Nature Strongly Influences Early Human Development. Discuss Essay Example for Free

Nature Strongly Influences Early Human Development. Discuss Essay Both nature and nurture play an important role in early human development. However, people have always wondered that our gene which we inherited from our parents or environmental factors influenced the most. This has been a mysterious around the globe for centuries. This essay will analyze that nurture is the most important. Nature which is the heredity from our parents plays a huge role in the development. Our personal characteristics were determined by the genetic structure of the fertilized ovum. The decision of our sex, hair color, eyes color comes from the gene which we inherited from our parents. Another example for the affections of gene on the development of human is that, a twin who was separated for almost 35years with different life history still share the same interest and personality when they meet each other. Moreover, because of the genetically programmed maturation , children’s behavior after birth flows the same as the time schedule of their innate ability such as rolling over, sitting without support, standing while holding on to furniture, etc. Although we see that nature influenced human the most, what really influences the development is nurture. For instance, even if all children go through the same sequences of motor behaviors, different children will go through the same stage at different rates. What’s more, the extension of motor behaviors can be hastened by extra stimulation or practice that infants received. As we can see, a child who was given an extra practice of walking everyday began to walk earlier than children who didn’t practice. Also, the development of speech is accelerated if an infant is encouraged and stimulated to speak. According to the belief of John Locke, babies have blank minds after their births. Their minds only improved from what they’ve learned and experienced through their senses. They do not inherit from their parents. Similarly, according to John B. Waston and B. F. Skinner, the nature of human can be adaptable. It doesn’t really depend on the heredity of the child but it does depend on the training that the child has received. He also stated that he can turn any infants to any kind of specialists such as lawyer, doctor, artist, or even thief and beggar regarding to his training but not their race of ancestors, tendencies, talents or abilities. In conclusion, either nature or nurture influenced new born infants in their own ways. It seems they can back up with strong supports. However, nurture influences more than nature because it has a strong power to alter our natural form and can possibly turn us into somewhat different. In my opinion, I also believe that nurture has a strong impact on children’s development because from my personal experience, I have to study in order to get the knowledge and skills and my lifestyle just adapt to the environment around me.

The Reasons And Solutions Of Developing Gap

The Reasons And Solutions Of Developing Gap Now with the open world market, many people increase confidence that the developing gap between developing and developed countries. However the opposite reality shows that after World War Two, this developing gap has been increasingly widened. According to a British expert, if developing countries income remains at the level of 5% of developed countries, then the absolute gap in income needs 40 years to be eliminated. (Robert Hunter Wade, 2004) So what are the reasons for the widening developing gap? Developed countries selfishly believe that developing countries should be responsible for such consequence by themselves, and they also find many evidences to blame developing countries, but of course they are just tricks rather than truths. This paper will analyze these tricks one by one and then find real reasons for the developing gap. The first one is about international trade. China is often blamed as using productions with the lowest costs and prices to trade in international market. Yes China does, and many developing countries also do as China does, but before we blame them without consideration, we should think about the reason why most developing countries go such a way, or say whether there is a rule inside the phenomena. Theories from Macroeconomy prove that economy development needs to take comparative advantages. So to developing countries, low-cost industries, such as manufactory, should be developed at first. Actually those successful countries or areas which got high speed of increase in economy, such as Japan, Korea, Singapore, Hong Kong, and Taiwan, were all developing manufactory at first. But why developing countries cannot get such success at current time? The reason is simple: rules are more controlled by developed countries. The most obvious trap is the increasing pricing gap between low and hi gh levels of products. Among so many victims of the pricing gap, India is a typical one. From 1960s to 1990s, main types of export goods of India were handwork production, clothing, simple machinery, leather, cotton yarn, tea-leaf, while the main types of import goods were petrochemicals and high-technological machinery. (Global Forum Official Website, 2005) Thus India suffered adverse balance trade deficit for 30 years, and even now India still doesnt have a full industrial system. China also has suffered the negative influence from the developing method of exporting simple productions although rarely has suffered adverse balance trade deficit. So we can see that actually developing countries are victims of this bad globe economic institution made by developed countries. However now developed countries blame the victims first and they believe that developing countries deserve to suffer poverty because they use this method to develop their international trade. What a ridiculous char ge! The second reason of the developing gap, of course is come from developed countries, is about the global warming. With the growth of this issue, who should be responsible for this issue also becomes an issue. Depending on their perfect relation or say international influence ability and rich sources on medias, developed countries owe the cause of global issue to developing countries, especially China and India, and believe that the environmental problems influencing development in developing countries should be responded by developing countries themselves. First some western experts write some articles to blame developing countries. In the article titled Population Growth and Global Warming, the author John Bongaarts gave such a theory to owe this to developing countries: because of the increase in population size and income per capita in developing countries, their energy consumption would exceed developed countries, and they would also increase the deforestation, which would be the new main reason of global warming. At the end of this article, the author owed responsibility to those MDCs, of course implying China and India. So what about the truth? According to report from World Bank, the carbon emission per person of China was 4.1 ton in 2009, which is one-fifth of U.S, and one-half on Britains (Economy Reference, 2009). Western experts blame that its no use to compare by the standard of carbon emission per person because Chinas total emission is the highest in the world, but actually they are tricking people again. Economy serves for everyone, and development includes the improvement of peoples lives, so carbon emission per person matters not only the total emission but also the healthy development, especially peoples lives. Now even peoples daily energy consumption in developed countries is much higher than in developing countries, even drying cloths needs machine, no need to say energy consumption for industries. So following developed countries suggestio n, the most of world population needs to bear low life level to let very few people in developed countries to enjoy the high energy consumption, in the long run. How virulent goal developed countries want to achieve can be seen. Developed countries also owe developing gap to the problems inside developing countries inside management, such as corruption and low efficiency. Yes, such problems do matters the developing gap the most. But developed countries play the same trick, called a thief calls Stop thief' in China, again at this point: even these actually should be responded by developed countries. According to experts Daron Acemoglu, Simon Johnson, and James A. Robinsons research, three truths responsible for the gap between former colonies and colonizers, and even different colonies, should be noticed: first, there are different types of institutions for different colonies, one is called Neo-Europes, which means the settlers tried to replicate European institutions on there, and the most successful former colony, United Stated appeared, now this former biggest benefited becomes the biggest ruler of the world, and another type of colony institution is called extractives states, of which main purpose was ju st to transfer as much of the resources of the colony to the colonizer, and thus colonies under this institution were of course victims, and those LDCs in current time all suffered such a institution before; second, the reason for such difference between colonies is that some colonies were comfortable for settlers to stay, such as U.S., and some were not, such as those LDCs; third, the colonial state and institutions persisted even after independence, so managing problems in some former colonies are still with the current LDCs now. (Daron Acemoglu, Simon Johnson, and James A. Robinson, 2001) So how cheeky it is that some people say that developing countries should be responsible for their poverty by themselves because of their own inside problems. One thing need to be noticed is that while there are some justice experts in developed countries now are discovering these cruel truths, some Chinese now are helping developed countries to spread their ridicules explains about such problems. China also suffered invasion from outside and the negative influences from such invasion, so Chinese can never accept being cheated again by this kind of explains. If such dangerous trend develops, China will really pay new prices because this real inside problem, so just blaming developed countries becomes not useless, and the first solution is to eliminate such betrayers. Then we should summarize more experience about global competition, for example how to negotiate about prices of minerals. But we believe that things will turn to be better in the future.

