Relationship Of Emotional Intelligence Education Essay

Present survey was conducted to happen out the relationship between emotional intelligence and optimism with academic accomplishment in A degree pupils. A sample of 50 pupils in which 25 misss and 25 male childs, age ranged from 16 to 20 old ages were taken from 3 schools. They completed two questionnaire Life Orientation Test-Revised and Schutte Self Report Emotional Intelligence Test. And Academic Achievement was measured through classs of the pupils from their school record. Pearson correlativity and t-test was applied on informations that revealed 1 ) extremely important relationship between emotional intelligence, optimism and academic accomplishment. 2 ) There is no important gender difference on the graduated tables of Life Orientation Test-Revised and Schutte Self Report Emotional Intelligence Test. Findingss showed that there is a positive relationship of emotional intelligence and optimism with academic accomplishment therefore it is of import for the parents and the instru ctors to do the kids learn to be optimistic and learn to command and pull off their emotions as good.IntroductionThis research aims to happen the relation of emotional intelligence and optimism with academic accomplishment among pupils of ( A degrees ) higher secondary school. Academic accomplishment merely did non picture that the pupil is emotionally intelligent or optimistic and can make good in all stages of life. Traditionally an persons smarting is measured in footings of his or her IQ, it is assumed that professionals and experts have high IQ, nevertheless IQ serves as merely the index of numerical and analytical ability, it has little or no significance with success in professional and personal life because harmonizing to Goleman ( 1995 ) IQ entirely is no more the step for success ; emotional intelligence, societal intelligence, and fortune besides play a large function in a individual ‘s success, it is the Emotional Intelligence which turns the human being into a successful and comfortable because they knew their emotions and can place other ‘s every bit good and able to pull strings them or command them in better manner and if the individual is optimistic so his/her optimistic thought and emotional intelligence will decidedly escorts him/her to successful life, consequently this research aspires to falter on the relation of emotional intelligence and optimism with academic a ccomplishment. Emotional intelligence ( EI ) can be defined as ; it is being able to supervise our ain and others feelings and emotions, to know apart among them, and to utilize this to steer our thought and actions ( Salovey & A ; Mayer, 1990 ) . The property of EI is basically comprised of four basic constituents ; the ability to acknowledge and show emotion ; being able to entree and utilize emotions to enable idea ; the ability to understand emotions ; and to pull off emotions. The emotionally intelligent individual is skilled in four countries: identifying, utilizing, understanding and modulating emotions ( Salovey & A ; Mayer, 1993 ) . Then it can be said that success depends on several intelligences and on the control of emotions. John Mayer and Peter Salovey ( 1990 ) found that some people were better than others at things like placing their ain feelings, placing the feelings of others, and work outing jobs affecting emotional issues. Harmonizing to them EI is a true signifier of intelligen ce which has non been scientifically measured. They proposed that emotional intelligence trades with the emotions in a manner that if person is emotionally intelligent he/she will be better able to pull off his/her emotions and incorporate them. Harmonizing to Cooper and Sawaf ( 1997 ) , emotional intelligence is the ability to logically pull off the emotions, understands and to applies these controlled and managed emotions to link and act upon. These writers lay more accent on the application portion of EI in organisations. In simple words emotional intelligence is utilizing your emotions intelligently. The first measure to this would be acknowledging and understanding your emotions. For illustration, if your foreman shriek at you in office today because you came in late, coming place and shouting at your childs would non be the best thing to make. It will merely maintain the negative feeling drifting from one individual ‘s caput to another. An emotionally intelligent individual in this state of affairs would first acknowledge that he is angry because his foreman yelled at him. Dr. Goleman ( 1999 ) asserts that consciousness of our feelings besides enables us to comprehend the feelings of others accurately -to be empa thic, to experience with another individual. In this instance, understanding that your foreman yelled because you came tardily, will do you recognize that being on clip will do things better. Therefore, covering with our emotions rationally and intelligently will do events better. When psychologists began to compose and believe about intelligence, they focused on cognitive facets, such as memory and problem-solving. ( Cherniss, 2000 ) . However, there were research workers who recognized early on that the non-cognitive facets were besides of import. For case, David Wechsler defined intelligence as â€Å" the sum or planetary capacity of the person to move purposefully, to believe rationally, and to cover efficaciously with his environment † ( Wechsler, 1958 ) as cited in ( Cherniss, 2000 ) . Wechsler referred to non-intellectiveE? every bit good as intellectiveE? by which he meant affectional, personal, and societal factors. Wechsler was non the lone research worker who saw non-cognitive facets of intelligence to be of import for version and success. Robert Thorndike as cited in ( Cherniss, 2000 ) , to take another illustration, was composing about societal intelligenceE? in the late mid-thirtiess ( Thorndike & A ; Stein, 1937 ) . Unfortunately, the wor k of these early innovators was mostly disregarded or overlooked until 1983 when Howard Gardner as cited in ( Cherniss, 2000 ) , began to compose about multiple intelligence. Gardner ( 1983 ) proposed that intrapersonal and interpersonal intelligences are every bit of import as the type of intelligence typically measured by IQ. Academic accomplishment is the ability to analyse, synthesise, and measure information, efficaciously communicate with others, proficient in scientific discipline, mathematics, computer/technical accomplishments, foreign linguistic communications, every bit good as history, geographics, and planetary consciousness, capable of collaboratively working in culturally diverse scenes, leaders who see undertakings through to completion, responsible determination shapers who are self-motivated and active political participants and ethical persons who are committed to their households, communities, and co-workers ( Nidds & A ; McGerald, 1996 ) . The relationship of emotional intelligence and academic accomplishment can be depicted from this survey conducted by Elias, M. J. , Gara, M. , Schuyler, T. , Brandon-Muller, L. R. , & A ; Sayette, M. A ( 1991 ) that the learning emotional and societal accomplishments is really of import at school, it can impact academic accomplishment positively non merely during the twelvemonth they are taught, but during the old ages that follow every bit good. Teaching these accomplishments has a long-run consequence on accomplishment. Emotional intelligence effects the academic accomplishment in positive ways and it remains with the person by the terminal of life. The emotions, feelings, and values are critical for a individual ‘s well being and accomplishment in life ( Ediger, 1997 ) . Quality emotions and feelings help pupils give their best potency in the schoolroom. The pupils who are aversive and believe negatively can non concentrate for a long clip and hold more trouble in making their potency than others. Abdullah, Maria. , Chong. , Elias, Habibah. , Mahyuddin. , Rahil. , Uli. , Jegak ( 2004 ) conducted research to analyze pupils overall degree of EQ. Research findings indicate that there is positive relationship between EQ and academic accomplishment. The pupil ‘s positive relationship with academic accomplishment indicated that if the pupil performed better on his/her faculty members so he/she will be emotionally intelligent excessively. And the other determination of this survey is the pupils have negative relationship of EQ with the negative affect ( choler, defeat and anxiousness ) which showed that the pupils with high Equivalents have low negative affect or negative relationship with negative affect ( choler, defeat and anxiousness ) . Natalio. E. A. , Duran, L. R ( 2006 ) examined the relationships between perceived emotional intelligence ( PEI ) , dispositional optimism/pessimism and psychological accommodation ( sensed emphasis and life satisfaction. Findingss confirmed that emotional lucidity and temper fix are important in foretelling sensed emphasis and life satisfaction after the influence of optimism/pessimism were controlled. Thus this research predicted that striplings with high perceptual experiences of emotional abilities ( in specific, high lucidity and fix ) by and large show higher life satisfaction and lower perceived emphasis. Furthermore, to some grade, this consequence might be considered as independent from their ain optimistic or pessimistic temperaments. James, D. A. , Parker, R. E. , Creque, D. L. , Barnhart, J. I. , Harris, S. A. , Majeski, L. M. ( 2004 ) found the relationship between emotional intelligence and academic accomplishment in high school Trent university Peterborough. Variables were compared in ( extremely successful pupils, reasonably successful, and less successful based on grade-point-average for the twelvemonth ) , academic success was strongly associated with several dimensions of emotional intelligence. Sing that EI can be a possible determiner of accomplishment in working life, therefore the survey aims to find if there is any important difference in EI of the local and foreign pupils, if the emotional intelligence consequence the academic accomplishment and it besides differs in local and foreign pupils. This survey reveals that people be evaluated on their ain virtue of emotional intelligence instead their academic success ( James & A ; Irene, 2003 ) . Empirical research has produced grounds proposing that the ability to measure, modulate and use emotions ( i.e. emotional intelligence ) is of import to the public presentation of workers, survey reveals that the potency for enhanced emotional capablenesss could be improved and there is strong relationship of emotional intelligence and academic accomplishment ( Jaeger, 2003 ) . The Oxford Dictionary of English defines optimism as â€Å" hopefulness and assurance about the hereafter or the success of something † . Optimism is a province where people believe that there are more opportunities of things traveling good and good, instead than their traveling bad. Harmonizing to Seligman ( 1991 ) optimism is: â€Å" Changing the destructive things you say to yourself when you experience the reverses that life trades us, is the cardinal accomplishment of optimism † . Optimism can besides be defined as the inclination to believe that one will by and large see good versus bad results in life ( Scheier & A ; Carver, 1987 ) . It is the mental province wherein people believe that things are more likely to travel good for them than travel severely, it is ever anticipating good for the hereafter and holding faith on 1s ownself. Seligman ( 1991 ) position ‘s that optimism is a belief that the actions of single affairs. Optimism is an explanatory manner, and single with this manner or optimistic persons 1 ) see that the causes of good events in life are lasting ( e.g. , due to their abilities, their traits and their cistrons etc. ) and bad events have their causes as temporarily, ( 2 ) they generalized good events alternatively of bad 1s, ( 3 ) do n't fault themselves for bad events alternatively see that good events are because of them ( Gatz, 1998 ) . The chief advantages of optimism may be found in increasing continuity and committedness during the stage of action toward a chosen end, and in bettering the ability to digest unmanageable agony. Mentions and farther reading may be available for this article. To see mentions and