RR 4 Essays (632 words) - The Birth-Mark, Given Names, Skin

Reading Reaction Reading Reaction on "The Birthmark" The short story "The Birthmark" by Nathaniel Hawthorne is about a devoted scientist named Aylmer who is someone that has no other passions except for science. This passion was almost set aside completely once he found the love of his life, the sweet, beautiful Georgiana. Georgiana has such a way of beauty that almost reaches perfection. However, there is one speck of imperfection that is strikingly red across her cheek. Georgiana has a birthmark in the shape of a small hand on her face. She has never had a problem with this birthmark and her past lovers have always seen it as very attractive. "some fairy at her birth hour had laid her tiny hand upon the infant's cheek," (Hawthorne, 1846, p. 37). This birthmark was such a beauty mark that made Georgiana's face so special and unique the epitome of human imperfection . Prior to getting married, Aylmer never paid too much attention to the birthmark on Georgiana's face. However, after tying the knot, Aylmer grew more and more irritated with the red hand on her cheek. He became so obsessed with getting rid of this birthmark on her cheek that Aylmer even had a dream of cutting it out. In his dream, though, the deeper he would try to get to the birthmark, the deeper it would go. Eventually the birthmark reached to her heart and he was fully willing to cut through her heart to get it out. When Aylmer told Georgiana of his dream, she grew upset quickly and told him to find a way to get rid of her birthmark on her face. Before this incident, Georgiana had never thought of herself as an ugly person, but she did, and it was very upsetting. Aylmer had already began devising a plan to rid Georgiana's face of her birthmark. He had developed an elixir that would eventually put her to sleep and remove the birthmark on her face. Once Georgiana dr inks the elixir, it puts her to sleep and Aylmer watches the birthmark slowly fade. Aylmer's assistant, Aminadab, was in the lab during this procedure and laughed after he watched the birthmark fade. Initially Aylmer encouraged the laughter after the successful removal of Georgiana's birthmark, however that mood changed not long after. The ruckus woke Georgiana up from her sleep and her first words were, "My poor Aylmer!" (Hawthorne, 1846, p. 54). She then explained to him that although he had done a rather noble job on removing the birthmark that she was dying. Aylmer was foolish to focus on such a small imperfection on a rather perfect face and he quickly lost the love of his life. It was after Georgiana died that Aminadab chuckled even louder than he did the first time. He saw the bigger picture of everything; he saw what the birthmark symbolized. The birthmark , as a whole, symbolizes human imperfection as a general concept. People are in no way, shape, or form perfect beings. Being unique and different is a mere definition of what being human means. The color is a deep red which does not go unnoticed on any shade of skin tone, however, the truly unnoticeable aspect o f Georgiana's birthmark was the shape of it. A tiny hand placed upon her cheek, as if God himself had left it when creating her beautiful face. Once Aylmer expressed his growing disgust over her birthmark, she began to see herself as ugly which is a common occurrence when any human being is exposed of their flaws. There is no perfect human, and that is why Georgiana died after the birthmark vanished.