A Look At Burnout Psychology Essay

A Look At Burnout Psychology Essay CHAPTER 2 LITERATURE REVIEW 2.1 Introduction This study examined the relationship between emotional intelligence (EI) and burnout among nurses working in private hospitals in Malaysia. Theoretical literature related to this relationship will be presented in the first part of this chapter. The existing literature on the topics was examined and key pieces were brought together to establish a foundation for this study. The next part of the review explores the literature which has supported the proposed relationship between EI and burnout among the nurses in Malaysia. 2.2 Burnout The term burnout has its roots in the medical and nursing disciplines. It was first defined by a psychiatrist, named Herbert Freudenberger in 1974. The theory of burnout was developed through his clinical experience by exploring the turmoil that people experience every day. According to Maslach and Jackson (1981a), burnout occurs in the helping professions, such as nursing due to the chronic stress associated with doing work that involves people. Basically burnout occurs as feelings of emotional exhaustion, negative feelings, and attitudes within the job and the increase of negative self-concept. The earliest use of the burnout term in nursing literature was found in the articles published by Seymour Shubin in 1978. Shubin described burnout as hazardous to nursing and all other helping professions. The study of burnout, although not exclusive to nursing, continues to be an important occupational issue for the nursing profession. 2.2.1 Definition of Burnout There are many definitions of burnout, however most definitions share a view of burnout as a state of fatigue and emotional exhaustion, as a result of emotional depletion and loss of motivation. The term burnout that was first coined by Freudenberger in 1974 refers to wearing out from the pressures of work. It was used to describe the experience of employees in professions that needs high degree of people contract. Freudenberger in 1975 further defined burnout as wearing out, failing, becoming exhausted, and it occurs when excessive demands on energy, strength or resources are made. Cherniss (1980) was among the first to describe burnout within human service field who defined burnout as a process that leads to an individuals attitudes and behavior change in negative ways in response to work stress. On the other hand, Maslach (1982) who has extensively researched about burnout has provided the most commonly accepted definition of burnout as a syndrome of emotional exhaustion, depersonalization, and reduced personal accomplishment that can occur among individuals who do people work of some kind. Maslach identified three related themes: (1) painful emotional experiences often resulted in clinical practitioners feeling emotionally exhausted and drained; (2) as a result, they developed negative and cynical attitudes towards their clients; and (3) personal competence suffered resulting in feelings of failure about their ability to work in the health care profession. These three themes were summarized as emotional exhaustion, depersonalization, and reduced personal acc omplishment and later operationalized to measure burnout using the Maslach Burnout Inventory (MBI) (Maslach, Jackson Leiter, 1996). Garrosa, Moreno-Jimenez, Liang and Gonzalez (2008) pointed out that burnout is a specific form of chronic and occupational stress in the professional social services. According to Westman and Eden (1996), studies have shown a strong relationship between work stress and burnout in many occupations. Especially, burnout has been repeatedly linked to job stress in the human service field due to the frequent and intense interactions with clients (Cordes Doughery, 1993; Lee Ashforth, 1996). Additionally, studies have also shown that nurses who experience occupational stress experience greater burnout (Stechmiller Yarandi, 1993). Thus, burnout is related to stress whereby burnout is a reaction to stress. Prolonged and unrelieved work stress often leads to burnout which results in negative attitudes towards work. Freudenberger (1975) postulates that burnout involves physical and behavioral symptoms. Behavioral consequences of burnout include decreased interaction with care recipients, ine ffective absenteeism, and high levels of job turnover (Maslach, 1982; Maslach Leiter, 1997). 2.2.2 Models of Burnout The burnout literature provides several models of burnout. This section describes four models constructed in the early eighties which proceed from the simplest to the most complex model. 2.2.2.1 Cherniss transaction model of burnout Cherniss (1980) was a significant figure of the first wave of burnout researchers and offered a burnout model that articulate transactional imbalance between the personal resources of the giver and the demands of the recipient or situation. Cherniss described burnout as a transactional stress process that involves three stages. The first stage is stress whereby demands placed exceed individual resources for coping. The second stage is strain, the initial emotional response to stress which usually includes feelings of anxiety, tension, fatigue, and exhaustion. Finally, defensive coping occurs which leads to changes in attitudes and behavior such as the tendency of burnout individuals to treat clients in depersonalized way. Two years later, Cherniss modified his model and elaborated on the model that the causes of stress can either be internal or external demands. Additionally, the limited resources contributing to stress can also be external (e.g. availability of time, work space, and equipment) or internal (e.g. skills, knowledge, energy, and personality). In summary, Cherniss theorized that burnout is a coping response in a transactional process that begins with excessive and prolonged exposure to job stress. The uncontrollable stress causes strain in the individual which influences the coping process. If the stress is prolonged or becomes more intense, it will deplete the coping resources of an individual and force the individual to withdraw psychologically. 2.2.2.2 Edelwich and Brodsky: Five stages of burnout Edelwich and Brodsky (1980) suggested five stages of burnout: (1) enthusiasm; (2) stagnation; (3) frustration; (4) apathy; and (5) intervention. At the first stage, employees have great enthusiasm for their new jobs. They do not know much about their job and have unrealistic expectations about outcomes of their effort. Therefore, when the outcome is not as expected, they become disillusioned. During the period of stagnation at stage two, realities of the job become evident. The job is no longer satisfying as it first appeared. Employees are now more concerned with meeting personal needs, working hours, and career development. The third stage is called the period of frustration. Employees begin to question their job effectiveness and the value of their job. The limits imposed by bureaucracy frustrate the individuals and they become dissatisfied with the job situation. At this stage, employees begin to develop emotional, physical, and behavioral problems. Proceed to stage four; employees frustration turns to apathy because individuals feel trapped. On one hand, they feel frustrated by the job situation but on the other hand, they need the salary. The emotional and physical responses of individuals become worse whereby they would avoid clients whenever possible. The final stage is intervention. Nevertheless, it cannot be determined whether this stage would occur in an organization or the individual who is experiencing burnout would recognize their psychological state as undesirable. In summary, Edelwich and Brodsky viewed burnout as an evolutionary process that begins with idealistic enthusiasm and commitment. Subsequently, the loss of idealism, vigor, and purpose is triggered largely by work conditions (Edelwich Brodsky, 1980). 