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Psy-2101
( Assigment-I )
Question No.1 Is developmental the product of nature or nurture?
Discuss.
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any difference between them must be due"to environmental influences"in contrast,

fraternal twins have different combination ofgenes, and they''genetically differ from
each other. So, physical and behavioural differencesvbetween fraternal twins may
be due to genetic factors, environinental"influences, or a combination ofthe two.

( Assigment-II)
9~estion No.1 Present Piaget's view on the development of thinking.

The views on the development of thinking have been greatly influenced

.by"the work of the Swiss psychologist Jean Piaget"he had devoted most of his life
to the study ofthinking ,in children Piaget viewed mental growth as an extension of
biological growth,"governed by the same general principles.He believed that the
.content of thought is determined primarily by thevenvironment. The particular
Ianguage, concepts, and values that the child .Acquires depend on his particular
environmental input. "accord ing to Piaget.The development ofthinking is.based on
development"of an innate tendency toward organization of and adaptation"to
incoming"information.The newborn infant starts with no specific knowledge but with
this tendency''to organize and adapt to sensory information he receives. The tendency
involves two basic mental operations: assimilation and accommodation.Assimilation .
is the process whereby incoming information is perceived and "interpreted in relation
to existing schema that he has already established.Through previous experience
accommodation is the changing of his inner schema or frame of referenceras a
result of new information, that is: structuring or restructuring of his 'tmeutal
organization, Piaget viewed the development of thinking as a four-stage process '
withvqualitatively different kinds ofthinking occurring in each ofthese stages.These
four stages are known as the sensorimotor, preoperational, concrete"operational,
and formal operational.stages"according to Piaget, all people progress through these
stages, in the same.Sequence, the speed of this progression may vary from person
to person.
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1St, No.2 Discuss the consequences of maternal deprivation and early trauma
am for development.
lay Sincechildhood isthefoundation period oflife,maternal deprivation and"carly
). .psychic trauma may have long range consequences for development''the effects of
early maternal deprivation on children have been shown in"studies of infants in
institutions"in general,growingup in an institution withrestricted experience, results
in"lowerintelligence, lesscapability in attendingto tasksand copingwithrproblems
.A great number of infants suffer from inadequate maternal care at home. Such
.ed "masked"deprivation can have the same effect as institutionalization"whether the
ire sourceofdeprivation is actual separation.fromthe motheror"maskeddeprivation at
of home,the end resultis retardation inthe overall"development ofthe infant''the actual'
he nature and extent of the damage depend upon the age at which deprivation.First
lar occurs,theextent and duration ofthe deprivation, the"substitute carethat is provided,
lar and the constitutional make-up of the infant.There are various kinds of traumatic
on experiences.Some 'children have serious accidents or suffer the loss of a
to parent"separation from or loss ofa parent is one Ofthe traumaticexperiencesthat"ls
ith to
very harmful a child.When the separation occurs as early as three months, the
cy infant's emotional"upset seems to be primarily a reaction to strangeness and
on environmental"change''theinfant is mostvulnerableto long-term separation or loss
on occurring'rbetween about 7 months and three years of age.Most traumatic
ce experiences in childhood seem to be of minor significance''to the child because he
·a can find adequate ways of dealing with setbacks and"challenges.After effects of
:al trauma depend on the support given to the child by''significant persons in his
ss environment"but, intensely traumaticexperiences or a seriesof traumatic.Experiences
se are"likely to disturb the whole life ofa child. .
11,
se
>n
 Psy-2102
( Assigment-I )
No.1 How many types of psyhologists and what is applied psychology.

There are two basic types of psychologists. One group studies the origins,
causes, or results ofcertain behaviors. Another group uses such information with to
deal with people and problems directly. Psychologists in the first group are called
research psychologists. Since the second group makes direct use of (" applied")
psychological studies, they are called applied psychologists. For example, airlines
have recently discovered a rather serious problem : pilots are falling asleep in the
cockpit as you ride along at 30000 feet. Research psychologists who study sleep
patterns and basic body rhythms have determined why this happens: applied
psychologists consult airlines and suggest ways to fix the pilots' schedules in order
to avoid this problem. .
. In recent years, there has been a surge of interest in applied psychology.
Applied psychology is the field that uses psychological principles to improve the
lives of human beings and solve human problems. Like all psychologists, applied
psychologists are trained inthe basic science ofpsychology. Their unique contributions
result from their application of psychological concepts to problemsofhuman behavior
(Aamodt, 1999). In the first of the twentieth century, most psychologists taught at .
universities and engaged in basic research. However, today about two-thirds of
psychologists work in applied settings. such as business, industry, clinics. hospitals.
schools, community agencies, or government.
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Question No.2 How can a home promote' academic achievement? Answer

with study findings.
, Parents must be aware that they can teach their children through their
interactions with them. They can promote their children's academic achievement by
reading to them, helping them with their homework, and expanding their language.
They also must understand what their children can and cannot do. Unfortunately,
many parents tend to overestimate their children's abilities and what children can do
ins. in general. The more accurate a parent's judgment ofthe child's development level,
1 to the better the child's academic performance, probably because parents who
led understand their children's abilities are able to structure the environments in ways to
d") promote their children's academic achievement. In a study of sixty five-year-old
!les readers and non-readers, Briggs and Elkind (1973) found that early readers came
the from homes in which the Parents' occupational and educational levels were high.
eep Biehler(l982)stated that children from poor families who had to live in crowded
ied cond itions are not exposed to trips and books and thus have lower career aspirations,
jer and may not know to succeed in schools. Failure leads to lack of interest 'and
motivation, which leads to more failure. Measures of home atmosphere such as the
gy. availability ofbooks in the home, educational aspirations correlate highly with academic
the achievement.
ied
ms
ior [ Assigment-ll )
at.
of No.1 Discuss the principal methods of discipline in application of learning.
.ls,
When answering this question, the following points should be used as"basic
factors: "The principal methods ofdiscipline are oftwo kinds, namely (I) those that"rely
chiefly on persuasion and (2) those that rely chiefly on corporal"punishment."The
first method is based on the perceptual reorganization type oflearning"that is insightful
leamlng.rPersuasive efforts backed by friendly example of the consequences
of"misbehaviour will make the child reorganize his perception of the
total"situation."Discipline through force or corporal punishment is based on learning
ofthe"conditioning ortrial-and-errortype."That is, misconduct is punished by slaps,
 ~ ~ .

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reprimands, withholding"privileges whereas satisfactory behaviourisrewarded.

