KKHSOU General English Assignment (3rd Semester) 2014-15

GENERAL ENGLISH: ASSIGNMENT

Sem III (2014-15)

A. Answer the following questions 2×4=8

Q1. What do you mean by ‘voiceless sounds’? Give examples.

Ans: Voiceless sounds are the sounds which come out of the mouth without producing any vibration in the glottis.  While speaking voiceless sounds the vocal cords are drawn apart allowing the air to pass in and out without any disturbance of the vocal cords. Hence no vibration is produced in our throat. /f/, /t/, /k/, /h/ etc. are the examples of voiceless sounds.  

Q2. What is a diphthong?

Ans: A vowel sound that starts near the articulatory position for one vowel and moves toward the position for another and a change in quality of sound can be clearly noticed are called dipthongs. Diphthongs start with a vowel quality of higher pitch or volume and end in a vowel with less prominence, like [aI] in ice. Diphthongs are also referred as gliding vowels. /eI/, /aI/, /eә/, /au/, /oI/, /әU/, /Iә/, /Uә/ are the diphthongs in English language. 

Q3. What do you mean by a tone group? Explain briefly.

Ans: Normal speech consists of stretches of words in the utterance of which tone is integral part. When there is a long utterance of speech, the speech can be divided in many groups based on pauses we make during the speech. The stretch of speech between every two pauses is called tone group. The tone group may be either falling tone, rising tone, fall-rise tone.

Q4. What are the different types of communication?

Ans: There are three types of communication based on the mode of its use- Written, Oral and Non-verbal. Written communication refers to the form of communication in which message is transmitted in the written form i.e signs or symbols. In oral communication, Spoken words are used. It includes face-to-face conversations, speech, telephonic conversation etc. Nonverbal communication is the physical ways of communication in which sending or receiving of information is done through Facial expressions, Common gestures like Nodding of head, shrugging etc, body language, Appearance etc. are used instead of words.

B. Answer the following questions: 3×4=12

Q1. How should you conduct yourself as a public speaker?

Ans: Standing in front of a large or small gathering to deliver a speech with confidence doesn't come naturally for everyone. Becoming a good public speaker takes practice, patience, confidence and preparation. One has to conduct very carefully because it reveals the personality of the speaker. While speaking in front of gathering we have to be very confident and natural looking. We should not imitate others when we speak. We should speak from our heart and have to put clear views. We should vary the tone of the voice and speak at moderate speed. We should not become emotional and over-excited. We should not begin with apologetic beginning and maintain eye-contact.

Q2. Write a short note on Received Pronunciation.

Ans: English is spoken most part of the world and wide variation in accent. In England itself, wide variety in accent is seen.  Received Pronunciation is regarded as the standard and neutral accent of English in the United Kingdom. Suppose to be derived from the spoken languages of courts and public schools, its recognition is due to its social status and not the linguistic reason. It is most widely studied and most frequently described variety of spoken English in the world, yet recent estimates suggest very little of the UK population speak it. So the efforts are towards making the speech as much regionally neutral as possible.

Q3. What is the difference between a falling tone and a rising tone?

Ans: When there is fall in the pitch of the voice in a nuclear syllable of a tone group is called falling tone. It is used in complete statements, special questions, commands, exclamatory sentences, Invitation and sentences with tag questions like “don’t you?”, “isn’t it?”

On the other hand when there is rise in the pitch of the voice in a nuclear syllable of a tone group is called rising tone. It can express various emotions, such as non-finality, incompleteness, question, surprise, doubt, hesitation, interest, request and suggestion, politeness, readiness to continue the conversation, lack of confidence, and even insecurity.

Q4. How is a nasal sound produced?