2.2.2.3 Maslach: Burnout caused by social interaction Maslach, a social psychologist, who became a stellar figure in the emerging research of burnout, has provided the conceptual definition that begun the second wave of research. Maslach (1982) described burnout as a three-dimensional syndrome characterized by emotional exhaustion, depersonalization, and reduced personal accomplishment. Another specific contribution Maslach made was the theoretical emphasis on the relational causes of burnout which linked to the social roots of emotional expenditure (Leiter Maslach, 1988; Maslach Leiter, 1997). Maslach (1982) saw that emotional overload and subsequent emotional exhaustion is the heart of the burnout syndrome. Thus, the first response to a stressful interaction with other people is emotional exhaustion. As people become emotionally depleted, they cope by cutting back on their involvement with others. This detached response which called depersonalization is the second aspect of burnout and leads to various negative attitudes and behaviors. At this stage, individuals who experience burnout feel more emotional distress and guilt about how they have treated those that they are trying to help. Finally, the feeling of reduced personal accomplishment which is the third aspect of burnout appears. At this point, the individuals feel inadequate about their ability to treat or help others. They tend to believe that they have failed professionally and chosen the wrong profession. A major contribution by Maslach was the development of the Maslach Burnout Inventory (MBI). Maslach and Jackson (1981a, 1981b) developed the MBI, which was one of the first reliable instruments for valid measurement of burnout. MBI is still the most widely-used measure of burnout in current research. MBI assesses psychological burnout and has three different versions, which include one general survey, one for human service professionals, and one for educators. The most commonly used measure of burnout is the Maslach Burnout Inventory-Human Services Survey or MBI-HSS (Maslach, Jackson Leiter, 1996) which was developed to measure occupational burnout among people working in the field of human services. 2.2.2.4 Golembiewski, Munzenrider and Carter: Rigorous scientific research While other models focused on the order in which burnout aspects occur and the helping professions, Golembiewski, Munzenrider and Carter (1983) were concerned to make the study of burnout more rigorous and to broaden the population in which burnout was examined. Golembiewski et al. noticed that research was lacking in terms of empirical investigation of the stages of burnout. To rectify both the lack of empiricism and extend the study of burnout to wider work settings, the authors used Maslach and Jacksons MBI (1981a, 1981b) to measure burnout among nursery school teachers and nurse educators. Golembiewski et al.s results in 1983 suggested that depersonalization occurs first and increases greatly before reduction in personal accomplishment occurs and finally emotional exhaustion follows. Their argument was based on the fact that when people sense a loss of control and autonomy, their self-image is threatened. Initially, individuals may seek constructive ways out of the situation such as leaving the job. However, if the situation persists, they may begin to treat others as objects resulting in depersonalization. This will lead to diminished personal accomplishment and ultimately worsening emotional exhaustion. Based on Golembiewski et al.s findings and discussion of the burnout model in 1983, it can be classified that their model is similar to the earliest version of burnout model proposed by Cherniss (1980). Additionally, based on their model, Golembiewski et al. used a modified version of MBI and administered the instrument to a small population. The results allowed them to propose a model of burnout with eight stages. However, their model did not clarify or simplify the understanding of burnout. They moved to more rigorous methods of data collection and analysis using MBI as measurement instrument and expanded the population of employees to which results can be generalized. 2.2.3 Burnout and Nursing Employees in general experience burnout on the job, especially those in jobs with high contact with people. Nevertheless, nurses are considered at high risk of work-related stress and particularly susceptible to burnout among the different healthcare providers (Keane, Ducette Alder, 1985; Kilpatrick, 1989; Schaefer Moos, 1993; Schaufeli Janczur, 1994; Duquette, Kerouac Sandhu Beaudet, 1994; Farrington, 1995; Decker, 1997; Marsh, Beard Adams, 1999; Koivula, Paunonen Laippala, 2000; Taormina Law, 2000; Shimizu, Mizoue, Kubota, Mishima Nagata, 2003; Jenkins Elliott, 2004; Piko, 2006). This is also proven by the fact that burnout in nursing has received world-wide attention (Demerouti, Bakker, Nechreiner Schaufeli, 2000). Several studies have identified nurse burnout rates are as high as 40-50% (Hapell, Martin Pinikahana, 2003; Vahey, Aiken, Sloane, Clarke Vargas, 2004). Nurses are particularly susceptible to the development of burnout, mainly because of the nature and the em otional demands of their profession. Nurses experience considerable stress in their job because they have long working hours, a wide range of tasks, interpersonal conflict with patients and their families, doctors, and other co-workers, exposure to death and dying, and noise pollution (Schmitz, Neuman Opperman, 2000; Maslach, Schaufeli Leiter, 2001; Shimizu et al., 2003). Studies have also confirmed that stressful circumstances for hospital nurses are escalating and including work load (Foxall, Zimmerman, Standley Bene, 1990; Healey McKay, 2000; Koivula et al., 2000). Basically, nurses are subjected to many demands in the workplace which include physical demands and the psychological/emotional demands. The physical demands are related to the physical energy required to perform the daily duties of nursing such as transferring patients in and out of bed and lifting patients onto a bed. On the other hand, psychological/emotional demands are related to the emotional energy required to care for patients with chronic illn ess (Van Servellen Leake, 1993). Therefore, nurses who feel overloaded perceive a lack of meaningful connection with the patients. 