CHSE Odisha Class 12 Sociology Unit 1 Introducing Indian Society Long Answer Questions

Odisha State Board CHSE Odisha Class 12 Sociology Solutions Unit 1 Introducing Indian Society Long Answer Questions.

CHSE Odisha 12th Class Sociology Unit 1 Introducing Indian Society Long Answer Questions

Long Questions With Answers

Question 1.
What do you mean by Unity in diversity? Discuss the various factors promoting unity in India?
Answer:
In spite of diversity, there is unity in India. There are bonds of unity may be located in certain mechanisms of integration Herbert Rosley census commissioner in 1911, was right when he observed “Beneath the manifold diversity of physical and social type, language, custom and religion which strikes the observer and in India.

there can still be discovered a certain underlying uniformity of life from the Himalayas to cape Cambrian. The concept of one united India has always been the fascinating idea of many great thinkers of this land. Since time immemorial India has been regarded as. one district society, unity in India. In the production of certain factors. We will now describe each of them.

Geographical Unity:
From a very early time. India has been visualised as one nation covering the whole landmass from the Himalayas to the ocean on the other sides. The Aryan thinkers and other philosophers named this landmass as Bharat Varsha. The term Bharat Varsha i.e., India has always referred to thus the vast expense of the land expanding from the Himalayas in North to the cap commotion on the South and from the Brahmputra in the East to the Indus in the west. These natural boundaries give the land geographical unity.

Religious Unity:
Although India in a land of many religions, religion has been one of the bases of national unity. As Srinivas says. The concept of the unity of India is essentially a religious one Hinduism being the religion of the majority of the people of India provides a basis for unity. Religious unity of the country in expressed through the existence of pilgrimage centres of great spiritual merits in the four parts of the country. Badrinaryan in the North. Rameswaram in the South, Dwarika in the West and Puri in the East eloquently speak the religious unity in India.

Cultural Unity :
India has cultural unity. The fundamental approaches to art, philosophy and literature are typically Indian in the character. Social institutions like the caste system and the joint family are found all over India which are once again topically Indian. Caste in such a widespread social institution in India that every Indian whether a Hindu, a Muslim or a Christian finds himself a universe of caste. These common social institutions and cultural traditions faster unity among the Indians.

Political Unity :
India has also political unity in India in the product of cultural and religious unity. The idea of bringing the whole country under one central authority is not new to Indians. Unification of vast areas and populations under one rule has been the highest goal of the kings statements. The ancient Indian political concept of Chakravarti clearly refers to the idea of political unification of the whole land. Many great kings right from Dilip, Yayati, Mandhata and Yudhisthira to Chandragupta Maurya.

Ashoka and Samudra Gupta of the later period had established there in sovereignty almost all over India the country and achieved the distinction of being a Chartkravai or universal ever lord. In the past kings often waged wars on one another with another purpose than to achieve thus indicating that religious support extended to the idea of political unification of the country.

Emotional Unity:
Last but not least there is an emotional bond that binds all the inhabitants of this vast land. The very name Bharat Mata emotionally brings all Indians together. Although linguistic diversity poses a threat to emotional integration, Sanskrit being the mother of all Indian languages serves as a significant untying bond in the emotional integration of the people.

A tradition of Independence:
We have had a remarkable tradition to independence which has held us together throughout countries. One manifestation is found in the form of the jamjar system. It is a system of independence of castes. The term Jajamani refers generally to a relationship between food-producing formally and the families that supported them with goods and services. These came to be called the Jajamani relations Jajamani system as the backbone of rural economy and social order under this system each caste group within a village is expected to give certain stand and used services to the families of other castes.

The tradition of Accommodation:
We have heard of the syncretic quality of Indian culture and its remarkable quality of accommodation and tolerance. Hinduism, which is the majority religion of India has an elastic character. We know that Hinduism as not a homogeneous religion. It is not a religion having one God, one book and one temple. It is described as a federation of faiths. goes to the extent of accommodating village-level deities of the tribal faiths. Hinduism has been open religion an encompassing religion.

CHSE Odisha Class 12 Sociology Unit 1 Introducing Indian Society Long Answer Questions

Question 2.
Write a brief essay on the “Unity in Diversity” in Indian society. Or, Indian Society essentially presents a “Unity in Diversity”.Discuss?
Answer:
India is not only the world’s largest but also probably the most complex federal democracy. While its democratic structure protects its political unity, its federal form guarantees the harmonious co-existence of socio-cultural diversities. That is why political unity is super imposed by the constitution and cherished by the major national parties.

The world has seldom known a country like India with an age-old socio-cultural diversity which gives a unique impression of pluralism. None of the federal politics, old or new, the bourgeoisie or socialist, Imperial Prussia, Austro-Hungarian Empire, Switzerland, United States, Canada, Nigeria, Malaysia, Yugoslavia or the Soviet Union are known to encompass such a wide range of distinct sub-national identities and that too with a long historical past as is the case with India.

Viewing the unity and its rich cultural heritage intellectuals say that India presents diversity in unity while others say that “India presents unity in diversity.” It is a fact that India is the second-largest state in the world in terms of population. It is the sixth-largest state in terms of territory. All the eight major religious communities of the world have a place in this benevolent motherland.

The problems of Indian society are very in number. Conflict takes place between states for sharing of river water. Still, there is a border dispute between different states. The terrorist and secessionist activities in different parts of India poses threat to Are very unity of India. The crossing of borders from alien countries creates very many problems in Indian society. There are several diversifying factors, among Communication, Casteism, Linguism and Regionalism are notable.

Communalism in Indian society refers to feelings of rivalry based on religious differences. We all know communalism was responsible for the division of the country into India and Pakistan in 1947. Even partition could not solve this problem in India because it still left a large Muslim minority in the country. The world’s major religious groups are found in India.

They are Hindus, Muslims, Christians, Sikhs, Buddhists, Jains, Parsis and Jews. Apart from the tribes who also constitute about 7% of the total Indian population, Hindus constitute an overwhelming majority which in percentages is about four times more than the total of all the other religious communities put together. Adherence to religion and the religious system is not communalism.

The exploitation of religion is communalism. Using a religious community against other communities and against nations is communalism. So, due to religious differences, sometimes conflicts and tensions are created among people of different communities. The political parties at the centre create a vote bank in favour of them depending upon religious groups. This appeasement policy of govt creates hatred feeling among other communities.

Now, there is not uniform civil code for all the nationals of India. Though there is a provision in the constitution in favour of a common civil code. Such a critical period is dawned that the national song for every people comes into question. Some of religious groups are getting assistance from outside to disturb national development and also to disintegrate Indian society.

Casteism is another serious problem in the way of national Integration. Though democracy and caste system both oppose each other in their principle yet it is seen that casteism is gradually strengthening in modem democratic India. Casteism is a feeling that creates a favourable attitude towards one’s own caste and hatred towards other castes. Thus, casteism is blind loyalty towards one’s own caste.

In other words, when the consideration of superiority between the castes and the tendency to consider the interest of one’s own caste as opposed to other castes is called casteism. Among other causes social inequality, social distance, illiteracy conservatism, development in the means of transportation and communication etc. are responsible for casteism.

It is also seen that many political parties are formed on the basis of caste in India encouraging caste loyalties to win the elections, which creates ill- feeling among different castes and hence hampers national unity. India is not only a multi-ethnic and multi-religious but also a multi-linguistic society. India, therefore, has rightly been called a “veritable tower of babel”.

Eighteen languages are recognized as the major languages of India, linguisticians are not unanimous about the total Languages spoken in India. All the eighteen languages listed in the eighth schedule of the constitution with the exception of Sanskrit. Indian states are reorganized on the basis of language. The real problem in India is that no link language has yet evolved. Though Hindi has been constitutionally recognized as the national language to replace English, its enforcement as of India appears to be problematic.

Being motivated by a group blindly one who raises his voice against the other language is called linguism. It is an anti-linguistic attitude or feeling of people towards other languages and a positive feeling towards their own language. Regionalism is another problem which poses a problem to the federal infrastructure of Indian society. Owing to its vastness, India is divided in to a number of regions and the territory of each region is determined on the basis of language.

Regionalism as we mean is the love and loyalty towards own region. Even people of one region try to develop their own region even at the cost of other regions. At other times it is seen that this feeling does not allow people from other regions to work and settle in their region. Thus regionalism militates against nationalism and thereby impedes the process of national integration. Regionalism refers to the sub-nationalism demanding preference of the region as against the country as a whole.

In spite of these diversities, there are other diversifying factors which pose a problem for national unity. But behind all in Indian society, the idea of unity is not something new to India. The concept of one unified India has always been the fascinating idea of many great thinkers of this land.

Geographical unity:
India, though very large in size possesses geographical unity with natural boundaries. It is surrounded on one side by the great Himalayas and on the other side by the high seas. Religious thinkers political philosophers, poets, statements and kings have always conceived Bharat Varsha as expanding from the Himalayas in the north to Cape Cameron in the south and from the Brahmaputra in the east to the Indus in the west.

Religious unity:
Though India is a land of many religions, some say that the concept of the unity of India is essentially a religious one. Hinduism is the religion of the majority of people of India and provides a basis for unity. The same myths, legends and deities are shared by all the Hindus in spite of their sectarian differences. Epics like Ramayan, Mahabharat and Bhagabat Gita are read by every people.

pilgrimage centres like Badrinarayan, Rameswaram, Dwarika and Puri four comers speak the religious unity of this vast land. The rivers like Ganga, Jamuna, Godavari etc. are regarded as sacred for every Hindu. Each Indian regard each inch of this Bharat Varsha as sacred.

Cultural unity :
India possesses cultural unity which runs through every aspect of Indian social life. The art, literature, philosophy, customs, traditions etc, are typically Indian in character. Social institutions like the caste system and joint family system are found all over the country. Every Indian, whether he is a Hindu, a Muslim, a Sikh, or a Buddhist finds himself in a universe of caste. Similarly, festivals are observed all over the country with a very similar fashion.

Political unity :
Political unity is not new to India. The idea of bringing the whole country under one central authority has always been a preoccupation with great kings and statesmen in India. The concept of “Chakravarti” clearly refers to this idea of the political unification of India under one authority. The prevalence of religious practices like the Aswamedha Yajna only indicates the religious support extended to the idea of political unification of India under one central authority.

Emotional unity:
There is an emotional bond in India that binds all the inhabitants of the land. The very Name ‘Bharatmata’ brings all Indians emotionally closer to one another. From the above discussion, it is very clear that in India there is an undercurrent of unity running through the apparent diversity of race, religion, language, customs etc. India is thus a fine example of unity in diversity.

CHSE Odisha Class 12 Sociology Unit 1 Introducing Indian Society Long Answer Questions

Question 3.
Discuss the Religious Composition of Indian Society?
Answer:
India is a country, where the world’s almost all major religions are found. Here are Hindus, Islam, Christianity, Sikhism, Buddhism, Zoroastrianism and Animism. Again each of these main religions has a number of sects of its own. A real man of God i. e. a. true believer in religion is also expected to be a good human being, and indeed most of the time.

In Indian people seem to be more loyal to their respective religions than to their nation. This religious diversity has been a factor and a source of dis- unity and disharmony in the country. It is also a fact that religious difference was responsible for the development of the two-nation theory and the consequent partition of the country into India and Pakistan.

The partition of India neither solved the Muslim minority problem nor it has created a homogeneous population in India from a religious point of view. The religious differences in Indian society sometimes create communalism which results in loss of life and property and poses problems in the way of national integration. Let us look at the composition of Indian society from a religious point of view.

Hinduism:
Hinduism is the religion of the majority of the people of India. Some also say that Hinduism is not a religion but a way of life. Anyone can adopt the way of life provided by Hinduism, for a better life. Hinduism is the amalgamation of Indo- Aryan, Dravidian and Pre- Dravidian religious, elements. Nearly about 83% of the Indian population are Hindus.

Hindus (the Caste Hindus and scheduled caste) constitute an overwhelming majority which in percentages is about four times more than the total of all the other religious communities put together. In fact, even the aggregate and the percentage of the caste Hindus alone is singly bigger than that of all the rest. Hinduism is not a monolithic religion, it allows a number of possible conceptions of God and also a variety of alternative ways of attaining union with God.

This does not mean that there is nothing common among the Hindus. There are certain beliefs which are shared by all Hindus irrespective of the sects they belong to. For example, every Hindu believes in the immortality of the soul, transmigration of the soul, law of Karma, Dharma, Moksha, Maya etc. Hinduism as a religion of the majority of people provides a basis for national unity.

Hinduism unites more than two-thirds of the Indian population by means of common Gods, common beliefs, common festivals etc. Lingayat, Kabirpanthi, Sakta, Radhaswamy, Satnami, Brahmasamaj and a host of other sects are a number of sects of Hinduism.

Islam:
Islam is the religion of Muslims. Muslims constitute about 13% of India’s total population. In undivided, India Muslims constituted nearly 24% of the total population. Muslims living in India are more in number than in Pakistan. Today, India has the second-largest Muslim population in the world. Muslims entered India towards the end of the twelfth century A.D.

They spread and settled in India under the political patronage of Muslim rulers. The number of Muslims gradually swelled mainly due to conversions from Buddhism and Hinduism, Majority of the Indian Muslims are the descendants of converts. Therefore, they are not very different from their Hindu neighbours Muslims are mainly of two sects. They are the Sunni and the Shia.

Christianity:
Christians constitute more than 2% of the population in India. In Kerala, their population is about 25% of the state’s population. Christians are widely scattered all over the country. In northern India, Christianity is mainly confined to certain sections of the tribal population and depressed castes. There are mainly three sects in Christianity. They are

  • Romo- Syrians,
  • Roman Catholics,
  • Protestants.

Sikhism:
The Sikh population in India is around 2% which is mainly concentrated in Punjab. Sikhism was founded by Guru Nanak in the 16th century A.D. The Sikhs are ideologically nearer to the Hindus than to Muslims. The Sikhs can easily be identified by anyone, because of the five ‘K’s they always wear. The five ‘K’s are – Kesh, Kanga, Kaccha, Kera and Kripan.

Buddhism:
The founder of Buddhism is Gautam. Buddhism originated in India during the 6th century B.C. Buddhism enjoyed royal patronage for a long period beginning from the great emperor Ashoka in the 3rd century B.C. As a result, Buddhism spread not only in India but also in countries outside India. Practically Buddhism lost its influence, by the 1 Oth century A.D.

The Buddhists represent only less than 1 % of the total population. Its main creed is Ahimsa. The Buddhists are found in Maharashtra as a result of the recent conversions under the leadership of Dr Ambedkar. Buddhism has two sects, namely- Hinayana and the Mahayana.

Jainism:
Jainism was established by Lord Mahavir, in India during 6th century B.C. It represents only a small portion of the Indian population i.e. 0.45% of our population. Jainism is very close to Hinduism. Many of the Hindu doctrines are retained in it. They worship cows and enter into Hindu temples. Jains are mainly urban people and are found in the towns and cities of Punjab, U.P., Rajasthan, Gujarat and Maharashtra. Jains are divided in to three sects namely.

  • Digambaras,
  • Svetambaras,
  • Dhundias.

Zoroastrianism or Parsi:
The Parsis or the followers of Zoroaster of Zarathushtra came to India in the 7th century A.D. from Persia in order to escape the forcible conversions to Islam. They worship fire. They expose their dead on the so-called ‘towers of silence to be eaten up by vultures so that the elements- earth, fire and water are not defiled by the contact of the dead matter. They are about 0.3% in number and half of which live in the city of Bombay alone. They are mainly urban and are on the top of the economic ladder of India.

Animism :
Animism is a tribal faith. It is a very primitive religion, according to which man is believed to be surrounded by a number of impersonal ghostly powers. These powers are said to reside in rocks, rivers, trees stones etc. In India, there are about 2 5 million people who believe in Animism.

CHSE Odisha Class 12 Sociology Unit 1 Introducing Indian Society Long Answer Questions

Question 4.
Discuss the Racial composition of Indian Society?
Answer:
Indian society is a multi-ethnic, multi-religious, multi-linguistic and multi-racial society. Its people worship differently. Its people have different faiths and different ideologies. The Indian society, the vast population is composed of people having diverse creeds, customs and colours. Let us see the racial composition of Indian society. A.W. Green says that “A race is a large biological human grouping with a number of distinctive inherited characteristics which vary within a certain range.

Similarly, A.L. Krober says that “A race is a valid biological concept. It is a group united by heredity, a breed or genetic strain or a sub-species. The Indian sub-continent received a large number of migratory races mostly from the western and eastern directions. Observing C.B. Memoria remarks that the “Indian population contains many primitive strains of mankind not found elsewhere to the same extent.

Different scholars have described the racial composition of Indian society. The first racial classification of the Indian population on scientific lines is probably of Sir Herbert Risely. He classified the Indian population into seven types. They are

  • Turko – Iranian
  • Indo-Aryan
  • Scytho-Dravidian
  • Arya-Dravidian
  • Mongolo-Dravidian
  • Mongoloid
  • Dravidian

Turko- Iranian:
People having this strain in their blood are mainly found in Beluchisthan and Afghanistan, which are now outside the political borders of India.

Indo- Aryan:
Indo- Aryan strain is mainly found in east Punjab, Raj as than and Kashmir, especially among the people belonging to the castes of Rajput, Khatri and Jat.

Scythe- Dravidian :
Scythe – Dravidian is a mixed racial type of Scythians and Dravidians. People having this racial ancestry are said to be found in Saurashtra, Coorg, and the hilly tracts of Madhya Pradesh. It is said that the upper strata people are of Scythians while the lower strata people are dominated by Dravidians.

Arya- Dravidian :
Arya- Dravidian racial type is an admixture of Indo- Aryan and Dravidian elements. The Aryan elements is more pronounced among the upper castes, especially Brahmins. The Dravidian element is more prominent among the Harijans and other lower-caste people.

Mongol – Dravidian:
Mongols- Dravidian racial type is the intermixture of the Dravidian and Mongolian races. The Brahmins and Kayasthas of Bengal and Odisha are believed to belong to this race.

Mongoloid:
Mongoloid racial element is mainly found among the tribal people of North-East Frontier and Assam.

Dravidian:
The people of south India and Madhya Pradesh are claimed to be of this stock. Most of anthropologists are not ready to accept the racial classification of Risley. D. N. Mazumdar says that the ‘Dravidian’ like the term ‘Aryan’ is a linguistic classification and not a racial classification. A.C. Haddon gives his own classification dis- regarding the classification of Risley.

According to him the principal races are

  • The Pre- Dravidian
  • The Dravidian
  • The Indo-Aryan
  • The Indo-Alpine
  • The Mongolian

J.N. Hutton also describes about the composition of the Indian population. But it is Dr B.S. Guha, after having revised the earlier classification has presented his own list of races that are believed to have composed the Indian population. His classifications are

The Negrito:
The presence of Negrito race in India is a controversial issue among anthropologists who say the presence of Negrito race say that they are relatively in pure form are still found in Andaman Island and also among some South Indian tribal people. Keeping these facts in view the protagonists of this view believe that the earliest occupants of India were Negritos, who were later displaced by Proto- Australoid.

But the antagonists of this view say that there is no weighty evidence to prove conclusively the existence ofNegrito element in the Indian population. So it may be safely said that Negrito race though existed in past, has left little trace in India today.

The Proto- Austroloid:
Indian tribal population is by and large dominated by this racial element. The Santals, the Juangs, the Koreas, the Soares, the Parjas, the Khonds, the Chenchus are a few of the many tribes of this race.

The Mongoloid:
The Mongoloid race came to India from Northwestern China, via- Tibet. People of this racial element are mainly found in North-Eastern India. This race consists of two fundamental types. They are

Palaeo- Mongoloid:
The Palaeo- Mongoloid consists of a long-headed type and of broad-headed type.

Tibeto- Monogoloid :
The people of Sikkim and Bhutan are said to belong to the Tibeto-Mongoloid race.

The Mediterranian:
The Mediterranian race is divided into three types. They are

Palaeo – Mediterranian:
This racial type is represented by the Tamil and Telugu Brahmins of the South.

The Mediterranian:
People of this racial type are believed to be the builders of the Indus valley civilization.

Oriental:
This race is very much similar to the Mediterranean type. The Mediterranean race as a whole, once a predominant race all over India, is now mainly concentrated in the south.

Western Brachycephals:
Western- Brachycephal race entered India from the west. The Alpinoid, the Dinaric and the Armenoid are the three main types of this race.

Alpinoid:
The people of Saurashtra, Gujarat and also Bengal are said to have of this race.

Dinaric:
This strain is claimed to be found among the people of Odisha, Bengal and Coorg.

Armenoid:
The Parsis of Bombay are believed to be the true representatives of this racial type.

Nordic Race :
People belonging to the Nordic race came to India from the North and spread all over Northern India during the 2nd millennium B.C. The people of this stock are believed to have enriched Indian culture by contributing new ideas to its philosophy and literature. From the above-discussed races, the first three races namely the Proto-Austroloid and the Mongoloid and Negrito constitute the Indian tribal population, while the other three races namely the Mediterranian, the Alpo- Dinaric and the Nordic, constitute the general population of India.

From the above discussion, it is very clear that the Indian population is composed of almost all the important races of the world. Today, there is no such race in India which is completely pure. All the races have got inter- mixed with one another. The intermixture of race is thorough that even in the same family we find one brother is quite fair while the other is quite dark. So India is rightly called a “Museum of races” or a “Melting pot of races”.

CHSE Odisha Class 12 Sociology Unit 1 Introducing Indian Society Long Answer Questions

Question 5.
India is a ‘Spectacle of Museum of tongues’- Explain. Or. Discuss the linguistic composition of Indian society?
Answer:
India is not only a multi-ethnic and multi-religious but also a polyglot society. Apart from English which is one of the major languages of administration, law higher academic teaching and research, Journalism and inter-regional communication, eighteen languages are recognized as the major languages of India. Linguists are not unanimous about the total number of languages spoken in India. Various enumerations are given in support of different criteria.

Dr George Grierson in the ‘Linguistic Survey of India’ tests 179 major languages and 544 dialects. The Linguistic Survey of India conducted in the first decade of this century recorded that “Language changes every 20 miles in India.” While the 1931 census lists more than 200 languages dialects, the 1961 census registered 1652 spoken languages of which 1549 were indigenous to India. Of these, about 572 covered almost 90% of the total population.

The multiplicity of languages creates new social cleavages in the already divided population of India by caste and creed. In the words of A.R. Desai, “India presents a spectacle of the museum of tongues.” Some also say that India is a ‘Veritable tower of babe. ’ We all know that all the eighteen languages listed in the Eighth Schedule of the constitution with the exception of Sanskrit. By 1966 partly by design and partly by the accident of political action, the linguistic formula acquired legitimacy as the primary criterion of state re¬organization in India.

These numerous Indian languages can however be grouped into four different speech families. They are

  • Indo-Aryan
  • The Dravidian
  • TheAustric
  • The Sino- Tibetan

Indo- Aryan Languages:
Hindi is the most important language, of all the languages belonging to the Indo- Aryan speech family. The Indian constitution recognizes Hindi as the national language which eventually is to replace English as the official link language on the lingua franca of India Hindi along with other allied languages like Hindusthani, Urdu, and Punjabi is claimed to be the mother tongue of 46.3% of India’s total population.

The people inhabiting the great Indo- Gangetic plains in Northern India speak this language in one form or the other. The other Indo-Aryan languages are Assamese, Bengali, Odia, Gujarathi, Marathi, and Kashmiri. These languages are spoken by the people of the states named after these languages. Hindi, unlike Urdu, borrowed words from Sanskrit and used Devanagari as its script. Hindi and Urdu were together known as Hindustani till 1947. These two languages are very similar in their spoken form, though they greatly differ in their written form.

At present Hindi is progressively being Sanskritized by dropping Persian words and incorporating itself more and more Sanskrit words. Punjabi is the language of mainly Sikh religious minorities. Though it resembles Hindi in its spoken form, it differs from it in its written form. Urdu freely borrowed a large number of words from the Persian language. It also adopted the Persian script as its own.

Dravidian Languages:
Tamil, Telugu, Kannada and Malayalam, the four southern languages belonging to the Dravidian speech family. Tamil is the language spoken by the people of Tamil Nadu who constitute 8.2% of our population. Telugu is the language of the people of Andhra Pradesh. It represents 10.2% of the total population of India and as such form the second-largest linguistic group in India after Hindi. The people of Karnataka speak Kannada, which constitutes 4.5% of the total population. Malayalam is the language spoken by the Keralites form 4.1% of our population.

Austria – Languages:
Most of the languages and dialects are spoken by the tribes of Central India belong to the Austric speech family.

Sino- Tibetan Languages :
The languages and dialects of North- Eastern tribal population are mainly of the Sino- Tibetan speech family. Nearly 3.2% of India’s total population speak one or the other of the 23 tribal languages belonging to either the Austric or the Sino-Tibetan speech families. At present India is divided into states along linguistic lines for the simple reason that most of these major languages are localized in different parts of the country.

While each language tends to concentrate in a particular part of the country, there is much overlapping of two or more languages, especially in areas near the borders. Therefore there are linguistic minorities in each of the linguistic states as well as in big cities. Viewing such linguistic composition of Indian society an American specialist in Indian languages says that villagers in the locality may find it difficult to understand the speech of their relatives living a hundred miles away from them.

CHSE Odisha Class 12 Sociology Unit 1 Introducing Indian Society Long Answer Questions

Question 6.
Discuss the Tribal composition of Indian society?
Answer:
India is claimed to have the largest total tribal population compared to any other single country in the world. The tribal population in India constitutes nearly 7% of the total population. The vast tribal population in India is not a homogeneous group. Rather it is composed of different tribes. According to the scheduled tribe’s list modification order 1956, there are 414 tribes in India. All these tribes are classified into different groups on various bases like geographical location, language, race and levels of economic and social development.

1. On the basis of geographical location:
On the band of geographical or territorial location tribes are divided into three main zones, namely

The North-North Eastern zone :
Eastern Kashmir, Eastern Punjab, Himachal Pradesh, North Uttar Pradesh, Nagaland, Assam etc. constitute this zone. The Aka, Mishmi, Chulikata, and Naga are some of the tribes of this zone.

Central Zone:
Bihar, Bengal, Southern, U.P., Southern Rajasthan, Madhya Pradesh and Odishacome are under this zone. The Savara, the Khond, the Santhal, the Bhil, the Gond, the Muria and the Bangla etc. live in this zone.

Southern Zone:
The Southern zone is comprised of the four Southern states, namely Andhra Pradesh, Tamilnadu, Karnataka and Kerala. The Toda, the Chenchu, the Kedar etc. are some of the important tribes of this zone.

Classification on the basis of Language:
The languages of the tribes of the three zones belong to three different speech families namely

Sino- Tibetan linguistic group :
Most of the tribes of the North- North- Eastern zone speak Sino- Tibetan languages in one form or other.

Austro- Asiatic linguistic group:
The dialects and languages spoken by most of the central zone belong to the Austric speech family. But some of the important tribes of this region like the Gonds and the Khonds speak languages having an affinity with the Dravidian speech family.

Dravidian Linguistic groups:
Tribal people in the Southern Zone in one form on other the Dravidian languages. Telugu, Tamil, Kannada and Malayalam.

Classification on the Basis of Race:
Indian tribes are broadly classified into three racial groups. They are.

The Mongoloid:
The North- North – Eastern zone tribes, in habiting the Himalayan regions belong to the one on the other type of Mongoloid race.

The Proto- Austroloid :
The central Indian tribes are mainly found to be Proto- Austroloid in their physical features.

The Negrito:
A few tribes like the Kadar of the extreme South and the Andamanese are said to be of this racial origin.

On the basis of cultural development:
Dr Elvin has classified Indian tribes into four classes on the basis of their levels of cultural development and contact with the plains.

Class -I:
The members of the tribes of class 1 are more or less isolated, and primitive, lead a communal life and cultivate with axes.

Class – II:
The people belonging to class – II are more individualistic, less simple, less honest, more used to outside life and less occupied with axe cultivation than the members of class-1 tribes.

Class – III:
People of this category are most exposed to external influence and they represent the largest section of the Indian tribal population. These people are already on the way of losing their tribal culture, religion and social organization as a result of external influences.

Class -IV:
The Bills and Nagas are members of this class of tribes. Dr Elvin believes that these people are the representatives of the old aristocracy of the country. Madan and Mazumdar have clarified the tribal communities into three main groups exclusively on the basis of cultural distance maintained from the rural-urban groups. The first group of tribes are culturally far away from the rural-urban groups. It includes all those tribes which have not come in contact with rural-urban groups in any significant way.

The second group consists of tribes which are in active contact with and under the direct influence of the outside rural-urban groups. As a consequence, these tribal communities are experiencing discomfort and problems. The third group consists of those tribes that have come into contact with the rural-urban groups but have not suffered from it. That is to say, these tribes have been successfully acculturated into the rural-urban way of life.

The tribal Welfare- Committee has suggested a classification of Indian tribes into four classes.
Tribal Communities:
These communities are by and large confined to their forest habitat and still lead a primitive way of life.

Semi-Tribal Communities:
The communities have come out of their forest habitat to settle in the rural areas and have taken up agricultural and other allied occupations.

Acculturate Tribal Communities:
These are the communities which have migrated to urban and semi-urban centres and have taken up occupations in modem industries and other works. They also have adopted many of the cultural traits of modem society.

Totally Assimilated Tribal Communities:
These are the tribes which have totally got assimilated into the modem way of life. An attempt has been made by Madan and Mazumdar to make a classification of Indian tribes on the basis of economic development. The first category of tribes are mainly dependent on forests for their livelihood and their economy is food gathering.

The tribes of the second category are those whose economy falls midway between food gathering and primitive agriculture. The economy of the third category is mainly agriculture but is supplemented by forest produce whenever and wherever possible. Finally, there is a new economic category of tribal men which is coming up in India with the growth of Industry. This new economic category includes those tribes who have been driven out of their traditional occupations and habitat and are employed in modern industry.

CHSE Odisha Class 12 Sociology Unit 1 Introducing Indian Society Short Answer Questions

Odisha State Board CHSE Odisha Class 12 Sociology Solutions Unit 1 Introducing Indian Society Short Answer Questions.

CHSE Odisha 12th Class Sociology Unit 1 Introducing Indian Society Short Answer Questions

Short Answer Type Questions

Question 1.
What is Unity?
Answer:
Unity means integration where in hitherto divisive people and culture are synthesized into a united whole. It connotes a sense of oneness, a sense of oneness. It stands for the bonds which hold the members of a society together.

Question 2.
What is diversity?
Answer:
Diversity means difference, however, means something more than more difference. It means collective differences that is differences which mark off one group of people from other. These differences may be biological, religious linguistic, etc.