farther reading you must buy Optimism is another emotional competency that leads to increased productiveness. Optimistic persons when have assurance on themselves and hold good outlooks and hope, it will increase the public presentation in better manner, optimistic persons can break trades with life stressors, when these stressors could non consequence their good public presentation the productiveness or accomplishment in any stage of life will increase. ( Seligman, 1990 ) . On the whole, research on optimism indicates that a positive orientation toward life leads to pull offing hard state of affairss with less subjective emphasis and less negative impact on physical wellbeing. Optimists by and large accept world more readily and seek to take active and constructive stairss to work out their jobs, whereas pessimists are more likely to prosecute in flight and tend to give up in their attempts to accomplish ends ( Scheier & A ; Carver, 1992 ) . Another argument sing optimism is that whether it can or can non be learned. Several researches show that optimism is a manner of believing that can be learned. Seligman ( 1991 ) , in his book, Learned Optimism told that optimism can be learned. Researches support the theory that being optimistic has many benefits, and that being pessimistic has many costs, on a individual ‘s overall quality of life ( McCambridge, Strang, Butler, Keaney, & A ; Anderson, 2006 ) . Harmonizing to another survey, optimism leads to break academic public presentation as optimistic persons can break trade with the stressors and therefore they give better consequences ( Whipple, & A ; Gootman, 2001 ) . In one survey conducted on optimism it is noted that optimism and thought are positively related with job resolution, optimistic individual tackle state of affairs in a better manner and happen out better solution ( Schwarz, & A ; Tesser, 2001 ) . In another survey conducted by Merrell ( 2001 ) it is proved that an optimistic individual can break header with troubles and is more flexible and lasting in bad state of affairss and adversities of life so a pessimistic individual ( Merrell, 2001 ) . Research shows that optimist people can break trade with failure, foremost because they think of failure as something that can be changed and secondly they can pull off emphasis and lift better from adversities ( Whipple, & A ; Gootman, 2001 ) . Page and Wayne ( 2007 ) found that academic optimism is a school feature that predicts pupil accomplishment even commanding for socioeconomic position. The survey presented that positive psychological science variables ( hope, optimism, heedfulness ) are stronger in high accomplishing pupils than in low achieving pupils. ( Pajares, 2001 ) . Nonis, A. S. & A ; Wright, D ( 2003 ) investigated that pupil public presentation has become an progressively of import subject in higher instruction, the survey aimed to detect that to what extent pupil ability, accomplishment, striv1ing and situational optimism influence public presentation results and to look into the synergistic effects of ability and accomplishment every bit good as situational optimism on pupil public presentation results. In educational establishments, success is measured by academic public presentation, or how good a pupil meets criterions set out by local authorities and the establishment itself. In academic achievement pupil ‘s public presentation will be measured through classs of a twelvemonth. Academic accomplishment is defined as â€Å" the quality and measure of a pupil ‘s work † . The survey aims to mensurate the academic accomplishment in footings of emotional intelligence and optimism, for this intent the sample will be taken from the higher Secondary School pupils of A degrees. A degrees is considered the alternate making in Pakistan. Most common alternate making is the ‘General Certificate of Education ‘ or GCE, where HSSC is replaced with ‘Advanced Level ‘ or A Level severally. GCE AS/A Level are managed by British scrutiny boards of ‘Cambridge Assessment ‘ or CIE of the company of ‘University of Cambridge Local Examinations Syndicate ‘ or UCLES. Another British scrutiny board that offers GCE AS/A Level is Edexcel of the company of Pearson PLC. However, CIE makings of GCE are much preferred option than those of Edexcel. These makings are coming to be more well-thought-of socially and in footings of occupation employment. In Pakistan the most of the pupils are in schools which are SCC or HSSC but for few old ages people who are stable financially preferred the alternate making system because there is a large difference in both school systems, from classs to extracurricular activities, even learning manner is different and most of the population of Pakistan belongs to the in-between category so people can non afford their kids to be in O/A degrees. Academic success is of import because it is strongly linked to the positive results value for kids. Research shows that grownups with high degrees of instruction are more likely to be employed, and to gain higher wages ( National Center for Education Statistics, 2001 ; U.S. Department of Commerce, Bureau of the Census, 1999 ) . Newhouse & A ; Beegle ( 2005 ) evaluated the impact of school type on academic accomplishment of junior secondary school pupils in Indonesia. The findings are from Indonesia showed that private schools provide with kids the best instruction and set more attempt in the surveies of kids. In the present survey sample is from the private ( British school ) , emotional intelligence and optimism will be measured from the participants from these schools. Research besides shows that people who are academically successful are more stable in their employment ; more likely to hold wellness insurance ; are less dependent on public aid ; are less likely to prosecute in condemnable activity ; are more active as citizens and charitable voluntaries ; and are healthier ( National Alliance of Business, 1998 ) . Research workers have been challenged to travel beyond socioeconomic position in the hunt for school degree features that make a difference in pupil accomplishment. The intent of the survey was to place a new concept academic optimism that is holding a positive attitude towards the academic accomplishment and towards instruction and so explicate the pupil accomplishment while commanding socioeconomic position ( Hoy et al, 2006 ) .RationaleA degree pupils are largely at the age of stripling which is the peak clip to make up one's mind their calling and personality development is finishing and they are traveling through tonss of emotional perturbations because there is a batch of surveies pressure which can take to depression and low self-pride and sometimes resulted in self-destruction so the survey will assist to understand that being positive and emotionally intelligent pupils will be dining in academic accomplishment. It will supply the degree of optimism in A degree pupils that ca n assist instructors and parents to develop optimism in their striplings because optimism is non ever inborn, it can b erudite every bit good. It will uncover the relationship of optimism, emotional intelligence and academic accomplishment to ease the pupils opt their line of concern chances, and calling choice. A degrees pupils are taken as a sample because of their more or less same socio economic position.HypothesissThe survey hypothesized that: There is a positive correlativity between emotional intelligence and optimism with academic accomplishment. The more higher the emotional intelligence and optimism the greater will be the academic accomplishment.MethodParticipantsFor the present survey â€Å" Purposive sampling technique † was used for the sample choice, the sample consisted of the 45 misss and male childs in equal figure from the British schools ( Cambridge board and Edexcel affiliated schools ) of Rawalpindi. Data was collected from three schools including Froebel ‘s, Saint Marry and Roots School System. All the pupils of A Levels from these schools were taken as the sample and the age of participants ranged from 16-20 old ages. Inclusion Standards All the striplings ‘ age runing from 16 – 22 old ages and pupils of Angstrom degrees were the portion of the survey. New initiations or the pupils at least in school for more than one twelvemonth were besides included in the sample. Exclusion Standards Adolescents with any disablement ( mental or physical ) and below age 16 old ages or above 20 old ages were non included in the survey.InstrumentThe protocol consists of the followers: Data Demographic Sheet Schutte Self Report Emotional Intelligence Test ( Schutte, Malouff and Bhullar, 1998 ) Life Orientation Test ( Scheier, Carver and Bridges, 1994 )Data Demographic SheetDemographic information was collected in footings of age, gender, school, chief topic, front-runner Subject, extracurricular activities, birth order and personal rating for academic accomplishment. Schutte Self Report Emotional Intelligence Test ( SSEIT ) ( Schutte, Malouff and Bhullar, 1998 ) In the present survey emotional intelligence was operationally defined in footings of tonss on the Schutte Self Report Emotional Intelligence Test, where high tonss indicate more characteristic of emotional intelligence and low tonss indicate that the individual is non much emotionally intelligent. Schutte self report emotional intelligence graduated table is a 33 point self report step of emotional intelligence developed by Nicola S. Schutte, John M. Malouff and Navjot Bhullar in 1998. Schutte self study emotional intelligence graduated table ( SSEIT ) is based on Salovey and Mayer ‘s ( 1990 ) original theoretical account of emotional intelligence. This theoretical account comprised of four basic constituents ; the ability to acknowledge and show emotion ; being able to entree and utilize emotions to enable idea ; the ability to understand emotions ; and to pull off emotions. The most widely used subscales derived from the 33 point Assessing Emotion Scale are those based on four factors. Which were described as: perceptual experience of emotion, pull offing emotions in the ego. Social accomplishments or pull offing other ‘s emotions and vitamin D utilizing emotion. The points consisting the subscales based on these factors are: perceptual experience of emotion ( points 5, 9, 15, 18, 19, 22, 25, 29, 32, 33 ) , pull offing emotions in the ego. Social accomplishments or pull offing other ‘s emotions ( points 2, 3, 10, 12, 14, 21, 23, 28, 31 ) and utilizing emotion ( points 6, 7, 8, 17, 20, 27 ) . All points are included in one of these subscales. Respondents rate themselves on the point utilizing the five point graduated table. Respondents require mean five proceedingss to finish the graduated table. Entire graduated table mark are calculated by contrary hiting point 5, 28 and 33, and so summing all points. Tonss can run from 33 to 165, with higher hiting indicate more characteristic emotional intelligence. The points for the original Assessing Emotions Scale were in English ( Schutte et al, 1998 ) and most surveies using the graduated table have used the English linguistic communication version of the graduated table. In the present survey the original English linguistic communication version was used. Life Orientation Test ( LOT ) ( Scheier, Carver and Bridges, 1994 ) In the present survey Life Orientation Test is operationally defined in footings of Life Orientation Test where high tonss indicate that there is more optimism and low tonss indicate the pessimism. Life orientation trial is the 10 point trial developed by Michael F. Scheier, Charlse S. Carver and Michael W. Bridges in 1994. Respondents rate themselves on the point utilizing the five point graduated table ( 1-5 ) . Respondents require mean five proceedingss to finish the graduated table. Entire graduated table mark are calculated by contrary hiting point 3, 7 and 9, and so summing all points. Tonss can run from 10 to 50, with higher hiting indicate more optimism. In the present survey the original English linguistic communication version was used.Academic AchievementAcademic accomplishment was measured through the classs of the participants of their last semester ; all the schools included in the survey had the same scaling system of Cambridge System and Edexcel. The division of classs harmonizing to the per centums are given below: A* = Above 90 % A = 80 – 89 % B = 70 – 79 % All the participants fall between these classs. No participant was below 70 % .ProcedureData was collected from the British schools of Rawalpindi, three schools including Froebel ‘s, Saint Marry and Roots School System. For the intent of roll uping informations consent was taken from the school governments and the intent of the survey was explained to them ( school disposal ) . After acquiring their blessing, mention letters were taken for their schools. Consent from participants was taken after explicating them about the nature and intent of survey. Pilot survey was done in the school Froebel ‘s to look into the dependability of both graduated tables Schutte self report emotional intelligence graduated table ( r = .72 ) and life orientation trial ( R = .67 ) . Six pupils were included in the pilot survey. After the pilot study the dependability obtained from questionnaires showed that the questionnaires are dependable so informations aggregation procedure was started. Participants were taken from the British schools of Rawalpindi with the aid of well-thought-of coordinator of A degrees. Participants were given verbal direction sing questionnaires, and they were provided with two questionnaires ( SSEIT, LOT-R and demographic sheet ) and their inquiries about subject were answered. Average clip taken by participants to make full the questionnaire was about 15 proceedingss. After the completion of the informations aggregation the classs of the each participant of their last semester were taken from their school record with the permission of the school governments. Data aggregation was completed in approximately 20 yearss. After informations aggregation, information was entered in Statistical Package for Social Sciences ( SPSS 0.13 ) and analyzed the informations i.e. frequences, per centums, pearson correlativity and t-test was applied on the information.ConsequencesStudy was conducted to happen out the relationship between emotional intelligence and optimism with academic accomplishment. A sample of 50 A degree pupils ( both misss and boys=25 ) were selected from 3 schools of Rawalpindi, and protocols were administered on them. Then the informations collected was analyzed in SPSS. For this purpose Pearson correlativity was used. And besides to see whether there is any Gender difference sing variables of optimism and emotional intelligence in the information independent sample t-test was applied.Table 1Frequency and Percentage of demographic variable. ( N = 50 ) Variable Label Frequency ( degree Fahrenheit ) Percentage ( % ) Gender Girls 25 50 % Male childs 25 50 % Age 16-18 old ages 30 60 % 19-20 old ages 20 40 % School ‘s Name Classs Rootss Froebel ‘s 17 34 % 16 32 % Saint Marry Average ( 70- 79 % ) Above Average ( 80-89 % ) Exceptional ( above 90 % ) 17 34 % 1 20 29 2 % 40 % 58 % Table shows frequence and per centum of participants harmonizing to demographic variables of age, gender school name and classs.Table 2Frequency and per centum of demographic variables in footings of chief topic, personal rating of classs and extracurricular activities. ( N = 50 ) Variable Label Frequency ( degree Fahrenheit ) Percentage ( % ) Chemistry 6 12 % Biology 8 16 % Main Subject English 2 4 % Computer Sciences 9 18 % Mathematics ‘s Music Humanistic disciplines Physicss Accounting Economicss 3 2 1 10 6 3 6 % 4 % 2 % 20 % 12 % 6 % Average 14 28 % Personal Evaluation Of Grades Above Average 26 52 % Extracurricular Activities Exceeding None Indoor merely Out Door merely Both indoor & A ; outdoor 10 7 10 18 15 20 % 14 % 20 % 36 % 30 % Table shows frequence and per centum of participants harmonizing to demographic variables of chief topic, personal rating of classs and extracurricular activities.Table 3Pearson Correlation between Life Orientation Test-Revised ( LOT-R ) , Schutte Self Report Emotional Intelligence ( SSEIT ) and Academic Achievement. Optimism Academic accomplishment Emotional intelligence Percept of emotion Pull offing emotion in ego Using emotion Optimism–.322* .367** .134 .495** .245 Academic accomplishment .322*–.421** .204 .398** .421** Emotional intelligence .367** .421**–.755** .866** .662** Percept of emotion .134 .204 .755**–.497** .280* Pull offing emotion in ego .495** .398** .866*8 .497**–.511** Using emotion .245 .421** .662** .280* .511**–**pa†°Ã‚ ¤0.01 *pa†°Ã‚ ¤0.05 Table shows individual co-relation ( two-tailed degree ) between optimism, emotional intelligence, academic accomplishment and sub graduated tables of emotional intelligence ( perceptual experience of emotion, pull offing emotion in ego and utilizing emotion ) . Relationship between the optimism and academic accomplishment is significantly positive ( r=.322* , pa†°Ã‚ ¤ .05 ) . Relationship between optimism and emotional intelligence is important and positive ( r=.367** , pa†°Ã‚ ¤0.01 ) . Relationship between emotional intelligence and academic accomplishment is besides positive and important ( r=.421** , pa†°Ã‚ ¤0.01 ) .Table 4Mean, SD, and value of t-test related to optimism. ( N=50 ) Variable N M South dakota T P Optimism Girls Male childs 25 36.68 5 2.009.987 25 34 4 Table shows that there is no important difference in degree of optimism in misss and male childs. It showed that on mean tonss on life orientation graduated table ( mensurating optimism ) have no considerable gender differences.Table 5Mean, SD, and value of t-test related to emotional intelligence. ( N=50 ) Variable N M South dakota T P Emotional intelligence Girls Male childs 25 126 14.6 1.53.582 25 121 11.8 Table shows that there is no important difference in degree of optimism in misss and male childs. It showed that on mean tonss on Schutte Self Report Emotional Intelligence Test ( emotional intelligence ) have no considerable gender differences.Table 6Cross tabular matter of the academic accomplishment of the pupils harmonizing to the scopes of optimism ( N=50 ) . Variables Classs degree Fahrenheits ( % ) Optimism 0-36 Average 37-50 Above Average Academic Accomplishment A* Grade A Class B Grade 14 ( 28 % ) 16 ( 32 % ) 1 ( 2 % ) 15 ( 30 % ) 4 ( 8 % ) 0 ( 0 % ) Table shows that the pupils with A* classs 15 ( 30 % ) were above norm which indicates that the pupils are more optimistic than the pupils with B class 1 ( 2 % ) 0f norm and ( 0 % ) of above norm. A graders are merely ( 8 % ) above norm, which means more optimistic pupils perform good in faculty members.Table 7Cross tabular matter of the academic accomplishment of the pupils harmonizing to the scopes of emotional intelligence. ( N=50 ) . Variables Classs degree Fahrenheits ( % ) Emotional Intelligence 0-124 Average 125-165 Above Average Academic Accomplishment A* Grade A Class B Grade 12 ( 24 % ) 14 ( 28 % ) 1 ( 2 % ) 17 ( 34 % ) 6 ( 12 % ) 0 ( 0 % ) Table shows that the pupils with A* classs 17 ( 34 % ) were above norm which indicates that the pupils are more emotionally intelligent than the pupils with B class 1 ( 2 % ) 0f norm and ( 0 % ) of above norm. A graders are merely 6 ( 12 % ) above norm, which means more emotionally intelligent pupils perform good in faculty members.DiscussionThe present survey examined relationship of emotional intelligence and optimism with academic accomplishment in A degree pupils. Main aims of the survey were to happen out the relationship of emotional intelligence and optimism with academic accomplishment in A degree pupils that whether the pupil accomplishing high classs is emotionally intelligent and optimistic. To carry through the nonsubjective 50 Students were selected from three different schools of Rawalpindi, both misss and male childs. And they completed the protocols ( Schutte Self Report Emotional Intelligence Test and Life Orientation Test-Revise ) . Consequences indicate the relationship of emotional intelligence and optimism with academic accomplishment. Table demonstrates that emotional intelligence and optimism has a important relationship with academic accomplishment. It means that if emotional intelligence and optimism is high in pupils it would ensue in better positive academic accomplishment. If the pupil is emotionally intelligent and optimistic so he or she will stand out in his faculty members. Consequences showed the positive relationship of emotional intelligence and optimism with academic accomplishment that if the pupil is executing good in faculty members he/she is emotionally intelligent and optimistic. Relationship is besides been proved with the old research, Abdullah et Al ( 2004 ) found the positive relationship between EQ and academic accomplishment. Another survey examined that the emotions, feelings, and values are critical for a individual ‘s well being and accomplishment in life, and if these emotions are used in positive mode so it will take to success. ( Ediger, 1997 ) . Abisamra ( 2000 ) found no important relationship between emotional intelligence and academic accomplishment, the survey was conducted on 11th graders. Another survey showed the positive relationship among emotional intelligence and academic accomplishment that pupils who score high on emotional intelligence tend to hold good academic public presentation as compared to those who score low on emotional intelligence graduated table ( Farooq, 2003 ) . There is significantly positive relationship between emotional intelligence and academic accomplishment ( r=.421** , pa†°Ã‚ ¤0.01 ) which means the pupil making good in his/her faculty members besides scored high on emotional intelligence ( see Table 3 ) .A The relationship of optimism and academic accomplishment has besides been proved with old researches, optimism leads to break academic public presentation as optimistic persons can break trade with the stressors and therefore they give better consequences ( Whipple, & A ; Gootman, 2001 ) . Another survey conducted by Pajares ( 2001 ) findings indicates that concepts like optimism drawn from positive psychological science can assist explicate academic motive and accomplishment. The optimistic pupil can break header with his/her the day-to-day stressors of academic life and have the positive outlooks for the hereafter, consequences showed the significantly positive relationship between optimism and academic accomplishment ( r=.322* , pa†°Ã‚ ¤0.05 ) ( see Table 3 ) . Consequences on gender difference indicated no important difference in misss and male childs. It reveals that no gender differences sing emotional intelligence and optimism. T-test was applied to see the gender difference in informations. It revealed the same consequences as concluded by the Heinonen ( 2006 ) and his co-workers ; they besides concluded that there is no gender difference on LOT-R mensurating optimism. T-Test applied on the life orientation test-revised ( mensurating optimism ) for gender difference showed that there is no important difference in degree of optimism in male and female ( t=2.009, p=.987 ) ( see Table 4 ) . T-Test was applied to see the gender difference in emotional intelligence and it was revealed that no important difference in misss and male childs ( t=1.53, p=.582 ) ( see Table 4 ) . Cross tabular matter was applied to see the scopes and the degrees of the both graduated tables harmonizing to the academic accomplishment ( classs ) of the pupils, it was revealed that the pupils with class A* are more optimistic than the class B pupils, it proves the hypotheses that the more optimistic pupils achieve high classs or are academically good ( see Table 6 ) . Cross tabular matter of the emotional intelligence harmonizing to academic accomplishment besides proves that the emotionally intelligent pupils performed good on faculty members ( see Table 7 ) . On the bases of present survey it is recommended that in future surveies on striplings sample size should be big and besides striplings from other schools ( Urdu medium, Government schools etc ) should be included. Emotional intelligence and optimism can be studied among patients with different diseases to see how these two qualities consequence their recovery rate and how these two consequence their life manners. These graduated tables of emotional intelligence and optimism can be translated in Urdu and validated so can be applied on larger population in Pakistan. The restriction of the present survey is that the sample size ( N=50 ) was smaller and the clip was really limited to carry on a survey that can be generalized to whole Pakistan ‘s pupils.

