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NCERT Class 11 Home Science Chapter 7 Concerns and Needs in Diverse Contexts
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Concerns and Needs in Diverse Contexts
Chapter – 7
A. Nutrition, Health and Hygiene
| PART – Ⅰ HUMAN ECOLOGY AND FAMILY SCIENCES |
| Unit – ⅠⅠ Understanding Family, Community and Society |
| Review Questions: |
1. “Nutrition affects productivity, income and quality of life”. Write your opinion about this statement.
Ans: I wholeheartedly agree with the statement that “nutrition affects productivity, income, and quality of life.” Nutrition plays a fundamental role in our overall well-being and has a profound impact on various aspects of our lives.
(i) Productivity: Good nutrition provides our bodies with the essential nutrients and energy needed to function efficiently. When people are well-nourished, they tend to have more energy, improved concentration, and better cognitive function. This, in turn, enhances their productivity at work or in their daily activities. Conversely, poor nutrition can lead to fatigue, decreased alertness, and reduced productivity.
(ii) Income: Proper nutrition is not only about eating enough but also about eating the right kinds of food. A well-balanced diet can help prevent chronic illnesses, which can be financially draining. Healthier individuals are less likely to incur medical expenses and take time off work due to illness. Moreover, good nutrition is often associated with improved cognitive development, which can lead to better educational and career opportunities, ultimately increasing income over the long term.
(iii) Quality of Life: Nutrition has a direct impact on our health, and good health is a cornerstone of a high quality of life. Nutrient-rich diets are associated with lower risks of chronic diseases such as diabetes, heart disease, and certain cancers. These conditions not only reduce the quality of life but can also lead to increased healthcare costs and reduced life expectancy. Conversely, a balanced diet can enhance physical and mental well-being, contributing to an improved quality of life.
In conclusion, the relationship between nutrition and various aspects of our lives is undeniable. Proper nutrition is an investment in our health and well-being, affecting our productivity, income, and overall quality of life. It is essential to promote and prioritize healthy eating habits to ensure a better and more prosperous future for individuals and society as a whole.
2. How is nutrition linked to mental and visual disability and quality of life?
Ans: Nutrition is closely linked to mental and visual disabilities and has a significant impact on an individual’s overall quality of life.
Here’s how:
(i) Mental Disability:
(a) Cognitive Development: Proper nutrition during infancy and childhood is crucial for brain development. Nutrient deficiencies, particularly in essential vitamins and minerals like iron, iodine, and certain B vitamins, can lead to developmental delays, lower IQ, and learning disabilities.
(b) Mental Health: Nutrition plays a role in mental health. Diets high in processed foods, sugar, and trans fats have been associated with an increased risk of mental health conditions such as depression and anxiety. Conversely, diets rich in fruits, vegetables, and omega-3 fatty acids can have a positive impact on mood and cognitive function.
(c) Neurological Disorders: Some neurological conditions are influenced by nutrition. For instance, vitamin B12 deficiency can lead to neurological symptoms, and conditions like Alzheimer’s disease and Parkinson’s disease have complex relationships with diet and nutrition.
(ii) Visual Disability:
(a) Vitamin A Deficiency: Vitamin A is essential for maintaining good vision. A lack of this vitamin can lead to night blindness and, in severe cases, complete blindness. Malnutrition, particularly in developing countries, is a leading cause of preventable blindness due to vitamin A deficiency.
(b) Macular Degeneration: Age-related macular degeneration (AMD) is a leading cause of visual impairment in the elderly. While the exact causes are complex, research suggests that a diet rich in antioxidants, particularly vitamins C and E, zinc, and certain carotenoids like lutein and zeaxanthin, can help prevent or slow the progression of AMD.
3. Divide the class into groups. Each group should visit a food service establishment, e.g., canteen/cafeteria, restaurant, street food vendor. Identify the poor hygiene practices related to:
(a) Food hygiene.