Question 3.
Mention two factors of diversity.
Answer:
Mention two factors of diversity

  • Racial Diversity
  • Linguistic Diversity

Question 4.
Mention two factors of Unity.
Answer:

  • Geographical Unity
  • Religious Unity

5. Define race.
Answer:
A. W. Green says A race as a large biological human grouping with a number of distinctive inherited characteristics which vary within a certain range.

Question 6.
What is Racial Diversity?
Answer:
India is a museum of different races. Herbert Rosely had classified the people of India into seven racial types. These are Turko- Indian, Indo- Aryan, Scytho Dravidian Aryo – Dravidian, Mangolo Dravidian Mongolid and Dravidian.

Question 7.
What is Linguistic Diversity?
Answer:
According to A. R. Desai India presents as a spectacle of a museum of tongues. The famous linguist given dismissive noted that India has 179 languages and 544 dialects.

Question 8.
What is Religious Diversity?
Answer:
India is a land of many religions. There are also followers of various faiths particularly of Hinduism, Islam, Christianity, Buddhism, Jainism, and Zoroastrianism among others, etc.

Question 9.
Caste Diversity?
Answer:
Indis is a country of castes. The caste as peculiar to Indian society. There are more than 3,000 castes or Jati in India. These are hierarchically graded on different ways on different regions.

Question 10.
Geographical Unity?
Answer:
From very early times, India has been visualized as one nation covering the whole landmass from the Himalayan to the ocean on the other sides. The Aryan thinkers and other philosophers named this landmass as Bharatvarsha.

CHSE Odisha Class 12 Sociology Unit 1 Introducing Indian Society Short Answer Questions

Question 11.
Religious Unity?
Answer:
Although India as a land of many religious religions has been one of the basis of national unity. As Srinivas says. The concept of the unity of India is essentially a religious one Hinduism being the religion of the majority of the people of India provides a basis for unity.

Question 12.
Cultural Unity?
Answer:
India has cultural unity. The fundamental approaches to art, philosophy and literature and typically Indian on the character. Social institutions like the caste system and the joint family are found all over India which are once again typically Indian.

Question 13.
Political Unity?
Answer:
India has also political unity. Political unity in India as the product of cultural and religious unity. The Idea of being the whole country under one central authority as not new to Indians.

Question 14.
Emotional Unity?
Answer:
The emotional bond that binds all the inhabitants of this vast land. The very same Bharat Mata emotionally brings all Indians together. Although linguistic diversity poses a threat to emotional integration.

Question 15.
Tribal Composition of Ridia?
Answer:
The tribal population in India constitutes nearly 7% of the total population India is cleaned to have the largest total tribal population compared to any other single country on the world.

CHSE Odisha Class 12 Sociology Unit 1 Introducing Indian Society Short Answer Questions

Question 16.
Geographical Unity?
Answer:
From very early time India has been visualized as one nation covering the whole landmass from the Himalayans to the ocean on the other sides. The Aryan thinkers and other philosophers named this landmass as Bharat Varsha. The term Bharat Varsha i.e., India has always referred to this vast expense of the land expanding from the Himalayas in North to the cap camo rain on the south and from the Brahmaputra on the East to the Indus the west. These national boundaries given the land geographical unity.

Question 17.
Religious Unity?
Answer:
Although India is land of many religious religions has been one of the basis of national unity. As Srinivas says. The concept of the unity of India is monolithic essentially religious one Hinduism the religion of the majority of the people of India. Provides a basis for unity. It is a fact that Hinduism is not a religion, There are number seats of in Hinduism. But they have some faith in common with slight variation.

Question 18.
Cultural Unity?
Answer:
India has cultural unity. The fundamental approaches to art philosophy and literature are typically Indian in the character. Social institutions like the caste system and the joint family are found all over India which are once again topically Indian. Caste is such a social institution in India that every Indian whether a Hindu, a Muslim or a Christian finds himself a universe of caste. The common social institutions and cultural traditions foster unity among the Indians.

Question 19.
Political Unity?
Answer:
India has also political unity, political unity in India in the product of cultural and religious unity. The idea of bringing the whole country under one central authority is not new to Indians. Unification of vast area and populations under one rule has been the highest goal of the things and statesmen. The ancient Indian political unification of the whole land.

Many great things right from Dilip, Yayati, Mandhata and Yudhistira to Chandragupta Maurya, Ashoka and Samudra Gupta of later period had established theory sovereignty all most all over India the country and achieved the distinction of being a Chakravarti or universal overlord.

Question 20.
Emotional Unity?
Answer:
The emotional bond that binds all the inhabitants of this vast land. The very name Bharat Mata emotionality brings all Indians together. Although linguistic diversity poses a threat to emotional integration. Sanskrit belongs the mother of all Indian languages and serves as a significant unifying bond in the emotional integration of the people.

CHSE Odisha Class 12 Sociology Unit 1 Introducing Indian Society Short Answer Questions

Question 21.
What do you mean by Unity in diversity?
Answer:
Unity means integration. Where in hitherto divisive people and culture are synthesized into a united whole. It connotes a sense of oneness, a sense of we-ness. It stands for the bonds which hold the members of a society together. There is a difference between unity and uniformity, uniformity presupposes similarly, but unity does not.

Unity may be bom out of similarity. It many or many not be based in uniformity. Diversity means difference it however means something more than more difference. It means collective differences that as a difference which mark off one group of people from other.

Question 22.
Discuss various religions in India?
Answer:
Different religions have coexisted in India in past centuries. The history of our religious movements have been such that out us incorporated diverse faiths and values. Religion has been, on the one hand, the basis of national unity. On the other hand, religious diversity has been a factor of disunity and disharmony in out severity. India as a country where all the world’s major religions are found. In India are come across Hindus, Buddhists, Jains, Zeroastorms, Sikhs, Muslims and Christians etc.

Question 23.
Racial Composition?
Answer:
A race as a biological human grouping with a number of distinctive physical characteristics. A group of people are distinguished from other groups of people on the basis of physical characteristics such as completion height and shape of face etc. A such distinctive group of human beings is each called a race. These races are Aryan, Dravidian, Austroheld and Mongoloid, etc.

CHSE Odisha Class 12 Sociology Unit 1 Introducing Indian Society Short Answer Questions

Question 24.
Linguistic Groups?
Answer:
A says, A.R. Desai. India presents a spectacle of the museum of tongues. According to the 1951 census, there are 845 different languages and dialects spoken in India. But the actual number is estimated to be around 1000, George Grierson, in his linguistic. Survey of spoken alone in North India. While a few of these languages are spoken by crores of people a large number of them have less than a hundred thousand speakers each. All these Indian languages and dialects can be grouped into four speech families mainly.

  • Indo-Aryan,
  • Dravidian,
  • Austria, and
  • Sino – Tibetan, etc.

Question 25.
Tribal Groups?
Answer:
The tribes of India form an important part of the total population. The tribal population in India constitutes about 7% of the Indian population. India has the largest total tribal population compared to any other country in the world. The large tribal population of India is not a homogeneous group.

It is composed of a number of different tribes – our constitution recognized 212 tribes and these tribes are found in different parts of the country. According to the scheduled Tribes’ last modification order in 1956, there are 414 tribes in India. The tribes of India are classified into different groups on the basis of geographical location, language, race, and levels of socioeconomic development.

CHSE Odisha Class 12 Sociology Unit 1 Introducing Indian Society Objective Questions

Odisha State Board CHSE Odisha Class 12 Sociology Solutions Unit 1 Introducing Indian Society Objective Questions and Answers.

CHSE Odisha 12th Class Sociology Unit 1 Introducing Indian Society Objective Questions

Multiple Choice Questions With Answers

Question 1.
Does unity mean _____?
(a) Integration
(b) difference
(c) Uniformity
(d) Above all
Answer:
(a) Integration

Question 2.
Does diversity mean _____?
(a) Integration
(b) Difference
(c) Uniformity
(d) None of the above all
Answer:
(b) Difference

Question 3.
Which of the following forms of Diversity?
(a) Racial Diversity
(b) Linguistic Diversity
(c) Religious Diversity
(d) Above all
Answer:
(d) Above all

Question 4.
Which of the following Bonds of Unity?
(a) Geographical Unity
(b) Religious Unity
(c) Cultural Unity
(d) Above all
Answer:
(d) Above all

Question 5.
A Race is a ____?
(a) Biological human grouping
(b) A human grouping
(c) Complexion
(d) Above all
Answer:
(a) Biological human grouping

Question 6.
Who says that race is a valid Biological concept? it is a group united by heredity a breed or genetic strain or a subspecies?
(a) A.L. Krober
(b) FrazzBoas
(c) A. W. Green
(d) None of the above
Answer:
(a) A. L. Krober

Question 7.
Who says that In common parlance when we speak of race, we mean of a group of people that have certain blindly and perhaps also mental characteristics in common”?
(a) A.L. Krober
(b) FrazzBoas
(c) A. W. Green
(d) None of the above
Answer:
(b) Frazz Boas

Question 8.
Who says that “A race is a biological human grouping with a member of distinctive inherited characteristics which vary within a certain range”?
(a) A. L. Krober
(b) FrazzBoas
(c) A. W. Green
(d) Above all
Answer:
(c) A. W. Green

Question 9.
Which of the following HerbertRistey’s Racial classification?
(a) The Turko Iranian
(b) Indo Aryan
(c) saythodravidian
(d) Above all
Answer:
(d) Above all

Question 10.
Which of the following classification of A.C. Haddon?
(a) the pre-Dravidian Jungle tribes
(b) the Dravidians who are long-headed and brunette
(c) the Indo-Aryans who are fair-complexioned and long-headed
(d) Above all
Answer:
(d) Above all

CHSE Odisha Class 12 Sociology Unit 1 Introducing Indian Society Objective Questions

Question 11.
Which of the following is the classification of B.S Guha in the race?
(a) The Proto-Australoid
(b) Monogoloid
(c) TheTibetomongoloid
(d) Above all
Answer:
(d) Above all

Question 12.
Which of the following religious composition of India?
(a) Hinduism
(b) Islam
(c) Christians
(d) Above all
Answer:
(d) Above all

Question 13.
Which of the following are the linguistic Groups of India?
(a) Indo-Aryan
(b) Dravidriari
(c) A Rastrick
(d) Above all
Answer:
(d) Above all

Question 14.
Which of the following are the tribal groups in India?
(a) North-North Eastern zone
(b) Central Zone
(c) Southern Zone
(d) Above all
Answer:
(d) Above all

Question 15.
Which of the following the classification on the basis of language?
(a) The Sino Tibetan
(b) Austric Linguistic group
(c) The Dravidian Linguistic Group
(d) Above all
Answer:
(d) Above all

Question 16.
Which of the following the classification on the basis of race?
(a) The Mongoloid
(b) The Australoid
(c) TheNegreto
(d) Above all
Answer:
(d) Above all

Question 17.
Which of the following the classification on the basis of the socioeconomic level of Development?
(a) class-I
(b) class-II
(c) class -III
(d) Above all
Answer:
(d) Above all

Question 18.
Which of the following classification of Indian tribes?
(a) Tribal Communities
(b) Semi- Tribal Communities
(c) Accultarated Tribal Communities
(d) Above all
Answer:
(d) Above all

Question 19.
Who says that “Race refers to human stocks that are genetically distinguished to major physiological difference to a remote separation of ancestry”?
(a) Maclver
(b) A.W. Green
(c) D.N.Majumdar
(d) None of the above.
Answer:
(a) Maclver

Question 20.
Who says that “If a group of people who by their possession of a member of common physical traits can be distinguished from others, even of the members of this biological groups are widely scattered they form a race”?
(a) A. W. Green
(b) Maclver
(c) A.L. Krober
(d) D. N. Majumdar.
Answer:
(d) D.N. Majumdar

CHSE Odisha Class 12 Sociology Unit 1 Introducing Indian Society Objective Questions

Question 21.
Which of the following classification ofJ.H. Hutton?
(a) Negritos
(b) Proto-Australoid
(c) Pre-Dravidiran
(d) Above all
Answer:
(d) Above all

Question 22.
The 1961 census shows nearly of the Indian population as Hindusim?
(a) 86%
(b) 84%
(c) 85%
(d) 90%
Answer:
(b) 84%

Question 23.
Which of the following classification of tribes on the basis of geographical location?
(a) North-North Eastern Zone
(b) Central Zone
(c) Southern Zone
(d) Above all
Answer:
(d) Above all

Question 24.
Which of the following the classification ofB.S.Guha?
(a) The Negritos
(b) The Proto Australoids
(c) TheMongoids
(d) Above all
Answer:
(d) Above all

Question 25.
Who says that Persia as the land of light Greece the land of grace India- the land of dreams, Rome the land of empire, doubt India is the land of dreams – a dream that strives to blend inextricably her various similarities and differences?
(a) Hegel
(b) Guha
(c) Huddem
(d) None of above
Answer:
(a) Hegel

CHSE Odisha Class 12 Sociology Unit 1 Introducing Indian Society Objective Questions

One Word Answers

Question 1.
unity mean ________?
Answer:
Unity means integration

Question 2.
Diversity means _________?
Answer:
Diversity means difference

Question 3.
Mentions one forms of Diversity in India?
Answer:
Racial Diversity

Question 4.
Mentions one Bonds of Unity in India?
Answer:
Geographical Unity

Question 5.
Mentions one racial composition of Indian Society?
Answer:
The Tunku Iranian.

Question 6.
Mentions one religion’s composition?
Answer:
Hinduism

Question 7.
Mentions one linguistic Group?
Answer:
Dravidian Languages.

Question 8.
Mentions one tribal Group?
Answer:
North-North Eastern Zone.

Question 9.
Mentions one on the basis of language?
Answer:
The Sino-Tibetan

Question 10.
Mentions one on the basics of Race?
Answer:
The Mongoloid

CHSE Odisha Class 12 Sociology Unit 1 Introducing Indian Society Objective Questions

Question 11.
Mentions one classification on the basis of the socio-economic level of Development?
Answer:
The tribes of class-I

Question 12.
Mentions one of the classifications of Haddon, race?
Answer:
The Pre-Dravidian.

Question 13.
Mention one classification of the J.H. button of race?
Answer:
Mongoloids.

Question 14.
Mention one of the Dr B.S. Guha of race ________?
Answer:
The Negrito.

Question 15.
Mention one of the classification of tribes on the basis of geographical location?
Answer:
North – North – Eastern zone.

Question 16.
Mention one contributing to the unity of India?
Answer:
Religious Unity

Question 17.
Does mention 1971 census show a total languages spoken in India?
Answer:
1108

Question 18.
Who says that A race as a large biological human grouping with a number of distinctive inherited characteristics which very within a certain range?
Answer:
A. W. Green

Question 19.
Who said that Race reforms to human stocks that are genetically distinguished to major physiological differences to a remote separation of ancestry?
Answer:
Maclver

Question 20.
Who says that race as a valid biological concept? It is a group united by hereditary, a breed or genetic strain or a sub-species?
Answer:
A. L. Krober

CHSE Odisha Class 12 Sociology Unit 1 Introducing Indian Society Objective Questions

Question 21.
Who says that “If a group of people who by their possession of a number of common physical traits can be distinguished from others, even of the members of thus biological group are widely scattered they form a race”?
Answer:
D.N. Majumdar.

Correct The Sentences

1. Unity means difference?
Answer:
Unity means integration.

2. Diversity means integration?
Answer:
Diversity means difference.

3. India is a museum of the different region?
Answer:
India is a museum of different race?

4. A. R. Desai India presents a spectacle of the museum of tongues?
Answer:
right of all

5. A. L. Krober says The sale a large group of people is intensified by inherited physical differences?
Answer:
BiesazandBiesanz

6. A. W. Green says A race as a biological concept. It is a group united by heredity a breed or genetic strown or sub-species?
Answer:
A.L. Kroeber says a race is a biological concept It is a group united by hereditary a breed or genetic strain or subspecies.

7. Biesaz and Biesanz say in common when we speak of race, are mean of group of people that have certain bodily and perhaps also mental characteristics on common?
Answer:
Frazz Boas says in common parlance when we speak of race we mean of a group of people that have certain bodily and perhaps also mental characteristics in common.

8. A. L. Krober A race as a biological human grouping with a number or distinctive inherited characteristics which very which a certain range?
Answer:
A. W. Green A race as a biological human group with a number of distinctive inherited characteristics which vary within a certain range.

9. A race is a psychological human grouping with a number of distinctive physical characteristics?
Answer:
A race is a biological human grouping with a number of distinctive physical characteristics.

10. India is a Tower port of races?
Answer:
India as a melting pot of races.

CHSE Odisha Class 12 Sociology Unit 1 Introducing Indian Society Objective Questions

11. A. R. Desai presents a spectacle of the museum of tongues?
Answer:
Right

12. Animism as a Hinduism faith?
Answer:
Animism is atribal faith.

13. Joins the followers of lord Mahavira?
Answer:
Right

14. Sikhism is founded by Mahama?
Answer:
Sikhism is founded by Guru Nanak.

15. Zoroastrians are followers of Zoroaster?
Answer:
Right

16. Budhism emerged on India during the 7th century B.C Gautam?
Answer:
Buddism emerged in India during the 6th century B.C. Gautam.

17. Islam as the religion of Muslims. Did it extend in India towards the end of the 10th century A.D?
Answer:
Islam as the religion of Muslims. It extended in India towards the end of the 12th century A.D.

18. Muslim in India constitute nearly 12% of the total population?
Answer:
Muslims in India constitutes nearly 10% of the total population.

19. Christians constitute more than 5% of the Indian population?
Answer:
Christians constitute more than 2% of the Indian Population.

20. Tribal population in India constitutes about 10% of the Indian population?
Answer:
The tribal population in India constitutes about 7% of the Indian population.

CHSE Odisha Class 12 Sociology Unit 1 Introducing Indian Society Objective Questions

21. Constitutions recognize 210 tribes and these tribes are found in different parts of the country?
Answer:
Constitutions recognize 212 tribes and these tribes are found in different points of the country.

22. Scheduled Tribes’ last modification order 1956, therefore 414 tribes in India?
Answer:
Right

Fill In The Blanks.

1. Unity means ______.
Answer: Integration

2. Diversity means ______.
Answer: difference

3. India is a ______ of different races.
Answer: Museum

4. A. R. Desai India presents a spectacle of ______ of tongues.
Answer: Museum

5. India is a _____ of many religions.
Answer: Lord

6. India is a country of ______.
Answer: Castes

7. A race is a _____ human grouping with a number of distinctive physical characteristics.
Answer: biological

8. race is a valid ______ concept.
Answer: biological

9. _____ religions have coexisted in India in part centuries.
Answer: Different

10. Zoroastrians are followers of _______.
Answer: Zoroaster

CHSE Odisha Class 12 Sociology Unit 1 Introducing Indian Society Objective Questions

11. Sikhism was founded by _______.
Answer: GuruNanak

12. Jains the followers of ______.
Answer: LordMahavir

13. Buddhism emerged in India during ______ Century B.C. Gautam.
Answer: 6th

14. Christians Constitute more than _____ of the Indian population.
Answer: 2%

15. Muslim in India Constitute nearly ______ of the total population.
Answer: 10%

16. Islam is the ______ of Muslims.
Answer: Religious

17. Majority of the people of India are ______.
Answer: Hindus.

18. A.R. Desai India presents a ______ of the museum of tongues.
Answer: Spectacle

19. Tribal population in India constitutes about 7% of the ______ population.
Answer: Indian

20. Our Constitution recognizes 212 tribes and these tribes are founded in different parts of the ______.
Answer: Country

CHSE Odisha Class 12 Sociology Unit 1 Introducing Indian Society Objective Questions

21. Tribes Cast modification order 1956 there are _______ tribes in India.
Answer: 414

22. Varrier Elvira has classified Indian tribes into ______classes.
Answer: Four

CHSE Odisha Class 12 Political Science Unit 4 India in World Politics Long Answer Questions

Odisha State Board CHSE Odisha Class 12 Political Science Solutions Unit 4 India in World Politics Long Answer Questions.

CHSE Odisha 12th Political Science Unit 4 India in World Politics Long Answer Questions

Long Type Questions With Answers

Question 1.
Identify the basic principles of India’s foreign policy?
Answer:
Every sovereign country has its foreign policy. India too has one. Foreign policy refers to the sum total of principles, interests and objectives which a country promotes while interacting with other countries. Even though there are certain basic features of a foreign policy it is not a fixed .concept. The thrust of foreign policy keeps on changing according to changing international conditions. India’s foreign policy is shaped by several factors including its history, culture, geography and economy. Our Prime Minister, Jawaharlal Nehru, gave a definite shape to the country’s foreign policy.

Preservation of national interest, achievement of world peace, disarmament, independence for Afro-Asian nations have been important objectives of India’s foreign policy. These objectives are sought to be achieved through some principles viz. Panchsheel; no alignment; anti-colonialism, anti-imperialism, anti-racism, and strengthening the UN. It would be befitting to expand these principles.

Question 2.
What is Panchsheel?
Answer:
Nehru was a believer in world peace. He understood the linkage between peace for development and survival of mankind. He had seen the destruction caused by the two world wars and therefore realized that for the progress of a nation a long spell of peace was needed. In its absence social and economic priorities relating to development tend to get pushed to the background.

The production of nuclear weapons strengthened Nehru’s faith in the peaceful philosophy even more. Hence he gave utmost importance to world peace in his policy planning. India’s desired peaceful and friendly relations with all countries, particularly the big powers and the neighbouring nations; while signing an agreement with China, on April 28, 1954, India advocated adherence to five guiding principles known as Panchsheel for the conduct of bilateral relations. It includes the following:

  • Mutual respect for each other’s territorial integrity and sovereignty.
  • Mutual non-aggression.
  • Mutual non-interference in each other’s internal affairs.
  • Equality and mutual benefit.
  • Peaceful co-existence.
  • The Panchsheel agreement enumerates best the principles of peaceful co-existence with neighbours. It is an important component of India’s foreign policy.

Question 3.
Explain the meaning and significance of non-alignment.
Answer:
Non-alignment has been regarded as the most important feature of India’s foreign policy. Non alignment aimed to maintain national independence in foreign affairs by not joining any military alliance formed by the USA and Soviet Union in the aftermath of the Second World War. Non-alignment was neither neutrality nor non-involvement nor isolationism.

It was a dynamic concept which meant not committing to any military bloc but taking an independent stand on international issues according to the merits of each case. The policy of non-alignment won many supporters in the developing countries as it provided an opportunity to them for protecting their sovereignty as also retaining their freedom of action during the tension ridden cold war period.

India played an important role in forging the non-aligned movement (NAM). The concept of NAM emerged through a gradual process. Nehru took the initiative to convene the Asian Relations Conference in New Delhi in 1947. Later on a Conference, of 29 countries of Asia and Africa was held in Bandung (Indonesia) in 1955.

This was the first gathering of its kind which pledged to work together for colonial liberation, peace, cultural, economic and political cooperation. Bandung to Belgrade in 1961 where the first NAM conference was held was a logical process to project an alternative to cold war bloc politics and assertion of newly independent countries of their independent and sovereign rights.

Question 4.
Analyse the relevance of non-alignment in the post cold war period.
Answer:
Cold War was intense rivalry between USA and Soviet Union without fighting a direct war to attract allies in Africa, Asia and Latin America. It started soon after the Second World War and continued for forty five years. These two big countries became two opposite poles known as East and West. The world politics revolved around these two poles. Thus the world became bipolar. Among the non-aligned, Nehru had evolved special relationship with President Tito of Yugoslavia and Nasser of Egypt.

These three are regarded as the founding fathers of the Non-Aligned Movement. The non-aligned movement was a group of the newly independent states who refused to accept the dictates of the former colonial masters and decided to act according to their own judgement on issues of international concern. Non-aligned India and the World movement is anti-imperialist in approach. India as the prime architect of non-alignment and as one of the leading members of the non-aligned movement has taken an active part in its growth.

The Non-Aligned Movement is providing all member states, regardless of size and importance, an opportunity to participate in global decision making and world politics. India hosted the Seventh NAM Summit at New Delhi in 1983. India hoped NAM take up the cause of development, disarmament and the Palestine question.

Since NAM was a product of the cold war scenario and the bipolar world, many scholars have questioned the relevance of NAM after the end of cold war and demise of the Soviet Union. However, even in the present scenario NAM has a significant role to play, First, with the disintegration of Soviet Union, the world faces threat from unipolar world. The NAM can act as a check against US dominance.

Secondly the developed (North) and developing (South) world are divided over several economic issues. The NAM remains a very relevant forum for third world countries to engage the developed nations in a productive dialogue. Moreover, the NAM can prove to be powerful instrument for South-South cooperation. Such a thing is essential if the third world countries are to increase their bargaining power vis-a-vis the developed world. India continues to take active part in the non-aligned movement even after the end of cold war. Finally, the developing countries united under the forum of NAM have to fight for the reform of UN and change it according to the requirements of 21st century.

CHSE Odisha Class 12 Political Science Unit 4 India in World Politics Long Answer Questions

Question 5.
Explain the major concerns in India’s foreign policy in the post cold war period.
Answer:
The end of cold war in 1989 has brought about significant changes in the international scene and hence new policy problems for the various states in the developing world including India. The new situation is made by greater uncertainty and complexity. For India, disintegration of the Soviet Union has meant uncertainty on several aspects viz.

supply of weapons system, supply of spare parts, diplomatic support on Kashmir and other politico-strategic issues in and outside the United Nations and as a counter weight to US in South Asia. During the last one decade and a half international politics has undergone major changes.

The cold war has ended, the world has become unipolar, a number of states have disintegrated, cold war military blocs have lost their significance, some such blocs have dissolved and new regional economic blocs are shaping up. Globalisation has given rise to new set of problems such as terrorism, money laundering, proliferation of weapons, global warming etc.

These problems are not endemic to any region but affect all the countries to some extent or the other. This has forced many nation states which were hitherto enemies to cooperate with each other to solve problems which are universal in nature. In this changed international scenario it has become imperative for UN to restructure and reform itself if it is to effectively respond to emerging challenges.

Militancy in Kashmir has emerged as the formost challenge to our foreign policy. Pakistan and the Western countries blamed India for violating human rights and denial of rights to self determination. Gradually, India brought: situation under control. Because of the Kashmir dispute, India’s relations with Pakistan sharply deteriorated. India accused Pakistan of fanning trouble through cross border terrorism in Kashmir and other parts of our country.

India conducted nuclear weapon tests in 1998, followed by Pakistan’s tests. Pakistan resorted to further mischief by secretly sending its soldiers into Kargil in India and the World order to cut off the Kashmir valley from the rest of India. India handled the challenge firmly and effectively. Now engaging Pakistan in a constructive and composite dialogue process remains a challenge to India’s foreign policy, because there is a great deal of push from the United States.

Spread of terrorism to corners beyond Kashmir is a challenge as well as opportunity for our foreign policy nowadays. India is interested in forging anti-terrorism coalition with as many countries as possible. Keeping old friendship and looking for new friendships is another challenge for our foreign policy after the cold war has ended. For example, India is interested in strengthening its relations without damaging its relations with Arab countries.

Similarly,’ India’s foreign policy is tackling new tasks like deepening economic and security cooperation with the United States, while at the same time opposing unilateral actions against Iraq and Yugoslavia. Finally, India is realizing the growing importance of economic aspects of foreign policy. Hence, it is trying to establish a new basis for its relations with neighbouring countries in South Asia, China and the South East Asian counties.

CHSE Odisha Class 12 Political Science Unit 4 India in World Politics Long Answer Questions

Question 6.
Recognise India’s contribution to UN efforts for peace and disarmament.
Answer:
The United Nations which came into being on Oct. 24, 1945 has been the most important international organisation since the Second World War. The formal basis for UN activities is the UN charter. The UN has a vital role in world affairs. For more than fifty years UN has helped to manage relations between states and regulate a broad range of international activities.

It has worked to protect the security of people and promote peace and development. One way in which UN has contributed to world peace is by taking up the cause of disarmament India has also contributed immensely to UN’s disarmament efforts. Disarmament is limitation, reduction and possible elimination of dangerous (like nuclear) weapons.

Since independence, India has consistently pursued the objective of global disarmament based on the principles of non-discrimination. Given the destructive capacity of nuclear weapons, India has always believed that a world free of nuclear weapons would enhance global security. Thus India has always advocated that highest priority be given to nuclear disarmament as a first step towards general and complete disarmament.

India has contributed to UN significantly on disarmament in terms of ideas, resolutions, initiatives and bridging differences through action plans. In 1948, India had proposed limiting the use of atomic energy to peaceful purposes and elimination of nuclear weapons from national arsenals. In 1950, India suggested formation of a UN Peace Fund created through peaceful reduction of arms and directing the amount thus released towards development purposes. In 1954, India advocated the cause for a comprehensive nuclear test ban treaty.

India was the first to become party to partial Test Ban Treaty in 1963. Hence India strongly and consistents refused to join the Treaty. In 1964, India took the initiative to place the item ‘non-proliferation of weapons’ on UN agenda. However, the purpose was defeated by the (1968) carried that a large numbering of counties from going nuclear, without firm restrictions on the few nuclear weapon countries activities Nuclear Non¬proliferation Treaty Although our country allged to the oppose to problem.

In 1984, India launched a Six-Nation Five Continent Peace Initiative along with Argentina, Greece, Mexico, Sweden and Tanzania. Four years later (in a joint declaration issued on the occasion of visit of President Gorbachev of Soviet Union the then Prime Minister, Rajiv Gandhi made a forceful plea for the elimination of nuclear weapons.

The Delhi declaration enumerated ten principles for building a nuclear weapon free world). In 1988, Rajiv Gandhi proposed an Action Plan for ushering in a nuclear weapon free and nonviolent world order. The Action Plan envisaged a binding commitment by all nations to the elimination of nuclear weapons in stages by 2010.

India is also an original signatory to the Chemical Weapons Convention, having signed it on Jan. 14, 1993 and was among the first 65 countries to have ratified the treaty. In 1993 India sponsored a resolution on comprehensive test ban along with the US within the overall framework of advancing towards nuclear disarmament. India was distressed when final version of the CTBT was rushed through without consenses. And it failed to address the security reasons of India.

Hence it bravely stood against the steadlity fashion in which some tests use canned while sophisticated nuclear tests were not in a way, India’s conduct of nuclear tests in 1998 could we linked to the unfair framework of CTBT, though many initially misunderstood India’s tests as a negative development for disarmament; India pledged to continue to work for inaugural and non-discriminaly nuclear disarmament.

