CHSE Odisha Class 12 Foundations of Education Unit 3 Current Issues in Education Short Answer Questions

Odisha State Board CHSE Odisha Class 12 Foundations of Education Solutions Unit 3 Current Issues in Education Short Answer Questions.

CHSE Odisha 12th Class Foundations of Education Unit 3 Current Issues in Education Short Answer Questions

Short Type Questions With Answers

Question 1.
What is wastage?
Answer:
Wastage means the immature or premature withdrawal of students from any class before the completion of primary course. This is due to social, economic and geographical causes.

Question 2.
What is stagnation?
Answer:
According to Hartog Committee 1929, the retention of the children in primary classes for more than one year in a class, not promoted to next class is stagnation. It is due to educational defects.

Question 3.
Give three educational causes of wastage and stagnation?
Answer:
Three educational causes of wastage and stagnation are:

  • Heavy and uninteresting curriculum.
  • Defective method of teaching.
  • Irregularities of attendance.

Question 4.
Give two activities which develop national integration in Elementary schools?
Answer:

  •  By observing national days in the school.
  • Co-curricular activities like games, sports, debates should be organised.

Question 5.
Give the function of DPEP?
Answer:

  • Stress on child-centred education,
  • Emphasis on minimum levels of learning.
  • Emphasis on qualitative and quantiative education.
  • Joyful learning and work education to be emphasized.

Question 6.
Give three steps for universalization?
Answer:

  • Necessary teaching aids which are attractive.
  • Midtime meals provision and supply of play materials,
  • Stock of maximum play materials in school.

Question 7.
Give three causes of dropouts?
Answer:

  • Poor economic condition of parents.
  • Rapid population growth and lack of schools.
  • Indifferent attitude towards women education.
  • Geographical causes.

Question 8.
Give the elements of Operation Black-board?
Answer:

  • Two classrooms with a big verandah.
  • Supply of necessary play materials.
  • Black-board, maps, and chart, globes and aids.

Question 9.
Give three educational functions of National Integration?
Answer:

  • Evoke democratic thoughts among the children by discussion and seminars.
  • All should participate in play, games, sports, visting etc. without feeling of caste, creed and religion.
  • All should participate in the observation of National Days.

Question 10.
Give two measures to inculcate a spirit of N.I.?
Answer:
The measures to insulate the spirit of national Unity are:

  • Celebrate various National days.
  • The lives and works of great freedom fighters to be included in the curriculum
  • Teachings of great religious leaders should be included in the curriculum.
  • Organise inter matches.

CHSE Odisha Class 12 Foundations of Education Unit 3 Current Issues in Education Short Answer Questions

Question 11.
Give three remedial measures to check wastage and stagnation?
Answer:

  • School hours to be fixed to the geographical situation of the child.
  • Enrolment system to be modified to the universal enrolment system.
  • Necessary equipments and teaching aids to be provided to schools.

Question 12.
Give three causes that hampers universalization?
Answer:

  • Universal provision.
  • Apathy to the female education.
  • Lack of proper facilities in the school.
  • Poor condition of parents.

Question 13.
Give three obstacles of N.I?
Answer:

  • Provincialism.
  • Multilingualism.
  • Unsuitable curriculum
  • Lackofnatkaialsystonofeducatioa

Question 14.
Give two activities which develop national integration in Elementary Schools?
Answer:

  • By observing national days in the school.
  • Co-curricular activities like games and sports, debates should be encouraged.

Question 15.
Give two needs of national integration?
Answer:

  • To safeguard the country from foreign aggression and terrorism.
  • To safeguard our democracy.
  • To develop the spirit of oneness without communal disparities.

Question 16.
Give two measures to inculcate the spirit of NI?
Answer:

  • Celebrating various national days.
  • The lives and works of great freedom fighters to be included in the curriculum
  • Teachings of great religious leaders should be included in the curriculum

Question 17.
Explain three co-curricular activities to promote NI?
Answer:

  • Observe national festivals.
  • Holding picnics, NCC camps, NSS camps, etc.
  • Holding picnics and excursions, debates and seminars, etc.

Question 18.
Give three Educational functions of NI?
Answer:

  • Evoke democratic thoughts among the children by discussion and seminars.
  • All should participate in play, games, and sports, visiting, etc. Without the feelings of caste, creed, and religion.
  • All should participate in the national days celebration.

Question 19.
Explain three elements of values?
Answer:
In national curriculum such intrinsic elements are kept to develop value education such as:

  • History of India’s freedom struggle.
  • Constitutional rights and duties.
  • Equality without men and women before law and other aspects.
  • Develop scientific attitude.

Question 20.
What is Eternal values?
Answer:
Eternal values builds man with Saty-Siva-Sundar. Joy is the last aims of man. Such joy is eternal value. Idealists believe in eternal value because those values are spiritual, eternal and everlasting. It remains and remains forever in future. It is permanent and unchangeable.

CHSE Odisha Class 12 Foundations of Education Unit 3 Current Issues in Education Short Answer Questions

Question 21.
Explain the main causes of wastage and stagnation?
Answer:
In 1929, Hartog Committee explored the causes and stagnation in Education. To him, the main impediment on the way of universal primary education is wastage and stagnation.
For wastage and stagnation, there are a number of causes, like social, economic, geographical, and educational They are as follows:

  • Single-teacher school.
  • Lack of trained teachers and women teachers.
  • Lack of proper educational equipment and aids.
  • Lack of suitable timetable.
  • Lack of adequate teaching methods.
  • Unsuitable curriculum.
  • Lack of a national system of education.
  • Poverty of parents.

Question 22.
What are the measures taken in the school to inculcate the spirit of National Integration?
Answer:
Education plays a major role in inspecting the national integration and the following measures are taken in promoting National Integration.

  • Observance of various national days and foil participation of the teachers and students. .
  • The lives of great men, their contributions and sacrifices of great freedom fighters and national leaders should be included in the curriculum.
  • The curriculum should be designed according to national ideals and pay respect to the constitution the fundamental rights and duties.

Question 23.
Explain the major co-curricular activities which can promote national unity or national integration?
Answer:
The following are some of the major co-curricular activities which can promote national unity, are as follows :

  • Observance of national festivals like Independence Day, Republic Day and Birth Anniversaries of National heroes should be celebrated in the school.
  • Talks and seminars on national ideals.
  • Co-curricular activities like sports and games, drama and debate.
  • Stamp collection pen-friendship.
  • In schools the students should be taken on tours, travels, excursions etc.

Question 24.
Discuss the factors of intrinsic values?
Answer:
In national education curriculum, the following intrinsic values are included. Such as:

  • The history of India’s freedom struggle.
  • Constitutional rights and duties. ‘
  • Ancient heritage and cultural traditions.
  • Equality despite ofmen and women.
  • Eradication of social evils.
  • Decision of snail family.
  • Creation of scientific attitude.
  • Common harmony, democracy and secularism.

Question 25.
Aims and objectives of value education?
Answer:
The aims and objectives of value education are as follows:

  • To develop the moral, spiritual, aesthetic and cultural values among the children.
  • To acquaint pupils with democracy, socialism, secularism, law and justice, scientific attitude, etc.
  • To develop the character and morality of children.
  • Purpose utilization of leisure.
  • To develop cultural values among the children.
  • To create the awareness of social service attitude and social efficiency with the school children.
  • To make our children to be dutiful and an ideal citizen.

Question 26.
What are the problems on the way of value education?
Answer:
The main problems on the way of value education are as follows:

  • Value education is a continuous process and so it is not possible to achieve values in one day or so.
  • For change in value education there is need of patience.
  • A child’s nearest environment is polluted choosing values because which is beautiful attractive, essential for one, it is ugly, unuseful to other.

Question 27.
What is Indian Values, Explain?
Answer:
From time immemorial for ages together India has influenced the world with the fight pf education and civilization. In the exploration of knowledge with world the role of India’s education, civilization and culture contributes greatly.

Dedication, tapasya (worship), and tapovan are the important characteristics of Indian culture. The whole world is a family in such feelings were created in Ancient education. Dharma, Artha, Kama and Mokshya were the four elements which helps in the salvation of man.

Indians are influenced by non-violence, simplicity, cooperation, peace, sanctity and love. Buddha, Shankaracharya, Kabir and Sura Das were the creator of such values.Under the leadership of Gandhi, India got its independence by non-violence and truth.

The fundamental principle of one national system of education are socialism, freedom, equality, brotherhood, nationality and international attitude. After independence Indian bears the values like modernisation, productivity, balance of environment, small family and national integration.

Question 28.
Explain, the ways and means of making universalization of primary education of our State successful?
Answer:
A few measures are suggested below for making universalization of primary education a success in our State.
(1) Workout universal provision – According to Article – 45 of the Indian Constitution 6 to 14 age groups of all children to be given free and compulsory education. Now every village having a school. To support this D.P.E.P. is working in the district level.

(2)Free education -Primary education has become free of tuition fee, provision of mid time meals for children, free medical service, supply of dress, scholarships and maintenance allowance for parents.

(3)Equal education facilities – Privileges equal educational opportunities is given, abolition of tuition fee from primary stage, supply of textbooks and development of an elaborate programme of scholarships, supply of bicycles, etc.

(4)Harnessing wastage and stagnation – Adequate steps taken to minimize of incidence of wastage.

Question 29.
Write down the advantages and disadvantages of I.T. in Education?
Answer:
Advantages –
Although CAI is developed on the principle of programmed learning it also utilises the concept of audio-visual education communication theory, system analysis, data processing and learning theory.

CAI provides learning experiences effectively and efficiently. A good amount of information stored in the computer is made available the learner more rapidly than any other media.
The interaction between a student and instrumental programme is made more dynamic and more individualised. A careful programming is essential for this.

Disadvantages –
CAI is extremely expensive which is not possible in a poor country like India. It is also mostly mechanical and deprived of human touch. So innovation will dehumanize the education system and the teaching-learning process will lifeless and mechanical

Question 30.
Discuss the role of CAI in the field of education?
Answer:
CAI can deal the problem of quality in education more effectively and more flexibly for a student. A learner can make progress at one’s pace receive immediate feedback on the basis of his personal needs and choose material level of instruction freely.

Since each learner’s performance is recorded and evaluated and education can be provided easily. Any lesson in any subject can be programmed for CAI if the objectives be clearly defined and learning materials be represented in words, visuals, and experiments. So CAI is beneficial to a student.

CHSE Odisha Class 12 Foundations of Education Unit 3 Current Issues in Education Short Answer Questions

Question 31.
Explain the function of computer in Education?
Answer:
Now computer is considered as a super teaching machine. Its use in education is innovative. In developed countries, its teaching efficiency has proved. The computer has been helping the teacher in the following ways.

  • Evaluation of students’ performance and classification of children according to abilities.
  • Preparation of timetable and schedules.
  • Allocation of fearing materials according to individual needs and interests.
  • Maintenance of progress cards efficiently.
  • Providing information/data for guidance and reference.
  • Provision of direct interaction between pupils and subjects in tutorial work.
  • Providing immediate feedback to students for better interaction and motivation.

Question 32.
What is Internet?
Answer:
The Internet is a vast computer network of information and technology in which large number of small network is connected. It is called the super highway of information. The importance of the internet is W (world wave) which is connected with persons, and institutions of the world. By online sendee telecommunication and e-mail, service is possible.

In this short time, information, letters, and pictures are sent from one computer to another computer. Now e-library facilities are there and qualitative information are collected.

For international qualitative education at the international level as well as an e-journal, e-leaming and e-governance is possible.

Question 33.
What is input devices? Give its kinds?
Answer:
An input device is a machine that feeds data into a computer. The input unit is actually a device that provides man-to-machine communication with the computer.

Data and instructions data. Input data may be characters, symbols, audio, visual, or audio-visual The following functions are performed by input devices,

  • It accepts the list of instructions and data from the outside world,
  • It converts these instructions and data into binary form for acceptance by the computer.
  • It supplies converted instructions and data to a computer system for further processing.

The number of input devices inputting information into a computer such as – keyboard, mouse, joystick, lightpen, optical character, recognition bar code scanner, speed recognition, and graphic scanner, etc.

Question 34.
What is an output device? Give kinds of it.
Answer:
The device through which we get information from the computer is known as an output device.

The output coming from the CPU is in the form of electronic binary signals which needs conversion in the same form which can be easily understood by human beings, i.e. graphical
The output can be given:

  • On the screen by the visual display unit.
  • In printed form by printers.
  • In graphic form by plotters.
  • In audible sound form by speech.

The output devices may adopt, hard copy devices, and soft copy devices and hard copy devices produce a permanent record on media such as paper sheets.

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 3 Long Answer Questions Part-2

Odisha State Board CHSE Odisha Class 12 Psychology Solutions Unit 3 Long Answer Questions Part-2.

CHSE Odisha 12th Class Psychology Unit 3 Long Answer Questions Part-2

Long Questions With Answers

Question 1.
Counselling Process
Answer:
Meaning and Nature of Counselling:
Counselling provides a system for planning the interview, analysing the counsellor’s and client’s behaviour, and determining the developmental impact on the client. In this section, we will discuss skills, concepts and methods that are designed to help develop concrete competencies. A counsellor is most often interested in building an understanding of the client’s problem by focusing on what understanding the client has of her/his problem and how s/he feels about it.

The actual or objective facts of the problems are considered less important, and it is considered more important to work on the feelings and their acknowledgement by the clients. The focus is more on the person and how s/he defines the problem. Counselling involves a helping relationship, which includes someone seeking help, and someone willing to give help, who is capable of or trained to help in a setting that permits help to be given and received (see Fig.9.2).

The following elements about counselling are common to the major theoretical approaches to counselling :

  • Counselling involves responding to the feelings, thoughts and actions of the client
  • Counselling involves a basic acceptance of the client’s perceptions and feelings, without using any evaluative standards.
  • Confidentiality and privacy constitute essential ingredients in the counselling setting. Physical facilities that preserve this quality are important.
  • Counselling is voluntary. It takes place when a client approaches a counsellor. A counsellor never uses any kind of coercion for obtaining information.
  • Counsellors and clients both transmit and receive verbal and non-verbal messages during the process. Therefore, awareness and sensitivity to the nature of the message is an important prerequisites for a counsellor’s effectiveness.

Breaking the Myths of Counselling:

  • Counselling is not merely giving information.
  • Counselling is not giving advice.
  • Counselling is not the selection and placement of individuals onto jobs or for courses.
  • Counselling is not the same as interviewing though interviewing may be involved.
  • Counselling is not influencing attitudes, beliefs and behaviour by persuading, admonishing, threatening or compelling.

Developing Effective Relationships:
For most people who seek help from a counsellor, effective or satisfying relationships are almost non-existent or infrequent. Since the change in behaviour is often created and supported by a network of social support, it is essential for clients to start developing more positive relationships with other persons. The counselling relationship is the initial vehicle through which this begins.

Like all of us, counsellors too are not perfect, but they are trained in developing a more healthy and helpful relationships than others. In brief, counselling usually has an all-inclusive outcome for the clients. Effective behavioural change that takes place in the client is multifaceted. It may show up in the form of a client taking greater responsibility, developing new insight, learning to engage in different behaviours, write down the characteristics of counselling.

Characteristics of an Effective Helper:
Being a trained helper, the counsellor has the responsibility for ensuring that her/his client benefits from counselling and its therapeutic effects are achieved. To a large extent, however, the success of a counselling process depends on the skill, knowledge, attitude, personal qualities and behaviour of a counsellor, any or all of which can enhance or diminish the helping process. In this section, we will discuss four qualities that are associated with effective counsellors. These include:

  • Authenticity,
  • Positive regard for others
  • Ability to empathise and
  • Paraphrasing.
    Let us understand these qualities briefly:

Authenticity:
Your image or perception of yourself makes up your “I”. The self-perceived “I” is revealed through ideas, words, actions, clothing and lifestyle. All of these communicate your “I” to others. Those who come into close contact with you also build their own image of you for themselves, and they also sometimes Communicate this image to you.

For example, friends tell you what they like and dislike about you. Your teachers and parents praise and/or criticise you. You are also evaluated by persons you respect. These collective judgments by people you respect also called ‘significant others, develop into a ‘me’. This other perceived ‘me’ is the person that others perceive you to be.

This perception may be the same as or different from your own self-perception of ‘I’. The degree to which you are aware of these perceptions of others as well as of your own perception of yourself indicates that you are self-aware. Authenticity means that your behavioural expressions are consistent with what you value and the way you feel and relate to your inner self-image.

Positive Regard for Others:
In a counselling-counsellor relationship, a good relationship allows freedom of expression. It reflects acceptance of the idea that the feelings of both are important. We should remember that when we form a new relationship, we experience feelings of uncertainty and anxiety. Such feelings pt minimised when a counsellor extends a positive regard to the client by accepting that it is all right to feel the way the client is feeling. In order to show positive regard to others, the following guidelines may be kept in mind:

  • When you are speaking, get into the habit of using “I” messages rather than “you” messages. An example of this would be, “I understand” rather than “you should not”.
  • Respond to what the other person has said, after checking with her/him.
  • Give the other person the freedom to share feelings or anything she/he wants to say. Do not interrupt or cut in.
  • Do not assume that the other person knows what you are thinking. Express yourself according to the frame of reference, i.e. in the context of the verbal exchange taking place.
  • Do not label either yourself or the other person (e.g., “you are an introvert”, etc.).

Empathy:
This is one of the most critical competencies that a counsellor needs to have. You have already read in Chapter 5 that empathy is the ability of a counsellor to understand the feelings of another person from her/his perspective. It is like stepping into someone else’s shoes and trying to understand the pain and troubling feelings of the other person. There is a difference between sympathy and empathy. In sympathy, you play the saviour. You may think that someone deserves your kindness.

Paraphrasing:
This skill has already been discussed in the section on communication earlier. You will recall that this involves the ability of a counsellor to reflect on what the client says and feels using different Words.

Ethics of Counselling:
In recent years, counsellors have taken important steps to develop their professional identity. A critical criterion for any professional group is the development and implementation of appropriate ethical standards. Social workers, marriage counsellors, family therapists and psychologists —all have their ethical codes. Awareness of ethical standards and codes is extremely important because counselling is a part of the service sector. Not following ethical standards may have legal implications.

While learning about the competencies of a counsellor, it is important for you to know that the client-counsellor relationship is built on ethical practice. The American Psychological Association (APA) has developed a code of ethical conduct for behaviour “‘and decision-making in actual clinical settings. The practical knowledge of these ethical domains can guide the practice of counselling in achieving its desired purpose.

Some of the APA practice guidelines are:

  • Knowledge of ethical/professional codes, standards and guidelines, knowledge of statutes, rules, regulations and case law relevant to the practice of psychology.
  • Recognise and analyse ethical and legal issues across the range of professional activities in the clinical setting.
  • Recognise and understand the ethical dimensions/features of her/his own attitudes and practice in the clinical setting.
  • Seek appropriate information and consultation when faced with ethical issues.
  • Practice appropriate professional assertiveness related to ethical issues.

Interview Stage/Phase:
Any counselling process, be it individual or group, starts with the interview stage. This stage could also be referred to as the familiarization, orientation or introductory stage. This stage is very important because for you as a counsellor to start well determines the success of other stages and the entire counselling relationship. The counsellor and the client meet for the first time.

The counsellor makes a deliberate effort to get acquainted with the client by establishing rapport. This is done by asking the client to sit down so that he or she would be emotionally relaxed in the counsellor’s office. The Counsellor inquires about the client’s name, class, parents, friends, progress in school and mission in the counsellor’s office. This should be done with caution so that the client does not feel as if he or she is being interrogated.

The counsellor further assures the client that whatever is discussed will be kept confidential. This is to win the client’s confidence and make him or her open up to say the purpose for coming to the counsellor’s office.  The client may or may not present his problem during this stage. The counsellor should not be in a hurry to make him/her disclose his mission.

During this stage, the counsellor needs to display in his behaviour all the qualities of an effective counsellor by being patient listening carefully, showing empathy, showing unconditional positive regard that is treating his clients with respect, and warmth, irrespective of his age, sex, race, colour, religion and socio-economic status. This is very important as counsellors are not expected to be segregational or discriminative.

Working Stage/Phase:
This is the second stage/phase of the counselling process. As the title suggests, it is the stage where the counsellor fully engages the client in a discussion about what to do and how it will be done concerning the problem of the client. If the client has not disclosed his/ her mission in the first stage, the counsellor now asks the client. He uses questioning techniques to make the client open up.

Questions such as:
Are you okay? Can I help you? What is the matter? What has brought you to my office? The client now responds. The counsellor having listened, to the client will suggest different techniques depending on the nature of the problem presented on how the problem can be handled. The counsellor uses techniques such as responding, exploring, restatement, interpretation, confrontation, unconditional positive regard, empathy, silence and catharsis to diagnose the problem.

Also, it is during this stage that the goals for counselling are set by the client and counsellor. The counsellor here tells the client that counselling aids such as cassettes, radio, video and tape recorders may be used and the purpose for using them will be explained to the client. The counsellor should also tell the client the number of sessions that the counselling relationship may cover. This will depend on the nature of the problem.

If the problem is a simple one, it may take fewer sessions but if it is a complicated one, it may take a longer period to solve especially problems bordering on a change of behaviour or breaking of habit. If the counsellor needs to contact an “outsider” who may be responsible for the 4 problems faced by the client, the permission and consent of the client must be sought. The counsellor also takes the client through the methods to be used in solving the problem. All these are dope in the working stage of the counselling process.

Termination Stage/Phase:
This stage is the third stage in the counselling process. Termination means bringing an end to the counselling relationship between the counsellor and the client. Different reasons have been given by many authors on why a counselling relationship may end or terminate. Some of these reasons are given below for you to understand. It is important to stress here that the termination of a counselling relationship may be a temporary or permanent one. The following reasons are given by different authors.

Counselling Goals are achieved:
As discussed earlier in this unit, you were told that the client and the counsellor would set the goals for counselling. When these goals have been realised to the satisfaction of the client and counsellor, the relationship can be called off temporarily or permanently. Temporarily because the counsellor may want to follow up the client to see if he is doing well or putting into practice what has been discussed and suggested. Permanently if the client’s: problem is solved and may not need to see the counsellor again. The client should be told that if he has a problem in future, he should be free to see the counsellor.

Un-cooperative Attitude from the Client:
The counsellor may discover that the client he or she is dealing with is not cooperating with him, especially when the client is a referred person, the counsellor should still try his or her best to make the client understand why he or she needs counselling. If after several attempts nothing good is coming out of the relationship, the counsellor can terminate the relationship temporarily and ask the client to think over his behaviour and may decide to come back if convinced to continue.

The client may decide not to continue:
The counsellor and client may enter into a counselling relationship without any problem. After some time, the client may decide not to continue for reasons best known to him. Sometimes it may be due to the fact that the client is not honest in the relationship and when his attention is drawn to this fact he may decide to stay away and remain with his problem. The reasons for the behaviour may not be given to the counsellor. The best thing to do is to allow the client go as counselling is not by force.

Referral to an Expert/Specialist:
The counsellor may discover that the client has a problem that is beyond his competence, area and experience, when this happens the client should be referred to the appropriate quarters for specialized treatment. For instance, the client may approach the counsellor with a problem that is both medical and educational, such as having had eye vision and his inability to read comprehension passages during English language lessons.

The counsellor should handle the educational aspect if he is competent in English or makes a referral to an English teacher and a medical doctor. He should not start to prescribe glasses or drugs for the client because that is not his area of specialization. The counsellor should get the client prepared before referring him or her. The client should know why he is being sent to another person.

Practicum/Internship may end before the Counselling Goals are achieved:
There are instances when the counselee in question is a student, either undergraduate or post-graduate, posted to a school for practicum exercise. There may be instances when the practicum period will end without the counsellor achieving his purpose or the school may close for the holiday, when this happens the relationship can be terminated temporarily or permanently. As far as the school calendar is concerned, that may be permanent termination, but if the counsellor picks interest in a student’s case and wants to help in solving the  problem, he may decide to visit the student at home and continue on a personal basis.

Death of Counsellor or Client:
A counselling relationship may be terminated permanently when the counsellor or client dies. If it is the counsellor that dies, the client may seek counsel from another counsellor. There may be other reasons for terminating a counselling relationship not mentioned here. You should read other books for more information on processes and techniques of counselling.

Follow-Up Stage/Phase:
This is the stage in a counselling process where you the counsellor will want to know what is happening to your client after termination. Hie follow-up aims at finding out whether the client is carrying out the decisions arrived at before you ended the session for every client-so you the counsellor determine with the client whether the stage of follow-up will be necessary.