Ans: Food Hygiene: Food-borne illnesses occur when we consume food that contains disease-causing (pathogenic) micro-organisms. Several factors are needed for a food-borne illness to occur.
(i) Either the organism or the toxin must be present in the food eaten.
(ii) The number of pathogenic micro-organisms must be in sufficient Numbers.
(iii) The contaminated food must have been consumed in sufficient quantity.
(b) Personal hygiene.
Ans: Personal hygiene includes: cleaning your body every day. washing your hands with soap and water after going to the toilet. brushing and flossing your teeth twice a day. covering your mouth and nose with a tissue (or your sleeve) when sneezing or coughing.
4. Have a class discussion on how hygiene can be improved and food can be rendered safer.
Ans: Do yourself.
Or
Divide yourselves into three groups. One group will study the ‘Food’ aspect, the second will study ‘People’ and the third will assess ‘Unit, facilities and equipment’. After listing the various aspects/parts/activities that increase risk of illness, the groups can be asked to give a presentation followed by a discussion on remedial measures.
Ans: Do yourself.
B. Resource Availability and Management
| Review Questions |
1. Describe time and space resources.
Ans: Time: This is the most fundamental resource. It’s finite and irreplaceable. We all have 24 hours in a day, and how we utilize those hours significantly impacts our productivity, achievements, and overall well-being.
Space: This refers to the physical environment where we work or study. It includes our workspace, home office, study desk, or even the specific area within a larger space where we focus. A well-organized and conducive space can minimize distractions and enhance concentration.
2. Why is time management necessary?
Ans:Time is limited and irreversible. Time is measured in years, months, days, hours, minutes and seconds. We are provided with 24 hours of time a day to use it as we like. The key is how we use that time. If not managed properly, time keeps slipping away in spite of our effort to control it.
3. Discuss the steps in a time and activity plan.
Ans: The steps in a time and activity plan are mentioned below:
(a) Start your work as quickly as possible. Do not waste time in avoiding or delaying the task. When a student reaches home, she/he should relax for a while, have a meal and then start with the school work without postponing it for the end of the day.
(b) Get into a routine every day. Choose a time to accomplish certain tasks, such as completing school work, doing household chores; and then stick to the routine activities. The student should make an everyday routine to complete work in time, without any delay.
(c) Prioritise your tasks. Before picking up any new task make sure it does not impact the already existing activities. Do not undertake too many activities at a particular time. If the time available is less and work is more then keep the optional tasks for a later time and complete compulsory activities first. For example, if the student has a class test, she/he should first study for the test, then do homework and later get involved in other activities.
(d) Do not commit yourself to unimportant and low priority tasks. Learn to say ‘No’. If you have less time and more tasks in hand, you should be able to say ‘No’ to the tasks which are not very important. For example, the student can avoid watching television, if she/he has to complete a task for the next day.
(e) Divide the big tasks into a series of small manageable activities. The day’s school work (big task) can be divided into smaller tasks by dividing the work as per different subjects.
(f) Do not waste energy and time on tasks which do not need much attention.
(g) Deal with a task one at a time till it is completed or decide when to deal with it. Do not put it aside before completion.
4. What are the tools in time management?
Ans: The tools in time management are:
(i) Calendars and Planners: Digital or paper-based calendars, planners, and scheduling apps (e.g., Google Calendar, Outlook Calendar)
(ii) To-Do List Apps: Apps like Todoist, Any.do, and Microsoft To Do help you create, organize, and prioritize tasks.
(iii) Time Tracking Software: Tools like Toggl Track, Clockify, and Harvest help you monitor how you spend your time.
(iv) Pomodoro Technique: This technique involves working in focused bursts (e.g., 25 minutes) followed by short breaks.
(v) Mind Mapping: This visual tool can help you brainstorm ideas, organize thoughts, and identify priorities.