Question 7.
Explain India’s participation in UN peace keeping and its claim for a permanent seat in the Security Council.
Answer:
India’s history of participation in UN peacekeeping operations is a long one. India’s contribution has been described as excellent by many political observers. In UN. India’s contribution has been acknowledged by members of the international communities.

Peace keeping stands for prevention, containment and termination of hostilities between or within states through the non offensive activities of multinational forces of soldiers, police and civilian people sent unto the authority of the United Nations with the consent of the countries concerned. Peacekeeping nations changed in its scope and nature according to needs of a conflict situation.

India has taken part in 35 of UN peacekeeping operations in four continents. Its most significant contribution has been to peace and stability in Africa and Asia. Presently India is ranked as the largest troop contributor to UN.

The saga of India’s role in UN peace keeping began with the establishment of the United Nation’s Emergency Force (UNEF) in the Gaza strip and the Sinai in 1956 after Israeli war against Egypt ended.The Congo in Africa benefitted significantly from troop presence. India’s contributed to keep unity and integrity of that history in 1960s.

After the end of cold war, India’s contribution to UN peacekeeping remains significant equaly, if not more, military personal at the request of the United Nations Secretery General to Angola, Cambodia, Somalia, El Salvador and Sierra Leone etc. Many of these countries were victims of chaos caused by civil wars. No government machinery collapsed or was discredited. India sent not just troops, but police, doctors, engineers and administrators.

As you already know, the efficiency of peace maintenance in the world depends on the effectiveness of the Security Council but the Council has suffered in this regard due to its outdated, unchanged membership.

Presently the permanent membership of the Security Council is confined to US, Russia, Great Britain, France and China. However, such composition of the Security Council does not take into account the current global power configuration which has changed since the days when these countries were inducted as permanent members.

Since India has emerged as the fourth fastest growing economy and also because of the leadership it has provided in all international fora, its contribution to UN peacekeeping, its track record in espousing the cause of the third world, India has a strong case for a permanent seat in the Security Council. We are getting support from many friendly countries. A final decision on the matter is likely to take some time, because of its complexity.

CHSE Odisha Class 12 Political Science Unit 4 India in World Politics Long Answer Questions

Question 8.
India and China are the two great giants of Asia- Explain.
Answer:
Besides being the most populous countries, they are also two of the most ancient civilisations of the world. Historically, several historians have successfully traced the cultural linkages dating back to 2nd century BC. As a result of the communist revolution in 1949, China became the People’s Republic of China (PRC), under the leadership of Mao Tse Tung.

Nehru regarded India as China’s rival for the leadership of the non-white people of the world. India, on the other hand, tried India and the World its best to come close to China. It was the first non-communist country to recognise communist China in 1949. India fully supported China’s claim for membership in the United Nations. It also acknowledged China’s claim over Formosa (Taiwan).

It refused to be a party to peace treaty with Japan without China. In the Korean crisis too, India refused to brand China as aggressor when China intervened on behalf of North Korea. In fact, India supported China even though the Western bloc especially USA was displeased with it.

Nehru’s China policy received the first jolt in 1950, when China occupied Tibet in 1950. It is important to remember in this context that India had long term interests in Tibet because it was a buffer lying between India and China. India even enjoyed certain special privileges in Tibet. Therefore direct Chinese control over Tibet was likely to endanger these, and India’s security.

India’s suggestions for a peaceful settlement of the Tibet problem were treated as interference by the communist regime. Gradually the Tibetans grew restless under China’s yoke and rose in revolt in 1959. China ruthlessly suppressed the movement and declared Tibet as an integral part of China. The head of Tibet, Dalai Lama took shelter in India while Tibet lost whatever autonomy it still enjoyed.

The granting of political shelter to Dalai Lama by India added to China’s distrust. China appreciated India’s neutral and mediatory role in easing the Korean problem (1950-53). Thus, began a period of friendship between the two countries, with the signing of the Sino-Indian Treaty of friendship in 1954. This treaty put a seal of approval upon Chinese suzerainty over Tibet.

The Preamble of the treaty embodies the famous ‘Panchsheel Principles’ about which you have studied (lesson number 26). This agreement initiated a period of relaxed relationship, marked by the slogan of Hindi Chini Bhai Bhai. It is interesting to note that at the Bandung Conference (1955), Nehru actively brought China into the hold of the Afro-Asian solidarity.

Question 9.
Write about the Boundary Dispute between India and China.
Answer:
The 1950s were marked by the boundary dispute between India and China, the- flash point of which unfortunately caused a war between the two countries in 1902. China first started to claim large parts of Indian territory in North East Frontier Agency (NEFA, now Arunachal Pradesh) and Ladakh by publishing maps in which these were shown as included in China. China continued extending its borders and also constructed a 110 mile long road -across Aksai China area (Ladakh) of India in 1956-57.

In 1959, China put claim to some 50, appa sq. miles of Indian territory and also denied the validity of McMahon Line. By. this time Tibet had been fully integrated into China; it was in a strong position at the India-China border with Chinese troops posted all along.

While the two countries were m dispute over the McMahon line issue, China launched a massive attack on India in October. 1962, in the NEFA as well as the Ladakh sector. After overrunning large areas of Indian territory, China announced a unilateral ceasefire after occupying huge territory of India-200’s Question miles in the North Eastern sector and 15,000 s Question miles in Ladakh.

A futile attempt to work out a peaceful settlement between the two countries was made by Sri Lanka. The Colombo Proposals failed because China refused to agree on conditions contained in them. For long in the years following the war, China-India relations did not show any improvement. In fact, China went out of the way to make friends with Pakistan, just to isolate and contain India.

Question 10.
Discuss Normalisation of Relations restored between India and Pakistan.
Answer:
Although the two countries resumed diplomatic relations in 1976 by exchanging ambassadors. The efforts of normalisation of Sino-Indian relations received a boost when then Prime Minister Rajiv Gandhi paid a successful five day visit to China in 1988. The two countries pledged to settle the border dispute through dialogue.

Several high level visits followed including visit by Ex-Prime Minister Atal Bihari Vajpayee in 2003. The two countries agreed to keep the border dispute apart and develop friendly relations in other fields. Until the border dispute is resolved, both countries agreed to maintain peace and tranquillity on the Line of Actual Control (LAC).

One could see a clear shift in the Chinese attitude towards India. The fact that erstwhile USSR had mended fences with China, there were no more apprehensions from the South. Moreover, China’s post-1979 economic transformation demanded big markets for its massive production under economic liberalisation.

President Jiang Zemin’s visit.to India in 1996 witnessed a major consolidation of this progress. This was first ever visit of China’s head of State to India. China’s withdrawal of support to Naga and Mizo rebels; meaningful silence on the status of Sikkim (China considered Sikkim’s status as that of an independent state) and a neutral stand on Kashmir issue could be seen as positive shift in Chinese attitude towards India.

Nevertheless, there was suddenly a brief setback in the mutual ties of the two after the nuclear explosions by India during 1998. These were followed by sharp Chinese reaction and its leading role in getting the resolutions condemning the tests in UN and similar fora, passed. These tests by India were seen as neutralising Chinese prominence in the region.

But the Chinese posture of neutrality during thp Indo-Pak military showdown in Kashmir, Kargil sector in 1999 exhibited China’s inclination to toe a softer and friendly line with India. In fact, Chinese refusal to interfere in the conflict forced Pakistan for cessation of hostilities with India.

However, Ex-Prime Minister Atal Bihari Vajpayee’s 2003 visit to China is a renewed effort in the promotion of close and cordial ties between the two neighbours. The border agreement has recognised the Nathula Pass in Sikkim as a border pass, implying that China no more considers Sikkim- as an independent state.

Another positive breakthrough was the Joint Declaration that underlined the need to explore a framework of a boundary settlement at political level of bilateral relations. This is an acknowledgement that the key issue in resolving the dispute is political.

This is seen as Beijing’s readiness to give up its policy of delaying dialogue. India’s National Security Advisor and Chinese Vice Minister have been appointed for holding the tasks. The developments at the diplomatic and political levels have been supplemented by fresh initiatives at the economic level to strengthen bilateral relations. The border trade between India and China has crossed $ 10 billion quickly.

CHSE Odisha Class 12 Political Science Unit 4 India in World Politics Long Answer Questions

Question 11.
India Pakistan relationship.
Answer:
No two countries in the world have so much in common as India and Pakistan. Yet they have perpetually been in a state of undeclared war with varying degree of intensity. Pakistan’s aggression in Kargil (1999) brought the two countries even on the verge of a nuclear confrontation. The legacy of suspicion and mistrust predates the partition of India in 1947. During the freedom struggle the Muslim League, under the leadership of Mohammad Ali Jinnah propounded the two-nation theory, in support of a separate Muslim state.

Jinnah insisted that since Hindus and Muslims, were two communities, two separate states must be constituted for the two communities. The Indian National Congress (INC)’s long rejection of and reluctant acceptance of partition gave room for suspicion in Pakistan that India would try to undo the partition and divide Pakistan.

Moreover, Pakistan was concerned at the possibility of India’s domination in the region and its inability to match India’s power all by itself. Pakistan developed a perception that it is an incomplete state without Kashmir being incorporated into it. On the other hand, India perceives Kashmir’s accession and integration into India as an essential element of its secular and federal democratic structure.

Question 12.
Discuss about the problems of The Kashmir Issue.
Answer:
At the time of partition Jammu and Kashmir (J&K) was one of those several princely states, the fate of which was left uncertain in 1947. Pakistan desired that Kashmir with Muslim majority population should join Muslim country, Pakistan. But the popular leader of National Congress opposed Pakistan’s ideology.

Maharaja Hari Singh did not take a decision until Pakistan sent armed intruders into the Kashmir valley in October 1947. Seeking Indian help to repulse the Pakistani intruders Maharaja signed the ‘Instrument of Accession’ making Jammu and Kashmir a part of Indian Union.

On this occasion, as true democrat, Prime Minister Nehru assured that after Pakistani aggression was cleared* the future status of the state would be decided on the basis of wishes of the people of Kashmir. Since India did not want an open clash with Pakistan, it referred the matter to the United Nations.

Indian forces saved Srinagar from the invaders, pushed back the Pakistanis from the Kashmir Valley. But the whole of Kashmir could not be recaptured, at it would have meant direct and difficult war between the two new nations. India sought United Nations help in 1948. A ceasefire came to be implemented on January 1, 1949.

It left a large part of Jammu and Kashmir (nearly 2/5 of the State) under Pakistan’s possession, which We call Pakistan Occupied Kashmir (POK). In 1950s the UN mediators put forward several plans to resolve the dispute, but they failed to bridge the differences between the two countries.

The problem of Kashmir is still pending. Plebiscite was to be conducted only after Pakistan withdrew its forces from the occupied territory, as per the UN*resolution of 1948, which Pakistan refused to comply. Hence India pleaded that the wishes of the people were ascertained in 1954 in the form the direct election to the Constituent Assembly which satisfied the accession of Jammu and Kashmir to India. The mediation come to an end.

Pakistan was desperate to capture Kashmir. Thinking that India’s army was weak after defeat in the war with China in 1962, Pakistan tried through a war to take Kashmir in 1965. But Indian forces defeated the Pakistani designs. Moreover, Pakistan suffered another humiliation, when its eastern wing, 1000 miles away from West Pakistan successfully waged independence struggle in 1971.

India played a key role in the war to liberate Bangladesh. The birth of Bangladesh proved to be the final burial of two-nation theory on the basis of which Pakistan put a claim to Kashmir. Pakistan was reduced to one-fourth of the size of India.

This altered the power equation in South Asia in India’s favour. In order to normalise relations India invited Pakistan for an agreement, the result of which was the Shimla Pact of 1972.

This Shimla agreement however bears important significance as the two countries agreed to seek the settlement of all bilateral problems, including Kashmir, mutually without the intervention of any third party. Thus under the Shimla Pact, the Kashmir issue cannot be raised in international or any other forum, although Pakistan has not hesitated to ignore the sprit of the agreement. The agreement also talked about the return of Prisoners of War (POW).

Though Pakistan’s territory in India’s possession was returned, a new cease-fire line (in place of the old cease-fire line of 1948-49) was drawn, which is known as the LoC, Pakistan found ways other than open war to destabilise India by encouraging and assisting terrorism in Punjab, and the State-sponsored militancy in Jammu and Kashmir since the mid 1980s.

Pakistan still continues to encourage terrorist and separatist tendencies in Kashmir, operatirigtnainly from terrorist training camps situated in POK.

CHSE Odisha Class 12 Political Science Unit 4 India in World Politics Long Answer Questions

The sanctity of the LoC that came to be agreed upon between India and Pakistan under the Shimla Agreement of 1972, was violated by Pakistan in May 1999 as a part of a big plan. This was done when the Pakistani forces infiltrated into India, after crossing the line of control in Kargil, Drass and Batelik sectors of J &K. Indian army once again gave a befitting defeat in a war that continued for about 60 days.

The purpose of Pakistani operation in Kargil was to create a crisis with a threat of nuclear war, which would in turn ensure intervention by the United States in its favour on Kashmir dispute. Neither United States nor China came to Pakistan’s help. In fact, Pakistan had a diplomatic and military defeat.

Question 13.
Discuss about Nuclear Tests and Efforts Towards Improvement of Relations.
Answer:
Indo-Pakistan relations acquired an entirely new dimension in the context Of nuclear tests by both India and Pakistan in May 1998. The relations between the two neighbours hit a India and the World new low. India has been facing a nuclear threat arising out of China’s clandestine support to build up of the nuclear weapon capability of Pakistan since the mid-seventies.

No doubt, Pakistan’s nuclear policy is targeted against India The extreme bitterness and tension between India and Pakistan in the aftermath of the nuclear tests of May 1998 did bring with it an increasing realisation on both sides that things could not continue in the same manner indefinitely. That, some meeting ground between the two neighbours has to be found.

Thus, foreign secretary level talks started, and a direct bus service between Delhi and Lahore was proposed. Prime Minister Vajpayee’s Bus Diplomacy in 1999 marked a tremendous goodwill between the two countries. The Lahore Declaration signed at the time underlined the need for resolving all outstanding issues, including that of Kashmir, through peaceful meAnswer: While India agreed to bring Kashmir onto the agreed agenda along with other areas of mutual benefits, Pakistan conceded to bilateralism.

The reference to the ‘composite and integrated’ dialogue process implied that the two would not be a hostage to any single issue. Despite the rupture caused by the Kargil war and the terrorist attack against our Parliament (December 2001) the unconditional dialogue has been resumed.

The emphasis in these talks is to promote people to people contacts across LoC, and also improve economic ties between India and Pakistan. Change of government in India has not meant any deviation from our commitment to peaceful and prosperous co-existence with Pakistan.

Question 14.
India Relation with Sri Lanka.
Answer:
Sri Lanka, earlier known as Ceylon (until 1972), is a small island country situated in the Indian Ocean to the south of India. Its total area is 25,332 s Question miles. Of all countries, it has geographical proximity to India. Only 18 miles wide shallow water in the Palk Straits separates Jaffna in northern Sri Lanka from the Southernmost tip of the Indian state of Tamil Nadu.

Its geostrategic location in the Indian Ocean (at the centre of commercial and strategic sea and air routes) and its closeness to US naval base in Deigo Garcia indicates its importance far beyond its size, population and resources. The history of cultural relations between India and Sri Lanka dates back to the ancient times.

Out of the total population of Sri Lanka, about 64 percent believe in Buddhism and about 15 percent believe in Hinduism. Sri Lanka became a British colony in early 19th century. It was granted independence on February 4,1948. India-Sri Lanka relations have generally been cordial, though there have been occasions of tense relations due to the ethnic conflict between Tamils and the Sinhalese.

Despite ethnic problems, India has never sought to impose its will on Sri Lanka and has always based its foreign policy towards this southern neighbour on mutual understanding and friendship.

An important area of common interest between the two neighbours is the foreign policy of non-alignment. Sri Lanka has generally stood neutral in Sino-Indian disputes. In fact, it made efforts to mediate between India and China after the war of 1962. Sri Lanka also showed understanding when India become nuclear. Recently in 2005, India extended valuable help to Sri Lanka after Tsunami devastated the coastal areas of that country.

Question 15.
Write about the Problem of Indian Tamils.
Answer:
Jaffna province of Sri Lanka has large concentration of Tamil population. The problem became serious when Tamilians began demanding a national homeland or “Eelam” in northern Sri Lanka. It is important to understand that there are essentially two categories of Tamilians in Sri Lanka: The Ceylon Tamils whose forefathers had migrated to Sri Lanka centuries ago.

They are estimated to be one million. The second category is of Indian Tamils whose forefathers were taken by the Britishers as plantation workers in the 19th century. They are another one million, many of them without citizenship. The problem of their status dominated early India-Sri Lanka relations. The conflict with Ceylon Tamils came later. The Sinhalese fear Tamil domination, which is the principal reason behind the ethnic conflict.

The difference between the two communities was exploited by British rulers in order to check the growing Sinhalese nationalism. The Tamils were allowed to enter the administration structure and thus gradually took control of the trade and profession. Scarce economic resources and opportunities plus the majority pressure from its own people forced the Government of Sri Lanka to pass series of steps to reducing the importance of Tamils- Indian and the Ceylonese.

The representation of Tamilians in public service in 1948 was 30 percent, but by 1975 it had fallen to mere 5 percent. The Sinhalese were encouraged to settle down in Tamil dominated areas in large numbers. The citizenship law of 1948 and 1949 had deprived about 10 lakh Indian Tamils of political rights. The Tamil youth who had lost faith in non-violence organised themselves into Liberation Tigers. The aim of these ‘Tigers’ is a sovereign Tamil State of Eelam.

The issue of Tamilians, and the policy pursued by government cast a dark shadow on Indo-Sri Lanka relations. India from time to time complained against the discriminatory policy of the Ceylon government. The agreement of 1964 sought to solve the problem of stateless persons (Indian Tamils) in Sri Lanka.

About 3 lakhs of these people were to be granted Sri Lankan citizenship and about 5 lakh 25 thousand persons were to be given citizenship of India. These people were given 15 years time to shift to India in instalments.

Later in 1974, the fate of the rest 1 lakh 50 thousand stateless persons was decided. It was agreed between the two countries that half of them were to be given citizenship of Sri Lanka and rest would become Indian nationals. Thus, the issue of stateless persons was sorted out peacefully between the two countries.

A territorial dispute arose between India and Sri Lanka over the ownership of one mile India and the World long and only 300 yard wide small island known as Kacchativu, in 1968. In 1974 under the agreement signed between the two countries, India accepted Sri Lankan ownership of the island.

CHSE Odisha Class 12 Political Science Unit 4 India in World Politics Long Answer Questions

Question 16.
Short Notes on Tamil Separatism.
Answer:
The ethnic problem between Tamils and Sinhalese had a long history. It assumed serious proportions in 1983. As the gulf between the communities developed, militancy, separatist organisations became active. Tamil United Liberation Front (TULF) demanded separate homeland for Tamils in 1988 – Tamil Eelam. A reign of terror was unleashed against the agitating Tamils in 1983. During 1983 – 86, about 2 lakh Tamils were rendered homeless. The worst racial riots in the history of the country made thousands of Tamils refugees in India.

India offered to help resolve the crisis but it was interpreted as “Indian intervention in Sri Lanka” on behalf of the Tamils. When the situation became grim, India and Sri Lanka signed an agreement in 1987. India offered military assistance under the Accord. Indian Peace Keeping Force (IPKF) was sent to Sri Lanka to help restore normalcy in the country.

The deployment of IPKF was also an extension of India’s policy of reminding Sri Lanka and outside powers that if their involvement inside the region were to have an anti-Indian orientation, New Delhi would not remain a mute spectator.

Though the accord of 1987 was a triumph of Indian diplomacy, it proved to be costly for India. India lost about 1200 soldiers and it costed Rs. 2 crore a day on IPKF in the height of its involvement. The worst part was that the Tamils turned against IPKF and a fighting broke out between the two. Rajiv Gandhi, the architect of India-Sri Lanka Accord of 1987 was assassinated in 1991 at the behest of LTTE (Liberation Tigers of Tamil Eelam) leader, Velupillai Prabhakaran.

Question 17.
Short notes on Areas of Mutual Cooperation.
Answer:
Systematic efforts at strengthening economic ties have been taken by India and Sri Lanka since the 1990s, especially after the withdrawal of Indian troops. In 1998, the two countries set up an Indo Sri Lankan Foundation for increasing bilateral exchanges in various fields. They have agreed on a free trade area to facilitate trade, which has gone up greatly.

India encouraged Sri Lanka to invite the peace process between the Tamils and the Sinhalese. In 1998 Sri Lanka invited Norway to work out a peaceful solution to the ethnic problem. India stands for unity of Sri Lanka The greatest milestone of this process was the cease-fire agreement of2002 between LTTE and Sri Lanka and the revival of the dialogue between the two.

From India’s long term point of view, Norway recognised India’s legitimate interests in Sri Lanka and stated that it has no desire to come in the way of any Indian initiative to end the conflict in the region.

Question 18.
Trace the origins of the United Nations (UN).
Answer:
The first half of the twentieth century witnessed two World Wars that caused death to 80million people. Each of those wars strengthened the determination of world leaders and people to set up institutions for peaceful world. Even before the complete defeat of the enemy countries (viz. Germany, Japan, and Italy)in the Second World War, the allied powers led by the USA, former Soviet Union and the UK started planning an organization in place of the League of Nations.

The US president, Roosevelt’ and the British Prime Minister, Winston Churchill signed the Atlantic Charter in August 1941 indicating their desire for a post-war peace institution.

Then, a series of conferences followed at Moscow, Teheran, Dumbarton Oaks and Yalta to discuss various ideas and proposals. Finally, the United States hosted the San Francisco Conference in early 1945 to finalise and sign the Charter of the new organisation, the ‘United Nations’.

The United Nations was established on 24th October 1945. Since then, we celebrate 24th October as UN Day. The Charter is the Constitution of the United Nations. It lists the purposes of the organization,the principles guiding the conduct of both the United Nations and its member countries, the principal organs along with their composition and powers.

Question 19.
Purposes and Principles of the organisation of UN.
Answer:
The Charter indicates, at the very beginning, four broad objectives of the United Nations. They are:

  • to maintain international peace and security through collective measures for
    suppression of aggression and through peaceful settlement of disputes;
  • to develop friendly relations among countries based on full respect for the principle of equality and self-determination;
  • to achieve international cooperation in the economic, social, cultural or humanitarian fields, and
  • to encourage respect for “human rights and fundamental freedoms.

In pursuit of the above objectives, both the United Nations and its member states are required to adhere to a set of important guiding principles. The foremost among them is the principle of equality among countries whether big or small, strong or weak. The United Nations will not interfere in the domestic matters of the member countries.

The member states of the United Nations are expected to resolve their disputes with other states in a peaceful manner without endangering international peace and security. Further, the member states should refrain from threats or use of force against another member. It is the duty of the members to assist the United Nations in the enforcement of peace.

As we have already noted, the maintenance of international peace and security is a very important purpose of the UN. Other purposes are complementary to the purpose of peace. In discussing the role of the UN, we should bear in mind one basic aspect of the world body. It is a political body serving its member governments in the context of global politics. Neither the preferences of governments, nor the trends in international politics are static; they change from time to time.

Hence, in the exercise of its powers, the UN cannot be rigid, mechanical or uniform. The role of the UN is marked, therefore, by flexibility and pragmatism. Generally, the UN preferred not to take a harsh view or condemn the aggressor country whenever it received complaints on a breach of peace. Instead, it directed its efforts to stop the fighting immediately and to seek withdrawal of troops to pre-war locations.

Question 20.
The composition and function of General Assembly.
Answer:
Among the principal organs, the General Assembly is the central body. The principles of sovereign equality and universality are embodied in its composition. All members of the United Nations (presently! 91) are members of the General Assembly. Irrespective of size or strength, every member has one vote in the Assembly.

A vote cast by the United States, for example, is equivalent to the vote of Bhutan or Cuba. The Assembly discusses problems brought to it, makes recommendations on peace and security questions, admits new members, and adopts UN budget. On important matters, it adopts resolutions with the support of two-third majority. Procedural decisions require only a simple majority. The Assembly meets in regular session every year. It has convened 59 such sessions so far.

The Assembly also meets, when need arises, in special sessions and emergency special sessions. The General Assembly is some times called as the world parliament. It can discuss any matter. It discusses matters which include peace and security questions, environmental protection, economic development, problems of colonial administration, disarmament, refugees, population explosion, use of global commons like outer space and deep seaboard.

CHSE Odisha Class 12 Political Science Unit 4 India in World Politics Long Answer Questions

It can only make recommendations. As part of this function, the Assembly has adopted a number of important declarations containing principles of international cooperation in political, economic, social and other matters. The Universal Declaration of Human Rights (1948), the Declaration on Decolonisation (1960), Declaration on New International Economic Order (1974), Declaration on Rights of the Child (1989), Declaration on International Terrorism (1994) are only a few examples.

They are common goals desirable for governments to implement in their national policies and programmes. The Declarations are not binding on countries. Yet, they carry great moral and political weight. Therefore, governments find it difficult to ignore them.

The Assembly has also adopted several laws like the covenant on civil, political, economic rights of individuals, the laws of exploitation of seas, laws prohibiting or controlling chemical and biological weapons, and so on. These laws are not like the laws of our Parliament which are automatically binding on all of us whereas these international laws and convention sare legally binding only on those states that agree to comply with them.

The Assembly elects members of various organiser: It appoints the Secretary General. It supervises the work of the Economic and Social Council, the Security Council, the Trusteeship Council and other bodies. The Assembly has the power to approve the budget of the United Nations and to apportion the amount among all the member countries.

CHSE Odisha Class 12 Political Science Unit 4 India in World Politics Long Answer Questions

Question 21.
The composition and function of Security Council.
Answer:
The Security Council is the most powerful decision-making body of the United Nations. It has the main responsibility to maintain international peace and security. The Council is a contrast from the General Assembly, in respect of both its composition and the decision-making procedure. Unlike the Assembly, the membership of the Council is limited to 15 countries only, out of which five are permanent members. These five countries are China, France, Russia, the UK and the USA.

The remaining ten members- called non-permanent members are elected by the General Assembly for a term of two years. They represent different geographical regions of the world like Asia, Africa, Latin America, Western and Eastern Europe. It was initially hoped that its small size could make it easy for the Council to take decisions on procedural matters by nine affirmative votes (simple majority).

On substantive questions, the nine affirmative votes should include concurring vote of the permanent members. In other words, the Council cannot take decisions of major significance if any one of the five permanent members casts a negative vote. This special privilege of the permanent members is popularly known as the veto power. To abstain from voting in the Security Council is not veto.

The veto provision has faced criticism from the very beginning. The veto power dilutes the principle of sovereign equality of member countries. The power and functions of the Security Council are limited to the task of maintenance of international peace and security. In case, a dispute arises between two or more countries the Council can make appropriate recommendations in the interest of peaceful settlement of the dispute.

Nevertheless, these recommendations are not binding on the unwilling states. For example, on the Jammu and Kashmir dispute, the Security Council resolutions are not legally binding on either India or Pakistan unless both countries willingly accept them. The Council can use extraordinary power to deal with wars or threats of war between countries.

In such an event, the Council can determine who the aggressor is and can call for necessary steps to restore peace. These steps may include, at the discretion of the Council, economic sanctions like freezing of assets abroad, banning of exports and imports, or military action by land, sea or air.

Notably, whenever the Security Council takes such steps, they are binding not only on the states directly involved in the war but also on all members of the United Nations. Once, the Security Council takes a decision, it is the duty of the member countries to carry out decisions. Obviously, the Council can take such important decisions only with the agreement among the permanent members. In the recent years, after the end of the cold war, the Council has frequently used its binding powers to deal with various problems of international peace and security.

The role of the Security Council in discharging its functions depends on the specific circumstances of each case and the existence of broad agreement among the five permanent members. It is important to note that the Security Council has imposed varying sets of economic and diplomatic sanctions against 25 countries so far. These sanctions included cutting off diplomatic relations, stopping of oil imports and exports, banning weapons supplies, freezing of assets abroad, etc.

Haiti, Iraq, Libya, Somalia, South Africa were among the targets of these sanctions. Since no armed forces are placed under the UN to fight an aggressor even after five decades of the Charter’s commitment to it, it has requested member countries to contribute towards such a force to take military action for restoring peace.

Question 22.
The Economic and Social Council.
Answer:
The Economic and Social Council works to promote international cooperation in economic and social fields. It comprises 54 members all of whom are elected for a term of three years by the General Assembly, giving representation to various geographical regions. Decisions are taken by a simple majority of members present and voting. It considers international economic, social, cultural and humanitarian problems. The Council has set up commissions to study and advise on the status of women, population, human rights, etc.

It has the power to coordinate the activities of various specialized agencies like the International Labour Organisation, the World Health Organisation etc. (which are discussed in a separate lesson in this book). Another important function of the Council is to bring Non-Governmental Organizations (NGOs) to take part in its deliberations.

The powers of the Council are quite modest as compared to its responsibilities. By means of study, discussion and coordination, the Council is expected to promote full employment, higher standards of living and solution of international economic and social problems.

Question 23.
The Trusteeship Council.
Answer:
The Trusteeship Council was created to supervise the working of the international trusteeship system. All the 11 territories, originally placed under the trusteeship system have become free. Now that there is no trust territory to be administered, the Trusteeship Council has ceased to play an active role in the UN system and does not hold meetings. The Charter has to be amended to dissolve this organ.

Question 24.
The International Court of Justice.
Answer:
The International Court of Justice, known as the World Court, located at The Hague (The Netherlands), is the principal judicial organ of the United Nations. The Court consists of 15 judges; who are elected jointly by the General Assembly and the Security Council for a term of nine years. Let us not confuse this court with national court like the Supreme Court of India. Only member nations, not private individuals, can bring cases before the Court. And the judgements are not binding. So far the Court has handled 72 cases.

Question 25.
The Secretariat.
Answer:
The Secretariat General comprises the international staff posted at the UN headquarters, New York and other locations throughout the world. They are expected to be impartial and independent in the discharge of their responsibilities, the United Nations and not any particular member country.

The Chief of the Secretariat is the Secretary General who is appointed by the General Assembly on the recommendation of the Security Council for a term of five years. Since the inception of the Organization, six persons have served as the Secretary-General.

They are; Trygve Lie of Norway, Dag Hammarskjold of Sweden (1953 – 61), U Thant of Myanmar (1961 – 71), Kurt Waldheim of Austria (1972 – 96) and Javier Perez De Cuellar of Peru (1982 – 91) Boutros Boutros-Ghali of Egypt (1992 – 96) Kofi Annan from Ghana. Presently, Ban Kimoon of South Korea is occupying this prestigious office.

