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Below are given two sets in which Set I provides the give dimensions of Emotional Intelligence (EI) and Set II offers their characteristic. Match the two sets. Set I (EI dimensions) Set II (Characteristics) (a) Self-awareness (i) Ability to guide others emotions and the way they act (b) Self-management (ii) Being able to sense what other feel and want (c)  Self-motivation (iii) Knowledge of true feeling at the moment (d) Empathy (iv) Handling one’s emotions to facilitate rather than hinder the tasks at hand (e) Social skills (v) Staying in the course towards desire goal   Choose answer from the following options.

Below are given two sets in which Set I provides the give dimensions of Emotional Intelligence (EI) and Set II offers their characteristic. Match the two sets. Set I (EI dimensions) Set II (Characteristics) (a) Self-awareness (i) Ability to guide others emotions and the way they act (b) Self-management (ii) Being able to sense what other feel and want (c)  Self-motivation (iii) Knowledge of true feeling at the moment (d) Empathy (iv) Handling one’s emotions to facilitate rather than hinder the tasks at hand (e) Social skills (v) Staying in the course towards desire goal   Choose answer from the following options. Correct Answer (a)-(iii), (b)-(iv), (c)-(v), (d)-(ii), (e)-(i)

The notion of emotional intelligence broadens the concept of intelligence beyond the intellectual sphere/domain and considers that intelligence includes emotions. Emotional intelligence is a set of skills that underlie accurate appraisal, expression, and regulation of emotions. It is the feeling side of intelligence. A good IQ and scholastic record are not enough to be successful in life.

The model of emotional competence was given by Goleman (1995). It focuses on behaviors that lead to performance. This model conceptualizes emotional intelligence as a large range of dispositions and competences ranging from individual traits to learned abilities. Goleman has categorized these competencies into five categories. These categories are:

EI dimensions Characteristics
Self-awareness
  • an awareness of one’s emotional state, including the possibility of acknowledging the experience of multiple emotions simultaneously.
  • At more mature levels, emotional self-awareness also implies acknowledging that one might not be consciously aware of one’s feelings because of unconscious dynamics or selective inattention.
  • Self-awareness is the basic competence that serves as the root of other competencies to develop.
  • Three sub-components of self-awareness are:
    1. Emotional Awareness: Recognizing one's emotions and their effect on self.
    2. Accurate Self Assessment: Knowing one's strengths and limits.
    3. Self Confidence: Being sure of self-worth and capabilities.
Self-management (Self-regulation)
  • Self-regulation implies being able to manage and regulate one’s emotional experience as well as an expression so that one is able to maintain and enhance one’s functionality and effectiveness in relationships or at work.
  • Self-regulation is a crucial competence for ensuring smooth functioning in social contexts and for performance effectiveness at work.
  • Five sub-components of self-regulation are: 
    1. Self-control: Managing disruptive emotions and impulses 
    2. Trustworthiness: Maintaining standards of honesty and integrity
    3. Conscientiousness: Taking responsibility for personal performance
    4. Adaptability: Flexibility in handling change 
    5. Innovativeness: Being open to and comfortable with novel ideas and new information 
Self-motivation
  • Self-motivation in the context of emotional competence implies keeping oneself motivated and driven towards the goal by effectively managing the experience and expression of emotions.
  • Sustaining motivation by regulating emotions in the face of failure or even success is a crucial skill of emotional competence.
  • Four subcomponents of self-motivation are:
    1. Achievement drive: Striving to improve or meet a standard of excellence. 
    2. Commitment: Aligning with the goals of the group or organization 
    3. Initiative: Readiness to act on opportunities
    4. Optimism: Persistence in pursuing goals despite obstacles and setbacks. 
(Social awareness)
  • Social awareness as a component of emotional competence implies the awareness of feelings and emotions of other individuals and groups.
  • It is a crucial component for developing effective and empathetic relationships and work jointly towards the attainment of group goals.
  • Five sub-components of social awareness are:
    1. Empathy: Sensing other’s feeling and perspective and taking an active interest in their concerns 
    2. Service orientation: Anticipating, recognizing, and meeting others’ needs
    3. Developing others: Sensing what others need in order to develop, and bolstering their abilities. 
    4. Leveraging diversity: Cultivating opportunities through diverse people.
    5. Political awareness: Reading emotional currents and power relationships within the group 
Social skills
  • Social skills denote an ability to interact with others in a socially acceptable manner, at the same time ensuring personal, mutual, or others’ benefit as an outcome of the interaction.
  • Eight sub-components of social skill are:
    1. Influence: Wielding effective tactics for persuasion
    2. Communication: Sending clear and convincing messages
    3. Leadership: Inspiring and guiding groups and people
    4. Change catalyst: Initiating or managing change
    5. Conflict management: Negotiating and resolving disagreements
    6. Building bonds: Nurturing instrumental relationships 
    7. Collaboration and cooperation: Working with others toward shared goals
    8. Team capabilities: Creating group synergy in pursuing collective goals

