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भारत और चीन के सम्बन्धों में कटुता पैदा करने वाले मुद्दे-

⦁    सीमा-विवाद-भारत और चीन के मध्य सीमा-विवाद चल रहा है। यह विवाद मैकमोहन रेखा, अरुणाचल प्रदेश के एक भाग तवांग तथा अक्साई चिन के क्षेत्र को लेकर है।
⦁    पाक को परमाणु सहायता-चीन गोपनीय तरीके से पाकिस्तान को परमाणु ऊर्जा एवं तकनीक प्रदान कर रहा है। इससे चीन के प्रति भारत में खिन्नता है।
⦁    हिन्द महासागर में पैठ–चीन, हिन्द महासागर में अपनी पैठ जमाना चाहता है। इस हेतु उसने म्यानमार से कोको द्वीप लिया है तथा पाकिस्तान में कराँची के पास ग्वादर बन्दरगाह बना रहा है।
⦁    भारत विरोधी रवैया-चीन भारत की परमाणु नीति की आलोचना करता है और सुरक्षा परिषद् में भारत की स्थायी सदस्यता का विरोधी है।

सही विकल्प है (D) 40

सही विकल्प है (C) 1949 में

दक्षिण-पूर्वी एशियाई राष्ट्रों ने निम्नलिखित कारणों से आसियान के निर्माण की पहल की-

⦁    द्वितीय विश्वयुद्ध से पहले और उसके दौरान, दक्षिण-पूर्वी एशियाई राष्ट्र यूरोपीय और जापानी उपनिवेशवाद के शिकार हुए तथा भारी राजनीतिक और आर्थिक कीमत चुकाई।
⦁    युद्ध के बाद इन्हें राष्ट्र निर्माण, आर्थिक पिछड़ेपन और गरीबी जैसी समस्याओं का सामना करना पड़ा।
⦁    शीतयुद्ध काल में इन्हें किसी एक महाशक्ति के साथ जाने के दबावों को भी झेलना पड़ा था।
⦁    परस्पर टकरावों की स्थिति में ये देश अपने आपको सँभालने की स्थिति में नहीं थे।
⦁    गुटनिरपेक्ष आन्दोलन तीसरी दुनिया के देशों में सहयोग और मेल-जोल कराने में सफल नहीं हो रहे थे।

शीतयुद्ध के नकारात्मक परिणाम:

• शीतयुद्ध ने अन्तर्राष्ट्रीय राजनीति में भय और संदेह का वातावरण बनाए रखा ।
• अन्तर्राष्ट्रीय राजनीति में सैनिक वृत्ति को स्थायी बना दिया ।
• दोनों विरोधी गुटों में शामिल होनेवाले देशों ने अपनी स्वतंत्रता खो दी ।
• लोगों, देशों के बीच मनोवैज्ञानिक दीवार खड़ी कर दी ।
• ये महासत्ताएँ UNO में आरोप-प्रत्यारोप लगाने लगी, जिससे उसका कार्य बाधित होने लगे ।
• सामूहिक सुरक्षा व्यवस्था शीत युद्ध के कारण विफल रही ।
• विश्व के राष्ट्रों के बीच शस्त्रीकरण की होड़ मची तथा सैन्य संगठनों की स्थापना हुई ।

शीतयुद्ध के सकारात्मक प्रभाव:

• गुटनिर्पेक्ष आन्दोलन अस्तित्व में आया ।
• तीसरी दुनिया के देशों को मुक्ति मिली ।
• शीतयुद्ध की भयावहता के कारण शान्तिपूर्ण सहअस्तित्व को प्रोत्साहन मिला ।
• तकनीकि और प्राविधिक विकास को प्रोत्साहन मिला ।
• UNO की महासभा का महत्त्व बढ़ा ।
• अन्तर्राष्ट्रीय जगत में शांति संतुलन की स्थापना हुई ।

बाण्डुंग परिषद में एशिया के 23 और अफ्रीका के 6 देशों ने भाग लिया था ।

बाण्डुंग परिषद में विश्व के गरीब देशों के बीच सांस्कृतिक और आर्थिक सहयोग बढ़ाने तथा साम्राज्यवाद का विरोध करने का उद्देश्य घोषित किया गया ।

सही विकल्प है (C) CENTO

सही विकल्प है (B) SEATO

सही विकल्प है (A) NATO

दोनों सत्ता गुटों में न जुड़कर अपनी स्वतंत्र विदेश नीति के संचालन को गुटनिर्पेक्ष नीति कहा जाता है ।

Diversity in people of India is found in religion, language, food, dress, lifestyle, customs, traditions, celebrations and festivals.

