A2 English Literature Quotes love through the ages Flashcard

A2 English Literature Quotes love through the ages

An Analysis of Early Years Philosophies The WritePass Journal

An Analysis of Early Years Philosophies Introduction An Analysis of Early Years Philosophies and is the full document guiding those involved in the provision of years education is seen as merely a minimum standard that they are required to meet and any underlying aims and objectives that should be in mind when establishing their own methods and philosophies. This was given its statutory status by virtue of the Childcare Act 2006. There are underlying aims associated with the guide, including the desire to provide consistency and equality of opportunity for all young children, which will ultimately then provide a secure foundation upon which every child can develop in an appropriate manner and according to their abilities and desires and become well adjusted young adults, in the future. Basic safeguarding welfare requirements are also fundamental to this guidance and, although the focus here is on educational theories, it should be noted that early years’ education theories should, at all times, consider welfare issues and how these may interact within the educational environment (Helm, and Katz 2001). Overarching principles recognise that each child is unique and will be in a constant state of learning and development, and will therefore need to be adaptable and taking the lead from the child in question. Furthermore, the establishment of positive relationships, both with their peers and adult groups is crucial and educational environments should be enabling and positive, regardless of precisely how they are set up or managed. Depending on the nature of the early years provider there may be more specific requirements when it comes to learning and development. For example a childcare provider for wrap-round services, e.g. outside of school hours, would have a lesser requirement to support learning and development, as it would be presumed that the learning and development has been covered within the educational environment. In order to ensure sufficient flexibility, while also ensuring equality and consistency with policies produced in the area of learning and development down into three key subjects: communication and language; physical development; and personal, social, emotional development. All providers of early years’ education need to provide basic supporting literacy, mathematics, general understanding of the world and expressive arts and design. To a certain extent, the rigidity of the current requirements would prevent total freedom within the educational environment and this would disallow a pure theory, such as that of Montessori, to be used although many of the elements of this educational theory can still be present, despite the constraints of the statutory guidance. When establishing methods of learning and development the guidance requires the use of a mixture of directed   and free play within any education establishment and this prevents the approach from begun being entirely focussed one way or the other. The binding agreement to deliver the statutory framework requires that there are three characteristics which must be applied to all the activities that are undertaken by those involved in early years’ education. Firstly, there is the need to encourage playing and exploring which is supportive and congruent with the earlier theories of Steiner and Montessori and which encourage every child to explore and develop during their early years. Secondly, there is the need for active learning which encourages children to concentrate and to continue to strive to achieve the results that they are after (Anning et al 2004). Thirdly, there is the need to encourage the creativity and critical thinking of the children, in order to develop their own thoughts and ideas, as well as making links between ideas which they can then use in the future. Although the statutory guidance has a relatively large level of structure attached to it, on the whole, it follows the educational theories on early years’ education advocated by Steiner and Montessori. Certain requirements are also placed on early years’ education providers; for example, a pupil must have an allocated key person with whom they interact and who has responsibility for ensuring that they are developing and learning in an appropriate manner; this is also seen as a welfare and safeguarding issue, where this is a non- negotiable requirement. Certain standards are expected of children at any stage of early years’ education, such as the requirement that, by a specific age, sentences should be constructed and the children will be regularly reviewed and tested, in order to ascertain whether they are meeting the requirements, exceeding the requirements, or falling short. Although it is not expected that every child will develop at the same place, regular monitoring in many areas which are deemed to be weak is critical and a fundamental part of the current framework, so that the child in question can then be supported to develop in these weak areas. The main assessment is undertaken in the final term of the academic year in which the child becomes five years old is provided to the child’s carers / parent and other professional that are relevant during the early years. This assessment has several purposes other than to simply ascertain the current stage of learning for the child in question and provides information for the teacher who will be dealing with the child, as soon as they enter into compulsory education. This indicates that the early years’ agenda does in fact have the underlying aim of placing children in the best possible position to enter Year One (National Council for Curriculum and Assessment 2004). Another important aspect of the statutory guidance which is relevant to this discussion is the heavy emphasis placed on partnership arrangements, with the requirement for early years’ education providers to engage with the local authority, where appropriate, particularly for welfare and safeguarding issues. The essence of the policies here, therefore, is to fulfil certain requirements for having the statutory, basic standards in place, while also offering freedom to the early years’ educational establishment, in order to allow them to adjust, depending on the nature of their establishment and the types of facilities available to them. This would seemingly be a combination of theories, as discussed above, and goes largely along with the early focus on freedom and independence, but with slight constraints put in place. Based on this it can therefore be argued that the closest educational theories discussed above to the current situation are that of High Scope, where the adult operates as a form of scaffolding around the independent and free learning of the children. There does however need to be clarity, on a day-to-day basis, but the children themselves are given the freedom to develop at their own pace. A Personal Philosophy By looking at the educational theories explored in the first part of this report and also looking at the way in which the government has established guidelines, both compulsory and optional for educational establishments, the author here has been able to develop their own personal philosophy for early years’ education. This personal philosophy also draws, to a certain extent, on reflective learning from the author’s own experience within the early years teaching environment. As a result, and in the opinion of the author, it was found that the educational theories that support the notion of entirely free play are not as effective as the current educational agenda. However, whilst there are merits in the notion of entirely free experiences for very young children, as advocated by Montessori, it is suggested here that there needs to be a degree of structure, as this is more reflective of the educational experience which the children are likely to receive in the future. Moreover, there is an underlying aim within early years’ education to present children with the best possible foundation before branching into compulsory education and this would seem to be the main focus. The author also believes that the most appropriate philosophy is a combination of Waldorf and High Scope, stating that there needs to be at least some degree of structure and expectation, in order to ensure that there is sufficient consistency. Each child leaving early years’ education needs to be in position to undertake compulsory education; therefore, without having at least some boundaries and expectations laid out for all involved in education, this would result in some children not being able to achieve basic standards. This could ultimately impact, not only on their educational knowledge, but also on their self-esteem, if they were to enter compulsory education considerably behind others, in terms of attainment (Hohmann, 2002). Applying the statutory rules which are in place within the UK also supports this philosophy and recognises the fact that the ability of children to learn and develop will be different, particularly within the early years, and there needs to be at least some   freedom for the children to explore and make up their own minds. This does, however, need to be structured and facilitated by the educational professionals, so that any individual weaknesses can be identified and supported in such a way that would not be possible, if total freedom were given to the students. Educational theories provide a strong background to the way in which education should be delivered, both from a physical environment perspective, through to how the adults responsible for delivering education interact with the children in their care. Despite the need for structure, it is noted here that a strong emphasis should also be placed on freedom of choice for the children when building social and self-esteem factors, which are arguably going to be the foundations for future learning, far beyond technical skills such as the ability to read and write (Penn, 2005). By looking at the broader developmental issues, such as those set out in the statutory guidance, those involved in delivering educational standards can adapt to deal with any issues that arise, rather than being constrained to delivering a specific curriculum. Based on this, my own personal philosophy of education is a hybrid between High Scope and Waldorf, with a bias towards increasing structure, so that basic standards are achieved, regardless of the underlying skills and personalities of the children involved. References Anning, A., Cullen, J. and Fleer, M. (eds.) (2004). Early childhood education: society and culture. Delhi, New York and London: Sage Publications Cadwell, L. B., and C. Rinaldi. (2003) Bringing Learning to Life: A Reggio Approach to Early Childhood Education. New York: Teachers College Press. Catron, C. E., and J. Allen. (2007) Early Childhood Curriculum: A Creative Play Model, 4th ed. Upper Saddle River, NJ: Merrill/Prentice Hall. Department of Education (2012) Available at: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/2716/eyfs_statutory_framework_march_2012.pdf French, G. and Murphy, P. (2005). Once in a lifetime: Early childhood care and education for children from birth to three. Dublin: Barnardos. Helm, H and Katz, L (2001) Young Investigators: The Project Approach in the Early Years, New York: Teachers College Press. High/Scope Educational Research Foundation. (2001). The physical learning environment: Participants guide. Michigan: High/Scope Educational Research Foundation Hohmann, M., et al. Educating   (2002) Young Children: Active Learning Practices for Preschool and Child Care Programs. Ypsilanti, MI: High/Scope Press. Montessori, M (1994). From Childhood to Adolescence. Oxford, England: ABC-Clio. pp. 7–16 National Council for Curriculum and Assessment. (2004). Towards a Framework for Early Learning. Dublin:   National Council for Curriculum and Assessment. Penn, H. (2005). Understanding early childhood. Glasgow: Open University Press. Roopnarine, J., and J. Johnson. (2005) Approaches to Early Childhood Education, 4th ed. Upper Saddle River, NJ: Merrill/Prentice Hall.