Intrinsic and Extrinsic Motivation Essay

Intrinsic motivation has been described in many ways. Amabile, Hill, Hennessey, and Tighe (1994) describe it as â€Å"the motivation to engage in work primarily for its own sake, because the work itself is interesting, engaging, or in some way satisfying† (p. 950). According to Ryan and Deci (2000) intrinsic motivation refers to â€Å"doing something because it is inherently interesting or enjoyable† (p. 55). Pink (2009) defines intrinsic rewards as encompassing three components: Autonomy (the need to direct your own life), Mastery (desiring to get better at something you’re passionate about) and purpose (the longing to be a part of something bigger and better). When all an employer wants from an employee is compliance, the traditional concepts of management will work. In the case that the employer seeks engagement, self-direction is more motivating. Amabile (1996), a professor at Harvard Business School, asserts that â€Å"Without intrinsic motivation, an indiv idual will either not perform the activity at all, or will do it in a way that simply satisfies the extrinsic goals† (p. 7). This statement supports that for an employee to be engaged in what they are doing and satisfied doing it, intrinsic motivators are required. If your employees are only completing the tasks given to them because you are motivating them with extrinsic rewards, it can be expected that when you take the reward away, they will no longer be motivated to complete the work. EXTRINSIC MOTIVATION Extrinsic motivation has been defined as â€Å"Doing something because it leads to a separable outcome† (Ryan & Deci, 2000) or â€Å"the motivation to work primarily in response to something apart from the work itself† (Amabile et al., 1994). An example of an extrinsic reward is when an organisation motivates their workers to perform by rewarding them with money, such as bonuses, increased salaries, stock options or benefits. These rewards are easy to monitor as they stem from results. If an employee is following the organisational procedures and adhering to the rules, the manager can reward. If not, there will be no reward. It’s a very common motivator for organisations as it’s easy to manage. They don’t have to think about how the employee feels or if he/she is passionate about their job. It made sense for extrinsic motivators to work in older generations. Most employees had one job to do, with a simple set of tasks. For example, a bookkeeper’s job was to record all financial transactions in relevant journals, creating profit and loss statements balance sheets etc. They were assigned to those exact tasks. Today, we have programs like MYOB that does all of that work for us. We are no longer working in organisations where our jobs are routine. Our work has become more complex and more interesting. Workers today are looking for ways to use their minds and to be involved in bigger things than just monotonous tasks. Time magazine published an article stating that â€Å"They [generation Y] just want to spend their time in meaningful and useful ways†¦Ã¢â‚¬  (Trunk, n.d.). Extrinsic rewards are not only becoming less suitable for modern times, research has shown that they can also decrease intrinsic motivation. †¦consideration of reward effects reported in 128 experiments leads to the conclusion that tangible rewards tend to have a substantially negative effect on intrinsic motivation. Although rewards can control people’s behaviour†¦.reward contingencies undermine people’s taking responsibility for motivating or regulating themselves. (Deci, Koestner, & Ryan, 1999, p. 658-659) Extrinsic rewards can also cause people to lose interest completely in the activity. Deci’s research concluded that â€Å"†¦when money is used as an external reward for some activity, the subjects lose intrinsic interest for the activity† (1971, p. 114). Furthermore, Amabile (1996) states that â€Å"A number of studies have shown that a primarily intrinsic motivation will be more conducive to creativity than a primarily extrinsic motivation† (p. 7). THE CANDLE PROBLEM The candle problem was a behavioural study developed by psychologist Karl Duncker (1945). He had numerous people that he split into two groups. Both groups were given a candle, matches and a box of thumbtacks. Dunker told them to stick the candle to the wall in such a way that the wax won’t melt onto the table and using only the materials given. The subjects first tried sticking the candle to the wall with the thumbtacks, it didn’t work. Some tried to melt the side of the candle with the matches and adhere it to the wall but to no avail. After a while both groups managed to figure out the solution: stick the box to the wall with the thumbtacks, and put the candle inside it. A scientist named Sam Glucksberg (1962) re-created the candle problem but gave the subjects incentives. The first group were not offered a reward but told they were a part of a study to ‘establish norms’ and see how long it takes the average person to solve the problem. The second group were offered different sums of money depending on how fast they solved the problem. It was recorded that the incentivised group took almost three and a half minutes longer than the non-incentivised group. This research defies every rule that says extrinsic motivators work. In their third edition Organisational Behaviour book, Wood et al. (2013) describe extrinsic rewards as being â€Å"positively valued work outcomes the individual receives from some other person in the work setting. They are important external reinforces or environmental consequences that can substantially influence people’s work behaviours through the law of effect† (p. 131). The candle problem with incentives has been copied for the past forty years and every time the incentivised group solved the problem the fastest. Glucksberg prepared the experiment again but this time he handed his subjects the materials separately. Instead of supplying the thumbtacks inside the box, he put them next to the box. For the first time ever the incentivised group beat the non-incentivised group. The results suggested that when the problem was made simpler, extrinsic motivators worked better. Extrinsic rewards usually only work for problems that have a simple set of tasks and a right answer. Workers today are more creative and conceptual and enjoy solving problems. When we have technology that does most of the simple tasks for us, we spend more time trying to solve problems that have many possible answers. INTRINSIC MOTIVATION IN TODAYS WORKPLACE Contemporary companies are finding and implementing ways to motivate their employees by using intrinsic rewards. The best example would be Google Inc. Google is renowned for their great benefits and modern offices. There are too many benefits to list them all but some include sleep pods, reading areas, swimming pools, free food, free rental cars if you need to run errands, and some even have on-site child care facilities. One motivator that benefited the company and the employee is the 80/20 rule. Google don’t want people to have to leave the company to pursue their personal passions so every employee is to dedicate 80% of their time to their primary job, and 20% of their time working on ‘passion projects’ that can help the company. Half the products released at Google were invented in the 20% time. E.g. Gmail, Chrome, Google News (Mediratta, 2007). Fortune magazine ranked Google as the number one company to work for in the world in 2012 and 2013 (â€Å"100 Best Companies to Work For,† n.d.) It’s not hard to see why this is the case. Besides all of the above, Google has no real hierarchy (Mills, 2007). They have no official channels, only tiny work groups where ideas flow within the group. If an employee wants to work with another team they can without having to ask permission. While the intrinsic rewards are desirable enough, Google also offer very attractive extrinsic rewards such as 100% paid maternity leave for up to 18 weeks. Like Google, Atlassian, an Australian software company, introduced a quarterly system where an individual could use 20% of his/her time to work on their own ideas and present them at a meeting the next day. This was called the ‘ShipIt Days’ (because it had to be delivered by the next day). This one day of autonomy led to 47 internal projects being used within the software company that never would have emerged otherwise, and more than $2 million in sales (Smith, n.d.). Atlassian has also been in the top ten of BRW’s best places to work for the last couple of years. Another example of autonomy in the workplace is ROWE (Results Only Work Environment). (â€Å"What is Rowe,† n.d.) writes how employees are evaluated on their outputs and what they achieve at the company, not how long or when they are working. As long as you get your work done, you can come in anytime, leave anytime, not come in at all and meetings are optional. Companies who have implemented the ROWE human resources strategy have seen their productivity increase by 35% and their voluntary turnover dropped between 50% and 90% (Penttila, n.d.). Not-For-Profit (NFP) Organisations are another good example of how intrinsic motivators work to retain staff when they are being paid much less than people in the same position who are working for private companies. Frey (1997) suggested that once an employee receives a wage that is enough to live off, they begin to seek purpose in their work. A case study by Tippet & Kluvers (2009) researching motivation in NFP organisations showed that most employees were satisfied with their pay. This research shows that because they see their pay as sufficient, intrinsic motivation may be more of an importance. Pink asserts that â€Å"Effective organizations compensate people in amounts and in ways that allow individuals to mostly forget about compensation and instead focus on the work itself† (2009, p. 170). In other words, get the issue of money off the table first so employees aren’t feeling mistreated or de-motivated, then focus on intrinsic motivators. LEADERSHIP APPROACHES Thomas (2009) suggests that to increase intrinsic motivation you should begin to de-emphasise money as a motivating factor. By paying your employees fairly, but not offering monetary rewards, they will begin to achieve goals for the satisfaction. Usually when you offer rewards employees may only just do what is asked of them, rather than going one step further. Organisations not only need to change the way they motivate their employees, they also need to realise that not everyone will be motivated by the same intrinsic reward. Ryan and Deci (2000) state that â€Å"People are intrinsically motivated for some activities and not others, and not everyone is intrinsically motivated for any particular task† (p. 56). As expected, humans do not have the same passions in life and the same goals, therefore we cannot expect them to be motivated by the same rewards. While Google Inc. has a wide range of benefits that should suit most employees, they have also employed a ‘Chief Culture Czar’ whose main job is devoted to making sure everyone is happy. Google have an annual global survey that is focused on finding out how happy their employees are, and what it’s going to take to keep them with the company. The current CCC, Stacey Sullivan, has said of the survey â€Å"†¦career development is more of a focus than giving more stock options or increasing salaries† (Mills, 2007). Thomas (2009) suggests identifying shared passions within an organisation so focus can be on achieving the desired goal. When passions are clarified and identified it’s much easier to pursue them in a systematic way. A team unifies when they discover that passion: â€Å"Aha, that’s what we care about. Now let’s go after it† (Thomas, 2009, p. 155). Teammates are then likely to connect and see each other as partners with a shared purpose. For a leader to be successful in building employee engagement within an organisation, they need to be aware of what drives them and how to manage their own intrinsic rewards. Thomas (2009) declares that â€Å"Developing this skill helps you recognize the intrinsic rewards in your employees, gives you more credibility, and – as a bonus – helps you stay more engaged and energized† (p. 193). Employee Engagement Many people define employee engagement differently, but according to Thomas (2009) employee engagement is the phrase used to describe the motivation needed in organisations today. In the 80s and 90s it was ‘empowerment’ and in the 70s it was ‘enrichment.’ As work becomes more demanding and supervision slackens the need for workers to be â€Å"†¦psychologically ‘engaged’†¦Ã¢â‚¬  (Thomas, 2009, p. 11) when performing their work is essential. Although employee engagement itself can be defined in many ways, Macey and Schneider assert that it â€Å"†¦is a desirable condition, has an organizational purpose, and connotes involvement, commitment, passion, enthusiasm, focused effort and energy†¦Ã¢â‚¬  (2008, p. 4). Thomas defines employee engagement as active self-management that has four key intrinsic rewards â€Å"†¦the sense of meaningfulness, the sense of choice, the sense of competence, and the sense of progress†¦. These four intrinsic rewards are the psychological vital signs of an engaged workforce† (2009, p. 192). Employee engagement is valuable for any organisation as it can breed employee loyalty. When an employee is loyal they contribute to moving the company forward and help it reach its goals. Lockwood (2007) emphasizes the link of engagement to business success after a survey of 50,000 employees in 27 countries revealed that â€Å"Organizations that have a highly engaged workforce were found to have almost 10 times as many committed, high-effort workers as those with a low-engaged workforce. The findings point to the manager as the most important enabler of employee commitment to the organization, job and work-teams† (p. 9). CONCLUSION The effects of intrinsic and extrinsic rewards have long been debated and will continue to be examined as psychologists and researches alike try and find the ‘answer’. This paper was intended to provide the reader with a worthy argument as to why intrinsic motivators are becoming a more obvious style of management. There are many examples of organisations focusing on intrinsic motivators and the effect they have on the success of a company. As Pink (2009) suggests, while extrinsic rewards are becoming less relatable in modern times, they should not be thrown out altogether, as one must still be satisfied with their pay to allow intrinsic motivators to work. The evidence readily available today should be enough to convince more organisations to introduce intrinsic motivation and decrease the importance of extrinsic rewards with their companies. REFERENCE LIST Amabile, T.M. (1996) Creativity and Innovation in Organizations. Harvard Business School 100 Best Places to Work For. [n.d.]. Retrieved from the CNN Money Website: http://money.cnn.com/magazines/fortune/best-companies/index.html Deci, E. L. (1971). Effects of externally mediated rewards on intrinsic motivation. Journal of Personality and Social Psychology, 18(1), 105-115 Deci, E. L., Koestner, R., & Ryan, R.M. (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin, 125(6), 627-668 Drucker, P. F. (1974). Management Tasks, Responsibilities, Practices. Oxford, England: Butterworth-Heinemann Dunker, K. (1945). On Problem Solving. Psychological Monographs. Washington, DC: American Psychological Association Frey, B.S. (1997). On the Relationship between Intrinsic and Extrinsic Work Motivation1. International Journal of Industrial Organisation, 15(4), 427-439 Glatzeder, B., Goel, V., Meuller, A.C. (2010). Towards a theory of thinking. Retrieved from http://www.yorku.ca/vgoel/courses/3260/Goel_3260_articles/Article_7.pdf Glucksberg, S. (1962). The influence of strength of drive on functional fixedness and perceptual recognition. Journal of Experimental Psychology, 63(1), 36-41. doi:10.1037/h0044683 Lockwood, N.R. (2007). Leveraging Employee Engagement for Competitive Advantage: HR’s Strategic Role. SHRM Research Quarterly Retrieved from: http://198.22.197.80/Research/Articles/Articles/Documents/07MarResearchQuarterly.pdf Macey, W. H., Schneider, B. (2008). The Meaning of Employee Engagement. Industrial and Organizational Psychology, 1, 3-30 Mediratta, B. [n.d.]. The Google Way: Give Engineers Room. Retrieved from the New York Times Website: http://www.nytimes.com/2007/10/21/jobs/21pre.html?_r=0 Penttila, C. [n.d.]. Off the Clock: â€Å"Flexibility is the workstyle of the future†. Retrieved from the Entrepreneur Website: http://www.entrepreneur.com/article/177070 Pink, D. H. (2009). Drive. The Surprising Truth About What Motivates Us. New York, USA: Penguin Books Ltd Ryan, R. M., & Deci, E. L. (2000). Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions. Contemporary Educational Psychology, 25, 54-67. doi:10.1006/ceps.1999.1020 Smith, F. [n.d.]. â€Å"Is Atlassian the coolest company in Australia?†. Retrieved from the BRW website: http://www.brw.com.au/p/sections/features/is_atlassian_the_coolest_company_877SCYxXLwl7N9cNiMF6vJ Tippet, J., & Kluvers, R. (2009). Employee Rewards and Motivation in Non Profit Organisations: Case Study from Australia. International Journal of Business and Management, 4(3), 7. Trunk, P. [n.d.]. â€Å"What Gen Y Really Wants?†. Retrieved from the Time Magazine website: http://www.time.com/time/magazine/article/0,9171,1640395,00.html What is Rowe. [n.d.]. Retrieved from the Go Rowe Website: http://www.gorowe.com/main/what-is-rowe/ Wood, J., Zeffane, R., Fromholtz,