CHSE Odisha Class 12 Political Science Unit 4 India in World Politics Long Answer Questions

Question 26.
Fight against Colonialism and Racism.
Answer:
As we know India was a British colony for nearly 200 years before Independence in 1947 India was not alone to come under colonial rule. Most parts of Africa and Asia. were not free in 1945 when the United Nations was set up. For UN, ending colonial rule became essential for achieving world peace and progress. Freeing millions of people from foreign colonial rule is a historic achievement of the UN.

The UNs anti-colonial territories covered two categories of dependent population. They were the trust territories for which UN was directly responsible. Then there were several territories administered by western colonial powers like Britain, France, etc.

‘Trust’ territories were placed under the responsibility of the UN until the people of the territories concerned would be able to determine freely their future status. Cameroon, Nauru, New Guinea, the Pacific Islands, Rwanda-Urundi, Somaliland, Tanganyika, Togoland were among them. By 1994 all trust territories became free with the help provided by the UN.

Seven have become independent and four chose to merge with the neighbouring countries. The UN interest in the liberation for subject people extended beyond trust territories.

Its built up this campaign against colonialism was the adoption of the Declaration of Decolonisation by the General Assembly in 1960, demanding immediate independence of all colonial territories and populations. Since that time, 60 territories have become free under the sustained pressure built in the UN.

Namtria, Eritrea, East Timor are among the recent examples of successful fight against colonialism. There are now only very few like western Sahara waiting to exercise their free choice. There is some confusion that the fight against colonialism blesses the right of some disgruntled people to separate from their newly formed independent state. Right to- ‘self-determination’ applies to people under foreign colonial rule only.

The UN opposition to racism in South Africa known as apartheid-is also remarkable. The organizations interest in the matter dates back to early 1946. South African white minority regime did not pay heed to the gentle pleas by the UN. Later pressure was built to force white South African government to end its policy of discrimination against the Black population.

South African teams were passed to participate in international sports events. The Security Council joined the effort later by banning arms sales. South Africa felt the heat and agreed to end its policy in 1993. The widely respected black leader, Nelson Mandela was released after 27 years of imprisonment. The apartheid laws were revoked.

Internationally supervised free elections were held, leading to the installation of a government under President Mandela in 1994. Soon afterwards, the UN revoked all previous punishments and restored to the new South Africa its rightful place in the world body.

Question 27.
Promotion of Human Rights.
Answer:
Promotion of human rights culture through worldwide human rights standards has been another major contribution of the United Nations. Nearly 80 declarations and conventions touching upon various facets of human rights have been adopted by the UN in the past five decades. The Universal Declaration of Human Rights was the first among the UN declarations.

The day of its adoption-10 December 1948 is observed every year as the Human Rights day. The Declaration contains a broad range of civil, political, economic, social and cultural rights that all people are entitled to, without any discrimination. Admittedly, the Universal
Declaration, as any declaration, is not binding on governments.

However, it gave inspiration to the drafting of two legally binding covenants, one on economic, social and cultural rights and the other on civil and political rights. Both these covenants became applicable to the signatory states from 1976 onwards. These two covenants, together with the universal declaration, are known as ‘the International Bill of Rights.

The covenant on economic, social and cultural rights highlights the right to work in just condition, the right to adequate standard of living and the right to social protection. The Covenant on civil and political rights emphasizes freedom of movement, equality before the law, freedom of religion, freedom of participation in elections, and protection of minority rights.

A specially constituted committee monitors the compliance of the signatory states to this covenant on HR. A remarkable feature is the UN is empowered under the civil and political rights covenant to receive and redress complaints from individuals against the behavior of their own respective governments.

The UN has adopted other declarations and covenants with the aim of stopping the practice of torture and racial discrimination or protecting vulnerable section like children, women and migrant workers

The activities of the UN include the convening of periodical conferences on human rights. Recently, in 1993 the UN organized at Vienna an international conference on Human rights. Acting upon the recommendations of the conference, the General Assembly appointed in 1994 the UN high commissioner for HR whose task is to promote more scrupulous respect for human rights throughout the world.

Question 28.
Need for Re-Structureing the United Nation.
Answer:
Although the United Nations has done a responsible job there are some obstacles which limit its performance. For example, a few organs of the United Nations have not changed, though the changes in the world around require it. Let us look at the Security Council as an example. Unlike the General Assembly; the permanent membership of the Security CounciLis limited to 15 countries only.

Out of that, P-5 (China, France, Russia, UK and USA) are permanent. They were given permanent status in 1945 due to some historical arid political reasons. The remaining ten members are non-permanent members elected by the General Assembly for a term of two years. This arrangement is six decades old, when most of Africa and Asian countries were not part of the United Nations. Now with membership of the world body rising by four times, the council’s composion needs to be suitably changed.

There is a strong case to add a few countries like India as permanent members. The member of non-permanent members should also be increased so that different countries can get a feeling that the Council works for their future. The Third World countries are of the opinion that United Nations is an agent of Western countries especially the United States. To correct this image, the number of Permanent members has to be increased.

Japan, India, Germany, Brazil and Nigeria are the claimant for it. Japan and Germany are no longer enemy states and because of their economic strength and contribution to the UN budget are considered as the most eligible for permanent membersnip of the Security Council. India’s contribution in several UN Peacekeeping forces and its active role in peace making processes facilitates its obvious claim to be a permanent member of the Council.

India has been a founder member of the United Nations. Besides India is the second largest populous country and is the largest democracy in the world.

Question 29.
Explain the working of the United Nations Development programme (UNDP).
Answer:
The United Nations structure for planning, coordinating, administering and implementing its economic and social programmes is vast and decentralized. At the apex of the structure are the General Assembly and the Economic and Social Council (ECOSOC). The General Assembly provides general direction and supervision for economic and social activities.

CHSE Odisha Class 12 Political Science Unit 4 India in World Politics Long Answer Questions

ECOSOC concentrates solely on this work and has operated with the assistance of functional commissions. These are the Statistical Commission, Human Rights Commission, the Commission on the Status of Women, the Commission for Social Development, the Commission on Narcotic Drugs.

There are also regional economic commissions, which focus on the problems salient to their geographical areas. Five such commissions have been established: the Economic Commission for Europe (ECE); the Economic Commission for Asia and the Pacific (ESC AP), the Economic Commission for Latin America, the Economic Commission for Africa (ECA) and the Economic Commission for Western Asja.

A number of other bodies exist in the economic and. social field which are not as directly subject to ECOSOC direction or control but which are closely related to ECOSOC activities.

These agencies include :
(1) the United Nations Development Programme (UNDP)
(2) The United Nations International Children’s Emergency Fund (UNICEF)
(3) The United Nations High Commissioner for Refugees (UNCR)
(4) The United Nations Conference on Trade and Development (UNCTAD)
(5) The United Nations Industrial Development Organization (UNIDO)
(6) World Food Programme
(7) The United Nations Environment Programme (UNEP).

There are Specialized Agencies of the United Nations. Though these agencies are part of the UN system, they function independently of United Nations organs and are generally described as autonomous organizations. Each has its own headquarters, constitution, staff and budget. Each was created in the same manner as the United Nations by an international conference. Membership of these specialized agencies and membership of the United Nations is not identical.

These agencies are universal in membership. States which are not UN members can be admitted as the members of the specialized agencies (see box) Each specialized Agency is an inter-government agency and is established by international treaty or by an agreement between the agency and the United Nations.

This agreement is negotiated between the agency and ECOSOC subject to approval by the General Assembly. There are about 15 specialized agencies, which operate in affiliation with the United Nations, we shall identify and describe the activities of following UN development agencies, such as UNDP, UNICEF, the World Health Organization (WHO), the United National Educational Scientific and Cultural Organization (UNESCO) and the World Bank.

Question 30.
Describe the role of UNICEF in promoting the welfare of children.
Answer:
Created in 1946, UNICEF concentrates exclusively on the task of improving the lot of disadvantaged children. UNICEF has undertaken projects on health, education, malaria eradication, nutrition, rural development, family and child welfare and emergency aid to promote child welfare. In recognition of its social and humanitarian efforts, UNICEF was awarded the Nobel Peace Prize in 1965.

It focuses on India in a very big way. UNICEF has made an important contribution to a better environment for children in India and identified the problem of excess flouride in groundwater resources. Rajasthan and Andhra Pradesh are the most severely affected states.

CHSE Odisha Class 12 Political Science Unit 4 India in World Politics Long Answer Questions

WHO’s aims are: (i) preventing the spread of disease, (ii) curing disease and (iii) preventing the outbreak of disease. The means adopted to prevent the spread of disease include Conventions providing international standards for public health.

WHO’s has been a clearing house for scientific knowledge and a exchange of information for curing disease. WHO’s activity in the area of preventing the outbreak of disease is to facilitate the exchange of findings and promotion of research.

It has encouraged research with cheap preventatives, especially vaccines for tuberculosis and DDT for malaria. The campaign against malaria has been one of WHO’s biggest all-out programme.

Since heterosexual transmission of the human immune deficiency virus (HIV) that causes AIDS is becoming the predominant mode of spread of HIV in most countries of the world, WHO is engaged in research for vaccine to cure AIDS for which it needs necessary financial support from rich member countries to meet the challenge of this deadly disease.

A very important WHO programme is Polio Eradication Immunization. Polio is the first disease of the 21 st century to be eradicated. Another important campaign of UN health agency, WHO is against the use of tobacco especially in developing countries.

The Food and Agriculture Organisation (FAO) concentrates on rural development. This Rome based agency works for alleviation of poverty and hunger by promoting agriculture development, improved nutrition and easy access of food. The international Labour Organization (ILO) helps nations in enhancing the living and working standards of industrial workers.

UN Industrial Development Organization strives for industrial development of developing countries in the era of globalization. With the end of the Second World War, came the conviction that wars begin in the minds of men and the ignorance fosters suspicions and hatreds on which wars breed. It was felt that international collaboration could bring knowledge and greater understanding among people.

Question 31.
Describe the functions of the World Bank as the main UN financial agency for Development.
Answer:
Some of the programmes of the various UN agencies discussed in the previous section entail substantial financial contributions to the purpose of development. For example, an annual budget of approximately 670 million dollars for UNDP is devoted exclusively to aiding the development process. Capital is a primary component for development. The most important financial agencies of the United Nation are the International Bank for Reconstruction and Development (IBRD) or World Bank and the International Monetary Fund (IMF).

These are also called the Bretton Words institutions as these agencies came into being in December 1945 at the Bretton Woods Conference held in New Hampshire, USA. IMF provides temporary funds to aid governments in correcting balance of payment deficits. The World Bank group is the largest multilateral source of funds for development projects for infrastructure development. About 300 billion dollars worth of aid has been given so far for development projects.

However, the World Bank and the IMF are under severe criticism. They are dominated by rich countries. They are also not accountable to the United Nations. Their composition is not democratic. Voting in these institutions is not based on the principle of one nation one vote as in the General Assembly. There is weighted voting i.e. a member country’s number of votes are as per the amount of financial contribution or shares in these bodies.

World Bank’s loan falls into two broad categories. Investment loans are long-term loans aimed to create the physical and social infrastructure necessary for poverty reduction and sustainable development. World Bank loans helped developing countries to construct basic education schools. Other projects include poverty reduction, rural development, water and sanitation, natural resource management and health. Investment loans have accounted for 75 to 80 percent of all World Bank lending.

Adjustment loans have become an important component of World Bank lending and are short-term loans to promote the market structures as well as political institutional reform. During the last 20 years, adjustment loans have accounted for between 20 and 25 percent of all World Bank lending.

Other important sources of multilateral financing for development include regional banks, such as the Inter- American Development Bank and the Asian Development Bank, have been major sources of development financing for hundred of projects within their respective regions.

CHSE Odisha Class 12 Political Science Unit 4 India in World Politics Objective Questions

Odisha State Board CHSE Odisha Class 12 Political Science Solutions Unit 4 India in World Politics Objective Questions and Answers.

CHSE Odisha 12th Class Political Science Unit 4 India in World Politics Objective Questions

Multiple Choice Questions With Answers

Question 1.
Who is known as the architect of foreign Polity of India?
(a) Mahatma Gandhi
(b) Indira Gandhi
(c) Rajiv Gandhi
(d) Jawaharlal Nehru
Answer:
(d) Jawaharlal Nehru

Question 2.
Non-alignment is totally opposed to:
(a) Military Alliances
(b) Security blocs
(c) Cold War
(d) All the above
Answer:
(d) All the above

Question 3.
The key word that can be used for describing Foreign Policy of India
(a)Non-alignment
(b) Anti-imperialism
(c) Panchsheel
(d) World Peace
Answer:
(a) Non-alignment.

Question 4.
India is a strong contender for a permanent seat in:
(a) ICJ
(b) WTO
(c) World Bank
(d) UN Security Council
Answer:
(d) UN Security Council

Question 5.
Third World Countries means :
(a) Poor Countries
(b) Asian Countries
(c) Latin American Countries
(d) Developing Countries
Answer:
(d) Developing Countries

Question 6.
India became a Nuclear Weapon State in:
(a) January 1950
(b) October 2008
(c) May 1974
(d) May 1998
Answer:
(d) May 1998

Question 7.
India has consistently refused to sign:
(a) PTBT
(b) NPT
(c) NPT & CTBT
(d) CTBT
Answer:
(c) NPT & CTBT

Question 8.
Third World Countries means:
(a) 15 August 1947
(b) 26 January 1950
(c) 26 November 1949
(d) 30 October 1945
Answer:
(d) 30 October 1945

Question 9.
India is totally opposed to:
(a) Racial Discrimination
(b) Uni-Polarism
(c) Colonialism
(d) All the above
Answer:
(d) All the above

Question 10.
Non-Alignment Stands:
(a) Opposition to military alliances
(b) Independence in foreign relations
(c) Opposition to Cold War
(d) All the above
Answer:
(d) All the above

CHSE Odisha Class 12 Political Science Unit 4 India in World Politics Objective Questions

Question 11.
China became a Communist Country in the year:
(a) 1947
(b) 1949
(c) 1962
(d) 1967
Answer:
(c) 1962

Question 12.
Bandung Conference of Afro-Asian Countries was held in the year:
(a) 1945
(b) 1949
(c) 1955
(d) 1967
Answer:
(c) 1955

Question 13.
Which line serves as the boundary line between India and China in the Eastern Sector?
(a) Huang Hua border
(b) Me. Mohan Line
(c) Indo-China border
Answer:
(c) Indo-China border

Question 14.
Who is the President of China visited India in the year 1996?
(a) Chou-Enlai
(b) Mao Tse Tung
(c) Jiang Zemin
Answer:
(c) Jiang Zemin

Question 15.
The United Nations Charter was signed in 1945 at the City of:
(a) Geneva
(b) New York
(c) San Francisco
(d) India
Answer:
(c) San Francisco

Question16.
How many countries were the original members of the United Nation?
(a) 45
(b) 51
(c) 172
(d) 191
Answer:
(b) 51

Question 17.
Which organ at the United Nations performs the function of coordinating the activities of the specialized agencies?
(a) General Assembly
(b) Security Council
(c) Economic & Social Council
(d) All the above
Answer:
(c) Economic & Social Council

Question 18.
The Judges of the World Court are elected by:
(a) General Assembly
(b) Security Council
(c) Both Security Council & General Assembly
Answer:
(c) Both Security Council & General Assembly

Question 19.
India has always stood for:
(a) A nuclear weapons free world
(b) A world where every country has nuclear weapons.
(c) A world where nuclear weapons are selectively held by few countries.
Answer:
(a) A nuclear weapons free world

Question 20.
The first Peacekeeping nation with Indian troops was sent to:
(a) Korea
(b) Sinai
(c) Congo
(d) Kalombo
Answer:
b) Sinai

CHSE Odisha Class 12 Political Science Unit 4 India in World Politics Objective Questions

Question 21.
Which of the following is not a permanent member of the Security Council?
(a) Russia
(b) Great Britain
(c) India
(d) China
Answer:
(c) India

Question 22.
Which of the following statements is false?
(a) Cold War is over
(b) Soviet Union has disintegrated
(c) Globalisation is a reality
(d) United Nations has been dissolved
Answer:
(d) United Nations has been dissolved

Question 23.
The first peacekeeping nation with Indian troops was sent to
(a) Korea
(b) Sinai
(c) Congo
Answer:
(b) Sinai

Question 24.
Which of the following statements is false?
(a) India is one of the second largest troop contributors to UN peace-keeping.
(b) Peace-keeping was confined to cold war years.
(c) India’s role was significant in protecting the Congo from separation.
Answer:
(c) India’s role was significant in protecting the Congo from separation.

Question 25.
India’s contribution to peacekeeping included
(a) only troops.
(b) only non-military staff.
(c) both military and civilian staff.
Answer:
(c) both military and civilian staff.

Question 26.
Which of the following is not a permanent member of the Security Council?
(a) Russia
(b) Great Britain
(c) India
(d) China
Answer:
(c) India

Question 27.
Which of the following statements is false?
(a) Cold war is over
(b) Soviet Union has disintegrated
(c) Globalisation is a reality
(d) United Nations has been dissolved.
Answer:
(d) United Nations has been dissolved.

CHSE Odisha Class 12 Political Science Unit 4 India in World Politics Objective Questions

Fill In The Blanks

1. ______ was the main architect of India’s foreign policy.
Answer:
Nehru

2. The Afro-Asian Conference, 1955 was held at _______.
Answer:
Bandung

3. The first NAM Conference was held at ________ in the year _______.
Answer:
Belgrade, 1961

4. The Panchsheel agreement was signed between _______ and _______.
Answer:
India, China

5. India hosted NAM Summit in _______.
Answer:
New Delhi

6. China became a communist country in the year __________.
Answer:
1949

7. Bandung Conference of Afro-Asian countries was held in the year ________.
Answer:
1955

8. _________ serves as the boundary line between India and China in the eastern sector.
Answer:
McMahon Line

9. China liberalised its economy in ________.
Answer:
Late 1970s

10. ________ the President of China visited India in the year 1996.
Answer:
Jiang Zemin

CHSE Odisha Class 12 Political Science Unit 4 India in World Politics Objective Questions

11. The United Nations Charter was signed in 1945 at the city of____________.
Answer:
San Francisco

12. ___________countries were the original members of the United Nations.
Answer:
51

13. The main purpose of the United Nations Charter is _________.
Answer:
Maintenance of international peace and security

14. The permanent members of enjoy the veto power, _______.
Answer:
The Security Council

15. How many territories did The Trusteeship Council used to administer?
Answer:
11

16. Which organ of the United Nations performs the function of coordinating the activities of the specialized agencies?
Answer:
The Economic and Social Council

17. _______ is at present the UN Secretary General.
Answer:
Bam Ki-moon

18. The judges of the World Court are elected by_________.
Answer:
Both the Security Council and the General Assembly

20. When did Sri Lanka gain her independence?
Answer:
February 4, 1948

CHSE Odisha Class 12 Political Science Unit 4 India in World Politics Objective Questions

21. Name the two categories of Tamil-speaking people in Sri Lanka.
Answer:
Indian Tamils and Ceylonese Tamils

23. Regarding which island did India surrender her claims to Sri Lanka in 1974?
Answer:
Kacchativu island

24. In what year did India send IPKF to Sri Lanka?
Answer:
1987

True or False

1. Non-alignment and neutrality can be treated as same.
Answer:
False

2. India opposed the policy of apartheid as practised by the government of South Africa.
Answer:
True

3. Nehru along with Tito and Nasser played a major role in the founding of NAM.
Answer:
True

4. International relations in the post cold war period is based upon the bipolar model.
Answer:
False

5. Kashmir issue became the biggest foreign policy problem for India in 1990s.
Answer:
True

6. India’s foreign policy after cold war wants to neglect Arab countries and embrace Israel.
Answer:
False

7. India is trying to forge a coalition of countries to counter terrorism.
Answer:
True

8. The two-nations theory was accepted by Indian National Congress.
Answer:
False

9. Maharaja Hari Singh of Jammu and Kashmir demanded assistance from both India and Pakistan but only India responded.
Answer:
False

10. Pakistan occupied Kashmir is known as Azad Kashmir in Pakistan.
Answer:
True

CHSE Odisha Class 12 Political Science Unit 4 India in World Politics Objective Questions

11. The people of East Pakistan declared themselves independent in April 1971.
Answer:
True

12. The Shimla Agreement was signed between India and Bangladesh in 1972.
Answer:
False

13. Kargil war happened immediately after the nuclear test by India in May l972.
Answer:
False

14. Sovereign equality among the member states is a cardinal principle of the United
Nations.
Answer:
True

15. The United Nations cannot normally take up the domestic problems of its member countries.
Answer:
False

16. The United Nations’ membership has not increased since its existence.
Answer:
False

17. Private individuals can bring disputes before the World Court.
Answer:
False

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

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

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

Long Questions With Answers

Question 1.
What are the Signs and Symptoms of Stress?
Answer:
The way we respond to stress varies depending upon our personality, early upbringing and life experiences. Everyone has their own pattern of stress response. So the warning signs may vary, as may their intensity. Some of us know our pattern of stress response and can gauge the depth of the problem by the nature and severity of our own symptoms or changes in behavior.

These symptoms of stress can be physical, emotional and behavioral. Any of the symptoms can indicate a degree of stress which, if left unresolved, might have serious implications, that are often unavoidable such as air pollution, crowding, noise, the heat of the summer, winter cold, etc. Another group of environmental stresses are catastrophic events or disasters such as fire, earthquake, floods, etc.

Question 2.
Discuss the Types of Stress.
Answer:
The three major types of stress, viz. physical and. environmental, psychological, and social are listed. It is important to understand that all these types of stress are interrelated.

Physical and Environmental Stress :
Physical stresses are demands that change the state of our body. We feel strained when, we overexert ourselves physically, lack a nutritious diet, suffer an injury, or fail to get enough sleep. Environmental stresses are aspects of our surroundings.

Psychological Stress :
These are stresses that we generate ourselves in our minds. These are personal and unique to the person experiencing them and are internal sources of stress. We worry about problems, feel anxiety, or become depressed. These are, not only symptoms of stress, but they cause further stress for us. Some of the important sources of psychological stress are frustration, conflicts, internal and social pressures, etc.

Frustration:
Frustration results from the blocking of needs and motives by something “or someone that hinders us from achieving the desired goal. There could be a number of causes of frustration such as social discrimination, interpersonal hurt, low grades in school, etc.

Conflicts:
Conflicts may occur between two or more incompatible needs or motives, e.g. whether to study dance or psychology. You may want to continue your studies or take up a job. There may be a conflict of values when you are pressurised to take any action that may be against the values held by you.

Internal pressures:
Internal pressures stem from beliefs based upon expectations from inside us to ourselves such as, ‘I must do everything perfectly. Such expectations can only lead to disappointment. Many of us drive ourselves ruthlessly towards achieving unrealistically high standards in achieving our goals.

Social pressures:
Social pressures may be brought about from people who make excessive demands on us. This can cause even greater pressure when we have to work with them. Also, there are people with whom we face interpersonal difficulties, ‘a personality clash’ of sorts.

Social Stress :
These are induced externally and result from our interaction with other people. Social events like death or illness in the family, strained relationships, and trouble with neighbors are some Examples of social stresses. These social stresses vary widely from person to person. Attending parties may be stressful for a person who likes to spend quiet evenings at home while an outgoing person may find staying at home in the evenings stressful.

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

Question 3.
Write the Sources of Stress.
Answer:
A wide range of events and conditions Can generate stress. Among the most important of these are major stressful life events, such as the death of a loved one or personal.
Life Events:
Changes, both big and small, sudden and gradual affect our life from the moment we are born. We learn to cope with small, everyday changes but major life events can be stressful because they disturb our routine and cause upheaval. If several of these life events that are planned (e.g. moving into a new house) or unpredicted (e.g. break-up of a long-term relationship) occur within a short period of time, we find it difficult to cope with them and will be more prone to the symptoms of stress.
A Measure of Stressful Life Events

Life Events Mean Stress Score
Death of a close family member  66
Unexpected accident or trauma 53
Illness of a family member 52
Break-up with friend 47
Appearing for examinations 43
Change in eating habits 27

The mean number of stressful life events experienced over a period of one year. Holmes and Rahe developed a life event measure of stress. A measure of stressful life events based on the above scale known as the Presumptive Stressful Life Events Scale has been developed for the Indian population by Singh, Kaur and Kaur. It is a self-rating questionnaire made up of fifty-one life changes, that a person may have experienced. Each of these life events is assigned a numerical value in terms of their severity.

For example, the death of one’s spouse is assigned 95, personal illness or injury 56, failure in examination 43, appearing for examination or interview 43, and change in sleeping habits 33, as the mean stress score. Both positive and negative events are taken, believing that both kinds of changes cause stress. The respondent’s stress score is the weighted sum of all the items/life change events in the past one year checked by her/him. Some sample items of without producing overt physical or mental illness is approximately two.

However, the correlations between life events and susceptibility to any particular illness is low, indicating a weak association between life events and stress. It has been argued as to whether life events have caused some stress-related illness or whether stress caused life events and illness. The impact of most life events varies from person to person.

Factors such as age at which the event was first experienced, frequency of occurrence, duration of the stressful event and social support must be studied in evaluating the relationship between stressful life events and the subsequent illness episode, injury, the annoying frequent hassles of everyday life and traumatic events that affect our lives.

Hassles :
These are the personal stresses we endure as individuals, due to the happenings in our daily life, such as noisy surroundings, commuting, quarrelsome neighbors, electricity and water shortage, traffic snarls and so on. Attending to various emergencies are daily hassles experienced by a housewife. There are some jobs in which daily hassles are very frequent. These daily hassles may sometimes have devastating consequences for the individual who is often the one coping alone with them as others may not even be aware of them as outsiders. The more stress people report as a result of daily hassles, the poorer is their psychological well-being.

Traumatic Events :
These include being involved in a variety of extreme events such as a fire, train or road accident, robbery, earthquake, tsunami, etc. The effects of these events may occur after some lapse of time and sometimes persist as symptoms of anxiety, flashbacks, dreams and intrusive thoughts, etc. Severe trauma can also strain relationships. Professional help will be needed to cope with them especially if they persist for many months after the event is over.

Question 4.
What is the Effects of Stress on Psychological Functioning and Health,
Answer:
Many of the effects are physiological in nature, however, other changes also occur inside stressed individuals. There are four major effects of stress associated with the stressed state, viz. emotional, physiological, cognitive, and behavioral.

Emotional Effects :
Those who suffer from stress are far more likely to experience mood swings and show erratic behavior that may alienate them from family and friends. In some cases this can start a vicious circle of decreasing confidence, leading to more serious emotional problems. Some examples are feelings of anxiety and depression, increased physical tension, increased psychological tension and mood swings. Box 3.2 presents the phenomenon of ‘Examination Anxiety’.

Physiological Effects :
When the human body is placed under physical or psychological stress, it increases the production of certain hormones, such as adrenaline and cortisol. These hormones produce marked changes in heart rate, blood pressure levels, metabolism and physical activity. Although this physical reaction will help us to function more effectively when we are under pressure for short periods of time, it can be extremely damaging to the body in the long-term effects. Examples of physiological effects are release of epinephrine and norepinephrine, slowing down of the digestive system, expansion of air passages in the lungs, increased heart rate, and constriction of blood vessels.

Cognitive Effects :
If pressures due to stress continue, one may suffer from mental overload. This suffering from high level of stress can rapidly cause individuals to lose their ability to make sound decisions. Faulty decisions made at home, in career, or at the workplace may lead to arguments, failure, financial loss or even loss of job. Cognitive effects of stress are poor concentration and reduced short-term memory capacity.

Behavioral Effects:
Stress affects our behavior in the form of eating less nutritional food, increasing intake of stimulants such as caffeine, excessive consumption of cigarettes, alcohol and other drugs such as tranquilizers etc. Tranquilizers can be addictive and have side effects such as loss of concentration, poor coordination and dizziness. Some of the typical behavioral effects of stress seen are disrupted sleep patterns, increased absenteeism, and reduced work performance.

Stress and Health :
You must have often observed that many of your friends (maybe including yourself as well!) fall sick during examination time. They suffer from stomach upsets, body aches, nausea, diarrhea and fever etc. You must have also noticed that people, who are unhappy in their personal lives fall sick more often than those who are happy and enjoy life. Chronic daily stress can divert an individual’s attention from caring for herself or himself.

When stress is prolonged, it affects physical health and impairs psychological functioning.People experience exhaustion and attitudinal problems when the stress due to demands from the environment and constraints are too high and little support is available from family and friends. Physical exhaustion is seen in the signs of chronic fatigue, weakness and low energy. Mental exhaustion appears in the form of irritability, anxiety, feelings of helplessness and hopelessness.

This state of physical, emotional and psychological exhaustion is known as burnout. There is also convincing evidence to show that stress can produce changes in the immune system and increase the chances of someone becoming ill. Stress has been implicated in the development of cardiovascular disorders, high blood pressure, as well as psychosomatic disorders including ulcers, asthma, allergies and headaches. Researchers estimate that stress plays an important role in fifty to seventy percent of all physical illnesses. Studies also reveal that sixty percent of medical visits are primarily for stress-related symptoms.

General Adaptation Syndrome :
What happens to the body when stress is prolonged? Selye studied this issue by subjecting animals to a variety of stressors such as high temperature, X-rays, and insulin injections, in the laboratory over a long period of time. He also observed patients with various injuries and illnesses in hospitals. Selye noticed a similar pattern of bodily response in all of them. He called this pattern the General Adaptation Syndrome (GAS). According to him, GAS involves three stages: alarm reaction, resistance and exhaustion.

Alarm reaction stage :
The presence of a noxious stimulus or stressor leads to the activation of the adrenal pituitary- cortex system. This triggers the release of hormones producing the stress response. Now the individual is ready for fight or flight.

Resistance stage :
If stress is prolonged, the resistance stage begins. The parasympathetic nervous system calls for more cautious use of the body’s resources. The organism makes efforts to cope with the threat, as through confrontation.

Exhaustion stage:
Continued exposure to the same stressor or additional stressors drains the body of its resources and leads to the third stage of exhaustion. The physiological systems involved in alarm reaction and resistance become ineffective and susceptibility to stress-related diseases such as high blood pressure becomes more likely. Selye’s model has been criticized for assigning a very limited role to psychological factors in stress. Researchers have reported that the psychological appraisal of events is important for the determination of stress. How people respond to stress is substantially influenced by their perceptions, personalities and biological constitutions.

Stress and the Immune System:
Stress ean cause illness by impairing the workings of the immune system. The immune system guards the body against attackers, both from within and outside.