2.3 Emotional Intelligence (EI) Emotional intelligence (EI) is complementary to cognitive abilities (IQ) (Devrim, Nadi, Mahmut, Mustafa Mustafa Kemal, 2005). Goleman (1995) stated that EI is significant to success. Goleman further explains the difference between people with high IQs who experience difficulties in their personal and professional lives and people with moderate IQs who are very successful in all their endeavours. Emotions are separated from that of the rational mind having independent views and a mind of their own (Freshwater Stickley, 2004). Therefore, one has two minds, a rational mind that thinks and an emotional mind that feels. In conclusion, both the rational mind and emotional mind, store memories and influence our responses, actions, and choices. Furthermore, EI such as academic intelligence can be learned and developed with age (Mayer, Caruso Salovey, 2000). Research has shown that people with high EI understand their own and others feelings, know how to manage themselves, deal successfully with others, and respond effectively to work demands (Dulewicz Higgs, 2003; Goleman, 2005). Cooper (1997) stated that people with high levels of EI experience more career success, build stronger personal relationships, lead more effectively, and enjoy better health than those with low EI. Hence, developing EI competencies in existing employees or finding individuals who posses these skills will enhance the organizations bottom line (Goleman, 1998a, 1998b) and ensure long-term success for the company. 2.3.1 Background and Definition of Emotional Intelligence (EI) The idea of EI has its roots in the social intelligences. EI was first proposed by Thorndike in 1921, who noted that it was of value in human interactions and relationships. Gardners (1983) multiple intelligence theory later also contributed to the theory of EI through the identification of intrapersonal and interpersonal intelligences. Interpersonal intelligence comprised of the ability to understand others and to co-operate with them, whereas intrapersonal intelligence comprised of the ability to be self-aware, to recognize ones own feelings, and to use this to operate successfully in life. However, the term EI was not brought into mainstream psychology until 1990s (Mayer, DiPaolo Salovey, 1990; Salovey Mayer, 1990). Hence, EI is a new construct since the first peer-reviewed article that was published in 1990 (Salovey Mayer, 1990). The concept is also described as a new theory which is still in the initial stage of development and testing (Ashkanasy, Hartel Daus, 2002; Cherniss , Extein, Goleman Weissberg, 2006). As a result, definition of EI varies. Salovey and Mayer (1990) first coined the term of EI and defined EI as the ability to monitor ones own and others feelings and emotions, to discriminate among them, and to use this information to guide ones thinking and actions. Mayer et al. (2000) further defined EI as an ability to recognize the meanings of emotions and their relationships, and reason and problem-solve on the basis of them. EI is involved in the capacity to perceive emotions, assimilate emotion related feelings, understand the information of those emotions, and manage them. However, the concept of EI was popularized by Goleman (1995) through his book Emotional Intelligence, which became a best-selling book for business and education leaders. Goleman (1998a) identified EI as the capacity for recognizing our own feelings and those of others, for motivating ourselves, and for managing emotions well in ourselves and in our relationships. In addition, Bar-On (2005) defined EI as a cross-section of interrelated emotional and social competencies, skills, and facilitators that determine how effectively we understand and express ourselves, understand others and relate with them, and cope with daily demands. In conclusion, recognizing feelings and controlling emotions are described as the core competencies of EI. Individuals who are emotionally intelligent can understand one another and each others views to overcome conflict and avoid damaging the relationship. Therefore, EI is about sensing what others are feelings and handling relationships effectively (Dulewicz Higgs, 2000). Previous research also addressed the relationship between EI and work outcome variables such as stress perceptions in the workplace (Bar-On, Brown, Kirkcaldy Thome, 2000; Nikolaou Tsaousis, 2002), job satisfaction (Wong Law, 2002), job commitment (Nikolaou Tsaousis, 2002), leader effectiveness (Higgs Aitken, 2003), and performance (Lam Kirby, 2002; Van Rooy Viswesvaran, 2004; Lopes, Grewal, Kadis, Gall Salovey, 2006). 2.3.2 Theories of Emotional Intelligence (EI) Since the emergence of the concept of EI in 1990s, many theories have been proposed. Nevertheless, three theories have gained acceptance among scholars and practitioners (Dulewicz, Higgs Slaski, 2003). These three major theoretical constructs each focused on understanding the roles of skills, traits, and abilities in EI (Emmerling Goleman, 2003). EI has been defined as an ability (Salovey Mayer, 1990), a set of traits and abilities (Bar-On, 2005) or a combination of skills and personal competencies (Goleman, 1995). The ability model is based on an individuals ability to use emotion as part of the reasoning process (Mayer et al., 2000). Mayer et al. asserted that EI depends on the ability to process emotional information and to use core abilities related to emotions. Bar-On (2005) conceptualized EI as a set of personality traits and abilities that predict emotional and social adaption within environments. Bar-On also affirmed that EI is teachable and learnable. According to Goleman (1995), EI is a set of learned skills and competencies and this conceptualization is most widely accepted outside academia. Golemans ideas have contributed to the development of leadership models that outline skills and competencies related to emotionally competent leadership (Emmerling Goleman, 2003). Additionally, the literature has evolved into two main categories of EI models: (1) ability model; and (2) mixed model (Feyerherm Rice, 2002). The Salovey and Mayer theory is considered an ability model of EI, while the Bar-On and Goleman theories are considered mixed model of EI (Mayer et al., 2000). Basically, the ability model encapsulates EI as a skill and the mixed model go beyond ability by including additional personality characteristics that leads to certain behavior. 2.3.2.1 Ability Model The ability model of EI is the Salovey and Mayer (1990) model which officially launched the field of EI. Salovey and Mayer viewed EI as an ability that exists, interacts, and complements an individuals cognitive capabilities. Ability theory promotes the relationship between cognition and emotion based on mental abilities (Mayer, Salovey Caruso, 2004). Salovey and Mayer conceptualized EI as a set of interrelated skills composed of four branches of abilities, which include: (1) perception and expression of emotion; (2) using emotions to facilitate thought; (3) understanding and analyzing emotions; and (4) managing emotions (Mayer et al., 2004). The four branches can be described as follows: (1) the perceiving emotions branch relates to the ability to detect emotions in oneself and in others; (2) the using emotions branch relates to the ability to use emotions in cognitive activities such as problem solving; (3) the understanding emotions branch relates to the ability to comprehend the complexity of emotional language and emotional relationships; and (4) the managing emotions branch relates to the ability for one to regulate emotions in oneself and in others. The ability model of EI is different from other theories because the model is the only one which utilizes an instrument designed to measure ability (Dulewicz et al., 2003). This model operationalizes EI using ability-based measures: the Mayer-Salovey-Caruso Emotional Intelligence Test (MECEIT) (Mayer, Salovey Caruso, 2002) and its predecessor, the Multifactor Emotional Intelligence Scale (MEIS) (Salovey Mayer, 1990). The ability tests measure how well people perform tasks and solve emotional problems, as opposed to other EI scales which rely on the individuals subjective assessment of his or her perceived emotional skills. However, ability tests are expensive and require more resources to administer and score. MSCEIT instrument is difficult to score and lacks workplace applicability (Brackett, Rivers, Shiffman, Lerner Salovey, 2006). Consequently, self-report assessment outnumbers ability tests are more widely used in the mixed models. 