରକାବ୍ୟରୂପ )
The vale of the mountain is sprawling (ବିଚ୍ଛୁରିତ).
profound – widespread (ବ୍ୟାପକ)
We see a profound valley in the Himalayas.
did chaunt – sang or chanted (ଗୀଥିଲା ବା ଗାୟନ କରିଥିଲା)
weary – very tired or exhausted (ଅବସାଦଗ୍ରସ୍ତ)
The weary passer-by rested under a tree shade (ଛାଇ) for some time, band-group (ଗୋଷ୍ଠୀ)
The owner of the house has been killed by a band of robbers (ଡକାୟତଙ୍କ ବ୍ୟାଣ୍ଡ୍).
welcome notes – very sweet or melodious songs (ଅତି ମଧୁର ବା ମଧୁର ଗୀତ)
in some shady haunt – in some cool and sheltered oasis (କିଛି ଥଣ୍ଡା ଓ ଆଶ୍ରୟସ୍ଥଳୀରେ)
among Arabian sands – among the desert of Arabia (Middle East) (ଆରବ ମରୁଭୂମି ମଧ୍ୟରେ (ମଧ୍ୟ ପୂର୍ବ)
so thrilling- very exciting or amusing ( ଅତି ରୋମାଞ୍ଚିତ)
The cuckoo has a thrilling melody (ରୋମାଞ୍ଚକର).
ne’er – never (କେବେ ନୁହେଁ)
vate pround – a deep and wide valley (ଗଭୀର ଓ ବିସ୍ତୃତ ଉପତ୍ୟକା))
farthest Hebrides – the most remote group or cluster of islands that lies to the north-west of Scotland (ସ୍କଟଲାଣ୍ଡର ଉତ୍ତର-ପଶ୍ଚିମରେ ଅବସ୍ଥିତ ସବୁଠାରୁ ଦୁର୍ଗମ ଗୋଷ୍ଠୀ ବା ଦ୍ୱୀପପୁଞ୍ଜ)
plaintive numbers – sad songs (ଦୁଃଖର ଗୀତ)
humble lay – ordinary song (ସାଧାରଣ ଗୀତ)
sickle – a tool with a curved blade on a short handle for cutting grass, corn, etc. (ଘାସ ବା ଶସ୍ୟକଟା ଯନ୍ତ୍ର (ଦାଆ))
The old man is mowing (କାଟୁଛି) the grass with a sickle.
motionless – without movement (ବା ନିଶ୍ଚଳ ହୋଇ)
The boy stood motionless in fear.
battles long ago – the Scots were divided into clans or large clans (କ୍ଳାନ୍ସ) or large family groups or tribes.
In the past, these clans sometimes fought. Songs have been written about these battles. (ଅତୀତରେ ସ୍କଟ୍‌ସୀ (ସ୍କଟ୍‌ଲାଣ୍ଡର ଅସ୍ଵାସୀ) ଅନେକ ବିଶାଳ ଗୋଷ୍ଠୀରେ ବିଭକ୍ତ
Scotland – A country bordering England in the United Kindgom (ଯୁକ୍ତରାଜ୍ୟରେ ଇଂଲଣ୍ଡ ଦେଶ ସୀମାରେ ଅବସ୍ଥିତ ଅନ୍ୟ ଏକ ଦେଶ ) .

BSE Odisha 10th Class English Detailed Text

• Chapter 1 All Things Bright and Beautiful
• Chapter 2 A letter to God
• Chapter 3 The Solitary Reaper
• Chapter 4 At the High School
• Chapter 5 Village Song
• Chapter 6 Festivals of North-East India
• Chapter 7 The Flower-School
• Chapter 8 Air Pollution: A Hidden Menace
• Chapter 9 From the Formalin Jar
• Chapter 10 School’s Goodbye

Odisha State Board CHSE Odisha Class 12 Psychology Solutions Unit 4 Long Answer Questions Part-4.

