Foundation Course English Version

S.Y.B.A.
SEMESTER - III (CBCS)
FOUNDATION COURSE - II
SUBJECT CODE : UAFC301

© UNIVERSITY OF MUMBAI
Prof. Suhas Pednekar
Vice-Chancellor,
University of Mumbai,
Prof. Ravindra D. Kulkarni Prof. Prakash Mahanwar

Pro Vice-Chancellor, Director,
University of Mumbai, IDOL, University of Mumbai,
Programme Co-ordinator : Mr.Anil Bankar

Associate Professor of History and
Head Faculty of Arts,
IDOL, University of Mumbai
Course Co-ordinator : Prof. Amit Suvarna Sidharth Jadhav
IDOL, University of Mumbai, Mumbai
Editor : Prof. Roshan Maya Verma
Assistant Professor,
M.S. College of Law, Mumbra, Thane
Course Writer : Meghna Shinde Chakne
Model College of Arts & Commerce,
M.I.D.C., Dombivali (E), Dist. Thane
: Sangita Roy
Ratnam College of Arts, Science & Commerce
B.C. Road, Bhandup (W), Mumbai
: Dr. Sangita Pandey
Adarsh Vidyaprasarak Sanstha's,
Adarsh College of Arts, Science & Commerce
Dist. Thane
: Dr. Sumant Vasant Sovani
B.K. Shroff College,
Bhulabhai Desai Road, Kandivali, Mumbai
: Avinash Kolhe
D.G. Ruparel College, Matunga, Mumbai
: Manisha Saindane
G.N. Khalsa College of ASC,
Matunga, Mumbai
: Arpita Kulkarni
K.M. Agarwal College of Arts,
Science & Commerce,
Kalyan (W), Dist. Thane
August 2021, Print - 1

Published by : Director,
Institute of Distance and Open Learning ,
University of Mumbai,
Vidyanagari, Mumbai - 400 098.
DTP Composed & : Mumbai University Press,

Printed by Vidyanagari, Santacruz (E), Mumbai
CONTENTS
Unit No. Title Page No.
1. Human Rights Violations 01

2. Constitutional Provisions and Laws 14
3. Dealing with Environmental Concerns - I 33
4. Dealing with Environmental Concerns - II 48
5. Science and Technology - I
A. Nature and Development of Science 69
6. Science and Technology - I
B. Application of Science - Scientific Temper and Technology 80
7. Soft Skills for Effective Interpersonal Communication 92

1
Syllabus S.Y.B.A
Semester III (CBCS)
FOUNDATION COURSE - II
Internal Marks :25

External marks: 75 Total Marks: 100
Lectures: 45
Objectives :
i. Develop a basic understanding about issues related to Human Rights

of weaker sections, ecology, and science and technology.
ii. Gain an overview of significant skills required to address competition
in career choices
iii. Appreciate the importance of developing a scientific temper towards
technology and its use in everyday life
Module 1 Human Rights Provisions, Violations and Redressal

(12 lectures)
A. Scheduled Castes- Constitutional and legal rights, Forms of violations,
Redressal mechanisms. (2 Lectures)
B. Scheduled tribes- Constitutional and legal rights, Forms of violations,
C. Women- Constitutional and legal rights, Forms of violations,
D. Children- Constitutional and legal rights, Forms of violations,
E. People with Disabilities, Minorities, and the Elderly population-
Constitutional and legal rights, Forms of violations, Redressal
mechanisms. (4 Lectures)
Module 2 Dealing With Environmental Concerns (11 Lectures)

A. Concept of Disaster and general effects of Disasters on human life-
physical, psychological, economic and social effects. (3 Lectures)
B. Some locally relevant case studies of environmental disasters.
(2 Lectures)
C. Dealing with Disasters - Factors to be considered in Prevention,
Mitigation (Relief and Rehabilitation) and disaster Preparedness.
(3 Lectures)
D. Human Rights issues in addressing disasters- issues related to
compensation, equitable and fair distribution of relief and
humanitarian approach to resettlement and rehabilitation. (3 Lectures)
2
Module 3 Science and Technology I (11lectures)

A. Development of Science- the ancient cultures, the Classical era, the
Middle Ages, the Renaissance, the Age of Reason and Enlightenment.
(3 Lectures)
B. Nature of science- its principles and characteristics; Science as
empirical, practical, theoretical, validated knowledge. (2 Lectures)
C. Science and Superstition- the role of science in exploding myths,
blind beliefs and prejudices; Science and scientific temper- scientific
temper as a fundamental duty of the Indian citizen. (3 Lectures)
D. Science in everyday life- technology, its meaning and role in
development; Interrelation and distinction between science and
technology. (3Lectures)
Module 4 Soft Skills for Effective Interpersonal Communication

(11 lectures)
Part A (4 Lectures)
I) Effective Listening - Importance and Features.
II) Verbal and Non-Verbal Communication; Public-Speaking and
Presentation Skills.
III) Barriers to Effective Communication; Importance of Self-Awareness
and Body Language.
Part B (4Lectures)
I) Formal and Informal Communication - Purpose and Types.
II) Writing Formal Applications, Statement of Purpose (SOP) and
Resume.
III) Preparing for Group Discussions, Interviews and Presentations.
Part C (3 Lectures)
I) Leadership Skills and Self-Improvement - Characteristics of Effective
Leadership.
II) Styles of Leadership and Team-Building.
References :
1. Asthana, D. K., and Asthana, Meera, Environmental Problems and
Solutions, S. Chand, New Delhi, 2012.
2. Bajpai, Asha, Child Rights in India, Oxford University Press, New
Delhi, 2010.
3. Bhatnagar Mamta and Bhatnagar Nitin, Effective Communication and
Soft Skills, Pearson India, New Delhi, 2011.
4. G Subba Rao, Writing Skills for Civil Services Examination, Access
Publishing, New Delhi, 2014
3
5. Kaushal, Rachana, Women and Human Rights in India, Kaveri Books,

New Delhi, 2000.
6. Mohapatra, Gaur Krishna Das, Environmental Ecology, Vikas, Noida,
2008.
7. Motilal, Shashi, and Nanda, Bijoy Lakshmi, Human Rights: Gender
and Environment, Allied Publishers, New Delhi, 2007.
8. Murthy, D. B. N., Disaster Management: Text and Case Studies, Deep
and Deep Publications, New Delhi,2013.
9. Parsuraman, S., and Unnikrishnan, ed., India Disasters Report II,
Oxford, New Delhi,2013
10. Reza, B. K., Disaster Management, Global Publications, New Delhi,
2010.
11. Sathe, Satyaranjan P., Judicial Activism in India, Oxford University
Press, New Delhi, 2003.
12. Singh, Ashok Kumar,Science and Technology for Civil Service
Examination, Tata McGraw Hill, New Delhi,2012.
13. Thorpe, Edgar, General Studies Paper I Volume V, Pearson, New
Delhi, 2017.

4
QUESTION PAPER, FOUNDATION COURSE - II,

Paper- II
Time: 2½ hrs. Marks: 75
Note : 1) All questions are compulsory.
2) Figures to the right indicate full marks.
Q.1A) Explain the following concepts :( Any-5) (15)
1) Political Rights 2) Child labour
3) Prevention of Disasters 4) Mitigation of Disasters
5) Myth 6) Technology
7) Oral Communication 8) Self Awareness
OR
B) Write a comprehensive note on the Foundation Course
(Sem-III) project submitted by you
Q.2) How are the Human Rights of Scheduled Castes violated?
Explain the laws that protects their rights. (15)
OR
In what way do rights of disabled persons violated? Comment
on the laws that protects their rights.
Q.3) Which are man-made disasters? Explain its effects. Suggest
various measures to be taken before and after man-made
disasters. (15)
OR
Discuss the various Human Rights issues in addressing
disasters. Give relevant examples.
Q.4) Explain in detail about ‘Development of Science in Ancient
Cultures and in the Classical era’. (15)
OR
Discuss the positive and negative impact of modern
technology on human life.
Q.5) What is communication? Explain the advantages and
limitations of Verbal Communication. (15)
OR
Define the term ‘Presentation’. Explain about various
elements of presentations.

1
HUMAN RIGHTS VIOLATIONS
Unit Structure
1.1 Objectives
1.2 Introduction
1.3 Meaning of Vulnerable Groups
1.4 Forms of Violations of Rights
1.5 Violations of Rights of Scheduled Castes
1.6 Violation of Rights of Scheduled Tribes
1.7 Violation of Rights of Women
1.8 Violation of Rights of Children
1.9 Violation of Rights of Minorities
1.10 Violation of Rights of the Disabled
1.11 Violation of the Rights of the Elderly People
1.12 Summary
1.13 Keywords
1.14 Unit End Questions
1.15 References
1.1 OBJECTIVES
After studying the Unit you will be able
To understand the nature of human rights violations in India
To classify the vulnerable groups
Understand the nature of vulnerability
To compare the extent of vulnerability
1.2 INTRODUCTION
In this chapter the meaning of vulnerable groups will be

clearly outlined so as to help the reader understand the basic
characteristics of vulnerability. It will further enhance the study of
2
the understanding of these groups with the ability to assess the

forms of vulnerability in all these groups.
1.3 MEANING OF VULNERABLE GROUPS

Our society is a diversified patchwork of different sets of
people practicing different cultures, customs and belonging to
different race, religion, caste, gender and so on. These diversities
however lead to a lot of inequalities in the population. In such
conditions there is a growth of vulnerable groups who are the most
exploited, suppressed and discriminated groups in the country. The
Constitution of India uses the term ‗Weaker Sections‘ to refer to
these vulnerable groups.
1.4 FORMS OF VIOLATIONS OF RIGHTS

The unjust treatment meted out by these vulnerable groups
are stated as follows:
1. Discrimination: These groups are discriminated on grounds
of being socially and economically weaker sections of the
society. In case of women and children it is much greater
since the society treats them as biologically weak. Post-
globalisation has witnessed the growth of several crimes as
against the past due to large-scale migration and
displacement. While changes in technology have made lives
easier, it has further entangled relationships and the human
nature in general has undergone major alterations which in
turn has created a furore in the sphere of social
discrimination. For e.g. Pre-Natal Diagnosis for Sexual
Determination.
2. Exploitation: The attribute of taking undue advantage of the

weaker sections in the society results in exploitation which in
turn leads to anti- social behaviors .For e.g. Insurgency such
as the Naxalite movement.
3. Deprivation: –Exploitation and deprivation are both

connected to each other as one leads to the other. For
example, the growing cases of malnutrition that is reported
daily through the media is rampant in areas that are deprived
and exploited.
4. Neglect: The other main attribute of vulnerability is neglect

which generally happens in case of the tribals and women as
they seem to be least empowered and illiterate.
3
5. Violence: The world today is experiencing major cases of

violence against the weak .This has however manifested into
insurgent movements and fight for survival movements.
Check your progress
1. Define the concept of Vulnerability.
2. What according to you are the chief causes for vulnerability?
1.5 VIOLATION OF RIGHTS OF THE SCHEDULED

CASTES
The traditional Indian society has a complex system of
stratification based on the caste system .Its grades the society in a
hierarchical order which is socially visible in the behavior of different
caste groups .Problems of the Scheduled caste can be enumerated
as follows:
1. Untouchability and other crimes: Untouchability has been

a major crime practiced for generations together against the
lower caste. There has always been a depiction of
untouchability related crimes in the media and the
government of India has taken several measures to combat
these sectarian crimes against the lowest in the social strata.
2. Poverty: Along with Untouchability comes the issue of

poverty which is the most prominently held fear of the lower
castes in the India society. They are denied access to
landholdings and all attempts made to undermine poverty is
defeated in the long run. There have been attempts to bring
the scheduled caste in the mainstream .However, the
success has been limited.
3. Economic Exploitation: Further, the main issue that the

people in this group face is economic exploitation on account
of illiteracy , landlessness and poverty. Attempts to alleviate
their status were made by social reformers in various parts of
India.
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1.6 VIOLATION OF RIGHTS OF SCHEDULED

TRIBES
The Scheduled Tribes, who are the original people

(aborigins) from the forests are the most vulnerable group of people
in India . They constitute 8.6% of the population living here with a
maximum concentration of population seen in the north eastern
parts of India. This group is recognized as the ‗weaker‘ section by
the Constitution of India. The violation of rights which began from
the time of the British are still found .The main problems of the
tribal‘s are as follows:
1. Land Alienation: The tribal‘s have been alienated from their

native lands owned by their forefathers for generations
together. This is not a post Independence phenomenon, but
it was common even during the colonial days. The Forest
laws not only alienated the Forest Dwellers(as know today)
but further pushed them to the brinks of poverty and
vulnerability .They no more live contented lives and their art
and culture that was know to proliferate throughout the world
, does not exist any longer.
2. Forest Land Loss caused due to environmental

degradation: The Scheduled Tribes are landless and
usually face discrimination. They are further deprived of land
which is, today used for commercial purposes. Further , the
forest cover has been soon depleting in India that has
caused severe damages to the environmental conditions in
which the tribal‘s lived.
3. Displacement: Development induced displacement has

been a regular feature amongst tribals and there has been
largescale migration to cities and townships on account of
this.
4. Economic Exploitation and Bonded Labour: On account

of being landless there is a need to work as agricultural
labourers in the farms to earn a living for themselves .This
however, takes a brutal turn and the indebted poor are made
to work as bonded labourers where they are expected to
work for long hours without being paid and it is the employee
who decides the tenure and the nature of such work. Matters
worsen when the families are attacked for not obeying
orders.
5
5. Lack of Basic amenities: The tribals lack all basic

necessities required to live a life in a sufficiently decent life.
Right from malnutrition, disease, lack of proper food ,excess
intake of liquor, lack of schooling, the tribals face a larger set
of problems and the government which lacks in an adequate
monitoring sector finds the entire exercise of spending on
their amenities, a very difficult exercise. Largescale
corruption has not only led to deprivation but today the tribals
are more into insurgent movements and are ready to
sacrifice their lives demanding for seperate states.
1.7 VIOLATION OF THE RIGHTS OF WOMEN
In India, women are the most vulnerable and this happens in

almost every caste, religion and race. There is discrimination ,both
for being a low caste and for being a women. Some social customs
and traditions, beliefs and cultural values accord secondary status
to women. The only way the change in the lives of women can
came is through the change in the general mindsets of the people.
With several movements fighting for the rights of women, the
women today are found to be economically more independent than
what they were in the yesteryears. In general, the problems faced
by women are as follows:
1. Violence is almost universal problem of women:
Violence against women is not a new phenomenon in India.

―Women in Indian society have been victims of ill-treatment,
humiliation, torture, and exploitation for as long as written
records of social organisation and family life are available.
These records are replete with incidents of abduction, rape,
murder, and torture of women.
2. Discrimination and Decline in the Female Population:
Normally, in the population of any country, male- female ratio

remains more or less the same, that is, 50:50. In India as the
census reports reveal female population has been steadily
declining ever since 1901.
The male preference has led to the abuse of technology.

Thousands of ―unwanted female‖ children are killed at the
stage of foetus itself. It is said that in India, out of 12 million
female children born every year, around 25% of them die
before they attain the age of 15. Of the children who die
6
every year, about 3 lakh female children, that is, more than
the number of male children, die for one or the other reason.
Of the children which die every year in India, the 6th child
dies due to gender discrimination.
3. Economic Exploitation:
Women workers are given much work but are paid less
wages or salary especially in the unorganized sector. ―Equal
pay for equal work‖ remains only a slogan. ―Equal
Remuneration Act, 1976 has proved to be a dead letter in
this regard. There are also sufficient instances of such
exploitation even in the organized sector.
1.8 VIOLATION OF THE RIGHTS OF CHILDREN
Etymologically, a child is any young human being below the

age of full physical development or below the legal age of majority.
It is only when the right environment is provided that children grow
into good and successful human beings. However, today the times
have changed and children from all strata of the society face severe
difficulties in the form of excessive exposure to media, violence in
all forms beginning right from their homes, fear and lack of trust.
Following are a few issues that surround children‘s life‘s and their
freedom is endangered:
1. Lack of access to education: Education which is believed

to be the basic right of every child in the world, has been
denied in most parts of India . This is very prominently seen
throughout the country irrespective of the government
attempts to promote education to children.
2. Poverty and Malnutrition: According to the World Health

Organisation (WHO) globally, 30% of children under five are
estimated to be stunted and 18% have low weight-for-height,
and 43 million children are overweight. Optimal
breastfeeding could save the lives of 1.5 million children
under five every year. Nearly nine million children die every
year from preventable diseases and infections: the largest
killer being Diarrhoeal disease. There are over 2 billion
cases of diarrhoeal disease every year and is the leading
cause of malnutrition amongst children under five.
3. Violence and Child Abuse: According to UNICEF violence

against children can be "physical and mental abuse and
7
injury, neglect or negligent treatment, exploitation and sexual

abuse. Violence may take place in homes, schools,
orphanages, residential care facilities, on the streets, in the
workplace, in prisons and in places of detention." Such
violence can affect the normal development of a child
impairing their mental, physical and social being. In extreme
cases abuse of a child can result in death.Child abuse has
many forms: physical, emotional, sexual, neglect, and
exploitation. Any of these that are potentially or actually
harmful to a child's health, survival, dignity and development
are abuse. This definition is derived from the W.H.O.
4. Child Labour: India is sadly the home to the largest number

of child labourers in the world. The census found an increase
in the number of child labourers from 11.28 million in 1991 to
12.59 million in 2001. M.V. Foundation in Andhra Pradesh
found nearly 400,000 children, mostly girls between seven
and 14 years of age, toiling for 14-16 hours a day in
cottonseed production across the country of which 90% are
employed in Andhra Pradesh.40% of the labour in a precious
stone cutting sector is children. NGOs have discovered the
use of child labourers in mining industry in Bellary District in
Karnataka in spite of a harsh ban on the same. In urban
areas there is a high employment of children in the zari and
embroidery industry. Poverty and lack of social security are
the main causes of child labour.
Check your progress
1. Are the Scheduled Castes in our country suffering? If so,

state the details.
2. What, according to you are the problems of the Scheduled

Tribes and is the change in global environment affecting their
lives?
3. What are the problems faced by Children ?

8
1.9 VIOLATION OF THE RIGHTS OF MINORITIES
India is a multi-lingual and a multi-religious country. Indian

society is pluralistic in character from the religious and other points
of view. Since a very long time people belonging to various religious
communities has been living together in this country.
Though the majority of the people living in this land are

Hindus [82.41%], people belonging to other religious communities
such as Muslims [11.67%], Christians [2.32%], Sikhs [2%],
Buddhists [0.77%], Jains [0.41%] and others [0.43%] are also living
along with the Hindus by enjoying similar rights and opportunities.
By virtue of their numerical strength, the Hindus constitute the
majority while the rest of the religious communities come under
what is known as ―religious minorities‖.
Regarding the concept of ―minority‖ in the Indian context, it

can be said that the term has not been properly defined anywhere
in the Indian Constitution. But ―minority status‖ has been conferred
on many groups.
I According to the Article 29 of the Constitution, any group

living within the jurisdiction of India is entitled to preserve
and promote its own language, script or literature, and
culture.
ii Article 30 states that a minority group ―whether based on

religion or language shall have the right to establish and
administer educational institution of their choice. ‖
Problems of Religious Minorities Racial, religious, ethnic,

linguistic and other minorities are subject to some or the other
problems everywhere. The four main problems which they normally
face are:
(i) Problem of prejudice and discrimination : Sharing a

common nationality with the majority in the offing, it becomes
absolutely essential for the minorities to identify with them.
There are several occasions where their behavior is
observed so as to check on their affiliations. This hinders
their progress in the long run.
(ii) Problem of preserving their distinct social and cultural

life: Several customs and cultures are under scrutiny at
times and lead to controversies of all types giving
opportunities to aggravate the problems of minorities.
9
(iii) Problem of Protection: Need for security and protection is

very often felt by the minorities. Especially in times of
communal violence, caste conflicts, observance of festivals
and religious functions on a mass scale, minority groups
often seek police protection. Government in power also finds
it difficult to provide such a protection to all the members of
the minorities. It is highly expensive also. State governments
which fail to provide such protection are always criticised.
(iv) Problem of Communal Tensions and Riots: Communal

tensions and riots have been incessantly increasing since
independence. Whenever the communal tensions and riots
take place for whatever reason, minority interests get
threatened; fears and anxieties become widespread. It be-
comes a tough task for the government in power to restore
the confidence in them.
1.10 VIOLATION OF THE RIGHTS OF THE DISABLED
According to the World Health Organization ―Disability is any

restriction or lack (resulting from an impairment) of ability to perform
in a manner or within the range considered normal for a human
being‖.
Around 400 million disabled persons live in the developing

world. Most often they are the poorest. Poverty is the most
important cause of disability. Every year millions of people go below
the poverty line. This makes them more vulnerable to disability. The
WHO estimates that worldwide there are 1.5 million blind children,
mainly in Asia and Africa. In developing countries up to 70 per cent
of blindness is either preventable or treatable. The WHO also
estimates that around 50 per cent of disabling hearing impairment
is also preventable. In 1995 this has affected a total of 120 million
people worldwide. It is estimated that at least 10 per cent of the
developing world‘s population is disabled in one way or the other.
The disabled are deprived of all opportunities for social and

economic development. The basic facilities like health, education
and employment are denied to them. The State infrastructure is
grossly inadequate and ill functioning where disabled are
concerned. It is estimated that 40 million of more than 100 million
children out of school have disabilities. Around 70 per cent of the
disabled are unemployed. Millions are in the verge of collapsing
due to severe disabilities. People with physical disabilities at least
get noticed, but the others with mental illness are just written off.
10
Along with the physical problems they also bear the brunt of social
ostracism and stigma.
The specific problems encountered by the disabled people are:
1. Access: Accessibility is fundamental to realization and

enjoyment of any right. Though the earlier definition of
access included only ‗physical access‘ and took only
architectural barrier into consideration, the modern day
analysis of access is more holistic in nature. It encompasses
within itself accessibility to quality education, information and
communication, entertainment and technology. Emanating
from the Beijing Conference and the Disabilities Act, this
understanding of access provides the scope for not only full
personality development but also participation in social and
political life. Access to public transport, toilets, hospitals,
government offices, public spaces like parks, educational
institutions, places of worship are still in accessible to
people. Still whatever interventions are made are restricted
to the physical access. The areas like education, teaching
aids, books in Braille and interpreters for the hearing and
speech impaired are still not available to large sections of the
disabled.
2. Employment: According to the Census 2002, Disabled

people constitute at least 6 per cent of our population; still
their basic needs for social security, individual dignity and
meaning full employment remain unmet. They are at the
mercy of the government and the civil society, which have a
lacsidical attitude towards them. The disability Act 1995
provides for 3 per cent reservation in all categories of jobs in
government sector. Though it has been three years to this
notification, its implementation is still not complete.
3. Education: Education is yet another thing crucial for the

persons with disability. In India education to the disabled is
not provided as part of the mainstream but through other
isolated institutions which operate on a service and charity
mode. Most of the times these institutions are not fully
integrated into the mainstream education system. There are
only around 3000 special schools in India today. Of them
only 900 are schools for the hearing impaired, 400 for
children with visual impairment, 700 for those with loco motor
disability and one thousand for the intellectually disabled.
More than 50,000 children with disability are enrolled in the
11
Integrated Education for Children, a government-sponsored

programme. Only a few schools have special provisions like
resource rooms, special aids and special teachers. This is
restricted only to big cities. Since there are no special
schools or special education services in rural India, children
with special needs either have to make do with the regular
schools in the village or go without education. Pre-vocational
and vocational training is provided only in specialized
institutions and in select cities.
4. Discrimination: Persons with disability suffer from both

social and material disability.The society, which is caught up
with uniformity, cannot see people with differences with the
same eye. There is lot of stigma attached to disability, which
hinders their normal social interaction. The other
discrimination they face is in terms of access to places
.Public buildings, public transport system and other places of
importance are not accessible to them. The employment
opportunities available to them are also very low. They suffer
the triple jeopardy of being disabled, poor and stigmatized.
1.11 VIOLATION OF THE RIGHTS OF THE ELDERLY

IN INDIA
Elderly or old age consists of ages nearing or surpassing the

average life span of human beings. The boundary of old age cannot
be defined exactly because it does not have the same meaning in
all societies. Government of India adopted ‗National Policy on Older
Persons‘ in January, 1999. The policy defines ‗senior citizen‘ or
‗elderly‘ as a person who is of age 60 years or above.
Out of every 10 elderly couples in India, more than 6 are

forced by their children to leave their homes. With no place to go
and all hopes lost, the elderly have to resort to old age homes,
which do not guarantee first class treatment. In India, unlike USA,
parents do not leave their children on their own after they turn 18
(of course there are exceptions), but children find it hard to accept
the fact that there are times when parents want to feel the love that
they once shared with them. There are times when parents just
want to relax and want their children to reciprocate their care. Every
parents wants to see their child grow and be successful but no
parent wants their child to treat them like an unnecessary load on
their responsibilities.
12
Every other day, we see news of parents being beaten up by

their children, parents and in laws being forced to do the house hold
chores, being made to live in small dungeon like rooms, their
property being forcefully taken over by over ambitious children.
There are 81million older people in India-11 lakh in Delhi

itself. According to an estimate nearly 40% of senior citizens living
with their families are reportedly facing abuse of one kind or
another, but only 1 in 6 cases actually comes to light. Although the
President has given her assent to the Maintenance and Welfare of
Parents and Senior Citizens Act which punishes children who
abandon parents with a prison term of three months or a fine,
situation is grim for elderly people in India.
According to NGOs incidences of elderly couples being

forced to sell their houses are very high. Some elderly people have
also complained that in case of a property dispute they feel more
helpless when their wives side with their children. Many of them
suffer in silence as they fear humiliation or are too scared to speak
up. According to them a phenomenon called ‗grand dumping‘ is
becoming common in urban areas these days as children are being
increasingly intolerant of their parents‘ health problems.
After a certain age health problems begin to crop up leading

to losing control over one‘s body, even not recognizing own family
owing to Alzheimer are common in old age. It is then children
began to see their parents as burden. It is these parents who at
times wander out of their homes or are thrown out. Some dump
their old parents or grand parents in old-age homes and don‘t even
come to visit them anymore. Delhi has nearly 11 lakh senior
citizens but there are only 4 governments‘ run homes for them and
31 by NGOs, private agencies and charitable trusts. The facilities
are lacking in government run homes.
Check your Progress
1. What are the rights specified in the Constitution of India for

the Minorities?
2. State any two problems faces by the elderly in India?