Counselling Strategy:
Strategy in counselling is basically the technique or method used during counselling to understand and find a solution to a problem presented by the client. Strategies are tools used by the counsellor to handle problems. For instance, a medical doctor may use a stethoscope to diagnose a disease, a fisherman uses fishing nets while a mechanic uses spanners and hammers.

So also the counsellor uses tools such as listening, responding, interpretation, probing, exploring, restatements, confrontation, disclosure, unconditional positive regard, empathy and summarization as techniques or strategies during counselling; all these strategies are emphasis skills that the counsellor uses while counselling. The ability of a counsellor to solve a client’s problem depends on how he uses the strategies.

CHSE Odisha Class 12 Psychology Unit 3 Long Answer Questions Part-2

Question 2.
Meaning Of Listening Skill.
Answer:
The entire counselling process begins with listening to the client. Listening is the ability of the counsellor to pay attention to the verbal and non-verbal expressions of the client. It involves hearing words, receiving the sound made by the client and gaining insight into whatever is uttered. Attentive listening is a skill that must be developed and used by any counsellor. Some counsellors may listen to the client but not hear what he or she has said.

When the counsellor listens attentively he is conveying to the client that he understands him, this he may do by nodding and not speaking as the client talks. Okun (1982) observed that the skill of listening may surface as the only strategy needed in a helping relationship. In fact, listening skill is the foundation stone on which other skills depend. If a counsellor has not listened attentively, he may not be able to use techniques such as responding, restatement, questioning, confrontation and self-disclosure.

All these depend on how well the Counsellor has listened to the client. Kolo (1997) also observed that techniques like “minimal encourager” may not be used if the counsellor had not listened attentively. These minimal encourager-s include, “yes”, “tell me more” “is that so”? “hum! “I am listening”. Kolo (1997) also highlighted some factors that could hinder effective listening by the counsellor. They are:

  • The inability of the client to hear the counsellor.
  • Lack of trust between the client and the counsellor.
  • When the client is shy or timid.
  • Inner rules that inhibit self-disclosure.
  • Tension and anxiety on the part of the client.
  • Gender influence, socio-economic status, and religious background.
    The counsellor should, as much as possible, find a way of handling these factors so that there

Interviewing Skills:
Cast your mind back to our discussion on the counselling process. As earlier mentioned, interviewing skill is very important for any effective counselling to develop. It takes about 50 per cent of the counselling time. A good interviewing skill demonstrated by a counsellor only shows his or her competence as a counsellor and may win the confidence of his/her client. It shows that the counsellor has concern and empathy for the client. A hypothetical case is cited for the readers’ study. A counsellor and a client. A client in SSII reading Arts subjects comes to the counsellor for guidance on the possible courses to study at the university.

The counsellor is sitting in his office reading a textbook on counselling.
The student knocks at the door.
Counsellor: Yes come right in.
Client: She enters the office.
Counsellor: How are you today? Please sit down.
Client: She is hesitant but the counsellor encourages her to feel free and sit down.
Counsellor: What is your name and what class are you in?
Client: I am Amina in SSII.
Counsellor: Can I help you? Or what has brought you to my office?
Client: I saw a notice on the bulletin board to see the counsellor when we have a problem, so I decided to come.
Counsellor: Yes you are right, you are in the right place. What can I do for you?
Client: I bought the JAMB form I don’t know how to fill it and I don’t know what course to read In the University.
Counsellor: What subjects are you reading? And what do you intend to read later in life?
Client: I am offering Arts subjects and I want to read Law.
Counsellor: Most of the Universities offer Law.
Client: I will rather go to the University in the North because I have never been to the South or East.
Counsellor: There is nothing bad in trying other places since you are from the north. You need to go out and interact with people from other places, but your choice is final.
Client: I will think about it and discuss it with my parents because they will be responsible for my upkeep there.
Counsellor: Concerning the subjects you are offering, you need to be good in English, History, Government, Literature and other Arts subjects. You also need to consider the hazards in the job, like travelling to get information about a case, attack from opponents, etc. to mention a few. Are you the outgoing and outspoken type?
Counsellor: You should come to the office at your free period to fill out the form together so that you can submit it on time.
Client: Thank you, Sir, for your time and assistance.
At die, next meeting the counsellor and client will explore the Universities and the client will pick one.

CHSE Odisha Class 12 Psychology Unit 3 Long Answer Questions Part-2

Question 3.
Group Dynamic Process In Counselling Introduction.
Answer:
Group dynamic process in counselling is another method of providing guidance. Counselling services to a group of students or clients. Although information, observations and studies have shown that some problems experienced by clients are better handled when treated individually, the process of using a group process in solving some problems cannot be overemphasized. In this unit, an attempt is made to describe groups in the context of counselling relationships, purposes of group formation, forming a group for counselling intervention and stages of the group process.

Group Dynamics:
Group may be described as any collection of human beings who are brought into a social relationship with one another, while group dynamics is all that it takes to form a group. It should be noted that man’s life, to some extent, consists of group life. When a man is born, he is brought into a group made up of his parents, father and mother himself inclusive making it a group of three that continues to enlarge with the arrival of other siblings.

He leaves home and goes to school, he associates with his classmates, and another group of individuals in the class, and he goes to secondary and university the same is the case even in the working place he may need to work in a group of people. So group dynamics is very important in determining the social relationships of individuals. Group counselling is an important aspect of counselling activities. There are instances where the counsellor must just see the students in the group.

The counsellor may not achieve much progress and success if he adopts the individual counselling strategy. Thus for the formation of a group for counselling purposes,’ some group dynamics procedure must be put in place. For instance, in some schools depending on how prevalent these behaviour problems are, such as excessive fighting, chronic tiredness or fatigue, violent outbursts, aggressiveness, extreme withdrawals (isolates) inability to get along with other peers, shabby dressing, drug abuse, sexual harassment, telling lies etc. these can be approached using group counselling strategy.

When the groups are small, individuals find it easy to express their feelings about a wide range of personal problems. Individuals who have similar problems when put together for counselling intervention, identify with others and realise that they are not alone and that, there are other people who share similar problems. This makes them open up so as to share experiences and find a way of finding solutions to their problems.

Because of the opportunity for interaction in groups, the members can express their concerns and difficulties and believe they can be gently heard, they, therefore, help one another gain increased self-acceptance. A counselling group must have a purpose depending on the nature of the problem.

Some of the purposes and goals of forming a group according to UNESCO (2000) include the following:

  • To grow in self-acceptance and learn not to demand perfection.
  • To learn how to trust oneself and others.
  • To foster self-knowledge and the development of a unique self-identity.
  • To lessen fears of intimacy, and learn to reach out to those who would like to be closer to you.
  • To become aware of choices and to make choices wisely.
  • To become more sensitive to the needs and feelings of others.
  • To clarify values and decide whether, and how to modify them to find ways of understanding and resolving personal problems.

Formation Qf The Group:
In forming a counselling group, students should realise that the place to start is by clarifying the rationale and purpose for forming it. It is very important to note that adequate time should be spent in planning for its formation. If proper planning is not made and if the members are not carefully selected and prepared the entire process can flounder. The step to take is announcing the counsellor’s intentions and recruiting members. The counsellor needs to announce what the group is for and what it intends to do for the members that will be recruited and participate.

How a group is announced influence the way it will be received by potential members, as well as the kind of people that will join the group. Personal contact with potential members has been found to be one of the best methods of recruiting members. For instance, when the writer of this unit conducted a study on three modes of treatment for anxiety and improving English comprehension skills amongst secondary school students, he personally visited the school, met the school counsellors told them her mission and solicited their support to use the students in that school.

All the SS II students were gathered and informed of the purpose of the study and how they stand to benefit from the study in terms of reducing their anxiety level and increasing their performance in the English language through study skills counselling, rational emotive therapy and a combination of the two strategies. Volunteers indicated and forty (40) of them were randomly chosen from the 92 volunteers and were assigned to experimental and control groups.

The next process in forming a group for counselling involves screening and selecting members. The counsellor who is the group leader would conduct a pre-group interview and give them inventory to fill or answer the questionnaire given to them. He then selected group members whose needs, goals, and problems are compatible or similar to the established goals of the group. The counsellor may ask each participant these questions:

  • Why does this person want to join the group?
  • How ready is the person to become actively involved in the process of self-examination that will be part of the group?
  • Does the person have a dear understanding of the nature and purpose of the group? Do they have a view of what is expected of them?
  • Is there any indication that a person may be counterproductive to the „’ development of cohesion in the group? Or will the group be counterproductive to the person?

Some practical considerations in group formation: In selecting members for a particular group, these factors are to be considered.
Size of the Group:
In forming a counselling group, the size of the group matters a lot for the effectiveness of the process. In an ideal situation, the size is determined by the age of the members, the experiences of the counsellor, the type and purpose of the group and whether there is a co-counsellor or co-leader. Children in elementary school maybe 4-5 members in a group, while adolescents may be 8-10 members UNESCO (2000).

For adults, 2-4 hour weekly sessions might be preferable. The frequency and duration of the session are dependent on the style of leadership and the type of people in the group. For instance, in the study on anxiety conducted which was referred to earlier, the members were adolescents, we met once a week for one hour and for ten weeks with the first week as the pre-treatment session and the tenth (10th) week as the post-treatment session.

Duration and Time for Meeting:
In determining the duration and time for the meeting, frequent short sessions may be used. This suits their attention span. If the group is taking place in the school setting, the session can be after the regular class period. This is to avoid clashing with the school timetable and creating unnecessary conflict between the counsellor, students and the school authority.

For the adults, having 2-4 hours may be ideal. However, being civil servants or businessmen and women they may not be changed to spare. 2-4 hours during the week, but this session can take place during the weekends. The duration time is because they have greater or higher attention spans than adolescents or children.

Place of Meeting:
The next pertinent question is where should this meeting take place. Wherever is chosen as the place for the meeting, the leader should ensure adequate physical arrangement, and good ventilation and the place must guarantee some degree of privacy and freedom from distraction. That is why it is not good to have such sessions in the classroom, staffroom or in the counsellor’s office if the space is enough to accommodate all the members.

Nature of Membership:
The counsellor needs to determine if the membership will be on a voluntary or involuntary basis. Voluntary members have been found to be the best because they
voluntarily avail themselves of counselling unlike those referred. Sometimes it may be that the counsellor wants to address a particular issue but can not do it on an individual basis so he adopts the group method. The counsellor must orientate the members and prepare them to become part of the group. Also, the counsellor should tell the group what they would gain by participating in the group.

Nature of the Group:
An open group is one characterized by changing membership while a closed group adds no new members during the lifetime of the group. Sometimes, closed groups have advantages that are distinct, because trust, and openness can be developed and work accomplished. If members are allowed to drop from the group and new ones join at random, it may be difficult to determine the success of the therapy used in the group.

Pre-Group Session:
It is absolutely necessary for the counsellor or leader to conduct a pre-group session. This could be an extension of the screening process. Also, important information is given to members to

Groupdynamicprocess:
This process starts with giving the members certain rules that will guide their participation in the group. It could be verbal or written. Each member has to be committed to this guide as it serves as the guiding rule.

  • Members are to avoid any drugs during or before the meeting.
  • Members are expected to be punctual and regular to meetings.
  • Members should not engage in any illicit sexual relationship with the opposite sex in the group.
  • Members must avoid smoking during sessions.
  • Confidentiality must be maintained by all members.
  • Physical violence must be guided and verbally abusive language should be avoided.
  • Members are given list of their rights and responsibilities and what is expected of them before they join the group.
  • Children and adolescents must produce written consent from their parents and guardians.

Before anyone drops out of the group, he should notify the leader and discuss in the group before leaving. The next step in group process dynamics are the stages involved in the process. Four stages are identified here.

The initial stages:
The central process involved in this stage involves orientation and exploration. Members get to know each other by age, name, class, and family background and also learn how the group functions. They also discuss fears and hopes pertaining to the group’s identified personal goals and determine the safety of the group. They also choose amongst themselves the group monitor. Each of the members assesses himself or herself and ask pertinent questions.

The transition stage:
This is the second stage in the group process and is characterized by the expression of feelings regarding interaction in the group, as well as an individual personal group. Since the group comprises of people from different family backgrounds, cultures, religions, socio-economic status of parents, ages, each member may be sceptical or hesitant to open up. As time goes on and as they realise that sessions are held to help them out, they open up and free themselves from unnecessary anxiety and fear.

The working stage:
The working stage is characterized by the commitment of members to explore significant problems they have brought to the session. Group cohesion is used during this stage, members become transparent with one another, this is shown by the level of cooperation shown by members in the group. Also, each show some degree of initiative behaviour and are punctual to meetings, attendance rate is high, trust for one another is shown, they support and encourage one another after listening to the experiences of each other. Cohesion is ascertained after negative feelings expressed by members have been dealt with. This ensures trustworthiness.

The final stage:
The final stage is characterized by the successful accomplishment of the difficult process of consolidation and termination. This is when the purpose of initiating the group is achieved, if the sessions had been handled adequately, the members may have a feeling of sadness that they are parting with friends and the leader. They may also wonder if they will be able to put into practice what they have learned without the help of group members and leaders.

The leader may suggest having a follow-up session to encourage members put into practice what they have learned or the need to change. The final stage is very important because it gives the members the opportunity to clarify their experiences, consolidate the gains they have made and revisit their decisions about the newly acquired behaviour they want to implement in their everyday life.

The counsellor can use these follow-up devices to check his members.

  • In Follow-up interviews, the leader may try and arrange an interview with each member a few weeks or months after the termination of the group.
  • Members can contact one another periodically after termination to give support.
  • The counsellor can organize a follow-up group session for the entire members after Termination.

CHSE Odisha Class 12 Psychology Unit 3 Long Answer Questions Part-2

Question 4.
Describe the set of competencies that must be kept in mind while administering a psychological test.
Answer:
The set of competencies that must be kept in mind while administering a psychological test are as follows:
Ability to select and implement multiple methods and means of evaluation in ways that are responsive to, and respectful of diverse individuals, couples, families and groups.

  • Ability to utilise systematic approaches to gather data required for taking decisions.
  • Knowledge of psychometric issues and bases of assessment methods.
  • Knowledge of issues related to the integration of different data sources.
  • Ability to integrate assessment data from different sources for diagnostic purposes.
  • Ability to formulate and apply diagnoses to understand the strengths and limitations of current diagnostic approaches.
  • Capacity for effective use of supervision to implement and enhance skills.

Question 5.
What is the typical format of a counselling interview?
Answer:
The format of a counselling interview is as follows:
Opening of the Interview:
The opening of the interview involves establishing rapport between two communicators. The purpose is to make the interviewee comfortable. Generally, the interviewer starts the conversation and does most of the talking at the outset. This serves two functions, i.e, it establishes the goal of the interview and gives the interviewee time to become comfortable with the situation and the interviewer.

Body of the Interview:
The body of the interview is the heart of the process. In this stage, the interviewer asks questions in an attempt to generate information and data that are required for the purpose.

The sequence of Questions:
To accomplish the purpose of an interview, the interviewer prepares a set of questions, also called a schedule, for different domains, or categories s/he wants to cover. To do this, the interviewer must first decide on the domains/ categories under which information is to be generated.

For example, in the questions used in job interviews, die interviewer selected several categories such as the nature of the organisation they last worked for, satisfaction with the past job, views on the product, etc. These categories and the questions within them are framed ranging from easy-to-answer to difficult-to-answer. Questions are also formulated to assess facts as well as subjective assessments.

CHSE Odisha Class 12 Psychology Unit 3 Long Answer Questions Part-2

Question 6.
What do you understand by the term counselling? Explain the characteristics of an effective counsellor.
Answer:
Counselling provides a system for planning the interview, analysing the counsellor’s and client’s behaviour and determining the developmental impact on the client. In this section, we will discuss skills, concepts and methods that are designed to help develop concrete competencies. A counsellor is most often interested in building an understanding of the client’s problem by focusing on what understanding the client has of her/his problem and how s/he feels about it.

The actual or objective facts of the problems are considered less important, and it is considered more important to work on the feelings and their acknowledgement by the clients. The focus is more on the person and how s/he defines the problem.

The following elements about counselling are common to the major theoretical approaches to counselling:

  • Counselling involves responding to the feelings, thoughts and actions of the clients.
  • Counselling involves a basic acceptance of the client’s perceptions and feelings, without using any evaluative standards.
  • Confidentiality and privacy constitute essential ingredients in the counselling setting. Physical facilities that preserve this quality are important.
  • Counselling is voluntary. It takes place when a client approaches a counsellor. A counsellor never uses any kind of coercion for obtaining information.
  • Counsellors and clients both transmit and receive verbal and non-verbal messages during the process. Therefore, awareness and sensitivity to the nature of the message is an important prerequisites for a counsellor’s effectiveness.

CHSE Odisha Class 12 Psychology Unit 3 Long Answer Questions Part-1

Odisha State Board CHSE Odisha Class 12 Psychology Solutions Unit 3 Long Answer Questions Part-1.

CHSE Odisha 12th Class Psychology Unit 3 Long Answer Questions Part-1

Long Questions With Answers

Question 1.
What is a Group?
Answer:
The preceding introduction illustrates the importance of groups in our lives. One question that comes to mind is: “How are groups (e.g. your family, class and the group with which you play) different from other collections of people ?” For example, people who have assembled to watch a cricket match or your school function are at one place but are not interdependent on each other. They do not have defined roles, statuses and expectations from each other.

In the ease of your family, class and the group with which you play, you will realise that there is mutual interdependence, each member has roles, there are status differentials and there are expectations from each other. Thus, Think about your day-to-day life and the various social interactions you have. In the morning, before going to school, you interact with your family members; in school, you discuss topics and issues with your teachers and classmates and after school you phone up, visit or play with your friends.

In each of these instances, you are part of a group which not only provides you the needed support and comfort but also facilitates your growth and development as an individual. Have you ever been away to a place where you were without your family, school and friends? How did you feel? Did you feel there was something vital missing in your life? Our lives are influenced by the nature of the group members we have.

It is, therefore, important to be part of groups which would influence us positively and help us in becoming good citizens. In this chapter, we shall try to understand what groups are and how they influence our behaviour. At this point, it is also important to acknowledge that not only do others influence us, but we, as individuals, are also capable of changing others and society.

The benefits of cooperation and competition and how they influence our personal and social lives will also be examined. We will also see how identity develops—how we come to know ourselves. Similarly, we would try to understand why sometimes group conflicts arise; examine the perils of group conflict and apprise ourselves of various conflict resolution strategies so that we are able to contribute towards making a, harmonious and cohesive society.

Introduction:
Family, class and playgroup are examples of groups and are different from other collections of people. A group may be defined as an organised system of two or more individuals, who are interacting and interdependent, who have common motives, who have a set of role relationships among its members and who have norms that regulate the behaviour of its members.

Groups have the following salient characteristics:

A social unit consisting of two or more individuals who perceive themselves as belonging to the group. This characteristic of the group helps in distinguishing one group from the other and gives the group its unique identity. A collection of individuals who have common motives and goals. Groups function either working towards a given goal or away from certain threats facing the group.

A collection of individuals who are interdependent, i.e. what one is doing may have consequences for others. Suppose one of the fielders in a cricket team drops an important catch during a match—this will have consequences for the entire team. Individuals who are trying to satisfy a need through their joint association also influence each other.

A gathering of individuals who interact with one another either directly or indirectly. A collection of individuals whose interactions are structured by a set of roles mid norms. This means that the group members perform the same functions every time the group meets and the group members adhere to group norms. Norms tell us how we ought to behave in the group and specify the behaviours expected from group members.

Groups can be differentiated from other collections of people. For example, a crowd is also a collection of people who may be present at a place/situation by chance. Suppose you are going on the road and an accident takes place. Soon a large number of people tend to collect. This is an example of a crowd. There is neither any structure nor a feeling of belongingness in a crowd. The behaviour of people in crowds is irrational and there is no interdependence among members.

Teams are special kinds of groups. Members of teams often have complementary skills and are committed to a common goal Or purpose. Members are mutually accountable for their activities. In teams, there is a positive synergy attained through the coordinated efforts of the members. The main difference between groups and teams are: In groups, performance is dependent on the contributions of individual members.

In teams, both individual contributions and teamwork matter. In groups, the leader or whoever is heading the group holds responsibility for the work. However in teams, although there is a leader, members hold themselves responsible. An audience is also a collection of people who have assembled for a special purpose, maybe to watch a cricket match or a movie.

Audiences are generally passive but sometimes they go into a frenzy and become mobs. In mobs, there is a definite sense of purpose. There is polarization in attention and the actions of persons are in a common direction. Mob behaviour is characterised by the homogeneity of thought and behaviour as well as impulsivity.

CHSE Odisha Class 12 Psychology Unit 3 Long Answer Questions Part-1

Question 2.
Why Do People Join Groups?
Answer:
All of you are members of your family, class and groups with which you interact or play. Similarly, other people are also members of a number of groups at any given time. Different groups satisfy different needs and therefore, we are simultaneously members of different groups. This sometimes creates pressure for us because there may be competing demands and expectations. Most often we are able to handle these competing demands and expectations. People join groups because these groups satisfy a range of needs. In general, people join groups for the following reasons :

Security:
When we are alone, we feel insecure. Groups reduce this insecurity. Being with people gives a sense of comfort and protection. As a result, people feel stronger, and are less vulnerable to threats.

Status :
When we are members of a group that is perceived to be important by others, we feel recognised and experience a sense of power. Suppose your school wins in an interinstitutional debate competition, you feel proud and think that you are better than others.

Self-esteem :
Groups provide feelings of self-worth and establish a positive social identity. Being a member of prestigious groups enhances one’s self-concept.

Satisfaction of one’s psychological and social needs:
Groups satisfy one’s social and psychological needs such as sense of belongingness, giving and receiving attention, love and power through a group. .

Goal achievement:
Groups help in achieving such goals which cannot be attained individually. There is power in the majority.

Provide knowledge and information:
Group membership provides knowledge and information and thus broadens our view. As individuals, we may not have all the required information. Groups supplement this information and knowledge.

Group Formation
In this section, we will see how groups are formed. Basic to group formation is some contact and some form of interaction between people. This interaction is facilitated by the following conditions:

Proximity:
Just think about your group of friends. Would you have been friends if you were not living in the same colony, or going to the same school, or may be playing in the same playground? Probably your answer would be ‘No’. Repeated interactions with the same set of individuals give us a chance to know them and their interests and attitudes. Common interests, attitudes and background are important determinants of your liking for your group members.

Similarity:
Being exposed to someone over a period of time makes us assess our similarities and paves the way for the formation of groups. Why do we like people who are similar? Psychologists have given several explanations for this. One explanation is that people prefer consistency and like relationships that are consistent. When two people are similar, there is consistency and they start liking each other.

For example, if you like playing football and another person in your class also loves playing football; there is a matching of your interests. There are higher chances that you may become friends. Another explanation given by psychologists is that when we meet similar people, they reinforce and validate our opinions and values, we feel we are right and thus we start liking them.

Suppose you are of the opinion that too much watching of television is not good, because it shows too much violence. You meet someone who also has similar views. This validates your opinion, and you start liking the person who was instrumental in validating your opinion.

Common motives and goals :
When people have common motives or goals, they get together and form a group which may facilitate their goal attainment. Suppose you want to teach children in a slum area who are unable to go to school. You cannot do this alone because you have your own studies and homework. You, therefore, form a group of like-minded friends and start teaching these children. So you have been able to achieve what you could not have done alone.

Stages of Group FormationRcmember that, like everything else in life, groups develop. You do not become a group member the moment you come together. Groups usually go through different stages of formation, conflict, stabilisation, performance and dismissal. Tuckman suggested that groups pass through five developmental sequences. These are: forming, storming, norming, performing and adjourning.

When group members first meet, there is a great deal of uncertainty about the group, the goal and how it is to be achieved. People try to know each other and assess whether they will fit in. There is excitement as well as apprehension. This stage is called the forming stage. Often, after this stage, there is a stage of intragroup conflict which is referred to as storming.

In this stage, there is conflict among members about how the target of the group is to be achieved, who is to control the group and its resources and who is to perform what task. When this stage is complete, some sort of hierarchy of leadership in the group develops and a clear vision as to how to achieve the group goal. The storming stage is followed by another stage known as norming. Group members by this time develop norms related to group behaviour.

This leads to the development of a positive group identity. The fourth stage is performing. By this time, the structure of the group has evolved and is accepted by group members. The group moves towards achieving the group goal. For some groups, this may be the last stage of group development. However, for some groups, for example, in the case of an organising committee for a school function, there may be another stage known as adjourning stage.

