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Safe Construction Practice Disaster Management CBSE Extra Questions

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Safe Construction Practice Disaster Management CBSE Extra Questions

Safe Construction Practice Disaster Management NCERT Class 10 Extra Questions With Solutions

Question-1
How is damage caused to buildings during an earthquake?
Solution:
During an earthquake the ground shakes back and forth due to the plate movement under ground. The surface of the earth ruptures causing huge cracks; landslides occur; and sometimes tsunamis are generated during earthquakes. All these cause severe damage to building. Collapse of buildings, lead to loss of life.

You can also download Class 10 Maths to help you to revise complete syllabus and score more marks in your examinations.

Question-2
Where are land slides common in India?
Solution:
Landslides are a major natural disaster all over the world. In India landslides are common in the hilly regions of the south and in the Himalayan regions of the north. These landslides cause a lot of damage to life and property
Question-3
Mention the damages caused during a cyclone.
Solution:
During cyclones, electricity cables and transmission towers can be damaged causing immense hardship to people. Live electricity wire on the road can prove to be a death trap to people walking on the road. Sign posts on the roads can be damaged.
Question-4
What causes landslides and what are the warning signs of a landslide?
Solution:
Landslides occur due to heavy rainfall, steep slopes, seismic activity and poor drainage.
Landslides are also caused due to deforestation and soil erosions. Unrestricted excavation, mining and quarrying also cause landslides.
Warning signs before a landslide are ……..
Landslides usually occur in the same place again and again. Doors and windows jam for the first time New cracks appear on the walls and floors Gaps form between the pavement and the building outside the house. Fences and compound walls tend to tilt Underground water and electricity lines break
When these warning signs occur people have to take precautions.
Question-5
What kind of damages are caused to buildings, during floods?
Solution:
Small houses and huts are most vulnerable during floods as they get washed away in flood waters. These houses are totally destroyed in the flood waters. Houses which do not have a firm foundation also get washed away or tend to float.
Houses in low lying areas get inundated with water. There is great loss to property in this case. Flood waters can damage the foundation and walls of buildings and this will make the construction weak.
Houses may get affected due to floating debris, like huge trees.
Question-6
What are the features of an earthquake resistant building?
Solution:
Features of an earthquake resistant building are as follows:-
Building should have a rectangular plan Reinforced concrete columns should support long walls Large buildings should be fragmented into small rectangular blocks The foundation of the building should be strong. Building constructors should ensure that there is no movement of underground soil once the building is built. Doors and windows should be small and centrally located. This will ensure more stability to the walls. Reinforces concrete bands are essential for all buildings. These bands have to be at the plinth level; floor level; lintel level; and roof level. Vertical reinforcement should be provided at the corners and wall junctions.
Question-7
How can houses be protected from cyclones?
Solution:
To protect houses from cyclones one should select an appropriate site to build a house.
The site should be above the inundation level.
The shape of an individual building should be either circular or polygonal. Rectangular or square shapes are not suited. A symmetrical building with a compact plan is most suited to withstand cyclones.
As cyclones are accompanied by torrential rain inundation is inevitable, so houses should be elevated. Houses should be constructed on stilts or columns.
Doors and windows should have strong closing and locking systems to with stand the force of the wind. Openings just below the roof should be avoided.
Glass panelling can be avoided in buildings situated in cyclone prone areas. If there are glass panels they have to be protected with paper strips or metallic mesh pasted outside
The size of the panels can be small so the damage is minimal.
The roof is the most vulnerable part of the building during a cyclone as it is at a higher level and exposed to the wind. Roof projections should be minimal. A pyramidal roof is most suited in cyclone prone areas.
Question-8
What causes landslides and what are the warning signs of a landslide?
Solution:
Landslides occur due to heavy rainfall, steep slopes, seismic activity and poor drainage.
Landslides are also caused due to deforestation and soil erosions. Unrestricted excavation, mining and quarrying also cause landslides.
Warning signs before a landslide are ……..
Landslides usually occur in the same place again and again. Doors and windows jam for the first time New cracks appear on the walls and floors Gaps form between the pavement and the building outside the house. Fences and compound walls tend to tilt Underground water and electricity lines break
When these warning signs occur people have to take precautions.
Question-9
What kind of damages are caused to buildings, during floods?
Solution:
Small houses and huts are most vulnerable during floods as they get washed away in flood waters. These houses are totally destroyed in the flood waters. Houses which do not have a firm foundation also get washed away or tend to float.
Houses in low lying areas get inundated with water. There is great loss to property in this case. Flood waters can damage the foundation and walls of buildings and this will make the construction weak.
Houses may get affected due to floating debris, like huge trees.
Question-10
What are the features of an earthquake resistant building?
Solution:
Features of an earthquake resistant building are as follows:-
Building should have a rectangular plan Reinforced concrete columns should support long walls Large buildings should be fragmented into small rectangular blocks The foundation of the building should be strong. Building constructors should ensure that there is no movement of underground soil once the building is built. Doors and windows should be small and centrally located. This will ensure more stability to the walls. Reinforces concrete bands are essential for all buildings. These bands have to be at the plinth level; floor level; lintel level; and roof level. Vertical reinforcement should be provided at the corners and wall junctions.
More Resources for CBSE Class 10:

SST

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Sharing Responsibilities Role of Local and State Bodies Disaster Management

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Formulae Handbook for Class 10 Maths and Science

Sharing Responsibilities Role of Local and State Bodies Disaster Management

Sharing Responsibilities Role of Local and State Bodies Disaster Management CBSE Class 10 NCERT Solutions

Question-1
If you were the Relief Commissioner of the State of Assam which is affected by floods every year, list out five departments that you need to contact.
Solution:
The five departments that the Relief Commissioner of the State of Assam has to contact are ….

  • Health Department
  • Irrigation Department
  • Department of Water and sanitation
  • Police Department
  • Fire services

You can also download NCERT Class 10 Maths Solutions to help you to revise complete syllabus and score more marks in your examinations.

Question-2
List out four members of the Disaster Management Committee at the District level.
Solution:
Officers from the Health; Irrigation; Veterinary; Police; Fire Services and the Water and Sanitation department are members of the District Disaster Management Committee.

More Resources for CBSE Class 10

Question-3
Write the main aim of the National Cadet Corp.
Solution:
The National Cadet Corps aims at creating human resource of organised, trained and activated youth. Members of the NCC are always ready to serve the Nation during any emergency.
Question-4
List the organisations which help the state government functionaries in responding to disasters
Solution:
The organisations which help the state government functionaries in responding to disasters are ………..
The United Nations Disaster Management Team – India Indian Armed Forces National Cadet Corps Civil Defence National Service Scheme Nehru Yuva Kendras Home Guards
Question-5
Explain the role of Central Government in responding to disasters.
Solution:
Role of the Central government during a disaster depends on the gravity of the disaster. Depending on the gravity of the situation the Centre decides the scale of relief operations. The Centre provides financial support and other logistical support to the state government that faces any disaster.
All natural disasters are coordinated by the Ministry of Home affairs. Drought alone is taken care of by the Ministry of Agriculture.
When we talk of man-made disasters like accidents different Central government Ministries handle them.
Air accidents- Ministry of Civil Aviation
Railway accidents- Ministry of Railways
Chemical, Biological Nuclear disasters – Ministry of Home Affairs
Epidemics- Ministry of Health and Family Welfare
This distribution of responsibility is done to make the disaster management more effective and fast.
The Prime Minister; the Ministers of the Union Cabinet and the National Crisis Management Committee are collectively responsible for the decisions taken for disaster management.

The post Sharing Responsibilities Role of Local and State Bodies Disaster Management appeared first on Learn CBSE.

Indira Gandhi Scholarship | Indira Gandhi Single Girl Child Scholarship for PG

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Indira Gandhi Scholarship: Indira Gandhi Single Girl Child Scholarship is a UGC system launched with the goal of empowering our country’s women through educational methods. Going forward with this goal, the govt implemented Indira Gandhi Single Girl Child Scholarship to offset the direct cost of higher education women, particularly teenagers who occur to be their father’s only kid. Under this single girl kid scholarship, economic support of Rs. 36,200 per year is provided to the chosen applicants.

Indira Gandhi Scholarship – Highlights

ParticularsDetails
Application PeriodJuly-October
Scholarship awardAn initial tuition bonus of Rs. 36,200 for a duration of 2 years.
EligibilityGirl students pursuing PG courses
The only child of their parents
Application processUse the internet to apply through the formal website of the National Scholarship Portal (NSP)

Indira Gandhi Scholarship – Eligibility Criteria

To be qualified for this UGC grant, candidates must be women enrolled in universities /colleges/institutions recognized by UGC, State/Central Government or nationally important universities. The descriptions of the qualifying requirements for the Indira Gandhi Single Girl Child Scholarship are provided below.

  • In any specified university or postgraduate college, applicants must be accepted to the periodic full-time 1st year Master’s degree school.
  • The girl’s applicants must be her fathers’ only kid.
  • The applicants must have no sibling, although the learners of the girls who are paired daughters / fraternal sisters may qualify for this UGC scholarship.
  • At the moment of entry to the PG program, applicants must not be over 30 years of era.
  • This scholarship is not available for the applicants accepted to the PG class through the distance education method.
  • There are also no revenue requirements to qualify for this scholarship for learners.

How to Apply for Indira Gandhi Scholarship?

The method of applying for a scholarship is simple and easy for candidates as the entire method has been done internet. Through the formal gateway of the National Scholarship Portal, candidates can qualify for this UGC scholarship. Follow the measures below to complete the Indira Gandhi Single Girl Child Scholarship request type.

  • For the first time, candidates applying for NSP must register as a new user with NSP.
  • Complete all the data you need and press’ Register’ to register. The registered mobile number generates a student application ID and password.
  • The girl candidates must use the newly generated ID and code to sign in to NSP.
  • An OTP is sent to the licensed mobile number that requires applicants to modify their password, which is a compulsory move.
  • Once the password has been altered, applicants are guided to the Applicant’s Dashboard Page, where applicants need to tap on the’ Application Form’ to begin the method.
  • All required information such as enrollment information, educational information, fundamental information, communication information and information of the system must be provided by the candidates.
  • The candidates must upload all the records needed to promote identification and educational status.

Indira Gandhi Scholarship – Application Process

This single girl kid scholarship announcement deadline differs from year to year. However, the submission duration for the scholarship usually begins every year in the month of July. In the last week of October, the date for this Indira Gandhi Single Girl Child Scholarship drops. The last deadline to qualify for this scholarship is October 31, 2019, in the year 2019.

Indira Gandhi Scholarship – Award

This single girl kid scholarship, introduced by UGC with the objective of encouraging and promoting greater learning among women and their parents/guardians, offers monthly financial assistance to 3,000 women from across the nation each year for a span of two years. The sum of the scholarship is transmitted straight to the bank account of the awardee. The learners must also send a’ Continuation Certificate’ in the specified series at the beginning of every three months. Now, discover below the academic prize information.

  • For a period of 2 years, i.e. 10 months per year, the chosen female learners obtain a scholarship quantity of Rs. 3100 per month covering the complete length of the postgraduate curriculum to be followed by the applicants.
  • The prize is disbursed to learners from the moment they join the 1st year of PG class through the UGC assigned authority. The reward winners must send a record of their notification of honor and accompanying study to the specified authority along with the picture, email, and reference information.

Indira Gandhi Scholarship – Key Documents

Now, it is necessary to save the filled-in request document as a draft so that the plaintiff can inspect each information again to create sure it is right. Finally, to present the finished request document, the applicant must press on the ‘Submit’ key.

Indira Gandhi Scholarship – Terms and Conditions

A few terms and conditions need to be considered by the applicants if they want to take advantage of this UGC scholarship. Some guidelines and laws connected to this girl’s scholarship are highlighted below.

  • This UGC scholarship is only available for those applicants who are in the 1st year of a PG class.
  • Applicants are not responsible to obtain any extra subsidy instead of hostel fees, medical fees, etc.
  • Under this single girl baby scholarship, no tuition fee is charged from the award winners by the recipient institutions.
  • After one year of the grant of the scholarship, the quantity has been completed, the applicants must send their progress report to the specified company (Canara Bank) in the recommended format, depending on which grant is distributed to the beneficiaries for the next study. This document must be duly ratified by the University’s Head of Department and Registrar, or the institution’s head or college’s principal.
  • Candidates must bear in mind that if they stop their research without notification to UGC, they must reimburse the entire sum straight to the UGC fund via e-mode (RTGS / NEFT).
  • This scholarship’s award winners are not debarred from receiving other scholarships.
  • The grant may be terminated if applicants are engaged in any type of abuse, provide inaccurate data at any point of the request, or achieve less than 55% in the first year (50% for Physically Challenged awards).

FAQ’s Indira Gandhi Scholarship

Question 1.
Whether a female kid with a household sibling is qualified for a grant reward system.

Answer:
No, under the system, only married girls are allowed to register. Under this system, however, twin / fraternal children may qualify.

Question 2.
Can second-year post-graduate learners register under the system?

Answer:
No. Applicants who pursue postgraduate classes for the first year can only register under the system.

Scholarships for Students

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E Grantz Scholarship 2019 | Stipend, Eligibility and Application

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E Grantz Scholarship 2019: E Grantz is an Online Centralised System for Disbursement of Scholarships/Schemes for all Pre-matric and Post-matric Students of SC, ST & OBC community in the state of Kerala. The portal permits the students who belong to reserved classes or categories so that they can apply online for the scholarships open at the post-matriculation level.

The recipients of any educational support scheme have to first enroll by giving their basic details such as Name, Address, Date of Birth, Gender, Mobile Number, Bank Account details and Aadhar Number. Through a single registration, the system could uniquely identify a student and this basic detail shall be used for the disbursement of educational assistance throughout the period of education under various schemes. The financial assistance reaches the student’s bank account through Direct Beneficiary Transfer (DBT).

