X-1-Hist- Nationalism in Europe

NCERT Solutions Class 10

Social Science - History

Chapter 1: Rise of Nationalism in Europe

Question 1. Write a note on:

(a) Guiseppe Mazzini

(b) Count Camillo de Cavour

(c) The Greek war of independence

(d) Frankfurt Parliament(e) The role of women in nationalist struggles

Answer:

(a) Guiseppe Mazzini

Giuseppe Mazzini was an Italian. He was born in Genoa in 1807. He became a member of the secret society of the Carbonari.

As a young man of 24, he was sent into exile in 1831 for attempting a revolution in Liguria. He subsequently founded two more underground societies - Young Italy in Marseilles and Young Europe in Berne.

Mazzini believed that God had intended nations to be the natural units of mankind.

(b) Count Camillo de CavourHe was the chief minister of Sardinia-Piedmont state. He led the movement to unify the regions of Italy. He was neither a revolutionary nor a democrat.

Like many other wealthy and educated members of the Italian elite, he spoke French much better than he did Italian.

He engineered a careful diplomatic alliance with France with the help of which Sardinia-Piedmont succeeded in defeating the Austrian forces in 1859. This, consequently helped to free the northern part of Italy from the Austrian Habsburgs.

(c) The Greek war of independence

It was an event that mobilised nationalist feelings among the educated elite across Europe. Greece had been a part of the Ottoman Empire since the 15th century.

The growth of revolutionary nationalism in Europe sparked off a struggle for independence amongst the Greeks which began in 1821.

Nationalists in Greece got support from other Greeks living in exile and also from many Western Europeans who had sympathies for the ancient Greek culture.

(d) Frankfurt parliament

All those political associations existing in the German region whose members were middle-class professionals, businessmen and prosperous artisans, formed an all-German National Assembly.

On Its first meeting was held on 18 May 1848 in the Church of St. Paul at Frankfurt where 831 elected representatives marched in a festive procession to take their places. They drafted a constitution for a German nation to be headed by a monarchy subject to a parliament.

When the deputies offered the crown on these terms to Friedrich Wilhelm IV, King of Prussia, he rejected it and joined other monarchs to oppose the elected assembly

Question 2. What steps did the French revolutionaries take to create a sense of collective identity among the French people?

Answer. The French revolutionaries took many important steps to create a sense of collective identity among the French people. These were:

The French revolutionaries introduced various measures and practices that could create a sense of collective identity amongst the French people. The ideas of la patrie (the fatherland) and le citoyen (the citizen) emphasized the notion of a united community enjoying equal rights under a constitution.

A new French flag, the tricolour, was chosen to replace the former royal standard.

The Estates General was elected by the body of active citizens and renamed the National Assembly.

New hymns were composed, oaths taken and martyrs commemorated, all in the name of the nation.

A centralised administrative system was put in place and it formulated uniform laws for all citizens within its territory.

Internal customs duties and dues were abolished and a uniform system of weights and measures was adopted.

Regional dialects were discouraged and French, as it was spoken and written in Paris, became the common language of the nation.

Question 3. Who were Marianne and Germania? What was the importance of the way in which they were portrayed?

Answer: Marianne and Germania were female allegories for the French and the German nation respectively. These female allegories were used to portray ideas such as Liberty, Republic and Justice. These allegories remind the public of the national symbol of unity and to persuade them to identify with it.

Question 4. Briefly trace the process of German unification.

Answer: In 1848, the middle class Germans tried to unite the different regions of the German confederation into a nation-state governed by an elected parliament. They were, however, repressed by the combined forces of the monarchy and the military, supported by the large landowners of Prussia. From then on, Prussia took on the leadership of the movement for national unification. Its chief minister Otto von Bismarck was the architect of this process with the help of the Prussian army and bureaucracy. Three wars over seven years – with Austria, Denmark and France – ended in Prussian victory and completed the process of unification. In January 1871, the Prussian king, William I, was proclaimed German Emperor in a ceremony held at Versailles.

Question 5. What changes did Napoleon introduce to make the administrative system more efficient in the territories ruled by him?

Answer: Napoleon introduced the following changes to make

He established civil code in 1804 also known as the Napoleonic Code.

It did away with all privileges based on birth. It established equality before the law and secured the right to property.