In this stage, once the function is over, the group may be disbanded. However, it must be stated that all groups do not always proceed from one stage to the next in such a systematic manner. Sometimes several stages go on simultaneously, while in other instances groups may go back and forth through the various stages or they may just skip some of the stages. During the process of group formation, groups also develop a structure.

We should remember that group structure develops as members interact Over time this interaction shows regularities in the distribution of task to be performed, responsibilities assigned to members and the prestige or relative status of members. Four important elements of group structure are : Roles are socially defined expectations that individuals in a given situation are expected to fulfil. Roles refer to the typical behaviour that depicts a person in a given social context.

You have the role of a son or a daughter and with this role, there are certain role expectations, i.e. including the behaviour expected of someone in a particular role. As a daughter or a son, you are expected to respect elders, listen to them and be responsible towards your studies. Norms are expected standards of behaviour and beliefs established, agreed upon, and enforced by group members. They may be considered as a group’s ‘unspoken rules’.

In your family, there are norms that guide the behaviour of family members. These norms represent shared, ways of viewing the world. Status refers to the relative social position given to group members by others. This relative position or status may be either ascribed (given may be because of one’s seniority achieved the person has achieved status because of expertise or hard work. By being members of the group, we enjoy the status associated with that group.

All of us, therefore, strive to be members of such groups which are high in status or are viewed favourably by others. Even within a group, different members have different prestige and status. For example, the captain of a cricket team has a higher status compared to the other members, although all are equally important for the team’s success. Cohesiveness refers to togetherness, binding, or mutual attraction among group members.

As the group becomes more cohesive, group members start to think, feel and act as a social unit and less like isolated individuals. Members of a highly cohesive group have a greater desire.to remain in the group in comparison to those who belong to low cohesive groups. Cohesiveness refers to the team spirit or ‘we feeling’ or a sense of belongingness to the group.

It is difficult to leave a cohesive group or to gain membership of a group which is highly cohesive. Extreme cohesiveness, however, may sometimes not be in a group’s interest. Psychologists have identified the phenomenon of groupthink (see Box 7.1) which is a consequence of extreme cohesiveness.

Type Of Groups:
Groups differ in many respects some have a large number of members (e.g., a country), some are small (e.g., a family), some are short-lived (e.g., a committee), some remain together for many years (e.g., religious groups), some are highly organised (e.g., army, police, etc.) and others are informally organised (e.g., spectators of a match). People may belong to different types of groups. Major types of groups are enumerated below:

  • primary and secondary groups
  • formal and informal groups
  • ingroup and outgroup.

Primary and Secondary Groups:
A major difference between primary and secondary groups is that primary groups are pre-existing formations which are usually given to the individual whereas secondary groups are those that the individual joins by choice. Thus, family, caste and religion are primary groups whereas membership of a political party is an example of a secondary group. In a primary group, there is face-to-face interaction, members have close physical proximity and they share warm emotional bonds.

Primary groups are central to an individual’s functioning and have a very major role in developing the values and ideals of the individual during the early stages of development. In contrast, secondary groups are those where relationships among members are more impersonal, indirect and less frequent. In the primary group, boundaries are less permeable, i.e. members do not have the option to choose its membership as compared to secondary groups where it is easy to leave and join another group.

Formal and Informal Groups:
These groups differ in the degree to which the functions of the group are stated explicitly and formally. The functions of a formal group are explicitly stated as in the case of an official organisation. The roles to be performed by group members are stated in an explicit manner. The formal and informal groups differ on the basis of structure.

The formation of formal groups is based on some specific rules or laws and members have definite roles. There are a set of norms which help in establishing order. A university is an example of a formal group. On the other hand, the formation of informal groups is not based on rules or laws and there is a close relationship among members.

Ingroup and Outgroup:
Just as individuals compare themselves with others in terms of similarities and differences with respect to what they have and what others have, individuals also’ compare the group they belong to with groups of which they are not a member. The term ‘ingroup’ refers to one’s own group and ‘outgroup’ refers to another group. For ingroup members, we use the word ‘we’ while for outgroup members, the word ‘they’ is used.

By using the words they and we, one is categorising people as similar or different. It has beefy-found that persons in the ingroup are generally supposed to be similar, are viewed favourably and have desirable traits. Members of the outgroup are viewed differently and are often perceived negatively in comparison to the ingroup members. Perceptions of ingroup and outgroup affect our social lives.

These differences can be easily understood by studying Tajfel’s experiments given in Box 7.2. Although it is common to make these categorisations, it should be appreciated that these categories are not real and are created by us. In some cultures, plurality is celebrated as has been the case in India. We have a unique composite culture which is reflected not only in the lives we live but also in our art, architecture and music.

Influence Of Group On Individual Behaviour:
We have seen that groups are powerful as they are able to influence the behaviour of individuals. What is the nature of this influence? What impact does the presence of others have on our performance? We will discuss two situations:

  • an individual performing an activity alone in the presence of others (social facilitation) and
  • an individual performing an activity along with others as part of a larger group (social loafing).
    Since social facilitation has been briefly discussed in Chapter 6, we would try to understand the: phenomenon of social loafing in this section.

Social Loafing:
Social facilitation research suggests that the presence of others leads to arousal and can motivate individuals to enhance their performance if they are already good at solving something. This enhancement occurs when a person’s efforts are individually evaluated. What would happen if the efforts of an individual in a group are pooled so that you look at the performance of the group as a whole?

Do you know what often happens? It has been found that individuals work less hard in a group than they do when performing alone. This points to a phenomenon referred to as ‘social loafing’. Social Loafing is a reduction in individual effort when working on a collective, task, i.e. one in which outputs are pooled with those of other group members. An example of such a task is the game of tug-of-war.

It is not possible for you to identify how much force each member of the team has been exerting. Such situations give opportunities to group members to relax and become free riders. This phenomenon has been demonstrated in many experiments by Latane and his associates who asked a group of male students to clap or cheer as loudly as possible as they (experimenters) were interested in knowing how much noise people make in social settings.

They varied the group size; individuals were either alone, or in groups of two, four and six. The results of the study showed that although the total amount of noise rose up, as size increased, the amount of noise produced by each participant dropped. In other words, each participant put in less effort as the group size increased. Why does social loafing occur?

The explanations offered are:

  • Group members feel less responsible for the overall task being performed and therefore exert less effort.
  • The motivation of members decreases because they realise that their contributions will not be evaluated on an individual basis.
  • The performance of the group is not to be compared with other groups.
  • There is improper coordination (or no coordination) among members.
  • Belonging to the same group is not important for members. If is only an aggregate of individuals. Social loafing may be reduced by:
  • Making the efforts of each person identifiable.
  • Increasing the pressure to work hard (making group members committed to successful task performance).
  • Increasing the apparent importance or value of a task.
  • Making people feel that their individual contribution is important.
  • Strengthening group cohesiveness increases the motivation for successful group outcomes.

Group Polarisation:
We all know that important decisions are taken by groups and not by individuals Kelman distinguished three forms of social influence, viz. compliance, identification, and internalisation. In compliance, there are external conditions that force the individual to accept the influence of the significant other. Compliance also refers to behaving in a particular way in response to a request made by someone.

Thus, in the example described above, you may sign the letter with the thought that you were accepting to a request, not because you agree with other students, but because you have been requested to do so by a significant member. This would be a case of compliance also called ‘external/public conformity’. Compliance could take place even without a norm.

For example, a member of a community group for ‘clean environment’ requests you to put a sticker on your bike that reads, ‘Say No to Plastic Bags’. You agree to do so, not because of a group norm, or even because you personally believe in banning plastic bags, but because you see no harm or problem in putting such a sticker on your bike. At the same time, you find it easier to say ‘yes’ rather than ‘no’ to such a harmless (and eventually meaningful) request.

Identification, according to Kelman, refers to the influence process based on agreement-seeking or identity¬seeking. Internalisation, on the other hand, is a process based on information-seeking. Yet another form of behaviour is ‘obedience ’. A distinguishing feature of obedience is that such behaviour is a response to a person in authority. In the example given above, you may sign the letter more readily if a senior teacher or a student leader asks you to do so.

In such a situation, you are not necessarily following a group norm but rather carrying out an instruction or an order. The presence of an authority figure immediately makes this behaviour different from conformity. For instance, you may stop talking loudly in the classroom when the teacher asks you to keep quiet, but not when your classmate tells you to do the same thing.

We can see that there are some similarities between conformity, compliance and obedience, but there are also some differences. All three indicate the influence of others on an individual’s behaviour. Obedience is the most direct and explicit form of social influence, whereas compliance is less direct than obedience because someone has requested and thus you comply (here, the probability of refusal is there). Conformity is the most indirect form (you are conforming because you do not want to deviate from the norm).

CHSE Odisha Class 12 Psychology Unit 3 Long Answer Questions Part-1

Question 3.
What is The Autokinetic Effect?
Answer:
Sherif conducted a series of experiments to demonstrate how groups form their norms, and members make their judgments according to these norms. Participants were seated in a dark room and asked to concentrate on a point of light. After watching this point of light, each person was asked to estimate the distance through which the point had moved.

This kind of judgment had to be made over a number of trials. After each trial, the group was given information about the average distance judged by the members. It was observed that on subsequent trials, subjects modified their judgments in a way that made them more similar to the group average. The interesting aspect of this experiment was that the point of light actually did not move at all.

The light was only seen as moving by the participant (therefore, the effect has been called the ‘autokinetic effect’). Yet in response to instructions from the experimenter, the participants not only judged the distance the light moved but also created a norm for this distance. Note that the participants were not given any information regarding the nature of change if any, in their judgments over trials.

Group Pressure and Conformity: The Asch Experiment 7.4
Asch examined how much conformity there would be when one member of a group experiences pressure from the rest of the group to behave in a specific way or to give a particular judgment. A group of seven persons participated in an experiment that was a ‘vision test’. There was actually only one true subject. The other six participants were associates of the experimenter or ‘confederates’ as they are called in social psychology.

These confederates were given instructions to give specific responses. Of course, this was not known to the true subject. All participants were shown a vertical line (standard line) that had to be compared with three vertical lines of different lengths, A, B and C (comparison lines). Participants had to state which of the comparison lines, A, B or C was equal to the standard line.

Standard Line Comparison Lines
ABC

When the experiment began, each participant, by turn, announced her/his answer. The first five persons gave wrong answers (as they had been instructed to do so). The true subject’s turn came last but one in each round. So the true subject had the experience of 5 persons giving incorrect answers before her/him. The last person (also a Confederate) gave the same incorrect answer as the first five persons.

Even if the true subject felt that these answers were incorrect, a norm had been presented to her/him. There were twelve trials. Did the true subject conform to the majority answer, or did she/he give her/his own judgments? It was observed that 67 per cent of subjects showed conformity, and gave the same incorrect answer as the majority. Remember that this was a situation in which the answers were to be given publicly.

Compliance:
It was stated earlier that compliance refers simply to behave in response to a request from another person or group even in the absence of a norm. A good example of compliance is the kind of behaviour shown when a salesperson comes to our door. Very often, this person comes with some goods that we really do not wish to buy.

Yet, sometimes to our own surprise, we find that the salesperson has spoken to us for a few minutes and the conversation has ended with a purchase of what he or she wished to sell. So why do people comply? In many situations, this happens because it is an easy way out of the situation. It is more polite and the other party is pleased. In other situations, there could be other factors at work. The following techniques have been found to work when someone waits for another person to comply.

The foot-in-the-door technique :
The person begins by making a small request that the other person is not likely to refuse. Once the other person carries out the request, a bigger request is made. Simply because the other person has already complied with the smaller request, he or she may feel uncomfortable refusing the second request. For example, someone may come to us on behalf of a group and give us a gift (something free), saying that it is for promotion. Soon afterwards, another member of the same group may come to us again and ask us to buy a product made by the group.

The deadline technique :
In this technique, a ‘last date’ is announced until which a particular product or ‘an offer’ will be available. The aim is to make people ‘hurry’ and make the purchase before they miss the rare opportunity. It is more likely that people will buy a product under this deadline condition than if there is no such deadline.

The door-in-the-face technique:
In this technique, you begin with a large request and when this is refused a later request for something smaller, the one that was actually desired, is made, which is usually granted by the person.

Obedience :
When compliance is shown to instruction or order from a person in authority, such as parents, teachers, leaders, or policemen, that behaviour is called obedience Why people show obedience is easy to understand. Most often it is because if we disobey, some punishment might follow. Sometimes, it is because we believe that persons in authority must be obeyed. People in authority have effective means of enforcing their orders.

Milgram conducted an experiment to show that individuals obey commands from people who are strangers. The experimenter informed the respondents in the study that they were participating in an experiment to study the effects of punishment on learning. The experiment was conducted in pairs. One person in each pair was the “learner”, whose work was to memorise pairs of words.

The other participant was the “teacher”, who would read these words aloud and punish the learner when she/he made errors by giving her/him a shock. The learner would make errors according to prearranged instructions. The teacher was asked to deliver a shock each time the learner made errors. The teacher was further told to increase the strength of the shock each time the learner made an error.

In reality, no shocks were given. The instructions were so arranged that the teacher was faced with a dilemma — should she/he continue shocks even when they were increasingly painful? The experimenter kept on motivating the teacher to continue. In all, 65 per cent showed total obedience. Some participants, however, protested and asked the session to end. Milgram’s study suggests that even ordinary people are willing to harm an innocent person if ordered by someone in authority.

CHSE Odisha Class 12 Psychology Unit 3 Long Answer Questions Part-1

Question 4.
Why do people obey even when they know that their behaviour is harming others?
Answer:
Psychologists have identified several reasons for this. Some of these reasons are:

  • People obey because they feel that they are not responsible for their own actions, they are simply carrying out orders from the authority.
  • Authority generally possesses symbols of status (e.g., uniform, title) which people find difficult to resist.
  • Authority gradually increases commands from lesser to greater levels and initial obedience binds the followers for commitment. Once you obey small orders, slowly there is an escalation of commitment for the person who is in authority and one starts obeying bigger orders.

Determinants of Cooperation and Competition:
What factors determine whether people will cooperate or compete? Some of the important ones are given below:

Reward structure:
Psychologists believe that whether people will cooperate or compete will depend on the reward structure. A cooperative reward structure is one in which there is promotive interdependence. Each is a beneficiary of the reward and the reward is possible only if all contribute. A competitive reward structure is one in which one can get a reward only if others do not get it.

Interpersonal communication:
When there is good interpersonal communication, then cooperation is the likely consequence. Communication facilitates interaction and discussion. As a result, group members can convince each other and learn about each other.

Reciprocity:
Reciprocity means that people feel obliged to return what they get. Initial cooperation may encourage more cooperation. Competition may provoke more competition. If someone helps, you feel like helping that person; on the other hand, if someone refuses to help you when you need help, you would not like to help that person also.

Social Identity:
Have you ever asked the question “who am I ?” What was your answer to this question? Probably your answer was that you are a hard-working, happy-go-lucky girl/ boy. This answer tells you about your social identity which is one’s self-definition of who she/he is. This self-definition may include both personal attributes, e.g. hard working, happy-go-lucky, or attributes which you share with others, e.g. girl or boy.

Although some aspects of our identity are determined by physical characteristics, we may acquire other aspects as a consequence of our interaction with others in society. Sometimes we perceive ourselves as unique individuals and at other times we perceive ourselves as members of groups. Both are equally valid expressions of self. Our personal identities derived from views of ourselves as a unique individuals, and social identities derived from groups we perceive ourselves to be members of, are both important to us.

The extent to which we, define ourselves either at personal or at social levels is flexible. From your own experience; you would realise that identification with social groups can have a great deal of importance for your self-concept. How do you feel when India wins a cricket match? You feel elated and proud. You feel so because of your social identity as an Indian. Social identity is, thus, that aspect of our self-concept which is based on our group membership.

Social identity places us, i.e. tells us what and where we are in the larger social context and thus helps us to locate ourselves in society. You have a social identity of a student of your school. Once you have this identity as a student of your school, you internalise the values emphasised in your school and make these values your own. You strive to fulfil the motto of your school.

Social identity provides members with a shared set of values, beliefs and goals about themselves and about their social world. Once you internalise the values of your school, this helps to coordinate and regulate your attitudes and behaviour. You work hard for your school to make it the best school in your city/state. When we develop a strong identity with our own group, the categorisation as ingroup and outgroup become salient.

The group with which you identify yourself becomes the ingroup and others become the outgroup. The negative aspect of this ownership group and outgroup categorisation is that we start showing favouritism towards our ingroup by rating it more favourably in comparison to the outgroup and begin devaluating the outgroup. This devaluation of the outgroup is the basis of a number of intergroup conflicts.

Intergroup Conflict: Nature And Causes:
Conflict is a process in which either an individual or a group perceives that others (individual or group) have opposing interests and both try to contradict each other. There is this intense feeling of an ‘other’ (also referred to as ‘they’). There is also a belief by both parties that the other will protect only its own interests; their (the other side’s) interests will, therefore, not be protected.

There is not only opposition of each other, but they also try to exert power on each other. Groups have been found to be more aggressive than individuals. This often leads to the escalation of conflict. All conflicts are mostly as there is a human price for them. In wars, there are both victories and defeats, but the human cost of war is far beyond all this. Various types of conflict are commonly seen in society, which turns out to be costly for both sides as well as for society. Mentioned below are some of the major reasons for group conflicts.

One major reason is the lack of communication and faulty communication by both parties. This kind of communication leads to suspicion, i.e. there is a lack of trust. Hence, conflict results. Another reason for intergroup conflict is relative deprivation. It arises when members of a group compare themselves with members of another group and perceive that they do not have what they desire to have, which the other group.

In other words, they feel that they are not doing well in comparison to other groups. This may lead to feelings of deprivation and discontentment, which may trigger off conflict. Another cause of conflict is one party’s belief that it is better than the other and that what it is saying should be done. When this does not happen, both parties start accusing each other.

One may often witness a tendency to magnify even smaller differences, thereby conflict gets escalated because every member wants to respect the norms of her/his group. A feeling that the other group does not respect the norms of my group and actually violates those norms because of malevolent intent. The desire for retaliation for some harm done in the past could be another reason for conflict. Biased perceptions are at the root of most conflicts.

As already mentioned earlier, feelings of ‘they’ and ‘we’ lead to biased perceptions. Research has shown that when acting in groups, people are more competitive as well as more aggressive than when they are on their own. Groups compete over scarce resources, both material resources, e.g, territory and money as well as social resources, e.g. respect and esteem. Perceived inequity is another reason for conflict. Equity refers to the distribution of rewards in proportion to an individual’s contributions, if:

CHSE Odisha Class 12 Psychology Unit 3 Objective & Short Answer Type Questions

Odisha State Board CHSE Odisha Class 12 Psychology Solutions Unit 3 Objective & Short Answer Type Questions.

CHSE Odisha 12th Class Psychology Unit 1 Objective & Short Answer Type Questions

Multiple Choice Questions With Answers

Question 1.
Tuckman suggested that groups pass through the developmental sequences. These are:
(a) forming, storming
(b) norming, performing, and adjourning
(c) only (a)
(d) both (a) and (b)
Answer:
(d) both (a) and (b)

Question 2.
The excitement and apprehension state is called the _____ stage.
(a) storming stage
(b) norming stage
(c) forming state
(d) none of the above
Answer:
(c) forming state

Question 3.
The storming state is followed by another stage known as ______.
(a) norming
(b) storming
(c) forming
(d) none of the above
Answer:
(a) norming

Question 4.
Major types of groups are:
(a) primary/secondary groups
(b) formal and informal groups
(c) ingroup and outgroup
(d) all the above
Answer:
(d) all the above

CHSE Odisha Class 12 Psychology Unit 3 Objective & Short Answer Type Questions

Question 5.
The pre-existing formations whereas usually given to individuals that group called
(a) secondary
(b) primary
(c) only (a)
(d) none of the above
Answer:
(b) primary

Question 6.
Political party is an example of _____ group.
(a) secondary
(b) formal
(c) primary
(d) informal
Answer:
(a) secondary

Question 7.
Kalman distinguished three forms of social influence these are:
(a) compliance
(b) identification
(c) internalisation
(d) all the above
Answer:
(d) all the above

Question 8.
When Kolo observed that the technique line “minimal encourager” may not be used if the counselor had not listened attentively.
(a) 1997
(b) 1995
(c) 1996
(d) 1992
Answer:
(a) 1997

Question 9.
Four stages of the dynamic process:
(a) initial
(b) transition
(c) working
(d) all the above
Answer:
(d) all the above

Question 10.
In the year-1982 who observed that the skill of listening may surface as the only strategy needed in a helping relationship.
(a) Kolo
(b) Tuckman
(c) Okun
(d) none of the above
Answer:
(c) Okun

CHSE Odisha Class 12 Psychology Unit 3 Objective & Short Answer Type Questions

True/False Questions

Question 1.
Teams are special kinds of groups.
Answer:
True

Question 2.
Groups not reduce insecurity.
Answer:
False

Question 3.
The excitement as well as apprehension. This state is called the forming state.
Answer:
True

Question 4.
Intragroup conflict is called forming stage.
Answer:
True

Question 5.
The storming stage is followed by another stage known as norming.
Answer:
True

Question 6.
Status not refers to the relative social position given to group members by other.
Answer:

Question 7.
Cohesiveness refers to togetherness.
Answer:
True

CHSE Odisha Class 12 Psychology Unit 3 Objective & Short Answer Type Questions

Question 8.
Secondary groups is individual joins by choice.
Answer:
True

Question 9.
Tuckman distinguished the 3 forms of social influence.
Answer:
False

Question 10.
Compliance is also called external/plastic conformity.
Answer:
True

Question 11.
Psychologists believe that whether people will cooperate will depend on the reward structure.
Answer:
True

Very Short Answer Questions

Question 1.
What is a Group?
Answer:
The preceding introduction illustrates the importance of groups in our lives. One question that comes to mind is: “How are groups (e.g., your family, class, and the group with which you play different from other collections of people ?” For example, people who have assembled to watch a cricket match or your school function are at one place but are not interdependent on each other.

CHSE Odisha Class 12 Psychology Unit 3 Objective & Short Answer Type Questions

Question 2.
Define the characteristics of the group.
Answer:
A social unit consisting of two or more individuals who perceive themselves as belonging to the group. This characteristic of the group helps in distinguishing one group from the other and gives the group its unique identity. A collection of individuals who have common motives and goals. Groups function either working towards a given goal or away from certain threats facing the group.

Question 3.
What is Teams?
Answer:
Teams are special kinds of groups. Members of teams often have complementary skills and are committed to a common goal or purpose. Members are mutually accountable for their activities. In teams, there is a positive synergy attained through the coordinated efforts of the members

Question 4.
What is Proximity?
Answer:
Just think about your group of friends. Would you have been friends if you were not living in the same colony, going to the same School, or maybe playing in the same playground? Probably your answer would be ‘No’. Repeated interactions with the same set of individuals give us a chance to know them, and their interests and attitudes. Common interests, attitudes, and backgrounds are important determinants of your liking for your group members.

Question 5.
What is The Autokinetic Effect?
Answer:
Sherif conducted a series of experiments to demonstrate how groups form their norms and members make their judgments according to these norms. Participants were seated in a dark room and asked to concentrate on a point of light. After watching this point of light, each person was asked to estimate the distance through which the point had moved. This kind of judgment had to be made over a number of trials. After each trial, the group was given information about the average distance judged by the members.

CHSE Odisha Class 12 Psychology Unit 3 Objective & Short Answer Type Questions

Question 6.
The deadline technique :
Answer:
In this technique, the last date is announced until which a particular product or ‘an offer will be available. The aim is to make people ‘hurry’ and make the purchase before they miss the rare opportunity. It is more likely that people will buy a product under this deadline condition than if there is no such deadline.

Question 7.
Developing Effective Relationships
Answer:
For most people who seek help from a counselor, effective or satisfying relationships are almost non-existent or infrequent. Since the change in behavior is often created and supported by a network of social support, it is essential for clients to start developing more positive relationships with other persons. The counseling relationship is the initial vehicle through which this begins. Like all of us, counselors to are not perfect, but they are trained in developing more healthy and helpful relationships than others.

Question 8.
Authenticity:
Answer:
Your image or perception of yourself makes up your “I”. The self-perceived “I” is revealed through ideas, words, actions, clothing, and lifestyle. All of these communicate your “I” to others. Those who come into close contact with you also build their own image of you for themselves.

Question 9.
Paraphrasing:
Answer:
This skill has already been discussed in the section on communication earlier. You will recall that this involves the ability of a counselor to reflect on what the client says and feels using different words.