2.3.2.2 Mixed Models EI mixed theories highlight the emotional and social functioning of individuals (Goleman, 2005; Bar-On, 2006). Therefore, Bar-On categorizes his model of EI as a key of emotional-social intelligence (ESI). Bar-On (2005) asserted five key competencies are associated with ESI, whereby the five domains of this mixed model are: (1) intrapersonal capacity (the ability to be aware and understand ones own emotions and to express ones feelings and ideas); (2) interpersonal skills (the ability to be aware, understand, and appreciate others feelings as well as to build and maintain effective and satisfying relationships with others); (3) adaptability (the ability to adapt to various situations by effectively managing personal, social, and environmental changes by employing various skills such as problem solving, reality testing, and flexibility); (4) stress management strategies (the ability to manage emotions and to use those emotions to stay motivated and persistent); and (5) motivational an d general mood factors (the ability to be optimistic, to enjoy oneself and others, and to maintain positive feelings) (Bar-On et al., 2000). The Emotional Quotient Inventory (EQ-i), a self-report measure is considered as the most widely used measure of ESI (Bar-On, 2005). The EQ-i analyzes the concept of emotional and social functioning by measuring a persons ability to deal with daily demands and pressures. People who are taking EQ-i answer questions based on five competencies: (1) intrapersonal skills such as emotional self-awareness, self-regard, self-actualization, or independence; (2) interpersonal skills such as interpersonal relationships, empathy, and social responsibility; (3) adaptability, including problem solving, flexibility, and reality testing; (4) stress management, including tolerance and impulse control; and (5) general mood of optimism and happiness. Goleman developed his mixed model theory of EI by building on the work of Salovey and Mayer, in addition to other researchers in the field (Emmerling Goleman, 2003). Basically, Golemans model of EI can be grouped into personal competencies and social competencies that affect personal success in the workplace. Goleman (2005) stated that a personal competence is the ability to keep self-awareness and manage ones behaviors while a social competence is the ability to understand the behaviors of others and manage relationships effectively. These competencies are described in detail as: (1) self-awareness (knowing ones internal states, preferences, resources, and intuitions); (2) self-management (managing ones internal states, impulses, and resources); (3) motivation (emotional tendencies that facilitate reaching goals); empathy (awareness of others feelings, needs, and concerns); and (4) social skills (adeptness at inducing desirable responses in others) (Goleman, 1998a). Based on the emotional competencies identified by Goleman (1998a), the Emotional Competence Inventory (ECI) was designed to assess EI. ECI is a 360-degree scale which gathers self, subordinate, peer, and supervisory ratings on social and emotional competencies of individuals in organizations. Subsequently, Boyatzis (2007) designed Emotional Social Competency Instrument (ESCI), a multi-rater assessment in real organizational contexts which comprised of four emotional and social competencies, which include: (1) self-awareness; (2) self-management; (3) social awareness; and (4) relationship management. In general, EI mixed models stress performance based on behavioral competencies and personality traits suitable for a wide range of work contexts, job roles, and job levels (Petrides, Furnham Martin, 2004; Goleman, 2005; Boyatzis, 2007). The mixed model is also comprised of other measurement instruments. For examples, measures such as the Schutte Self-Report Emotional Intelligence Test (SSEIT) (Schutte, Malouff, Hall, Haggerty, Cooper, Golden Dornheim, 1998), and Wong and Laws (2002) leadership-focused measure of EI. Many studies in the literature utilize self-report measures of EI based on mixed model perspective that incorporates both disposition and ability (Chan, 2006). According to MacCann, Matthews, Zeidner and Roberts (2003), mixed model scales vastly outnumber ability tests at the stage of EI development, meaning that EI is more commonly assessed as a disposition, rather than as an ability. Additionally, self-report or peer-report measures require less amount of time to com plete and are most cost-effective than the ability based measure. 2.3.3 Emotional Intelligence (EI) and Nursing There is a large body of knowledge related to EI exists outside nursing whereas EI theory and research within nursing is scarce and a more recent phenomenon (Akerjordet Severinsson, 2007; Smith, Profetto-McGrath Cummings, 2009). Smith et al. (2009) conducted a literature review related to EI and nursing during 1995-2007. Smith et al. found only 21 theoretical and 9 empirical articles related to the subject and concluded that although the body of theoretical literature in nursing is growing, scientific research about EI and nursing is just beginning. Apart from that, researches that link EI and nursing are mostly correlation designs using small sample sizes. Akerjordet and Severinsson (2007) asserted that EI has significant implications for nurses quality of work in healthcare. Therefore some qualitative studies have been conducted to explore the concepts and ideas of EI in nursing (Akerjordet Severinsson, 2004; Freshwater Stickley, 2004; Kooker, Shoultz Codier, 2007; Hurley Rankin, 2008). Akerjordet and Severinsson (2004) used qualitative interviews to gain insight into mental health nurses emotional experiences in practice and sought to understand the connection between nurses articulations of emotions in practice and EI concepts. Four main themes emerged from the study, which include: (1) relationship with the patient; (2) the substance of supervision; (3) motivation; and (4) responsibility which are related to different aspects of EI. For instance, relationship with the patient which was a central research finding is linked to EI through the ability to interpret and communicate emotional information. Akerjordet and Severinsson co ncluded that EI implies important personal and interpersonal skills in nurses therapeutic use of self, critical reflection, and stimulates the search for a deeper understanding of professional nursing