Example: If the population of a city grows from one lakh to two lakhs over a period of time, we say the city has grown. However, if the facilities like housing, provision of basic services and other characteristics remain the same then this growth has not been accompanied by development.

जो पदार्थ पतली और लगातार लड़ी के रूप में रहता है उसे तंतु कहते हैं।

तंतु के प्रकार

प्राकृतिक तंतु: जो तंतु पौधों या जंतुओं से मिलते हैं उन्हें प्राकृतिक तंतु कहते हैं। उदाहरण: रुई, जूट, रेशम और ऊन। प्राकृतिक तंतु दो प्रकार के होते हैं: पादप तंतु और जंतु तंतु। रुई और जूट पादप से मिलने वाले तंतु हैं। रेशम और ऊन जंतुओं से मिलने वाले तंतु हैं।

संश्लेषित तंतु: जिस तंतु का निर्माण मानव द्वारा होता है उसे संश्लेषित या संश्लिष्ट तंतु कहते हैं। उदाहरण: नायलॉन, एक्रिलिक, पॉलिएस्टर।

Answer:  The two occupations one can choose after being trained in the area of child development are:

(i) Open a creche.

(ii) Aanganwadi worker under ICDS(integrated Child Development Services project).

Children are continually changing physically, mentally, socially, emotionally, and spiritually. They follow a general pattern of growth and development. Parents and teachers who are aware of common characteristics of different age-groups will be able to deal with children’s behavior more appropriately and teach them more effectively.

Some children may develop faster or slower than others their age. For example, a particular six-year-old may fit more closely the age characteristics of a five-year-old or a seven-year-old. Remember also that children may temporarily revert to younger behavior during emotional stress or tension.

Church lesson manuals have been prepared with children’s growth characteristics in mind. As you study and prepare each lesson, be aware of how each part of the lesson can help you meet the children’s needs.

1. They use physical descriptions of their self or material possessions to differentiate themselves from others – they may use descriptive words like ‘tall’, or ‘big’ or refer to the clothes they wear or the toys or objects they have. Their self-descriptions are in absolute terms – this means they do not see themselves in comparison with others. To give an example, instead of saying, “I am taller than Kiran”, the child will say, “I am tall.”

2. They describe themselves in terms of things they can do. For example, in terms of their play activities – “I can ride a cycle”; “I can make a house”; “I can count”. Thus, their self understanding contains active descriptions of themselves.

3. Their self descriptions are in concrete terms – i.e., they define themselves in terms of things they can do or what is visible to them – “I have a television.”

4. They often overestimate themselves. Thus, a child may say, “I am never scared” or “I know all the poems”, but may not remember them completely.

5. Young children are also unable to recognise that they can possess different attributes – that they can be ‘good’ and ‘bad’, ‘mean’ and ‘nice’ at different points in time.

Work is the product of the component of the force in the direction of the displacement and the magnitude of this displacement.

Mathematically, the above statement is expressed as follows:

W = (F cos θ) d = F. d

Where,

• W is the work done by the force.
• F is the force, d is the displacement caused by the force
• θ is the angle between the force vector and the displacement vector

The dimension of work is the same as that of energy and is given as, [ML²T^–2].

(i) Eating at home instead of at restaurants.

(ii)  Not buying branded products,but using unbranded products which are cheaper.

(iii) Doing household chores herself instead of employing others to do so.

(iv) Growing vegetable in own garden

(v) Using community facilities.

(vi) Bargaining prices with vendors and shopkeepers.

(vii) Using her own skills of stitching clothes,washing them and ironing them

(vii) Managing the allowance intelligently to save money. 

Processing of a Fibre into Fabric

The complete process of making or producing Fabrics from fibres includes:

Extraction of fibres either from the plant or animal source.

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A group of filament or staple fibres extracted are twisted together to form a yarn.

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 These yarn are twisted tightly and allowed to rotate on the different types of by the rollers, weaved and knitted by passing a different number of yarns together to produce Fabrics.

Finally, the fabrics are produced. These fabrics are treated with chemicals in the textile industries to make different types of clothing materials like cotton fabrics, woollen fabrics, silk fabrics, polyester fabrics etc. Later these fabrics are processed for bleaching to give a smooth, shiny look, colour dying to add colours to the fabric materials and screen printings to design the fabrics.

 Process of Making Cotton Fabric

Cotton is picked up from the fields. The seeds are separated by combing. This process is known as ginning.

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Ginned cotton is compressed to form bales. These bales are sent to the spinning mills.

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The cotton bales are loosened and cleaned. This process is known as carding.

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The cotton fibres are then converted into rope-like loose strands. The strands are twisted to make yarns. This process is known as the spinning of cotton yarns.

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The yarns are then used to make fabrics by weaving and knitting.

Social health can be defined as our ability to interact and form meaningful relationships with others. It also relates to how comfortably we can adapt in social situations. Social relationships have an impact on our mental health, physical health and mortality risk.
The former refers to our emotional and psychological state, our social well–being and how we feel about ourselves and interact with others. Mental health is not the same as mental illness, although poor mental health can lead to mental and physical illnesses.

Home Science as a discipline aims to empower learners by developing understanding of five different areas namely:

• Food and Nutrition
• Human Development, Childhood Studies
• Resource Management
• Fabric and Apparel Science
• Development Communications and Extension

Growth

1. Growth is quantitative.
2. Increase in a country's real level of national output which can be caused by an increase in the quality of resources.
3. Economic Growth can be measured by an increase in a country's gross domestic product.

Development

1. Development is quantitative and qualitative
2. Increase in living standards
3. Leads to the creation of more opportunities in the sectors of education, healthcare, employment

Development is the pattern of progressive, orderly, and predictable changes that begin at conception and continue throughout life. Development mostly involves changes — both growth and decline, as observed during old age.