what is case study class 8

The Ultimate Guide to Qualitative Research - Part 1: The Basics

• Introduction and overview
• What is qualitative research?
• What is qualitative data?
• Examples of qualitative data
• Qualitative vs. quantitative research
• Mixed methods
• Qualitative research preparation
• Theoretical perspective
• Theoretical framework
• Literature reviews

Research question

• Conceptual framework
• Conceptual vs. theoretical framework

Data collection

• Qualitative research methods
• Focus groups
• Observational research

What is a case study?

Applications for case study research, what is a good case study, process of case study design, benefits and limitations of case studies.

• Ethnographical research
• Ethical considerations
• Confidentiality and privacy
• Power dynamics
• Reflexivity

Case studies

Case studies are essential to qualitative research , offering a lens through which researchers can investigate complex phenomena within their real-life contexts. This chapter explores the concept, purpose, applications, examples, and types of case studies and provides guidance on how to conduct case study research effectively.

Whereas quantitative methods look at phenomena at scale, case study research looks at a concept or phenomenon in considerable detail. While analyzing a single case can help understand one perspective regarding the object of research inquiry, analyzing multiple cases can help obtain a more holistic sense of the topic or issue. Let's provide a basic definition of a case study, then explore its characteristics and role in the qualitative research process.

Definition of a case study

A case study in qualitative research is a strategy of inquiry that involves an in-depth investigation of a phenomenon within its real-world context. It provides researchers with the opportunity to acquire an in-depth understanding of intricate details that might not be as apparent or accessible through other methods of research. The specific case or cases being studied can be a single person, group, or organization – demarcating what constitutes a relevant case worth studying depends on the researcher and their research question .

Among qualitative research methods , a case study relies on multiple sources of evidence, such as documents, artifacts, interviews , or observations , to present a complete and nuanced understanding of the phenomenon under investigation. The objective is to illuminate the readers' understanding of the phenomenon beyond its abstract statistical or theoretical explanations.

Characteristics of case studies

Case studies typically possess a number of distinct characteristics that set them apart from other research methods. These characteristics include a focus on holistic description and explanation, flexibility in the design and data collection methods, reliance on multiple sources of evidence, and emphasis on the context in which the phenomenon occurs.

Furthermore, case studies can often involve a longitudinal examination of the case, meaning they study the case over a period of time. These characteristics allow case studies to yield comprehensive, in-depth, and richly contextualized insights about the phenomenon of interest.

The role of case studies in research

Case studies hold a unique position in the broader landscape of research methods aimed at theory development. They are instrumental when the primary research interest is to gain an intensive, detailed understanding of a phenomenon in its real-life context.

In addition, case studies can serve different purposes within research - they can be used for exploratory, descriptive, or explanatory purposes, depending on the research question and objectives. This flexibility and depth make case studies a valuable tool in the toolkit of qualitative researchers.

Remember, a well-conducted case study can offer a rich, insightful contribution to both academic and practical knowledge through theory development or theory verification, thus enhancing our understanding of complex phenomena in their real-world contexts.

What is the purpose of a case study?

Case study research aims for a more comprehensive understanding of phenomena, requiring various research methods to gather information for qualitative analysis . Ultimately, a case study can allow the researcher to gain insight into a particular object of inquiry and develop a theoretical framework relevant to the research inquiry.

Why use case studies in qualitative research?

Using case studies as a research strategy depends mainly on the nature of the research question and the researcher's access to the data.

Conducting case study research provides a level of detail and contextual richness that other research methods might not offer. They are beneficial when there's a need to understand complex social phenomena within their natural contexts.

The explanatory, exploratory, and descriptive roles of case studies

Case studies can take on various roles depending on the research objectives. They can be exploratory when the research aims to discover new phenomena or define new research questions; they are descriptive when the objective is to depict a phenomenon within its context in a detailed manner; and they can be explanatory if the goal is to understand specific relationships within the studied context. Thus, the versatility of case studies allows researchers to approach their topic from different angles, offering multiple ways to uncover and interpret the data .

The impact of case studies on knowledge development

Case studies play a significant role in knowledge development across various disciplines. Analysis of cases provides an avenue for researchers to explore phenomena within their context based on the collected data.

This can result in the production of rich, practical insights that can be instrumental in both theory-building and practice. Case studies allow researchers to delve into the intricacies and complexities of real-life situations, uncovering insights that might otherwise remain hidden.

Types of case studies

In qualitative research , a case study is not a one-size-fits-all approach. Depending on the nature of the research question and the specific objectives of the study, researchers might choose to use different types of case studies. These types differ in their focus, methodology, and the level of detail they provide about the phenomenon under investigation.

Understanding these types is crucial for selecting the most appropriate approach for your research project and effectively achieving your research goals. Let's briefly look at the main types of case studies.

Exploratory case studies

Exploratory case studies are typically conducted to develop a theory or framework around an understudied phenomenon. They can also serve as a precursor to a larger-scale research project. Exploratory case studies are useful when a researcher wants to identify the key issues or questions which can spur more extensive study or be used to develop propositions for further research. These case studies are characterized by flexibility, allowing researchers to explore various aspects of a phenomenon as they emerge, which can also form the foundation for subsequent studies.

Descriptive case studies

Descriptive case studies aim to provide a complete and accurate representation of a phenomenon or event within its context. These case studies are often based on an established theoretical framework, which guides how data is collected and analyzed. The researcher is concerned with describing the phenomenon in detail, as it occurs naturally, without trying to influence or manipulate it.

Explanatory case studies

Explanatory case studies are focused on explanation - they seek to clarify how or why certain phenomena occur. Often used in complex, real-life situations, they can be particularly valuable in clarifying causal relationships among concepts and understanding the interplay between different factors within a specific context.

Intrinsic, instrumental, and collective case studies

These three categories of case studies focus on the nature and purpose of the study. An intrinsic case study is conducted when a researcher has an inherent interest in the case itself. Instrumental case studies are employed when the case is used to provide insight into a particular issue or phenomenon. A collective case study, on the other hand, involves studying multiple cases simultaneously to investigate some general phenomena.

Each type of case study serves a different purpose and has its own strengths and challenges. The selection of the type should be guided by the research question and objectives, as well as the context and constraints of the research.

The flexibility, depth, and contextual richness offered by case studies make this approach an excellent research method for various fields of study. They enable researchers to investigate real-world phenomena within their specific contexts, capturing nuances that other research methods might miss. Across numerous fields, case studies provide valuable insights into complex issues.

Critical information systems research

Case studies provide a detailed understanding of the role and impact of information systems in different contexts. They offer a platform to explore how information systems are designed, implemented, and used and how they interact with various social, economic, and political factors. Case studies in this field often focus on examining the intricate relationship between technology, organizational processes, and user behavior, helping to uncover insights that can inform better system design and implementation.

Health research

Health research is another field where case studies are highly valuable. They offer a way to explore patient experiences, healthcare delivery processes, and the impact of various interventions in a real-world context.

Case studies can provide a deep understanding of a patient's journey, giving insights into the intricacies of disease progression, treatment effects, and the psychosocial aspects of health and illness.

Asthma research studies

Specifically within medical research, studies on asthma often employ case studies to explore the individual and environmental factors that influence asthma development, management, and outcomes. A case study can provide rich, detailed data about individual patients' experiences, from the triggers and symptoms they experience to the effectiveness of various management strategies. This can be crucial for developing patient-centered asthma care approaches.

Other fields

Apart from the fields mentioned, case studies are also extensively used in business and management research, education research, and political sciences, among many others. They provide an opportunity to delve into the intricacies of real-world situations, allowing for a comprehensive understanding of various phenomena.

Case studies, with their depth and contextual focus, offer unique insights across these varied fields. They allow researchers to illuminate the complexities of real-life situations, contributing to both theory and practice.

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Understanding the key elements of case study design is crucial for conducting rigorous and impactful case study research. A well-structured design guides the researcher through the process, ensuring that the study is methodologically sound and its findings are reliable and valid. The main elements of case study design include the research question , propositions, units of analysis, and the logic linking the data to the propositions.

The research question is the foundation of any research study. A good research question guides the direction of the study and informs the selection of the case, the methods of collecting data, and the analysis techniques. A well-formulated research question in case study research is typically clear, focused, and complex enough to merit further detailed examination of the relevant case(s).

Propositions

Propositions, though not necessary in every case study, provide a direction by stating what we might expect to find in the data collected. They guide how data is collected and analyzed by helping researchers focus on specific aspects of the case. They are particularly important in explanatory case studies, which seek to understand the relationships among concepts within the studied phenomenon.

Units of analysis

The unit of analysis refers to the case, or the main entity or entities that are being analyzed in the study. In case study research, the unit of analysis can be an individual, a group, an organization, a decision, an event, or even a time period. It's crucial to clearly define the unit of analysis, as it shapes the qualitative data analysis process by allowing the researcher to analyze a particular case and synthesize analysis across multiple case studies to draw conclusions.

Argumentation

This refers to the inferential model that allows researchers to draw conclusions from the data. The researcher needs to ensure that there is a clear link between the data, the propositions (if any), and the conclusions drawn. This argumentation is what enables the researcher to make valid and credible inferences about the phenomenon under study.

Understanding and carefully considering these elements in the design phase of a case study can significantly enhance the quality of the research. It can help ensure that the study is methodologically sound and its findings contribute meaningful insights about the case.

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Conducting a case study involves several steps, from defining the research question and selecting the case to collecting and analyzing data . This section outlines these key stages, providing a practical guide on how to conduct case study research.

Defining the research question

The first step in case study research is defining a clear, focused research question. This question should guide the entire research process, from case selection to analysis. It's crucial to ensure that the research question is suitable for a case study approach. Typically, such questions are exploratory or descriptive in nature and focus on understanding a phenomenon within its real-life context.

Selecting and defining the case

The selection of the case should be based on the research question and the objectives of the study. It involves choosing a unique example or a set of examples that provide rich, in-depth data about the phenomenon under investigation. After selecting the case, it's crucial to define it clearly, setting the boundaries of the case, including the time period and the specific context.

Previous research can help guide the case study design. When considering a case study, an example of a case could be taken from previous case study research and used to define cases in a new research inquiry. Considering recently published examples can help understand how to select and define cases effectively.

Developing a detailed case study protocol

A case study protocol outlines the procedures and general rules to be followed during the case study. This includes the data collection methods to be used, the sources of data, and the procedures for analysis. Having a detailed case study protocol ensures consistency and reliability in the study.

The protocol should also consider how to work with the people involved in the research context to grant the research team access to collecting data. As mentioned in previous sections of this guide, establishing rapport is an essential component of qualitative research as it shapes the overall potential for collecting and analyzing data.

Collecting data

Gathering data in case study research often involves multiple sources of evidence, including documents, archival records, interviews, observations, and physical artifacts. This allows for a comprehensive understanding of the case. The process for gathering data should be systematic and carefully documented to ensure the reliability and validity of the study.

Analyzing and interpreting data

The next step is analyzing the data. This involves organizing the data , categorizing it into themes or patterns , and interpreting these patterns to answer the research question. The analysis might also involve comparing the findings with prior research or theoretical propositions.

Writing the case study report

The final step is writing the case study report . This should provide a detailed description of the case, the data, the analysis process, and the findings. The report should be clear, organized, and carefully written to ensure that the reader can understand the case and the conclusions drawn from it.

Each of these steps is crucial in ensuring that the case study research is rigorous, reliable, and provides valuable insights about the case.

The type, depth, and quality of data in your study can significantly influence the validity and utility of the study. In case study research, data is usually collected from multiple sources to provide a comprehensive and nuanced understanding of the case. This section will outline the various methods of collecting data used in case study research and discuss considerations for ensuring the quality of the data.

Interviews are a common method of gathering data in case study research. They can provide rich, in-depth data about the perspectives, experiences, and interpretations of the individuals involved in the case. Interviews can be structured , semi-structured , or unstructured , depending on the research question and the degree of flexibility needed.

Observations

Observations involve the researcher observing the case in its natural setting, providing first-hand information about the case and its context. Observations can provide data that might not be revealed in interviews or documents, such as non-verbal cues or contextual information.

Documents and artifacts

Documents and archival records provide a valuable source of data in case study research. They can include reports, letters, memos, meeting minutes, email correspondence, and various public and private documents related to the case.

These records can provide historical context, corroborate evidence from other sources, and offer insights into the case that might not be apparent from interviews or observations.

Physical artifacts refer to any physical evidence related to the case, such as tools, products, or physical environments. These artifacts can provide tangible insights into the case, complementing the data gathered from other sources.

Ensuring the quality of data collection

Determining the quality of data in case study research requires careful planning and execution. It's crucial to ensure that the data is reliable, accurate, and relevant to the research question. This involves selecting appropriate methods of collecting data, properly training interviewers or observers, and systematically recording and storing the data. It also includes considering ethical issues related to collecting and handling data, such as obtaining informed consent and ensuring the privacy and confidentiality of the participants.

Data analysis

Analyzing case study research involves making sense of the rich, detailed data to answer the research question. This process can be challenging due to the volume and complexity of case study data. However, a systematic and rigorous approach to analysis can ensure that the findings are credible and meaningful. This section outlines the main steps and considerations in analyzing data in case study research.

Organizing the data

The first step in the analysis is organizing the data. This involves sorting the data into manageable sections, often according to the data source or the theme. This step can also involve transcribing interviews, digitizing physical artifacts, or organizing observational data.

Categorizing and coding the data

Once the data is organized, the next step is to categorize or code the data. This involves identifying common themes, patterns, or concepts in the data and assigning codes to relevant data segments. Coding can be done manually or with the help of software tools, and in either case, qualitative analysis software can greatly facilitate the entire coding process. Coding helps to reduce the data to a set of themes or categories that can be more easily analyzed.

Identifying patterns and themes

After coding the data, the researcher looks for patterns or themes in the coded data. This involves comparing and contrasting the codes and looking for relationships or patterns among them. The identified patterns and themes should help answer the research question.

Interpreting the data

Once patterns and themes have been identified, the next step is to interpret these findings. This involves explaining what the patterns or themes mean in the context of the research question and the case. This interpretation should be grounded in the data, but it can also involve drawing on theoretical concepts or prior research.

Verification of the data

The last step in the analysis is verification. This involves checking the accuracy and consistency of the analysis process and confirming that the findings are supported by the data. This can involve re-checking the original data, checking the consistency of codes, or seeking feedback from research participants or peers.

Like any research method , case study research has its strengths and limitations. Researchers must be aware of these, as they can influence the design, conduct, and interpretation of the study.

Understanding the strengths and limitations of case study research can also guide researchers in deciding whether this approach is suitable for their research question . This section outlines some of the key strengths and limitations of case study research.

Benefits include the following:

• Rich, detailed data: One of the main strengths of case study research is that it can generate rich, detailed data about the case. This can provide a deep understanding of the case and its context, which can be valuable in exploring complex phenomena.
• Flexibility: Case study research is flexible in terms of design , data collection , and analysis . A sufficient degree of flexibility allows the researcher to adapt the study according to the case and the emerging findings.
• Real-world context: Case study research involves studying the case in its real-world context, which can provide valuable insights into the interplay between the case and its context.
• Multiple sources of evidence: Case study research often involves collecting data from multiple sources , which can enhance the robustness and validity of the findings.

On the other hand, researchers should consider the following limitations:

• Generalizability: A common criticism of case study research is that its findings might not be generalizable to other cases due to the specificity and uniqueness of each case.
• Time and resource intensive: Case study research can be time and resource intensive due to the depth of the investigation and the amount of collected data.
• Complexity of analysis: The rich, detailed data generated in case study research can make analyzing the data challenging.
• Subjectivity: Given the nature of case study research, there may be a higher degree of subjectivity in interpreting the data , so researchers need to reflect on this and transparently convey to audiences how the research was conducted.

Being aware of these strengths and limitations can help researchers design and conduct case study research effectively and interpret and report the findings appropriately.

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Home » Case Study – Methods, Examples and Guide

Case Study – Methods, Examples and Guide

Table of Contents

A case study is a research method that involves an in-depth examination and analysis of a particular phenomenon or case, such as an individual, organization, community, event, or situation.

It is a qualitative research approach that aims to provide a detailed and comprehensive understanding of the case being studied. Case studies typically involve multiple sources of data, including interviews, observations, documents, and artifacts, which are analyzed using various techniques, such as content analysis, thematic analysis, and grounded theory. The findings of a case study are often used to develop theories, inform policy or practice, or generate new research questions.

Types of Case Study

Types and Methods of Case Study are as follows:

Single-Case Study

A single-case study is an in-depth analysis of a single case. This type of case study is useful when the researcher wants to understand a specific phenomenon in detail.

For Example , A researcher might conduct a single-case study on a particular individual to understand their experiences with a particular health condition or a specific organization to explore their management practices. The researcher collects data from multiple sources, such as interviews, observations, and documents, and uses various techniques to analyze the data, such as content analysis or thematic analysis. The findings of a single-case study are often used to generate new research questions, develop theories, or inform policy or practice.

Multiple-Case Study

A multiple-case study involves the analysis of several cases that are similar in nature. This type of case study is useful when the researcher wants to identify similarities and differences between the cases.

For Example, a researcher might conduct a multiple-case study on several companies to explore the factors that contribute to their success or failure. The researcher collects data from each case, compares and contrasts the findings, and uses various techniques to analyze the data, such as comparative analysis or pattern-matching. The findings of a multiple-case study can be used to develop theories, inform policy or practice, or generate new research questions.

Exploratory Case Study

An exploratory case study is used to explore a new or understudied phenomenon. This type of case study is useful when the researcher wants to generate hypotheses or theories about the phenomenon.

For Example, a researcher might conduct an exploratory case study on a new technology to understand its potential impact on society. The researcher collects data from multiple sources, such as interviews, observations, and documents, and uses various techniques to analyze the data, such as grounded theory or content analysis. The findings of an exploratory case study can be used to generate new research questions, develop theories, or inform policy or practice.

Descriptive Case Study

A descriptive case study is used to describe a particular phenomenon in detail. This type of case study is useful when the researcher wants to provide a comprehensive account of the phenomenon.

For Example, a researcher might conduct a descriptive case study on a particular community to understand its social and economic characteristics. The researcher collects data from multiple sources, such as interviews, observations, and documents, and uses various techniques to analyze the data, such as content analysis or thematic analysis. The findings of a descriptive case study can be used to inform policy or practice or generate new research questions.

Instrumental Case Study

An instrumental case study is used to understand a particular phenomenon that is instrumental in achieving a particular goal. This type of case study is useful when the researcher wants to understand the role of the phenomenon in achieving the goal.

For Example, a researcher might conduct an instrumental case study on a particular policy to understand its impact on achieving a particular goal, such as reducing poverty. The researcher collects data from multiple sources, such as interviews, observations, and documents, and uses various techniques to analyze the data, such as content analysis or thematic analysis. The findings of an instrumental case study can be used to inform policy or practice or generate new research questions.

Case Study Data Collection Methods

Here are some common data collection methods for case studies:

Interviews involve asking questions to individuals who have knowledge or experience relevant to the case study. Interviews can be structured (where the same questions are asked to all participants) or unstructured (where the interviewer follows up on the responses with further questions). Interviews can be conducted in person, over the phone, or through video conferencing.

Observations

Observations involve watching and recording the behavior and activities of individuals or groups relevant to the case study. Observations can be participant (where the researcher actively participates in the activities) or non-participant (where the researcher observes from a distance). Observations can be recorded using notes, audio or video recordings, or photographs.

Documents can be used as a source of information for case studies. Documents can include reports, memos, emails, letters, and other written materials related to the case study. Documents can be collected from the case study participants or from public sources.

Surveys involve asking a set of questions to a sample of individuals relevant to the case study. Surveys can be administered in person, over the phone, through mail or email, or online. Surveys can be used to gather information on attitudes, opinions, or behaviors related to the case study.

Artifacts are physical objects relevant to the case study. Artifacts can include tools, equipment, products, or other objects that provide insights into the case study phenomenon.

How to conduct Case Study Research

Conducting a case study research involves several steps that need to be followed to ensure the quality and rigor of the study. Here are the steps to conduct case study research:

• Define the research questions: The first step in conducting a case study research is to define the research questions. The research questions should be specific, measurable, and relevant to the case study phenomenon under investigation.
• Select the case: The next step is to select the case or cases to be studied. The case should be relevant to the research questions and should provide rich and diverse data that can be used to answer the research questions.
• Collect data: Data can be collected using various methods, such as interviews, observations, documents, surveys, and artifacts. The data collection method should be selected based on the research questions and the nature of the case study phenomenon.
• Analyze the data: The data collected from the case study should be analyzed using various techniques, such as content analysis, thematic analysis, or grounded theory. The analysis should be guided by the research questions and should aim to provide insights and conclusions relevant to the research questions.
• Draw conclusions: The conclusions drawn from the case study should be based on the data analysis and should be relevant to the research questions. The conclusions should be supported by evidence and should be clearly stated.
• Validate the findings: The findings of the case study should be validated by reviewing the data and the analysis with participants or other experts in the field. This helps to ensure the validity and reliability of the findings.
• Write the report: The final step is to write the report of the case study research. The report should provide a clear description of the case study phenomenon, the research questions, the data collection methods, the data analysis, the findings, and the conclusions. The report should be written in a clear and concise manner and should follow the guidelines for academic writing.