 

Related Questions

Read the passage carefully and select the best answer to each question out of the given four alternatives. By practicing mindfulness and other principles, we become more aware of and present to our fears and others fears, bearing witness as a way of healing andempowering. We see the spiritual path as intertwined with the path of social action, with contemplation and action parts of the same whole, each nourishing andguiding the other. Acknowledging that our well-being depends on others makes caring for others well-being a moral responsibility.
Through a “mindful citizen” exercise, we create a story articulating who we are as individuals who are also part of communities. This exercise helps us move beyond cynicism, complacency, and despair, instead infusing us with a sense of purpose. We embrace our gifts, resolving to do our part to promote a sense of common humanity as a means toward social justice.
With this exercise, I believe we can help students bridge their divides and replace anger and distrust with compassionate connections – just as I witnessed betweenShirley and Tiffany.
Shirley returned to class after a brief hiatus, keeping a cool distance from Tiffany. But over the weeks spent together they gradually came to know each other. They practiced seeing and listening, sharing stories so different that they felt bewildered as to how they could overcome the gap. But they found that acknowledging their
differences led them to discover a place of deep connection in commonalities, such as being raised by grandmothers, and even wounds, including childhood trauma,that they never imagined existed.
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Below are given two sets in which Set I gives the named theory of Intelligence which set II indicated their main proponents and contentions associated with the theory. Match the two sets. Set I (Theory of Intelligence) Set II (The main proponents and contentions) (a) Multiple Factor Theory (i) Sternberg, intelligence can be taught and the classroom is the logical place to teach it. (b) Theory of Multiple Intelligence (ii) Cattell, intelligence is neither completely monarchic, nor oligarchic nor anarchic. (c) Theory of Fluid and Crystallized Intelligence (iii) Thurstone, intelligence is oligarchic in nature. (d) Coping Theory of Intelligence (iv) Gardner, intelligence is a capacity with component processes and should not be confused with a learning or cognitive style.   Choose correct answer from following.
There are two sets given below in which Set I offers types of learner's characteristics and Set II gives their description. Match the two sets:   Set I (Learner’s   Characteristics)    Set II (Description) a. Academic Characteristics i. Learner encodes and decodes relevant messages correctly b. Social Characteristics ii. Learner selects different themes in his/her course when needed c. Emotional Characteristics iii. Learner works as a team member of the peers d. Cognitive Characteristics iv. Learner starts respecting the individual differences evident in likes and dislikes of members of his class Choose the correct answer from the following options:
Read the passage carefully and select the best answer to each question out of the given four alternatives. By practicing mindfulness and other principles, we become more aware of and present to our fears and others fears, bearing witness as a way of healing andempowering. We see the spiritual path as intertwined with the path of social action, with contemplation and action parts of the same whole, each nourishing andguiding the other. Acknowledging that our well-being depends on others makes caring for others well-being a moral responsibility.
Through a “mindful citizen” exercise, we create a story articulating who we are as individuals who are also part of communities. This exercise helps us move beyond cynicism, complacency, and despair, instead infusing us with a sense of purpose. We embrace our gifts, resolving to do our part to promote a sense of common humanity as a means toward social justice.
With this exercise, I believe we can help students bridge their divides and replace anger and distrust with compassionate connections – just as I witnessed betweenShirley and Tiffany.
Shirley returned to class after a brief hiatus, keeping a cool distance from Tiffany. But over the weeks spent together they gradually came to know each other. They practiced seeing and listening, sharing stories so different that they felt bewildered as to how they could overcome the gap. But they found that acknowledging their differences led them to discover a place of deep connection in commonalities, such as being raised by grandmothers, and even wounds, including childhood trauma,that they never imagined existed.