In comparing these two kinds of methods we find that the latter methods
are"impressive to the child and relievethe adult ofwhateverangerand'tresentment
he mayfeel."Unfortunatelyparents often interprettheir child's misbehaviour as an
affront"to themselves rather than in a more impersonal manner."Under these
circumstances spankingmaybeof morebenefitto the adult''inrelievinghis tensions
than in correcting the.child.rOn the other hand, in administering this forceful
'punishment, ifthevemphasis is placed on punishing the act ratherthan punishingthe
child,"learning is probablyencouraged."In other words,the child must understand
that the act he has committed is"unacceptable and thus being punished."However,
one mustbear in mindthat there are side effects ofpunishment."Since it is usually
painful oruncomfortable, the childbecome aversive"feared, resented or disliked.'!111e
child ."1ay learn to escape punishment by lying' or become aggressive."The first
method is mit quite adaptable inearly infancy, but it can be"applied with increasing
effectiveness as children acquire speech and"understanding."It has the advantage
of teaching a child self-discipline in the light of''natural consequences rather than
blind obedience to a set of parental'tstandards whoserationale a mystery."Persuasive
," measures helpthe child to understand the benefitsor-acceptablebehaviour andthus
encourage thechildto perceive ihe"c~nsequences of hisactions forhimself/'Children
need to learn that acceptable behaviour in the long run is the"easiest and most
satisfying meansof reachingtheir goals.
No.2 State the definition of counseling and describe the alms of counseling
. presented by Cark~uff and Pierce. ' .
(1 )Asa person to person process in which one person is helped by another
to"increase in understanding and abilityto meet his berproblems"
(2) Helpingpeople explore problemsso that they can decide what to do
(3) A skilled dialogue in'which one a person help another who has same"personal
difficulty tbat js important to him"the main objective of counseling sessions is to
make the clientunderstand"lUs problem and shows ways to solve it."RobertCarkhuff
and Richard Pierce (1976) suggestthree goals for helping"people.
Theyare (1) selfexploration(2) understanding(3) constructive"action."the
specific objectivesare"(a) to assist the individual ingaininga morerealistic picture
of himself,(b) to assist him' in achievinga better understanding of some problem
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aods in psychological counselling psychological assessments ate usedvto obtain more
nent infonnationabout the person-theclientwhocomesfor'thelp.
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Psy-2103
;cful
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( Assigment-I )
land
rver, No.1 Explain the basic concepts of psychophysics.
ially
'The (1) sensitivity,"(2) thresholds, (3) pointof subjective equality, andfinally, (4)
first variableand"constanterrors.
sing "Sensitivity
rage "Theorganism is equipped witha number ofreceptor organs, theeye, the"ear,
than the tongue, the nose, and the 's kin to respond to particular stimuli in
sive the"environment."."The capacityof the receptor organsin the organism to respond
thus selectively''and differentially is designated as sensitivity."Therearetwomaintypes
ken of sensitivity: absolute and differential."Absolute sensitivity refersto the range or
nost the organism's capacity to''respond to stimulation.Differential sensitivity refers to
the organism's capacityto respond to"ditrerences between stimuli.
"Thresholds
Dng "A stimulus may be too weak to evoke a response in the organism. Or it
may''be intt;nse"enough to evoke a response every time."The transition from the
ther forme: kindof stimuli to the latterone is gradual"and continuous,"- Forexample, ifa
very w~ 'sound is presentedto the subject, be will fail to"hear it on a repeated
trials. Thenthe iotensityoftile soundis increased at"thenextstepwherethe subject
)oal " maysometimes hear it and sometimes fail to"hear it. When the intensity is further
sto increased, the sound is heardmore"frequently. Finally, the intensity of the soundis
~uff ,quitehigh thatthe subject"never failsto report its presence."The minimum requirernmt
of the stimulusvalue which comesto evokea"response of an individual is called
~e threshold.vFhere are two kinds of threshold: absolute threshold and
tore
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differential"threshold. An absolute threshold is defined as the stimulus value
which"yields a response 50 percent ofthe time."A differential threshold is defined
as the stimulus difference which gives"rise to ajudgement ofdifferent '50 percent of
the time.
"Point of Subjective Equality
In psycholo gical experiments, the two stimuli (one is fixed and the other
is"varied in value) are presented and the subject is asked to make ajudgement"of
same or different."The value of the comparison stimulus which causes the subject
to make thejudgement of same is defined as the point of subjective equality.
"Variable and Constant errors
When a subject responds repeatedly to the same stimulus, hisjudgement"may
not be the same for every trial.Such difference ofjudgements from trial to trial is
called variable error."ilymita mas"It a systemat ic tendency ov ere stimate or
underestimate the stimulus under"certain condi tions exists, we call this constant
error."- For example, if two equally intense tones are separated from each other
by"an interval of Y:z seconds, the second tone will usually be judged as le,ss loud.

No.2 Present the early experimental work on the span of attention.

One ofthe oldest problems in experimental psychology was measuring the
span of attention. The span of attention refers to the largest number of objects the
human mind can grasp in one glance. The first experiment on the span of attenti on
was done by Sir William Hamilton. The experim enter threw a handful of marbles on
the floor and the subject had to estimate the number of marbles in a glance.
According to those experiments. the span was confirmed as six by Hamilton.
But Jevons and his successors improved the technique Of measuring the span of
attention by the use of tachistoscope. The tachistoscope was used to' present the
stimulus, the exposure time was kept under 200ms. The stimulus was uniform'dots
printed on the cards . They found that the span of attention was a kind of threshold
and tended to vary from moment to moment about an average value. Glanville and
Dallenbach (1929) had demonstrated that the span depends upon the amount of
information the subject has to gather from the stimulus exposure. In their
tachistoscopic exp~rimen~s, they exposed varied materials (dots, letters and
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alue geo metrical figures of different form and colour) and dem anded different levels of
ined report.
ntof

The average results from the experiment were as follows:

nher
ir'of (1) span for number of dots = 8.8
)ject (2) span for letters = 6.9
(3) span for naming geometrical forms = 3.8
(4) span for both form and colour of geometrical figures = 3.0
'may
ial is
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( Assigment-11 )
stant
ither
No.1 Present the different kinds of apparent movement.
d.
Correspondence between physical movement and perception ofmovement.
Then,"go on to present different types of apparent movement."We usually perceive
gthe movement whim the object physically moves."However, there is by no means a
s the simple one-to-one correspondence"between the occurrence of physical movement
rtion and its perception ."The physical stimulus must attain a certain minimum velocity in
es on order to bevdirected.rWe do not see the movement of the hour-hand of the clock
even though it isvactually moving."There is not only a minimum but also a maximum
ilton, velocity which limits"perception of movement. When the velocity exceeds 44 feet
sn of per second at 2"meters distance, a blur or flicker rather than a moving object will
It the appear.rOn the other hand, movement may be perceived under certain
.dots conditions"while the object remains stationary."For example, in movies, the pictures
shold a
are not actually moving but it is a"scene of rapid succession of ski lis."When two
e and discrete stimuli are presented in rapid succession, some types of'apparent movement
nt of will be perceived."The type ofapparent movement seem depends upon a number of
their factors"such as the distance between the two stimuli their intensity and the
i and
time"interval between the first and the second stimuli."An experiment can be carried
out holding constant all factors except the"time interval between the first and the
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second stimuli.
In the experiment setting, the two stimuli are lights which are presented
through the two slots, "L and R each about one inch wide and 4 inches apart. "At 15
milliseconds interval between the L light and R light, the subject"reports two
simultaneous bars of light.". Then, as the time interval is increased, apparent
movement begins to occur."At 60 milliseconds interval, there is the so-called optimal
movement where"left bar appears to jump over to the right bar."If the time interval
is further increased, pure Phi phenomenon (i.e., pure"movement) is perceived between
60 and 200 milJiseconds."Then, there is a delta movement reversed movement due
to brightness"difference. That is when the second flash is made considerably
brighter''than the first, the direction of movement is reversed."Besides, with only
. one stimulus object, a sudden increase in brightness will"give a gamma movement:
the figure may be seen to expand at first and then"contract to a stable size."Ifthe
time interval between the two stimuli is over 200 milliseconds, the"two lights are
seen as one following another without any apparent"movement. "

No.2 Present the different types of reaction time.