Examples of Case Study

Here are some examples of case study research:

• The Hawthorne Studies : Conducted between 1924 and 1932, the Hawthorne Studies were a series of case studies conducted by Elton Mayo and his colleagues to examine the impact of work environment on employee productivity. The studies were conducted at the Hawthorne Works plant of the Western Electric Company in Chicago and included interviews, observations, and experiments.
• The Stanford Prison Experiment: Conducted in 1971, the Stanford Prison Experiment was a case study conducted by Philip Zimbardo to examine the psychological effects of power and authority. The study involved simulating a prison environment and assigning participants to the role of guards or prisoners. The study was controversial due to the ethical issues it raised.
• The Challenger Disaster: The Challenger Disaster was a case study conducted to examine the causes of the Space Shuttle Challenger explosion in 1986. The study included interviews, observations, and analysis of data to identify the technical, organizational, and cultural factors that contributed to the disaster.
• The Enron Scandal: The Enron Scandal was a case study conducted to examine the causes of the Enron Corporation’s bankruptcy in 2001. The study included interviews, analysis of financial data, and review of documents to identify the accounting practices, corporate culture, and ethical issues that led to the company’s downfall.
• The Fukushima Nuclear Disaster : The Fukushima Nuclear Disaster was a case study conducted to examine the causes of the nuclear accident that occurred at the Fukushima Daiichi Nuclear Power Plant in Japan in 2011. The study included interviews, analysis of data, and review of documents to identify the technical, organizational, and cultural factors that contributed to the disaster.

Application of Case Study

Case studies have a wide range of applications across various fields and industries. Here are some examples:

Business and Management

Case studies are widely used in business and management to examine real-life situations and develop problem-solving skills. Case studies can help students and professionals to develop a deep understanding of business concepts, theories, and best practices.

Case studies are used in healthcare to examine patient care, treatment options, and outcomes. Case studies can help healthcare professionals to develop critical thinking skills, diagnose complex medical conditions, and develop effective treatment plans.

Case studies are used in education to examine teaching and learning practices. Case studies can help educators to develop effective teaching strategies, evaluate student progress, and identify areas for improvement.

Social Sciences

Case studies are widely used in social sciences to examine human behavior, social phenomena, and cultural practices. Case studies can help researchers to develop theories, test hypotheses, and gain insights into complex social issues.

Law and Ethics

Case studies are used in law and ethics to examine legal and ethical dilemmas. Case studies can help lawyers, policymakers, and ethical professionals to develop critical thinking skills, analyze complex cases, and make informed decisions.

Purpose of Case Study

The purpose of a case study is to provide a detailed analysis of a specific phenomenon, issue, or problem in its real-life context. A case study is a qualitative research method that involves the in-depth exploration and analysis of a particular case, which can be an individual, group, organization, event, or community.

The primary purpose of a case study is to generate a comprehensive and nuanced understanding of the case, including its history, context, and dynamics. Case studies can help researchers to identify and examine the underlying factors, processes, and mechanisms that contribute to the case and its outcomes. This can help to develop a more accurate and detailed understanding of the case, which can inform future research, practice, or policy.

Case studies can also serve other purposes, including:

• Illustrating a theory or concept: Case studies can be used to illustrate and explain theoretical concepts and frameworks, providing concrete examples of how they can be applied in real-life situations.
• Developing hypotheses: Case studies can help to generate hypotheses about the causal relationships between different factors and outcomes, which can be tested through further research.
• Providing insight into complex issues: Case studies can provide insights into complex and multifaceted issues, which may be difficult to understand through other research methods.
• Informing practice or policy: Case studies can be used to inform practice or policy by identifying best practices, lessons learned, or areas for improvement.

Advantages of Case Study Research

There are several advantages of case study research, including:

• In-depth exploration: Case study research allows for a detailed exploration and analysis of a specific phenomenon, issue, or problem in its real-life context. This can provide a comprehensive understanding of the case and its dynamics, which may not be possible through other research methods.
• Rich data: Case study research can generate rich and detailed data, including qualitative data such as interviews, observations, and documents. This can provide a nuanced understanding of the case and its complexity.
• Holistic perspective: Case study research allows for a holistic perspective of the case, taking into account the various factors, processes, and mechanisms that contribute to the case and its outcomes. This can help to develop a more accurate and comprehensive understanding of the case.
• Theory development: Case study research can help to develop and refine theories and concepts by providing empirical evidence and concrete examples of how they can be applied in real-life situations.
• Practical application: Case study research can inform practice or policy by identifying best practices, lessons learned, or areas for improvement.
• Contextualization: Case study research takes into account the specific context in which the case is situated, which can help to understand how the case is influenced by the social, cultural, and historical factors of its environment.

Limitations of Case Study Research

There are several limitations of case study research, including:

• Limited generalizability : Case studies are typically focused on a single case or a small number of cases, which limits the generalizability of the findings. The unique characteristics of the case may not be applicable to other contexts or populations, which may limit the external validity of the research.
• Biased sampling: Case studies may rely on purposive or convenience sampling, which can introduce bias into the sample selection process. This may limit the representativeness of the sample and the generalizability of the findings.
• Subjectivity: Case studies rely on the interpretation of the researcher, which can introduce subjectivity into the analysis. The researcher’s own biases, assumptions, and perspectives may influence the findings, which may limit the objectivity of the research.
• Limited control: Case studies are typically conducted in naturalistic settings, which limits the control that the researcher has over the environment and the variables being studied. This may limit the ability to establish causal relationships between variables.
• Time-consuming: Case studies can be time-consuming to conduct, as they typically involve a detailed exploration and analysis of a specific case. This may limit the feasibility of conducting multiple case studies or conducting case studies in a timely manner.
• Resource-intensive: Case studies may require significant resources, including time, funding, and expertise. This may limit the ability of researchers to conduct case studies in resource-constrained settings.

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

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Case Study Questions for Class 8 Social Science Civics Chapter 7 Understanding Marginalisation

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Table of Contents

Here we are providing case study questions for class 8 social science Civics Chapter 7 Understanding Marginalisation.

Case Study Question 1:

Read the following passage and answer the questions.

Tribal communities are poor because they are not registered citizens of the country. They are also not from recognised strata of the society. By losing their lands and access to the forest, tribals lose their main sources of livelihood and food. Most Adivasis have migrated to cities in search of work where they are employed at very low wages in local industries and at construction sites. 45 percent of tribal groups in rural areas and 35 percent in urban areas live below the poverty line. This leads to their deprivation in other areas. The main problems of the tribals are poverty, indebtedness, illiteracy, bondage, exploitation, disease and unemployment. After independence, tribal problems and tribal unrest have become politicised.

Q. 1. Why are tribal communities poor? (a) They are not registered citizens of the country (b) Losing their land and access to the forest (c) They migrated to cities in search of work (d) All of these

Ans. Option (d) is correct. Explanation: Poverty is deepest among members of Scheduled Castes and Tribes in rural areas. A major cause of poverty among India’s tribal people is the lack of access to productive assets and financial resources. Migrated Tribes employed at very low wages in local industries and at construction sites.

Q. 2. Do you think, which of the following is the most common problem of tribal community? (a) Poverty and exploitation. (b) Jobless growth (c) Problem of language (d) Rapid growth in population

Ans. Option (a) is correct. Explanation: The tribal communities face many challenges and problems. The most common problem of tribal community are listed as poverty and exploitation.

Q. 3. Why have many Adivasis migrated to cities? (a) In search of work (b) For a traditional change (c) In search of peaceful life (d) In search of government facilities

Ans. Option (a) is correct. Explanation: Many Adivasis have migrated to cities in search of work.

Q. 4. Why did the economic condition of the tribals did not improve even after migration? (a) Due to low wage. (b) Due to an unstable government. (c) Due to excessive population. (d) None of the above

Ans. Option (a) is correct. Explanation: Most of the tribal people are living below the poverty line. They are mainly unskilled and as such are employed at low rates.

Q. 5. “Most of the tribals were forced to move to these areas in search of livelihood.” Above statement is true or false? (a) True (b) false (c) Pratley true (d) Can’t be predict

Ans. Option (a) is correct. Explanation: The tribals suffered as they were not allowed to move freely, practice their own methods of cultivation, collect fruits or hunt. Most of the tribals were forced to move to these areas in search of livelihood. The tribals suffered due to money lenders and traders coming into their forests.

Learning Outcomes

• Understand social and economic injustices.
• Understand different forms of untouchability that continue to exist, the law on manual scavenging with reference to existing realities in rural and urban areas.
• Learn about the communities which are put at the margins of economic and cultural development.

Important Keywords

• Ghettoisation: This refers to the process in which a region or an area is populated largely by persons of a particular community.
• Adivasi: This refers to original inhabitants.
• Hierarchy: A graded system or arrangement of people or things. Generally, people present at the bottom of the hierarchy have the least power. For example, the caste system is a hierarchal system and the Dalits are considered to be at the lowest end.
• Displaced: In context of this chapter, this refers to persons who are forced to move from their homes for big developmental projects such as construction of dams, mining, etc.
• Militarised: An area where there is a considerable number of armed forces.
• Malnourished: A person who is deprived of adequate nutrition or food.
• Mainstream: Persons or communities considered to be in the centre of society.
• Marginalisation: This term refers to the condition in which a person or group of persons is deprived of several privileges or is/are treated as different from others.

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What is Case Study Question in Class 8 Social Science?

Case study questions typically present a specific scenario or case related to a historical event, geographical issue, or social problem. Students are expected to read and understand the details of the case and then answer a set of questions based on their understanding and knowledge of the subject matter.

Case study questions can be an effective way to assess students’ understanding and ability to apply social science concepts to practical situations. They also encourage students to think critically, analyze information, and draw informed conclusions – skills that are valuable both inside and outside the classroom.

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Organizing Your Social Sciences Research Assignments

• Annotated Bibliography
• Analyzing a Scholarly Journal Article
• Group Presentations
• Dealing with Nervousness
• Using Visual Aids
• Grading Someone Else's Paper
• Types of Structured Group Activities
• Group Project Survival Skills
• Leading a Class Discussion
• Multiple Book Review Essay
• Reviewing Collected Works
• Writing a Case Analysis Paper
• Writing a Case Study
• About Informed Consent
• Writing Field Notes
• Writing a Policy Memo
• Writing a Reflective Paper
• Writing a Research Proposal
• Generative AI and Writing
• Acknowledgments

A case study research paper examines a person, place, event, condition, phenomenon, or other type of subject of analysis in order to extrapolate  key themes and results that help predict future trends, illuminate previously hidden issues that can be applied to practice, and/or provide a means for understanding an important research problem with greater clarity. A case study research paper usually examines a single subject of analysis, but case study papers can also be designed as a comparative investigation that shows relationships between two or more subjects. The methods used to study a case can rest within a quantitative, qualitative, or mixed-method investigative paradigm.

Case Studies. Writing@CSU. Colorado State University; Mills, Albert J. , Gabrielle Durepos, and Eiden Wiebe, editors. Encyclopedia of Case Study Research . Thousand Oaks, CA: SAGE Publications, 2010 ; “What is a Case Study?” In Swanborn, Peter G. Case Study Research: What, Why and How? London: SAGE, 2010.

How to Approach Writing a Case Study Research Paper

General information about how to choose a topic to investigate can be found under the " Choosing a Research Problem " tab in the Organizing Your Social Sciences Research Paper writing guide. Review this page because it may help you identify a subject of analysis that can be investigated using a case study design.

However, identifying a case to investigate involves more than choosing the research problem . A case study encompasses a problem contextualized around the application of in-depth analysis, interpretation, and discussion, often resulting in specific recommendations for action or for improving existing conditions. As Seawright and Gerring note, practical considerations such as time and access to information can influence case selection, but these issues should not be the sole factors used in describing the methodological justification for identifying a particular case to study. Given this, selecting a case includes considering the following:

• The case represents an unusual or atypical example of a research problem that requires more in-depth analysis? Cases often represent a topic that rests on the fringes of prior investigations because the case may provide new ways of understanding the research problem. For example, if the research problem is to identify strategies to improve policies that support girl's access to secondary education in predominantly Muslim nations, you could consider using Azerbaijan as a case study rather than selecting a more obvious nation in the Middle East. Doing so may reveal important new insights into recommending how governments in other predominantly Muslim nations can formulate policies that support improved access to education for girls.
• The case provides important insight or illuminate a previously hidden problem? In-depth analysis of a case can be based on the hypothesis that the case study will reveal trends or issues that have not been exposed in prior research or will reveal new and important implications for practice. For example, anecdotal evidence may suggest drug use among homeless veterans is related to their patterns of travel throughout the day. Assuming prior studies have not looked at individual travel choices as a way to study access to illicit drug use, a case study that observes a homeless veteran could reveal how issues of personal mobility choices facilitate regular access to illicit drugs. Note that it is important to conduct a thorough literature review to ensure that your assumption about the need to reveal new insights or previously hidden problems is valid and evidence-based.
• The case challenges and offers a counter-point to prevailing assumptions? Over time, research on any given topic can fall into a trap of developing assumptions based on outdated studies that are still applied to new or changing conditions or the idea that something should simply be accepted as "common sense," even though the issue has not been thoroughly tested in current practice. A case study analysis may offer an opportunity to gather evidence that challenges prevailing assumptions about a research problem and provide a new set of recommendations applied to practice that have not been tested previously. For example, perhaps there has been a long practice among scholars to apply a particular theory in explaining the relationship between two subjects of analysis. Your case could challenge this assumption by applying an innovative theoretical framework [perhaps borrowed from another discipline] to explore whether this approach offers new ways of understanding the research problem. Taking a contrarian stance is one of the most important ways that new knowledge and understanding develops from existing literature.
• The case provides an opportunity to pursue action leading to the resolution of a problem? Another way to think about choosing a case to study is to consider how the results from investigating a particular case may result in findings that reveal ways in which to resolve an existing or emerging problem. For example, studying the case of an unforeseen incident, such as a fatal accident at a railroad crossing, can reveal hidden issues that could be applied to preventative measures that contribute to reducing the chance of accidents in the future. In this example, a case study investigating the accident could lead to a better understanding of where to strategically locate additional signals at other railroad crossings so as to better warn drivers of an approaching train, particularly when visibility is hindered by heavy rain, fog, or at night.
• The case offers a new direction in future research? A case study can be used as a tool for an exploratory investigation that highlights the need for further research about the problem. A case can be used when there are few studies that help predict an outcome or that establish a clear understanding about how best to proceed in addressing a problem. For example, after conducting a thorough literature review [very important!], you discover that little research exists showing the ways in which women contribute to promoting water conservation in rural communities of east central Africa. A case study of how women contribute to saving water in a rural village of Uganda can lay the foundation for understanding the need for more thorough research that documents how women in their roles as cooks and family caregivers think about water as a valuable resource within their community. This example of a case study could also point to the need for scholars to build new theoretical frameworks around the topic [e.g., applying feminist theories of work and family to the issue of water conservation].

Eisenhardt, Kathleen M. “Building Theories from Case Study Research.” Academy of Management Review 14 (October 1989): 532-550; Emmel, Nick. Sampling and Choosing Cases in Qualitative Research: A Realist Approach . Thousand Oaks, CA: SAGE Publications, 2013; Gerring, John. “What Is a Case Study and What Is It Good for?” American Political Science Review 98 (May 2004): 341-354; Mills, Albert J. , Gabrielle Durepos, and Eiden Wiebe, editors. Encyclopedia of Case Study Research . Thousand Oaks, CA: SAGE Publications, 2010; Seawright, Jason and John Gerring. "Case Selection Techniques in Case Study Research." Political Research Quarterly 61 (June 2008): 294-308.

Structure and Writing Style

The purpose of a paper in the social sciences designed around a case study is to thoroughly investigate a subject of analysis in order to reveal a new understanding about the research problem and, in so doing, contributing new knowledge to what is already known from previous studies. In applied social sciences disciplines [e.g., education, social work, public administration, etc.], case studies may also be used to reveal best practices, highlight key programs, or investigate interesting aspects of professional work.

In general, the structure of a case study research paper is not all that different from a standard college-level research paper. However, there are subtle differences you should be aware of. Here are the key elements to organizing and writing a case study research paper.

I.  Introduction

As with any research paper, your introduction should serve as a roadmap for your readers to ascertain the scope and purpose of your study . The introduction to a case study research paper, however, should not only describe the research problem and its significance, but you should also succinctly describe why the case is being used and how it relates to addressing the problem. The two elements should be linked. With this in mind, a good introduction answers these four questions:

• What is being studied? Describe the research problem and describe the subject of analysis [the case] you have chosen to address the problem. Explain how they are linked and what elements of the case will help to expand knowledge and understanding about the problem.
• Why is this topic important to investigate? Describe the significance of the research problem and state why a case study design and the subject of analysis that the paper is designed around is appropriate in addressing the problem.
• What did we know about this topic before I did this study? Provide background that helps lead the reader into the more in-depth literature review to follow. If applicable, summarize prior case study research applied to the research problem and why it fails to adequately address the problem. Describe why your case will be useful. If no prior case studies have been used to address the research problem, explain why you have selected this subject of analysis.
• How will this study advance new knowledge or new ways of understanding? Explain why your case study will be suitable in helping to expand knowledge and understanding about the research problem.

Each of these questions should be addressed in no more than a few paragraphs. Exceptions to this can be when you are addressing a complex research problem or subject of analysis that requires more in-depth background information.

II.  Literature Review

The literature review for a case study research paper is generally structured the same as it is for any college-level research paper. The difference, however, is that the literature review is focused on providing background information and  enabling historical interpretation of the subject of analysis in relation to the research problem the case is intended to address . This includes synthesizing studies that help to:

• Place relevant works in the context of their contribution to understanding the case study being investigated . This would involve summarizing studies that have used a similar subject of analysis to investigate the research problem. If there is literature using the same or a very similar case to study, you need to explain why duplicating past research is important [e.g., conditions have changed; prior studies were conducted long ago, etc.].
• Describe the relationship each work has to the others under consideration that informs the reader why this case is applicable . Your literature review should include a description of any works that support using the case to investigate the research problem and the underlying research questions.
• Identify new ways to interpret prior research using the case study . If applicable, review any research that has examined the research problem using a different research design. Explain how your use of a case study design may reveal new knowledge or a new perspective or that can redirect research in an important new direction.
• Resolve conflicts amongst seemingly contradictory previous studies . This refers to synthesizing any literature that points to unresolved issues of concern about the research problem and describing how the subject of analysis that forms the case study can help resolve these existing contradictions.
• Point the way in fulfilling a need for additional research . Your review should examine any literature that lays a foundation for understanding why your case study design and the subject of analysis around which you have designed your study may reveal a new way of approaching the research problem or offer a perspective that points to the need for additional research.
• Expose any gaps that exist in the literature that the case study could help to fill . Summarize any literature that not only shows how your subject of analysis contributes to understanding the research problem, but how your case contributes to a new way of understanding the problem that prior research has failed to do.
• Locate your own research within the context of existing literature [very important!] . Collectively, your literature review should always place your case study within the larger domain of prior research about the problem. The overarching purpose of reviewing pertinent literature in a case study paper is to demonstrate that you have thoroughly identified and synthesized prior studies in relation to explaining the relevance of the case in addressing the research problem.

III.  Method

In this section, you explain why you selected a particular case [i.e., subject of analysis] and the strategy you used to identify and ultimately decide that your case was appropriate in addressing the research problem. The way you describe the methods used varies depending on the type of subject of analysis that constitutes your case study.

If your subject of analysis is an incident or event . In the social and behavioral sciences, the event or incident that represents the case to be studied is usually bounded by time and place, with a clear beginning and end and with an identifiable location or position relative to its surroundings. The subject of analysis can be a rare or critical event or it can focus on a typical or regular event. The purpose of studying a rare event is to illuminate new ways of thinking about the broader research problem or to test a hypothesis. Critical incident case studies must describe the method by which you identified the event and explain the process by which you determined the validity of this case to inform broader perspectives about the research problem or to reveal new findings. However, the event does not have to be a rare or uniquely significant to support new thinking about the research problem or to challenge an existing hypothesis. For example, Walo, Bull, and Breen conducted a case study to identify and evaluate the direct and indirect economic benefits and costs of a local sports event in the City of Lismore, New South Wales, Australia. The purpose of their study was to provide new insights from measuring the impact of a typical local sports event that prior studies could not measure well because they focused on large "mega-events." Whether the event is rare or not, the methods section should include an explanation of the following characteristics of the event: a) when did it take place; b) what were the underlying circumstances leading to the event; and, c) what were the consequences of the event in relation to the research problem.

If your subject of analysis is a person. Explain why you selected this particular individual to be studied and describe what experiences they have had that provide an opportunity to advance new understandings about the research problem. Mention any background about this person which might help the reader understand the significance of their experiences that make them worthy of study. This includes describing the relationships this person has had with other people, institutions, and/or events that support using them as the subject for a case study research paper. It is particularly important to differentiate the person as the subject of analysis from others and to succinctly explain how the person relates to examining the research problem [e.g., why is one politician in a particular local election used to show an increase in voter turnout from any other candidate running in the election]. Note that these issues apply to a specific group of people used as a case study unit of analysis [e.g., a classroom of students].

If your subject of analysis is a place. In general, a case study that investigates a place suggests a subject of analysis that is unique or special in some way and that this uniqueness can be used to build new understanding or knowledge about the research problem. A case study of a place must not only describe its various attributes relevant to the research problem [e.g., physical, social, historical, cultural, economic, political], but you must state the method by which you determined that this place will illuminate new understandings about the research problem. It is also important to articulate why a particular place as the case for study is being used if similar places also exist [i.e., if you are studying patterns of homeless encampments of veterans in open spaces, explain why you are studying Echo Park in Los Angeles rather than Griffith Park?]. If applicable, describe what type of human activity involving this place makes it a good choice to study [e.g., prior research suggests Echo Park has more homeless veterans].

If your subject of analysis is a phenomenon. A phenomenon refers to a fact, occurrence, or circumstance that can be studied or observed but with the cause or explanation to be in question. In this sense, a phenomenon that forms your subject of analysis can encompass anything that can be observed or presumed to exist but is not fully understood. In the social and behavioral sciences, the case usually focuses on human interaction within a complex physical, social, economic, cultural, or political system. For example, the phenomenon could be the observation that many vehicles used by ISIS fighters are small trucks with English language advertisements on them. The research problem could be that ISIS fighters are difficult to combat because they are highly mobile. The research questions could be how and by what means are these vehicles used by ISIS being supplied to the militants and how might supply lines to these vehicles be cut off? How might knowing the suppliers of these trucks reveal larger networks of collaborators and financial support? A case study of a phenomenon most often encompasses an in-depth analysis of a cause and effect that is grounded in an interactive relationship between people and their environment in some way.