Also, if any student is incapable of submitting the online application, the portal provides the facility for the institutions to submit the application on a student’s behalf. In the past years, the portal has served over 3 Lakh students pursuing education across 3400+ institutions in Kerala. Yet, with the introduction of its new version called E-Grantz 3.0, it is supposed to change the lives of many more meritorious students.

Read the complete article to find the complete details of E Grantz scholarship, eligibility criteria, application procedure, stipend amount, application status and contact details.

E Grantz Scholarship

The E-Grantz gateway only lists post-matric scholarship for the scholars belonging to SC, OBC, OEC and other economically or socially backward classes. The expense of financial help, given to students within these schemes alters based on an individual category and current educational qualification. Besides, with the help of this exceptional platform, the chosen students receive the scholarship reward directly into their bank account through Direct Benefit Transfer (DBT).

E Grantz Benefits

CategoriesBenefits
Scheduled Castes and other eligible CommunitiesLumpsum grant, Monthly stipend (day scholars) ABLC + Pocket Money (hostellers) Reimbursement of Tuition Fee, Special fee and examination fee in full without an income limit.
OBCsFor +1 and +2 Monthly stipend, reimbursement of special fee and exam fee subject to the income limit
For Degree Courses: Reimbursement of tuition fee, special fee and exam fee subject to the income limit.
For PG and Professional courses: Lumpsum grant, monthly stipend, Reimbursement of tuition fee, special fee and exam subject to the income limit
OthersFor +1 and +2 Reimbursement of special fee and exam fee, subject to the income limit
For degree courses: Reimbursement of tuition fee, Special fee and exam fee subject to the income limitations.
For PG and Professional Courses: Lumpsum grant, monthly stipend, reimbursement of tuition fee, special fee and exam fee subject to the income limitations.

Note: 

  • The fee is sanctioned once in an Academic year and paid to the institution’s Account.
  • LSG is sanctioned once in a year, stipend and mess Charges are sanctioned are credited to a student’s bank account.

E Grantz Eligibility Criteria

The scholarships/schemes given on the E-Grantz portal have a pre-defined set of eligibility requirements that students need to fulfill before applying for it. These criteria are essentially based on your current educational qualification, residence, the class to which you belong and family earnings. The highlights below show the complete eligibility conditions for the E Grantz scholarships. Depending on the accomplishment of these conditions, students can move ahead and apply for the same.

  • Students pursuing post-matric courses approved by the university/board
  • Students admitted under merit and reservation quota
  • Students should be a domicile of Kerala
  • Students who belong to the categories of Scheduled castes, other eligible communities, OBCs and other communities who are socially and economically backward including forward castes.
  • Students whose attendance is not below 75% at the end of each month

Income Limit

  • For students belonging to SC and OECs, there is no income limit.
  • OBC category: for +2, degree courses and PG and professional courses the income limit is Rs.100000/- ( 1 Lakh).
  • Other Category:   for +2, degree courses and PG and professional courses the income limit is Rs.100000/- ( 1 Lakh).

E Grantz Application Process

The application can be submitted online by students themselves using the menu provided in the e-Grantz home page. Students can also submit applications online through Akshaya e-centers elsewhere in the state. The Akshaya centers will supply a print out of the online application.

The services in the Akshaya centers are free. The print out of the application submitted online along with certificates to prove caste, income and mark lists of qualifying examination etc shall be submitted to the head of the institution within a week of admission. Students who undergo a subsequent year of a course need not submit applications. Follow the steps to apply:

  • Visit the E-Grantz 3.0 portal.
  • Click on the “One-Time Registration” button.
  • Provide your Aadhaar number and name (as on Aadhaar).
  • Click on “Validate Aadhaar”.
  • Fill in the mandatory details such as mobile number, birth date, email id, and password.
  • Click on “Register”.
  • After the successful registration, the students need to log in to the user dashboard by using the registered email id and password.
  • After login, the students are required to complete their profile.
  • Fill in all required details stated in the five sections namely, basic details, other details, bank details, upload details, and institution details.
  • After completing the profile, the students are asked to click on “Apply for Scholarships – Post-Matric”. A list of scholarships for which the students are eligible to apply will appear.
  • Select the scholarship you want to apply for and start the application. Fill in all the required details. Upload all supporting documents.
  • Finally, submit the application form.

E Grantz Stipend/Rewards

For Scheduled Castes and OEC’s

Below 8kms from residenceRs.630/-
Above 8 kmsRS 750/-
Students undergoing professional courses and reside at their own due or lack of hostel facilityRs.1500/-

For OBC’s

Undergoing +2 courseRs.160/-

Undergoing PG and Professional courses

Day scholarsRs.200/-
HostellersRs.250/-

Polytechnic Course

Day scholarsRs.100/-
HostellersRs.150/-

Note: For others undergoing PG and professional courses and polytechnic Courses the same as in the case of SEBC.

E Grantz Application Status

The gateway not only notifies the students to apply for the scholarships but also allows them to check their real-time application status online. To check the status of your scholarship application at E-Grantz, the steps to be followed are;

  • Visit the E-Grantz 3.0 portal.
  • Click on “Track Application”.
  • Submit your Aadhaar number and the date of birth.
  • The details will appear on the screen.

E Grantz Contact Details

Directorate Of Scheduled Castes Development
Museum-Nandhavanam Road
Nandhavanam, Vikasbhavan P.O.
Thiruvananthapuram-695033
E-mail: egrantz3.0helpline@gmail.com
Toll-free number: 1800 425 2312

Scholarships for Students

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CBSE Internal Assessment | What is Internal Assessment (20 Marks) for Class IX and Class X

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CBSE Internal Assessment for Class 9 And 10: The internal assessment has been introduced by the CBSE (Central Board of Secondary Education) for all subjects, in a new pattern. Many students and parents are not aware of this pattern. They are expecting that schools will give marks based on periodical tests and school notebooks only. But now the format has been changed. Let us discuss here points to be kept in mind for both students and parents for Class 9 and Class 10 assessment tests.

The Assessment scheme will have an 80 marks component for Board examination (class X) and Annual Examination (class IX) in all scholastic subjects along with a 20 marks component of Internal Assessment. Students have to secure 33 percent in total in each of these components.

What is Internal Assessment in CBSE?

One time the year-end examination is complemented and completed with Internal Assessment (IA) that appraises students diversely, at different times and also examines a broad range of curriculum objectives. IA, in effect school-based assessment, performs the dual role of presenting a complete picture of students’ abilities or progress towards fulfilling the aims of education and informing teachers’ of students’ progress and therefore encouraging classroom learning. It also notifies the individual learner about his/ her progress over some time letting them develop strategies to improve learning.

Internal Assessment Parts

IA has mainly three parts. There are:

  1. Periodic Assessment (10 Marks)
  2. Portfolio (5 Marks)
  3. Subject Enrichment Activities (5 Marks)

As discussed, an internal assessment is developmental. The aim is to find out areas for growth and assess the student comprehensively. Let us get all these points in detail.

Internal Assessment – Periodic Assessment

The main objective of the Periodic Assessment is to assess the learning improvement of students. Such assessment arranged at regular intervals gives feedback and insight to teachers regarding learners’ needs and helps them to improve instruction, do remedial teaching and set curricular targets for a student or a group of students. The feedback also helps students to know their mistakes as well as strengths and weaknesses. The students, thus, are qualified for better learning and setting up realistic goals. In essence, this is an assessment for, of and as learning. Periodic Assessment is further divided into two types

  • Periodic Tests
  • Multiple Assessment

Periodic Tests (05 marks): In the beginning, these would be restricted to 3 in each subject in an academic year and the average of best 2 would be taken for final submission of marks. These tests direct to follow a pattern, which is quite similar to the end of course examination and has a continuously increasing portion of content. Hence, they also tend to prepare students for final summative exams in a more assured manner.

Note: The weightage of this component, however, would be of 05 marks only.

Multiple Assessment (05 marks) 

  • Multiple assessments approach relevant to particular learning results are advised throughout the curriculum transaction. The subject teachers would decide the type and frequency of these.
  • This would make assessment more thorough and provide schools/teachers versatility to use multiple and different techniques to assess learners such as observation, oral tests, individual or group work, class discussion, field-work, concept maps, graphic organizers, visual representation, etc.
  • Hence, the schools are given liberty to use alternate methods of assessment as per the demand of the subject and the context towards addressing the goal of assessment for and as learning.

Attention must be observed that recording of such an assessment is not cumbersome and can be efficiently translated into individual student scores. Thus, acquiring simple scoring criteria and rubrics becomes of equal importance when selecting to use a particular technique. In harmony with the purpose of periodic assessment i.e. to afford feedback to improve teaching and learning, it becomes of equal importance to use follow-up measures in case students are found insufficient in the proficiency of relevant learning outcomes.

Note: The weightage of this component would be of 05 marks.

Internal Assessment – Portfolio

The formulation of portfolios is proposed to broaden the scope of learning and achieve various curriculum outcomes by examining a range of proof of student performances being assessed.

What is a portfolio?

A portfolio is a useful collection of purposely chosen student’s work depicting a selection of performances that are collected over time and represents the learner’s efforts, progress, growth and accomplishment in key areas learning outcomes. It is a tool for assessing a variety of skills not normally testable in a single setting of the traditional written paper and pencil tests.

  • The assessment would include self and peer evaluation among others.
  • Its use is prescribed as a support to the new instructional approaches that highlight a student’s role in constructing knowledge and understanding.
  • For a more simple approach in the first year, it is recommended that the portfolio take the form of a journal or notebook that would include besides classwork, students artifacts selected within a coherent framework along with their reflections.
  • Learner here is an active member involved in constructing his or her journey through the portfolio building process of selecting, organizing and reflecting.
  • In the second year, schools are expected to develop portfolios.
  • This portfolio can be seen both as a process and as a product. As a product, it holds the performance records and documents, a student has produced during the learning course and represents a collection of their learning accomplishments.

As a process, it enables learners to observe their learning systematically, reflect on their performance, redirect their efforts and set future goals.

Purpose of Preparing Portfolios

Usually, a portfolio:

  • grants the opportunity of assessing more complex and important aspects of learning areas or subject matter that can’t be assessed through conventional forms of testing;
  • gives a profile of learner’s abilities – in-depth growth and progress serve as a solid vehicle for ongoing communication or exchange of information and feedback among various stakeholders – students, peers teachers, administrators. It may even be used to compare achievement across classrooms or schools;
  • works as a lens and helps to develop among students’ perception of their learning. The focus on self-assessment and reflection helps students to identify their strengths and weaknesses through facilitating setting up realistic improvement goals. The active role that students play in examining what they have done and what they want to accomplish, not only drives them but also help to develop metacognitive skills which enable them to make adjustments not only in their learning in school but beyond as well;
  • grant an opportunity to share own learning with peers and review and give feedback on each other’s work. Peer Assessment thus becomes great support that further promotes a clear understanding and evaluation of personal goals.

Thus, a portfolio, on one hand, helps to discover a common vision of goals and holistic picture of students learning, on the other, increases accountability and contributes to improved teaching and learning. Enabling review of curriculum and instruction, it may also be seen as a tool for curriculum enhancement.

Preparation of a Portfolio

At the starting, it is necessary to know why a portfolio is being created and be clear of the purposes without purpose. Without purpose, it simply becomes a catalog of student’s work. It is recommended that the portfolios be an extension of notebooks developed subject-wise. They would include classwork and homework assignments that would help evaluate learner’s progress. Besides this, portfolio should be a space for the student to display his/her exemplary work in the related area.

The attention should be to promote methods such as annotation, identification of keywords/topics/themes, summarization, and organization of ideas and content. The sample of creative work and testimonies that demonstrate process skills or development of critical thinking or problem-solving merit inclusion as well.

A periodic review of the evidence includes in the portfolio would facilitate self-assessment by learners who would be more aware of their learning and be able to identify their strengths and weaknesses.

The portfolio also provides an opportunity for learners to share and comment on each other’s work. Such peer assessment facilitates understanding of criteria of good work to students. It is advised that such criteria be developed and made clear to students. Initially, this self and peer assessment would be a guided endeavor.

Assessing Portfolios

Students’ portfolios can be efficiently evaluated using a simple scoring rubric. The criteria – the factors to be used in determining the quality of a particular student’s portfolio needs to be carefully developed and shared with students. The key elements of the particular criteria need to be particularized as well. Suggested are some elements to judge student’s portfolio:

  • Organization – Neatness and Visual Appeal
  • Completion of guided work focused on specific curricular objectives
  • Evidence of student’s growth
  • Inclusion of all relevant work (Completeness)

Teachers can include other subject relevant criteria and elements to assess portfolios.

A Word of Caution: Portfolios need to be developed in an easy to manage form. They need to be meaningful but simple and accessible. Developing them should not be a burden on students- both in terms of cost and time.

Note: The weightage of this component would be of 05 marks.

Internal Assessment – Subject Enrichment Activities

Subject enhancement activities followed by the secondary school curriculum aimed at the improvement of understanding and skill development. They present in-depth learning that stimulates students to dig deeper into the discipline. These endowment activities need to challenge students and permit them to apply knowledge to the next level. These activities become an important instrument to learn the processes by which knowledge is generated in a particular discipline. They ought to provide an opportunity for students to explore their interests as well along with an understanding of the nature of particular discipline.