Ans: There are three nasal sounds in American English pronunciation: the /m/ sound, /n/ sound, and /ng/ sound. The two major points about producing nasal sounds are- The air is completely blocked from leaving the mouth, and is instead released out through the nose and all three nasal sounds are voiced, meaning that the vocal cords vibrate during the creation of the sound.

m sound: /m/me air is blocked when the lips are pressed together

n sound: /n/ no air is blocked when the tip of the tongue presses against the tooth ridge

ng sound: /ŋ/ sing air is blocked when the back of the tongue presses against the soft palate

C. Answer the following questions: 5 × 2 = 10

Q1. You are Ram/ Kamala. You would like to lodge a complaint to the Electricity Board that there is no electricity in your house. Write a telephonic dialogue by touching upon these points.

Ans: The telephonic conversation between myself, Kamala and the Executive of the complaint cell may go as follows-

Executive           : Hello

Kamala              : Hello, Is this the complaint cell of ASEB?

Executive           : Yes, Madam. How can I help you?

Kamala              : Since yesterday night, there is no electricity in my house.

Executive           : OK. Can you tell me in details?

Kamala              : Oh yes. Yesterday night there was a spark in meter box of our house. Though nothing happened in the night, but since morning at around 6 AM the current went off.  I called you in the morning but nobody picked the phone.

Executive           : Have somebody tried to temper the metre box?

Kamala              : No. But the metre box is very old and I had already submitted an application in your office to replace it.

Executive           : That ok.  In which locality you are calling from.?

Kamala              : I am calling from Borguri area. My house is just adjacent to Public school.

Executive           : OK, I am sending an electrician to your house to check the metre box within one hour. If at all necessary we will replace the meter box.

Kamala              : Thank you for your help.

Executive           : You are most welcome.

Q2. What is Non-Verbal Communication?

Ans: Nonverbal communication is the physical ways of communication in which information is exchanged without the use of words. It is a communication where the oral and written modes are not used and is all about the body language of speaker. Nonverbal communication plays an important role in how we convey meaning and information to others, as well as how we interpret the actions of those around us.

Facial expressions makes a huge proportion of nonverbal communication. The look on a person face is often the first thing we see, even before we hear what they have to say. Information is easily conveyed with a smile or a frown. The facial expressions for happiness, sadness, anger, and fear are similar throughout the world. Deliberate movements and signals are an important way to communicate meaning without words. Common gestures include waving, pointing, and using fingers to indicate numeric amounts. Nodding of head, shrugging etc. are also commonly used. Posture and movement or body language can convey a great deal on information. Similarly Appearance also is a important part of non verbal communication. Clothing, hairstyle, neatness, use of cosmetics etc. tells much about a person.

Pure non verbal communication is a specialized field of study where components like Semaphore, deaf and dumb language and traffic communications are studied.

D. Answer the following questions: 10×2=20

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Q1. What are ‘vowel sounds’? Discuss the criteria for describing vowels.

Ans: One of a class of speech sounds in the articulation of which the oral part of the breath channel is not blocked and is not constricted enough to cause audible friction are called “vowel sounds”. Alphabets /a/, /e/ ,/i/, /o/ ,/u/ are the vowels in English.

The articulation of the vowels is based on three criteria known as three-term labels- 1) Position of the tongue, 2) Height of the tongue and 3) Position of the lips. The articulation of vowels can be understood by the help of the diagram. (draw diagram from page no. 23)

1) Position of the tongue: Based on the position of the tongue three type vowels can be produced.

a.   Front Vowels: The vowels produced when the front portion of the tongue is raised in the direction of hard palate are called Front Vowels. Eg. /i:/ as in “feel” or /ae/ as in “bad”

b.   Back Vowels: The vowels produced when the back portion of the tongue is raised in the direction of soft palate are called Back Vowels. Eg. /u:/ as in “fool” or /a:/ as in “heart”

c.   Central Vowels: The vowels produced when the tongue is raised in the meeting point of hard and soft palate are called Front Vowels. Eg. /3:/ as in “bird

2) Height of the tongue: Depending on the height of the tongue three type vowels can be produced.

a.   Close Vowels:  Central part of the tongue is raised close to the roof the mouth leaving enough room to pass the air without friction. Eg. /i:/ as in “feel”

b.   Open Vowels: Tongue is far from the roof of the mouth like /a:/ as in “heart”

c.   Half Close and Half Open: This kind of vowels are produced when height of the tongue is between the extreme positions as /u:/ in pull.