Simple reaction time

Reaction time is the speed with which a response is given to a stimulus. In

a simple reaction time experiment there is usually a single stimulus such as a light or
. a sound. The subject is instructed to react as fast as he can to the stimulus, say. by
withdrawing his finger from a telegraph key. The period from the onset ofthe stimulus
.to the withdrawal of thesubjects finger from the key is recorded .by a
chronoscope.Disjunctive reaction time In disjunctive reaction time experiment, there
. is two or more different stimuli. The subject is instructed to react to one but not to
the other stimulus. For example, if a green light and a red light are used as the two
stimuli, the subject may be told to respond to the onset ofthe green light but not to
that ofthe red one. Thus a discrimination is required in order to respond'correctly.The
time taken to make such a response is called disjunctive reaction time, it is measured
by the chronoscope. The task of the subject is rendered even more complex by
using not only alternative stimuli but also alternative responses. For example, the
subject may be instructed to respond to a green light with his left hand and to red . a
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light with his right hand. In that case, two processes are involved; dissemination of
ited the stimuli and a choice of response.
t 15
tWo Judgement time
'ent Judgementis morecomplexthansimplerecognition ofa stimulus. Thesubject
mal may be asked to make a judgement about the stimulus, in its intensity, quality;
val pleasantness or unpleasantness and the like. In such situations, the period between
een . the presentation of the stimulus and the moment at which the subject makes' his
:iue judgement is designated as decisiontimeorjudgement time.Judgement mayrequire
bly many minutes, whereas reaction time is sensor stimuli rarely exceeds a second.
nly Judgementtime is a measure ofthe difficulty or complexity of thejudgement:
"
mt:
Latency
the The speed with which a response appears is designated as latency. In the
are field ofleaming, latencyis takenas an indication ofthe strength ofa learned response.
The more thoroughly an association between two items is made, the more rapidly
one item is reproduced when the other one is present.

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( Assigment-I J
l.Briefly explain the field of ethics and its contribution.

Ethies is the field of study concerned with human conduct. In ordinary

"language: ethics and morality are often used interchangeably. However"morality
refers to judgments and actions regarding what is good and right and"ethics provides
answers to why such judgments and actions are considered"good and right. So, with
. regard to an ethics ofenvironmental conservation it"will refer to disciplined reflection
about morality, moral problems and moral "judgments about the environment. It is
more or less an applied or practical"ethics and one need not be a philosopher to
understand this. But one is required"to submit one's moral values and judgments to
rigorous intellectual scrutiny.'tlithics brings an awareness of the role 'of value in·
human activity and "that such values are determined by culture.
The moral values and cognitive"beliefs of a culture playa crucial role in
how well human societies view the"natural environment and how they utilize it.
What are the moral codes woven'iinto cultures-what are they and how do they
function to enhance or distortthe"relationships of'human beings to one another and
to the Earth? There is a new''appreciation ofthe way in which moral ideals motivate
persons to care for theworld around them and these moral ideals and values are
found' in the many'diverse cultures.rPurpose of this Stady- The purpose of this
study is to examine thexrnoral ideals and values found in Western and Eastern
cultures that couldcomburet comprehensive guide to environmental conservation
withrphasis on contributions that can be made by Myanmar in the way of
culturalrvishes and cognitive beliefs. The reason is that, the cultural values of
differentrcommunities, their creativity and their potential for innovation could open
the"ways concrete solutions to the moral and ethical aspects of environmental
Problem.
 (2) Environment
The terms "nature'tvinterchangeably. Some go so far as to assume that by
environment is meant"Nature and that nature should be understood in the further
limited sense of"'wild nature" or "wilderness". Environmental philosophyrequires a
more"comprehensivedefinition."Generally the wordenvironment refersto the external
try area fa"surrounds or circumscribes human or non-human beings. But for
ity most"sociologists, anthropologists and psychologists, environment means the
les social'tmilieu that surrounds and has an impact on human activity, natural
ith scientists,"biologists for example, used the word environment to signify
on natural'tecosystems independent-of humans and surrounding a living being or an
: is animal"or plant population.
to
to (b) Biosp here .
in- It is a widely used term for all ofthe earth's ecosystems functioningrtogether
on the global scale. Or from another viewpoint, we can think of the"biosphere as
In beingthat portionofthe earth inwhichecosystems can operate-"that is, the biologically
it. inhabited soil, and water. The biosphere merges imperceptibly into the lithosphere,
ley the hydrosphere, and the atmosphere, the"other major subdivisions ofour earth.
md
ate (c) Biodiversity
Biologicaldiversity(or biodiversity)is the varietyoflife on Earth.Ir'includes
are
all living things, not just the plants and animals that are common orreasily seen. It
his
includes species that are not well known, such asmicroorganisms or invertebrates.
ern
Biodiversity refers to life on land, in the"water, in the air, in deserts and caves even
ion
in hot.springs or glaciers! The"term biodiversity encompasses life at all its levels,
of
, of from ecosystems to.species"to genes. To study biodiversity is to study the complete
web of life that makes"Earth the only known planet upon which the human species
pen
can live.
ital
 l.Briefly explain bi~tory of envirenmentconservatien,

In the 1970s the British scientist James Lovelock formulated the

Gala"hypotheses, which has attracted many followers. According to this
theory, "named after the Greek goddess of the earth, the planet behaves like a
single"living organism. Lovelock postulated that the earth, like many organisms,
can"regulate its temperature, dispose ofits wastes, and fight offdisease. Although''the
Gaia hypothesis serves as a convenient metaphor for the interconnections"among
. living beings, it does not have any particular scientific merit. But it has"themerit of
~eminding people that nature is not to be tampered with, withour'considering the
Impact on all those whose very existence depend on it."Although nature was the
focus of much in nineteenth and twentieth"century philosophy, contemporary
environmental ethics only emerged as an"academic discipline in the 1970s. The
questioning and rethinking of the'trelationship of human beings with the natural
environment over the last thirty"years reflected an already widespread perception
in the 1960s, that the late twentieth century faced a 'population time bomb' and a
serious environrriental"crisis.
"The new field emerged almost simultaneously in three countries - the"Unite4
States, Australia, and Norway. In the first two of these couutries.t'directlon and
inspiration largely came from the earlier twentieth century'American literature of
theen\"irollrnellt. For instance. the Scottish ernigranr'John Muir (founder ofthe Sierra
Club and 'father of American conservation")"and subsequently the forester Aldo
Leopold had who advocated an appreciation"and conservation of things 'natural,
wild and" free'. Their concerns werermotivated by a combination of ethical and
aesthetic responses to nature as well"as a rejection ofcrudely economic approaches
to the value of natural objects. .
 There are a number of modem philissaphers and scientists who oppose"the .
mechanistic objection shoal of thought. However, it is really only in the"last thiny
years and especial1y the last decade that the various strandsof''holistic thought have
the been identified and more importantly, felt to be aspects"of a coherent philosophy.
this "It is nowheld that the classicaldisjunction between subjectand object,"value
ce a and fact, is invalit dhe mower is implicated in the known and there can"only be
oms, relative objectivity. How facts are investigated, selected, and"interpreted depends
"the on one's values, which are caloured by how one sees the"world. This awakens us to
ong the interactivecharacter ofour relationshipwith the"world.It isan essentialelement
itof of the canligical world-view, a key tovrediscovering a participative natier fian an
the exploitativerelationship A Bether importantbasis for the new world view is systems
the biology that"mains that the concept of 'pact as a discrete entity is really an
·ary illusion,''which Ninds to the dynamicsof the relationships involved inthesystem"Thus
The the unit of survival is not the organism, but the organism and its"environment(the
ural
larger wholex These ideas have been most strikingly"expressed in the Lovelock's
tion
Cala theory, which views the planet (Cais) as a"ving organism, which optimizes
td a
conditionsfor her survival.
ited "Instead of a mechanistic world. we see one characterized by
and organie"complex, dynamic interrelationship. Instead of a world analyzed into
e of discreteparts we have relative wholes, which, by virtue of their organization,
~rra
arergrearerthan the sum oftheir parts.ffhis holisticunderstanding givesrisedirectly
.ldo to an ethical framework."First it shows that no set of ideas is value-free. But the
ral, ecologicalworld-view"goesfurther to showthat, as the world is based uponsystemic
and processes and"relationships, our valuesand actionsshouldbe consistentwithsystemic
hes reality."Philosophically (and completely contrary to the naturalistic fallacy'),
the"ecological world-view insiststhat we must inferprescription withdescription"and
that fact and value, far from being discrete, are in close relationship'. In"other words,
there is direct correlation between right (accurate description) and"right (ethically
correct)."The ecological world-view recognizesthat we are connectedto the rest"of
naturebothmaterially and spirituallyfar moreintimately than the"conventional world-
~
r16 om"Gom
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Psy-2l0l,Psy-2l02,Psy-2l03, Phil-2002,Hist-2002, Eng-200l
;. .
YVVY~V ~~~~~~~~~Y~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

view permits us to acknowledge. Thi s being so, ifwe work through and with nature.
if we respect and care for it, if we are creative and"enhance it, we will benefit both
materially and spiritually.