The Subject Enrichment Activities must be conducted with rigor and focus. Some suggestions for this are as follows:

  • Languages provide ample space and autonomy to subject teachers to develop relevant listening and speaking skills.
  • Teachers need to use this opportunity to full advantage and use excerpts from relevant suitable literature to develop vocabulary and heighten students’ awareness and sensitivity.
  • The specified activities in practical work in Science and Mathematics need to be conducted in the investigatory spirit incongruence to be the spirit of the subject.
  • The focus must shift from confirmatory nature of lab experiments to explorations that focus on the development of science processes.
  • Students need to be encouraged to raise questions, generate hypotheses, experiment, innovate and find solutions to questions/problems encountered.

The discipline of Social Science puts the responsibility on concerned teachers to help students to design and execute related projects. It is suggested that social science is the subject relevant to social context, projects are related to Art and culture and include the development of Life Skills too. Art is not only about self – expression but is more about observations a special way of understanding and responding to work. Exploring ideas and meanings through the works of artists/experts/writers/poets, the students would develop imagination and critical awareness.

 Note: The weightage of this component would be of 05 marks.

Internal Assessment Distribution of Periods/Grades

Distribution of Periods/Grades For Internal Assessment In Health and Physical Education (with Work Experience subsumed in it)

StrandPeriods(App)Grades
GAMES A) Athletics/ Swimming B) Team Games C) Individual Games/ Activity D) Adventure Sports90 periodsWhile filling online data, the following grades may be filled against HPE: Class IX-X: Grade (A-E) on a 5-point scale (A, B, C, D, E)
Health and Fitness50 periods
SEWA50 periodsGrades of SEWA is considered against Work Experience Class IX-X: Grade (A-E) on a 5-point scale (A, B, C, D, E)
Health and Activity Card10 periods
Total200 Periods (Approx)

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ePASS Karnataka 2019 | KAR ePass Dedicated Scholarship Portal for Backward Classes Welfare

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ePASS Karnataka 2019: Karnataka education board has launched ePASS Karnataka which is also known as the KARePASS is a dedicated electronic and payment system for scholarships. This scheme is presented by the department of backward class welfare by the government of Karnataka. The official government portal looks after the online disbursement of the scholarships to the students that fall under the Karnataka domicile.

The main aim behind the ePASS Karnataka portal is to make sure that the students of Karnataka are educationally uplifted. Also, it links welfare departments, welfare, banks, colleges, and secondary school leaving certificate database together. Thus, it ensures that the disbursal of scholarships is hassle-free. scholarship Karnataka will be given to the students who are educationally Uplifted.

ePASS Karnataka Overview

Name of the AuthorityKarnataka Education Government
Name of ScholarshipVidyasiri Scholarship
SchemeKarnataka Vidayasiri Scholarship 2018
Kar Vidyasiri Scholarship EligibilityIntermediate 12th, UG, and PG Courses
Kare Pass Scholarship1500/- (Varied Yearly Wise)
Kare Pass Application SubmissionVia Online Only
official Websitewww.karepass.cgg.gov.in

ePASS Karnataka – Key Features

In order to make the process of inviting applications simple for the scholarships, the ePASS Karnataka portal was created. This portal focuses majorly on the post-matric scholarships and below are some of the features that can be useful for the users:

  • Checking Application Status: This feature allows the candidate to track the real-time status for their application by providing details like the academic year, the application number, SSLC pass type, SSLC registration number, year of passing SSLC, and the date of birth
  • Knowing your application number: The candidates that do not remember their application number can search for this using the facility provided on the portal. There are certain details that need to be provided on the portal kike SSLC pass type, year of passing, and date of birth.
  • Hostel application status: You can also know your hostel Karepass application status online via this portal by simply providing your date of birth and application number.
  • Pratibha acknowledgment: You download the Pratibha puraskar scholarship acknowledgment through this portal by either providing your application reference number or other details.

ePass Karnataka Status – Check Application Status

S.No.ParticularsImportant URL
1.Know the application numberClick here
2.Check application statusClick here
3.Check hostel application statusClick here
4.Get Prathibha acknowledgmentClick here

ePASS Karnataka – Schemes Listed

The ePASS Karnataka portal enlisted s variety of schemes offered by the department of backward class welfare for students that belongs to backward class and are studying at different levels of education. The main schemes that are available on the portal are as follows

  • Food and accommodation scholarship scheme (FASS)
  • Post-matric scholarship scheme (PMS)
  • Fee concession scheme (FC)

Besides the above-mentioned schemes, the portal also provides and processes the applications for Vidyasiri and pre-matric scholarship scheme.

ePASS Karnataka Scholarship Details

There are different eligibility conditions that one needs to fulfill for schemes available on the ePASS portal. Also, the financial assistance rendered to the students under the given schemes is different.

You can find all these details in the table given below. Also, if you are a permanent resident of Karnataka and belong to the backward class, you are automatically eligible to apply for the scholarship schemes which are available on the ePASS portal.

Detailed Overview of ePASS Scholarship schemes

Scholarship NameEligibilityAward Details
Post-Matric Scholarship (PMS)For students who are studying at the post-matriculation level of education, their annual family income should be less than Rs. 1.5 Lakhs (for Category 1) while it should Rs. 2 Lakhs (for 2A, 3A, and 3B categories).Scholarship granted up to Rs. 3,500 per annum
Food & Accommodation Scholarship (FAAS)For students that are studying at the post-matric level in Government or Government-aided/ housing colleges, their annual family income should be less than Rs. 2.50 Lakhs (for category 1) and Rs. 5 Lakhs (for 2A, 3A, and 3B categories).Upto Rs. 1,500 per month for 10 months
Fee Concession (FC) SchemeStudents that are pursuing post-graduate courses can apply if their annual family income should be below Rs. 1 Lakh (for category 1) and Rs. 2.50 Lakhs (for 2A, 3A, and 3B categories).Sports Fee
Training Fee
Laboratory Fee
Readers Charge up to Rs. 1,750 per annum

KAR ePass Application Process

The process to apply for each scholarship mentioned on the ePASS Karnataka is easy and simple. The students that qualify the eligibility criteria for any of the given scholarship can apply online through the steps given below. ePASS application number will be given to students. Depending on the timeline for each scholarship, the official application page remains open for a specific period only.

How To Apply for KAR ePASS Portal?

  • Go to the official website of ePASS Karnataka i.e. karepass.cgg.gov.in/
  • On the main website, look for the scholarship notification.
  • There read the application guidelines given carefully.
  • For application, you need to start by registering yourself on the portal.
  • Fill up all the details required in the application form and upload the relevant documents.
  • Finally, click on the ‘submit’ button and submit your application form.

Required Documents for ePASS Karnataka Scholarship

Candidates that are applying for the Karnataka ePASS scholarship should have some required documents. Students can check the details of these required documents that are given below:

  • Aadhar card of father and mother/guardian
  • Aadhar card of the candidate
  • Income certificate
  • Caste certificate
  • Bank passbook that contains the bank number and IFSC code
  • Residential certificate
  • SSLC certificate and bonafide certificate of the prospective college for the candidate

Key Statistics for PMS Scheme at KAR ePass

Academic SessionsApplications Received – VerifiedApplications Sanctioned
ePass Karnataka 2018-19917,762 – 666,771500,505
2017-18884,511 – 667,018541,273
2016-17767,526 – 618,882514,702
2015-16712,049 – 525,985344,689
2014-15578,439 – 436,462338,470

Key Data for FC Scheme at KAR ePASS

Academic SessionsApplications Received – VerifiedApplications Sanctioned
ePass Karnataka 2018-19917,762 – 877,938845,178
2017-18884,511 – 859,625823,716
2016-17767,526 – 747,644710,464
2015-16712,049 – 673,950650,320
2014-15453,142 – 416135402,692

Key Data for FAAS at KAR ePASS

Academic SessionsApplications Received – VerifiedApplications Sanctioned
ePass Karnataka 2018-19917,762 – 537,886115,622
2017-18884,511 – 544,22888,328
2016-17767,526 – 481,95979,894
2015-16712,049 – 434,16191,704
2014-15578,439 – 375,46066,648

ePASS Karnataka – Contact Details

In case, you come across any queries related to the ePASS Karnataka scholarship or its application, feel free to contact the provider at the below-mentioned address

Karnataka Backward Classes Welfare Department
No. 16/D, 3rd Floor, Devraj Urs Bhavan,
Millers Tank Bed Road, Vasanth Nagar,
Bangalore – 560052.
Phone: 8050770005
Email: bcdbng@kar.nic.in

ePASS Karnataka Scholarship FAQs

The frequently asked questions regarding the ePASS Karnataka Scholarship are listed below:

Q1. How can I check the ePASS Application Status?

A. Candidates who wish to check their ePASS application status can follow the steps as under:

  1. Visit the official website of karepass.cgg.gov.in
  2. In the homepage, click on the tab “Student Services“.
  3. Select “Application Status” from the drop-down menu.
  4. Enter all the necessary details.
  5. Click on “GetStatus”. Your ePASS Karnataka Application Status will be displayed on the screen.

Q2. How do I check my ePASS scholarship amount?

A. Candidates who have to check their ePASS Scholarship amount must visit the official website. In the homepage, click on the button “Official Login“. Candidates must enter their credentials and a new page opens. In that page, students can find their ePASS Scholarship amount.

Q3. I forgot my ePASS application number, what should I do now?

A. The students, who do not remember their ePASS Application no or scholarship application number can search for it using this facility on the portal. They need to provide certain details like SSLC examination number, year of passing SSLC, SSLC pass type and date of birth.

The post ePASS Karnataka 2019 | KAR ePass Dedicated Scholarship Portal for Backward Classes Welfare appeared first on Learn CBSE.

CBSE Class 9 Hindi B व्याकरण उपसर्ग-प्रत्यय

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CBSE Class 9 Hindi B व्याकरण उपसर्ग-प्रत्यय

हिंदी भाषा में शब्दों की रचना कई प्रकार से की जाती है। इन्हीं में से एक विधि है-शब्दों के आरंभ या अंत में कुछ शब्दांश जोड़कर नए शब्द बनाना। इस तरह से प्राप्त नए शब्द के अर्थ में नवीनता देखी जा सकती है; जैसे-‘हार’ शब्द में ‘आ’, ‘प्र’, ‘वि’ सम् जोड़ने पर हमें क्रमशः आहार, प्रहार और विहार शब्द प्राप्त होते हैं, जो अपने मूल शब्द हार के अर्थ से पूरी तरह अलग अर्थ रखते हैं; जैसे- हार (पराजय, फूलों की माला)
आ + हार = आहार – भोजन
प्र + हार = प्रहार – चोट
वि + हार = विहार – भ्रमण करना

I. उपसर्ग

वे शब्दांश, जो किसी शब्द के शुरू (आरंभ) में जुड़कर उसके अर्थ में परिवर्तन या विशेषता ला देते हैं, उन्हें उपसर्ग कहते हैं; जैसे उपसर्ग मूल शब्द
CBSE Class 9 Hindi B व्याकरण उपसर्ग-प्रत्यय -1

हिंदी भाषा में तीन प्रकार के उपसर्ग प्रचलित हैं-
(क) संस्कृत के उपसर्ग,
(ख) हिंदी के उपसर्ग,
(ग) विदेशी उपसर्ग।

(क) संस्कृत के उपसर्ग- संस्कृत के उपसर्गों को तत्सम उपसर्ग भी कहा जाता है। ये उपसर्ग प्रायः उन शब्दों के साथ जुड़ते हैं, जो संस्कृत भाषा से हिंदी में आए हैं; जैसे-
अति + आचार = अत्याचार,
दुर् + लभ = दुर्लभ
संस्कृत उपसर्गों से बना कुछ और शब्द-
CBSE Class 9 Hindi B व्याकरण उपसर्ग-प्रत्यय -2
CBSE Class 9 Hindi B व्याकरण उपसर्ग-प्रत्यय - 52

(ख) हिंदी के उपसर्ग-हिंदी के उपसर्गों को तद्भव उपसर्ग भी कहा जाता है। इनका प्रयोग प्रायः हिंदी शब्दों के साथ किया जाता है; जैसे-
अध + जला = अधजला,
कु + चाल = कुचाल,
बिना + माँगे = बिनमाँगे
CBSE Class 9 Hindi B व्याकरण उपसर्ग-प्रत्यय -4

विदेशी उपसर्ग- इन्हें आगत उपसर्ग भी कहा जाता है। विदेशी उपसर्गों में अरबी-फारसी और अंग्रेज़ी के उपसर्गों का प्रयोग विदेशी भाषा के शब्दों के साथ किया जाता है। इस प्रकार के शब्द भी हिंदी में प्रयोग किए जाते हैं; जैसे-
ना + समझ = नासमझ,
हम + सफर = हमसफर,
हर + दम = हरदम
CBSE Class 9 Hindi B व्याकरण उपसर्ग-प्रत्यय - 53
CBSE Class 9 Hindi B व्याकरण उपसर्ग-प्रत्यय - 54

पाठ्यपुस्तक के पाठों में आए प्रमुख उपसर्ग युक्त शब्द

CBSE Class 9 Hindi B व्याकरण उपसर्ग-प्रत्यय -7
CBSE Class 9 Hindi B व्याकरण उपसर्ग-प्रत्यय -8

दुख का अधिकार
CBSE Class 9 Hindi B व्याकरण उपसर्ग-प्रत्यय -9
CBSE Class 9 Hindi B व्याकरण उपसर्ग-प्रत्यय -14

एवरेस्ट-मेरी शिखर यात्रा
CBSE Class 9 Hindi B व्याकरण उपसर्ग-प्रत्यय -12
CBSE Class 9 Hindi B व्याकरण उपसर्ग-प्रत्यय -13
CBSE Class 9 Hindi B व्याकरण उपसर्ग-प्रत्यय -15
CBSE Class 9 Hindi B व्याकरण उपसर्ग-प्रत्यय -16