13
1.12 SUMMARY
This unit explains the concept of vulnerability which is

prominently seen certain sections of India. This makes the people
feel socially unprotected and there are growing crimes and violation
of rights. These groups include women ,children ,the elderly, the
religious minorities and many more. Some of these groups are
covered in the unit . It further enhances the knowledge of the ways
in which these groups are kept away from the benefits of
development.The Constitution of India however adequately
mentions the protection that these groups need to be given so as to
facilitate democracy.
1.13 KEYWORDS
Post-globalisation, Insurgency, Naxalite deprivation, aborigins,

abduction, unorganized, prejudice, discrimination.
1.14 UNIT END QUESTIONS
A. What is vulnerability in India and state the basic features of

Vulnerability.
B. What are the reasons for the displacement of tribals ? What

are its effects?
C. Discuss the condition of woman with regard to their health,

education and employment.
D. In what way are the rigihts of the disabled persons violated?
1.15 REFERENCES
1. Tripathy Rebati Ballav, Dalits : A Sub-Human Society

,Ashish Publishing House, New Delhi,1994.
2. Dr R.Vijaya Krishna Naidu,Empowerment of Scheduled

Castes,Kalpaz Publications,Delhi,2004.
3. Dr Indra Munshi(edt) The Adivasi Question-Issues of Land,

Forest and Livelihood.,Orient Blackswan,2012.
4. S.S.Rosemeyer,Women‘s Rights and Empowerment,

Wisdom Press, Delhi, 2012.
xxx
14
2
CONSTITUTIONAL PROVISIONS AND
LAWS
Unit Structure
2.0 Objectives
2.1 Introduction
2.2 Constitutional and Legal Rights of Scheduled caste and
Scheduled Tribes.
2.3 Prevention of Atrocities Act(against SC/ST)Act,1989 .
2.4 The Domestic Violence Act, 2005
2.5 Vishakha Guidelines for Preventing Sexual Harassment at
Workplace, 1997;
2.6 The Child Labour (Prohibition and Regulation) Act, 1986
2.7 Persons With Disabilities Act, 1995; Equal Opportunities,
Protection of Rights and Full Participation
2.8 Redressal Mechanisms at the National and State Levels
2.9 National Human Rights Commission
2.10 National Commission for Scheduled Caste and Scheduled
Tribes
2.11 National Commission for Women
2.12 Minorities Commission
2.13 Let us sum up
2.14 Suggested Reading
2.0 OBJECTIVES
After studying the unit you will be able
To understand the need for laws in a huge and diversified

democracy like India.
To know the laws that protect the most vulnerable in India.
To analyse and assess the impact of these laws.

15
To understand the measures taken by the government in

the field of Human Rights.
To assess the redressal mechanisms introduced by the

Government.
2.1 INTRODUCTION
A description of the kind and nature of injustice done to

certain sections of the Indian society was done in the previous unit
and therefore an assessment on the grounds of malpractices and
sufferings meted out by the vulnerable sections of the society
further narrate a similar story even after more than 65 years of
Independence. Mere political independence cannot solve issues in
this country.
The present unit will look into specific laws framed for the
upliftment of the Scheduled Caste and the Scheduled Tribes and
will also anlayse the implementation and the success of these, till
today.
2.2 CONSTITUTIONAL AND LEGAL RIGHTS OF

SCHEDULED CASTE AND SCHEDULED TRIBES.
The Constitution of India contains various provisions which

provide for several rights and safeguards for the Scheduled Caste
and the Scheduled Tribes .While most of these provisions are
common to both ,SCs and the STs , some are exclusively meant for
either of these two.
The constitutional rights of the Scheduled Caste and the

Scheduled Tribes are as follows:
2.2.1 Right to Equality
Right to equality is very important in a society like ours. The

purpose of this right is to establish the rule of law where all the
citizens should be treated equal before the law. It has five
provisions (Articles 14-18) to provide for equality before law or for
the protection of law to all the persons in India and also to prohibit
discrimination on the grounds of religion, race, caste, sex or place
of birth.
(i) Equality before Law: The Constitution guarantees that all

citizens will be equal before law. It means that everyone will
16
be equally protected by the laws of the country. No person is

above law. It means that if two persons commit the same
crime, both of them will get the same punishment without
any discrimination.
(ii) No Discrimination on the basis of Religion, Race, Caste,

Sex or Place of Birth: The State cannot discriminate
against a citizen on the basis of religion, race, caste, sex or
place of birth. This is necessary to bring about social
equality. Every citizen of India has equal access to shops,
restaurants, places of public entertainment or in the use of
wells, tanks or roads without any discrimination. However,
the State can make special provisions or concessions for
women and children.
(iii) Equality of Opportunity to all Citizens in matter of Public

Employment: The State cannot discriminate against anyone
in the matter of public employment. All citizens can apply
and become employees of the State. Merits and
qualifications will be the basis of employment. However,
there are some exceptions to this right. There is a special
provision for the reservation of posts for citizens belonging to
Scheduled Castes, Scheduled Tribes and Other Backward
Classes (OBCs)
(iv) Abolition of Untouchability: Practicing untouchability in

any form has been made a punishable offence under the
law. This provision is an effort to uplift the social status of
millions of Indians who had been looked down upon and kept
at a distance because of either their caste or the nature of
their profession. But, it is really very unfortunate that despite
constitutional provisions, this social evil continues even
today. Can you find any difference when you see a nurse
cleaning a patient, a mother cleaning her child and a lady
cleaning a toilet in the illustration? Why do people consider
the cleaning of a toilet in a derogatory manner?
2.2.2 Right to Freedom
You will agree that the freedom is the most cherished desire
of every living being. Human beings definitely want and need
freedom. You also want to have freedom. The Constitution of India
provides Right to Freedom to all its citizens. This Right is stipulated
under Articles 19-22. The following are the four categories of Rights
to Freedom:
17
(a) Freedom of speech and expression.
(b) Freedom to assemble peacefully and without arms.
(c) Freedom to form Associations and Union.
(d) Freedom to move freely throughout the territory of India.
(e) Freedom to reside and settle in any part of India.
(f) Freedom to practise any profession or to carry on any

occupation, trade or business.
The purpose of providing these freedoms is to build and maintain

an environment for proper functioning of democracy. However, the
Constitution has authorized the State to impose certain reasonable
restrictions on each of them.
2.2.3 Right against Exploitation
Have you ever thought how many ways exploitations take

place in our society? You might have seen a small child working in
a tea shop or a poor and illiterate person being forced to work in the
household of a rich person. Traditionally, the Indian society has
been hierarchical that has encouraged exploitation in many forms.
Which is why, the Constitution makes provisions against
exploitation. The citizens have been guaranteed the right against
exploitation through Articles 23 and 24 of the Constitution. These
two provisions are:
1. Prohibition of traffic in human beings and forced labour:

Traffic in human beings and begar and other similar forms of
forced labour are prohibited and any breach of this provision
shall be an offence punishable in accordance with law.
Traffic in human beings means selling and buying of human
beings as material goods. Trafficking, especially of young
women, girls and even boys is continuing as an illegal trade.
Earlier especially in the feudal Indian society, people
belonging to the poor and downtrodden sections were made
to do work free of charge for landlords and other powerful
people. This practice was Begar or forced labour.
2. Prohibition of employment of children in factories, etc.:

As the Constitution provides, no child below the age of
fourteen years shall be employed to work in any factory or
mine or engaged in any other hazardous employment. This
18
right aims at eliminating one of the most serious problems,

child labour, that India has been facing since ages.
Some important laws protecting the rights of the vulnerable are:
2.3 THE PREVENTION OF ATROCITIES (AGAINST

SC/ST) ACT, 1989
The Scheduled Castes and Tribes (Prevention of Atrocities)

Act, 1989 was enacted by the Parliament of India (Act 33 of 1989),
to prevent atrocities against scheduled castes and scheduled tribes.
The Act is popularly known as POA, the SC/ST Act, the Prevention
of Atrocities Act, or simply the Atrocities Act.
The SCs and STs (Prevention of Atrocities) Act, 1989 with

stringent provisions (which extends to whole of India except the
State of Jammu & Kasmhir) was enacted on 9 September 1989.
Section 23(1) of the Act authorises the Central Government to
frame rules for carrying out the purpose of the Act. The purpose of
the Act was to help the social inclusion of Dalits into Indian society,
but the Act has failed to live up to its expectations.
The Scheduled Castes and Scheduled Tribes (Prevention of

Atrocities) Act, 1989 (hereinafter referred to as 'the said Act') was
enacted in order to prevent the commission of atrocities against
members of Scheduled Castes and Scheduled Tribes and to
provide for special courts for the trial of offence under the said Act
as also to provide for the relief and rehabilitation of victims of such
offences ―Atrocity‖ has been defined under section 2 of the said Act
to mean an offence punishable under section 3.
Main provisions of the Act are as under. -
(i) Defines offences of atrocities and prescribes punishment

there for, (Section 3).
(ii) Punishment for wilful neglect of duties by non-SC/ST Public

servants (Section 4)
(iii) Designating for each District a Court of Session as a Special

Court for speedy trial of offences under the Act (Section 14).
(v) Appointment of Public Prosecutors/Special Public

Prosecutors for conducting cases in special courts (Section
15).
19
(vi) Preventive action to be taken by the law and order

machinery (Section 17).
Salient provisions of the Scheduled Castes and the Scheduled

Tribes (Prevention of Atrocities) Rules, 1995 notified under the POA
Act are as under:-
1. It defines various types of atrocities against the

SCs/STs.These include forcing an SC or ST person from
drinking or eating any inedible or obnoxious substance;
forcibly removing clothes; parading him/her naked or with
painted face or body; compelling to do ‗begar‘ or other forms
or forced labour.
2. There are stringent punishments prescribed for such acts of

atrocities.
3. Crimes committed by non-SCs or STs are considered as

severe offences whereas there is no mention of any crimes
done by the SCs or STs themselves.
4. It provides for compensation, rehabilitation and relief for

victims of such atrocities.
5. It also makes provisions for setting up a mandatory, periodic

monitoring system at the district, state and national levels.
2.4 THE DOMESTIC VIOLENCE ACT, 2005
The phenomenon of domestic violence is widely prevalent

but has remained largely visible in the public domain. Presently,
where a woman is subjected to cruelty by her husband or his
relatives, it is an offence under Section 498-A of the Indian Penal
Code. The civil law does not however address this phenomenon in
its entirety.
It is, therefore, proposed to enact a law keeping in view the

rights guaranteed under articles 14, 15 and 21 of the Constitution to
provide for a remedy under the civil law which is intended to protect
the women from being victims of domestic violence and to prevent
the occurrence of domestic violence in the society.
The Bill, seeks to provide for the following:-
(i) It covers those women who are or have been in a

relationship with the abuser where both parties have lived
20
together in a shared household and are related by

consanguinity, marriage or through a relationship in the
nature of marriage or adoption. In addition, relationships with
family members living together as a joint family are also
included. Even those women who are sisters, widows,
mothers, single women, or living with the abuser are entitled
to legal protection under the proposed legislation. However,
whereas the Bill enables the wife or the female living in a
relationship in the nature of marriage to file a complaint
under the proposed enactment against any relative of the
husband or the male partner, it does not enable any female
relative of the husband or the male partner to file a complaint
against the wife or the female partner.
(ii) It defines the expression ―domestic violence‖ to include

actual abuse or threat or abuse that is physical, sexual,
verbal, emotional or economic. Harassment by way of
unlawful dowry demands to the woman or her relatives
would also be covered under this definition.
(iii) It provides for the rights of women to secure housing. It also

provides for the right of a woman to reside in her matrimonial
home or shared household, whether or not she has any title
or rights in such home or household. This right is secured by
a residence order, which is passed by the Magistrate.
(iv) It empowers the Magistrate to pass protection orders in

favour of the aggrieved person to prevent the respondent
from aiding or committing an act of domestic violence or any
other specified act, entering a workplace or any other place
frequented by the aggrieved person, attempting to
communicate with her, isolating any assets used by both the
parties and causing violence to the aggrieved person, her
relatives or others who provide her assistance from the
domestic violence.
(v) It provides for appointment of Protection Officers and

registration of non-governmental organisations as service
providers for providing assistance to the aggrieved person
with respect to her medical examination, obtaining legal aid,
safe shelter, etc.
21
Check your progress
1. What are the provisions under the Right Against

Exploitation?
2. Is the protection against untouchability ensured through the

Prevention of Atrocities Act,1989?
3. Describe any one way in which women are protected against

domestic violence through the Domestic violence Act,2005.
2.5 VISHAKHA GUIDELINES FOR PREVENTING

SEXUAL HARASSMENT AT WORKPLACE, 1997
The Supreme Court in the case of Vishakha v. the State of

Rajasthan laid down for the first time strictures that aimed at
protecting a woman employee by giving her right to a safe/healthy
working environment. In the decision, the Court also defined sexual
harassment and recognised it to be a paramount violation of human
rights. The court thereby laid down certain mandatory and binding
guidelines to be followed by all workplaces, belonging to the public
and private sectors and made it mandatory for every employer to
ensure a safe, harassment free working environment for the
women.
THE VISHAKHA CASE
Bhanwari Devi was a village-level social worker or a saathin

of a development programme run by the State Government of
Rajasthan, fighting against child and multiple marriages in villages.
As part of this work, Bhanwari, with assistance from the local
administration, tried to stop the marriage of Ramkaran Gujjar's
infant daughter who was less than one year old. The marriage took
place nevertheless, and Bhanwari earned the ire of the Gujjar
family. She was subjected to social boycott, and in September 1992
five men including Ramkaran Gujjar, gang raped Bhanwari in front
of her husband, while they were working in their fields. The days
22
that followed were filled with hostility and humiliation for Bhanwari
and her husband. The only male doctor in the Primary Health
Centre refused to examine Bhanwari and the doctor at Jaipur only
confirmed her age without making any reference to rape in his
medical report. At the police station, the women constables taunted
Bhanwari throughout the night. It was past midnight when the
policemen asked Bhanwari to leave her lehenga behind as
evidence and return to her village. She was left with only her
husband's bloodstained dhoti to wear. Their pleas to let them sleep
in the police station at night, were turned down. The trial court
acquitted the accused, but Bhanwari was determined to fight further
and get justice. She said that she had nothing to be ashamed of
and that the men should be ashamed due to what they had done.
Her fighting spirit inspired fellow saathins and women's groups
countrywide. In the months that followed they launched a concerted
campaign for justice for Bhanwari. On December 1993, the High
Court said, "it is a case of gang-rape which was committed out of
vengeance". As part of this campaign, the groups had filed a
petition in the Supreme Court of India, under the name 'Vishaka',
asking the court to give certain directions regarding the sexual
harassment that women face at the workplace. The result is the
Supreme Court judgement, which came on 13th August 1997, and
gave the Vishaka guidelines.
The Guidelines issued by the court said that
(i) It shall be the duty of the employer or other responsible

persons in workplace or other institutions to prevent or deter
the acts of sexual harassment and to provide the procedures
for the resolution, settlement or prosecution of acts of sexual
harassment by taking all steps required.
(ii) The rules/regulations of the government and the public

sector bodies relating to conduct and discipline should
include rules/regulation prohibiting sexual harassment and
provide for appropriate penalties in such rules against the
offender.
(iii) Where such conduct amounts to a specific offence under the

Indian Penal Code or under any law,the employer Shall
initiate appropriate action in accordance with law by making
a complaint with an appropriate authority.
(iv) An appropriate complaint mechanism should be created in

the organisation for redressal of the complaint made by the
23
victim. The Complaints Committee will be headed by a

woman and not less than half of its members shall be
women.
India is rapidly advancing in its developmental goals and

more and more women are joining the workforce. It is the duty of
the state to provide for the wellbeing and respect of its citizens to
prevent frustration, low self-esteem, insecurity and emotional
disturbance, which, in turn, could affect business efficacy, leading
to loss of production and loss of reputation for the organisation or
the employer. In fact, the recognition of the right to protection
against sexual harassment is an intrinsic component of the
protection of women's human rights. It is also a step towards
providing women independence, equality of opportunity and the
right to work with dignity.
2.6 THE CHILD LABOUR (PROHIBITION AND

REGULATION) ACT, 1986
Child Labour (Prohibition & Regulation) Act, 1986 was the

culmination of effort and ideas that emerged from the deliberations
and recommendations of various committees on child labour.
Significant among them are the National Commission on Labour
(1966-69), Gurupadaswamy Committee on Child Labour (1979).
Sanat Mehta Committee (1984) and others.
The basic objective of the Child Labour (Prohibition &

Regulation) Act 1986, is to ban employment of children below the
age of 14 years in factories, mines and hazardous employment's
and to regulate the working conditions of children in other
employments
The act:
Bans the employment of children, i.e. those who have not

completed their 14th year, in specified occupations and
process;
Regulates the working conditions of children in occupations

where they are not prohibited from working;
Lays down penalties for employment of children in violation

of the provisions of this Act, and other Acts which forbid the
employment of children ;
24
Brings out uniformity in the definition of "Child " in related

laws.
Section 5 of the Child Labour (Prohibition & Regulation) Act

1986, provides for the constitution of a child labour Technical
Advisory Committee to advise the Central Government for the
purpose of addition of occupations and processes to the schedule
of the Act.
More recently ,employment of Children as domestic servants

and in dhabas(crude form of hotels) has been banned from October
2006.
2.7 THE PERSONS WITH DISABILITIES ACT, 1995;

EQUAL OPPORTUNITIES, PROTECTION OF
RIGHTS AND FULL PARTICIPATION
―The Persons with Disabilities (Equal Opportunities,

Protection of Rights and Full Participation) Act, 1995‖ has come into
enforcement on February 7,1996 as an important landmark and
significant step in the direction to ensure full participation of persons
with disabilities in the nation building. The Act provides, preventive
and promotional aspects of rehabilitation like education,
employment and vocational training, reservation, research and
manpower development, creation of barrier-free environment,
rehabilitation of such persons, unemployment allowance, special
insurance scheme for the disabled employees and establishment of
homes for persons with severe disability etc.
Main Provisions of the Act are:
1 Prevention and Early Detection of Disabilities:- Surveys,

investigations and research shall be conducted to ascertain
the cause of occurrence of disabilities. Various measures
shall be taken to prevent disabilities. Staff at the Primary
Health Centre shall be trained to assist in this work. All the
children shall be screened once in a year for identifying ―at –
risk‖ cases. Awareness campaigns shall be launched and
sponsored to disseminate information.
Measures shall be taken for pre-natal, perinatal, and

postnatal care of the mother and child.
2 Education- Every child with disability shall have the rights to

free education till the age of 18 yrs in integrated schools or
25
special schools .Appropriate transportation, removal of

architectural barriers, restructuring of curriculum and
modifications in the examination system shall be ensured for
the benefit of children with disabilities. Children with
disabilities shall have the right to free books, scholarships,
uniform and other learning material. Special schools for
children with disabilities shall be equipped with vocational
training facilities. Non-formal education shall be promoted for
children with disabilities.
3. Employment- Suitable schemes shall be formulated for the

training and welfare of persons with disabilities. Providing
equality in employment is also equally important.
4. Affirmative Action- Allotment of land shall be made at

concessional rates to the people with disabilities for House,
Business ,Special Recreational Centres, Special Schools
and Factories by Entrepreneurs with Disability.
5. Non-Discrimination- Public buildings, rail compartments,

buses, ships and air-crafts will be designed to give easy
access to disabled people. In all public places and in waiting
rooms, toilets shall be wheel chair accessible. Braille and
sound symbols are also to be provided in lifts. All the places
of public utility shall be made barrier-free by providing ramps.
6. Grievance Redressal- In case of violation of rights as

prescribed in that act, people with disabilities may move an
application to Chief Commissioner for Person with
Disabilities in the Centre or Commissioner for Persons with
Disabilities in States.
2.8 REDRESSAL MECHANISMS AT THE NATIONAL

AND STATE LEVELS
Understanding the rights of people in a democracy is not

enough. There is also a need to understand the implementation of
these rights . Legal provisions merely do not provide the
atmosphere and the eligible conditions to enjoy citizenship in a
democracy. There have been several philosophies that stated the
need for a sovereign to ensure good governance.Man by nature , is
selfish and it is rare that he would sacrifice his goals of achieving
the maximum from a free society. Hence the need to protect the
vulnerable becomes an utmost necessity in the present modern
world.
26
Our Constitution by article 32 and Article 226 has recognised

every individual‘s rights to seek redressal from the court if his/her
rights are violated.These are termed as the Right to Constitutional
Remedies.The judiciary, especially the Supreme Court has been
enpowered to accept/entertain writ petition from person or persons
whose rights are violated.
These constitution makes provisons for such institutions with

the details of their establishment, tenure, appointment and powers
clearly specified to avoid disputes.
The appointment of such redressal mechanisms are done at

all federal levels to ensure smooth and democratic
functioning.There are state and National level Commissions
developed in this regard.A few important redressal tools in the form
of Commissions are discussed in the unit .
2.9 THE NATIONAL HUMAN RIGHTS COMMISSION