CHSE Odisha 12th Class Psychology Unit 4 Long Answer Questions Part-4

Long Questions With Answers

Question 1.
Write the Steps in the Formulation of a Client’s Problem.
Answer:
Clinical formulation refers to formulating the problem of the client in the therapeutic model being used for the treatment. The clinical formulation has the following advantages:

Understanding of the problem :
The therapist is able to understand the full implications of the distress being experienced by the client.

Identification of the areas to be targetted for treatment in psychotherapy:
The theoretical formulation clearly identifies the problem areas to be targeted for. therapy. Thus, if a client seeks help for their inability to hold a job and reports an inability to face superiors, the clinical formulation in behaviour therapy would state it as a lack of assertiveness skills and anxiety. The target areas have thus been identified as the inability to assert oneself and heightened anxiety.

Choice of techniques for treatment:
The choice of techniques for treatment depends on the therapeutic system in which the therapist has been trained. However, even within this broad domain, the choice of techniques, timing of the techniques, and expectations of the outcome of the therapy depend upon the clinical formulation. The clinical formulation is an ongoing process. Formulations may require reformulations as clinical insights are gained in the process of therapy. Usually, the first one or two sessions yield enough clinical material for the initial clinical formulation. It is not advisable to start psychotherapy without a clinical formulation.

Question 2.
What is psychodynamic therapy?
Answer:
Psychodynamic therapy pioneered by Sigmund Freud is the oldest form of psychotherapy. His close collaborator Carl Jung modified it to what came to be known as analytical psychotherapy. Subsequently, Freud’s successors, known as Neo-Freudians, established their own versions of classical psychodynamic therapy. Broadly, psychodynamic therapy has conceptualised the structure of the psyche, the dynamics between different components of the psyche, and the source of psychological distress.

You have already studied these concepts in the chapters, on Self and Personality, and Psychological Disorders. The method of treatment, steps in the treatment, nature of the therapeutic relationship, and the expected outcome from the psychodynamic therapy are explained below.

Methods of Eliciting the Nature of Intrapsychic Conflict:
Since the psychoanalytic approach views intrapsychic conflicts to be the cause of the psychological disorder, the first step in the treatment is to elicit this intrapsychic conflict. Psychoanalysis has invented free association and dream interpretation as two important methods for eliciting intrapsychic conflicts. The free association method is the main method for understanding the client’s problems.

Once a therapeutic relationship is established, and the client feels comfortable, the therapist makes her/him lie down on the couch, close her/his eyes and asks her/him to speak whatever comes to mind without censoring it in any way. The client is encouraged to freely associate one thought with another, and this method is called the method of free association. The censoring superego and the watchful ego are kept in abeyance as the client speaks whatever comes to mind in an atmosphere that is relaxed and trusting.

As the therapist does not interrupt, the free flow of ideas, desires and conflicts of the unconscious, which had been suppressed by the ego, emerges into the conscious mind. This free uncensored verbal narrative of the client is a window into the client’s unconscious to which the therapist gains access. Along with this technique, the client is asked to write down her/his dreams upon waking up.

Psychoanalysts look upon dreams as symbols of the unfulfilled desires present in the unconscious. The images of the dreams are symbols which signify intrapsychic forces. Dreams use symbols because they are indirect expressions and hence would not alert the ego. if the unfulfilled desires are expressed directly, the ever-vigilant ego would suppress them and that would leads to anxiety. These symbols are interpreted according to an accepted convention of translation as indicators of unfulfilled desires and conflicts.

Modality of Treatment:
Transference and Interpretation:
Transference and Interpretation are the means of treating the patient. As the unconscious forces are brought into the conscious realm through free association and dream interpretation described above, the client starts identifying the therapist with the authority figures of the past, usually childhood. The therapist may be seen as the punitive father, or as the negligent mother.

The therapist maintains a non-judgmental yet permissive attitude and allows! the client to continue with this process of emotional identification. This is the process of transference. The therapist encourages this process because it helps her/him in understanding the unconscious conflicts of the client. The client acts out her/his frustrations, anger, fear and depression that s/he harboured towards that person in the past, but could. not express at that time.