CHSE Odisha Class 12 Psychology Unit 3 Objective & Short Answer Type Questions

Short Answer Questions

Question 1.
Working Stage/Phase:
Answer:
This is the second stage/phase of the counseling process. As the title suggests, it is the stage where the counselor fully engages the client in a discussion about what to do and how it will be done concerning the problem of the client. If the client has not disclosed his/her mission in the first stage, the counselor now asks the client. He uses questioning techniques to make the client open up.

Questions such as; Are you okay? Can I help you? What is the matter? What has brought you to my office? The client now responds. The counselor having listened to the client will suggest different techniques depending on the nature of the problem presented on how the problem can be handled. The counselor uses techniques such as responding, exploring, restatement, interpretation, confrontation, unconditional positive regard, empathy, silence, and catharsis to diagnose the problem.

Also, it is during this stage that the goals for counseling are set by the client and counselor. The counselor here tells the client that counseling aids such as cassettes, radio, video, and tape recorders may be used and the purpose for using them will be explained to the client.

Question 2.
What is The Autokinetic Effect?
Answer:
Sherif conducted a series of experiments to demonstrate how groups form their norms and members make their judgments according to these norms. Participants were seated in a dark room and asked to concentrate on a point of light. After watching this point of light, each person was asked to estimate the distance through which the point had moved. This kind of judgment had to be made over a number .of trials.

After each trial, the group was given information about the average distance judged by the members. It was observed that in subsequent trials, subjects modified their judgments in a way that made them more similar to the group average. The interesting aspect of this experiment was that the point of light actually did not move at all.

The light was only seen as moving by the participant (therefore, the effect has been called the ‘autokinetic effect’). Yet in response to instructions from the experimenter, the participants not only judged the distance the light moved but also created a norm for this distance. Note that the participants were not given any information regarding the nature of change, if any, in their judgments over trials.

Question 3.
The foot-in-the-door technique.
Answer:
The person begins by making a small request that the other person is not likely to refuse. Once the other person carries out the request, a bigger request is made. Simply because the other person has already complied with the smaller request, he or she may feel uncomfortable refusing the second request. For example, someone may come to us on behalf of a group and give us a gift (something free), saying that it is for promotion. Soon afterward, another member of the same group may come to us again, and ask us to buy a product made by the group.

CHSE Odisha Class 12 Psychology Unit 3 Objective & Short Answer Type Questions

Question 4.
Ethics of Counselling.
Answer:
In recent years, counselors have taken important steps to develop their professional identity. A critical criterion for any professional group is the development and implementation of appropriate ethical standards. Social workers, marriage counselors, family therapists, and psychologists — all have their ethical codes. Awareness of ethical standards and codes is extremely important because counseling is a part of the service sector.

Not following ethical standards may have legal implications. While learning about the competencies of a counselor, it is important for you to relationship is built on ethical practice. The American Psychological Association (APA) has developed a code of ethical conduct for behavior and decision-making in actual clinical settings. The practical knowledge of these ethical domains can guide the practice of counseling in achieving its desired purpose.

Some of the APA practice guidelines are:
Knowledge of ethical/professional codes, standards, and guidelines, and knowledge of statutes, rules, regulations, and case law relevant to the practice of psychology. Recognize and analyze ethical and legal issues across the range of professional activities in the clinical setting. Recognize and understand the ethical dimensions/features of her/his own attitudes and practice in the clinical setting.

Question 5.
Group Dynamic Process.
Answer:
This process starts with giving the members certain rules that will guide their participation in the group. It could be verbal or written. Each member has to be committed to this guide as it serves as the guiding rule.

  • Members are to avoid any drugs during or before the meeting.
  • Members are expected to be punctual and regular to meetings.
  • Members should not engage in any illicit sexual relationship with the opposite sex in the group.
  • Members must avoid smoking during sessions.
  • Confidentiality must be maintained by all members.
  • Physical violence must be guided and verbally abusive language should be avoided.
  • Members are given a list of their rights and responsibilities and what is expected of them before they join the group.
  • Children and adolescents must produce written consent from their parents and guardians.
  • Before anyone drops out of the group, he should notify the leader and discuss in the group before leaving.
    The next step in group process dynamics is the stages involved in the process. Four stages are identified here.

Question 6.
What is Authenticity?
Answer:
Your image or perception of yourself makes up your “I”. The self-perceived “I” is revealed through ideas, words, actions, clothing, and lifestyle. All of these communicate your “I” to others. Those who come into close contact with you also build their own image of you for themselves and they also sometimes communicate this image to you.

For example, friends tell you what they like and dislike about you. Your teachers and parents praise and/ or criticize you. You are also evaluated by persons you respect. These collective judgments by people you respect, also called significant others’, develop into a ‘me’. This other perceived ‘me’ is the person that others perceive you to be.

This perception may be the same as or different from your own self-perception of T. The degree to which you are aware of these perceptions of others as well as of your own perception of yourself indicates that you are self-aware. Authenticity means that your behavioral expressions are consistent with what you value and the way you feel and relate to your inner self-image.

Question 7.
What is Compliance?
Answer:
It was stated earlier that compliance refers simply to behave in response to a request from another person or group even in the absence of a norm. A good example of compliance is the kind of behavior shown when a salesperson comes to our door. Very often, this person comes with some goods that we really do not wish to buy.

Yet, sometimes to our own surprise, we find that the salesperson has spoken to us for a few minutes and the conversation has ended with a purchase of what he or she wished to sell. So why do people comply? In many situations, this happens because it is an easy way out of the situation. It is more polite and the other party is pleased. In other situations, there could be other factors at work. The following techniques have been found to work when someone wants another person to comply.

CHSE Odisha Class 12 Psychology Unit 3 Objective & Short Answer Type Questions

Question 8.
Define Ingroup and Outgroup.
Answer:
Just as individuals compare themselves with others in terms of similarities and differences with respect to what they have and what others have, individuals also compare ‘ the group they belong to with groups of which they are not a member. The term ‘ingroup’ refers to one’s own group and ‘outgroup’ refers to another group.

For ingroup members, we use the word ‘we’ while for outgroup members, the word ‘they’ is used. By using the words they had, one is categorizing people as similar or different. It has been found that persons in the ingroup are generally supposed to be similar, are viewed favorably, and have desirable traits. Members of the outgroup are viewed differently and are often perceived negatively in comparison to the ingroup members.

Perceptions of ingroup and outgroup affect our social lives. These differences can be easily understood by studying Taj fee’s experiments given in Box 7.2. Although it is common to make these categorizations, it should be appreciated that these categories are not real and are created by us. In some cultures, plurality is celebrated as has been the case in India. We have a unique composite culture that is reflected not only in the lives we live but also in our art, architecture, and music.

Question 9.
What is Social Loafing?
Answer:
Social facilitation research suggests that the presence of others leads to arousal and can motivate individuals to enhance their performance if they are already good at solving something. This enhancement occurs when a person’s efforts are individually evaluated. What would happen if the efforts of an individual in a group are pooled so that you look at the performance of the group as a whole? Do you know what often happens?

It has been found that individuals work less hard in a group than they do when performing alone. This points to a phenomenon referred to as ‘social loafing’. Social loafing is a reduction in individual effort when working on a collective task, i.e. one in which outputs are pooled with those of other group members. An example of such a task is the game of tug-of-war. It is not possible for you to identify how much force each member of the team has been exerting.

Such situations give opportunities to group members to relax and become a free riders. This phenomenon has been demonstrated in many experiments by Latane and his associates who asked a group of male students to clap or cheer as loudly as possible as they (experimenters) were interested in knowing how much noise people make in social settings.

Question 10.
Group Polarisation
Answer:
We all know that important decisions are taken by groups and not by individuals Kelman distinguished three forms of social influence, viz. compliance, identification, and internalization. In compliance, there are external conditions that force the individual to accept the influence of the significant other. Compliance also refers to behaving in a particular way in response to a request made by someone.

Thus, in the example described above, you may sign the letter with the thought that you were accepting the request, not because you agree with other students, but because you have been requested to do so by a significant member. This would be a case of compliance also called ‘external/public conformity ’. Compliance could take place even without a norm. For example, a member of a community group for a ‘clean environment’ requests you to put a sticker on your bike that reads, ‘ Say No to Plastic Bags’.

CHSE Odisha Class 12 Psychology Unit 2 Long Answer Questions Part-1

Odisha State Board CHSE Odisha Class 12 Psychology Solutions Unit 2 Long Answer Questions Part-1.

CHSE Odisha 12th Class Psychology Unit 2 Long Answer Questions Part-1

Long Questions With Answers

Question 1:
Explain the concept of stress. Give examples from daily life.
Answer:
Stress is derived from Latin word ‘strictus’ which means tight or narrow. Stress can be described as the pattern of responses an organism makes t6 stimulus event that disturbs the equilibrium and exceeds a person’s ability to cope. All the challenges, problems, and difficult circumstances put us to stress. It gives energy, increases human arousal and affects performance.

High stress too can produce unpleasant effects and cause our performance to deteriorate. Conversely, too little stress may cause one to feel somewhat listless and low on motivation which may lead us to perform slowly and less efficiently. It is important to remember that not all stress is inherently bad or destructive.

Examples from daily life:

  • Attending parties may be stressful for a person who likes to spend quiet evenings at home.
  • If a person gets low marks than his/her expectations, then it may be stressful and a sign of frustration for them.
  • When someone is forced to choose a job due to family pressure then it may stressful for him afterwards.

Question 2:
State the symptoms and sources of stress.
Answer:
Symptoms of stress :
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 behaviour. These symptoms of stress can be physical, emotional and behavioural. Any of the symptoms can indicate a degree of stress which, if left unresolved, might have serious implications.

Sources of stress:
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 injury, the annoying frequent hassles of everyday life and traumatic events that affect our lives.

Question 3:
Describe the GAS model and illustrate the relevance of this model with the help of an example.
Answer:
Selye studied the body when stress is prolonged 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.

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  • 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 para-sympathetic 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 criticised 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.

Question 4:
Enumerate the different ways of coping with stress.
Answer:
To manage stress we often need to reassess the way we think and learn coping strategies. Different ways of coping with stress are:

  • Task-oriented Strategy:
    This involves obtaining information about the stressful situation and about alternative courses of action and their probable outcome. lt 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 minimising the seriousness of the situation. It also involves the 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.

Question 5:
Explain the effect of stress on psychological functioning.
Answer:
The effect of stress on psychological functioning:

Emotional Effects:
Those who suffer from stress are far more likely to experience mood swings and show erratic behaviour that may alienate them from family and friends. In some cases this can start a vicious cycle 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.

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 the release of epinephrine and nor-epinephrine, 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 levels 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. The cognitive effects of stress are poor concentration and reduced short-term memory capacity.

Behavioural Effects:
Stress affects our behaviour 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 tranquillisers etc. Tranquillisers can be addictive and have side effects such as loss of concentration, poor coordination, and dizziness. Some of the typical behavioural effects of stress seen are disrupted sleep patterns, increased absenteeism, and reduced work performance.

Question 6:
Describe how life skills can help meet life’s challenges.
Answer:
Life skills are abilities for adaptive and positive behaviour 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.

Question 7:
Discuss the factors that lead to positive health and well-being.
Answer:
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”. Specifically, factors that act as stress buffers and facilitate positive health are diet, exercise, positive attitude, positive thinking and social support.

Question 8:
How does stress affect the immune system?
Answer:
Stress can cause illness by impairing the workings of the immune system. The immune system guards the body against attackers, both from within and outside. 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 system identify and destroy foreign bodies (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 (HTV), the virus causing Acquired Immuno Deficiency Syndrome (AIDS). B cells produce antibodies. Natural killer cells are involved in the fight against both viruses and tumours.

Stress can affect natural killer cell cytotoxicity, which is of major importance in the defence 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.

Question 9:
Give an example of a life event which is likely to be stressful. Suggest reasons why it is likely to cause different degrees of stress to the person experiencing it.
Answer:
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.

Unexpected accidents or trauma or the death of close family members are examples of life events which are very stressful for the members, relatives of the family and friends. The impact of most life events varies from person to person. Factors such as the age at which the event was first experienced, frequency of occurrence, duration of the stressful event and social support are the reasons which is likely to cause different degrees of stress to the person experiencing it.

Question 10:
Given what you know about coping strategies, what suggestions would you give to your friends to avoid stress in their everyday lives.
Answer:
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. I would suggest my friends to adopt problem-focused strategies and emotion-focused strategies. Both are coping strategies which can be used to handle stressful situations.

Problem-focused strategies attack the problem itself, with behaviours designed to gain information, to alter the event and to alter beliefs and commitments. They increase the person’s awareness, level of knowledge and range of behavioural 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.

Question 11:
Reflect on the environmental factors that have (a) a positive impact on the being, and (b) a negative effect.
Answer:

  •  Environmental factors that have a positive impact on the being are social and public campaigns, fair governmental policies, plantation of green plants, medical policies etc.
  • Environmental factors that have a negative impact on the being are unavoidable such as air pollution, crowding, noise, heat of the summer, winter cold, etc. Another group are catastrophic events, or disasters such as fire, earthquake, floods, etc.

Question 12:
We know that certain lifestyle factors can cause stress and may lead to diseases like cancer and coronary heart disease, yet we are unable to change our behaviour. Explain why?
Answer:
Stress can lead to an unhealthy lifestyle or health-damaging behaviour. Lifestyle is the overall pattern of decisions and behaviours 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 risk behaviours like smoking and alcohol abuse.

Such health-impairing behaviours 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 behaviour 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 enhance health and longevity. The modem lifestyle of excesses in eating, drinking and the so-called fast-paced good life has led to the violation of basic principles of health in some of us, as to what we eat think or do with our lives.

Question 13:
What is ‘Eustress’?
Answer:
It is the term used to describe the level of stress that is good for you and is one of a person’s best assets for achieving peak performance and managing a minor crisis. Eustress, however, has the potential of turning into ‘distress’. It is this latter manifestation of stress that causes our body’s wear and tear. Thus, stress can be described as the pattern of responses an organism makes to stimulus event that disturbs the equilibrium and exceeds a person’s ability to cope.

Question 14:
Describe the Nature of Stress.
Answer:
The word stress has its origin in the Latin words ‘strictus’, meaning tight or narrow and ‘stringere’, the verb meaning to tighten. These root words reflect the internal feelings of tightness and constriction of the muscles and breathing reported by many people under stress. Stress is often explained in terms of characteristics of the environment that are disruptive to the individual. Stressors are events that cause our body to give a stress response.

Such events include noise, crowding, a bad relationship, or the daily commuting to school or the office. The reaction to external stressors is called ‘strain’. Stress has come to be associated with both causes as well as effects. However, this view of stress can cause confusion. Hans Selye,-the father of modem stress research, defined stress as “the nonspecific response of the body to any demand” that is, regardless of the cause of the threat, the individual will respond with the same physiological pattern of reactions.

Many researchers do not agree with this definition as they feel that the stress response is not nearly as general and nonspecific as Selye suggests. Different stressors may produce somewhat different patterns of stress reaction and different individuals may have different characteristic modes of response. You may recall the case of an opening batsman mentioned earlier.

Each one of us will see the situation through our own eyes and it is our perception of the demands, and our ability to meet them, which will determine whether we are feeling ‘stressed’ or not. Stress is not a factor that resides in the individual or the environment, instead, it is embedded in an ongoing process that involves individuals transacting with their social and cultural environments, making appraisals of those encounters and attempting to cope with the issues that arise.

Stress is a dynamic mental/cognitive state. It is a disruption in homeostasis or an imbalance that gives rise to a requirement for the resolution of that imbalance or restoration of homeostasis. The perception of stress is dependent upon the individual’s cognitive appraisal of events and the resources available to deal with them.

Question 15:
Explain the stress process of Lazarus.
Answer:
The stress process is based on the cognitive theory of stress propounded by Lazarus and his colleagues. An individual’s response to a stressful situation largely depends upon the perceived events and how they are interpreted or appraised. Lazarus has distinguished between two types of appraisal, i.e. primary and secondary.
Primary appraisal refers to the perception of a new or changing environment as positive, neutral or negative in its consequences. Negative events are appraised for their possible harm, threat or challenge.

Harm is the assessment of the damage that has already been done by an event. The threat is the assessment of possible future damage that may be brought about by the event. Challenge appraisals are associated with more confident expectations of the ability to cope with the stressful event, the potential to overcome and even profit from the event. When we perceive an event as stressful, we are likely to make a secondary appraisal, which is the assessment of one’s coping abilities and resources and whether they will be sufficient to meet the harm, threat or challenge of the event.

These resources may be mental, physical, personal or social. If one thinks one has a positive attitude, health, skills and social support to deal with the crises she/he will feel less stressed. This two-level appraisal process determines not only our cognitive and behavioural responses but also our emotional and physiological responses to external events. These appraisals are very subjective and will depend on many factors. One factor is. the past experience of dealing with such a stressful condition. If one has handled similar, situations very successfully in the past, they would be less threatening for her/him.

Another factor is whether the stressful event is perceived as controllable, i.e. whether one has mastery or control over a situation. A person who believes that s/he can control the onset of a negative situation, or its adverse consequences, will experience less amount of stress than those who have no such sense of personal control. For example, a sense of self-confidence or efficacy can determine whether the person is likely to appraise the situation as a threat or a challenge. Thus, the experience and outcome of a stressor may vary from individual to individual.

Stress includes all those environmental and personal events, which challenge or threaten the well-being of a person. These stressors can be external, such as environmental (noise, air pollution), social (break-up with a friend, loneliness) or psychological (conflict, frustration) within the individual. Very often, these stressors result in a variety of stress reactions, which may be physiological, behavioural, emotional and cognitive. At the physiological level, arousal plays a key role in stress-related behaviours. The hypothalamus initiates action along two pathways.

The first pathway involves the autonomic nervous system. The adrenal gland releases a large amount of catecholamines (epinephrine and norepinephrine) into the bloodstream. This leads to physiological changes seen in the fight-or-flight response. The second pathway involves the pituitary gland, which secretes the corticosteroid (cortisol) which provides energy. The emotional reactions to the experience of stress include negative emotions such as fear, anxiety, embarrassment, anger, depression or even denial.

The behavioural responses are virtually limitless, depending on the nature of the stressful event. Confrontative action against the stressor (fight) or withdrawal from the threatening event (flight) are two general categories of behavioural responses. Cognitive responses include beliefs about the harm or threat an event poses and beliefs about its causes or controllability. These include responses such as the inability to concentrate and intrusive, repetitive or morbid thoughts.

As indicated in Figure 3.2, the stresses which people experience also vary in terms of intensity (low intensity vs. high intensity), duration (short-term vs. long-term), complexity ( less complex vs. more complex) and predictability (unexpected vs. predictable). The outcome of stress depends on the position of a particularly stressful experience along these dimensions. Usually, more intense, prolonged or chronic, complex and unanticipated stresses have more negative consequences than have less intense, short-term, less complex and expected stresses.

An individual’s experiences of stress depend on the physiological strength of that person. Thus, individuals with poor physical health and weak constitution would be more vulnerable than would be those who enjoy good health and a strong constitution. Psychological characteristics like mental health, temperament and self-concept are relevant to the experience of stress.

The cultural context in which we live determines the meaning of any event and defines the nature of the response that is expected under various conditions.  Finally, the stress experience will be determined by the resources of the person, such as money, social skills, coping style, support networks, etc; All these factors determine the appraisal of a given stressful situation.

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 Sociology Unit 2 Indian Social Structure Long Answer Questions Part-2

Odisha State Board CHSE Odisha Class 12 Sociology Solutions Unit 2 Indian Social Structure Long Answer Questions Part-2.

CHSE Odisha 12th Class Sociology Unit 2 Indian Social Structure Long Answer Questions Part-2

Long Questions With Answers

Question 1.
Discuss various factors affecting the caste system.
(Or)
What are the causes responsible for the disintegration of the caste- system?
Answer:
The caste system, under the impact of certain powerful factors, is undergoing drastic changes in modem India. Under the impact of all these powerful forces, wide cracks have already appeared in the walls of the citadel of caste in India. The major factors which are responsible for such changes in the system are

  • Modem education
  • Industrialization
  • Urbanization
  • Modem means of transportation
  • Increase in importance of wealth
  • New social movements
  • Political changes
  • The new legal system and
  • The Indian constitution.

Modern education:
Modem education has played a major role in undermining the importance of caste in Indian social life. Modem education is secular in nature. So it is on one hand based on such democratic values like equality, liberty and fraternity, on the other hand, it is based on such scientific values like reason and observation. Modem education is also very much indifferent to religion.

With the spread of modem education beliefs like the divine origin of caste. Karma and Karma fala are growing weaker and weaker in the minds of people with the influence of democratic values like equality, Modem man finds it difficult to accept the principle of inherited inequality on which the entire structure of the caste system is based.

In modem educational institutions children of different castes sit side by side in the same classroom, as a result, the feeling of untouchability do not find scope to develop in the minds of children. Modem co-educational institutions also encourage inter-caste marriages based on love, among educated young men and women. Thus, Modem education acts as a very powerful force against caste in India.

Industrialization :
The effects of industrialization is very much disastrous on the caste- system. Occupational castes cannot survive in the face of large-scale industrialization. For example, the members of the weaving castes are finding it extremely difficult to follow their traditional caste occupations. Because it is not possible for them to compete with the textile mills in the open markets.

The caste system is based on the rural economy. The tradition of the following caste- occupation gradually crumbled down. The members of all castes are interested and getting employment in modem factories. In a factory people of different castes work together. A Brahmin who works by the side of an un-touchable cannot avoid his touch. So the idea of pollution by touch is losing its ground gradually in an industrial setting.

Urbanisation:
Urbanisation, which invariably follows industrialization, has also made it impossible to practice caste- restrictions. Under urban conditions of life, the idea of pollution by the touch of a shadow cannot be translated into action. Because it is impossible on one’s part to restrict himself in a dining place, in a hotel, in a shopping centre etc.

Modern means of transportation:
Geographical isolation was a favourable condition for the creation and continuation of the caste- system in India. But modem means of transportation have increased spatial mobility of the people and thereby put an end to geographical isolation. Again while travelling in a bus, train or tram, it is impossible to observe caste rules regarding food, drink and social intercourse.

Increase in importance of wealth:
In the present age, wealth is replacing birth as the basis of social prestige. Hence, caste, which is based on birth, is no longer the basis of social status. In modem society, a rich Shudra is getting more prestige than a poor Brahmin. Hence people while choosing their occupations, give more consideration to income than to occupation.

New social movements:
A number of movements were launched in the past against the caste system. The social movements started by Raja Rammohan Roy, and Dayananda Saraswati could influence the intelligence of the country against the caste- system and other evils of Hindu society.

Political Changes:
One of the main aims of the Indian national freedom movement was to abolish all discrimination particularly the caste- a system in Indian society. This movement created a strong public opinion against the caste- system in India. Hence, when India got independence, a democratic form of society abolished all discriminatory practices based on caste, creed, sex, etc. Secondly, ideologies like communism, which is based on the principle of a classless society, have also become popular in India. New groups based on class interests rather than caste interests have emerged in the country.

New legal system:
The new legal system has also played a vital role against the caste- system, as a result, the age-old legal discrimination against the lower castes has been removed. Under the new system, the principle of equality before law has firmly been instituted in legal proceedings. Again with the establishment of judicial courts, the caste, panchayats have lost their power to punish the culprits and enforce the caste rules. Besides a number of acts like. The untouchability Offences Act of 1995 and the Hindu Marriage Act of 1955 have been passed, which prove too disastrous to the caste system.

The Indian Constitution:
Our constitution is taking strong steps against the very existence of caste in India Para 15(2) of the constitution which declares all citizens as equal, directly attacks the Hindu social order based on the caste system. It is clear from the above discussion that due to the influence of the above factors the caste- system has been changing in India. But it would be a gross mistake to think that the caste- system has completely disappeared from the Indian scene.

CHSE Odisha Class 12 Sociology Unit 2 Indian Social Structure Long Answer Questions Part-2

Question 2.
Discuss recent changes in the institution of caste.
(Or)
Discuss the changing aspects of the caste system in Indian Society.
(Or)
“Caste has never maintained its traditional forms” – justify the system.
Answer:
As a consequence of the impact of a number of factors like industrialization, urbanization, modem education, development in modem means of transportation, new social movements, the new legal system, an increase in the importance of wealth, political changes and the constitutional provisions, there have been a number of changes in the caste system. As a result, caste has never maintained its traditional forms.
The changes in the caste systems are –

  • The decline in the supremacy of the Brahmin.
  • Changes in status structure.
  • Development in the socio-economic conditions of the Harijans.
  • Changes in the functions of caste.
  • Changes in rules regarding marriage.
  • Change in restrictions on food, drink and social intercourse.
  • Changes in restrictions regarding the choice of occupations.
  • Changes in the ideas regarding the doctrine of karma.

