Chicago Race Riot of 1919 Essay -- African American

Unit 4 Paper On July 27, 1919, a young black man named Eugene Williams swam past an invisible line of segregation at a popular public beach on Lake Michigan, Chicago. He was stoned by several white bystanders, knocked unconscious and drowned, and his death set off one of the bloodiest riots in Chicago’s history (Shogun 96). The Chicago race riot was not the result of the incident alone. Several factors, including the economic, social and political differences between blacks and whites, the post-war atmosphere and the psychology of race relations in 1919, combined to make Chicago a prime target for this event. Although the riot was a catalyst for several short-term solutions to the racial tensions, it did little to improve race relations in the long run. It was many years before the nation truly addressed the underlying conflicts that sparked the riot of 1919. This observation is reflected in many of author James Baldwin’s essays in which he emphasizes that positive change can only occur when both races recognize the Negro as an equal among men politically, economically and socially. There is some history that explains why the incident on that Chicago beach escalated to the point where 23 blacks and 15 whites were killed, 500 more were injured and 1,000 blacks were left homeless (96). When the local police were summoned to the scene, they refused to arrest the white man identified as the one who instigated the attack. It was generally acknowledged that the state should â€Å"look the other way† as long as private violence stayed at a low level (Waskow 265). This police indifference, viewed by most blacks as racial bias, played a major role in enraging the black population. In the wake of the Chica... ...on.† 1956. James Baldwin: Collected Essays. Ed. Toni Morrison. New York: Library of America, 1998: 606-613. Lee, Alfred McClung. Race Riot/by Alfred McClung Lee and Norman Daymond Humphrey. New York: The Dryden Press, 1943. Lee, Alfred McClung. Race riots aren’t necessary/by Alfred McClung Lee in cooperation with the American Council on Race Relations. New York: Public Affairs Committee, 1945. Mitchell, J. Paul. Race Riots in Black and White. Englewood Cliffs: Prentice-Hall, 1970. Sandburg, Carl. The Chicago Race Riots. New York: Harcourt, Brace and World, 1969. Shogan, Robert. The Detroit race riot; a study in violence, by Robert Shogan and Tom Craig. Philadelphia: Chilton Books, 1964. Waskow, Arthur I. â€Å"The 1919 race riots [microform]: a study in the connections between conflict and violence/Arthur I Waskow.† Madison: University of Wisconsin, 1963.

Genderless Society, an Illusion or Reality Essay -- essays research pa

According to dictionary.com, gender is defined as â€Å"the condition of being female or male.† Gender and Sexuality conjure up images of the male and female and the roles that each sex is supposed to fulfill. Of the two forces (Biology and Environment) influencing human development, especially gender, environment is more influential. Environment is basically the surrounding conditions or forces capable of influencing a person or any entity, for example, family, culture, peers, society, etc. In view of this, let us now think about these thought provoking questions. Do you believe there will ever come a day when boys will play with dolls and girls will play with trucks and no one will notice? Suppose parents could successfully forget about the gender of their child. What would be the advantages and the disadvantages of this? These are the questions that would be examined and answered in this article. Reasonably, I opine that a day might come when boys will play with dolls and girls play with trucks, but people will take note of this, depending on their sense of perception and cultural backgrounds, and since neither this situation had ever occurred nor has it ever been that way from time being. Also, since the environment people live in could either positively or negatively contribute to their physical, spiritual, and social well being, so, gender should be seen more of a social structure that forms the basis for individuals’ norms which are anchored into the major societal organizations of our world today (Lorber 5). This might make one to ask again - Is a Genderless Society Attainable? What are the advantages and disadvantages? Apparently, parents, as a factor, have the power and the responsibilities to shape the gender identity of their wards from childhood. The socialization theory, in terms of gender, suggests that â€Å"children are taught to behave in a certain way according to their sex. Boys are taught to be masculine and girls to be feminine. For example, parents will often buy trucks or army toys for boys while girls will have dolls and playhouse sort-of toys† (Cohen and Ian, 78). So why would a genderless society be unattainable since the primary factor of childhood gender-shaping is the parents? In fact, from the socialization theory, it could be deduced that genderless society might be achieved if parents would act in other way round- allow boys to play w... ...A day might come when boys might play with dolls and girls might play with trucks, but people would surely notice this. Since our mode of life- morals, physical, social, gender, etc are being modeled, nurtured, and influenced by many factors of our immediate environment such as our family, culture, peers, society, education, community. If on the other hand, the environment nurtures or influences us the way the â€Å"fabulous baby X† was nurtured, there might be a success of a genderless society, but this will sound too strongly unattainable and an illusion of reality! WORK CITED PAGE Cohen, Jack and Ian, Stewart. â€Å"Our Genes Aren’t Us.† Discover Apr. 94, Vol. 15 Issue 4, p78, 7p, 6c Gould, Lois. â€Å"X: A Fabulous Child’s Story.† Mirror on America: Short Essays and Images from   Ã‚  Ã‚  Ã‚  Ã‚  Popular Culture. 2nd Ed. Mims, J.T and Nollen, E.M. NY: Bedford/ST. Martin’s, 2003:   Ã‚  Ã‚  Ã‚  Ã‚  63-76. Lexico Publishing Group. â€Å"Gender.† Dictionary.com. (2003) 23 Jan. 2005.   Ã‚  Ã‚  Ã‚  Ã‚  . Lober, Judith. Paradoxes of Gender: sex role, gender identity, social theory, and feminist   Ã‚  Ã‚  Ã‚  Ã‚  institutions. Yale UP: New Haven, 1994.