The therapist becomes a substitute for that person in the present. This stage is called transference neurosis. A full-blown transference neurosis is helpful in making the therapist aware of the nature of intrapsychic conflicts suffered by the client. There is the positive transference in which the client idolises, or falls in love with the therapist, and seeks the therapist’s approval.

Negative transference:
Negative transference is present when the client has feelings of hostility, anger, and resentment towards the therapist. The process of transference is met with resistance. Since the process of transference exposes the unconscious wishes and conflicts, thereby increasing the distress levels, the client resists transference. Due to resistance, the client opposes the progress of therapy in order to protect herself/himself from the recall of painful unconscious memories. Resistance can be conscious or unconscious.

Conscious resistance is present when the client deliberately hides some information. Unconscious resistance is assumed to be present when the client becomes silent during the therapy session, recalls trivial details without recalling the emotional ones, misses appointments, and comes late for therapy sessions. The therapist overcomes the resistance by repeatedly confronting the patient about it and by uncovering emotions such as anxiety, fear, or shame, which are causing the resistance. Interpretation is the fundamental mechanism by which change is effected.

Confrontation and clarification:
Confrontation and clarification are the two analytical techniques of interpretation. In a confrontation, the therapist points out to the client an aspect of her/his psyche that must be faced by the client. Clarification is the process by which the therapist brings a vague or confusing event into sharp focus. This is done by separating and highlighting important details about the event from unimportant ones. Interpretation is a more subtle process. It is considered to be the pinnacle of psychoanalysis.

The therapist uses the unconscious material that has been uncovered in the process of free association, dream interpretation, transference and resistance to make the client aware of the psychic contents and conflicts which have led to the occurrence of certain events, symptoms and conflicts. Interpretation can focus on intrapsychic conflicts or on deprivations suffered in childhood.

The repeated process of using confrontation, clarification, and interpretation is known as working through. Working through helps the patient to understand herself/ himself and the source of the problem and to integrate the uncovered material into her/his ego. The outcome of working through is insight. Insight is not a sudden event but a gradual process wherein the unconscious memories are repeatedly integrated into conscious awareness. These unconscious events and memories are re-experienced in transference and are worked through.

As this process continues, the client starts to understand herself/himself better at an intellectual and emotional level, and gains insight into her/his Conflicts and problems. Intellectual understanding is intellectual insight. -The emotional understanding, acceptance of one’s irrational reaction to the unpleasant events of the past, and the willingness to change emotionally as well as making the change is emotional insight.

Insight is the end point of therapy as the client has gained a new understanding of herself/himself. In turn, the conflicts of the past, defence mechanisms and physical symptoms are no longer present and the client becomes a psychologically healthy person. Psychoanalysis is terminated at this stage.

Duration of Treatment:
Psychoanalysis lasts for several years, with one-hour sessions for 4-5 days per week. It is an intense treatment. There are three stages in the treatment. Stage one is the initial phase. The client becomes familiar with the routines, establishes a therapeutic relationship with the analyst and gets some relief with the process of recollecting the superficial materials from the consciousness about the past and present troublesome events.

Stage two is the middle phase, which is a long process. It is characterised by transference, resistance on the part of the client and confrontation and clarification, i.e. working through on the therapist’s part. All these processes finally, lead to insight. The third phase is the termination phase wherein the relationship with the analyst is dissolved and the client prepares to leave the therapy.

Question 3.
What is Behaviour Therapy and how it is used in patients?
Answer:
Behaviour therapies postulate that psychological distress arises because of faulty behaviour patterns or thought patterns. It is, therefore, focused oh the behaviour and thoughts of the client in die present. The past is relevant only to the extent of understanding the origins of faulty behaviour and thought patterns. The past is not activated or relived. Only the faulty patterns are corrected in the present.

