• Nazi never used the words” kill “or “murder” in their official communication. Mass killings were termed special treatment, final solution (for Jews), euthanasia (for the disabled), selection and disinfections. Evacuation means deporting population to gas chambers.
• Nazi ideology began to spread everywhere through various means. People believed that Nazism would bring prosperity but many others were opposing Nazism, braving police repression and death.

Why is there no educational qualification for holding such an important position when some kind of educational qualification is needed for any other job in the country?

< Educational qualifications are not relevant to all kinds of jobs. The relevant qualification for selection to the Indian cricket team, for example, is not the attainment of educational degrees but the ability to play cricket well. Similarly the relevant qualification for being an MLA or an MP is the ability to understand people’s concerns, problems and to represent their interests. Whether they can do so or not is examined by lakhs of examiners — their voters — after every five years.

< Even if education was relevant, it should be left to the people to decide how much impor tance they give to educational qualifications.

< In our country putting an educational qualification would go against the spirit of democracy for yet another reason. It would mean depriving a majority of the country’s citizens the right to contest elections. If, for example, a graduate degree like B.A., B.Com or B.Sc was made compulsory for candidates, more than 90 per cent of the citizens will become ineligible to contest elections.

The French Revolution was a time when the poor fought for liberty and equality. It involved the whole population of France and impacted all. It affected the people involved due to the abolishment of slavery and absolutism. This gave the peasants of France equal rights and freedom.

Following were the reasons that compelled Louis Sixteenth to raise taxes in France.
1) Political Reasons :-
a) The royal treasury of France had become empty due to the long years of wars fought by the royal army. The wars had drained the financial resources of France.
b) The cost of maintenance of the immense palace of Versailles had mecome very high. Also the maintenance cost of army, government offices and court was continuously becoming high.
c) Under the reign of Louis Sixteenth, France had helped thirteen British Colonies in America to gain independence that in turn had increased the royal debt.
Economic Reasons :-
a) High interest was charged by the lenders on state loans.
b) Regular expenses could not be avoided.
c) There were unequal and unfair distribution of taxes on the three Estates had reduced the state's income.

India has three cropping seasons rabi, kharif and zaid.
The zaid season falls in between the rabi and kharif seasons. Watermelon, muskmelon, cucumber, vegetables and fodder crops are some of the crops grown in this season. Sugarcane is planted in this season but takes almost a year to grow.

Rampur was a small village which initially depended on agriculture which was also dependent on rainfall.  

(i) Then electricity reached the village and people could irrigate their fields and could grow 2 to 3 crops in a year and get work.  

(ii) Some people set up small scale industries which could be run by electricity and provided employment to people.  

(iii) A school was established and now the population started to become educated and as a result they could seek employment in and outside the village. The village became prosperous and soon had better health, education, transport and job facilities.  

Explanation:

A disaster is a destructive event that occurs suddenly and involves loss of life and property. Disasters can be of two types, natural and man-made. It is a sudden accident or a natural catastrophe that causes great damage or loss of life.

Earthquakes, volcanic activity, tsunamis, floods, cyclones, landslides, avalanches and droughts are natural disasters and man has no control over them. They are a result of natural activities and hence known as natural disasters .

MAN MADE DISASTERS

The man-made disasters are triggered by human beings. Some of the man-made disasters are: bomb explosions, terrorism, war or civil war, leakage of poisonous chemicals, breach in dams, air or water pollution, industrial accidents and epidemics.  

EARTHQUAKES

An earthquake is a sudden tremor or movement of the earth’s crust, which usually originates at or below the surface.

PROTECTION AGAINST EARTHQUAKES

The information about earthquakes and their intensity should be shared with the public through radio, television and newspapers

Water, ration, first-aid kits, radios, flash lights, battery, blankets, jackets and fire extinguishers should be stored in safe places.

Switch off the gas and electric supply in the house during a quake and do not use elevators .

FLOODS

A flood is an overflow of a large amount of water beyond its normal limits, especially over what is normally dry land.Flooding may occur as an overflow of water from water bodies, such as a river , lake, or ocean, in which the water overtops or breaks leeves , resulting in some of that water escaping its usual boundaries

PROTECTION AGAINST FLOODS

Floods caused by cloud bursts, bursting of dams, or tsunamis are called flash floods.  Artificial reservoirs should be built with sluice gates and sand bags should be used to block the flow of water.