2) Position of the lips: Depending on the position of the lips two type vowels can be produced.

a.   Rounded Vowels:   Rounded vowels are those vowels which produced by bring the lips forward as in /u:/ as in “fool”

b.   Unrounded Vowels: This are the vowels which are produced when the lips are pulled back as in /i:/ as in “lead”.

Q2. What are the different types of interview? Discuss.

Ans: There are many types of interview. Some of them are as follows-

Face-to-Face Interview is the most common type of interview. In this kind of interview the interviewer and the interviewee sit face-to-face and have one-on-one conversation. In this type of interview generally personal questions are asked. Whereas a panel/comittee interview, is taken by a panel or committee of interviewers. The number of interviewers may vary. The panel may consist of different representatives of an organization. Such panel interviews are conducted to get the collective opinion of panel regarding the competence and suitability of an interviewee.

In a behavioral interview, the interviewer asks questions based on common situations of the job applied for. The logic behind the behavioral interview is to see how one deals with certain problems and what he/she can do to solve them. This type of interview generally starts with the words 'Give me an example when...' or 'Tell me about a time when...'

A case interview is a type of interview where candidates are selected by assessing their analytical skills in a pressured real-time environment. The objective of the case interview is to allow the interviewee to demonstrate his/her ability to solve complex problems and to show the interviewer how he/she think. It is generally one-to-one and the candidate has to brainstorm, perform calculations, and structure the answer on a paper or whiteboard.

A telephone interview is generally done for an initial prescreening to narrow down the number of candidates to a manageable limit. Even if the interviewer calls unexpectedly and talks in casual manner, it should be treated seriously because it will give the first impression to the interviewer.

A group interview is one in which the interviewees are made to sit in one place and asked to discuss on a subject started by interviewer. This interview is more common in corporate and business jobs. Objective of such interview is to find the leadership potential of the candidates.

In Lunch/Dinner Interview employers take the job candidates out to lunch or dinner and try to evaluate their social skills. Though the setting is casual but the etiquette and behaviour of the job aspirants are closely marked.

Stress Interview is the form of interview where there is a deliberate attempt to put stress on the interviewee. The interviewer may be sarcastic or argumentative, or may keep you waiting. This is to see how the interviewee handles himself under pressure.

A structured interview is a standardized method of comparing job candidates where pre written sets of questions are asked to every interviewee. Whereas an unstructured interview is a job interview in which questions may be changed based on the interviewee's responses. The direction of the interview is rather casual, and question flow is based on the direction of the conversation.

KKHSOU General English Assignment (2nd Semester) 2014-15

GENERAL ENGLISH: ASSIGNMENT

Sem II (2014-15)

A. Answer the following in 50 words                                                                  4x2=8

Q.1 Why does Bill find love letters easier to write in the essay “On Letter Writing”?

Ans: Bill finds writing love letters easier to write because he thinks that one does not really have to bother writing anything. All that is required is a page full of crosses, that stand for kisses and the letter is finished soon enough. The problem is that letters to one’s wife or mother or brother cannot be filled up with crosses. Also in other letters he cannot think of beyond asking their well being and his wellness.

Q.2 Mention the contribution of Addison and Steele in the development of the essay in England?

Ans: At the end of the seventeenth century essay in England was gaining popularity however it was due to Addison and Steele that the essay in England truly came to its own. They wrote a type of essay which has come to be known as the periodical essay. Together they produced three publications: the Tatler (1709-11), the Specator (1711-12), and the Guardian (1713). They wrote essays on various subjects like Tombs in Westminster Abbey, Ladies’ Head-dress, Cries of London, Recollections of Childhood etc. which appeared in their publications.