The clinical application of learning theory principles constitutes behaviour therapy. Behaviour therapy consists of a large set of specific techniques and interventions. It is not a unified theory, which is applied irrespective of the clinical diagnosis or the symptoms present. The symptoms of the client and the clinical diagnosis are the guiding factors in the selection of the specific techniques or interventions to be applied.

Treatment of phobias or excessive and crippling fears would require the use of one set of techniques while that of anger outbursts would require another. A depressed client would be treated differently from a client who is anxious. The foundation of behaviour therapy is on formulating dysfunctional or faulty behaviours, the factors which reinforce and maintain these behaviours and devising methods by which they can be changed.

Method of Treatment:
The client with psychological distress or with physical symptoms, which cannot be attributed to physical disease, is interviewed with a view to analysing her/his behaviour patterns. Behavioural analysis is conducted to find malfunctioning behaviours, the antecedents of faulty learning and the factors that maintain or continue faulty learning. Malfunctioning behaviours are those behaviours which cause distress to the client.

Antecedent factors are those causes which predispose the person to indulge in that behaviour. Maintaining factors are those factors which lead to the persistence of faulty behaviour. An example would be a young person who has acquired the malfunctioning behaviour of smoking and seeks help to get rid of smoking. Behavioural analysis conducted by interviewing the client and the family members reveals that the person started smoking when he was preparing for the annual examination.

He had reported relief from anxiety upon smoking. Thus, an anxiety-provoking situation becomes the causative or antecedent factor. The feeling of relief becomes the maintaining factor for him to continue smoking. The client has acquired the operant response of smoking, which is maintained by the reinforcing value of relief from anxiety. Once the faulty behaviours which cause distress, have been identified, a treatment package is chosen.

The aim of the treatment is to extinguish or eliminate faulty behaviours and substitute them with adaptive behaviour patterns. The therapist does this by establishing an|ecedent operations and consequent operations. Antecedent operations control behaviour by changing something that precedes such behaviour. The change can be done by increasing or decreasing the reinforcing value of a particular consequence. This is called establishing operation.

For example, if a child gives trouble eating dinner, an establishing operation would be to decrease the quantity of food served at tea time. This would increase the hunger at dinner and thereby increase the reinforcing value of food at dinner. Praising the child when she/he eats properly tends to encourage this behaviour. The antecedent operation is the reduction of food at tea time and the consequent operation is praising the child for eating dinner. It establishes the response to eating dinner.

Question 4.
What is behavioural technique?
Answer:
Behavioural Techniques:
A range of techniques is available for changing behaviour. The principles of these techniques are to reduce the arousal level of the client, alter behaviour through classical conditioning or operant conditioning with different contingencies of reinforcements, as well as to use vicarious learning procedures, if necessary. Negative reinforcement and aversive conditioning are the two major techniques of behaviour modification.

As you have already studied in Class XI, Negative reinforcement refers to following an undesired response with an outcome that is painful or not liked. For example, the teacher reprimands a child who shouts in class. This is negative reinforcement.

Aversive conditioning:
Aversive conditioning refers to the repeated association of undesired responses with an aversive consequence. For example, an alcoholic is given a mild electric shock and asked to smell the alcohol. With repeated pairings, the smell of alcohol is aversive as the pain of the shock is associated with it and the person will give up alcohol. If adaptive behaviour occurs rarely, positive reinforcement is given to increase the deficit.

For example, if a child does not do homework regularly, positive reinforcement may be used by the child’s mother by preparing the child’s favourite dish whenever s/he does homework at the appointed time. The positive reinforcement of food will increase the behaviour of doing homework at the appointed time. Persons with behavioural problems can be given a token as a reward every time a wanted behaviour occurs.

The tokens are collected and exchanged for a reward such as an outing for the patient or a treat for the child. This is known as the token economy. Unwanted behaviour can be reduced and wanted behaviour can be increased simultaneously through differential reinforcement. Positive reinforcement for the wanted is one such method. The other method is to positively reinforce the wanted behaviour and ignore the unwanted behaviour.