तुम कब जाओगे, अतिथि शब्द उपसर्ग
CBSE Class 9 Hindi B व्याकरण उपसर्ग-प्रत्यय -19
CBSE Class 9 Hindi B व्याकरण उपसर्ग-प्रत्यय -18

वैज्ञानिक चेतना के वाहक चंद्रशेखर वेंकट रामन्
CBSE Class 9 Hindi B व्याकरण उपसर्ग-प्रत्यय -23
CBSE Class 9 Hindi B व्याकरण उपसर्ग-प्रत्यय -21

कीचड़ का काव्य
CBSE Class 9 Hindi B व्याकरण उपसर्ग-प्रत्यय -22

धर्म की आड़
CBSE Class 9 Hindi B व्याकरण उपसर्ग-प्रत्यय -24
CBSE Class 9 Hindi B व्याकरण उपसर्ग-प्रत्यय -25

शुक्रतारे के समान
CBSE Class 9 Hindi B व्याकरण उपसर्ग-प्रत्यय -26
CBSE Class 9 Hindi B व्याकरण उपसर्ग-प्रत्यय -27

विभिन्न परीक्षाओं में पूछ गए उपसर्ग संबंधी प्रश्न

प्रश्नः

  1. बावजूद, निस्संकोच
  2. वाकायदा, प्रतिक्षण
  3. प्रहार, अनभिज्ञ
  4. दुर्भाग्य, अधखिला
  5. सुरक्षा, आशंका
  6. दुर्वचन, सद्गति
  7. आग्रह, विगत
  8. निराधार, प्रतिद्वंद्वी
  9. निश्चल, चिरायु
  10. परिवर्तन, उपस्थित
  11. विशिष्ट, लाजवाब
  12. सुयश, उत्पाद
  13. संयोग, प्रगति
  14. उपहार, बेजान
  15. उद्घाटन, निश्चय
  16. अतिरिक्त, सत्कार
  17. धार्मिक, खुशमिज़ाज़
  18. विचित्र, प्रतिशत
  19. लाइलाज सत्कार
  20. अनुसंधान प्रत्युत्तर

उत्तर:

  1. बा + वजूद, निस् + संकोच
  2. बा + कायदा, प्रति + क्षण
  3. प्र + हार, अन + भिज्ञ
  4. दुर् + भाग्य, अध + खिला
  5. सु + रक्षा, आ + शंका
  6. दुर् + वचन, सद् + गति
  7. आ + ग्रह, वि + गत
  8. निर् + आधार, प्रति + द्वंद्वी
  9. निस + चल, चिर् + आयु
  10. परि + वर्तन, उप + स्थित
  11. वि + शिष्ट, ला + जवाब
  12. सु + यश, उत् + पाद
  13. सम् + योग, प्र + गति
  14. उप + हार, बे + जान
  15. उद् + घाटन, निस् + चय
  16. अति + रिक्त, सत् + कार
  17. धर्म + इक, खुश + मिज़ाज़
  18. वि + चित्र, प्रति + शत
  19. ला + इलाज, सत् + कार
  20. अनु + सत्कार, प्रति + उत्तर

II. प्रत्यय

प्रत्यय-वे शब्दांश, जो शब्दों के अंत में जुडकर शब्द के अर्थ में विशेषता या बदलाव ला देते हैं, उन्हें प्रत्यय कहते हैं; जैसे-
पर्वत (पहाड़) + ईय = पर्वतीय (पर्वत संबंधी)
कीमत (मूल्य) + ती – कीमती (मूल्यवान)
लेख (लिखा हुआ गद्य) + इत = लिखित (लिखा हुआ)
प्रतिभा (बुद्धि) + वान = प्रतिभावान (प्रतिभा से संपन्न)

प्रत्यय के भेद-प्रत्यय मुख्यतया दो प्रकार के होते हैं-

1. कृत प्रत्यय-क्रिया की मूल धातु से जुड़कर संज्ञा या विशेषण बनाने वाले प्रत्यय कृत प्रत्यय कहलाते हैं।
जैसे – पढ़ + आई = पढ़ाई, लूट + एरा = लुटेरा

(क) हिंदी के कृत प्रत्यय
CBSE Class 9 Hindi B व्याकरण उपसर्ग-प्रत्यय -28
CBSE Class 9 Hindi B व्याकरण उपसर्ग-प्रत्यय -29

(ख) संस्कृत के कृत प्रत्यय
CBSE Class 9 Hindi B व्याकरण उपसर्ग-प्रत्यय -30
CBSE Class 9 Hindi B व्याकरण उपसर्ग-प्रत्यय -31

2. तद्धित प्रत्यय-क्रिया की धातुओं के अलावा संज्ञा, सर्वनाम, विशेषण आदि शब्दों के साथ जुड़कर नए शब्द बनाने वाले प्रत्यय तद्धित प्रत्यय कहलाते हैं, इस कोटि के प्रत्यय दो प्रकार के होते हैं –
जैसे- महँगा + आई = महंगाई
जोश + ईला = जोशीला
कथा + कार = कथाकार
छोटा + पन = छुटपन

(क) हिंदी के तद्धित प्रत्यय-
CBSE Class 9 Hindi B व्याकरण उपसर्ग-प्रत्यय -32
CBSE Class 9 Hindi B व्याकरण उपसर्ग-प्रत्यय -33

(ख) संस्कृत के तद्धित प्रत्यय
CBSE Class 9 Hindi B व्याकरण उपसर्ग-प्रत्यय -34
CBSE Class 9 Hindi B व्याकरण उपसर्ग-प्रत्यय -35

पाठ्यपुस्तक के पाठों से लिए गए प्रमुख प्रत्यय युक्त शब्द
धूल
CBSE Class 9 Hindi B व्याकरण उपसर्ग-प्रत्यय -36
CBSE Class 9 Hindi B व्याकरण उपसर्ग-प्रत्यय -37

दुख का अधिकार शब्द
CBSE Class 9 Hindi B व्याकरण उपसर्ग-प्रत्यय -38
CBSE Class 9 Hindi B व्याकरण उपसर्ग-प्रत्यय -39

एवरेस्ट-मेरी शिखर यात्रा
CBSE Class 9 Hindi B व्याकरण उपसर्ग-प्रत्यय -40
CBSE Class 9 Hindi B व्याकरण उपसर्ग-प्रत्यय -41

तुम कब जाओगे अतिथि
CBSE Class 9 Hindi B व्याकरण उपसर्ग-प्रत्यय -42
CBSE Class 9 Hindi B व्याकरण उपसर्ग-प्रत्यय -43

वैज्ञानिक चेतना के वाहक चंद्रशेखर वेंकट रामन्
CBSE Class 9 Hindi B व्याकरण उपसर्ग-प्रत्यय -44
CBSE Class 9 Hindi B व्याकरण उपसर्ग-प्रत्यय -45

कीचड़ का काव्य
CBSE Class 9 Hindi B व्याकरण उपसर्ग-प्रत्यय -46
CBSE Class 9 Hindi B व्याकरण उपसर्ग-प्रत्यय -47

धर्म की आड़
CBSE Class 9 Hindi B व्याकरण उपसर्ग-प्रत्यय -48
CBSE Class 9 Hindi B व्याकरण उपसर्ग-प्रत्यय -49

शुक्रतारे के समान
CBSE Class 9 Hindi B व्याकरण उपसर्ग-प्रत्यय -50
CBSE Class 9 Hindi B व्याकरण उपसर्ग-प्रत्यय - 51

विभिन्न परीक्षाओं में पूछे गए प्रत्यय संबंधी प्रश्न

प्रश्नः
निम्नलिखित शब्दों से मूल शब्द एवं प्रत्यय पृथक कीजिए-

  1. औद्योगिक …………….. ………………
  2. क्रोधित …………….. ………………
  3. वास्तविक …………….. ………………
  4. पढ़ाकू …………….. ………………
  5. अंकित …………….. ………………
  6. चिकनाहट …………….. ………………
  7. मिलान …………….. ………………
  8. लिखावट …………….. ………………
  9. आर्थिक …………….. ………………
  10. प्रसन्नता …………….. ………………
  11. समर्पित …………….. ………………
  12. पहाड़ी …………….. ………………
  13. प्रतिष्ठित …………….. ………………
  14. सपेरा …………….. ………………
  15. कालिमा …………….. ………………
  16. कृपालु …………….. ………………
  17. आनंदित …………….. ………………
  18. सौदागर …………….. ……………….
  19. नैतिक …………….. ………………
  20. बहाव …………….. ………………

उत्तर:

  1. उद्योग + इक
  2. क्रोध + इत
  3. वास्तव + इक
  4. पढ़ + आकू
  5. अंक + इत
  6. चिकना + आहट
  7. मिल + आन
  8. लिख + आवट
  9. अर्थ + इक
  10. प्रसन्न + ता
  11. समर्पण + इत
  12. पहाड़ + ई
  13. प्रतिष्ठा + इत
  14. साँप + एरा
  15. काला + इमा
  16. कृपा + आलु
  17. आनंद + इत
  18. सौदा + गर
  19. नीति + इक
  20. बह + आव

अभ्यास प्रश्न

प्रश्नः 1.
निम्नलिखित शब्दों में प्रयुक्त उपसर्ग पृथक कर लिखिए

  1. दुरुपयोग
  2. संपादक
  3. प्रत्येक
  4. अपवित्र
  5. अनुभव
  6. आचरण
  7. अनियमित
  8. अनुकूल
  9. बेजोड़
  10. संक्षिप्त
  11. आकर्षण
  12. संपन्न
  13. अनवरत
  14. निर्मल
  15. अनुवाद

उत्तर:

  1. दुर्
  2. सम् .
  3. प्रति
  4. अनु
  5. अनु
  6. बे
  7. सम्
  8.  आ
  9. सम्
  10. अन
  11. निर्
  12. अनु

प्रश्नः 2.
निम्नलिखित शब्दों में प्रयुक्त उपसर्ग और मूल शब्द पृथक कर लिखिए

  1. प्रसंग …………….. ………………
  2. परलोक …………….. ………………
  3. सुरक्षित …………….. ………………
  4. अनुकूल …………….. ………………
  5. अत्यंत …………….. ………………
  6. हमशक्ल …………….. ………………
  7. अधोगति …………….. ………………
  8. विक्रय …………….. ………………
  9. बदनाम …………….. ………………
  10. अत्याचार …………….. ………………
  11. स्वागत …………….. ………………
  12. अनधिकार …………….. ………………
  13. सहपाठी …………….. ………………
  14. विकार …………….. ………………
  15. अनुपस्थित …………….. ………………
  16. विकल …………….. ………………
  17. आजीवन …………….. ………………
  18. परिधान …………….. ………………
  19. आश्रम …………….. ………………
  20. विराम …………….. ………………

उत्तर:

  1. प्र संग
  2. पर लोक
  3. सु रक्षित
  4. अनु कूल
  5. अति अंत
  6. हम शक्ल
  7. अधः गति
  8. वि क्रय
  9. बद नाम
  10. अति आचार
  11. सु आगत
  12. अन, अधि कार
  13. सह पाठी
  14. वि कार
  15. अनु, उप स्थित
  16. वि कल
  17. आ जीवन
  18. परि धान
  19. आ श्रम
  20. वि राम

प्रश्नः 3.
निम्नलिखित शब्दों के प्रत्यय पृथक कर लिखिए

  1. गुजराती
  2. प्रसन्नता
  3. स्वतंत्रता
  4. शानदार
  5. शारीरिक
  6. लेखनीय
  7. व्यक्तित्व
  8. ग्रंथकार
  9. लाडला
  10. नम्रता
  11. राजनीतिक
  12. मलिन
  13. मासिक
  14. आंतरिक
  15. कीमती

उत्तर:

  1. ता
  2. ता
  3. दार
  4. इक
  5. ईय
  6. त्व
  7. कार
  8. ला
  9. ता
  10. इक
  11. इन
  12. इक
  13.  इक

प्रश्नः 4.
निम्नलिखित शब्दों में प्रयुक्त और मूलशब्द लिखिए

  1. द्रवित …………….. ………………
  2. नम्रता …………….. ………………
  3. ईश्वरीय …………….. ………………
  4. सुंदरता …………….. ………………
  5. मनुष्यत्व …………….. ………………
  6. उत्साहित …………….. ………………
  7. देनदार …………….. ………………
  8. निचली …………….. ………………
  9. महँगाई …………….. ………………
  10. आकर्षित …………….. ………………
  11. रुकावट …………….. ………………
  12. सामाजिक …………….. ………………
  13. स्वाधीनता …………….. ………………
  14. अंकित …………….. ………………
  15. शासकीय …………….. ………………
  16. मलिन …………….. ………………
  17. चिंतित …………….. ………………
  18. सृजित …………….. ………………

उत्तर:

  1. द्रव इत
  2. नम्रता
  3. ईश्वर ईय
  4. सुंदर ता
  5. मनुष्य त्व
  6. उत्साह इत
  7. देन दार
  8. निचला ई
  9. महंगा आई
  10. आकर्षण इत
  11. रुकना आवट
  12. समाज इक
  13. स्वाधीन ता
  14. अंक इत
  15. अंक इत
  16. शासक ईय
  17. मल इन
  18. चिंता इत

प्रश्नः 5.
निम्नलिखित उपसर्गों से दो-दो शब्दों की रचना कीजिए

  1. अति …………….. ………………
  2. उप …………….. ………………
  3. प्रति …………….. ………………
  4. सम …………….. ………………
  5. ला …………….. ………………
  6. हम …………….. ………………
  7. बे …………….. ………………
  8. पुनर …………….. ………………
  9. दुस् …………….. ………………
  10. परि …………….. ………………
  11. आ …………….. ………………
  12. सामाजिक …………….. ………………
  13. अध …………….. ………………
  14. वि …………….. ………………