Free Essays on Why Study Pearl Harbor

Why study Pearl Harbor? An event 60 years past would, on the face of it, seem irrelevant today. Sure, the movie will be out soon and the interest is inevitable. But let's put Pearl Harbor into proper perspective: This attack shaped generations of American military and political thinking. The cold was consumed by a "peace through strength" mentality burned into their memories by the events of that December. As a "baby-boomer" I concur with Thurston Clarke who wrote: "I was... in the earliest of post war generations, one that grew up listening to war stories, surrounded by German helmets, Japanese bayonets, and the flight jackets we wore as teenagers. For us bravery was defined by Omaha Beach, leadership by Winston Churchill, evil by the Holocaust, and treachery by Pearl Harbor. The war we know was immediate, its wounds raw, its issues simple. We were too close to it for historical perspective, too removed to understand its ironies and moral ambiguities. The movies we saw and the books we read were often wartime propaganda, but we were too young to separate the real from the bogus. And after watching all those black and white documentaries, reading those fat histories, and participating in those philosophical disputes that could never be argued without reference to Hitler, and after comparing our restless, unfulfilled generation with the one before it, perhaps it is not surprising we fel t such second-hand nostalgia for a time we had never lived and a was we had never fought, nor surprising that my second-hand memories had become second-hand grudges" [against the Japanese]. For many the wounds are still raw, so be prepared for a two-pronged response to this history section. One generation remembers December 7th, 1941 as a reverent event; another may just think the planes and ships are "cool". Both will respond through their own prisms. All are welcome. Future articles will feature technical stories of ships and planes as well as huma... Free Essays on Why Study Pearl Harbor Free Essays on Why Study Pearl Harbor Why study Pearl Harbor? An event 60 years past would, on the face of it, seem irrelevant today. Sure, the movie will be out soon and the interest is inevitable. But let's put Pearl Harbor into proper perspective: This attack shaped generations of American military and political thinking. The cold was consumed by a "peace through strength" mentality burned into their memories by the events of that December. As a "baby-boomer" I concur with Thurston Clarke who wrote: "I was... in the earliest of post war generations, one that grew up listening to war stories, surrounded by German helmets, Japanese bayonets, and the flight jackets we wore as teenagers. For us bravery was defined by Omaha Beach, leadership by Winston Churchill, evil by the Holocaust, and treachery by Pearl Harbor. The war we know was immediate, its wounds raw, its issues simple. We were too close to it for historical perspective, too removed to understand its ironies and moral ambiguities. The movies we saw and the books we read were often wartime propaganda, but we were too young to separate the real from the bogus. And after watching all those black and white documentaries, reading those fat histories, and participating in those philosophical disputes that could never be argued without reference to Hitler, and after comparing our restless, unfulfilled generation with the one before it, perhaps it is not surprising we fel t such second-hand nostalgia for a time we had never lived and a was we had never fought, nor surprising that my second-hand memories had become second-hand grudges" [against the Japanese]. For many the wounds are still raw, so be prepared for a two-pronged response to this history section. One generation remembers December 7th, 1941 as a reverent event; another may just think the planes and ships are "cool". Both will respond through their own prisms. All are welcome. Future articles will feature technical stories of ships and planes as well as huma...

The implications of Tudor-Stuart polices on Ireland Research Proposal

The implications of Tudor-Stuart polices on Ireland - Research Proposal Example Hence, â€Å"...obeyeth to no other person, English, Irish except only to such persons...† that could subdue them in the battlefield in case of invasion with a sword2. However, this did not last long before Tudors and later Stuarts showing interest in subduing them though encountered severe resistance from some of the then uncooperative chieftains but eventually complied with English king’s laws. This was contrary to earlier times when they were not under the subject of any King’s laws except their Gaelic chiefs doing what they wished3. However, the imposition of Tudor-Stuart policies on Ireland aimed at subduing Ireland as well as bringing the entire state under complete control. This included even the then powerful Irish Landlords who later after the conquest turned into mere chiefs subject to Henry VIII as per the Pope Andrian IV’s wish who had given king that title4. Despite strong resistance waged by some of the then powerful proprietors like Oâ€℠¢Donell and O’Neil supported by Philip of Spain (Elizabeth’s enemy), they gave in to Henry’s regime after a miserable defeat5. Hence, they both recognized and accepted Henry III as king whereas in their capacity remained only as Anglo-Irish Nobles6. Henry VIII after subduing powerful Irish land Landlords especially in Ulster and more agreeing to give in their full compliance, he resulted to autocratic rule. This constituted torture especially to those who showed any disobedience besides bringing English settlers in Ireland7.

Analyze Movie Review Example | Topics and Well Written Essays - 1000 words

Analyze - Movie Review Example The setting of this book spans the time before and during the colonization of Nigeria. Things Fall Apart demonstrates how the colonizer conquers the colonized through hegemonic apparatuses, particularly, appropriating natural resources and political systems, feeding inter- and intra-tribal cultural conflicts, promoting the colonizer’s ideology as morally superior, and subverting African ideology by rewriting African history and identity. The colonizers are the European Christians who use hegemonic measures to conquer Nigerians, the colonized, one of which is through appropriating the latter’s natural resources and political systems. Hegemony refers to ideological domination wherein one worldview dominates or represses another ideology (Said 7). Stuart Hall defines ideology as the images, concepts, and principles that build the worldview by which people represents, understand, and make sense of one aspect of their social existence (271). The colonizer refers to a social group that dominates the colonized because of economic and political advantages in controlling the people and the resources of the latter. Gramsci talks about a social class that dominates others by force and consent because of political and economic outcomes (211), and the Europeans in Nigeria are examples of a dominating social class. The colonized suffers from the appropriation of their economic, political, and social resources and systems f rom colonizers who use them and their resources as means to self-serving ends. In Things Fall Apart, the Christians appropriate the natural resources of the tribes by taking away their lands, either by violence or through their missionaries. The Umuofia clan, for instance, has an Evil Forest that people fear and where the Christian missionaries build their church to prove that the former’s gods and goddesses are false. In other tribes, the novel narrates how the Europeans simply