Hist-2002
( Assigment-I )
(1) Explain about the German Offensive to the Western front in order to
.achieve a decisive victory against France,
Germany was faced with the prospect of fighting a war on two fronts ..
Count Alfred von Schlieffen, Chief of the German General Staff drew"up a plan in
1905 for the conduct of this two- front war.Schlieffel allotted one - eighth of his
strength to the"eastern front and"seven - e ighth to the western fron t ineorder to
achieve a decisive victory"against France.In order to achieve a quick victory against
France, the Schlieffen Plan"called for an invasion of France through Belgium. A
preponderant force was to be used for this advance through Belgium.It would advance
southwestward in a bread sweep, defeat the French"forces in a decisive battle and
capture Paris. Schlieffen's plan was modified in its execution by- his
successor. t'General Helmuth von Moltke.On .. August 191 4, the German force of
invasion crossed the Belgiumrfrontier.lt captured Brussel s. the Be lgium capital. as
well as the strong
. "hold
- ' of''Lieze.The
.... German force adva nced ..sout hward to the ea st
of Paris. In the Battle of the Marne. 5-12 September 1914. French troops joinedvby
a British Expeditionary Force won an indecisive victory but stopped"the German
offensive.
........
reo
)th (2)Discuss about the territorlal settlement concerning Eastern Europe, the
emergence of a number of new states.

In the territorial settlement concerning Eastern Europe, the emergence of"a

number ofnew states.Gennany had to cede Posen (Poznan) and part ofWestPrussia
to the"new state of Poland to give"assess to the sea. This cession of the "Polish
Corridor" separated East Prussia from the"rest ofGerrnany.TheTreaty also provided
for plebiscitesin East Prussia and Upper"Silesiato settlethe frontierbetween Germany
to
and Poland.Germany also ceded a small port ofSilesia to Czechoslovakia.Germany
gave up two ports. The port of Danzig which was made into a"Free City and
ts..
administered by the League ofNations.The port ofMemel which was to be disposed
lin
of by the Allied Powers as"they though fit.As a result of the territorial settlement
his
Germany lost 13% of its territory"in Europe.Overseas, Germany renounced all it
to
rights and titles over colonies. The,former German colonies were distributed under
nst
mandate to the"Powers .
.A
Ice
md
Itis
of
. as
-ast
'by
Ian
 ,

~
18. OOJO§§mn
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v y y ~~~~~ ~~~~~~ ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

( Assigment~II )
(1) Explian about the triumph of Fascism in Italy.

Asthe Fascistmovement gainedstrength,Mussolini beganto thinkof''gaining

political power. He lookedto constitutional means as well as to methodsofviolence.
In the general after election ofMay 1921, the Fascists joined with the"Liberals and
the Nationalists to form a National Bloc.The Fascists a great politicalrally at Naples
from24-26October 1922."5.Atthe rallyMussolinireviewed 6,000uniformed Fascists
who paraded in"militaryformation. On 27 October 1922Mussolini mobilizedall the
Fascist military units.TheyOccupied government office, policestations,post offices,
radiorstations, and newspapers offices in the major cities.Mussolini obtained the
support of the Army in establishing control over"the governmental missionary.In
November 1923 Mussolini made the Chamber of Deputies enact a new"electoral
law. In the general elections ?fApri11924 the Fascists had 375.seats." l} .Mussolini
suppressed the oppositionarrests were made, opposition"groupsand activities were
suppressed, and opposition newspapers were"closed down.A Fascistsdictatorship
was established.
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(2) Describe the Significance of the civil Disobedience Movement Led by
Indlan National Congress.
Gandhi returned to active politics after released from prison. A division
developed between Hindus and Muslims in the nationalist"Gandhi demanded that
the Round Table Confererice draw up a Dominion"status constitution to be brought
aining
into effect immediately.Gandhi was entrusted with the leadership of the civil
lienee.
disobedience"rovement.He marched from his ashram to Dandi.There made salt on
.lsand
6 April 1930, breaking ofthe salt laws.Gandhi's action was followed by the boycott
[aples
ofthe foreign cloth shops"and liquor shops.Gandhi was arrested on 5 May 1930but
ascists
this did not stop the civil"disobediencemovement.There was a boycottofall British
all the
goods and firms, and plans were made"for the non-payment of land revenue and
ffices,
'tax es, In March 1931 Gandhireached an agreementwith Lord Irwin.Bythe Gandhi-
ed the
Irwin Pact, Congress agreedto suspend the civil"disobediencemovement.Congress
ary.In
passed a resolution in January 1932 for the revival of the civil"disobedience
ctoral
movement.Once again the British Government replied by declaringCongress to be
.solini
an"ilIegal organization.Finally, in May 1934Congressended the civil disobedience '
rwere
movement.
irship
...
 Eng-2001
. .
( Assigment-I )
1. Rewrite the following sentenceswith the correctfOlTIlS of the words givenin
brackets.
1.Many tourists are(attaet) bytraditional Myanmarcostumes andfamous historical
places. "
(1) Many tourists are attacted by traditional Myanmar costumesand famous
historical places. .
2. (Skill) workneedssomeonewhohashadspecial training to do it.
2. Skilled work needs someone who has had special training to do it.

3.The.Governmentisencouraged forthe( develop) ofthepropertyforemployment

(3) The Government is encouraged for the development of the property
for employment.
4. (Imagine) is oneof the requirements ofa goodwriter.
(4) Imagineation is one ofthe requirements of a good writer.
S.Soils indifferent climate and(geography) regions differ from each other.
(5)Soilsin different climate and geographical regions differ from each other.
 ll. Rewrite using" to + VERB SIMPLE FORM "

1. Pilgrims travel to Bagan. They want to visit ancient pagodas.

t.Pilgrims travel to Bagan to visit ancient pagodas.

2. Htay Htay takes physical exercises. She wants to keep herself fit.
2.Htay Htay takes physical exercises to keep herself fit.

3. The policeman asked.my driving license. He wanted to examine it.

3.The policeman ask my driving license to examine it. .

. . 4. The poor woman worked hard. She wished to send her son to the college.
4.The poor woman worked hard to send her son to the collage.

S. Many people are studying foreign languages. They hope to go abroad.

5.Many people are studying foreign languages to go abroad.
 ~

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( Assigment-II)
1. Write a short note to your friend, asking him( her tolend you a digital
camera that you need on your trip to Bagan and then write a reply to it.

Dear Kyaw Kyaw,

I hope this note finds you will. I'm excited about many upcoming trip to
Bagan.Youknow I'm really into photography and I've beenwaiting to capturethe
landscapes and temples in Bagan. Unfortunately, I don't have digital camera and
purchasingit for a short period. Let me knowwhatyou thinkandthanks in advance
for consideringmy request!

Your loving friend,

Win Myint

Dear Win Myint,

J am very happy getting your note. J will try to come to Bagan. Have a
finest time. . .
I hope you're doingwell and getting all excited aboutyour tripto Bagan. I
received y~u note. Havea fantastic time in Bagan,my friend.