Why American Troops Are Being Sent Overseas :: essays research papers

American troops are being sent overseas to maintain peace in a nation involved in a civil war. Whether the peace troops should or should not be sent overseas, they are being sent overseas. I do not believe that it is the responsibility of American troops to make peace in a country that is at Civil war. A civil war is a war fought within a nation between that nations people. By sending peace troops to East Timor the United States is now becoming involved in this nations war. This could cause the United States to go to war. The arrival of multinational troops could bring more violence, destruction, and chaos to East Timor. On the other hand it could also bring protection to the many people who have fled the violence from the Indonesian Militia. Force should not have to be used to make or keep peace in any country; therefore it is not necessary for American troops to have to risk there lives trying to make peace in a country that won’t make peace until they get what they want, INDEPENDENCE. Sending troops into Dili, East Timor may help persuade the people to make peace, but it is not necessary to send all of those troops. Just a few mediators would be sufficient to help make peace. If the nations at battle would just talk they might be able to negotiate a peace treaty and there would be cooperation without more violence. American troops would not be exposed to the violence either.The United States is a country known for helping other countries in there time of need, and the United States always plays a big role in every country, whatever the situation may be. East Timor is fighting for there independence. The United States should not send more troops to help the Dili militia fight, but send trained people who know how to persuade people to make peace. Then the United States would be setting a good example by not using violence, and would still be protecting the people. The role of the United States is very important, and the United States has quite an image to keep up. Sometimes the United States does not know what the right decision is, and until they try one of there choices they will not know what the right or wrong decision is. It is not the United States responsibility to make peace in a country at civil war.

Commitment based performance: a case of primary education Essay

An emergency meeting was called by the CEO Mr. Khan. ZK, MK and HK immediately reported to the call by their father. Entering the board room all three children saw a tensed expression on their fathers face. On settling down in the board room all three children were presented a paper showing an increase in dropout rate of students, and two more resignation letters in the last one month of their well trained permanent staff. Mr.Khan had just come out from an informal post resignation interview, which was his usual practice, and told his children that despite being the pioneers in school systems in their region they are losing their student body and trained staff that they had invested in for training upon inception. Excellence teachers had no major reason to leave the job except for a Rs. 500-800 offered more at one of the major competitors, and that the workload was to much to handle for one teacher in a class. Mr. Khan transformed his vision onto a living reality on the ground- a living breathing functioning system- Excellence School System. He had put two of his children in the education field so that they could help him out in his dream project of converting his school system into a university. But with decreasing student enrollments and increasing teacher turnover he couldn’t see his child drown away and he does nothing. Background Mr and Mrs majeed, founder members of The Excellence School Systems started the school on self owned premises in 1952 with 23 students at initial enrolling and since then it has grown in size of its building, student and teacher population. In 1960 the school was up graded from primary level to middle level. The school was exempted from the nationalization reforms of 1972. And within a short time the administration was passed on into the hands of their daughter and son in law. Under their management the school expanded itself to incorporate the B. Ed and the M. Ed programs. At present the school has three branches in Bahawalpur, has three buildings in each compound. It also has grounds where children can play cricket, volley ball, football and basketball. There are three computer laboratories which have fifty computers in all. There are four libraries with about 10,000 books in all, and two science laboratories. Besides the scholastic work, the school appears to take pride in a variety of co-curricular activities such as, early morning assembly, sports, arts and crafts, wood work, debates, speech competitions and poetry competitions, magazine work, quiz competitions, educational trips, a yearly school fair, science and art exhibitions, and project days. Excellence School System. At the time of this research the school had a student population of 1000 boys and girls, with a total staff of 150 of which majority are female teachers. The students all belonged to a particular community and came from the locality in which the school was situated. The students entered school at age four to class Montessori and left at age 15 after completing class X. Recently with the increased competition being given to the school by the more schools added to the province catering to the increased population. The school faced a decrease in student enrollments, increase in dropout rate and a high turnover rate prevailing in the region itself. Bahawalpur has in total 2234 registered schools of which majority are 70 % government schools and 30% private school systems that offer o-level facility and the number has increased from 2000-2013. The school enrollments during the last 6 years have deteriorated and a lot of drop outs during 2000-2012, from 1500-1000 students currently enrolled. With increased competition the school was to change its matriculation system to O-levels. And for this it needed the infrastructure and funding (already available but left idle), curricula and above all trained teachers. What was lacking was the availability of permanent trained teacher, teachers’ workload, individual attention to each child and their teaching methodology. Teachers, relying on the textbook, normally gave lecture notes to students who are expected to memorize them with little or no attention given to understanding the content. Thus teachers have become textbook dependent and are overwhelmingly concerned to complete the syllabus so their students have at the least ‘covered’ the course content. In a rural area like Bahawalpur where the gross income of family is on average 15000 and any additional contribution is valued. Majority of the females in Bahawalpur prefer to teach after completion of their basic education. Women participation is regarded as a family decision, in which entry to and exit from the job market is not related directly to her. The importance of women participation in economic activities is