Management Essay Example | Topics and Well Written Essays - 500 words - 1

Management - Essay Example Job experiences can help the managers understand the demands and challenges that might be faced for every job position; the awareness of such aspects directs the individual towards effective management. Question 2 The following approaches have been recommended for the proposed employee development program: Job Rotation: Job rotation is an effective employee development approach to make the individual aware of the whole process and business operations that take place in the workplace (Job Rotations). The assignment of the individual at different positions will facilitate the acquisition of experience for different tasks and will make the individual value the relevance of each job position. Temporary Promotion: Another recommendation is to promote the capable employees for a certain period of time to provide them the valuable experience of being a manager. This also helps the top management to analyze their performance as a manager and their adapted strategies to handle critical situat ions. References Basic Skills for Project Managers, McGraw Hills, 2000, Print. â€Å"Job Rotations†, Individual Learning Strategies, n.d. Web. 22 April 2011.

Emotional Intelligence Ei And Burnout Among Nurses Psychology Essay

Emotional Intelligence Ei And Burnout Among Nurses Psychology Essay This study examined the relationship between emotional intelligence and burnout among nurses working in private hospitals in Malaysia. Theoretical literatures related to this relationship are presented in the first part of this chapter. The existing literatures on the topics were examined and key pieces were brought together to establish a foundation for this study. While for the second part of this chapter, it discusses about the theoretical framework of this study and finally, the research hypotheses are developed based on the theoretical foundations and empirical evidences from the existing literatures. 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 behaviors change in negative ways in response to work stress. On the other hand, Maslach (1982) who had 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 peoples 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 healthcare profession. These three themes were summarized as emotional exhaustion, depersonalization, and reduced personal ac complishment and later operationalized to measure burnout using the Maslach Burnout Inventory (MBI) (Maslach, Jackson Leiter, 1996). Garrosa, Moreno-Jimenez, Liang and Gonzalez (2008) indicated 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) postulated that burnout involves physical and behavioral symptoms. Behavioral consequences of burnout include decreased interaction with care recipients, ineff ective 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 three 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 articulated 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 behaviors 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, a nd 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 are 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 are 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. 2.2.3 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 (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 as well as 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 illness (Van Servelle n 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 explained 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 by 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 emotions 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 the 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 emotio nal 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) Many theories have been proposed since the emergence of the concept of EI in 1990s. 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 emotions 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). Apart from that, the literature has evolved into two main categories of EI models: (1) ability model; and (2) mixed models (Feyerherm Rice, 2002). The Salovey and Mayer theory is considered as an ability model of EI, while the Bar-On and Goleman theories are considered as mixed models of EI (Mayer et al., 2000). Basically, the ability model encapsulates EI as a skill and the mixed models go beyond ability by including additional personality characteristics that lead to certain behaviors. 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 emotions 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 emotions; (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 t he complexity of emotional languages 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 categorized 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 these mixed models 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 and 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 models 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 models are 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 models perspective that incorporates both disposition and ability (Chan, 2006). According to MacCann, Matthews, Zeidner and Roberts (2003), mixed models 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 complete 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 to 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 carried out 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 concluded 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. In another study, Kooker et al. (2007) used the conceptual framework of EI to analyze nurses stories about their professional practices. The stories reflected evidence of EI competencies that could provide fresh insights into ways to keep nurses engaged in practice and to improve nurses retention and patient/client outcomes. The domains and competencies of EI identified across the stories include social awareness, the most common one, followed by social management, self-awareness, and lastly self-management which was represented less frequently than the other domains. 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 emotions within quality of care and stress management, thus influence employees retention, quality of patient care, and patient outcomes. Therefore, further research that investigates potential uses for EI theories, skills, and competencies related to nursing practice and patient care is warranted within the healthcare environment (Akerjordet Severinsson, 2007; Smith et al., 2009). 2.4 Relationship between Emotional Intelligence (EI) and Burnout Emotional Intelligence (EI) expressed in the ability to recognize, understand, control, and utilize emotions may have impact on the perceived job stress and the consequences of experienced stress. Many empirical studies have shown that the relationship exists between EI and burnout syndrome (Reilly, 1994; Duran Extremera, 2004; Gerits, Derksen, Verbruggen Katzko, 2005; Chan, 2006; Duran, Extremera, Rey, Fernandez-Berrocal Montalban, 2006; Benson, Truskett Findlay, 2007; Rimmer, Bedwell, Bay, Drachman, Torey, Foster Caruso, 2009; Brackett, Palomera, Mojsa-Kaja, Reyes Salovey, 2010). These studies also proved that there is a negative correlation between EI and burnout syndrome. For instance, Reilly (1994) in a study of hospital nurses identified that nurses who scored higher on EI experienced fewer symptoms of burnout. Apart from that, other empirical studies have shown that the components of EI are correlated with the components of burnout (Mendes, 2002; Farmer, 2004; Palser, 2004; Potter, 2006; Froese, 2009). Farmer (2004) conducted a study to examine the relationship between EI and burnout using a sample of 169 newly graduated nursing students in practice. The results showed significant correlations which included a negative relationship between using emotions to facilitate thinking and depersonalization (DP) (r = -.240, p Palser (2004) investigated EI and burnout among ministerial workers. The researcher utilized bivariate analysis and produced two significant correlations. Firstly, an inverse relationship between emotional exhaustion (EE) and using emotions to facilitate thinking was presented among the 101 pastors sampled (r = -.25, p < .05). Secondly, a positive relationship was identified between personal accomplishment (PA) and understanding emotions (r = .21, p < .05). In another study, Froese (2009) examined whether the four abilities of EI predicted the components of burnout among 57 professional caregivers after accounting for the contribution of caregiver's demographic characteristics, which were licensure level, age, and ethnici