1 He simplified administrative divisions, abolished feudal system, and freed peasants from serfdom and manorial dues.

2 In towns too, guild systems were removed. Transport and communication systems were improved.

3 Guild restrictions were removed in the towns. Transport and communication systems were improved.

4 Peasants, artisans, businessmen and workers enjoyed the new found freedom.

Discuss

Question 1. Explain what is meant by the 1848 revolution of the liberals. What were the political, social and economic ideas supported by the liberals?

Answer: The 1848 revolution was led by the educated middle classes along with the poor, unemployed starving peasants and workers in Europe. In certain parts of Europe such as Germany, Italy, Poland and the Austro-Hungarian Empire, men and women of the liberal middle classes came together to push their demands for the creation of nation-states based on parliamentary principles.

The political, social and economic ideas supported by the liberals were:

Politically, they demanded constitutionalism with national unification. They wanted the creation of a nation-state with a written constitution and parliamentary administration.

Socially, they wanted to rid society of its class-based partialities and birth rights. Serfdom and bonded labour had to be abolished.

Economically, they wanted freedom of markets and right to property. Abolition of state imposed restrictions on the movements of goods and capital.

Question 2. Choose three examples to show the contribution of culture to the growth of nationalism in Europe.

Answer: Three examples to show the contribution of culture to the growth of nationalism in Europe are:

1Romanticism was a cultural movement which sought to develop a particular form of nationalist sentiment. Romantic artists and poets focused on emotions, intuition and mystical feelings as their effort was to create a sense of a shared collective heritage, a common cultural past, as the basis of a nation.

Folk songs, dances and poetry were regarded as the true spirit of the nation. So collecting and recording the different forms of folk culture was important for building the national consciousness.

The language also played an important role in developing nationalist sentiments. After Russian invasion, the Polish language was forced out of schools and the Russian language was imposed everywhere. After the failure of an armed rebellion against Russian rule in 1831, many members of the clergy in Poland began to use language as a weapon of national resistance. did so by refusing to preach in Russian, and by using Polish for Church gatherings and religious instruction. As a result, a large number of priests and bishops were put in jail or sent to Siberia by the Russian authorities as punishment for their refusal to preach in Russian. The use of Polish came to be seen as a symbol of the struggle against Russian dominance and helped spread the message of national unity.

Question 3. Through a focus on any two countries, explain how nations developed over the nineteenth century.

Answer: The development of the German and Italian nation-states in the nineteenth century.

Unification of Germany with the help of Army: In 1848, an attempt was made to unite different regions of the German Confederation into a nation-state governed by an elected parliament. However, this liberal initiative was repressed by the combined forces of the monarchy and the military, who were supported by the large landowners of Prussia. Thereafter, Prussia took on the leadership of the movement for national unification. Three wars over seven years with Austria, Denmark and France ended in Prussian victory and completed the process of unification. In January I 871, the Prussian king, William I, was proclaimed as the German emperor in a ceremony held at Versailles.

Unification of Italy by a princely house: In the middle of the 19th century, Italy was divided into seven states. Of these, only Sardinia-Piedmont was ruled by an Italian princely house. The north was under the Austrian-Habsburg Empire, the centre was ruled by the Pope while the southern regions were dominated by the Bourbon kings of France. Also, the Italian language had many regional and

local variations.

In the 1830s, Giuseppe Mazzini sought to formulate a coherent programme for a unitary Italian republic and also had established a secret society called Young Italy for the fulfillment of his goals. The revolutionary uprisings in 1831 and 1848 largely failed. Thus, the responsibility of uniting Italian states was now on King Victor Emmanuel II of Sardinia-Piedmont.

The Chief Minister of Italy, Cavour led the movement to unify the regions of Italy. He was able to conclude a diplomatic alliance with France. Also, Sardinia-Piedmont succeeded in defeating the Austrian forces in 1859.

Apart from regular troops, a large number of armed volunteers, under the leadership of Giuseppe Garibaldi, also joined the movement. In 1860, these troops marched into south Italy and the kingdom of Two Sicilies. These areas were liberated and later joined with Sardinia. In 1870, Rome was vacated by France and it became a part of Sardinia. Finally, Italy was unified in 1871.

Question 4. How was the history of nationalism in Britain unlike the rest of Europe?