The latter method is less painful and equally effective. For example, let us consider the case of a girl who sulks and cries when she is not taken to the cinema when she asks. The parent is instructed to take her to the cinema if she does not cry and sulk but not to take her if she does. Further, the parent is instructed to ignore the girl when she cries and sulks.

The wanted behaviour of politely asking to be taken to the cinema increases and the unwanted behaviour of crying and sulking decreases. You read about phobias or irrational fears in the previous chapter. Systematic desensitisation is a technique introduced by Wolpe for treating phobias or irrational fears. The client is interviewed to elicit fear-providing situations and together with the client, the therapist prepares a hierarchy of anxiety-provoking stimuli with the least anxiety-provoking stimuli at the bottom of the hierarchy.

The therapist relaxes the client and asks the client to think about the least anxiety-provoking situation. It gives details of relaxation procedures. The client is asked to stop thinking of the fearful situation if the slightest tension is felt. Over sessions, the client is able to imagine more severe fear-provoking situations while maintaining relaxation. The client gets systematically desensitised to the fear.

The principle of reciprocal inhibition operates here:
This principle states that the presence of two mutually opposing forces at the same time inhibits the weaker force. Thus, the relaxation response is first built up and a mildly anxiety-provoking scene is imagined, and the anxiety is overcome by the relaxation. The client is able to tolerate progressively greater levels of anxiety because of her/his relaxed state. Modelling is the procedure wherein the client learns to behave in a certain way by observing the behaviour of a role model or the therapist who initially acts as the role model. Vicarious learning, i.e. learning by observing others, is used through a.

Question 5.
What is Cognitive Therapy?
Answer:
Cognitive therapies locate the cause of psychological distress in irrational thoughts and beliefs. Albert Ellis formulated Rational Emotive Therapy (RET). The central thesis of this therapy is that irrational beliefs mediate between antecedent events and their consequences. The first step in RET is the antecedent belief- consequence {ABC) analysis. Antecedent events, which caused psychological distress, are noted.

The client is also interviewed to find the irrational beliefs, which are distorting the present reality. Irrational beliefs may not be supported by empirical evidence; e in the environment. These beliefs are characterised by thoughts with ‘musts’ and ‘shoulds’, i.e. things ‘must’ and ‘should’ be in a particular manner. Examples of irrational beliefs are, “One should be loved by everybody all the time”, “Human misery is caused by external events over which one does not have any control”, etc.

This distorted perception of the antecedent event due to the irrational belief leads to the consequence, i.e. negative emotions and behaviours. Irrational beliefs are assessed through questionnaires and interviews. In the process of RET, the irrational beliefs are refuted by the therapist through a process of non-directive questioning. The nature of questioning is gentle, without probing or being directive.

The questions make the client think deeper into her/his assumptions about life and problems. Gradually the client is able to change the irrational beliefs by making a change in her/his philosophy about life. The rational belief system replaces the irrational belief system and there is a reduction in psychological distress. Another cognitive therapy is that of Aaron Beck.

His theory of psychological distress characterised by anxiety or depression states that childhood experiences provided by the family and society develop core schemas or systems, which include beliefs and action patterns in the individual. Thus, a client, who was neglected by the parents as a child, develops the core schema of “I am not wanted”. During the course of their life, a critical incident occurs in her/his life. She/he is publicly ridiculed by the teacher in school.

This critical incident triggers the core schema of “I am not wanted” leading to the development of negative automatic thoughts. Negative thoughts are persistent irrational thoughts such as “nobody loves me’’, “I am ugly”, “I am stupid”, “I will not succeed”, etc. Such negative automatic thoughts are characterised by cognitive distortions. Cognitive distortions are ways of thinking which are general in nature but which distort reality in a negative manner.

These patterns of thought are called dysfunctional cognitive structures. They lead to errors of cognition about social reality. Repeated occurrences of these thoughts leads to the development of feelings of anxiety and depression. The therapist uses questioning, which is a gentle, non-threatening disputation of the client’s beliefs and thoughts. Examples of such questions would be, “Why should everyone love you ?”, “What does it mean to you to succeed?”, etc.