(NHRC)
The National Human Rights Commission (NHRC) of India is

an autonomous public body constituted on 12 October 1993 under
the Protection of Human Rights Ordinance of 28 September
1993. It was given a statutory basis by The Protection of Human
Rights Act, 1993 (TPHRA). The NHRC is the national human rights
institution, responsible for the protection and promotion of human
rights, defined by the Act as "rights relating to life, liberty, equality
and dignity of the individual guaranteed by the Constitution or
embodied in the International Covenants".
The Commission undoubtedly has some achievements to its

credit. It has succeeded in persuading the Central Government to
sign the United Nations Convention against Torture and Other
Forms of Cruel, Inhuman and Degrading Punishment or Treatment.
It has brought into sharp focus the problem of custodial deaths and
taken steps to see that these are not suppressed by the state
agencies and that the guilty persons are made to account for their
sins of commission and omission. It has also helped in designing
specialised training modules on human rights for introduction in the
educational and training institutions.
The Commission has a wide mandate including civil and

political rights, economic, social and cultural rights, and group
rights.Section 12 lays down that the Commission shall perform all
or any of the following functions, namely:
27
• Inquiring, suo motu, or on petitions, presented to it by

victims, or any persons on their behalf, or on a direction or
order of any court, into complaints of violation of human
rights or abetment thereof, or negligence in the prevention of
such violation, by a public servant.
• Intervening in any proceeding involving any allegation of

violation of human rights pending before a Court, with the
approval of such Courts.
• Visiting, any jail or other institution under the control of the

State Government, where persons are detained or lodged for
purposes of treatment, reformation or protection, for the
study of the living conditions of the inmates thereof and
making recommendations.
• Reviewing the safeguards provided by, or under, the

Constitution, or any law for the time being in force, for the
protection of human rights, and recommending measures for
their effective implementation.
• Reviewing the factors, including acts of terrorism, that

inhibits the enjoyment of human rights, and recommending
appropriate remedial measures.
• Studying treaties and other international instruments on

human rights, and making recommendations for their
effective implementation.
• Undertaking and promoting research in the field of human

rights.
• Spreading human rights literacy amongst various sections of

society, and promoting awareness of the safeguards
available for the protection of these rights, through
publications, the media, seminars and other available
means.
• Encouraging the efforts of non-governmental organisations,

and institutions working in the field of human rights.
• Undertaking such other functions as may be considered

necessary for the promotion of human rights.
28
Check Your Progress
1. Which communities have been recognised by the

Constitution of India as ―minorities‖?
2. What are the provisions made in the law protecting the rights
of the disabled?
3. Trace the genesis of the Vishaka Guidelines on the law

protecting Sexual Harrassment at workplace,1997.
2.10 THE NATIONAL COMMISSION FOR SCHEDULED

CASTES AND THE NATIONAL COMMISSION
FOR SCHEDULED TRIBES
The first Commission for the SCs and the STs was set up in
August 1978.It was set up as a National level Advisory Body to
advise the government on board policy issues and levels of
development of Scheduled Castes and Scheduled Tribes .It was in
1990 that the body was proclaimed Statutory.
It was later that the National Commission for Scheduled

Caste and Scheduled Tribes was bifurcated by the
Constitution(Eighty-Ninth Amendment)Act,2003 to establish
separate Commissions for SCs and STs. The NCST was
established in February 2004.
The Functions of both the Commissions can be envisaged

as follows:
To investigate and monitor all matters relating to the

safeguards provided for the Scheduled Castes/Scheduled
Tribes under this Constitution or under any other law for the
time being in force or under any order of the Government
and to evaluate the working of such safeguards;
29
To inquire into specific complaints with respect to the

deprivation of rights and safeguards of the Scheduled
Castes/Scheduled Tribes;
To participate and advise on the planning process of socio-

economic development of the Scheduled Castes/Scheduled
Tribes and to evaluate the progress of their development
under the Union and any State;
To present to the President, annually and at such other times

as the Commission may deem fit, reports upon the working
of those safeguards;
To make in such reports recommendations as to the

measures that should be taken by the Union or any State for
the effective implementation of those safeguards and to
introduce other measures for the protection, welfare and
socio-economic development of the Scheduled
Castes/Scheduled Tribes; and
To discharge such other functions in relation to the

protection, welfare and development and advancement of
the Scheduled Castes /Scheduled Tribes as the President
may, subject to the provisions of any law made by
Parliament, by rule specify.
2.11 THE NATIONAL COMMISSION FOR WOMEN
The National Commission for Women was set up as statutory body

in January 1992 under the National Commission for Women Act,
1990 (Act No. 20 of 1990 of Govt.of India) to:
• review the Constitutional and Legal safeguards for women ;
• recommend remedial legislative measures ;
• facilitate redressal of grievances and
• advise the Government on all policy matters affecting

women.
In its advisory role, the Commission is to participate and

advise on the planning process of socioeconomic development of
women. The commission is empowered to undertake research and
special studies or investigations into specific problems or situations
arising out of discrimination and atrocities on women and
30
recommend measures to deal with these. Through its annual and

other reports it can make recommendations for the effective
implementation of safeguards provided to women in the
Constitution. It has a specific task of recommending amendments to
meet any lacunae, inadequacies or shortcoming in the existing
legislations. The Commission has so far reviewed about 23 laws
and made more than 700 recommendations to the government. The
Commission has also brought out many special studies.
2.12 MINORITIES COMMISSION
The Recognition and protection of minority rights under a legal

framework has two fold objectives –firstly to prevent state from
being oppressive against the minorities as in a democratic setup
government is run by majority, secondly to provide the minority a
protective zone whereby they can preserve their separate identity
while contributing in national development and progress. The
Constitution of India neither defines the term minority nor provides
details relating to the geographical and numerical specification of
this concept though it talks about the rights of ―minorities‖ under
Article 29 and 30.
In order to preserve the country‘s secular traditions, to

promote national integration and to remove any feeling of inequality
and discrimination amongst minorities, the Government of India
constituted a Minorities‘ Commission in 1978 through administrative
order which was later on regularized by ‗The National Commission
for Minorities Act, 1992.‘ The Commission discharges the following‘
functions under Section 9 of the Act :
• evaluate the progress of the development of minorities;
• monitor the working of the safeguards provided in the

Constitution and other enactments;
• make recommendations to appropriate government for the

effective protection of the interests of minorities;
• look into specific complaints regarding deprivation of rights

and safeguards of the minorities and take up such matters
with the appropriate authorities;
• studies into problems arising out of any discrimination

against minorities and recommend measures for their
removal;
31
• conduct studies and researched analysis on the issues

relating to socio-economic and educational development of
minorities;
• suggest appropriate measures in respect of any minority to

be undertaken by the appropriate government;
• make periodical or special reports to the Central Government

on any matter relating to minorities and in particular
difficulties faced by them; and
• any other matter which may be referred to it by the Central

Government
Check your progress
1. Specify the need for redressal from violation of rights?
2. Do you consider the National Commission for Women as an

important body protecting the rights of women?
2.13 LET US SUM UP
Rights are what make a democracy work and helps in the

development of the masses.
Every democracy should make provisions to protect every

citizen from being exploited.
Our Constitution makers worked hard to ensure that all

citizens ,irrespective of their caste, creed,gender and place of birth
are equally assigned rights. This however, was never cherished
and the country saw a huge gap in development which resulted in
the government taking measure to provide social and economic
security to the people.
This has been done through enacting laws and through

initiating redressal mechanisms. There is an urgent need to look
32
into the working of these so as to make the democracy work in a

free and fair manner.
2.14 SUGGESTED READING

1. K.T.Basantani., Human Rights, Science, Technological
Development, Sheth Publishers, 2008.
2. Prof. Manohar R. Wadhawani., Some Aspects of Human
3. Rights, Science and Technology and Ecology – Chetana
Publishers, 2008.
4. Prof. Manohar R. Wadhawani, The Philoosphy and Practice
of Human Rights – Chetana Publishers,2003.
5. Mahesh Bhagwat, Prakash Dongre and Meghana Shinde –
Chakne., Foundation Course II – Sheth Publishers, 2008.

1. Do you believe that legal provisions alone can resolve the
issues of the vulnerable groups in India?
2. What is the fundamental Right against Exploitation?
3. State the provisions made under the THE PREVENTION OF
ATROCITIES (AGAINST SC/ST) ACT, 1989
4. Has the law preventing women against domestic violence
empowered women?
5. What are redressal mechanisms? Describe any one such
mechanisms introduced by the Government of India for the
Indian citizens.
6. What are the main functions of the National Human Rights
Commission of India?
xxx
33
3
DEALING WITH ENVIRONMENTAL
CONCERNS - I
Unit Structure
3.0 Objectives
3.1 Introduction
3.2 Threat to Environment from Extinction of Species :
3.3 Habitat Loss
3.4 Degradation of Environment
3.5 Pollution
3.6 Climate Change
3.7 Some locally relevant case studies of environmental
disasters.
3.0 OBJECTIVES
To make students aware of

Threats to environment from extinction of species
Habitat loss, Pollution and Climate Change
Environmental disasters
3.1 INTRODUCTION
Atmosphere, water and soil are the most important

components of environment in which we live. Atmospheric factors
like rainfall, humidity, temperature, sunlight, etc. have a profound
effect on living of various organisms. Proper environmental
conditions are essential for survival of life on the Earth. In recent
years with the development of science and technology,
industrialization, urbanization, development of transport &
communication factors of environment are getting adversely
affected and have created threat of destruction of environment.
Thus human activities are considered as serious threats arising
from environmental degradation. Number of plants and animals are
getting extinct because of loss of their habitat by increasing
population and generation of pollutants in the environment. Some
34
scientists have estimated that 50 % of presently existing species of

various plants and animals may become extinct by 2100.
3.2 THREAT TO ENVIRONMENT FROM EXTINCTION

OF SPECIES
The major threat to environment in the next century is mass

extinction of plants and animals; Rapid disappearance of number of
species is considered as one of the earth‘s environmental worries,
which is more serious problem than pollution, global warming and
depletion of ozone layer. Many biologists believe that the rate at
which mass extinction is going on, 20 % of the living species are
likely to disappear within thirty years by human activities such as
deforestation and loss of habitat for animals.
Extinction :
In ecology & biology extinction is end of organism or group of

organisms normally a species. As species becomes extinct when
the last extinct member dies.
Today man has made tremendous progress in his standard

of living, health, education, security and availability of quantity of
food, comfort mobility, recreation & sports. But ill effects of these
developments are often not seen because they happen slowly,
unnoticeable and invisibly.
Some of the threats to the Environment are as follows :

 Threats to atmosphere and water cycle are climatic changes,
rise in sea level, atmospheric pollution.
 Threats to land and soil: soil erosion, species diversity and
over exploitation of water.
 Threat to human : health, food, water, shelter, recreation etc.
Check your progress

Q.1 What are different threats to environment from extinction of
plants and animals ?
Q.2 Explain the term extinction.
35
3.3 HABITAT LOSS
Habitat loss is the process by which natural habitat is

damaged or destroyed to such an extent that it is no longer capable
of supporting species and ecological communities which naturally
occur there.
Habitat loss in Terrestrial Ecosystem is because of following

factors.
Human Activities :
Habitat loss may be directly by human activities which

involve clearing of forest land for activities such as agriculture,
mining, construction of dams for irrigation and hydro-electric power
and urbanization and indirectly by certain human activities which
are responsible for air and water pollution, climate change and
introduction of invasive species.
Natural factors :
Habitat loss also occurs because of some natural factors

such as earthquakes, volcanic eruptions, flood and fluctuations in
the climatic condition.
Rapid growth of population :
Habitat loss is increasing day by day with rapidly growing

human population. As population increases man uses more land for
agriculture & settlements which leads to encroachment on
neighbouring forest and habitat loss of birds & animals.
Habitat Loss in Aquatic Ecosystem :
 Coastal Development:
With the development of tourism facilities causeways,

construction of jetty there is a direct loss of marine habitat.
The habitats most affected are salt marsh and mangroves. In
additional to this development of ports, dredging and
dumping etc are responsible for habitat loss in coastal areas.
 Impact on Mangroves:
Mangroves are important habitat and food source for number

of aquatic species. Today, mangroves are threatened for
36
fire-wood being converted into shrimp farms and reclaimed

for housing, development of industries.
 Pollution:
Most of coastal coral reefs have degraded severely due to

runoff pollution, water from the from the land.
 Oil spills: Oil from off share drilling storage tankers,

pipeline, ships etc flow from the surface where it harms to
species living within its reach.
Impact of Habitat Loss:
a) Habitat loss and human population:
The destruction of tropical rain forest is responsible to

reduce the earth‘s ability by to produce oxygen and consume
carbon dioxide. Thus there is increase of carbon dioxide
levels which is one of the important factor responsible for
global climate change.
b) Due to destruction of habitat of birds & animals:
Aesthetic uses such as birds watching. Recreational uses

like hunting, eco tourism etc are declining.
c) Habitat destruction has altered carbon, sulphur and nitrogen

cycle which has increased the frequency and severity of acid
rain and killing of fish in lakes & rivers.
d) Effect on rural population:
All over the world poor people suffer worst when natural
habitat gets destroyed as it results in availability of less
natural habitat and less means of natural recourses per
capita.
The greatest threat to organisms and bio-diversity is the

process of habitat loss . Today large number of bird species and
animals species are significantly threatened by habitat loss.
Protection of Habitat :
To protect habitat of many plants, birds & animals

government bodies at local, national & international level need to
emphasize the following.
37
 Protecting remaining natural habitats from human

encroachment.
 Educating people about importance of natural habitat and

bio-diversity.
 Implementing family planning programmes in areas where

there is rapid growth of population.
 Developing technology to increase agricultural production

than simply increasing fatal land under agriculture.
Check your Progress
Q.1 Define the term Habitat Loss ?
Q.2 What are the causes of Habitat Loss in Terrestrial

Ecosystem?
Q.3 What are the causes of Habitat Loss in Aquatic Ecosystem?
Q.4 Discuss the impact of habitat loss ?
Q.5 Suggest some remedial measures to protect natural habitat?
3.4 DEGRADATION OF ENVIRONMENT
Degradation of environment is the deterioration of

environment through depletion of resources such as air, water
and soil, the destruction if ecosystems and extinction of wild
life.
The degradation of environment is defined as any change or

disturbance to the environment perceived to be undesirable.
The United Nations International strategy for Disaster

Reduction defined environmental degradation as “the reduction of
the capacity of the environment to meet social and ecological
objectives and needs”
38
Degradation of environment is basically because of pollution

and climate change.
Check your Progress
Q.1 What is degradation of environment ?
3.5 POLLUTION
Water pollution and Air pollution is mainly responsibility for

degradation of environment.
3.5.1. Water Pollution
One major component of degradation of environment is the

depletion of the resources of fresh water on the Earth. Of the 6
billion people on the Earth, some 1.2 billion people lack access of
safe drinking water because:
Poisonous Rainwater: Water collected from rain has

become poisonous particular in areas of high population
densities and industry. Its nutrient components of nitrites,
nitrates, sulphur dioxide and sulphates have become
poisonous to humans.
Poisonous Groundwater: Particularly in highly productive

farming areas, where productivity is achieved by generous
applications of fertilizers and agrichemicals for pest control,
ground water, aquifers and rivers are becoming more and
more polluted. It becomes more difficult to find drinking
water.
Salinated Water: In coastal areas, as aquifers become

overexploits and their levels drop, it allows seawater to
penetrate and to take its place.
Safe Water: More than a billion to not have access to safe

water, and their numbers are increasing. Water is unsafe for
39
drinking, when mixed with surface run-off, human or animal

excrement or when it is too muddy.
3.5.2 Air Pollution

In the 20th century, air pollution killed 25-40 million people,
roughly equal to the combined kill of World War 1 and 2.
Ultraviolet Radiation: Due to industrial gases like CFCs,
the protective ozone layer has thinned, it causes more skin
cancer.
Air Rain: Most old buildings were built with limestone,
cemented together with limestone cement. Acid rains of
sulphuric acid and nitric acid dissolve both stone and mortar,
resulting in irreparable damage.
Energy: The burning of fossil fuels in power plants and
industries causes major pollution to the atmosphere, causing
acidification of lakes and dying forests.
Transportation: The major sources of air pollutions are
transportation engines. The combustion of fuels in
automobiles products number of primary air pollutions:
nitrogen oxides, gaseous hydrocarbons and carbon
monoxide, as well as, large quantities of particulates chiefly
led.
A recently discovered result of air pollution on increasing
“hole” in the ozone layer in the atmosphere above Antarctica,
coupled with growing evidence of global ozone depletion. This can
increase the amount of ultraviolet radiation reaching the earth,
which could damages crops and plants and can lead to skin cancer
and cataracts.
Check your Progress
Q.1. Discuses pollution as a cause of degradation of
environment?
40
3.6 CLIMATE CHANGE
The recent phenomenon of global warming is also

considered to be a major factor of degradation of environment.
3.6.1 Climate change and Temperature
Climate change affects the Earth‘s water supply in large

number of ways. It is predicted that the mean global
temperature will rise in coming years due to a number of
forces affecting the climate. The amount of CO2 will rise.
Both of these will influence water resources, since
evaporation strongly depends on temperature and moisture
availability.
Snow Season: Temperature increase can decrease the

length of the snow season in winter and increase the
intensity of snowmelt in warmer season, leading to peak
runoff of snow melt earlier in the season, affecting soil
moisture, flood and drought risk etc.
Thermal Expansion of Water: Thermal expansion of water

and increased melting of oceanic of oceanic glacier melt
from increase in temperature gives war to a rise in sea level.
Impact on Ecosystem : Increase in water temperature can

also affect ecosystems greatly because of a species
sensitivity to temperature and also in inducting changes in a
body of waters self purification from decreased amount of
dissolved oxygen in the water due to rise in temperature.
3.6.2 Climate Change and Precipitation
While most of the attention about climate change is directed

towards global warming and greenhouse effect, some of
the most severe effects of climate change are likely to be
from changes in precipitation, evapotranspiration, runoff, and
soil moisture.
It is generally expected that, on average, global precipitation

will increase, with some areas receiving increases in
precipitation and some decrease.
41
3.6.3 Floods and Droughts:
Changes in precipitation affect the timing and magnitude of

floods and droughts, shift in runoff processes, and alter
groundwater rates.
3.6.4 Changes in Vegetation Pattern:
Vegetation patterns and growth gates will be directly affected

by the shift precipitation amount and distribution. It will also
affect agriculture as well as natural ecosystems.
3.6.5 Monster Rains:
Rainfall has become heavier almost everywhere in the world.

In some areas a single rain may drop up to two tears of
rainfall in a single day. Such monster rains destroy lowland
infrastructure, while killing tens of thousands of people. For
example, Bangladesh in 1991, Hurricane Andrew 1992,
Cyclone Mitch 1998, Cloudburst in Mumbai in 2004 etc.
Check your Progress
Q.1 Discuss climate change as a cause of degradation of

environment.
3.7 SOME LOCALLY RELEVANT CASE STUDIES OF

ENVIRONMENTAL DISASTERS.
3.7.1. Mumbai floods 2005.
Large numbers of people were stranded on the roads, lost

their homes and many walked for long distances back home from
work on 26th July, 2005. The floods were caused by eighth heaviest
ever recorded 24 hours rainfall figure of 944 mm which lashed the
metropolis on 26th July, 2005 and intermittently continued for the
next day 644 mm rain was received within 12 hours period between
8.00 am to 8.00 pm.
42
Local train movement came to a halt by 2.30 p.m. due to the

water logging on the tracks, due to which vehicular traffic intensity
on roads increased. Water logging and submergence of certain low
lying pockets of the region such as Dharavi, Bandra-Kurla Complex,
Chunabhatti, Chembur, Ghatkopar, Milan Subway and Sion either
slowed down traffic, or in some areas, brought it to a grinding halt.
With sudden rush of vehicles after around 4 p.m., it took

about 4 hours for a BEST bus to reach from Churchgate to Mahim.
The situation worsened when the cellphone network went
down around 5 p.m. Land-lines of M.T.N.L. was also only partially
functional. Adding to the chaos was the lack of public information.
Radio stations and many television stations did not receive any
weather warnings or alerts by the civic agencies. The Met
department blamed it on the lack of sophisticated weather radars
which would have given a 3 hours prior warning which came due to
high tides.
The Powai Lake had started overflowing at 4 p.m. and

discharged 5.95 million cubic meters of water into the Mithi River.
The rainfall hydrographs of 26th & 27th July later revealed that two
flood waves were generated in the streams and river basins of
Mumbai, one between 2.30 & 20.30 p.m. – coinciding with
the high tide period and another between 8 & 10 p.m. Normally, the
second wave have harmlessly drained because of the prevalent
low-tide. But that did not happen because the accumulated water
from the first flood wave had yet not flushed out effectively during
the ebb period because of a choked drainage system. The result
was that the flood situation kept on aggravating throughout the
night. There was some relief in sight only when the second ebb
period commenced at 6 p.m. on 28 July.
Due to submergence of the power stations and substations

suburban power supply was suspended from the evening on 26
July and it was restored only after waters receded.
Thousands of school children were stranded due to flooding

and could not reach home for up to 24 hours. The following two
days were declared as school and college by the state government.
The entire Government machinery along with the local

offices of the MCGM immediately got into action for the desired
relief, rescue and thereafter in the mission for restoring the city to
normally.
43
Threat to public health
The rain water caused the sewage system to overflow and

all water lines were contaminated. The Government ordered all
housing societies to add chlorine to their water tanks while they
decontaminate the water supply.
Thousand of animal carcasses floated in the waters, raising

concerns about the possibility of disease.
Reports in the media warned of the threat of waterborne

diseases and hospitals and health centers geared up to distribute
free medicines to check any outbreak.
3.7.2. Fire at sea
While Mumbai was recovering from the onslaught of

weather, after torrential rains on 26th July, 2005 there was another
disaster in the making. This was at the sea. It took place at 4.05
p.m. on 27th July at ONG‘s Bombay High North platform.
Samudra Suraksha, a multi-purpose vessel was sent to

evacuate a sick employee from the platform. A vessel such as this,
use usually for carrying out maintenance and repairs at the rigs,
doesn‘t use anchor to avoid causing damage to the underwater
pipelines. Instead it uses thrusters and riversers on either side, for
stabilizing the ships position.
This dynamic positioning arrangement of thrusters and

reversers computer controlled. The moment the captain of the ship
realized that the vessel was loosening its position he should have
moved out immediately. However, at some stage there must have
been human error and before the captain could react the vessel
collided with the part of structure which unfortunately happen to be
the main gas pipeline causing a rupture. The frictional sparks that
from flew off from this ignited the gas leaking from the pipeline. This
resulted in serious gas leakage engulfing the platform and the
vessel in a major in a major inferno.
A question was asked why a vessel had to be send to pickup

a sick employee when a helicopter could have easily done this.
ONGC‘s answer is that the choppers were mostly grounded due to
heavy rains. The only way they could have evacuated the employee
was by one of these vessels, which in this case happen to be
Samudra Suraksha.
44
The accident that had happened acquired a huge proportion.