The Appeal Of The Androgynous Man :: essays research papers

â€Å"The Appeal of the Androgynous Man† This article was published in Mademoiselle in 1976 for young female readers by Amy Gross. In this article Gross compares androgynous men to the all-man man. Gross talks about the advantages of the androgynous man as compared to the all-man man. There are advantages and disadvantages to every man. Seems as though Gross is in favor of the androgynous man and she tends to bash the all-man man. Gross describes the Androgynous man as being a self-amused, less inflated, more quirky, vulnerable and responsive man. Gross describes the all-man man as being a male chauvinist and possessing none of the characteristics of the androgynous man. These descriptions are of men that Gross had encounters with, not necessarily every man in the world. It is evident through her descriptions that she is more in favor of the androgynous man and sees them as a better mate. The androgynous man maybe be a better mate for Gross, however this does not mean he is a better mate for every woman. Further Gross explains the results of an experiment done with college students that were categorized as masculine, feminine, or androgynous. This experiment tests the degree of nurturing and caring abilities of each person within the experiment. Gross makes it a point to reveal that masculine men scored low and gave her sympathy for anyone stuck with this type of man. The choice of what type of man a woman chooses to spend her life with is left up to the individual woman. If a masculine man makes a woman happy who is Gross to giver her sympathy to this woman. Gross stereotypes the all-man man by suggesting that the all-man man will reject behaviors and interests that are considered feminine. This stereotyping is based on her experience with men, not by the experience of women as a whole. Gross is making a misleading statement about men, therefore she is possibly misleading her readers. Young adult women need to take a look at their own needs and choose a man that will fulfill those needs, regardless of whether it be an androgynous man or an all-man man. The Appeal Of The Androgynous Man :: essays research papers â€Å"The Appeal of the Androgynous Man† This article was published in Mademoiselle in 1976 for young female readers by Amy Gross. In this article Gross compares androgynous men to the all-man man. Gross talks about the advantages of the androgynous man as compared to the all-man man. There are advantages and disadvantages to every man. Seems as though Gross is in favor of the androgynous man and she tends to bash the all-man man. Gross describes the Androgynous man as being a self-amused, less inflated, more quirky, vulnerable and responsive man. Gross describes the all-man man as being a male chauvinist and possessing none of the characteristics of the androgynous man. These descriptions are of men that Gross had encounters with, not necessarily every man in the world. It is evident through her descriptions that she is more in favor of the androgynous man and sees them as a better mate. The androgynous man maybe be a better mate for Gross, however this does not mean he is a better mate for every woman. Further Gross explains the results of an experiment done with college students that were categorized as masculine, feminine, or androgynous. This experiment tests the degree of nurturing and caring abilities of each person within the experiment. Gross makes it a point to reveal that masculine men scored low and gave her sympathy for anyone stuck with this type of man. The choice of what type of man a woman chooses to spend her life with is left up to the individual woman. If a masculine man makes a woman happy who is Gross to giver her sympathy to this woman. Gross stereotypes the all-man man by suggesting that the all-man man will reject behaviors and interests that are considered feminine. This stereotyping is based on her experience with men, not by the experience of women as a whole. Gross is making a misleading statement about men, therefore she is possibly misleading her readers. Young adult women need to take a look at their own needs and choose a man that will fulfill those needs, regardless of whether it be an androgynous man or an all-man man.