Answer: The history of nationalism in Britain unlike the rest of Europe because:

In Britain the formation of the nation-state was not the result of a sudden upheaval or revolution. It was the result of a long-drawn-out process. There was no British nation prior to the eighteenth century.

The primary identities of the people who inhabited the British Isles were ethnic ones – such as English, Welsh, Scot or Irish.

The Act of Union (1707) between England and Scotland that resulted in the formation of the ‘United Kingdom of Great Britain’ meant, in effect, that England was able to impose its influence on Scotland. The British parliament was henceforth dominated by its English members. The growth of a British identity meant that Scotland’s distinctive culture and political institutions were systematically suppressed.

The Catholic clans that inhabited the Scottish Highlands suffered terrible repression whenever they attempted to assert their independence. The Scottish Highlanders were forbidden to speak their Gaelic language or wear their national dress, and large numbers were forcibly driven out of their homeland

5. Why did nationalist tensions emerge in the Balkans?

Answer: The Balkans was a region of ethnic and geographical variations comprising the modern-day Albania, Greece, Romania, Bulgaria, Macedonia, Croatia, Bosnia, Slovenia, Serbia, Herzegovina and Montenegro. A large part of the Balkans was under the control of the Ottoman Empire. The spread of the ideas of romantic nationalism in the Balkans together with the disintegration of the Ottoman Empire made this region very explosive. All through the nineteenth century the Ottoman Empire had sought to strengthen itself through modernisation and internal reforms but with very little success. The Balkan peoples based their claims for independence or political rights on nationality and used history to prove that they had once been independent but had subsequently been subjugated by foreign powers. Hence the rebellious nationalities in the Balkans thought of their struggles as attempts to win back their long-lost independence.

9-c-1 What is Democracy and why democracy

Class 9

Notes Political Science

What is Democracy Why Democracy

DEMOCRACY

1. Democracy is a form of government in which the rulers are elected by the people.

Myanmar where the army rules, Dictator Pinochet’s rule in Chile, or President N.krumah’s rule in Ghana was not democratic. They were not chosen by the people.

Hereditary kings, like the king of Nepal or Saudi Arabia, are also not democratic rulers.They rule because they were born into noble families.

2. In a democracy final decision making power must rest with those elected by the people.

In Pakistan, President Musharraf has the power to dismiss national and state assemblies;so the final powers rest with the army and the General himself. We cannot call it a democracy.

3. A democracy must be based on a free and fair election where those currently in power have a fair chance of losing.

In China, elections are held for its Parliament. But all the candidates are either members of Chinese Communist Party or eight smaller allies of the party.

In Mexico, elections have been held every six years since 1980. But the same party, PRI, has won the elections. Obviously, there has been rigging and mal-practices, with freedom, denied to opposition.

In both the examples elections are held but one can not claim that they are free and fair.

4. In a democracy, people’s will is ascertained by each adult citizen having one vote and each vote has one value. Democracy is based on the fundamental principle of political equality.

Countries like Saudi Arabia, Estonia and Fiji in some or other way deny voting rights to certain sections of its population.

5. A democratic government rules within limits set by constitutional and citizens’ rights.

A democratic government cannot do what it likes after winning the elections. It has to respect certain basic rules and is accountable not only to the people but also to other independent officials.

Robert Mugabe is President of Zimbabwe. He is ruling there for last 38 years. But in many incidences, he has behaved in an undemocratic way and even above the law.

WHY DEMOCRACY?

Points Against

There has been criticism of democracy by various people. The charges are that :

It creates instability by changing its leaders frequently.

Democracy is about power play and political competition. There is no scope for morality.

So many people have to be consulted before any issue is solved. It leads to delay.

Elected leaders do not know the best interest of the people.

It leads to corruption for it is based on electoral corruption.

Ordinary people do not know what is good for them, so decision making should not be left to them.

Arguments for Democracy:

Democratic government is a more accountable form of government.

Democracy improves the quality of decision making.

Democracy provides a method to deal with differences and conflicts.

Democracy enhances the dignity of citizens.

It allows us to correct its own mistakes.

Broader meaning of Democracy :

Democratic ideas can be practised in various decision-making processes. In broader sense no country can be completely democratic, The features of democracy are only minimum conditions. A lot can be done towards achieving real democracy.

X L-3 His-Nationalism in India Q & A -Timeline

Q.1 Read the text carefully. What did Mahatma Gandhi mean when he said satyagrah is active resistance? 

