Sociology and the Social Sciences

Is sociology a science? The term science refers to the body of knowledge obtained
by methods based on systematic observation. Just like other scientific disciplines,
sociology involves the organized, systematic study of phenomena (in this case,
human behavior) in order to enhance understanding. All scientists, whether
studying mushrooms or murderers, attempt to collect precise information through
methods of study that are as objective as possible. They rely on careful recording
of observations and accumulation of data.
Of course, there is a great difference between sociology and physics, between
psychology and astronomy. For this reason, the sciences are commonly divided into
natural and social sciences. Natural science is the study of the physical features of
nature and the ways in which they interact and change. Astronomy, bi ology,
chemistry, geology, and physics are all natural sciences. Social science is the study
of the social features of humans and the ways in which they interact and change.
The social sciences include sociology, anthropology, economics, history,
psychology, and political science:
These social science disciplines have a common focus on the social behavior of
people, yet each has a particular orientation. Anthropologists usually study past
cultures and preindustrial societies that continue today, as well as the origins of
humans. Economists explore the ways in which people produce and exchange
goods and services, along with money and other resources. Historians are
concerned with the peoples and events of the past and their significance for us
today. Political scientists study international relations, the workings of
government, and the exercise of power and authority. Psychologists investigate
personality and individual behavior. So what do sociologists focus on? They study
the influence that society has on people's attitudes and behavior and the ways in
which people interact and
What is Sociology?
Sociology is, very simply, the scientific study of social behavior and human groups.
It focuses on social relationships: how those relationships influence people's
behavior; and how societies, the sum total of those relationships, develop and
change.
Development of Sociology:
Beginning in the 19th century, European theorist made pioneering contribution to
the development of a science of human behavior.
Early Thinkers
Auguste Comte: The 19th century was an unsettling time in France. The French
monarchy had been deposed in the revolution of 1789, and Napoleon had suffered
defeat in his effort to conquer Europe. Amid this chaos, philosophers considered
how society might be improved. Auguste Comte (1798-1857), credited with being
the most influential of the philosophers of the early 1800s, believed that a
theoretical science of society and a systematic investigation of behavior were
needed to improve society. He coined the term sociology to apply to the science of
human behavior.
Writing in the 1800s, Comte feared that the excesses of the French Revolution had
permanently impaired France's stability. Yet he hoped that the systematic study of
social behavior would eventually lead to more rational human interactions In
Comte's hierarchy of the sciences, sociology was at the top .He called it the
"queen," and its practitioners "scientist-priests”. This French theorist did not simply
give sociology its name; he presented a rather ambitious challenge to the fledgling
discipline.
Herbert Spencer: Another important early contributor to the discipline of sociology
was Herbert Spencer (1820-1903). A relatively prosperous Victorian Englishman,
Spencer (unlike Martineau) did not feel compelled to correct or improve society;
instead, he merely hoped to understand it better. Drawing on Charles Darwin's
study On the Origin of Species, Spencer applied the concept of evolution of the
species to societies in order to explain how they change, or evolve, over time.
Similarly, he adapted Darwin's evolutionary view of the survival of the fittest" by
arguing that it is "natural" that some people are rich while others are poor.
Emile Durkheim:
Emile Durkheim made many pioneering contributions to sociology, including his
important theoretical work on suicide. The son of a rabbi, Durkheim (1858-1917)
was educated in both France and Germany. He established an impressive academic
reputation and was appointed one of the first professors of sociology in France.
Above all, Durkheim will be remembered for his insistence that behavior must be
understood within a larger social context, not just in individualistic terms.
As one example of this emphasis, Durkheim ([1912] 2001) developed a
fundamental thesis to help explain all forms of society. Through intensive study of
the Arunta, an Australian tribe, he focused on the functions that religion performed
and under scored the role of group life in defining what we consider to be religious.
Durkheim concluded that like other forms of group behavior, religion reinforces a
group's solidarity.
Another of Durkheim's main interests was the consequences of work in modern
societies. In his view, the growing division of labor in industrial societies, as workers
became much more specialized in their tasks, led to what he called anomie.
Like many other sociologists, Durkheim did not limit his interests to one aspect of
social behavior. Later in this book we will consider his thinking on crime and
punishment, religion, and the workplace. Few sociologists have had such a
dramatic impact on so many different areas within the discipline.
Max Weber: Another important early theorist was Max Weber (pronounced "VAY-
ber"). Born in Germany, Weber (1864-1920) studied legal and economic history,
but gradually developed an interest in sociology. Eventually, he became a professor
at various German universities. Weber taught his students that they should employ
verstehen (pronounced "fair-SHTAY-en"), the German word for
“Understanding” or “insight” in their intellectual work .He pointed out that we
cannot analyze our social behavior by the same type of objective criteria we use to
measure weight or temperature. To fully comprehend behavior, we must learn the
subjective meanings people attach to their actions-how they themselves view and
explain their behavior.
Karl Marx: Karl Marx (1818-1883) shared with Durkheim and Weber a dual interest
in abstract philosophical issues and the concrete reality of everyday life. Unlike the
others, Marx was so critical of existing institutions that a conventional academic
career was impossible. He spent most of his life in exile from his native Germany.
Marx's personal life was a difficult struggle. In Marx's analysis, society was
fundamentally divided between two classes that clashed in pursuit of their own
interests. When he examined the industrial societies of his time, such as Germany,
England, and the United States, he saw the factory as the center of conflict between
the exploiters (the owners of the means of production) and the exploited (the
workers). Marx viewed these relationships in systematic terms; that is, he believed
that a system of economic, social, and political relationships maintained the power
and dominance of the owners over the workers. Consequently, Marx and Engels
argued that the working class should overthrow the existing class system. Marx's
influence on contemporary thinking has been dramatic. His writings inspired those
who would later lead communist revolutions in Russia, China, Cuba, Vietnam, and
elsewhere.
Modern Developments:
Charles Horton Cooley: Charles Horton Cooley (1864-1929) was typical of the
sociologists who came to prominence in the early 1900s. Born in Ann Arbor,
Michigan, Cooley received his graduate training in economics but later became a
sociology professor at the University of Michigan. Like other early sociologists, he
had become interested in this "new" discipline while pursuing a related area of
study.
Cooley shared the desire of Durkheim, Weber, and Marx to learn more about
society. But to do so effectively, he preferred to use the sociological perspective to
look first at smaller units intimate, face-to-face groups such as families, gangs, and
friend ship networks. He saw these groups as the seedbeds of society, in the sense
that they shape people's ideals, beliefs, values, and social nature. Cooley's work
increased our understanding of groups of relatively small size.
Comparing Major Theoretical Perspective
Functionalist Conflict Interactionist
View of society Stable, well Characterized by Active in
integrated tension and influencing and
struggle between affecting everyday
groups social interaction.
Level of Macro Macro Micro, as a way of
analysis understanding the
emphasized larger macro
phenomena
Key concepts Manifest functions, Inequality, Symbols,
Latent functions, Capitalism, Nonverbal
Dysfunctions Stratification communication,
Face to face
interaction
View of People are socialized People are shaped People
individual to perform societal by power, manipulate
functions coercion, and symbols and
authority create their social
words through
interaction.
View of social Maintained through Maintain through Maintained by
order cooperation and force and shared
consensus. coercion. understanding of
every behavior.
View of social Predictable, Change take place Reflected in
chain Reinforcing. all the time and people social
may have positive position and their
consequence. communication
with others
Example Public punishment Laws reinforce the People respect
reinforce the social position of those law and disobey
order. in power. them based on
their own past
experience.
 Proponents Emile Durkheim, Karl Marx, W. E. B. George Herbert
Talcott Parsons, Du Bois ,Ida Wells Mead,
Robert Merton. Barnett Charles Horton
Cooley,
Erving Goffman.