A Case on Blood Essay

Doctors determined that Harold is anemic, meaning he is suffering from anemia. Anemia is a condition in which your blood has a lower than normal number of red blood cells. Anemia also can occur if your red blood cells do not contain enough hemoglobin. If you have anemia, like Harold, your body doesn’t get enough oxygen-rich blood. As a result, you may feel tired or weak. You also may have other symptoms, such as shortness of breath, dizziness, or headaches. The primary pieces of evidence from the CBC that point to this diagnosis are the results of the hematocrit and the hemoglobin. Both of these results fall under the reference range for Harold. 4. Harold has a chronic form of atrophic gastritis, so his doctor ordered tests to check his levels of vitamin B12 in his blood. Harold’s gastritis affects these levels by having a lower number than the normal range. Harold would have a deficiency in B12 because it typically occurs in people whose digestive systems do not adequately absorb the vitamin from the foods they eat, for example Atrophic Gastritis. 5. There are several different types of anemia. Harold is suffering from Vitamin deficiency anemia. Beginning with the peripheral blood smear we can describe the key pieces of evidence used to draw this conclusion. Harold’s blood smear we can see an increase area of pale appearance and also the irregular shape in RBC’s. The symptoms Harold was having are associated with Vitamin deficiency anemia. For example, extreme fatigue, headaches, shortness of breath, fast heartbeat (tachycardia) and difficulty sleeping are all symptoms Harold was having and also are symptoms of Vitamin deficiency anemia. We could also draw this conclusion by the level of hemoglobin. Harold’s hemoglobin level was 10. 6 g/dl. The normal range is 13-18 g/dl. We can obviously draw the conclusion that his hemoglobin levels were below the reference range. 6. Treatment for vitamin deficiency anemia includes supplements and changes in diet. For milder cases of vitamin B-12 deficiency, treatment may involve changes to your diet and vitamin B-12 supplements in pill form or as a nasal spray. In more severe cases, you may receive vitamin B-12 injections. At first you may receive the shots as often as every other day. Eventually you’ll need injections just once a month, which may continue for life, depending on your situation. Harold had already tried changing his diet and the symptoms did not fully go away so he would fall into the category of having a more severe case. This would treat his symptoms by correcting them and Harold would not have to deal with them anymore. . Harold’s tachycardia and chronic gastritis are key pieces of evidence in this case that go beyond what shows up in his CBC. Tachycardia is a sign that Harold has vitamin deficiency anemia because it a symptom that doctors look for when diagnosing this type of anemia. Harold’s chronic gastritis is a cause of him having his condition. We know this because Atrophic gastritis is caused by a lack of vitamin B12 which is what Harold has.

Indias Culture essays

Indias Culture essays Few countries in the world have such an ancient and diverse culture as Indias. Indias physical, religious and racial variety is as important as the history of how it become what Modern India. In India, religion is very important to the people. It is a major part of the entire Indian tradition. For the majority of Indians, religion takes over every aspect of life, from commonplace daily chores to education and politics. Hinduism is the dominant faith, practiced by over 80% of the population. Besides Hindus, Muslims are the most prominent religious group and are an essential part of Indian society. Common practices are now a part of most religious faiths and all communities share many of the festivals that mark each year with music, dance and feasting. Each has its own pilgrimage sites, heroes, legends and even culinary specialties, mingling in a unique diversity. Hinduism and Buddhism are very similar, being the most practiced by the Indians. The exact explanation of Hinduism cannot be easily defined. There is no unique philosophy that forms the basis of the faith of the majority of India's population. It cannot be traced to a specific founder nor does it have a "holy book" as a basic scriptural guide. Unlike most other religions, Hinduism does not advocate the worship of one particular deity. One may worship Shiva or Vishnu or Rama or Krishna or some other gods and goddesses or one may believe in the 'Supreme Spirit' or the 'Indestructible Soul' within each individual and still be called a good Hindu. This gives an indication of the kind of contrasts this religion is mar ked by. At one end of the scale, it is an exploration of the 'Ultimate Reality'; at the other end there are cults that worship spirits, trees and animals. Buddhism, another religion followed by in India, originated as an offshoot of Hinduism, but eventually it became popular all over Asia. Buddhism is based on the principle that ever...

