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Notes PDF (notes arranged by textbook order; see last page for index if you want to take a printout) Pattern Paper Must refer to social and political context for both types of questions. In the absence of this, must present a good introduction Dates important - mention century, quote lines and phrases Section A: 6 (out of 7) short notes of 5 marks each 3 paragraphs: about the author and context, answer the question, sensible conclusion must use keywords stick to the point - answer only the question asked - only symbolism/ lines from text/ whatever Section B: 3 (out of 4) essays for 10 marks each combination questions - theme-based with common historical context - will be given; pick out relevant texts and prove their relevance. Integrate the texts effectively. History based - connect to text but discuss context rather than text Section C: 2 (choice a or b for question 1, and a or b for question 2) essays of 20 marks each historical context/ direct textual/ both socio...

Age 2-7 Children become more sophisticated in their use of symbolic thought but are not yet able to use logic Advances: -Symbolic function (ability to use symbols or mental representations such as words, numbers, or images, to which a person has attached meaning) (deferred imitation, pretend play, language) -Symbolic development and spatial thinking (reliably grasp the relationship between pictures, maps or scale models and the objects they represent) (however, as per dual representation hypothesis, children under the age of 3 have difficulty grasping spatial relationships because of the need to keep more than one mental representation in mind at the same time which they cannot do yet) -Causality (understand cause and effect but achieve this reasoning through transduction or mentally linking phenomena (regardless of logic). Ability to use psychological, social-conventional, biological reasoning and logic but only in in familiar situations that they understand already) -Understan...

Infant gradually becomes able to organize activities in relation to the environment through sensory and motor activity (Coordinate input from senses and organize activities in relation to environment) Processes of (i) organization (ii) adaptation and (iii) equilibriation (cause and effect keep reversing) Schemes: organized patterns of behavior used in particular situations Circular reactions: an infant learns to reproduce pleasurable or interesting events originally discovered by chance SUBSTAGE 1 0-1 month -neonates begin to exercise some control over their inborn reflexes, engaging in a behavior even when its normal stimulant is not present -infants modify and extend the scheme for sucking SUBSTAGE 2 1-4 months -babies learn to repeat a pleasant bodily sensation first achieved by chance - primary circular reaction -turn toward sounds (coordinate vision and hearing) SUBSTAGE 3 4-8 months (coincides with new interest in manipulating objects and learning about their ...

1. Orientation towards punishment and obedience: What will happen to me? 2. Instrumental purpose of exchange: You scratch my back; I'll scratch yours 3. Maintaining mutual relations, approval of others: "Golden rule" (Am I a good boy or good girl?) 4. Social concern and conscience: What if everyone did it? 5. Morality of contract, individual rights and democratically accepted law 6: Morality of universal ethical principles

MIDLIFE CRISIS -crisis of identity -second adolescence -brought on by awareness of mortality -not universal -"stressful life period precipitated by the review and reevaluation of one's past, typically occurring in the early to middle forties" -midlife is just one of life's transitions, a transition typically involving an introspective review and reappraisal of values and priorities  (midlife review), the simultaneous managing of gains and losses and recognition of the finitude of life. -ego-resiliency helps (ability to adapt flexibly and resourcefully to potential sources of stress) IDENTITY DEVELOPMENT -although main concern of adolescence, identity continues to develop - is a central issue of adulthood also -midlife is a time of stock-taking w.r.t. roles and relationships, it may bring to the surface unresolved identity issues SOCIAL CONVOY THEORY (Kahn and Antonucci) Proposition : People move through life surrounded by social convoys - circles of c...

IDENTITY: -coherent conception of the self -includes goals, values and beliefs to which the person is solidly committed IDENTITY VS IDENTITY CONFUSION: -Erikson's 5th stage -the adolescent seeks to develop coherent sense of self -including the role he/she is to play in society - - identity vs role  confusion - ascertain and organize their abilities, needs, interests and desires so they can be expressed in a social context IDENTITY CONFUSION: -normal to a certain degree -accounts for chaotic adolescent behavior and teenagers' painful self-consciousness -cliquishness and intolerance of differences are defences against identity confusion -regression into childishness to avoid resolving conflicts -impulsively commit themselves to poorly thought-out courses of action THREE MAJOR ISSUES: -choice of occupation -adoption of values to believe in and live by -development of a satisfying sexual identity * Find a way to use skills  learned - industry vs inferiority...

excerpt from novel by same name "She was taught at an early age that it did not matter what she thought or felt and she was placed here on earth for one reason only, to please the men and do exactly as they demanded. Her mother told her that she would have paradise one day, but only with her husband. Zeinab took ongoing abuse throughout her whole life. She learned at a very early age that every man that was ever in her life was going to mistreat and abused her because she had no purpose here on earth. She often found herself daydreaming of a beautiful place that had no suffering and pain. After her husband’s death, she wanted to seek happiness with another man, however understanding how others would view her, she kept on mourning. I believe the mourning was for her own torture, not the loss of her husband. This story was a little confusing. I hope that I am reading this right. The way I read this, it seemed that she faked her death to finally see paradise and found that her ...

Summary  (one-line recaps of every single chapter) Totto-chan as Children's Literature: A literary genre is a category of literary compositions. Genres may be determined by technique, tone, content, or length. According to Anderson, there are six categories of children's literature (with some significant subgenres): picture-books, traditional literature, fiction, non-fiction, biography and autobiography, and poetry and verse. Totto chan, the Little Girl at the Window, written by Tetsuko Kuroyanagi, classifies as autobiographical children's literature. Tetsuko Kuroyanagi's nickname as a child was Totto-chan. Kuroyanagi went to Tomoe Elementary School (Tomoe Gakuen) when she was young.  Kuroyanagi published her children book Totto-chan, the Little Girl at the Window, about the values of the unconventional education that she received at Tomoe Gakuen elementary school during World War II, and her teacher Sosaku Kobayashi. The book is considered her childhood mem...

http://express-journal.com/pdf/ACRITICALSTUDYM.pdf http://www.jirasindia.com/Publication/Vol-1-Iss-4/JJH-005-2014-FP.pdf (^introduction is v. helpful but go through the rest also) Remember the subheadings at least: Tales in Childhood Women's Oral Tales Stories about Stories Tales Have Relatives all Over the World Stories for Small Children Beginnings and Endings

Relevance of Gandhi as an icon today How have the perceptions and perspectives about Gandhi changed over time. Why does Rushdie say that Gandhi today is up for grabs? How has Gandhi become a "citizen of the world"? Explain with examples.