The trouble with disasters is that they come without warning and
the oil industry is known to be a very high risk industry.
A fortunate aspect of this disaster is that out of 355

employees at sea, 348 were rescued in no time, of course the
death of 10 employees is no doubt tragic and there is a concern
over fate of the other 11 who are still missing. But one striking
aspect of the whole disaster is the contrasting manner in which it
was managed.
Because of heavy rains and flooding in Mumbai there were

serious difficulties in monitoring the rescue operation from the
ground,. In fact ONGC‘s offices at Bandra – East were completely
flooded and the company had difficulties initially in establishing
even the control room.
3.7.3 The September 29, 1993 Killari Earthquake in Central

Maharashtra
Most of the world seismicity is concentrated along the plate

boundaries. However, a significant number of earthquakes,
including some large and damaging ones, do occur within the
plates. Our understanding of intracratonic semismogensis and the
hazard it entails is poor, in parts because data are scarce.
The 1993 Killari earthquake in central peninsular India is the

latest intracratonic event to be responsible for a large disaster. The
positive side of this traded is that it will provide new insights into
geologic engineering and cultural factors that control the distribution
and degree if damage, which will aid in turn the development of
some more effective hazard reduction for peninsular India.
India report summaries our observations during a ten-day

investigation of the 1993 Killari earthquake. Several aspects of the
earthquake were investigated, ranging from the surface rupture and
related deformation of the pattern of damage to engineered and
traditional structures. Finally the rescue and reconstruction efforts
following to earthquake hazard brought out important issues that
are generally are briefly discussed.
In some building the traditional heavy clay roof was

supported on a frame of wood posts and beams. In most cases, the
timber columns continued to hold roof together while the walls
45
collapsed, generally outwards from the timber frame , saving the

lives of many occupants.
Emergency Response
 The affected knows only natural disaster is drought. Hence,

the earthquake took the people and administration by
surprise. It took 2 to 4 days to effectively organize rescue
and relief operations.
 Of all the villages devastated by the quake, only the village

Killari had a wireless connection with the district police
headquarters at Latur. Within minutes, the information about
the devastation in Killari was conveyed to Latur and from
there to the state headquarter at Mumbai.
 Immediately, about 20 policemen stationed at Ausa 28 km

from Killari, rushed to Killari, followed by District Collector.
About 50 policemen were also dispatched from Latur.
 Immediate search and rescue was conducted by the

survivors and limited police rescue teams.
 As a day progressed, information about equally severe

devastation from nearly villages started reaching Killari.
 By early morning i.e. 1st October, Indian army took the task
of search and rescue.
 By the afternoon of the day of the earthquake, many curious

onlookers had arrived in the area. This led to traffic jams and
hampered the task of search and rescue.
 On October 2, entry to the affected area was controlled to

allow entrance only to government personnel and members
of volunteer organisations.
 The task of search and rescue became extremely difficult

due to the heavy rains, which immediately followed the
earthquake and the enormous quantities of the rubble. In
places 2 to 3 m. of rubble has to be removed to extricate the
bodies.
 The narrow village streets were chocked by fallen rubble

which further hampered rescue operations.
46
 Mass cremations that were held on the first two days after
the earthquake were done without adequate record keeping.
This led to confusion about the actual number of deaths.
 At one time, the newspapers reported up to 3000 dated.

Later it was discovered that about 9000 fatalities actually
occurred.
Recovery
Medical Aid - The number of injured in Maharashtra was about

15,500. About 50 mobile teams of doctors were working. About 125
beds in civil hospital at Latur had to convert in nearby school into
hospital ward to care about 300 indoor patients. On the other hand,
the rural medical college and hospital are Ambe Jogai which is 60
km. from Latur had 510 bed capacity.
Food and water - Cooked food was provided in the affected

villages during the first fortnight by large number of voluntary
agencies and the army. After 15 days the community kitchens were
closed. Enough rations and other provisions to last a month were
provided to the people, requiring them to cook their own foods.
After earthquake, water was trucked into the region.

Generally reach village was assigned a truck. Drinking water was
supplied regularly by water storage tanks which were donated by
UNICEF/ CARE were used for storing water in villages.
Resettlement and Housing :-
A large number of villages which were totally destroyed are

being relocated to places far away Every affected family will be
provided a housing unit with a covered area of 20, 40 or 60 square
meters and an open area of 15 to 45 square meters for animals
shelters.
Communication :- An excellent communication network was set up

after the earthquake. Initially, a number of HAM sets were called in.
In Latur, Solar powered satellite communication towards were

installed in most of the bigger villages.
47
1. Explain the extinction and state the threats to environment

from extinction of plants.
2. Define the term habitat loss and discuss its impact.
3. Discuss Climate Change in detail.

48
4
DEALING WITH ENVIRONMENTAL
CONCERNS - II
Unit Structure
4.0 Objectives
4.1 Introduction
4.2 Concept of disaster
4.3 Types of disaster
4.4 General effects of Natural Disasters
4.5 General effect of Hybrid disasters
4.6 Dealing with Disasters
4.7 Human Rights Issues in Addressing Disasters
4.8 Questions
4.0 OBJECTIVES
After studying the unit you will be able
To understand the concept and types of disaster
To be prepared to deal with disasters
To address human rights issues associated with disasters.
4.1 INTRODUCTION
The environment of our planet is very dynamic system.

Number of natural processes of our environment proved to be
dangerous to the living organisms. Some of the natural disasters
like Earthquakes, Floods, Droughts have proved to be most
destructive which might have killed thousands of people. In the last
thirty years about 3 million people in the world have been killed by
the above disasters. In addition to this unmeasureable losses like
damage to property, social losses such as unemployment and
decrease in property caused by such disasters.
49
4.2 CONCEPT OF DISASTER
Disaster is an event that strikes suddenly and changes the

lives of all that it touches. Internationally accepted definition of
disaster is ―An occurence arising with little or no warning which
threatens or causes serious disruption in life and death or injury to a
very large number of people………..‖. The most important and
critical part of disaster is that its forces are largely beyond human
control.
4.3 TYPES OF DISASTER
There are two types of disaster. They are as follows:-
Disaster
(A)Natural (B) Man-made (C) Hybird
(i) Earthquakes (i) Forest fires (i) House collapse
(ii) Cyclones (ii) Chemical accidents (ii) Destruction of forest
(iii) Tsunamis (iii) Nuclear Accidents (iii) Transportation of
(iv) Droughts hazardous cargo
(vi) Storms
(vii) Avalanches
4.3.1 Natural Disasters :-

Natural Disaster are caused by natural phenomena for e.g.
earthquakes, floods, cyclones droughts, etc. It is very difficult to
predict these disasters.
4.3.2 Man-made Disasters :-
Generally result from human interaction within artificial
environment which is created by him e.g. road accident, railway
accident or accidents in industries, fires, etc.
4.3.3 Hybrid Disasters :-
When there is a link between manmade events and natural

events it is known as hybrid disasters e.g. deforestation, landslides,
droughts, etc.
50
Check your progress
Q.1 Briefly explain the concept and types of disasters.
4.4 GENERAL EFFECTS OF NATURAL DISASTERS
4.4.1 Earthquakes :-
Earthquake is a vibratory movement of the crust of the earth.

Some of the effects of earthquake are as follows :-
a) Loss of human lives :- Earthquakes are the most

destructive natural disasters that have killed thousands and
thousands of people in earthquakes prone areas of the world
. For e.g. On September 30th, 1993 at Latur in Maharashtra
killed more than 7000 people, on January 26 th, 2001
earthquake at Bhuj killed more than 19,00 people.
b) Economic Loss :- Earthquake causes backward and

forward or upward and downward violent ground movements
accompanied with fracturing which leads to collapse of large
number of buildings, dams, bridges, tunnels etc. In 1993
Latur earthquake in Maharashtra over 30,00 houses were
destroyed. Similarly in Bhuj earthquakes 3.48 lakhs houses
were destroyed and 8.44 lakhs houses were damaged
between 1970 and 1990 earthquakes in different parts of the
world caused overall economic losses which are estimated
at $ 65 billion.
4.4.2 Tsunami :-
Tsunami causes inundation of land and bring about massive

losses to property and life low lying coastal areas which are most
vulnerable to direct impact of Tsunami waves.
Some of the impact of Tsunami are as follows : -

51
a) Physical damage :- Tsunami causes flooding in low lying

coastal areas which generally affects human settlements by
damaging large numbers and other infrastructures like roads,
bridges etc. Shipping boats, port facilities, fishing nets etc
also get damaged.
b) Public Casualties and health :- Since Tsunami attacks the

sea-shore like a water bomb many people are washed out to
sea crushed by grand waves which causes deaths and/ or
injuries.
Sometimes Tsunami causes damage to pipelines of

drinking water which causes shortage of drinking water.
Even wells and ground water may become unfit due to
contamination of salt water and debris. Such contamination
leads to spread of number of water borne diseases like
dysentery and diarrhea.
c) Loss of Agricultural Crops :- Due to flooding by Tsunami in

coastal areas there may be damage to the standing crops
and shortage of food supplies. Even agricultural land may
render unfit due to salt water from the sea.
4.4.3 Floods :-
Due to heavy rain in the river basin the river inundates and
there is a wide spread of water on the sides of river channel. This
phenomena is known as flood.
Some of the effects of floods are follows :-
a) Loss of lives and property :- In many Afro-Asian countries

major floods kill thousands of people every year. More than
75 % of the total deaths from floods occur in India,
Bangladesh, China, and Pakistan. In 2005 large area of
Metropolitan city- Mumbai which recorded 944 mm rainfall in
24 hours at least 1,000 people died due to flooding.
b) Threat to public health :- Flood water causes

contamination of drinking water which is responsible for
spread of number of water borne diseases like dysentery,
diarrhea, leptospirosis etc.
c) Economic effects :- Economic cost of floods is

unprecedented which arrest the entire commercial trading
due to disruption in transport and communication facilities. It
52
also causes damage to agriculture, animals, human lives,

shelter, bridges etc.
4.4.4 Droughts :-
Drought is a climatic anomaly characterized by deficit supply

from normal rainfall, erratic nature of rainfall distribution, higher
water need or combination of all the above factors. Frequent
drought have drawn the attention of planners, scientists & society.
Some of the effects of drought are as follows :-
a) Loss of Agriculture :- Shortage of water from rainfall results

in major impact on agriculture with increased intensity or
extended duration of drought prevalence. In drought prone
areas there is a significant fall in food production which leads
to short supply of food, starvation and undernourishment.
b) Other effects :-
Non-availability of drinking water
Land degradation
Fall in investment capacity of farmers
Rise in food prices
Loss of biomass
Death of animals and
Forced migration of people from drought
areas to units.
4.4.5 Cyclones :-
A cyclonic storm is an intense whirl in the atmosphere with

very strong wind which is most destructive and dangerous
atmospheric phenomena Indian sub-continent is a worst cyclone
affected area.
Some of the effects of cyclone are as follows : -
a) On coastal areas : A strong wind in cyclone generate

surges in sea water. A strong surge is an abnormal rise of
sea level near the coast caused by severe cyclonic storms
as a result sea-water inundates low lying coastal areas as
damaging houses, eroding beaches, destroying vegetation,
reducing soil fertility. There is a heavy loss of human lives
and live stock due to strong wind and flooding.
53
b) Social and Economic effects : Heavy & prolonged rains

due to cyclone cause floods and submergence of low lying
areas, pollute drinking water sources from dead animals and
rotting food causing outbreak of epidemics like gastro.
Strong wind and heavy rain disrupts road and rail transport
facilities by flood waters, uprooted trees and electric poles.
Check your progress
Q.1 What are the effects of Earthquakes & Tsunami ?
Q.2 Explain the concept of flood.
Q.3 What are the effects of floods ?
Q.4 Explain the term Drought.
Q.5 Explain the effects of Drought.
Q.6 Explain the term cyclone
Q.7 Explain the effects of cyclones.
4.5 GENERAL EFFECTS OF NATURAL DISASTERS
Nuclear Accidents, Forest Fire, Accidents in Industries,

roads and railways etc are man-made disasters.
4.5.1 Nuclear Accidents :
Use of radio isotopes in research, medical facilities,

industries and atomic power stations is responsible for significant
number of casualties from exposure to radiation. Other sources of
radiations are water released from nuclear power station and
nuclear explosion.
54
Some of the effects of Nuclear Accidents are as follows:
a) Nuclear Accidents are responsible for majority of deaths.
b) Exposure to ultra violet (UV) radiation increases risk to

cataract and skin cancer.
4.5.2 Forest fires
Forest fires are caused by natural factors such as lighting or

by human factors due to negligence, accidents or careless burning
of forest. Poor management of forest in also responsible for forest
fire in densely forested areas. Every year thousands of fires occur
in Himalayan and Mediterranean forest region. In 1982 a single
forest fire at Kalimantan, Indonesia destroyed nearly 3.5 million
hectares of forest.
Some of the effects of forest fires on man and animal are as

follows:
a) Loss of human life.
b) Loss of animal life.
c) Loss of shelter for birds & animals.
d) Economic loss due to fire to valuable forest.
e) Economic loss of rare plants & animals species which leads

to loss of bio-diversity.
f) Air pollution.
4.5.3 Industrial Accidents :
Day by day use of different chemicals in our daily life as

artificial sweeteners flavoring & coloring agents, packed foods &
milks, detergents, cosmetic is increasing and therefore, chemical
industries too. Today more than 50,000 chemicals are used in
different products. Some of which are toxic substances may cause
allergies, damage externally vital organs of human body like eyes,
brain, liver, kidney and reproduction organs.
Some of the other impacts of accidents in chemicals industries

are as follows :
a) Breathing of toxic chemicals leads to respiratory problems.

55
b) Exposure to some chemicals suppresses immunity.
c) Corrosive Industrial chemical irritate or break the skin.
d) Air, Water & Soil pollution takes place when toxic untreated
chemicals are released directly from chemical industries.
Check your progress
Q.1 What are the causes & effects of forest fires ?
Q.2 What are the effects of disaster in chemical industries?
4.6 GENERAL EFFECT OF HYBRID DISASTERS
4.6.1 Destruction of forest.
Very large scale destruction of forest all over the world for
various purposes on. Everyday about 90 areas forest land is
cleared by man for agricultural expansion, commercial farming,
increasing demand for fire wood, increasing urbanization &
industrialization, increasing demand for wood products like paper
and furniture‘s industry.
Some of the effects of forest destruction are as follows :
a) Forest destruction leads to floods, droughts, climatic
changes and soil erosion.
b) Loss of habitat of birds and animals
c) Loss of genetic diversity which can provide food and
medicines.
4.6.2 Oil spill :
Oil spill is nothing but release of liquid petroleum into marine

water due to human activities such as fishing, shipping off- shore oil
drilling etc.
56
Some of the effects of oil spill are as follows :
a) Oil spills may cause death of many seabirds and mammals

by entering it in their lungs and liver. It causes hormonal
alterations. It reduces forging ability and causes dehydration
and metabolic imbalance in marine birds & mammals.
b) Oil spill affects food chain in the marine ecosystem causing

pollution of marine water.
Check your progress
Q.1. What are the effects of destruction of forest ?
Q.2. Define the term oil spill. What are the sources & oil spills ?
Q.3. What are the effects of oil spill ?
4.6 DEALING WITH DISASTERS
4.6.1 Introduction :
Disasters cause tremendous destruction, loss of human lives

and produces negative impact on national economies in different
parts of the world. Therefore, prevention, mitigation and disaster
preparedness become very important in disaster management.
Development of technology has helped us for better

understanding of different types of disaster. Therefore, is has
become possible to develop a system of better management of
different disasters. The role of scientist and government has
become most important while dealing with disasters.
4.6.2 Disaster Mitigation.
Disaster mitigation refers to measures taken well in advance

of a disaster event to reduce, if not prevent the impact of disasters.
In disaster mitigation efforts made to reduce human suffering and
loss of property. It includes awareness programmes, scientific land
57
use planning and infrastructure. Any investment in disaster

mitigation plans saves economic losses and social recovery cost.
4.6.2.1 Goals of Disaster Mitigation :-
a) Generating Awareness :
It includes education about disasters through providing

information and materials to reduce personal injury, damage
to property and disruption of society.
b) Mobilization :
At the time of facing disaster support and co-ordination of

different agencies like government, voluntary organisations,
emergency management offices and insurance companies is
very essential.
c) Mitigation Activities :
In order to face any disaster confidently it is necessary to

incorporate existing disaster mitigation activities into routine
planning, preparedness, planning and relief operation
activities and collection of data.
4.6.2.2 Mitigation & Management of disaster : -
a) Earthquakes and Tsunamis
i) Measures to reduce risk :
 Public Awareness Programmes and Training to local

as well as government servants.
 Assessment to reduce structural vulnerability
 Insurance
 Control of land use or zoning building codes
ii) Preparedness
 Development of Tsunami & Earthquake warning

system
 Assessment of preparedness programmes

58
 Fixing instrument like seismogram and deep ocean

assessment and reporting of Tsunami
b) Post Earthquakes and Tsunamis
 Starting rescue operation during & after earthquake

and tsunami
 Supply of water & food
 Distribution of emergency medical assistance
 Survey on damage & needs
 Reconstruction & rehabilitation of affected people
c) Floods :
Measures to reduce risk
 Construction of dams, canals, dykes etc
 Afforestation/ plantation of trees in catchment area of

the river to reduce surface run off.
d) Preparedness :
 Detection of floods and warning system
 Training to NGO‘s and government officials for rescue

operation
 Development of proper plan for flood plain

management
e) Post flood Management :
 Start rescue and search operations immediately
 Assessment of loss of property and lives
 Supply of drinking water & food to the affected people
 Construction of temporary shelter
 Arrangement of vaccination programme to control

water borne diseases like jaundice, diarrhea and
cholera.
59
f) Droughts :
Measures to reduce risk
 Development of early warning system for drought &

famine
g) Preparedness :
 Development of drought response plan
 Rain water harvesting
 Recycling of water
 Regulating use of water in agriculture & industries
 Cloud seeding i.e. an artificial technique to induce

rainfall
 Afforestation
h) Post Drought :
 Development of proper food distribution system
 Special programme for protecting livestock
 Measures to maintain food security
 Stabilisation of prices of essential commodities like

food
 Rehabilitation & health programme for drought

affected people
i) Cyclones :
Measures to reduce risk pre-disaster
 Planting trees along the coast which will break the

intensity of wind
 Construction of embankments along the coast to

control submergence of coastal area
 Construction of storm shelter

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 Development of proper drainage system to drain

excess water of heavy rain
 Development of radio/ siren system to give early

warning of the cyclone
 Proper mapping of path of cyclonic storm
 Proper training of NGO‘s and government officials
j) Post Cyclone
 Start rescue operations immediately
 Provide emergency medical facility
 Conduct a survey to measures damage and needs of

the affected people
 Arrangement of food & drinking water supply
 Arrangement of temporary shelter
 Manmade disaster
 Nuclear Accident
 Risk Reduction
 Development of plans of create awareness
 Preparedness for emergency at loud level where

nuclear plant is located
 Inform people about hazardous installation and aid

with the help of technical persons
k) Preparedness
 Identification of hazardous material
 Inspection of storage facilities for radioactive elements
 Monitoring radio activity around nuclear plant
 Development of warning system in case of nuclear

accident
 Practicing evacuation plan

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l) Post disaster
 Immediate shifting of people from affected area
 Starting rescue operation
 Making available for alternate sources of drinking

water
 Clean up programmes of radioactive waste
 Monitoring environment impact on local & regional

level
m) Industrial Accident
Risk reduction measures
 Analysis of chemicals used in different chemical

industries and identify their different potential hazards.
 Work place be less crowded to avoid biological

hazards
 Provide plenty of shower facilities in case of chemical

hazard.
 Provide locker room at the place of work where

workers can change clothes indoor to avoid spreading
of toxic likely to take home
n) Post Accident disaster
 Substitute the hazardous chemical with the other

chemicals and advance technology
Process involved in production must be assessed for risk in

order to set controls whenever necessary.
Check your progress
Q.1 What is disaster mitigation ?
Q.2 Briefly explain the different goals of disaster mitigation ?
Q.3 Suggest various measures to be taken before, during & after

earthquakes & tsunamis ?
62

Floods ?

droughts ?

Cyclones?

nuclear accidents?
4.7 HUMAN RIGHTS ISSUES IN ADDRESSING

DISASTERS
4.7.1 Introduction
Disasters –man-made or otherwise – cause severe negative
effects on those who are affected by them. There is loss to property
and even life in many cases. As we have seen in earlier Chapters,
Indian people can potentially face a variety of disasters, due to the
vastness of the land and diverse geographical and climatic profiles.
Added to the disasters caused by nature, there are several
possibilities of man-made disasters, due to many reasons. Our
country has whiteness several disasters, in the recent past.
However, Indian government responded very late to the

problem of disasters, in a concerted manner. Earlier, government‘s
response used to be reactionary, i.e. after disaster has taken place.
In the past decade or so, there is realization that disaster
preparedness is essential. Accordingly, the National Disaster
Management Act was enacted in 206. The government adopted the
National Policy on Disaster Management in 2009.
63
4.7.2 Government‟s long-term measures
a) National Disaster Management Act, 2006 : The Act lays

down institutional, legal, financial and coordination
mechanisms at the National, State, District and Local Levels.
These institutions are not parallel structures independent of
each other and will work in close harmony. The new
institutional framework is expected to usher in a paradigm
shift in disaster management from relief-centric approach to
a proactive, prevention and mitigation.
b) National Disaster Management Authority : the Act

empowers the Central Government to appoint the National
Disaster Management Authority with the Prime Minister of
India as the Chairperson and such number of other
members, not exceeding nine. The National Authority has
the responsibility to lay down., approve the policies, plans
and guidelines for disaster management prepared by various
departments of Government of India to ensure timely and
effective response to disaster.
c) National Executive Committee : To assist the National

Authority an advisory committee called the National
Executive Committee consisting of experts in the field of
disaster management having practical experience of disaster
management at the National, State and District level. The
Committee is entrusted to prepare a national plan for
disaster management which is to be reviewed and updated
annually.
d) National Plan : The National Plan shall include the

prevention of disasters, the integration of migration
measures in the development plans, the preparedness and
capacity building to effectively respond to any threatening
disaster situations or disaster, the roles and responsibilities
of different Ministries or Departments of the Government of
India.
The National Authority is to recommend guidelines for the

minimum standard of relief to be provided to persons affected by
disaster like
i minimum requirements to be provided in the relief camps in

relation to shelter, food, drinking water,
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ii medical cover and sanitation,
iii special provisions to be made for widows and orphans,
iv ex gratia assistance on account of loss of life as also

assistance on account of damage to houses and for
restoration of means of livelihood and
v such other relief as may be necessary.
In case of disaster of severe magnitude, the National

Authority may recommend relief in repayment of loans or for grant
of fresh loans to the persons affected by disaster on such
concessional terms as may by appropriate.
e) Other authorities : The act provides for the establishment of

authorities at the State and District levels with powers and
duties similar to that of national bodies assigned to them.
They are : -
i State Disaster Management Authority
ii State Executive Committee
iii District Disaster Management Authority
The act also envisages the establishment of National

Institute of Disaster Management and National Disaster
Response Force and the creation of National Disaster Response
Fund.
f) National Policy on Disaster Management, 2009 : In the

light of the provisions of the Act, the Central government
adopted the National Policy on Disaster Management in
2009. The Objective of the National Policy on Disaster
management are :
i Promoting a culture of prevention, preparedness and

resilience at all levels through knowledge, innovation and
education.
ii Encouraging mitigation measures based on technology,

traditional wisdom and environmental sustainability.
iii Mainstreaming disaster management into the development

planning process.
65
iv Establishing institutional and techno-legal frameworks to

create an enabling regulatory environment and compliance
regime.
v Ensuring efficient mechanism for identification, assessment

and monitoring of disaster risks.
vi Developing contemporary forecasting and early warning

systems backed by responsive and fail-safe communication
with information technology support.
vii Ensuring efficient response and relief with a caring approach

towards the needs of the vulnerable sections of the society.
viii Undertaking reconstruction as an opportunity to build

disaster resilient structures and habitat for ensuring safer
living.
ix Promoting a productive and partnership with the media for

disaster management.
4.7.3 Examples of poor treatment of the victims of disaster
Following are just a few examples of how the victims of

disaster were treated. They underscore the need for drastic
improvement in the approach towards rescue, relief, resettlement
and rehabilitation of people affected by disaster.
a) The Bhopal Gas Disaster in 1984
i Over five lakh genuine victims had been deprived of

compensation on the basis of fraudulent medical
categorization of victims.
ii There was inordinate delay in deciding and giving cash

compensation.
b) Cyclone in Odisha in 1999
i The indifferent attitude of the administration was the main

problem Of 7.5 lakh families whose houses were completely
damaged, more than five lakh were below the poverty line,
but only 1.5 lakh houses were to be built.
ii The government failed to fulfill even a single promise made

to the cyclone-affected. For example, the official toll in the
cyclone was 10,000, but only about 500 people were paid a
66
compensation of Rs. 10,000 within the promised hundred

days.
iii The government had announced that it would complete

50,00 hoses before the monsoon in 2000. However, not one
was ready. People had to face the monsoon without a roof
over their heads. Coastal Odisha was hoping for better
treatment from the government.
c) Tsunami in 2004
i In a number of tsunami affected areas, the bodies of the

Dalits killed by the waves had to be removed only with the
help of the sanitary workers brought from far way places as
the members of the fishers community were not willing to
help disposing of these bodies.
ii Tamil Nadu Government has already evicted around 1500

families from Dideer Nagar slum, which is close to Marina
Beech in Chennai. The families that had own houses before
tsunami were given houses in a place 20 km. away from
Dideer Nagar. Those who were living in rented houses
before tsunami were not given alternate houses for
settlement. They continued to live either in dilapidated
houses in open air in the same slum. The place chosen for
their resettlement had to drinking water, transport, electricity,
toilet and school facilities.
iii Even after two months since tsunami devastated the coastal
districts, the displaced people were in relief centres. They
looked forward to the charity groups for food and other basic
needs and like water.
4.7.4 General Observations
Following general observation can be made with regard to human

rights issues in addressing disasters:
a) Recognition and quantification of loss :
After disaster takes place, it is necessary that government

officials recognize the loss and quickly quantify it. This will
help government to decide the quantum of compensation
required to be given. This, however, does not happen.
Moreover, the victims of disaster are not taken into
67
confidence while deciding the nature and quantum of

compensations.
b) Discrepancies in response to disaster : Although the

National Disaster management Policy is now in place, there
is no common approach adopted across the country in
responding to disasters. This results in unequal treatment
and compensation given to the victims.
c) Show and inadequate response : Quick and able response

to disaster-affected areas and people is the key to minimize
losses. However, government‘s Rigid rules,, procedures,
lack of coordination, lack of decision making authority often
affect government‘s response adversely.
d) Compensation : Disasters sometimes causes huge and

irreparable loss to property and human life. Although the
government provides some compensation to the victims, it is
usually inadequate. Moreover, it come very late, in most
cases. The victims of the Bhopal Gas Leak, which happened
in 1984, have not yet received full compensation.
e) Insensitivities : it is observed that a large percentage of

government officials treat disaster victims in an insensitive
manner. They are not ready to look at the plight of the
victims sympathetically.
f) Involuntary displacement : On several occasions, victims

of disasters have to leave their place of residence and
occupation, occasions, victims of disasters have to leave
their place of residence and occupation, causing server
economic loss for the long term. For example, several
families residing closer to the sea shore in Chennai had to
be relocated after the Tsunami in 2004.
g) Unequal and insensitive rehabilitation policy:

Rehabilitation of disaster victims is probably the weakest in
India. Rehabilitation takes place in an haphazard manner, or
does not take place at all.
h) No participation of victims : Disaster victims are not taken

into confidence while deciding their rehabilitation. They are
also not provided with factual information about rehabilitation
plans.
68
i) Lack of coordination : There is lack of coordination among

government departments, when it comes to providing relief
and rehabilitation to disaster victims. Since several
government agencies are involved in rehabilitation
programme, victims have to run from pillar to post for getting
their dues.
1. Explain the concept of disaster and classify the different

types of disasters?
2. Explain the general effects of Natural disasters.
3. Explain the general effects of Hybrid disasters.
4. What is disaster mitigation? State the goals of disaster

mitigation.
5. State the government long term measures in addressing

disasters.
6. Write briefly on the National Disaster Management Act,

2006?
7. What are the objectives of the National Disaster

Management Policy 2009 ?
8. Give example of Disasters with poor response by the

Government ?
9. What general observations could be made regarding the

rights of Disasters victims ?