evident from the fact that, there is a positive relationship between women productive work and the level of development achieved, the more they earn the more they are valued in the family, resulting in whenever they are offered a higher income from another school based in the same locality they shift immediately. The school earlier started Montessori to grade VI training facility to its existing teachers. The strategy used to train teachers was to involve them in workshops conducted during the annual vacation. Various local teacher training agencies and individual experts were invited to conducted workshops. Not surprisingly, it emerged that there was very little uptake of the training provided and no effect was evident in teachers’ classroom practices. Alongside the teacher development workshop program, school heads were required by the school management to guide teachers in the implementation of a number of changes in the teaching methodology, syllabus planning, conducting examinations, admission policy and communication strategies with management, colleagues, students, parents and community. The School itself was continuing to pay the teacher’s salary during the vacation training therefore not only investing in the development of the teacher but to take cognizance of the pressures on teachers to financially support their families Also to improve education in the school was the development of an English language improvement program. The school had begun a drive to work in the medium of english soon after denationalization. Nationalized schools had been required to use the national language, Urdu, as the medium of instruction along with the provincial language. Mathematics and science were the first to be taught in English. The English language improvement program was not sustained as teachers did not perceive its relevance to their teaching and the language workshops were considered an extra burden on teachers who were already overloaded with various tasks at school and had social and family responsibilities outside of the school. However, many challenges confront the school where most children come from poor and difficult family backgrounds. For example, in each class there are widely different ability groups. Teachers continue to face the challenge of providing individual attention and equal learning opportunities for all students. There are several reasons that have been identified by the school that yields this high turnover rate: change of residence due to marriage; a heavy workload; use of holidays for teachers’ professional development activities; and better remuneration elsewhere. No doubt this has been disruptive to students, parents, and especially to the school who have had to keep training and inducting new teachers into the school’s improvement model. The consequence has been that less attention is then given to teaching and learning improvements in the classroom and from ongoing development work, discontinuation of the training programs but with the inculcation of the O-level stream they had to train their teachers to a level equal to the competing schools in the same area. Many of the key structures necessary for sound, sustainable, and effective teacher training are in place. However, they are not working as planned, and are risking being too great in quantity. The children were asked to leave their positions they were currently hired at and to join the school as head trainers and senior teachers. What was put forward to the CEO were a couple of options in order to start the O-level stream into the school system. A full in service training program to the existing teachers during the summer vacations conducted by their sons and daughter who are presently working in well reputed universities in Punjab. Pre-service training: The methodology of most of the trainings would be a lecture-based format, where teachers would observe a trainer teaching a class or showing techniques. This would also include student-teachers teaching in large, crowded single-classroom. These teachers would therefore gain the exposure to the practical realities that they would have to deal with once they begin teaching on their own. Would work towards how to design lessons, conduct classroom lectures, conducting class assignments, working towards individual assistance on child buildup and knowledge of child cognitive development and how children learn is important In-service training: Teachers would actually spent 2 of 3 days working in groups designing lessons, conducting model lessons to the group, and then receive constructive criticism. Content knowledge is important in order to teach subject matter to children well. Teachers need to have the opportunity for analysis and reflection on their teaching also peer networking would be are integral in addressing teacher motivation and improvement in teaching. Teachers would be sent to training institutions. They would be required to learn how to design class rooms. Alongside the training program offered pre-service and in-service, there has to be a way to retain the teachers to serve them after required training. A revision of remuneration has to be considered which has been a major factor in high turnover rate in the region. The approval letter had been received from the british council to incorporate O-level into their educational system, but with the level of employee turnover it was difficult to decide whether to start it or not or just continue with matriculation, for which the demand was deteriorating fast. Mr. Khan had already worked on the funding of the school for increased facilities and incorporation of the O-level system with increased investment in curricula. Competition raising on one end it was difficult to retain students and teachers in Excellence. He had to take a decision. |Alpina School | | |Government Girls High School | | |Dominican Convent High Secondary School | | |Government High School | | |Govt Girls High School | | |Govt Higher Seconday School | | |Islamic Model School | | |Jinnah Public School | | |New Pioneer High School | | |Noman Model School | | |Tameer-E-Nou Public School | | |SADIQ PUBLIC SCHOOL | | |Govt. Primary School 5-Marla Scheme | | |Govt. Masque School Aalam Rab Nawaz | | |Govt. Masque School Aali Wahan |2 branches | |Govt. High School Abbas Nagar | | |Govt. Masque School Aaqil Pur | | |Govt. Primary School Abbas Arbi |2 branches | |Govt. Primary School Abbas Pur | | |Govt. Masque School Abdul Ghaffar | | |Govt. Primary School Abdul Ghanni | | |Govt. Primary School Abdul Khaliq Farash | | |Govt. Primary School Abdul Shakoor | | | | | View as multi-pages TOPICS IN THIS DOCUMENT High school, School, Public school, Primary education, Education, Secondary school, Teacher, School types RELATED DOCUMENTS Primary Education †¦ Primary Education in India The Government of India in 2001 launched the Sarva Shiksha Abhiyan (SSA), a nationwide programme to provide universal primary education, thereby encouraging secondary education also. The Center passed The Right to Education Act in 1 April 2010, which guarantees free and compulsory education to every child in the 6-14 age groups. But, the lack of awareness on the†¦ 1819 Words | 4 Pages READ FULL DOCUMENT The roles of PARENTS TEACHERS ASSOCIATION on teaching and learning performance in primary schools. †¦ ANDLEARNING IN PRIMARY SCHOOLS. [A Case Study of Ojo Local Government Area of Lagos State. ] BY SOLIU, ABUBAKAR OLAIYA MATRICNO: PT/11/27100 PRIMARY EDUCATION STUDIES A RESEARCH PROJECT SUBMITTED TO THE EDUCATION DEPARTMENT, ADENIRAN OGUNSANYA COLLEGE OF EDUCATION, LAGOS. IN PARTIAL FULFILLMENT OF THE REQUIREMENT FOR THE AWARD OF NIGERIA CERTIFICATE IN EDUCATION (N. C. E) AUGUST,2014†¦ 1819 Words | 84 Pages READ FULL DOCUMENT Primary Education †¦ key developments affecting the delivery of the primary education†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 3 2. 