सही विकल्प है (A) 1945 में

1. 1949, नीदरलैण्ड

2. अफ्रीका

3. लोकतंत्रात्मक

4. भारत

5. छः

1. अमेरिकी

2. साम्यवादी

3. माओ-त्से-तुंग

4. कामचलाऊ

5. अप्रैल, 1948

गोर्बाचोव ने ग्लासनेस्त (खुलापन) और पेरेस्ट्रोड्का (आर्थिक और सामाजिक सुधार) की नीतियाँ अपनाई थी ।

सन् 1964 तक रूस, अमेरिका, चीन, इंग्लैण्ड और फ्रांस, 5 परमाणु संपन्न देश थे ।

सही विकल्प है (B) 1955 में

सही विकल्प है (D) वार्सा संधि

1. diversity
2. civilization
3. Constitution
4. strength
5. tricolour (Tiranga)

Our life becomes prosperous and interesting because of diversity in religion, language, food, dresses, festivals, lifestyle, customs, etc.

द्वितीय विश्वयुद्ध के बाद यूरोप और विश्व के देश एकदूसरे के सत्ता गुटों के साथ जुड़ने से दो दिशा में ध्रुवीकरण की प्रक्रिया उदित और गतिमान हुई । दोनों सत्तागुटों के बीच अविश्वास का वातावरण निर्मित हुआ । इससे कई सैन्य गुट निर्मित हुए ।

सन् 1961 में बेलग्रेट में आयोजित परिषद में विधिपूर्वक गुटनिर्पेक्ष आन्दोलन (NAM) संस्था की स्थापना हुई।

Men and women of different religions, caste, language and regions opposed the British Empire unitedly in the freedom movement. People carried out the movement unitedly even though they belonged to different religions. The Britishers believed that they will be able to divide the people because of diversity. But the people of the entire country showed that, though they belonged to different religions or regions, they were one during the freedom movement against the Britishers.

By showing unprecedented unity, people of India emancipated her from the British rule. Thus, the diversity in Indian people led to the unity amongst them in making the country independent. Therefore, the diversity of India is considered to be its strength.

Yes, We are all one.

‘India is our country and we are all its citizens.’ This kind of feeling of National integrity lies in our hearts. People of entire Nation work with co-operation, leaving behind internal differences. People of our country have accepted the National Anthem, National Song, National Epigraph and all other National Symbols. Everyone shows respect and pride towards them. Therefore, it can be said that we are all one.

सही विकल्प है (B) 1961 में

I differ from other children of my class in beauty, complexion, hobby, food habits, etc.

The National feeling inspires us to achieve pride, prosperity and happiness.

Our National Symbols are : Tricolour (National Flag), Jana Gana Mana… (National Anthem), Vande Mataram (National Song), Ashok Stambh (pillars built by King Ashok) at Sarnath (National Epigraph), Lotus (National Flower), Peacock (National Bird), Tiger (National animal) and Hockey (National Sport), etc..

सही विकल्प है (C) 13वाँ

Correct option is (b) Democracy

Context : On a platform the writer was surrounded by children selling baskets. These were the sons and daughters of refugees who had come to India from Pakistan at the time of partition. They were very poor and earned some money by selling simple articles made by their own hands. 

Explanation : In these lines the writer has estimated the income of these children and wonders how they could meet the expenses of their living. Their income was not more than two dollars a week and that was by selling the hand-made baskets. The buyers of these baskets were also poor people living there. The writer was a foreigner, an American. So the children thought him a good customer of their articles and so they surrounded him on all sides like locusts to sell their articles.

Context : At one station the writer was surrounded with many children selling baskets and fans. These were refugee children. The writer liked these baskets very much. He bought a tiny basket, a fruit basket, a waste paper basket, sewing basket and few fans. 