The questions make the client think in a direction opposite to that of the negative automatic thoughts whereby s/he gains insight into the nature of her/ his dysfunctional schemas, and is able to alter her/his cognitive structures. The aim of the therapy is to achieve this cognitive restructuring which, in turn, reduces anxiety and depression.

Similar to behaviour therapy, cognitive therapy focuses on solving a specific problem for the client. Unlike psychodynamic therapy, behaviour therapy is open, i.e. the therapist shares her/his method with the client. It is short, lasting between 10-20 sessions. Cognitive Behaviour Therapy is the most popular therapy presently.

Question 6
What is Cognitive Behaviour Therapy (CBT)?
Answer:
Research into the outcome and effectiveness of psychotherapy has conclusively established CBT to be a short and efficacious treatment for a wide range of psychological disorders such as anxiety, depression, panic attacks, borderline personality, etc. CBT adopts a biopsychosocial approach to the delineation of psychopathology. It combines cognitive therapy with behavioural techniques.

The rationale is that the client’s distress has its origins in the biological, psychological, and social realms. Hence, addressing the physical aspects through relaxation procedures, die psychological ones through behaviour therapy and cognitive therapy techniques and the social ones with environmental manipulations makes CBT a comprehensive technique which is easy to use, applicable to a variety of disorders and has proven efficacy.

Question 7.
What is Humanistic-existential Therapy?
Answer:
The humanistic-, existential therapies postulate that psychological distress arises from feelings of loneliness, alienation, and an inability to find meaning and genuine fulfilment in life. Human beings are motivated by the desire for personal, growth and self-actualisation, and mi innate need to grow emotionally. When these needs are curbed by society and family, human beings experience psychological distress.

Self-actualisation is defined as an innate or inborn force that moves the person to become more complex, balanced, and integrated, i.e. achieving complexity and balance without being fragmented. Integrated means a sense of the whole, being a complete person, being in essence the same person in spite of the variety of experiences that one is subjected to. Just as lack of food or water causes distress, the frustration of self-actualisation also causes distress.

Healing occurs when the client is able to perceive the obstacles to self-actualisation in her/his life and is able to remove them. Self-actualisation requires free emotional expression. The family and society curb emotional expression, as it is feared that a free expression of emotions can harm society by unleashing destructive forces. This curb leads to destructive behaviour and negative emotions by thwarting the process of emotional integration.

Therefore, the therapy creates a permissive, nonjudgmental and accepting atmosphere in which the client’s emotions can be freely expressed and complexity, balance and integration could be achieved. The fundamental assumption is that the client has the freedom and responsibility to control her/his own behaviour. The therapist is merely a facilitator and guide.

It is the client who is responsible for the success of therapy. The chief aim of the therapy is to expand the client’s awareness. Healing takes place through a process of understanding the unique personal experience of the client herself/himself. The client initiates the process of self-growth through which healing takes place.

Question 8.
What is Existential Therapy?
Answer:
Victor Frankl, a psychiatrist and neurologist propounded the Logotherapy. Logos is the Greek word for soul anti Logotherapy means treatment for the soul. Frankl calls this process of finding meaning even in life-threatening circumstances the process of meaning-making. The basis of meaning-making is a person’s quest for finding the spiritual truth of one’s existence.

Just as there is an unconscious, which is the repository of instincts (see Chapter 2), there is a spiritual unconscious, which is the storehouse of love, aesthetic awareness, and values of life. Neurotic anxieties arise when the problems of life are attached to the physical, psychological or spiritual aspects of one’s existence. Frankl emphasised the role of spiritual anxieties in leading to meaninglessness and hence it may be called existential anxiety, i.e. neurotic anxiety of spiritual origin.