identity. Additionally, quantitative studies in nursing have linked EI with coping strategies (Rochester, Kilstoff Scott, 2005; Montes-Berges Augusto, 2007) and burnout (Gerits, Derksen, Verbruggen Katzko, 2005). Montes-Berges and Augusto (2007) investigated links between nursing students EI, coping with stress and success at school or work. They indicated that nursing students who possess EI competencies are more likely to manage the pressures of school and continue throughout the nursing programs. The findings further pointed out a moderate correlation between nurses EI and coping within work-related environments. Another study found a clear link between EI and burnout in nurses measured at two different points in time (Gerits et al., 2005). Gerits et al. conducted a two-year longitudinal study on the EI profiles with 380 nurses working in 56 Dutch residential facilities for people with mental retardation. The fewest symptoms of burnout were reported by female nurses with relatively high EI profiles and relatively low social skills. EI has been identified as important for leaders in healthcare environments (Vitello-Cicciu, 2002; Cummings, 2004; McQueen, 2004). Organizational literature supports the notion that strong leaders who know how to manage emotions within complex healthcare systems is needed and will further benefit patient care, nurses, and organizations (Snow, 2001; Herbert Edgar, 2004; Feather, 2009). Emotionally intelligent leaders use emotionally intelligent skill to recognize the professional and emotional needs of colleagues, establish positive relationships with nurses, motivate passion and dedication in the workplace and ultimately influence patient care practices (Vitello-Cicciu, 2003). In a nutshell, emotionally intelligent leaders secure a commitment for excellence in practice through emotionally intelligent relationships that promote improvements in thinking, critical decision making, and care delivery (Strickland, 2000; Snow, 2001; Goleman, 2005). In summary, EI concept is increasingly recognized and is making an appearance in nursing journals (Cadman Brewer, 2001; Evans Allen, 2002; Freshman Rubino, 2002). The literature revealed EI is important and relevant to nursing from both an empirical and a theoretical perspective. EI influences emotion within caring relationships, quality of care and stress management. Emotionally intelligent leaders influence employees retention, quality of patient care, and pati

Moderate Drinking and Reduced Risk of Heart Disease :: essays research papers

Alcohol use has been widely studied and documented, as I have found in my research. One article in particular, "Moderate Drinking and Reduced Risk of Heart Disease" by Arthur L. Klatsky, appears to be a good source that I will be able to use in my final research paper. This article will be a good source for two main reasons: first, Klatsky's article adds to my knowledge of my research topic, and second, Klatsky provides good evidence for his claim. Thus, Klatsky's article will help me write my final research paper. I learned from this article that moderate drinkers have the lowest risk of coronary artery disease and death from cardiovascular disease when compared to lifelong abstainers and heavy drinkers. According to Klatsky, alcohol has "protective" effects. It raises the level of HDL (artery-clearing, high-density lipoprotein) cholesterol and lowers the level of LDL (artery-clogging, low-density lipoprotein) cholesterol in the blood stream (18). This information about a specific disease and its relation to alcohol is the kind I need to write a good research paper. In addition, Klatsky does a good job of defining "moderate" drinking, a definition that is essential to the article and to my research. He defines moderate consumption as one or two drinks per day (15). A "drink" equals one five-ounce glass of wine, twelve ounces of beer, or one and a half ounces of liquor, all of which contail one half an ounce of alcohol (15). I will use Klatsky’s definitions in describing "moderate" drinking. Klatsky also provides sound evidence to support his claims. He claims that moderate drinkers are at the lowest risk of death from cardiovascular disease and cites a study from the American Cancer Society. This nine-year study of 490,000 people showed a 30-40 percent lower mortality rate from cardiovascular disease among those who consumed one to two drinks per day (20).

American Censorship of Japanese Animation Essay -- Television Media TV

American Censorship of Japanese Animation Abrstract: This essay will explore why Americans feel the need to censor Japanese Animation, how the Japanese culture differs from American culture, and how to solve the growing debate of the censorship of Japanese media.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Japan, that strange and exotic land in the east, has a complex and interesting history that has shaped and molded its culture into a very unique society today.   Of course their customs have influenced their entertainment, especially television and movies.   In a day and age where information is free to all through the internet and reliable postal systems these television shows, movies, toys, and comics have made their way all over the world.   The reception of Japanese media has had mixed reactions, both good and bad.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   America, being an amalgamation of societies and cultures, has naturally had a mixed reaction to Japanese media.   The younger generation, namely those in their twenties or younger, have embraced the bright and flashy style of Japanese animation.   The most popular shows are the ones with the most action, but shows that concentrate on character development and storyline are also popular, especially among the female population.   The older generation does not have such open minds unfortunately.   They do not seem to understand the appeal of the big eyed characters yelling nonsense at each other or the fact that all animation is not just silly kid’s stuff.   Not only that, but Japanese animation has been tagged as overly violent and obscene.   It has been accused of causing violence and disturbing young children by fundamentalist organizations.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   American television networks and video distributors also feel the need to c... ...they were truly meant to be, and parents do not have to worry about inappropriate content for their children.   With a little bit of effort the rising sun can be purified and enjoyed by all.   Works Cited Barker, Olivia.   â€Å"The Asianization of America.†Ã‚   USA Today.   March 2001: 1A-2A.     Ã‚   Infotrac.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Bryant, Anthony J. and Arsenault, Mark.   Sengoku.   Gold Rush Games 1997-1999. Clements, Jonathon and McCarthy, Helen.   The Anime Encyclopedia.   Stone Bridge    Press 2001. Lazar, Jim.   â€Å"Anime Expo Report 2000.† www.animeprime.com Retrieved December 13, 2004. Lazar, Jim.   â€Å"Sailor Moon Editing Report.† www.animeprime.com Retrieved December    18, 2004. MacKinnon, Mark C. The Sailor Moon Role-Playing Game and Resource Book.     Ã‚  Ã‚  Ã‚  Ã‚   Guardians of   Order 1998. Mallory, Michael.   â€Å"Kid’s Anime Hits Critical Mass.† Los Angeles Times.   Oct. 2004: 18.  Ã‚   Infotrac.