Jack London †to his wife Essay

Once Charles Child Walcutt described Jack London as a steamer, which â€Å"was supposed to have more power than any man dared use, but it was also known to run out of steam halfway up a long hill; and everybody knows that it was a trial to start and a constant threat to explode†(Charles Child Walcutt. 1956. American Literary Naturalism: A Divided Stream. Westport, CT: Greenwood Press, p. 87). Yet in 1906, when the book â€Å"White Fang† was published, the writer still demonstrated tremendous vigor in enchanting reader’s by the set of his ideas. Originally a companion volume to â€Å"The Call of the Wild† â€Å"White Fang† narrates about a wolf who is domesticated through circumstances by a man. London himself wrote of it: â€Å"Life is full of disgusting realism. I know men and women as they are – millions of them yet in the slime state. But I am an evolutionist, therefore a broad optimist, hence my love for the human (in the slime though he be) comes from my knowing him as he is and seeing the divine possibilities ahead of him. That’s the whole motive of my † White Fang . † Every atom of organic life is plastic. The finest specimens now in existence were once all pulpy infants capable of being molded this way or that. Let the pressure be one way and we have atavism – the reversion to the wild; the other the domestication, civilization (Book of Jack London, I, 384. In Walcutt 1956:92)†. In the quotation are acknowledged the bunch of motives – portraying the juxtaposition â€Å"man vs environment†, â€Å"wildness vs civilization†, and â€Å"naturalism vs romanticism†. This is the story about the challenges of growing alone and never experiencing the meaning of love, generosity and care, overcoming so many challenges endured. Driving off the author’s motivation in this very tapescript we’ll analyze the book’s infrastructure, as far as themes, text interpretation and narration techniques are concerned. The aim of the following part is to trace how Jack London’s depiction of White Fang’s life portrays the themes of naturalism, survival of the fittest, romanticism and parallels his own struggles. JACK LONDON MIRROWIMG IN WHITE FANG PAGE #2 DETAILED ANALYSES NATURALISTIC COBCEPTION This piece of work by London represents the evident case of endured naturalistic manner. Generally, naturalism refers to those who viewed life strictly from a scientific approach; in this case that translates to the view that man and other creatures were victims of their heredity and environment. The environmental theme is enrolled in the very first passage with a landscape description. It thrustingly combines â€Å"a foreboding animism with a sinister desolation (Brittany Nelson. http://www. gradesaver. com/ClassicNotes/Titles/white/fullsumm. html. October 29, 2000)†. – Dark spruce forest frowned on either side the frozen waterway. The trees had been stripped by a recent wind of their white covering of frost, and they seemed to lean toward each other, black and ominous, in the fading light. A vast silence reigned over the land. The land itself was a desolation, lifeless, without movement, so lone and cold that the spirit of it was not even that of sadness. There was a hint in it of laughter, but of a laughter more terrible than any sadness – a laughter that was mirthless as the smile of the Sphinx, a laughter cold as the frost and partaking of the grimness of infallibility. It was the masterful and incommunicable wisdom of eternity laughing at the futility of life and the effort of life. It was the Wild, the savage, frozen-hearted Northland Wild. (Jack London. White Fang. http://www. gradesaver. com/ClassicNotes/Titles/white/fullsumm. html. October 29, 2000) The mood is shown through the covetous gamma of colors, simile (â€Å"smile of the Sphinx†) and personification i. e. (prosopopoeia). Wild is ruled by the death principle: â€Å"Life is an offense to it, for life is movement: and the Wild aims always to destroy movement. It freezes the water to prevent it running to the sea: it drives the sap out of the trees till they are frozen to their mighty hearts; and most ferociously and terribly of all does the Wild harry and crush into submission man – man, who is the most restless of life, ever in revolt against the dictum that all movement must in the end come to the cessation of movement (WF)†. Sentences constructed by analogy roll JACK LONDON MIRROWIMG IN WHITE FANG PAGE #3 monotonically, dictating the rhythm. â€Å"Viewed from this bleak cosmic perspective (Brittany Nelson. http://www. gradesaver. com/ClassicNotes/Titles/white/fullsumm. html. October 29, 2000)†, lost for civilization, men are no more than â€Å"puny adventurers pitting themselves against the might of a world as remote and alien and pulseless as the abysses of space specks and motes, moving with weak cunning and little wisdom amidst the play and interplay of the great blind elements and forces (WF). † In London’s story, the terror at the environment is augmented by a number of fine touches. The dogs, for example, disappear silently, lured one by one to their deaths by the cunning of the she-wolf. And she is shown not like flesh-and-bone creature but like something ghostly: – Full into the firelight, with a stealthy, sidelong movement, glided a doglike animal. It moved with commingled mistrust and daring, cautiously observing the men, its attention fixed on the dogs. One Ear strained the full length of the stick toward the intruder and whined with eagerness. (WF) Bill not simply dies out off the scene, but disappears at the desperate sounds of three shots in the place, encircled by the wolf litter. The contrast of a man, Henry, sitting at the fire and darkness with glittering eyes of the beasts produce a breath-taking effect. With the environmental theme in mind, London wrote the novel with biological and social determinism. Donald Pizer in his â€Å"Realism and Naturalism in Nineteenth-Century American Literature† (1984. Carbondale, IL: Southern Illinois University Press, p. 167) says: â€Å"The Call of the Wild and White Fang are companion allegories of the response of human nature to heredity and environment†. JACK LONDON MIRROWIMG IN WHITE FANG PAGE #4 SURVIVAL OF THE FITTEST The problem of environment is tightly knotted to the process of â€Å"natural selection†, i. e. the benefit of only the strongest, brightest, and most adaptable elements of a species to survive. In this regard the writer follows H. Spencer: â€Å"I am a hopeless materialist. I see the soul as nothing else than the sum of the activities of the organism plus personal habits, memories, and experiences of the organism (L. S. Friedland. January 25, 1917. Jack London as Titan. Dial, LXII, p. 51)†. The Spencer’s theory was closely linked in London’s mind to Darwin: â€Å"The idea of life as a struggle for survival appealed to him tremendously. Concepts of strength and the purity of an unmixed breed evoke images of savage men who have survived through pure physical strength. London’s heroes are likely to evince this atavism when they are thrust into the struggle for survival under brutal frontier conditions. When such atavistic power surges up, nothing can safely oppose them, and they exult in the glory of it. (Walcutt 1956:90-91)†. This idea is embodied by the character, White Fang. â€Å"He was different from his brothers and sisters† (WF: ch. 3), â€Å"the fiercest of the litter†. Since the eye-openening days White Fang was the one to dare getting closer to the cave entrance. He was the only one of the litter to survive the famine. His strength and intelligence make him the most feared dog in the Indian camp. While defending Judge Scott, White Fang takes three bullets but is miraculously able to continue living. One element of the book, portraying White Fang’s ability to adapt to any new circumstances, is how he learns to fight and to love. â€Å"He had a method of accepting things, without questioning the why and wherefore. In reality, this was the act of classification. He was never disturbed over why a thing happened. How it happened was sufficient for him (WF:Part II, ch. 3). It is in the last section of Part II the homey narrative tone changes as White Fang learns more about the world where â€Å"dog eat dog† – literal and figurative: a hawk digs its sharp talons into the soft flesh of a ptarmigan while the frenzied bird screams in agony. White Fang’s biological heritage discussed in JACK LONDON MIRROWIMG IN WHITE FANG PAGE #5 the first chapters more than symbolic. When in the parts III and IV White Fang’s deepening estrangement from all living things is shown, a nihilistic world of violence and hate steps forward. White Fang becomes the personification of the masculine principle of the demonic wild: â€Å"The outcast† and â€Å"The Enemy of His Kind,† who is â€Å"hated by man and dog† and in turn hates them. Even his name suggests both the demonic white wilderness and the savage Darwinian world governed by the Law of the Meat, the Law of the Fang. – Before, he had hunted in play, for the sheer joyousness of it; now he hunted in deadly earnestness (WF:Part II, ch. 5). – â€Å"Savageness was a part of his make-up, but the savageness thus developed exceeded his make-up. He acquired a reputation for wickedness [†¦] Out of this pack-persecution he learned two important things: how to take care of himself in a mass-fight against him; and how, on a single dog, to inflict the greatest amount of damage in the briefest space of time. To keep one’s feet