Q.3 “I had better cells in other prisons, but in Dehra Dun I had one privilege which was very precious to me.”What is the privilege that the author talks of in “Animals in Prison” and why?

Ans: The gaol or jail in Dehradun was a very small one but the author was kept in an old lock- up outside the gaol walls, but within the gaol compound. The author was allowed to go out the goal and walk up and down in front of the gate in the morning and evening. This was the privilege that the author talks of. He felt privileged because he got the feeling of freedom as they can view of the mountains and the fields and a public road at some distance.

Q.4 Name the various animals adopted as symbols by the following nations:

a. Germany b. France c. Russia d. England

Ans: The various animals adopted as symbols by the following nations are-

a.         Germany           : Eagle                          c.          Russia               : Bear

b.         France              : Fighting Cock               d.         England             : Lion and Bull Dog

B. Answer the following in 75 words                           `                                  3x4=12

Q.1 Which poet and author wrote an autobiography titled Rashidee Ticket? Name the awards and honours acclaimed by the same author.

Ans: Amrita Pritam (1919-2005), an eminent Punjabi poet and a prolific short story writer wrote her autobiography titled “Rashidee Ticket”. She is the first most prominent woman Punjabi poet, a novelist and a short story writer of great eminence in India. She was a recipient of the Sahitya Akademy Award and the first Punjabi poet to receive Padmashree and Padma Vibhusan from the President of India. She won Jnanpith Award in 1982 for her work Kagaj ke Canvas. She won three D.Litt degrees from Delhi University, Jabalpur University and Vishwa Bharati University . These laurels came her way as a recognition of her immense contribution to Indian literature.

Q.2 Briefly discuss the life and the major works of Jawaharlal Nehru.

Ans: Jawaharlal Nehru was born on 14th November, 1889.  He was born and brought up in a elite and political background. He went to Harrow school and later studied law in Trinity College, Cambridge. After a stint at the English Bar, he returned to India in 1912 and joined the Allahabad High Court Bar. It was in the year 1916, that he met Mahatma Gandhi for the first time at an Indian National Congress and his political journey begins. He was one of the top leaders who led India to freedom and became the first Prime Minister of India. He died on 27^th May 1964 following a heart attack.

He was also one of the best prose writers. His writings include his Autobiography: Toward Freedom; The Discovery of India; Glimpses of World History; Letters from a Father to his Daughter etc.

Q.3 What does Angoori refer to when she says “for city women, it’s no sin. It is for village women”? According to you why does she utter such a statement?

Ans: Angoori is referring reading book as “no sin” for the city women. She thinks it’s a sin to study or read a book for a women residing in village. She was an uneducated village women who never went to school and didn’t know to read and write. When she told that reading is a sin, the author replied that “am I doing a sin by reading”. On this she replied sheepishly and uttered the statement “for city women, it’s no sin. It is for village women”.  

Q.4 Mention the important points to note while writing a DO letter (Demi-official’ letter)

Ans: A DO letter is a ‘ Demi–official’ letter exchanged between colleagues or officials to give a little amount of informality or personal touch to an otherwise official letter.

·         In a DO letter it is customary to use the surname of the person to whom the letter is written eg: Dear Professor Baruah, Dear Mr. Khan etc.

·         The language of the DO letter is less formal than that of an official letter.

·         The complimentary close of a DO letter gives a personal touch with expressions like “please keep in touch,” “with kind regards” etc.

·         The subscription of a DO letter makes use of the expression “your sincerely” after which the letter is signed.

·         The full name and address of the receiver is given at the bottom left- hand side of the page.

C.Answer the following in 150 words5x2=10

Q.1 How does Nehru describe the oncoming of the seasons as observed from his cell at Dehra Dun Jail?

Or

Briefly discuss Gardiner’s reference to good letter-writers such as De Quincey, Carlyle and Keats.