Psychoneuroimmunology:
Psychoneuroimmunology focuses on the links between the mind, the brain and the immune system. It studies the effects of stress on the immune system. How does the immune system work? The white blood cells (leucocytes) within the immune (antigens) such as viruses. It also leads to the production of antibodies. There are several kinds of white blood cells or leucocytes within the immune system, including T cells, B cells and natural killer cells. T cells destroy invaders, and T-helper cells increase immunological activity. It is these T-helper cells that are attacked by the Human Immuno Deficiency Virus (HIV), the virus causing Acquired Immuno Deficiency Syndrome (AIDS). B cells produce antibodies.

Natural killer cells are involved in the fight against both viruses and tumors, Stress can affect natural killer cell cytotoxicity, which is of major importance in the defense against various infections and cancer. Reduced levels of natural, killer cell cytotoxicity have been found in people who are highly stressed, including students facing important examinations, bereaved persons, and those who are severely depressed. Studies reveal that immune functioning is better in individuals receiving social support. Also, changes in the immune system will have more effect on health among those whose immune systems are already weakened.

Figure 3.4 depicts this sequence comprising negative emotions, release of stress hormones which lead to the weakening of the immune system, thereby affecting mental and physical health. Psychological stress is accompanied by negative emotions and associated behaviors, including depression, hostility, anger and aggression. Negative emotional states are of particular concern to the study of the effects of stress on health. The incidence of psychological disorders, such as panic attacks and obsessive behavior increases with the build-up of long-term stress. Worries can reach such a level that they surface as a frightening, painful physical sensation, which can be mistaken for a heart attack.

People under prolonged stress are more prone to irrational fears, mood swings and phobias, and may experience fits of depression, anger and irritability. These negative emotions appear to be related to the function of the immune system. Our ability to interpret our world and to invest that interpretation with personal meaning and emotion have a powerful and direct effect on the body. Negative moods have been associated with poorer health outcomes. Feelings of hopelessness are related to the worsening of disease and increased risk of injury and death due to various causes.

Lifestyle :
Stress can lead, to unhealthy lifestyles or health-damaging behavior. Lifestyle is th,e overall pattern of decisions and behaviors that determine a person’s health and quality of life. Stressed individuals may be more likely to expose themselves to pathogens, which are agents causing physical illness. People who are stressed have poor nutritional habits, sleep less and are likely to engage in other health-risking behaviors like smoking and alcohol abuse. Such health-impairing behaviors develop gradually and are accompanied by pleasant experiences temporarily.

However, we tend to ignore their long-term damaging effects and underestimate the risk they pose to our lives. Studies have revealed that health-promoting behavior like a balanced diet, regular exercise, family support, etc. play an important role in good health. Adhering to a lifestyle that includes a balanced low-fat diet, regular exercise and continued activity along with positive thinking enhances health and longevity. The modem lifestyle of excesses in eating, drinking and the so called fast-paced good life has led to violation of basic principles of health in some of us, as to what we eat, think or do with our lives.

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

Question 5.
How to cope up with Stress?
Answer:
In recent years the conviction has grown that it is how we cope with stress and not the stress one experiences that influence our psychological well-being, social functioning and health. Coping is a dynamic situation-specific reaction to stress. It is a set of concrete responses to stressful situations or events that are intended to resolve the problem and reduce stress. The way we cope with stress often depends on rigid deep-seated beliefs, based on experience, e.g. when caught in a traffic jam we feel angry because we believe that the traffic ‘should’ move faster.

To manage stress we often need to reassess the way we think and learn coping strategies. People who cope poorly with stress have an impaired immune response and diminished activity of natural killer cells. Individuals show consistent individual differences in the coping strategies they use to handle stressful situations. These can include both overt and covert activities.

The three coping strategies given by Endler and Parker are:

Task-oriented Strategy :
This involves obtaining information about the stressful situation and about alternative courses of action and their probable outcome; it also involves deciding priorities and acting so as to deal directly with the stressful situation. For example, schedule my time better, or think about how I have solved similar problems.

Emotion-oriented Strategy:
This can involve efforts to maintain hope and to control one’s emotions; it can also involve venting feelings of anger and frustration, or deciding that nothing can be done to change things. For example, tell myself that it is not really happening to me, or worry about what I am going to do.

Avoidance-oriented Strategy:
This involves denying or minimizing the seriousness of the situation; it also involves conscious suppression of stressful thoughts and their replacement by self-protective thoughts. Examples of this are watching TV, phone up a friend, or try to be with other people. Lazarus and Folkman has conceptualized coping as a dynamic process rather than an individual trait. Coping refers to constantly changing cognitive and behavioral efforts to master, reduce or tolerate the internal or external demands that are created by the stressful transaction.

Coping serves to allow the individual to manage or alter a problem and regulate the emotional response to that problem. According to them coping responses can be divided into two types of responses, problem-focused and emotion-focused. Problem-focused -strategies attack the problem itself, with behaviors designed to gain information, to alter the event, and to alter belief and commitments. They increase the person’s awareness, level of knowledge, and range of behavioral and cognitive coping options. They can act to reduce the threat value of the event.

For example “I made a plan of action and followed it”. Emotion-focused strategies call for psychological changes designed primarily to limit the degree of emotional disruption caused by an event, with minimal effort to alter the event itself. For example “I did some things to let it out of my system”. While both problem-focused and emotion-focused coping are necessary when facing stressful situations, research suggests that people generally tend to use the former more often than the latter.

Stress Management Techniques:
Stress is a silent killer. It is estimated to play a significant role in physical illness and disease. Hypertension, heart disease, ulcers, diabetes and even cancer are linked to stress. Due to lifestyle changes stress is on the increase. Therefore, schools, other institutions, offices and communities are concerned about knowing techniques to manage stress. Some of these techniques are.

Relaxation Techniques :
It is an active skill that reduces symptoms of stress and decreases the incidence of illnesses such as high blood pressure and heart disease. Usually, relaxation starts from the lower part of the body and progresses up to the facial muscles in such a way that the whole body is relaxed. Deep breathing is used along with muscle relaxation to calm the mind and relax the body.

Meditation Procedures :
The yogic method of meditation consists of a sequence of learned techniques for refocusing of attention that brings about an altered state of consciousness. It involves such a thorough concentration that the meditator becomes unaware, of any outside stimulation and reaches a different state of consciousness.

Biofeedback :
It is a procedure to monitor and reduce the physiological aspects of stress by providing feedback about current physiological activity and is often accompanied by relaxation training. Biofeedback training involves three stages: developing an awareness of the particular physiological response, e.g. heart rate, learning ways of controlling that physiological response in quiet conditions; and transferring that control into the conditions of everyday life.

Creative Visualisation:
It is an effective technique for dealing with stress. Creative visualization is a subjective experience that uses imagery and imagination. Before visualizing one must set oneself a realistic goal, as it helps build confidence. It is easier to visualize if one’s mind is quiet, body relaxed and eyes are closed. This reduces the risk of interference from unbidden thoughts and provides the creative energy needed for turning an imagined scene into reality.

Cognitive Behavioural Techniques :
These techniques aim to inoculate people against stress. Stress inoculation training is one effective method developed by Meichenbaum. The essence of this approach is to replace negative and irrational thoughts with positive and rational ones.

There are three main phases in this: assessment, stress reduction techniques, and application and follow-through. Assessment involves discussing the nature of the problem and seeing it from the viewpoint of the person/client. Stress reduction involves learning the techniques of reducing stress such as relaxation and self-instruction.

Exercise :
Exercise can provide an active outlet for the physiological arousal experienced in response to stress. Regular exercise improves the efficiency of the heart, enhances the function of the lungs, maintains good circulation, lowers blood pressure, reduces fat in the blood and improves the body’s immune system. Swimming, walking, running, cycling, skipping, etc. help to reduce stress. One must practice these exercises at least four times a week for 30 minutes at a time. Each session must have a warm-up, exercise and cool-down phases.

Question 6.
What is Stress-Resistant Personality?
Answer:
Recent studies by Kobasa have shown that people with high levels of stress but low levels of illness share three characteristics, which are referred to as the personality traits of hardiness. It consists of ‘the three Cs i.e. commitment, control and challenge. Hardiness is a set of beliefs about oneself, the world, and how they interact. It takes shape as a Sense of personal commitment to what you are doing, a sense of control over your life and a feeling of challenge.

Stress-resistant personalities have control which is a sense of purpose and direction in life; commitment to work, family, hobbies and social life and challenge, that is, they see changes in life as normal and positive rather than as a threat. Everyone does not have these characteristics, many of us have to relearn specific life skills in areas such as rational thinking and assertiveness to equip ourselves better to cope with the demands of everyday life, etc.

Life Skills :
Life skills are abilities for adaptive and positive behavior that enable individuals to deal effectively with the demands and challenges of everyday life. Our ability to cope depends on how well we are prepared to deal with and-counterbalance everyday demands and keep equilibrium in our lives. These life skills can be learned and even improved upon. Assertiveness, time management, rational thinking, improving relationships, self-care and overcoming unhelpful habits such as perfectionism, and procrastination, etc. are some life skills that will help to meet the challenges of life.

Assertiveness :
Assertiveness is a behavior or skill that helps to communicate, clearly and confidently, our feelings, needs, wants and thoughts. It is the ability to say no to a request, to state an opinion without being self-conscious, or to express emotions such as love, anger, etc. openly. If you are assertive, you feel confident and have high self-esteem and a solid sense of your own identity.

Time Management:
The way you spend your time determines the quality of your life. Learning how to plan time and delegate can help to relieve the pressure. The major way to reduce time stress is to change one’s perception of time. The central principle of time management is to spend your time doing the things that you value, or that help you to achieve your goals. It depends on being realistic about what you know and that you must do it within a certain time period, knowing what you want to do and organizing your life to achieve a balance between the two.

Rational Thinking :
Many stress-related problems occur as a result of distorted thinking. The way you think and the way you feel are closely connected. When we are stressed, we have an inbuilt selective bias to attend to negative thoughts and images from the past, which affect our perception of the present and the future. Some of the principles of rational thinking are: challenging your distorted thinking and irrational beliefs, driving out potentially intrusive negative anxiety-provoking thoughts and making positive statements.

Improving Relationships:
The key to a sound lasting relationship is communication. This consists of three essential skills: listening to what the other person is saying, expressing how you feel and what you think and accepting the other person’s opinions and feelings, even if they are different from your own. It also requires us to avoid misplaced jealousy and sulking behavior.

Self-care :
If we keep ourselves healthy, fit and relaxed, we are better prepared physically and emotionally to tackle the stresses of everyday life. Our breathing patterns reflect our state of mind and emotions. When we are stressed or anxious, we tend towards rapid and shallow breathing from high in the chest, with frequent sighs. The most relaxed breathing is slow, stomach-centered breathing from the diaphragm, i.e. a dome-like muscle between the chest and the abdominal cavity. Environmental stresses like noise, pollution, space, light, color, etc. can all exert an influence on our mood. These have a noticeable effect on our ability to cope with stress and well-being.

Overcoming Unhelpful Habits:
Unhelpful habits such as perfectionism, avoidance, procrastination, etc. are strategies that help to cope in the short-term but which make one more vulnerable to stress. Perfectionists are persons who have to get everything just right. They have difficulty in varying standards according to factors such as time available, consequences of not being able to stop work, and the effort needed. They are more likely to feel tense and find it difficult to relax, are critical of self and others and may become inclined to avoid challenges.

Avoidance is to put the issue under the carpet and refuse to accept or face it. Procrastination means putting off what we know we need to do. We all are, guilty of saying “I will do it later”. People who procrastinate are deliberately avoiding confronting their fears of failure or rejection. Various factors have been identified which facilitate the development of positive health.

Health is a state of complete physical, mental, social and spiritual well-being and not merely the absence of disease or infirmity. Positive health comprises the following constructs: “a healthy body high quality of personal relationships; a sense of purpose in life; self-regard, mastery of life’s tasks and resilience to stress, trauma, and change”. Box 3.3 presents the relationship between resilience and health. Specifically, factors that act as stress buffers and facilitate positive health are diet, exercise, positive attitude, positive thinking and social support.

Diet:
A balanced diet can lift one’s mood, give more energy, feed muscles, improve circulation, prevent illness, strengthen the immune system and make one feel better to cope with stresses of life. The key to healthy living is to eat three main meals a day and eat a varied well-balanced diet. How much nutrition one needs depends on one’s activity level, genetic makeup, climate and health history. What people eat and how much do they weigh involve behavioral processes. Some people are able to maintain a healthy diet and weight while others become obese. When we are stressed, we seek ‘comfort foods that are high in fats, salt and sugar.

Exercise :
A large number of studies confirm a consistently positive relationship between physical fitness and health. Also, of all the measures an individual can take to improve health, exercise is the lifestyle change with the widest popular approval. Regular exercise plays an important role in managing weight and stress and is shown to have a positive effect on reducing tension, anxiety and depression.Physical exercises that are essential for good health are stretching exercises such as yogic asanas and aerobic exercises such as jogging, swimming, cycling, etc. Whereas stretching exercises have a calming effect, aerobic exercises increase the arousal level of the body. The health benefits of exercise work as a stress buffer. Studies suggest that fitness permits individuals to maintain general mental and physical well-being even in the face of negative life events.

Positive Attitude:
Positive health and well-being can be realized by having a positive attitude. Some of the factors leading to a positive attitude are: having a fairly accurate perception of reality; a sense of purpose in life and responsibility; acceptance and tolerance for different viewpoints of others and taking credit for success and accepting blame for failure. Finally, being open to new ideas and having a sense of humor with the ability to laugh at oneself help us to remain centered Mid see things in a proper perspective.

Positive Thinking:
The power of positive thinking has been increasingly recognized in reducing and coping with stress. Optimism, which is the inclination to expect favorable life outcomes, has been linked to psychological and physical well-being. People differ in the manner in which they cope. For example, optimists tend to assume that adversity can be handled successfully whereas pessimists anticipate disasters. Optimists use more problem-focused coping strategies, and seek advice and help from others. Pessimists ignore the problem or source of stress and use strategies such as giving up the goal with which stress is interfering or denying that stress exists.

Social Support:
Social support is defined as the existence and availability of people on whom we can rely upon, people who let us know that they care about, value and love us. Someone who believes that she/he belongs to a social network of communication and mutual obligation experiences social support. Perceived support, i.e. the quality of social support is positively related to health and well-being. In contrast, social network, i.e. the quantity of social support is unrelated to well-being because it is very time-consuming and demanding to maintain a large social network.

Studies have revealed that women exposed to life event stresses, who had a close friend, were less likely to be depressed and had lesser medical complications during pregnancy. Social support can help to provide protection against stress. People with high levels of social support from family and friends may experience less stress when they confront a stressful experience, and they may cope with it more successfully. Social support may be in the form of tangible support or assistance involving material aid, such as money, goods, services, etc.

For example, a child gives notes to her/his friend, since she/he was absent from school due to sickness. Family and friends also provide informational support about stressful events. For example, a student facing a stressful event such as a difficult board examination, if provided information by a friend who has faced a similar one, would not only be able to identify the exact procedures involved, but also it would facilitate in determining what resources and coping strategies could be useful to successfully pass the examination.

During times of stress, one may experience sadness, anxiety, and loss of self-esteem. Supportive friends and family provide emotional support by reassuring the individual that she/he is loved, valued, and cared for. Research has demonstrated that social support effectively reduces psychological distress such as depression or anxiety, during times of stress. There is growing evidence that social support is positively related to psychological well-being. Generally, social support leads to mental health benefits for both the giver and the receiver.

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

Question 7.
Effect of noise on Child health.
Answer:
Noise :
Children’s reading abilities, cognitive development, physiological indicators, and motivational tasks are affected by exposure to noise. The most common noises that children are exposed to are transportation (e.g. cars, airplanes), music and other people. Evans’ research reveals significant reading delays for children living near airports and exposed to airport noise. He and his colleagues found these delays in reading to occur alnoise levels far below those required to produce hearing damage or loss.

Chronic and acute noise exposure also affects cognitive development, particularly long-term memory, especially if the task is complex. Short-term memory appears to be less affected, but this is dependent upon volume of noise. One way that children adapt to chronic noise is by disregarding or ignoring auditory input. A consequence of this coping strategy is that children also tune out speech, which is a basic and required component of reading. As a result, not only are children’s reading abilities affected, but also their abilities at tasks that require speech perception.

Noise levels also indirectly influence children’s cognitive development via their effect on the adults and teachers who interact with children. Teachers in noisy schools are more fatigued, annoyed and less patient than teachers in quieter schools. Teachers in noisy schools also losC instruction time due to noise distractions and have a compromised teaching style. Children exposed to chronic loud noise also experience a rise in blood pressure, and stress hormones. And children as young as four are less motivated to perform on challenging language and pre-reading tasks under conditions of exposure to chronic noise.

Question 8.
Short notes :
Answer:
Crowding:
Research demonstrates that crowding has an effect on interpersonal behaviors, mental health, motivation, cognitive development and biological measures. Family size has not been found to be a critical factor in crowding. Rather, Evans identifies density, or number of people per room, as the crucial variable for measuring effects of crowding on children’s development. Regarding child development, Evans has found that 10-12-year-old children are more likely to withdraw in overcrowded situations. Children may engage in withdrawal behavior as a means of coping with an overstimulating environment.

Evans’ research also reveals that a highly concentrated number of children in an activity area results in more distractions and less constructive play among preschool-aged children. Overcrowding also influences parenting behaviors. Parents in crowded homes are less responsive to young children. Evidence of parental unresponsiveness begins early— before a child is one year old and occurs at all income levels. Overcrowding also strains parent-child Relationships. Parents in overcrowded homes are more likely to engage in punitive parenting, which in turn, affects the level of children’s distress.

Evans’ research shows that strained parent-child relationships negatively influence social, emotional and biological measures (e.g. elevated blood pressure) in 10- to 12-year-old children. Children’s mental health status may be affected by overcrowding. Elementary school-aged children who live in more crowded homes display higher levels of psychological distress and they also have higher levels of behavior difficulties in school.Evans has found that overcrowding produces psychological distress among 3rd and 4th-grade students as reported by both the children and their teachers. These effects are intensified if children reside in large, multifamily structures. Effects were also intensified among a group of 8- to 10-year-olds if the family home was chaotic.

Chronic overcrowding influences children’s motivation to perform tasks. Independent of household income, children aged 6-12 show declines in motivational behavior and also demonstrate a level of learned helplessness—a belief that they have no control over their situation and therefore do not attempt to change it—although they have the power to do so. But there are gender differences: Evans found the link between overcrowding and learned helplessness among 10-to- 12-year-olds to exist for girls, but not for boys.

Evans’ studies find several effects of overcrowding on both objective and subjective measures of children’s cognitive development. Elementary school children living in more crowded homes score lower on standardized reading tests and they see themselves as less scholastically competent than their classmates.  Parenting behaviors directly related to children’s cognitive and language development are also affected by density level.Evans found that parents in crowded homes speak less to their infants and rise fewer complicated words during the period from infancy up to age two and a half. Research demonstrates that the quality and sophistication of speech as well as the quantity of words spoken by parents to their children are significant factors in the amount and types of words children produce.

Biological measures implicate the effects of overcrowding on children’s physiology. In one study, Evans found gender differences in measures of blood pressure among 10-12- year-old children with males in higher residential crowding situations demonstrating elevations in blood pressure, but not females. However, higher overnight levels of the stress hormones epinephrine and norepinephrine were found in both 8- to 10-year-old male and female children living in high-density apartments. This finding was especially relevant when chaos and disorder was present in the family.

Housing and Quality of Neighborhood:
Housing quality and the neighborhoods in which houses are situated have also been investigated in relation to children’s socio-emotional development. For example, families living in high-rise housing, as opposed to single-family residences, have fewer relationships with neighbors, resulting in less social support. Studies on housing and the quality of neighborhoods have also examined the role of chaos in children’s environments finding an association between chaotic home environments and levels of psychological distress among middle school children.

Research has identified the physical characteristics of neighborhoods that significantly influence children’s development. These characteristics include residential instability, housing quality, noise, crowding, toxic exposure, quality of municipal services, retail services, recreational opportunities, including natural settings, street traffic, accessibility of transportation and the physical quality of both educational and health facilities. Perhaps not surprisingly, Evans’ research findings support the therapeutic effects of children’s exposure to natural settings.

Natural settings are preferred by children and allow them to exercise gross motor abilities as well as engage in social interactions. In addition, these settings also alleviate the adverse effects of children’s exposure to chronic stress. The research outlined above demonstrates both the direct and indirect effects of the physical environment on children’s development. Direct effects include cognitive, social, emotional and biological outcomes.Indirect effects include interactions with parents and teachers, which in turn, influence developmental outcomes such as learning and language development.

Although in several studies Evans demonstrates these effects for children at all income levels, low-income children experience excessive exposure to noise, overcrowding and unfavorable housing and neighborhood conditions.Exposure to these poor-quality physical conditions is linked to other psychological and social aspects of the environment, especially poverty. Using a building block analogy, low-income children have more blocks stacked one on top of the other than children of other income levels. Thus, children living in poverty experience multiple exposures, rather than a single exposure to risk.

What You Can Do to check the impact of the environment on human behavior?

Guard against additional, interior noise sources:
Individuals living in noisy environments often habituate or become accustomed to the noise level. Aim to reduce the existing noise instead of adding other sources of noise. Check the volume level on your child’s music devices (e g., iPod, Walkman; it is too loud if someone else can hear the music). If he listens to his favorite music too loudly, make proper volume adjustments. Also monitor the volume level on computers, televisions, and other electronic devices, keeping them as low as possible.

Engage your child:
Children ignore and tune out speech as a way of coping with environmental overstimulation. Take notice if your child is not paying attention or listening to your speech and if so, intervene. Take your child to a quiet outdoor nature spot or a quiet indoor location such as the local library) This is especially important during the preschool and early elementary school years (ages 3-6 years) when children are learning to read.

Tune in instead of tuning out:
Parents living under high noise exposure appear to withdraw, be less responsive and talk less to their children. The natural tendency is to disengage from speaking and reading to children so as not to compete with the noise. These coping strategies negatively affect children’s reading and cognitive abilities. Be alert to the occurrence of these behaviors and counter them by talking to your child, reading aloud to her, engaging her in discussions, and actively listening to what she has to say to you.

Modify your environment:
If your budget permits, consider purchasing extra noise attenuation devices for your child’s room for use during homework activities and sleeping. Earplugs are a low-cost alternative.

Consider your child’s school environment:
If you have a choice, send your child to a quiet, less chaotic school. This is particularly desirable if your home environment is also noisy. Be active in your community. The noisiest environmental conditions occur in low-income and ethnic minority communities. One way to counteract this is to be active and involved. Ask your representative why it is noisier, in these communities.

Seek information:
If a major source of noise in your community is road traffic, check with your local planning department. Note that traffic volume is closely aligned with traffic noise levels. The busiest streets are usually the noisiest.

Examination Anxiety:
Examination anxiety is a fairly common phenomenon that involves feelings of tension or uneasiness that occur before, during, or after an examination. Many people experience feelings of anxiety around, examinations and find it helpful in some ways, as it can be motivating and create the pressure that is needed to stay focused on one’s performance. Examination nerves, worry, or fear of failure are normal for even the most talented student. However, the stress of formal examination results in such high degrees of anxiety in some students that they are unable to perform at a level that matches the potential they have shown in less stressful classroom situations.

Examination stress has been characterized as “evaluative apprehension” or “evaluative stress” and produces debilitating behavioral, cognitive and physiological effects no different from those produced by any other stressor. High stress can interfere with the student’s preparation, concentration and performance. Examination stress can cause test anxiety which adversely affects test performance. Persons who are high in test anxiety tend to perceive evaluative situations as personally threatening; in test situations, they are often tense, apprehensive, nervous and emotionally aroused.Moreover, the negative self-centered cognitions which they experience distract their attention and interfere with concentration during examinations.

High-test anxious students respond to examination stress with intense emotional reactions, negative thoughts about themselves, feelings of inadequacy, helplessness and loss of status and esteem that impair their performance. Generally, the high-test anxious person instead of plunging into a task plunges inward, that is, either neglect or misinterprets informational cues that may be readily available to her/him, or experiences attentional blocks.While preparing for examinations, one must spend enough time for study, overviewing and weighing one’s strengths and weaknesses, discuss difficulties with teachers and classmates, plan a revision timetable, condensing notes, space out revision periods and most importantly on the examination day concentrate on staying palm.

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

Question 9.
What do you understand by the term ‘environment’? Explain the different perspectives to understand the human-environment relationship.
Answer:
‘Environment’ refers to all that is around us. Literally, it means everything that surrounds us including the physical, Social world and cultural environment. In general, it includes all the forces outside the human beings to which they respond in Some way. There is more than one way of looking at the human-environment relationship.
A psychologist named Stokols (1990) describes three approaches that may be adopted to describe the human-environment relationship.

  • The minimalist perspective assumes that the physical environment has minimal or negligible influence on human behavior, health and well-being. The physical environment and human beings exist as parallel components.
  • The instrumental perspective suggests that the physical environment exists mainly for use by human beings for their comfort and well-being. Most of the human influences on the environment reflect the instrumental perspective.
  • The spiritual perspective refers to the view of the environment as. something to be respected and valued rather than exploited. It implies that human beings recognize the interdependent relationship between themselves and the environment, i.e. human beings will exist and will be happy only as long as the environment is kept healthy and natural.
    The traditional Indian view about the environment supports the spiritual perspective.

Question 10.
“Human beings affect and are affected by the environment”. Explain this statement with the help of examples.
Answer:
Human beings exert their influence on the natural environment for fulfilling their physical needs and other purposes. The human-environment relationship can be appreciated fully by understanding that the two influence each other and depend on each other for their survival and maintenance. Some aspects of the environment influence human perception.

  • Environmental influences on perception :
    Some aspects of the environment influence human perception. For example, a tribal society of Africa lives in circular huts, that is, in houses without angular walls. They show less error in a geometric illusion (the Muller-Lyer illusion) than people from cities, who live in houses with angular walls.
  • Environmental influences on emotions:
    The environment affects our emotional reactions as well. Watching nature iri any form, whether it is a quietly flowing river, a smiling flower, or a tranquil mountain top, provides a kind of joy that cannot be matched by any other experience. Natural disasters, such as floods, droughts, landslides, and quakes on the earth or under the ocean, can affect people’s emotions to such an extent that they experience deep depression and sorrow, a sense of complete helplessness and lack of control over their lives.
  • Ecological influences on occupation, living style, and attitudes :
    The natural environment of a particular region determines whether people living in that region rely on agriculture (as in the plains), or on other occupations such as hunting and gathering (as in a forest, mountainous or desert regions), or on industries (as in areas that are not fertile enough for agriculture). In turn, occupation determines the lifestyle and attitudes of the residents of a particular geographical region.

Question 11.
What is noise? Discuss the effects of noise on human behavior.
Answer:
Any sound that is annoying or irritating and felt to be unpleasant is said to be noise. From common experience, it is known that noise, especially for long periods of time, is uncomfortable and puts people in an unpleasant mood.

Effects of noise on human behavior:

  • When the task being performed is a simple mental task, such as the addition of numbers, noise does not affect overall performance, whether it is loud or soft.
    In such situations, people adapt, or ‘get used to noise.
  • If the task being performed is very interesting, then, too, the presence of noise does not affect performance. This is because the nature of the task helps the individual to pay full attention to the task and ignore the noise. This may also be one kind of adaptation.
  • When the noise comes at intervals, and in an unpredictable way, it is experienced as more disturbing than if the noise is continuously present.
  • When the task being performed is difficult or requires full concentration, then intense, unpredictable and uncontrollable noise reduces the level of task performance.
  • When tolerating or switching off the noise is within the control of the person, the number of errors in task performance decreases.
  • In terms of emotional effects, noise above a certain level causes annoyance, and can also lead to sleep disturbance. These effects are also reduced if the noise is controllable, or is necessary as a part of the person’s occupation. However, continued exposure to uncontrollable and annoying noise can have harmful effects on mental health.

Question 12.
What are the salient features of crowding? Explain the major psychological consequences of crowding.
Answer:
Crowding to a feeling of discomfort because there are too many people or things around us, giving us the experience of physical restriction and sometimes the lack of privacy. Crowding is the person’s reaction to the presence of a large number of persons within a particular area or space. When this number goes beyond a certain level, it causes stress to individuals caught in that situation. In this sense, crowding is another example of an environmental stressor.

The experience of crowding has the following features :

  • Feeling of discomfort,
  • Loss or decrease in privacy,
  • Negative view of the space around the person, and
  • The feeling of loss of control over social interaction.
  1. Crowding and high density may lead to abnormal behavior and aggression. This was shown many years ago in a study of rats. These animals were placed in an enclosure, initially in small numbers. As their population increased within this enclosed space, they started showing aggressive and unusual behavior, such as biting the tails of other rats. This aggressive behavior increased to such an extent that ultimately the animals died in large numbers, thus decreasing the population in the enclosure. Among human beings also, an increase in population has sometimes been found to be accompanied by an increase in violent crime.
  2. Crowding leads to lowered performance on difficult tasks that involve cognitive processes and has adverse effects on memory and the emotional state. These negative effects are seen to a smaller extent in people who are used to crowded surroundings.
  3. Children growing up in very crowded households show lower academic performance. They also show a weaker tendency to continue working on a task if they are unsuccessful at it, compared to children growing up in non-crowded households. They experience greater conflict with their parents and get less support from their family members.

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

Question 13.
Why is the concept of ‘personal space’ important for human beings? Justify your answer with the help of an example.
Answer:
Personal space or the comfortable physical space one generally likes to maintain around oneself, is affected by a high-density environment. In a crowded context, there is a restriction on personal space and this can also be a cause of negative reactions to crowding.

For example: In social situations, human beings like to maintain a certain physical distance from die person with whom they are interacting. This is called interpersonal al physical distance and is a part of a broader concept called personal space, i.e. the physical space we like to have all around us. One reason for the negative reactions to crowding, as described earlier, is the decrease in personal space.

CHSE Odisha Class 12 Math Solutions Chapter 1 Relation and Function Ex 1(a)

Odisha State Board Elements of Mathematics Class 12 CHSE Odisha Solutions Chapter 1 Relation and Function Ex 1(a) Textbook Exercise Questions and Answers.