An Investigation Of How Mood Affects Theory-Of-Mind Use In Pre-School Children The WritePass Journal

An Investigation Of How Mood Affects Theory-Of-Mind Use In Pre-School Children Background An Investigation Of How Mood Affects Theory-Of-Mind Use In Pre-School Children BackgroundProposed ResearchProcedure. Mood Induction. False-Belief Task. PredictionsReferences Related Background â€Å"Theory of mind† (ToM) is the ability to reason other people’s beliefs, intentions and desires (Baron-Cohen et al., 1985). Over the last two decades, there has been considerable developmental research into ToM using the â€Å"false-belief task† (e.g. Baron-Cohen et al., 1985, Wellman et al., 2001). The majority of research has established that ToM is present in young children and develops in a predictable sequence through childhood (Wellman Liu, 2004). For example, by three years of age, children can understand that two individuals can hold different beliefs (Wimmer Perner, 1983) and by age four, can understand that people can have â€Å"false-beliefs† contrary to reality (Wellman Liu, 2004). Recent research has even demonstrated that adults have difficulties with false-belief tasks (Birch Bloom, 2007). However, a recent paper by Converse et al (2008) examined the role of incidental mood on ToM. Grounded in the view that ToM requires effortful and deliberative processing (Kahneman, 2003), researchers found that when distinguishing between one’s own and other’s beliefs, participants were facilitated by sad moods compared to happy moods. This is because happiness is associated with heuristic processing whilst sadness is associated with systematic and deliberative processing (Converse et al., 2008). In their study, adult participants underwent a musical mood induction procedure (MMIP) and were randomly allocated to two conditions (â€Å"happy† and â€Å"sad†). Those in the former condition were asked to listen to a song from a pre-selected list of happy songs whilst participants in the latter condition were required to listen to a sad song. Following the mood induction, participants completed a false-belief task in which they read one of two versions of a sc enario and estimate a character’s behaviour. Whilst the character has the same knowledge in both versions, participants received different information. Researchers then measured low ToM use by observing whether participants had an increased reliance on their own private knowledge. The study is an important contribution to the current body of knowledge on ToM as the findings suggest that a) mood states do have important consequences for mental-state inferences and b) variability in ToM studies may be explained by mood. However, despite these contributions, the study solely focused on a sample of adults and failed to explore how mood affects ToM use in children. This is an important oversight given that the majority of developments in ToM have been based on studies with children, therefore, suggesting significant implications for research if mood is found to significantly impact children’s ToM judgments. Moreover, given children’s increased susceptibility to mood induction (De Haan Gunnar, 2009), mood may have even more potent effects on ToM in children. This current study will therefore examine the role of mood in affecting ToM use in children for the first time. It will attempt to bolster previous findings that mood does influence ToM and clarify the role of mood in influencing deliberative processing in ToM. In so doing, the study will replicate the original procedure, but with modifications to the mood induction and the false-belief task. In fact, a clear strength of this study is that the false-belief task was originally devised to be used with children and not adults (Baron-Cohen et al., 1985), making the task particularly suitable for use with children. In addition, previous research has supported the fact that mood induction procedures can effectively impact children’s positive and negative emotions (Brenner, 2000). Proposed Research There are modifications made to the experimental procedure. As mood induction requires participants to follow explicit instructions, changes to the MMIP will be implemented according to the study’s sample of pre-school children. For example, although researchers (e.g. Dalla Bella et al., 2001) have found that most 5 year olds can distinguish positive and negative valence in music, a MMIP may not be sufficient for invoking moods in children. Children will therefore undergo an additional mood induction. Moreover, in the original study, adult participants completed a pre- and post- induction self-report (Positive-and-Negative Affect Schedule; Watson Clark, 1994) to serve as a manipulation check. However, as a self-report is difficult to implement with young children, an alternative manipulation check is needed. There are also important ethical considerations associated with a MMIP in children. The experimenter will need to ensure that mood induction does not cause long-term effe cts, but is also not too short-lived to observe its effects. Method Participants 100 children aged 4-6 years old will be recruited from local schools through flyers and e-mail bulletins. Procedure. On the day of testing, each child will be guided to an individual room. To provide a replication of the Converse et al (2008) study, a 2 X 2 between-subjects experimental design will include a mood induction and false-belief task. Researchers will randomly allocate children to 2 conditions: â€Å"happy† and â€Å"sad† and undergo the mood induction. Both groups then complete the same false-belief task. The entire procedure takes a