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5
SCIENCE AND TECHNOLOGY I
A. NATURE AND DEVELOPMENT OF SCIENCE
Unit Structure:-
5.0 Objectives
5.1 Introduction
5.2 Nature of Science
5.3 Development of Science
5.4 Summary
5.0 OBJECTIVES
1. To understand the meaning and important features of
science
2. To analyze science as empirical, theoretical, practical and

validated knowledge
3. To trace the development of science from the early ages to

modern times
5.1 INTRODUCTION
Science is one of the most important aspects of human life. It
is a broad field which studies various subjects from nature to
machines. Science has led to better understanding of the world and
is making human life much better. As man‘s curiosity and needs
grew, his knowledge also grew. Science thus began from simple
inventions and later developed into complex theories.
5.2 NATURE OF SCIENCE

Science has given solutions of many problems of man. It is a
process to understand natural phenomena. Scientific knowledge is
continuously increasing. To know what qualifies a certain study as a
science we need to understand the meaning and characteristics of
science
5.2.1 Meaning
The word science is derived from the word scientia meaning

knowledge. Thus any body of knowledge can be termed as science.
70
It is a systematic study of knowledge based on reasoning,

observation and experimentation. It can be defined as, an
organized knowledge especially when obtained by observation and
testing of facts about the physical world, natural laws and society.
Science is a way of discovering what is in the universe and

how those things work today, how they worked in the past, and how
they are likely to work in the future. The above definition states that
science aims at acquiring factual information and presenting it in
structural form. Thus the smallest atom, the universe, anatomies of
living beings and even their social lives become a part of scientific
study.
5.2.2 Principles and characteristics
There are certain basic principles that make science unique.

Following are some of the essential characteristics of science.
a. Scientific method
Science studies various phenomena using the scientific

method. This method is systematic process of finding relevant data,
forming hypothesis, analyzing its validity and conducting
experiments. It is a gradual process. At the end scientists end up
with new facts, theories and inventions. Answers to questions are
found based on reasoning and accurate data.
b. Observation and inference.
Scientific data is gathered through observation and studied

through inferences. Observations are made through five senses
often supported by technology. Based on the observations logical
interpretations are derived. For example the earliest model of
planetary systems was prepared on the basis of continuous
observation of the sky over a long period using simple tools.
c. Objectivity
Science is based on facts. It depends upon observation and

logic. It is not concerned with the personal beliefs, opinions and
prejudices of the people conducting the study. The facts of science
and results of its experiments are therefore objective. They do not
change from person to person. It is unbiased and factual.
d. Universal basic ideas
Science assumes that the universe is a system in which

basic rules apply everywhere. Laws developed by science are thus
universally applicable such as the law of motion or magnetism.
Scientific experiments can be thus inducted in any one part of the
universe to understand the working of the entire system.
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e. Tentative
New hypotheses sometimes challenge well established

facts. Even with strong evidence it is not possible to prove that a
certain law will be true in every condition. Sometimes new
experiments improve earlier facts and theories. Thus scientific
knowledge is tentative. For example, the earlier theory that earth is
the centre of the system was later proved wrong by Copernicus
who showed that sun is the centre and earth revolves around it.
Science is thus improvising continuously.
f. Precise and durable knowledge
Since scientific knowledge is based on rigorous experiment it

is precise and reliable. Scientific knowledge is expressed in clear
language to avoid ambiguity. Once scientific ideas are established
as facts they remain unchanged for a long time. Several ideas are
consistent facts such as gravitational force and facts relating to
energy and matter.
g. Creative thinking
Creativity and imagination are the roots of scientific ideas.

Scientists use creative, never-before-used methods to conduct their
experiments. They are inspired to stretch the limits of their
imagination and bring it to reality.
h. Laws and theories are different
Scientific laws and theories are related to each other.

However they are not the same. Both are based on hypotheses and
supported by empirical data. Laws are established facts that explain
the relationship between various factors and explain patterns of
systems under particular conditions. They are descriptive and
mathematical.
Theories on the other hand provide explanation to

established facts. They are non mathematical and give answers to
how a certain system works. Theories are interpretations of laws. A
few theories become laws while some theories lead to discovery of
new facts. For e.g. Ptolemy‘s theory on planetary systems led to
almost accurate prediction of position of planets.
i. Science has limitations
Science predicts and explains phenomena. However it

cannot solve all problems with complete accuracy. For example
there are a few diseases which are not curable today.
72
Thus, Science is a subject that describes, finds solutions,

prepares models and provides explanations to natural phenomena.
It is based on empirical data.
5.2.3 Science as knowledge
As a body of knowledge science has the following aims:
a. Empirical
Empirical knowledge means knowledge gathered through

sensory experience, i. e. through touch, sight, sound, taste or smell.
In science, all hypotheses and theories are tested against
observations of the natural world. Along with reasoning experience
is given importance. Evidence derived from experiments become
basis for knowledge. For example, Aristotle one of the earliest
philosophers said that knowledge of the natural world is based on
its perception and thoughts based on what is experienced.
The empirical data can be subjected to bias of the scientists.

Verification of scientific data can help to avoid bias of the
investigator. Thus scientific knowledge is validated.
b. Theoretical
Construction of useful theories is a major goal of science. A

scientist formulates a hypothesis means a calculated conclusion
which he wants to prove right. To do this he conducts experiments
and observes facts. The result of this process is a theory. A
scientific theory can be proved wrong by testing it under various
conditions. As new ideas develop and new evidences are found,
theories improve accordingly. No theory is at any time completely
proven, except in mathematics. Wrong theories are modified or
completely discarded. For e.g. the planetary theory of Ptolemy
remained true for around 1000 years till Copernicus gave his
heliocentric theory. However, Newton‘s theory of gravitation,
Darwin‘s theory of evolution is self consistent. Scientists conduct
research to verify theories, check their validity or sometimes to
improve them.
The theories should be able to predict. On the basis of

existing theories new discoveries and experiments should be made.
c. Practical
Practical knowledge of science refers to the application of

scientific knowledge. Basic theoretical research is required for
further technical research. Through application of scientific
knowledge man has found solutions to several problems, increased
efficiency of human life and has made many useful thing. The
application of studies in molecular biology, genetics and anatomical
73
research has opened many new areas in medicine. Knowledge of

space and astronomy has encouraged man to dream of exploiting
resources from other planets for use on earth. Sciences such as
psychology and neuroscience aim at understanding human thinking
but there are practical motives such as treatment of mental illness.
Check your progress

Q.1. Discuss the meaning and nature of Science.
Q.2. Explain the various characteristics of Science.
5.3 DEVELOPMENT OF SCIENCE

Science as a body of knowledge developed along with man‘s
understanding of nature. All things that man did for survival are a
part of the story of growth of science. Development of science can
be studied in the following stages:
5.3.1. Development of Science in the Ancient cultures:
Ancient period of history of man dates back to more than one

million years ago. The ancient man was completely dependent on
nature for survival. He observed nature and devised simple ways to
explain it. He made several attempts at experimenting on the basis
of his observation.
a) Stone age
During the early Stone Age, man was completely dependent
on what was available in nature. He experimented with resources
for food, shelter and clothing. Simple tools of stone, the discovery of
fire, clothes of animal skin are some of the discoveries he made
using his knowledge of nature. He also formed simple social and
religious institutions. Though writing was not known to him, the
various cave paintings belonging to this period discovered all over
the world show his inclination towards culture. These painting might
have also been means of communication.
When man experimented with creating his own resources by
manipulating nature, the New Stone Age began. This shows that by
this time he had accumulated lots of knowledge of nature. In the
absence of writing, this knowledge was communicated orally
through generations. By understanding season cycle and use of
water he invented agriculture around 9000 years ago. He also
74
domesticated animals. During this stage man‘s relationship with

nature changed. He became less dependent on nature.
b) Civilization stage
In around 3500 BC, man developed civilization. A new urban
society in which agriculture was developed, writing was invented,
trade and commerce flourished. Development of writing is one of
the biggest milestones of human kind history. It enabled man to
store knowledge. Early form of writing was in symbols. Several
inscriptions from the Egyptian and Mesopotamian (ancient Iraq)
civilizations give us knowledge about life during that period. Arts
and science was developing during these civilizations.
The Sumerians of Iraq have contributed to modern science

with their numerical data. For e. g. the number system based on 60
is basis for 360 degree circle. Astronomical periods identified by
them are still widely used in lunar calendars. Babylonian astronomy
was the first attempt at refined mathematical description of
astronomical phenomena. Ancient Egypt made significant
developments in astronomy, medicine and mathematics.
5.3.2 Development of Science in the classical age:
The Classical age is a period spanning over 1000 years from the
8th century BC to around 6th Century AD. It is the age of cultural
advancement of the Greek and Roman civilizations. Philosophers
during this period developed such knowledge in science that
became basic foundations for later scientific study. The art of
Classical Greece began the trend towards a more naturalistic
depiction of the world, thus reflecting a shift in philosophy from the
abstract and supernatural to more immediate earthly concerns.
Philiosphers stopped merely ―suggesting‖ the human form and
began ―describing‖ it with accuracy.
Thales (7th c BC) is considered as the Father of Science.

He was the first to state that movement of earth and earthquake
were geological phenomena and not works of gods. Pythagoras
(6th C BC) founded school of mathematics, while Euclid (3rd C BC)
devised axioms, theorems and proofs in mathematics.
Mathematical devices of both are still considered basics
foundations in geometry. Aristarchus (2nd C BC) was the first to
propose a heliocentric model of solar system, i. e. the sun was at
the centre and the earth revolved around it. Eratosthenes
calculated approximate accurate circumference of the earth.
Hippocrates, the father of Medicine, and his associates

were the first to describe many diseases and medical conditions.
Herophilos described the nervous system.
Leucippus and his student Democritus introduced the

theory that all matter is made of indivisible units called atoms.
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Plato and Aristotle gave philosophical explanations to

natural phenomena. They also made important contributions to
biological sciences.
With the spread of the Greek empire, scientific knowledge also

spread in Egypt. Greek became the primary language of Science.
Schools of science were established in Alexandria in Egypt. Later
German works were translated in to Latin by Roman philosophers.
Many scientists during this period were pioneers in their field. It was
such path breaking knowledge that made this period ―classical‖ for
later generations.
5.3.3 Development of Science in the Middle Ages:
The period between the classical ages and European

Renaissance is referred to as the Middle Ages. It marked both the
decline of scientific advancement and also later its revival. The
middle ages are studied in three parts; early, high and later.
a) Early Middle ages (476-1000 AD)
Following the decline of Roman Empire, economic and

cultural deterioration began in Europe. The knowledge of Greek
declined, and scholars had limited original work to study from. By
the early 5th century Christianity had spread in Europe on a large
scale.
There was rise of monasticism. Surviving manuscripts of

Roman classics were copied in monasteries. These served as
sources for study to philosophers. However, very less original work
was produced. By the 6th century monasteries became centers of
teaching and learning. Bible became the centre of study; even if
nature was studied it was for practical purposes for e. g study of
astronomy to calculate the day of Easter. It was not done for
theoretical study.
Under the rule of Charlemagne in Italy, sciences were

encouraged. He introduced several educational reforms and
brought about Cultural Revolution. Due to the transformations he
brought about, his rule is known as the period of Carolingian
Renaissance. He set up new schools throughout his empire. Some
experts believe that the scientific study during Charlemagne‘s rule
was not original, but based on researches on ancient Roman texts.
Because of lack of original scientific contribution and also loss of
several ancient works, this period is called the Dark Ages. During
the dark ages many arts were lost and science suffered major
decline.
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b) High Middle Ages ( 1000-1300 A.D.)
From the 11th century onwards, innovation again got

impetus. There were new scientific discoveries. The European
scholars during this period were influenced not only by classic
Greek works but also by Arabic texts. They translated these ancient
classics into Latin and started improving the knowledge base.
Inventions such as the windmills and magnetic compass advanced
agriculture and trade. The introduction of papermaking by the
Chinese transformed the way knowledge was stored and circulated.
During this period many new universities were established.

This gave institutional support and encouragement to scientific
studies. Eminent scholars like Albertus Magnus, Roger Bacon
researched old theories of empiricism and developed it to a new
level. They proposed the study of nature based on reason and
logic.
The period witnessed the development of new form of art.

The Gothic style of architecture was introduced and used on a large
scale for churches.
c) Late middle ages (1300-1450 A.D.)
The most important development during this period was the

separation of science from theology and philosophy. Scientific
works of the Byzantine and Islamic empire influenced the
Europeans during this period. Science was no more joined with
religious understanding. The most lasting and strong foundation
theories were given by William Occam (14th century). Today it is
known as Occam‘s razor. Its simple explanation means “when you
have two competing theories that make exactly the same
predictions, the simpler one is the better”. It was later on utilized by
Newton and Einstein.
Thus the middle ages were not dark throughout. There were
several scientific advances. However by the end of the 15th
century, Europe was affected by the Black Plague. It not only led to
huge loss of population but also a setback to the interest in science.
During this period science was largely associated with religion.
Check your progress
Q.1. Which were the important features of the Classical age?
Q.2. Why are the Middle Ages known as dark Ages?

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5.3.4 Development in the Renaissance (1450- 1650)
The modern period in European history was ushered in the

15th century by the Renaissance. The term renaissance means
rebirth in Italian. It was a cultural movement that brought new
thought and discoveries. After the rise of the Ottoman Empire in the
mid 15th century, scholars from Turkey moved to Europe with
ancient and medieval classics. The rediscovery of classics by the
Europeans led to the reintroduction of reason and emphasis on
human emotions and ideas. The invention of printing press by
Johan Gutenberg in 1436, ideas spread rapidly. With its centre in
Italy, Renaissance gradually spread towards north Europe by the
16th century.
The scholars and philosophers during this period rejected

medieval idea of god being the central idea for nature and art. They
developed new theories which rejected the classical theories.
Nicolas Copernicus developed a more detailed and

accurate heliocentric theory of the planetary system. His book
explaining the revolution of earth and other heavenly bodies
revolving around the sun was banned by the church, since it
believed in the geocentric theory. He also made theoretical studies
in mathematics.
Johan Kepler was a strong follower of Copernicus‘s theory.

He studied it and added the fact that planets revolve around the sun
in ellipse and not complete circles. His contribution is the famous
Three Laws of planetary motion.
Galileo Galilee was the man of true renaissance spirit. He

was not only an astronomer, but also a physicist, mathematician
and philosopher. His first scientific discovery was the law of
pendulum. He later successfully developed several devices like
magnet, compass, thermometer, microscope etc. His breakthrough
discovery was however, the use of telescope for observation of
space. He is known as the father of Modern physics as he
developed the law of falling bodies.
Francis Bacon argued that truth required evidence from the

real world. He devised the inductive method for study of nature. He
stated that scientist‘s should frame axioms or simple statement and
prove them through the process of experimentation and analysis.
Apart from astronomy and mathematics, study of human

anatomy was also developing very differently from the classics.
While Andreas Vesalius laid the foundations of modern medicine
and anatomical studies, William Harvey described blood
circulation.
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Leonardo da Vinci is known as the Renaissance man. He

was a scientist, mathematician, philosopher, architect and painter.
He wrote and drew on subjects including geology, anatomy, flight,
gravity and optics, often flitting from subject to subject on a single
page, and writing in left-handed mirror script. He made proto types
of the bicycle, airplane, helicopter, and parachute.
Renaissance was thus a period of new ideas and growth of

scientific knowledge.
5.3.5 The Age of reason and enlightenment (1650-1800)
The new ideas of reason and independent understanding of

nature were carried forward strongly in the late 17th century.
Scholars emphasized the right of individuals to think and express
themselves freely. During Renaissance the church opposed
scientific theories of Copernicus and Galileo. Such opposition of
church and domination of the monarchy was rejected during this
period. This led to the scientific revolution.
The Age of Enlightenment succeeding the Age of Reason

was the period of further scientific advancement. Reason was to be
the basis of authority and belief. Science was looked as a study of
nature with the aim of developing humanity and achieving
advanced progress. Intellectuals or Philosophers based their
arguments against any authority on the basis of logic. Thus in social
and political field also there was rejection of tyranny and tradition.
John Locke is considered as the father of Classical

Liberalism. Locke argued that human nature was changeable and
that knowledge was gained through accumulated experience rather
than by accessing some sort of outside truth. His thoughts greatly
influenced political philosophy all over the world.
Issac Newton is considered the greatest figure of scientific

revolution. He was a physicist, astronomer, mathematician and also
a theologian. He gave the theory of gravitation. He made significant
contributions to the fields of optics and mechanics.
Several universities and institutes of scientific studies were

set up all over the world during the scientific age. This encouraged
scientific research.
In the 19th century further advances were made in

astronomy, new planets were discovered and phenomenon like
dark stars and star creation were studied. Medicine progressed with
better understanding of human body and diseases. Cure to several
medicines started being discovered, the very earliest being the
discovery of vaccination for small pox by Louis Pasteur. One of the
milestones of scientific theories of the 19th century was Charles
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Darwin‘s Theory of Evolution which described the evolution of life

on earth and led to the foundation of modern biology.
5.4 SUMMARY
Science is the study of every living and non living phenomenon
that surrounds man. It is a process to understand and develop
theories based on accumulated knowledge. Scientific knowledge is
verifiable, changing and practical.
The body of scientific knowledge has been increasing since

man‘s struggle for survival began. It developed through various
stages. During the ancient times, the foundations of basic scientific
ideas were formed. In the Middle Ages much of the classical
knowledge was lost and science suffered a setback. The
Renaissance led to revival of scientific study and rational thought. It
was further strengthened in the age of reason. In the age of
Enlightenment, science developed as strong discipline which
rejected superstition and was based only on reason. Scientist
throughout these stages developed new theories, corrected and
rejected old ones.
5.5. UNIT END QUESTIONS

Q.1. Write a note on Science as knowledge.
Q.2. Enlist important scientific contributions made during the

renaissance.
Q.3. Describe the age of Enlightenment.

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6
SCIENCE AND TECHNOLOGY I
B. APPLICATION OF SCIENCE - SCIENTIFIC TEMPER AND
TECHNOLOGY
Unit Structure:-
6.0 Objectives
6.1 Introduction
6.2 The Scientific method
6.3 Objectivity
6.4 Scientific temper
6.5 Superstitions, myths and prejudices.
6.6 Technology
6.7 Summary
6.0 OBJECTIVES
1. To understand the meaning of scientific method
2. To analyze role of science in busting myths and eradicating

superstitions
3. To learn about technology and the relationship between

science and technology
6.1 INTRODUCTION
Science is developed from the need of understanding the
natural phenomena. It is a set of complex theories and ideas based
on observing, testing, analyzing and then presenting phenomena.
Scientist have developed several techniques to achieve this. The
general process that has thus been formulated is known as the
scientific method.
The scientific knowledge accumulated over the years has

helped man to apply rationale and logic to everyday life as well. It
has proved several superstitions and blind beliefs as wrong. The
most important part of application of science is technology.
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6.2 THE SCIENTIFIC METHOD

The logical process adopted by scientists to develop
knowledge of nature and present it as acceptable fact is known as
the scientific method. This method is based on gathering empirical
data through observation and experimentation and the formulation
and testing of hypotheses.
The scientific method consists of the following four elements:
a) Defining research problem: To determine what

phenomenon has to be understood, what has to be observed
and how it has to be measured.
b) Hypotheses: hypothesis is a logical predictive statement

regarding the outcome of the research. Developing
hypothesis provides direction to the research. A hypothesis
can be proved wrong during the process of research. In this
case also it is helpful because it helps to find out other
logical steps to reach a certain conclusion.
c) Observation and experimentation: testing

characterization, hypothesis, predictions. Verify the empirical
data.
d) Conclusions: based on experimentation and logic, derive

conclusions to understand the phenomena.
By following this process, new theories can be developed,

existing theories can be tested under new hypothesis also existing
hypotheses can be verified through new experiments devised to
test them.
6.2.1 Observation
Observation of a particular element means to notice and

study it, in ―as it is‖ form. In scientific observation several
techniques are applied for investigating phenomena and acquiring
knowledge.
The observer does not change anything in the phenomena

and remains neutral during the observation process. The empirical
data gathered through observation is subjective based on observer.
To rule out such errors scientific instruments are used. They help to
channelize the sense through a particular channel and help to avoid
differences in sensory perceptions like optical illusions. Standard
units of measurements are followed during observation. Measuring
of qualitative data helps in comparing and testing it.
Since the observer does not interfere in the natural form of

the phenomena during observation best of the factual data can be
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collected during this process. It also becomes a basic step while

forming hypothesis.
Observation cannot singularly become the basis of

developing a theory. The empirical data collected through
observation has to be based on certain strong foundations. For this
they should be verifiable. Experimentation of observed information
is the best way to quantify data and arrive at conclusions.
6.2.2 Experimentation
Experiments are processes devised to verify the validity of

the hypothesis and understand the empirical data under selected
conditions. An experiment is the test which tests the observations
and brings out such results that add to the knowledge of the
phenomena. During an experiment the scientists observes the
phenomena in a controlled environment. Some experiments are
however such that natural environments are necessary for the
elements to function.
The experiments are devised in a manner such that the

hypothesis can be tested using various parameters. It should be
repeatable to enable further checking by any other scientists.
Experiment is not the ultimate step to understand phenomena. It is
coupled with observation. Scientists can skip experimentation in
certain cases where observational data explains fact, logic, intuition
and even sometimes accidents reveal information.
The scientist has to follow basic scientific steps while

designing an experiment. Certain experiments do not produce
immediate results. In such cases all variables that will remain
constant as well as those which will change have to be considered.
Errors can occur during experiments. This can lead to false results,
biased conclusions or failure of hypothesis. Conducting
experiments more than once to verify the results is the best way to
understand the phenomena. Experiments answer ‗why‘ and / or
‗how' a certain phenomena occurs. If the experiments bear
expected results, it may become a theory. If the experiment fails the
method is ruled out for further research or adopted with accepted
modifications.
6.3 OBJECTIVITY
Though intuition and logic are considered to be some of the
methods to arrive at scientific conclusion, they are not considered
to be valid unless supported by evidences. Empirical data collected
through observation and verified through experimentation is the
standard basis for scientific knowledge. Conclusions are drawn
based on systematic analysis. Such scientific method is devised to
rule out any bias on the part of the researcher. Scientists are
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humans and hence study made by them is subjected to be

influenced by their perception.
Scientific objectivity assumes that the experiments have

been properly performed and the quantitative data has not been
tampered with. If the data is objectively obtained then its results are
acceptable and reliable. Sources and experiments can be verified
to authenticate the theories presented. Scientific objectivity thus
also implies sharing of knowledge available for testing. Hypotheses
should be subject to criticism. Only then can they invite further
research and development.
It also brings out the element of scientific measurement.