CHSE Odisha Class 12 Math Solutions Chapter 1 Relation and Function Exercise 1(a)

Question 1.
If A = {a,b,c,d} mention the type of relations on A given below, which of them are equivalence relations?
(i) {(a, a), (b, b)}
(ii) {(a, a), (b, b), (c, c), (d, d)}
(iii) {(a, b), (b, a), (b, d), (d, b)}
(iv) {(b, c), (b, d), (c, d)}
(v) {(a, a), (b, b), (c, c), (d, d), (a, d), (a, c), (d, a), (c, a), (c, d), (d, c)}
Solution:
(i) Symmetric and transitive but not reflexive.
(ii) Reflexive, symmetric as well as transitive. Hence it is an equivalence relation.
(iii) Only symmetric
(iv) Only transitive
(v) Reflexive, symmetric and transitive. Hence it is an equivalence relation.

Question 2.
Write the following relations in tabular form and determine their type.
(i) R = {(x, y) : 2x – y = 0] on A = {1,2,3,…, 13}
(ii) R = {(x, y) : x divides y} on A = {1,2,3,4,5,6}
(iii) R = {(x, y) : x divides 2 – y} on A = {1,2,3,4,5}
(iv) R = {(x, y) : y ≤, x ≤, 4} on A = {1,2,3,4,5}.
Solution:
(i) R = {(x, y) : 2x- y = 0} on A
= {(x, y) : y = 2x} on A
= {(1, 2), (2, 4), (3, 6), (4, 8), (5, 10), (6, 12)}
R is neither reflexive nor symmetric nor transitive.

(ii) R = {(1, 1), (1, 2), (1, 3), (1, 4), (1,5), (1, 6), (2, 2), (2, 4), (2, 6), (3, 3), (3, 6), (4, 4), (5,5), (6, 6)}
R is reflexive transitive but not symmetric.

(iii) R = {(x, y) : x divides 2 – y} on A
= {1, 2, 3, 4, 5}
= {(x, y) : 2-y is a multiple of x}
= {(1, 1), (1, 2), (1, 3), (1, 4), (1, 5), (2, 2), (2, 4), (3, 2), (3, 5), (4, 2), (5, 2)}
R is neither reflexive nor symmetric nor transitive.

(iv) R = {(x, y) : y ≤ x ≤ 4} on A
= {1, 2, 3, 4, 5}
= {(1, 1), (2, 1), (2, 2), (3, 1), (3, 2), (3, 3), (4, 1), (4, 2), (4, 3), (4, 4)}
R is neither reflexive nor symmetric but transitive.

CHSE Odisha Class 12 Math Solutions Chapter 1 Relation and Function Ex 1(a)

Question 3.
Test whether the following relations are reflexive, symmetric or transitive on the sets specified.
(i) R = {(m,n) : m-n ≥ 7} on Z.
(ii) R = {(m,n) : 2|(m+n)} on Z.
(iii) R = {(m,n) : m+n is not divisible by 3} Z.
(iv) R = {(m,n) : is a power of 5} on Z – {0}.
(v) R = {(m,n) : mn is divisible by 2} on Z.
(vi) R = {(m,n) : 3 divides m-n} on {1,2,3…,10}.
Solution:
(i) R = {{m, n) : m- n ≥ 7} on Z
Reflexive:
∀ m ∈ Z, m – m = 0 < 7
⇒ (m, m) ∉ R
Thus, R is not reflexive.
Symmetry:
Let (m, n) ∈ R
⇒ m – n ≥ 7
⇒ n – m < 7
∴ (n, m) ∉ R
⇒ R is not symmetric.
Transitive:
Let (m, n), (n, p) ∈ R
m – n ≥ 7
and n – p > 7
⇒ m – p ≥ 7
⇒ (m, p) ∈ R
⇒ R is transitive.

(ii) R = {(m, n) : 2 | (m + n)} on Z
Reflexive:
∀ m ∈ Z, m + m = 2m
which is divisible by 2.
⇒ 2 | (m + m)
⇒ (m, m) ∈ R
⇒ R is reflexive.
Symmetry:
Let (m, n) ∈ R
⇒ 2 | (m + n)
⇒ 2 | (n + m)
(n, m) ∈ R
⇒ R is symmetric.
Transitive:
Let (m, n), (n, p), ∈ R
⇒ 2 | (m + n) and 2 | (n + p)
⇒ m + n = 2k1
⇒ n + p = 2k2
⇒ m + 2n + p = 2k1 + 2k2
⇒ m + p = 2(k1 + k2 – 1)
⇒ 2 | (m + p)
⇒ (m, p) ∈ R
⇒ R is transitive.
Thus, R is an equivalence relative.

(iii) R = {(m, n) : m + n is not divisible by 3} on Z
Reflexive:
As 3 + 3 is divisible by 3
we have (3, 3) ∉ R
⇒ R is not reflexive.
Symmetric:
Let (m, n) ∈ R
⇒ m + n is not divisible by 3
⇒ n + m is not divisible by 3
⇒ (n, m) ∈ R
⇒ R is symmetric.
Transitive:
(3, 1), (1, 6) ∈ R
But (3, 6) ∉ R
⇒ R is not transitive.

(iv) R = {(m, n) : \(\frac{m}{n}\) is a power of 5} on Z – {0}
Reflexive:
∀ m ∈ Z – {0}
\(\frac{m}{m}\) = 1 = 5°
⇒ (m, m) ∈ R
⇒ R is reflexive.
Symmetric:
Let (m, n) ∈ R
\(\frac{m}{n}\) = 5k
\(\frac{n}{m}\) = 5-k
⇒ (n, m) ∈ Z
⇒ R is symmetric.
Transitive:
Let (m, n), (n, p) ∈ R
⇒ \(\frac{m}{n}\) = 5k1 , \(\frac{n}{p}\) = 5k2
⇒ \(\frac{m}{n}\) . \(\frac{n}{p}\) = 5k1 . 5k2
⇒ \(\frac{m}{p}\) = 5 k1+k2
⇒ (m, p) ∈ R
⇒ R is transitive.
Thus R is an equivalence relation.

(v) R = {(m, n) : mn is divisible by 2} on Z
Reflexive:
3 ∈ Z
3 x 3 = 9
which is not divisible by 2.
∴ (3, 3) ∉ R
⇒ R is not reflexive.
Symmetric:
Let (m, n) ∈ R
⇒ mn is divisible by 2
⇒ nm is divisible by 2
⇒ (n, m) ∈ R
⇒ R is symmetric.
Transitive:
⇒ (3, 2), (2, 5) ∈ R
⇒ But 3 x 5 = 15,
⇒ which is not divisible by 2.
⇒ (3, 5) ∉ R
R is not transitive.

(vi) R = {(m, n) : 3 divides m-n} on A = {1, 2, 3……,10}
Reflexive:
Clearly ∀ m ∈ A, m – m = 0
which is divisible by 3
⇒ (m, m) ∈ R
⇒ R is reflexive
Symmetric:
Let (m, n) ∈ R
⇒ m – n is divisible by 3
⇒ n – m is also divisible by 3
⇒ (n, m) ∈ R
⇒ R is symmetric
Transitive:
Let (m, n), (n, p) ∈ R
⇒ m – n and n – p are divisible by 3
⇒ m – n + n – p is also divisible by p.
⇒ m – p is divisible by p.
⇒ (m, p) ∈ R
⇒ R is transitive.
Thus R is an equivalence relation.

CHSE Odisha Class 12 Math Solutions Chapter 1 Relation and Function Ex 1(a)

Question 4.
List the members of the equivalence relation defined by the following partitions on X= {1,2,3,4}. Also find the equivalence classes of 1,2,3 and 4.
(i) {{1},{2},{3, 4}}
(ii) {{1, 2, 3},{4}}
(iii) {{1,2, 3, 4}}
Solution:
(i) The equivalence relation is
R = {(1, 1), (2, 2), (3, 3), (4, 4), (3, 4), (4, 3)}
[1] = {1}, [2] = {2}, [3] = {3, 4} and [4] = {3, 4}

(ii) The equivalence relation is
R = {(1, 1), (2, 2), (3, 3), (4, 4), (1, 2), (1, 3), (2, 1), (2, 3), (3, 1), (3, 2)}
[1] = [2] = [3] = {1, 2, 3}
[4] = {4}

(iii) The equivalence relation is
R = A x A, [1] = [2] = [3] = [4] = A

Question 5.
Show that if R is an equivalence relation on X then dom R = rng R = X.
Solution:
Let R is an equivalence relation on X.
⇒ R is reflexive
⇒ (x, x) ∈ R ∀ x ∈ X
⇒ Dom R = Rng R = X

Question 6.
Give an example of a relation which is
(i) reflexive, symmetric but not transitive.
(ii) reflexive, transitive but not symmetric.
(iii) symmetric, transitive but not reflexive.
(iv) reflexive but neither symmetric nor transitive.
(v) transitive but neither reflexive nor symmetric.
(vi) an empty relation.
(vii) a universal relation.
Solution:
(i) The relation R = {(a, b), (b, a), (a, c), (c, a), (a, a), (b, b), (c, c)} defined on the set {a, b, c} is reflexive, symmetric but not transitive.
(ii) “The relation x ≤ y on z” is reflexive, transitive but not symmetric.
(iii) The relation R = {(a, a), (a, b), (a, c), (b, a), (b, b), (b, c), (c, a), (c, b), (c, c)} defined on the set {a, b, c, d} is symmetric, transitive but not reflexive.
(iv) The relation R = {(a, a), (b, b), (c, c), (a, b), (b, c)} defined on the set A = {a, b, c} is reflexive but neither symmetric nor transitive.
(v) R = {(a, b), (b, c), (a, c)} on A = {a, b, c} is transitive but neither reflexive nor symmetric.
(vi) On N the relation R= {(x, y) : x + y = – 5} is an empty relation.
(vii) On N the relation R = {(x, y) : x + y > 0} is an universal relation.

Question 7.
Let R be a relation on X, If R is symmetric then xRy ⇒ yRx. If it is also transitive then xRy and yRx ⇒ xRx. So whenever a relation is symmetric and transitive then it is also reflexive. What is wrong in this argument?
Solution:
Let R is a relation on X.
If R is symmetric then xRy ⇒ yRx
If R is also transitive then xRy and yRx ⇒ xRx
⇒ Whenever a relation is symmetric and transitive, then it is reflexive. This argument is wrong because the symmetry of R does not imply dom R = X and for reflexive xRx ∀ x ∈ X.

Question 8.
Suppose a box contains a set of n balls (n ≥ 4) (denoted by B) of four different colours (may have different sizes), viz. red, blue, green and yellow. Show that a relation R defined on B as R={(b1, b2): balls b1 and b2 have the same colour} is an equivalence relation on B. How many equivalence classes can you find with respect to R?
[Note: On any set X a relation R={(x, y): x and y satisfy the same property P} is an equivalence relation. As far as the property P is concerned, elements x and y are deemed equivalent. For different P we get different equivalence relations on X]
Solution:
On B, R = {(b1, b2) : balls b1 and b2 have the same colour}

Reflexive:
∀ b ∈ B, b and b are of same colour
⇒ (b, b) ∈ R
⇒ R is reflexive.

Symmetric:
Let (b1, b2) ∈ R
⇒ b1 and b2 are of same colour
⇒ b2 and b1 are of same colour
⇒ (b2, b1) ∈ R
⇒ R is symmetric.

Transitive :
Let (b1, b2) and (b2, b3) ∈ R
⇒ b1 and b2 are of same colour
b2 and b3 are of same colour
⇒ b1, b3 are of same colour
⇒ (b1, b3) ∈ R
⇒ R is transitive
∴ R is an equivalence relation.
As there are 4 types of balls there are 4 equivalence relations with respect to R.

Question 9.
Find the number of equivalence relations on X={1,2,3}. [Hints: Each partition of a set gives an equivalence relation.]
Solution:
Method – 1: Number of equivalence relations on a set A with | A | = n.
= The number of distinct partitions of A
= Bn
where Bn+1 = \(\sum_{k=0}^n \frac{n !}{k !(n-k) !} \mathrm{B}_k\)
with B0 = 1
Here n = 3
B1 = 1
B2 = \(\frac{1 !}{0 ! 1 !}\) B0 + \(\frac{1 !}{1 ! 1 !}\) B1
= 1 + 1 = 2
B3 = \(\frac{2 !}{0 ! 2 !}\) B0 + \(\frac{2 !}{1 ! 1 !}\) B1 + \(\frac{2 !}{2 ! 0 !}\) B2
= 1 + 2 + 2 = 5
Thus there are 5 equivalence relations.

Method – 2:
X= {1, 2, 3}
Number of equivalence relations = number of distinct partitions.
Different partitions of X are
{{1} {2}, {3}}
{{1}, {2, 3}}, {{2}, {1,3}},
{{3}, {1,2}} and {{1, 2,3}}
Thus number of equivalence relations = 5.

CHSE Odisha Class 12 Math Solutions Chapter 1 Relation and Function Ex 1(a)

Question 10.
Let R be the relation on the set R of real numbers such that aRb iff a-b is an integer. Test whether R is an equivalence relation. If so find the equivalence class of 1 and ½ w.r.t. this equivalence relation.
Solution:
The relation R on the set of real numbers is defined as
R = {(a, b) : a – b ∈ Z}

Reflexive:
∀ a ∈ R (set of real numbers)
a – a = 0 ∈ Z
⇒ (a, a) ∈ R
⇒ R is reflexive.

Symmetric:
Let (a, b) ∈ R
⇒ a – b ∈ Z
⇒ b – a ∈ Z
⇒ (b, a) ∈ R
⇒ R is symmetric.

Transitive:
Let (a, b), (b, c) ∈ R
⇒ a – b and b – c ∈ Z
⇒ a – b + b – c ∈ Z
⇒ a – c ∈ Z
⇒ (a, c) ∈ R
⇒ R is transitive.
Thus R is an equivalence relation.
[1] = {x ∈ R : x -1 ∈ Z} = Z
\(\begin{aligned}
{\left[\frac{1}{2}\right] } &=\left\{x \in \mathrm{R}: x-\frac{1}{2} \in \mathrm{Z}\right\} \\
&=\left\{x \in \mathrm{R}: x=\frac{2 k+1}{2}, k \in \mathrm{Z}\right\}
\end{aligned}\)

Question 11.
Find the least positive integer r such that
(i) 185 ∈ [r]7
(ii) – 375 ∈ [r]11
(iii) -12 ∈ [r]13
Solution:
(i) 185 ∈ [r]7
⇒ 185 – r = 7k, k ∈ z and r < 7
⇒ r = 3
(ii) – 375 ∈ [r]7
⇒ – 375 – r = 11k, k ∈ z and r < 11
⇒ r = 10
(iii) – 12 ∈ [r]13
⇒ – 12 – r = 13k, k ∈ z and r < 13
⇒ r= 1

Question 12.
Find least non negative integer r such that
(i) 7 x 13 x 23 x 413 r (mod 11)
(ii) 6 x 18 x 27 x (- 225) = r (mod 8)
(iii) 1237(mod 4) + 985 (mod 4) = r (mod 4)
(iv) 1936 x 8789 = r (mod 4)
Solution:
(i) 7 x 13 x 23 x 413 ≡ r (mod 11)
Now 7 x 13 ≡ 3 mod 11
23 ≡ 1 mod 11
413 ≡ 6 mod 11
∴ 7 x 13 x 23 x 413 ≡ 3 x 1 x 6 mod 11
≡ 18 mod 11
≡ 7 mod 11
∴ r = 7

(ii) 6 x 18 x 27 x – 225 ≡ r (mod 8)
Now 6 x 18 ≡ 108 = 4 mod 8
27 ≡ 3 mod 8
– 225 ≡ 7 mod 8
⇒ 6 x 18 x 27 x – 225 ≡ 4 x 3 x 7 mod 8
≡ 84 mod 8
≡ 4 mod 8
∴ r = 4

(iii) 1237 (mod 4) + 985 (mod 4) r (mod 4)
Now 1237 ≡ 1 mod 4
985 ≡ 1 mod 4
⇒ 1237 (mod 4) + 985 (mod 4)
≡ (1 + 1) mod 4
≡ 2 mod 4
⇒ r = 2

(iv) 1936 x 8789 ≡ r (mod 4)
1936 x 8789 ≡ 0 mod 4
∴ r = 0

Question 13.
Find least positive integer x satisfying 276x + 128 ≡ (mod 7)
[Hint: 276 ≡ 3, 128 ≡ 2 (mod 7)]
Solution:
Now 128 ≡ 2 mod 7
Now 176 x + 128 ≡ 4 mod 7
⇒ 176 x ≡ (4 – 2) mod 7
⇒ 176 x ≡ 2 mod 7
176 x x ≡ 2 mod 7,
But 276 ≡ 3 mod 7
Thus x = 3.

CHSE Odisha Class 12 Math Solutions Chapter 1 Relation and Function Ex 1(a)

Question 14.
Find three positive integers xi, i =1, 2, 3 satisfying 3x ≡ 2 (mod 7)
[Hint: If X1 is a solution then any member of [X1] is also a solution]
Solution:
3x ≡ 2 mod 7
Least positive value of x ≡ 3
Each member of [3] is a solution
∴ x = 3, 10, 17 …..

CHSE Odisha Class 12 Math Solutions Chapter 1 Relation and Function Ex 1(b)

Odisha State Board Elements of Mathematics Class 12 CHSE Odisha Solutions Chapter 1 Relation and Function Ex 1(b) Textbook Exercise Questions and Answers.

CHSE Odisha Class 12 Math Solutions Chapter 1 Relation and Function Exercise 1(b)

Question 1.
Let X={x, y} and Y={u, v}. Write down all the functions that can be defined from X to Y. How many of these are (i) one-one (ii) onto and (ii) one-one and onto?
Solution:
The functions from X = {x, y} to y = {u, v} are:
f1 = {(x, u), (y, v)}
f2 = {(x, v), (y, u)}
f3 = {(x, u), (y, u)}
f4 = {(x, v), (y, v)}

Out of these 4 functions there are:
(i) 2 one-one functions
(ii) 2 onto functions
(iii) 2 one-one and onto function.

Question 2.
Let X and Y be sets containing m and n elements respectively.
(i) What is the total number of functions from X to Y.
(ii) How many functions from X to Y are one-one according as men, m > n and m = n?
Solution:
If | x | = m and | y | = n then
(i) Number of functions =nm
(ii) If m < n then number of one-one functions = nPm.
If m > n then number of one-one functions = 0
If m = n then number of one-one functions = m!

CHSE Odisha Class 12 Math Solutions Chapter 1 Relation and Function Ex 1(b)

Question 3.
Examine each of the following functions if it is
(i) injective (ii) surjective, (iii) bijective and (iv) none of the three
(a) f : R → R, f(x) = x²
(b) f : R → [-1, 1], f(x) = sin x
(c) f : R+ → R + , f(x) = x + 1/x
where R+ = {x ∈ R : x > 0}
(d) f : R → R, f(x) = x³ + 1
(e) f : (-1, 1) → R, f(x) = \(\frac{x}{1-x^2}\)
(f) f : R → R, f(x) = [x] = the greatest integer ≤ x.
(g) f : R → R, f(x) = | x |
(h) f : R → R, f(x) = sgn x
(i) f : R → R, f = idR = the identity function on R.
Solution:
(a) f : R → R, f(x) = x²
for x1, x2 ∈ R
Let f(x1) = f(x2)
⇒ x1² = x2²
⇒ x = ± x2
∴ f is not one-one.
Hence f is not injective or bijective.
Rng f = [0, ∞) ≠ R
∴ f is not surjective.

(b) f : R → [-1, 1], f(x) = sin x
For x1 , x2 ∈ R
let f(x1) = f(x2) ⇒ sin x1 = sin x2 
⇒ x1 = nπ + (- 1)n  x2
⇒ x1 = x2 (not always)
∴ f is not injective and also not bijective.
But f is onto, as ∀ y ∈ [-1, 1]
there is a x ∈ R such that f(x) = sin x.
i.e., f is surjective.

(c) f : R+ → R+ , f(x) = x + \(\frac{1}{x}\)
f(2) = 2 + \(\frac{1}{2}\) = \(\frac{5}{2}\)
f(\(\frac{1}{2}\)) = \(\frac{1}{2}\) + 2 = \(\frac{5}{2}\)
f(2) = f(\(\frac{1}{2}\))
but 2 ≠ \(\frac{1}{2}\)
∴ f is not injective (one-one).
Again, for 1 ∈ R+ (domain)
⇒ there is no x ∈ R+(Dom)
such that x + \(\frac{1}{2}\) = 1
∴ f is not onto.

(d) f : R → R, f(x) = x³ + 1
for x1, x2 ∈ R
Let f(x1) = f(x2)
⇒ x13 = x23
⇒ x1 = x2
∴ f is injective.
Let f(x) = y ⇒ y = x³ + 1
⇒ x³ = y – 1
⇒ x = (y – 1)1/3 which exists ∀ y ∈ R
∴ f is onto.
∴ f is bijective.

(e) f : (-1, 1) → R, f(x) = \(\frac{x}{1-x^2}\)
for x1, x2 ∈ (-1, 1)
Let f(x1) = f(x2) ⇒ \(\frac{x_1}{1-x_1^2}\) = \(\frac{x_2}{1-x_2^2}\)
⇒x1 – x1 x22 = x2 – x12 x2
⇒ x1 – x2 + x12 x2 – x1 x22 = 0
⇒ (x1 – x2) (1 + x1 x2) = 0
⇒ x1 = x2 (for x1 x2 ∈ (-1, 1) x1 x2 ≠ -1)
∴ f is injective.
Again let y = \(\frac{x}{1-x^2}\) ⇒ y – x²y = x
⇒ x²y + x – y = 0
⇒ x = \(\frac{-b \pm \sqrt{b^2-4 a c}}{2 a}\)
= \(\frac{-1 \pm \sqrt{1+4 y^2}}{2 y}\) ∉ (-1, 1) ∀ y ∈¸.
∴f is surjective.
∴f is bijective.

(f) f : R → R
f(x) = [x]
f(1.2) = f(1.5) =1
∴ f is not injective.
Rng f = Z ⊂ R
∴ f is not surjective.
∴ Hence it is not also bijective.

(g) f : R → R
f(x) = | x |
As f(-1) = f(1) = 1
∴ f is not injective.
Again Rng f = [0, ∞) ⊂ R
⇒ f is not surjective.
Thus f is not bijective.

(h) f : R → R
f(x) = Sgn (x) = \(\left\{\begin{array}{cc}
1, & x>0 \\
0, & x=0 \\
-1, & x<0
\end{array}\right.\)
As f(1) = f(2) = 1
We have f is not injective.
Again Rng f = {- 1, 0, 1} ≠ R
∴ R is not surjective.
⇒ R is not bijective.

(i) f : R → R
f = idx
∴ f(x) = x
for x1, x2 ∈ R
Let f(x1) = f(x2) where x2 x2 ∈ R
⇒ x1 = x2
∴ f is one-one.
Again Rng f = R (codomain)
∴ f is onto.
Thus f is a bijective function.

CHSE Odisha Class 12 Math Solutions Chapter 1 Relation and Function Ex 1(b)

Question 4.
Show that the following functions are injective.
(i) f(x) = sin x on \(\left[0, \frac{\pi}{2}\right]\)
(ii) f(x) = cos x [0, π]
(iii) fix) = loga x on (0, ∞), (a > 0 and a ≠ 1)
(iv) f(x) = ax on R. (a > 0 and a ≠ 1)
Solution:
(i) f(x) = sin x . \(\left[0, \frac{\pi}{2}\right]\)
for α, β ∈ \(\left[0, \frac{\pi}{2}\right]\)
Let f(α) = f(β) ⇒ sin α = sin β
⇒ α = β, as α, β ∈ \(\left(0, \frac{\pi}{2}\right)\) and no other values of α is possible.
∴ f is one-one.

(ii) f(x) = cos x, [0, π]
for α, β ∈ [0, π]
Let f(α) = f(β) ⇒ cos α = cos β
⇒ α = β, since α, β ∈ [0, π] and cos x is +ve in 1st quadrant and -ve in 2nd quadrant.
∴ f is one-one.

(iii) f(x) = loga x [1, ∞]
for α, β ∈ [1, ∞]
Let f(α) = f(β)
⇒ loga α = loga β ⇒ α = β
∴ f is one-one.

(iv) f(x) = ax, (a > 0), x ∈ R
for x1, x2 ∈ R
Let f(x1) = f(x2) ⇒ ax1 = ax2
⇒ x1 = x2
∴ f is one-one.

Question 5.
Show that functions f and g defined by f(x) = 2 log x and g(x) = log x2 are not equal even though log x2 = 2 log x.
Solution:
f(x) = 2 log x
g(x) = log x2
Dom f(x) = (0, ∞)
Dom g(x) = R – {0}
As Dom f(x) ≠ Dom g(x) we have f(x) ≠ g(x), though log x2 = 2 log x

Question 6.
Give an example of a function which is
(i) Surjective but not injective.
(ii) injective but not surjective.
(iii) neither injective nor surjective.
(iv) bijective
Solution:
(i) f(x) = sin x
from R → [-1, 1]
which is surjective but not injective.

(ii) f(x) = \(\frac{x}{2}\) from Z → R
is injective but not surjective.

(iii) f : (-1, 1) → R, f(x) = \(\frac{x}{1-x^2}\)
is neither surjective nor injective.
[Refer Q. No. 3(e)].

(iv) f(x) = x3 + 1, f : R → R
is bijective.
[Refer No. 3 (d)].

Question 7.
Prove that the following sets are equivalent:
{1, 2, 3, 4, 5, 6,…}
{2, 4, 6, 8, 10,…}
{1, 7, 5, 7, 9,…}
{1, 4, 9, 16, 25,…}
Solution:
Let A = {1, 2, 3, 4, 5, 6, ……..}
B = {2, 4, 6, 8, 10, …….}
C = {1, 3, 5, 7, 9, ……}
D = {1, 4, 9, 16, 25, ……}
Let f : A → B defined as f(x) = 2x
Clearly f is bijective.
There is a one-to-one correspondence between A and B.
⇒ A and B are equivalent.
Let g : A → C defined as g(x) = 2x – 1
Clearly f is bijective.
⇒ There is a one-to-one correspondence between A to C
∴ A and C are equivalent.
Let h : A → D defined as h(x) = x2.
Clearly h is bijective.
⇒ There is a one-to-one correspondence between A to D.
⇒ A and D are equivalent.
Thus A, B, C and D are equivalent.

Question 8.
Let f = {(1, a), (2, b), (3, c), (4, d)} and g = {{a, x), (b, x), (c, y), (d, x)}. Determine gof and fog if possible. Test whether fog = gof.
Solution:
f = {(1, a), (2, b), (3, c), (4, d)}
g = {{a, x), (b, x), (c, y), (d, x)}
gof (1) = g(a) = x
gof (2) = g(b) = x
gof (3) = g(c) = y
gof (4) = g(a) = x
∴ gof = {(1, x), (2, x), (3, y), (4, x)} Here fog is not defined.

Question 9.
Let f = {(1, 3), (2, 4), (3, 7)} and g = {(3, 2), (4, 3), (7, 1)}. Determine gof and fog if possible. Test whether fog = gof.
Solution:
f = {(1, 3), (2, 4), (3, 7)}
g = {(3, 2), (4, 3), (7, 1)}
We have fog (3) = f (g(3)) = f(2) = 4
fog (4) = f (g(4)) = f(3) = 7
fog (7) = f (g(7)) = f(1) = 3
∴  fog = {(3, 4), (4, 7), (7, 3)}
Again gof (1) = g (f(1)) = g(3) = 2,
gof (2) = g (f(2)) = g(4) = 3,
gof (3) = g (f(3)) = g(7) = 1
∴ gof = {(1, 2), (2, 3), (3, 1)}
∴ gof ≠ fog
So the composition of functions is not necessarily commutative.

Question 10.
Let f(x) =√x and g(x) = 1 – x2.
(i) Find natural domains of f and g.
(ii) Compute fog and gof and find their natural domains.
(iii) Find natural domain of h(x) = 1 – x.
(iv) Show that h = gof only on R0 = {x ∈ R : x ≥ 0} and not on R.
Solution:
Let f(x) = √x, g(x) = 1 – x2
(i) ∴ Dom f = R+ U{0}, Dom g = R

(ii) fog (x) = f (g(x))
= f (1 – x2) = \(\sqrt{1-x^2}\)
∴ fog (x) exists when 1 – x2 ≥ 0
⇒ x2 ≤ 1 ⇒ -1 ≤ x ≤ 1 i.e., x ∈ [-1, 1]
∴ Dom fog = [-1, 1]
Again gof (x) = g (f(x))
= g( √x ) = 1 – ( √x )2 = 1 – x
∴ Dom gof = R0 = (0, ∞)

(iii) Domain of h(x) = 1 – x is R.

(iv) We have proved in (ii) that gof (x) = 1 – x.
∴ h(x) = gof (x) ⇒ h = gof only when x ∈ R0 as dom f is R0 = [0, ∞]

CHSE Odisha Class 12 Math Solutions Chapter 1 Relation and Function Ex 1(b)

Question 11.
Find the composition fog and gof and test whether fog = gof when f and g are functions on R given by the following:
(i) f(x) = x3 + 1, g(x) = x2 – 2
(ii) f(x) = sin x, g(x) = x5
(iii) f(x) = cos x, g(x) = sin x2
(iv) f(x) = g(x) = (1 – x3)1/3
Solution:
(i) f(x) = x3 + 1, g(x) = x2 – 2
∴ fog (x) = f (g(x)) = f(x2 – 2)
= (x2 – 2)3 + 1
gof (x) = g (f(x)) = g(x3 + 1)
= (x3 + 1)2 – 1
fog ≠ gof

(ii) f(x) = sin x, g(x) = x5
∴ fog (x) = f (g(x)) = f(x5) = sin x5
∴ gof (x) = g (f(x))
= g(sin x) = (sin x)5 = sin5 x
fog ≠ gof

(iii) f(x) = cos x, g(x) = sin x2
∴ fog (x) = f (g(x))
= f( sin x2) = cos (sin x2)
and gof (x) = g (f(x)) = g(cos x)
= sin (cos x)2 = sin (cos2 x)
fog ≠ gof

(iv) f(x) = g(x) = (1 – x3)1/3
fog (x) = f (g(x))
= (1 – (g(x))3)1/3
= [1 – (1 – x3)]1/3 = x
gof (x) = g (f(x))
= [1 – (f(x))3]1/3 = x
⇒ fog = gof

Question 12.
(a) Let f be a real function. Show that h(x) = f(x) + f(-x) is always an even function and g(x) = f(x) – f(-x) is always an odd function.
(b) Express each of the following function as the sum of an even function and an odd function:
(i) 1 + x + x2 , (ii) x2, (iii) ex, (iv) ex + sin x
Solution:
(a) We have h(x) = f(x) + f(-x)
∴ h(-x) = f(-x) + f(x) = h(x)
∴ h is always an even function.
Further, g(x) = f(x) – f(-x)
∴ g(-x) = f(-x) – f(x)
= – [f(x) – f(-x)] = – g(x).
∴ g is always an odd function.