1 Teaching material†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 3 2. 1. 1 Books†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 3 2. 1. 2 Equipments†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦3 2. 1. 3 Websites†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 4 2. 2 Teachers†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 5 2. 3 Regional differences†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 6 3 The environmental and market forces of primary education†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 7 3. 1 Environmental of†¦ 1819 Words | 14 Pages READ FULL DOCUMENT Primary Education †¦ Role Of Teachers In Child’s Development At The Primary School Level â€Å"If you have knowledge, let others light their candles at it. â€Å" ~Margaret Fuller Every paradox of life is the product of its heredity and environment. where each is necessary to the result as the other. Neither of them can be eliminated or isolated. Education is an environmental force which influences a child’s life dominantly. Education by all norms is an endeavor, to mould†¦ 1819 Words | 5 Pages READ FULL DOCUMENT Outcome Based Education †¦ OOUTCOMES-BASED EDUCATION: PRINCIPLES AND POSSIBILITIES Dr Roy Killen Faculty of Education, University of Newcastle, Australia This paper explores some of the basic principles of outcomes-based education and relates them to the Australian school and vocational education context. It is intended to help teachers 2 understand how they can translate the theory and philosophy of OBE into practical action†¦ 1819 Words | 42 Pages READ FULL DOCUMENT Education †¦? 1. What is the purpose of education? To transmit culture? To provide social and economic skills? To develop critical thinking skills? To reform society? I think that the purpose of education is to get the children ready for real life, and provide them the learning skills, and abilities that they will need. 2. What are schools for? To teach skills and subjects? To encourage personal self-definition? To develop human intelligence? To create patriotic,†¦ 1819 Words | 2 Pages READ FULL DOCUMENT Education †¦ review of competencies, skills, theories and approaches 3) Bureaucratic Views 4) Theory X and Theory Y 5) The Systems Theory 6) The Contingency Theory 7) Role Theory 8) Paradigm 1: Christian scientific education management 9) Paradigm 2: Education management 10) Paradigm 3: Education governance and management 11) Collegiality Theory 12) What should Effective Educational Management look like in schools? 13) Conclusion 14) Reference†¦ 1819 Words | 12 Pages READ FULL DOCUMENT education †¦ young learners Introduction The pedagogy of play can be hard to understand and part of the reason for this is it’s so difficult to explain how children learn by play because play isn’t simply; it is complex. Each child begins their early childhood education with a set of skills and prior knowledge that is influenced by their family, culture and past experiences (Fellows &Oakley, 2010). The past knowledge should become the foundation for developing an understanding of†¦ 1819 Words | 4 Pages READ FULL DOCUMENT CITE THIS DOCUMENT APA (2013, 09). Commitment based performance: a case of primary education.

Developmental Reading Essay

What makes reading different from the other macro skills of communication? How does it relate to the other skills needed for communication? â€Å"Reading† is the process of looking at a series of written symbols and getting meaning from them. When we read, we use our eyes to receive written symbols (letters, punctuation marks and spaces) and we use our brain to convert them into words, sentences and paragraphs that communicate something to us. Reading can be silent (in our head) or aloud (so that other people can hear). Reading is a receptive skill – through it, we receive information. But the complex process of reading also requires the skill of speaking, so that we can pronounce the words that we read. In this sense, reading is also a productive skill in that we are both receiving information and transmitting it (even if only to ourselves). Reading is the third of the four language skills, which are: Listening Speaking Reading Writing In our own language, reading is usually the third language skill that we learn. Do we need to read in order to speak English? The short answer is no. Some native speakers cannot read or write but they speak English fluently. Read more:  How to write a reflective essay. On the other hand, reading is something that you can do on your own and that greatly broadens your vocabulary, thus helping you in speaking (and in listening and writing). Reading is therefore a highly valuable skill and activity, and it is recommended that English learners try to read as much as possible in English. A. The Psychology of Reading The last 20 years have witnessed a revolution in reading research. Cognitive psychologists, using high-speed computers to aid in the collection and analysis of data, have developed tools that have begun to answer questions that were previously thought unanswerable. These tools allow for a â€Å"chronometric,† or moment-to-moment, analysis of the reading process. Foremost among them is the use of the record of eye movements to help reveal the underlying perceptual and cognitive processes of reading. Reading is a highly complex skill that is a prerequisite to success in our society. In a society such as ours, where so much information is communicated in written form, it is important to investigate this essential behaviour. In the past 15 years, a great deal has been learned about the reading process from research by cognitive psychologists. Reading as a complex skill is pretty much taken for granted by those who can do it. While those who can do it fluently take it for granted, its complexity is more apparent to those who are having trouble reading. Reading is sometimes difficult for children to learn and illiterate adults find learning to read agonizingly frustrating. The roots of cognitive psychology, the branch of psychology which examines internal mental processes such as problem solving, memory and language can be traced to the experiment of Wundt’s laboratory in Leipzig in 1879. As a part of the larger field of cognitive science, this branch of psychology is related to other disciplines including neuroscience, philosophy and linguistics. The core focus of cognitive psychology is on how