Such standard measurement is developed that can be used by
other scientists except the originator to further develop the theory. It
expects universality of empirical tests
Apart from measurement the experiment also becomes an

element in objectivity. The experiment for validation of hypothesis
should be devised in such a manner that it can be repeated. If the
experiment performed by other scientists produces same results
only then does the theory proposed becomes acceptable.
Reproducibility of scientific experiments is required for universal
acceptance and objectivity.
Scientific objectivity ensures that no knowledge is imposed in

the society which is not verifiable. It also ascertains that personal
biases, emotional involvement and personal beliefs do not interfere
with formation of scientific knowledge. Scientific knowledge is not
only useful in theoretical studies but also for general knowledge and
development of education. Stress on objectivity makes sure that
scientific results and theories are presented in most unambiguous
and simple manner.
6.4 SCIENTIFIC TEMPER

The attitude which enables man to apply logic and arrive at
decisions based on reliable and practical knowledge is said to be
scientific temper. It implies application of reasoning and
avoidance of preconceived notions as beliefs.
General views and beliefs develop because of traditionally

accepted views or because it is believed by important persons or
given in religious books. Scientific temper demands scrutiny of a
certain idea before believing it. Discussions over it, arguing to prove
or disprove its validity are methods used to arrive at scientific
knowledge with the application of scientific temper. This attitude
helps to dismiss superstitions and blind beliefs. It encourages an
open mind which strives to achieve best possible reliable
knowledge.
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Importance: The progress of a society today is said to

depend upon its member‘s attitude towards critical enquiry. Lack of
such critical approach can lead to imposition of unjust rules and
dogmatic ideas on the people. Such a society will be weak. Thus,
scientific temper is necessary for the establishment of a politically,
socially and intellectually strong society.
Pandit Jawaharlal Nehru, the first Prime Minister of India,

was a keen advisor of scientific temper. The makers of our Indian
constitution also realized its importance and hence have included
―the development of scientific temper and spirit of inquiry‖ as one of
the Fundamental Duty (article 51 A) of Indian citizens. By
developing such attitude humanism can be fostered among the
people. It will help in formation of a peaceful and civilized society.
India is a land of long history of tradition and also a land of

several religions. Heavy emphasis on both tradition and religion
create obstacle in the development of scientific temper in the
country. This attitude is a severe need of the society. Superstitions
and blind faith has given rise to many social crimes and injustices. It
has also become hindrance to development of the society. The
importance of religion has also led to tensions among various
religious groups. Under the name of worship, rituals and dogmatic
religious customs, several sections of the society are exploited.
Even when India is making new history with atomic development,
space researches and technological advancement, such conditions
prevail. To counter such sad condition of Indian society, the
development of scientific temper becomes the need of an hour.
Scientific temper can be encouraged through education. A

spirit of inquiry should be developed at young age. Answers with
proper logic should be provided to questions of the young rather
than just dismissing them. Through history, tradition should be
taught to develop a sense of identity; they should not be imposed
without reasoning. The present generation should become more
acceptable to reform. Challenge to tradition should be looked in the
light of progress if it is based on strong logical grounds. It should be
understood that scientific temper does not mean rejection of faith or
imposition of western culture. It implies a logical and proper
understanding of one‘s culture and nature
6.5 SUPERSTITIONS, MYTHS AND PREJUDICES

a. Superstitions
Superstitions have been a part of human society since

ancient times. It is known to develop because humans fear that
which they cannot explain. By making some beliefs about it they try
to avoid or to overcome this fear. It is such a belief which is not
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based on any reason. Superstitions are linked with traditions and

many a times with good and bad omens. Many have come down as
traditions. However not all traditions are superstitions.
Many a times superstition induces a man to behave

irrationally. For e.g. Because of the superstition of the day goes bad
when a cat crosses one‘s road, many people get petrified when
such incidence happens and lose all confidence. Some people
avoid taking new work or things on certain days of the week
because they believe these days are unlucky, and sometimes they
miss out on good opportunities in life. Superstitions have become
sources of social problems also. The belief of a son is needed to
carry legacy of family has resulted in female infanticide in the
society. Animal and human sacrifice is carried in the name of
bringing wealth, prosperity and many a times rains.
Science plays a very important role in the eradication of

superstition. Science requires proof and empirical data for coming
to conclusions. Superstitions are challenged by scientific method in
which they have failed completely. A spirit of inquiry can provide
answers to many unexplained phenomena and clear out fears
related to it. The superstition of snake drinking milk on naag
panchami, or bad omen due to the sight of an owl and many
banned activities like not cooking on eclipse days are proved to be
baseless through scientific experiments.
In a country of beliefs like India, complete eradication of

superstitions is still not achieved. However with the greater spread
of scientific knowledge it will not be distant dream.
b. Myths
Myths are stories which may be or may not be true. It is

based on tradition or legend. They have deep symbolic meaning in
it. They are often used to explain beginnings of supernatural
beings. It is generally believed that myths were formed to explain
some natural phenomena. They are passed down from one
generation to another. Myths often convey misleading or wrong
knowledge. Therefore scientists work towards proving these myths
wrong with various experiments and theories. Myths have
importance in history but are mixed with lies. They make interesting
stories but cannot be completely believed.
Almost all cultures over the world have their own myths.
Some myths have become part of religious explanations. For
example the earliest known myth supported by the Bible was, the
earth revolved around the sun and the earth was flat. Scientists
since the 13th century have found evidence and tried to explain that
the earth was round. The sun is stationery, while the earth and
other planets revolve around it. It was only by the 17th century that
the church accepted this fact. There are varied theories which
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explain the creation of the universe. Many of these including the

Greek and Hindu mythology explain that the creation of the
universe was a gradual process and some order was brought in this
world by supernatural forces. While much of it might be unreal, the
essence of it may be the same as the Big Bang theory given by the
scientists. As new scientific knowledge was gained, gradually many
other such myths were broken. There is therefore an opposite
relationship between myth and science. Science is progressive,
while myths are incorrect knowledge disguised as truths.
c. Prejudices
Prejudices are unfavorable or negative opinions held by

people without any knowledge or examination of facts. Prejudices
are created in minds of people because of certain stereotypes
associated with religion, caste, region, sexuality or nationality of a
person. There might be some negative experiences behind
development of such attitudes. Such attitudes also pass from one
generation to another. For e.g. the phrase of kanjus Marwari in
colloquial has developed because of the strict business attitude of
the Marwari‘s. There is general prejudice among urban people that
rural people are uneducated, backward minded and poor.
Such negative attitudes have become problems in societies.

They lead to disruption of social peace. Such prejudices also bring
divide among the people, thus hampering unity in the nation.
Minority communities especially suffer inequality and injustice due
to prejudices.
Science has helped establish facts among human beings

that entire human kind is the same. It emphasizes on knowledge. It
accepts the fact that society‘s progress is based on new theories
and laws which are based on facts and not beliefs. Science has
proved that any person from any region or cultural background has
equal right to exist and respect in the society. Thus, scientific
knowledge and scientific temper is necessary for social harmony
and development. Scientific temper helps to develop harmonious
relationship among people. This spirit of scientific temper can be
spread through the medium of education, media and youth.
Check your progress
Q.1. Explain the meaning of scientific method.
Q.2. Describe the process of observation
Q.3. What is the importance of experiment in scientific method?
Q.4. Explain the importance of objectivity in science.
Q.5. What is scientific temper? Why is it important?

87
Q.6. How does scientific temper help in eradicating superstitions

and blind faith?
6.6. TECHNOLOGY
In simple words technology is the application of scientific
knowledge. It means production of such machinery, arrangements
and procedures meant to achieve a certain goal or perform a
function. Today every field of human work, from industry to
medicine, is affected by and improved with technology. The first
stone tool created by man was a technological production at that
time since it was a product of man‘s knowledge.
6.6.1. Features of technology
Technology is not confined to use in one sector only. With

more and more developed scientific knowledge a better technology
is induced. New technology makes the earlier one inadequate. As
technology is productive it also has its demerits. Following are the
important features or characteristics of technology;
1. It has value: Technology has a lot of utilitarian value to

mankind. It has made even day to day jobs simpler with
machines such as the fan, calculator, water pump etc.
technological progress was responsible for the Industrial
Revolution in Europe, which changed the economy as well
as the political conditions of the world.
2. Product of creativity: Technology is the product of

scientist‘s creative ideas based on scientific theories and
laws. For e. g. the kitchen microwave is based on the use of
electromagnetic waves. Electricity is produced using the
kinetic energy of water. The imagination of men combined
with advancing mechanical science has led to the creation of
humanoid robots.
3. Problem solving: Right from the problem of survival during

the Stone Age to the problem of sustainable living in the
modern age, technology has the power to solve problems.
The technology of dam building helped man save and utilize
water even apart from rainy season. Technology has helped
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solve agricultural problems in India as well as in smaller

nations.
4. It has demerits: Every technological product has a negative

effect on humans as well as on nature. With industrial
progress the problem of pollution increased. Nuclear energy
is a great alternative for non-renewable resources but it has
health hazards for humans as well as other living organisms
on the planet. Several technological devices are also
expensive. Theology is not foolproof. Systems can fail, some
damages can be irreparable. The impact of damages done
by technology can be reduced but failures cannot be avoided
completely.
1. Social change: Technology has completely—and

irreversibly—changed the way people meet, interact, learn,
work, play, travel, worship, and do business. It has brought
people from various regions around the world together
through better communication, travelling and networking.
This has made exchange of cultures possible. The world has
turned into a ‗global village‘ in the 20th century due to
technology.
6.6.2. Role of technology
Technology has helped increasing productivity and efficiency

in every field that it is employed.
1. Agriculture: Technology has helped to improve agricultural

production all over the world with the use of tractors and
other machines. It has improved productivity in low rainfall
lands with new methods of irrigation. It has also enhanced
food quality with use of fertilizers, pesticides and also new
seed qualities.
2. Transport and communication: Man‘s travel is not only

increased in speed but also in safety owing to new
technological inventions in transport. Air travel is common
today and also safe. Transportation technology has helped
develop better trade too.
The internet has revolutionized communication among

people. Since communication technology is one of the
cheaply available modes, it has connected people even from
remotest areas. Today the world is at one‘s fingertips with
ipads, tablets and Smartphones.
3. Industry: Production is made easier with the help of

computers which handle much of the work, minimizing the
efforts of labourers. In some factories such as car
production, the entire production process is run by robots. In
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many of the industries today, designs and test models are

designed on computers completely and viewed with 3D
technology before making the actual product. Technology
has reduced the cost of production and increased the
efficiency in production on a large scale. One of the
disadvantages of technology based industry is
unemployment especially in labour intensive countries like
India.
4. Services: The service sector has also been improved with

technology. Booking tickets, shopping, handling bank
accounts and even setting up a business, such works are
easily done with the help of computers and internet.
5. Medicine: Advanced medical inventions have helped to cure

many diseases. Vaccinations, diagnosis and operation
equipments have increased the lives of people by detecting
life threatening diseases at early stages and performing
microscopic surgeries on highly risky organs like the heart
and the brain. Many diseases like polio, chicken pox etc are
completely curable today.
Technology has changed media and its forms. Man has

reached space and is researching more about the universe with
advancing space technology. Many other fields like construction,
logistics, education and commerce have also progressed with
better technology.
6.6.3. Interrelation between science and technology
The very definition of technology explains it as an extension

of science. The relationship between the both has several
dimensions. Following points explain the interrelation between
science and technology:
1. Technological application:
New scientific knowledge leads to its application in a new

field and for a new purpose. For .e. g. the discovery of nano
science has lead to advancement not only in computer technology
but also in cosmetics and refrigerators. Technology is the way by
which scientific knowledge is combined with practical value and put
to the benefit of humankind. Both science and technology are
based on experimentation and creation.
2. Exemplary relationship
Scientists explain natural phenomena on the basis of

experiments. Many a times such experiments are done on
instruments, tools and machines developed through earlier
technologies.
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Such technological aids help in understanding and

explaining scientific concepts better.
1. Instrumental relationship
Scientists require different machinery to find out, test and

present information. They need accurate machinery for this
purpose. Technology is aimed to provide sciences with such
devices that further increase scientific knowledge. Sometimes
machinery produced for one purpose is used for another scientific
experiment. For e.g. telescope invented by an optician in Europe,
was later used and developed by Galileo for studying space. Skills
and knowledge of the technologists can be thus used to advance
science.
2. Inspirational relationship
Science and technology take inspiration from one another for

further development. Based on basic electrical sciences, engineers
develop such machinery which is used in advanced electrical
appliances. On the other hand, some technological devices provide
science explanation of some unknown phenomena. For e.g. the
invention of steam engine later gave basis for the creation of
thermodynamics theory in physics. Thus the instrument gave
foundation to research in science.
6.6.4. Science and technology are different
Though we have seen that both science and technology are

related in many ways, they are different in nature. The following
points can better explain the distinction between them:
1. Purpose:
Science and technology have fundamentally different

purposes. The main aim of science is to explain natural
phenomenon through scientific method of observation and
experimentation. Technology aims at creation of a product through
intellect and design based concepts and methods. While science
only observes and understands, technology intervenes in nature.
Rather than meeting a human need or opportunity, it is primarily
driven by curiosity about something.
2. Aims
Technology aims at the satisfaction of the end users of a

product, process or environment. Science aims at discovery or
verification of a certain element of nature.
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3. Role of value:
Scientific knowledge is objective. The theories and laws

developed as scientific knowledge cannot be termed good or bad.
However technological products do have negative implications on
human nature. For e.g. nuclear power and its use as scientific
knowledge is not bad, however bomb producing technology for
terror purpose is surely inhuman.
4. Evaluation methods
Scientific knowledge is evaluated through analysis of data.

Theories are created and they are tested over various experiments
and on the basis of several hypotheses. Other scientists have to
give validation to the theories as being true so that they can be
established as laws or universal facts. Technological products are
not based on assumptions and hypothesis but verified on the basis
of analysis of designs. Thus no validation for truth is required in
technology.
Science involves formation of theories based on accurate

data, while technology involves use of available data to create
approximate models. Technology is therefore different from science
in its goals, methodology and also final product.
6.7 SUMMARY
Science as a discipline is very wide. It develops theories and
explanations about natural phenomena by following the scientific
method. Development of scientific temper is essential for better
social life. It removes untrue baseless beliefs from people‘s lives
and also brings peace and harmony and equality in society.
Technology is everyday science. It has made human life convenient
and advanced. Technology and science help each other progress.
They are distinct from one another in nature, aims and methods.

Q.1. Explain the meaning and features of technology.
Q.2. What role does technology play in everyday life of man?
Q.3. How are science and technology related?
Q.4. Bring out the differences between science and technology.

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7
SOFT SKILLS FOR EFFECTIVE
INTERPERSONAL COMMUNICATION
Unit Structure:-
7.0 Objectives
7.1 Effective Listening
7.2 Verbal and non verbal communication
7.3 Public speaking
7.4 Presentation skills
7.5 Barriers to effective communication
7.6 Importance of Self Awareness and Body Language
7.7 Channels of communication
7.8 Writing formal applications
7.9 Preparation
7.10 Leadership Skills and Self-improvement
7.11 Summary
7.0 OBJECTIVES
1. To bring out the importance of listening in communication
2. To analyze the methods of communication
3. To learn about skills relating to public speaking and
presentation
4. To know the importance of body language for effective
communication.
7.1 EFFECTIVE LISTENING
Communication happens between the one who

communicates that is sender of information and one who responds
or the receiver. Both have an important role to play for smooth and
efficient communication. Listening is one of the important elements
of communication. A message is said to be well communicated only
if it is listened by the receiver and responded properly. Many people
find talking more interesting than listening.
7.1.1 Meaning
Listening and hearing are two different concepts. Listening is
a conscious activity which involves both physical and intellectual
functions. It is a dynamic process. In other words, when a person
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carefully pays attention to the words that he hears and understands

them he is said to be listening. Hearing is the physical activity
carried out by the ear involuntarily. Whether a person wants to hear
a sound or not, the ear will accept. Listening on the other hand is
different. Even while sounds of the words are heard by the receiver,
if the receiver is inattentive and uninterested, he may not
understand the message. He will not be able to become a part of
the communication. Thus, listening is an active process while
hearing is a passive activity.
Listening means understanding the message given by the

speaker and interpreting it correctly. It can be achieved by
improving patience and concentration.
7.1.2 Features of listening

A good listener enhances the quality of discussions.
Following are features of listening:
1. A dynamic process: Effective listening is the characteristic

of a good communicator. It is an active process in which the
listener pays attention to the message, spoken and not
clearly spoken by the speaker. He then interprets and
evaluates the message. Giving feedback is important to
show involvement in dialogue. Feedback can be in gestures
or simple sounds of agreement.
2. Aims: Depending upon the audience, the aims of listening

are different. Sometimes it also depends on the content or
the speaker. The audience sometimes appreciates the views
and ideas expressed by the speaker. e. g. during the speech
of a political leader in his rally. Sometimes they listen and
empathize with the speaker e. g. students listening to
experiences of alumni. A listener sometimes listens to
selectively only that content which is relevant to him. Judges
in any competition always have a critical mind and listen with
the aim of evaluating the speaker.
3. Obstacles: Certain problems can affect the process of

listening. Following a few of them:
a) Force: if the audience is forced to listen to the speaker,

they cannot concentrate.
b) Language: if the audience is not well versed in the

language in which the speaker speaks, they may not be
able to understand the message even if they are willing to
pay attention.
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c) Emotional barrier: if the listener is upset or disturbed

emotionally then he will not be able to pay complete
attention to the speaker.
d) Environmental problem: noisy environment or

uncomfortable space can disturb the listener, affecting
the listening process of the audience.
1. Retention of information: the listener interprets and

understands the speaker‘s message. However, after a period
of time, not all the information listened can be retained by
him. To increase the retention of the listeners, speakers
should take aid of visual aids and examples to communicate
the information. The information should be presented in such
a way that it relates to every audience, so they can retain it
for their benefit. Taking notes while listening to the speaker
can help the listener to have reference points with him even
after a long time.
2. Requires patience: Listening requires involvement in

communication. A good listener is one who listens patiently
to the speaker and makes a mental note of all points covered
by him. A listener should patiently wait for his chance to
speak. In case of discussions or debate, a listener should
wait for an opportune moment to speak about his views.
After attentive listening he will be in a good position to score
points for him. Patient listening allows the listener to
understand the speaker and his message well. Thus the
listener doesn‘t make any opinions based on ill judgment but
based on proper information. Listener should avoid
interrupting the speaker unnecessarily.
3. Listening can be improved: There is formal training for

improving communication skills in reading, writing and
speaking. There is no such training available for listening.
Listening requires a correct attitude and interest. This
positive attitude can be brought by developing the
willingness to listen. By bringing discipline and self-control
one can improve his listening skills.
7.1.3 Importance of effective listening

Studies have shown that human brain‘s listening capacity is
much higher than its speaking capacity. We should utilize this
feature of our brain to develop effective listening. Listening not only
improves communication but also develops good relationships and
delivers good results. Following points bring out the importance of
listening:
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1. Effective communication: The listener is an essential part

of communication. Effective listening ensures clear
transmission of information from speaker to listener. By
attentive listening the listener can appreciate the speaker‘s
efforts to communicate properly. He can also bring out
defects in the speaker. E.g. students who listen attentively
can point out if any wrong information is given by the
teacher, or convey to him during the lecture that the concept
is not clear.
2. Develops better understanding: By effective listening

misunderstandings can be avoided. Since sometimes there
is no written record of spoken message, misunderstandings
can occur.
3. Improve relationships: It can help to solve several

problems in relationships. Elder members of the family feel
satisfied and loved when they get a chance to share their
experiences with people who listen carefully to their talk.
Parents can help identify problems of their children if they
listen to them attentively and look for unspoken messages
and emotions in their talk.
4. Help to obtain information: The speaker expresses his

ideas and emotions through his talk. Effective listening can
help a person to get information from the talk directly or
indirectly. The listener can develop his own ideas based on
the information given by the speaker.
5. Helps in making decisions: Listening to the concerned

groups ideas and opinions can help authorities make proper
decisions. For e.g. by listening to the suggestions and
opinions of both the superiors and juniors, management can
make decisions that can benefit the organization as a whole.
It can help the organization to form better policies which offer
solutions to the grievances of its employees.
6. Provide encouragement: Effective listening provides

encouragement to both the listeners and the speakers.
Speakers get encouraged to communicate more effectively
looking at the involvement and response of the listeners.
Listeners are encouraged to participate in the
communication when they listen effectively especially during
group discussions. Effective listening equips a person with
an open mind. It helps him explore new ideas, appreciate
other people and also evaluate them based on their ideas.
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Check your progress

Q.1. What do you mean by effective listening?
Q.2. Enlist the features of effective listening?
7.2 VERBAL AND NON VERBAL COMMUNICATION

The method of communication differs in all cases. It depends
on several factors such as the information provider, the target
audience, type of message and many a times on the place in which
the communication is taking place. Throughout human history,
several modes of communication are developed by man and the list
is growing with new technology. However, basically, there are two
major ways of communication namely verbal and non verbal.
7.2.1 Verbal communication

Verbal means relating to words or use of word, written or
spoken. Thus verbal communication includes oral and written
communication.
7.2.2 Oral communication

Man learnt writing much later. Thus for a long period of
human existence communication among people was largely in oral
form. Any form of communication with the help of spoken word is
oral communication. Oral form is used both in formal and informal
communications. Speech connects to people more than any other
method of contact.
Oral communication can be classified further in personal and
non - personal types. Personal communication is in which there is
face to face dialogue. e.g. discussion in classrooms, seminars,
speeches, gossip, interviews etc. Non -personal communication
does not include face to face dialogue. e.g. radio shows, telephonic
conversation etc.
7.2.3 Written communication

Effective writing requires planning. One has to use proper
words and form the matter in such a way that the message is
clearly understood. It is an important form of communication in
formal world in the form of letters, memos, reports, acts, laws etc. It
is also used for informal communications like letters, invitations,
notes etc.
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Advantages –
1. Permanent and legal: Written communication can be
preserved permanently and can be referred when required in
the future. If written communications has signature of a
person or seal of an organization then it gains legal status
and can be produced in court as legal evidence.
2. Accurate and precise: The writer plans the content to

convey message to the concerned receiver. Thus written
communication is accurate and precise. This reduces the
chances of misunderstandings as well.
3. Accountability: Since the name, place of the sender of the

written message can be traced down even if it is not
mentioned on the written document, the sender can be held
accountable for his message. In official communications, the
message contains the name or signature of the sender.
4. Large and widespread audience: If the message has to

reach a larger number of receivers then written
communication is a better option. It helps to communicate
the message in exact same form at the same time. It is also
viable option for audience spread across geographical areas,
like various branches of the office.
Check your progress