Ans: Nehru describes the changing seasons and landscape that he witnessed during his stay at Dehradun gaol very beautifully. He seems to have been particularly happy in the Dehradun gaol, as he mentions, despite the rather poor living conditions. This happiness was due to the proximity of the Himalayan ranges and the spectacular view that he could observe in the course of his brief evening walks. These evening walks seem to have been the high point of Nehru's stay at the Dehradun gaol. This was the time when Nehru had the pleasure of observing the serene beauty of the Himalayas, and observe the changing hues of the mountain range at different times of the year. This time of the evening was deemed very precious by Nehru. After the lifeless winter landscape, spring was very pleasant in Dehradun. The magnificient peepal trees with green leaves, the fresh reddish brown, russet coloured mango leaves, the monsoon rain ending the summer heat were very must enjoyable. Again autumn was pleasant. This way Nehru enjoyed every season in the Dehradun gaol.

Q.2 “They don’t see what happens is that a man makes the girl eat the weed and then she starts loving him.” Briefly discuss the conversation between Angoori and the author regarding the ‘weed’.

Ans: The statement given in the question starts with the discussion on love affairs between the author and Angoori. Author asks Angoori that whether a girl sees her future husband before her marriage. Angoori replied that girls cannot see her future husband, but those who have love affair see them. On this answer author asked her that do girls have love affairs in village and if they, aren’t it considered as sin? In reply of this question Angoori replies “They don’t see what happens is that a man makes the girl eat the weed and then she starts loving him.” She told author that they were given a wild weed unknowingly in “Paan” or the betal leaves to eat and it makes them to think only about their man and she always wanted to be with her man. She told the author that she had seen such incident with her eyes which happened with her older friend. She was given weed in a sweet brought from the city by a man and her friend left her parents for that man. However she haven’t took weed from anyone as her mother warned her that she shouldn’t take anything offered by man.

D. Answer the following in 300 words                                                                  10x2=20

Q.1 Describe how the character of Chandran is developed dramatically through a series of adventures in the novel Bachelor of Arts.

Ans: R. K. Narayan is one of the prominent novelists among Indian writes in English. 'The Bachelor of Arts" is one of the famous novel by R.K. Narayan, where we can find his autobiographical touch. Hence the characterisation is realistic. The characters are familiar and true to life. He has superbly developed the character of Chandran who is the hero of the novel. He is an intelligent and ambitious youth. He is a student of B.A. studying English Literature and History. He is an intelligent and laborious student and an excellent orator. Apart from being a diligent student, he is an easy going social young man. He leads an easy going and carefree life.

            His life changes when he met very young girl Malathi, whom he wants to marry. He is impatient to marry the girl and insists on his parent’s arranging this marriage. His mother does not like the idea but he expresses his determination in marrying Malathi. But when this marriage did not materialize he feels dejected and disappointed. He is deeply frustrated and so he leaves Malgudi and goes to Madras. His extreme sentimentality and emotional nature leads him to become an ascetic (Sanyasi) when he fails to win his dream – girl Malathi. He suffers so much by wandering aimlessly and remaining on alms and charity. But soon he realizes his mistake of becoming a Sanyasi. His gradual maturity and sobriety is seen when he finally reunites with his parents. After his realization he finally decides to marry  Susila and he proved to be a loving husband to Susila and his conjugal life seemed to be peaceful and happy.

Hence we can see that the character of Chandran is developed dramatically through a series of adventures. He passes through three phases –as student in the last year of his college life, as a romantic lover, and as a frustrated lover who turned Sanyasi. He returned to the realities of life after disillusionment about his romantic notion of love and life.

Q.2 Write an essay keeping in mind the importance of a central controlling idea and necessary techniques on the topic: “The development of Indian English Literature.”

Ans:  Development of Indian English Literature in India gathered momentum with the consolidation of British imperialism in India. There is a variety of opinion about the first definitive Indian text in English, although critics agree that Indian literature in English dates back to at least the early nineteenth century. Its beginnings receive their impetus from three sources - the British government`s educational reforms, the work of missionaries, and the reception of English language and literature by upper-class Indians.