total of 40 minutes. Mood Induction. The mood induction scenario for each condition will make amendments to the MMIP in the Converse et al (2008) study. Each child will first be shown a sheet of paper with a series of â€Å"smiley faces† ranging from very sad to very happy, and asked to point to the image that best describes how they feel. This is the baseline affect manipulation check. Children will then be instructed to listen to a song played via speakers. Children in the happy condition will listen to two songs from the original list of songs in the Converse et al (2008) study and children in the sad condition will listen to two sad songs. In both conditions, children will be explicitly told â€Å"Now, I am going to play a   â€Å"happy† / â€Å"sad† song so please listen carefully to the song†. Children will then be presented with a model figure on a sheet of paper and asked to draw a replica of the figure on a plain sheet of A4 paper. In the happy condition, children will be presented with a smiling figure and in the sad condition, children will be asked to copy a sad figure. Following this, children will be presented with the sheet of faces and asked to point to the face which describes how they feel to provide a post-task rating of affect. A second manipulation check will be the size of their drawing as research has suggested that drawing size is associated with a child’s affect. Larger drawings indicative of positive affect and smaller drawings are indicative of negative affect (Forrest Thomas, 1991). False-Belief Task. The false-belief task is the classic â€Å"Sally-Anne task† (Baron-Cohen et al., 1985). Each child is seated at a table with two dolls. The experimenter tells the child that the dolls are named Anne and Sally and checks that the child has understood these names. Each doll is placed in front of a basket and square box. The experimenter then enacts a scene in which a marble is hidden in Sally’s basket to ‘hide’ the marble with Anne looking on. Sally then â€Å"leaves the room† and the marble is then re-hidden in the box. Sally returns and the experimenter prompts the child with three questions: ‘Where will Sally look for her marble?’ (â€Å"belief question†) ‘Where is the marble really?’ (â€Å"reality question†) ‘Where was the marble in the beginning?’ (â€Å"memory question†) Predictions There are a number of predictions for the current study. Firstly, it is expected that the findings of the original study will be replicated in the sample of pre-school children. That is, I expect that after controlling for age effects, children in the sad condition will score higher on the belief, reality and memory questions in the Sally-Anne task. This will be due to a greater deliberative processing associated with a sad mood. These findings will provide support for the idea that ToM requires deliberative processing and such processing is associated with sad moods rather than happy moods. Second, I expect that there will be a number of age differences in performance on the Sally-Anne task. I expect that younger children, due to their increased susceptibility to mood induction, will have a greatly diminished ToM on the Sally-Anne task due to the more pronounced impact of mood on their deliberative processing. However, it must be noted that it is possible that the results of the current study will not replicate the original study. This may be due to a number of factors. Firstly, it is possible that the mood induction procedures are not powerful enough to invoke happy and sad moods for children or they produce effects that are too short term to observe any effects in the false belief task. Second, it may be that the deliberative processing associated with sad moods and the heuristic processing associated with happy moods is not developed sufficiently in pre-school children, and is only salient in adulthood. If this is the case, this provides impetus for future research focused on testing the influence of mood on ToM in older children and adolescents. References Baron-Cohen, S., Leslie, A. M., Frith, U. (1985). Does the autistic child have a ‘‘theory of mind’’? Cognition, 21, 37–46. Birch, S. A. J., Bloom, P. (2007). The curse of knowledge in reasoning about false beliefs. Psychological Science, 18(5), 382–386. Brenner, E. (2000). Mood induction in children: Methodological implications. Review of General Psychology, 4, 264-283. Converse, B. A., Shuhong, L., Boaz, K., Epley, N. (2008). In the Mood To Get Over Yourself: Mood Affects Theory-of-Mind Use. Emotion, 8(5), 725-630. Dalla Bella, S., Peretz, I., Rousseau, L., Gosselin, N. (2001). A developmental study of the affective value of tempo and mode in music. Cognition, 80, B1-B10. de Haan, M., Gunnar, M.R. (2009). Handbook of Developmental Social Neuroscience. The Guilford Press. Forrest, M. Thomas, G.V. (1991). An exploratory study of drawings by bereaved children, British Journal of Clinical Psychology, 30, 373-374. Kahneman, D. (2003). A perspective on judgment and choice: Mapping bounded rationality. American Psychologist, 58, 697–720. Watson, D., Clark, L. A. (1994). The PANAS-X: Manual for the positive and negative affect schedule-Expanded Form. Iowa City: University of Iowa. Wimmer, H.; Perner, J. (1983). Beliefs about beliefs: Representation and constraining function of wrong beliefs in young childrens understanding of deception. Cognition  13(1), 103–128. Wellman, H. M., Cross, D., Watson, J. (2001). Meta-analysis of theory-of-mind development: The truth about false belief. Child Development, 72, 655–684. Wellman, H. M., Liu, D. (2004). Scaling of Theory-Of-Mind Tasks. Child Development, 75(2), 523-541.