(b) (i) Let f(x) = 1 + x + x2
∴ f(-x) = 1 – x + x2
∴ g(x) = \(\frac{f(x)+f(-x)}{2}\)
= \(\frac{1+x+x^2+1-x+x^2}{2}\)
= x2 + 1 and
g(-x) = (-x)2 + 1 = x2 + 1
∴ g is an even function.
h(x) = \(\frac{f(x)-f(-x)}{2}\)
= \(\frac{\left(1+x+x^2\right)-\left(1-x+x^2\right)}{2}\) = x
h(-x) = -x = -h(x)
⇒ h is an odd function.
∴ f(x) = g(x) + f(x)
where g is even and h is odd.

(ii) Let f(x) = x2
So that f(-x) = (-x)2 = x2
∴ g(x) = \( \frac{f(x)+f(-x)}{2}\) = \( \frac{x^2+x^2}{2}\) = x2
g(-x) = g(x)
∴ g is an even function.
and h(x) = \( \frac{f(x)-f(-x)}{2}\) = \(\frac{x^2-x^2}{2}\) = 0
h(x) = 0 is both even and odd.
∴ f(x) = g(x) = f(x),
where g is even and h is odd.

(iii) Let f(x) = ex
f(-x) = e-x
g(x) = \( \frac{e^x+e^{-x}}{2}\)
g(-x) = g(x)
g is an even function.
and h(x) = \( \frac{e^x-e^{-x}}{2}\)
h(-x) = \( \frac{e^{-x}-e^x}{2}\) = -h2(x)
⇒ h is an odd function.
∴ f(x) = g(x) + h(x),
where g is even and h is odd.

(iv) Let f(x) = ex + sin x
f(-x) = e-x + sin (-x) = e-x –  sin x
∴ g(x) = \( \frac{f(x)+f(-x)}{2}\)
= \( \frac{e^x+\sin x+e^{-x}-\sin x}{2}\)
= \( \frac{e^x+e^{-x}}{2}\) and h(x) = \( \frac{f(x)-f(-x)}{2}\)
= \( \frac{e^x+\sin x-e^{-x}+\sin x}{2}\)
= \( \frac{e^x-e^{-x}+2 \sin x}{2}\)
∴ f(x) = g(x) + h(x)
where g is even and g is odd.

Question 13.
Let X = {1, 2, 3, 4} Determine whether f : X → X defined as given below have inverses.
Find f-1 if it exists:
(i) f = {(1, 4), (2, 3), (3, 2), (4, 1)}
(ii) f = {(1, 3), (2, 1), (3, 1), (4, 2)}
(iii) f = {(1, 2), (2, 3), (3, 4), (4, 1)}
(iv) f = {(1, 1), (2, 2), (2, 3), (4, 4)}
(v) f = {(1, 2), (2, 2), (3, 2), (4, 2)}
Solution.
(i) x = {1, 2, 3, 4}
f is bijective. Hence f-1 exists.
f-1 = {(4, 1), (3, 2), (2, 3), (1, 4)}

(ii) f(2) = f(3) = 1
⇒ f is not injective
∴ f is not invertible.

(iii) f is bijective. Hence f-1 exists.
f-1 = {(2,1 ), (3, 2), (4, 3), (1, 4)}

(iv) f is not a function as
f(2) = 2 and f(2) = 3

(v) f is not injective hence not invertible.

Question 14.
Let f : X → Y.
If there exists a map g : Y → X such that gof = idx and fog = idy, then show that
(i) f is bijective and (ii) g = f-1
[Hint: Since idx is a bijective function, gof = idx is bijective. By Theorem 2(iv) f is injective. Similarly fog is bijective ⇒ f is surjective by Theorem 2(iii)]
Solution:
Let f : x → y and g : y – x
where gof = idx and fog = idy
we know that idx and idy are bijective functions.
⇒ gof and fog are both bijective functions.
⇒ f is a bijective function.

(ii) As f is bijective (by (i)) we have f-1 exists.
and f-1 : y → x where f-1of = idx and fof-1 = idy
But g : y → x with gof = idx and fog = idy
∴ g = f-1

CHSE Odisha Class 12 Math Solutions Chapter 1 Relation and Function Ex 1(b)

Question 15.
Construct an example to show that f(A ∩ B) ≠ f(A) ∩ f(B) where A ∩ B ≠ Ø
Solution:
Let f(x) = cos x.
Let A = \(\left\{0, \frac{\pi}{2}\right\}\), B = \(\left\{\frac{\pi}{2}, 2 \pi\right\}\).
∴ f(A) = \(\left\{\cos 0, \cos \frac{\pi}{2}\right\}\)
= {1, 0} = {0, 1}
∴ f(B) = \(\left\{\cos \frac{\pi}{2}, \cos 2 \pi\right\}\) = {0, 1}
∴ f(A) ∩ f(B) = {0, 1}
Again,
A ∩ B = \(\left\{\frac{\pi}{2}\right\}\) and f(A ∩ B) = cos \(\frac{\pi}{2}\) = {0}
∴ f(A ∩ B) ≠ f(A) ∩ f(B)

Question 16.
Prove that for any f : X → Y, foidx = f = idyof.
Solution:
Let f : X → Y, so that y = f(x), x ∈ X.
∴ foidx = fof-1 of (x) = fof-1 (f(x))
= f(x) = y (∵ idx = fof-1‍)
Again, (idyof)(x) = (fof-1) of (x)
= (fof-1)(y) = f (f-1(y)) = f(x) = y  ….(2)
∴ From (1) and (2)
we have foidx = f = idyof

Question 17.
Prove that f : X → Y is surjective iff for all B ⊆ Y, f (f-1(B)) = B.
Solution:
Let f : X → Y is surjective.
i.e. for all y ∈ Y, ∃ a x ∈ X such that
y = f(x).
∴ x = f-1(y) ⇔ f(x)
= f (f-1(y)) ∈ f (f-1(B)).
for y = B ⊂ Y ⇔ y ∈ f (f-1(B)).
∴ y ∈ f (f-1(B)) ⇔ y ∈ B
∴ f (f-1(B)) = B

Question 18.
Prove that f : X → Y is injective iff f (f-1(A)) = A for all A ⊆ X.
Solution:
f : X → Y is injective.
Let x ∈ A ⇔ f(x) ∈ f(A) (∵ f is injective)
⇔ x ∈ f (f-1(A))
∴ A = f (f-1(A)) for all A ⊆ X.

Question 19.
Prove that f : X → Y is injective iff for all subsets A, B of X, f(A ∩ B) = f(A) ∩ f(B).
Solution:
f : X → Y is injective.
Let A and B are subsets of X.
Let f(x) ∈ f(A ∩ B)
⇔ x ∈ A ∩ B ⇔ x ∈ A ∧ x ∈ B
⇔ f(x) ∈ f(A) ∧ f(x) ∈ f(B) (∵ f is injective)
⇔ f(x) = f(A) ∩ f(B)
∴ f(A ∩ B) = f(A) ∩ f(B)

Conversely, suppose that
f(A ∩ B) = f(A) ∩ f(B)
Let f is not injective.
The if f(x) ∈ f(A ∩ B) ⇔ x ∈ A ∩ B
⇔ x ∈ A ∧ ⇔ x ∈ B
≠ f(x) ∈ f(A) ∧ ⇔ f(x) ∈ f(B)
⇔ f(x) ∈ f(A) ∩ f(B)
∴ f(A ∩ B) = f(A) ∩ f(B) is false.
so f must be injective.

Question 20.
Prove that f : X → Y is surjective iff for all A ⊆ X, (f(A))‘ ⊆ f(A‘), where A‘ denotes the complement of A in X.
Solution:
f : X → Y is surjective.
Then for all y ∈ Y ∃ x ∈ X
such that f(x) = y.
Let y ∈ [f(A)]‘ ⇒ y ∉ f(A)
⇒ f(x) ∉ f(A) ⇒ x ∉ A ⇒ x ∈ A‘
⇒ f(x) ∈ f(A‘) ⇒ y ∈ f(A‘)
∴ [f(A)]‘ ⊂ f(A‘)

CHSE Odisha Class 12 Math Solutions Chapter 3 Linear Programming Ex 3(a)

Odisha State Board CHSE Odisha Class 12 Math Solutions Chapter 3 Linear Programming Ex 3(a) Textbook Exercise Questions and Answers.

CHSE Odisha Class 12 Math Solutions Chapter 3 Linear Programming Exercise 3(a)

Question 1.
A merchant sells two models X and Y of TV with cost price ₹25000 and ₹50000 per set respectively. He gets a profit of ₹1500 on model X and ₹2000 on model Y. The sales cannot exceed 20 sets in a month. If he cannot invest more than 6 lakh rupees, formulate the problem of determining the number of sets of each type he must keep in stock for maximum profit.
Solution:
To get maximum profit let x TVs of model X and Y TVs of model Y must be kept in stock.
∴ Total profit = Z = 1500x + 2000y which is to be maximum.
According to the question, the sales cannot exceed 20 sets i.e. x + y ≤ 20.
Again total investment does not exceed 6 lakh.
25000x + 50000y ≤ 600000
⇒ x + 2y ≤ 24
∴ The LPP is:
maximise: Z = 1500x + 2000y
subject to: x + y ≤ 20
x + 2y ≤ 24
x, y ≥ 0

Question 2.
A company manufactures and sells two models of lamps L1 and L2, the profit being ₹15 and ₹10 respectively. The process involves two workers W, and W2 who are available for this kind of work 100 hours and 80 hours per month respectively, W1 assembles L1 in 20 and L2 in 30 minutes. W2 paints L1 in 20 and L2 in 10 minutes. Assuming that all lamps made can be sold, formulate the LPP for determining the production figures for maximum profit.
Solution:
Let x units of L1 and y units of L2: are to be produced to get maximum profit.
Total profit = Z = 15x + 10y
According to the question
20x + 30y ≤ 600
and 20x + 10y ≤ 480
=> 2x + 3y ≤ 600
2x + y ≤ 480
.-. The LPP is maximize: Z = 15x + 10y
subject to: 2x + 3y ≤ 600
2x + y ≤ 480
x, y ≥ 0.

CHSE Odisha Class 12 Math Solutions Chapter 3 Linear Programming Ex 3(a)

Question 3.
A factory uses three different resources for the manufacture of two different products, 20 units of the resource A, 12 units of B and 16 units of C being available. One unit of the first product requires 2, 2 and 4 units of the resources and one unit of the second product requires 4, 2 and 0 units of the resources taken in order. It is known that the first product gives a profit of ₹20 per unit and the second ₹30 per unit. Formulate the LPP so as to earn maximum profit.
Solution:
Let to earn maximum profit the factory produces x units of first product and y units of the second product.
The given data can be summarised as below:

Resource A Resource B Resource C Profit per unit in ₹
Product – I 2 2 4 20
Product – II 4 2 0 30
Availability 20 12 16

Total profit = 20x + 30y
which is to be maximum.
According to the question
2x + 4y ≤ 20
2x + 2y ≤ 12
4x + 0y ≤ 16
.-. The LPP is
maximize: Z = 20x + 30y
subject to: x + 2y ≤ 10
x + y ≤ 6
x ≤ 4
x, y ≥ 0.

Question 4.
A man plans to start a poultry farm by investing at most ₹3000. He can buy old hens for ₹80 each and young ones for ₹140 each, but he cannot house more than 30 hens. Old hens lay 4 eggs per week and young ones lay 5 eggs per week, each egg being sold at ₹5. It costs ₹5 to feed an old hen and ₹8 to feed a young hen per week. Formulate his problem determining the number of hens of each type he should buy so as to earn a profit of more than ₹300 per week.
Solution:
Let to get maximum profit he has to purchase x old hens and y young hens.
Total cost = 80x + 140y ≤ 3000
⇒ 4x + 7y ≤ 150
Total number of hens x + y ≤ 30
Number of eggs per week = 4x + 5y
Total income per week = 20x + 25y
Total cost to feed per week = 5x + 8y
∴ Weekly profit = 15x + 17y
∴ 15x + 17y > 300
and also total profit = z = 15x + 17y is to be maximum.
∴ The LPP is
maximize: Z = 15x + 17y
subject to: 4x + 7y ≤ 150
x + y ≤ 30
15x + 17y ≥ 300
x, y ≥ 0.

Question 5.
An agro-based company produces tomato sauce and tomato jelly. The quantity of material, machine hour, labour (man-hour) required to produce one unit of each product and the availability of raw material ore given in the following table:

Sauce Jelly availability
Man-hour 3 2 10
Machine hour 1 2.5 7.5
Raw material 1 1.2 4.2

Assume that one unit of sauce and one unit of jelly each yield a profit of ₹2 and ₹4 respectively. Formulate the LPP so as to yield maximum profit.
Solution:
Let the company produces x units of sauce and y units of jelly.
Total profit = 2x + 4y to be maximum.
Man hour = 3x + 2y ≤ 10
Machine hour = x + 2.5y ≤ 7.5
⇒ 2x + 5y ≤ 15
Raw material = x + 1.2y ≤ 4.2
⇒ 5x + 6y ≤ 21
∴ The LPP is
maximize: Z = 2x + 4y
subject to: 3x + 2y ≤ 10
2x + 5y ≤ 15
5x + 6y ≤ 21
x, y ≥ 0.

CHSE Odisha Class 12 Math Solutions Chapter 3 Linear Programming Ex 3(a)

Question 6.
(Allocation Problem.) A farmer has 5 acres of land on which he wishes to grow two crops X and Y. He has to use 4 cart loads and 2 cartloads of manure per acre for crops X and Y respectively. But not more than 18 cartloads of manure is available. Other expenses are ₹200 and ₹500 per acre for the crops X and Y respectively. He estimates profit from crops X and Y at the rates ₹1000 and ₹800 per acre respectively. Formulate the LPP as to how much land he should allocate to each crop for maximum profit.
Solution:
Let x acres are allocated for crop X and y acres for crop Y.
Total profit = 100x + 800y to be maximum.
According to the question
x + y ≤ 5
Manure = 4x + 2y ≤ 1 8 ⇒ 2x + y ≤ 9
∴ The LPP is
maximize: Z = 1000x + 800y
subject to: x + y ≤ 5
2x + y ≤ 9
x, y ≥ 0.

Question 7.
(Transportation Problem) A company has two factories at locations X and Y. He has to deliver the products from these factories to depots located at three places A, B and C. The production capacities at X and Y are respectively 12 and 10 units and the requirements at the depots are 8, 8 and 6 units respectively. The cost of transportation from the factories to the depots per unit of the product is given below.

(Cost in ₹)
To → A B C
From X 210 160 250
Y 170 180 140

The company has to determine how many units of product should be transported from each factory to each depot so that the cost of transportation is minimum. Formulate this LPP.
Solution:
Let x units are transported from X to A and y units from X to B. The transportation matrix is
CHSE Odisha Class 12 Math Solutions Chapter 3 Linear Programming Ex 3(a) Q.7

Total cost of transportation
= 210x + 160y + 250 (12 – x – y) +170 (8 – x) +180 (8 – y) + 140 (x + y – 6)
= 4960 – 70x – 130y to be minimum.
Now all costs of transportation are ≥ 0.
∴ x ≥ 0, y ≥ 0.
12 – x – y ≥ 0 ⇒ x + y ≤ 12
8 – x ≥ 0 ⇒ x ≤ 8
8 – y ≥ 0 ⇒ y ≤ 8
x + y – 6 ≥ 0 x + y ≥ 6
∴ The LPP is
Minimize: Z = 4960 – 70x – 130y
subject to: x + y ≤ 12
x ≤ 8
y ≤ 8
x + y ≥ 6
x, y ≥ 0

Question 8.
(Diet Problem) Two types of food X and Y are mixed to prepare a mixture in such a way that the mixture contains at least 10 units of vitamin A, 12 units of vitamin B and 8 units of vitamin C. These vitamins are available in one kg of food as per the table given below.

Vitamins
food A B C
X 1 2 3
Y 2 2 1

One kg. of food X cost ₹16 and one kg. of food Y costs ₹20. Formulate the LPP so as to determine the least cost of the mixture containing the required amount of vitamins.
Solution:
Let x units of food X and y units of food Y are to be mixed to prepare the mixture.
Cost of the mixture = 16x + 20y to be minimum.
According to the question
Vitamin A content = x + 2y ≥ 10
Vitamin B content = 2x + 2y ≥ 12
Vitamin C content = 3x + y ≥ 8
∴ The LPP is
minimize: Z = 16x + 20y
subject to x + 2y ≥ 10
x + y ≥ 6
3x + y ≥ 8
x, y ≥ 0.

CHSE Odisha Class 12 Math Solutions Chapter 3 Linear Programming Ex 3(a)

Question 9.
Special purpose coins each weighing 10gms are to be manufactured using two basic metals M1 and M2 and a mix of other metals M3. M1, M2 and M3 cost ₹500, ₹800 and ₹50 per gram respectively. The strength of a coin demands that not more than 7gm. of M1 and a minimum of 3 gm of M1 should be used. The amount of M3 in each coin is maintained at 25% of that of M1. Since the demand for the coin is related to its price, formulate the LPP to find the minimum cost of a coin.
Solution:
Let x gm of M1 and y g of M2 are used to make the coin. According to the demand of the coin \(\frac{x}{4}\) g of M3 is to be mixed.
Cost of the coin = 500x + 800y + \(\frac{50 x}{4}\)
= (512.5)x + 800y
which is to be minimum.
Again weight of the coin = 10g
⇒ x + y + \(\frac{x}{4}\) = 10
⇒ 5x + 4y = 40
According to the question x ≤ 7, y ≤ 3.
Thus the L.P.P is
minimize: Z = (512.5)x + 800y
subject to: 5x + 4y = 40
x ≤ 7
x ≤ 3
x, y ≥ 0.

Question 10.
A company produces three types of cloth A, B and C. Three kinds of wool, say red, green and blue are required for the cloth. One unit length of type A cloth needs 2 metres of red and 3 metres of blue wool; one unit length of type B cloth needs 3 metres of red, 2 metres of green and 2 metres of blue wool and one unit length of type C cloth needs 5 metres of green and 4 metres of blue wool. The firm has a stock of only 80 metres of red, 100 metres of green and 150 metres of blue wool. Assuming that income obtained from one unit length of cloth is ₹30, ₹50 and ₹40 of types A, B and C respectively, formulate the LPP so as to maximize income.
Solution:
Let x units of cloth A, y units of cloth B and z units of cloth C are to be produced from the available materials to get the maximum income. The given data can be summarised as:

Red wool Green wool Blue wool Income
Cloth A 2 3 30
Cloth B 3 2 2 50
Cloth C 5 4 40
Availability 80 100 150

Total Income = 30x + 50y + 40z
which is to be maximum.
According to the question
2x + 3y ≤ 80
2y + 5z ≤ 100
3x + 2y + 4z ≤ 150
Thus the L.P.P. is
minimize: Z = 30x + 50y + 40z
subject to: 2x + 3y ≤ 80
2y + 5z ≤ 100
3x + 2y + 4z ≤ 150
x, y, z ≥ 0

Question 11.
A person wants to decide the constituents of a diet which will fulfil his daily requirements of proteins, fats and carbohydrates at minimum cost. The choice is to be made from three different types of food. The yields per unit of these foods are given in the following table.

food yield/unit cost/unit
Protein Fat Carbonate
f1 3 2 6 45
f2 4 2 3 40
f3 8 7 7 85
Minimum Requirement 100 200 800

Formulate the LPP.
Solution:
Let the diet constitues x units of f1, y units of f2 and z units of f3.
Total cost = 45x + 40y + 85z, which is to be minimum.
According to the question
3x + 4y + 8z ≥ 1000
2x + 2y + 7z ≥ 200
6x + 3y + 7z ≥ 800
Thus the LPP is
Minimize: Z = 45x + 40y + 85z
Subject to: 3x + 4y + 8z ≥ 1000
2x-+2y + 7z ≥ 200
6x + 3y + 7z ≥ 800
x, y, z ≥ 0

CHSE Odisha Class 12 Math Solutions Chapter 1 Relation and Function Ex 1(c)

Odisha State Board Elements of Mathematics Class 12 CHSE Odisha Solutions Chapter 1 Relation and Function Ex 1(c) Textbook Exercise Questions and Answers.

CHSE Odisha Class 12 Math Solutions Chapter 1 Relation and Function Exercise 1(c)

Question 1.
Show that the operation ∗ given by x ∗ y = x + y – xy is a binary operation on Z, Q and R but not on N.
Solution:
The operation ∗ given by
x ∗ y = x + y – xy
Clearly for all x, y ∈ Z
x + y – xy ∈ Z
⇒ x ∗ y ∈ Z
∴ ∗ is a binary operation on Z.
For all x, y ∈ Q
x + y – xy ∈ Q
⇒ x ∗ y ∈ Q
⇒ ∗ is a binary operation on Q for all x, y, ∈ R.
x + y – xy ∈ R
⇒ x ∗ y ∈ R
⇒ ∗ is a binary operation on R
Again 3, 4 ∈ N.
3 + 4 – 3 x 4 = 7 – 12 = – 5 ∉ N
i.e., x, y ∈ N
≠ x ∗ y ∈ N
∴ ∗ is not a binary operation on N.

CHSE Odisha Class 12 Math Solutions Chapter 1 Relation and Function Ex 1(c)

Question 2.
Determine whether the following operations as defined by ∗ are binary operations on the sets specified in each case. Give reasons if it is not a binary operation.
(i) a ∗ b = 2a + 3b on Z.
(ii) a ∗ b = ma – nb on Q+ where m and n ∈ N.
(iii) a ∗ b = a + b (mod 7) on {0, 1, 2, 3, 4, 5, 6}
(iv) a ∗ b = min {a, b} on N.
(v) a ∗ b = GCD {a, b} on N.
(vi) a ∗ b = LCM {a, b} on N.
(vii) a ∗ b = LCM {a, b} on {0, 1, 2, 3, 4……, 10}
(viii) a ∗ b = \(\sqrt{a^2+b^2}\) on Q+
(ix) a ∗ b =a × b (mod 5) on {0, 1, 2, 3, 4}.
(x) a ∗ b = a2 + b2 on N.
(xi) a ∗ b = a + b – ab on R – {1}.
Solution:
(i) For all a, b ∈ Z
2a + 3b ∈ Z
⇒ a ∗ b ∈ Z
∗ is a binary operation on Z.

(ii) Let a = 1, b = 2
m = 1, n = 3
ma – nb = 1 – 6 = – 5 ∉ Q+
∴ a, b ∈ Q+ ≠ a ∗ b ∈ Q+
⇒ ∗ is not a binary operation on Q+

(iii) a ∗ b = a + b (mod 7) ∈ {0, 1, 2, 3, 4, 5, 6}
for a, b ∈ 7
∗ is a binary operation on the given set.

(iv) a, b ∈ N ⇒ min {a, b} ∈ N
∴ a ∗ b ∈ N
⇒ ∗ is a binary operation on N.

(v) for all a, b ∈ N, GCD [a, b] ∈ N
⇒ a ∗ b ∈ N
⇒ ∗ is a binary operation on N.

(vi) for all a, b ∈ N, LCM {a, b} ∈ N
⇒ a ∗ b ∈ N
⇒ ∗ is a binary operation on N.

(vii) Let A = {0, 1, 2, ….. 10}
4, 5 ∈ A but 4 ∗ 5 = LCM {4, 5}
= 20 ∉ A
⇒ ∗ is not a binary operation on A.

(viii) for all a, b ∈ Q+
a ∗ b = \(\sqrt{a^2+b^2}\) ∉ Q+
⇒ ∗ is not a binary operation on Q+.

(ix) For all a, b ∈ {0, 1, 2, 3, 4}
a ∗ b = a × b (mod 5) ∈ {0, 1, 2, 3, 4}
∴ ∗ is a binary operation on the given set.

(x) for all a, b ∈ N, a * b = a2 + b2 ∈ N
∴ ∗ is a binary operation on N.

(xi) For all a, b ∈ R – {1}
a ∗ b = a + b – ab ∈ R – {1}
∴ ∗ is a binary operation on R – {1}

CHSE Odisha Class 12 Math Solutions Chapter 1 Relation and Function Ex 1(c)

Question 3.
In case ∗ is a binary operation in Q2 above, test whether it is (i) associative
(ii) commutative, Test further if the identity element exists and the inverse element for any element of the respective set exists.
Solution:
(i) On Z the binary operation is
a ∗ b = 2a + 3b
Commutative:
b ∗ a = 2b + 3a ≠ a ∗ b
∴ ∗ is not commutative.

Associative:
(a ∗ b) ∗ c = (2a + 3b) ∗ c
= 2 (2a + 3b) + 3c
= 4a + 6b + 3c
a ∗ (b ∗ c) = a ∗ (2b + 3c)
= 2a + 3 (2b + 3c)
= 2a + 6b + 9c
As (a ∗ b) ∗ c ≠ a ∗ (b ∗ c)
∗ is not associative.

Existance of identity:
Let e is the identity
∴ e ∗ a = a
⇒ 2e + 3a = a
⇒ e = -2a / 2 = -a
which depends on a.
∴ Identity element does not exist.

(iii) A = (0, 1, 2, 3, 4, 5, 6}
Commutative:
a ∗ b = a + b (mod 7)
= The remainder obtained when a + b is divided by 7.
b ∗ a = b + a (mod 7) = a + b (mod 7)
∴ ∗ is commutative.

Associative:
(a ∗ b) ∗ c = {a + b (mod 7)} ∗ c
= a + b + c (mod 7)
= The remainder obtained if a + b + c is divided by 7.
a ∗ (b ∗ c) = a ∗ {b + c (mod 7)}
= a + b + c (mod 7)
= The remainder obtained if a + b + c is divided by 7.
∴ (a ∗ b) ∗ c = a + (b ∗ c)
∴ ∗ is associative.

Existance of identity:
Let e is the identity
⇒ e ∗ a = a ∗ e = a
⇒ e + a mod 7 = a
⇒ e = 0
∴ 0 is the identity.

Existance of inverse:
Let a-1 = the inverse of a
⇒ a ∗ a-1 = a-1 ∗ a = e = 0
⇒ a + a-1 (mod 7) = 0
⇒ a + a-1 is divisible by 7.
1-1 = 6, 6-1 = 1
2-1 = 5, 5-1 = 2
3-1 = 4, 4-1 = 3

(iv) a ∗ b = min {a, b} on N.
Commutative:
a ∗ b = min {a, b}
b ∗ a – min {b, a} = a ∗ b
∴ ∗ is commutative.
Associative:
(a ∗ b) ∗ c = min {a, b} ∗ c
= min {a, b, c}
a ∗ (b ∗ c)= a ∗ min {b, c}
= min {a, b, c}
⇒ a ∗ (b ∗ c) = (a ∗ b) ∗ c
∴ ∗ is associative.

Existance of Identity:
Let e is the identity
∴ For all a ∈ N
e ∗ a = a ∗ e = a
⇒ min {e, a} = a
No such element exists in N.
∴ ∗ has no identity element on N.

(v) a ∗ b = GCD {a, b} on N.
b ∗ a = GCD {b, a} = GCD {a, b} = a ∗ b
∴ ∗ is commutative.
Associative:
(a ∗ b) ∗ c = GCD {a, b} ∗ c
= GCD {a, b, c}
a ∗ (b ∗ c) = a ∗ GCD {b, c}
= GCD {a, b, c}
⇒ (a ∗ b) ∗ c = a ∗ (b ∗ c)
⇒ ∗ is associative.

Existance of Identity:
Let e is the identity
∴ a ∗ e = e ∗ a = a
⇒ GCD {e, a} = a
No such element exists in N
⇒ ∗ has no indentity element.

(vi) a ∗ b = LCM {a, b} on N
Commutative:
a ∗ b = LCM {a, b}
= LCM {b, a}
= b ∗ a
∴ ∗ is commutative.

Associative
(a ∗ b) ∗ c = LCM {a, b} ∗ c
= LCM {a, b, c}
a ∗ (b ∗ c) =» a ∗ LCM {b, c}
= LCM {a, b, c}
⇒ (a ∗ b) ∗ c = a ∗ (b ∗ c)
∴ ∗ is associative.

Existance of Identity:
Let e is the identity
∴ e ∗ a = a ∗ e = a
⇒ LCM {e, a} = a
⇒ e – 1
∴ 1 is the identity element.

Existance of inverse:
Let a-1 is the inverse of a
⇒ a * a-1 = e = 1
⇒ LCM [a, a-1} = 1
a = a-1 = 1
Only 1 is invertible with 1-1 = 1.

(ix) a ∗ b = a × (mod 5) on {0, 1, 2, 3, 4}

Commutative:
a ∗ b = a x b (mod 5)
= Remainder on dividing a x b by 5
= Remainder on dividing b x a by 5
= b x a (mod 5)
= b x a
∴ ∗ is commutative.

Associative:
(a ∗ b) ∗ c=a x b (mod 5) ∗ c
= a x b x c (mod 5)
a and a ∗ {b ∗ c} = a ∗ {b x c (mod 5)}
= a x b x c (mod 5)
∴ (a ∗ b) ∗ c -=a ∗ (b ∗ c)
⇒ ∗ is associative.

Existance of identity:
Let e is the identity
∴ For all a ∈ {0, 1, 2, 3, 4}
a ∗ a = e ∗ a = a
a × e (mod 5) = a
⇒ e = 1
∴ 1 is the identity element.

Existance of inverse:
Let a-1 is the inverse of a
∴ a ∗ a-1= a-1 ∗ a = e = 1
⇒ a x a-1 (mod 5) = 1
⇒ 1-1 = 1
2-1 = 3, 3-1 = 2, 4-1 = 4
0 has no inverse.

(x) a ∗ b = a2 + b2 on N.
Commutative:
a ∗ b = a2 + b2
b ∗ a = b2 + a2 = a2 + b2 = a ∗ b
∴ ∗ is commutative.

Associative:
(a ∗ b) ∗ c = (a2 + b2) ∗ c
= (a2 + b2)2 + c2
a ∗ (b ∗ c) = a ∗ (b2 + c2)
= a2 + (a2 + b2)2
(a ∗ b) ∗ c ≠ a ∗ (b ∗ c)
∴ ∗ is not associative.

Existance of Identity:
Let e is the identity
a ∗ e = e ∗ a = a
⇒ a2 + e2 = a
⇒ e = \( \sqrt{a-a^2}\) which depends on a
∴ Identity does not exist.