उत्तर:

  1. अतिरिक्त अतिशय
  2. उपस्थित उपचार
  3. प्रतिशत प्रतिकूल
  4. संचय संगम
  5. लावारिश लापरवाह
  6. हमराज हमसफर
  7. बेपरदा बेपरवाह
  8. पुनर्जन्म पुनर्बल
  9. दुस्साहस दुष्कर
  10. परिधान परीक्षण
  11. आजीवन आमरण
  12. अवगुण अवरोध
  13. अधपका अधमरा
  14. विशेष विचार

प्रश्नः 6.
निम्नलिखित प्रत्ययों से दो-दो शब्दों की रचना कीजिए

  1. आई …………….. ………………
  2. ता …………….. ………………
  3. दार …………….. ………………
  4. ईय …………….. ………………
  5. त्व …………….. ………………
  6. मान …………….. ………………
  7. कार …………….. ………………
  8. इक …………….. ………………
  9. ई …………….. ………………
  10. पन …………….. ………………
  11. आपा …………….. ………………
  12. आलु …………….. ………………
  13. आहट …………….. ………………
  14. इत …………….. ………………
  15. आस …………….. ………………
  16. इमा …………….. ………………

उत्तर:

  1. बुनाई पढ़ाई
  2. सफलता स्वच्छता
  3. पहरेदार हवादार
  4. भारतीय अनुकरणीय
  5. महत्व . गुरुत्व
  6. शक्तिमान श्रीमान
  7. पत्रकार गीतकार
  8. श्रमिक पारिवारिक
  9. अमीरी गरीबी
  10. अपनापन परायापन
  11. बुढ़ापा पुजापा
  12. दयालु कृपालु
  13. घबराहट मुसकराहट
  14. पुष्पित कल्पित
  15. प्यास खटास
  16. महिमा कालिमा

प्रश्नः 7.
निम्नलिखित प्रश्नों के उत्तर दीजिए

  1. आजीवन, दुर्भाग्य में प्रयुक्त उपसर्ग बताइए।
  2. पराक्रम, उपदेश में कौन-सा उपसर्ग है ?
  3. अनवरत, प्रत्येक में प्रयुक्त उपसर्ग लिखिए।
  4. औद्योगिक, भौतिक शब्दों के प्रत्यय और मूलशब्द लिखिए।
  5. संबंध, आलोक शब्दों के उपसर्ग और मूलशब्द लिखिए।
  6. प्रभावित, प्रामाणिक में प्रयुक्त प्रत्यय और मूलशब्द लिखिए।
  7. बड़प्पन, श्रीमान शब्दों के प्रत्यय और मूलशब्द बताइए।
  8. प्रत्याशित, मार्मिक शब्दों के मूलशब्द एवं प्रत्यय लिखिए।
  9. महत्त्व, उपचार शब्दों में उचित प्रत्यय लगाकर शब्द रचना कीजिए।
  10.  ग्रंथ, कीमत शब्दों में प्रत्यय लगाकर शब्द बनाएँ।
  11. रोहन, ग्रह में उपसर्ग लगाकर शब्द बनाइए।
  12. कूल, अंत में उपसर्ग लगाकर शब्द बनाइए।

उत्तर:

  1. आ, दुर्
  2. परा, उप
  3. अन, प्रति
  4. उद्योग+इक, भूत+इक
  5. सम्+बंध, आलोक
  6. प्रभाव+इत, प्रमाण+इक
  7. बड़ा+पन, श्री+मान
  8. प्रत्याशा+इत, मर्म+इक
  9. महत्वपूर्ण, औपचारिक
  10. ग्रंथकार, कीमती
  11. आरोहण, उपग्रह
  12. प्रतिकूल, अत्यंत

NCERT Solutions for Class 9 Hindi

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Bikash Bhavan Scholarship 2019 | Application Form, Eligibility, Benefits, Guidelines

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Bikash Bhavan Scholarship 2019: Bikash Bhavan Scholarship, also known as Swami Vivekananda Scholarship (SVMCM), is a scholarship provided by the Government of West Bengal. It is primarily aimed to assist meritorious, economically backward students pursuing class XI, XII, undergraduate, postgraduate and doctoral courses. Its scope also entitles Kanyashree recipients (K-2) to receive the benefits.

Ever since its inception, it has helped countless underprivileged students. Hence, the Government of West Bengal significantly increased the number of available slots as well as the total funding. Bikash Bhavan scholarship 2019 has even a larger scope compared to the previous revisions of this scholarship.

Bikash Bhavan Scholarship Overview

Organization NameGovernment of West Bengal (WB)
Percentage of Marks75% Aggregate Marks in the Previous Examination
Scholarship NameBikash Bhavan Scholarship
ApplyingRenewing / Fresh
Mode of ApplicationOnline & Offline
Organization Websitewww.eservice.wb.gov.in or www.highereducationwb.in

Bikash Bhavan Scholarship 2019 Dates

Bikash Bhavan Scholarship 2019 Last Date is 15th November 2019. Provided below are important dates with respect to Bikash Bhavan Scholarship 2019:

EventDate
Starting date of online application (New)11-09-2019
Closing date of online application (New)15-11-2019
Starting date of online application (Minority category)10-07-2019
Closing date of online application (Minority category)15-09-2019

Note: The tentative dates are subjected to change as per the respective authority

Bikash Bhavan Scholarship Eligibility Criteria

To avail the scholarship, students must fulfill certain criteria prescribed by the state government. They are as follows:

  1. The candidate must be domiciled in West Bengal
  2. The candidate must pursue a course at the post-madhyamik level and above at an educational institution, after graduating from a state board, the council of secondary or higher secondary, Madrasah education or a state university
  3. The annual income of the candidates’ family must not exceed ₹2,50,000

Besides the criteria stated above, there are more course-specific criteria that the candidates need to fulfill to avail their respective scholarships. Read on to explore more

Present CourseCourse-specific Eligibility CriteriaPercentage Required
Higher SecondaryCandidates should have cleared Madhyamik Pariksha or equivalent examAn aggregate of 75%
Polytechnic/DiplomaCandidates should have cleared Madhyamik Pariksha or equivalent exam for the 1st-year diploma.

Candidates should have cleared higher secondary exam or equivalent for 2nd-year diploma in the following:

  • Modern Office Practice & Management
  • Pharmacy
  • 3D Animation and Graphics
An aggregate of 75%
Undergraduate CoursesCandidates should have cleared higher secondary examination or equivalent.An aggregate of 75% (The best of 5)
Postgraduate CoursesMust have studied honors subjects at graduation53%
Honors in engineering subjects at graduation level55%
Kanyashree Applicants (K3)Candidates must possess a valid sanctioned K-2 ID.
Candidates should currently be pursuing a postgraduate course in either Arts, Science or Commerce.
Candidates should have passed graduation
An aggregate of 45%
For M.Phil./Non-NET/NET-LS Research FellowCandidates pursuing a Ph.D. or M.Phil. program from a state-funded institution are eligibleN/A

Bikash Bhavan Scholarship 2019  – Application Guide

Candidates can apply for their respective scholarships by following the steps detailed here:

  • Step 1 – Visit the Official Website: Candidates need to visit the official website https://svmcm.wbhed.gov.in/ (Swami Vivekananda Merit Cum Means Scholarship). Then, navigate to the top right of the page and click “Registration.”
  • Step 2 – Login: Candidates are required to furnish the relevant details to complete the registration process. Once completed, log in with the provided ID and the password.
  • Step 3 – Filling Required Fields: After logging in, candidates are required to fill in details pertaining to their respective scholarship. Fill in the mandatory fields. Also, ensure that there are no mistakes as any discrepancy will lead to termination of the candidature.
  • Step 4 – Upload  Relevant Documents: Upload the specified documents on the portal. Ensure the right dimensions (size and format) are met when uploading
  • Step 5 – Submission: After attestation of the institute verification form by the respective authority, candidates can submit their application.

Documents Required for Bikash Bhavan Online Application

List of Important Documents for Online Application

  • Marks card of the previous examination
  • Madhyamik/ equivalent examination admit card
  • Copy of income certificate in the specified format
  • Copy of income affidavit in the stated format
  • A scan of the bank passbook’s first page (where the account number and IFSC codes are listed)
  • A Voters ID, Ration card or Aadhaar card
  • A recent passport photograph sized between 10KB to 50KB
  • A scanned copy of the institute verification form authenticated by the candidate’s Head of Institution.

Important Note: The institute verification form can be obtained after submitting the online application. Attest and upload the same on to the portal.

Bikash Bhavan Scholarship – Selection Process Criteria

Since this is a merit-cum-means based scholarship, academic performance, as well as economic need, are considered when allocating scholarships.

The applications under various categories are arranged on the basis of marks secured in the qualifying examination as well as income details in the descending order. After the preparation of the merit list, the scholarship amount is disbursed to the students’ accounts, provided, all documents are available.

Bikash Bhavan Scholarship 2019 Awards

The awards provided for each course of study is as follows:

CourseAward
Non-NET M.Phil.₹ 5,000/- p.m
Non-NET Ph.D.₹ 8,000/- p.m
Postgraduate (Arts)₹ 2,000/- p.m
Postgraduate (Commerce)₹ 2,000/- p.m
Postgraduate (Science)₹ 2,500/- p.m
Postgraduate in other UGC approved professional courses₹ 2,500/- p.m
Undergraduate (Arts)₹ 1,000/- p.m
Undergraduate (Commerce)₹ 1,000/- p.m
Undergraduate (Diploma courses)₹ 1,500/- p.m
Undergraduate (Medical)₹ 5,000/- p.m
Undergraduate (Polytechnic)₹ 1,500/- p.m
Undergraduate (Science)₹ 1,500/- p.m
Undergraduate in AICTE approved Engineering, Postgraduate in Engineering & other professional courses₹ 5,000/- p.m
Undergraduate in other UGC approved professional courses₹ 1,500/- p.m

Bikash Bhavan Scholarship Renewal 2019

The recipients of Bikash Bhavan Scholarship have to renew it annually. However, this is applicable only for certain courses and is entirely dependent on the candidate’s academic performance.

Candidates have to secure at least 60% marks at their higher secondary when transitioning to UG or diploma. To renew at the postgraduate level, candidates have to secure at least 50% marks in UG or diploma. Furthermore, candidates must have cleared all exams in their first attempt to be eligible for renewal. If candidates meet all these required criteria, they can apply for renewal.

Steps for Renewal of Scholarship

  1. Visit the Bikash Bhavan Scholarship online application portal
  2. Click on “Renewal Application”
  3. Log in with registered login ID and password.
  4. Furnish the required details and upload relevant documents.
  5. Submit the application.

Important Documents for Renewal of Scholarship

  • UG: 1st and 2nd-semester mark sheet for 2nd-year renewal. 3rd and 4th-semester mark sheet for 3rd-year renewal.
  • PG: 1st and 2nd-semester mark sheet for 2nd-year renewal.

FAQ’s on Bikash Bhavan Scholarship 2019

Question 1.
Why should apply for the Bikash Bhavan Scholarship?

Answer:
This scholarship is also known as Swami Vivekananda Scholarship (SVMCM). This scholarship offered by the Government of West Bengal. It aims to help economically background meritorious students pursuing class 11th, 12th, undergraduate, postgraduate and doctoral courses. It also allows Kanyashree recipients to get benefits.

Question 2.
Is the Bikash Bhavan Scholarship available for all states?

Answer:
No, this scheme is available to only the candidates of West Bengal State.

Question 3.
What are the starting and closing date to submit the Bikash Bhavan Scholarship application?

Answer:
The starting date to apply for the Bikash Bhavan Scholarship is 11th September 2019. Whereas, the closing date to submit the application is 15th November 2019.

Question 4.
How much scholarship amount will be paid to the shortlisted candidates under the Polytechnic level?

Answer:
Candidates will get the scholarship amount of Rs. 750/- per month under diploma or polytechnic level.

Question 5.
How much scholarship amount will be awarded to the selected candidate’s undergraduate and postgraduate level?

Answer:
Candidates will get the scholarship amount of Rs. 750/- to Rs. 1500/- per month undergraduate level. Whereas, selected candidates will get the scholarship amount of Rs. 1200/- to Rs. 1400/- per month under the postgraduate level.

Scholarships for Students

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NCERT Solutions for Class 8 Social Science Civics Chapter 4 Understanding Laws

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NCERT Solutions for Class 8 Social Science Civics Chapter 4 Understanding Laws

NCERT Solutions for Class 8 Social Science Civics Chapter 4 Understanding Laws

Question 1.
Write in your own words what you understand by the term the ‘rule of law’. In your response include a fictitious or real example of a violation of the rule of law.
Solution:
Law is a system of rules, usually imposed through a Government or Institution and is applied to govern a group people. It shapes politics, economics and society in numerous ways.

The most common example of a violation of the rule of law can be seen on the roads. Motorists and pedestrians do not follow the traffic rules.

Motorists do not adhere to speed limits nor do they stop behind the line at traffic signals. Pedestrians rarely use the zebra crossing and cross the road at will causing harm not only to themselves but also to other road users.

Question 2.
State two reasons why historians refute the claim that the British introduced the rule of law in India.
Solution:
Historians refute the claim that the British introduced the rule of law in India because colonial law was arbitrary, and the Indian nationalists played a prominent role in the development of the legal sphere in British India.

Question 3.
Re-read the storyboard on how a new law on domestic violence got passed. Describe in your own words the different ways in which women’s groups worked to make this happen.
Solution:
Domestic violence against women was very common in India in the early 1990s. Throughout the 1990s, the need for a new law was raised in different forums like Public Meting and women’s organisations. In 1999, Lawyers Collective, a group of lawyers, law students and activists, after nation-wide consultations took the lead in drafting the Domestic Violence (Prevention and Protection) Bill. This draft bill was widely circulated. Meetings were held all over the country supporting the introduction of this Act.