The goal of logotherapy is to help patients to find meaning and responsibility in their life irrespective of their life circumstances. The therapist emphasises the unique nature of the patient’s life and encourages them to find meaning in their life. In Logotherapy, the therapist is open and shares her/his feelings, values and his/her own existence with the client. The emphasis is on here and now. Transference is actively discouraged. The therapist reminds the client about the immediacy of the present. The goal is to facilitate the client to find the meaning of her/his being.

Question 9.
What is Client-centred Therapy?
Answer:
Client-centred therapy was given by Carl Rogers. Rogers combined scientific rigour with the individualised practice of client-centred psychotherapy. Rogers brought into psychotherapy the concept of self, with freedom and choice as the core of one’s being. The therapy provides a warm relationship in which the client can reconnect with her/his disintegrated feelings. The therapist shows empathy, i.e. understanding the client’s experience as if it were her/his own, is warm and has unconditional positive regard, i.e. total acceptance of the client as she is.

Empathy sets up an emotional resonance between the therapist and the client. Unconditional positive regard indicates that the positive warmth of the therapist is not dependent on what the client reveals or does in the therapy sessions. This unique unconditional warmth ensures that the client feels secure and can trust the therapist. The client feels secure enough to explore her/his feelings. The therapist reflects the feelings of the client in a nonjudgmental manner.

The reflection is achieved by rephrasing the statements of the client, i.e. seeking simple clarifications to enhance the meaning of the client’s statements. This process of reflection helps the client to become integrated. Personal relationships improve with an increase in adjustment. In essence, this therapy helps a client to become her/his real self with the therapist working as a facilitator.

Question 10.
What is Gestalt Therapy?
Answer:
The German word gestalt means ‘whole’. This therapy was given by Frederick (Fritz) Peris together with his wife Laura Peris. The goal of gestalt therapy is to increase an individual’s self-awareness and self-acceptance. The client is taught to recognise the bodily processes and the emotions that are being blocked out from awareness. The therapist does this by encouraging the client to act out fantasies about feelings and conflicts. This therapy can also be used in group settings.

Question 11.
What is Biomedical Therapy?
Answer:
Medicines may be prescribed to treat psychological disorders. Prescription of medicines for the treatment of mental disorders is done by qualified medical professionals known as psychiatrists. They are medical doctors who have specialised in the understanding, diagnosis and treatment of mental disorders. The nature of medicines used depends on the nature of the disorders. Severe mental disorders such as schizophrenia or bipolar disorder require antipsychotic drugs. Common mental disorders such as generalised anxiety or reactive depression may also require milder drugs.

The medicines prescribed to treat mental disorders can cause side effects which need to be understood and monitored. Hence, it is essential that medication is given under proper medical supervision. Even the drugs which normal individuals use to stay awake to study for examinations or to get a ‘high’ at a party have dangerous side effects. These drugs can cause addiction, and harm the brain and the body. Therefore, it is dangerous to self-medicate with drugs which affect the mind.

Factors Contributing to Healing in Psychotherapy:
As we have read, psychotherapy is a treatment of psychological distress. There are several factors which contribute to the healing process. Some of these factors are as follows:

A major factor in healing is the techniques adopted by the therapist and the implementation of the same with the patient/client. If the behavioural system and the CBT of the school are adopted to heal an anxious client, the relaxation procedures and cognitive restructuring largely contribute to the healing.

The therapeutic alliance, which is formed between the therapist and the patient/ client, has healing properties, because of the regular availability of the therapist, and the warmth and empathy provided by the therapist.

At the outset of therapy, while the patient/client is being interviewed in the initial sessions to understand the nature of the problem, s/he unburdens the emotional problems being faced. This process of emotional unburdening is known as catharsis, and it has healing properties.

There are several non-specific factors associated with psychotherapy. Some of these factors are attributed to the patient/client and some to the therapist. These factors are called non-specific because they occur across different systems of psychotherapy and across different clients/patients and different therapists. Non-specific factors attributable to the client/patient are the motivation for change, the expectation of improvement due to the treatment, etc.