Sustainable Agriculture Essay Example | Topics and Well Written Essays - 500 words

Sustainable Agriculture - Essay Example Sustainable agriculture plays a key role in hungers eradication. The trip to global farm in North Fort Myers, FL revealed how sustainable agriculture plays a key role in not only environmental concerns but also plant production. The farm is part of the Educational Concerns for Hunger Organization (ECHO). The farm gets support from the FGCU. On a wider scope, ECHO works hand in hand with small-scale farmers to reduce hunger across the world and improve the lives of the small scale farmers. The most surprising thing about ECHO emanated from the fact that being an information hub; it gathers solutions around the world aimed at reducing hunger by a greater margin. The solutions then promote sustainable farming techniques; improve productivity, increases nutritional plants and increased technologies (Fighting World Hunger, n.d). Coming through all these achievements with low-cost expenses proved superb though it did not answer all the questions. Growing and eating food tends to be one of the most intimate relationships human beings have with the earth. Lack of enough techniques in farming led to low productivity in my maize farm. Agriculture tends to be a success if one puts effort into it. Growing food like any other people would have changed my life positively. Selling of the food products would come as one of the practice to tip in cash. Additionally, going without food would be a past tense. Staying hungry is an experience that no one would like to experience. It leaves one with an unsettled feeling. Growing a biodiversity of foods is essential in that it enhances food production and at the same time maintains the ecosystem. Moreover, it sustains rural people’s livelihood. Food mainly comes from agricultural lands in the local vicinity and hence the producers travel for approximately fifteen miles to get to the consumer. The food contains a little pesticide residue and mostly comes from whole

Bendix Policies Case Study Example | Topics and Well Written Essays - 250 words

Bendix Policies - Case Study Example Their reactions showed that they greatly feared the loss of their position and reputation. This is due to the fact that William Agee’s method of leadership, which is decentralizing powers and his own spontaneous style of meritocracy, is both in contrast and in conflict with board members and other managers’ style of corporate handling. It is ethically wrong for them to treat her rise to the ranks with much sour judgment. At the same time, it would have been to Mary Cunningham’s best interest to have shown some measure of respect toward the board members. Even though the board members were wrong from the start, she should have at least shown some degree of politeness. Also, prudence would have worked well for her advantage. If she was more discreet with regards to her closeness with William Agee, there would have been less scrutiny and suspicion coming from other managers. William Agee should have also put an effort to avoid such scrutiny by showing some professional distance between him and Mary Cunningham. That way, both would have less trouble with regards to the position placing issues and resistance from the board

Communication Technologies Essay Example | Topics and Well Written Essays - 3500 words

Communication Technologies - Essay Example Then the ethical side of the matter is discussed. Two theories are drawn (Utilitarian and Kantian) to find out is it moral to monitor company's personnel. The third part of the paper is devoted to social responsibility. It is argued that a widespread use of monitoring techniques that intrude into employees' private life indicates the low level of social responsibility among employers, which in fact damages their own business. The section also brings recommendations on how to improve privacy preservation within the company and explains what benefits a company will receive. As the communication technologies continue to develop, the topic of workplace privacy becomes increasingly important. A hundred years ago manager was able to monitor his subordinates only through visual observation and mail check, if a business was related to frequent use of post services. Later, with the spread of telegraphic communication the tension of employers rose up, although it was still very hard for employees to misuse business channels for private purposes. Thus, there was little need in monitoring the use of business communication by personnel. Everything has changed with the development of phone, and later, e-mail. With the ease of access to better methods of communication, employers often use the chance to monitor their employees' activity, justifying their actions as concern for productivity. From the employees' side the monitoring of their phone calls and e-mail messages on the workplace is often perceived as the intrusion into privacy. Consequently, complaints of em ployees drive them to court bringing suits against their employees. So far most of such cases were resolved in favor of employers, as can be seen from examples illustrated later in the paper. The legal side of the matter of workplace privacy is observed in the next section. Law is on the Employer's Side Most of the developed Western countries have a twofold legislation on the monitoring of employees' workplace activity by employers. For example, in the US interception of wire and electronic communications is prohibited (Electronic Communication Privacy Act, 18, USC 2511, 1986). However the same law has some exceptions, allowing employers to monitor business phones and emails of their employees in most of the cases: It shall not be unlawful under this chapter for a person acting under color of law to intercept a wire, oral, or electronic communication, where such person is a party to the communication or one of the parties to the communication has given prior consent to such interception. (Electronic Communication Privacy Act, 18, USC 2511, 1986) Prior consent may be given each time an employee uses communication devices, or implied. Nevertheless, "the fact that an employee merely knows that the employer has the capability to monitor telephone conversations is not sufficient to establish implied consent" (Nuterangelo, 2004). An employee must be aware of monitoring. Therefore, every employee that uses communication services belonging to employer is in the same 'party' with his employer, allowing him to intercept every message or call. Moreover, each employee that was informed in some way (e.g. contract agreement) of using work phones or computers for