NOTE:   The choice of the case or set of cases to study cannot appear random. Evidence that supports the method by which you identified and chose your subject of analysis should clearly support investigation of the research problem and linked to key findings from your literature review. Be sure to cite any studies that helped you determine that the case you chose was appropriate for examining the problem.

IV.  Discussion

The main elements of your discussion section are generally the same as any research paper, but centered around interpreting and drawing conclusions about the key findings from your analysis of the case study. Note that a general social sciences research paper may contain a separate section to report findings. However, in a paper designed around a case study, it is common to combine a description of the results with the discussion about their implications. The objectives of your discussion section should include the following:

Reiterate the Research Problem/State the Major Findings Briefly reiterate the research problem you are investigating and explain why the subject of analysis around which you designed the case study were used. You should then describe the findings revealed from your study of the case using direct, declarative, and succinct proclamation of the study results. Highlight any findings that were unexpected or especially profound.

Explain the Meaning of the Findings and Why They are Important Systematically explain the meaning of your case study findings and why you believe they are important. Begin this part of the section by repeating what you consider to be your most important or surprising finding first, then systematically review each finding. Be sure to thoroughly extrapolate what your analysis of the case can tell the reader about situations or conditions beyond the actual case that was studied while, at the same time, being careful not to misconstrue or conflate a finding that undermines the external validity of your conclusions.

Relate the Findings to Similar Studies No study in the social sciences is so novel or possesses such a restricted focus that it has absolutely no relation to previously published research. The discussion section should relate your case study results to those found in other studies, particularly if questions raised from prior studies served as the motivation for choosing your subject of analysis. This is important because comparing and contrasting the findings of other studies helps support the overall importance of your results and it highlights how and in what ways your case study design and the subject of analysis differs from prior research about the topic.

Consider Alternative Explanations of the Findings Remember that the purpose of social science research is to discover and not to prove. When writing the discussion section, you should carefully consider all possible explanations revealed by the case study results, rather than just those that fit your hypothesis or prior assumptions and biases. Be alert to what the in-depth analysis of the case may reveal about the research problem, including offering a contrarian perspective to what scholars have stated in prior research if that is how the findings can be interpreted from your case.

Acknowledge the Study's Limitations You can state the study's limitations in the conclusion section of your paper but describing the limitations of your subject of analysis in the discussion section provides an opportunity to identify the limitations and explain why they are not significant. This part of the discussion section should also note any unanswered questions or issues your case study could not address. More detailed information about how to document any limitations to your research can be found here .

Suggest Areas for Further Research Although your case study may offer important insights about the research problem, there are likely additional questions related to the problem that remain unanswered or findings that unexpectedly revealed themselves as a result of your in-depth analysis of the case. Be sure that the recommendations for further research are linked to the research problem and that you explain why your recommendations are valid in other contexts and based on the original assumptions of your study.

V.  Conclusion

As with any research paper, you should summarize your conclusion in clear, simple language; emphasize how the findings from your case study differs from or supports prior research and why. Do not simply reiterate the discussion section. Provide a synthesis of key findings presented in the paper to show how these converge to address the research problem. If you haven't already done so in the discussion section, be sure to document the limitations of your case study and any need for further research.

The function of your paper's conclusion is to: 1) reiterate the main argument supported by the findings from your case study; 2) state clearly the context, background, and necessity of pursuing the research problem using a case study design in relation to an issue, controversy, or a gap found from reviewing the literature; and, 3) provide a place to persuasively and succinctly restate the significance of your research problem, given that the reader has now been presented with in-depth information about the topic.

Consider the following points to help ensure your conclusion is appropriate:

• If the argument or purpose of your paper is complex, you may need to summarize these points for your reader.
• If prior to your conclusion, you have not yet explained the significance of your findings or if you are proceeding inductively, use the conclusion of your paper to describe your main points and explain their significance.
• Move from a detailed to a general level of consideration of the case study's findings that returns the topic to the context provided by the introduction or within a new context that emerges from your case study findings.

Note that, depending on the discipline you are writing in or the preferences of your professor, the concluding paragraph may contain your final reflections on the evidence presented as it applies to practice or on the essay's central research problem. However, the nature of being introspective about the subject of analysis you have investigated will depend on whether you are explicitly asked to express your observations in this way.

Problems to Avoid

Overgeneralization One of the goals of a case study is to lay a foundation for understanding broader trends and issues applied to similar circumstances. However, be careful when drawing conclusions from your case study. They must be evidence-based and grounded in the results of the study; otherwise, it is merely speculation. Looking at a prior example, it would be incorrect to state that a factor in improving girls access to education in Azerbaijan and the policy implications this may have for improving access in other Muslim nations is due to girls access to social media if there is no documentary evidence from your case study to indicate this. There may be anecdotal evidence that retention rates were better for girls who were engaged with social media, but this observation would only point to the need for further research and would not be a definitive finding if this was not a part of your original research agenda.

Failure to Document Limitations No case is going to reveal all that needs to be understood about a research problem. Therefore, just as you have to clearly state the limitations of a general research study , you must describe the specific limitations inherent in the subject of analysis. For example, the case of studying how women conceptualize the need for water conservation in a village in Uganda could have limited application in other cultural contexts or in areas where fresh water from rivers or lakes is plentiful and, therefore, conservation is understood more in terms of managing access rather than preserving access to a scarce resource.

Failure to Extrapolate All Possible Implications Just as you don't want to over-generalize from your case study findings, you also have to be thorough in the consideration of all possible outcomes or recommendations derived from your findings. If you do not, your reader may question the validity of your analysis, particularly if you failed to document an obvious outcome from your case study research. For example, in the case of studying the accident at the railroad crossing to evaluate where and what types of warning signals should be located, you failed to take into consideration speed limit signage as well as warning signals. When designing your case study, be sure you have thoroughly addressed all aspects of the problem and do not leave gaps in your analysis that leave the reader questioning the results.

Case Studies. Writing@CSU. Colorado State University; Gerring, John. Case Study Research: Principles and Practices . New York: Cambridge University Press, 2007; Merriam, Sharan B. Qualitative Research and Case Study Applications in Education . Rev. ed. San Francisco, CA: Jossey-Bass, 1998; Miller, Lisa L. “The Use of Case Studies in Law and Social Science Research.” Annual Review of Law and Social Science 14 (2018): TBD; Mills, Albert J., Gabrielle Durepos, and Eiden Wiebe, editors. Encyclopedia of Case Study Research . Thousand Oaks, CA: SAGE Publications, 2010; Putney, LeAnn Grogan. "Case Study." In Encyclopedia of Research Design , Neil J. Salkind, editor. (Thousand Oaks, CA: SAGE Publications, 2010), pp. 116-120; Simons, Helen. Case Study Research in Practice . London: SAGE Publications, 2009;  Kratochwill,  Thomas R. and Joel R. Levin, editors. Single-Case Research Design and Analysis: New Development for Psychology and Education .  Hilldsale, NJ: Lawrence Erlbaum Associates, 1992; Swanborn, Peter G. Case Study Research: What, Why and How? London : SAGE, 2010; Yin, Robert K. Case Study Research: Design and Methods . 6th edition. Los Angeles, CA, SAGE Publications, 2014; Walo, Maree, Adrian Bull, and Helen Breen. “Achieving Economic Benefits at Local Events: A Case Study of a Local Sports Event.” Festival Management and Event Tourism 4 (1996): 95-106.

Writing Tip

At Least Five Misconceptions about Case Study Research

Social science case studies are often perceived as limited in their ability to create new knowledge because they are not randomly selected and findings cannot be generalized to larger populations. Flyvbjerg examines five misunderstandings about case study research and systematically "corrects" each one. To quote, these are:

Misunderstanding 1 :  General, theoretical [context-independent] knowledge is more valuable than concrete, practical [context-dependent] knowledge. Misunderstanding 2 :  One cannot generalize on the basis of an individual case; therefore, the case study cannot contribute to scientific development. Misunderstanding 3 :  The case study is most useful for generating hypotheses; that is, in the first stage of a total research process, whereas other methods are more suitable for hypotheses testing and theory building. Misunderstanding 4 :  The case study contains a bias toward verification, that is, a tendency to confirm the researcher’s preconceived notions. Misunderstanding 5 :  It is often difficult to summarize and develop general propositions and theories on the basis of specific case studies [p. 221].

While writing your paper, think introspectively about how you addressed these misconceptions because to do so can help you strengthen the validity and reliability of your research by clarifying issues of case selection, the testing and challenging of existing assumptions, the interpretation of key findings, and the summation of case outcomes. Think of a case study research paper as a complete, in-depth narrative about the specific properties and key characteristics of your subject of analysis applied to the research problem.

Flyvbjerg, Bent. “Five Misunderstandings About Case-Study Research.” Qualitative Inquiry 12 (April 2006): 219-245.

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Case Study Research Method in Psychology

Saul Mcleod, PhD

Editor-in-Chief for Simply Psychology

BSc (Hons) Psychology, MRes, PhD, University of Manchester

Saul Mcleod, PhD., is a qualified psychology teacher with over 18 years of experience in further and higher education. He has been published in peer-reviewed journals, including the Journal of Clinical Psychology.

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Case studies are in-depth investigations of a person, group, event, or community. Typically, data is gathered from various sources using several methods (e.g., observations & interviews).

The case study research method originated in clinical medicine (the case history, i.e., the patient’s personal history). In psychology, case studies are often confined to the study of a particular individual.

The information is mainly biographical and relates to events in the individual’s past (i.e., retrospective), as well as to significant events that are currently occurring in his or her everyday life.

The case study is not a research method, but researchers select methods of data collection and analysis that will generate material suitable for case studies.

Freud (1909a, 1909b) conducted very detailed investigations into the private lives of his patients in an attempt to both understand and help them overcome their illnesses.

This makes it clear that the case study is a method that should only be used by a psychologist, therapist, or psychiatrist, i.e., someone with a professional qualification.

There is an ethical issue of competence. Only someone qualified to diagnose and treat a person can conduct a formal case study relating to atypical (i.e., abnormal) behavior or atypical development.

 Famous Case Studies

• Anna O – One of the most famous case studies, documenting psychoanalyst Josef Breuer’s treatment of “Anna O” (real name Bertha Pappenheim) for hysteria in the late 1800s using early psychoanalytic theory.
• Little Hans – A child psychoanalysis case study published by Sigmund Freud in 1909 analyzing his five-year-old patient Herbert Graf’s house phobia as related to the Oedipus complex.
• Bruce/Brenda – Gender identity case of the boy (Bruce) whose botched circumcision led psychologist John Money to advise gender reassignment and raise him as a girl (Brenda) in the 1960s.
• Genie Wiley – Linguistics/psychological development case of the victim of extreme isolation abuse who was studied in 1970s California for effects of early language deprivation on acquiring speech later in life.
• Phineas Gage – One of the most famous neuropsychology case studies analyzes personality changes in railroad worker Phineas Gage after an 1848 brain injury involving a tamping iron piercing his skull.

Clinical Case Studies

• Studying the effectiveness of psychotherapy approaches with an individual patient
• Assessing and treating mental illnesses like depression, anxiety disorders, PTSD
• Neuropsychological cases investigating brain injuries or disorders

Child Psychology Case Studies

• Studying psychological development from birth through adolescence
• Cases of learning disabilities, autism spectrum disorders, ADHD
• Effects of trauma, abuse, deprivation on development

Types of Case Studies

• Explanatory case studies : Used to explore causation in order to find underlying principles. Helpful for doing qualitative analysis to explain presumed causal links.
• Exploratory case studies : Used to explore situations where an intervention being evaluated has no clear set of outcomes. It helps define questions and hypotheses for future research.
• Descriptive case studies : Describe an intervention or phenomenon and the real-life context in which it occurred. It is helpful for illustrating certain topics within an evaluation.
• Multiple-case studies : Used to explore differences between cases and replicate findings across cases. Helpful for comparing and contrasting specific cases.
• Intrinsic : Used to gain a better understanding of a particular case. Helpful for capturing the complexity of a single case.
• Collective : Used to explore a general phenomenon using multiple case studies. Helpful for jointly studying a group of cases in order to inquire into the phenomenon.

Where Do You Find Data for a Case Study?

There are several places to find data for a case study. The key is to gather data from multiple sources to get a complete picture of the case and corroborate facts or findings through triangulation of evidence. Most of this information is likely qualitative (i.e., verbal description rather than measurement), but the psychologist might also collect numerical data.

1. Primary sources

• Interviews – Interviewing key people related to the case to get their perspectives and insights. The interview is an extremely effective procedure for obtaining information about an individual, and it may be used to collect comments from the person’s friends, parents, employer, workmates, and others who have a good knowledge of the person, as well as to obtain facts from the person him or herself.
• Observations – Observing behaviors, interactions, processes, etc., related to the case as they unfold in real-time.
• Documents & Records – Reviewing private documents, diaries, public records, correspondence, meeting minutes, etc., relevant to the case.

2. Secondary sources

• News/Media – News coverage of events related to the case study.
• Academic articles – Journal articles, dissertations etc. that discuss the case.
• Government reports – Official data and records related to the case context.
• Books/films – Books, documentaries or films discussing the case.

3. Archival records

Searching historical archives, museum collections and databases to find relevant documents, visual/audio records related to the case history and context.

Public archives like newspapers, organizational records, photographic collections could all include potentially relevant pieces of information to shed light on attitudes, cultural perspectives, common practices and historical contexts related to psychology.

4. Organizational records

Organizational records offer the advantage of often having large datasets collected over time that can reveal or confirm psychological insights.

Of course, privacy and ethical concerns regarding confidential data must be navigated carefully.

However, with proper protocols, organizational records can provide invaluable context and empirical depth to qualitative case studies exploring the intersection of psychology and organizations.

• Organizational/industrial psychology research : Organizational records like employee surveys, turnover/retention data, policies, incident reports etc. may provide insight into topics like job satisfaction, workplace culture and dynamics, leadership issues, employee behaviors etc.
• Clinical psychology : Therapists/hospitals may grant access to anonymized medical records to study aspects like assessments, diagnoses, treatment plans etc. This could shed light on clinical practices.
• School psychology : Studies could utilize anonymized student records like test scores, grades, disciplinary issues, and counseling referrals to study child development, learning barriers, effectiveness of support programs, and more.

How do I Write a Case Study in Psychology?

Follow specified case study guidelines provided by a journal or your psychology tutor. General components of clinical case studies include: background, symptoms, assessments, diagnosis, treatment, and outcomes. Interpreting the information means the researcher decides what to include or leave out. A good case study should always clarify which information is the factual description and which is an inference or the researcher’s opinion.

1. Introduction

• Provide background on the case context and why it is of interest, presenting background information like demographics, relevant history, and presenting problem.
• Compare briefly to similar published cases if applicable. Clearly state the focus/importance of the case.

2. Case Presentation

• Describe the presenting problem in detail, including symptoms, duration,and impact on daily life.
• Include client demographics like age and gender, information about social relationships, and mental health history.
• Describe all physical, emotional, and/or sensory symptoms reported by the client.
• Use patient quotes to describe the initial complaint verbatim. Follow with full-sentence summaries of relevant history details gathered, including key components that led to a working diagnosis.
• Summarize clinical exam results, namely orthopedic/neurological tests, imaging, lab tests, etc. Note actual results rather than subjective conclusions. Provide images if clearly reproducible/anonymized.
• Clearly state the working diagnosis or clinical impression before transitioning to management.

3. Management and Outcome

• Indicate the total duration of care and number of treatments given over what timeframe. Use specific names/descriptions for any therapies/interventions applied.
• Present the results of the intervention,including any quantitative or qualitative data collected.
• For outcomes, utilize visual analog scales for pain, medication usage logs, etc., if possible. Include patient self-reports of improvement/worsening of symptoms. Note the reason for discharge/end of care.

4. Discussion

• Analyze the case, exploring contributing factors, limitations of the study, and connections to existing research.
• Analyze the effectiveness of the intervention,considering factors like participant adherence, limitations of the study, and potential alternative explanations for the results.
• Identify any questions raised in the case analysis and relate insights to established theories and current research if applicable. Avoid definitive claims about physiological explanations.
• Offer clinical implications, and suggest future research directions.

5. Additional Items

• Thank specific assistants for writing support only. No patient acknowledgments.
• References should directly support any key claims or quotes included.
• Use tables/figures/images only if substantially informative. Include permissions and legends/explanatory notes.
• Provides detailed (rich qualitative) information.
• Provides insight for further research.
• Permitting investigation of otherwise impractical (or unethical) situations.

Case studies allow a researcher to investigate a topic in far more detail than might be possible if they were trying to deal with a large number of research participants (nomothetic approach) with the aim of ‘averaging’.

Because of their in-depth, multi-sided approach, case studies often shed light on aspects of human thinking and behavior that would be unethical or impractical to study in other ways.

Research that only looks into the measurable aspects of human behavior is not likely to give us insights into the subjective dimension of experience, which is important to psychoanalytic and humanistic psychologists.

Case studies are often used in exploratory research. They can help us generate new ideas (that might be tested by other methods). They are an important way of illustrating theories and can help show how different aspects of a person’s life are related to each other.

The method is, therefore, important for psychologists who adopt a holistic point of view (i.e., humanistic psychologists ).

Limitations

• Lacking scientific rigor and providing little basis for generalization of results to the wider population.
• Researchers’ own subjective feelings may influence the case study (researcher bias).
• Difficult to replicate.
• Time-consuming and expensive.
• The volume of data, together with the time restrictions in place, impacted the depth of analysis that was possible within the available resources.

Because a case study deals with only one person/event/group, we can never be sure if the case study investigated is representative of the wider body of “similar” instances. This means the conclusions drawn from a particular case may not be transferable to other settings.

Because case studies are based on the analysis of qualitative (i.e., descriptive) data , a lot depends on the psychologist’s interpretation of the information she has acquired.

This means that there is a lot of scope for Anna O , and it could be that the subjective opinions of the psychologist intrude in the assessment of what the data means.

For example, Freud has been criticized for producing case studies in which the information was sometimes distorted to fit particular behavioral theories (e.g., Little Hans ).

This is also true of Money’s interpretation of the Bruce/Brenda case study (Diamond, 1997) when he ignored evidence that went against his theory.

Breuer, J., & Freud, S. (1895).  Studies on hysteria . Standard Edition 2: London.

Curtiss, S. (1981). Genie: The case of a modern wild child .

Diamond, M., & Sigmundson, K. (1997). Sex Reassignment at Birth: Long-term Review and Clinical Implications. Archives of Pediatrics & Adolescent Medicine , 151(3), 298-304

Freud, S. (1909a). Analysis of a phobia of a five year old boy. In The Pelican Freud Library (1977), Vol 8, Case Histories 1, pages 169-306

Freud, S. (1909b). Bemerkungen über einen Fall von Zwangsneurose (Der “Rattenmann”). Jb. psychoanal. psychopathol. Forsch ., I, p. 357-421; GW, VII, p. 379-463; Notes upon a case of obsessional neurosis, SE , 10: 151-318.

Harlow J. M. (1848). Passage of an iron rod through the head.  Boston Medical and Surgical Journal, 39 , 389–393.

Harlow, J. M. (1868).  Recovery from the Passage of an Iron Bar through the Head .  Publications of the Massachusetts Medical Society. 2  (3), 327-347.

Money, J., & Ehrhardt, A. A. (1972).  Man & Woman, Boy & Girl : The Differentiation and Dimorphism of Gender Identity from Conception to Maturity. Baltimore, Maryland: Johns Hopkins University Press.

Money, J., & Tucker, P. (1975). Sexual signatures: On being a man or a woman.

Further Information

• Case Study Approach
• Case Study Method
• Enhancing the Quality of Case Studies in Health Services Research
• “We do things together” A case study of “couplehood” in dementia
• Using mixed methods for evaluating an integrative approach to cancer care: a case study

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• Force and Pressure Class 8 Case Study Questions Science Chapter 8

Last Updated on May 16, 2024 by XAM CONTENT

Hello students, we are providing case study questions for class 8 science. Case study questions are the new question format that is introduced in CBSE board. The resources for case study questions are very less. So, to help students we have created chapterwise case study questions for class 8 science. In this article, you will find case study questions for cbse class 8 science chapter 8 Force and Pressure.

Table of Contents

Case Study Questions on Force and Pressure

Question 1:

Read the given passage below and answer the question:

In a game of volleyball, players often push the moving ball to their team mates to make a winning move. Sometimes the ball is returned to the other side of the court by pushing or smashing it. In cricket, a batsman plays his or her shot by applying a force on the ball with the bat.

Q.1. What kind of force is applied by a batsman on a ball while hitting it? (a) Magnetic Force (b) Muscular Force (c) Frictional Force (d) Gravitation Force

Difficulty Level: Easy

Ans. Option (b) is correct. Explanation: While hitting a ball, the force is caused by the action of muscles in batsman’s body. The force resulting due to the action of muscles is known as the muscular force.

Q. 2. Force can be defined as: (a) Work done (b) Energy required to do work (c) Push or Pull (d) Push only

Ans. Option (c) is correct. Explanation: A push or a pull on an object is called a force.

Q.3. In the given example of volleyball game, what changes force brought about on the volleyball? (a) Change in direction of motion (b) Change in shape (c) Change in state of motion (d) Both Option (a) and (c)

Ans. Option (a) and (c) Explanation: When players hit the volleyball, its speed changes and also the direction of its motion changes.

Q.4. How do you describe state of motion?