1. Satyagraha does not mean to inflict pain on the adversary rather it is the source of soul.

2. Truth is the substance of soul and so it is the substance of satyagrah.

3. It does not mean destruction but it means to clear the minds of adversaries and convert destructive thoughts into constructive by showing them love, compassion and truth.

Hence satyagraha is active resistance.

Q.2 Why did various classes and groups of Indian participate in the Civil Disobedience Movement?

The various classes and groups of Indian participated in the Civil Disobedience Movement due to their own, limited motives. To them “swaraj”  meant something they carved for. For example.

1. To businessmen, swaraj meant a time when colonial restrictions on business would no longer exist and trade and industry would flourish without constraints.

2. Similarly to rich peasant classes, swaraj was a struggle against high land revenue.

3. Women took swaraj as the attainment of elevated status and equality with men in Indian society.

4. Poor peasants considered swaraj as the time when they would have their own land, would not have to pay rents or do beggar.

5. Working class dreamed for high wages and excellent working conditions.

Hence, swaraj was different for different classes and group of Indians.

Write in Brief :

Q.1  Explain :

(a) Why growth of nationalism in the colonies is linked to an anti-colonial  movement.

(b) How did he first world war help in he growth of the national movement in India.

(c) Why were Indians outraged by the Rowlatt Act

(d) Why did Gandhiji decide to withdraw the non. Cooperation movement.

(a) (i) The anti- colonial movement brought together people of all castes, classes and communities to fight against the powerful European country.

(ii) This provided a good platform for the change of nationalist and liberal ideas among the natives.

(iii) Hence, anti- colonial movement became a breeding ground for the growth of nationalism in all colonies.

(b) (i) During the first world war period, price rise in India led to extreme  hardship for the common people.

(ii) Villagers were unwillingy  recruited in army and had to do beggar.

(iii) This led to widespread anger among Indians.

(iv) Also the failure of crops at the same time led to the spread of anti- British and nationalist feelings among Indians.

(c) Under Rowlatt Act India leaders could be detained, without reason for two  years   in order to prevent anti- British sentiments. This led to the anger of  Indians.

(d) Gandhiji withdrew the Non-Cooperation Movement, in 1922, due to violent incident of Chauri- Chaura in Gorakhpur.

Q.2  What is meant by the idea of satyagraha?

1. Satyagrah was a novel method of mass agitation. The idea of satyagraha emphaissed upon the power of truth and the need to search for truth.

2. It suggested that if the cause was true, if the struggle was against injustice, then physical force was not necessary to fight the oppressor.

3. Through non- violent methods, a satyagrah could appeal the conscience of the oppressor by the power of truth, which was bound to ultimately triumph.

Q.3  Write a newspaper report on :

(a) The Jallianwala Bagh massacre.

(b) The Simon Commission.

(a) The Jallianwala Bagh Massacre :

1. On the day of 13th April 1919, many people gathered in a closed Jallianwala Bagh.

2. They didn’t know about the imposition of Marital law in the Amritar city.

3. General Dyre, the Commander, in order to teach a lesson on violating the Maritial Law, came in with small military force.

4. He blocked the exists form the Bagh and opened fire upon the innocent citizens who had women and children too hundreds of them died.

5. The Jallianwala Bagh incident was the most brutal incident in the history of India. It earned a nationwide outrage.  

(b) The Simon Commission:

(i)  It was constituted by the Tory government in Britain under Sir John simon

(ii) The objective of the Commission was to look into the functioning of the constitutional system in India and suggest changes.

(iii) But nationalists in India opposed the commission because of problem in it.

• The problem was that the commission had not a single India member. They all were British.

•  Therefore, when the Simon Commission arrived in India in 1928, it was greeted with the slogan “Go Back Simon”.

•  All parties, including Congress and the Muslim league, participated in the demonstrations.

Q.4 Discuss the Salt March to make clear why it was an effective symbol of resistance against colonialism.   

1. Gandhi, on 31 January 1930, sent a letter to then viceroy Irwin, containing 11 most essential demands.

2. Some of these were of general interests, others were specific demands of different classes from industrialists to peasants.

3. The idea was to make the demands wideranging, so that all classes within the India society could identify with them and everyone could be brought together in a united campaign.