In assessments of these classes, students say that these small groups become “healing communities,” where we overcome victimization and claim agency. Healingoccurs as we transcend an “us vs. them” mentality, crossing borders and forging connections. These communities show a way of reducing intergroup prejudice andfostering inclusion based in psychology research and pedagogical practice. How students can replace their anger and distrust?
Read the passage carefully and select the best answer to each question out of the given four alternatives. By practicing mindfulness and other principles, we become more aware of and present to our fears and others fears, bearing witness as a way of healing andempowering. We see the spiritual path as intertwined with the path of social action, with contemplation and action parts of the same whole, each nourishing andguiding the other. Acknowledging that our well-being depends on others makes caring for others well-being a moral responsibility.
Through a “mindful citizen” exercise, we create a story articulating who we are as individuals who are also part of communities. This exercise helps us move beyond cynicism, complacency, and despair, instead infusing us with a sense of purpose. We embrace our gifts, resolving to do our part to promote a sense of common humanity as a means toward social justice.
With this exercise, I believe we can help students bridge their divides and replace anger and distrust with compassionate connections – just as I witnessed betweenShirley and Tiffany.
Shirley returned to class after a brief hiatus, keeping a cool distance from Tiffany. But over the weeks spent together they gradually came to know each other. They practiced seeing and listening, sharing stories so different that they felt bewildered as to how they could overcome the gap. But they found that acknowledging their differences led them to discover a place of deep connection in commonalities, such as being raised by grandmothers, and even wounds, including childhood trauma,that they never imagined existed.
In assessments of these classes, students say that these small groups become “healing communities,” where we overcome victimization and claim agency. Healingoccurs as we transcend an “us vs. them” mentality, crossing borders and forging connections. These communities show a way of reducing intergroup prejudice andfostering inclusion based in psychology research and pedagogical practice. What was the reason behind the strong connection between Shirley and Tiffany?
Read the passage carefully and select the best answer to each question out of the given four alternatives. By practicing mindfulness and other principles, we become more aware of and present to our fears and others fears, bearing witness as a way of healing andempowering. We see the spiritual path as intertwined with the path of social action, with contemplation and action parts of the same whole, each nourishing andguiding the other. Acknowledging that our well-being depends on others makes caring for others well-being a moral responsibility.
Through a “mindful citizen” exercise, we create a story articulating who we are as individuals who are also part of communities. This exercise helps us move beyond cynicism, complacency, and despair, instead infusing us with a sense of purpose. We embrace our gifts, resolving to do our part to promote a sense of common humanity as a means toward social justice.
With this exercise, I believe we can help students bridge their divides and replace anger and distrust with compassionate connections – just as I witnessed betweenShirley and Tiffany.
Shirley returned to class after a brief hiatus, keeping a cool distance from Tiffany. But over the weeks spent together they gradually came to know each other. They practiced seeing and listening, sharing stories so different that they felt bewildered as to how they could overcome the gap. But they found that acknowledging their differences led them to discover a place of deep connection in commonalities, such as being raised by grandmothers, and even wounds, including childhood trauma,that they never imagined existed.
In assessments of these classes, students say that these small groups become “healing communities,” where we overcome victimization and claim agency. Healingoccurs as we transcend an “us vs. them” mentality, crossing borders and forging connections. These communities show a way of reducing intergroup prejudice andfostering inclusion based in psychology research and pedagogical practice. What does the “mindful citizen” exercise help us in?
Read the passage carefully and select the best answer to each question out of the given four alternatives. By practicing mindfulness and other principles, we become more aware of and present to our fears and others fears, bearing witness as a way of healing andempowering. We see the spiritual path as intertwined with the path of social action, with contemplation and action parts of the same whole, each nourishing andguiding the other. Acknowledging that our well-being depends on others makes caring for others well-being a moral responsibility.