Difficulty Level: Medium

Ans. A change in either the speed of an object, or its direction of motion, or both, is described as a change in its state of motion. The state of rest is considered to be the state of zero speed. An object may be at rest or in motion; both are its states of motion.

Q. 5. Give two examples showing that force has brought about change in shape of an object.

Ans. 1. Pressing a ball of dough by roller pin to make chapati. 2. Stretching a rubber band.

• Sound Class 8 Case Study Questions Science Chapter 10
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• Combustion and Flame Class 8 Case Study Questions Science Chapter 4
• Coal and Petroleum Class 8 Case Study Questions Science Chapter 3

Microorganisms: Friend and Foe Class 8 Case Study Questions Science Chapter 2

Crop production and management class 8 case study questions science chapter 1, topics from which case study questions may be asked.

• Learn the basic concept of force.
• Understand the various facets of force.
• Learn about the different changes that are due to the application of force.
• Learn different types of forces.
• Understand the concept of pressure.
• Learn about pressure exerted by liquids and gases (atmospheric pressure).

A push or pull on an object is known as force. Force can be of two types: Contact Force and Non-Contact Force. Force per unit area is called pressure. Liquids and gases exert pressure on the walls of their containers. The pressure exerted by air around us is known as atmospheric pressure. This chapter deals with force and pressure.

Frequently Asked Questions (FAQs) on Force and Pressure Case Study Questions

Q1: what are case study questions for cbse examinations.

A1: Case study questions in CBSE examinations typically involve scenarios or real-life examples, requiring students to apply their understanding of concepts to solve problems or analyze situations.

Q2: Why are case study questions important for understanding class 8 science chapters?

A2: Case study questions provide a practical context for students to apply theoretical knowledge to real-world situations, fostering deeper understanding and critical thinking skills.

Q3: How should students approach answering case study questions for CBSE?

A3: Students should carefully read the case study, identify the key issues or problems presented, analyze the information provided, apply relevant concepts and principles of force and pressure, and formulate well-supported solutions or responses.

Q4: Are there any resources available online for students to practice case study questions on class 8 science chapters for CBSE exams?

A4: Yes, several educational websites offer case study questions for CBSE students preparing for science examinations. We also offer a collection of case study questions for all classes and subject on our website. Visit our  website  to access these questions and enhance your learning experience.

Q5: How can students effectively prepare for case study questions on force and pressure for CBSE exams?

A5: Effective preparation strategies include regular revision of concepts, solving practice questions, analyzing case studies from previous exams, seeking clarification on doubts, and consulting with teachers or peers for guidance and support.

Q6: How can teachers incorporate case study questions on force and pressure class 8 science into classroom teaching?

A6: Teachers can integrate case studies into lesson plans, group discussions, or interactive activities to engage students in active learning, promote problem-solving skills, and facilitate a deeper understanding of force and pressure concepts.

Q7: Can the attraction and repulsion between two magnets be termed as application of force in between them?

A7: Yes, attraction and repulsion between two magnets is push and pull due to application of magnetic force.

Q8: Define pressure.

A8: The force acting on a unit area of a surface is called pressure.

Q9: Why does a balloon or a cycle tyre increase in size and become stiff when air is filled in them?

A9: When air is filled in balloons or cycle tyre, the air molecules start exerting pressure on the walls of balloon or tyre, thus their size increases and they become stiff.

Q10: Differentiate between contact forces and non-contact forces. Give two examples of each.

A10: Contact forces are those forces that need to be in contact of the object to show its effect. Example, Muscular Force and Frictional Force. Non-contact forces are those that can be applied without being in contact with the object. Example, Electrostatic and Magnetic Forces.

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What Is a Case Study?

Weighing the pros and cons of this method of research

Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

Cara Lustik is a fact-checker and copywriter.

Verywell / Colleen Tighe

• Pros and Cons

What Types of Case Studies Are Out There?

Where do you find data for a case study, how do i write a psychology case study.

A case study is an in-depth study of one person, group, or event. In a case study, nearly every aspect of the subject's life and history is analyzed to seek patterns and causes of behavior. Case studies can be used in many different fields, including psychology, medicine, education, anthropology, political science, and social work.

The point of a case study is to learn as much as possible about an individual or group so that the information can be generalized to many others. Unfortunately, case studies tend to be highly subjective, and it is sometimes difficult to generalize results to a larger population.

While case studies focus on a single individual or group, they follow a format similar to other types of psychology writing. If you are writing a case study, we got you—here are some rules of APA format to reference.  

At a Glance

A case study, or an in-depth study of a person, group, or event, can be a useful research tool when used wisely. In many cases, case studies are best used in situations where it would be difficult or impossible for you to conduct an experiment. They are helpful for looking at unique situations and allow researchers to gather a lot of˜ information about a specific individual or group of people. However, it's important to be cautious of any bias we draw from them as they are highly subjective.

What Are the Benefits and Limitations of Case Studies?

A case study can have its strengths and weaknesses. Researchers must consider these pros and cons before deciding if this type of study is appropriate for their needs.

One of the greatest advantages of a case study is that it allows researchers to investigate things that are often difficult or impossible to replicate in a lab. Some other benefits of a case study:

• Allows researchers to capture information on the 'how,' 'what,' and 'why,' of something that's implemented
• Gives researchers the chance to collect information on why one strategy might be chosen over another
• Permits researchers to develop hypotheses that can be explored in experimental research

On the other hand, a case study can have some drawbacks:

• It cannot necessarily be generalized to the larger population
• Cannot demonstrate cause and effect
• It may not be scientifically rigorous
• It can lead to bias

Researchers may choose to perform a case study if they want to explore a unique or recently discovered phenomenon. Through their insights, researchers develop additional ideas and study questions that might be explored in future studies.

It's important to remember that the insights from case studies cannot be used to determine cause-and-effect relationships between variables. However, case studies may be used to develop hypotheses that can then be addressed in experimental research.

Case Study Examples

There have been a number of notable case studies in the history of psychology. Much of  Freud's work and theories were developed through individual case studies. Some great examples of case studies in psychology include:

• Anna O : Anna O. was a pseudonym of a woman named Bertha Pappenheim, a patient of a physician named Josef Breuer. While she was never a patient of Freud's, Freud and Breuer discussed her case extensively. The woman was experiencing symptoms of a condition that was then known as hysteria and found that talking about her problems helped relieve her symptoms. Her case played an important part in the development of talk therapy as an approach to mental health treatment.
• Phineas Gage : Phineas Gage was a railroad employee who experienced a terrible accident in which an explosion sent a metal rod through his skull, damaging important portions of his brain. Gage recovered from his accident but was left with serious changes in both personality and behavior.
• Genie : Genie was a young girl subjected to horrific abuse and isolation. The case study of Genie allowed researchers to study whether language learning was possible, even after missing critical periods for language development. Her case also served as an example of how scientific research may interfere with treatment and lead to further abuse of vulnerable individuals.

Such cases demonstrate how case research can be used to study things that researchers could not replicate in experimental settings. In Genie's case, her horrific abuse denied her the opportunity to learn a language at critical points in her development.

This is clearly not something researchers could ethically replicate, but conducting a case study on Genie allowed researchers to study phenomena that are otherwise impossible to reproduce.

There are a few different types of case studies that psychologists and other researchers might use:

• Collective case studies : These involve studying a group of individuals. Researchers might study a group of people in a certain setting or look at an entire community. For example, psychologists might explore how access to resources in a community has affected the collective mental well-being of those who live there.
• Descriptive case studies : These involve starting with a descriptive theory. The subjects are then observed, and the information gathered is compared to the pre-existing theory.
• Explanatory case studies : These   are often used to do causal investigations. In other words, researchers are interested in looking at factors that may have caused certain things to occur.
• Exploratory case studies : These are sometimes used as a prelude to further, more in-depth research. This allows researchers to gather more information before developing their research questions and hypotheses .
• Instrumental case studies : These occur when the individual or group allows researchers to understand more than what is initially obvious to observers.
• Intrinsic case studies : This type of case study is when the researcher has a personal interest in the case. Jean Piaget's observations of his own children are good examples of how an intrinsic case study can contribute to the development of a psychological theory.

The three main case study types often used are intrinsic, instrumental, and collective. Intrinsic case studies are useful for learning about unique cases. Instrumental case studies help look at an individual to learn more about a broader issue. A collective case study can be useful for looking at several cases simultaneously.

The type of case study that psychology researchers use depends on the unique characteristics of the situation and the case itself.

There are a number of different sources and methods that researchers can use to gather information about an individual or group. Six major sources that have been identified by researchers are:

• Archival records : Census records, survey records, and name lists are examples of archival records.
• Direct observation : This strategy involves observing the subject, often in a natural setting . While an individual observer is sometimes used, it is more common to utilize a group of observers.
• Documents : Letters, newspaper articles, administrative records, etc., are the types of documents often used as sources.
• Interviews : Interviews are one of the most important methods for gathering information in case studies. An interview can involve structured survey questions or more open-ended questions.
• Participant observation : When the researcher serves as a participant in events and observes the actions and outcomes, it is called participant observation.
• Physical artifacts : Tools, objects, instruments, and other artifacts are often observed during a direct observation of the subject.

If you have been directed to write a case study for a psychology course, be sure to check with your instructor for any specific guidelines you need to follow. If you are writing your case study for a professional publication, check with the publisher for their specific guidelines for submitting a case study.

Here is a general outline of what should be included in a case study.

Section 1: A Case History

This section will have the following structure and content:

Background information : The first section of your paper will present your client's background. Include factors such as age, gender, work, health status, family mental health history, family and social relationships, drug and alcohol history, life difficulties, goals, and coping skills and weaknesses.

Description of the presenting problem : In the next section of your case study, you will describe the problem or symptoms that the client presented with.

Describe any physical, emotional, or sensory symptoms reported by the client. Thoughts, feelings, and perceptions related to the symptoms should also be noted. Any screening or diagnostic assessments that are used should also be described in detail and all scores reported.

Your diagnosis : Provide your diagnosis and give the appropriate Diagnostic and Statistical Manual code. Explain how you reached your diagnosis, how the client's symptoms fit the diagnostic criteria for the disorder(s), or any possible difficulties in reaching a diagnosis.

Section 2: Treatment Plan

This portion of the paper will address the chosen treatment for the condition. This might also include the theoretical basis for the chosen treatment or any other evidence that might exist to support why this approach was chosen.

• Cognitive behavioral approach : Explain how a cognitive behavioral therapist would approach treatment. Offer background information on cognitive behavioral therapy and describe the treatment sessions, client response, and outcome of this type of treatment. Make note of any difficulties or successes encountered by your client during treatment.
• Humanistic approach : Describe a humanistic approach that could be used to treat your client, such as client-centered therapy . Provide information on the type of treatment you chose, the client's reaction to the treatment, and the end result of this approach. Explain why the treatment was successful or unsuccessful.
• Psychoanalytic approach : Describe how a psychoanalytic therapist would view the client's problem. Provide some background on the psychoanalytic approach and cite relevant references. Explain how psychoanalytic therapy would be used to treat the client, how the client would respond to therapy, and the effectiveness of this treatment approach.
• Pharmacological approach : If treatment primarily involves the use of medications, explain which medications were used and why. Provide background on the effectiveness of these medications and how monotherapy may compare with an approach that combines medications with therapy or other treatments.

This section of a case study should also include information about the treatment goals, process, and outcomes.

When you are writing a case study, you should also include a section where you discuss the case study itself, including the strengths and limitiations of the study. You should note how the findings of your case study might support previous research. 

In your discussion section, you should also describe some of the implications of your case study. What ideas or findings might require further exploration? How might researchers go about exploring some of these questions in additional studies?

Need More Tips?

Here are a few additional pointers to keep in mind when formatting your case study:

• Never refer to the subject of your case study as "the client." Instead, use their name or a pseudonym.
• Read examples of case studies to gain an idea about the style and format.
• Remember to use APA format when citing references .

Crowe S, Cresswell K, Robertson A, Huby G, Avery A, Sheikh A. The case study approach .  BMC Med Res Methodol . 2011;11:100.

Crowe S, Cresswell K, Robertson A, Huby G, Avery A, Sheikh A. The case study approach . BMC Med Res Methodol . 2011 Jun 27;11:100. doi:10.1186/1471-2288-11-100

Gagnon, Yves-Chantal.  The Case Study as Research Method: A Practical Handbook . Canada, Chicago Review Press Incorporated DBA Independent Pub Group, 2010.

Yin, Robert K. Case Study Research and Applications: Design and Methods . United States, SAGE Publications, 2017.

By Kendra Cherry, MSEd Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

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Cbse, ncert and icse solution online, class 8 science case study question, case study question class 8 science (cbse / ncert board).

Class 8 Science Case Study Question and Answer: CBSE / NCERT Board Class 8 Science Case Study Question prepared by expert Science Teacher. Students can learn Case Based Question / Paragraph Type Question for NCERT Class 8 Science.

There are total 18 chapter Crop Production and Management, Microorganisms: Friend and Foe

, Synthetic Fibres and Plastics, Materials: Metals and Non-Metals, Coal and Petroleum, Combustion and Flame, Conservation of Plants and Animals, Cell – Structure and Functions, Reproduction in Animals, Reaching the Age of Adolescence, Force and Pressure, Friction, Sound, Chemical Effects of Electric Current, Some Natural Phenomena, Light, Stars and the Solar System, Pollution of Air and Water

For any problem during learning any Case or any doubts please comment us. We are always ready to help You.

CBSE Class 8 Science Case Study Question

• Chapter 1 Crop Production and Management Case Study Question
• Chapter 2 Microorganisms: Friend and Foe Case Study Question
• Chapter 3 Synthetic Fibres and Plastics Case Study Question
• Chapter 4 Materials: Metals and Non-Metals Case Study Question
• Chapter 5 Coal and Petroleum Case Study Question
• Chapter 6 Combustion and Flame Case Study Question
• Chapter 7 Conservation of Plants and Animals Case Study Question
• Chapter 8 Cell – Structure and Functions Case Study Question
• Chapter 9 Reproduction in Animals Case Study Question
• Chapter 10 Reaching the Age of Adolescence Case Study Question
• Chapter 11 Force and Pressure Case Study Question
• Chapter 12 Friction Case Study Question
• Chapter 13 Sound Case Study Question
• Chapter 14 Chemical Effects of Electric Current Case Study Question
• Chapter 15 Some Natural Phenomena Case Study Question
• Chapter 16 Light Case Study Question
• Chapter 17 Stars and the Solar System Case Study Question
• Chapter 18 Pollution of Air and Water Case Study Question

What is Case Study Question?

Ans. At case Study there will one paragraph and on the basis of that concept some question will made. Students have to solve that question.

How many marks will have at case based question?

Most of time 5 questions will made from each case. There will 1 or 2 marks for each question.

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• Methodology
• Case Study | Definition, Examples & Methods

Case Study | Definition, Examples & Methods

Published on 5 May 2022 by Shona McCombes . Revised on 30 January 2023.

A case study is a detailed study of a specific subject, such as a person, group, place, event, organisation, or phenomenon. Case studies are commonly used in social, educational, clinical, and business research.

A case study research design usually involves qualitative methods , but quantitative methods are sometimes also used. Case studies are good for describing , comparing, evaluating, and understanding different aspects of a research problem .

Table of contents

When to do a case study, step 1: select a case, step 2: build a theoretical framework, step 3: collect your data, step 4: describe and analyse the case.

A case study is an appropriate research design when you want to gain concrete, contextual, in-depth knowledge about a specific real-world subject. It allows you to explore the key characteristics, meanings, and implications of the case.

Case studies are often a good choice in a thesis or dissertation . They keep your project focused and manageable when you don’t have the time or resources to do large-scale research.

You might use just one complex case study where you explore a single subject in depth, or conduct multiple case studies to compare and illuminate different aspects of your research problem.

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Once you have developed your problem statement and research questions , you should be ready to choose the specific case that you want to focus on. A good case study should have the potential to:

• Provide new or unexpected insights into the subject
• Challenge or complicate existing assumptions and theories
• Propose practical courses of action to resolve a problem
• Open up new directions for future research

Unlike quantitative or experimental research, a strong case study does not require a random or representative sample. In fact, case studies often deliberately focus on unusual, neglected, or outlying cases which may shed new light on the research problem.

If you find yourself aiming to simultaneously investigate and solve an issue, consider conducting action research . As its name suggests, action research conducts research and takes action at the same time, and is highly iterative and flexible. 

However, you can also choose a more common or representative case to exemplify a particular category, experience, or phenomenon.

While case studies focus more on concrete details than general theories, they should usually have some connection with theory in the field. This way the case study is not just an isolated description, but is integrated into existing knowledge about the topic. It might aim to:

• Exemplify a theory by showing how it explains the case under investigation
• Expand on a theory by uncovering new concepts and ideas that need to be incorporated
• Challenge a theory by exploring an outlier case that doesn’t fit with established assumptions

To ensure that your analysis of the case has a solid academic grounding, you should conduct a literature review of sources related to the topic and develop a theoretical framework . This means identifying key concepts and theories to guide your analysis and interpretation.

There are many different research methods you can use to collect data on your subject. Case studies tend to focus on qualitative data using methods such as interviews, observations, and analysis of primary and secondary sources (e.g., newspaper articles, photographs, official records). Sometimes a case study will also collect quantitative data .

The aim is to gain as thorough an understanding as possible of the case and its context.

In writing up the case study, you need to bring together all the relevant aspects to give as complete a picture as possible of the subject.

How you report your findings depends on the type of research you are doing. Some case studies are structured like a standard scientific paper or thesis, with separate sections or chapters for the methods , results , and discussion .

Others are written in a more narrative style, aiming to explore the case from various angles and analyse its meanings and implications (for example, by using textual analysis or discourse analysis ).

In all cases, though, make sure to give contextual details about the case, connect it back to the literature and theory, and discuss how it fits into wider patterns or debates.

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Case Based (Factual) Unseen Passages: Practice English Grammar for School Classes

• Post last modified: 17 September 2022
• Post category: Grammar Exercises / School Grammar

What are Case Based (Factual Passages)? Simply put, factual passages are those passages, which let the readers imagine and feel the factual qualities of a topic as mentioned in the passage. The topic can be about a place, person, thing or event. A factual passage tells the reader about the consecutive things related to the topic in detail, occurring in an orderly manner.

Case Based (Factual) Passages

1. read the passage given below: [cbse set 2, 2021-22] .

• Milkha Singh, also known as The Flying Sikh, was an Indian track and field sprinter who was introduced to the sport while serving in the Indian Army. He is the only athlete to win gold in 400 metres at the Asian Games as well as the Commonwealth Games. He also won gold medals in the 1958 and 1962 Asian Games. He represented India in the 1956 Summer Olympics in Melbourne, the 1960 Summer Olympics in Rome and the 1964 Summer Olympics in Tokyo) He was awarded the Padma Shri, India’s fourth-highest civilian honour, in recognition of his sporting achievements 
• The race for which Singh is best remembered is his fourth-place finish in the 400 metres final at the 1960 Olympic Games. He led the race till the 200 m mark before easing off, allowing others to pass him. Singh’s fourth-place time of 45.73 seconds was the Indian national record for almost 40 years. 
• From beginnings that saw him orphaned and displaced during the partition of India, Singh became a sporting icon in the country. In 2008, journalist Rohit Baijnath described Singh as “the finest athlete India has ever produced”. 
• He was disappointed with his debut performance at the 1956 Melbourne Olympics. *1 returned to India, chastened by my poor performance in Melbourne. I had been so excited by the prospects of being part of the Indian Olympics team, but, hadn’t realized how strong and professional the competition would be. My success in India had filled me with a false sense of pride and it was only when I was on the track that I saw how inconsequential my talents were when pitted against superbly fit and seasoned athletes. It was then that I understood what competition actually meant, and that if I wanted to succeed on the international arena, I must be prepared to test my mettle against the best athletes in the world.” 
• Then he decided to make sprinting the sole focus of his life. “Running had thus become my God, my religion and my beloved”. My life during those two years was governed by strict rules and regulations and a self-imposed penance. Every morning I would rise at the crack of dawn, get into my sports kit and dash off to the track, where I would run two or three miles cross-country in the company of my coach.” 
• On how he pushed himself through the tough days of vigorous training. “I practiced so strenuously that often I was drained of all energy, and there were times when I would increase my speed to such an extent that after my rounds, I would vomit blood or drop-down down unconscious through sheer exercise. My doctors and coaches warned me, asked me to slow down to maintain my health and equilibrium but my determination was too strong to give up. My only focus was to become the best athlete in the world. But then images of    a    packed    stadium    filled    with    cheering    spectators, wildly applauding me as I crossed the finishing line, would flash across my mind and I would start again, encouraged by visions of victory.” 

Based on your reading answer any five questions from the six given below: 1×5=5  

(i) What is Milka Singh known as? What realization did Milkha Singh have when he was on the track during the Melbourne Olympics?  

(ii) List any two of Milkha Singh’s achievements.  

(iii)  What strict rules and regulations did Milkha Singh follow?  

(iv)  State two consequences of his hard and strenuous practice.  

(v)  What motivated Milkha Singh to become the best athlete in the world?  

(vi)  Explain the phrase ‘I would start again’ in the last sentence. 

1. Milkha Singh was known as ‘The Flying Sikh’. 

He realised how inconsequential his talents were when pitied against superbly fit seasoned athletes. He also realised that he needed to prepare well to test his mettle against the best athletes in the world. 

2. (i) The only athlete to win 400 meters at the Asian Games as well as Commonwealth Games. 

(ii) Won gold in 1958 and 1962 Asian Games. His national record stood unbroken for 40 years. 

(iii) He was awarded Padam Shiri for his sporting achievements. 

3. Every morning he would rise at the crack of the dawn, get into his sports kit and dash off to the track, where he would run two or three miles cross-country with his coach. 

4. ( i) He was drained of all energy. 

(ii) He would vomit blood or drop-down unconscious through sheer exercise. 