First, there are the educational reforms called for by both the Charter Act of 1813 and the 1835 English Education Act of William Bentinck. In an effort to redress some of the greedy practices of the British East India Company servants, the English Parliament approved the Charter Act, which made England responsible for the educational improvement of the natives. The subsequent English Education Act, prompted by Macaulay`s famous minute on Indian education, made English the medium of Indian education and English literature a disciplinary subject in Indian educational institutions.

It may be noted here that even before Bentinck`s 1835 English Education Act, instruction in English existed in Indian colleges. In the early 1800s, English was taught side by side with Oriental studies, its teaching marked by the sort of classical approach taken to Latin and Greek in British colleges. However, with the withdrawal of funds to Oriental studies, the secular character of such instruction was to give way to an increasingly Christian inflection.

Missionary activity, the second aspect contributing to the origin of Indian literature in English, profited directly from this shift in emphasis. The 1813 Charter Act had opened India to the missionaries, but it posed no serious threat to the Orientalists. With the passing of the 1835 English Education Act, Orientalism received its most severe blow, and, most satisfyingly to the missionaries, English emerged as the sole bearer of morality.

However, above and beyond the educational reforms and the missionary activities, it was the vested interests on part of the higher class Indians to receive the benefits arising out of English education that assured the place of English language and literature in the stream of Indian education. Hence, the third impetus to the beginnings of Indian writing in English would have to engage this reception.

All of this is to suggest that the reception of English in India, or the third impetus to early Indian writing in English, needs to be understood as radical and history-changing, yet subject to mixed-feelings, negotiation and rebellious appropriation on the part of Indians themselves. Thus the development of English Literature in India was a result of the inter-mingling of the social codes of the British and the Indians. There was a definite change in the mindset of the people as well a greater reception of English language in the country which prompted many writers to take up English as the medium of instruction and expression, and thus English literature gradually developed.

KKHSOU Education Assignment (1st Semester) 2013-14

EDUCATION: ASSIGNMENT

Sem I (2013-14)

Q:1 Answer the Questions in 50 Words.            2 x 4 = 8

i)       What do you mean by education?

Ans:  Different Philosophers have described the term differently but in broad sense, education refers to any act or experience that has a formative effect on the mind, character, or physical ability of an individual. In its technical sense education is the process by which society, through schools, colleges, universities, and other institutions, deliberately transmits its cultural heritage–its accumulated knowledge, values, and skills–from one generation to another.

ii)      Explain in your words why is it necessary to have aim of education?

Ans: Education without aim will lead to nowhere. Efforts in education can be directed properly only if we have information about aims. As it is a planned and organized activity, aim in Education give direction to the activities, motivate the teachers, helps them to guide in the teaching-learning process, helps to assess the outcome, help the School officials in organizing, equipping and administering the school efficiently. Above all it helps to carry on the process of education in smooth way.

iii)     What do you mean by Educational Heritage?

Ans: Educational Heritage is something which is very valuable comprising of movable and immovable resources of artistic, literary, architectural, historical, archaeological, ethnological and scientific value.  It can either be Tangible or Intangible Heritage. Tangible educational Heritage includes archaeological, architectural, monuments and other physical items. Whereas Intangible educational Heritage includes culture, thoughts, belifs, tradition, living style, rituals, various skills, myths etc. 

iv)     How would you like to define curriculum?

Ans: Curriculum is an important element of education. It is planned activities or school programmes, concerning knowledge, experiences, activities, skills and values which help in the all-round development of a student under the direction of school. The different school programmes are jointly known as curriculum. According to educationist Cunningham “Curriculum is a tool in the hands of the artist (teacher) to mould his material (pupils) according to his ideas (aims and objectives) in his studio (school)”.

Q:2 Answer the Questions in 75 Words. 3 X 4 = 12

i)          How will you explain the meaning of education in its narrower sense?