Sociological Research
What is Scientific Method?
The scientific method is a systematic, organized series of steps that ensures
maximum objectivity and consistency in researching a problem.
The scientific method requires precise preparation in developing useful research.
Otherwise, the research data collected may not prove accurate. Sociologists and
other researchers follow five basic steps in the scientific method: (1) defining the
problem, (2) reviewing the literature. (3) Formulating the hypothesis, (4) selecting
the research design and then collecting and analyzing data, and (5) developing the
conclusion.
Defining the Problem: The first step in any research project is to state as clearly as
possible what you hope to investigate-that is, define the problem. In this instance,
we are interested in knowing how schooling relates to income. We want to find out
the earnings of people with different levels of formal schooling.
Early on, any social science researcher must develop an operational definition of
each concept being studied. An operational definition is an explanation of an
abstract concept that is specific enough to allow a researcher to assess the concept.
For ex ample, a sociologist interested in status might use membership in exclusive
social clubs as an operational definition of status. Someone studying prejudice
might consider a person's unwillingness to hire or work with members of minority
groups as an operational definition of prejudice.
Reviewing the Literature: By conducting a review of the literature relevant
scholarly studiers and information-researchers refine the problem under study,
clarify possible techniques to be used in collecting data, and eliminate or reduce
avoidable mistakes. In our example, we would examine information about the
salaries for different occupations. We would see if jobs that require more academic
training are better rewarded. It would also be appropriate to re view other studies
on the relationship between education and income.
Formulating the Hypothesis: After reviewing earlier research and drawing on the
contributions of sociological theorists, the researchers may then formulate the
hypothesis. A hypothesis is a speculative statement about the relationship between
two or more factors known as variables. Income, religion, occupation, and gender
can all serve as variables in a study. We can define a variable as a measurable trait
or characteristic that is subject to change under different conditions.
The variable hypothesized to cause or influence another is called the independent
variable. The second variable is termed the dependent variable because its action
depends on the influence of the independent variable.
Causal logic involves the relationship between a condition or variable and a
particular consequence, with one event leading to the other. For instance, being
less integrated into society may be directly related to, or produce a greater
likelihood of, suicide. Similarly, the time students spend reviewing material for a
quiz may be directly related to, or produce a greater likelihood of, getting a high
score on the quiz.
Collecting and Analyzing Data: The research design guides the researcher in
collecting and analyzing data.
Selecting the Sample most stud social scientists must carefully select what is known
as a sample. A sample is a selection from a larger population that is statistically
representative of that population. A random sample, every member of an entire
population being studied has the same chance of being selected. Thus, if re
searchers want to examine the opinions of people listed in a city directory (a book
that, unlike the telephone directory, lists all households), they might use a
computer to randomly select names from the directory.
Ensuring Validity and Reliability: The scientific method requires that research
results be both valid and reliable Validity refers to the degree to which a measure
or scale truly reflects the phenomenon under study. Reliability refers to the extent
to which a measure produces consistent results.
Developing the Conclusion: Scientific studies, including those conducted by
sociologists, do not aim to answer all the questions that can be raised about a
particular subject. Therefore, the conclusion of a research study represents both
an end and a beginning. It terminates a specific phase of the investigation but
should also generate ideas for future study.