5. He was motivated by his vision of victory at a packed stadium with spectators cheering and applauding him as he crossed the finishing line. 

6. ‘I would start again’ means here that he was encouraged to shun any complacency and start again with the double energy and determination to become the best athlete. 

Q. Read the following excerpt from a Case Study. J.K. Rowling – A Journey. [CBSE SET 2, 2022] 

The story of Joanne Kathleen Rowling’s near magical rise to fame is almost as well known as the characters she creates. 

Rowling was constantly writing and telling stories to her younger sister Dianne. “The first story I ever wrote down was about a rabbit called Rabbit.” Rowling said in an interview. “He got the measles and was visited by his friends including a giant bee called Miss Bee. And ever since Rabbit and Miss Bee, I have always wanted to be a writer, though I rarely told anyone so. 

However, my parents, both of whom come from impoverished backgrounds and neither of whom had been to college, took the view that my overactive imagination was an amusing personal quirk that would never pay a mortgage or secure a pension. 

A writer from the age of six, with two unpublished novels in the * drawer, she was stuck on a train when Harry walked into her mind fully formed. She spent the next five years constructing the plots of seven books, one for every year of his secondary school life. 

Rowling says she started writing the first book, Harry’ Potter and the Sorcerer’s Stone, in Portugal, where she was teaching English. 

At first nobody wanted to publish Harry Potter.  She was told that plot was too complex. Refusing to compromise, she found a publisher. 

n 1997 Rowling received her first royalty cheque. By book three, she had sky rocketed to the top of the publishing world. A row of zeroes appeared on the author’s bank balance and her life was turned upside down. Day and night she had journalists knocking on the unanswered door of her flat. 

Rowling’s quality control has become legendary, as her obsession with accuracy. She’s thrilled with Stephen Fry’s taped version of the books and outraged that an Italian dust jacket showed Harry minus his glasses. “Don’t they understand that the glasses are the clue to his vulnerability.” 

Annual earnings of J.K. Rowling from 2010 to 2019 

On the basis of your understanding of the passage answer any five of the six questions given below. 1×5=5 

(i) Explain J.K. Rowling’s ‘near magical rise to fame’. 

(ii) What reason did the publishers give for rejecting Rowling’s book?  

(iii) What was the drawback of achieving fame? 

(iv) Why was Rowling outraged with the Italian dust jacket? 

(v)  Find a word in the last para that means the same as ‘insecure/helpless. 

(vi) According to the graph, how many years did it take Rowling to become very successful?

(i) Jk Rowling’s near magical rise to fame is well known as the character she creates I.e. her popular characters led her to magical fame. She was on top of the world of publishing house after the book three was published and her bank balance increased tremendously.  

(ii) She was told that her plot of Harry Potter was too complex. 

(iii) The draw back was that she was approached day and night by journalists knocking at the door of her flat. It was becoming a nuisance and she did not respond all of them. 

(iv) She was obsessed with quality and accuracy and therefore was outraged at an Italian just Jacket for showing Harry without glasses. 

(v) vulnerability 

(v) It took around 6 years for Rowlings to become very successful.

Q. Read the passage and answer the questions that follow:

India Covid-19 numbers explained

1. With novel Coronavirus spreading rapidly all over the country, there are only three states right now, Meghalaya, Sikkim and Andaman and Nicobar Islands, that have less than 1,000 people infected with the disease.

2. Lakshadweep, of course, still hasn’t reported even a single case till now, the only region in India entirely free of the epidemic.

3. Otherwise, even the relatively smaller states now have significantly large spread of the disease. Goa, for example, has seen more than 7,000 of its people infected by the virus till now. Tripura has over 5,500 cases, while Manipur has more than 3,000, and Nagaland a little less than 2,500. Puducherry has more than 4,000 cases, while even Daman and Diu has over 1,300 people infected.

4. And in each of these states, the numbers are rising at a fast pace, at a rate higher than the national level. The infections had initially reached these states in the first and second week of May, when the lockdown was relaxed for the first time to enable people stuck in different parts of the country to return to their native places.

5. After a period of very slow growth, the number of cases have begun to rise rapidly in the last one month. In Goa, for example, the total number of infected people has nearly doubled in the last 15 days. Same has happened in Puducherry, as well.

6. Tuesday was one of those rare occasions when the number of active cases in the country, those who are yet to recover from the disease, went down compared to the previous day. That is because the number of recoveries, combined with the number of deaths, exceeded the new cases that were detected on Tuesday.

7. With over 52,500 new cases detected in the country, the total number of infections crossed 19 lakh, out of `which 12.82 lakh people have recovered from the disease. The number of dead is now close to 40,000.

8. The number of recoveries on Tuesday was the highest-ever for a single day. More than 51,700 people were declared to have been recovered. Three days earlier, the number of recoveries had crossed 50,000 for the first time, but in the next two days the number had fallen to much lower levels.

Choose the correct option to answer the questions based on the above passage and graphics. Do any ten.

(a) How are these three states – Meghalaya, Sikkim and Andaman and Nicobar Islands – different from the rest of India? (i) they are the only states to have less than 1,000 people infected with novel coronavirus (ii) they are three of the five states to have less than 1,000 people infected with novel coronavirus (iii) they are the only states to have less than 2,000 people infected with novel coronavirus (iv) none of these

(b) __________ is the only region in India which is entirely free of the epidemic. (i) Andaman and Nicobar Islands (ii) Maharashtra (iii) Lakshadweep (iv) Tripura

(c) What is common among Goa, Tripura, Manipur, Nagaland, Puducherry and Daman and Diu? (i) the numbers are rising at a fast pace at rates lower than the national level (ii) the numbers are falling at a fast pace at rates equal than the national level (iii) the numbers are rising at a fast pace at rates higher than the national level (iv) none of these

(d) Based on your understanding of the passage, choose the option that lists the inherent qualities of climate in the present times. (i) 1 and 4 (ii) 2 and 6 (iii) 1 and 3 (iv) 3 and 5

(e) Which date in the graph shows the highest jump of detected cases in a day? (i) July 30 (ii) July 31 (iii) August 1 (iv) August 2

(f) Of the 19 lakh infected cases, how many have recovered? (i) 11.82 lakh (ii) 13.82 lakh (iii) 12.81 lakh (iv) 12.82 lakh

(g) More than 51,700 people were declared to have been recovered on _______. (i) Wednesday (ii) Sunday (iii) Tuesday (iv) Monday

(h) When had the number of recoveries crossed 50,000 for the first time? (i) two days earlier (ii) Tuesday (iii) three days earlier than Tuesday (iv) none of these

(i) Which word in the passage means the same as “quickly”? (i) rapidly (ii) significantly (iii) native (iv) rare

(j) Which word in the passage is opposite in meaning to “indigenous”? (i) rapidly (ii) significantly (iii) native (iv) rare

Answers: (a) (i) they are the only states to have less than 1,000 people infected with novel coronavirus (b) (iii) Lakshadweep (c) (iii) the numbers are rising at a fast pace at rates higher than the national level (d) (iii) 1 and 3 (e) (ii) July 31 (f) (iv) 12.82 lakh (g) (iii) Tuesday (h) (iii) three days earlier than Tuesday (i) (i) rapidly (j) (iii) native

Australia’s 2019-2020 Bushfire Season was not Normal

• Data from satellite sources assembled by the United Nations Environment Programme’s (UNEP) World Environment Situation Room confirms that the wildfires in Australia in the last two months of 2019 and the first six weeks of 2020 were far from normal. 2019 was the second hottest year on record since 1880, and Australia recorded its warmest temperatures ever in December 2019.
• “Rising temperatures continue to melt records. The past decade was the hottest on record. Scientists tell us that ocean temperatures are now rising at the equivalent of five Hiroshima bombs a second. One million species are in near-term danger of extinction. Our planet is burning,” says United Nations Secretary-General António Guterres.
• “The trend is very clear: 37 of the last 40 years were the warmest recorded since 1880, and the six warmest years recorded were the last six years,” says Pascal Peduzzi, Director of UNEP’s Global Resource Information Database in Geneva. “For those who think Australia is always burning, graphs clearly show that these fires were exceptional.”
• “This service, accessible via the UNEP’s World Environment Situation Room, is provided for all countries at national and provincial levels. It identifies trends in wildfire activity since 2003, when the data first became available and monitoring began. We have sliced and diced the satellite-based data on wildfires worldwide from 2009 to the present day. We analyse the wildfires’ data by month, type of land cover, protected area, province and nation to produce information products,” Peduzzi adds. (Source: UN Environment)

(a) What do the reports confirm about the 2019-20 Australian fires? (i) the fires were not normal (ii) the fires were normal (iii) the fires were natural (iv) data inconclusive

(b) What was the difference in the recorded temperatures in 2019 from the 1880s? (i) 2019 recorded the wettest temperatures since 1880s (ii) 2019 recorded the hottest temperatures ever (iii) 2019 recorded the cooler temperatures than 1880s (iv) 2019 recorded the warmest temperatures since 1880s

(c) What comparison has been made between the rising sea temperatures and Hiroshima? (i) ocean temperatures are rising at the equivalent of three Hiroshima bombs a second (ii) ocean temperatures are rising at the equivalent of five Hiroshima bombs a second (iii) ocean temperatures are rising at the equivalent of five Hiroshima bombs an hour (iv) none of these

(d) Choose the option that lists the CORRECT answers for the following:

“Rising temperatures continue to melt records. The past decade was the hottest on record. Scientists tell us that ocean temperatures are now rising at the equivalent of five Hiroshima bombs a second”. Whose statement is this?

“The trend is very clear: 37 of the last 40 years were the warmest recorded since 1880, and the six warmest years recorded were the last six years.” Whose statement is this?

(i) (1) is from United Nations Secretary and (2) is from the UN President (ii) (1) is from the UN President and (2) is from the UN General Secretary (iii) (1) is from United Nations Secretary and (2) is from the Director of UNEP (iv) (1) is from the UN General Secretary and (2) is from the UN President

(e) Based on your understanding of the passage, choose the option that lists the inherent qualities of climate in the present times. (i) 1 and 3 (ii) 2 and 6 (iii) 3 and 4 (iv) 5 and 6

(f) Which of the following independent data source is NOT PRESENT in the given graph? (i) NASA (ii) NOAA (iii) ISRO (iv) JMA

(g) Choose the option that lists the CORRECT statement. (i) Pascal Peduzzi is the Director of UNEP’s Global Renaissance Information Database (ii) Pascal Peduzzi is the Director of UNO’s Global Resource Information Database (iii) Pascal Peduzzi is the Manager of UNEP’s Global Resource Information Database (iv) Pascal Peduzzi is the Director of UNEP’s Global Resource Information Database

(h) How can you say that the UN is concerned about the rising numbers of coal plants? (i) UNDP Secretary General António Guterres is calling for curbs on new plants (ii) UN Secretary General António Guterres is calling for curbs on new plants (iii) UN Executive Secretary António Guterres is calling for curbs on new plants (iv) UN Secretary General Antony Guterres is calling for curbs on new plants

(i) UNEP’s World Environment Situation Room has been tracking the world temperatures since. (i) 2003 (ii) 2013 (iii) 2000 (iv) 2001

(j) The graph compiled with data from four different sources shows that the global surface temperatures have been _ . (i) steady (ii) falling (iii) on the rise (iv) none of these

(k) Which word in the passage means the same as “collect”? (i) assembled (ii) extinction (iii) exceptional (iv) provincial

(l) Which word in the passage is opposite to the meaning of ‘vague/murky’? (i) assembled (ii) clear (iii) extinction (iv) provincial

(a) (i) the fires were not normal (b) (iv) 2019 recorded the warmest temperatures since 1880s (c) (ii) ocean temperatures are rising at the equivalent of five Hiroshima bombs a second (d) (iii) (1) is from United Nations Secretary and (2) is from the Director of UNEP (e) (i) 1 and 3 (f) (iii) ISRO (g) (iv) Pascal Peduzzi is the Director of UNEP’s Global Resource Information Database (h) (ii) UN secretary general António Guterres is calling for curbs on new plants (i) (i) 2003 (j) (iii) on the rise (k) (i) assembled (l) (ii) clear

Q. Read the passage given below and answer the questions that follow: [CBSE, 2019]

Hyderabad — The City of Nizams GOLCONDA

1. In the 16th century, when Golconda was the capital of Qutb Shahi Kingdom, it is believed that a shepherd boy came across an idol on the hill. It was then that the Kakatiya dynasty’s ruler built the fort, which is 120 m high. After it was captured by Aurangzeb, the Mughal emperor, the fort fell into ruins.

2. The beautiful ruins of the fort have a story to tell. They make you wonder how the fort may have looked in its days of glory and grandeur. The fort also organises a sound and light show every day and the history of this fort is narrated in such an interesting manner that even a child can understand and enjoy it. The climb to the fort is a difficult one and unless you are physically fit, you should avoid the climb and relax in the gardens below. The view from the top is breath-taking.

3. The next place is Charminar. The literal meaning of the monument is ‘four minarets’. There is a mosque on the second floor. It is said that when the state was hit by severe plague, Sultan Muhammad Quli Qutb Shah, the fifth ruler of the Qutb Shahi dynasty, prayed to end the plague and promised to build a mosque in the very place where he was praying. Thus, Charminar came into being!

4. The walk from the bottom to the top of the monument is a little frightening, owing to the narrowness of the pathway and the steepness of the steps. Once you reach the top, the view of the crowds moving below will surely lift your spirits.

5. Make sure you visit the nearby Laad Bazaar, where there are rows of shops selling the famous Hyderabadi glass bangles and lac bangles.

SALAR JUNG MUSEUM

6. The Salar Jung Museum is the third largest museum in the country and boasts of owning the biggest one-man collection of antiques in the world. A visit to the Salar Jung Museum is a must even if you are not a fan of antique stuff. You can view the Nizam’s collection of textiles, arms, metalware, ivory carvings, Indian bronzes and carpets.

7. The main attraction is definitely the Musical Clock, made by Cook and Kelvy of England. Inside the clock is a timekeeper. Every hour, he comes out and beats a gong as many times as the time indicates. Another attraction of the museum is the Veiled Rebecca, an amazing sculpture made by the Italian sculptor, Giovanni Maria Benzoni.

On the basis of your understanding of the above passage, answer any ten of the following questions: (any eight) (a) What led to the construction of the Golconda Fort? (b) What led to the destruction of the Golconda Fort? (c) How is the interest in the Fort kept alive? (d) What does the word ‘breath-taking’ in para 2 mean? (e) Why did Quli Qutb Shah build a mosque? (f) How does one feel after reaching the top of Charminar? (g) What is unique about the Salar Jung Museum? (h) What else can one find in this museum apart from antiques? (i) Name the two attractions of the Salar Jung Museum.

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• CBSE Notes For Class 8
• Class 8 Social Science Notes
• Class 8 Civics Notes
• Chapter 5 Judiciary

CBSE Notes Class 8 Social Science Civics Chapter 5 - Judiciary

According to the CBSE Syllabus 2023-24, this chapter has been renumbered as Chapter 4.

Laws apply equally to all people. A certain set of fixed procedures need to be followed when a law is violated. To enforce this rule of law, we have a judicial system that consists of the mechanism of courts that a citizen can approach when a law is violated. As an organ of government, the judiciary plays a crucial role in the functioning of India’s democracy. It can play this role only because it is independent.

CBSE Notes Class 8 Civics Chapter 5 – Judiciary helps you in finding the answers related to judiciary, such as what does an “independent judiciary” mean? Is there any connection between the court and the Supreme Court? So, go through CBSE Notes and explore this topic in depth.

• Chapter 1 The Indian Constitution
• Chapter 2 Understanding Secularism
• Chapter 3 Why Do We Need A Parliament
• Chapter 4 Understanding Laws
• Chapter 6 Understanding Our Criminal Justice System
• Chapter 7 Understanding Marginalisation
• Chapter 8 Confronting Marginalisation
• Chapter 9 Public Facilities
• Chapter 10 Law And Social Justice

CBSE Notes Class 8 Civics Chapter 5 – Judiciary

What is the role of the judiciary.

Work of the judiciary can be divided into the following:

Dispute Resolution: The judicial system provides a mechanism for resolving disputes between citizens, between citizens and the government, between two state governments and between the centre and state governments.

Judicial Review: Judiciary has the power to strike down particular laws passed by the Parliament, if it believes that these are a violation of the basic structure of the Constitution. This is called judicial review.

Upholding the Law and Enforcing Fundamental Rights: Every citizen of India can approach the Supreme Court or the High Court if they believe that their Fundamental Rights have been violated.

What is an Independent Judiciary?

The Independence of Judiciary means:

• Other branches of government – the legislature and the executive – cannot interfere in the work of the judiciary. The courts are not under the government and do not act on their behalf.
• Independence of the judiciary allows the courts to play a central role in ensuring that there is no misuse of power by the legislature and the executive.
• Independence of the judiciary also plays a crucial role in protecting the Fundamental Rights of citizens.

For more information on Indian Judiciary and the Court System, watch the below video

What is the Structure of Courts in India?

There are three different levels of courts in India.

• District Court: The courts that most people interact with are called subordinate or district courts or Tehsil level court.
• High Court: Each state has a High Court, which is the highest court of that state.
• Supreme Court is at the top-level. The decisions made by the Supreme Court are binding on all other courts in India. It is located in New Delhi.

To know The Roles Of The Governor And The Chief Minister, Watch The Below Video:

In India, we have an integrated judicial system, which means that the decisions made by higher courts are binding on the lower courts. The appellate system exists in India, which means that a person can appeal to a higher court if they believe that the judgment passed by the lower court is not just.

For more information on Indian Judicial System and District Courts, watch the below video

What are the Different Branches of the Legal System?

Go through the following table to understand the significant differences between criminal and civil law.

Does Everyone Have Access to the Courts?

All citizens of India can access the courts in this country. This means that every citizen has a right to justice through the courts. The courts are available for all, but in reality, access to courts has always been difficult for a vast majority of the poor in India. Legal procedures involve a lot of money and paperwork as well as take up a great deal of time. In response to this, the Supreme Court in the early 1980s devised a mechanism of Public Interest Litigation or PIL to increase access to justice. It allowed any individual or organisation to file a PIL in the High Court or the Supreme Court on behalf of those whose rights were being violated.

The phrase ‘justice delayed is justice denied’ is often used to characterise the extended time period that courts take. However, in spite of this, there is no denying that the judiciary has played a crucial role in democratic India, serving as a check on the powers of the executive and the legislature as well as in protecting the Fundamental Rights of citizens.

For more information on Indian Judiciary , watch the below video:

Frequently Asked Questions on CBSE Class 8 Geography Notes Chapter 5 Judiciary

What is the appellate system.

The appellate system is a feature of the Indian judicial system where a person can appeal to a higher court if they find the decision made by a lower court unjust.

What is Civil law?

Civil law is the part of a country’s set of laws which is concerned with the private affairs of citizens, for example marriage and property ownership, rather than with crime.

What are the functions of the District Court?

1. Exercises jurisdiction 2. Deals with civil and criminal cases 3. Uphold limitations on the government

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• Open access
• Published: 14 May 2024

Quantitative evaluation of vertical control in orthodontic camouflage treatment for skeletal class II with hyperdivergent facial type

• Yan-Ning Guo 1 , 2   na1 ,
• Sheng-Jie Cui 1   na1 ,
• Jie-Ni Zhang 1 ,
• Yan-Heng Zhou 1 &
• Xue-Dong Wang 1  

Head & Face Medicine volume  20 , Article number:  31 ( 2024 ) Cite this article

Metrics details

In this study, we sought to quantify the influence of vertical control assisted by a temporary anchorage device (TAD) on orthodontic treatment efficacy for skeletal class II patients with a hyperdivergent facial type and probe into the critical factors of profile improvement.

A total of 36 adult patients with skeletal class II and a hyperdivergent facial type were included in this retrospective case–control study. To exclude the effect of sagittal anchorage reinforcement, the patients were divided into two groups: a maxillary maximum anchorage (MMA) group ( N  = 17), in which TADs were only used to help with anterior tooth retraction, and the MMA with vertical control (MMA + VC) group ( N  = 19), for which TADs were also used to intrude the maxillary molars and incisors. The treatment outcome was evaluated using dental, skeletal, and soft-tissue-related parameters via a cephalometric analysis and cast superimposition.

A significant decrease in ANB ( P  < 0.05 for both groups), the retraction and uprighting of the maxillary and mandibular incisors, and the retraction of protruded upper and lower lips were observed in both groups. Moreover, a significant intrusion of the maxillary molars was observed via the cephalometric analysis (− 1.56 ± 1.52 mm, P  < 0.05) and cast superimposition (− 2.25 ± 1.03 mm, P  < 0.05) of the MMA + VC group but not the MMA group, which resulted in a remarkable decrease in the mandibular plane angle (− 1.82 ± 1.38°, P  < 0.05). The Z angle (15.25 ± 5.30°, P  < 0.05) and Chin thickness (− 0.97 ± 0.45°, P  < 0.05) also improved dramatically in the MMA + VC group, indicating a better profile and a relaxed mentalis. Multivariate regression showed that the improvement in the soft tissue was closely related to the counterclockwise rotation of the mandible plane ( P  < 0.05).

Conclusions

TAD-assisted vertical control can achieve intrusion of approximately 2 mm for the upper first molars and induce mandibular counterclockwise rotation of approximately 1.8°. Moreover, it is especially important for patients without sufficient retraction of the upper incisors or a satisfactory chin shape.

Peer Review reports

For adult patients with severe class II malocclusion accompanied by a hyperdivergent growth pattern, orthognathic surgery is usually the optimal therapy to improve facial aesthetics and masticatory function [ 1 , 2 ]. Nevertheless, some patients refuse surgery due to its possible risks and high cost. Orthodontic camouflage treatment provides an alternative for such patients [ 3 , 4 ].