people acquire, process and store information. There are numerous practical applications for cognitive research, such as improving memory, increasing decision-making accuracy and structuring educational curricula to enhance learning. Until the 1950s, behaviourism was the dominant school of thought in psychology. Between 1950 and 1970, the tide began to shift against behavioral psychology to focus on topics such as attention, memory and problem-solving. Often referred to as the cognitive revolution, this period generated considerable research on topics including processing models, cognitive research methods and the first use of the term â€Å"cognitive psychology. † The term â€Å"cognitive psychology† was first used in 1967 by American psychologist Ulric Neisser in his book Cognitive Psychology. According to Neisser, cognition involves â€Å"all processes by which the sensory input is transformed, reduced, elaborated, stored, recovered, and used. It is concerned with these processes even when they operate in the absence of relevant stimulation, as in images and hallucinations†¦ Given such a sweeping definition, it is apparent that cognition is involved in everything a human being might possibly do; that every psychological phenomenon is a cognitive phenomenon. † Today, we find many psychologists interested in reading. Why has the change taken place? The primary reason appears to have been the failure of behaviourism to account for language processing in many reasonable ways. The promise of behaviourism was always that if psychologists could understand the laws of learning and behaviour is simple tasks, those laws could be generalized to more complex tasks like language processing. Some cognitive psychologists who study the product of reading would also want to argue with the bias towards understanding the process of reading. To their way of thinking, what people remember from what they read maybe more important than how they go about the chore of reading. However, the response to such a point is that understanding the process by which some mental structure is created almost logically entails understanding that structure. In contrast, understanding what gets stored in memory may not reveal much about the processes that created the structure. Thus, understanding what is in memory as a result of reading discourse may not be unique to reading; essentially the same structures may be created when people listen to discourse. It is not saying that understanding the product of reading and how remarkable skill must be understood- quite apart from issues like general comprehension skills and intelligence. B. The Meaning of Developmental Reading C. The Teaching of Reading Traditionally, the purpose of learning to read in a language has been to have access to the literature written in that language. In language instruction, reading materials have traditionally been chosen from literary texts that represent â€Å"higher† forms of culture. This approach assumes that students learn to read a language by studying its vocabulary, grammar, and sentence structure, not by actually reading it. In this approach, lower level learners read only sentences and paragraphs generated by textbook writers and instructors. The reading of authentic materials is limited to the works of great authors and reserved for upper level students who have developed the language skills needed to read them. The communicative approach to language teaching has given instructors a different understanding of the role of reading in the language classroom and the types of texts that can be used in instruction. When the goal of instruction is communicative competence, everyday materials such as train schedules, newspaper articles, and travel and tourism Web sites become appropriate classroom materials, because reading them is one way communicative competence is developed. Instruction in reading and reading practice thus become essential parts of language teaching at every level. What is reading? Reading about understands written texts. It is a complex activity that involves both perception and thought. Reading consists of two related processes: word recognition and comprehension. Word recognition refers to the process of perceiving how written symbols correspond to one’s spoken language. Comprehension is the process of making sense of words, sentences and connected text. Readers typically make use of background knowledge, vocabulary, grammatical knowledge, experience with text and other strategies to help them understand written text. Much of what we know about reading is based on studies conducted in English and other alphabetic languages. The principles we list in this booklet are derived from them, but most also apply to non-alphabetic languages. They will have to be modified to account for the specific language. Learning to read is an important educational goal. For both children and adults, the ability to read opens up new worlds and opportunities. It enables us to gain new knowledge, enjoy literature, and do everyday things that are part and parcel of modern life, such as, reading the newspapers, job listings, instruction manuals, maps and so on. Most people learn to read in their native language without difficulty. Many, but not all, learn to read as children. Some children and adults need additional help. Yet others learn to read a second, third or additional language, with or without having learned to read in their first language. Reading instruction needs to take into account different types of learners and their needs. Research has shown that there is a great deal of transfer from learning to read in one language to learning to read in a second language. The principles outlined below are based on studies of children and adults, native speakers as well as those learning to read in a second or foreign language. They deal with different aspects of reading that are important in the planning and design of instruction and materials. The practical applications are based on general learning principles, as well as on research. Briefly stated, these learning principles start with the learner in mind. The type of learner will affect the type of methods and materials to be used. The context of learning is also important. For instance, children and adults who are learning to read in a language different from their native language will also need to learn about the culture of the second or foreign language. Because texts are written with a specific audience in mind, cultural knowledge is present in texts and it is assumed that the reader is familiar with such knowledge. Both research and classroom practices support the use of a balanced approach in instruction. Because reading depends on efficient word recognition and comprehension, instruction should develop reading skills and strategies, as well as build on learners’ knowledge through the use of authentic texts. 