These are called patient variables. Non-specific factors attributable to the therapist are positive nature, absence of unresolved emotional conflicts, presence of good mental health, etc. These are called therapist variables.

Ethics in Psychotherapy
Some of the ethical standards that need to be practised by professional psychotherapists are:

• Informed consent needs to be taken.
• The confidentiality of the client should be maintained.
• Alleviating personal distress and suffering should be the goal of all attempts by the therapist.
• The integrity of the practitioner-client relationship is important.
• Respect for human rights and dignity.
• Professional competence and skills are essential.

Question 12.
What are Alternative Therapies available for treatment?
Answer:
Alternative therapies are so-called because they are alternative treatment possibilities to conventional drug treatment or psychotherapy. There are many alternative therapies such as yoga, meditation, acupuncture, herbal remedies and so on. In the past 25 years, yoga and meditation have gained popularity as treatment programmes for psychological distress. Yoga is an ancient Indian technique detailed in the Ashtanga Yoga of Patanjali’S Yoga Sutras.

Yoga as it is commonly called, today either refers to only the asanas or body posture component or to breathing practices or pranayama, or to a combination of the two. Meditation refers to the practice of focusing attention on the breath or on an object or thought or mantra. Here attention is focused. In Vipassana meditation, also known as mindfulness-based meditation, there is no fixed object or thought to hold the attention.

The person passively observes the various bodily sensations and thoughts that are passing through in her or his awareness. The rapid breathing techniques to induce hyperventilation as in Sudarshana Kriya Yoga (SKY) is found to be a beneficial, low-risk, low-cost adjunct to the treatment of stress, anxiety, post-traumatic stress disorder (PTSD), depression, stress-related medical illnesses, substance abuse, and rehabilitation of criminal offenders.

SKY has been used as a public health intervention technique to alleviate PTSD in survivors of mass disasters. Yoga techniques enhance well-being, mood, attention, mental focus, and stress tolerance. Proper training by a skilled teacher and a 30-minute practice every day will maximise the benefits. Research conducted at the National Institute of Mental Health and Neurosciences (NIMHANS), India, has shown that SKY reduces depression.

Further, alcoholic patients who practice SKY have reduced depression and stress levels. Insomnia is treated with yoga. Yoga reduces the time to go to sleep and improves the quality of sleep. Kundalini Yoga taught in the USA has been found to be effective in the treatment of mental disorders. The Institute for Nonlinear Science, University of California, San Diego, USA has found that Kundalini Yoga is effective in the treatment of the obsessive-compulsive disorder.

Kundalini Yoga combines pranayama or breathing techniques with the chanting of mantras. Prevention of repeated episodes of depression may be helped by mindfulness-based meditation or Vipassana. This meditation would help the patients to process emotional stimuli better and hence prevent biases in the processing of these stimuli.

Rehabilitation Of The Mentally Ill:
The treatment of psychological disorders has two components, i.e. reduction of symptoms, and improving the level of functioning or quality of life. In the case of milder disorders such as generalised anxiety, reactive depression or phobia, reduction of symptoms is associated with an improvement in the quality of life. However, in the case of severe mental disorders such as schizophrenia, reduction of symptoms may not be associated with an improvement in the quality of life.

Many patients suffer from negative symptoms such as disinterest and lack of motivation to do work or to interact with people. Rehabilitation is required to help such patients become self-sufficient. The aim of rehabilitation is to empower the patient to become a productive member of society to the extent possible. In rehabilitation, the patients are given occupational therapy, social skills training, and vocational therapy. In occupational therapy, the patients are taught skills such as candle making, paper bag making and weaving to help them to form a work discipline.

Social skills training helps the patients to develop interpersonal skills through role play, imitation and instruction. The objective is to teach the patient to function in a social group. Cognitive retraining is given to improve the basic cognitive functions of attention, memory and executive functions. After the patient improves sufficiently, vocational training is given wherein the patient is helped to gain the skills necessary to undertake productive employment.