To improve the profile of this kind of patient, both sagittal retraction and vertical control are important. Several studies have found and confirmed the importance of vertical control in orthodontic treatment for skeletal class II malocclusion [ 5 , 6 , 7 ]. However, varying treatment methods are used. For adolescent patients, the most effective approach is often to utilize their vertical growth potential to guide their facial development in the desired direction. Jamilian et al. applied a modified functional orthodontic appliance to induce sagittal and vertical changes in the mandible, achieving significant facial improvement for a patient with severe skeletal class II [ 8 ].

On the other hand, for adult patients lacking growth potential, active intrusion of posterior teeth is required to intervene vertically. Early on, high-pull headgear was the most common vertical control method, but this approach relied heavily on patient compliance, and it involved the application of intermittent force, making it relatively unreliable [ 9 , 10 , 11 ].

TADs’ emergence has greatly improved the convenience and efficiency of treatment [ 12 , 13 ]. Compared to headgear, TAD-assisted vertical control can provide more dental intrusion and counterclockwise rotation of the mandibular plane, which contributes to further improvement of profile [ 14 , 15 ]. Additionally, when active intrusion was applied, we typically utilize a sustained light force (approximately 50 g), which is more favorable for the remodeling of periodontal tissues compared to the intermittent heavy force exerted by headgear.

However, the mini-implants placed in the maxilla’s posterior region can also provide strong sagittal anchorage. Several studies have shown that maximum anchorage itself can achieve a better treatment outcome and improve the profile [ 16 , 17 , 18 ]. These findings have prompted the following questions: If sagittal retraction can already lead to sufficient facial aesthetics, is vertical tooth movement still necessary? To what extent can vertical movements benefit the facial profile?

Our research group has paid close attention to the efficacy of TAD-assisted vertical control in orthodontic camouflage treatments for patients with skeletal class II malocclusion. We have published several case reports and long-term follow-up studies showing that vertical control significantly improved the profiles of patients with skeletal class II malocclusion and a hyperdivergent facial type, achieving good long-term stability [ 19 , 20 , 21 , 22 , 23 ]. We believe that specifying how the active intrusion of upper dentition contributes to these craniofacial improvements will provide more information about the ability and limits of TAD-assisted vertical control and broaden the understanding of orthodontic camouflage treatment. Therefore, we included a control group whose TADs were used only to reinforce maxillary sagittal anchorage in order to exclude the influence of sagittal retraction.

With this retrospective case–control study, we aimed to quantify the effectiveness of TAD-assisted vertical control in the improvement of dentoalveolar malformation and soft tissue profiles in adult patients with a severe skeletal class II hyperdivergent pattern, and justified the necessity of active intrusion. We believe that this article provides specific references for orthodontists and general dentists concerning the camouflage treatment of patients with skeletal class II malocclusion.

This study was based on retrospective data obtained from orthodontic records at the Peking University School and Hospital of Stomatology, and it was approved by the institution’s biomedical ethics committee (approval number: PKUSSIRB-201630096, retrospectively registered). The patients included in this study accepted orthodontic treatment between 2006 and 2018.

The study’s sample selection was based on the following inclusion criteria: good-quality orthodontic records, the presence of permanent dentition, age > 18 years, a convex profile, skeletal class II (ANB > 5°), and a hyperdivergent skeletal pattern (FMA > 28°) [ 24 ]. The exclusion criteria included the following: dental anomalies in size, number, shape, or structure; permanent tooth loss; orthodontic–orthognathic combined surgery treatment; and Botox injection or prosthesis implantation before or during orthodontic treatment.

Treatment protocols

All the participants underwent systematic periodontal and endodontic assessments and therapies before orthodontic interventions. A straight-wire MBT technique was utilized after the extraction of four premolars from all patients. Braces and archwires were obtained from TP Orthodontics (La Porte, IN, USA). The alignment and leveling phases involved initial bracket-bonding followed by a certain procedure utilizing 0.014 in. NiTi, 0.016 in. NiTi, 0.016 in. × 0.022 in. NiTi, and 0.019 in. × 0.025 in. NiTi archwires sequentially. During the space-closing phase, a 0.019 × 0.025 in. stainless steel archwire was applied using a conventional sliding mechanism. This phase was terminated upon the complete closure of the premolar spaces. The patients’ dentition was finely adjusted before debonding. Miniscrews (diameter: 1.5 mm; length: 7 mm; Zhongbang Medical Treatment Appliance, Xi’an, China) were surgically inserted into the alveolar ridge.

The patients were divided into two groups: (1) the maxillary maximum anchorage (MMA) group, in which TADs were implanted only at the bilateral buccal side of the alveolar bone, between the roots of the upper premolar and the upper first molar or between the upper first molar and the upper second molar; and (2) the maxillary maximum anchorage with vertical control (MMA + VC) group, in which TADs were implanted into the bilateral buccal and lingual sides of the alveolar bone, between the roots of the upper first molar and the upper second molar, to intrude the upper molars with or without the TADs implanted in the anterior segment for incisor intrusion (Fig.  1 ).

Representative image of intraoral devices. A . TAD-assisted intrusion of the upper anterior teeth. B . Buccal view of the posterior intrusion devices. C . Palatal view of the posterior intrusion devices

Sample size calculation

In this study, the effect size of the primary outcome was expected to be 2.32. This number was the difference in mandibular counterclockwise rotation (the decrease in the FMA value) between the two groups calculated in our preliminary study. The sample size was calculated using online software ( http://hedwig.mgh.harvard.edu/sample_size/ ) by assuming 5% type I errors and 20% type II errors. The sample calculation indicated that at least 10 patients were needed in each group.

In total, 36 patients were selected for the current study. The MMA group comprised 17 patients (14 females, 3 males) with a mean age of 24.18 ± 3.83 years and a mean treatment duration of 34.4 ± 12.8 months. The MMA + VC group consisted of 19 patients (16 females, 3 males) aged 25.00 ± 4.99 years, whose mean treatment duration was 34.7 ± 6.8 months. No significant difference in the patients’ gender, age, or treatment duration was observed between the groups (Additional Table  1 ).

Cephalometric analysis

Pre-treatment and post-treatment lateral cephalograms were collected, digitized, and superimposed using the Dolphin 11.0 software (Dolphin Imaging, Chatsworth, CA). An investigator who was not informed about the study’s groups obtained the measurements, which a second blinded investigator checked for accuracy. Any disagreements between these investigators were resolved through a weighted reevaluation until they were both satisfied. The variables used in the cephalometric analysis included skeletal, dental, and soft-tissue-related measurements. In total, 29 such variables were used (8 skeletal, 12 dental, and 9 soft-tissue-related). Figure  2 depicts the landmarks and important variables used in this study, while Additional Table  2 provides definitions.

Tracing of a pretreatment cephalometric radiograph

Dental cast analysis

Pre-treatment and post-treatment dental casts were scanned using a 3Shape scanner (3Shape D, Kopenhagen, Dänemark) and measured in a double-blinded manner by a trained orthodontist using the Geomagic 13.0 software (Geomagic Qualify, Durham, NC, US). As Fig.  3 shows, the superimposition of the dental casts was based on the palate’s stable structure. A coordinate system was built, based on the definition of the anatomical occlusal plane and the midline of the palate. The tooth movements were analyzed in two dimensions, anterior or posterior (X) and intrusion or extrusion (Z). Additionally, posterior and extrusive movement was defined as positive.

Superimposition of the dental casts. A . The pre-treatment maxillary model. B . The post-treatment maxillary model. C . Superimposition based on the stable structure of the palate. D . Transfer of corresponding landmarks

To evaluate the method’s error, 10 post-treatment lateral cephalograms and digital casts were randomly selected and remeasured by the same examiners two weeks after the first measurement was obtained. The intraclass correlation coefficient (ICC) was used to assess intra-examiner reliability and the reproducibility of all linear and angular measurements.

Statistical analysis

The intraclass correlation efficient (ICC) was evaluated using a two-way random model. Descriptive statistics for the dental casts and radiographic measurements were calculated for both the first and second measurements. Comparisons were performed and correlations were identified using Student’s t test in accordance with the results of Shapiro–Wilk normality tests. The pre-treatment skeletal, dental, and soft-tissue-related variables were compared between the groups using independent-sample t tests. The same variables were also compared from pre-treatment to post-treatment using paired t tests. The differences in treatment changes (concerning both the lateral cephalograms and the dental casts) between the MMA and MMA + VC groups were evaluated using independent-sample t tests. Multiple linear regression analysis was used to test the correlation between the independent variables of craniofacial structures and the dependent variable, the Z angle. Both groups’ differences in treatment changes were normalized to the mean variance. Then, a backward method was used to screen the independent variables. The entry probability of F was 0.05, and the removal criterion was 0.1. The statistical tests were performed with SPSS 18.0 software (IBM Corp., Armonk, NY). The results were considered statistically significant at P  < 0.05.

The groups were similar in age at the beginning of the orthodontic treatment (Additional Table  1 ). ICC was calculated with good reproducibility of the measurements (0.810–0.997), as Additional Table  3 shows.

The two groups showed similar mandibular retrognathia and hyperdivergent skeletal patterns. However, differences were observed in several variables, such as the Z angle, ANB, and L1-NB (mm). These differences indicated that the patients in the MMA + VC group had a more convex profile and more severe malocclusion (Table  1 ).

TAD-assisted vertical control better improved patients’ profiles

TADs’ efficacy in improving therapeutic outcomes is certain. However, whether and to what extent TAD-assisted vertical control can help patients with skeletal class II achieve better results from camouflage orthodontic treatments compared to the simple reinforcement of the maxillary anchorage is unclear.

For most of the patients whose results we recorded, a convex profile was the main complaint. Therefore, we first analyzed the improvements in soft-tissue-related variables for both groups (Tables  2 and 3 ). We discovered a similar trend of lip retraction (the UL-SnV angle and distance and the LL-SnV distance) and soft tissue relaxation (UL thickness and LL thickness). However, the change in the Z angle and Chin thickness showed that patients in the MMA + VC group experienced more improvement in their profiles and mentalis relaxation. (Figures  4 and 5 show the representative cases of the two groups, respectively.) Through these results, we have shown that TAD-assisted vertical control further improved the patients’ profiles, but how this advantage was achieved remained unclear.

A representative case from the MMA group. The upper anterior incisors were restored using a ceramic veneer

A representative case from the MMA + VC group

TAD-assisted vertical control contributed to maxillary retraction and mandibular counterclockwise rotation

Remarkable decreases in SNA and ANB were discovered in both groups. Furthermore, the decrease in ANB in the MMA + VC group was significantly greater compared to MMA group, showing effective maxillary retraction, which partly explained the dramatic change in the soft tissue (Tables  4 and 5 ).

Additionally, no significant differences in the mandibular plane angle in the MMA group pre- and post-treatment were observed. Indeed, the lower facial height (ANS-Me) even increased slightly. Meanwhile, the MP-SN and FMA values significantly decreased in the MMA + VC group, suggesting that TAD-assisted vertical control effectively achieved mandibular counterclockwise rotation. The decrease in the mandibular plane angle showed a significant difference in the MP-SN and FMA values between the MMA and MMA + VC groups (Table  5 ). An emphatic change was also observed in the improvement of PFH/AFH, indicating an improvement in the hyperdivergent facial type. Thus, the application of TAD-assisted vertical control achieved a certain extent of mandibular counterclockwise rotation, which also helped improve patients’ profiles (Fig.  6 ).

Schematic graph of TAD-assisted vertical control during orthodontic camouflage treatment for patients with skeletal class II and a hyperdivergent facial type

TADs achieved substantial vertical control via the intrusion of maxillary dentition

Despite the gratifying sagittal retraction of the incisors in both groups (Table  6 ), the study’s cephalometric analysis showed significant intrusion of the upper molar on the P-P plane (U6-PP) in the MMA + VC group but not in the MMA group. Similarly, the upper incisor showed more intrusion (U1-PP) in the MMA + VC group, though no significance was observed (Table  7 ). These results were confirmed via dental cast superimposition (Table  8 ). Compared to the MMA group, the MMA + VC group experienced significant intrusion of the upper dentition. However, our cephalometric analysis also revealed a significantly lower molar extrusion (L6-MP) on the mandibular plane in both groups during orthodontic treatment. Thus, the tooth movement in the vertical dimension manifested the intrusion of the upper dentition for the MMA + VC group and the extrusion of the lower molars for both groups.

Multivariate regression analysis revealed the key factors of profile improvement

Since the changes occurred at the same time, assessing which factors played the most important role in altering the patients’ soft tissue profile was difficult. Therefore, we selected the Z angle—one of the most representative and remarkably changed profile indicators—as the dependent variable for our analysis, and we conducted multiple linear regression of the standardized bone, tooth, and soft tissue measurements.

Considering the interference of collinearity, we selected the following representative indicators: ANB, MP-SN, PFH/AFH, U1/SN, IMPA, U1-PP, U6-PP, L1-MP, L6-MP, Pog-NB, UL thickness, LL thickness, and Chin thickness.

The results showed that Y  = 0.000576 − 0.416 a  − 0.340 b  + 0.403 c (where Y denotes the Z angle and a , b , and c represent the MP-SN, U1-SN, and Pog-NB, respectively; Table  9 ). This finding indicated that the change in the Z angle was negatively correlated with the MP-SN and U1-SN variables and positively correlated with Pog-NB.

Thus, the gratifying profile improvement of patients with skeletal class II and the hyperdivergent facial type relied on the massive retraction of the upper incisors, the shape of the chin, and the mandibular plane’s counterclockwise rotation.

The efficacy of TAD-assisted vertical control

In this retrospective study, we endeavored to quantify the efficacy of TAD-facilitated vertical control in managing maxillary dental intrusion and consequent mandibular counterclockwise rotation. Subsequently, we elucidated their pivotal roles in enhancing soft tissue profiles according to the baseline of MMA group.

Evaluation of hard tissue showed that following en-masse retraction with mini-implants anchorage, the MMA group exhibited slight upper molar intrusion (U6: -0.86 ± 0.89 mm) and mandibular counterclockwise rotation (MP-SN: -0.16 ± 1.05°). This result is consistent with the randomized controlled trial conducted by Al-Sibale et al. [ 25 ] and the controlled clinical trial conducted by Chen et al. [ 14 ], suggesting that TADs in the maxillary alveolar can provide some vertical force even during sagittal retraction, necessitating attention to the direction of traction and the vertical position of the anterior teeth to avoid deepening of the overbite. Following active maxillary dental intrusion, the MMA + VC group exhibited greater upper molar intrusion (U6: -2.25 ± 1.03 mm) and mandibular counterclockwise rotation (MP-SN: -1.82 ± 1.38°), which is slightly lower than that reported by Ding et al. [ 15 ] and Deguchi et al. [ 26 ] This difference may be attributed to differences in inclusion criteria. In Ding’s study, the inclusion criteria were shallow overbite, while in Deguchi’s study were open bite. In contrast, our study included many patients with normal or even deep overbite. To achieve a favorable overbite after treatment, we conducted intrusion of not only molars but also anterior teeth (U1: -1.30 ± 1.61 mm; U3: -1.81 ± 1.28 mm) with the help of TADs in the anterior segment, which represented a more challenging improvement compared to the aforementioned studies.

In terms of soft tissue evaluation, many previous studies have discussed the main factors contributing to changes in various soft tissue landmarks. For instance, Maetevorakul et al. found that the improvement in incisor angle was most crucial for enhancing lower lip prominence, and the mandibular plane angle as well as different treatment modalities had significant effects on changes of soft tissue chin prominence [ 27 ]. Regarding the overall assessment of soft tissue profiles, Zhao et al. demonstrated that the Z angle had the best discriminative ability for female adults with Angle Class II Division 1 malocclusion [ 28 ]. Therefore, in this study, we stressed on the Z angle and found that the MMA + VC group showed a more significant improvement compared to the MMA group (15.25 ± 5.30° in the MMA + VC group; 10.54 ± 5.11° in the MMA group, P  = 0.011), which correlates with the poorer profiles before treatment in the MMA + VC group. To better identify which patients require active dental intrusion, we conducted a multiple linear regression analysis and found that this improvement was most closely associated with the retraction of the upper anterior teeth, prominence of the pogonion, and counterclockwise rotation of the mandibular plane. Therefore, we can conclude that vertical control is more necessary for patients with limited space for retraction or poor chin morphology.

Limitations and prospects of TAD-assisted vertical control

Although the occlusal plane’s counterclockwise rotation is considered an effective method to reduce the angle of the mandibular plane [ 29 ], in the current study, we observed a trend of clockwise rotation. However, this unexpected result is consistent with the findings of many similar studies in this field [ 12 , 13 ]. We speculate that this rotation results from the pendulum effect of the upper anterior teeth. Compared with the molars, the upper incisors have less intrusion, suggesting that we must pay particular attention to controlling the occlusal plane.

Additionally, despite TADs’ advantages of simplicity, flexibility, and independence from patient cooperation, they remain an invasive treatment [ 30 , 31 ]. In the current study, however, six miniscrews were needed to achieve effective vertical control. This approach does not apply to patients with improper bone conditions, and it also increases the difficulty of operation. Therefore, we hope to develop further methods that are more convenient and minimally invasive. The use of midpalatal miniscrews and personalized palatal bars may be an alternative option [ 12 ]; however, such an approach would still pose challenges in terms of operation and hygiene maintenance. Accordingly, we hope to further reduce orthodontic devices’ complexity in order to meet the requirements of comfortable treatment.

Methodologically, the current study’s evaluation of muscle response and profile changes was limited to a cephalometric analysis. Since soft tissue yields inaccurate measurements during lateral cephalograms, 3D facial scanning and electromyography could allow a more precise examination of patients’ aesthetic and functional changes. We plan to enhance the refinement of assessment modalities for both soft and hard tissues, endeavoring to substantiate vertical control’s efficacy and constraints through various methodologies, including randomized controlled trials.

The conclusions of this retrospective study are as follows.

TAD-reinforced maxillary anchorage with vertical control achieves intrusion of approximately 2 mm for the upper first molars.

TAD-reinforced maxillary anchorage with vertical control induces mandibular counterclockwise rotation of approximately 1.8° and improves patients’ hyperdivergent skeletal pattern.

When the upper incisors are not sufficiently retracted or the chin shape is not satisfying, active vertical control should be applied to help patients achieve better profiles.

Taken together, these conclusions demonstrate that TAD-assisted vertical control is essential for patients with skeletal class II and a hyperdivergent facial type. This approach constitutes a good alternative to improving occlusion and profiles via orthodontic camouflage treatment.

Data availability

The data sets used and analyzed during the current study are available from the corresponding author on reasonable request.

Abbreviations

Maxillary maximum anchorage

Temporary anchorage devices

• Vertical control

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Acknowledgements

We thank LetPub ( www.letpub.com ) and Scribendi ( www.scribendi.com ) for its linguistic assistance during the preparation of this manuscript.

This project is supported by the National Program for Multidisciplinary Cooperative Treatment on Major Diseases No. PKUSSNMP-202013; China Oral Health Foundation No. A2021-021; Beijing Municipal Science & Technology Commission No. Z171100001017128; National Natural Science Foundation of China No. 81901053, No.81900984 No. 82101043 and No. 8237030822; National High Level Hospital Clinical Research Funding No. 2023-NHLHCRF-YXHZ-TJMS-05; Elite Medical Professionals Project of China-Japan Friendship Hospital No.ZRJY2023-QM05; Beijing Municipal Natural Science Foundation No. 7242282.

Author information

Yan-Ning Guo and Sheng-Jie Cui contributed equally to this work.

Authors and Affiliations

Department of Orthodontics, National Center of Stomatology & National Clinical Research Center for Oral Diseases & National Engineering Laboratory for Digital and Material Technology of Stomatology & Beijing Key Laboratory of Digital Stomatology & Research Center of Engineering and Technology for Computerized Dentistry Ministry of Health & NMPA Key Laboratory for Dental Materials, Peking University School and Hospital of Stomatology, No.22, Zhongguancun South Avenue, Haidian District, Beijing, 100081, China

Yan-Ning Guo, Sheng-Jie Cui, Jie-Ni Zhang, Yan-Heng Zhou & Xue-Dong Wang

Dental Medical Center, China-Japan Friendship Hospital, Beijing, 100029, China

Yan-Ning Guo

Department of Orthodontics, the School of Stomatology, The Key Laboratory of Stomatology, Hebei Medical University, Shijiazhuang, 050017, China

Fourth Division Department, National Center of Stomatology & National Clinical Research Center for Oral Diseases & National Engineering Laboratory for Digital and Material Technology of Stomatology & Beijing Key Laboratory of Digital Stomatology & Research Center of Engineering and Technology for Computerized Dentistry Ministry of Health & NMPA Key Laboratory for Dental Materials, Peking University School and Hospital of Stomatology, Beijing, 100081, China

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Y-N G and S-J C: Investigation, Visualization, Writing - Original draft preparation, contributed equally to this work and joint first authors. Y L: Methodology, Investigation, Data Curation, and critically revised the manuscript. Y F: Investigation, Data Curation, and critically revised the manuscript. J-N Z, Y-H Z: Supervision and critically revised the manuscript. X-D W: Conceptualization, Validation, Writing- Reviewing and Editing, Corresponding author. All authors reviewed the manuscript.

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This study was approved by the Biomedical Ethics Committee of Peking University School and Hospital of Stomatology. (PKUSSIRB-201630096, retrospectively registered) All methods were carried out in accordance with relevant guidelines and regulations. Informed consent was obtained from all subjects and/or their legal guardian(s).

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Guo, YN., Cui, SJ., Liu, Y. et al. Quantitative evaluation of vertical control in orthodontic camouflage treatment for skeletal class II with hyperdivergent facial type. Head Face Med 20 , 31 (2024). https://doi.org/10.1186/s13005-024-00432-2

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DOI : https://doi.org/10.1186/s13005-024-00432-2

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One of the loveliest ways to ease yourself fully out of the post-winter blahs and into springtime is to quit being a wallflower and instead surround yourself with living, blooming plants.