1. Theories of Reading Just like teaching methodology, reading theories have had their shifts and transitions. Starting from the traditional view which focused on the printed form of a text and moving to the cognitive view that enhanced the role of background knowledge in addition to what appeared on the printed page; they ultimately culminated in the metacognitive view which is now in vogue. It is based on the control and manipulation that a reader can have on the act of comprehending a text. a. The Traditional View According to Dole et al. (1991), in the traditional view of reading, novice readers acquire a set of hierarchically ordered sub-skills that sequentially build toward comprehension ability. Having mastered these skills, readers are viewed as experts who comprehend what they read. †¢ Readers are passive recipients of information in the text. Meaning resides in the text and the reader has to reproduce meaning. †¢ According to Nunan (1991), reading in this view is basically a matter of decoding a series of written symbols into their aural equivalents in the quest for making sense of the text. He referred to this process as the ‘bottom-up’ view of reading. †¢ McCarthy (1999) has called this view ‘outside-in’processing, referring to the idea that meaning exists in the printed page and is interpreted by the reader then taken in. †¢ This model of reading has almost always been underattack as being insufficient and defective for the main reason that it relies on the formal features of the language, mainly words and structure. Although it is possible to accept this rejection for the fact that there is over-reliance on structure in this view, it must be confessed that knowledge of linguistic features is also necessary for comprehension to take place. To counteract over-reliance on form in the traditional view of reading, the cognitive view was introduced. b. The Cognitive View. The ‘top-down’ model is in direct opposition to the ‘bottom-up’ model. According to Nunan (1991) and Dubin and Bycina (1991), the psycholinguistic model of reading and the top-down model are in exact concordance. †¢ Goodman (1967; cited in Paran, 1996) presented reading as a psycholinguistic guessing game, a process in which readers sample the text, make hypotheses, confirm or reject them, make new hypotheses, and so forth. Here, the reader rather than the text is at the heart of the reading process. †¢ The schema theory of reading also fits within the cognitively based view of reading. Rumelhart (1977) has described schemata as â€Å"building blocks of cognition† which are used in the process of interpreting sensory data, in retrieving information from memory, in organising goals and subgoals, in allocating resources, and in guiding the flow of the processing system. †¢ Rumelhart (1977) has also stated that if our schemata are incomplete and do not provide an understanding of the incoming data from the text we will have problems processing and understanding the text. Cognitively based views of reading comprehension emphasize the interactive nature of reading and the constructive nature of comprehension. Dole et al. (1991) have stated that, besides knowledge brought to bear on the reading process, a set of flexible, adaptable strategies are used to make sense of a text and to monitor ongoing understanding. c. The Metacognitive View According to Block (1992), there is now no more debate on â€Å"whether reading is a bottom-up, language-based process or a top-down, knowledge-based process. † It is also no more problematic to accept the influence of background knowledge on both L1 and L2 readers. Research has gone even further to define the control readers execute on their ability to understand a text. This control, Block (1992) has referred to as metacognition. Metacognition involves thinking about what one is doing while reading. Klein et al. (1991) stated that strategic readers attempt the following while reading: Identifying the purpose of the reading before reading Identifying the form or type of the text before reading Thinking about the general character and features of the form or type of the text. For instance, they try to locate a topic sentence and follow supporting details toward a conclusion Projecting the author’s purpose for writing the text (while reading it), Choosing, scanning, or reading in detail Making continuous predictions about what will occur next, based on information obtained earlier, prior knowledge, and conclusions obtained within the previous stages. Moreover, they attempt to form a summary of what was read. Carrying out the previous steps requires the reader to be able to classify sequence, establish whole-part relationships, compare and contrast, determine cause-effect, summarise, hypothesise and predict, infer, and conclude. Tips and Guidelines for implementing a theory of reading which will help to develop the learner’s abilities Text characteristics. Pre-reading tips During-reading tips After-reading tips These tips can be viewed in three consecutive stages: before reading, during reading, and after reading. For instance, before starting to read a text it is natural to think of the purpose of reading the text. As an example of the during-reading techniques, re-reading for better comprehension can be mentioned. And filling out forms and charts can be referred to as an after-reading activity. These tasks and ideas can be used to enhance reading comprehension. Text characteristics. Good readers expect to understand what they are reading. Therefore, texts should contain words and grammatical structures familiar to the learners (Van Duzer, 1999). In texts where vocabulary is not familiar, teachers can introduce key vocabulary in pre-reading activities that focus on language awareness, such as finding synonyms, antonyms, derivatives, or associated words (Hood et al. , 1996; cited in Van Duzer, 1999). The topics of texts chosen should be in accordance with the age range, interests, sex, and background culture of the students for whom they are intended. Pre-reading activities that introduce the text should encourage learners to use their background knowledge (Eskey, 1997; cited in Van Duzer, 1999). Class members can brainstorm ideas about the meaning of a title or an illustration and discuss what they know. Pre-reading tips Before the actual act of reading a text begins, some points should be regarded in order to make the process of reading more comprehensible. It is necessary to provide the necessary background information to the reader to facilitate comprehension. In addition, as stated by Lebauer (1998), pre-reading activities can lighten students’ cognitive burden while reading because prior discussions will have been incorporated. Teacher-directed pre-reading (Estes, 1999) Some key vocabulary and ideas in the text are explained. In this approach the teacher directly explains the information the students will need, including key concepts, important vocabulary, and appropriate conceptual framework. Interactive approach (Estes, 1999). In this method, the teacher leads a discussion in which he/she draws out the information students already have and interjects additional information deemed necessary to an understanding of the text to be read. Moreover, the teacher can make explicit links between prior knowledge and important information in the text. Purpose of reading It is also necessary for students to become