Explanation : At one of the stations many children surrounded the writer. They were selling baskets and fans. The writer felt as if he were a prisoner. He could not move because every child was pressing him to purchase his basket. Among these children there was a beautiful girl of nine years. She had a beautiful basket and demanded a rupee and a half for it. She was very sincere but looked very miserable. Everybody would have felt pity on her.

Context : Among the little children selling the baskets, there was a nine year old beautiful girl. She had a lovely basket with a handle. She wanted a rupee and a half for it. But the writer had no need of any more basket. So, he put about 15 cents in her basket as a substitute. But soon the writer realised that he had done a great offence. 

Explanation : The writer was not in need of any more basket. So, he gave her fifteen cents as a gratuity. But soon the writer felt that he had done a great mistake. The child was wearing torn clothes and was almost starving. But she did not lose her dignity and self-respect. She at once returned the money to the writer. The writer guessed the matter and purchased the basket. This little child was infact the symbol of grace and dignity of the people of India. The writer was very much impressed by the high character of Indians.

Reference: These lines have been taken from the lesson ‘A Girl with a Basket’ written by W.C. Douglas. 

[ N.B.: The above reference will be used for all the explanations of this lesson. 

Context: During his visit of India, the writer travelled from New Delhi to Ranikhet by train. In this lesson he describes his journey and experiences during this visit. 

Explanation : In these lines the writer talks about the wayside platforms and the people walking there. On the platforms there were people of all religions and professions. Generally they were barefooted and wearing loose, white garments. About 33% people could speak English. The writer talked with them on current and major topics. In doing so he wanted to know their feelings.

Context : The writer was travelling from New Delhi to Ranikhet. At every stop he alighted and talked with the people on current topics. But at one station he was surrounded by some children selling baskets. These were refugee children. 

Explanation : In these lines he is telling about these refugee children. The parents of these refugee children had to come to India at the time of partition due to religious fanaticism. When they started their journey, they were very poor and they had very little food and some other items. But their journey was very long and soon their food was exhausted. Now, they were hungry and became very weak. Due to weakness they fell on the way side and died.

We gain from our diversity.

Correct option is (b) public welfare

Correct option is (d) landless farmers and tribals

At the time of partition millions of people left Pakistan for India due to fear of religious fanaticism. They became homeless and penniless.

Context : At one station the writer was surrounded by many little children who were selling hand-woven baskets and fans. These were refugee children. He bought a tiny basket, a fruit basket, a waste paper basket, a lovely sewing basket and a few fans. His hands were filled. Just then a beautiful girl of nine came and stood before him. She had a lovely basket and wanted a rupee and a half for it. She begged the author to buy it. 

^{Explanation : The writer did not want to buy any more basket as his hands were already full. In order to get rid of the girl, he took out a handful of change (coins) and dropped into the basket of the girl as a gratuity. He tried to convince the girl that he could not buy any more basket. But the writer soon realised that he had done a great offence. The girl had a great sense of self-respect. She took it as an insult. She did not take the money as gift. She was poor and dressed in rags. She was on the point of starvation. Despite her poverty, she kept up her dignity, and returned the money to the writer.}

Correct option is (c) Deepening the roots of democracy

Correct option is (c) decentralisation of power

Correct option is (b) political

(c) fanaticism

(c) friendly

• There will be change in the public policies of the government. 
• There will be interaction between all sections of society and exchange of ideas.
• There will be transparency in government administration and problems like corruption will be tackled. 
• More public welfare schemes will get implemented and no one will feel that injustice is done to them or they are left out.

The following improvements are required for democracy to be deep rooted:

• Values like freedom, equality, fraternity, justice, peace and humanitarianism should be practised and nurtured by all sections in the society. 
• Autonomy should be given to various social organisation and assimilqje all the sections of the society. 
• Empowerment to the citizens, free and fair elections and independent judiciary is necessary. 
• Adoption of a form of democracy which gives preference to public welfare.

The above statement is True.

• In a democracy, the political party getting majority of votes comes to power. 
• Parliament takes all the decisions by majority. 
• Democracy aims at the welfare of the majority of the people.

Therefore, majority opinion has a lot of importance in Democracy.

A group of similar cells along with intercellular substance which perform a specific function.