in the midst of the hostile mass meant life, and this he learned well. He became cat-like in his ability to stay on his feet † (WF:Part III, ch. 3). – â€Å"The months went by. White Fang grew stronger, heavier, and more compact, while his character was developing along the lines laid down by his heredity and his environment. His heredity was a life-stuff that may be likened to clay. It possessed many possibilities, was capable of being moulded into many different forms. Environment served to model the clay, to give it a particular form (WF:Part III:ch. 6)†. Through the usage of metaphor London proves the â€Å"first survivor† law at the example of White Fang, nut, at the same time implies irony, narrating how the creature surrenders himself to the strongest – e. g. to Gray Beaver (â€Å"for the â€Å"possession of flesh-and-blood good,† White Fang† JACK LONDON MIRROWIMG IN WHITE FANG PAGE #6 exchanged his own liberty (WF:Part III, ch. 3). † The wide scope of methods help to project natural laws at the canvas of fictional text. ROMANTICISM The depiction of romanticism in this novel is evident by White Fang’s trust, love and ultimately sacrifice for Weedon Scott and his children. White Fangs pays back. Part V reflects how love can tame natural behavior and instincts: â€Å"White Fang refused to growl. Instead, and after a wistful, searching look, he snuggled in, burrowing his head out of sight between the master’s arm and body (WF:Part V, ch. 1). As White Fang learns to love Weedon Scott, this love produces a desire in the dog to do anything to please his â€Å"love master. † This includes having Weedon’s children climb and play with him, and learning to leave chickens alone, although the taste was extremely pleasing to him. Just as White Fang was tamed by love, Jack London was tamed by love as he began staying away from the whorehouses in San Francisco and trying to overcome a severe drug habit, having been just married. And thus we came to our conclusive part: the parallel between the book and the reality of Jack London’s life. â€Å"†¦ interesting symbol in this novel is the oasis of the campfire (Chapter I) surrounded by the sinister darkness of the wild. This image is a microcosm of the larger landscape; the Northland wilderness as opposed to the grassy estate in the Santa Clara Valley – the â€Å"Southland of life,† in which â€Å"human kindness was like a sun. † Although very naturalistic in his approach to this novel, London received a great deal of criticism for the abrupt ending. When White Fang finally recovers from his injuries, he ventures out into the warm California sun and greats Collie and his new puppies. Instead of ending the novel in the same naturalistic vein he began, London ends White Fang with a distinctively romantic flare (June JACK LONDON MIRROWIMG IN WHITE FANG PAGE #i Howard. 1985. Form and History in American Literary Naturalism. Chapel Hill, NC:University of North Carolina Press, p. 170)†. CONCLUSIONS The novel demonstrates the effects of a change in environment on the creature. Dogs and men are portrayed in some kind as moral symbols, but derived from Jack’s own experience. â€Å"He never stopped fighting, and the struggle with life is no more important to his success than his struggle with ideas. One led to the other, and the battle of ideas dramatizes with extraordinary clarity the confusions and tensions which I have attributed to the divided stream. In the melee, blond beasts, ideas, and supermen drip with blood like White Fang himself (Walcutt 1956:88)†. As Jack was an illegitimate child, forever uncertain as to his father, unloved and hungry throughout his youth, he hoped to found something of a dynasty in his magnificent home called â€Å"Wolf House,† and so he longed for a male heir. â€Å"White Fang† was written during the courtship and marriage of London to Charmian Kittredge and a romantic theme is part of the novel. The man is tames – as well as his personage. In the book â€Å"White Fang was torn by conflicting feelings, impulses. It seemed he would fly to pieces, so terrible was the control he was exerting, holding together by an unwonted indecision the counter forces that struggled within him for mastery. † And so it was with Jack London. Then all went wrong. He only had daughters and these were estranged from him: his house burnt down just as his special ship had foundered; his friends drifted away. It is hard not to feel that those counter forces which harassed White Fang also undermined that prodigy of lonely energy, Jack London– or â€Å"Wolf† as he insisted his wife should call him. â€Å"He was able to flourish within and finally to rise above the hard conditions of his early life; and the fact that he gloried in the JACK LONDON MIRROWIMG IN WHITE FANG PAGE memory of his early adventures shows to some extent how he saw himself as embodying the bone-crushing vitality which he continually celebrated in his stories. He saw everything from farming through fighting to reading in heroic terms, and this side of his character is not without its ludicrous aspects: he could not help being self-conscious about his manliness (Susan M. Nuernberg ed. 1995. The Critical Response to Jack London. Westport, CT: Greenwood Press, p. 89)†. LIST OF REFERENCES 1. Charles Child Walcutt. 1956. American Literary Naturalism: A Divided Stream. Westport, CT: Greenwood Press 2. Brittany Nelson.

Therapeutic Hypothermia

Practice development issues around Induced Therapeutic Hypothermia (ITH) on Cardiac Arrest Patients Contents 1. Introduction 2. Pathophysiological changes during cardiac arrest and return of spontaneous circulation 3. Physiological benefits of therapeutic hypothermia 4. Guideline for induced therapeutic hypothermia after cardiac arrest 5. The UHL guideline’s goal of therapeutic hypothermia 6. Preparation, Monitoring and Supportive therapy 7. Cooling Methods 8. The relative experience 9.The role of advanced clinical practitioner and multidisciplinary approach 10. Synthesis ————————————————- 11. Conclusion ————————————————- 1. Introduction In UK, there are approximately 50,000 treated cardiac arrests, of which 5-30% of patients survive to leave the hospital e very year (Intensive Care Society, 2008). The Majority of these patients have suffered ischemic brain injury, which results in severe disability or ultimately leads to death.Until recently, there has been no intervention proving a significant reduction in the incidence of brain injury in arrest survivors; however in recent years induced therapeutic hypothermia (ITH) has been used to improve the neurological outcome of comatose patients who had return of spontaneous circulation (ROSC) after resuscitation following sudden cardiac arrest (Holden & Makic 2006). Although it is an evidence-based method, it has its own limitations and complications.The purpose of this assignment is to look at the current practice in own area, supporting national and international recommendations, review current literature and evidence-based nursing implications in caring for those patients. The physiological benefits of hypothermia, multidisciplinary approach of clinically cooled patients, practice develop ment issues around these patients and scope of advanced nursing practice will also be discussed. 2. Pathophysiological changes during cardiac arrest and return of spontaneous circulation Under ormal circumstances, the brain takes 15% of the cardiac output and consumes 20% of total body oxygen supply (Girolami, Anthony & Froch, 1999). During cardiac arrest the blood supply to the brain decreases or stops, which leads to less or no oxygen supply to the brain causing loss of consciousness. This hypoxic state in the brain can cause depletion of glucose and adenosine triphosphate store (the brain’s source of energy) (Safar, Behringer, Bottiger, et al. 2002).In hypotensive state or no blood supply state to the brain, membrane depolarize, calcium influxes, glutamate is released leading to acidosis and lipases, proteases, and nucleases are activated contributing to cerebral oedema (Warner 1997, Safar & Behringer 2003). During the spontaneous return of circulation (SROC), further dama ge to the brain can occur. This is called reperfusion injury which causes series of process involving release of iron, free radicals, nitric oxide, catecholamine, renewed excitatory amino acid and calcium shifts (Warner 1997, Safar & Behringer 2003).These series of process will result in mitochondrial damage, DNA fragmentation, and cell death (Warner 1997, Safar & Behringer 2003). This process will continue for 3days (Safar & Behringer 2003). This process of injury and subsequent recovery varies depends upon the severity of injury (Girolami et al. 1999). The severity of injury can vary from reversible injury with full recovery to global irreversible injury leading to brain death (Girolami et al. 1999). The severity of injury is dependent on the length of ischemic state and the duration of reduced blood flow (Girlami et al. 1999). 3.Physiological benefits of therapeutic hypothermia There are several research have been conducted on methods to improve neurological outcome after cardiac arrest including pharmacological approaches, methods to improve cerebral circulation and oxygenation and induced therapeutic hypothermia(Bernard, Gray,Buist et al. 2002). Induced therapeutic hypothermia was used in the treatment of head injury since 1950s. Hypothermia can be divided in to mild (33? C to 35? C), moderate (28? C to32? C), and severe (