5. Define space management. Discuss the principles of planning space inside the home.
Ans: Space management is the process of making the best use of a company or facility’s physical space. It involves intentionally planning, organizing, and overseeing the use of a given workspace to ensure that it’s used efficiently and effectively. Space management can apply to a wide range of settings, including offices, commercial buildings, manufacturing plants, warehouses, and even residential homes.
The principles of planning space inside the home are mentioned below:
(i) Aspect: ‘Aspect’ indicates the arrangement of doors and windows the external walls of a building which allows the occupants to enjoy the nature in the form of sunshine, breeze, scenery, etc.
(ii) Prospect: ‘Prospect’ in its proper sense, is the impression or impact that a house is likely to make on a person who looks at it from outside. Therefore, it includes the attainment of pleasing appearance using natural beauty, positioning of doors and windows, and covering up of undesirable views.
(iii) Privacy: Privacy is one of the most important principles in space planning. Privacy requires consideration in two ways:
(a) Internal privacy: Privacy of one room from another is referred to as internal privacy. It is attained by careful planning in the house with respect to grouping, positioning of doors, provision of small corridor or lobby, etc. Internal privacy can be also be achieved by setting up screens and curtains. In some homes with large families separate sitting area is provided for women, ensuring their privacy.
(b) External privacy: This means privacy of all parts of a house from the neighbouring buildings or houses, public streets and by-ways. It can be a shade secured by carefully planning the entrance and covering it with a tree or creepers.
C. Textile Traditions in India
| Review Questions |
1. From which historical sources of information can one learn about the antiquity of Indian textile art?
Ans: The Sanskrit epic Mahabharata.
2. What are the two aspects of cotton production which made the Indian fabrics world famous?
Ans: The two aspects of cotton production which made the Indian fabrics world famous:
(i) Climate.
(ii) Soil.
3. Name some of the areas associated with silk brocade weaving. What are the special characteristics of each?
Ans: (i) Varanasi in Uttar Pradesh, which has an old tradition in weaving special styles. Its best-known product is the brocade or kinkhwab. Its splendour and elegance and the high cost of the fabric gave it its name kinkhwab meaning something a person cannot even dream of or a fabric which is seldom seen in a dream or the golden (kin) dream (khwab)
(ii) West Bengal is traditionally famous for its silk weaving. By using a loom similar to that of Jamdani weavers, the weavers of West Bengal weave a silk brocaded sari called Baluchar Butedar. This style originated from a place called Baluchar in Murshidabad district. It is now successfully being produced in Varanasi. Here the plain-woven fabric is brocaded with untwisted silk thread. The most characteristic feature of these sarees is their pallav or the end piece. It has unique designs, depicting scenes from epics, royal court, domestic or travel scenes with riders and palanquins. Mango motif is most commonly used in borders and pallavs.
(iii) Gujarat developed its own style of kinkhwabs. Very fine textiles were produced in Bharuch and Cambay, which were popular in the courts of Indian rulers. The Ashavali sarees of Ahmedabad are known for their beautiful brocade borders and pallavs. They have rich gold or silver metallic background on which patterns are woven with coloured threads, giving the fabric an enamalled appearance. Human, animal and bird motifs are frequently incorporated into the pattern as they are an integral part of Gujarati folk tradition.
(iv) Kanchipuram in Tamil Nadu is a famous brocade weaving centre in South India from ancient times. The traditional sarees display bird and animal motifs with rich brocaded pallav. Dark colours like red, purple, orange, yellow, green and blue predominate in South Indian fabrics.
(v) Kashmiri literature of 11th century confirms the weaving of multicoloured woolen fabrics during the period. From the 14th century, the Persian influence led to the production of shawls. It utilised the most complex tapestry weave in a multitude of colours and intricate patterns. The best shawls were made from pashmina and shahtus, the hair of mountain goats. The Mughal emperors were responsible for promoting this art and shawls of Kashmir became world famous. Like the printed cotton these were a major export item from 18th century. Later embroidery was also introduced in shawls. The designs of the shawls copy the beauty of nature of Kashmir. The mango motif, also known as paisley, is seen in countless varieties and colour combinations.