Ans:  Education in narrower sense is the kind of education which implies imparting information, giving instruction, schooling, training, making people literate, teaching, preparing for a trade or vocation. It is in the mode of reading, writing and arithmetic knowledge and is generally confined to school, college and university instruction. The scope of education is very narrow here. Education starts when the child gets admission in the school and ends when he leaves school, college or university. Famous educational thinker S.S. Mackenzi has described narrow meaning of Education as  “in the narrow sense, education may be taken to mean any consciously directed effort to develop and cultivate powers".

ii)         Mention three major points of criticism raised against individual aim of education.

Ans: The individual aim of education is often criticized. Three important points of criticism are-

a.       Individual aim of education encourages the individual’s feelings of superiority complex, immoral behaviour and unhealthy attitudes in the child. The encouragement to individualism will make the society suffer.

b.      Individual aim of education ignores the influence of socio-cultural environments and insist only on the natural potentialities. A child will not develop human personality without cultural values.

c.       Individual aim emphasizes the individual development of the child, but it is not possible to formulate aims and construct curriculum and teaching method for each child.

iii)        School is a miniature society. Explain.

Ans:  According to educationists Dewey, the school is the society itself. Each classroom is a community in which the members must comply with the norms of society. The students in a school represent a wide cross-section of the society at large, cutting across barriers of economy, class, religion, colour or creed. In the school, socialization takes place for the first time. That is the child starts learning to live with others, share their sorrows and happiness; take the qualities of cooperation, tolerance, love, friendship and sympathy which is very necessary in a society. So school represents a mini society.

iv)        Discuss three defects of Curriculum pointed out by Secondary Education Commission.

Ans: The Secondary Education Commission has analysed the traditional curriculum and pointed out the following defects in the traditional Curriculum.

a.    Narrowly conceived: The existing curriculum is narrowly conceived. It only prepares the children for college education and not for life. The subjects included in the curriculum have no relevance to life in society.

b.   Bookish Knowledge:  The students do not learn beyond their prescribed books. The practical application of knowledge is not stressed.

c.    No provision for technical and vocational education: The traditional school curriculum relates to academic work and has no provision for technical and vocational education which is the need of the time.

Q:3 Answer the Questions in 150 Words. 5 X 2 = 10

i)          Mention some principles which you like to choose as the best principles for curriculum construction at secondary level.

Ans:  The basic principles of curriculum construction which I want to choose recommended by Secondary Education Commission are as follows:

a.       Principle of Totality of Experience: According to the principle, the curriculum should include all types of experiences in the school. Along with the academic subjects, it must have the totality of experiences that a pupil receives through activities in the school, in the class-room, library, laboratory, workshop, play-ground etc.

b.      Principle of Variety and Elasticity: The curriculum should include activities and subjects according to the different types of pupils and their individual needs and interests.

c.       Principle of Relating to Community Life: The curriculum must be related to life around the child. There should be community oriented programmes in the school so that the child feels himself as an integral part of the local community.

d.      Principle of Training or Leisure: The curriculum should be framed to train pupils, not only for work but also for leisure. There should be a number of activities-social, aesthetic, sports etc. which should cultivate varied interests and hobbies in the students.

ii)         Why is school said to be an agency of social change? Why do you think that the relationship between school and a community is essential?

Ans: School is said to be an agency of social change because it prepares the future citizens who are responsible for the existence of a healthy society. School helps in developing and cultivating good and higher values like truth, sympathy, love, cooperation, etc. in child. Through different social interactions and moral teachings, it spreads the message of righteous living in a society. Schoolchild learns the lessons of social duty, responsibilities and understanding the feelings of others. So school helps in social change and social control. School creates the first civic society for the child. So child learns the duty and civic rights for the country as a responsible citizen. So school trains the lessons of citizenship to a child.

             The community and school interdependence has immense importance in the development of both child and the society. The main purpose of the school is to prepare better citizens through its curriculum. The school prepares the curriculum which is based on the necessities of the community. The child also receives educational experiences form the community he belongs to. Community and School both cannot run in isolation. So it is essential that relationship between them remain strong.