The Bill was first introduced in Parliament in 2002, but it was not to the satisfaction of all. Several women’s organisations, like the National Commission for Women made submissions to the Parliamentary Standing Committee requesting changes in the Bill. In December 2002, after reviewing the request made by the National Commission for Women, the Parliamentary Standing Committee submitted its recommendations to the Rajya Sabha and these were also tabled in the Lok Sabha. The Committee’s report accepted most of the demands of the women’s groups.

Finally a new Bill was reintroduced in Parliament in 2005. After being passed in both houses of Parliament, it was sent to the President for his assent. The Protection of Women from Domestic Violence Act came into effect in 2006.

Question 4.
Write in your own words what you understand by the following sentence on page 44-45: They also began fighting for greater equality and wanted to change the idea of law from a set of rules that they were forced to obey, to law as including ideas of justice.
Solution:
The Sedition Act of 1870 was a turning point in the struggle for freedom in India. According to the Sedition Act any person protesting or criticising the British government could be arrested without due trial. Indian nationalists began protesting and criticising this arbitrary use of authority by the British. They also began fighting for greater equality and wanted to change the idea of law from a set of rules that they were forced to obey, to law as including ideas of justice.

By the end of the nineteenth century, the Indians started asserting themselves in the colonial courts. The Indian Legal profession began emerging as a force to reckon with and the Indians demanded respect in the courts. Indians started using law to defend their legal rights. Indian judges began to play a greater role in making decisions.

Thus the Indians played a major role in the evolution of the rule of law during the colonial period.

More CBSE Class 8 Study Material

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NCERT Solutions for Class 8 Social Science Civics Chapter 5 The Judiciary

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NCERT Solutions for Class 8 Social Science Civics Chapter 5 The Judiciary

NCERT Solutions for Class 8 Social Science Civics Chapter 5 The Judiciary

Question 1.
You read that one of the main functions of the judiciary is ‘upholding the law and Enforcing Fundamental Rights’. Why do you think an independent judiciary is necessary to carry out this important function?
Solution:
The independence of the judiciary allows the courts to play a central role in ‘upholding the law and Enforcing Fundamental Rights’ as it ensures that there is no misuse of power by the legislature and the executive. Anyone can approach the courts if they believe that their rights have been violated and Politicians or other socially powerful people cannot use their power to change any judgement.

Question 2.
Re-read the list of Fundamental Rights provided in Chapter 1. How do you think the Right to Constitutional Remedies connects to the idea of judicial review?
Solution:
Right to Constitutional Remedies declares that citizens can go to court for justice if they believe that any of their Fundamental Rights have been violated by the State. Hence the independence of the judiciary is necessary to uphold the rights of the citizens

Question 3.
In the following illustration, fill in each tier with the judgmentgiven by the various courts in the Sudha Goel case. Check our responses with others in class.
Solution:

  1. Lower court: The Lower Court convicted Sudha’s husband, his mother and his brother-in-law and sentenced all three of them to death.
  2. High Court: The High Court passed the judgement stating that Sudha’s husband and the others were innocent and set them free.
  3. Supreme Court: The Supreme Court passed a judgement stating that Sudha’s husband and his mother were guilty and sentenced them to prison for life. The court freed the brother-in-law.

Question 4.
If they do not like the Supreme Court verdict, the accused can go back again to the Trial Court.
Solution:
(a) True
(b) False: They went to the Supreme court after the High court had given its decision
(c) False: The verdict of the Supreme Court is final.

Question 5
Why do you think the introduction of Public Interest Litigation (PIL) in the 1980s is a significant step in ensuring access to justice for all?
Solution:
Access to courts has always been difficult for a vast majority of the poor in India. Legal procedures involve a lot of money and time. The poor who are illiterate and financially weak find it difficult going to court to get justice.

In the 1980s the Supreme Court devised a mechanism of Public Interest Litigation or PIL to increase access to justice for the poor and illiterate. Any individual or organisation can file a PIL in the High Court or the Supreme Court on behalf of those whose rights are being violated. It is not necessary, that the person filing a case should have a direct interest in the case.

Question 6
Re-read excerpts from the judgment on the Olga Tellis vs Bombay Municipal Corporation case. Now write in your own words what the judges meant when they said that the Right to Livelihood was part of the Right to Life.
Solution:
Olga Tellis vs Bombay Municipal Corporation case portrays the plight of lakhs of persons who live on pavements and in slums in the city of Bombay. They constitute nearly half the population of the city. These men and women came to Court to ask for a judgment that they cannot be evicted from their shelters without being offered alternative accommodation. They rely for their rights on Article 21 of the Constitution which guarantees that no person shall be deprived of his life except according to procedure established by law.

They do not contend that they have a right to live on the pavements. Their contention is that they have a right to live, a right which cannot be exercised without the means of livelihood. They have no option but to flock to big cities like Bombay, which provide the means of bare subsistence. They only choose a pavement or a slum which is nearest to their place of work.

Their plea is that the right to life is misleading without a right to the protection of the means by which alone life can be lived.

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NCERT Solutions for Class 8 Social Science Civics Chapter 6 Our Criminal Justice System

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NCERT Solutions for Class 8 Social Science Civics Chapter 6 Our Criminal Justice System

NCERT Solutions for Class 8 Social Science Civics Chapter 6 Our Criminal Justice System

Question 1.
Define the term “Criminal Justice System’.
Solution:
Criminal justice system is the ‘body of law’ or ‘Court’ regulating the inquiry into whether a person has violated criminal law or not.

Question 2.
Write a brief note on the criminal procedure in the Criminal Justice System in India.
Solution:
A crime is first reported by the victim to the Police and the police file a FIR or First Information Report. Then the police begin the investigation and arrest the suspected person or persons. The police then file a charge sheet in the Magistrate’s Court. The trial begins in court. The Public Prosecutor represents the victim and the accused can defend themselves with the help of a lawyer. Once the trial is over the accused is either convicted or acquitted. If convicted, the accused can appeal to the higher court.

Question 3.
What is the role of the police in the Criminal Justice System?
Solution:
In the Criminal Justice System the police play the role of investigating the case and arresting the accused.

Question 4.
What are the guidelines that the police have to follow during investigation?
Solution:
Police investigations have to be conducted in accordance with law and with full respect for human rights. The police are not allowed to torture or beat or shoot anyone during investigation. They cannot inflict any form of punishment on a person even for petty offences.

Question 5.
What are D.K. Basu Guidelines?
Solution:
D.K. Basu Guidelines are as follows

  1. The police officials who carry out the arrest or interrogation should wear clear, accurate and visible identification and name tags with their designations.
  2. A memo of arrest should be prepared at the time of arrest and should include the time and date of arrest. It should also be attested by at least one witness who could include a family member of the person arrested. The arrest memo should be counter-signed by the person arrested.
  3. The person arrested, detained or being interrogated has a right to inform a relative, friend or well wisher.
  4. When a friend or relative lives outside the district, the time, place of arrest and venue of custody must be notified by police within 8 to 12 hours after arrest.

Question 6.
What is a FIR?
Solution:
FIR stands for First Information Report. The police have to file a FIR whenever a person gives information about a known offence. This information can be given to the police either orally or in writing. A FIR is necessary for the police to begin their investigations into a crime.

The FIR should mention the date, time and place of the offence, details about the offence, including a description of the events. The FIR should also state the name and address of the complainant. There is a prescribed form in which the police register an FIR and it is signed by the complainant. The complainant also has a legal right to get a free copy of the FIR from the police.

Question 7.
Who is a Prosecutor?
Solution:
‘The Prosecutor’ is a lawyer representing the state or the people of the state in a criminal trial.

Question 8.
Why is the Prosecutor called a Public Prosecutor?
Solution:
The Prosecutor who represents the State is called a Public Prosecutor as a criminal offence is regarded as a public wrong, which has been committed not only against the victim, but also against the society as a whole.

Question 9.
What is the role of the judge in the Criminal Justice System?
Solution:
The judge conducts the trial impartially and in an open court. The judge hears all the witnesses and any other evidence presented by the prosecution and the defence. The judge decides whether the accused person is guilty or innocent on the basis of the evidence presented and in accordance with the law. If the accused is convicted, then the judge pronounces the sentence. He may send the person to jail or impose a fine or both, depending on what the law prescribes.

Question 10.
What are the procedures that have to be followed if the criminal trial has to be a Fair Trial?
Solution:
A copy of the charge sheet and all other evidence has to be given to the accused.
The trial has to be held in an open court, in public view and should be in the presence of the accused. The accused has to be given a lawyer to defend himself in case he cannot afford to employ a lawyer.

The Prosecution has to prove beyond doubt the guilt of the accused and the Judge has to pass the judgement only on the basis of the evidence before the court.

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NCERT Solutions for Class 8 Social Science Civics Chapter 7 Understanding Marginalization

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NCERT Solutions for Class 8 Social Science Civics Chapter 7 Understanding Marginalization

NCERT Solutions for Class 8 Social Science Civics Chapter 7 Understanding Marginalization

Question 1
Write in your own words two or more sentences of what you understand by the word ‘marginalisation’.
Solution:
Marginalization is the social process of being confined to a lower social standing. Marginalization involves people being denied their fundamental rights which results in lowering their economic and social status.

Question 2
List two reasons why Adivasis are becoming increasingly marginalised.
Solution:
The development of forests robbed the Adivasis of their natural territory and livelihood and turned them into marginal and powerless communities.

The Adivasis are portrayed negatively as exotic, primitive and backward people and are represented through colourful costumes and headgears. This has led to the marginalization of this community in modern India.

Question 3
Write one reason why you think the Constitution’s safeguards to protect minority communities are very important?
Solution:
Safeguards are needed to protect minority communities against the possibility of being culturally dominated by the majority and being marginalized.

Question 4
Re-read the section on Minorities and Marginalisation. What do you understand by the term minority?
Solution:
The term minority is most commonly used to refer to communities that are numerically small in relation to the rest of the population.

The Indian Constitution provides safeguards to religious and linguistic minorities as part of its Fundamental Rights. It ensures that the minorities are not discriminated and that they do not face any disadvantage.

Question 5
You are participating in a debate where you have to provide reasons to support the following statement: ‘Muslims are a marginalised community’. Using the data provided in this chapter, list two reasons that you would give.
Solution:
The literacy rate of the Muslim population in India is the lowest. It is only 59%.
43.2% of Hindus have access to electricity while only 30% of Muslims have access to electricity.
The above statistics support the statement that Muslims are a marginalised community in India.

Question 6
Imagine that you are watching the Republic Day parade on TV with a friend and she remarks, “Look at these tribals. They look so exotic. And they seem to be dancing all the time”. List three things that you would tell her about the lives of Adivasis in India.
Solution:
Adivasis had a deep knowledge of the forests. They were traditionally hunter-gatherers and nomads and lived by shifting agriculture and also cultivating in one place. This knowledge of forests made the Adivasis indispensable to the Rulers of the various Empires in India during the pre-colonial days.

Adivasis have their own languages which may be as old as Sanskrit. The Adivasi language has influenced the formation of Indian languages, like Bengali.

Question 7
Would you agree with the statement that economic and social marginalisation are interlinked? Why?
Solution:
Yes, economic and social marginalisation is interlinked. When Adivasis were displaced from their lands, they lost much more than a source of income. They lost their traditions and customs – a way of living and being. Destruction in one sphere impacts the other.

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NCERT Solutions for Class 8 Social Science Civics Chapter 8 Confronting Marginalisation

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NCERT Solutions for Class 8 Social Science Civics Chapter 8 Confronting Marginalisation

Question 1.
List two Fundamental Rights in the Constitution that Dalits can draw upon to insist that they should be treated with dignity and as equals. Re-read the Fundamental Rights listed on page 14 (of NCERT Textbook) to help you answer this question.
Answer:

  • Right to Equality (1st Fundamental Right).
  • Right against Exploitation.

Question 2.
Re-read the story on Rathnam as well as the provisions of the 1989 Scheduled Castes and Scheduled Tribes (Prevention of Atrocities) Act. Now list one reason why you think he used this law to file a complaint.
Answer:

  • Rathnam used the law to file a complaint because he was forced to leave the village along with his mother and other members of his family.
  • He filed the complaint against the domination and violence of the powerful castes of the village.

Question 3.
Why do Adivasi activists, including C.K. Janu, believe that Adivasis can also use this 1989 Act to fight against dispossession? Is there anything specific in the provisions of the Act that allows her to believe this?
Answer:
The Adivasi activists including C.K Janu believe that Adivasis can also use this 1989 Act to fight dispossession because this Act guarantees the tribals not to be dispossessed from the land and resources forcibly. Their land cannot be sold or bought by non-tribal people. The Constitution also guarantees the right of the tribal people to repossess their land.

Question 4.
The poems and the song in this Unit allow you to see the range of ways in which individuals and communities express their opinions, their anger and their sorrow. In class, do the following two exercises:
(a) Bring to class a poem that discusses a social issue. Share this with your classmates. Work in small groups with two or more poems to discuss their meaning as well as what the poet is trying to communicate.
(b) Identify a marginalised community in your locality. Write a poem, or song, or draw a poster, etc. to express your feelings as a member of this community.
Answer:
(a) Frame a poem of your own and do the activity which this question ask you to do.
(b) Yes. Marginalised community in our locality is the scheduled caste community. Now frame a poem or song or draw a poster, etc. to express your feelings as a member of this community.
Hints: A Poster

  • A SC member wants to enter a Hindu Temple.
  • The Priest asks him not to do so.
  • Visitors to the temple belonging to Hindu powerful people beat the SC member and throw him away out of the gate of the temple.