aware of the purpose and goal for reading a certain piece of written material. At the beginning stages this can be done by the teacher, but as the reader becomes more mature this purpose, i. e.awareness-raising strategy, can be left to the readers. For instance, the students may be guided to ask themselves, â€Å"Why am I reading this text? What do I want to know or do after reading? † One of the most obvious, but unnoticed, points related to reading purpose is the consideration of the different types of reading skills. Skimming: Reading rapidly for the main points Scanning: Reading rapidly to find a specific piece of information Extensive reading: Reading a longer text, often for pleasure with emphasis on overall meaning Intensive reading: Reading a short text for detailed information. The most frequently encountered reason as to why the four skills are all subsumed into one – intensive reading – is that students studying a foreign language feel the urge to look up every word they don’t understand and to pinpoint on every structural point they see unfamiliar. To make students aware of the different types of reading, ask them about the types of reading they do in their first language. The type of text – The reader must become familiar with the fact that texts may take on different forms and hold certain pieces of information in different places. Thus, it is necessary to understand the layout of the material being read in order to focus more deeply on the parts that are more densely compacted with information. Even paying attention to the year of publication of a text, if applicable, may aid the reader in presuppositions about the text as can glancing at the name of the author. Steinhofer (1996) stated that the tips mentioned in pre-reading will not take a very long time to carry out. The purpose is to overcome the common urge to start reading a text closely right away from the beginning. During-reading tips What follows are tips that encourage active reading. They consist of summarizing, reacting, questioning, arguing, evaluating, and placing a text within one’s own experience. These processes may be the most complex to develop in a classroom setting, the reason being that in English reading classes most attention is often paid to dictionaries, the text, and the teacher. Interrupting this routine and encouraging students to dialogue with what they are reading without coming between them and the text presents a challenge to the EFL teacher. Duke and Pearson (2001) have stated that good readers are active readers. According to Ur (1996), Vaezi (2001), and Fitzgerald (1995), they use the following strategies. Making predictions: The readers should be taught to be on the watch to predict what is going to happen next in the text to be able to integrate and combine what has come with what is to come. Making selections: Readers who are more proficient read selectively, continually making decisions about their reading. Integrating prior knowledge: The schemata that have been activated in the pre-reading section should be called upon to facilitate comprehension. Skipping insignificant parts: A good reader will concentrate on significant pieces of information while skipping insignificant pieces. Re-reading: Readers should be encouraged to become sensitive to the effect of reading on their comprehension. Making use of context or guessing: Readers should not be encouraged to define and understand every single unknown word in a text. Instead they should learn to make use of context to guess the meaning of unknown words. Breaking words into their component parts: To keep the process of comprehension ongoing, efficient readers break words into their affixes or bases. These parts can help readers guess the meaning of a word. Reading in chunks: To ensure reading speed, readers should get used to reading groups of words together. This act will also enhance comprehension by focusing on groups of meaning-conveying symbols simultaneously. Pausing: Good readers will pause at certain places while reading a text to absorb and internalize the material being read and sort out information. Paraphrasing: While reading texts it may be necessary to paraphrase and interpret texts subvocally in order to verify what was comprehended. Monitoring: Good readers monitor their understanding to evaluate whether the text, or the reading of it, is meeting their goals. After-reading tips It is necessary to state that post-reading activities almost always depend on the purpose of reading and the type of information extracted from the text. Barnett (1988) has stated that post-reading exercises first check students’ comprehension and then lead students to a deeper analysis of the text. In the real world the purpose of reading is not to memorize an author’s point of view or to summarize text content, but rather to see into another mind, or to mesh new information into what one already knows. Group discussion will help students focus on information they did not comprehend, or did comprehend correctly. Accordingly, attention will be focused on processes that lead to comprehension or miscomprehension. Generally speaking, post-reading can take the form of various activities as presented below: Discussing the text: Written/Oral Summarizing: Written/Oral Making questions: Written/Oral. Answering questions: Written/Oral Filling in forms and charts Writing reading logs Completing a text Listening to or reading other related materials Role-playing 2. The Reading Purpose Reading is an activity with a purpose. A person may read in order to gain information or verify existing knowledge, or in order to critique a writer’s ideas or writing style. A person may also read for enjoyment, or to enhance knowledge of the language being read. The purpose(s) for reading guide the reader’s selection of texts. The purpose for reading also determines the appropriate approach to reading comprehension. A person who needs to know whether she can afford to eat at a particular restaurant needs to comprehend the pricing information provided on the menu, but does not need to recognize the name of every appetizer listed. A person reading poetry for enjoyment needs to recognize the words the poet uses and the ways they are put together, but does not need to identify main idea and supporting details. However, a person using a scientific article to support an opinion needs to know the vocabulary that is used, understand the facts and cause-effect sequences that are presented, and recognize ideas that are presented as hypotheses and givens. Reading research shows that good readers Read extensively Integrate information in the text with existing knowledge Have a flexible reading style, depending on what they are reading Are motivated Rely on different skills interacting: perceptual processing, phonemic processing, recall Read for a purpose; reading serves a function Reading as a Process Reading is an interactive process that goes on between the reader and the text, resulting in comprehension. The text presents letters, words, sentences, and paragraphs that encode meaning. The reader uses knowledge, skills, and strategies to determine what