From botanical gardens to plant sales and garden tours, it’s time to make like the Scarecrow in “The Wizard of Oz” and while away the hours, conferring with flowers.

The waterfall at Coastal Maine Botanical Gardens in Boothbay. Photo by Tory Paxson, Courtesy of Coastal Maine Botanical Gardens

TOTALLY BOTANICAL

Coastal Maine Botanical Gardens in Boothbay is open for the season, daily from 9 a.m. to 5 p.m. Maine Days are May 31 to June 2, when anyone with a Maine driver’s license or state ID gets in for free. Ditto for dads/father figures on Father’s Day (June 16). Advance registration is required. With more than 300 acres of gardens and natural spaces, including a waterfall, there will be plenty to see, smell and bask in the scenery.

Here are more things to do in Boothbay

A tour group walks on the boardwalk at Viles Arboretum in Augusta. Joe Phelan/Kennebec Journal

Viles Arboretum is a botanical garden in Augusta with 6 miles of trails and more than 20 botanical collections. It’s open daily from sunrise to sunset, and admission is free. There are 224 acres with all sorts of flora and fauna to discover. Leashed dogs are welcome, and the visitor center is open from 10:30 a.m. to 4:30 p.m. Wednesday through Saturday.

Viles Arboretum offers medicinal plant walks, and although the May 18 session is full, you can still register for the June 15 and Sept. 14 events, lead by herbalist, homeopath and flower essence practitioner Debra Bluth. Tickets are $25. Advertisement

The Mount Desert Land & Garden Preserve has four areas to explore on its property in Northeast Harbor: the Asticou Azelea Garden (dawn to dusk daily), the Abby Aldrich Rockefeller Garden (noon to 4 p.m. Tuesday through Sunday from July 9 to Sept. 8, reservations required), Thuya Garden (dawn to dusk daily, June 15 to Oct. 14) and Little Long Pond Natural Lands (hiking trails and carriage roads open dawn to dusk daily). On June 26, at the Wildflowers of Little Long Pond event, participants can wander around the garden’s fields and forest, spotting wildflowers along the way while practicing how to identify them.

Joyce Saltman, right, and Beth Anisbeck embrace a tree for 60 seconds during a tree hugging event sponsored by Portland Parks and Recreation, at Deering Oaks Park last year. Carl D. Walsh/Staff Photographer

TOURS AND MORE

2nd Annual Tree Hugging 11 a.m. to 1 p.m. Saturday. Deering Oaks Park, Portland. portlandmaine.gov The tree hugging is a family-friendly community gathering to celebrate Portland’s many trees. Park ranger Liz Collado will lead a sensory awakening and forest bathing session. Along with tree hugging, there will be a storytime, and you can touch a forestry truck and meet naturalist Noah Querido and Portland city arborist Mark Reiland. Just down the road, you’ll find Fessenden Park, on the corner of Brighton and Deering Avenues. The tulips have arrived, and it’s worth a visit to see them.

McLaughlin Garden Lilac Festival 10 a.m. to 4 p.m. May 24. McLaughlin Garden and Homestead, 97 Main St., South Paris, $5. mclaughlingardens.org You’ll find more than 125 varieties of lilacs at the McLaughlin Garden Lilac Festival. Explore on your own or take a guided tour led by a horticulturist. There will also be family-friendly activities, and you can shop for native and unusual plants.

4th annual Woodfords Community Garden Tour 1-4 p.m. June 8. Woodfords Corner Community in Back Cove, Deering Highlands, Oakdale and Deering Center, $20 suggested donation. woodfordscorner.org Presented by Friends of Woodfords Corner, this self-guided tour features at least 10 gardens. As you make your way down the list, you’ll find yourself pleasantly surprised by all of the hidden havens bursting with flowers, plants and impressive yardscaping elements.

Peony Society of Maine 23rd annual Garden Tour 10 a.m. to 3 p.m. June 8 and 15. Both tours start at 1348 Ohio St., Bangor, $5 donation. peonysocietyofmaine.net You’ll visit multiple gardens in Bangor, Winterport, Ripley and St. Albans, and your senses will be filled with countless peonies. A peony plant will be raffled off at the end of each tour. Advertisement

Hidden Gardens of Historic Bath 10 a.m. to 2 p.m. June 22. Sagadahoc Preservation Inc., 880 Washington St., Bath, $40. sagadahocpreservation.org The Hidden Gardens of Historic Bath house and garden tour features several homes in North Bath. Every stop on the tour will be a treat for your senses and may motivate you to make some of your own magic when you get back home.

Garden Conservancy Open Garden Days 10 a.m. to 4 p.m. June 29. Beckett Castle Rose Garden, Singles Road, Cape Elizabeth, $10. gardenconservancy.org You’ll see plenty of roses as well as ocean views at Beckett Castle, which sits right on the water, with views of five lighthouses. The castle was built in 1871, and its rose garden features more than 70 varieties of heirloom roses. A 50-foot stone tower doubles as the rose arbor entrance to the castle.

PICK A PLANT SALE

Tate House Museum’s Annual Plant and Herb Sale 9 a.m. to 1 p.m. May 18. Tate House Museum, 1267 Westbrook St., Portland, 207-774-6177.  tatehouse.org The wide selection includes perennials divided from the museum’s 18th century reproduction garden. Visitors can also make their own “seed bombs” and get a sneak peak at a new installation by artist Ashley Page from 10 a.m. to noon.

Animal Refuge League of Greater Portland Spring Plant S ale 9 a.m. to 11 a.m. May 18, Animal Refuge League of Greater Portland, 217 Landing Road, Westbrook, 207-854-9771.  arlgp.org   Perennials, house plants and more will be on sale, and plants that don’t have specific pricing are “name your own fee.” Anyone interested in donating plants or pots to the sale should send a message to [email protected] .

Taking Root Plant Sale 9 a.m. to 1 p.m. June 1, Tom Settlemire Community Garden, Maurice Drive, Brunswick, 207-729-7694.  btlt.org This annual sale is organized by the Brunswick-Topsham Land Trust. Proceeds benefit the Common Good Garden, which provides food and gardening education for the Mid Coast Hunger Prevention Program. Master gardeners will be on hand to help shoppers choose their best options.

Scarborough Land Trust Native Plant Sale and Spring Festival 9 a.m. to 1 p.m. June 1, Broadturn Farm, 388 Broadturn Road, Scarborough, 207-289-1199.  scarboroughlandtrust.org Visitors will find native plants, food vendors, local artisans, guided nature walks and activities for kids. To preorder plants, visit the Scarborough Land Trust website.

Maine Audubon Society Native Plants Sale and Festival 9 a.m. to 3 p.m., June 8, Gilsland Farm Audubon Center, 20 Gilsland Farm Road, Falmouth, 207-781-2330.  maineaudubon.org More than 75 species of native wildflowers, shrubs and tree seedlings will be available, along with workshops, info tables and experts.

Staff writer Megan Gray contributed to this report.

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Headed to Coastal Maine Botanical Gardens? Here’s what else to check out in Boothbay

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Case Study Questions Class 8 History The Making of the National Movement: 1870s–1947

Case study questions class 8 history chapter 8 the making of the national movement: 1870s–1947.

CBSE Class 8 Case Study Questions History The Making of the National Movement: 1870s–1947. Important Case Study Questions for Class 8 Board Exam Students. Here we have arranged some Important Case Base Questions for students who are searching for Paragraph Based Questions The Making of the National Movement: 1870s–1947.

At Case Study Questions there will given a Paragraph. In where some Important Questions will made on that respective Case Based Study. There will various types of marks will given 1 marks, 2 marks, 3 marks, 4 marks.

The above-mentioned developments led the people to ask a crucial question: what is this country of India and for whom is it meant? The answer that gradually emerged was: India was the people of India – all the people irrespective of class, colour, caste, creed, language, or gender. And the country, its resources and systems, were meant for all of them. With this answer came the awareness that the British were exercising control over the resources of India and the lives of its people, and until this control was ended, India could not be for Indians. This consciousness began to be clearly stated by the political associations formed after 1850, especially those that came into being in the 1870s and 1880s. Most of these were led by English-educated professionals such as lawyers. The more important ones were the Poona Sarvajanik Sabha, the Indian Association, the Madras Mahajan Sabha, the Bombay Presidency Association, and of course the Indian National Congress. Note the name, “Poona Sarvajanik Sabha”. The literal meaning of “sarvajanik” is “of or for all the people” (sarva = all + janik = of the people). Though many of these associations functioned in specific parts of the country, their goals were stated as the goals of all the people of India, not those of any one region, community or class. They worked with the idea that the people should be sovereign – a modernconsciousness and a key feature of nationalism. In other words, they believed that the Indian people should be empowered to take decisions regarding their affairs. The dissatisfaction with British rule intensified in the 1870s and 1880s. The Arms Act was passed in 1878, disallowing Indians from possessing arms. In the same year, the Vernacular Press Act was also enacted in an effort to silence those who were critical of the government. The Act allowed the government to confiscate the assets of newspapers including their printing presses if the newspapers published anything that was found “objectionable”. In 1883, there was a furore over the attempt by the government to introduce the Ilbert Bill. The bill provided for the trial of British or European persons by Indians, and sought equality between British and Indian judges in the country. But when white opposition forced the government to withdraw the bill, Indians were enraged. The event highlighted the racial attitudes of the British in India. The need for an all-India organisation of educated Indians had been felt since 1880, but the Ilbert Bill controversy deepened this desire. The Indian National Congress was established when 72 delegates from all over the country met at Bombay in December 1885. The early leadership – Dadabhai Naoroji,Pherozeshah Mehta, Badruddin Tyabji, W.C. Bonnerji, Surendranath Banerji, Romesh Chandra Dutt, S. Subramania Iyer, among others – was largely from Bombay and Calcutta. Naoroji,a businessman and publicist settled in London, and for a time member of the British Parliament, guided the younger nationalists. A retired British official, A.O. Hume, also played a part in bringing Indians from the various regions together.

QUESTIONS MARKS : 1

1.) The Arms Act was passed in which year ?

Ans: The Arms Act was passed in 1878, disallowing Indians from possessing arms.

2.) What is the literal meaning of ‘Sarvajanik’?

Ans: The literal meaning of “sarvajanik” is “of or for all the people” (sarva = all + janik = of the people).

QUESTIONS MARKS : 2

1.) In which year the Vernacular Press Act was passed ? And what was the reason behind this Act ?

Ans: In 1878, the Vernacular Press Act was passed.And this Act was also enacted in an effort to silence those who were critical of the government.

2.) What is the meaning of ‘Sovereign’?

Ans: a modern consciousness and a key feature of nationalism. In other words, they believed that the Indian people should be empowered to take decisions regarding their affairs.

Dadabhai Naoroji’s book Poverty and Un-British Rule in India offered a scathing criticism of the economic impact of British rule. By the 1890s, many Indians began to raise questions about the political style of the Congress. In Bengal, Maharashtra and Punjab, leaders such as Bepin Chandra Pal, Bal Gangadhar Tilak and Lala Lajpat Rai were beginning to explore more radical objectives and methods. They criticised the Moderates for their “politics of prayers”, and emphasised the importance of self-reliance and constructive work. They argued that people must rely on their own strength, not on the “good” intentions of the government; people must fight for swaraj. Tilak raised the slogan, “Freedom is my birthright and I shall have it!” In 1905, Viceroy Curzon partitioned Bengal. At that time Bengal was the biggest province of British India and included Bihar and parts of Orissa. The British argued for dividing Bengal for reasons of administrative convenience. But what did “administrative convenience” mean? Whose “convenience” did it represent? Clearly, it was closely tied to the interests of British officials and businessmen. Even so,

instead of removing the non-Bengali areas from the province, the government separated East Bengal and merged it with Assam. Perhaps the main British motives were to curtail the influence of Bengali politicians and to split the Bengali people. The partition of Bengal infuriated people all over India. All sections of the Congress – the Moderates and the Radicals, as they may be called –opposed it.Large public meetings and demonstrations were organised and novel methods of mass protest developed.

The struggle that unfolded came to be known as the Swadeshi movement, strongest in Bengal but with echoes elsewhere too – in deltaic Andhra for instance,it was known as the Vandemataram Movement. The Swadeshi movement sought to oppose British rule and encourage the ideas of self-help, swadeshi enterprise, national education, and use of Indian languages. To fight for swaraj, the radicals advocated mass mobilisation and boycott of British institutions and goods. Some individuals also began to suggest that “revolutionary violence” would be necessary to overthrow British rule. The opening decades of the twentieth century were marked by other developments as well. A group of Muslim landlords and nawabs formed the All India Muslim League at Dacca in 1906. The League supported the partition of Bengal. It desired separate electorates for Muslims, a demand conceded by the government in 1909. Some seats in the councils were now reserved for Muslims who would be elected by Muslim voters.

This tempted politicians to gather a following by distributing favours to their own religious groups. Meanwhile, the Congress split in 1907. The Moderates were opposed to the use of boycott. They felt that it involved the use of force. After the split, the Congress came to be dominated by the Moderates with Tilak’s followers functioning from outside. The two groups reunited in December 1915. Next year, the Congress and the Muslim League signed the historic Lucknow Pact and decided to work together for representative government in the country.

1.) Who wrote the book “Poverty and Un-British Rule in India”?

Ans: Dadavai Naoraji wrote the book “Poverty and Un-British Rule in India”.

2.) Which slogan did Tilak raise ?

Ans : Tilak raised the slogan, “Freedom is my birthright and I shall have it!”

1.) Who partitioned Bengal ? And why did the British argue for ?

Ans : In 1905,Viceroy Curzon partitioned Bengal. And the British argued for dividing Bengal for reasons of administrative convenience.

2.) What was the result of the Partition of Bengal ? And what was known as the Vandemataram Movement?

Ans: The partition of Bengal infuriated people all over India. The struggle that unfolded came to be known as the Swadeshi movement, strongest in Bengal but with echoes elsewhere too – in deltaic Andhra for instance, it was known as the Vandemataram Movement.

Case No : 3

In 1919, Gandhiji gave a call for a satyagraha against the Rowlatt Act that the British had just passed. The Act curbed fundamental rights such as the freedom of expression and strengthened police powers. Mahatma Gandhi,Mohammad Ali Jinnah and others felt that the government had no right to restrict people’s basic freedoms. They criticised the Act as “devilish” and tyrannical. Gandhiji asked the Indian people to observe 6 April 1919 as a day of non-violent opposition to this Act, as a day of “humiliation and prayer” and hartal (strike). Satyagraha Sabhas were set up to launch the movement. The Rowlatt Satyagraha turned out to be the first all-India struggle against the British government although it was largely restricted to cities. In April 1919,there were a number of demonstrations and hartals in the country and the government used brutal measures to suppress them. The Jallianwala Bagh atrocities, inflicted by General Dyer in Amritsar on Baisakhi day (13 April), were a part of this repression. On learning about the massacre, Rabindranath Tagore expressed the pain and anger of the country by renouncing his knighthood.

During the Rowlatt Satyagraha, the participants tried to ensure that Hindus and Muslims were united in the fight against British rule. This was also the call of Mahatma Gandhi who always saw India as a land of all the people who livedin the country – Hindus,Muslims and those of other religions. He was keen that Hindus and Muslims support each other in any just cause. Revolutionary nationalists such as Bhagat Singh, Chandra Shekhar Azad, Sukhdev and others wanted to fight against the colonial rule and the rich exploiting classes through a revolution of workers and peasants. For this purpose, they founded the Hindustan Socialist Republican Association (HSRA) in 1928 at Ferozeshah Kotla in Delhi. On 17 December, 1928, Bhagat Singh, Azad and Rajguru assassinated Saunders, a police officer who was involved in the lathi-charge that had caused the death of Lala Lajpat Rai. On 8 April, 1929, Bhagat Singh and B.K. Dutt threw a bomb in the Central Legislative Assembly. The aim, as their leaflet explained, was not to kill but “to make the deaf hear”, and to remind the foreign government of its callous exploitation. Bhagat Singh, Sukhdev and Rajguru were executed on March 23, 1931. Bhagat Singh’s age at that time was only 23.

1.) When did Gandhiji give a call for a Satyagraha?

Ans : In 1919, Gandhiji gave a call for a satyagraha against the Rowlatt Act that the British had just passed.

2.) Who did feel that the Government had no right to restrict people’s basic freedoms ?

Ans: Mahatma Gandhi,Mohammad Ali Jinnah and others felt that the government had no right to restrict people’s basic freedoms.

1.) Why did Tagore express the pain and anger of the country by renouncing his ‘Knighthood’?

Ans: The Jallianwala Bagh atrocities, inflicted by General Dyer in Amritsar on Baisakhi day (13 April), were a part of this repression. On learning about the massacre, Rabindranath Tagore expressed the pain and anger of the country by renouncing his ‘knighthood’.

2.) Who were known as Revolutionary nationalists? And what was their aim ?

Ans : Revolutionary nationalists such as Bhagat Singh, Chandra Shekhar Azad, Sukhdev and others wanted to fight against the colonial rule and the rich exploiting classes through a revolution of workers and peasants. For this purpose, they founded the Hindustan Socialist Republican Association (HSRA) in 1928 at Ferozeshah Kotla in Delhi.

Case study 1 –

It has often been said that the Congress in the first twenty years was “moderate” in its objectives and methods. During this period, it demanded a greater voice for Indians in the government and in administration. It wanted the Legislative Councils to be made more representative, given more power, and introduced in provinces where none existed. It demanded that Indians be placed in high positions in the government. For this purpose, it called for civil service examinations to be held in India as well, not just in London. The demand for Indianisation of the administration was part of a movement against racism, since most important jobs at the time were monopolised by white officials, and the British generally assumed that Indians could not be given positions of responsibility. Since British officers were sending a major part of their large salaries home, Indianisation, it was hoped, would also reduce the drain of wealth to England. Other demands included the separation of the judiciary from the executive, the repeal of the Arms Act and the freedom of speech and expression. The early Congress also raised a number of economic issues. It declared that British rule had led to poverty and famines: increase in the land revenue had impoverished peasants and zamindars, and exports of grains to Europe had created food shortages. The Congress demanded reduction of revenue, cut in military expenditure, and more funds for irrigation. It passed many resolutions on the salt tax, treatment of Indian labourers abroad, and the sufferings of forest dwellers – caused by an interfering forest administration. All this shows that despite being a body of the educated elite, the Congress did not talk only on behalf of professional groups, zamindars or industrialists. The Moderate leaders wanted to develop public awareness about the unjust nature of British rule. They published newspapers, wrote articles, and showed how British rule was leading to the economic ruin of the country. They criticised British rule in their speeches and sent representatives to different parts of the country to mobilise public opinion. They felt that the British had respect for the ideals of freedom and justice, and so they would accept the just demands of Indians. What was necessary, therefore, was to express these demands, and make the government aware of the feelings of Indians.

1.) How would you describe the objectives and methods of the early Congress during the first twenty years?

Answer- The early Congress was considered “moderate” in its objectives and methods. It demanded a greater voice for Indians in the government, more representative Legislative Councils, and Indianization of the administration to counter racism and reduce the drain of wealth to England.

2.) What were some of the main governmental and administrative requests made by the early Congress?

Answer- The early Congress called for the Indianization of government, the separation of the judiciary from the executive, and increased power and representation for Indians in the Legislative Councils.

3.) What economic challenges did the early Congress address, besides political reforms?

Answer- Early on, the Congress expressed worries about how British control might affect India’s economy. They criticised policies causing poverty, famines, and food shortages and sought reductions in land revenue, military spending reductions, and increased funding for irrigation.

4.) Who were the target audiences of the early Congress, and how did they spread their message?

Answer- The early Congress targeted the educated elite as well as the general public. They published newspapers, wrote articles, gave speeches, and sent representatives to different parts of the country to raise public awareness and mobilize support.

5.) How did the early Congress view the British government’s response to their demands?

Answer- The early Congress believed that the British government respected freedom and justice and would accept just demands. They aimed to express these demands and make the government aware of the sentiments of Indians.

Case study 2 –

By the 1890s, many Indians began to raise questions about the political style of the Congress. In Bengal, Maharashtra and Punjab, leaders such as Bepin Chandra Pal, Bal Gangadhar Tilak and Lala Lajpat Rai were beginning to explore more radical objectives and methods. They criticised the Moderates for their “politics of prayers”, and emphasised the importance of self-reliance and constructive work. They argued that people must rely on their own strength, not on the “good” intentions of the government; people must fight for swaraj. Tilak raised the slogan, “Freedom is my birthright and I shall have it!” In 1905, Viceroy Curzon partitioned Bengal. At that time Bengal was the biggest province of British India and included Bihar and parts of Orissa. The British argued for dividing Bengal for reasons of administrative convenience. But what did “administrative convenience” mean? Whose “convenience” did it represent? Clearly, it was closely tied to the interests of British officials and businessmen. Even so, instead of removing the non-Bengali areas from the province, the government separated East Bengal and merged it with Assam. Perhaps the main British motives were to curtail the influence of Bengali politicians and to split the Bengali people. The partition of Bengal infuriated people all over India. All sections of the Congress – the Moderates and the Radicals, as they may be called – opposed it. Large public meetings and demonstrations were organised and novel methods of mass protest developed. The struggle that unfolded came to be known as the Swadeshi movement, strongest in Bengal but with echoes elsewhere too – in deltaic Andhra for instance, it was known as the Vandemataram Movement.

1.) Who were some of the leaders who explored more radical objectives and methods within the Congress during the 1890s?

Answer- Leaders like Bepin Chandra Pal, Bal Gangadhar Tilak, and Lala Lajpat Rai in Bengal, Maharashtra, and Punjab respectively, began exploring more radical objectives and methods within the Congress.

2.) What criticism did the radical leaders have for the Moderates within the Congress?