Dubai Islamic Bank Essay

The document â€Å"Information Security Policy Framework† focuses on strategy and roles for implementation security policy in â€Å"Dubai Islamic Bank†. Information Security has become and important aspect for the financial institution especially for a bank to protest critical information resources. The importance of this fact needs to be clearly highlighted so that adequate measure can be implemented to ensure that acceptable level of security is in place at the systems and networking level. The policy also addresses the password security guidelines for effective management of passwords associated with user and administrative profiles, network devices and other specialized peripheral devices associated with the infrastructure. Responsibility of the Employees The information security policy should be completely read and its importance should be understood. In case of any queries, write letter to concerned department head. Keep corporate information confidential; don’t share this information with people outside DIB. Maintain confidential of your password. Only you are accountable with all the activities associated with your profile. Be observant look for suspicious activities in your area and report it to your manager for corrective actions. It is the responsibility of every individual to comply with this policy. Non compliance may result in disciplinary action. Components of security policy: The major components of security policy are: ? Risk analysis – identification of critical assets ? Risk management – protection of identified assets. The objective is to make sure that employee’s of the bank should know their roles and responsibilities in protection of information assets and to emphasize the importance of having secured communication. Risk analysis – critical business applications As all functions of DIB are automated, downtime of any system has a direct implication to efficiency and working. Some systems are mission critical as they impact directly to customers. Mission critical application are mentioned as follows, in order of priority. ? Core banking application ? Electronic messaging Risk management Risk management is the process of identifying potential threats. Protection of information resources Information resources including customer information or other critical system parameters should be protected from accidental or intentional modification or disclosure. This includes loss of information physically and logically. Information should be classified with the level of risk associated with it by the business owners. Once the information is classified, appropriate controls should be implemented to protect the information. Internet Security Internet access would be granted to users for business purpose only. Paper information security Confidential information such as account statements, reports, ledgers or customer related information, security policy, corporate policy and procedure etc should be retained in a secure and locked cabinet. Information such as software license or maintenance agreements or information that is highly confidential should be kept securely in safe or fire proof cabinet with combination lock enabled. Never leave your desk unattended for long hours. While dispatching memos / letters internally, It should be marked as â€Å"Confidential† with recipient name and address and should be sealed in an envelop. Information security administration Information technology division reserves the right to assign or revoke user permissions based on approved request and conduct entitlement review. Security officer should be assigned to conduct this task in segregation. The security officer not is involved in performing any transactions that conflict with the security administration function. Security officer is required to review security audit logs, exception handling reports and document any unusual or suspicious activity. Compliance Dubai Islamic branches and corporate office divisions are required to ensure compliance as per the rules and guidelines mentioned in security policy. Divisional heads should have a formal documented process to conduct self-assessment on semi annual basis. These results should be communicated to risk management ream for mitigation activities. Audit and implementation division should reference the security policy while conducting internal audit of branch / divisions. System and operations division should ensure compliance for all the functional unit areas of Dubai Islamic bank. Conduct self-assessment and periodic checks that regulatory and central bank requirements are being adhered to. A process should in place to make sure that whenever a new project is launched, concerned division will ensure and verify that security controls are implemented at the initial phase of the project. Human resource division includes security awareness program as an integral part of training IT quality assurance and compliance manager will ensure compliance of this policy for all systems and technology related platform. Self-assessments and review will be conducted to validate that relevant processes are in place. This unit are will also circulate letters to create awareness among users to follow the security policy and abide by the rules and regulations as defined. In case of any incident or malicious or fraudulent activity, inform your respective manager and divisional head IT for further investigation. Social Engineering Social engineering is the human action of breaking the security. Users should be careful while talking within and outside the organization. Information security can be violated very easily or may fail, if an employee gives away confidential information whether intentional or unintentional. Employees should be careful while talking on telephone and answering questions with unknown recipient or replying back an unknown email message. If a user is not sure whether to answer such a question, he/she should consult the line manager. Information sharing Confidentiality of information should be maintained. This includes information such as PIN codes, TPINS, passwords, customer’s financial statements, bank’s budgetary statements, cash positions are all treated as confidential information and should not be shared among employees. Avoid reading confidential documentation in a public area. The classification for confidential and public / shared information should be classified by information owners. Information that is required to be shared can be circulated in the form of letter or policy document or can be uploaded on internet. Access rights should be implemented so that unauthorized people does not go through the information that is meant for some specific people. Employees can share information only if they have valid business reason. Installation of software applications Application / software installed on corporate systems should be licensed. Unlicensed software should not be installed on any system. all software installations would be carried out by the IT support staff by ensuring first that the said software fulfills the obligations of software licensing. For third party software installations, the IT support staff would accompany such individuals with prior scheduling and reviewing all hardware requirements and post implementation impacts. Users would be restricted from downloading and installing software, freeware and shareware or evaluation copy of software on corporate laptops / workstations. This increase the chance of installing virus or Trojan thus compromising critical corporate resources. Only standard corporate software on approved list should be installed and accessed. In case there is a requirement to install application other than approved software then deviation should be filed and approved by divisional head IT and subsequent approvals from group head IT. Users are not allowed to download and install flashy screen saves and desktop backgrounds, only windows default settings should be used. User of external media Domain recipients are not allowed to connect personal laptop or workstation on the DIB network. Only corporate equipment should be connected on corporate network. Any such attempt would be taken up as an attempt to sabotage the network. Use of removable media such as floppy disk, CDs, DVDs, flash drives via USB port or any other external media on DIB domain is strictly prohibited. In case if there is any business requirement the same may be forwarded to the information technology division or for scanning and uploading of document in a shred folder with restricted access rights. Use of modems of any sort on the corporate workstations/ laptops and dialing out via internet over corporate network is strictly prohibited. Should there be business requirements to do so; the said workstation would NOT be allowed to connect to the corporate network.

