Gorbachev's policy of perestroika refers to economic reforms.
The literal meaning of 'perestroika' is restructuring, referring to the restructuring of the Soviet economic system.
None of the above. The answer would be a Paleontologist. And who says watching Jurassic park doesn't help with education.
British economic policies gave them a monopoly over India's large market and raw materials such as cotton. India served as both a significant supplier of raw goods to British manufacturers and a large captive market for British manufactured goods.
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The British followed a policy of non-interference in the social, religious and cultural life of the fellow Indian till 1813 AD. Their thought was to develop partial modernisation, in other words, a 'colonial modernisation'.
British idea of freedom, equality, liberty and human rights along with western education resulted in to massive social-religious, reform movements and had great impact on the society. It brought a more scientific, rational and modern approach to life among Indians.
After 1858, Parliament set up a system of colonial rule in India. Viceroy in India governed in the name of the queen, and British officials held the top positions in the civil service and army. Indians filled most other jobs.
Answer:
In their classic studies regarding development, Harry Harlow, Konrad Lorenz, and Mary Ainsworth concluded information about development regarding body contact, familiarity, and attachment styles. Harry Harlow's experiments with wire and cloth rhesus monkeys overturn the previously held belief that attachment was based on satisfaction of nourishment needs. His findings implied that most of our emotional communication with our parents occurs via touch, providing a secure base. His research contradicted the common belief that bodily contact would spoil children. He concluded that the stimulation and reassurance derived from the physical touch of a parent or caregiver play a key role in developing healthy physical growth and normal socialization.
Mary Ainsworth's experiments with the "strange situation" design allowed her to study attachment differences by observing attachment relationships between infants and mothers. Her study concluded with the discovery of two different forms of attachment: secure and insecure; Secure attachment entailing that a child feels comfortable exploring their surroundings when their mother is present, become distressed when she leaves, and clingy when she returns, and Insecure attachment entailing that children are less likely to explore their surroundings when their mother is present, clinging to her rather than exploring, and either cry and remain clinging or are indifferent to when she leaves and returns. Her study concluded that securely attached children develop to be well adjusted, form successful social relationships, and perform better at school, while insecurely attached children develop to form shallow relationships, appear withdrawn, and sometimes display a strong need for affection.
Konrad Lorenz's comparative study of animal behavior (including humans) and their natural surroundings contributed to the explanation of how attachment bonds are formed in developing children. His findings regarding imprinting and aggression implies that we form attachments to what we know and is familiar within our surroundings/environment, including traditions, movies, music, etc. His study also concluded that the mechanism inhibiting aggression works less well in humans than among other species.
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