Relationship Between EI and OP Amongst Librarians

Relationship Between EI and OP Amongst Librarians CHAPTER TWO LITERATURE REVIEW 2.1 INTRODUCTION This chapter is seeks to verify the limited studies into the relationship between EI and OP amongst librarians. There appears to be very little research, or study investigating the areas synthesizing library administration issues and the study of EI in information works. Although researchers allude to the need to be able to understand and manage their own emotions as an information provider, the lack of research combining the areas of EI of librarians in Malaysian public libraries suggests a large gap in a very important research area (Quinn, 2002; Hernon, 2008 and Singer, 2005). Consequently, a study that focuses on a public librarians perceived need for EI would fill this gap and therefore contribute to the existing EI literature. The following information is provided as a literature review encompassing an overview of the different constructs and theories of EI, as researched by several authors. The historical context and development of Malaysian Public Libraries will also be explored in this literature review. The topics of EI, and the area of information works, are reviewed individually within, as there is very little research on issues pertaining to the combination of these topics. This chapter furnishes an encompassing review on past literature, which covers a richness of information on EI research in general. There are 8 parts itemized as follows: Part 1 contains the introduction; Part 2 gives the description of EI history, theory, models and development; Part 3 discusses EI and applications in the workplace EI; Part 4 discusses librarians standard skills and capabilities; Part 5 shows clearly occupational performance; Part 6 examines the relationship between EI and performance, and finally, Part 7 summarizes all elements of this review. 2.2 EMOTIONAL INTELLIGENCE 2.2.1 Introduction Twenty years ago, researchers didnt much pay attention the topic of emotions in the workplace, perhaps because emotions were viewed too difficult to be measured and were thought of as illogical, unstable, and not fit for decision making tool; they were therefore less popular and largely unexplored among researchers (Arvey et al., 1998 and Muchinsky, 2000). Early 1990 however, researchers have begun to recognize that emotions should not be excluded from skill and competency of organizational, because it can be used in ways that contribute constructively to organizations (Arvey et al., 1998 and Fredman, Ghini and Dijk, 2008). In relation to this, it is motivating researchers to study the emotions in organizations. For instance, study on occupational performance has adopted a more affective focus. Additionally, new interest in the people feeling on work behavior has been influential in turning attention to the more emotional side of workplace experiences (e.g., Brief, Butcher, Roberson, 1995; Fisher Ashkanasy, 2000). Fisher and Ashkanasy (2000) and Ryback Wenny (2007) also claim the popularity of EI as a mechanism for new research in the workplace. The information below was derived from the previous empirical studies and multiple formats of resources. 2.1.2 Definition There is no definitive definition of EI. Many authors define EI as the ability to understand feelings, either internally or externally. Numerous studies indicate that, knowledge, cognitive skills and abilities are usually blended with performance. The term and concepts of EI were coined by Golemen (1995; 1998) in his two books, EI and Working with EI and developed a dimension and attribute of EI as self-awareness, self-regulation, motivation, empathy, and social skill. However different authors have defined EI to some extent differently from Goleman. Mayer and Saloveys (1997) meaning is a kind of intelligence in that it emphasizes thinking, perceiving, understanding, appraising, discriminating, and identifying emotion. Golemans concept of EI, in distinction, relates to the way people function emotionally if their functioning is at its potential or at least is not problematic. From the viewpoint of Weisingers (1998) gives descriptions and definition of EI is comparatively close to Golemans when he described EI is the intelligent use of emotions. It in comparison to Golemans, Cooper and Sawafs (1997) delimitation gives greater attention to the higher directions of human behavior, mainly aspects correlated with leadership. Their concept comprehends factors such as intuition, integrity, personal purpose, and creativity which is not emphasized by Goleman. In contrast, Simmons and Simmons (1997) approach to EI are very different from Golemans when they relate EI to multiple relatively invariant character traits. These theorists and many others defined and explained the concept of EI. There is no single definition in defining EI. Here I will include the five most popular ones. EI can be defined as: 1. â€Å"the ability to monitor ones own and others feelings and emotions, to discriminate among them, and to use the information to guide ones thinking and action† (Mayer Salovey,1993). 2. â€Å"ability to recognize and express emotions in yourself, your ability to understand the emotions of colleagues.† (Gardner, 1983). 3. â€Å"the intelligent use of emotions: you intentionally make your emotions work for you by using them to help guide your behaviour and thinking in ways that enhance your results.† (Weisinger, 1998). 4. â€Å"the ability to: 1) be aware of, to understand, and to express oneself; 2) be aware of, to understand, and to relate to others; 3) deal with strong emotions and control ones impulses; and 4) adapt to change and to solve problems of a personal or a social nature (Reuven Bar-On, 1998). 5. â€Å"the capacity for recognizing our own feelings and those of others, for motivating ourselves, and for managing emotions well in ourselves and in our relationships.(Goleman, 1998) Based on the profusion of definitions, there seems to be no major differences among the definition of EI throughout the years. In consequence, EI generally entails the ability to understand and recognize feeling internally or intrapersonal and externally or interpersonal to make good decision. More timely, for this study, the researcher adopts the comprehensive of EI articulated by Goleman (1998) â€Å"a learned capability based on EI that resulted in outstanding performance at work†. EI echoes how an individuals possible for mastering the skills of Self-Awareness, Self-Management, Social Awareness, and Relationship Management translates into work performance. Having defined EI, the following sections will highlight the literature related to EI and performance in library works. 2.1.2 Evolution of EI In 1920, Thordike described the concept of EI as a form of social intelligence. He has divided intelligence into three facets; understanding and managing ideas (abstract intelligence), concrete objects (mechanical intelligence), and people (social intelligence). In his expression: By social intelligence is meant the ability to understand and manage men and women, boys and girls to act wisely in human relations. Further, in 1940, Wechsler, viewed intelligence as an effect and conceived that assessments of general intelligence are not adequate and consider that non-intellectual factors, such as personality, will influence the development of an individuals intelligence. Additionally, attention in social intelligence or other intelligence was reinvigorated in 1983 when Gardner introduced the theory of multiple intelligence (Brualdi, 1996; Gardner, 1995) and proposed an extensive field of differing intelligences. In relation to this, Mayer and Salovey, (1990) coined the term EI in their article â€Å"EI,† from the journal â€Å"Imagination, Cognition and Personality† while Goleman, (1995) brought EI to the characteristic and developed his own model of EI. Ultimately, the concept of EI has been expanded and applied to numerous disciplines including services (e.g. Sales, Hospitality, banking, and school and information services etc). The evolving of EI as described in 2.1 below. 2.1.2.1 Social Intelligence Social intelligence can be defined differently. Social intelligence can be defined as â€Å"the ability to understand and manage people to act wisely in human relations† (Thorndike, 1920, p. 228). Nevertheless, in the late 1930s, Thorndike and Stein (1937) altered the earlier definition of social intelligence to read, the â€Å"ability to understand and manage people† while a few years later, Gardner (1983) outlined his theory of multiple intelligences and he described in detail seven â€Å"relatively autonomous† of human intellectual competences (eg; linguistic, logical-mathematical, spatial, musical, personal, interpersonal, and intrapersonal). Likewise, Moss and Hunt (1927) described social intelligence as the ability to get along with others (p. 108). Six years later as Vernon (1933), defined the social intelligence as the persons ability to get along with people in general, social technique or ease in society, knowledge of social matters, susceptibility to s timuli from other members of a group, as well as insight into the temporary moods or underlying personality traits of strangers (p. 44). It was recognised by Maulding (2002) that EI was closely related to personal intelligence and was further qualified by Gardner with is employment of two personal intelligence aspects; intrapersonal and interpersonal. Intrapersonal intelligence was further depicted by Gardner as the capacity to be discriminating among ones feelings; to label them, and use them in ways to understand and guide ones behavior and interpersonal intelligence as â€Å"turns outward, to other individuals†. This focal point examined â€Å"the ability to notice and make distinctions among other individuals, and in particular, among their moods, temperaments, motivations, and intentions†. Thus â€Å"Personal Intelligence† covers the close relationship of both intrapersonal and interpersonal intelligence because, as Gardner noted, â€Å"these two forms of knowledge are intimately intermingled†. 2.1.2.1 Intelligence There were numerous outstanding theorists were asked to define intelligence; unfortunate some definitions were obtained (Sternberg Detterman, 1986) differently. White (2002) clarification, ‘In philosophical works we can find discussions of consciousness, perception and sensation, thought, action, memory, emotion and imagination, but rarely anything on intelligence (White, 2002, p.78). In other words, Hand (2004) discussed the concept of Intelligence that is in general as stipulating technical senses and attempting to describe the ordinary sense. In contrast (Neisser et al., 1996) described intelligence are attempts to clarify and organize a vast array of phenomena that include: â€Å"the ability to understand complex ideas, to adapt effectively to environments, to learn from experience, to engage in various forms of reasoning, to overcome obstacles by taking thought†. Even when experts in intelligence discuss the definition there appears more controversy than consensus (Matthews et al., 2002). Unlike other definitions of intelligence, Wechsler (1958) described intelligence as â€Å"the aggregate or the global capacity of the individual to act purposely, to think rationally, and to deal effectively with his environment†. Although many definitions were given by different authors, however, many studies of intelligence, in particular the psychometric approach, have provided a â€Å"predictor† of success (Mayer, Salovey, Caruso, 2000). 2.1.2.2 Emotions Emotion can be categorized as part of Social Intelligence was introduced by Gardner in 1930. The science of emotion has been problematic and is impeded with the complexities of linking tangible realities to the elusive, subjective, and experiential nature of emotions (Matthews et al., 2002). In the context of psychology, Salovey and Mayer provided a definition of emotions as: Organized responses crossing boundaries of many psychological subsystems, including physiological, cognitive, motivational and experiential systems. Emotions typically arise in response to an event, either internal or external, that has a positively or negatively balanced meaning for an individual. Emotions can be distinguished from the closely related concept of mood in that emotions are shorter and generally more intense (1990, p. 186). 2.1.2.3 Emotional Intelligence Mayer and Salovey (1990) wrote an article and outlining their EI framework. EI was listed by them at that time as a division of social intelligence. Elements of Gardners personal intelligence study were employed when Mayer and Salovey defined EI as â€Å"the ability to monitor ones own and others feelings, to discriminate amongst them and to use this information to guide ones thinking and actions† (p. 189). The book entitled EI (1995) was published as a way of coping with the pointless acts that were taking place, (Salopek, 1998) and became the best seller status. After that the interest in EI took place (Mandell Pherwani, 2003). Goleman persistent on this success in 1998 with a book entitled Working with EI where he reviewed 18 EI competencies usable in the workplace. Mayer and Saloveys (1990) definition of EI were modified by Goleman (1998c) with his revised definition of EI, â€Å" ‘EI refers to the capacity for recognizing our own feelings and those of others, for motivating ourselves, and for managing emotions well in ourselves and in our relationships† p317). Goleman listed 5 social and emotional groups self-awareness, self-regulation, motivation, empathy, and social skills. This was subsequently reduced to just 4 after the arrival and review of new information. He continues to refine his model and emphasize a mixture of interpersonal intelligence and intrapersonal intelligence in defining EI and employed the four clusters (Maulding, 2002). The 4 new groups were labelled as self-awareness, self-management, social awareness, and relationship management (Goleman, Boyatzis, McKee, 2002). Self-awareness and self-management were merged into a â€Å"personal competence† category which included the capabilities that â€Å"determine how we manage ourselves† (Goleman, Boyatzis, McKee, 2002, p. 39). The capabilities that â€Å"determine how we manage relationships† define the Social Competency category (Goleman, Boyatzis, McKee, 2002, p. 39) and include the social awareness and relationship management groups. In the context of thois study, researcher will use the GolemansModel as baseline or guideline to develop EI measurement for librarians. Yet a few competencies related to Malaysian public librarian nature will be considered (eg, spiritual, information literacy, Islamic values ect.) in the new model. Table 2.1 Five Periods of Development in Emotions and Intelligence in the Past Century Period The Emergence of The EI Concept 1900-1969 (Thorndike, 1920) Intelligence and Emotions as Separate Narrow Fields Psychometric approach to intelligence is developed and refined.  · Movement from Darwins theory for heritability and evolution of emotional responses to now being viewed as culturally determined.  · Social Intelligence (Thorndike, 1920) as the concept is introduced. 1970-1989 (David Wechsler, 1940) Non-intellective aspects of general intelligence The field of cognition and affect emerged to examine how emotions interacted with thoughts.  · Gardner (1983) theory of multiple intelligences described an intrapersonal and an interpersonal intelligence.  · Empirical work on social intelligence developed four components: social skills, empathy skills, pro-social attitudes, and emotionality (sensitivity). 