DROUGHTS

A drought is a period of below-average precipitation in a given region, resulting in prolonged shortages in its water supply, whether atmospheric, surface water or ground water.

EFFECTS OF DROUGHTS

Diminished crop growth or yield productions and carrying capacity for livestock

Dust bowls, themselves a sign of erosion, which further erode the landscape

PROTECTION AGAINST DROUGHTS

Strategies for drought protection, mitigation or relief include:

Dams – many dams and their associated reservoirs supply additional water in times of drought .

Desalination – of sea water for irrigation or consumption.

BIOLOGICAL

An important type of man-made disaster is biological disaster. Such disasters are caused by microorganisms that cause epidemics. These have spread due to man-made conditions. Most of these have been infectious diseases such as malaria, plague, diphtheria, tuberculosis and influenza. .

CHEMICAL

Chemical disaster is another man-made disaster. Chemical and radioactive leakages are also the result of human error and result in far reaching damages.A chemical accident is the unintentional release of one or more hazardous substances which could harm human health or the environment.

PROTECTION AGAINST BIOLOGICAL AND CHEMICAL DISASTERS

People can control the spread of these diseases by ensuring hygienic conditions and taking preventive measures. The government has taken a number of steps to contain the spread of these diseases such as fumigation to control the spread of the malarial mosquito.

Protective clothing: Clothing reduces the risk of mosquito biting if the cloth is sufficiently thick or loosely fitting. Long sleeves and trousers with stockings may protect the arms and legs, the preferred sites for mosquito bites.

Repellents: Repellents are a common means of personal protection against mosquitoes and other biting insects. These are broadly classified into two categories, natural repellents and chemical repellents. Essential oils from plant extracts are the main natural repellent ingredients

DISASTER MANAGEMENT

Disaster Management refers to the measures taken for the safety and protection of life and property from natural or man-made disasters.

The four phases of disaster management are mitigation , preparation , response and recovery  .

COMMON TECHNIQUES OF DISASTER MANAGEMENT

Youth of the country should be encouraged to learn and practise techniques of   disaster management .

Education about disaster management should be imparted in schools and colleges

Disaster evacuation drills should be practised in schools and offices

Prepare a first aid box which would be handy in times of disasters .

Details of disaster management squad should be shared through media at every corner of the country.

After two years of discussion and debate the Constitution of South Africa was produced. It gave its citizens the most extensive rights available in any country. The Constitution writers included everybody, no one has treated differently whatever they have done in the past. So all communites sat down together to transform the bitter experience into a binding glue of a rainbow nation. They wanted to solve the problems of the country collectively. The Constitution was based on social equality and justice. Thus the Constitution inspires democrats all over the world.

(i) Liberals wanted a nation which tolerated all religions.Liberals also opposed the uncontrolled power of dynastic rulers. They wanted to safeguard the rights of individuals against governments. They argued for a representative, elected parliamentary government, subject to laws interpreted by a well-trained judiciary that was independent of rulers and officials. However, they were not ‘democrats’. They did not believe in universal adult franchise, that is, the right of every citizen to vote. They felt men of property mainly should have the vote. They also did not want the vote for women.
(ii) In contrast, radicals wanted a nation in which government was based on the majority of a country’s population. Many supported women’s suffragette movements. Unlike liberals, they opposed the privileges of great landowners and wealthy factory owners. They were not against the existence of private property but disliked concentration of property in the hands of a few.
(iii)Conservatives were opposed to radicals and liberals. After the French Revolution, however, even conservatives had opened their minds to the need for change. Earlier, in the eighteenth century, conservatives had been generally opposed to the idea of change. By the nineteenth century, they accepted that some change was inevitable but believed that the past had to be respected and change had to be brought about through a slow process.

• The system of apartheid divided the people and labelled them on the basis of their skin colour.
• The natives of South Africa were the ‘Blacks’, the people of mixed races were ‘Coloured’ and the people who migrated from India, ‘The Indians’.
• All Non-Whites were treated as inferiors and were deprived of their right to vote.
• They were forbidden from living in white areas.
• They could work in white areas only if they had a permit.
• Trains, buses, taxis, hotels, hospitals, schools, colleges, libraries, 'cinema halls, beaches, swimming pools, public toilets were all separate for whites and blacks.
• The Blacks could not visit the churches where the whites worshipped.