Qs on Forests Essay Example for Free

Qs on Forests Essay He suggestedthat a proper system should be introducedto protect the forest. He helped in formulating the Indian Forest Act of 1865. (Q. )Who was Dietrich Brandis? (1 Mark) (Ans) Brandis was a German who gave advice to the British regarding thereckless cutting of trees by the local people and the traders. He feared that it would destroythe forest. Brandis was also madethe first Inspector General of Forests in  India. (Q. ) What was the idea of plantation in colonial period? (1 Mark) (Ans) The Colonial Government took over the forests and gave away those to European planters at cheap rates. They had cut down the forest for land to start the plantation. This was another way for deforestation. Large areas of forests were cleared to make way for the plantation of tea, coffee and rubber to meet the growing demands of these commodities in European countries (Q. )Can you relate the progress of railways with the idea of deforestation in colonial period? Explain. (1 Mark) (Ans) 1) Railways were essential forcolonial trade and for the movement of imperial troops. As the railway tracks expanded, a larger number of trees were felled to meet up the growing demand of timber and fuel wood. ) The government gave out contracts to individuals to supply the required quantity of timber. These contractors started random cutting of trees and this led to immediate disappearance of forests around the railway tracks. (Q. )What is meant by the term deforestation? (1 Mark) (Ans) Cutting down of trees in huge numberof forest area to fulfill the demand of developing civilizations is known as defor estation. In other words, cutting and destroying of forest resourcesis deforestation. During the period of colonialism,deforestation took a systematic approachfor the purpose ofindustrial development. Q. )  Mention the changes seen in the features of forest resources during  industrialisation. (1 Mark) (Ans) The period of industrialisation, i. e. , the years from 1700 to 1995, witnessed a drastic reduction in the earlier huge diversity of forest resources all over the world. Around 13. 9 sq. km of forest lands, i. e. 9. 3% of the world’s forest area, was cleared  for the needs of industrialisation, cultivation, pastures and fuelwoods. (Q. )How did the Forest Act affect the lives of the common Indians? (1 Mark) (Ans) The Forest Act brought severe hardships for villagers across the country. After the Act, their everyday practices – cutting wood, grazing of cattle, collection of fruits and roots, hunting and fishing were treated as illegal activities. People were forced to steal wood from the forests and when caught, were at the mercy of the forest guards. (Q. ) What are the recent developments in forestry? (3 Marks) (Ans) 1) The concept of forest  management has changed since 1980. It was observed by the government that implementation of strict forest laws was leading to stealing of timbers and illegal hunting. ) Forest dwellers were kept away from the implementation procedure of these laws andtherefore, it generated conflict between the two parties – the government and the villagers. 3) Indian adivasis preserve the forest land and resources and therefore, the government is involving local people in the matters like safetyand security of forest land, forest products and wild animals. (Q. ) Elaborate  some of the activities of the people of Bastar. (3 M arks) (Ans) 1) The people of Bastar believe deeply in the village and its offerings. Since the village peopleknow the boundaries of the village, they look after the natural resources. ) If people from a village want to take some wood from the forests of another village, they pay a small fee called  devsari,  dand  or  man  in exchange. Some villages also protect their forests by engaging watchmen and each household contributes some grain to pay them. 3) Every year, there is one big hunt where the headmen of villages in a  pargana  (cluster of villages) meet and discuss issues of concern, including forests. (Q. ) Who was Samin? What was his challenge to the Dutch? (3 Marks) (Ans) Surontiko Samin was a resident of Randublatung  village  of  Java. 1) In 1890, he  began questioning the state ownership of forest. He argued that the forest and its resources were the gifts of nature. Thus, the state could not have any right over it. 2) A widespread movement developed and by 1907, 3,000 families were following his ideas. They challenged the Dutch authority byrefusing to pay taxes and by lying down on their forest lands when the Dutch came to survey it. Others refused to pat taxes or fines or perform labour. (Q. ) What are the similarities between colonial management of forests in Bastar and in Java? (3 Marks) (Ans) 1) In both Bastar (India) andJava (Indonesia), the colonial management of forests led to rebellions. ) In Bastar, the forest management was in the hands of the British and in Java, it wasunder the Dutches. 3) Both the governments wanted timber for their needs and worked for their own monopoly. When the forest communities in both the regions had to leave their land, rebellions occurred, which were subsequentlycrushed. Q. ) How did the forest  rules affect cultivation? (3 Marks) (Ans) 1) European foresters regarded the practice of shifting cultivationharmful for the forests. They felt that theland which was used for cultivation every few years could not grow trees for railway timber. When a forest was burnt, there was the added danger offlames spreading and burning valuable timber. 2) Shifting cultivation also made it harder for the government to calculate taxes. Therefore, the government decided to ban shifting cultivation. 3) Many communities were forcibly displaced from their homes in the forests. Some had to change occupations, while some resisted through large and small rebellions. Q. )How can you say that the spread of railways brought deforestation during the Colonial Period? (3 Marks) (Ans) 1) In 1850s, the spread of railways created a new demand.