Immune Response and Hypersensitivity

Axia College Material Appendix C Immune Response and Hypersensitivity Puncture Wound Multimedia Activity After completing the Puncture Wound Multimedia Activity, complete the table below. List the four events of the inflammatory response covered in the activity in the order of occurrence. Rewrite the events in your own words, using vocabulary terms from Ch. 2 of the text. Vascular Events in an Inflammatory Response |Events |Simplified description of event |Professional description of event | |1st |Germs from the nail are introduced below the skin. The skin is broken in some way, in this case by a nail | | | |puncturing the skin. When this occurs, it allows the entry | | | |of pathogens (germs such as bacteria) into the wound. | |2nd |Surrounding cells leak fluid that affects the blood |An immediate local innate response in the infected tissues | | |vessels. is generated by components of the immune system which are | | | |present in those tissues.Those components of the immune | | | | system include macrophages (a type of white blood cell) and | | | |complement proteins (proteins that are involved in the | | | |initial immune response). |3rd |The fluid affecting the surrounding blood vessels causes |Other immune cells (such as neutrophils), leave the | | |the release of other cells into the tissue. |circulation, attracted by the inflammatory mediators | | | |released by the mast cells and enter the wounded area. | |4th |As the wounded part of the body reacts to the germs, |The neutrophil cells attack the pathogens that have entered | | |certain cells destroy these germs. |the wound and begin to kill them.In the meantime, another | | | |specialized immune cell, known as the dendrite cell, carried| | | |parts of the dead pathogen back to the nearby lymphatic | | | |system. | Hypersensitivity Give a brief description and example in your own words for each of the four types of hypersensitivity presented in Ch. 2. Hypersensitivity Matrix Type of Hypersensitivity |Desc ription |Example | |Type I: Allergic/Anaphylactic |Anaphylaxis  is an acute|Anaphylaxis is often triggered by substances that are injected or ingested and | | |multi-system severe |thereby gain access into the blood stream. An explosive reaction involving the skin,| | |type I hypersensitivity|lungs, nose, throat, and gastrointestinal tract can then result. | | |reaction. | |Type II: Cytotoxic/Cytolytic |Cytotoxic are caused by|The reaction of the antibody attachment leads to the activation of complement | | |antibodies, which |proteins (again, encountered earlier). The complement proteins destroy the person's | | |attach to a person's |own blood cells.Type II reactions often occur in incompatible blood transfusions. | | |own blood cells or | | | |tissue cells. | |Type III: Immune Complex |An  immune complex  is |After an  antigen-antibody reaction, the immune complexes can be subject to any of a | | |formed from the |number of responses, including  complement  deposition ,  opsonization,  phagocytosis, or| | |integral binding of an |processing by  proteases. | | |antibody to a soluble | | | |antigen. | |Type IV: Cell-mediated/Delayed|Type IV (cell-mediated)|Cell-mediated immunity is directed primarily at microbes that survive | | |reactions appear 12-72 |in  phagocytes  and  microbes  that infect non-phagocytic cells. | | |hours after exposure to| | | |an allergen. | |

Case study Example | Topics and Well Written Essays - 1000 words - 8

Case Study Example hough in relation to our corporate ethics, I believe in following the chain of command and have to report to my immediate supervisor, which in this case is you. There is no need for urgency in rushing through this contract, and selling a sub-standard product to a client. I was of the opinion that if final touches was done on this wonderful product, it would give us better business, and more clients would be willing to get into contract with us. Another reason for my hesitation is the client we are getting into an agreement with. Eastern Wisconsin University is a regional university. Yet for such a product, that causes so much excitement to our engineers, and of course, the impact it would have on the market, a major institution would not shy from it in whatsoever manner. From the data, I gathered that testing was actually done in the lab under approximated temperatures. The tests talk about temperatures below 10 degrees Fahrenheit of freezing point or slightly below zero, but nothing under 10 degrees below zero is mentioned. In our country, temperatures fall up to 50 degrees below freezing point, although rare, such information would have been helpful in proving the credibility of our product. Being a writer, engineering features and workability of â€Å"Hot Spot† could have been explained to me to shed some more light into what it is all about, to have a vivid picture as I write. The only understanding I have on the product is that it consist of premade plate fitted underneath with low wattage circuitry that run and mate with existing sidewalk. It would be fair enough for us to disclose a few features of regarding our product and its workability to the client. After my lunch break, I received two memos that clarify the status of â€Å"Hot Blocks.† A memo from Mr. Robert to Bob states that after testing â€Å"Hot Blocks† under temperatures between 32 and 50 degrees Fahrenheit, it gave perfect results of the function of melting snow both in rapid runoff and of

Reasons Affecting Nurses Working In Washington DC Research Paper

Reasons Affecting Nurses Working In Washington DC - Research Paper Example As per requirements, there may be call-backs. The condition is such that the nurses have to deal with more than one patient at a time. Due to an increase in work pressure, they may not get lunch breaks and may even have to work overtime. These reasons are hampering the quality of service that the nurses provide. These may result in fatigue, stress, loss of sleep and several other adverse consequences. Nurses of Washington DC, working in such an environment, have a greater chance of making mistakes during work. This work environment can discourage the nurses and that may lead to some of the nurses quitting nursing or limiting their working hours. Â  As per requirements, there may be call-backs. The condition is such that the nurses have to deal with more than one patient at a time. Due to an increase in work pressure, they may not get lunch breaks and may even have to work overtime. These reasons are hampering the quality of service that the nurses provide. These may result in fatigu e, stress, loss of sleep and several other adverse consequences. Nurses of Washington DC, working in such an environment, have a greater chance of making mistakes during work. This work environment can discourage the nurses and that may lead to some of the nurses quitting nursing or limiting their working hours. Effects of fatigue on performance Fatigue can adversely affect any type of performance. It can deteriorate alertness, concentration, judgment, etc. Human beings have developed a habit of working during the day and sleeping at night.

Tuberculosis Essay Example | Topics and Well Written Essays - 1000 words

Tuberculosis - Essay Example But it is also to be remembered that not all types of tuberculosis are infectious. It is only the TB of lungs which spreads like common cold to other people. Couple of decades ago, TB was considered a dreaded disease, as there was no cure for it, but now TB is a fully curable, provided it can be detected in time. The modern lifestyle and the manner in which we treat our environment are stated to be the biggest reasons for the emergence of newer cases of Tuberculosis. The latest WHO report1 on the disease indicates that, there were an estimated 9.2 million new cases of TB in 2006. The danger of infection keeps growing if the disease is left untreated. The micro-bacteria known as Mycobacterium tuberculosis is known as the most prominent as the one causing the disease. Starting from lungs, gradually the disease can spread even to the central nervous system, if it remains untreated for longer period. Some other micro-bacteria causing the disease include; Mycobacterium microti, Mycobacterium canetti, Mycobacterium africanum and Mycobacterium bovis. Weaker immunity system helps in easier entry of the germs inside the human body. Prolonged coughing, coughing up blood, chest pain, fever are some of the common symptoms of the disease, but it has also been found that sometimes, the immune systems, 'walls-off' the TB bacilli, which can help the bacteria to lie dormant for years. In such cases the person need to initiate medication for preventing the TB from becoming active. And if the infected person is not treated for longer periods, the chances of spreading disease to a healthy person increase. In fact such prolongation can also result in other complications. Therefore it is advised that a person must consult the doctor, if following symptoms are found; A bad cough lasting for about 3 weeks or longer The person suffers from undue and unintended weight losses Coughing up continues for longer period or blood oozes out during coughing. Persons suffers from weakness or fatigue If there is prolonged fever. There are symptoms of Night sweats White blood cells, though accounting for less than 1 percent of total blood volume, play a key role in strengthening the immune system of our body. The blood comprises of six kinds of white blood cells namely: Neutrophils, Eosinophils, Basophils, Monocytes, Macrophages, and Lymphocytes. Each of them has a specific role in strengthening the defence mechanism of the human body. Monocytes is the most important WBC types playing a leading role in preventing the Tuberculosis (Nagel and Frey, 2007). With the help of a process called phagocytosis, Monocytes and Macrophages help in protecting the body by engulfing and digesting the bacteria, dead cells or other similar foreign matter. TB can in general be divided into primary and secondary TB. Primary Tuberculosis occurs in previously unexposed, un-sensitized people and such patients are in the danger of developing latent infection. On the other hand secondary TB comes up in patients who have been infected with the germs earlier and previous ly sensitized. Even years after the infection, such a stage might develop, if due care is not taken by the individual. If the initial symptoms are ignored and once the Tuberculosis becomes active, it tends to become incurable and leads to certain death of the individual. Tuberculosis is stated to