4. But the most unusual of all was the demand to abolish the salt tax.

5. Salt was something consumed by the rich and the poor alike, and it was one of the most essential items of food.

6. According to Gandhi, the tax on the salt and the government monopoly over its production revealed the most oppressive face of the British rule.

7. By the successful Salt March, Gandhi showed down upon the British colonial government in his on satyagraha way.

8. The salt March indeed was the most significant symbol of resistance against colonialism.

Short a Answer Type Questions (30 Words)

Q.1  Which tax was introduced during the First World War? How was the war cost met?

1. To meet war cost, custom duties were increased.

2. Income tax was introduced during the First World War in Britain.

Q.2  What happened during 1918 to 1921 which cost millions of life?

During this period, crops failed in many parts of India resulting in acute shortage of food. This was followed by an influenze epidemic 12-13 million people died as a result fo famines and the epidemic.

Short Answer Type Questions (60-80 Words)

Q.1 What did Mahatma Gandhi do immediately after his arrival in India?                       

Mahatma Gandhi after his arrival in India, organized three small but important satyagraphas. These were as under:

1. 1916 : He organized Champaran satyagrapha in Bihar. It was against the oppressive plantation system.

2. 1917 : He organized Satyagrapha to support the peasants of Kheda istrict of Gujarat.

3. 1918 : Mahatma Gandhi went to Ahmedabad to organize a Satyagrapha movement amongst cotton mill workers.

Q.2  What was the plan of Gandhi to launch Non- Cooperation Movement?

Gandhi proposed that :

1. Non- Cooperation movement should unfold in stages.

2. First of all, titles awarded by the government should be surrendered.

3. Secondly, Indians should boycott civil services army, police courts, legislative councils, schools and foreign goods.

4. In case government used repression, a full civil disobedience movement should be launched.

Long Answer Type Question (100-125 Words)

Q.1  Write a note on Alluri sitaram Raju.

1. Alluri Sitaram Raju was a tribal leader in Gudem hills of Andhra Pradesh.

2. He claimed to have special power to make correct astrological alculations and heal people, and he could survive even bullet shots. Rebells considered him as incarnation of God.

3. As inspired by Gandhi and Non-Cooperation movement, Raju asked people to wear khadi and give up drinking.

4. He also believed that British could be eradicated only by force. Therefore, rebels attacked police stations, attempted to kill British officials and carried on guerrilla warfare for achieving ‘Swaraj’

5. Raju was captured and executed in 1924, and over time he became a folk hero.

Q.2  What did the radical leaders do for the freedom struggle of India?

Radical leaders of Congress were young Jawaharlal Nehru and Subhash Chandra Bose. They were dissatisfied by the ways moderates and liberals in Congress worked. Radical group believed in action instead of thinking. They had following programmes for the freedom struggle:

1. On December 1929, under the presidency of Jawaharlal Nehru the Lahore Congress finalized the demand for “Purna Swaraj” or full independence for India. 

2. It was declared that 26 January 1930, would be celebrated as the Independence day when people were to take a pledge to struggle for the complete independence.

Nationalism in India – Timeline :

1915 Mahatma Gandhi returned to India 1916 Gandhiji travelled to Champaran to inspire peasants against the oppressive plantation system. 1917 Gandhiji organised Satyagraha in Kheda district of Gujarat. 1918 Gandhiji went to Ahmedabad to organise Satyagraha among cotton mill workers. 1918-19 Distressed Uttar Pradesh peasants organised by Baba Ramchandra 1919 Khilafat Committee was formed in Bombay. 1919 Hartal against Rowlatt Act; 1919 Jallianwalla Bagh Massacre 1920 Gandhiji convinced other leaders of the need to start a Non-Cooperation Movement in support of Khilafat as well as for Swaraj in Calcutta Congress Session. 1921 Non-Cooperation and Khilafat Movement launched. 1922 Incident of Chauri Chaura; Gandhiji withdrew Non-Cooperation Movement. 1924 Alluri Sitaram Raju arrested ending a two years armed tribal struggle. 1927 Federation of the Indian Chamber of Commerce and Industries (FICCI) was formed. 1928 The Simon Commission arrived in India. 1928 The Hindustan Socialist Republic Army (HSRA) was founded. 1929 Lord Irwin announced a vague offer of ‘dominion status’ for India. 1929 Lahore Congress; Congress adopted the demand for ‘Puma Swaraj’. 1930 Dr BR Ambedkar established Depressed Classes Association. 1930 Gandhiji begins Civil Disobedience Movement by breaking Salt Law at Dandi. 1931 Gandhiji ends Civil-Disobedience Movement; Gandhi-lrwin Pact; Second Round Table Conference. 1932 Poona pact signed between Dr Babasaheb Ambedkar and Mahatma Gandhi; Civil Disobedience Movement relaunched.