Q.1. Name and explains the types of communication.
Q.2. State the differences between oral and written

communication.
7.2.5 Non Verbal Communication

Any form of communication that does not involve the use of
words instead communication takes place through gesture, display
of emotions, movements, eye contact etc. is said to be non verbal
communication. Sometimes non verbal form is used along with
verbal form. However, on its own too, non verbal form can be used
to convey messages along with feedback.
1. Sign language:
Audio visuals signs are used by people to indicate a certain
message.
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Various forms of visual signs are posters, colours, graphical

representations etc. Posters signs represent a certain idea or
message in a combination of pictures and slogans. They are used
during rallies and drives for a cause, such as anti smoking drive. A
sign board with a picture can tell a message too, e. g. a skull on
the electric meter board or drawings of men and women on doors of
public toilets. Each colour represents a specific emotion. For e. g.
blue indicates cool and calm feeling while red indicates passion.
Data is presented in graphical formats like pie charts, graphs and
tables to show relationship between various elements or compare
data.
Some sounds are used in specific areas to convey
messages. For e. g. the factory siren indicates lunch time for
workers. In BEST buses the conductors ring the bell in various
combinations to communicate with the driver to move or stop etc.
1. Body language
The science related to the study of the way human body
communicated without the use of words through movements of its
parts is known as Kinesics. It includes facial expressions, postures
and physical appearances.
a) Facial expressions: It is often said that human face is the

monitor of the human mind. What a person feels or thinks is
shown by the various forms of facial expressions. As smile
conveys compassion, tight muscles of cheek and clenched
jaw show anger. Thus one should control what kind of
expressions is reflected on their faces.
b) Posture: Whatever the size and shape of the body be, one
can tell about the state of mind of a person by studying their
body posture. A person with self confidence walks with
shoulders spread and raised chin. A bend in the back while
sitting or standing shows tension and lack of confidence.
c) Gestures: Certain movements of arms, legs, head and

hands can be used to indicate our emotions and thoughts. A
gesture is strong way of letting people know about thought
without words. Gestures such as nodding, eye contact, tilting
the head during a talk made by audiences shows their
involvement and attention towards the speaker. Throwing a
fist at somebody shows anger, fiddling with objects during a
talk or shaking leg shows nervousness. Certain gestures in
different cultures may mean different things. For e. g.
nodding of the head up and own means saying yes in India
but it means a no in Bulgaria.
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d) Physical appearance: The complete personality of the

person that reflects by his physical appearance i.e. clothing,
hair etc tells about his opinions and ideas. The colour of the
clothes, their style, and style of hair reflects the person‘s
confidence.
2. Para-language
Paralanguage means the various features of speaking
which communicate a message just ―like language‖. Para linguistics
is the study of pitch variation, speed of speaking, pauses, volume
variation and use of fillers. The speaker has to control the manner
in which he speaks to communicate his message in a better
manner. The way in which the speaker speaks conveys his ideas
as well. It can be understood better with the help of following points:
a) Pitch variation: Pitch of the voice is its range. The speaker

can speak at a higher, lower or moderate pitch according to
the intensity of the content or to draw attention of the
listeners to some important message. Use of same pitch for a
long time makes the talk boring. In general conversations the
voice pitch shows the excitement levels of the speaker. A
very low pitch shows bad mood while an angry person talks
in a high pitch.
b) Speed of speaking: People who are scared of situation or

nervous speak fast in such times. Control over speed of talk
is important during lectures and presentations. If the lecturer
thinks that the students do not understand a certain concept
then he can explain it again at lower speed.
c) Pause: Continuous speaking makes it difficult for the

audience to understand the message. It is important to pause
at appropriate times. A speaker may pause for some time
before explaining new point to see if the audience has
completely understood the earlier point. He may also pause
expecting any remark or reaction from the audience.
d) Volume variation: It is important for a person to have control

over volume of his voice. One can adjust the volume of voice
depending upon the place where he is talking, number of
people he is talking to etc. for example a person presenting
before a group of 50 people speaks slowly then people away
from him may lose interest because they are not able to listen
to him.
e) Fillers: Non fluencies or fillers are short words which are

used to connect to the audience in a better way. For e. g. the
use of alright, ok, you know in between sentences helps to
draw attention, maintain continuity and also make a special
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impact of a particular sentence. However, over usage of such

words should be avoided. This can irritate the audience.
3. Silence
Silence can also convey the mood, message or response of
a person. It can be used to indicate positive reactions like approval,
consent or agreement. It can also show negative response such as
disproval, anger or sorrow. During a talk silence can be used in
pauses to give the audience time to think and react.
a) Space
The study of use of space for communication is known as
Proxemics. The amount of space a person keeps with others
during communication depends upon various factors like
relationship, surrounding, social norms etc. The normal
amount of space during casual conversations at personal
level between the communicators is about 18 inches to 4
feet. When the relationship among people and the
environment is formal, the distance may be between 4 to 12
feet. Beyond 12 feet the space becomes a public space. The
relationships are formal and number of people involved in
this is greater. The type of conversation also decides the use
of space. Proxemics also involves seating arrangement and
territoriality. Example parking one‘s vehicle in the same
place everyday shows marking of personal space. If a
person wants to be more involved with the speaker and is
interested in the talk he may take a seat in the first few rows
of the auditorium.
b) Time
The use of time by a person tells about his personality. A
person who is punctual and manages time well is considered
discipline and gains respect among colleagues and
subordinates for this quality. Using one‘s time well is also a
quality. People who arrive late for meetings give a negative
impression about themselves.
c) Touch
Haptics is the study of touching. In different cultures touching
has different meanings. A firm handshake is a symbol of
confidence. A hug may be considered friendly way of
greeting in some cultures but in some cultures it is
conserved offensive.
Advantages –
1. Facilitates interaction: Non verbal communication is
advantageous when the audience has certain imparities
such as hearing problem, slow learning or even illiteracy.
Even otherwise, the speaker can strike a good interaction
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with the audience because of his informal gestures and use

of signs.
2. Creates impact: Visuals and graphics make an impact on

the minds of the audience. They are able to recall it even
after a longer period of time and relate information with such
visual memory. Positive gestures and confident body
language creates a good impression on them. Thus it
enhances communication.
3. Develops relations: Positive body language and facial

expressions attract people. They send vibes of warmth and
happiness. So it helps to create and develop relationships in
both formal and informal settings.
Disadvantages –
1. Problem of misunderstanding: Sign and body language

can be misunderstood by the audience. Colours, visual signs
and gestures may have different meaning to people from
different cultures. Thus a wrong message could reach the
people. People may also identify voice variation differently.
For e .g. if the speaker is speaking in high pitch to
emphasize on a point better the audience may see it is
aggressiveness.
2. Irritation: Audience may get irritated with the use of

fluencies if used frequently by the speaker. It may distract
the audience as well.
3. Quality of communication: Sometimes the speaker maybe

good in use of non verbal communication to keep the
audience interested but may lack content in his talk. Quality
of the communication is also important with attractiveness.
Check your progress

Q.1 Define non verbal communication.
Q.2. Discuss any 3 types of non verbal communication.
7.3 PUBLIC SPEAKING

Public speaking means the process of speaking to a group of
people in a structured manner. It is a powerful medium for
motivation, influence, informing and entertainment. Many people
have stage fear that is fear to speak in public while some can
engage the audience for a very long time. Fear and nervousness
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can be overcome by practicing some basic steps and improving

one‘s confidence level. Following are a few of the essential
elements to develop oneself as a good public speaker:
1. Structuring the talk: Whatever the purpose of the public

talk is, the speaker should prepare the talk in stages of
introduction, main explanation and conclusion. Such practice
will help the speaker to convey message to the audience
according to their understanding levels without making it
boring. It will give the audience a clear idea of what they
have to expect from the talk and also prepare questions at
the end.
2. Preparation: Even experts need preparation. It is better to

have an idea of the time allotted for the talk, the purpose and
prepare accordingly. Preparation in advance will reduce the
possibilities of mistakes during the talk.
3. Analyze the audience: The speaker should keep in mind

the target audience and use language and examples
accordingly. For e .g. an archaeologist will prepare a
different format of speech archaeology to present in a
seminar in front of scholars; while the format will be different
for the same topic if he has to present in front of students.
4. Short sentences: Short sentences are better to understand.

They help to keep the audience interested. Audience may
lose track of the actual content while listening to long and
complex sentences. It helps to maintain the flow of
communication.
5. Expressive speech: People lose interest if an interesting

topic is presented in a boring manner. A speaker should use
decorative language to describe the content and help the
audience visualize the topic that is spoken about. He can
draw examples from day to day life to help the audience
relax with his talk. He should use humour to keep the
audience connected and refresh them after some time.
Information can be given through humorous instances. The
speaker‘s enthusiasm for the subject should be seen in his
speech.
6. Composed body language: The speaker can take control

of attention of the entire audience only when he is calm and
relaxed himself. Tension and nervousness of facing a huge
audience takes away confidence. To deal with this the
speaker has to perform this natural form. Being confident,
cheerful creates a positive impact on the audience.
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7. Seek feedback: Involvement of audience during a talk is

important. One can ask a few rhetorical questions in
between the talk. After the talk a feedback from the audience
is advisable. One can ask questions to the audience and
encourage them to participate. Questions from the
audiences should also be welcomed.
7.4 PRESENTATION SKILLS

Presentation is slightly different from public speaking and so
it requires a different set of skills. The purpose of a presentation is
always more formal than a public talk. Presentation is a
professional practice to demonstrate data, research, reports or new
information. They are done on several occasions by students for
their projects, business persons to present data for clients, and also
scientists to present reports etc.
The presenter has to keep in mind the following point to
make an effective presentation:
1. Structure the presentation: Presentations are scheduled

for events. Thus a presenter should utilize time well to
prepare the presentation. He should see to it that the
presentation should convey all points he wants to say, is
based on the theme of the event and has a proper direction
to it. Brief the audience about the topic before beginning with
complete details. Include a lot of examples to make the
presentation interesting. Make a neat and point style
presentation.
2. Presentation: Appearance of the presenter makes an

impression on the audience. It is important for the presenter
to be formally dressed and to be neat. Appearance of the
PowerPoint presentation is equally important. A power point
presentation having paragraphs, bold font, too may images
with no caption, makes the audience loose connect and
concentration with the main content. It also shows lack of
research by the presenter.
3. Knowing the audience: As in any public talk it is important

for presenter to know his audience. The audience expects
information from the presenter. He should be able to give it
to them and in the way they understand. Audience evaluates
him not only on the content but also on the way it is
presented.
4. Controlling the environment: The presenter should be

comfortable in the environment he is presenting in. It is
better to make all preparations like set up, checking mike,
checking if PowerPoint works on the laptop etc. on his own
before the presentation. It is also important to get a feel of
the environment and get to know things like knowing from
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where he will be presenting, whether he will be able to move

around or not. This will enhance confidence, help to keep
calm and concentrate completely on the talk.
4. Keep track of time: Usually presenters have to present

within a given time slot. It is important to finish within the
given time. This gives a proper impression of positive time
management to the evaluators and also gives the presenter
time to answer audiences questions calmly. It also shows
that he respects the time of the audience. Rehearsing the
presentation is important to be able to manage time as well
as completely cover the topic.
7.5 BARRIERS TO EFFECTIVE COMMUNICATION
Communication through any medium is successful if the

meaning of the message clearly reaches the receiver. Many a times
this does not happen due to some disturbance during the passage
of message or some error or absence of some quality in the sender
or receiver. Any such problem or obstacle is termed as a barrier to
communication.
Following are the various types of barriers to communication:
1. Physical
2. Linguistic
3. Cultural
4. Psychological
5. Organizational
1. Physical: Barriers that are external or related to the

environment in which the communication takes place are called
physical barriers. They are as follows:
a) Environment: Elements of the environment such as

temperature, humidity, ventilation, light of the place etc.
where communication takes place affect the communication.
For example, lack of proper ventilation in an auditorium can
make the audience uncomfortable because of which they
may not be able to concentrate on the show. Natural
calamities disrupt communication mediums because of
which people remain stranded for long.
b) Time & distance: Time difference between two people can

affect the communication between them. Some people do
not meet their families for days because they have unusual
work shift. People living in different time zones also have to
make different arrangements to communicate each other.
Distance becomes a barrier especially when messages have
to be given personally.
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c) Defects in mediums: When a wrong medium is used to

communicate, the message cannot pass to the receiver as
expected. For example, written medium will not be useful to
communicate with illiterate people.
Defects in the instruments used may also pose problems.
For example, disconnection of internet service during a video
conference or faulty telephone service.
2. Linguistic: Language is the primary tool of communication.

Problem may occur in communication if there is a problem in
understanding the language, pronunciation or meaning of the
words.
a) Difference in language: When the people wanting to

communicate with one another are not familiar with each
other‘s language they may not be able to communicate
effectively. Different languages have different meanings for a
single word. For example in Spanish burro means donkey
while in Italian it means butter. Such problems create
misinterpretations and misunderstandings.
b) Jargons: Technical terms particular to a field are called

jargons. For example people who are interested in space but
are not physics students may not understand a lecture if
jargons are used by experts talking in the lecture on space
research. Thus the speaker should keep audience in mind
and use words accordingly.
c) Ambiguity: Similar words may mean different things when

used in different contexts. This may cause
misunderstanding. Homophones or words with same sounds
but different meaning like hair and hare may create
confusions during a communication. The same colour may
have different symbolism in different cultures. Christian
brides wear white on their wedding day; Hindu married
women wear it when their husband dies. Confusion and
misunderstanding due to such problems can be overcome by
a proper knowledge about the culture that one is going to
interact with.
d) Voice and tone: If the speaker is too slow or too fast the
listener may not be able to follow the conversation. If the
tone used by the speaker is not proper then the meaning of
the message may not effectively reach the listener. A
monotonous tone makes the receiver lose interest.
3. Cultural: Opinions and thoughts of people are influenced by

their culture. Culture refers to ideas, ritual, ceremonies, festivals
etc of a group of people. Words, symbols, actions, etc have
different meanings in different cultures. When people from different
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regions interact with one another, culture may become a barrier in

many ways. People may think about symbols from other cultures in
their own culture‘s context leading to misunderstanding. Sometimes
people may not understand actions and words from other culture.
For example; people in India are finding it difficult to adjust with the
corporate culture of calling each other by first name in work place.
In India calling any senior or elder by first name is utterly rude.
4. Psychological: Communication is affected by the state of

mind of both the sender and the receiver. Biases and prejudices of
people, their emotional well being and general mind set affect their
thoughts. Following are some of the psychological barriers:
a) Selective perception or filtering: People sometimes accept

only such information from the message which is relevant to
them or appeals to them. This is known as selective
perception. In some cases such practice is beneficial but
otherwise it leads to loss of valuable information by the
receiver.
b) Closed mind: Some people do not like suggestions or

advice given to them. They believe they know everything and
can handle everything. Such closed mind affects effective
communication especially in team work. Some people who
do not like changes may not accept others ideas and
opinions.
c) Poor retention: If the receiver has poor retaining capacity

then much of the information may be lost by him and so the
communication may fail.
d) Emotions: When a person is in bad mood or depressed it

affects the communication process. Receiver‘s concentration
may be affected if he is in bad mood or if the sender is in bad
mood he may not communicate the message in proper
words and tone. Nervousness also affects the way a person
communicates. If a person is in stress he is unable to
communicate properly, he may transfer the message in a
wrong manner or receive it wrongly.
e) Bias & Prejudices: When ideas about something or

someone are formed without proper knowledge it is called
prejudice. Prejudices block the mind and do not allow truth to
be seen. Communicating with such people is difficult. They
may not want to understand the message the sender wants it
to be understood. Prejudices about people whom they are
communicating with also affect the communication. If a
person has bad impression or image of the sender, then they
may not accept messages from them freely. On the other
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hand, if the receiver has a very good image of the sender in

their mind, they may accept any information from them.
f) Slanting: Slanting means giving different meaning to the

message. Thus the receiver makes inappropriate
conclusions about certain information. In some cases it may
be relative understanding of a term for example during a sale
the rate is expressed along with the term ―only‖. It implies
that that price is low during the sale; otherwise it would have
been standard.
5. Organizational: Apart from the above mentioned barriers,

there exists some peculiar barriers which can be seen in business
organizations.
a) Excessive information: When too much information is

passed on then people tend to make errors while processing
the information, or they may delay the process or they may
neglect some part of the information.
b) Lack of common goal and planning: People often speak

without proper thinking and without any specific goal in mind
which creates confusion in an organization. They may speak
in a rude manner which can spoil the environment of the
organization. There can arise goal conflicts between different
departments or between two different individuals. For e.g. a
research and development department may want more
money to be spent on the development of new technologies,
whereas a design and marketing department may want more
money to be spent on designing and marketing of a product
to increase the sale of a product.
c) Barriers related to positions held: Many a times the

superiors tend to pass on the orders upon their juniors or
pressurize them to finish the task without carefully listening
to their set of problems. On the other hand juniors may feel
awkward or may hesitate to approach their boss due to lack
of proper communication.
7.6 IMPORTANCE OF SELF AWARENESS AND

BODY LANGUAGE
If we have to develop ourselves then first we should be able

to understand ourselves better. Understanding oneself means
having complete knowledge of one‘s physical, emotional and
intellectual capacities. This understanding is termed as self
awareness.
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7.6.1 Meaning
Self awareness is the result of giving complete attention to
oneself. When a person thoughtfully observes his mannerisms,
thoughts, beliefs and tendencies, he has better realisation of his
personality. Self awareness comes from this realisation. It is
knowledge of what is happening within us. It is comprised of the
following three specific capabilities:
Emotional self awareness
Accurate self assessment
Self confidence
 Emotional self awareness – one has to be completely

aware of his thought process and feelings. He should be
able to analyse his reactions and emotions towards specific
situations. Emotional self awareness means knowing which
emotions dominate our actions.
 Accurate self assessment – one has to be aware of his

strengths and weaknesses. This will help him to improve his
capabilities by dealing with his weaknesses. Such practice
will provide him the ability to make right choices for him. Also
he will be willing to bring about necessary improvements in
him to take advantage of all opportunities.
 Self confidence – when one is aware of his emotions,

personality and attributes, he becomes confident of himself.
Self confidence displays assertiveness, maturity,
independence and enthusiasm in one‘s behaviour. However
a balance in self confidence is required so that it does not
affect one‘s behaviour and performance.
7.6.2 Importance
Self awareness is the key to success and peace. People
who are aware of themselves tend to be at peace with them. This
allows them to have more strengths than weaknesses. It is
important to identify one‘s own self from within to make wise
choices in personal and professional life.
1. Acceptability: Self awareness enables a person to accept

his weaknesses. He can make himself stronger by
developing his strengths and overcoming his weaknesses.
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He can accept criticism of his faults and mistakes in a

positive way because he knows that such attitude will help
him perform better next time. He also understands
weaknesses of others.
2. Empathy: Self awareness helps to empathise with others. It

helps to take control over emotions and understand the
people in difficult situation. Thus it can lead to understanding
others‘ perspectives.
3. Positive attitude: Self awareness encourages optimism.

People tend to a positive attitude towards favourable
changes. It motivates them to take positive actions against
harmful emotions and behaviour. It helps to bring out the
best in oneself and improve one‘s self-image. Self
awareness encourages people to look towards challenges
with confidence.
4. Decision making: Self awareness guides in the process of

decision making. It stimulates intuition. In complex situations
intuition helps to make proper decisions. It helps to analyse
and process uncertain problems. A person with proper
understanding of oneself will choose a right career according
to his choices and capabilities. He will invest time and efforts
into developing his skills which he lacks to achieve his goals.
5. Virtues: A developed sense of self awareness makes a

person have positive feelings and also develops good
qualities in him. It makes him understanding towards the
weaknesses of others. He develops humility and respect.
Such people value relationships and make efforts towards
maintaining them.
7.6.3 Importance of Body Language

Body language is an inseparable part of communication.
Knowingly or unknowingly it conveys a lot about a person‘s
thoughts, state of mind and sometimes also intentions. In several
situations body language alone is enough to communicate. A
combination of good speech and proper body language is a key to
effective communication. Every type of body gestures like eye
contact, movement of hands, and movement of head and facial
expressions creates an impact on the communication taking place.
The importance of body language in communication can be
explained in the following ways:
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1. Creates impression: A positive body language creates a

positive impression of the person.
This is important for people going for interviews.
2. Prevents misunderstanding: A person may not be

comfortable in expressing his true emotions through words.
Paying attention at facial expressions and body gestures can
help in identifying clues of real feelings and intentions of the
person. This can prevent misunderstandings and make the
speaker comfortable.
3. Displays confidence: Confidence can be shown through

body language. Making right amount of hand movements,
maintaining eye contact, nodding head signifies giving
attention, are all signs of a confident listener as well as a
speaker. A person who shows such signs in group
discussions and interviews gains extra points for his self-
confidence. On the other hand lack of confidence is also
evident by signs such as shaky leg or irregular eye contact.
4. Aids persuasion: Emphatic words and an assertive voice

are important tools of persuasion. If these are combined with
confident body language then the listener gets impressed
and persuaded to listen to the entire talk. People can get
convinced by non verbal communication.
5. Facilitates communication: Body language gives more

meaning to verbal communication. By observing one‘s facial
expressions and body gestures one can know if that person
is following the communication and understanding it.
Check your progress

Q.1. Enlist the essential requirements to be a good public speaker
Q.2. How to make an effective presentation?
Q.3. Name and explain the various barriers to effective
communication.
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7.7 CHANNELS OF COMMUNICATION

Proper and speedy communication within a business
organization is very important for its smooth functioning. Whether
an employer wants to communicate with the employees or a high
level official wants to communicate with the employer or vice versa,
the communication passes through several points of authority. This
points through which communication happens is known as
channels of communication. There are broadly two channels of
communication:
a. Formal
b. Informal
7.7.1 Formal communication

Communication that takes place through the hierarchical
lines of authority by following protocol is called formal
communication. Types of formal communication depend on the
direction of authority.
A. Types:
1) Downward Communication: It involves flow of

communication from higher to lower authority that is from
seniors to subordinates. Such flow involves methods like
notice, circulars, memos, meeting announcements etc.
2) Upward communication: It involves flow of communication

from the lower levels to higher levels in the department or
organization. For example when a department manager
presents his report to the general manager it is upwards
communication. Methods like suggestion box, surveys,
grievance redressal cells etc are used for such
communication.
3) Horizontal communication: When communication takes

place among the people of the same rank it is called
horizontal communication. For instance the meeting of the
heads of various departments in a college called for to
discuss examination dates and rules is an example of
horizontal communication. Apart from meetings and
telephonic conversations, sharing of letter and reports are
other methods that are used in this form of communication.
4) Diagonal communication
Cross-functional communication between employees at
different levels of the organizational hierarchy is described
as diagonal communication. When there is a need to avoid
the horizontal and vertical channels of communication in
decision making, the best way out would be diagonal form.
For example, the executives from Human Resource (HR)
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executive will have to communicate with the finance

department officials for certain information on new recruits.
7.7.2 Informal communication

In every organization an informal channel of communication
exists termed as the grapevine. It is called so because it stretches
throughout the organization in all directions irrespective of the
authority levels. It is unstructured and not under complete control of
the organization. It is defined as the informal transfer of information
through gossip or rumours. Informal communication occurs almost
all the time in an organization. Topics from the appointment of new
manager in the department, anger of a certain subordinate, change
in HR policy of the organization etc., are discussed by officials of all
levels amongst themselves informally. Such information is passed
from one person or group to other person or group. Subordinates
discuss their problems and fears related to work with each other
and share their opinions over management policies.
Check your progress

Q.1. Describe the various formal types of communication.
Q.2. Write notes on: a) Upward communication
b) Diagonal Communication
7.8 WRITING FORMAL APPLICATIONS