The decline in the supremacy of the Brahmin:
Under the caste system, the Brahmin occupied the highest position. The whole system revolved around the prestige of the Brahmin. But today he does not enjoy the same high and dominant social position. For example, in the past, the Brahmin is only allowed to read Vedas, Epics etc. But now other lower caste people are enjoying the position of Brahmin.

Changes in the status structure:
Traditionally caste society was a closed and rigid society. Each caste had its own traditional status in the hierarchy of castes, which was more or less permanently fixed. Besides, every caste had its own style of life, followed exclusively by its members.

It was these differences in the styles of life that made the people of different castes appear distinct from one another. But at present people of lower castes are adopting the lifestyles of higher castes and claiming and actually achieving higher status in society. This process which Srinivas refers as Sanskritization.

Development in the socio-economic conditions of the Harijans:
Thirdly, as a result of the governmental policy of protective discrimination, the socio-economic condition of the Harijans has been considerably improved. As a result, the downtrodden people of the society namely the Harijans have been able to get higher status.

Changes in the functions of caste:
In the fourth place, there are changes in the functions of castes. For example, in a caste system, people get status according to their caste. So the caste system was the determinant of one’s status. But under the changed conditions of modem society, birth is no longer regarded as the basis of social prestige. Today wealth and achievement have replaced birth as the basis of social status. Asa result caste has lost its traditional function of determining the status of an individual in society.

Changes in the rules regarding marriage :
The other important change in the caste- system is marriage. Under the caste system, there were strict rules regulating the choice of mates. Every caste and sub-caste was an endogamous group, each caste was not allowed to marry outside one’s own caste. But nowadays inter-caste marriages are more prevalent in society. The Special Marriage Act and Hindu Marriage Act have removed all the restrictions and declared inter-caste marriage as legally valid.

Changes in restrictions on food, drink and social intercourse:
Sixthly, there are changes in the ideas of pollution and other restrictions on food, drink etc. The higher caste people i.e. Brahmin do not take food and drink from lower caste people. Similarly, if a lower caste people touch a higher caste then the higher caste people got polluted. So there were very many restrictions. But. today these rules have lost their significance in Hindu society.

Changes in restriction regarding the choice of occupation:
In the caste system choice of occupation was not free. Each caste had its own traditional occupation, which its members had invariably to follow. But now- a -days people follow occupations which are not their own caste’s occupation. Nowadays those occupations which arc profitable are followed by people irrespective of their caste. Now a Brahmin works in a leather factory whereas a Shudra is accompanied By a teaching profession, which in traditional society could not be imagined.

Changes in the ideas regarding the doctrine of Karma:
The family caste system has lost its grip on the minds of the people. People have begun to doubt the validity of the caste system. Now, they do not believe in the theory of Karma, or the doctrine of Karma, Karmafala etc. So also they do not believe that the caste system is a divinely ordained institution.

BSE Odisha

Question 3.
Do you think that the caste system is disappearing from India? Give reasons in support of your opinion.
(Or)
Discuss the present trends and future of the caste system.
Answer:
In India, we find a unique system of social stratification based on birth, the like of which is not found elsewhere in the whole world. This system is known as the ‘caste- system’ and divides Indian society into several groups. This caste system transforms into casteism in the evil hand. It has contributed a number of functions to its credit and is also not devoid of dysfunctions.

The caste system serves as a device of the division of labour in society. It integrates society and also brings stability to society. In a traditional way, it determines the status of the individual and it also guides the individual behaviour. The age-old system, i.e. caste system, under the impact of certain powerful factors is undergoing drastic changes in modem India.

At the same time it is right to say that due to modem education, industrialization, urbanization, development in the means of transportation, increase in the importance of wealth, political changes and the new legal system some changes have taken place in the caste- system. As a result, wide cracks have already appeared in the walls of the citadel of caste in India.

Encouraged by the visible changes in the system, some students of the institution have come to believe that the caste system is soon going to dis- integrate in India. But scholars like Prof. Ghurye and Prof. Srinivas do not agree with this view. They on the contrary assert that caste in modem India is becoming stronger and will continue to exist for some time to come.

Dr Ghurye, says that caste will continue to exist in India for some time due to certain factors that are active today in the country. He says that while democracy weakens caste, the method of elections at present strengthens the caste system. As the governmental machinery in a democracy is run by the elected representatives of the people, elections in India have become imperative.

But unfortunately, in this country elections are fought and won on the basis of caste. Candidates contesting elections seek support from their caste fellows by drumming the cause of casteism. These leaders maintain casteism even after the elections by showing special treatment to their caste members. Even political parties are not free from ‘caste politics’.

Political parties in India sponsor candidates having a social base, which is nothing but the numerical strength of the caste of a candidate in the constituency. Thus elections have actually encouraged casteism in India. So caste has assumed political functions and has become stronger today. Dr Ghuiye also says another factor encouraging caste in India, is the special constitutional protection accorded to the scheduled and other backward castes.

The Indian constitution makes special provisions for the protection of these castes in the form of reservations in the central and state legislative government services. In addition, it directs the government to provide many other facilities to them. These constitutional provisions have created casteism among the people of these castes.

Prof. M.N. Srinivas holds that the establishment of a national government for the whole country, the political boundaries of the small independent states, that hitherto acted as barriers and prevented the members of a caste, spread over a large- part of the country, from uniting have disappeared. As a consequence castes especially the larger ones have found it easier to organize themselves on an unprecedented scale.

Hence castes in modem India have become more organized and stronger.  Secondly, modem developments in the means of transportation and communication are regarded by him as another potent factor in strengthening caste in India. He is of the opinion that modem means of transportation and communication such as the railways, buses, printing press, postal services, newspapers etc. have enabled the members of castes, scattered all over the country, to come together and discuss problems concerning the interests of their own castes and organize more effectively into large caste associations.

As such, in modem India, castes have actually become more effective and stronger. Besides, no accurate predictions can be made about the future of the caste system in India. Therefore many thinkers would like to be non-committal about its future. But there are scholars like Prof, Srinivas, who believe, that caste is so an organic part of Hindu society and Hindu social organization that it is difficult to conceive of Hindu society without it.

There are other scholars like Prof. Ghurye, who think that caste has outlived its usefulness and therefore it should go. They also believe that Hindu society will sooner or later, be got rid of caste. In modem day, there are already some important changes in the salient features of the system like marriage, occupation, styles of life etc. brought about by forces discussed before.

But at the same time, there are equality powerful factors like the method of elections, protection of the scheduled and other backward castes etc. which encouraged casteism. From the above analysis, it may be said that some more changes will certainly take place in the system. But it is wrong to believe that the system. But it is wrong to believe that the system will altogether be eliminated from Indian social science. It may assume new forms and perform new functions in the changed conditions of modem society.

Question 4.
What do you mean by class? Write an essay regarding the emergence of the class- system in Indian society.
Answer:
If the caste system is found to be unique to India, the class- system is universal in nature. ‘ Social class’ is a principal type of social stratification found especially in the modem civilized countries. Sometimes the word ‘class’ is used to represent groups of professors, artists, engineers, doctors, students etc. The word ‘class’ is also used to refer to the quality of things whether good, better, best and so on.

But the concept of ‘social class’ is more used in sociology representing a kind of social stratification than anything else.  P. Gisbert says “A social class is a category or a permanently determines their relation to other groups.” Ogburn and Nimkoff say that “A Social class is the aggregate of persons having essentially the same social status in a given society.

Maclver and Page define “A social is any portion of the community marked off from the rest by social status”. A social class is understood mainly in two different ways. Firstly, there is the Marxian conception of class. The Marxists define a class in terms of its relation to the means of production. According to them, a class is determined by its possession of such objective, usually economic criteria like wealth, occupation and income.

Secondly, there are thinkers like Maclver, who view class as a status group. But there are also other sociologists like Max Weber who tried to reconcile these two divergent approaches to class in their studies of modem social organization.

Characteristics of social class:

  • A social class is essentially a status group.
  • Status in the case of the class system is achieved and not ascribed. Birth is not the criterion of status. The achievement of an individual mostly decides his status.
  • Class is almost a universal phenomenon which appears in all the modem complex societies of the world.
  • A social class is not transitory nor unstable like a crowd or a mob. It is relatively a stable group.
  • There is a feeling of equality in relation to members of one’s own class. Individuals belonging to the same social class are expected to maintain a similar standard of life.
  • There is a feeling of inferiority and superiority in the social hierarchy.
  • The class system is associated with class consciousness, Class consciousness is the sentiment that characterises the relations of men towards the members of their own and other classes.

The emergence of class, as we understand them today, is the direct result of British rule in India. The British in India established a new social economy and a new administrative system. It also introduced modem education and industrialization. These forces give rise to new social classes in Indian society. The British introduced drastic changes in the economy through legislation.

Firstly, private property in the form of Zamindari and Ryotwari systems was recognized and as a result of two classes, namely the zamindars and the peasants came into being. Secondly right to lease, the land created the tenants and sub-tenants. Finally, the right to purchase and sell the land and the right to hire and employ labour on land created conditions for the emergence of such classes as absentee landlords and the agricultural proletariat.

Under the agrarian economic system there developed new classes of intermediaries like money lenders, absentee landlords and merchants. However, it is not to say that merchants and money lenders did not exist in pre-British India They did exist but their position and function in the old economy were fundamentally different. After Independence, the agrarian class structure has undergone radical changes due to the abolition of the zamindari system, ceilings on land holdings, tenancy reforms etc.

As a consequence, the agrarian class structure, at present, consists of two principal classes namely land owners and agricultural labourers.
Under British rule production in India became more and more for the market. The internal market expanded and got linked up with the world market Thus, the class of commercial bourgeoisie came into being.

A large class of merchants grew who were primarily engaged in the import and export of goods from and into India. The new commercial class purchased the agricultural and industrial goods produced in India and sold them in both Indian and world markets. The profits and savings made by the trading class zamindars and wealthy members of professional classes served as the capital for the growth of Indian-owned industries like textile, mining etc.

With the growth of industries, the bourgeoisie and proletariat came into existence. There also grew professional classes comprising lawyers, doctors, teachers, managers, engineers, technologists, and journalists in response to the needs of the new society. In addition to the above-mentioned classes, another class of petty traders and shopkeepers also developed in every town and city.

Along with these new classes, some old classes like the village artisans and urban handicraftsmen also survived and existed side by side in India. C.H. Cooley opines that three principal conditions favour the growth of social classes. They are:-

Marked differences in the constituent parts of the population:
When the population is composed of different races, this racial heterogeneity facilitates the growth of social classes. Little communication and enlightenment: Lack of inter-communication among the people also favours the growth of social distances increase.

A slow rate of social change:
Perhaps the slow rate of society is the principal factor favouring the growth of social classes. When society does not change and condition remains much the same from generation, social classes develop. The Indian society remained static for about three thousand years with the result that untouchables were not permitted to use public wells or enter temples.

CHSE Odisha Class 12 Sociology Unit 2 Indian Social Structure Long Answer Questions Part-2

Question 5.
Distinguish between ‘Caste and Class’.
(Or)
Both ‘Caste’ and “Class’ co-exist in Indian society – Justify the statement.
Answer:
There are a number of points which have so far remained unclarified in regard to the nature of caste and class in India. Caste and class are polar opposites. Caste is being replaced by class; caste is a rural phenomenon whereas clan is found in urban industrial settings. Caste is an ascriptive system and class is based on the achievement principle.

Caste is a closed system and does not allow mobility for its members, whereas class is an open system and allows mobility for its members, India has/had a caste system, hence a ‘caste model’ for studying Indian society and the west has/had classes. Hence a ‘class model’ for studying western societies – is some of the familiar misconceived notions about caste and class in India.

However, these notions are rooted in the historicity of Indian society and its culture including British and post-independence academic colonialism. Battelle does not offer a ‘class analysis’ of Indian society as an alternative to the ‘caste – model’, In fact, he suggests a sort of modification of the caste model by putting an emphasis on the study of economic and political activities of inter-caste relations.

However, he points out that it could be wrong to consider India as a ‘caste society and the united states as a ‘class society and Europe as a ‘caste society. Bettie takes a clue from Leach, Bailey and Dumont who have offered a ‘caste- model’ of Indian society. The essence of the views of Leach, Bailey and Dumont is that caste is a non-competitive system, the castes are non-antagonistic strata.

Competition refers to class and cooperation refers to caste. This is really a very erroneous view about both class and caste and more so about the understanding of caste, in India. Bailey refers to caste groups which cooperate and do not compete. But western scholars including Leach look at the caste system from the viewpoint of class in western societies.

Leach finds competition within the ‘dominant caste’ and not between the dominant caste and other castes. Ketkar mentions hereditary membership and endogamy as the most striking features of the caste, system in India. Funeral, Hutton and Sherring observe that the caste system is ‘functional’ for Indian society. Ghurye refers to six features of the caste system and upholds the endogamy of its essence.

Other students of Indian society have also provided a view that either refers to the uniqueness of the caste system or they have viewed it from the viewpoint of their own society. Marx related to Asiatic mode of production to the stability of the caste system in India. H.J.S. Maine referred to caste as an example of a non-contractual4 status society’ Senate.

Hocart and Dumont have emphasized ritual Criteria and pollution Purity as the basis of Hindu society. Weber considered caste as a system of status groups based on the other world by doctrines of Hinduism.  At the same time scholars of the west glorified the class system with a view to establishing the superiority of western society and culture, Class was considered an open system, the individual was given freedom of movement under the system and achievement was the essence of the system.

In contrast to caste system was a closed system, the individual could not move up the hierarchy and it was a system based on aspiration. Caste and class were polar opposites. Caste was considered a feature of an archaic society like India and class was considered a characteristic feature of the industrially advanced achievement based on western society.

This clearly shows that western scholars mainly the American and the British tried to establish their hegemony by academic propaganda. Maclver and Page do not define class strictly in the economic sense. They refer to status’ as the basis of what they call the social class”. T.H. Marshall. T. Parsons, K. Davis and W. Moore. T.B. Bottomore and Richard centres decline class either in terms of status or in psychological terms.

The perfect example of the definitions of caste cis-a-vis class is found in India and class is a feature of the western world. Berreman recently published essay which has been written over a period of two decades emphasises that ‘caste-based’ inequalities in India are not different from race-based inequalities in the United States of America. Gough has been highlighting the class basis of the caste system in India.

N.K. Byse refers to the class genesis of the caste structure in Bengal. Changes from caste to class are noted by Mishra, Beteille, Miller and Kolenda. A class analysis of Indian society in general and the caste system and village community, in particular, is found in A.R. Desai’s edited work on rural sociology. D. Souza decisively concludes that class is replacing caste and the individual is replacing the group.

Beteille realized that caste alone is not the totality of social stratification and that caste is not being replaced by class. Class in India is generally seen as a consequence of a change in the caste system and not as a concomitant and co-existent system separate from caste. Dube and Singh both realize that the concepts of caste and class have been basically Western and therefore ignore the historicity of Indian society in their formulations.

Caste has been taken as synonymous with the social formation of Indian society and therefore class is treated as an alternative system to caste. However the fact is that neither does caste refer to the totality of social formations nor is class the polar opposite of caste, caste and class; caste, class and power, caste, religion and power and caste, class and politics do not provide a corrective to the caste alone approach.

These studies are rooted in the falsity of the western dichotomy of tradition and modernity and the trilogy of class, status and party. They do not incorporate the existence of Indian society into the concepts of caste, class and power etc. Hence they are inadequate in rescuing us from these aline concepts and theories. Class in India has existed along with caste and power.

Caste incorporates class and class incorporates caste in the Indian context. ‘Neither the ‘caste alone’ view nor the class alone’ perspective will help in a proper and fuller understanding of Indian society. Castes have been functioning as classes for all practical considerations. The Varna and the Jajmani system can be explained in terms of class relations.

The main classes today in India are – the agrarian classes, the industrial classes, the business and the mercantile classes and the professional classes. Industrial, business and professional classes characterize urban India and land owners, tenants, and agricultural labourers are found in the countryside.

CHSE Odisha Class 12 Sociology Unit 2 Indian Social Structure Long Answer Questions Part-2

Question 6.
What is a joint family? Discuss its characteristics.
Answer:
An Indian family is based upon the sanctity of domestic life and value commitments which make it intimate, personal and durable Family for an Indian is a sacred institution in which the interrelationship between husband and wife, father and son. brother and sister is booked by religious and spiritualists consideration notify more annexations of consanguinity. Thus, the family bond, the sense of duties and obligations toward each other continues even for generations together.

As such, an Indian family, more particularly a Hindu family becomes large, extended and of the type described as joint. Thus, now it is very much clear that a joint family is a large group of the members of two or more generations having a common ancestry, common – property, common culture, and common household, playing, different roles of father, mother, son, daughter, brother and sister and contributing towards the betterment of family as a whole.

Characteristics of a joint family:

Large size:
The members of two or more generations constitute a joint family. As Jolly puts it, not only do parents and children brothers and step-brothers live on the common property but it may sometimes, include ascendants, descendants and collaterally up to many generations. Hence, it is quite natural that the size of a joint family becomes large in comparison to a nuclear family in which a man lives his immediate family consisting of only his wife and children.

Joint property:
Another feature of a joint family is that all the members hold the property in common. Everyone works according to his capacity and brings the earnings to home. Mostly the economy of a family is based on agriculture. The adult members cultivate their inherited property. Whatever property is bought or sold, is added or subtracted from the common property of the family. The head of the family, generally known as ‘Karta’ manages the entire socio-economic affairs like a trustee.

Common Residence and Joint Kitchen:
All the members of a joint family generally live under one roof. The entire house is divided into many small rooms for the use of different brothers. Sometimes separate rooms are also constructed for grown-up children depending on the resources and condition of the family. All these members take their food cooked in one kitchen. Mostly there is a common arrangement for joint living and common dining.

Common rituals and ceremonies:
Every joint family has its own rites and rituals in accordance with caste norms and religious obligations. All the members participate in such common rites and rituals. Each family has its own ‘kula devata’ (family deity) which is worshipped by all the members.

Socialist system:
Functionally, the joint family is a sort of cooperative enterprise based on secularistic norms. Everyone works for the benefit of the family as a whole. The rights and privileges are distributed equally among all the members. Each member contributes according to his capacity and gets according to his necessity. The responsibility of children old am unable members are shared by all.

Mutual obligations:
In a joint family all the members, due to their common ancestry feel mutually obliged to each other. No one works against the interest of the other. Everyone is interested in the welfare of all the members of his family. A mutual understanding, co-operative spirit, and give-and-take informal relationship bind all the members together.

The ‘Karta’ as the authority:
The Karta or the head of the family acts as the formal authority in all the affairs of the family. Generally, the ‘Karta’ is the eldest male member. All the earning members keep their earnings with him and the entire property is kept under his control. All the family celebrations like marriage, birth and death anniversary are held under his direction and guidance. The disputes and dissatisfaction among the members are settled by him. All the members remain obliged to him and his decision stands final in all matters.

Question 7.
Define joint family and discuss its functions.
Answer:
A joint family is a large social group in which the father, mother, their children, uncle, aunt, grandfather and grandmother live together. According to Dr Iravati Karve, “A joint family is a group of people who generally live under one roof who eat food cooked at one hearth, who hold property in common and who participate in common worship and are related to each other as some particular type of kindred.” According to D.G Mandelbaum, ‘Joint family consists of typically’ of a set of men related to each other as father and sons are brothers and live together with their wives and children.

Functions of joint family:
Following are the functions of the joint family

Social control:
Social control is the function of a joint family. In a joint family, the relations between the members are direct, intimate and personal. The social relationship of a joint family acts as an important means of social control of the parents and other elder members 6f the family. In a joint family the leaders have direct control of the activities of the members.

Socialisation:
A joint family plays a very important role in the socialisation process of the child. If fosters good qualities among its members. In a joint family, children learn social adjustment and other social virtues, like obedience, self-discipline, love, cooperation, self-sacrifice, self-confidence and patience. The youngsters always have a sense of respect for the elders in a joint family.

Development of personality:
It is one of the important functions of a joint family which work in close collaboration with each other. All the members sacrifice themselves for the sake of the family. In a joint family, the children can be brought up and regarded properly by the family members. All these lead to the development of the personality of the members.

Economic functions:
A joint family also performs some economic functions. It acts as both productions as well as consumption unit. A joint family fulfils all the economic needs on the principle of joint ownership of land. It saves land from being fragmented into small and economic holdings. All earnings in a joint family are pooled into a common fund, and every member gets an almost equal share irrespective of his income. In a joint family cooking and household, purchases are done jointly resulting in considerable savings.

Educational function:
A joint family imparts education to the members. It is from the family that children learn the first letter under the affectionate guidance of either parent and other members. A joint family provides vocational education of its members. All the social virtues of children are developed by members of the family regarded as the first school of children.

Division of labour:
A joint family system creates a division of labour among the members. Every member in a joint family is as signed with work according to his ability and none is overburdened.

CHSE Odisha Class 12 Sociology Unit 2 Indian Social Structure Long Answer Questions Part-2

Question 8.
Discuss the merits and demerits of a joint family.
Answer:
A joint family is a group of people who generally live under one roof, eat food cooked at one hearth, hold property in common, participate in common worship and are related as some particular type of kindred.

Merits of joint family:

Economic merits:
From an economic point of view, joint family system has many advantages. It creates obstacles for subdivision and fragmentation of landed property. That means it prevents family property from being divided due to indivisibility and non-fragmentation of family property. Economic production increases considerably. In a joint family, all the members work together in the family property.

Division of labour:
The joint family system is based on the principle of division of labour. Every member of the family is provided work in accordance with his ability and capacity. For example, in joint families, women look after domestic affairs and care of children whereas men work in the fields. Similarly, in farming season all the members collectively work according to their abilities.

Protection of members:
Our late Prime Minister Pundit Jawaharlal Nehru had said that the joint family system is insurance for the family members which provides a guarantee of protection to those who are physically and mentally weak. It provides social security to those members who are sick, old, invalid, destitute, infirm and instance.

Cradle of social virtues:
A joint family is a storehouse of social virtues or good qualities like love, cooperation, affection, sympathy, sacrifice, tolerance, honesty, obedience, discipline, a broad spirit of selfless service generality, self-control, and mindlessness, for one among its members. These qualities are very essential for every individual in society. Joint family has checked the undesirable and anti-social tendencies of these youth through the care of elders. Thus, a joint family is a cradle of social virtues.

Means of Recreation:
A joint family is one of the best means of recreation. It creates friendly and stimulating taking of the children, mother’s love, love between brothers and sister and the like for the entertainment of the members. Joint family has formed many recreation and cultural institutions. At the time of the fifth, marriage and death, the joint family arranges many cultural functions. The joint family actually takes over the role of a club by providing recreation to all the members.

Sense of unity :
A joint family creates a sense of oneness and unity among its members. It is a strong ‘we feeling’ or belongingness among the members of a joint family. All the family members face a crisis collectively. It gives them a sense of security which is necessary for the development of personality.

Economy:
The joint family system is very economic in nature because there is a common residence and a common kitchen. It secures the economy of expenditure. The things consumed in large qualities are purchased at a wholesale rate and are secured as economically secure.

Socialism on wealth:
According to Sir Henry Maine, a joint family is like a cooperating trust where the father acts as its trustee. Every member in a joint family Works according to this necessity. Thus, the joint family achieves the socialistic form according to his needs. The fundamental of a joint family is to provide minimum needs such as food, clothing and shelter to every member.

Demerits of joint family:
In spite of the above merits, the joint family system has certain demerits also. The following are the main demerits of a joint family.

Hindrance to the development of personality:
The main demerit of a joint family is the hindrance to the development of the personality of its members. In the joint family, the head is the absolute ruler.He directly controls the behaviour of all the members. He regards them as children though they have turned adulthood. The head is the sole authority to take any decision in the family affairs. The members are not permitted to express their views independently or against the supreme administration of the head nor they can disobey the rules and regulations of the family when framed by the head.

Miserable conditions of women:
The miserable condition of women is yet another disadvantage of the joint family system. In a joint family, women are generally known as neglected and backward persons because they do not get any opportunity to develop their personalities. They are confirmed within the four walls of the house and deserve the entire family like slaves.

The women can neither talk nor express their views independently particularly. In a joint family, the condition of the daughter-in-law is very miserable. They are often ill-treated by their mother-in-law and sister-in-law. Some of them even commit suicide due to intolerable and unendurable oppression and suffering hence the condition of women is very pitiable in the joint family.