X-Geo -1 Resources and development

Class 10 Social Science Geography Chapter 1 Resource and Development

Q1:

Multiple choice questions:

(i) Which one of the following types of resources is iron ore?

a. Renewable

b. Biotic.

c. Flow

d. Non-renewable

(ii) Under which of the following type of resource can tidal energy be put?

a. Replenishable

b. Abiotic

c. Human-made.

d. Non-recyclable

(iii)Which one of the following is the main cause of land degradation in

Punjab?

a. Intense cultivation

b. Deforestation

c. Over irrigation

d. Overgrazing

(iv) In which one of the following states is the terrace cultivation practiced?

a. Punjab

b. Haryana

c. Plains of Uttar Pradesh

d. Uttaranchal

(v) In which one of the following states is the black soil found?

a. J & K

b. Gujarat

c. Rajasthan

d. Jharkhand

ANSWER -1-d,2-a,3-c,4-d&5-b

Q.2: Answer the following questions in about 30 words:

(i) Name three states having black soil and the crop which is mainly grown in it.

(ii) What type of soil is found in the river deltas of the Eastern Coast? Give three main features of this type of soil.

(iii) What steps can be taken to control soil erosion in the hilly areas?

(iv) What are biotic and abiotic resources? Give some examples.

(i) The states of Maharashtra, Madhya Pradesh and Chhattisgarh have black soil. The crop which is mainly grown in this soil is cotton. This soil is also called ‘Regur’ or black cotton soil.

(ii) The river deltas of the eastern coast have alluvial soil.

Alluvial soil consists of various proportions of sand, silt and clay.

The main features of alluvial soil are:

(a) These soils are very fertile and so ideal for cultivation.

(b) They contain adequate quantities of potash, phosphoric acid and lime good for the growth of sugarcane, paddy, and other crops.

(c) In drier areas these soils are more alkaline.

(iii) In hilly areas, soil erosion can be controlled by contour ploughing which is ploughing along contour-lines, using terrace farming techniques and using strips of grasses to check soil erosion by wind and water.(iv)

Biotic Resources: The resources which are obtained from the biosphere and have life are called Biotic Resources. Examples of biotic resources are animals, plants, human beings, fish, livestock etc.

Abiotic Resources: The resources which are composed of non-living things are called Abiotic Resources.

Examples of abiotic resources are, water, minerals, metals, wind, solar energy etc.

Q3. Answer the following questions in about 120 words.

(i) Explain land use pattern in India and why has the land under forest not increased much since 1960-61?

(ii) How have technical and economic development led to more consumption of resources?

1) Land resources in India are primarily divided into agricultural land, forest land, pasture and grazing land, and waste land. Waste land includes rocky, arid and desert areas, and land used for non-agricultural purposes like housing, roads, industry etc.

According to recent data available the percentage of net sown area (NSA) in India is about 54% of the total reporting area (if, the other than current fallow lands is included). . 22.5% is covered by forests, and 3.45% is used for grazing. The rest is waste land, with traces of miscellaneous cultivation.

Improper use of forest land has led to land degradation and made conservation of forests difficult.

Human activities like deforestation,overgrazing, mining , quarrying etc have contributed to the slow growth rate of forests. Thus, land under forest has increased by only about 4% since 1960-61.

(ii) The following factors have been responsible for technical and economic development leading to over consumption of resources .

In colonial times, imperial powers used their technological and economic superiority to establish control over other countries and thereby gain access to the latter’s resources. One country’s resources were accessible to the citizens of its colonial ruler too, leading to increased consumption.

Technical progress also results in efficient machinery, increased production and greater consumption of resources.

Technological development and economic progress has led to populations increasing due to low mortality at all ages. With new developments in medicine and health care, fewer people die due to accidents, diseases, in childbirth etc. This too has contributed to higher consumption of resources.