Major Research Designs

A research design is a detailed plan or method for obtaining data scientifically.
Selection of a research design is often based on the theories and hypotheses the
researcher starts with (Merton 1948).
Surveys: A survey is a study, generally in the form of an interview or questionnaire,
that provides re searchers with information about how people think and act. There
are two main forms of the surveys the interview, in which a researcher obtains
information through face-to-face or telephone questioning, and the questionnaire,
in which the re searcher uses a printed or written form to obtain information from
a respondent. The survey is an example of quantitative research, which ally in
collects and reports data primarily in numerical form. Most of the survey research
discussed so far in this book has been quantitative. While this type of research can
make use of large samples, it can't offer great depth and detail on a topic. That is
why researchers also make use of qualitative research, which relies on what is seen
in field and naturalistic settings, and often focuses on small groups and
communities rather than on large many groups or whole nations.
Observation: Investigators who collect information through direct participation
and/or by closely watching a group or community are engaged in observation.
Experiments: When sociologists wan: to study a possible cause-and-effect
relationship, they may conduct experiments. An experiment is an artificially
created situation that allows a researcher to manipulate variables.

Ethics of Research: The professional society of the discipline, the American

Sociological Association (ASA), first published the society's Code of Ethics in 1971
and revised it most recently in 1997. It puts forth the following basic principles:
1. Maintain objectivity and integrity in research.
2. Respect the subject's right to privacy and dignity.
3. Protect subjects from personal harm.
4. Preserve confidentiality.
5. Seek informed consent when data are collected from research participants
or when behavior occurs in a private context.
6. Acknowledge research collaboration and assistance.
7. Disclose all sources of financial support (American Sociological Association
1997).