Essays of Pochury Festival

STORY BEHIND SEPTEMBER 6 BLACK DAY| | On August 14, 1960, the Naga Army attacked Assam Rifle out-post at Thuda (Phor village) in Pochury area. The attack was undertaken by the Eastern Command’s 1st Brigade under the command of Major General Zuheto, along with the then 4th battalion of Pochury Region under the command of Lt. Colonel Thorpa. The monsoon was at its height during the time and all major rivers like Tizu, Lanye and Thethsii were in full spate. The attack was launched after destroying all the six bridges on all the rivers. This was done to stop reinforcement from reaching the besieged army post.As the attack continued into the thirteenth day, ammunitions on both sides were running short and on several occasions the Indian Air Force plane tried to drop relief material and ammunitions but were prevented by the Naga Army. At the same time the Indian Air Force jet fighters strafed the attacker’s positions. An Indian transport plane (Dakota) trying to drop relief m aterials and ammunitions to the besieged post was shot down by the Naga Army on the 14th day of the siege and crash landed at Zathsii, a paddy field of Meluri village. The Naga Army captured all the 9 (nine) airmen including Flt.Lt. A. S. Singh. This led to a heavy army operation in Pochury area by the Indian Army, who was on a mission to search and rescue the captured airmen, none of whom were ever tortured but were later set free through the Red Cross. In the process of the army operations to rescue the airmen many villages were burnt down and untold atrocities and tortures were inflicted upon the villagers. On September 1, 1960, 6 (six) villagers from Phor village were tortured to death. Their names are Lt. Turachu, Village Chief, Lt. Yutsuchu, Pastor, Lt. Chupuchu DB, Lt. Yituchu GB, Lt. Turuchu GB, Lt. Mughazu GB.Again on September 3, 1960 another 3 (three) villagers from Yisi village were beaten to death namely Lt. Mazu GB, Lt. Throchu, Lt. Mazu RP. Two villagers Lt. Yichuhu a nd Lt. Nyupuchu. from Mokie village were also beaten to death. In Laruri village, Lt. Lingsang was buried alive after severe beating. Lt. Nyukhrusuh and Lt. Rhorupa of Meluri village were beaten severely and after which, their heads were chopped-off. Two villages, namely Tsikuzo and Kuluopfu, were abandoned due to tortures and humiliations meted out by the Indian army. On 6th September 1960, the Punjab Regiment posted at Kangjang village reached Matikhrii village around 10 am.The entire village was encircled in three rings and all the villagers were ordered to gather in one place. Men folk were separated from women and children. All the men were made to keep jumping and do sit-ups, for more than 5 hours in the scorching sun, naked. Any signs of tiredness were met with kicks and hits with rifle butts. Then just before sunset, Indian army not satisfied with the punishment meted out to the villagers, rounded them up inside the Village chief’s house and were forced to sit heads d own like a lamb being lead to its slaughter. Lt.Thah, the then Village chief, knowing what was in store for them bravely volunteered to sacrifice. He stood bravely for the Naga cause even to his last breath and said â€Å"It’s a man’s pride. No surrender, no compromise for our birth right. This sacrifice is to protect our freedom. I shall gladly lay down my life for the Naga future generation. † Then an Indian army jawan, holding a blunt dao(hatchet) chopped off the head of Lt. Pogholo who was first in the line. Witnessing the brutality and horror in front of their eyes and knowing that all of them were going to be killed, one of the villagers managed to escape the execution forcefully.Then one after another heads rolled down separated from the bodies, and in the event a total of nine lives were lost. Their names are Lt. Thah, Lt. Pogholo, Lt. Mezitso, Lt. Pongoi, Lt. Eyetshu, Lt. Zasituo, Lt. Thitu, Lt. Kekhwezu, Lt. Kezukhwelo. The Indian army did not even all ow the loved ones to perform last rites and rituals for the dead. All the dead bodies were dumped inside the village chief’s house and were burnt down to ashes along with the other houses and granaries.The women and children who had fled to the jungle to evade the horror and torture of Indian Army came back the next morning to find the whole village burnt down to ashes. Lt. Thitu who narrowly escaped from the execution was found by his wife Mrs. Rhiitariih with three cuts on the neck, stomach slashed and intestines thrown out. He quoted â€Å"Love, tell my beloved children the sacrifice I have borne for them and I am waiting to die in your lap with a cup of water† and after drinking, he breathed his last. Another victim Lt. Zasituo, traveling Pastor, was also found almost dead with multiple injuries on his chest and neck.Not long after, he died. Then the horrified women and children with no means simply covered the dead bodies with mud and left for the jungles fearing the Indian army might turn up any time. For days together, the survivors wandered in the deep jungle without proper food and shelter. The wild berries and fruits of the jungle were their only food and means of survival. The only comfort and encouragement they could give to each other was the knowledge of glorious sacrifices made by their men folk. The wild animals and birds of the jungle were their only companions, besides themselves.In extreme conditions of hardships and difficulty, many more precious lives were lost. The Naga Army then came to their rescue. They were given food, shelter and protection. Even today, the nightmares and tragedy of the incident still remain fresh in the mind of the survivors. In this long dispersion and exodus, the survivors entered Burma and stayed with the Naga Army in their camp at Sathi where Gavin Young of London Observer met them in the later part of 1961. In his book â€Å"Indo-Naga War†, page 29-30, he wrote that when he met the survivor s, there were only a pathetic thirty people.They spent their lives in the wilderness for two and half years. In 1963, village re-establishment took place but normal life could not be restored for many years. The people of Pochury have ever since observed 6th September as â€Å"BLACK DAY† in memory of all those who had suffered and laid down their lives for the greater glory and freedom of the Nagas. It is a day of sadness and a day to acknowledgement of the sacrifices made by the martyrs. Khuosatho Nyusou, President, P1ochury Hoho Kohima (PHK). (Courtesy: Pochury Students Union. )| |