Through a “mindful citizen” exercise, we create a story articulating who we are as individuals who are also part of communities. This exercise helps us move beyond cynicism, complacency, and despair, instead infusing us with a sense of purpose. We embrace our gifts, resolving to do our part to promote a sense of common humanity as a means toward social justice.
With this exercise, I believe we can help students bridge their divides and replace anger and distrust with compassionate connections – just as I witnessed betweenShirley and Tiffany.
Shirley returned to class after a brief hiatus, keeping a cool distance from Tiffany. But over the weeks spent together they gradually came to know each other. They practiced seeing and listening, sharing stories so different that they felt bewildered as to how they could overcome the gap. But they found that acknowledging their differences led them to discover a place of deep connection in commonalities, such as being raised by grandmothers, and even wounds, including childhood trauma,that they never imagined existed.
In assessments of these classes, students say that these small groups become “healing communities,” where we overcome victimization and claim agency. Healingoccurs as we transcend an “us vs. them” mentality, crossing borders and forging connections. These communities show a way of reducing intergroup prejudice andfostering inclusion based in psychology research and pedagogical practice. What do you mean by pedagogical practice?
Which set of statements will describe the nature and characteristics of the Emotional Intelligence of a person? Choose the correct answer from the code given below. i) Ability to act purposefully ii) Ability to handle fear and anxiety iii) Ability to think abstractly iv) Ability to promote the feeling of satisfaction v) Ability to see others point of view vi) Ability to learn from past experiences
Read the passage carefully and choose the best answer to each question out of the four alternatives.
In mid-2012 I completed my first massive online open course, or MOOC, the kind widely offered by Coursera, EdX, Udacity and so on in partnership with different educational institutions. It was on clinical trials and ethical practices, offered by Johns Hopkins, on Coursera. This was shortly before the MOOC sensation hit India, and when Coursera, which was founded by two Stanford professors, itself was just a few months old. The MOOC bug had bit me. The course Id completed was mainly designed for health care professionals who would be involved in actual clinical trials, not college students who had no prior knowledge of that area. I decided to enroll in the course because it was the only biology related course open at the time. However, I did see hope in that sometime in the future Id be able to get a glimpse of what classes are like in the hallowed halls of major educational institutions around the world. By early 2013, Coursera and EdX had partnered with so many educational institutions and expanded their course offerings to include everything from food and nutrition to Greek mythology to business, that I was spoilt for choice. I spent hours going through course catalogues and poring over course descriptions, almost delirious with excitement at the fact that I was actually going to be able to take classes offered by universities I had only dreamt of attending.
The course the author completed on MOOC was related to which subject?
Read the passage carefully and choose the best answer to each question out of the four alternatives.
In mid-2012 I completed my first massive online open course, or MOOC, the kind widely offered by Coursera, EdX, Udacity and so on in partnership with different educational institutions. It was on clinical trials and ethical practices, offered by Johns Hopkins, on Coursera. This was shortly before the MOOC sensation hit India, and when Coursera, which was founded by two Stanford professors, itself was just a few months old. The MOOC bug had bit me. The course Id completed was mainly designed for health care professionals who would be involved in actual clinical trials, not college students who had no prior knowledge of that area. I decided to enroll in the course because it was the only biology related course open at the time. However, I did see hope in that sometime in the future Id be able to get a glimpse of what classes are like in the hallowed halls of major educational institutions around the world. By early 2013, Coursera and EdX had partnered with so many educational institutions and expanded their course offerings to include everything from food and nutrition to Greek mythology to business, that I was spoilt for choice. I spent hours going through course catalogues and poring over course descriptions, almost delirious with excitement at the fact that I was actually going to be able to take classes offered by universities I had only dreamt of attending.
Which of the following is the name of a university and not an online education delivery company?