Culture
Culture: The totality of learned, socially transmitted customs, knowledge, material
objects, and behavior.
Elements of culture: Each culture considers its own ways of handling basic societal
tasks to be "natural." But in fact, methods of education, marital ceremonies,
religious doctrines, and other aspects of culture are learned and transmitted
through human interaction within specific societies. Let's take a look at the major
aspects of culture that shape the way the members of a society live: language,
norms, sanctions, and values.
Language: Language is, in fact, the foundation of every culture. Language is an
abstract system of word meanings and symbols for all aspects of culture. It includes
speech, written characters, numerals, symbols, and nonverbal gestures and
expressions.
Because language is the foundation of every culture, the ability to speak other
languages is crucial to intercultural relations.
Sapir-Whorf Hypothesis Language does more than simply describe reality; it also
serves to shape the reality of a culture.
People can conceptualize the world only through language, language precedes
thought. Thus, the word symbols and grammar of a language organize the world
for us.
Language can shape how we see, taste, smell, feel, and hear. It also influences the
way we think about the people, ideas, and objects around us. Language
communicates a culture's most important norms, values, and sanctions to people.
That's why the introduction of a new language into a society is such a sensitive issue
in many parts of the world.
Nonverbal Communication if you don't like the way a meeting is going, you might
suddenly sit back, fold your arms, and turn down the corners of your mouth. When
you see a friend in tears, you may give a quick hug. After winning a big game you
probably high-five your teammates. These are all examples of nonverbal
communication, the use of expressions, and other visual images to communicate
gestures.
Norms: Norms are the established standards of behavior maintained by a society.
Types of Norms Sociologists distinguish between norms in two ways. First, norms
are classified as either formal or informal. Formal norms generally have been
written down and specify strict punishments for violators.
Sociologist Donald Black (1995) has termed law "governmental social control,"
meaning that laws are formal norms enforced by the state. Laws are just one
example of formal norms. The requirements for a college major and the rules of a
card game are also considered formal norms.
By contrast, informal norms are generally understood but not precisely recorded.
Standards of proper dress are a common example of informal norms. Our society
has no specific punishment or sanction for a person who comes to school, say,
wearing a monkey suit. Making fun of the nonconforming student is usually the
most likely response.
Norms are also classified by their relative importance to society. When classified in
this way, they are known as mores and folkways, Mores (pronounced "MOR-ays")
are norms deemed highly necessary to the welfare of a society, often because they
embody the most cherished principles of a people. Each society demands
obedience to its mores; violation can lead to severe penalties.
Folkways are norms governing everyday behavior. Folkways play an important role
in shaping the daily behavior of members of a culture. Society is less likely to
formalize folkways than mores, and their violation raises comparatively little
concern.
Sanctions: Sanctions are penalties and rewards for conduct concerning a social
norm. Note that the concept of reward is included in this definition. Conformity to
a norm can lead to positive sanctions such as a pay raise, a medal, a word of
gratitude, or a pat on the back. Negative sanctions include fines, threats,
imprisonment, and stares of contempt.
Values: Cultural values are these collective conceptions of what is considered good,
desirable, and proper-or bad, undesirable, and improper-in a culture. They indicate
what people in a given culture prefer as well as what they find important and
morally right (or wrong). Values may be specific, such as honoring one's parents
and owning a home, or they may be more general, such as health, love, and
democracy.
Values influence people's behavior and serve as criteria for evaluating the actions
of others. The values, norms, and sanctions of a culture are often directly related.
The values of a culture may change, but most remain relatively stable during any
one person's lifetime. Socially shared, in tensely felt values are a fundamental part
of our lives in the United States.
 Youth Unrest

Youth Unrest maybe define as” manifestation of collective frustration of youth in