Yours lovingly,
KyawKyaw.
 Psy-2104
( Assigment-I )
Question No.1 Explain the research methods used in educational psychology.
In their attempts to understand teaching and learning, educational psychologists
conduct many different kinds of research studies some of these studies are" descriptive."
Their purpose is to describe events in a particularsituation reports of descriptive research
include survey results, interview responses. or records of classroom activities in some
descriptive research, researchers analyze videotapes ofclasses to identify recurring patterns
of teacher and student's behaviours in other studies, the researchers use participant
observation and work within the class or school to understand the actions from the
perspectives of the teacher and the students often the results of descriptive studies include
reports of correlation.
It is important to note that correlation does not prove cause and effect. a second
type of research is "experimentation." It allows educational psychologists to study cause
and effect. instead ofjust observing and describing an existing situation, the' investigators
manipulate changes and note the results first a number of comparable groups ofsubjects are
created. In one or more of these groups, the experimenters change some aspects of the
situation to see if this change has an expected effect. the results in each group are then
compared by using statistical test. in many cases, both descriptive and experimentation
research occur together.
. .
Question (2). Discuss the characteristics of giften children.
There is no agreement about what constitutes a gifted student J.S. Renzulli
suggests that we distinguish between academic giftedness and creative I productive
giftedness the academically gifted learn lessons very easily and quickly, and score
well on intelligence tests. But these characteristics donot indicate-that they will
succeed in later life. the creative gifted tend to excel in situations that require the
app lication ofinformation to solve problems in effective ways. These characteristics
are more likely to be associated with success in adulthood. Renzulli defined giftedness,
as a combination ofthree characteristics: above-average general ability, a high level
of task commitment or motivation to achieve in certain areas, and a high level of
creativity.
Renzulli believes that truly gifted children are not the students who simply
ofimportance for a longtime. learn quickly. Their work is original, extremely advanced
for their age, and a classic study. of the characteristics of the gifted was started
decades ago by Lewis Terman and colleagues. This project is following the lives of
1528 gifted males and females, and will continue until the year 2010. Terman and
colleagues found that these gifted children were largely more athletic. stronger, and
healthier than the norm. They often walked sooner and were they were more
emotionally stable than their peers and became better adjusted adults than the average
they had lower rates ofdelinquency, emotional difficulties divorces, drug problems,
and so on it would be incorrect to say.that every gifted student is superior in.adjustment
and emotional health a gifted child is confronted with many problems, including
boredom and frustration in school as well as isolation from peers because of great
differences in interests and concerns he may be impatient with friends, parents, and
even teachers
. who do not share his interests or abilities.
.

( Assigment-II J
No.tDeseribe the application of skinner's operant conditioning principle to
classroom learning.
. . Classroom techniques Skinner's principles of operant co~ditioning can be
translated into specific situation operant conditioning offers a teacher- techniques
.for handling classroom changing a student's behavior through the use ofconditioning
techniques is called behavior modification to use behavior modification techniques,
the teacher must determine exactly what.the student should learn, and how he is to
show that learning has taken place. then, the teacher must observe the student's
initial rate ofresponse for the activity that the student must learn. This b~ic rate is
 . '
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,level called o~rant level after that, the teachercan beginthejob of modifying behaviorin
vel of order to modify behaviour, we must allow the operant behaviour to occur, and
reinforcethis behavior in the classroom, positive reinforcement maybe providedby
imply a primary reinforcers such as milk, chocolate, candy, etc., or by a conditioned
mced reinforcers such as praise, recognition, high grades, etc. negative reinforcement
:arted meansthe removal of an aversivestimulus in order to increasethe rate of response.
res of It has been used in many ways in the classroom. for example, if a student has not
11 and done his homework, he is placed inan isolationroomand told to completethe work.
r. and Whenthe assignment is complete, he is allowed back in the classroom, the use of
more punishmentto control behaviourhas been a controversial issue amongthe learning
erage theoristsand educators manypsychologists and educatorsassumedthat punishment
lems, had no real effect onleaming more recentstudies have shown that punishmentis an
ment effective technique for controlling behaviour if it is used in a systematic way
iding punishment should not be used alone. It should be used only in conjunction with
great positive reinforcement of some'alternative response.
.and Question(2) Discuss the qualities ofa good teacher.
. , The first essential of good teaching is that a teacher mustknowthe subject
which he teaches. teaching is not sep~rable from learning. A teacher must continue
to learn his subject. the second essentialof good teaching is that a teacher must like
the subject he teaches ifhe enjoys the subject, it will be easy for himto learn and to
Ie to
teach even if he is tired if a person intends to be it teacher, he must choose his
subjects carefully the third essential ofgood teaching is to like the pupils a teacher
lObe
must not only like the young, he mustalso enjoy their companyin groupsthe fourth
ques
essential of good teaching is to know the pupils he must know that the young are
ning
quite unlike adults. He must know the names and faces of his pupils he can watch
lues,
them and talk to them. He should listen to them to understand their emotions and
is to
their patternsofthought ifa teacherwishesto influence the pupils,he mustconvince
ent's
them that he knows them as individuals other qualities apart from the above four
It e is
essential qualities are as follows! the first is that the teacher must have intellectual
~
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interests, Teachers in school and universities must see, think, and understand about
the world more than the average people in the society, the second quality is that
good teacher must have a Sense ofhumour.lt keeps the pupils alive and attentive. A
wise teacher knows that fifty-five minutes of work plus five minutes laughter is
worthier than sixty minutes of unvaried work.

Psy-2105
' ( Assigment-I )
No.(l) Discribe the various attitudes ofthe patient on their ailments and its consequences.
Some patients on the road to recovery get pleasure from realizing that making
a play for sympathy. The patients will discuss the seriousness of their ailments with
friends trying to recount the worst operation. If they had gone through operations,
they will rival one another in on the other hand, some patients took pride in the fact
that he was lucky enough to survive something that was very serious. Their illness.
some patients do not like.the physician minimizing the seriousness of some people
are happy. If the doctors give some points to discuss the seriousness of the illness, -
the transference of attitude also is commonly found among the patients.. A very
common transference ofattitude between the patient and the doctor is father-fixation.
in whict~ the physician is accepted in a parental role. The trausfer'becomes a problem
because it reaches the point where it becomes embarrassing. To avoid this situation,
the presence of a nurse at consultation interview is helpful. some patients want all
the details but some patients ate perfectly satisfied with just being told what to do.
some patients tell the main symptoms but some people tell everything with a lot of
irrelevant materials.

•
G2
(.(.0(>0(>

bout
that Question (2). What are objectives of consumer research?
te. A The first objective of consumer studies is to determine the attributes of an
er is article that are liked or used, and those attributes which are disliked or not used by
the consumers. Knowledge of what the consumer wants or dem~nds of a product
can only be discovered by careful and systematic investigation of consumers
themselves. The second objective is to discover the factors within the individual that
affect his purchase of the specific article in question or competing articles. Such
questions as "Who buys it?" "What are the prime movers in customers buying the
product and competing products?" must be asked in trying to carry out this objective.
The third objective is to determine the extraneous factors determining purchases.
nces.
Because of this objective many consumers become interested in the effectiveness
king
of advertising. Questions such as "To what extent does the package, its colour, size
with
or shape influence buying? Are the recommendations offamous film stars in buying
ons ,
an automobile? were asked in consumer research in regard to the effectiveness of
fact
advertising." These three objectives are c1ass.ified only for convenience ofdiscussion
less.
and are not mutually exclusive.
ople
lSS, -

very
tion,
ilem
tion,
It all
) do.
ot of
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(. j) vous .+h~ &fJecJ of ( Assigment-II F"~ ig<r(\C@ I ~ <:'~Im,
. . ~fO~.
Question(J). 0e6,,@FRiftgluuIo69IAe baeie- tenlls I wI"Ied=t~
Many criminologists and psychologists agreed that low intelIigence"major
contributing factor to crime"the effect of intelligence on crime has been studied by
investigators."Yerkes studiedthe delinquentsoldiers at the army guard houseand a"federal
prison."when comparing the intelligence of these two groups the prisoners at a"federal
prison were slightly superior whereas the men sentenced to the"guard house were slightly
inferior."from Kuhlmann's studywhichwasconductedwith a group of nearly"I,000 convicts
in Minnesota State Prison found that the intelligence levels of prison convicts are much
lower than the average of state in"intelligence level.'1he relationship between intelligence
and criminality is influencedby''relative factors.vat the most, intelligence can be considered
as only one ofa iarge"numberof factors influencing criminality; .