1990-1993 (Gardner, 1983) Multiple intelligences; interpersonal intelligence-people smart; intrapersonal intelligence-self-smart Mayer and Salovey publish a series of articles on EI.  · First ability measure of EI published.  · Editor of the journal Intelligence argued for an existence of EI.  · Further developments for EI in the brain sciences. 1994-1997 (Goleman 1995) The Popularization and Broadening EQ  · Goleman (1995) publishes EI which becomes worldwide best-seller.  · Time magazine used the term â€Å"EQ† on its cover (Gibbs, 1995, October 2).  · Measures of EI using mixed model theories were published. 1998-Present (Peter Salovey Jack Mayer, 1990 EI  · Refinements to the concept of EI.  · New measures of EI introduced.  · Appearance of peer-reviewed articles on the subject. 2.2.4 2.2 Model of EI 2.2.1 Introduction There are many researchers that exist within the area of intelligences developed several models and theories to address EI (Gardner, 1990; Bar-On, 2008; Bernet, 1996; Brown, 1999; Brualdi, 1996; Burgess, Palmer, Stough Walls, 2001; Caruso, Mayer, Perkins Salovey, 1999; Cherniss, 2007; Ciarrochi, Chan, Caputi, Roberts, 2001; Dulewicz Higgs, 2000; Finegan, 1998; Gardner, 1995; Goleman, 1995; Goleman, 1998; Goleman, 2008; Langley, 2000; Mayer Geher, 2007; Mayer, Caruso Salovey, 2003; Mayer, Salovey Caruso, 2000; Mayer, 2001; Mayer, Salovey, Caruso, Sitarenios, 2001; Mayer, Perkins, Caruso Salovey, 2001; McDowelle Bell, 2000; Pfeiffer, 2001; Reiff, Hates, Bramel, 2001; Salovey Mayer, 1990; Salovey Sluyter, 1997; Weiss, 2000). The model of EI is comprised into two types; the ability model and mixed model. a) Ability model can be defined, EI as a set of mental abilities and constructs claims about the importance of emotional information and the potential uses of reasoning well with that information. Representatives of this model are Mayer and Salovey (1997) with four-branch model of EI. b) mixed model, whereas more commonly orienting and mixes mental abilities with personality attributes. Model from Goleman (2001), Cooper Sawaf (1997) and Bar-on (1997) are representatives for mixed model, but they expanded the meaning of EI by explicitly mixing the ability to understand and process emotion with other diverse parts of personality or skills, hence creating mixed approaches to EI. On the other word, the mixed model is defined as a combination of non cognitive abilities, personality traits and competencies (Goldsmith, 2008). 2.2.2 Models Assessing Emotional Intelligence 2.1.2 Bar-Ons Model of EI Bar-On reports that the EQ-i â€Å"was originally constructed as an experimental instrument designed to examine the concept of emotional and social functioning in the early 1980s (Bar-On, 2001, p.363). He created the term emotional quotient (EQ) to describe his mixed approach to the evaluation of an individuals general intelligence. He explained that the emotional quotient reflects our ability to operate successfully with other people and with our feelings (Bar-On, 2001). Bar-On developed the Bar-On EQ-i and instrument has been translated into twenty-two languages and normative data has been collected in more than fifteen countries (Bar-On, 2001). This EI inventory is the first scientifically developed and validated measure of EI that reflects ones ability to deal with environmental challenges and helps to predict ones success in life, including professional and personal pursuits (AbiSamra, 2000 and Bar-on, 2001). This model is separated into five different scales with fifteen subscales as detailed in Table 2.3. The first of these scales assess an individuals Intrapersonal EQ which consists of self-regard, emotional self-awareness, assertiveness, independence and self- actualization. The second scale assesses the individuals Interpersonal EQ consisting of empathy, social responsibility, and interpersonal relationships. Adaptability EQ is the third measure of Bar-Ons scale. This scale focuses on reality testing, flexibility and problem solving or how an individual handles emotion in the moment. The fourth scale assesses an individuals Stress Management EQ. This scale is comprised of stress tolerance and impulse control. The fifth and final scale of the EQ-i measures an individuals General Mood EQ, consisting of optimism and happiness. Bar-On reports that the research â€Å"findings obtained to date suggest that the EQ-i is measuring emotional and social intelligence†¦more specifically, the EQ-i is tapping the ability to be aware of, understand, control, and express emotions† (Bar-On, 2001, pp.372 -373). This ability model created by Bar-On is a selection of emotional, personal and social abilities that affect an individuals overall ability to manage the daily pressures and demands of life. Bar-On further reports that the ability is â€Å"apparently based on a core capacity to be aware of, understand, control and express emotions effectively† (p.374). Although Bar-Ons early research focused on the emotional quotient, it was not until the 1990s that EI truly began to receive recognition as a distinct form of intelligence (Geher, Warner Brown, 2001; Salovey Sluyter, 1997). The concept of an individuals EI (EI) was explained and expanded upon by Mayer and Salovey in 1990 (Mayer, Perkins, Caruso S alovey, 2001), and popularized by Daniel Goleman in 1995 (Goleman, 1995). 2.1.3 Golemans In 1995, Goleman elaborated on the original Salovey Mayer definition of EI to suggest five major EI domains as reported in Table 4. Table 4: Golemans original model of EI. Golemans Model of EI 1. Assessment of emotions 2. Regulation of emotions 3. Motivating and emotional self control 4. Understanding and recognizing emotions 5. Relationships and emotions The first of Golemans EI domains includes knowing ones emotions. This domain involves assessing and knowing what the emotion is as it occurs. The second domain of managing emotions is described as handling those emotions in an appropriate manner that builds on self-awareness. Motivating oneself or emotional self-control is the third domain. The fourth domain involves recognizing emotions in others. This domain involves empathy and Goleman considers it to be a â€Å"people skill† (Goleman, 1995, p.43). The last domain in Golemans original model consists of handling relationships. Goleman states that the ability of handling a relationship is in part the ability of managing emotions in others. Goleman contends that capacities for EI each have a distinctive involvement to form our lives. To some extent, these capacities build upon one another to formulate social skills. These abilities do not guarantee that people will develop or display emotional competencies. Goleman suggests th at individuals use competencies in many areas across many spectrums. Goleman has currently revised his original theory of EI as shown in Table 5. He now suggests that there are four domains rather than his original five domains (Goleman, 2001B). Table 5: Golemans current model of EI. Golemans Current Model of EI 1. Emotional Self Awareness 2. Emotional Self Management 3. Social Awareness 4. Relationship Management The first component or cluster of EI is that of Emotional Self- Awareness, or knowing what one feels. Recognizing ones own feelings, how they affect ones performance, and the realization of our own strengths as well as our weaknesses, is an important part of the self-awareness cluster. The second component of EI is Emotional Self-Management. This component reflects the ability to regulate stressful affects such as anxiety or anger, as well as how to deal with those situations. This component is reflected when an individual seems to keep their cool during a stressful situation. Self-management also reflects the abilities of an individual to be flexible and adaptable, looking at different perspectives of a situation. Social-Awareness, the third component, encompasses the competency of empathy. The Social-Awareness cluster is described as the cluster where an individual is aware of others emotions, concerns, and needs. Being aware of this information and internally processing it, allows the individual to read situations and act accordingly. The Relationship Management component makes up the fourth segment of Golemans current model. This component relates to how we interact with others in emotional situations. Goleman believes that if we cannot control our emotional outbursts and impulses, and we lack the necessary skill of empathy, there is less chance that we will be effective in our relationships. The Relationship Management cluster includes many of the skills necessary for being successful in social situations. Communication is also an essential element in the relationship management cluster (Goleman, 2001b). According to Goleman (2001a), EI at its most general rating, refers to the abilities to identify, reflect and adjust emotions in ourselves as well as to be aware of the emotions of others. Currently, Goleman relates the capacities for each domain in his EI model are: makes a unique contribution to job performance; strong communications; capacities build upon one another; does not guarantee people will develop or display the associated competencies; The general list is to some extent applicable to all jobs. Although Goleman explains that these capacities are hierarchical, meaning that one cannot fully pass on to the next phase or tier without accomplishing the previous stage with some degree of success. These capacities are not fixed and an individual can experience many levels at the same time. Goleman (1998) also states that EI determines our potential for learning the practical skills that underlie the four EI clusters. He maintains that emotional competence illustrates how much of that potential we have realized by learning and mastering skills and translating EI into on the job capabilities. According to Hall Torrance (1980), empathy and super-awareness to the needs of others is a trait that lies outside the realm of human abilities that can be measured. Hall Torrance report that many attempts have been made to measure these abilities, but with very little success. In their view, if empathy and awareness to others needs were accessed in a way that was based on reasoning, those qualities may reflect a measurable intellectual ability that would be associated with friendliness, compassion and happiness; all traits reported to be representative characteristics of emotionally intelligent individuals (Goleman, 1995; Pfeiffer, 2001). The information reported in 1980 by Hall and Torrance was prescient in that these traits are currently being measured as traits of EI. The traits of flexibility and freedom of thoughts as well as a high rating of motivation, either intrinsic or extrinsic, the ability to express emotion, the ability to manage stress, self confidence, and the ability to cope with tension are also valued characteristics of EI (Caruso, Mayer, Perkins, Salovey, 1999; Cherniss, 1998; Goleman, 1995, 1997; Levinson, 1997; Olszewski-Kubilius, 2000; Pfeiffer, 2001; Reiff, Hates Bramel, 2001). Currently, Goleman emphasizes that EI at its most general rating, refers to the abilities to identify, reflect and adjust emotions in ourselves as well as to be aware of the emotions of others (Cherniss Goleman, 2001; Goleman, 2001A). According to Goleman, EI refers to the ability to recognize our own feelings and those of others, to motivate ourselves, and to manage emotions in ourselves and in our relationships. (Clawson 1999; Dulewicz Higgs 2000; Goleman 1998; Burgess, Palmer, Stough Walls 2001). In another cognitive research study conducted by Sternberg, Wagner, Williams, and Horvath (cited in McDowelle Bell, 1998) it is reported that these differences in IQ and success at work accounted for between 4% and 25% variance of job performance. This leads us to the conclusion that a major part of what enhances our job performance is affected by non-IQ factors. McDowelle Bell (1998) state â€Å"emotionality and rationality complement each other in the work world. They can be viewe d as inseparable parts of the life of the organization. 2.1.4 Salovey and Mayers Since the origination of the theory of EI in 1990, Mayer and Salovey have worked diligently to refine their academic and scientific model of EI model. Their current model, developed in 1997, is decidedly cognitive in focus and revolves around four tiers or ratings that are not genetically fixed or set in early childhood. As people grow and develop, they also seem to develop a greater sense of EI suggesting that these traits of EI can be developed over time (Epstein, 1999; Ford-Martin, 2001; Goleman, 2001A; Weiss, 2000). According to Mayer, Perkins, Caruso Salovey (2001), the emotionally intelligent person is skilled in four distinct branches: identifying, using, understanding, and regulating emotions. These four distinct areas are outlined in Mayer and Saloveys current model. The newest model begins with the idea that emotions contain information about relationships (Mayer, Salovey, Caruso, and Sitarenios (2001). (See Table 6). The recognition, the evaluation and the communication of emotions initiate the first branch of Mayer and Saloveys model. The second branch involves using emotions to think constructively such as utilizing those emotions to make judgments, the consideration of an alternative viewpoint, and an appreciation that a change in emotional state and point of view can promote various types of solutions to problems. The third branch combines the abilities of classifying and differentiating between emotions to help integrate different feelings. This rating also works toward helping us t o form rules about the feelings we experience. The fourth and final branch involves the ability to take the emotions we experience and use them in support of a social goal (Finegan, 1998; Cherniss Goleman, 2001). The four hierarchical developmental branches established by Mayer and Salovey in 1997, although different from Golemans ratings of EI, seem to incorporate several fundamental principles of personal development theory. These developmental stages discussed by Salovey and Mayer are reported to be hierarchical. The Mayer and Salovey model frames the complexity of emotional skills that develop from the first tier and continue through the fourth, whereas Golemans competencies, in contrast, can be viewed along a continuum of mastery. Caruso, Mayer, Perkins, Salovey (2001), expected individuals need to be able to identify their emotions as well as the emotions of others. Using those emotions, understanding those emotions, and having the ability to manage those emotions is also required to be successful. Caruso et al. (2001) relate that when an individual works in an administrative or work environment that requires the cooperation and collaboration, the skills of EI become even more essential. Caruso et al. (2001) also report that EI can assist in facilitating this work in helping to generate new and creative ideas and solutions to problems. At times, some of the problems that are challenging an individual can be very complex, while at other times the problem-solving task may be effortless. According to Caruso et al. (2001), problem solving requires creative thought to generate ideal solutions. Caruso et al. (2001) deduce that EI can help the individual to think creatively in many ways such as, viewing the problem from multiple perspectives, brainstorming or generating new and creative ideas, being inventive, generating original ideas and solutions to the problem, and defining and recognizing new solutions. Table 2.3: Characteristics of Selected EI Model Bar-On (1980) Mixed Model Goleman (2005) Performance Model Mayer, Caruso and Salovey (1990) Ability Model (1) Awareness, Intrapersonal Assertiveness, EQ Self-Regard, Relationship Between EI and OP Amongst Librarians Relationship Between EI and OP Amongst Librarians CHAPTER TWO LITERATURE REVIEW 2.1 INTRODUCTION This chapter is seeks to verify the limited studies into the relationship between EI and OP amongst librarians. There appears to be very little research, or study investigating the areas synthesizing library administration issues and the study of EI in information works. Although researchers allude to the need to be able to understand and manage their own emotions as an information provider, the lack of research combining the areas of EI of librarians in Malaysian public libraries suggests a large gap in a very important research area (Quinn, 2002; Hernon, 2008 and Singer, 2005). Consequently, a study that focuses on a public librarians perceived need for EI would fill this gap and therefore contribute to the existing EI literature. The following information is provided as a literature review encompassing an overview of the different constructs and theories of EI, as researched by several authors. The historical context and development of Malaysian Public Libraries will also be explored in this literature review. The topics of EI, and the area of information works, are reviewed individually within, as there is very little research on issues pertaining to the combination of these topics. This chapter furnishes an encompassing review on past literature, which covers a richness of information on EI research in general. There are 8 parts itemized as follows: Part 1 contains the introduction; Part 2 gives the description of EI history, theory, models and development; Part 3 discusses EI and applications in the workplace EI; Part 4 discusses librarians standard skills and capabilities; Part 5 shows clearly occupational performance; Part 6 examines the relationship between EI and performance, and finally, Part 7 summarizes all elements of this review. 