Increase of Idleness:
The point family system encourages idleness. All the members of a joint family are sure of economic security. lt is because whether a member works or not, a joint family provides minimum economic needs such as food, clothing and shelter to all members. Therefore, some members do not work for the progress of the family due to this facility. As a result of this laziness of the member’s increases. It hinders the economic prosperity of the family. Thus, a joint family acts as a centre of idleness.

Centre of quarrels:
A joint family is generally known as a centre of the conflict. It is a hotbed of quarrels and bickering, especially among female members. Due to their selfishness and jealous nature the mother-in-law, the sister-in-law and the daughter-in-law create conflict with each other frequently. The activities of children create tension in the family daily disputes and conflict make the family a bed for its members.

Lack of privacy:
In a joint family, there is a lack of sufficient accommodation for its members Newly married couples face great difficulty in a joint family. They do not discuss the- problems in the presence of their elders. The wife cannot meet her husband in a daytime. It imposes certain restrictions upon husband and wife by which they cannot enjoy their marital life fully. Due to these restrictions, they do not have the opportunity to develop their personality.

Uncontrolled reproduction:
A joint family is the centre of uncontrolled reproduction. The responsibility to bring up children and educate them is shared in a joint family. Therefore, no members brothers about the number of children he should produce. In a joint family, the individual does not feel the responsibility of individual members. Thus, uncontrolled reproduction is a serious demerit of disadvantaged or a joint families and it leads to poverty.

Hindrance to social change :
Joint family acts as a great obstacle to social change. The members are more conservative and they do not accept any change of society easily. They strictly follow the old traditional custom, folkways and modes in that way it hinders social change. The members of the joint family do not avoid old culture and values as a result of which new scientific inventions and discoveries are retarded.

Hindrances to economic progress:
A joint family hinders the economic progress of society because those who work hard are not properly rewarded. There is always satisfaction among the earning members. The wives of the earning members instigate their husbands not to manage the family and work in proportion to what they get from the family. It checks and hinders the economic progress of the family.

Social problems:
Lastly, a joint family disorganises society by creating social problems. Actually, the joint family is a solid place for social problems. Firstly, uncontrolled reproduction it increases the population of a country. Secondly, the joint family does not take proper care of the children. As a result of which children become juvenile delinquents in joint families. Thirdly, it increases the unemployment problem due to a lack of education and proper training.

Fourthly, on the basis of the dowry system, it leads to survival and bride-burning among young women. Fifthly, due to family quarrels, joint family increases divorce among the members. Lastly, it does not control its members directly. As a consequence, they indulge in various antisocial works. Owing to these reasons, the joint family system violates the peaceful atmosphere of society.

CHSE Odisha Class 12 Sociology Unit 2 Indian Social Structure Long Answer Questions Part-2

Question 9.
Describe the recent changes in a joint family.
Answer:
Changes in social conditions led to changes in social institutions. A joint family which was once upon a time created in response to certain needs of man is now undergoing a large number of changes. These changes in the institution of the joint family were due to the influence of a large number of factors like the influence of western culture, legislation, enlightenment of women, modem education, economic freedom, industrialisation, overpopulation etc.

Thus, as a result of the impact of the above-mentioned some changes in the joint family structure; features and have become inevitable. These changes are as follows. The first change in the institution related to the common residence. Nowadays members of a joint family are no more living in a common residence but still, but live in a joint family.

In spite of living under one roof, they also remain as a member of a joint family. The second kind of change is related to a common kitchen. Because of industrialisation and urbanisation members of joint families are living in far-off places as they are working in different places. Hence, in spite of their separate kitchens they still also remain in a joint family.

Thirdly, there is also a change in the concept of common worship. Members of joint family are no more gathering in everyday morning and evening, for worship. They are only coming together at the time of common festivals. Fourthly, change is also occurring in the large size of joint families. Joint family has ceased to be very large in size. It does not have more generation depth, than before.

Fifthly, a great deal of change is also being noted in the authority of the head or in the rule of the Karta. The eldest male member of the joint family is no more enjoying his previous power. He is no more exercising such absolute power over the members of the joint family. Sixthly, there is a change in the functions of the joint family. The joint family instead of developing good.

Questionuestionuestionuestionualities among its members create jealousy, self- centredness etc.  Now- a – days joint family ceases its role of providing healthy recreation in its members. Even in many places, joint families failed to provide all sorts of social security to their members. Thus, these are the changes found in the institution of a joint family.

CHSE Odisha Class 12 Sociology Unit 2 Indian Social Structure Long Answer Questions Part-1

Odisha State Board CHSE Odisha Class 12 Sociology Solutions Unit 2 Indian Social Structure Long Answer Questions Part-1.

CHSE Odisha 12th Class Sociology Unit 2 Indian Social Structure Long Answer Questions Part-1

Long Questions With Answers

Question 1.
What are the factors responsible for the different changes in the village community?
Answer:
Change is universal.
Every society and culture no matter how traditional and conservative is constantly undergoing changes and transformations are part of over lives Indian village community is not an exception to this. The village community is less dynamic than the undergoing change, no doubt but this does mean that the cultivators have absolutely no mobility. The village communities to are changeable even though the rate of change within them is very slow.

The characteristics of village community which have been eliminated above can be found to exist in those villages which have remained unaffected by the influence of the town. Otherwise, these elements are vanishing from the village community. Some important aspects of the village community in which changes are taking place are discussed below.

Change in caste system :
Changes in the elements of caste have brought changes in the different aspects of the village community. They are the following.

Caste is no more closed in today’s society. During British rule, the caste in the village community has lost its eight. The linkage between caste and occupation is no longer because the people are adopting new vocations in large numbers. This has happened because traditional occupations are unable to provide jobs to all its members in the context of the technological advances in agriculture. So many Brahmins and Kshatriyas have started farming.

The members of the untouchable castes have become agriculture labourers so in these days members of different. Caste, high and low, taking to factory work and other manual jobs. Regarding the status of an individual now it is determined no through his birth in a family but by his personality, financial conditions and activities as well. The Caste Panchayats have lost their power.

It has completely died away although some castes have formed their organisation for the protection of their interests. Although the caste system appears to be growing weak on the one hand. It seems to go in strength upon the other casteism is increasing due to political and other interests. Government as well as non-government authorities think it desirable to employ only the members of their own caste in elections who would try to gain advantages for their own caste.

Marriage:
The institution of marriage in the village community has completely changed. Marriage is no more endogamous Marriage is now contracted between members of neighbouring villages and groups. Marriage which was treated as a religious sacrament now it is found that a sacred base of marriage is gradually det deteriorating. Because the customs of marriage are undergoing changes. The area of selection of mates is increasing. Although the parents decide on the marriage.

It is considered quite proper to take the consent of the boy and girl. In today’s society, there is heavy demand for dowry which is increasing day by day among Hindus. So is that of Mehar in Muslims. Apart from it, the education and qualities of girls are still an important factors in marriage. The growth of divorce is very high in the village community. There is also a decline of child marriage and acceptance of widow remarriage in modem village communities.

Joint family:
The joint family which was previously treated as the unit of the village community has been replaced by the nuclear family. So the size of the family is being smaller and smaller and there is the growth of individualization, and materialisation showing the sign of disintegration. The role of elders in family decision-making has been weakened. Each and every member wants to become stronger by which the family ties are discarded.

The enlightenment of women has made them conscious of their position in the family. Their lives are no more confined to the four walls of the house and they have taken many activities inside the family, which is sometimes responsible for the breakdown of the family in the village community.

Jajmani system:
The jamjar system in the traditional village community was closely connected with the caste system. Due to changes in different aspects of caste the growth of the Jajmani system has been affected. As a result of different efforts made by the government, the lower castes have now gained a certain degree of self-respect and their Jajmani relations with other castes are in the progress of being broken.

The occupations are no longer based on caste and the caste panchayats have lost their power which leads to the elimination of the Jajmani system. The circulation of money in place of services in the village has a degenerating effect on the Jajmani system.

Food and Dress:
Many changes have been noticed in the mode of living of the village community, particularly in the dress and food habits, many changes have been taken place. There is a quick change in the dress of the village. They use modem-fascinated dresses by imitating the urban civilisation. It has given emphasis to the will-made cloth which has replaced the handspun cloth.

They have a liking towards western dresses. The village women are now consuming more clothes of artificial silk, artificial jewellery and cheap cosmetics. So there is an unexpected change not in food habits but in dresses also.

Recreation:
A great change has been noticed in the village communities. In traditional society, the family was treated as main centre of recreation. But today the young men of the village have developed a liking for cinema, newspapers, clubs, hotels, and parks. So the means of recreation are gradually getting into life patterns of village communities. The organized facilities like radio, television, and video have attracted the villagers in the village community on the place of old music sing theatre and drama.

Economic life:
There are rapid changes in the economic life of the village community. The development of industries, factories, factories and mills are the main cause of change in the economic condition of villagers. The use of modem machinery in agriculture has increased the agricultural products Establishment of a cooperative society and facilities of loans to them have brought changes and have brought changes and have improved the condition of financial capital.

The standard of living is rising creating a demand for new things. There is a quick change in the food, dress and housing etc. The education of young -men are preferring to towns in search of jobs instead of agriculture. The cottage industries have been encouraged by government aid.

Political changes:
Political change has deeply influenced the village communities in today’s society. The political consciousness of the people has increased because of the introduction of panchayats in the village communities. The knowledge of politics has emerged among the villages due to the availability of newspapers along with radio and television.

So the number of participants of the people with politics is increasing. The village community has been divided into many groups on the basis of political parties as a result of which individualism and community feelings have increased along with cooperation. So modem Indian village communities are not free from politics.

Health:
The modem age is the age of science and technology. Due to the development of science and technology, changes in health in the village communities are easily visible. There is progress of sanitation and an increase in the number of doctors in the village community. The number of PHCs and dispensaries have been increased.

The health condition of women including children is improving by the proper arrangement made by the Government. Control of Government over Malaria, T.B. Small Pox has been successful. But the excessive use of tea, opium and tobacco etc. has undermined the health of the villages.

Social Control:
A great difference is evident in the social control of the traditional villages and modem villages. The village community have much control over its members. But this has decreased to a great extent The means of control like customs traditions, folkways and modes have become weak due to the spread of education and the decrease in superstition. The primary groups like family neighbourhoods have lost their hold over their members.

The control is now in fact normal and is exercised through most police and law. anti-social activities like crime juvenile delinquency, prostitution and suicide have become common. From the above discussion, it is clear that the village community is not free from changes. It is also not correct to say that it is static. It is changing and it will keep on changing in future. So the change in the village community is quite inevitable and easily justified.

CHSE Odisha Class 12 Sociology Unit 2 Indian Social Structure Long Answer Questions Part-1

Question 2.
Discuss the important classification of the village community.
Answer:
With differential climatic and historical conditions different types of village communities have emerged in different periods of human history. They are different from each other in their social systems, folk- culture, traditions etc. For example, a wide variance is marked between a Saxon village the German murk Russian mi Indian Gram, a Village of feudal Europe, a U.S.A. village western – Eur or village etc. Different social thinkers and sociologists have classified village communities into different types on the basis of several factors. The major types may be discussed as follows.

On the basis of Residence:
On the basis of residence, H. J. Peake has classified village communities into three types such as:

Migratory village:
The people of this type of village live for months or for a season in a particular locality and arrange their food from wild fruits animal meats etc. When the food supply at a place exhausts they shift to another place where they can find an adequate amount of food.

Semi-permanent village:
In semi-permanent agricultural villages, people reside for a few years at a particular place and migrate to another place due to the exhaustion of the productivity of the land. The duration of residence is larger in comparison to the migratory type of villages. In this type of village, people keep domestic animals like cows and goats but do not cultivate the land for agriculture.

They generally bum down the small trees and bushes etc and sow seed over the earth which gives them some coups after rainfall. And when people find that, the land is not yielding the required amount of food grains, they leave the place for another new settlement.

Permanent Agricultural villages:
In such a type of village, people live permanently for generations. They develop their farm practices village organisation and social relations within their own village as well as with their neighbouring villages. Usually, they do not change their place of living and place of cultivation. In such types of villages, permanent households are created the number of households may vary from a little number to hundreds or thousands.

On the basis of settlements:
On the basis of settlement, the citizen classified the village community into two heads such as nucleated and Dispersed villages.

Nucleated village:
In the nucleated villages, the residents dwell in one cluster and it has a dense population. The different families live in physical proximity to each other and land a common life. Their forms are spread around the village dwelling. Their farmland may be scattered in many plots or may be consolidated in blocks.

Scattered village:
In this type of village, families are scattered over a relatively large piece of land. The villagers live separately in their respective farms which is away from one another. Since their homes are dispersed they have a lesser degree of contact with each other. Their social life assumes a different form. However, some sort of relationship binds all the families together. Generally, they participate in common festivals and observe common functions.

On the basis of organisation:
On this basis villages may be classified as follows:

Co-operative villages:
In this type of village, the land is owned individually and people pull their resources together for common cultivation and farming. Generally, cooperative villages in India and Saxon villages in Germany fall in this group.

Semi-collective villages :
In such villages, the land belongs to the collective body. All means of production and resources are owned collectively. The people work together for the production of food grains and other essential goods. For consumption they get their monthly or annual dues fixed according to the income of the village. The income of the villager is not associated with the hours of labour but in by him. The families receive their quota according to the numerical strength of the family.

Collective villages:
In this type, villages live in a communal settlement where all property is collectively owned and all the arrangements are done on a collective basis. Members of the village only render their labour to the common pool and get all the necessities of life like food, clothing, housing education etc. There is a common dining hall, common store and communal kindergarten in the village. The old and disabled persons are also maintained from the common fund. As a whole such type of village gives full security for the whole life of a person, his children and dependents.

On the basis of land ownership:
On this basis, villages may be classified into two categories such as:

Landlord village:
In such villages, the land is owned by individuals, families or a few families known as landlords. The landlords possess the rights over the land but give the land to the tenants. The landlords also impose rent on the land which tenants usually pay. The landlords give a certain percentage or rent to the Government and keep a good percentage for themselves. Such types of villages existed in India before the abolition of intermediaries in agricultural sectors.

Ryotwary villages:
In rotary villages, farmers are the owners of the land and they cultivation it. They directly pay the rent to the Government without any intermediary. Such villages are known as ryotwari villages where land is owned by ryot or cultivators.

CHSE Odisha Class 12 Sociology Unit 2 Indian Social Structure Long Answer Questions Part-1

Question 3.
Discuss the main characteristics of the urban community.
Answer:
A close examination of dominant features of urban life shows that there are significantly different between those who live in cities and those in rural areas. Urbanism as way of life, following is characterised by an extensive conflict of norms and values by rapid social change by increased social differentiation, greater social mobility, by a higher level of education and income.

By emphasis on material possessions and individualism. Urban values discussed by birth and other sociologists on western countries are not yet completely pre-dominant in India. In can be said that they are beginning to take root in Indian cities. Thus in the Indian context, the following description may not be wholly relevant.

Formal and impersonal Human relationship:
The large size and heterogeneous composition of urban areas prevent intimacy and purpose, for example, buyers and sellers in a store, and doctors and patients in a clinic. They are not usually concerned with all aspects of a person’s life. Apart from their family members and friends, urban people do not normally interact with others. This feature among the urban dwellers results in formal, impersonal superficial and secondary contacts.

Materialism:
In urban communities, external appearances and material possessions are of primary importance. Urban dwellers have often known for their status symbols such as the number of their financial assets or salaries the costliness of their homes and its furnishing T. V. or Video etc.

Individualism:
Urban dwellers give primary emphasis on their own interests and personal happiness. Urbanities do not show any concern for others and they do not think about the interests of others.

Mobility:
One of the distinctive features of urban life is greater mobility. People move again and again from one job to other from one locality to other. Residential mobility tends to weaken ties to the local community.

Formal Social Control:
Social control in Urban communities is more formal. Control in the urban community depends to large extent on large – scale super-local institutions. Responsibility for controlling behaviours in cities is largely shifting to police the court and other agencies of government to enforce the norms.

Norms and Social Role Conflict:
The diversity of social life is the most important characteristic or urbanism. It springs from the size, density and heterogeneity of the extreme specialisation of various occupations and the class structure existing in the larger communities the latter factors in farms generally result in divergent group norms and values and complicating social rules.

In urban communities, the ends sought by different groups are so differentiated and divergent that individuals often do not know in many areas of life exactly what are the norms are standards of behaviour and suitable social roles. The clash of norms and social rules creates a situation where no single standard is wide to be upheld and where deviation from it is not penalised.

Rationality:
With the impersonal nature of urban relationships, urban orientations tend to be utilitarian. That is people then enter into relationships after calculating potential gains from these associations. Here relationships are generally of the contractual kind where profit and loss are carefully evaluated. Once the contract is over the relationship between the people tends to end. Of course, there exists a wide range of variety in an individual relationship and all relationship is pointed out.

Secularism:
Heterogeneity of physical such as racial, social and cultural elements in urban life results in routine exposure to divergent styles and values. People become accustomed to seeing others very differently from themselves. As a result, they become more tolerant to differences. This rational and tolerant attitude produces a secular orientation in life. It is assumed that secular as opposed to religious orientation have been associated with urban social structure.

The decline in the functions of family:
Many of the educational recreational and other functions, performed within a rural joint family context are taken over by the institutions such as schools, clubs and other voluntary organisations in the urban social context, In urban society, there is generally a clear demarcation between the home and place of work which is not always found in rural society. Because of greater geographical mobility, regular contact between kins is often difficult if not impossible on these families.

Rapid social and cultural change:
Rapid social and cultural change also characterises urban life. Urban life itself also tends to facilitate changes in norms and ideologies as well as systems of behaviour which may greatly change the social structure and relations of the people to one another. The above description of the characteristics of the urban way of life should, however, be regarded as an ideal type. Cities vary in the extent or the degree to which they are characterised by urban qualities.

CHSE Odisha Class 12 Sociology Unit 2 Indian Social Structure Long Answer Questions Part-1

Question 4.
Discuss the important characteristics of the village community.
Answer:
The village community has certain basic and specific characteristics. This nature of the village community can be properly understood by an analysis of its characteristics. The important characteristics are as follows:

Agriculture as the dominant mode of occupation:
Agriculture is the main occupation in the village community. It is not only a mode of production, but also away of life. The entire village life is influenced by it. Smith remarks that “agriculture and the collective enterprise are the bases of rural economy. The ‘Farmer’and the ‘Countryman’ are almost synonymous terms”.

Maclver also proclaims that “the predominant occupation of agriculture has other attributes which impress themselves on the mentality of the countrymen and are reflected in his social life. He is not like urban wage earner, an employee working under immediate supergvision of a task specially assigned to him.

Whether he is tenant or free holder even where he is a serf his time and season, his vaiying tasks,his alteration of work and rest are set for him not by the community of a master by the exigencies of nature,” Thus, agriculture is the predominant mode of occupation of villagers which influence the entire gamut of relationship in rural setting.

The small size of the viallage community:
Village communities are comparatively small in size. Due to it a sense of belongingness and primary group relationship develop among the villagers. Smaller the group the more intimate it is. Thus, in village community a deep, intense and enduring type of relationship is found among the people. A deeper sincerity in affairs of fellow beings, intensity of community sentiment, we feeling, role feeling, feeling or dependence, are all due to the small size of village community.

The dominant role of family and neighbourhood:
Family occupies a very dominant position in village community. It acts as the main agent of social- control. It also determines the various activities of the people like marriage, religious performances, political affiliations etc. Such dominant position of the family also provides impetus for masked stability of village community. About the role of family Maclver says, “In rural life where the family is relatively dominant and self contained a group responsibility prevails.

The status of an individual is likely to be the status of the family. Property is likely to be thought of as family possession. Family opinion develops about most matters of interests of interest and is apt to permeate all its members. Neighbourhood plays a very important role in village community. It is constituted of almost identical cluster of huts and houses.

Neighbours are intimately connected with each other. They assist each other during the time of difficulties. Their topic of gossip is common. Everybody is under constant guidance of the whole neighbourhood. This reciprocal relationship in community marked ever one to act according to the prevailing ways.

Homogeneity of life:
The village community has comparatively a greater homogeneity. It means that people are more or less like in a village community and have relatively similar way of life. It is mainly due to the agriculture as predominant mode of occupation. Other occupations also exist in rural communities. But they are in a small scale and more or less linked with the agriculture. Thus, the predominance of single occupation and the common ways of living in a particular area for generations together makes the village life relatively homogeneous.

Simplicity and frugality of living:
Simplicity and frugality of living is another important characteristic of village life. Most of the individual farmers possess small size of the cultivable land. The agricultural production is limited due to many natural as well as man made factors. By didn’t of his hard labour and sweat, the farmer gets the substantial amount of crops by which he maintains his family.

The ill practices like theft, robbery, misconduct etc. are not significantly visible in villages. The villagers lead an idealistic life in accordance with the traditions of family and caste. Generally, they, do not make false pretentions’and boasting. Their life is plain and open. They are not so much mad after the material possessions and are satisfied with their hand. All these make them relatively simple, sober and soft.

Faith in God and religion:
Most of the village people are illiterate and ignorant. So they have strong belief on God and religion. They are nearer to nature. Nature causes heavy loss and devastation for the rural people.Thus, villagers develop a kind of fear for the natural forces and start worship in them with a view to escape for their wrath. Such nearness to nature also determines the attitude of farmers towards land, animals, wealth, natural calamities etc. Thus, religion becomes part and parcel of rural, social life.

Group feeling and natural co- operation:
In village life group feeling or feeling of occupies a important place. Villagers are ready to sacrifice their own interests or even life for the sake of village. They led a life based on co- operation and mutual understanding. Agriculture, the main occupation of the villagers is a sort of cooperative enterprise.

It needs a lot of man power, necessitating the people to co- operate with each other. Therefore, co- operation is a natural necessity of the village community. This co- operation is based on love, affection, goodwill and fellow feeling. Due to these things the social relationship in a village community, becomes genuine, sacred and permanent.

Common ideology and culture:
In village community people have common ideology, due to their compact living in a definite locality for years together over generations, a common ideology or belief naturally emerges out of their association and interaction. Generally in village, people have common views on politics, religion, customs etc. Thus, the people of a village cultivate some common cultural traits, behavioural patterns and follow common customs and traditions.

Lack of specialisation:
In village community there is no or little specialisation. Even in occupational activities, although different sectors of population are supposed to practice different types of occupations, there is no such specialisation in modem sense of the term. For example, agricultural occupation is a common occupation in rural community. Person belonging to different castes are engaged in agriculture. Due to lack of specialisation there is less innovation and discovery. People are governed by traditional norms and heritage.

Low density of population:
Comparatively, the concentration of population at a particular space is very low in a rural area. In urban centres a large number of people concentrate within a specified territory which leeds to high density of population. But in rural areas people are scattered over a large stretch of land living near to their agricultural fields. Again, due to heavy migration of people to urban areas, the number of village community decreases resulting in low density of population.

Hard-working and painstaking :
Village people are very hard- working and painstaking. Their life is governed by nature. Neither they feel suffocated in summer, nor chilled in winter, nor afraid of the lighting and thunders of rain. Hard conditions of life and the hardship of agricultural activities make them more pain staking from the very childhood.

Poverty and illiteracy:
Poverty and illiteracy are the constant friends of village life. Owing to pressure on lands it is fragmented in to small holdings which results in poor productivity. Besides there are also a number of landless labourers in village community. The agriculture is often affected by natural calamities. Villagers do not have other sources of income.

The ever increasing poverty, deprives them even from elementary education what to speak of highly expensive, technical, specialised education. Those minority who can afford for such are led by blind belief and religious dogmas which kills their initiative for higher education.

Caste System :
Caste system is another unique characteristic feature of village community. The whole village community is divided in to many groups on the basis of caste system. All the important aspects of social life are governed by the caste norms. Social life is governed by the caste norms. Social intercourse, ritual performance occupation- everything is decided by Caste Panchayats.

Less intensity of mobility and change:
Mobility of population in village community is less intensive. Because people generally follow the same occupation. The change of occupation or change of caste is not permissible. One’s status and position is permanently fixed on the basis of birth in a particular caste and family. The speed of social change in village community is very slow due to the rigidity of customs, traditions and value system.

Therefore, the village community is comparatively less dynamic. Smith has remarked that “Urban community may be said to resemble “swiftly moving river, where water chums about incrssantly, rural community is a quiet pond with small waves created by cool breeze. “Zimmerman, comments “rural community is similar to calm water in apail and the urban community, to boiling water in a kettle.”

