Pages : 7 ESO - 02/12 I BACHELOR’S DEGREE PROGRAMME Term-End Examination June‚ 2012 ELECTIVE COURSE : SOCIOLOGY ES0-02/12 : SOCIETY IN INDIA Time : 3 hours Maximum Marks : 100 19551 Note : The question paper has three sections. Attempt the questions as instructed in each section. SECTION - I Answer any two of the following questipns in about 500 words each. 1. Discuss the forms of racial and linguistic diversities in India. 20 20 2. Describe the nature cif rural social structure
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My K-12 Opinion I myself am not a great fan of K to 12. I know it’s now law and is on its second year. The Department of Education says the implementation is getting better‚ as schools get to iron out the kinks of last year. But whether it is or not‚ I don’t know that the program will really make a huge dent in the huge problem of education. Let me be clear: I believe in education‚ I’m big on education. If there’s one thing I think will bring us out of the rut of poverty‚ it is education. If there’s
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health. The office for national statistics monitor’s health by different assessments that are all within different codes of practice. Health watch Cornwall Health watch Cornwall is the independent peoples champion for publically funded health and social care services. It strives to make positive changes in this provision to benefit the people of Cornwall. Their main responsibilities are to gather views from the public and try to understand different experiences of the public‚ engage with diverse
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Emotional Intelligence So this is a story of a boy who got straight As in both his PMR and SPM‚ was awarded a scholarship to study in Imperial College London‚ got a First-Class honors in his Final Year Examinations‚ finished his PhD in Medical Sciences and on his first job interview‚ he failed miserably. Why is that so? How can a man of such great intelligence fail? The answer is simple‚ he did not have the character‚ drive not to mention personality failed to reach the requirements or he failed
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Need To Choose Emotional Support Animal Therapist An individual who has a mental disability as well as has been suggesting to carry an ESA ( Emotional Support Animal) everywhere required an ESA letter to carry the animal to certain places. Thus‚ these kinds of disorders must also include in DMV-IV. The DMV-IV disorder consists of learning disorders‚ communication disorder‚ motor skills disorders‚ retardation‚ development disorder‚ eating disorders‚ feeding disorders‚ Tic discords and some other.
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Practical and Emotional Intelligence Practical and Emotional Intelligence Practical intelligence is an idea that has been considered by many psychologists over the years‚ yet only after rigorous examination and testing of the four criteria for a new intelligence can we declare if it is a new kind of intelligence. People seem to acknowledge a form of practical intelligence in their implicit theories of intelligence; "Street smarts" is a common conception separate from "Book smarts" to the average
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Outcome 1 AC 1.1 a‚ b & c | |Physical Development |Communication and intellectual development |Social‚ emotional and behavioural development | |0 - 3 years |Fast development |Adults communicate with children from birth |Find their identity | | |Fine motor skills:
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Title : To assess the Emotional Development of the TC Module : Child Development-FETAC Level 5 Code of Module : 5N1764 Assessment Technique: Collection of work By : Karthikeyan Dhanpal PPS Number : 1495128LA Table of contents Aim of observation Appropriate background information
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PSY 32 – SANTROCK (3.1) – CHAPTER 12 SOCIOEMOTIONAL DEVELOPMENT IN EARLY ADULTHOOD I. Stability and Change from Childhood to Adulthood Attachment appears during infancy and plays an important part in socioemotional development throughout life. Adult attachment patterns are generally classified based on the dimensions of attachment-related anxiety and attachment-related avoidance. Attachment-related anxiety – Involves the extent to which individuals feel attentive (i.e.‚ “How much can I count
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inauthentic emotion. Their study revealed that in all 3 experiments‚ 19-month-old infants‚ but not 16-month-old infants‚ detected inauthentic emotional communication and differentially responded to the environment accordingly. These findings demonstrate that infants do not simply take all emotional communication at face value and are sensitive to features of emotional contexts beyond what is expressively communicated by the adult (Walle & Campos‚ 2014). This evidence is valid documentation that our emotions
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