Literature Review and Annotated Bibliography Thesis

Literature Review and Annotated Bibliography - Thesis Example t will have to consider a number of repercussions before she or he can decide to report the domestic violence to social service agencies, or even the police. For example, Fisman and Edward (2008) explain that when the undocumented immigrant reports the violence to the police, she may risk deportation because she is not residing genuinely in the United States. This will make her suffer more, mainly because she is unable to gain protection from the state or federal agencies responsible for protecting people residing in the United States (Muniz, 214). Furthermore, most male Hispanic figures are aware of this limitation, and on this basis, they will continue abusing their women, and imposing their dominance against them. Fisman and Edward (2008) has a different view of this situation. Bergad and Herbert (2010) explains that even amongst the documented Hispanic families, there is a high rate of domestic violence. This is despite the aggrieved parties constantly reporting this violence to the police, and to social agencies responsible for protecting the welfare of the vulnerable. Fisman and Edward (2008) therefore dismiss the notion that there are high rates of domestic violence amongst the undocumented immigrants because of their immigration status which is illegal in the United States. Bergad and Herbert (2010) believe that the major reason of domestic violence amongst the Hispanic people is poverty. Tienda and Faith (2006) provides an explanation that most Hispanic individuals are living in poverty, in the United States. This is mainly because most of them are immigrants, and when they enter United States, they normally do not have any stable sources of income. Furthermore, majority of the Hispanic people are undocumented immigrants, and on this basis, they are always unable to acquire good jobs, because they do not have supporting documents that can enable them get the jobs under consideration. This situation contributes to poverty amongst the Hispanic community.

Thinking and decision making paper Research Example | Topics and Well Written Essays - 500 words

Thinking and decision making - Research Paper Example Such isolation, if made part of everyday thinking, proves harmful. Lower abstraction is a kind of thinking that occurs when an individual is involved in a task and knows about all potential aspects in which the task functions. The lady may appreciate the exotic look of the variety of meals on the dining table when the guest arrives, yet this appreciation occurs within the context. People make use of lower abstraction when they need to perceive a situation. The lady may think that it might not be good for the guest to have the sweet dish with the meal, but then might think, â€Å"If I don’t make a sweet dish, my meal would be incomplete. Let the guest enjoy the sweet dish once in a blue moon† (this perception is based on the visualization of the meal from the aesthetic point of view). In complicated situations, lower abstraction is used in order to perceive and analyze a situation. The individual thinking this way analyzes the particular aspects that control a given situation and the working of several entities that make part of the si tuation. In everyday thinking, we work in an integrated manner in every aspect whether or not we are aware of that. We employ the knowledge of aspects tacitly. We may make one thing the focus of our attention, yet we know about the thing’s context. For example, the lady wanting to cook the meal for the guests may go to the market and purchase the ingredients and buy the cooking book to learn the cooking techniques, but she also remains aware of what the guests’ satisfaction means to her and that she wants to avoid unnecessary criticism by the guests. Of the three types of thinking, everyday thinking is the most rational while lower abstraction is better than higher abstraction. Steps involved in the critical thinking process include acquiring knowledge, comprehending things,