2.2 EMOTIONAL INTELLIGENCE 2.2.1 Introduction Twenty years ago, researchers didnt much pay attention the topic of emotions in the workplace, perhaps because emotions were viewed too difficult to be measured and were thought of as illogical, unstable, and not fit for decision making tool; they were therefore less popular and largely unexplored among researchers (Arvey et al., 1998 and Muchinsky, 2000). Early 1990 however, researchers have begun to recognize that emotions should not be excluded from skill and competency of organizational, because it can be used in ways that contribute constructively to organizations (Arvey et al., 1998 and Fredman, Ghini and Dijk, 2008). In relation to this, it is motivating researchers to study the emotions in organizations. For instance, study on occupational performance has adopted a more affective focus. Additionally, new interest in the people feeling on work behavior has been influential in turning attention to the more emotional side of workplace experiences (e.g., Brief, Butcher, Roberson, 1995; Fisher Ashkanasy, 2000). Fisher and Ashkanasy (2000) and Ryback Wenny (2007) also claim the popularity of EI as a mechanism for new research in the workplace. The information below was derived from the previous empirical studies and multiple formats of resources. 2.1.2 Definition There is no definitive definition of EI. Many authors define EI as the ability to understand feelings, either internally or externally. Numerous studies indicate that, knowledge, cognitive skills and abilities are usually blended with performance. The term and concepts of EI were coined by Golemen (1995; 1998) in his two books, EI and Working with EI and developed a dimension and attribute of EI as self-awareness, self-regulation, motivation, empathy, and social skill. However different authors have defined EI to some extent differently from Goleman. Mayer and Saloveys (1997) meaning is a kind of intelligence in that it emphasizes thinking, perceiving, understanding, appraising, discriminating, and identifying emotion. Golemans concept of EI, in distinction, relates to the way people function emotionally if their functioning is at its potential or at least is not problematic. From the viewpoint of Weisingers (1998) gives descriptions and definition of EI is comparatively close to Golemans when he described EI is the intelligent use of emotions. It in comparison to Golemans, Cooper and Sawafs (1997) delimitation gives greater attention to the higher directions of human behavior, mainly aspects correlated with leadership. Their concept comprehends factors such as intuition, integrity, personal purpose, and creativity which is not emphasized by Goleman. In contrast, Simmons and Simmons (1997) approach to EI are very different from Golemans when they relate EI to multiple relatively invariant character traits. These theorists and many others defined and explained the concept of EI. There is no single definition in defining EI. Here I will include the five most popular ones. EI can be defined as: 1. â€Å"the ability to monitor ones own and others feelings and emotions, to discriminate among them, and to use the information to guide ones thinking and action† (Mayer Salovey,1993). 2. â€Å"ability to recognize and express emotions in yourself, your ability to understand the emotions of colleagues.† (Gardner, 1983). 3. â€Å"the intelligent use of emotions: you intentionally make your emotions work for you by using them to help guide your behaviour and thinking in ways that enhance your results.† (Weisinger, 1998). 4. â€Å"the ability to: 1) be aware of, to understand, and to express oneself; 2) be aware of, to understand, and to relate to others; 3) deal with strong emotions and control ones impulses; and 4) adapt to change and to solve problems of a personal or a social nature (Reuven Bar-On, 1998). 5. â€Å"the capacity for recognizing our own feelings and those of others, for motivating ourselves, and for managing emotions well in ourselves and in our relationships.(Goleman, 1998) Based on the profusion of definitions, there seems to be no major differences among the definition of EI throughout the years. In consequence, EI generally entails the ability to understand and recognize feeling internally or intrapersonal and externally or interpersonal to make good decision. More timely, for this study, the researcher adopts the comprehensive of EI articulated by Goleman (1998) â€Å"a learned capability based on EI that resulted in outstanding performance at work†. EI echoes how an individuals possible for mastering the skills of Self-Awareness, Self-Management, Social Awareness, and Relationship Management translates into work performance. Having defined EI, the following sections will highlight the literature related to EI and performance in library works. 2.1.2 Evolution of EI In 1920, Thordike described the concept of EI as a form of social intelligence. He has divided intelligence into three facets; understanding and managing ideas (abstract intelligence), concrete objects (mechanical intelligence), and people (social intelligence). In his expression: By social intelligence is meant the ability to understand and manage men and women, boys and girls to act wisely in human relations. Further, in 1940, Wechsler, viewed intelligence as an effect and conceived that assessments of general intelligence are not adequate and consider that non-intellectual factors, such as personality, will influence the development of an individuals intelligence. Additionally, attention in social intelligence or other intelligence was reinvigorated in 1983 when Gardner introduced the theory of multiple intelligence (Brualdi, 1996; Gardner, 1995) and proposed an extensive field of differing intelligences. In relation to this, Mayer and Salovey, (1990) coined the term EI in their article â€Å"EI,† from the journal â€Å"Imagination, Cognition and Personality† while Goleman, (1995) brought EI to the characteristic and developed his own model of EI. Ultimately, the concept of EI has been expanded and applied to numerous disciplines including services (e.g. Sales, Hospitality, banking, and school and information services etc). The evolving of EI as described in 2.1 below. 2.1.2.1 Social Intelligence Social intelligence can be defined differently. Social intelligence can be defined as â€Å"the ability to understand and manage people to act wisely in human relations† (Thorndike, 1920, p. 228). Nevertheless, in the late 1930s, Thorndike and Stein (1937) altered the earlier definition of social intelligence to read, the â€Å"ability to understand and manage people† while a few years later, Gardner (1983) outlined his theory of multiple intelligences and he described in detail seven â€Å"relatively autonomous† of human intellectual competences (eg; linguistic, logical-mathematical, spatial, musical, personal, interpersonal, and intrapersonal). Likewise, Moss and Hunt (1927) described social intelligence as the ability to get along with others (p. 108). Six years later as Vernon (1933), defined the social intelligence as the persons ability to get along with people in general, social technique or ease in society, knowledge of social matters, susceptibility to s timuli from other members of a group, as well as insight into the temporary moods or underlying personality traits of strangers (p. 44). It was recognised by Maulding (2002) that EI was closely related to personal intelligence and was further qualified by Gardner with is employment of two personal intelligence aspects; intrapersonal and interpersonal. Intrapersonal intelligence was further depicted by Gardner as the capacity to be discriminating among ones feelings; to label them, and use them in ways to understand and guide ones behavior and interpersonal intelligence as â€Å"turns outward, to other individuals†. This focal point examined â€Å"the ability to notice and make distinctions among other individuals, and in particular, among their moods, temperaments, motivations, and intentions†. Thus â€Å"Personal Intelligence† covers the close relationship of both intrapersonal and interpersonal intelligence because, as Gardner noted, â€Å"these two forms of knowledge are intimately intermingled†. 2.1.2.1 Intelligence There were numerous outstanding theorists were asked to define intelligence; unfortunate some definitions were obtained (Sternberg Detterman, 1986) differently. White (2002) clarification, ‘In philosophical works we can find discussions of consciousness, perception and sensation, thought, action, memory, emotion and imagination, but rarely anything on intelligence (White, 2002, p.78). In other words, Hand (2004) discussed the concept of Intelligence that is in general as stipulating technical senses and attempting to describe the ordinary sense. In contrast (Neisser et al., 1996) described intelligence are attempts to clarify and organize a vast array of phenomena that include: â€Å"the ability to understand complex ideas, to adapt effectively to environments, to learn from experience, to engage in various forms of reasoning, to overcome obstacles by taking thought†. Even when experts in intelligence discuss the definition there appears more controversy than consensus (Matthews et al., 2002). Unlike other definitions of intelligence, Wechsler (1958) described intelligence as â€Å"the aggregate or the global capacity of the individual to act purposely, to think rationally, and to deal effectively with his environment†. Although many definitions were given by different authors, however, many studies of intelligence, in particular the psychometric approach, have provided a â€Å"predictor† of success (Mayer, Salovey, Caruso, 2000). 2.1.2.2 Emotions Emotion can be categorized as part of Social Intelligence was introduced by Gardner in 1930. The science of emotion has been problematic and is impeded with the complexities of linking tangible realities to the elusive, subjective, and experiential nature of emotions (Matthews et al., 2002). In the context of psychology, Salovey and Mayer provided a definition of emotions as: Organized responses crossing boundaries of many psychological subsystems, including physiological, cognitive, motivational and experiential systems. Emotions typically arise in response to an event, either internal or external, that has a positively or negatively balanced meaning for an individual. Emotions can be distinguished from the closely related concept of mood in that emotions are shorter and generally more intense (1990, p. 186). 2.1.2.3 Emotional Intelligence Mayer and Salovey (1990) wrote an article and outlining their EI framework. EI was listed by them at that time as a division of social intelligence. Elements of Gardners personal intelligence study were employed when Mayer and Salovey defined EI as â€Å"the ability to monitor ones own and others feelings, to discriminate amongst them and to use this information to guide ones thinking and actions† (p. 189). The book entitled EI (1995) was published as a way of coping with the pointless acts that were taking place, (Salopek, 1998) and became the best seller status. After that the interest in EI took place (Mandell Pherwani, 2003). Goleman persistent on this success in 1998 with a book entitled Working with EI where he reviewed 18 EI competencies usable in the workplace. Mayer and Saloveys (1990) definition of EI were modified by Goleman (1998c) with his revised definition of EI, â€Å" ‘EI refers to the capacity for recognizing our own feelings and those of others, for motivating ourselves, and for managing emotions well in ourselves and in our relationships† p317). Goleman listed 5 social and emotional groups self-awareness, self-regulation, motivation, empathy, and social skills. This was subsequently reduced to just 4 after the arrival and review of new information. He continues to refine his model and emphasize a mixture of interpersonal intelligence and intrapersonal intelligence in defining EI and employed the four clusters (Maulding, 2002). The 4 new groups were labelled as self-awareness, self-management, social awareness, and relationship management (Goleman, Boyatzis, McKee, 2002). Self-awareness and self-management were merged into a â€Å"personal competence† category which included the capabilities that â€Å"determine how we manage ourselves† (Goleman, Boyatzis, McKee, 2002, p. 39). The capabilities that â€Å"determine how we manage relationships† define the Social Competency category (Goleman, Boyatzis, McKee, 2002, p. 39) and include the social awareness and relationship management groups. In the context of thois study, researcher will use the GolemansModel as baseline or guideline to develop EI measurement for librarians. Yet a few competencies related to Malaysian public librarian nature will be considered (eg, spiritual, information literacy, Islamic values ect.) in the new model. Table 2.1 Five Periods of Development in Emotions and Intelligence in the Past Century Period The Emergence of The EI Concept 1900-1969 (Thorndike, 1920) Intelligence and Emotions as Separate Narrow Fields Psychometric approach to intelligence is developed and refined.  · Movement from Darwins theory for heritability and evolution of emotional responses to now being viewed as culturally determined.  · Social Intelligence (Thorndike, 1920) as the concept is introduced. 1970-1989 (David Wechsler, 1940) Non-intellective aspects of general intelligence The field of cognition and affect emerged to examine how emotions interacted with thoughts.  · Gardner (1983) theory of multiple intelligences described an intrapersonal and an interpersonal intelligence.  · Empirical work on social intelligence developed four components: social skills, empathy skills, pro-social attitudes, and emotionality (sensitivity). 