Local Self- Government:
In early, days, village was a independent, self- sufficient and autonomous organisation. The villagers tried to manage their own affairs by themselves through the traditional institutions like Caste Panchayat or Village Panchayat. Village as a “Little Republic” have every thing for its member. Now- a – days a number of steps are being taken by this Govememnt to reorganise these “republics”, which had lost their vitality during British rule. These local self- governing bodies run the day- to- day life of village community through informal methods and thereby preserves its socio- economic identity.

Rigidity of social control :
In village community, the primary institutions play a very significant role in exercising social control. Such primary institutions are family, Caste- Council, neighbourhood, religious opinion etc. These institutions regulate the behaviour of individuals through informal means. Due to the rigidity of value system, customs, traditions etc. the observance of the information rules becomes obligatory etc. the observance of the information rules becomes obligatory for members. There is little chance of deviation from it. and such’deviation is severely criticised and published by the people in most informal manner.

Tradition:
The age- old tradition is peculiar characteristic of village community, Village community is custom bound and tradition- ridden. The minds of villagers are so much pre- occupied with traditional beliefs and faith that the diffusion of new ideas and beliefs take place very slowly.

CHSE Odisha Class 12 Sociology Unit 2 Indian Social Structure Long Answer Questions Part-1

Question 5.
Describe the various types of village communities.
Answer:
With different climates and historical conditions, different types of village communities have emerged in different periods of human history. They differ from even others in their social system folk- cultures, traditions etc. For example, a wide variance is marked between a Saxon village, the German Mark, a Russian city- Indian Gram, the village of Feudal Europe, a U.S.A. village, a Western Europe village etc. Different social factors. The major types may be discussed as follows

On the basis of Residence :
On the basis of residence, H.T. Peake has classified village communities into three types such as:

Migratory village:
The people of this of villages live for months or for a season in a particular locality, arranging their foods from natural resources in the form of wild hunts, animal meals etc. When the food supply at a place exhausts, they shift to another place where they can find an adequate amount of food.

Semi-permanent village:
In semi-permanent agricultural villages, people reside for a few years at a particular place and migrate to another place due to die exhaustion of the productivity of the land. The duration of residence is more as compared to the migratory type of village. In this type of village, people keep domestic animals like cows and goat but do not cultivate the land for agriculture.

They generally bum down the small trees and bushes etc. and sow seed over the earth which gives them some crops after rainfall. And when the people find that the land is not yielding the required amount of food grains, they leave the place for another new settlement.

Permanent agricultural village:
In such type of village, people have lived permanently for generations. They develop their farm practices, village organisations and social relations within their own village as well as their neighbouring villages. Usually, they do not change their place of living and place of cultivation. In such types of villages, permanent households are created. The number of households may vary from any little number of hundreds or thousands.

On the basis of settlement:
On the basis of settlement, we have classified village communities into two heads as Nucleated and Dispersed villages or scattered villages.

Nucleated village:
In the nucleated village, the residents dwell in one cluster and it has a dense population. The different families are in physical proximity to each other and lead a common life. Their forms are spread around the village dwelling. Their farmland may be scattered in many plots or may be scattered in many plots or may be consolidated in a block.

Scattered village:
In this type of village, families are scattered over a relatively large piece of land. The villagers live separately in their respective farms which is away from one another. Since they are dispersed they have a lesser degree of contact with each other. Their social life assumes a different form. However, some sort of relationship binds all the families together. Generally, they participate in common festivals and observe common functions.

On the basis of organisation:
On this basis villages may be classified as follows:

Co-operative village:
In this type of village, the land is owned individually and people pull their resources together for common cultivation and farming. Generally, co-operative houses are organised to supply them with their necessary commodities. The Mosawdion type of village of Israel, Co- an operative village in India and a Saxon village in Germany fall into this group.

Semi-collective village:
In such villages, the land belongs to the collective body. All means of production and resources are owned collectively. The people work together for the production of food grains and other essential goods. In respect of the consumption side, they get their monthly or annual duties fixed according to the income of the village. The income of villagers is not associated with the number of hours worked by a member of a particular family. The families receive their quota according to the numerical strength of the family.

Collective village:
In this type of village, villagers live in a communal settlement where all property is collectively owned and all the arrangements are done on a collective basis. Members of the village only render their labour to the common pool and get all the necessities of life like food, clothing, housing, education etc.

There is a common dining hall, common store and communal kindergarten in the village. The old and disabled persons are also maintained from the common fund. As a whole such type of village gives faith secretly for the whole life of a person, his children and dependents.

On the basis of Land Ownership:
On this basis, villages may be classified into two categories such as:

Landlord villages :
In such villages, the land is owned by individual families or a few families known as landlords. The landlords possess, all powers over the land but give the land to the tenants. The landlords also impose rent on the land which tenants usually pay. The (landlords) give a certain percentage for themselves. Such types of villages existed in India before the abolition of intermediaries in the agricultural sector.

Ryotwari villages:
In Ryotwari villages farmers are the owners of the land and they cultivate they directly pay the rent to the government without any intermediary.

CHSE Odisha Class 12 Sociology Unit 2 Indian Social Structure Long Answer Questions Part-1

Question 6.
Bring out the distinction between rural and urban communities.
Answer:
The rural and urban communities differ from each other on the basis of social, economic, religious and cultural standpoints. The sociologists like E.S. Bogardus, K. Davids, E.A. Ross, P. A. Sorokin and so on the point out the following distinction between rural communities and urban communities.

The difference in size:
The size of village community is small.Its scope is very narrow and limited because it is constituted by a small number of people.Due to the small size, the people of village can identify each other and create personal relations among them. But the size of urban community is large. Its scope is very wide and vast because it includes a large number of people of different religions. As a result the people can not identify each other personally.

The difference in Environment:
The environment of die rural community is pure, peaceful and natural than that of the urban community. The villages carry on agricultural works being constantly is struggle with sun, rain and winter. The environment becomes pure and healthy by cultivation instead of being polluted.But the environment of urban community is polluted and artificial. The city is the centre of factories and motor vehicle. The movement of vehicles, smoke and poisonous gas from the factories and the water of the drains make the environment polluted.

The difference in occupation:
Agriculture is the main occupation of the village community.lt is the life and soul of Villagers. Most of the people in the village depend directly on agriculture to earn their livelihood. Though a few landless people depend to cottage industries, yet agriculture is the main occupation from the economic stand point. But the only dwellers generally do not depend on agriculture, trade and commerce and job in government and private sectors is their main occupation. They earn their livelihood by depending directly on some non-agricultural occupation.

The difference in family system:
The family life of the village community is very simple and peaceful. Joint family system is mostly seen in villages. Most of the people in village live together in one house and take part in sorrow and joys of each other. Joint family is the main basis of rural unity. But on the other hand, the family of urban community is indisciplined, hard, rigid. The families or urban areas are nuclear type.

The difference in marriage:
The rural and urban communities differ from each other on the basis of marriage systemin village community marriage is performed according to the approval and consent of two families. Marriage outside the caste, is strictly prohibited in village. The son or the daughter has no right in the selection of mates. The marriage which is fixed by the parents and relatives is unanimously accepted. From this stand point, love marriage in urban community is performed according to the will and choice of two persons. The role of son and daughter is more important than the parents in the selection of mates.

The difference in caste system:
In village community, caste system is very hard and rigid. The villagers are distinguished from each other on the basis of caste. They deeply believe in caste system and create many restrictions in food, drink and social intercourse. The higher caste people village enjoy all kinds of social, economic, religious and cultural privileges and the lower caste people suffer from all kinds of disabilities. But on the other hand, caste system has no importance in urban community.The city dwellers do not believe incaste system. They uproot all restrictions of caste system.

The difference in Religion:
The village community is deeply influenced by religion. The villagers are more religious-minded. They worship many Gods and Goddesses. Different rituals and worships are the fundamental principles of rural life. The villagers fear honour and believe God. But the urban community is not much more influenced by religion. The city dwellers have less religious belief. They consider religion as a symbol of superstition. From this stand pointmany anti-social works happens in urban communities.

The difference in cultural life:
The cultural life of both rural and urban communities are different from each other. The rural culture is more static than that of the urban culture. The belief, art, law,customs and traditions of the rural people are rigid. The cultural life of the villagers is motivated on the basis of the caste system. The caste feeling controls and guides the day- to day life of the people. But the culture of the urban community is simple, flexible and changing. It is always based on the secular principles.

The difference in social relationship:
Village community is mostly characterised by primary relationship. There is a strong we feeling among the people. The villagers help each other and share the joys and sorrows. Their relationships is fundamental to the case. Tins relationship is direct, intimate, face- to- face, informal and stable. But, on the other side, the urban community is mostly characterised by secondary relationship. The city dwellers rarely know each other. The relationship among the people in an urban community is indirect impersonal, formal and short.

Question 7.
Define caste and discuss its various characteristics.
(Or)
What is caste? Point out its distinctive features.
(Or)
Examine the structural and functional features of caste in India.
Answer:
Stratification is a general feature of every society. An “unstratified society with a real equality of its members is a myth, which has never been realized in the history of mankind. Indian society presents a unique system of stratification based on birth, which is not found elsewhere in the world. This form, with other forms of social stratification, is the caste system.

The English word ‘caste’ is derived from the Portuguese word ‘Caste’. ‘Caste’ means breed, race or kind. The Hindi equivalent of caste is ‘Jati’ or ‘Jat’. Jati means birth or descent. Risley defines caste as “A collection of families or groups of Families bearing a common name, claiming a common descent from a mythical ancestor, human or divine, professing to follow the same hereditary calling and is regarded by those who are competent to give an opinion as forming a single homogeneous community.

Ketkar defines caste as “A social group having two characteristics.

  • Endogamy and
  • Membership is confined to those who are born of members and includes all persons so born.

According to Anderson and Parker, “Caste is that extreme form of social class organization . in which the position of individuals in the status hierarchy is determined by descent and birth”. Prof. Ghurye discusses some of the important characteristics of caste N.K. Dutta also gives a list of the salient features of the caste system, which is an essence not very much different from the one given by Prof. Ghurye. The general features of caste are:

Segmental division of society:
Society is divided into several small social groups under the caste system. Each social group is called a caste. The membership of a caste is based on birth, so mobility from one caste to another is impossible. Thus, each caste is a social world by itself.

Hierarchy:
Prof. George says that all the castes are arranged into a hierarchy on the basis of their social precedence. At the top of the hierarchy, there is the Brahmin caste and followed by Kshatriya, Vaishya and Shudra castes. The relative position of all these castes are not always very clear.

Restrictions on food, drink and social intercourse :
Every caste imposes restrictions on its members, with regard to food, drink and social intercourse. The members of a higher caste do not accept water or food from the lower castes or untouchables. For example, the Brahmins do not accept water and food from the Harijans. Likewise, there is restrictions on social inter¬course. There are widespread beliefs of pollution by touch which require the members of different castes to maintain social distance from one another.

Differential civil and religious privileges and disabilities:
In a caste society, there is an unequal distribution of privileges and disabilities among its members. While the higher caste people enjoy all the privileges the lower caste people suffer from all kinds of disabilities. The un- touchable castes live far away from the residential areas of the higher castes. They are not allowed to move freely in the community.

The untouchables along with the Shudras, are not permitted to study the Hindu scriptures like the Vedas. Punishment for crime varies not according to the caste of the criminal. They are not allowed to participate in public fairs etc. They are even not allowed to use public fairs etc. They are even not allowed to use public wells, ponds, roads etc.

Restrictions on choice of occupation:
The choice of occupations in a caste system is hereditary and the members of a caste are expected to follow their traditional occupations without fail. Thus, a Brahmin should be a Priest and Chamar should always cure hides and make chappals.

Restrictions on marriage:
Each caste is an endogamous group. Every caste or sub-caste imposes restrictions that its members should many within the group. Marriage outside one’s caste is strictly prohibited. Any deviation of this rule is viewed as a serious offence and results in ex-communication from the caste or severe punishment.

Sub-caste:
Each caste in Hindu society is subdivided into a number of sub-castes. Each sub-caste, like a caste, is an endogamous group.

Caste- panchayat:
Every caste has its own panchayat or praise. It discusses various matters and problems of its own caste. It functions like a governing body. It settles various disputes of caste and punishes the offenders who violate the rules of the caste.

CHSE Odisha Class 12 Sociology Unit 2 Indian Social Structure Long Answer Questions Part-1

Question 8.
Discuss various theories of the origin of the caste system.
Answer:
The English word ‘Caste’ is derived from the Portuguese word ‘caste’. ‘Caste’ is derived from the Portuguese word ‘caste’. ‘Caste’ means breed, race or kind. The Hindi equivalent of caste is ‘Jati’ or ‘jaf. Jati means birth or descent. So caste of a person is determined by his birth. A number of theories are found in India to explain the origin of the caste system in India. Some important theories of the origin of the caste system are

  • Racial Theory
  • Political Theory
  • Occupational Theory
  • Traditional Theory
  • Theory of Mana.
  • Functional – Racial Theory
  • Theory of cultural integration.
  • Evolutionary Theory

Racial Theory:
The racial theory is regarded as an important theory of the caste system. Sir Herbert Risely, GS. Ghurye and D.N. Mazumdar are the main propounders of racial theory. Sir Herbert Risely points out that the Caste system originated in India after the entrance of Aryans from Persia to India. He points out that when Aryans came to India, at that time there was a scarcity of women among them.

So they started marrying from non-Aryans or lower vamps. But the Aryans refused to give their women in Marring to the non-Aryans. Later on, when the Aryans had enough of women they closed to marrying women from the non-Aryans or lower vamps. Hence they married women among their Aryans and the custom of endogamy was founded.

Risely argues that the caste system originated due to this attitude of Aryans toward non-Aryans. Prof GS- Ghurye argues that the Aryans invaded India and conquered the original non-Aryan races. Later on, these non-Aryans were regarded as ‘Sudras’. The Aryans did not give permission to the non-Aryans or the Sudras to participate in all their religious and social activities.

Even the Aryans did not allow the non-Aryans to reside near their houses. This racial conflict is the cause of the origin of the caste system. Mazumdar points out that the caste system originated in India after the entrance of Aryans to India. After their arrival, hierarchy increased gradually in India. This hierarchy is the basis and origin of the caste system. Hutton criticises the racial theory of the origin of the caste- system.

He says that it is very difficult to believe that hypergamy has created the caste system in India alone. Secondly, the existence of two races cannot convincingly refer to the existence of untouchability in India Lastly, this theory only stresses race while it neglects many other possible factors which contribute to the formation of the caste system.

Political Theory:
Some early European observers point out that the Caste system was a creation of the clever priesthood on a single law- given for the division and subjection of the masses. Dr Ghurye says that the “Caste system in India is a Brahminic child of the Indo- Aryan culture.” But the critics of this theory says that caste system is so widespread and deep-rooted in Hindu society that it could not have been imposed upon the public either by a clever priesthood or by an administrative measure.

Secondly, the caste system is so co-related with Hindu society that it is difficult to conceive of Hindu society without a caste- system. Hence caste system is organic rather than artificial to Hindu society.

Occupational Theory:
Nesfield is the main propounder of this theory. According to him, some occupations were regarded as higher than others occupations. So occupation or function alone is responsible for the origin or caste- system in India. The critics of this theory say that if the occupation is the sole basis of the caste- system then why agricultural castes in the south are considered lower castes whereas they are regarded as respectable in North India.

Traditional Theory:
The traditional theory explains the caste- system in terms of divine origin. Rigveda states the four varhas have emerged from the four limbs of the supreme being. The Jatis or castes have been formed due to the prevalence of hypergamy and hypogamy marriages between the four original games.

The mixed offspring of such unions created many different castes. The critics of this theory say that from a scientific point of view it is wrong to believe that the four games are the creation of divine beings. Secondly, it is also wrong to believe that all the various castes have been formed by vamasankara.

Theory of Mana:
J.H. Hutton is the main propounder of this theory. He says that the belief in “Mana” has given rise to the caste system. Mana is a supernatural power in which, the tribal people believe. Mana has the power to do good or bad, profit or loss to people. It is also believed by the tribal people that “Mana” can be transmitted through contact and social- intercourse.

Functional Racial Theory:
Slater has tried to explain the origin of the caste system by functional and racial elements. According to him, the caste system developed in India much before the Aryans came. He says the caste system arose in India as a result of occupations becoming hereditary and marriage being arranged by parents to safeguard craft secrets. Further, the occupational groups were created because of magic and religious ceremonies attached to crafts. He says, the Aryans came and strengthened the existing tendency by associating a colour to castes.

Theory of Cultural Integration:
Sarat Chandra Roy is the main propounder of this theory. In his opinion, the caste system arose due to geographical intimacy and equality of social ideas of different races. He says the caste system evolved as a result of the integration and assimilation of different cultures. For example, the Aryan “Varna system us a cultural entity which is based on ‘Karma’, and the Dravidian division of society is<a culture which is based on occupation.

Evolutionary Theory:
Denzil Ibbetson is the main propounder of this theory. He points out that the caste system evolved as a result of the interaction of tribes, occupational guilds and religion. Therefore, from the above discussion, it is very clear that a number of theories are found to explain the origin of the caste- system.

But no theory has yet been able to explain its origin convincingly. The caste system is so complex that it is not easy to explain it in terms of any one factor. The Indian caste system is not the product of any one single factor. This system is a natural result of the interaction of geographical, social, political, economic and religious factors.

CHSE Odisha Class 12 Sociology Unit 2 Indian Social Structure Long Answer Questions Part-1

Question 9.
Discuss various merits or advantages of the caste system,
(Or)
Discuss different functions of the caste system.
Answer:
Risley says caste of “A collection of families or groups Of families bearing a common name, claiming a common descent from a mythical ancestor, human or divine, professing to follow the same hereditary calling and is regarded by those who are competent to give opinions as forming a single homogeneous community.” Under the caste, system society is divided into a number of castes.

Though the castes are hierarchically ordered hence the relative positions of different castes are always not very clear. The membership of a caste is based on birth, so mobility from one caste to another is impossible. Each caste has its own traditional social status, occupation, customs, rules and regulations. Each caste is an endogamous group. So a marriage outside one’s own caste is prohibited.

Every caste imposes restrictions on its members with regard to food, drink and social- intercourse. Each caste also has its own occupation. Freedom is not allowed for the members of the different castes to choose their occupations freely. Similarly, each caste has its own governing body called the ‘caste council’ of ‘ Jati’ Panchayat’, which enforces the caste rules. Thus, each caste is a social world itself. But in all activities, all the castes are dependent upon each other and serve as the device in our division of labour for the smooth functioning of society.

The caste system has certain merits and demerits:
The merits of the caste system can be viewed from two angles. One from the individual’s point of view, the other from social point of view. So the merits or advantages on functions of caste system from an individual point of view are:-

Determines Social Status:
As caste- system is based on the principle of birth an individual automatically becomes a member of it and gets the traditional status of that caste. For example, a Brahmin occupies the highest position in Hindu society not because of his extra- ordinaiy qualities or achievements, but because of his birth in a Brahmin caste. So in the caste- system the ascriptive status of the individual is fixed.

Provides Social Security:
A caste offers social security to the individual from his birth to death. It provides him with an occupation, acts as a trade union, a benefit society, health insurance and also provides for his funeral if it is needed.

Guides the Individual behaviour:
Caste- system controls the behaviour of the individual. Every caste has its own behaviour patterns. The members of each caste obey this behaviour patterns in matters like dress, diet, ceremony, rituals at birth, initiation on Upanayana, marriage, death etc.

Functions of the caste system from the social point of view –

Caste – system preserves culture:
Every society for its stability passes its culture from one generation to another generation. The caste system is specially, fit for such a task of handling over cultural patterns like skill, knowledge and behaviour from one preceding generation to the other succeeding generation with little change. In the caste- system the hereditary occupation and the caste customs are safeguarded and handed over to the next generation.

It integrates Society:
Caste system has acted as an effective means of integrating the diverse racial, religious, national and ethnic groups in to a vast Community. The caste- system is capable of integrating these groups in such a way that it becomes a part of the social whole and yet retains its own distinctive character and identity.

Caste – system establishes stability in society:
The caste- system has also been responsible for the stability in society. Hindu society has proved stable because it is firmly based on a caste- system, which survives even conversion to Islam or Christianity. It has also saved Hindu society from being disrupted under the pressure of alien invasions, famines and upheavals of all kinds.

Caste- system brings Political – stability in Society:
The caste- system has acted as a political stabilizer in the country. It acts as a constitution for the Hindu. The caste- system is responsible for the preservation of India from complete barbarism, a sure basis of orderly government, a defence against despotism and as a means for preserving the arts as a sure means for preserving Hindu pattern of culture under the regime of alien conquerors.

It serves as a device for the division of labour:
caste- system acts as a unique system of division of labour in Hindu society. It provides to the individual, with all functions ranging from education to scavenging. One important feature of this system is that it believes in the religious dogma that is belief in ‘Karma’. This belief in Karma makes in-equitable division of labour acceptable to the people. It is said that the present position and occupation of the individual is the result of his past life, and if he performs his caste duties perfectly in present life then he will maintain a better life in future.

The caste- system maintains the purity of blood:
The caste- system has served as a method for preserving the purity of blood by its instance on endogamy. Because the caste system prohibits marriage outside one’s own group. So this endogamy prevents hybridisation and thereby maintains the purity of blood.

CHSE Odisha Class 12 Sociology Unit 2 Indian Social Structure Long Answer Questions Part-1

Question 10.
Discuss dysfunctions of caste-system Or. Discuss the demerits of the caste- system
Answer:
‘No doubt’ caste- system has certain merits. It is not altogether devoid of dysfunctions or demerits. The system has been responsible for various evils in Hindu society. The main disadvantages or demerits or dysfunctions of caste- system are:-

Hinders Social Progress:
Caste-system is a hindrance to social progress. Because it does not easily allow the changes in society.Under caste system the individual has no freedom.He is bound to conform to his age old customs of his caste. If some one violates the age old customs, then he is published. Since the members of caste believe in the law of Karma, they become conservative in society. This rigidity of the system has almost paralysed Hindu society. Innovation has no place in it. So caste system hinders social progress in Hindu society.

Caste – system creates un- touchability:
Un- touchability is the ugliest expression of caste- system. Caste- system is mainly responsible for the prevalence of untouchability in Hindu society. These untouchables suffer from all kinds of disabilities. They are economically suffered, specially disabled, politically have no rights in the society.

Caste- system hinders the national unity:
Caste- system creates love and loyalty towards one’s own caste and hatred attitude towards other castes. This sense develops casteism among the people. Under caste system the lower caste people become dissatisfied with the behaviour of upper caste- people. As a result conflict takes place between different castes, which ultimately hinders the national unity.

Caste- system leads to political disunity:
Under caste- system an individual is required to be more loyal to his caste than to any other group. As such, it fosters casteism rather than nationalism among the people. It is for this reason that the Indians could not develop nationalism and combine against foreign invasions. In fact, disunity and lack of patriotism among the Indians encouraged many foreigners to invade India.

The past two hundred and fifty years of India’s recorded history reveals that India was a victim of foreign invasions for atleast hundred and twenty five times. In other words, India was attacked by foreign powers in every 20 years on an average. Even now, caste seems to be one of the most disruptive forces in India.

Caste- system perpetuates social in- equality :
Caste system has served as an instrument in the hands of the upper castes to maintain their own privileged position in society. It led to the disposition of the upper castes and created permanent feelings of inferiority and insecurity in the minds of the lower caste people.

The caste system imposes hardships on women:
Under caste system, a caste wishing to raise its status in the caste hierarchy, should follow certain customs like child marriage, prohibition on window remarriages and seclusion of women, which entails hardship for women.

Caste system hinders economic progress:
Caste – system acts as an obstacle on the path of economic development. Under the caste- system a person is not freely allowed to choose any occupation. Because there is fixed occupation for every caste and this custom is transmitted from one generation to other. Hence it leads to immobility and inefficiency of labour and there by to economic backwardness.

CHSE Odisha Class 12 Sociology Unit 4 Social Inequality, Exclusion and Movement Objective & Short Answer Type Questions

Odisha State Board CHSE Odisha Class 12 Sociology Solutions Unit 4 Social Inequality, Exclusion and Movement Objective & Short Answer Type Questions.

CHSE Odisha 12th Class Sociology Unit 4 Social Inequality, Exclusion and Movement Objective & Short Answer Type Questions

Multiple Choice Questions With Answers

Question 1.
In the caste system, occupation is
(a) Changing
(b) Fixed
(c) Discontinued
Ans:
(b) Fixed

Question 2.
Status in the caste system is
(a) achieved
(b) ascribed
(c) None of the above
Ans:
(b) ascribed.

Question 3.
Marriage is the caste system is
(a) Endogamous
(b)Exogamous
(c) None of the above
Answer:
(a) Endogamous.