Question (2). What are urban stress?

One of the most serious problems facing the world today is over "population,
"Crowding refers to subjectivefeelings of beingoverestimated by social"inputsor by a loss

!.: ofprivacy:'Physical crowdingmay interact with situations to intensify existing"stresses or .

pleasure."Noise"In urbanarea,there is a constantbackgroundnoise."Peoplebecomeadapted
to it, but it is stressful fOI" the bodyas a wh.ole.;'Constant backgroundnoise has increasingly
become recognized as .a"stressor for human beings.rExposure to loud noise can cause
deafness and also performance can"become deteriorated because of the stress
involved:'Cohen et al (1980)'s study of children attending sch~ols near LosAngeles
International Airport suggests that constant noise can be quiterdamaging,"The findings
revealed that children attending the noisy schools had"higher blood pressure than those
from quieter schools/Pollution-Pollution is another source of environmental stress."The
body reacts to pollutants in many subtle ways."They can produce specific disorders, such
as asthmaand allergies,or'heart disorders.Thereisa significantstrain. on the body'sresources
when pe~ple deal"with pollution."Itcan lower people's resistanceto other illnessesmaking
them very"likely to catch colds and other ailments in overcrowdedenvironments."Rotten et
al (1978) showed that there is a strongconnectionbetween"moodsand air pollution.vwhen
air pollution
2
. is lower. people . feel happierand more relaxed; andvotherpeopleand'things in
their environmentare rated more positively.
(.... 0)

Psy-2106
jor ( Assigment-I )
by Question (I). Define learning and some basic terms related to learning.
ra l
ral Learning
tly "Learning" refers to measurable changes in behaviour as a result ofpractice and"the
ets conditions that accompany practice,"- For example, after a few trials of reading a prose
rch passage, a subject can"reproduce some words from it. This improvement in the subject's
Ice behaviour is"what is meant by learning.t'Retention''Retention is the persistence of the
'cd measurable changes in behaviour that havevbeen acquired through practice ."After learning
a certain material, a subject can reproduce at least part of it."The amount he can reproduce
is his retention."ln the laboratory, the distinction between learning and retention depends
on the"time at which the measurements are made.vThe measures made at th~ acquisition
period are learning scores and that made"sometime after the end of learning period are
10.
referred to as retention scores.
ISS
Stimuli and Responses .
or .
"In experimental study Of learning, learning process is broken down into
cd
thevresponses which are acquired and mod ified and the stimulus conditions underwhich
:Iy
acquisition and modification of behaviour occurs.
se
Since there rarely is a stimulus or a response alone in the experimental set up.
S5
es
arclass
.
'
o .
f events is regarded as stimuli. For, insiance, a prose passage given to be"leamed,.
a specified method of practice, criterion level fixed, etc are stimulus"conditions."Another
gs
class of events are regarded as responses. For instance, rate of"reproduction, number of
sc
errors made, the number oftrials taken to master the'imaterial etc. measure the strength ofthe
~e
response.
:h
Association
es
"Association is a basic concept in learning. By association, .we mean
19
the"connections formed between a particular stimulus and a particular response ."In other
et
words, an association is said to be formed when a stimulus situation"comes to evoke a
en
response which it did not evoke previously.
in

"
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L!..1~~.>~.?~~~~(~~~~::~~~~~::?:~~~;;~~~~~~:~::'~:~: ':~~:~=??;,~~:~::.~~:..(.(.
Question (2). Present the main variables in conditioning experiments.
In this question, you should describe some major independent and dependent
variables in conditioning experiments.
Independent Variables
"The nature and intensitv of US:
Classical conditioning depends upon the subjects' uniform and consistenr'Within
wide limits, the strength of conditioning is highly correlated with the"intensity ofthe US.
The nature and intensity orthe CS:
The CS should be neutral to the UR and it should be within the threshold of
the"subject and be described in physical terms.
Tbe interval between CS and US:
"The optimal time interval between CS and US in classical conditioning is
O.5"seconds."ln instrumental conditioning, time interval between CR and US shou!R:be"short.
"Time interval between successive trials:
"It can be stated in physical units."Number of acquisition trials:"A conditioned
response grows in strength on the number of repetitions"increases.
"Relatiye frequency of reinforcement:
Strength of conditioning is a function of the relative frequency .of'reinforcement.
"Dependent Variables
'The main dependent variables are th e form ofCR the strength of'Ck, The form of CR
cannot be quantified . But. the strength of CR can be quantified"jn four ways as follows .
"Frequency of occu rrence of CR:
. "This' is tht;~·QJ~,i.';'portant measur e ofthe strength of CR.
"Resistance to experimental extinction:
This measure defines the strength of CR in terms of number of trials taken
to"extinguish CR."A strong CR requires more trials for extinction than a weak one.
"Latency ofCR:
In most situations, a short latency indicates that the CR is strong.
"Amplitude ofCR: ,
Under certain experimental conditions, the greater amplitude of the CR"indicates
greater strength, -
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( Assigment-II )
ident
No.1 Discuss the phenomenon of retroactive inhibition.

Inhibition and outline the"experimental design that can be used to study the
retroactive inhibition."As times lengthens from the end of practice, loss of memory
ithin
US. learning"and recall is resp?nsible for loss of memory.'The adverse effect upon retention of
an activity interpolated between learning"and recall is designated as retroactive
Id of inhibition."Retroactive inhibition is evident if retention of a certain task after a period
ofvactivity is compared with that after a period of sleep.
An experimental study ofretroactive inhibition may employ two matched"groups,
19 is one experimental group and one control group.rBoth groups learn as task A to a
hort. criterion."Then, the experimental group is given another task S, which is similar to A."At
that time control group rests or it is occupied with something very different"from task A, for
oned example a mechanical task.Then, both groups are tested again for the retention of original
task A."The only difference between the conditions of the groups is the nature of,activity
tilling the interval."The difference in the retention .of the two groups is due to
lent. retroactive"inhibition."The amount of retroactive inhibition depends upon the degree of
similarity''between original task and interpolated activity.
'CR
vs, No.(2)Oiscus~ cross-education.
In this question, you should first define cross-education and go on presenting"the
cross-education experimenrs.rCross-educarion is a special type of transfer.vlf practlcing an
activity with a particular part of the body facilitatesvperformance of the same activity with
another part of the body, this effect is"tenned as cross-education."Bilateral transfer is the
aken
positive transfer effects between symmetrical parts of''the body."Although bilateral transfer
is common, there are cases 'where the transfer is'ifrorn one part of the body to its
nonsymmetrical one."Cross-education has been demonstrated experimentally in a variety
ofrperceprual motor activities."ln a typical experiment on cross-education, an experimental
group and a"control group were used.r'Ihe subjects are asked to perform a task called mirror
cates aiming. It required the"subject to aim at and hit a target reflected in a mirror."First ofall, both
".
groups were given a fore-test with the right foct.vTben, the experimental group received a
~ . QG"d..,~rn~8~&~: .
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11 0
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'om Psy-2104IPsy-210SlPsy-2106IPbil-2007mist-200SlEng-2002
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trainingwith the righthandfor60"trialswhile the controlgrouprested."Finally, both groups
wereretestedon mirroraiming withtheright foot."The resultsshowed thestrikingadvantage
of the experimental group: its"members made only half as many errors as the
controls."Besides, cross-education is not limitedto motoractivities. With sensory tasks"too,
the experimental demonstrations on.it have been carried out.
~oQ><¢O