When communicating with authorities at any level, from
secretary of the housing society to Corporator of the ward one has
to make use of formal letters. Formal applications are written for
various purposes such as job application, application for a course,
permission letter etc. depending upon the purpose the structure of
the letter may change. However certain features like formal style of
language, use of proper words, use of short paragraphs and
concise message as well as factual information remains the same
in all.
We will discuss writing of mainly three forms of formal

applications namely job application letter, statement of purpose and
resume.
7.8.1 Formal application

A job application letter is a formal persuasive letter from the
candidate to the employers. The candidate presents his eligibility
and interest for the job through the letter. The letter highlights the
qualifications and experience that makes the candidate a right fit for
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the job. Through the letter the candidate points out ways in which
he will be beneficial for the company. He requests the employers to
give him an opportunity to present him better by selecting him for
an interview.
To serve all these aims it is important that the letter is

structured in a proper style. It should have an interesting opening.
The opening should catch the reader‘s attention. The main body of
the letter should consist of all details about the candidate relating to
the job. The employer‘s will not be impressed to see irrelevant
information. The letter‘s closure should be such that it convinces
the reader to take positive action.
While structuring the letter in the above style the candidate

should be careful about some details. The candidate should not use
very heavy words and decorative language. The letter should be in
simple language with short simple sentences. Ideally the letter
should be typed. It makes it easier to read. Formal fonts such as
Times New Roman or Arial should be used. The font size should be
readable. The candidate should thoroughly proof read the letter
before dispatching it. Grammatical and spelling mistakes in the
letter leave a bad impression on the employer. Enclosures made
should be mentioned at the end of the letter. Proper opening and
closing salutations like Respected Sir/ Madam, Yours
truly/sincerely/faithfully should be used. One should sign at the end
of the letter.
An application letter written in response to an advertisement

is known as a solicited letter. The date and reference of the
advertisement should be given in the letter.
When the candidate writes an application after getting

information about the vacancy from an indirect source, it is known
as unsolicited letter. The source should be clearly mentioned in
the letter so that the employers can contact them for reference.
7.8.2 Statement of Purpose

After the completion of graduation a student is required to
write an application essay to any institution which tells them about
the student‘s aims, interests and knowledge for higher studies.
Such an essay is generally termed as Statement of Purpose (SOP).
An effective SOP makes the student eligible for admission in the
applied course. The admission staff and faculty of the institute get
to know more about the student apart from scores. The student
should concentrate on presenting himself at his best through the
SOP.
Following are guidelines that can be followed by the students:

1. Use formal sentences. Use of words such ―kind of‖, ―you
know like‖ etc. should be avoided.
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2. Do not use a lot of technical terms. It gives an impression

that you are trying too hard to show your intelligence. Use
simple sentences.
3. Statements should not contradict each other. Even if you had

different plans about career earlier explain the manner in
which you changed your plans as a better option. The review
committee is concerned with your current goals.
4. The essay should answer all questions relating to the skills

you acquired in your student life as well as internships and
other relevant works if any. It should also project the reason
for choosing the particular field for study and how passionate
you are about it.
5. It should be persuasive in nature.
6. Do not exceed the maximum word limit specified by the

college/university.
7. Proof read the SOP. Get it checked by professors who are

writing testimonials for you. Any grammatical or spelling
mistakes show carelessness.
The statement of purpose should be in the following style or

structure –
1. Introduction: The essay should have an attention seeking

introduction. It should consist of a brief introduction about
yourself followed clearly with which course you are applying
for.
2. Purpose of study: Explain why you are interested in that

particular field and what makes you choose a graduate
programme in it. If there is a personal story, inspiration or
role model behind this interest then explain it in short. It is
true that further studies will enhance your qualifications and
your ultimate career goal can be achieved with this
programme. Discuss new areas in the field that excites you.
3. Reason for choosing that institute: This can be explained

with the help of what the programme offers. For example the
programme offers the combination exactly you are interested
in. Point out those subjects in particular and explain your
interest in them. Explain how the programme will help you
reach closer to your goal by mentioning details like particular
skills you will acquire or chance to work with some noted
faculty there. This will show to the review committee that you
have thoroughly gone through the programme details.
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4. Special skills and experience: It is important to mention

your motivation and goals. Mention your achievements like
prizes in competitions, rank in college etc. give details of any
major project, paper that you have submitted during your
bachelor‘s degree. Give details of conferences attended,
internships done any special laurels won for the college in
extracurricular field as well. Describe any experience that
demonstrates your credibility, dependability and
independence. Show what is unique about you in the
relevant field. Give details about any gap in completion of
course or bad scores or other records in the application form
that demand explanation.
Do not write negative about yourself. The SOP should
present you as unique, deserving and perfect candidate for one of
the limited seats on the programme. It should focus on your
strengths however without exaggerating them. Qualities not relating
to the study should not be mentioned; you may be an excellent
singer but that doesn‘t qualify you for masters in archaeology.
In sum, the Statement of Purpose is your way to introduce
yourself personally to a group of intelligent people. In this statement
you must present yourself in a favorable light, express your interest
in them and the subject they teach and tell them why you are
special enough to be admitted. It must be honest in conception,
accurate in detail, and direct in address. And it must look good and
be error-free.
7.8.3 Resume
A resume is a brief document that summarizes your
education, employment history, and experiences that are relevant
to your qualifications for a particular job for which you are applying.
It is a short, point-form document. It is through the resume that the
candidate gets to make an impression on the employer. The main
objective of a resume is to get an interview for the job.
There is general confusion over a bio-data, curriculum vitae
and resume. Bio-data is a complete record of the candidate
including personal particulars by place of birth, family background
followed by educational qualifications. This term is not used in
most professional circles today. Curriculum Vitae is an in detail
description of skills learnt at various stages of academic life and a
type of responsibilities handled at the previous employments. A
resume is a summary of educational qualifications, skills and
professional experience of the candidate.
1. Guideline
It is important to prepare an effective resume. It should
convince the employer that the candidate is well suited for the job
and should be called for an interview.
A resume begins with giving personal details like address,
email id, contact details etc. It is followed by mention of position
sought. Mentioning career objective at the start of the resume is
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advisable. It gives an impression of planning as well as ambition.

Then educational qualifications and professional experience are
written in reverse chronological order that is the most recent comes
first. Specific skills and other achievements follow in order. Names
and contacts of references can be given at the end. The resume
should be signed by the candidate by hand to give it more personal
touch.
Following guidelines should be followed to create a flawless

resume;
1. The resume should be concise. It should not exceed two

pages.
2. The resume should not have complete sentences. It should

be in point form. Each skill, qualification should form a bullet
point under a side heading.
3. Headings should be named properly. Example ‗experience‘

instead of ‗previous jobs‘.
4. All records mentioned should be factual.
5. Negative or irrelevant information should not be mentioned.
6. Any development or training programmes attended should

be mentioned.
7. A good quality paper should be used for printing it.
8. Font type and size should be formal.
9. It should be proof read carefully to rule out any grammatical

or spelling mistake.
10. Resume should be submitted with a covering letter.
7.9 PREPARATION
Every important step in educational or professional life

requires proper preparation. From the smallest of exam to the
toughest one preparation improves confidence, success rate and
also improves the person for future steps in progress.
7.9.1 Group discussion

Group discussions are formal discussions held to test the
candidates‘ knowledge, ability to formulate their ideas and express
them in the best manner possible. They are a platform for the
participants to express their opinions. They are structured
programmes held with a specific purpose. Group discussions can
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be held for various purposes such as exchange of various views on

a particular subject, facilitate decision making by involving various
parties, developing information on a particular issue, problem or
creating awareness about some issue.
1. Essentials for preparing for a group discussion.

Whatever the purpose of group discussions, the participants can
make it successful by following some essential guidelines as given
below:
a) Think before you speak. Participant should jot down points

which he is going to make in the discussion, this will help him
to give direction to his talk and he can avoid contradicting
himself.
b) If he has any doubts he should clarify them with the

organizers to avoid diverting from the topic or speaking
irrelevantly.
c) Taking initiative in the discussion shows leadership skills.
d) Be assertive not dominating. If you disagree with somebody

say so politely. Use persuasive language with reasoning and
courtesy.
f) Do not take anything personally. Do not get emotional about

you views. Tone of voice and rate of speaking should be
moderate.
g) Every discussion is structured. Keep a tab on the time. Do

not speak after the time is over. Alert people who are taking
too much time and ask them politely to give others a chance
to speak.
h) Participant is judged not only on his talk but also on his body
language. He should maintain calm posture and display
positive attitude.
7.9.2 Interview
Interview is the final step to selection for a job. It is a face to
face communication held between the candidate and the employer.
Candidate must well prepare his answers and also questions
related to the job profile if any. Following guidelines can help the
candidate to present himself confidently and get his chances of
being selected stronger.
a) Technical knowledge: The candidate must be thorough

with technical knowledge related to the position sought. He
should be aware of recent developments in his field. He
should be able to explain any query related to the records
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mentioned in the resume. Candidate should think before he

answers any question. If he does not know any answer he
should say so directly. Avoid giving fake answers.
b) Appearance: Candidate should dress formally. Clothes,

footwear and hairdo should be comfortable.
c) Punctuality: It is advisable to reach at the venue of

interview much before the schedule. This will help the
candidate to settle down, relax and freshen up before the
actual interview.
d) Certificate folder: Certificates relating to work experience

and education should be arranged in the reverse
chronological order. It should be kept handy while entering
the interview room so that it can be easily given to the
interviewer when asked for. He should collect all his papers
and certificates after the interview.
e) Body language: Candidate should display confidence

through his body language. He should avoid stiff body and
broad smile as they display over confidence and also
tension. He should be relaxed and have a pleasant facial
expression. He should take his seat only after the interviewer
instructs to do so. The candidate should maintain eye
contact with all the interviewers. He should use polite
language. He should greet the interviewer after entering and
before leaving the room.
f) Exit: After the interview is over, the candidate may ask for a
feedback. After coming out of the room he should avoid
sharing all details of the interview with other candidates.
7.9.3 Presentation
Please refer to the point 7.4 Presentation Skills.

Check your progress
Q.1. Explain ways to be influential in a group discussion.
Q.2. Provide guidelines to prepare an effective resume.
Q.3. Discuss the preparation to be made for an interview.
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7.10 LEADERSHIP SKILLS AND SELF

IMPROVEMENT
Leaders show their team the way to work. He is the source
of inspiration and encouragement to the followers. They lead by
example. He is held responsible for the entire team‘s success as
well as failure. A team with a dynamic and envisioned leader has
higher success rates. Leaders are creators of good teams. It is said
that one is born to be a leader. However if a person polishes his
qualities and develops right attitude and skills he can grow to
become a leader from any stage of his life.
Leadership is a process of social influence, which
maximizes the efforts of others, towards the achievement of a
goal.
A leader plays several roles according to requirement of
situation; he is a task manager, arbitrator, listener and ideology
maker. He is the identity of the followers. From personality,
behaviour, attitude and skills everything is important to become a
leader and maintain that position.
7.10.1 Characteristics of effective leadership

Leadership skills refer to special characteristics of an effective
leader. Leadership when forced upon the followers does not
command respect. People follow the leader only out of fear or
certain obligation. Effective leadership leads to progress of the
whole unit, be it a country, a sports team or an enterprise. Following
are the characteristics of an effective leader:-
1. Initiative: Many people have plans. However only those can

become leaders who take the first step to make their ideas
come in reality. A leader shows the way things have to be
done to his team.
2. Vision: Leaders have plans and they know where they want
to take their team. In the vision it is not only how he leads the
way, but how he prepares his team and they together
achieve the goal as a team. He should build confidence
among the members in the vision and make them realise
that each ones effort will be counted in achieving it. The
leader should be focused and passionate about the
development of his team.
3. Communication: A good leader communicates with his

team members. He proposes plan, takes opinions and let
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others express themselves, even if it means disagreeing with

him. He does not impose decisions but explains his
decisions to his team members. He informs members of their
roles in the team. Communication helps built trust and
confidence between the leader and his team. He should be
able to hold the team together by helping all members to gel
with each other.
4. Administrate: Leader is also the manager of the team. He

plans, organises, controls and directs the resources of the
team.
5. Decision making: A leader should analyse all factors before

taking decisions. In times of emergency the team looks up to
the leader or immediate action plan. He should be able to
handle pressure and take quick decisions in such situations.
6. Persuasion: A good leader uses persuasion to create his

influence. He gives demonstration of his skills, builds strong
image of his vision and creates confidence among the team
members by positive talk, rewards and by showing trust. A
leader who uses force or coercion to establish his influence
is not an effective leader.
7. Innovation: A leader should develop new ways to deal with

new problems. He should take risks to help the team achieve
its goal.
8. Values: A leader with a weak moral base is undesirable by

the team. Leaders have power in their hands. This power
can shake the values of the leader. However a person with
strong guiding principles can deal with any such situation
with integrity. The team members trust their leader for their
wellbeing. Effective leadership demands accountability to the
team members and transparency in decision making. He
should be trustworthy. As respect beets respect, he should
respect every team member for their qualities. He should be
compassionate with them. An understanding leader has few
misunderstandings in his team.
9. Responsibility: Leaders have the responsibility of the entire

teams‘ working. This means they have to take responsibility
of not only their success but also failure as a team. This
means while he should accept that something better could
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have been done and mistakes were made. He should find

ways in which the members realise their mistakes and act
upon them positively. He should also appreciate team
members for their efforts and motivate them to keep their
spirits up even after failure.
10. Development: A leader should devise such methods and

techniques which will help each team member to understand
their capabilities and perform to the best of their abilities. He
should be able to identify weak members and help them get
rid of their weaknesses.
7.10.2 Styles of leadership

There are as many styles of leadership as there are leaders.
Each leader develops his own way of leading his team depending
upon his nature, philosophy and ideas. By analysing important and
influential leaders around the world, experts have identified certain
styles of leaderships. A few of the important styles are discussed
below:
1. Autocratic Leadership: Autocratic leaders use force and

coercion to influence the followers. They control all
resources and centralise all powers in their hands. They do
not consult others while making decisions. The subordinates
do not have the power to question the decisions of the
leader. Followers remain in fear of the leader and lose
respect for him.
2. Bureaucratic Leadership: Leaders who follow the given

rules strictly, belong to this style. They do not use their own
ideas nor do they consult anybody before making decisions.
They do not take responsibility for their actions and blame
the system for any failure. Followers do not have respect for
such leader and often become irresponsible towards their
work due to the attitude of the leaders.
3. Participative Leadership: The leader shares information

with the team and invites suggestions and opinions. His
decision remains final but he involves the members in
decision making process. Such leadership builds a strong
informal relationship among the team and its leader.
Confidence shown by the leader in the members helps them
perform better and feel a sense of responsibility. Such
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leadership can be successful only when the leader is

influential enough to maintain control.
4. Laissez Faire Leadership: In such leadership the leader

adopts the ―leave it to them‖ attitude. Such leaders allow the
team members to work according to their ways. He remains
more of a guide, to coordinate the entire team and keep all
members in sync with each other. The authority to make
decision, solve problems is given to the team members.
However the responsibility of the decisions is shared by the
leader and the team.
5. Paternalistic Leadership: Leaders who consider their team

as a family. The relationship between the leader and the
followers is very informal. Mostly all decisions are taken by
the leader. He may or may not consult his followers. This
style of leadership works successfully in organisations with
less number of members.
6. Sociocratic Leadership: For Sociocratic leaders the interest

of the members is more important than the interest of the
organisation. All decisions are taken by the leader after
consulting the members. They tend to encourage good
teamwork and creative collaboration.
7. Neurocratic or task oriented Leadership: For task

oriented leaders the task or goal of the organisation is more
important than any other factor. He may not consult the
members if he does not feel the need. Such leaders do not
take into consideration the interests of the members. He may
also thrust the entire responsibility of the failure of a task on
the members.
8. Charismatic Leadership: Leader with impressive

personality, great oratory skills and good networking skills
attract lot of followers. Their energy and enthusiasm inspires
the team members. Charisma sustains followers support
only if it is supported by decision making capacity and
intelligence. Also if the leader gets over confident and
egoistic because of his charisma then he may not think in the
best interests of the team.
9. Situational of transformational Leadership: This is a

combination of several positive style of leadership. The
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leader is accommodative, shares information and takes

decision after consultation with the team. Depending upon
the intensity of the situation he may take complete control of
all resources or may let the team members decide for
themselves. Such leaders aim at effective task management,
shared responsibility and also motivate the members for
better performance.
7.10.3 Team building

Team building is the process of developing effective teams. It
refers to the process of forming new teams as well as formatting the
earlier teams for better results. Team building is the process of
creating a cohesive group of people who work together towards a
common goal by sharing ideas and efforts. Teams may be created
for long term that is for continuous work over a long period, or for a
short term in order to achieve temporary goals. Whatever the
purpose or tenure of the team may be, essential factors for the
creation and success of the team are fundamentally the same.
A. Stages in team building

Keith Davis formulated a five-stage team building process.
Following are the stages of this process:
1. Identification of problem: The very first step is to identify

the problem for which the new team is to be created.
Depending upon it, members can be chosen and resources
can be allotted. If the team exists then identifying issues
which are hindering smooth functioning of the team is
important. It should be brought to the notice of all members
and suggestions should be invited to solve it.
2. Collection of data: The newly created team should collect

all data possible related to the given task. In case of an
existing team, members provide relevant data relating to the
problem. A guide, internal or external helps them to survey
all sources for data.
3. Analysis of data: The team members analyse the collected

data. The entire team works together. Each member is
assigned a particular part of the task. Members are
encouraged to think from new point of view and avoid
mistakes done earlier.
124
4. Resolving the problem: At this stage, a solution is sought

to the problem based on analysis. Viewpoints of all members
are taken into consideration. It leads to a win-win situation to
the conflicting parties. The group members get a new
experience in problem solving. They may come across new
data or find out areas which lacked efforts. This increases
their confidence.
5. Action: The members take suitable actions to put back their

team in good performance. Team building process results in
high morale of the team and boosts cooperation among
them. Some members may be replaced or new members
may be added at this stage to give a fresh start to the team
depending on the requirement of the goal. The process
helps team members to identify potential areas of
development in the team.
B. Significance of team building
1. Team building process increases the morale of the team. It

brings back the confidence of the team members.
2. It leads to better cooperation among team members.

Teamwork thus enhances.
3. Team acquires a new approach towards identifying and

solving problems.
4. Team members‘ achieve higher job satisfaction.
5. The process leads to higher efficiency of the organisation

and better use of its resources.
6. It leads to higher level of trust and support in the

organisation.
Check your progress
Q.1. What is Leadership? State the characteristics of effective

leadership.
Q.2. Explain the various styles of leaderships with suitable

examples.
125
7.11 SUMMURY
Effective communication is a very important element at

personal and professional level. Good communication skills can
help a person to move up in the social and professional ladder
more smoothly. Good communication reduces the chances of
misunderstandings and conflicts and helps greatly at workplace.
Bodily gestures and other non verbal means of communication
pass on very important message and plays crucial role in
interpersonal relations. We have also discussed in the above
chapter the guidelines to prepare for an interview, how to prepare a
resume, how to be effective in group discussion and at the
interview. The importance of good communication skills, written,
unwritten, verbal, non verbal for all these was discussed in greater
details. The good leadership qualities are essentials for
professional success in every field.

Q.1. Effective listening is important for effective communication.
Do you agree? Give reasons.
Q.2. Write a note on oral communication.
Q.3. State the advantages and disadvantages of written

communication.
Q.4 Write notes on the following:

1. Paralanguage
2. Body language
3. Advantages and disadvantages of non verbal
communication
Q.5. Explain the meaning and importance of self awareness.
Q.6. State the importance of body language in effective

communication
Q.7. State the advantages and disadvantages of informal channel

of communication.
126
Q.8. Explain the importance of Statement of Purpose.
Q.9. Discuss the ways to make formal application impressive
Q.10. How is team building beneficial to an organisation?
Q.11. Describe the process of team building.


127
QUESTION PAPER, FOUNDATION COURSE - II,
Paper- II
Time: 2½ hrs. Marks: 75
Note : 1) All questions are compulsory.
2) Figures to the right indicate full marks.
Q.1A) Explain the following concepts :( Any-5) (15)
1) Political Rights 2) Child labour
3) Prevention of Disasters 4) Mitigation of Disasters
5) Myth 6) Technology
7) Oral Communication 8) Self Awareness
OR
B) Write a comprehensive note on the Foundation Course
(Sem-III) project submitted by you
Q.2) How are the Human Rights of Scheduled Castes violated?
Explain the laws that protects their rights. (15)
OR
In what way do rights of disabled persons violated? Comment
on the laws that protects their rights.
Q.3) Which are man-made disasters? Explain its effects. Suggest
various measures to be taken before and after man-made
disasters. (15)
OR
Discuss the various Human Rights issues in addressing
disasters. Give relevant examples.
Q.4) Explain in detail about ‘Development of Science in Ancient
Cultures and in the Classical era’. (15)
OR
Discuss the positive and negative impact of modern
technology on human life.
Q.5) What is communication? Explain the advantages and
limitations of Verbal Communication. (15)
OR
Define the term ‘Presentation’. Explain about various
elements of presentations.


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S.Y.B.A.

SEMESTER - III (CBCS)

SUBJECT CODE : UAFC301

Prof. Ravindra D. Kulkarni Prof. Prakash Mahanwar

Programme Co-ordinator : Mr.Anil Bankar

August 2021, Print - 1

DTP Composed & : Mumbai University Press,

1. Human Rights Violations 01

Internal Marks :25

i. Develop a basic understanding about issues related to Human Rights

Module 1 Human Rights Provisions, Violations and Redressal

Module 2 Dealing With Environmental Concerns (11 Lectures)

Module 3 Science and Technology I (11lectures)

Module 4 Soft Skills for Effective Interpersonal Communication

5. Kaushal, Rachana, Women and Human Rights in India, Kaveri Books,

QUESTION PAPER, FOUNDATION COURSE - II,

After studying the Unit you will be able

To understand the nature of human rights violations in India

To classify the vulnerable groups

Understand the nature of vulnerability

To compare the extent of vulnerability

In this chapter the meaning of vulnerable groups will be

the understanding of these groups with the ability to assess the

1.3 MEANING OF VULNERABLE GROUPS

1.4 FORMS OF VIOLATIONS OF RIGHTS

2. Exploitation: The attribute of taking undue advantage of the

3. Deprivation: –Exploitation and deprivation are both

4. Neglect: The other main attribute of vulnerability is neglect

5. Violence: The world today is experiencing major cases of

Check your progress

1. Define the concept of Vulnerability.

2. What according to you are the chief causes for vulnerability?

1.5 VIOLATION OF RIGHTS OF THE SCHEDULED

1. Untouchability and other crimes: Untouchability has been

2. Poverty: Along with Untouchability comes the issue of

3. Economic Exploitation: Further, the main issue that the

1.6 VIOLATION OF RIGHTS OF SCHEDULED

The Scheduled Tribes, who are the original people

1. Land Alienation: The tribal‘s have been alienated from their

2. Forest Land Loss caused due to environmental

3. Displacement: Development induced displacement has

4. Economic Exploitation and Bonded Labour: On account

5. Lack of Basic amenities: The tribals lack all basic

1.7 VIOLATION OF THE RIGHTS OF WOMEN

In India, women are the most vulnerable and this happens in

1. Violence is almost universal problem of women:

Violence against women is not a new phenomenon in India.

2. Discrimination and Decline in the Female Population:

Normally, in the population of any country, male- female ratio

The male preference has led to the abuse of technology.

1.8 VIOLATION OF THE RIGHTS OF CHILDREN

Etymologically, a child is any young human being below the

1. Lack of access to education: Education which is believed

2. Poverty and Malnutrition: According to the World Health

3. Violence and Child Abuse: According to UNICEF violence

injury, neglect or negligent treatment, exploitation and sexual

4. Child Labour: India is sadly the home to the largest number

Check your progress

1. Are the Scheduled Castes in our country suffering? If so,

2. What, according to you are the problems of the Scheduled