Question 4.
The word caste owes is the origin to which word.
(a) Greek
(b) Spanish
(c) French
Answer:
(b) Spanish.

Question 5.
Warner and Hunt had not given one of the following classifications of classes.
(a) Upper – middle class
(b) Lower-lower class
(c) Capitalist class
Answer:
(a) Upper – middle class

CHSE Odisha Class 12 Sociology Unit 4 Social Inequality, Exclusion and Movement Objective & Short Answer Type Questions

Question 6.
Who said this waste as a closed class?
(a) MajumdarandMadan
(b)MacIver
(c)Kingsely
Answer:
(a) Majumdar and Madan

Question 7.
Who said this “When the status is wholly predetermined so that men are born to their lot in their life without any hope of changing it then class takes the form of caste”.
(a) C.H. Cooley
(b) Madan
(c) Majumdar
Answer:
(a) C.H. Cooley

Question 8.
Who write in “History of Caste in India”?
(a) Ketkar
(b) C.H. Cooley
(c) Madan
Answer:
(a) Ketkar

Question 9.
Who said this “Classes are aggregates of individuals Who have for same opportunities of acquisition goods, the same exhibited standard of Hv
(a) Max-Weber
(b) MacIver and Page
(c) P. Gisbert
Ans :
(a) Max-Weber

Question 10.
A social class is any portion of a community marked off from the rest by social status”.
(a) Maclver and page
(b) Max-Weber
(c) P. Gisbert
Answer:
(a) Maclver and Page

CHSE Odisha Class 12 Sociology Unit 4 Social Inequality, Exclusion and Movement Objective & Short Answer Type Questions

Question 11.
Who said this “A social class is one or more broad groups of individuals who are ranked by the members of the community in socially superior and inferior positions”.
(a) OgbumandNimkoff
(b) Maclver
(c) P.Gisbert
Answer:
(a) Ogbum and Nimkoff

Question 12.
Who said this “A social class is a category or group of persons having a definite status in society which permanently determines their relation to other groups.
(a) P. Gisbert
(b) Maclver
(c) Max-Weber
Answer:
(a) P. Gisbert

Question 13.
Who said this, “The untouchable castes are those who suffer from various social and political disabilities many of which are traditionally prescribed and socially enforced by the higher castes”.
(a) D.N. Majumdar
(b)Dr. B.R.Ambedker
(c) Mahatma Gandhi
Ans :
(a) D.N. Majumdar

Question 14.
Who said this, “Tribal society is a collection of families bearing the name, speaking a common dialect, occupying or professing to occupy a common territory and it is not usually endogamous though originally it might have been so”.
(a) Imperial Gazette
(b) D.N. Majumdar
(c) W.W. Hunter
Answer:
(a) Imperial Gazette

Question 15.
Who said this “A tribe is a collection of families bearing a common name, members of which occupy of the same territory, speak the same language and observe certain taboos regarding marriage profession or occupation and hence developed a well-assessed system of reciprocity and mutuality of obligation”.
(a) D.N. Majumdar
(b)W.W. Hunter
(c) Imperial Gazette.
Answer:
(a) D.N. Majumdar.

CHSE Odisha Class 12 Sociology Unit 4 Social Inequality, Exclusion and Movement Objective & Short Answer Type Questions

Question 16.
Who said this “The tribe is a well-organised social structure where the human group lives in the defined physical environment. It is a collection of families which have a common name, which normally claims descent from a common ancestral living in a defined territory speaking a common dialect and is endogamous”.
(a) Imperial Gazette
(b) D.N. Majumdar
(c) W.W. Hunter
Answer:
(c) W.W. Hunter

One Word Answers

Question l.
A system of stratification in which mobility up and down the status ladder at least ideally may not occur.
Answer:
Caste system

Question 2.
An endogamous group membership of which is hereditary.
Answer:
Caste system

Question 3.
A class is somewhat strictly hereditary.
Answer:
Caste system

Question 4.
Restrictions in social intercourse.
Answer:
Caste system

Question 5.
Mention any one characteristic of the caste system.
Answer:
Endogamy

CHSE Odisha Class 12 Sociology Unit 4 Social Inequality, Exclusion and Movement Objective & Short Answer Type Questions

Question 6.
Mention one demerit of the caste system.
Answer:
Hinders social progress

Question 7.
Mention any one merit of the caste system.
Answer:
Helped in the integration of society.

Question 8.
Mention any one factor responsible of the caste system.
Answer:
Industrialisation

Question 9.
Mention any one changing aspect of the caste system.
Answer:
Change in endogamy.

Question 10.
Mention any one characteristic of the class.
Answer:
Universal

Correct The Sentences

Question l.
Caste is based on wealth.
Answer:
Caste is based on birth.

Question 2.
Class is based on birth.
Answer:
Class is based on birth

Question 3.
Class in an open system.
Answer:
Caste is a closed system

Question 4.
Class is a closed system.
Answer:
Class is an open system.

Question 5.
Caste choice of occupation.
Answer:
Caste determines occupation.

CHSE Odisha Class 12 Sociology Unit 4 Social Inequality, Exclusion and Movement Objective & Short Answer Type Questions

Question 6.
Class system determines occupations.
Answer:
Class system is the choice of occupations

Question 7.
Caste prescribes on such rules regarding eating, drinking and social interaction among its members.
Answer:
Caste prescribes certain rules regarding eating, drinking and social interaction among its members.

Question 8.
Caste is a simple social system.
Answer:
Caste is a complex social system.

Question 9.
Caste is old to Indian society.
Answer:
Caste is unique to Indian society.

Question 10.
Caste and class close in Indian society.
Answer:
Caste and class co-exist in Indian society.

Question 11.
Caste is a secular system.
Answer:
Caste is a sacred system.

Question 12.
Class is a sacred system.
Answer:
Class is a secular system.

Question 13.
Class consciousness is an important feature of the caste system.
Answer:
Class consciousness is an important feature of the class system.

Question 14.
A social class is a relatively temporary group.
Answer:
A social class is a relatively permanent group.

CHSE Odisha Class 12 Sociology Unit 4 Social Inequality, Exclusion and Movement Objective & Short Answer Type Questions

Question 15.
In a class system, there are two modes of feeling.
Answer:
In a class system, there are three modes of feeling.

Question 16.
A social class is a social phenomenon.
Answer:
Social class is a universal phenomenon.

Fill In The Blanks

l. Caste is based on ______.
Answer: Birth

2. Caste is based on _______.
Answer: Wealth

3. Caste is a _______ system.
Answer: Closed

4. Caste is a _______ of its members.
Answer: Occupation

5. Caste is a ________ social system.
Answer: Complex

6. Caste and class _______ in Indian society.
Answer: Co-exist

7. A social class is _______ a permanent group.
Answer: relatively

CHSE Odisha Class 12 Sociology Unit 4 Social Inequality, Exclusion and Movement Objective & Short Answer Type Questions

8. A social class is essentially a _______ group.
Answer: status

9. The term varna literally means ________.
Answer: Colour

10. Caste groups are _______ groups.
Answer: Open

11. Caste which means ______ of ________.
Answer: Breed, Lineage

12. A social class is an ______ group.
Answer: Open

13. Class is a ______ phenomenon.
Answer: Universal

Very Short-Answer Type Questions

Question l.
What do mean by caste?
Answer:
The word caste owes its origin to the Spanish word Cast which means breed, race, strain or a Complex of hereditary qualities. The Portuguese applied this term to the classes of people in India known by the name of Jati.

Question 2.
Caste taboos
Answer:
Caste are required to observe certain taboos and moral rules. Castes that fail to observe these rules lose status, while the caste that follows them gains status. For example, taboo, eating, taboo and the commensality taboo (Which is concerned with the persons from whom one may accept cooked food or with whom one may take food, the food taboo which prescribed what kinds of food a man may eat).

Question 3.
Class
Answer:
Class is a major type of stratification found especially in the modem civilized countries. It is a social group within the collectivity. It is a product of economic process and division of labour. It emerged in its present form as the result of industrialisation. It is based upon rule and differentiation.

Question 4.
Define caste
Answer:
“When the status is wholly predetermined so that when are home to their lot in their life without any hope of changing it then class takes the form of caste”.

CHSE Odisha Class 12 Sociology Unit 4 Social Inequality, Exclusion and Movement Objective & Short Answer Type Questions

Question 5.
Define class.
Answer:
Max- Weber “classes are aggregate of individuals who have the same opportunities of acquiring goods the same exhibited standard of living”.

Question 6.
What is Scheduled Caste?
Answer:
The Scheduled Castes who comprise the bulk of untouchables are technically outside the four-fold vama scheme. These castes were imputed with the maximum degree of ritual and social impurity while their occupations were treated as the lowest defiling occupation in the hierarchy.

Question 7.
Define Schedule Caste.
Answer:
The untouchable castes are those who suffer from various social and political disabilities, many of which are traditionally prescribed and socially enforced by the higher castes”.

Question 8.
Who are the Tribes?
Answer:
Tribe refers to the indigenous Janas. They are commonly designed as Adivasi (original settlers) and Girijan (hill dwellers.) Girijan (hill dwellers. Vampjati( forest caste men), Adimjati (primitive castes Janjati (folk communities), Anusuchit janjati (Scheduled Tribes).

Question 9.
Define tribe,
Answer:
According to the Imperial Gazette “Tribal society is a collection of families bearing a name, speaking a common dialect occupy a common territory and it is not usually endogamous though originally it might have been so”.

Question 10.
Hierarchy and Hereditary:
Answer:
Hierarchy is one of the most original and basic features of the caste system. Hierarchy refers to an organisation with grades or classes ranked one above the other. The castes are arranged on the basis of superiority and inferiority to each other. Each caste is a hereditary group. The membership of the caste is confined only to those who are born into it by an endogamous marriage relation. The status of an individual is determined by virtue of his birth. The rights and privileges that is socially due to an individual is determined hereditarily.

CHSE Odisha Class 12 Sociology Unit 4 Social Inequality, Exclusion and Movement Objective & Short Answer Type Questions

Question 11.
Openness Vs. Closeness.
Answer:
The caste system is strictly a closed structure. One’s position and status is determined once for all by virtue of his birth in a particular caste. No amount of material possession or personal qualities can bring him up in the social hierarchy or caste. On the other handed class system is an open structure. Here the status and position of a man is determined on the basis of bis personal qualities, material possessions and achievements in different aspects of social life, the class system gives enough scope for upward and downward mobility.

Question 12.
Divine Sanctions Vs Secular Norms
Answer:
Whatever may be the origin of caste, it can be told without the fear of contradiction that it derives its strength of continuity from divine sanctions. The beliefs like, one has to observe Jati, Dharma (Caste duties) to have a better birth till future, life, it is the God who has created caste distinctions to punish those who had done bad deeds in past life etc.

Have given a religious and divine sanction to the caste system. But there is no such dogmatic belief in the class system. It is based on purely objective things like wealth, power and position and it is quite free from religious considerations or controls.

Question 13.
Rigidity Vs Flexibility.
Answer:
The caste system is too rigid with regard to the rules of social intercourse. The taboos of eating and drinking and norms of inter-caste marriage are strictly followed. A lot of restrictions are imposed upon the members of a particular caste with regard to their relationship with the members of other castes. Taking of water or cooked food from the hands of a man of a lower caste is punishable. Caste endogamy is strictly maintained by prohibiting inter-caste marriage.

Question 14.
Caste and Democracy.
Answer:
‘Caste is basically a social institution. Politics and Government are related aspects. It plays its role in these areas of democracy. On the other hand, democracy is basically a political system, with social justice and equality as its main objective. But since both these systems emerge from social life, it is quite natural and inevitable that they get interrelated.

Question 15.
Segmental division.
Answer:
Caste groups are segmental groups. They have well-defined boundaries. So to say, each caste is an autonomous group independent of the other. The status of an individual is determined by his birth. No amount of power, prestige and wealth can change the position. The membership of a caste, therefore, is unchangeable and immutable. Further, each, in a way has its own way of life.

Question 16.
Caste Council
Answer:
The Caste Council consists of elder members of the caste, the recognised leaders who command the respect and confidence of their community. It functions to settle caste disputes. Matter- such as breaking the marriage promise, refusing by the husband to take his wife to his house adultery by the wife, killing cows insulting Brahmins, having illicit sexual relations with people of other castes, non-payment of debt, defying the customs of the caste regarding feasts etc.

CHSE Odisha Class 12 Sociology Unit 4 Social Inequality, Exclusion and Movement Objective & Short Answer Type Questions

Question 17.
Hierarchy.
Answer:
The concept of hierarchy forms the crux of the caste groups. Dumont believes that the hierarchical division of caste is based on the concept of purity and pollution and according to, the given caste occupies a particular position in the caste hierarchy.

Short-Answer Type Questions

Question 1.
Analyse the characteristics of the caste system.
Answer:

Segmental Division:
A caste group is a segmental group. Under the caste system, society is divided into several small social groups known as castes, each caste is a well-developed social group.

Hierarchy:
In a caste society, all the castes are arranged into a hierarchy on the basis of their social importance. At the top of the hierarchy is Brahmanism whereas untouchable castes are at the bottom. In between them, many other castes exist.

Restrictions on Food:
Under the caste system caste imposes restrictions on its members with regard to food, drink and social intercourse.

Restrictions in civil and religious privileges:
In a caste-based society, there is an unequal distribution of privileges and disabilities along its members. Higher caste people enjoy all the privileges while lower caste people suffer from all kinds of disabilities.

Restrictions on occupation:
Under a caste system choice of occupation is not free. Each caste is traditional with a particular occupation.

Caste endogamy:
Every caste imposes restrictions on its members to marry one’s own caste or sub-caste.

CHSE Odisha Class 12 Sociology Unit 4 Social Inequality, Exclusion and Movement Objective & Short Answer Type Questions

Question 2.
Analyse the functions of caste that do not perform for individuals.
Answer:
Caste provides fixed social status to individuals. Under the caste system, the status of an individual is determined by their birth. His status is constant at all times. Caste provides social security to individuals. Every caste provides necessary social security to its members from its birth to death. It acts as health insurance. Caste guides an individual in his day- to day activities.

Every caste provides a specific behavioural pattern for its members to be followed on different fixed occasions. Caste determines the occupation of the individual. Every caste provides specific occupations for its members to follow. Caste provides mental security to individuals. Caste by prescribing and providing facilities to its member guarantees mental security to individuals.

Question 3.
Analyse the functions of caste in social life.
Answer:
Caste transmits and preserves culture. Every caste has its own culture to which it transmits, from generation to generation. At the same time, it also preserves culture. The caste system establishes social unity. It unites different people in a larger society and at the same time maintains their separate identities.

The caste system brings stability to society. It saves Hindu society from outside invasion, internal conflict and all sorts of problems. It makes religious conversion almost impossible. The caste system brings political stability to society. It acts as a constitution for Hindus. It saves Hindu culture from foreign forces. It continues to maintain political unity since ancient times.

The caste system serves as a unique system of division of labour. It makes provisions for all funds of work. It distributes all works among different castes. It also provides a religious explanation for the social division of labour as a result all perform their work smoothly.
By prescribing marriage within one’s own case or group it maintains the purity of blood.

Question 4.
Briefly discuss the different dysfunctions of caste.
Answer:
The caste system retorts social progress. Under the caste system individual has no freedom of any sort. At the same time, it does not accept change easily. With all the above, its rigidity stands as an obstacle to social progress. The caste system hinders economic progress. Under the caste system, an individual cannot choose his occupation freely.

Individual occupations are determined by caste, as a result, their efficiency suffers and thereby hampers economic progress. The caste system creates political disunity in society. It encourages individuals by loyalties towards one’s own caste and thereby casteism is created which ultimately threatens the unity and integrity of Indian society. The caste system perpetuates social inequalities in society.

Members of higher caste use castes as an instrument to keep their position in that as a result of which inequalities persist. The caste system also creates untouchability in society. It is the ugliest expression of the caste system. It keeps some members of Hindu society as untouchables. The condition of women was very pitiable under the caste system. The caste system also stands as an obstacle in the way of modernisation.

Question 5.
Briefly discuss the factors affecting caste systems.
Answer:
Modern education has played an important role in undermining the importance of caste in Indian society. it is based on democratic values like equality, liberty and fraternity. Industrialisation also quality affects the caste system. Caste is based on the rural economy. Hence, the industrial economy cuts to the roots of the caste system. Occupational caste cannot serve large-scale industrialisation.

The spread of urbanisation has made it impossible to practise caste restorations. Caste rules cannot be observed in urban society. Modem means of transportation also help in weakening the caste system by making it impossible to observe caste rules while travelling through it. A number of new social movements were launched against the caste system which helps in its disintegration.

Indian constitution has posed a grave threat to the very continuance of the caste system in Indian society. It makes many special provisions for its disintegration. The new legal system established by the Britishers also helps in weakening caste rigidity and its influence. The increasing importance of wealth also helps in weakening the observance of caste rules.

CHSE Odisha Class 12 Sociology Unit 4 Social Inequality, Exclusion and Movement Objective & Short Answer Type Questions

Question 6.
Briefly analyse a few changes that are being brought in the caste system in recent years.
Answer:
In recent years a number of changes are being introduced in the caste system as a result of the impact of many factors. These changes are discussed below. There is a change in the restrictions regarding the choice of occupation. Now every member of every caste is free to choose the occupation of his liking. There is a sharp decline in the supremacy of the Brahmins in society.

They are no more enjoying their traditional highest position in society. There is also a change in caste rigidity. It becomes more flexible. There is a change in the status of lower caste people as a result of a number of governmental efforts. There is also a change in the restrictions imposed on mental selection. Inter-caste marriages are encouraged. The caste system lost its control over its members. People are to more obeying their caste rules.

Question 7.
What is the class like? Discuss its characteristics.
Answer:
Social classes constitute an important aspect of social structure in modem Indian society. These social classes have always been present throughout the age, but the social classes as we see them today originated under British rule. Social class refers to the horizontal division of people who share a similar position in society.

Wealth, income, education, and occupation are some of the dying basic determinants of class. Social class is relatively open. There are social classes in society. These classes are hierarchically ranked in the forms of wealth and income.

Characteristics:
Class is a status group:
A social class is essentially a status group. Class is related to the status of the position of an individual in relation to others.

Achieved in nature:
Class is achieved and not ascribed like that of caste factors like income: occupation, wealth, and education.

Question 8.
Discuss the characteristics of the Tribe.
Answer:
The following characteristics of the tribe may be noted.

Definite common topography:
A tribe lives within a definite locality having similar physical features and natural environment it is because of this common habitat they develop similar socio-psychological traits.

A sense of unity:
The individuals of a tribe have a strong sense of unity. Because of the same habitat, and socio-psychological traits they develop a strong sense of solidarity among themselves.

A common name:
Each tribe has a name of its own. Its individual members are identified by the same common name outside the tribe.

A common language:
Each tribe becomes distinct from the others in its language and dialect. Because all the members speak a common language, their sense of unity and solidarity becomes more strong.

Common religious belief:
Each tribe claims a common ancestry and worships the ancestor in the form of a tribe. Religious beliefs and practices have great authoritative control over the members of the tribe. Religions guide the socio-economic as well as the political life of tribes to a great extent.

Endogamic practices:
Generally, a tribe is an endogamous group. The members of a tribe are usually many within their own tribe. But now- a – days because of the frequency of inter¬tribal contacts, the inter-tribe marriage rate is increasing. Even the tribes are also being seen marrying people from other religions like Christianity, Hinduism and Islam.

Political organisation:
Each tribe has a political organisation. This is helped and assisted by a group of other dominant members. The political organisation has its roots in the common need of the people for protection. All the intra- group conflicts are resolved by this organisation. All the important decisions about the tribe’s way of living are taken in this organisation. The authority of the chief is questionable and binding on the members.

Common culture:
Because of a common habit, common language and common religion, a tribe develops a common culture with a distinct way of life for itself.

CHSE Odisha Class 12 Sociology Unit 4 Social Inequality, Exclusion and Movement Objective & Short Answer Type Questions

Question 9.
Distinctions between caste and class.
Answer:
Caste is based on birth while class is based on wealth. Caste determines the occupation of its members. But on the other hand, there is no restriction on the choice of an occupation in the caste system. Caste is a closed system but class is an open system. The caste system is believed to be created by God and supported by religions while the class system is secular in nature. Caste society has a Caste Council but class society does not have such a council.

Question 10.
Distinguish between Caste and Tribe.
Answer:
A caste is a social group whereas a tribe is a territorial group. There are differences in the rank and status of the members of a tribe. But in caste, the status of all its members is generally conceived to be equal. Though a tribe, like a caste, is an endogamous group, endogamy is not strictly enforced in a tribe as it is in a caste. A tribe is always a politically organised group whereas a caste is never a politically organised group, though it performs many political families.

Question 11.
Write a short note on tribal problems.
Answer:
Trials in India are facing a large number of problems which continue to greaten. The very existence of tribes. Some of these important problems are as follows. Integration or assimilation of tribes with the national mainstream is an important problem for the tribes in India. Alienation of the tribes from their own land is an important problem of the tribes in India. Landlords or moneylenders of the plains gradually replaced the tribal landlords. Tribals nowadays are also suffering from many, socio-cultural problems.

Question 12.
Write a short note on tribal welfare programmes.
Answer:
The main aim of the tribal welfare programme was to solve different problems of tribal people arising mainly out of uncontrolled cultural contracts. However, at different times as well as non-government agencies. These measures are as follows:

  • Elvin suggested the creation of national parks for tribals.
  • Indian constitution had made a number of special provisions for the welfare of the tribal people.

Question 13.
What is the peasant movement? Discuss outs types.
Answer:
Agrarian unrest or peasant unrest is not a recent phenomenon since agriculture and land are regarded as the most important subjects the issue of agrarian unrest is to be taken up and handled carefully by the government. A.R. Desai has used the term peasant struggle to refer to agrarian unrest.

Doshi and Jain have pointed out the root of peasant unrest, therefore, lives on the social structure of the peasantry out history and processes of agricultural modernisation. Some of the peasant agitations have taken place in different places mostly for one or the other local causes. Some of these agitations were revolutions, peasant movements and so on.

Peasant discontent as recorded by historians has been a familiar feature of the 19th and 20th centuries. During the first quarter of the 20th century, pie peasant movements became much more violent. These movements were deeply influenced by the struggle for national freedom. While some of these had taken place prior to independence and a few others took place after the Independence.

Types of peasant struggles :
There are different types of peasant struggles depending upon the purpose ideology, organisational base, working style etc.

  • The Santhal insurrection was one variety whereas Bardoli Satyagraha represented another variety.
  • The Naxalbarti peasant struggle was actually a violent armed struggle.
  • In the Moplah Rebellion of Malabar was the influence of Muslim religious leaders.
  • The Champaran movement led by Mahatma Gandhi was absolutely a peaceful non-violent struggle.

CHSE Odisha Class 12 Sociology Unit 4 Social Inequality, Exclusion and Movement Objective & Short Answer Type Questions

Question 14.
Kathleen Gough’s classification of peasant struggle.
Answer:
Restorative Rebellion:
Agitations of this type usually consist of an attempt on the part of the agitations to right for the restoration of one-time existing privileges and statuses. Example The Santhal instruction. The Santhals fought against the British not very much for driving them away from India but for restoring their traditional rights. According to Ganga as many as 29 such rebellions took place in India prior to 1857.

Religious movements :
These types of movements took place under the active leadership of religious leaders. People supported and Joined in these agitations with the hope, wherein social equality Justice and brotherhood would be assured for all Example. The Moplah Muslims of Malabar revolted against the Hindu landlords and also the British.

Social Banditry:
It means a type of robbery in which the leaders loot the properties of the rich people and distribute the looted property among the poor, for example, the banditry led by Narasimha Reddy of Karmol in Andhra Pradesh.

The Terrorist Vengeance:
It is based on violence and armed revolt. Here the agitators make a frontal attack on the opponents who are regarded as their enemies. Here the enemies are tortured tyrannized and finally killed Example Noxalite agitations.

Mass Insurrections:
These take place suddenly and came to an end abruptly. They arise without any leader or any organisational base. Whenever they get a solution, may be temporary in nature, and the agitations may come to a sudden end, For Example, The so-called Deccan Revolt that took place in Poona, Ahmed Nagar, Satara and Solapur.

Liberal reformist movement:
Examples are the Champaran Satyagraha, Bardoli Satyagraha, and Kheda Satyagraha in Bihar and Gujurat, etc. This type of movement helps in removing some of the dangerous or at least harmful lords/ legislations. There is no use of violence, bloodshed, or attraction. These movements do not have the intention of creating any conflict or enmity between different communities.