ups
age Phil-2007
the
:0 0.
I. Yl'Jt.tlJJ ~oLl~{\,) ( Assigment-I ]ard 1h@, ,J;~ob'O~ of
t~CtJfiiiifjssBe:'tor-faet91 s l~n Jii'(iOmental"ililgI
No.1 State IHflati8HIU'8
~~f~OO~
.~p~) iiU€~tzd::m. ~!f)GITP§~ 'r (Q:ffi~C3 .
The human race is an ongoing entity, not just a collection of individuals. It has
interests which are not just the aggregated interests of individual humans. These interests
are morally significant and have important"implications for environmental ethics.""The
Chinese worldview derived from these traditions is based on ideals"of harmony, human
perfectibility and systemic fit within natural systems and"processes. However, it also contains
strong worldly and utilitarian elements ar'the popular level, and environmental degradation
in modern China is eXil~ined"in terms ofrecent increases in the importance ofthe pragmatic
over the ideal. lt"concludes that Chinese traditions offer conceptual resources for
ecological''thinking by placing economics withina wider socio-ecological fabric,"emphasizing
soft technologies, challenging meta-economic assumptions, and"encouraging systemic
wisdom.
Hsiang-Kuo went a step further by insisting that s"Tao is really"nothing. According
to them, the statement of the earlier Taoists that all things"come into being from the Tao
simply meaJ1,s that all things come to be by''themselves. Hence ·they write: "The Tao is
capable of nothing. To say thar'anything is derived from the Tao means that is comes of
itself.""Likewise, thestatement of the earlier Taoists that all things come il}to"being from
Being. and Being comes into being from Non-being. simply means"that Being comes into
being by itself. In one passage of the Commentary it is"said: "Not only is it the case that
Non-being cannot become Being, but Being"also cannot become Non-being. Though Being
may change in thousands" of'ways, it cannot change itself into Non-being. Therefore there
. is no time when''there is no Being. Being eternally exists.
 No.2 Explain how Myanmar cultural heritages support environmental conservation with
example.
The Myanmar, since ancient times, has lived closed to nature and has a"great love
of nature. The topography ofthe county itselfhas nurtured this love"with its great rivers, its
numerous creeks and rivulets and streams; its great''mountain ranges such as the Eastern
Vnma We"t!'11' Ynma and the great Sl"('lW-"c.arreQ mf\lJT!ta im ('(trye north Then t~en~ is the
long coastline with rich"marine life. Nature has been kind to Myanmar and its people have
never beerr'short of life giving resources. It has nurtured us throughout the years 'of our
history, so it is only natural then that we feel a close affinity with our'environment, The
peasant loves the soil on which he toils together with his"oxen that he treats as one of the
family. To this day, most Myanmar do not ear'beef for to them the oxen that struggles on the
rain and mud with the farmer to"provide us with our staple food of rice is considered our
benefactor.
" We love the birds ofthe air and the beasts of the forests. In the morerremote rural
areas this tradition still lives and there is a respect for nature, and"perceptions and attitudes
still prevail that man is part of nature and is one with"other Iiving beings nourished by this
earth.
"This love ofnature, of its plants and trees and wildlife is most"remarkably reflected
in our proverbs, which convey moral lessons on the'values of life; kindness and generosity.
There'are man) proverbs and folktalesfeaturing plant life. trees, flowers and animals that
behax e like human beings to' :give moral lessons.vln the pre-Buddhist traditions of. there
'vas spirit worship. Mountain and..trees were considered sacred . The) worshipped the' Lord
of the Mountains andtrees were considered sacred .rThese are not of course ostensibly for
the protection of the environment."But they imply that there was deep respect for nature.
These perception and"attitudes were reinforced and strengthened with ·the advent of
Theravada"Buddhism, which was introduced by the founder of the First Myanmar
Empire,"KingAnawrahta in the 11th century A D,
Buddhism is a religion with strong empathy towards nature. MoreoverBuddhism
was a religion that was born in the forest so to speak, because"Buddhism maintains that the
Truth can only be found in natural surroundings"far from human habitats.
 ~

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with ( Assigment-II )
No.1 What are the' factors that cause environmental degradation? Explain any three them.
love
'S, its The factors that cause environmental degradation are
stem 1. Population Growth .
s the 2. Exploitatour
have 3. Resources
four 4. Pollutior
The 5. Poverty
f the 6. The Gender Issue
n the Resources
jour Nature has many non-renewable resources that we are using up more"and more as
technology advances. Our contemporary life style based on"consumerism is draining nature
rural of its treasures, which will boomerang on the"human race. Do we not owe future generations
to leave them a heritage, a fair"share of nature's bounty? There can be no moral defense
:udes
against sheer"wastefulness. Now that we realize our wastefulness we are. morally obliged
( this
to"correct this great wrong.
Proverty
ected Each nation has a moral obligation to put food for its own people first on"the set of
osity, national goals. This will mean reordering the economic and political"system to place the
; that food economy in the hands of all the people. Ifachieving"this goal means redistributing the
there land, the nation has a moral obligation to doso. Rich nations have an obligat ion to aid
Lord poorer nations in need. The purpose"offood aid must not be political or economic gain; but
Iy for rather to create thevpreconditions for local food reliance ."vi. The Gender IssueThere is
uure. also the need to address the plight of women especially in the"developing countries. It is
nt of said that development goals are being achieved on"the "backs of women". The UNDP
nmar motto of 1995 states- "Human development"if nat engendered, is endangered". So, the
question is "why does gender matter? It matters because if we leave out women our ling-
Ihism term sustainable goals will not be met.
at the
 ~~ ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~!~~~~~~~~~~~~~~~~~~~9
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14 ~8n~9o.m Psy-2104IPsy-2105IPsy-2106IPhH-2007IHist-2005IEng-2002
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No(2) Discuss tbe sustainable earth ethics.
The sustainable ethic holds that the earth has a limited supply of"resources and t.
at humans are a part of nature and not in any way superior to it."The main concept of the '
sustainable ethic is that "there is not always more" . To"develop a sustainable society we
must learn that infinite growth ofmaterial"consumption in a finite world is impossibility, We
must learn that ever-"increasing production and consumption can only damage the life-
giving"environment. "These important realizations will lead to new resource-
consumption''strategies. The first is conservation, curtailing excessive use of resources.
The"second strategy is reuse and recycling of all materials. The third is the use of more
renewable resources (sunlight) and fewer non-renewable resources (coal"and oil). The fourth;
and most important, is the control of population growth.
"Sustainable ethios embraces a respect for the land, air, water, and aJl"living things ,
including other people in other lands and in future generations. It"nurtures a reverence for
life that would inevitably result in a curtaihnent of''some ofour activities, would diminish our
view of self-importance, and wouldvresult in a decrease in the destructive, narrow (human-
centered) thinking so"prevalent in Frontier societies."Sustainable ethics outlines four
operating principles by which society"must work, thus putting ethical guidelines into action.
They are conservation,"recycling, renewable resources, and population control. Thus the
sustaiTIllble"ethic goes beyond the land ethic, giving shape to ideals. It is, therefore,
a"pl"acomatic philosophy, rooted in the science ofecology. "The ethical and practical aspects
of this new philosophy could have"many benefits. '.
"First, sustainable ethics would teach us to examine our economic andresource
decisions more carefully to see how they affect the integrity, stability.rand beauty of the
world -Short-term exploltiveapproaches would be frownedvcn.vSecond. we might become
more and more aware of the .interconnectiorrof all components of the earth and of the fact
that our actions often have many''unforeseen effects.
Third, as an outgrowth of our changes in view. we might exercise more restraint in
.all facets ofour lives.
The restraint seems foreign now. As resources become scarce. however.vat will
become more natural and will not carry the negative connotations"i dies fer many people
today. Restraint might cause us to focus on our'responsallity to the earth. future generations,
and other organisms."Furiemon, given our population size and our technological prowess'we
have a responsibility to protect other organisms. Sustainable ethics holds"that humans are
a part of nature and thus extends our boundaries and may help"us it more iasingly into the
web oflife.
id t Hist-200S'
' the
we ( Assigment-I J
We
life- No.J Discusswhat you understand about the locarno pacts.'
'ce-
The treaties initiated at Locamo wereknown as the Locamo Pacts."The Locamo
ees.
Pacts'consisted of three sets of treaties."The treaties were formally signed in London ~n
lore
December 1925~"The first and the main set of treaty were calledthe Rhineland Pact."It was
uth,
signed by Germany, France, Belgium, Britain and Italy."It guaranteed the frontier between
Germany and France, and the"frontierbetween Germany and. Beigium."The secondset o~
19s,
treaties was signed by Germany, Frimce,"Beligium, Czechoslovakia and Poland."The
for
signatoriesagreed to submitdisputes between them to"arbitration."The thirdset of treaties
our
was signed by France, Czechoslovakia and"Poland."They agreed to pay mutual assistance
ian-
incaseofGerman attack."1t wasfound theLocamo Pacts triedto givecollective security."The
'our
Locamo marked theheightpointofco-operation between the"bgGreatPowers. "Th~ Locamo
ion.
raised heighthopes for the maintenance 6f"intemational.peace and security.
the
Jre, No.2 Explain howAnschluss ~as accomplished.
ects
While the Spanish Civil War,Nazi Germany scored a success in the"pursuit
irce of its expansionist policy.This success was the Anschluss the union ofGermany and
the Austria.TheAustria which was created bythe partitioning ofAustria-Huugary''after
ime World War I. Treaty ofVersailles and St, Germain prohibited the Union ofGerman)'
fact andrAustria (Anchluss). Between Austria and Germany had to be given up on the
objection ofFrance."Italy and Czechoslovakis"6. With the triumph ofthe Nazi party
It in
in Germany, many ofthe Austria political"parties became less willing about union
with Gennany.Austrian Nazis attempted to stage a coup and seize power in July
will
1934. The"coup was failed. In 1936 Mussolini indicated to the Germangovernment
lple
that he was willing to"give up his support ofAustria.Hitler summor"Schuschnig in
ms,
Austria Chanceller, to 'Gennany .and force him"to sign an agreement. By the
"we
are agreement Schuschnig had to accept the appointment ofAustrian Nazi"Arthur Seyss
the
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Inquart as Minister with control over security.Faced with military threat Schuschnig
gave into the German demand for a"postponement of the plebiscite and for his
resignation. On 12 March 1938, the German army entered and occupied Austria On
13 March 1938, Seyss Inquart announced the un ion of Austria and"Germany, and
\ . .. . .-