Answer- The radical leaders criticized the Moderates for their “politics of prayers” and stressed the importance of self-reliance and constructive work. They advocated fighting for swaraj (self-rule) and not relying on the government’s good intentions.

3.) What was the significance of the partition of Bengal in 1905?

Answer-  The partition of Bengal was significant as it infuriated people across India. Both Moderates and Radicals opposed it, and it led to the emergence of the Swadeshi movement, with mass protests and demonstrations.

4.) Why did the British government partition Bengal?

Answer- The British government claimed that the partition was for administrative convenience, but it was seen as a move to curtail the influence of Bengali politicians and divide the Bengali people.

5.) Where was the Swadeshi movement strongest, and what was it known as in deltaic Andhra?

Answer- The Swadeshi movement was strongest in Bengal, but it also had echoes in deltaic Andhra, where it was known as the Vandemataram Movement.

Case study 3 –

The Swadeshi movement sought to oppose British rule and encourage the ideas of self-help, swadeshi enterprise, national education, and use of Indian languages. To fight for swaraj, the radicals advocated mass mobilisation and boycott of British institutions and goods. Some individuals also began to suggest that “revolutionary violence” would be necessary to overthrow British rule. The opening decades of the twentieth century were marked by other developments as well. A group of Muslim landlords and nawabs formed the All India Muslim League at Dacca in 1906. The League supported the partition of Bengal. It desired separate electorates for Muslims, a demand conceded by the government in 1909. Some seats in the councils were now reserved for Muslims who would be elected by Muslim voters. This tempted politicians to gather a following by distributing favours to their own religious groups. Meanwhile, the Congress split in 1907. The Moderates were opposed to the use of boycott. They felt that it involved the use of force. After the split, the Congress came to be dominated by the Moderates with Tilak’s followers functioning from outside. The two groups reunited in December 1915. Next year, the Congress and the Muslim League signed the historic Lucknow Pact and decided to work together for representative government in the country.

1.) What were the key ideas promoted by the Swadeshi movement?

Answer- The Swadeshi movement aimed to oppose British rule and encouraged self-help, swadeshi enterprise, national education, and the use of Indian languages. It advocated mass mobilization and boycott of British institutions and goods.

2.) The All India Muslim League was founded when, where, and for what reasons?

Answer- In Dacca, India, in 1906, the All India Muslim League was established. It advocated for the division of Bengal and called for separate Muslim electorates, which the government complied with in 1909.

3.)  Why did the Congress split in 1907?

Answer- The Congress split in 1907 due to differences between the Moderates and the Radicals. The Moderates opposed the use of boycott and believed it involved the use of force, while the Radicals supported more aggressive means to fight for swaraj.

4.) How did the Congress and the Muslim League cooperate after reuniting in 1916?

Answer- After reuniting in 1916, the Congress and the Muslim League signed the historic Lucknow Pact and decided to work together for representative government in India.

5.) What was the significance of the Lucknow Pact?

Answer- The Lucknow Pact marked a significant development in Indian politics as it brought the Congress and the Muslim League together, fostering a united front in the demand for representative government in the country.

Case study 4 –

After 1919, the struggle against British rule gradually became a mass movement, involving peasants, tribals, students and women in large numbers and occasionally factory workers as well. Certain business groups too began to actively support the Congress in the 1920s. Why was this so? The First World War altered the economic and political situation in India. It led to a huge rise in the defence expenditure of the Government of India. The government in turn increased taxes on individual incomes and business profits. Increased military expenditure and the demands for war supplies led to a sharp rise in prices which created great difficulties for the common people. On the other hand, business groups reaped fabulous profits from the war. As you have seen (Chapter 6), the war created a demand for industrial goods (jute bags, cloth, rails) and caused a decline of imports from other countries into India. So Indian industries expanded during the war, and Indian business groups began to demand greater opportunities for development. The war also lead the British to expand their army. Villages were pressurised to supply soldiers for an alien cause. A large number of soldiers were sent to serve abroad. Many returned after the war with an understanding of the ways in which imperialist powers were exploiting the peoples of Asia and Africa and with a desire to oppose colonial rule in India. Furthermore, in 1917, there was a revolution in Russia. News about peasants’ and workers’ struggles and ideas of socialism circulated widely, inspiring Indian nationalists.

1.) Why did certain business groups begin supporting the Congress in the 1920s?

Answer- certain business groups supported the Congress in the 1920s because the First World War led to increased military expenditure and taxes on individuals and businesses. While the common people faced difficulties due to rising prices, these business groups made huge profits from the war and demanded greater opportunities for development.

2.) What kind of effects did the First World War have on Indian industries?

Answer- In response, Indian businesses grew as a result of the First World War’s demand for industrial goods. Indian firms saw a chance for expansion and development during the war as a result of the drop in imports from other nations.

3.) What effect did the British expansion of the army have on Indian villages?

Answer- The British expansion of the army led to pressurizing Indian villages to supply soldiers for the war efforts. Many soldiers served abroad and returned with an understanding of how imperialist powers exploited Asia and Africa, inspiring them to oppose colonial rule in India.

Case study 5 –

The advent of Mahatma Gandhi It is in these circumstances that Mahatma Gandhi emerged as a mass leader. As you may know, Gandhiji, aged 46, arrived in India in 1915 from South Africa. Having led Indians in that country in non-violent marches against racist restrictions, he was already a respected leader, known internationally. His South African campaigns had brought him in contact with various types of Indians: Hindus, Muslims, Parsis and Christians; Gujaratis, Tamils and north Indians; and upper-class merchants, lawyers and workers. Mahatma Gandhi spent his first year in India travelling throughout the country, understanding the people, their needs and the overall situation. His earliest interventions were in local movements in Champaran, Kheda and Ahmedabad where he came into contact with Rajendra Prasad and Vallabhbhai Patel. In Ahmedabad, he led a successful millworkers’ strike in 1918. In 1919, Gandhiji gave a call for a satyagraha against the Rowlatt Act that the British had just passed. The Act curbed fundamental rights such as the freedom of expression and strengthened police powers. Mahatma Gandhi,Mohammad Ali Jinnah and others felt that the government had no right to restrict people’s basic freedoms. They criticised the Act as “devilish” and tyrannical. Gandhiji asked the Indian people to observe 6 April 1919 as a day of non-violent opposition to this Act, as a day of “humiliation and prayer” and hartal (strike). Satyagraha Sabhas were set up to launch the movement. The Rowlatt Satyagraha turned out to be the first all-India struggle against the British government although it was largely restricted to cities. In April 1919, there were a number of demonstrations and hartals in the country and the government used brutal measures to suppress them. The Jallianwala Bagh atrocities, inflicted by General Dyer in Amritsar on Baisakhi day (13 April), were a part of this repression. On learning about the massacre, Rabindranath Tagore expressed the pain and anger of the country by renouncing his knighthood. During the Rowlatt Satyagraha, the participants tried to ensure that Hindus and Muslims were united in the fight against British rule. This was also the call of Mahatma Gandhi who always saw India as a land of all the people who lived in the country – Hindus, Muslims and those of other religions. He was keen that Hindus and Muslims support each other in any just cause.

1.) What did Mahatma Gandhi accomplish in South Africa prior to his arrival? He arrived in India when?

Answer- At the age of 46, Mahatma Gandhi arrived in India in 1915. He had battled for the rights of Indians from various origins in South Africa and had organised nonviolent marches against discriminatory limitations, earning him credibility as a leader.

2.)  What was the purpose of the Rowlatt Satyagraha initiated by Gandhi in 1919?

Answer- The Rowlatt Satyagraha, initiated by Gandhi in 1919, was a non-violent opposition to the Rowlatt Act, which curbed fundamental rights and strengthened police powers. It aimed to protest against the Act’s restrictions and fight for people’s basic freedoms.

3.) How did the government respond to the Rowlatt Satyagraha demonstrations in April 1919?

Answer- In April 1919, the government responded to the Rowlatt Satyagraha demonstrations with brutal measures to suppress them. This repressive response included General Dyer’s tragic Jallianwala Bagh massacre in Amritsar.

4.) Mahatma Gandhi envisioned Hindu and Muslim collaboration in the fight against British authority.

Answer- In the fight against British authority, Mahatma Gandhi supported cooperation between Hindus and Muslims. He encouraged Hindus and Muslims to help each other in any worthy cause for the greater welfare of the nation since he believed that India was a nation of the people, for the people, and by the people.

Case study 6 –

The Khilafat issue was one such cause. In 1920, the British imposed a harsh treaty on the Turkish Sultan or Khalifa. People were furious about this as they had been about the Jallianwala massacre. Also, Indian Muslims were keen that the Khalifa be allowed to retain control over Muslim sacred places in the erstwhile Ottoman Empire. The leaders of the Khilafat agitation, Mohammad Ali and Shaukat Ali, now wished to initiate a full-fledged Non-Cooperation Movement. Gandhiji supported their call and urged the Congress to campaign against “Punjab wrongs” (Jallianwala massacre), the Khilafat wrong and demand swaraj. The Non-Cooperation Movement gained momentum through 1921–22. Thousands of students left governmentcontrolled schools and colleges. Many lawyers such as Motilal Nehru, C.R. Das, C. Rajagopalachari and Asaf Ali gave up their practices. British titles were surrendered and legislatures boycotted. People lit public bonfires of foreign cloth. The imports of foreign cloth fell drastically between 1920 and 1922. But all this was merely the tip of the iceberg. Large parts of the country were on the brink of a formidable revolt. In many cases, people resisted British rule non-violently. In others, different classes and groups, interpreting Gandhiji’s call in their own manner, protested in ways that were not in accordance with his ideas. In either case, people linked their movements to local grievances. Let us look at a few examples. In Kheda, Gujarat, Patidar peasants organised non-violent campaigns against the high land revenue demand of the British. In coastal Andhra and interior Tamil Nadu, liquor shops were picketed. In the Guntur district of Andhra Pradesh, tribals and poor peasants staged a number of “forest satyagrahas”, sometimes sending their cattle into forests without paying grazing fee. They were protesting because the colonial state had restricted their use of forest resources in various ways. They believed that Gandhiji would get their taxes reduced and have the forest regulations abolished. In many forest villages, peasants proclaimed swaraj and believed that “Gandhi Raj” was about to be established. In Sind (now in Pakistan), Muslim traders and peasants were very enthusiastic about the Khilafat call. In Bengal too, the Khilafat-Non-Cooperation alliance gave enormous communal unity and strength to the national movement. In Punjab, the Akali agitation of the Sikhs sought to remove corrupt mahants – supported by the British – from their gurdwaras. This movement got closely identified with the Non-Cooperation Movement. In Assam, tea garden labourers, shouting “Gandhi Maharaj ki Jai”, demanded a big increase in their wages. They left the Britishowned plantations amidst declarations that they were following Gandhiji’s wish. Interestingly, in the Assamese Vaishnava songs of the period, the reference to Krishna was substituted by “Gandhi Raja”.

1.) What was the Khilafat issue, and why did it become a cause for agitation in India?

Answer- The Khilafat issue arose when the British imposed a harsh treaty on the Turkish Sultan or Khalifa, leading to widespread anger among Indians. Indian Muslims were particularly concerned about retaining Muslim sacred places in the former Ottoman Empire under the Khalifa’s control.

2.) What was the Non-Cooperation Movement’s purpose, and how did Mahatma Gandhi support the Khilafat agitation?

Answer- Mahatma Gandhi urged the Congress to fight against the “Punjab wrongs” (Jallianwala massacre) and the Khilafat agitation in addition to asking for swaraj (self-rule). He advocated for boycotting British institutions and products and saw the Non-Cooperation Movement as a non-violent uprising against British control.

3.) What were some of the methods by which the Non-Cooperation Movement grew in popularity throughout India?

Answer- During the Non-Cooperation Movement, thousands of students left government-controlled schools, many lawyers gave up their practices, British titles were surrendered, legislatures were boycotted, and public bonfires of foreign cloth were lit, drastically reducing foreign cloth imports.

4.) How did different regions and communities interpret Gandhiji’s call for Non-Cooperation in their own way?

Answer- Various regions and communities interpreted Gandhiji’s call differently. For example, Patidar peasants in Kheda, Gujarat, organized non-violent campaigns against high land revenue demands, while in Assam, tea garden laborers demanded higher wages and left British-owned plantations in support of Gandhiji’s wish.

5.) What role did the Khilafat-Non-Cooperation alliance play in mobilizing people during the national movement?

Answer- The Khilafat-Non-Cooperation alliance gave immense communal unity and strength to the national movement. It inspired diverse groups, such as Muslim traders and peasants in Sind, Sikhs in Punjab, and forest-dwelling peasants in Andhra Pradesh, to join the movement in different ways to express their grievances against British

Case study 7 –

Gandhiji wished to build class unity, not class conflict, yet peasants could imagine that he would help them in their fight against zamindars, and agricultural labourers believed he would provide them land. At times, ordinary people credited Gandhiji with their own achievements. For instance, at the end of a powerful movement, peasants of Pratapgarh in the United Provinces (now Uttar Pradesh) managed to stop illegal eviction of tenants; but they felt it was Gandhiji who had won this demand for them. At other times, using Gandhiji’s name, tribals and peasants undertook actions that did not conform to Gandhian ideals. Mahatma Gandhi, was against violent movements. He abruptly called off the Non-Cooperation Movement when in February 1922, a crowd of peasants set fire to a police station in Chauri Chaura. Twenty- two policemen were killed on that day. The peasants were provoked because the police had fired on their peaceful demonstration. Once the Non-Cooperation movement was over, Gandhiji’s followers stressed that the Congress must undertake constructive work in the rural areas. Other leaders such as Chitta Ranjan Das and Motilal Nehru argued that the party should fight elections to the councils and enter them in order to influence government policies. Through sincere social work in villages in the mid-1920s, the Gandhians were able to extend their support base. This proved to be very useful in launching the Civil Disobedience movement in 1930. Two important developments of the mid-1920s were the formation of the Rashtriya Swayamsevak Sangh (RSS), a Hindu organisation, and the Communist Party of India. These parties have held very different ideas about the kind of country India should be. Find out about their ideas with the help of your teacher. The revolutionary nationalist Bhagat Singh too was active in this period. The decade closed with the Congress resolving to fight for Purna Swaraj (complete independence) in 1929 under the presidentship of Jawaharlal Nehru. Consequently, “Independence Day” was observed on 26 January 1930 all over the country.

1.) How did Gandhiji’s approach to class unity sometimes create expectations among peasants and agricultural laborers?

Answer- Gandhiji’s emphasis on class unity made peasants and laborers believe that he would support their struggles against zamindars and help them secure land, leading to expectations from him.

2.) Provide an example of how ordinary people credited Gandhiji with their achievements during a powerful movement.

Answer- In Pratapgarh, United Provinces (now Uttar Pradesh), peasants stopped illegal eviction of tenants, and they attributed this success to Gandhiji’s influence.

3.) Why did Gandhiji abruptly call off the Non-Cooperation Movement in 1922?

Answer- Gandhiji called off the Non-Cooperation Movement in 1922 after a violent incident in Chauri Chaura where a crowd of peasants killed twenty-two policemen. He opposed any form of violent protests.

4.) How did Gandhiji’s followers adapt their approach after the Non-Cooperation Movement ended?

Answer- After the Non-Cooperation Movement, Gandhiji’s followers stressed the importance of constructive work in rural areas, focusing on sincere social work to extend their support base.

5.) What major events in the middle of the 20s shaped India’s political environment?

Answer- The main developments were the creation of the Rashtriya Swayamsevak Sangh (RSS) and the Communist Party of India, which provided various perspectives on India’s future.

Case study 8 –

Purna Swaraj would never come on its own. It had to be fought for. In 1930, Gandhiji declared that he would lead a march to break the salt law. According to this law, the state had a monopoly on the manufacture and sale of salt. Mahatma Gandhi along with other nationalists reasoned that it was sinful to tax salt since it is such an essential item of our food. The Salt March related the general desire of freedom to a specific grievance shared by everybody, and thus did not divide the rich and the poor. Gandhiji and his followers marched for over 240 miles from Sabarmati to the coastal town of Dandi where they broke the government law by gathering natural salt found on the seashore, and boiling sea water to produce salt. Peasants, tribals and women participated in large numbers. A business federation published a pamphlet on the salt issue. The government tried to crush the movement through brutal action against peaceful satyagrahis. Thousands were sent to jail. The combined struggles of the Indian people bore fruit when the Government of India Act of 1935 prescribed provincial autonomy and the government announced elections to the provincial legislatures in 1937. The Congress formed governments in 7 out of 11 provinces. In September 1939, after two years of Congress rule in the provinces, the Second World War broke out. Critical of Hitler, Congress leaders were ready to support the British war effort. But in return they wanted that India be granted independence after the war. The British refused to concede the demand. The Congress ministries resigned in protest.

1.) Gandhiji’s Salt March had a specific goal in mind in 1930.

Answer- The purpose of Gandhiji’s Salt March was to protest the unfair charge on such a necessary good and to end the government’s monopoly on salt production and sales.

2.) How did the Salt March link everyone’s shared grievance with the general longing for freedom?

Answer- The salt tax, which affected people from all walks of life and did not foster divisions between the rich and the poor, served as the common grievance with which the Salt March linked the larger independence struggle.

3.) What was the significance of the Government of India Act of 1935?

Answer- The Government of India Act of 1935 provided provincial autonomy and introduced elections to provincial legislatures in 1937, leading to the Congress forming governments in 7 out of 11 provinces.

4.) What happened when the Second World War broke out in September 1939?

Answer- Congress leaders, critical of Hitler, were willing to support the British war effort but demanded independence for India after the war. The British refused, leading to the resignation of Congress ministries in protest.

5.) How did the British respond to the nonviolent movement, including the Salt March?

Answer- The British tried to crush the movement through brutal actions against peaceful satyagrahis, resulting in thousands being sent to jail for their participation in the nonviolent protests.

Case study 9 –

Mahatma Gandhi decided to initiate a new phase of movement against the British in the middle of the Second World War. The British must quit India immediately, he told them. To the people he said, “do or die” in your effort to fight the British – but you must fight non-violently. Gandhiji and other leaders were jailed at once but the movement spread. It specially attracted peasants and the youth who gave up their studies to join it. Communications and symbols of state authority were attacked all over the country. In many areas the people set up their own governments. The first response of the British was severe repression. By the end of 1943, over 90,000 people were arrested, and around 1,000 killed in police firing. In many areas, orders were given to machine-gun crowds from airplanes. The rebellion, however, ultimately brought the Raj to its knees. Meanwhile, in 1940 the Muslim League had moved a resolution demanding “Independent States” for Muslims in the north-western and eastern areas of the country. The resolution did not mention partition or Pakistan. From the late 1930s, the League began viewing the Muslims as a separate “nation” from the Hindus. In developing this notion, it may have been influenced by the history of tension between some Hindu and Muslim groups in the 1920s and 1930s. More importantly, the provincial elections of 1937 seemed to have convinced the League that Muslims were a minority, and they would always have to play second fiddle in any democratic structure. It feared that Muslims may even go unrepresented. The Congress’s rejection of the League’s desire to form a joint Congress-League government in the United Provinces in 1937 also annoyed the League. The Congress’s failure to mobilise the Muslim masses in the 1930s allowed the League to widen its social support. It sought to enlarge its support in the early 1940s when most Congress leaders were in jail. At the end of the war in 1945, the British opened negotiations between the Congress, the League and themselves for the independence of India. The talks failed because the League saw itself as the sole spokesperson of India’s Muslims. The Congress could not accept this claim since a large number of Muslims still supported it. Elections to the provinces were again held in 1946. The Congress did well in the “General” constituencies but the League’s success in the seats reserved for Muslims was spectacular. It persisted with its demand for “Pakistan”. In March 1946, the British cabinet sent a three-member mission to Delhi to examine this demand and to suggest a suitable political framework for a free India. This mission suggested that India should remain united and constitute itself as a loose confederation with some autonomy for Muslim-majority areas. But it could not get the Congress and the Muslim League to agree to specific details of the proposal. Partition now became more or less inevitable. After the failure of the Cabinet Mission, the Muslim League decided on mass agitation for winning its Pakistan demand. It announced 16 August 1946 as “Direct Action Day”. On this day riots broke out in Calcutta, lasting several days and resulting in the death of thousands of people. By March 1947, violence spread to different parts of northern India. Many hundred thousand people were killed and numerous women had to face untold brutalities during the Partition. Millions of people were forced to flee their homes. Torn asunder from their homelands, they were reduced to being refugees in alien lands. Partition also meant that India changed, many of its cities changed, and a new country – Pakistan – was born. So, the joy of our country’s independence from British rule came mixed with the pain and violence of Partition

1.) During the Second World War, Mahatma Gandhi started a new phase of the anti-British agitation for what reason?

Answer- Mahatma Gandhi wished for the British to leave India right away. He exhorted people to engage in nonviolent resistance under the motto “do or die” in order to win freedom.

2.) During the Second World War, how did the British react to Gandhi’s nonviolent movement?

Answer- the British repressed severely, detaining over 90,000 people and shooting over 1,000 of them to death. harsh strategies, such as machine-gunning crowds from aeroplanes, were employed.\

3.) What was the demand of the Muslim League in the 1940 resolution?

Answer- The Muslim League demanded “Independent States” for Muslims in the north-western and eastern regions, without mentioning partition or Pakistan.

4.) What factors led to the rise of the Muslim League and its demand for Pakistan?

Answer- The League sought to enlarge its support base when Congress leaders were jailed in the early 1940s. It saw Muslims as a separate “nation” due to perceived minority status and differences with Congress.

5.) How did the riots in Calcutta in August 1946 contribute to the Partition of India?

Answer- The riots during “Direct Action Day” led to widespread violence in northern India, escalating communal tensions. Eventually, the failure of negotiations andongoing violence made Partition more likely.

Also See: Previous Chapter Case based Questions

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