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NCERT Solutions for Class 8 Social Science Civics Chapter 9 Public Facilities

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NCERT Solutions for Class 8 Social Science Civics Chapter 9 Public Facilities

NCERT Solutions for Class 8 Social Science Civics Chapter 9 Public Facilities

Question 1.
Why do you think there are so few cases of private water supply in the world?
Solution:
Private companies work for a profit. Providing public facilities like water supply is not a profitable business. More over the capital needed to provide water supply to the entire population is very high which very few private companies will be able to bear.

Question 2.
Do you think water in Chennai is available and affordable by all? Discuss.
Solution:
Water is not equally available to all citizens in Chennai. Certain areas like Anna Nagar get copious water while areas like Saidapet receive very little water. Municipal supply meets only about half the needs of the people of the city, on an average. Areas that are close to the storage points get more water whereas colonies further away receive less water. The burden of shortfalls in water supply falls mostly on the poor.

The middle class, when faced with water shortages, are able to cope through a variety of private means such as digging bore wells, buying water from tankers and using bottled water for drinking. The wealthy have safe drinking water, whereas the poor are again left out. In reality, universal access to ‘sufficient and safe’ water, in Chennai, is still a dream.

Question 3.
How is the sale of water by farmers to water dealers in Chennai affecting the local people? Do you think local people can object to such exploitation of ground water? Can the government do anything in this regard?
Solution:
Many private companies are providing water to cities due to shortage of water supply by the government organization. These companies buy water from places around the city.

In Chennai, water is taken from nearby towns like Mamandur, Palur, Karungizhi and from villages to the north of the city using a fleet of over 13,000 water tankers. Every month the water dealers pay farmers an advance for the rights to exploit water sources on their land. The water that is taken away from the farms is creating a deficit for irrigation and for drinking water for the villagers. There is also a drastic drop in ground water levels in these areas.
The local people have a right to object to this exploitation and the government has the power to stop this.

Question 4.
Why are most of the private hospitals and private schools located in major cities and not in towns or rural areas?
Solution:
Private hospital and private schools are located only in major cities as the services they offer are very costly and only the affluent city dweller will be able to afford it.

Question 5.
Do you think the distribution of public facilities in our country is adequate and fair? Give an example of your own to explain.
Solution:
The distribution of public facilities in our country is neither adeduate no fair.for example, the Delhites avail all public facilities like water, healthcare and sanitation, electricity, public transport, schools and colleges. But if we go few kilometers away, for example, Mathura or Aligarh people face grave crises of public facilites. Electricity cut-off, water shorthages are normal routine of life. Public transport is also not properly developed.

Question 6.
Private educational institutions – schools, colleges, universities, technical and vocational training institutes are coming up in our country in a big way. On the other hand, educational institutes run by the government are becoming relatively less important. What do you think would be the impact of this? Discuss.
Solution:
Private educational institutions levy very high fees, which only affluent people can afford. So quality education will be the right of only the rich. If educational institutions run by the government are not up to the mark, the weaker sections of the society are deprived of quality education. The end result of this disparity will be that only the rich will get good education while the poor

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NCERT Solutions for Class 8 Social Science Civics Chapter 10 Law and Social, Justice

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NCERT Solutions for Class 8 Social Science Civics Chapter 10 Law and Social, Justice

NCERT Solutions for Class 8 Social Science Civics Chapter 10 Law and Social, Justice

Question 1
What are the advantages to foreign companies in setting up production in India?
Solution:
India provides cheap labour compared to some other countries. Wages paid to workers in foreign countries are much higher than in India. For lower pay, the foreign companies can get longer hours of work. Additional expenses such as housing facilities for workers are also fewer in India. Thus, foreign companies can save costs and earn higher profits.

Question 2
Do you think the victims of the Bhopal gas tragedy got justice? Discuss.
Solution:
The victims of the Bhopal gas tragedy did not get justice. The disaster was caused due to gross neglect of safety measures by the management of the factory.

The government of India represented the people to legally claim compensation for the affected people. The government demanded $ 3 billion but had to accept a meagre $ 470 million from the Company.
Today, 24 years after the disaster, people of Bhopal are still fighting for justice.

Question 3
What do we mean when we speak of law enforcement? Who is responsible for enforcement? Why is enforcement so important?
Solution:
Law enforcement means to compel obedience to a law. Laws passed by the government have to be enforced otherwise the benefit of the laws will not reach the citizens. It is the duty of the government to enforce the laws.

By enforcing and upholding these laws, the government can control the activities of individuals or private companies so as to ensure social justice.

Enforcement is even more important when the law seeks to protect the weak from the strong.

Question 4
How can laws ensure that markets work in a manner that is fair? Give two examples to support your answer.
Solution:
The government has passed laws that ensure that essential products such as food grains, sugar and kerosene are not highly priced. It is necessary that such restrictions are placed on people who market these products; otherwise the poor will not be able to afford these goods.

The government has also passed the Consumers’ Protection Act which ensures that the consumers are not cheated by the sale of sub-standard products.

‘Hallmark’ certification helps the consumer to buy standard gold ornaments and ‘Agmark’ certification ensures that the food products on sale are of good quality.

Question 5
Write a paragraph on the various roles of the government that you have read about in this unit.
Solution:
The common man is exploited in most societies. When this happens it is the duty of the government to ensure that social justice prevails and all the citizens can establish their rights.

The government has passed many laws to guarantee that workers are not exploited by unscrupulous employers. Payment of Wages Act, 1936; Minimum Wages Act, 1948; Payment of Bonus Act, 1965 are some of the Acts that ensure that workers are not underpaid and exploited.

The government has passed the Factories Act, 1948. This Act regulates health, safety, welfare and other working conditions of workers in factories. It is enforced by the State Governments through their factory inspectorates.

The Consumer Protection Act ensures that the consumer is not put to risk by the poor quality of products such as electrical appliances, food and medicines. The Bureau of Indian Standards is a government organization that oversees the quality of products sold.

The government has also passed laws that ensure that essential products such as food grains, sugar and kerosene are not highly priced.

The Environment (protection) Act, 1986, was passed to protect the environment and avert health hazards to human beings.
Prohibition of Employment of Young Children protects children from being exploited. No child who has not completed his fourteenth year shall be required or allowed to work in any factory
The Trade Unions Act, 1926 provides for registration of trade unions with a view to render lawful organisation of labour to enable collective bargaining.

Question 6
How was environment treated earlier? What has been the change in perception?
Solution:
In 1984, there were very few laws to protect the environment in India. These few laws were not enforced strictly by the government. Industries discharged their waste into water bodies and made it unfit for consumption. The air was polluted with smoke that bellowed from the factories.

This pollution proved to be a health hazard for the people. The Bhopal disaster brought the issue of environmental pollution into focus.

The existing laws did not protect the common man from industrial disasters. Environmental activists insisted on new laws which will protect all the citizens from hazardous pollution of the environment. In response to the demand by the activists and the public, the government introduced new laws on the environmental safety.

According to the new laws imposed by the government the polluter will be held accountable for the damage done to the environment.

The Right to Life is a Fundamental Right under Article 21 of the Constitution and it includes the right to the enjoyment of pollution-free water and air for full enjoyment of life.

Question 7
What do you think the famous cartoonist R.K. Laxman is trying to convey in this cartoon? How does it relate to the 2006 law that you read about on page 125?
Solution:
The cartoon shows a young under privileged boy carrying the books of a well-to- do boy who is off to school. This reveals that the boy who is less than 14 years of age has been employed by the woman seen in the picture.

The cartoon emphasises that young children are being exploited at work places. They are made to work for long hours for very little wages. These children are being denied basic education which is very essential for them.

This is a violation of the Child Labour Prevention Act that was passed by the government in 2006. No child who has not completed his fourteenth year shall be required or allowed to work in any factory. The government has passed certain laws that will protect these children from being exploited.

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How, When and Where Class 8 Extra Questions History Chapter 1

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How, When and Where Class 8 Extra Questions Social Science History Chapter 1

NCERT Extra Questions for Class 8 Social Science History Chapter 1 How, When and Where

Question 1
Define the word ‘history’.
Solution:
History is ‘a record of all known past events’.
Question 2
What are the events that are usually recorded in history books?
Solution:
The events that are usually recorded are wars, crowning of kings and events related to kingdoms and the lives of rulers.
Question 3
Mention a few other events, which if recorded, will make history more interesting to everyone.
Solution:
Historians could write about the cultural changes in society, about how people travelled and exchanged news in the olden days and about the livelihood of people in the past.
Question 4
Who created the first map of India?
Solution:
Major James Rennel an English geographer, historian and pioneer of oceanography prepared the first Map of India. He was directed by Major-General Sir Robert Clive to prepare the map.
Question 5
What do we mean by ‘time-span’ in connection with historical events?
Solution:
When a specific date cannot be fixed for an event in the past and only an approximate period can be fixed this period of time is called the time-span. When we talk about changes that took place in certain social practices specific dates cannot be fixed only a time-span can be mentioned, like ‘ people in India gave up the practice of sati during the late 19th century’.
Question 6
What did British historians in India write about?
Solution:
British historians in India wrote about the Governor Generals and Viceroys who ruled India. Their History books contained the activities, policies and achievements of the Governor Generals and nothing more. All the recorded events with specific dates were linked to the lives of these Governor Generals.
Question 7
Why is it important to have dates or time frames while writing History?
Solution:
We need dates and time-spans to divide the history book into chapters. It is necessary to give each chapter some consistency. Dates help us record history in a way that makes some sense and can be followed.
Dates also help historians to focus on those particular events about which they are writing.
Question 8
Who wrote the book ‘The History of British India’?
Solution:
‘The History of British India’ was written by James Mill. James Mill was born in 1773. He was a Scottish historian, economist, political theorist, and philosopher. His greatest literary achievement was this book.
Question 9
Why did James Mill divide his book, ‘The History of British India’ into the Hindu, Muslim and British Periods?
Solution:
According to Mill before the British came to India, Hindu and Muslim dictators ruled the country. There was religious intolerance, caste discrimination and superstitious practices in the Indian society. James Mill felt that only the British could bring enlightenment and happiness to the Indians by refining them. He felt that European culture, arts and law were necessary to uplift the downtrodden Indians.
So, James Mill divided his book into 3 periods; namely the Hindu, Muslim and British; to establish his view that the period before British rule was one of darkness and British rule represented all the forces of progress and civilisation.
Question 10
How were historians able to write about the last 250 years of Indian history?
Solution:
The historians were able to write about the last 250 years of Indian history from the official records maintained by the British Administration.
Question 11
How were records preserved during the British rule?
Solution:
Archives and museums were established to preserve important records.
Question 12
Write a brief note on the National Archives of India.
Solution:
The National Archives of India is the repository of non-current records of the Government of India and is holding them in trust for the use of administrators and scholars. It is an Attached Office of the Department of Culture under Ministry of Tourism & Culture. It was set up in March 1891 in Kolkata as the Imperial Record Department and subsequent to the transfer of the National Capital from Calcutta to New Delhi in 1911 it was shifted to its present building in New Delhi, in 1926.
Question 13
Apart from official records what are the other sources of information that is available to historians?
Solution:
The other sources of information that is available to historians are,
Diaries of people
Accounts of pilgrims and travellers
Autobiographies of important personalities
Popular booklets and newspapers
Books and letters written by Leaders, reformers, poets and novelists

Extra Questions for Class 8 Social Science

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From Trade to Territory Class 8 Extra Questions History Chapter 2

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From Trade to Territory Class 8 Extra Questions Social Science History Chapter 2

NCERT Extra Questions for Class 8 Social Science History Chapter 2 From Trade to Territory