1990-1993 (Gardner, 1983) Multiple intelligences; interpersonal intelligence-people smart; intrapersonal intelligence-self-smart Mayer and Salovey publish a series of articles on EI.  · First ability measure of EI published.  · Editor of the journal Intelligence argued for an existence of EI.  · Further developments for EI in the brain sciences. 1994-1997 (Goleman 1995) The Popularization and Broadening EQ  · Goleman (1995) publishes EI which becomes worldwide best-seller.  · Time magazine used the term â€Å"EQ† on its cover (Gibbs, 1995, October 2).  · Measures of EI using mixed model theories were published. 1998-Present (Peter Salovey Jack Mayer, 1990 EI  · Refinements to the concept of EI.  · New measures of EI introduced.  · Appearance of peer-reviewed articles on the subject. 2.2.4 2.2 Model of EI 2.2.1 Introduction There are many researchers that exist within the area of intelligences developed several models and theories to address EI (Gardner, 1990; Bar-On, 2008; Bernet, 1996; Brown, 1999; Brualdi, 1996; Burgess, Palmer, Stough Walls, 2001; Caruso, Mayer, Perkins Salovey, 1999; Cherniss, 2007; Ciarrochi, Chan, Caputi, Roberts, 2001; Dulewicz Higgs, 2000; Finegan, 1998; Gardner, 1995; Goleman, 1995; Goleman, 1998; Goleman, 2008; Langley, 2000; Mayer Geher, 2007; Mayer, Caruso Salovey, 2003; Mayer, Salovey Caruso, 2000; Mayer, 2001; Mayer, Salovey, Caruso, Sitarenios, 2001; Mayer, Perkins, Caruso Salovey, 2001; McDowelle Bell, 2000; Pfeiffer, 2001; Reiff, Hates, Bramel, 2001; Salovey Mayer, 1990; Salovey Sluyter, 1997; Weiss, 2000). The model of EI is comprised into two types; the ability model and mixed model. a) Ability model can be defined, EI as a set of mental abilities and constructs claims about the importance of emotional information and the potential uses of reasoning well with that information. Representatives of this model are Mayer and Salovey (1997) with four-branch model of EI. b) mixed model, whereas more commonly orienting and mixes mental abilities with personality attributes. Model from Goleman (2001), Cooper Sawaf (1997) and Bar-on (1997) are representatives for mixed model, but they expanded the meaning of EI by explicitly mixing the ability to understand and process emotion with other diverse parts of personality or skills, hence creating mixed approaches to EI. On the other word, the mixed model is defined as a combination of non cognitive abilities, personality traits and competencies (Goldsmith, 2008). 2.2.2 Models Assessing Emotional Intelligence 2.1.2 Bar-Ons Model of EI Bar-On reports that the EQ-i â€Å"was originally constructed as an experimental instrument designed to examine the concept of emotional and social functioning in the early 1980s (Bar-On, 2001, p.363). He created the term emotional quotient (EQ) to describe his mixed approach to the evaluation of an individuals general intelligence. He explained that the emotional quotient reflects our ability to operate successfully with other people and with our feelings (Bar-On, 2001). Bar-On developed the Bar-On EQ-i and instrument has been translated into twenty-two languages and normative data has been collected in more than fifteen countries (Bar-On, 2001). This EI inventory is the first scientifically developed and validated measure of EI that reflects ones ability to deal with environmental challenges and helps to predict ones success in life, including professional and personal pursuits (AbiSamra, 2000 and Bar-on, 2001). This model is separated into five different scales with fifteen subscales as detailed in Table 2.3. The first of these scales assess an individuals Intrapersonal EQ which consists of self-regard, emotional self-awareness, assertiveness, independence and self- actualization. The second scale assesses the individuals Interpersonal EQ consisting of empathy, social responsibility, and interpersonal relationships. Adaptability EQ is the third measure of Bar-Ons scale. This scale focuses on reality testing, flexibility and problem solving or how an individual handles emotion in the moment. The fourth scale assesses an individuals Stress Management EQ. This scale is comprised of stress tolerance and impulse control. The fifth and final scale of the EQ-i measures an individuals General Mood EQ, consisting of optimism and happiness. Bar-On reports that the research â€Å"findings obtained to date suggest that the EQ-i is measuring emotional and social intelligence†¦more specifically, the EQ-i is tapping the ability to be aware of, understand, control, and express emotions† (Bar-On, 2001, pp.372 -373). This ability model created by Bar-On is a selection of emotional, personal and social abilities that affect an individuals overall ability to manage the daily pressures and demands of life. Bar-On further reports that the ability is â€Å"apparently based on a core capacity to be aware of, understand, control and express emotions effectively† (p.374). Although Bar-Ons early research focused on the emotional quotient, it was not until the 1990s that EI truly began to receive recognition as a distinct form of intelligence (Geher, Warner Brown, 2001; Salovey Sluyter, 1997). The concept of an individuals EI (EI) was explained and expanded upon by Mayer and Salovey in 1990 (Mayer, Perkins, Caruso S alovey, 2001), and popularized by Daniel Goleman in 1995 (Goleman, 1995). 2.1.3 Golemans In 1995, Goleman elaborated on the original Salovey Mayer definition of EI to suggest five major EI domains as reported in Table 4. Table 4: Golemans original model of EI. Golemans Model of EI 1. Assessment of emotions 2. Regulation of emotions 3. Motivating and emotional self control 4. Understanding and recognizing emotions 5. Relationships and emotions The first of Golemans EI domains includes knowing ones emotions. This domain involves assessing and knowing what the emotion is as it occurs. The second domain of managing emotions is described as handling those emotions in an appropriate manner that builds on self-awareness. Motivating oneself or emotional self-control is the third domain. The fourth domain involves recognizing emotions in others. This domain involves empathy and Goleman considers it to be a â€Å"people skill† (Goleman, 1995, p.43). The last domain in Golemans original model consists of handling relationships. Goleman states that the ability of handling a relationship is in part the ability of managing emotions in others. Goleman contends that capacities for EI each have a distinctive involvement to form our lives. To some extent, these capacities build upon one another to formulate social skills. These abilities do not guarantee that people will develop or display emotional competencies. Goleman suggests th at individuals use competencies in many areas across many spectrums. Goleman has currently revised his original theory of EI as shown in Table 5. He now suggests that there are four domains rather than his original five domains (Goleman, 2001B). Table 5: Golemans current model of EI. Golemans Current Model of EI 1. Emotional Self Awareness 2. Emotional Self Management 3. Social Awareness 4. Relationship Management The first component or cluster of EI is that of Emotional Self- Awareness, or knowing what one feels. Recognizing ones own feelings, how they affect ones performance, and the realization of our own strengths as well as our weaknesses, is an important part of the self-awareness cluster. The second component of EI is Emotional Self-Management. This component reflects the ability to regulate stressful affects such as anxiety or anger, as well as how to deal with those situations. This component is reflected when an individual seems to keep their cool during a stressful situation. Self-management also reflects the abilities of an individual to be flexible and adaptable, looking at different perspectives of a situation. Social-Awareness, the third component, encompasses the competency of empathy. The Social-Awareness cluster is described as the cluster where an individual is aware of others emotions, concerns, and needs. Being aware of this information and internally processing it, allows the individual to read situations and act accordingly. The Relationship Management component makes up the fourth segment of Golemans current model. This component relates to how we interact with others in emotional situations. Goleman believes that if we cannot control our emotional outbursts and impulses, and we lack the necessary skill of empathy, there is less chance that we will be effective in our relationships. The Relationship Management cluster includes many of the skills necessary for being successful in social situations. Communication is also an essential element in the relationship management cluster (Goleman, 2001b). According to Goleman (2001a), EI at its most general rating, refers to the abilities to identify, reflect and adjust emotions in ourselves as well as to be aware of the emotions of others. Currently, Goleman relates the capacities for each domain in his EI model are: makes a unique contribution to job performance; strong communications; capacities build upon one another; does not guarantee people will develop or display the associated competencies; The general list is to some extent applicable to all jobs. Although Goleman explains that these capacities are hierarchical, meaning that one cannot fully pass on to the next phase or tier without accomplishing the previous stage with some degree of success. These capacities are not fixed and an individual can experience many levels at the same time. Goleman (1998) also states that EI determines our potential for learning the practical skills that underlie the four EI clusters. He maintains that emotional competence illustrates how much of that potential we have realized by learning and mastering skills and translating EI into on the job capabilities. According to Hall Torrance (1980), empathy and super-awareness to the needs of others is a trait that lies outside the realm of human abilities that can be measured. Hall Torrance report that many attempts have been made to measure these abilities, but with very little success. In their view, if empathy and awareness to others needs were accessed in a way that was based on reasoning, those qualities may reflect a measurable intellectual ability that would be associated with friendliness, compassion and happiness; all traits reported to be representative characteristics of emotionally intelligent individuals (Goleman, 1995; Pfeiffer, 2001). The information reported in 1980 by Hall and Torrance was prescient in that these traits are currently being measured as traits of EI. The traits of flexibility and freedom of thoughts as well as a high rating of motivation, either intrinsic or extrinsic, the ability to express emotion, the ability to manage stress, self confidence, and the ability to cope with tension are also valued characteristics of EI (Caruso, Mayer, Perkins, Salovey, 1999; Cherniss, 1998; Goleman, 1995, 1997; Levinson, 1997; Olszewski-Kubilius, 2000; Pfeiffer, 2001; Reiff, Hates Bramel, 2001). Currently, Goleman emphasizes that EI at its most general rating, refers to the abilities to identify, reflect and adjust emotions in ourselves as well as to be aware of the emotions of others (Cherniss Goleman, 2001; Goleman, 2001A). According to Goleman, EI refers to the ability to recognize our own feelings and those of others, to motivate ourselves, and to manage emotions in ourselves and in our relationships. (Clawson 1999; Dulewicz Higgs 2000; Goleman 1998; Burgess, Palmer, Stough Walls 2001). In another cognitive research study conducted by Sternberg, Wagner, Williams, and Horvath (cited in McDowelle Bell, 1998) it is reported that these differences in IQ and success at work accounted for between 4% and 25% variance of job performance. This leads us to the conclusion that a major part of what enhances our job performance is affected by non-IQ factors. McDowelle Bell (1998) state â€Å"emotionality and rationality complement each other in the work world. They can be viewe d as inseparable parts of the life of the organization. 2.1.4 Salovey and Mayers Since the origination of the theory of EI in 1990, Mayer and Salovey have worked diligently to refine their academic and scientific model of EI model. Their current model, developed in 1997, is decidedly cognitive in focus and revolves around four tiers or ratings that are not genetically fixed or set in early childhood. As people grow and develop, they also seem to develop a greater sense of EI suggesting that these traits of EI can be developed over time (Epstein, 1999; Ford-Martin, 2001; Goleman, 2001A; Weiss, 2000). According to Mayer, Perkins, Caruso Salovey (2001), the emotionally intelligent person is skilled in four distinct branches: identifying, using, understanding, and regulating emotions. These four distinct areas are outlined in Mayer and Saloveys current model. The newest model begins with the idea that emotions contain information about relationships (Mayer, Salovey, Caruso, and Sitarenios (2001). (See Table 6). The recognition, the evaluation and the communication of emotions initiate the first branch of Mayer and Saloveys model. The second branch involves using emotions to think constructively such as utilizing those emotions to make judgments, the consideration of an alternative viewpoint, and an appreciation that a change in emotional state and point of view can promote various types of solutions to problems. The third branch combines the abilities of classifying and differentiating between emotions to help integrate different feelings. This rating also works toward helping us t o form rules about the feelings we experience. The fourth and final branch involves the ability to take the emotions we experience and use them in support of a social goal (Finegan, 1998; Cherniss Goleman, 2001). The four hierarchical developmental branches established by Mayer and Salovey in 1997, although different from Golemans ratings of EI, seem to incorporate several fundamental principles of personal development theory. These developmental stages discussed by Salovey and Mayer are reported to be hierarchical. The Mayer and Salovey model frames the complexity of emotional skills that develop from the first tier and continue through the fourth, whereas Golemans competencies, in contrast, can be viewed along a continuum of mastery. Caruso, Mayer, Perkins, Salovey (2001), expected individuals need to be able to identify their emotions as well as the emotions of others. Using those emotions, understanding those emotions, and having the ability to manage those emotions is also required to be successful. Caruso et al. (2001) relate that when an individual works in an administrative or work environment that requires the cooperation and collaboration, the skills of EI become even more essential. Caruso et al. (2001) also report that EI can assist in facilitating this work in helping to generate new and creative ideas and solutions to problems. At times, some of the problems that are challenging an individual can be very complex, while at other times the problem-solving task may be effortless. According to Caruso et al. (2001), problem solving requires creative thought to generate ideal solutions. Caruso et al. (2001) deduce that EI can help the individual to think creatively in many ways such as, viewing the problem from multiple perspectives, brainstorming or generating new and creative ideas, being inventive, generating original ideas and solutions to the problem, and defining and recognizing new solutions. Table 2.3: Characteristics of Selected EI Model Bar-On (1980) Mixed Model Goleman (2005) Performance Model Mayer, Caruso and Salovey (1990) Ability Model (1) Awareness, Intrapersonal Assertiveness, EQ Self-Regard,