LITERARY HISTORY, INTERPRETATION, & ANALYSIS Essay

LITERARY HISTORY, INTERPRETATION, & ANALYSIS - Essay Example Earlier to this, Henry and Beckett enjoyed a special relationship and Henry raised Beckett to the position of Chancellor and then to the Archbishop of Canterbury. By doing so the King wanted the control of Kingdom on ecclesiastical matters but Beckett undergoes a radical change in his character and attitude after accepting the honorable position. Beckett opposes King’s thirst for power as he tries to raise the crown above the Pope, gives up all the pleasures and starts living a very pious life .Thus, inviting King’s wrath. Thomas Beckett remains away from England for seven years and during his absence, the rule of the King was full of oppression and exploitation. Women folks cheer for his arrival at the time of Christmas but apprehend some disaster. Thomas Beckett is righteous and much loved priest. England awaits and welcomes his arrival. The three priests of the cathedral fear that the homecoming for Beckett won’t be easy as the King and Beckett won’t be able to renew their ties and the fuller reconciliation between them cannot be reached as both of them are head strong characters. The struggle appears more apparent as the plot develops. The homecoming might cost Beckett his life as it is very clear that the old ties cannot be renewed. The Play, Measure for Measure by Shakespeare is a distinctive play .It is been categorized as Black Comedy by some literary analysts. It is a comedy but not to entertain. In the garb of 2. comedy, some real societal problems have been raised therefore it does not fall in normal moulds of Shakespearean work. It is its own genre where the writer has dealt with the issues of power abuse and exploitation of women in the society. There is no protagonist in the play Measure for Measure as such, but all the main characters undergo struggle as the plot moves ahead. As this play deals with the abuse of power and authority, we find that the power is abused in the relationship as well and women are harassed and exploited in any relationship, be it a brother-sister relationship or a partner relationship. Isabella, Claudio’s sister is chaste and virtuous but she finds herself in a dilemma when her brother is arrested for impregnating his lover Juliet. She goes to Angelo and begs to show some mercy, who on the other hand suggests her to sleep with him. She is shocked and leaves. Isabella, on her way comes across Duke, who is disguised as Friar. He has done so to clean up the city from wrong doers. He tells Isabella that Angelo, himself is a big sinner. He has left his lover Mariana because her dowry got lost in a ship wreck. The characters in the play struggle as the plot develops and the true identity of Duke is revealed in the end. The first literary element is the PLOT; The Plot is a sequence of events in any literary work. Murder in the Cathedral very convincingly develops the social struggle faced by Thomas Beckett. The chorus in the play pays a major role in heightening the trag ic effect. In the beginning it informs the audience regarding the upheaval that might happen when the two titans clash. The readers are made aware in the very beginning that the play is about the death and calamity. The Plot is revealed in the words of chorus that they are the common people who, â€Å"try to keep our households in order,†

Hw 3-2 Essay Example | Topics and Well Written Essays - 500 words

Hw 3-2 - Essay Example Management, however, in other organizations, deal with organization, planning, staffing, leading and controlling a company. Barton’s trip to the bookstore and late night studying expounded his knowledge on IT. The materials, though educative, were confusing Barton. He got to learn just how the IT world is complicated (Austin, Nolan and O’Donnell 48). Barton understood now why there were so many layers of OSI cables. After reading the book, he also understood why the cables were so complicated. Barton’s meeting did not go as plan due to various reasons. First and foremost, people at the meeting did not welcome Barton’s proposal of an off-site company meeting. He did not expect anybody to reject his proposal. He also expected a quick acceptance and then a session of planning for his event (Austin, Nolan and O’Donnell 36). However, Barton was wrong. His thoughts were all in vain. For instance, Fenton made it clear that he did not fancy incorporating people such as John Cho in the off-site meeting and Gordon also supported him (Austin, Nolan and O’Donnell 36). Barton also did not expect the members at the meeting to make the situation of the company more badly than it was, but since they did not agree on anything matter went the way he did not expect. IT organizational structure is set the way it is because the overall business model for an IT organization comprises of lots of sections due to the complexity of the business itself. This is to make sure that all technological elements are dealt with in the company (Austin, Nolan and O’Donnell 48). An IT organization is structured the way it is because this complex structure tends to offer exceptional synergy as it offers many means of achieving organizational goals. IT is also connected directly to finance. Therefore, a CIO is a direct report to a CFO in an IT

African American studies Essay Example | Topics and Well Written Essays - 1750 words

African American studies - Essay Example The evolution of slavery aided in the development of a racist ideology that promoted the belief that blacks are inferior to whites, a myth that persisted long after slavery was abolished, and one that is deeply embedded within our national discourse. Cultural racism, such as this, fosters a â€Å"we† and â€Å"they† mentality, a state of mind that is maintained through the socialization of new generations. The abolition of slavery did not mean that blacks were accepted by the dominant white society. The racist ideology that emerged out of the slavery system continued to influence how whites perceived blacks. Wilson (1973) explains â€Å"Whites rejected slavery as an acceptable institution in the North but were unwilling to endorse the view that blacks should receive social, economic and political equality†, exemplifying how the negative belief systems of the plantations were deeply engrained in American culture after two hundred years of slavery. Unable to accept blacks as equals to themselves, white Americans relied increasingly upon the system of segregation, as a means to communicate the message.Segregation between blacks and whites was reinforced by a system of racial etiquette.The 1896 Supreme Court â€Å"separate but equal† decision failed to clearly define equality, and as a result, the separation of facilities for blacks and whites created a need to clarify the social positions of the dominant white class. ... Lynching was regularly employed as a means to enforce the status quo, with over thirty-six hundred cases recorded between 1884 and 1914. Relations between blacks and whites became increasingly violent in character during the World War I era in America’s history. Black workers were competing openly with whites for jobs and housing, causing tensions to rise between the two groups. Having been denied political participation and strictly segregated in nearly all areas of their social lives, blacks found that their socioeconomic opportunities were severely limited. Race riots occurred in several American cities and discontent among the black population continued to rise. These hostile conditions continued into the World War II period, when more jobs became available to black workers. In addition to the economic opportunities provided by WWII, the conditions under which it was fought allowed Americans to re-examine their own racist logic. The racist ideology practiced at home was in consistent with the ideals they fought for in the war against Nazi Germany, a racist regime. Also, according to Marger (1991) racist policies at home were viewed [Student 3] as an â€Å"international liability† (235) when dealing with non-white nations. These changes in the national racial attitude, along with the 1954 Supreme Court decision in the case of Brown v. Board of Education of Topeka, helped push the advancement of black right civil rights. By the early 1970’s, the system of segregation had been fully dismantled and white supremacist groups, such as the Klu Klux Klan, were no longer supported. The historical relations between blacks and whites will remain in the collective narrative for many generations. America’s

Financial Incentives Essay Example | Topics and Well Written Essays - 500 words - 23

Financial Incentives - Essay Example Financial incentives put a value on the accomplishment made by the member of staff. It serves to encourage brilliant and capable but unenthusiastic employees thus raising their efficiency. In addition, it creates healthy competition among workers thus increasing the turnover. It motivates an employee to focus on the target set. It leads to the attachment of the individual to the company, therefore, growing their level of commitment. Moreover, it links additional productivity with added pay. The other merits of financial incentives are to serve as the machinery of attracting other expert workforce and motivating workers to put forth extra effort. However, financial incentives can sometimes be small and demoralizing if not earned. It can also have a negative impact on unenthusiastic employees, who will fail to meet the set targets. Furthermore, it causes rifts and divisions among the workers, which will in turn negatively affect the productivity, hence the overall turnover of the company. In addition, it may lead to discrimination of the under performers and ineffective evaluation of individual skills since it is based on performance. Lack of training of supervisors on ways to determine the performance, may lead to the incentives not being standard, which leads to discontent among the employees. The downside of offering financial incentives to achieve customer satisfaction is the employees focus is short term, which does not reflect the company’s long-term goals. Moreover, it does not offer a system that measures the value of the employee’s skills. The focus on short-term goals causes the discounting of potential income of business at an elevated rate than is best for the business. The other incentives apart from financial incentives the company can offer include gift certificates, plaques, individual travel program, merchandize prizes, commissions, stocks and shares in the company and achievement recognition of the employees. The company has been in the market extensively to develop goodwill repute for quality, q. This repute is based on the quality of service and customer care distinctiveness.

Students With Visual Impairment - Reflection and Response Essay

Students With Visual Impairment - Reflection and Response - Essay Example The film comprises of four young characters named Chas, Meagan, Denise and Isaac whose dreams go beyond reality. While Chas and Meagan were seniors, Denise and Isaac were both freshmen at college. In this 72 minute film, the audience is transported to a totally different world of unsightly darkness. The film sheds light on the dreams and aspirations of these young people and how they strive to realize them. The film that was shot over a period of one year depicts the obstacles that come in the way of fulfilling their dreams and the positive attitude of never say die that its characters exhibit in their daily lives. A. Student Background Information Chas is an African American student whose aspiration it was to be a Rap singer, but was unfortunately afflicted with a genetic eye condition that ran in his family. However, Chas was not one to shy away from the fact that he was handicapped. On the other hand, he tried to push himself in spite of it and explored the world around him. He ma de a sincere attempt to prepare himself for the outside world. His attitude was mostly positive and he always liked to learn something new. When he was not with his studies, work or with his sweetheart Ashley, he did his best to hone his skills of emceeing as 1 to Cee (One to see) and becoming a Rap artist. In fact the title of his first Rap number is â€Å"The Eyes of me† which also happens to be the title of this documentary that enumerates the emotions, feelings and experiences of his handicap. Meagan was the other senior in Maitland’s documentary â€Å"The Eyes of Me†. The cause for her becoming blind was related to cancer of the retina at the tender age of 17 months. Meagan was devastated by the loss of her eye sight and she suffered from poor self esteem and became an introvert with practically no social life what-so-ever. Her condition was supposedly treatable, but the radiation technique that was used to remove the cancerous portions was also responsible for putting an end to her vision once and for all. However, Meagan regained her self confidence and zest for life after coming to this special school and is now well on her way to acquiring her Master’s in social work and becoming a professional counselor at a reputed hospital or school. The other two enterprising freshmen in the documentary are Denise and Isaac who are highly enthusiastic about what they want to be in life. Denise suffered from shortened nerves to the eye but tries her best to make things work to her advantage. For example, she loves acting and did just that. In the course of time she has morphed into a â€Å"Cinderella† from the withdrawn character that she was. She is seen dancing, acting, practicing and chatting as any young girl of her age would do. In the documentary we see her enthusiastically honing her acting skills and then doing her best on stage. However, Isaac was unlike the other three protagonists because he had only recently at the age of 14 lost his eye sight in an accident that served to detach his retinas. Though the shattering experience of being completely blind was something new to him, yet he never lost his self confidence at any time. In fact, he aspires to become the first blind President of the United States! B. Description of Typical Compensatory Strategies It is a