the Anschluss was accomplished.

l( A·
sSlgment- II)J
. No.1 Explain about the background history which led to the outbreak of World War II.
Twenty years after the end of World War 1, World War II began in 1939."The
seeds of World War II were contained in World War I, particularly in"the Peace
Settlement which followed World War I. "The peace settlement was drawn up by
the victor nations."It was an unjust settlement.Germany."Artic1e 231 of the Treaty
of Versailles placed responsibility for the War on"Unlike Germany, Italy was not a
defeated nation but a victor state."Dissatisfaction with the Peace Settlement led to
the growth of'nationalist sentiment in postwar Italy and Germany."Based on this
nationalist sentiment, Fascism triumphed in Italy and"Nazism in Germany"The main
threat to peace came from Nazi Germany in January 1930s."Germany concluded
with Italy the Rome-Berlin Axis in October 1936 and"Anti - Comintem Pact with
Japan in November 1936."The Paris Peace Conference created the League of
Natlons."!he League could not stop the Japanese and the Italian aggression
in"Mall~huriaand Ethiopia."The German .annexation ofA ustria and Czechoslovakia.
alldB'ritaln and'Trance abandonment the appeasement policy caused the outbreak
of Wo.rld War II.' ; . .. i ,
nig No.2 Describe the SUKARNO and thePNI party in the post war period.
his
On SUKANO AND THE PNI .PA~TY IN THE POST WAR PERIOD
md "Indonesia had become a Dutch colony in the 17th century."The nationalist
organizations like Budi Utomo and Sareket Islam led the'tnationalist movement."In
the post World War I, the PKI Party organized strikes.r'Ihe PKI Party was banned
by the government."A group of young Indonesians were not satisfied with the
moderate policies"of the Sareket Islam Party."In 1927 Sukamo led these young
Indonesians and formed the p]\n (Partai"National Indonesia) Party."Sukarno was
he
put into prison in 1929."During the World War II Sukamo became the member of
ce
the. central"Advisory Council formed by the Japanese military govemment."He
by
proclaimed Indonesian independence on August 17, 1945."The Indonesians had to
ty
fight against the returning Dutch."The United Nations intervened in.their affairs,.
:a
and the Hague Conference"could be held."According to the agreement made at
to
that conference Indonesia gained"independence on December 27, 1949."Sukamo
is
became the first President ofthe Independent Indonesia.
in
:d
.h
)f
11
1.
k
 Eng-2002
( Assigmen-t-I )
I. Fill in the blanks with the suitable perposition given in brackets.
1. There is a dog --- the dark. It was barking at the thief. (in, on, at)
(l)in
2. If you come here ---- bus, get off at the bus stop after the traffic light. (in, by,
at) (2) by
3. Sheis going away----- theend ofthis month.(to,at, of)
(3) at " .
4. He starts goingto school---- the age of five. (in,at,by)
(4) at
5. You had betterapply ---- the manager at ajob here. (to, as, for)
(5) for

II. Change into n Passive Voice"

1.Motherusually cooksthe meal.
(1) The meal is usually cooked by mother.
2. Thomas Edisoninvented theelectric lightbulb.
(2) The electric I~t bulb was invented by Thomas Edison.
3.The thiefhas stolenmanyvaluable paintings from the museum,
(3) Many valuable paintings from the museum have been stolen by the
thief.
4. Thepolicehavecaughtthe thiefwhoescaped lastnight
(4) The thiefwho escaped last night has been caught by the police.
5. Thegirlsare.tidyingtheroom.
(5) The room is being tidied by tbe girls•
.
 ( Assigment-II )
1. Write an essay on the following.
" The importance of being healthy"
People are taking physical exercisesin manyways. Walking, jogging,
cycling, swimming andect.are most, cornmon physical exercises. Besides them,
thereareotherattactive ways forphysical exercises. People talk physical exercises
intheir everydaylife, because theycanenjoythebenefits oftakingphysical exercise.
Peopletake physicalexercises to makethem-selves healthyandhappy.
.whenwe arehealthyand happy; we canattemptto winour success. Today, girls
or youngwomen are doingphysicalexercisemore than boysor youngmen.we
see them at the fitness centres or in aerobics classes.Even at home, they play
springboard. Thereasonis thattheywantto be healthy as wellasto bebeautiful.
Theyknowmoreaboutthebenefits oftakingphysical exercises.
Over work and sleeplessnightscan destroy our health.Weshouldwear
cleanclothesandour houses shouldhave enoughwatersupplyand ventilation.
Health isimportant because nothing canbedonewithout health. Thuswehavethe
healthy habitsto standas a healthy andhappyfamily.