Q:4 Answer the following Questions in 300 Words.                                           10 X 2 = 20

i)       What are the different types of Education? Write briefly on formal, Informal and Non-formal Education.

Ans:  Educationists have classified education in 3 categories- 1) Formal 2) Informal and 3) Non-formal. Formal education means education provided by schools and colleges. Informal education is imparted informally by various agencies or societies and Non formal education is neither formal nor informal.

Formal Education: Formal education may be defined as process of teaching which involves supervision, instruction, set plan, definite aims and principles. It is pre planned and it is given in school, college and similar other institutions which are established with the purpose. It is limited to a specific period or stage. It is provided according to certain set rule and regulations. It is in the form of systematic, planned and guided instruction. Formal education has a well-defined and systematic curriculum. This curriculum is based on certain aims and objectives. These aims are in conformity with the needs of the society and the state.

Informal Education:  Informal Education is the process, by which a person takes attitudes, develops skills, cultivates values and acquires knowledge, without going to any institution, school or colleges. It is neither pre-planned nor deliberate. The child learns many habits, manners and patterns while living with others or moving in different spheres like home, society, groups etc. Informal education is incidents and spontaneous. There is no conscious effort involved in it. Courtesies gentleness, etc. amount to informal education. There is no set curriculum required. Informal education consists in experiences and actual living in the family or community. Informal education may take to negative direction also. For eg. Misbehaviour, stealing etc.

Non Formal Education: Non-formal Education is a organized systematic educational activity carried outside the framework of the established formal system. Non-formal education emerged when it becomes clear that the formal education system had defects.  Non-formal education is offered at the convenient place, time and level of understanding or mental growth of children and adult.  Non-formal education is structured and planned but outside the sphere of formal education.  is Non-competitive. It is programmed to serve the needs of a homogeneous group. It is non-competitive and possesses flexibility in design of the curriculum and process of evaluation.

ii)      Discuss the different roles played by different educational institutions in ancient India?

Ans: Education during ancient period was not so well organised as in the present day .But these indigenous institutions in India played an important role in imparting education to the mass.

·       The Gurukula: In this system student stay with their Guru away from home. The Guru used to give liberal education based on spiritualism and religion. The students were to live and do everything under the supervision of the Guru.

·       Monastery: Buddhist education was centered round a monastery. There were some private teachers who took ten to fifteen children & taught them in their houses. The rise of educational institutions may be attributed to the influence of Buddhism.. The monastery or Vihara was under an Acharyas.

·       Parishad: During the Vedic period the scholars, philosophers and intellectual people used to get together by forming a study-circle of high standard known as parishad. The main objective of the Parishad was to develop knowledge and conception on certain theoretical subjects, on necessary consultation and exchange of ideas among the intellectuals.

·       Lower Madrassa and Higher Madrassa: These were Islamic educational institutions at the secondary and college level respectively. The subjects like Grammar, Literature, Persian, Arabic, Geometry, Economics and History were taught at the lower Madrasa and Philosophy, Metaphysics, Arithmetic, Advance Geometry, Sciences, Medicine and Engineering etc. were taught in the Higher Madrassa.

·       Pathsala: Learning at the lower level specifically for Hindu children was done in pathshala. Subjects like language study, grammar, arithmetic, accountancy social studies, moral lessons etc. were taught in these institutions.

·       Tols: Tols nows-a-days can be compared with the college education at present. It was the special higher educational institute of the Hindus. Besides the Veda, religion, art, mathematics & science were also taught at the tols.

·       Satra: Satras are the socio-cultural centers of education built on religious and spiritual sentiment. The religious disciples used to get education & instruction for living the ideal life of Vaishnaba. They learnt simplicity, nobility, sincerity, obedience, tolerance & other virtues.

·       Namghar: Namghar, literally means "house of prayer" is a place of community gathering for religious and social purposes especially in Assam. Namghar has a role in promoting educational activities as and when required, for which it can be called the centre of adult or social education.