Religion Support And Education Essay -- essays research papers fc

Religion Support and Education As it stands, we are the transition stage. We have no structure, there is no black and white, we live in a clouded time. All questions are being answered again, because the past is no longer the present. No person knows if our corrections are correct, but they do know it is what the majority wants. The question which is rarely looked at, and that will be looked at in this paper, is the effects which this transition is having on society. This paper is going to attempt to reveal the results, of the removal of religious education and support. The literature involved is going to display the direct, and indirect effects, of not being brought up to believe a certain religion, but to choose your own, no matter what it is. The past beliefs on religious support and education are displayed in the words of Aristotle; "Moral virtues come from habit... The habits we form from childhood make no small difference, but rather they make all the difference." 1 Our society has decided that the habits referred to by Aristotle, do not matter, when involving religion. Statistics tend to show a different result than what our present society feels. This paper is dealing with several different valid sources, which mesh together to make a collective statement. This statement is that the lack of religious support is one of the main reasons why society and its morals are decreasing. World Vision of Canada has published as of November 1993 statistics dealing with the attendance of church and youth, which states; Canada's church attendance, in all denominations has decreased by twenty-five percent in adults and fifteen percent in youth. In Britain Adult attendance is down ten percent and youth attendance is down nine percent. In France the adult attendance is down thirteen percent, statistics for youth where not available. Australia's adult attendance has decreased twenty-seven percent, and the youth attendance was not available. The most considerable changes have occurred in the United States were fourty-one percent of the adult attendance has decreased, and thirty-five percent of the youth attendance has decreased. 2 These statistics display the implications of the removal of religious education ... ...r society is suffering. But- it states that the absence of religion in our society is a contributing factor. Because- religion promotes such values, as marriage and commitment, while disapproving of such things as suicide and abortion. BIBLIOGRAPHY Context. Mississauga, Ont: Marc Canada, 1993. FRC. (http://frc.org/townhall/frc/press/121995c.html). "Divorce Issues". 1995. FRC. (http://www.townhall.com/townhall/FRC/infocus/if95c4wl.html). "Abortion Statistics".1995. Korman, Sheila K and Leslie Gerald R. The Family In Social Context(Sixth Edition). Toronto, Ont: Oxford University Press, 1985. O' Bireck, Gary M. Not A Kid Anymore. Toronto, Ont: Nelson Canada, 1996. Waters, F. W. The Way In The Way Out. Toronto, Ont: Oxford University Press, 1967. ENDNOTES 1 Not A Kid Anymore. (Toronto; Nelson Canada, 1996) p.87. 2 Context. (Mississauga; Marc Canada, 1993) p. 32 3 Ibid. p. 47. 4 Ibid. p. 47. 5 Ibid. p. 52. 6 Ibid. p. 67. 7 Not A Kid Anymore. (Toronto; Nelson Canada, 1996) p.95. 8 Abortion Satistics. (http://www.townhall.com/townhall/frc/infocus/if95c4wl.html, 1995.) 9 Ibid. 10 Divorce Issues. (http://frc.org/townhall/frc/press/121995c.html, 1995.)