Question 1
What were the reasons for the decline of the Mughal Empire?
Solution:
The reasons for the decline of the Mughal Empire were:-
Local Subadars and zamindars began asserting their authority and establishing regional kingdoms.
Powerful regional kingdoms emerged in various parts of India.
There was no effective control over the entire region in the centre.
The British started emerging as a political power.
Question 2
How and when did the British East India Company set foot in India?
Solution:
In 1600, the East India Company acquired a licence to trade, from Queen Elizabeth I, of England. The company got the sole right to trade with Eastern countries. No other company in England was given the right to trade.
Question 3
Which were the other trading Companies that came to the Indian shores?
Solution:
The Portuguese traders landed in the western coast of India, and established themselves in Goa. Later during the 17th century the Dutch also started trading in India. Soon after the Dutch the French entered the Indian shores.
Question 4
What were the commodities that these companies traded in?
Solution:
The Portuguese, the Dutch, the French and the British companies traded in:-
Cotton
Silk
Pepper
Cloves
Cardamom
Cinnamon
Question 5
What was the result of the competition between the trading companies from different European countries?
Solution:
This competition resulted in fierce clashes between the trading companies and the sinking of each others ships. They blocked routes and prevented rival ships from moving with supplies of goods.
Question 6
How did the East India Company establish trade in India and enter the political scene?
Solution:
East India Company started its first factory in West Bengal, on the banks of the River Hugli, in 1651. As trade developed, the Company asked local merchants, who acted as middle ‘men for them, to come and settle near the ‘factory’. By 1696, the Company built a fort around the settlement of merchants. In 1698, the company got zamindari rights for 3 villages, from the Mughal ruler. Thus they entered the political scene in India.
Question 7
Give a brief note on the Battle of Plassey.
Solution:
The battle of Plassey took place on 23 June 1757 at Palashi, West Bengal, India, on the banks of the Bhagirathi River. The opponents were Siraj Ud Daulah, the Nawab of Bengal, and the British East India Company.
The French East India Company sent a small contingent to fight against the British East India Company. The British East India Company used Siraj-ud-Daulah’s deposed army chief – Mir Jafar, to defeat Siraj-ud-Daulah. Siraj-ud-Daulah was captured and executed.
The Company won the battle and took the entire province of Bengal and appointed Mir Jafar as the Nawab of Bengal.
Question 8
What were the rules followed by the British East India Company while occupying the Indian States?
Solution:
The Company did not launch an attack on a territory or state it did not know. It appointed its Residents in the Indian states. These Residents were their agents and they had to serve in the best interest of the Company and were used to interfere in the internal affairs of the state.
States were not allowed to have an independent army; they were protected by the Company’s army. The states had to pay for the maintenance of the army and if they failed to do so, a part of their territory was confiscated in lieu of the payment.
Question 9
What were the powers enjoyed by the Residents appointed by the Company?
Solution:
Residents appointed by the Company were very powerful. The Indian Nawabs were expected to agree to every rule laid down by the Resident. The Nawabs should be submissive to the British Government and this was ensured by the Resident. If any Nawab acted against the Resident, it resulted in war.
Question 10
What did Tipu Sultan do that resulted in wars against the Company?
Solution:
In 1785 Tipu Sultan stopped the export of sandalwood, pepper and cardamom through the ports of his kingdom and barred local merchants from trading with East India Company.
Tipu Sultan then started trading with the French Merchants. He also took the help of the French to modernise his army. This enraged the British and they waged wars against Tipu Sultan.
Question 11
When and between whom did the 3rd Battle of Panipat take place?
Solution:
The Third Battle of Panipat took place on January 14, 1761 at Panipat between the Marathas and the Afghans led by Ahmad Shah Abdali
Question 12
Give a brief note on the wars between the Marathas and the British East India Company?
Solution:
Three wars were fought between the British and the Marathas.
First Anglo-Maratha War: – The first war ended with the Treaty of Salbai. There was no decisive victory after this war.
Second Anglo-Maratha War: – The second war resulted in the British gaining Orissa, Agra and Delhi.
Third Anglo-Maratha War: – The third war broke the power of the Marathas. The Company now had complete control over the territories south of the Vindhyas.
Question 13
Give a brief description of Chhatrapati Shivaji.
Solution:
Chhatrapati Shivaji was one of the most able administrators and rulers in India. He was the founder of the Maratha Empire in India. With his flawless warrior skills and unlimited courage, he ruled the Deccan region, parts of central India and parts of modern day Pakistan with a firm hand. It was due to his efforts that the Mughals faced a decline in their empire. Using guerrilla warfare techniques, he was successful in annexing a major portion of the Mughal Empire.
Question 14
Describe the policy of “paramountcy”.
Solution:
Lord Hasting introduced the policy of “paramountcy” in India. Under this policy the Company claimed that its authority was paramount or supreme, hence its power was greater than that of Indian states.
Question 15
What was the ‘doctrine of lapse’?
Solution:
Lord Dalhousie devised a policy that was known as the Doctrine of Lapse. The doctrine declared that if an Indian ruler died without a male heir his kingdom would “lapse”, that is, become part of Company territory. One kingdom after another was annexed simply by applying this doctrine.

Extra Questions for Class 8 Social Science

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Ruling the Countryside Class 8 Extra Questions History Chapter 3

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Ruling the Countryside Class 8 Extra Questions Social Science History Chapter 3

NCERT Extra Questions for Class 8 Social Science History Chapter 3 Ruling the Countryside

Question 1
When was the ‘Diwani’ of Bengal granted to the East India Company?
Solution:
The ‘Diwani’ of Bengal was granted to the British East India Company, in 1765.
Question 2
During the Mughal rule what was the status of the ‘Diwan’?
Solution:
During the rule of the Mughal Empire, the Diwan served as the chief revenue officer of a province.
Question 3
What were the benefits reaped by the East India company as the Diwan of Bengal?
Solution:
With the appointment as the Diwan, the Company became the chief financial Administrator of Bengal. The company could now administer the land and revenue resources of Bengal and could utilize the revenue to meet the expanses of the Company.
The Company now had the liberty to trade in all the goods it wanted to.
Question 4
What were the ambitious plans of the East India Company?
Solution:
The East India Company wanted to colonise the country side and organise revenue resources. Its priority was to redefine the rights of the people. The Company was also keen to produce the crops it wanted, in India.
Question 5
Give a brief description of the ‘ryotwari system’.
Solution:
The ‘ryotwari system’ was introduced by Captain Alexander Read. This system was further developed by Thomas Munroe. According to the new system the revenue was to be collected directly from the farmers or ryots. This was necessary as the zamindari system was not prevalent in the southern regions. The lands of each farmer were separately assessed and the revenue was fixed accordingly. This system was also known as the Munro System.
Question 6
What were the disadvantages of the ryotwari system?
Solution:
The revenue fixed by the British officials in the ryotwari system was too high for the farmers. The farmers who were unable to pay the revenue left the farms. As the farmers left their farms the villages in the region wore a deserted look.
Question 7
Why did the British want to grow the ‘indigo plant’ in India?
Solution:
The indigo plant grows primarily in the tropics and this was the primary reason for the British to turn to India for the growth of the indigo plant.
By the thirteenth century Indian indigo was being used by cloth manufacturers in Italy, France and Britain to dye cloth.
The demand for Indian indigo grew, as European cloth manufacturers wanted only Indian Indigo as it produced a rich blue colour. Due to this demand the price of Indian indigo rose in the European market and mediated the British to grow more indigo in the Indian soil.
Another reason was the industrialisation of Britain as this resulted in the expansion of cotton production creating an enormous new demand for cloth dyes.
Indigo production in other countries began to decline and the demand for Indian Indigo increased in European countries. This demand made the East India Company to expand the area under indigo cultivation.
Question 8
What were to the two major systems of indigo cultivation in India?
Solution:
The two major systems of indigo cultivation in India were the ‘Nij’ system of cultivation and the ‘Ryoti’ system of cultivation.
Question 9
What were the main features of the ‘Nij’ system of cultivation?
Solution:
In the ‘nij’ system of indigo cultivation the planter produced indigo in lands that he directly owned. He either bought the land or rented it from other zamindars and produced indigo by directly employing hired labourers.
Question 10
What were the main features of the ‘Ryoti’ system of cultivation?
Solution:
Under the Ryoti system, the planters forced the ryots or peasants to sign a contract. The village headman was also forced to sign an agreement on behalf of the ryots. The peasants received a loan from the planters to cultivate their land. Due to this the peasants were forced to cultivate indigo in 25% of their land.
The peasants received seeds and ploughs for cultivation from the Planters. They had to cultivate the crop and harvest it. The harvested indigo crop had to be given to the planters.
Question 11
Give a brief description of the method of producing indigo dye?
Solution:
The indigo leaves were fermented in a steeping vat. Then the liquid was extracted and oxidized in a beating vat. Finally a blue precipitate was allowed to form from the liquid in a settling vat. This precipitate was collected, dried, and compacted. This dried compacted material is the indigo dye.
Question 12
When did the ‘Blue rebellion’ break-out?
Solution:
Indian farmers rebelled against being forced to grow indigo plants. In March 1859, thousands of ryots in Bengal refused to grow indigo. This was known as the ‘Blue rebellion’.
Question 13
What were the findings of the Indigo Commission?
Solution:
The Indigo Commission was set up to enquire into the system of indigo production. The Commission declared that the Planters were unfair and that the farmers were not paid enough for their toil. The Commission also stated that in future the farmers could refuse to grow indigo plants and the Planters did not have a right to force them.
Question 14
What was the out come of the Blue Rebellion?
Solution:
After the ‘Blue Rebellion’, indigo production collapsed in Bengal. Planters shifted their operation to Bihar.

Extra Questions for Class 8 Social Science

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Civilising the Native, Educating the Nation NCERT Class 8 History SST Extra Questions

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Civilising the Native, Educating the Nation NCERT Class 8 History SST Extra Questions

Civilising the Native, Educating the Nation NCERT Class 8 History SST Extra Questions

Question 1
Give a brief account of William Jones
Solution:
In 1783, William Jones came to India as a junior judge, to work in the Supreme Court set up by the East India Company. In addition to being a lawyer Jones was a linguist.
Jones knew many languages. Greek, Latin, French, English, Arabic and Persian were some of the languages he knew. As Jones had a deep passion to learn many languages he spent many hours with pandits who taught him the Sanskrit language, grammar and poetry. Soon he started studying ancient Indian books on law, philosophy, religion, politics, morality, arithmetic, medicine and the other sciences.
Question 2
Write a brief not on the Asiatic Society of Bengal
Solution:
The Asiatic Society of Bengal was founded by the renowned English jurist Sir William Jones. He brought Asian languages, literature, arts, and sciences to the attention of Europeans. The members of the Asiatic Society of Bengal were the first European scholars to recognize the common ancestry of Sanskrit with Greek, Latin, and other European languages. They considered Sanskrit as the classical language of India and praised its wonderful structure and stated that it was more perfect than the Greek
Question 3
What was Thomas Babington Macaulay instrumental for?
Solution:
Thomas Babington Macaulay was instrumental in creating the foundations of bilingual colonial India, by convincing the Governor-General to adopt English as the medium of instruction in higher education, from the sixth year of schooling onwards, rather than Sanskrit or Arabic.
Question 4
State the recommendations of the Wood’s Despatch.
Solution:
The Wood’s Despatch recommendations were:-
1. An education department was to be set in every province.
2. Universities on the model of the London University be established in big cities such as Bombay, Calcutta and Madras.
3. At least one government school be opened in every district.
4. Affiliated private schools should be given grant in aid.
5. The Indian natives should be given training in their mother tongue also.
Question 5
What was the outcome of the Wood’s despatch?
Solution:
In accordance with Wood’s Despatch, Education Departments were established in every province and universities were opened at Calcutta, Bombay and Madras in 1857 and in Punjab in 1882 and at Allahabad 1887. Attempts were also made to bring about changes within the system of school education.
Question 6
What were the special features of a pathshala?
Solution:
In a pathshala the system of education was flexible. There were no fixed fee, no printed books, no separate school building, no benches or chairs, no blackboards, no system of separate classes, no attendance registers, no annual examinations, and no regular time-table. Students were not separated out into different classes: all of them sat together in one place. The guru interacted separately with groups of children with different levels of learning. Classes were not held during harvest time when rural children worked in the fields. The pathshala started once again when the crops had been cut and stored. This helped the children of peasant families to attend school.
Question 7
What were Tagore’s ideas on education?
Solution:
Tagore felt that childhood ought to be a time of self-learning, outside the rigid and restricting discipline of the schooling system set up by the British. Teachers had to be imaginative, understand the child, and help the child develop her curiosity. The natural desire of the child to be creative should be encouraged. Tagore felt that creative learning could be encouraged only within a natural environment. Living in harmony with nature, children could cultivate their natural creativity.

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Women Caste and Reform NCERT Class 8 History SST Extra Questions

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Women Caste and Reform NCERT Class 8 History SST Extra Questions

Women Caste and Reform NCERT Class 8 History SST Extra Questions

Question 1
What was the plight of Indian women 200 years ago?
Solution:
200 years ago most girl children in India were married off at an early age. In those days both Hindu and Muslim men could marry more than one wife. Widows were expected to jump into the funeral pyre of their husbands and perform ‘sati’. Women did not have any right to the family property and had no access to education
Question 2
Mention the caste system that was prevalent in those days in India.
Solution:
Four main castes were prevalent in India in those days- Brahmans, Kshatriyas, Vaisyas and Shudras.
Brahmans and Kshatriyas considered themselves as “upper castes”. Traders and moneylenders were called Vaisyas. Peasants, weavers and potters were called Shudras.
At the lowest rung were people who laboured to keep cities and villages clean. They were treated as “untouchable”. They were not allowed to enter temples, draw water from the wells used by the upper castes, or bathe in ponds where upper castes bathed. They were seen as inferior human beings.
Question 3
What were the reasons for the awareness among women?
Solution
Awareness was created among women and the society in general as people started reading more and more. People started reading books, newspapers, magazines, leaflets and pamphlets as they were much cheaper now. There were debates and discussions about social customs and practices which also helped in creating awareness among the women.
Question 4
Write about Raja Rammohun Roy and his reforms
Solution:
Raja Rammohun Roy was a social reformer. He started the Brahmo Samaj in Calcutta.
Rammohun Roy strongly felt that unjust practices against women had to end. He also felt that there were many changes that were necessary for the Indian society to develop.
Rammohun Roy and members of his Samaj felt that the best way to ensure such changes was by persuading people to give up old practices and adopt a new way of life.
He wanted to spread the knowledge of Western education in the country and bring about greater freedom and equality for women.
He wrote about the way women were forced to bear the burden of domestic work, confined to the home and the kitchen, and not allowed to move out and become educated.
Rammohun Roy was well versed in Sanskrit, Persian and several other Indian and European languages. Roy pointed out to the people that ‘sati’ was not practiced during the olden days. Through his writings he condemned the practice of ‘sati’. As the British were also opposed to the practice of ‘sati’ they supported Roy and a law was passed banning ‘sati’ in the year 1829.
Question 5
Who was Ishwar Chandra Vidyasagar?
Solution:
Ishwar Chandra Vidyasagar was a Bengali scholar and a pillar of the Bengal Renaissance. He was an academic, philosopher, educator, printer, entrepreneur, writer, translator, reformer and philanthropist. His efforts to simplify and modernize Bangla prose were significant. He also rationalised and simplified the Bengali alphabet.
Question 6
What were the changes that could be seen as women became actively involved in reforms?
Solution:
The whole scenario changed as women became actively involved in reforms. They wrote books and started schools. They started training centres, and set up women’s associations. Women formed political pressure groups to push through laws for the right for females to vote. They fought for better health care and education for women. They joined various nationalist and socialist movements from the 1920s.

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