The Economic and Political Motives of the American Constitution vs. the

The Economic and Political Motives of the American Constitution vs. the Articles of Confederation Introduction The Constitution of the United States of America is often revered and thought of as the basis for all democracies around the world. However, when it is used as an example of the perfect democracy, the facts and history behind its creation are often left out. While it is a fascinating document, it is not the pinnacle of perfection that we often hold it up to be. It had a stumbling start, full of problems and arguments, instead of the immaculate conception that is often described. Its beginnings were much humbler, and they started with the Articles of Confederation. It is somewhat strange that the American people know so little of the fundamental nature of their system of government. Their acquaintance with it extends only to its outward form and rarely includes a knowledge of the political philosophy upon which it rests. The sources of information upon which the average man relies do not furnish the data for a correct understanding of the Constitution. (Smith, Allen, 1965: 30) What I propose to show is that the Constitution of the United States is not necessarily the best form of government for the United States, but that a reworking of the Articles of Confederation would have been sufficient. The motives I would like to call into question are those of the Framers of the Constitution, but also those of the Framers of the Articles of Confederation. The Articles of Confederation are often historically overlooked, but they play a major role in the creation of the Constitution. By examining the creation of the Articles of Confederation and its demise, I hope to shed some light on why the Constitution was created an... ...an Company, 1936. Bourgin, Frank. The Great Challenge: The Myth of Laissez-Faire in the Early Republic. New York: George Braziller, 1989. Campbell, R.H. and A.S. Skinner, eds. An Inquiry into the Nature and Causes of the Wealth of Nations. Glasgow edition of the works and correspondence of Adam Smith. Indianapolis: Liberty Classics, 1981. Jensen, Merrill. Articles of Confederation: An Interpretation of the Social-Constitutional History of the American Revolution, 1774-1781. University of Wisconsin: University of Wisconsin Press, 1940. Kenyon, Cecelia. The Antifederalists. New York: Bobbs-Merrill Co. Inc., 1966. McDonald, Forrest. We the People: The Economic Origins of the Constitution. Chicago: University of Chicago Press, 1958. Smith, J. Allen. The Spirit of American Government. Cambridge, Mass.: Belknap Press of Harvard University Press, 1965.

The Effects of Modern Technology on the Study Habits of Students

The Effects of Modern Technology on the Study Habits of Students By Jon Ireland, eHow Contributor With advances in technology, student study habits have dramatically changed. It's affected the way classes are taught, students learn theories and the way information is presented. Gone are the days of slaving over books in the library and scribbling down notes on paper. Resources †¢The Internet allows students to access virtually all information that is publicly available from the comfort of their homes. There is no need to travel or even go to a library.Books are scanned in to the Internet, museums have work available online, and academic journals can also be sourced. Speed †¢Students can now gain access to information in far quicker ways. Once a resource has been found they can quickly search the entire document by typing in a key word, rather than having to look in a book's index. Mathematical calculations can also be performed on special programs, while graphs can be plott ed instantly. †¢Sponsored Links oEducation Research Read & research full-text articles from this journal and many more. www. Questia. com/EducationSharing †¢Information can now be shared between staff and students in far more efficient ways. Schools can set up online portals where students can download necessary files, or alternatively send them by email. Students can then print them out as required. The role of professors has changed; they are no longer the dispensers of information but instead facilitate learning by providing guidelines and recommended resources. Typing †¢Students are increasingly choosing to type notes rather than write them. Laptops are portable, inexpensive and have good battery life.Even math formulas can be typed using certain programs. PowerPoint can be used to present information, avoiding the need to change overhead projector sheets. Flexibility †¢Studying has become far more flexible, meaning students can choose to learn and present in formation in their own ways. Those who prefer visual learning can choose to watch documentaries available on the Internet, while others can download books to read. Disruption †¢Although it's easier to access more information, it's also easier to become distracted from work when using technology; a theory known as DAD (divided attention disorder).With the temptation to check your bank balance, speak to someone online or download a song available at the click of a button; getting on with an essay or doing some important reading can be difficult. Read more: The Effects of Modern Technology on the Study Habits of Students | eHow. com http://www. ehow. com/info_7922962_effects-technology-study-habits-students. html#ixzz2R5dBhRa7 http://www. ehow. com/info_7922962_effects-technology-study-habits-students. html

Federalists VS Jeffersoneans Essay - 710 Words

Federalists VS Jeffersoneans With respect to the federal Constitution, the Jeffersonian Republicans are usually characterized as strict constructionists who were opposed to the broad constructionism of the Federalists. As history dictates, this is found to be substantially accurate. Federalists were firm believers in the production of a strong central government and a broad interpretation of the Constitution. However, the Democratic Republicans believed that the government should follow a strict interpretation of the Constitution and held the idea that this would allow honest representation of the people and prevent government corruption. Thomas Jefferson was the driving force behind the Democratic Republicans, who were the†¦show more content†¦In document A, prior to his presidency, he writes about his confidence in the ideas of the preserving the constitution in a conservative manner and he states that the Federalists have failed to follow the Constitution accurately and the way it should have been followed. He signifies fact that the Federalists do not follow the â€Å"true theory of our Constitution† which is that the states are to be independent as to everything within themselves, and all foreign issues shall remain federal. The Jeffersonian ideals are further expressed in a document from Jefferson to Samuel Miller, a minister (Document B) where Jefferson strongly opposes the idea of government in correlation to religion. He clearly states that no power according to the Constitution was delegated to the general government to assume any authority in religious discipline. In addition to Document B, Document H displays the Jeffersonians strict interpretation of the federal Constitution. Here, James Madison shares his decision with congress on an Internal Improvements Bill. The bill asked approval for federal funds that would go towards constructing roads and canals and improving water navigation. Despite understanding the importance and benefit of the bill, Madison withheld his signature from the bill solely because this power was not expressly given by the Constitution. He goes on to state that