Big Data Analytics

This concept is up-growing one as the current data storage pattern utilized by the companies is not as productive as plotted. It is refers to following type of data 1) Traditional Enterprise Data: which includes customer related data ERP, CRM, web transaction 2) Machine Generated Data such as wobbles, Trading Systems etc 3) Social Data: I. E. Faceable, twitter, Google etc. Big Data can also be seen finance and businesses where large amounts of stock exchange, banking online and onsite purchasing data flows through computerized systems every day and are then taken and kept for inventory monitoring, customer behavior and market behavior.The capacity of data is increasing on a daily basis. Unfortunately many of industries are not able to manage it well. According to Computer Sciences Corporation by 2020, a total of 35 zeta-bytes of data will be produced as the average annual generation of information grows 43,000 percent. Although big data may be a relatively new phenomenon, its impact is already being felt throughout various industries. Organizations that are able to successfully store, manage and analyze such information will distinguish themselves apart from many of their opponents r make substantial advancements in their areas of expertise.Healthcare providers may improve patient care by studying big data. The greatest prospect available from big data is opportunity the resolve some of the most significant problems worldwide. Current and past medical data combined with genome mapping can help us find resolutions to diseases or genetic disorders. Environmental data can aid in the prediction of climate changes, and can be used to develop better farming methods. Organizations can use big data to help make healthier business decisions. Organizations may be blew to accurately forecast market conditions and how well a product is doing.Defects within their production line may be found faster. Big data may even help make better hiring decisions. Big data can also be u sed to help combat crime by gathering intelligence and evidence against criminal activity. The use Of big data can make a proactive approach towards security threats by recognizing trends that indicate illegal or terrorist activity. Big data along with crowd sourcing can help solve daily social problems. The primary threat, when it comes to big data, is privacy. A substantial amount of these data are personally identifiable information (PI).Although the data may not have your exact name, with proper analytics, you can create a profoundly accurate profile of someone with it. Target was one of the first companies to use big data and data analytics for marketing; more specifically, it used its data to determine if customers were pregnant and then proceeded to send those customers advertisements about baby products. Target and other retailers may have your data with your permission but what about instances where you have not clearly given permission?Passbook's tagging feature, which all ows a friend to either take a photo of you and tag you, or check in to a location, and tag you as being with them. Your image, and location data will be stored and mined. One of the major threats, is the threat of theft of data. Target, for instance, announced earlier this year that they were hacked, and that the accounts of more than 39 million customers were compromised. Although they focused on credit card information, there is a possibility that medical data could have been compromised as well. Big data alone is nothing Of Concern; its what We do with it.

Bills Lesson on Speaking and Pronouncing English Words

Bills Lesson on Speaking and Pronouncing English Words Introduction This treatise offers a comprehensive critique of the lesson taught by Bill, the teacher, in an elementary classroom. The lesson is about speaking and pronunciation of English words by learners who are learning to speak in English.Advertising We will write a custom critical writing sample on Bill’s Lesson on Speaking and Pronouncing English Words specifically for you for only $16.05 $11/page Learn More Bill makes good use of the dialogue frame as the primary tool for practising speaking and pronunciation in the multicultural class environment. Bill also uses the white board in an interactive lesson delivery approach to the young adult learners. The lesson in taught in English language through the use of productive and receptive skills via the ESA model of lesson delivery. Bill’s lesson was perfect since it was angled on complete learner engagement in an interactive process that accommodates the learning needs of each student. At the end of the lesson, the learners showed competency in speaking and pronouncing the English words taught in the most appropriate manner. Theory The entire framework of Bill’s lesson in based on the inductive approach. Bill begins the interesting lesson through displaying series of facial expressions that depicts different moods after which the learners are expected to speak before he offers the correct pronunciation and explanation. This approach works perfectly in the elementary class as all the learners are engaged and seems very interested in what Bill has to say next. This approach may also be referred to as the Practice, Production, and Presentation Model as the focus of the lesson is on the ability to properly pronounce and speak some English words with the right tone (Harmer, 2007).Advertising Looking for critical writing on languages? Let's see if we can help you! Get your first paper with 15% OFF Learn More Explicit Talk about Language The less on delivered by Bill was created to test pronunciation and reading skills among the learners of English as a secondary language. The lesson was delivered in a progressive manner within the Practice, Production, and Presentation model. The learners seemed to enjoy the topic and were fully engaged from the beginning to the end since Bill’s style of lesson delivery was characterised by humour and use of very practical examples. The pronunciation was made very simple through application of tonal variation to create different meaning for words in a sentence. Bill used the example of describing an experience in the cinema hall through person reflection about immediate environment and occurrences during the event. This gives Bill the opportunity to introduce different descriptive words since the learners could relate to the topic (Harmer, 2007). As the lesson begun, Bill allowed the learners to read the words written on the whiteboard without interjection. Bill was keen on allowing the learners to pronounce the words with periodic interruptions whenever he noticed gross misspelling since the lesson was focused on checking the learners’ ability to correctly pronounce some words and read them properly. As indicated by Harmer (2007), allowing learners to pronounce words on their own without constant interruption is instrumental towards building the self confidence and oral proficiency of the students. Though Bill encourages free participation of all the learners, he is careful to apply the guided participation approach to ensure that the learners remain objective in contributing in the class.Advertising We will write a custom critical writing sample on Bill’s Lesson on Speaking and Pronouncing English Words specifically for you for only $16.05 $11/page Learn More In order to keep learners from feeling out of place, the lesson objective adopts an inclusive education and interactive lesson session where every student is expec ted to contribute equally. During the practical assessment of the learners through direct participation, Bill was careful to pair the learners and gives room for higher Student Talking Time (STT) while regulating the Teacher Talking Time (TTT). Bill was very successful in ensuring that every learner participates in the STT. Through description of how each learner spent his or her previous evening, the confidence level of each learner was strong as they freely express themselves with their pronunciation skills (Harmer, 2007). The instructor is careful to guide the learners when he proposes the STT. The success of Bill’s lesson could be attributed to his ability to give clear instructions, application of guided participation, and proactive delivery methods. The focus of Bill’s lesson captured series of concepts on pronunciation and speaking of different English words within the right tonal variations. Through use of the cinema experience, Bill was able to introduce diffe rent tonal variations in pronouncing certain words that have different meanings. Bloom outlined the hierarchy of cognitive objectives of learning; from simple to complex as knowledge (remembering information), comprehension (ability to acquire meaning from the information), application (ability to use the information), analysis (ability to break information into parts to understand it better), synthesis (ability to consolidated materials together to create something new), and evaluation (ability to check, judge, and critique materials) (Harmer, 2007). Due to bilingual nature of learners in this class, several instructional challenges were encountered by Bill in the process of implementing the lesson objectives. To begin with, basic understanding of English as an art varied among.Advertising Looking for critical writing on languages? Let's see if we can help you! Get your first paper with 15% OFF Learn More Therefore, it was important to incorporate simple English vocabulary and sentence structure in explaining some words used in the class. The lesson adopted a practical, interactive, and inclusive learning to minimize impact of the above impediments. In addition to STT learning, Bill applied flashcards, cue-response drill, and brainstorm to teach vocabulary to the learners. For instance, Bill constantly used different facial expressions to describe their meanings such as sadness, smile, and happiness among others. Moreover, Bill instructed the learners to apply the dialogue simulation through oral presentation. When correcting the mistakes made by the learners (inability to correctly use present and past tenses), Bill uses oral presentation to ensure that the students internalise construction of different English words and phrases (Harmer, 2007). In addition, Bill has been successful in applying the repetition approach to improve the memory of the learners through repeated pronunciati on of certain words. Through stressing some words and balancing the intonation in application, Bill was successful in applying the freer and controlled practices in delivering the lesson. The teacher’s role The lesson delivered by Bill was systematically structured and delivered in a humorous way to maximize level of learner engagement. As the instructor, Bill was clear, practical, and focused in delivering the lesson content through the STT format. Bill does not shy away from the interactive learning. Besides, Bill uses facial expressions and practical examples to ensure that the lesson in a success. Inclusion Bill applied flashcards, cue-response drill, and brainstorm strategies to teach the learners on proper pronunciation and speaking correct English. Through the whiteboard, Bill was able to apply the Presentation, Practice, and Production approach to ensure that the STT is maximised. Concluding Sentence The lesson delivered by Bill is a perfect example of a pronunciation and reading class that demonstrates the significance of STT and PPT in lesson delivery as part of scaffold learning in a dynamic classroom environment. Reference Harmer, J. (2007). The practice of English language teaching (4th ed.). Harlow, UK: Pearsons Longman.

effects of chicory essays

effects of chicory essays Chicory, chicorium intybus, is a weed which produces blue flowers. It is also known as endive, succory, watcher of the road, and barbe de capucin (beard of the monk). It commonly grows at the side of the road and paths blooming in June to October. It grows in North and South America, eastern Asia, South Africa, New Zealand, and Australia. It can be both domestic and wild, growing in gardens as well as the side of the road. Chicory has leafy stems. The leaves alternate from lance-shaped with teeth to more of a lobed leaf. Chicory usually grows anywhere from one to three feet, however it can be as tall as five feet. It grows best in areas with clods of dirt. Chicory has many uses that are both culinary and medicinal. The root of chicory can be prepared to make a caffeine-free substitute for coffee. Using this coffee can help control a rapid heartbeat due to caffeine. Some substances in chicory can offset the effects of caffeine by helping the central nervous system. The root is also sauted and eaten as a vegetable. The leaves of the plant are used in salads. The flowers on the plant may be either pickled or candied. Chicory has been used by doctors since the first century A.D. The Egyptians used chicory to help the heart. The Romans used chicory because of their belief that it kept the blood pure. Although none of these beliefs are true benefits of the use of chicory, chicory can be used to benefit the health of people. Chicory has long been used to help an upset stomach due to bitter substances. These substances also arouse the appetite. Chicory is also used as a laxative. Many diabetics use chicory because it contains insulin. Along with insulin, chicory also contains ascorbic acid and Vitamin A. Chicory increases the flow of bile, and it helps to remove mucus and gallstones. Because it removes fluid from the body it can help to treat gout and rheumatism. When taken internally it chicory can ...