the society.”
Cause of youth unrest:
Various factors have contributed to the problems of youth unrest. Some of them
may be noted
1. Improper Socialization and Family Problems: The failure on the part of
parents to bring up their children, in accordance with the culture
expectations of the society has made the youth to go astray. The evil habits
and bad qualities of the parents also have a harmful effect on the personality
growth of the children. The family problems spoil the mental peace and the
emotionality of the growing children.
2. Political, Social and Economic Inequalities: The young people are more
sensitive to the political, economic and social inequalities and exploitation.
They have contempt for the existing 'system'. They are disillusioned with
what they are having and are pessimistic about the future.
3. Defective Educational System: The students do not have any respect for the
present defective educational system. The outdated, uninspiring,
unintegrated and irrelevant educational system cannot make the students to
become disciplined and responsible.
4. Unemployment: The unemployment of the educated youths is on the
increase. The education that they receive does not enable them to become
economically self-reliant. On the other hand, the government is not in a
position to provide employment to all the educated youth. As a result, the
youth are losing confidence in themselves and are becoming more and more
restless.
5. Corrupt and Discredited Authority: The youth are disappointed with the
corrupt and discredited authority. Corruption, craziness for power ,moral
lapses, opportunism, nepotism, discrimination, etc., found among the
political and social leaders has made the youth to have nothing but contempt
 for them. The leadership has failed to set a good model for the students to
emulate.
6. Misuse of Student Power by the Politicians: The corrupt and unscrupulous
politicians who are making use of student power to further their partisan
political interests, are also contributing to the problem. Students are
becoming puppets in the hands of some disgruntled politicians to serve their
selfish ends.
7. Administrative Failures: Youth unrest is often caused by administrative
errors and miscalculations. The indifference and lack of sympathy for the
student demands on the part of the administrations (of the university as well
as the government) many times force the students, to resort to strikes.
8. Communication Gap: Lack of understanding and lack of proper
communication between the students and teachers on the one hand,
parents and children on the other, also cause youth unrest. The failure on
the part of the parents to understand the aspirations of their young children
also adds to the problem
9. Value Differences and Conflict of Values: The value differences in society,
the changes and conflicts of values also contribute to youth unrest. (i) Some
of the old values are at conflict now .The traditional beliefs, practices, ideas,
ideals and values appear to be outmoded, unscientific irrelevant and
irrational for the modem youths. (ii) The youth are becoming more and more
rationalistic. They are impressed by the modern values based on science and
rationalism. Still, they are not in a position to give up the traditional values
completely. They in a state of confusion. They can neither accept the new
completely nor do away with the old once and for all. This has made them to
become restless. (iii) The youth are influenced by values of individualism and
democracy. Hence they are revolting against the old traditional order.
(iv) the youths feel they are also matured, responsible and sensible. They
resent their elders treating them as 'immature' and 'irresponsible lot’. They
feel annoyed and embarrassed to find themselves in a helpless situation.
They do not want to remain dumb witnesses to all the unfortunate and
unwanted events that happen in society, (v) some of the youths are carried
away by the hedonistic values or pleasure philosophy. They want to take the
maximum benefit out of the disturbed social situations. They have no respect
for any values for they have lost faith in them.
 10.Lack of Opportunities: The youths do not get proper opportunities, to
express their talents, cultivate their interests and develop their personality.
This has contributed to their dissatisfaction
11.Gap between the Aspirations and Achievement: The youths are likely to
have their own aspirations and ambitions. They will be dreaming about it all
the while. But the reality of life makes them to become disgusted. The youths
with unfulfilled desires and aspirations can hardly be at rest.
12.Lack of Determination and Self-Responsibility: Some of the youths lack will
power and self-determination. They depend more on others rather than on
their intrinsic abilities and talents .They apishly imitate others and fail to
develop the spirit of self-reliance. They are hesitant to assume
responsibilities. Such youths are highly vulnerable for any kind of use.
13.Influence of Movies: The modern movies which mostly portray violence,
arson, loot, rape, murder, immorality, crimes, etc. have a great demoralizing
effect on the modern youths. Students, in particular, imitate their pet film
actors and actresses with all their frailties. Scant respect for their cultural
values and the apish imitation of the Western tendencies have further
contributed to the problem.

Types of youth unrest: The youth unrest has assumed different forms. In no
country, the youth unrest takes place for the same reason and assumes the same
form all the time. The nature of youth unrest is that it is unsteady, irregular and
sometimes happens spontaneously. Myron Weiner has classified the student
unrest into four types.
Myron Weiner's Classification of Youth Unrest According to Myron Weiner, the so
called student indiscipline or youth unrest assumes four forms. They are as follows:

1. Political Activities and Movements: In some instances, youth unrest is

associated with the larger political movements. Students often take up political
issues and join hands with other non-youth organizations and political parties and
fight for them. Students have participated in various political movements launched
for issues such as- border disputes, steel plant location, price rise, water dispute,
anti-Hindi and anti-English agitations, emergency, postponement of elections, dis
missal of ministers, etc. They have taken out processions, staged demonstrations,
geared ministers, resorted to violence and conflicted with police authorities.
2. Student Agitations for Educational Causes: Students have agitated for
educational causes also. Students have agitated demanding the appointment of
lecturers, enough supply of laboratory equipment’s and library books, cancellation
of donation and capitation fees, reforms in examination system and type of
question papers, retainment of carry over system, recognition of the student union,
participation of students in University administrative bodies such as senate,
syndicate, academic councils, postponement of examination, etc.
3. Agitations against Non-University Authorities: Students have agitated for non-
educational, and non-political causes also. For example, they have agitated
demanding special concessions for travelling in buses and trains, concessions in
commercial recreational co
4. Spontaneous Student Agitations: Sometimes, students do agitate suddenly in an
unexpected manner. They may quarrel with bus conductors, auto-rickshaw drivers,
hotel-owners police and public servants, and may even go on strike against them.
These agitations can be treated as spontaneous outbursts of youth force. If these
agitations are not handled carefully they may be intensified and prolonged in still
worse a way.
Remedies for Youth Unrest
The problem of the youth must be understood in connection with the relationships
of the students with parents, teachers, politicians, police authorities, student union
leaders, university authorities, and the values, traditions, needs, motivations and
aspirations of the students. Patterns of these variables are found to be associated
with the tension in the college-going youth. A few suggestions may be made here
to minimize the youth unrest.
System of Education: A thorough overhauling for our education system is
necessary to help the students to face the problems and challenges of life. No
hotch-potch change in education would suffice. But education requires a
comprehensive planning and an integral approach. This would bridge the gap
between what the students actually experience and what is taught to them in
schools and colleges. Colleges and universities should make proper provision for (a)
adequate boarding and lodging facilities, (b) better libraries and reading rooms and
laboratories, (c) enough facilities for recreation and extra-curricular activities (d)
seminar and tutorial, system.
Employment Opportunities: Efforts should be made to provide opportunities for
the students to offer courses in agriculture, engineering, business management,
commerce, medicine, etc. The spirit of self-reliance must be created and the
students should be encouraged to set up business and cottage industries of their
own.
Provision for Leisure-time Activities: Students should not be allowed to idle their
time. Hobby clubs and workshops catering to painting, music, photography, stamp
collection, swimming, etc. may be established in colleges. Indoor games, dramatic
performances, excursions and picnics, functions catering to the interest of fine arts
and literature must be encouraged among them.
Economic Difficulties: Poor and the needy students should be given financial help
through scholarships, free ships, loan scholarships, free hostel facilities, stipends,
etc. so that they do not drop out of schools and colleges. The programmer of 'earn
while you learn' needs to be well organized.
Discipline: Students should be assisted in developing self-discipline for it is long
lasting than the imposed discipline. Acts of indiscipline should be dealt with sternly,
but of course, humanistic-ally. The teachers must play an important role in this
respect.
Able Leadership: Students very badly need able and efficient leadership. In any
democratic set-up leadership is very important. Leadership training programs
under supervision should be introduced in colleges. Politicians must not be allowed
to misguide the students.
Role of Political Parties: Political parties should be kept out of the college
campuses. The students should have political awareness, but their active
participation in politics would spoil the peaceful atmosphere of the campus. The
student leaders, teachers and university authorities must make joint venture to
save education and campus from power politics.
Students' Participation: As Dr. V.K.R.V, Rao, Ex-Union Minister for Education has
suggested (in his address to the Commonwealth Inter-University Conference in
New Delhi, Jan. 1970) 'Students the world over have become restive and are
demanding a Voice in the affairs of universities and a fair share in running the
machine and in decision-taking. This demand cannot be evaded for long except at
great peril'. In brief, the students should be given ample opportunities to take part
in the administrative bodies of the university.

Family
[I couldn’t find this topic in book. So, read this from internet by yourself using these
key element given below]
Main condition or prerequisite to create family is Marriage.
Marriage is a social agreement.
Function of family:
 Reproduction.
 Social and economical protection.
 Socialization.
 Regulation of sexual behavior.
 Affection and Companionship.
 Providing social status.
Status:
 Ascribe status.
 Achieve status.

****Effects of Technological sactor in social life?

[AKB sir said to find the answer of this question by ourself .To find the answer use
the key points given below]
**Some field where technology can effects- technology, communication, mortality,
hybrid food, health.
**Positive side of technology and negative side of technology.

[Rest of the syllabus are in the document,has been given

in last class]