(xi) a ∗ b = a + b – ab on R – {1}
Commutative:
a ∗ b = a + b – ab
b ∗ a = b + a – ba
a ∗ b = b ∗ a
∴ ∗ is commutative.

Associative:
a ∗ (b ∗ c) = a ∗ (b + c – bc)
= a + (b + c – bc) – a (b + c – bc)
= a + b + c – bc – ab – ac + abc
(a ∗ b) ∗ c = (a + b – ab) ∗ c
= a + b – ab + c – (a + b – ab) c
= a + b + c – ab – bc – ca + abc
∴ (a ∗ b) ∗ c = a ∗ (b ∗ c)
⇒ ∗ is associative.

Existance of Identity:
Let e is the identity
∴ e ∗ a = a ∗ e = a
⇒ a + e – ae = a
⇒ e (1 – a) = 0
⇒ e = 0 ( a ≠ 1)
∴ 0 is the identity.

Existance of inverse:
Let a-1 is the inverse of a
⇒ a ∗ a-1 = a-1 ∗ a = e
⇒ a + a-1 – aa-1 = 0
⇒ a-1 (1 – a) = – a
⇒ a-1 = \(\frac{a}{a-1}\) for a ∈ R – {1}

CHSE Odisha Class 12 Math Solutions Chapter 1 Relation and Function Ex 1(c)

Question 4.
Construct the composition table/multiplication table for the binary operation ∗ defined on {0, 1, 2, 3, 4} by a ∗ b = a × b {mod 5). Find the identity element if any. Also find the inverse elements of 2 and 4.
[This operation is called multiplication moduls 5 and denoted by x5. In general, on a finite subset of N, xm denotes the operation of multiplication modulo m where m is a fixed positive integer].
Solution:
A = {0. 1, 2, 3, 4}
a ∗ b = a × b mod 5

0 1 2 3 4
0 0 0 0 0 0
1 0 1 2 3 4
2 0 2 4 1 3
3 0 3 1 4 2
4 0 4 3 2 1

As 3rd row is identical to the first row we have 1 is the identity clearly 2-1 = 3 and 4-1 = 4.

CHSE Odisha Class 12 Math Solutions Chapter 3 Linear Programming Ex 3(b)

Odisha State Board CHSE Odisha Class 12 Math Solutions Chapter 3 Linear Programming Ex 3(b) Textbook Exercise Questions and Answers.

CHSE Odisha Class 12 Math Solutions Chapter 3 Linear Programming Exercise 3(b)

Question 1.
Maximize Z = 5x1+ 6x2
Subject to: 2x1 + 3x2 ≤ 6
x1, x2 ≥ 0
Solution:
Step – 1 Treating the constraint as equation, we get 2x1 + 3x2 = 6
Step – 2 Let us draw the graph

x1 3 0
x2 0 0

CHSE Odisha Class 12 Math Solutions Chapter 3 Linear Programming Ex 3(b) Q.1
Step – 3 Clearly (0,0) statisfies 2x1 + 3x2 ≤ 6
The shaded region is the feasible region with vertices 0(0,0), A(3,0), B(0,2).
Step – 4

Corner point Z = 5x1+ 6x2
0(0.0) 0
A(3,0) 15 → maximum
B(0,2) 12

Z is maximum at A (3,0)
∴ The solution of LPP is x1 = 3, x2 = 0
Zmax = 15

Question 2.
Minimize: Z = 6x1 + 7x2
Subject to: x1 + 2x2 ≥ 4
x1, x2 ≥ 0
Solution:
Step – 1 Treating the constraint as equation we get x1 + 2x2 = 0
Step – 2 Let us draw the graph of x1 + 2x2 = 4

x1 0 4
x2 2 0

CHSE Odisha Class 12 Math Solutions Chapter 3 Linear Programming Ex 3(b) Q.2
Step – 3 Clearly 0(0,0) does not satisfy
x1 + 2x2 > 4, x1 > 0, x2 > 0 is the first quadrant.
The feasible region is the shaded region with vertices A(4, 0), B(0, 2).
Step – 4 Z (4, 0) = 24
Z (0, 2) = 14 → minimum
Step – 5 As the feasible region is unbounded we cannot immediately decide Z is minimum at B (0, 2).
Let us draw the half-plane 6x1 + 7x2 < 14

x1 0 3.5
x2 2 -1

As this half-plane has no point common with the feasible region, we have Z is minimum for x1= 0, x2 = 2 and the minimum value of Z = 14.

CHSE Odisha Class 12 Math Solutions Chapter 3 Linear Programming Ex 3(b)

Question 3.
Maximize Z = 20x1+ 40x2
Subject to: x1 + x2 ≤ 1
6x1 + 2x2 ≤ 3
x1, x2 ≥ 0.
Solution:
Step – 1 Treating the constraints as equations
x1 + x2 = 1    …. (1)
6x1 + 2x2 = 3   …. (2)
x1, x2 ≥ 0
Step – 2 Let us draw the graph:
Table – 1

x1 0 1
x2 1 0

Table – 2

x1 0 0.5
x2 1.5 0

CHSE Odisha Class 12 Math Solutions Chapter 3 Linear Programming Ex 3(b) Q.3
Step – 3 As (0, 0) satisfies both the inequations the shaded region is the feasible region.
Step – 4 Solving
x1 + x2 = 1
6x1 + 2x2 = 3
we have x1 = ¼ x2 = ¾
The vertices are O(0, 0), A(0.5, 0), B(0,1) and C(¼, ¾)
Now Z(O) = 0
Z(A) = 10
Z(B) = 40
Z(C) = 20 × ¼ + 40 × ¾ = 35
∴ Z attains maximum at B for x1= 0, x2 = 1
Zmax = 40

Question 4.
Minimize: Z = 30x1 + 45x2
Subject to: 2x1 + 6x2 ≥ 4
5x1 + 2x2 ≥ 5
x1, x2 ≥ 0
Solution:
Step – 1 Consider the constraints as equations
2x1 + 6x2 = 4
5x1 + 2x2 = 5
Step – 2
Table – 1

x1 2 -1
x2 0 1

Table – 2

x1 1 0
x2 0 2.5

Step – 3 Clearly 0(0,0) does not satisfy 2x1 + 6x2 ≥ 4 and 5x1 + 2x2 ≥ 5.
Thus the shaded region is the feasible region.
Solving the equations we get
x1 = \(\frac{11}{13}\), x2 = \(\frac{5}{13}\).
∴ The vertices are A(2, 0)
B(\(\frac{11}{13}\), \(\frac{5}{13}\)) and C(0, \(\frac{5}{2}\)).
Step – 4 Z(A) = 60
Z(B) = \(\frac{555}{13}\) → minimum
Z(C) = \(\frac{225}{2}\)
Step – 5 As the feasible region is unbounded we cannot immediately decide Z is minimum at B(\(\frac{11}{13}\), \(\frac{5}{13}\))
Let us draw the half plane
30x1 + 45x2 < \(\frac{555}{13}\)

x1 \(\frac{11}{13}\) 0
x2 \(\frac{5}{13}\) \(\frac{27}{39}\)

As this half plane and the feasible region has no point in common we have Z is minimum for x1 = \(\frac{11}{13}\), x2 = \(\frac{5}{13}\), and Zmin = \(\frac{555}{13}\)

Question 5.
Maximize: Z = 3x1+ 2x2
Subject to: -2x1 + x2 ≤ 1
x1 ≤ 2
x1+ x2 ≤ 3
x1, x2 ≥ 0
Solution:
Step – 1 Treating the constraints as equations
-2x1 + x2 = 1        …..(1)
x1 = 2                   …..(2)
x1+ x2 = 3            …..(3)
Step – 2 Let us draw the lines.
Table – 1

x1 0 -1
x2 1 -1

Table – 2

x1 2 2
x2 0 1

Table – 3

x1 0 3
x2 3 0

Step – 3 (0, 0) satisfies all the constraints and x1, x2 > 0 is the 1st quadrant the shaded region is the feasible region.
CHSE Odisha Class 12 Math Solutions Chapter 3 Linear Programming Ex 3(b) Q.5
Step – 4 Solving -2x1 + x2 = 1
x1+ x2 = 3
we have 3x1 = 2
⇒ x1 = \(\frac{2}{3}\), x2 = 3 – \(\frac{2}{3}\) = \(\frac{7}{3}\)
From x1+ x2 = 3 and x1 = 2 we have x1 = 2, x2 = 1
∴ The vertices are 0(0, 0), A(2, 0), B(2, 1), C(\(\frac{2}{3}\), \(\frac{7}{3}\)), D(0, 1)
Z(0) = 0, Z(A) = 6, Z(B) = 8, Z(C) = 3.\(\frac{2}{3}\) + 2.\(\frac{7}{3}\) = \(\frac{20}{3}\), Z(D) = 2
Z is maximum at B.
∴ The solution of given LPP is x1 = 2, x2 = 1, Z(max) = 8.

CHSE Odisha Class 12 Math Solutions Chapter 3 Linear Programming Ex 3(b)

Question 6.
Maximize: Z = 50x1+ 60x2
Subject to: x1 + x2 ≤ 5
x1+ 2x2 ≤ 4
x1, x2 ≥ 0
Solution:
Step – 1 Treating the constraints as equations we get
x1 + x2 = 5     ….(1)
x1+ 2x2 = 4    ….(2)
Step – 2 Let us draw the graph
Table – 1

x1 5 5
x2 0 0

Table – 2

x1 4 0
x2 0 2

CHSE Odisha Class 12 Math Solutions Chapter 3 Linear Programming Ex 3(b) Q.6
Step – 3 0(0,0) satisfies x1 + x2 ≤ 5 and does not satisfy x1+ 2x2 ≤ 4
Thus the shaded region is the feasible region.
Step – 4 The corner points are A(4,0), B(5,0), C(0,5) , D(0,2)

Corner point z = 50x1+ 60x2
A(4,0) 200
B (5,0) 250 → maximum
C(0,5) 300
D(0,2) 120

Z is maximum for x1 = 0, x2 = 5, Z(max) = 300.

Question 7.
Maximize: Z = 5x1+ 7x2
Subject to: x1 + x2 ≤ 4
5x1+ 8x2 ≤ 30
10x1+ 7x2 ≤ 35
x1, x2 ≥ 0
Solution:
Step – 1 Treating the constraints as equations we get,
x1 + x2 = 4           …. (1)
5x1+ 8x2 = 30      …. (2)
10x1+ 7x2 = 35    …. (3)
Step – 2 Let us draw the graph
Table – 1

x1 4 0
x2 0 4

Table – 2

x1 6 2
x2 0 2.5

Table – 3

x1 0 3.5
x2 5 0

Step – 3 0(0,0) satisfies all the constraints.
Thus the shaded region is the feasible region.
From (1) and (2) we get (\(\frac{2}{3}\), \(\frac{10}{3}\))
From (1) and (3) we get
x1 = \(\frac{7}{3}\), x1 = \(\frac{5}{3}\)
∴ The corner points are 0(0,0), A(\(\frac{7}{2}\), 0), B(\(\frac{7}{3}\), \(\frac{5}{3}\)), C(\(\frac{2}{3}\), \(\frac{10}{3}\)), D(0, \(\frac{15}{4}\))
Step – 4

Corner point z = 5x1+ 7x2
0(0,0) 0
A(\(\frac{7}{2}\), 0) \(\frac{35}{2}\)
B(\(\frac{7}{3}\), \(\frac{5}{3}\)) \(\frac{70}{3}\)
C(\(\frac{2}{3}\), \(\frac{10}{3}\)) \(\frac{80}{3}\)
D(0, \(\frac{15}{4}\)) \(\frac{105}{4}\)

Z attains its maximum value \(\frac{80}{3}\) for x1 = \(\frac{2}{3}\) and x2 = \(\frac{10}{3}\).

Question 8.
Maximize: Z = 14x1 – 4x2
Subject to: x1 + 12x2 ≤ 65
7x1 – 2x2 ≤ 25
2x1+ 3x2 ≤ 10
x1, x2 ≥ 0
Also find two other points which maximize Z.
Solution:
Step – 1 Treating the constraints as equations we get
x1 + 12x2 = 65   …. (1)
7x1 – 2x2 = 25    …. (2)
2x1 + 3x2 = 10   …. (3)
Step – 2 Let us draw the graph
Table – 1

x1 65 5
x2 0 5

Table – 2

x1 5 10
x2 5 22.5

Table – 3

x1 5 2
x2 0 2

CHSE Odisha Class 12 Math Solutions Chapter 3 Linear Programming Ex 3(b) Q.8
Step – 3 Clearly 0(0,0) satisfies x1 + 12x2 ≤ 65 and 7x1 – 2x2 ≤ 25 but does not satisfy 2x1+ 3x2 ≤ 10. Thus shaded region is the feasible region.
Equation (1) and (2) meet at (5, 5).
From (2) and (3)
CHSE Odisha Class 12 Math Solutions Chapter 3 Linear Programming Ex 3(b) Q.8.1
∴ The corner points of the feasible region are A(0, \(\frac{10}{3}\)), B(\(\frac{19}{5}\), \(\frac{4}{5}\)), C(5, 5), D(0, \(\frac{65}{12}\)).
Step – 4

Corner point z = 14x1 – 4x2
A(0, \(\frac{10}{3}\)) \(\frac{-40}{3}\)
B(\(\frac{19}{5}\), \(\frac{4}{5}\)) 50 → maximum
 C(5, 5) 50 → maximum
D(0, \(\frac{65}{12}\)) \(\frac{65}{3}\)

Z is maximum for x1 = \(\frac{19}{5}\), x2 = \(\frac{4}{5}\) or x1 = 5, x2 = 5 and Zmax = 50
There is no other point that maximizes Z.

CHSE Odisha Class 12 Math Solutions Chapter 3 Linear Programming Ex 3(b)

Question 9.
Maximize: Z = 10x1 + 12x2 + 8x3
Subject to: x1 + 2x2 ≤ 30
5x1 – 7x3 ≤ 12
x1 + x2 + x3 = 20
x1, x2 ≥ 0
[Hints: Eliminate x3 from all expressions using the given equation in the set of constraints, so that it becomes an LPP in two variables]
Solution:
Eliminating x3 this LPP can be written as Maximize Z = 2x1 + 4x2 + 160
Subject to: x1 + 2x2 ≤ 30
5x1 – 7x3 ≤ 12
x1, x2 ≥ 0
Step – 1 Treating the consraints as equations we get
x1 + 2x2 = 30    …..(1)
5x1 – 7x3 = 12   …..(2)
Step – 2 Let us draw the graph
Table – 1

x1 30 0
x2 0 15

Table – 2

x1 8 1
x2 8 20

CHSE Odisha Class 12 Math Solutions Chapter 3 Linear Programming Ex 3(b) Q.9
Step – 3 Clearly 0(0,0) satisfies x1 + 2x2 ≤ 30 and does not satisfy 12x1 + 7x2 ≤ 152
∴ The shaded region is the feasible region.
CHSE Odisha Class 12 Math Solutions Chapter 3 Linear Programming Ex 3(b) Q.9.1
Step – 4
CHSE Odisha Class 12 Math Solutions Chapter 3 Linear Programming Ex 3(b) Q.9.2
Z is maximum for x1 = 30, x2 = 0 and Zmax = 220

Question 10.
Maximize: Z = 20x1 + 10x2
Subject to: x1 + 2x2 ≤ 40
3x1 + x2 ≥ 30
4x1+ 3x2 ≥ 60
x1, x2 ≥ 0
Solution:
Step – 1 Treating the constraints as equalities we have:
x1 + 2x2 = 40   ….(1)
3x1 + x2 = 30   ….(2)
4x1+ 3x2 = 60  ….(3)
Step – 2 Let us draw the graph
CHSE Odisha Class 12 Math Solutions Chapter 3 Linear Programming Ex 3(b) Q.10
Step – 3 (0, 0) satisfies x1 + 2x2 ≤ 40 and does not satisfy 3x1 + x2 ≥ 30 and 4x1+ 3x2 ≥ 60, x1, x2 ≥ 0 is the first quadrant.
∴ The shaded region is the feasible region.
Step – 4 x1 + 2x2 = 40 and 3x1 + x2 = 30
CHSE Odisha Class 12 Math Solutions Chapter 3 Linear Programming Ex 3(b) Q.10.1

∴ The vetices are A(15, 0), B(10, 0), C(4, 18) and D(6, 12)
Z(A) = 300, Z(B) = 800
Z (C) = 20 x 4 + 10 x 18 = 260
Z (D) = 120 + 120 = 240
Z attains minimum at D(6 ,12).
∴ The required solution x1 = 6, x2 =12 and Zmin = 240

Question 11.
Maximize: Z = 4x1 + 3x2
Subject to: x1 + x2 ≤ 50
x1 + 2x2 ≥ 80
2x1+ x2 ≥ 20
x1, x2 ≥ 0
Solution:
Step – 1 Treating the constraints as equations
x1 + x2 ≤ 50    ….(1)
x1 + 2x2 ≥ 80  ….(2)
2x1+ x2 ≥ 20   ….(3)
Step – 2 Let us draw the graph
CHSE Odisha Class 12 Math Solutions Chapter 3 Linear Programming Ex 3(b) Q.11
Step – 3 (0, 0) satisfies x1 + x2 < 50, x1 + 2x2 < 80 but does not satisfy
2x1 + x2 > 20, x1 > 0, x2 > 0 is the 1st quadrant.
Hence the shaded region is the feasible region.
Step – 4 x1 + x2 = 50
x1 + 2x2 = 80
=> x2 = 30, x1 = 20
The vertices of feasible region are
A(10, 0), B(50, 0), C(20, 30), D (0, 40) and E (0, 20)

Point Z = 4x1 + 3x2
A(10,0) 40
5(50,0) 200
C(20,30) 170
D(0,40) 120
E(0,120) 60

CHSE Odisha Class 12 Math Solutions Chapter 3 Linear Programming Ex 3(b)

Question 12.
Optimize: Z = 5x1 + 25x2
Subject to: -0.5x1 + x2 ≤ 2
x1 + x2 ≥ 2
-x1+ 5x2 ≥ 5
x1, x2 ≥ 0
Solution:
Step – 1 Treating the constraints as equations
-0.5x1 + x2 = 2   ….(1)
x1 + x2 = 2         ….(2)
-x1+ 5x2 = 5      ….(3)
Step – 2 Let us draw the graph.
D:\BSE Odisha.guru\Image\CHSE Odisha Class 12 Math Solutions Chapter 3 Linear Programming Ex 3(b) Q.12.png
Step – 3 (0, 0) satisfies -0.5x1 + x2 ≤ 2, but does not satisfy x1 + x2 ≥ 2 and -x1+ 5x2 ≥ 5, x1 > 0, x2 > 0 is the 1st quadrant.
The shaded region is the feasible region with vertices A(\(\frac{5}{6}\), \(\frac{7}{6}\)) and B(0, 2).
Step – 4 Z can be made arbitrarily large.
∴ Problem has no maximum.
But Z(A) = \(\frac{100}{3}\), Z(B) = 50
Z is minimum at A(\(\frac{5}{6}\), \(\frac{7}{6}\)).
But the feasible region is unbounded.
Hence we cannot immediately decide, Z is minimum at A.
Let us draw the half plane
5x1 + 25x2 < \(\frac{100}{3}\)
⇒ 3x1 + 15x2 < 20
As there is no point common to this half plane and the feasible region.
we have Z is minimum for x1 = \(\frac{5}{6}\), x2 = \(\frac{7}{6}\) and the minimum value = \(\frac{100}{3}\)

Question 13.
Optimize: Z = 5x1 + 2x2
Subject to: -0.5x1 + x2 ≤ 2
x1 + x2 ≥ 2
-x1+ 5x2 ≥ 5
x1, x2 ≥ 0
Solution:
Step – 1 Treating the constraints as equations
-0.5x1 + x2 = 2   ….(1)
x1 + x2 = 2         ….(2)
-x1+ 5x2 = 5      ….(3)
Step – 2 Let us draw the graph.
CHSE Odisha Class 12 Math Solutions Chapter 3 Linear Programming Ex 3(b) Q.13
Step – 3 The shaded regian is feasible region which is unbounded, thus Z does not have any maximum.
CHSE Odisha Class 12 Math Solutions Chapter 3 Linear Programming Ex 3(b) Q.13(1)
As Z can be made arbitrarily large, the given LPP has no maximum.
Z is minimum at B (0, 2). But we cannot immediately decide, Z is minimum at B.
Let us draw the half plane 5x1 + 2x2 < 4

x1 0 4/5
x2 2 0

As there is no point common to this half plane and the feasible region,
we have Z is minimum for x1 = 0, x2 = 2 and the minimum value of Z = 4.

Question 14.
Optimize: Z = -10x1 + 2x2
Subject to: -x1 + x2 ≥ -1
x1 + x2 ≤ 6
x2 ≤ 5
x1, x2 ≥ 0
Solution:
Step – 1 Treating the constraints as equations
-x1 + x2 = -1     ….(1)
x1 + x2 = 6        ….(2)
x2 = 5                ….(3)
Step – 2 Let us draw the graph
Table – 1

x1 1 0
x2 0 -1

Table – 2

x1 6 0
x2 0 1

CHSE Odisha Class 12 Math Solutions Chapter 3 Linear Programming Ex 3(b) Q.14
Step – 3 Clearly 0(0,0) satisfies all the constraints.
Thus the shaded region is the feasible region.
The vertices are 0(0,0) , A(1,0), B(\(\frac{7}{2}\), \(\frac{5}{2}\)) ,C(1, 5) and D (0, 5)
Step – 4 Z(O) = 0
Z(A) = -10
Z(B) = – 30
Z(C) = 0
Z(D) = 10
∴ Z is maximum for x1= 0, x, = 5 and Z(max) = 10
Z is minimum for x1 = \(\frac{7}{2}\)  x2 = \(\frac{5}{2}\) and Z(min) = -30

CHSE Odisha Class 12 Math Solutions Chapter 3 Linear Programming Ex 3(b)

Question 15.
Solve the L.P.P.s obtained in Exercise 3(a) Q.1 to Q. 9 by graphical method.
(1) Maximise: Z = 1500x + 2000y
Subject to: x + y < 20
x + 2y < 24
x, y ≥ 0
Solution:
Step – 1 Treating the constraints as equations we get
x + y = 20
x + 2y = 24
Step – 2 Let us draw of graph.
CHSE Odisha Class 12 Math Solutions Chapter 3 Linear Programming Ex 3(b) Q.15(1)
Step – 3 Clearly 0(0,0) satisfies all the constraints.
Thus the shaded region is the feasible region.
From (1) and (2) we get
y = 14
x = 16
With vertices 0(0, 0), A(20, 0), B(16, 4), C(0, 12).
Step – 4 Z(0) = 0
Z(A) = 30,000
Z(B) = 32,000 → Maximum
Z(C) = 24000
Z is maximum for x = 16, y = 4 with Z = 32000
To get maximum profit he must keep 16 sets of model X and 4 sets of model Y.
Maximum profit = 1500 × 16 + 2000 × 4 = ₹32,000

(2) Maximize: 15x + 10y
Subject: x + 3y ≤ 600
2x + y ≤ 480
x, y ≥ 0
Solution:
Step – 1 Treating the constraints as equations we get
2x +3y = 600
2a + y = 480
Step – 2 Let us draw the graph
CHSE Odisha Class 12 Math Solutions Chapter 3 Linear Programming Ex 3(b) Q.15(2)
Step – 3 Clearly 0(0,0) satisfies all the constraints.
The corner point are 0(0, 0), A (240, 0) B(210, 60),C(0, 200)
Step – 4 Z(0) = 6
Z(A) = 3600
Z(B) = 3150 + 600
= 3750 → maximum
Z(C) = 2000
Thus Z is maximum for x = 210 and y = 60
and Z(max) = 3750

(3) Maximize: Z = 20x + 30y
Subject to: x + 2y ≤ 10
x + y ≤ 6
x ≤ 4
x, y ≥ 0.
Solution:
Step – 1 Treating the constraints as equations we get
x + 2y = 10       …(1)
x + y = 6           …(2)
x = 4
Step – 2 Let us draw the graph
CHSE Odisha Class 12 Math Solutions Chapter 3 Linear Programming Ex 3(b) Q.15(3)
Step – 3 As 0(0,0) satisfies all the constraints the shaded region is the feasible region.
Solving (1) and (2) we get x = 2, y = 4.
The vertices and 0(0, 0) , A(4, 0), B(4, 2), C(2, 4), D (0, 5).
Step – 4 Z(0) =0
Z(A) = 80
Z (B) =140
Z(C) = 1 60 → maximum
Z (D) = 150
∴ Z is Maximum when x = 2, y = 4 and Z(max) = 160

(4) Maximize: Z = 15x + 17y
Subject to: 4x + 7y ≤ 150
x + y ≤ 30
15x + 17y > 300
x, y ≥ 0
Solution:
Step – 1 Treating the constraints as equations we get
4x + 7y = 150      ….(1)
x + y = 30            ….(2)
15x + 17y = 300  ….(3)
Step – 2 Let us draw the graph
CHSE Odisha Class 12 Math Solutions Chapter 3 Linear Programming Ex 3(b) Q.15(4)
Step – 3 Clearly 0(0,0) satisfies all the constraints.
4x + 7y ≤ 150, x + y ≤ 30, but does not satisfy 15x + 17y ≥ 300.
∴ The shaded region is the feasible region.
From (1) and (2) we get
CHSE Odisha Class 12 Math Solutions Chapter 3 Linear Programming Ex 3(b) Q.15(4.1)
∴ Z is maximum for x = 20. y = 10 and Z(max) = 470

CHSE Odisha Class 12 Math Solutions Chapter 3 Linear Programming Ex 3(b)

(5) Maximize: Z = 2x + 4y
Subject to: 3x + 2y ≤ 10
2x + 5y ≤ 15
5x + 6y ≤ 21
x, y ≥ 0
Solution:
Step – 1 Treating the constraints as equations we get
3x + 2y = 10  …(1)
2x + 5y = 15  …(2)
5x + 6y = 21  …(3)
Step – 2 Let us draw the graph
CHSE Odisha Class 12 Math Solutions Chapter 3 Linear Programming Ex 3(b) Q.15(5)
Step – 3 As 0(0,0) satisfies all the constraints the shaded region is the feasible region.
From (1) and (3) we get
CHSE Odisha Class 12 Math Solutions Chapter 3 Linear Programming Ex 3(b) Q.15(5.1)
From (2) and (3) we get
CHSE Odisha Class 12 Math Solutions Chapter 3 Linear Programming Ex 3(b) Q.15(5.2)
Step-4 Z(O) = 0
CHSE Odisha Class 12 Math Solutions Chapter 3 Linear Programming Ex 3(b) Q.15(5.3)

(6) Maximize: Z = 1000x + 800y
Subject to: x + y ≤ 5
2x + y ≤ 9
x, y ≥ 0
Solution:
Step – 1 Treating the constraints as equations we get
x + y = 5    ….(1)
2x + y = 9  ….(2)
Step – 2 Let us draw the graph
CHSE Odisha Class 12 Math Solutions Chapter 3 Linear Programming Ex 3(b) Q.15(6)
Step – 3 Clearly 0(0,0) satisfies all the constraints.
∴ Thus the shaded region is the feasible region.
From (1) and (2) we get x = 4, y = 1.
∴ The vertices are A(0, 0), A(4.5, 0), B(4, 1) and C(0, 5).
Step – 4 Z(0) =0
Z (A) = 4500
Z (B) = 4800 → Maximum
Z (C) = 4000
Z is maximum for x = 4 and y = 1, Z(max) = 4800

(7) Minimize: Z = 4960 – 70x – 130y
Subject to: x + y ≤ 12
x + y ≥ 6
x ≤ 8
y ≤ 8
x, y ≥ 0
Solution:
Step – 1 Treating the constraints as equations we get
x + y = 12   ….(1)
x + y = 6     ….(2)
x = 8           ….(3)
y = 4           ….(4)
Step – 2 Let us draw the graph
CHSE Odisha Class 12 Math Solutions Chapter 3 Linear Programming Ex 3(b) Q.15(7)

Step – 3 Clearly 0(0,0) satisfies all the constraints except x + y > 6.
The shaded region is the feasible region.
The vertices are A(6, 0), B(8, 0), C(8, 4), D(4, 8), E(0, 8) and F(0, 6).
Step – 4 Z (A) = 4540
Z (B) = 4400
Z (C) = 3880
Z (D) = 3640 → Minimum
Z (E) = 3920
Z (F) = 4180
∴ Z is maximum for x = 4 and y = 8 and Z(min) = 3640.

CHSE Odisha Class 12 Math Solutions Chapter 3 Linear Programming Ex 3(b)

(8) Minimize: Z = 16x + 20y
Subject to x + 2y ≥ 10
x + y ≥ 6
3x + y ≥ 8
x, y ≥ 0
Solution:
Step – 1 Treating the constraints as equations we get
x + 2y = 10  ….(1)
x + y = 6      …(2)
3x + y = 8    …(3)
Step – 2 Let us draw the graph
CHSE Odisha Class 12 Math Solutions Chapter 3 Linear Programming Ex 3(b) Q.15(8)
Step – 3 Clearly 0(0,0) satisfies all the constraints. Thus the shaded region is the feasible region.
From (1) and (2) we get y = 4, x = 2.
From (2) and (3) we get x = 1, y = 5.
The vertices are A(10, 0), B(2, 4), C(1, 5), D(0, 8).
Step – 4 Z (A) = 160
Z (B) = 112 → Minimum
Z (C) =116
Z (D) = 160
As the region is unbounded, let us draw the half plane Z < Z(min)
⇒ 16x + 20y < 112
⇒ 4x + 5y < 28

x1 7 0
x2 0 5.6

There is no point common to the shaded region and the half plane 4x + 5y ≤ 28 other than B(2, 4).
∴ Z is minimum for x = 2, y = 4 and Z(min) = 112.

(9) Minimize: Z = (512.5)x + 800y
Subject to: 5x + 4y = 40
x ≤ 7
x ≤ 3
x, y ≥ 0
Solution:
Step – 1 Let us draw the graph of
5x + 4y = 40
x = 7, y = 3

x1 8 0
x2 0 10

CHSE Odisha Class 12 Math Solutions Chapter 3 Linear Programming Ex 3(b) Q.15(9)
Step – 1 Let us draw the graph of
5x + 4y = 40
x = 7, y = 3
Step – 2 The line segment AB is the feasible region.
Step – 3 Z (A) = 3587.5 + 1000 = 4587.5
Z (B) = 2870 + 2400 = 5270
Clearly Z is minimum for
x = 7, y = \(\frac{5}{4}\) and Z(min) = 4587.5