4. Why were the Indians called ‘master dyers’ to the world?
Ans: Indians were called “master dyers” due to their exceptional skills in dyeing fabrics using natural dyes extracted from plants, minerals, and insects. The techniques, such as bandhani (tie-dye) and block printing, produced vibrant and lasting colors like indigo, madder, and turmeric. Their mastery in creating intricate patterns and vibrant hues made Indian textiles highly sought after globally.
5. What do you associate with the following terms: phulkari, kasuti, kashida, kantha and Chikankari.
Ans: (i) Phulkari: Phulkari is the art of embroidery of Punjab. It is the term used for both the embroidery and the chaddar or shawl made with this type of embroidery. Phulkari means ‘flower work’ or a bed of flowers. The other term bagh (literally a garden) has also the same connotation. Phulkari was mainly a domestic craft, executed by the girls and ladies of the household and sometimes by women servants under their directions. The embroidery is done on coarse cotton (khaddar) material with untwisted silk floss called pat. In the heavily embroidered baghs, the embroidery covers the fabric so completely that the base colour of the fabric can only be seen on the reverse side. Traditionally, this embroidery was associated with wedding ceremonies and baghs were made by the maternal grandmother for her grand-daughter or by the paternal grandmother for her grand daughterin-law.
(ii) Kasuti: Kasuti is the term used for the embroidery of Karnataka. Kasuti word is derived from the Persian word kashida, which means embroidery. Like phulkari, it is also a domestic craft mainly done by women. This is the most subtle form of embroidery, where the embroidery threads follow the pattern of the weave of the fabric. It is done on silk material with fine strands of silk threads. Even the colours used tend to blend with the background material. The main designs seem to be inspired from the temple architecture of the area.
(iii) Kashida: Kashida is the general term used for embroidery in Kashmir. The two most important embroideries are suzani and zalakdozi. Kashmir being the land of wool, the embroidery is done on woollen fabrics – from the finest of shawls to medium thickness cloaks like ‘pherans’, to thick namdas used as floor coverings. On shawls and fine woollens, perhaps the embroidery had its origin in repairing the defects that occurred during weaving. Later the multicoloured weaving patterns were copied, to which were added the styles of Chinese embroideries like satin stitch and long and short stitch. The suzni embroidery includes all the stitches that lie flat on the surface and also show uniformity on both sides of the material. This embroidery is done with silk threads, in a multitude of colours, and shades to make the designs look natural.
(iv) Kantha: Kantha embroidery of Bengal is done on a base prepared by 3-4 layers of old cotton sarees or dhotis. The embroidery is like quilting small running stitches going through all the layers of the base material. The articles thus produced are also known as Kantha. This embroidery may have had its origin in darning to strengthen the worn-out areas, but now the stitches fill up the shapes that are drawn on it. It generally has a white base with embroidery in multi-coloured threads, which were originally pulled out from borders of old sarees. The articles made vary from small comb case and wallet to shawls of various sizes. There are also kanthas with ritualistic importance made for presentation to religious places or for use on special occasions.
(v) Chikankari: Chikankari of Uttar Pradesh is the embroidery, which was commercialised at a very early stage. Although ladies do the main work, the master craft persons and organisers of the trade are mainly men. Lucknow is considered the main centre for the work. Originally it was done on white material with white thread. The main effects produced are shadow work by embroidering on the wrong side of the material, net like surface by tightening the yarns of the fabric with embroidering, and raised patterns on the face of the fabric by knotting stitch resembling rice or millet grains. The past few years have also seen the inclusion of zari threads, small beads and shiny discs (sitara) incorporated in the designs. Since it is a commercial activity, the designs and styles keep changing with fashion.