that meaning is. Reader knowledge, skills, and strategies include Linguistic competence: the ability to recognize the elements of the writing system; knowledge of vocabulary; knowledge of how words are structured into sentences Discourse competence: knowledge of discourse markers and how they connect parts of the text to one another Sociolinguistic competence: knowledge about different types of texts and their usual structure and content Strategic competence: the ability to use top-down strategies, as well as knowledge of the language (a bottom-up strategy). The purpose(s) for reading and the type of text determine the specific knowledge, skills, and strategies that readers need to apply to achieve comprehension. Reading comprehension is thus much more than decoding. Reading comprehension results when the reader knows which skills and strategies are appropriate for the type of text, and understands how to apply them to accomplish the reading purpose. Developmentally Appropriate Materials for Preschool and Kindergarten Children (Ages 3-6). Materials for preschoolers and kindergarteners should support their developing social skills and interest in adult roles, growing imaginations, increasing motor skills, and rapidly expanding vocabularies. Refer to the table below for examples of developmentally appropriate materials for preschool and kindergarten children. Type of Material Appropriate Materials Examples Skill/concept Books/records Picture books, simple and repetitive stories and rhymes, animal stories, pop-up books, simple information books, wide variety of musical recordings. Games Socially interactive games with adults, such as What If; matching and lotto games based on colors and pictures, such as picture bingo or dominoes; games of chance with a few pieces that require no reading, such as Chutes and Ladders; flannel board with pictures, letters, and storybook characters Gross motor Active play Push and pull toys; ride-on toys; balls of all kinds; indoor slide and climber; rocking boat Outdoor Climbers, rope ladders, balls of all sizes; old tires, sand and water materials Manipulative Fine motor. Dressing frames; toys to put together and take apart; cookie cutters, stamp and printing materials, finger paint, modeling dough, small objects to sort and classify; bead stringing with long, thin string; pegs and small pegs; colored cubes, table blocks, magnetic board/letters/numbers and shapes; perception boards and mosaics Puzzles and form boards Fit-in or framed puzzles (for 3-year-olds: from 4-20 pieces, for 4-year-olds: from 15-30 pieces, for 5-year-olds: from 15-50 pieces); large, simple jigsaws; number/letter/clock puzzles Investigative. Toys, globe flashlight, magnets, lock boxes, weather forecasting equipment, scales, balances, stethoscopes Construction Building sets Small and large unit blocks; large hollow blocks; from age 4, interlocking plastic blocks with pieces of all sizes Carpentry Workbench, hammer, preschool nails, saw, sandpaper, pounding benches, safety goggles Self-expressive Dolls and soft toys Realistic dolls and accessories; play settings and play people (e. g. , farm, hospital) Dramatic play Dress-up clothes, realistic tools, toy camera, telephone, household furniture. Sensory Tactile boxes; auditory and musical materials such as smelling and sound boxes; cooking experiences Art/music All rhythm instruments, music boxes; large crayons, paint, paste, glue, chalkboard and chalk, sewing kits, collage materials, markers, modeling dough, blunt scissors Natural and everyday Sand and water Sandbox tools, bubbles, water toys Old clocks, radios, cameras, telephones; telephone books; mirrors; doctor kits; typewriter; magazines; fabric scraps; computer; cash register and receipts; measuring cups and muffin tins 3. Basic Reading Skills  a. Skimming – is used to quickly gather the most important information, or ‘gist’. Run your eyes over the text, noting important information. Use skimming to quickly get up to speed on a current business situation. It’s not essential to understand each word when skimming. Examples of Skimming: The Newspaper (quickly to get the general news of the day) Magazines (quickly to discover which articles you would like to read in more detail) Business and Travel Brochures (quickly to get informed) b. Scanning- is used to find a particular piece of information. Run your eyes over the text looking for the specific piece of information you need. Use scanning on schedules, meeting plans, etc. in order to find the specific details you require. If you see words or phrases that you don’t understand, don’t worry when scanning. Examples of Scanning The â€Å"What’s on TV† section of your newspaper. A train / airplane schedule A conference guide c. Extensive reading- is used to obtain a general understanding of a subject and includes reading longer texts for pleasure, as well as business books. Use extensive reading skills to improve your general knowledge of business procedures. Do not worry if you understand each word. Examples of Extensive Reading The latest marketing strategy book A novel you read before going to bed Magazine articles that interest you d. Intensive reading – is used on shorter texts in order to extract specific information. It includes very close accurate reading for detail. Use intensive reading skills to grasp the details of a specific situation. In this case, it is important that you understand each word, number or fact. Examples of Intensive Reading A bookkeeping report An insurance claim A contract Essential Components of Reading Reading is an astoundingly complex cognitive process. While we often think of reading as one singular act, our brains are actually engaging in a number of tasks simultaneously each time we sit down with a book. There are five aspects to the process of reading: phonics, phonemic awareness, vocabulary, reading comprehension and fluency. These five aspects work together to create the reading experience. As children learn to read they must develop skills in all five of these areas in order to become successful readers. 1. Phonics Phonics is the connection between sounds and letter symbols. It is also the combination of these sound-symbol connections to create words. Without phonics, words are simply a bunch of squiggles and lines on a page. If you think about it, letters are arbitrary. There is nothing innately bed-like about the written word â€Å"bed†. It is simply the collection of letters and corresponding sounds that we agree constitute the word â€Å"bed†. Learning to make that connection between the individual sounds that each letter represents and then putting those together is essential to understanding what that funny squiggle means. There are a number of ways that phonics can be taught because there is a variety of ways to apply this aspect when reading. Each approach allows the reader to use phonics to read and learn new words in a different way. Synthetic phonics builds words from the ground up. In this approach readers are taught to first connect letters to their corresponding phonemes (sound units) and then to blend those together to create a word. Analytic phonics, on the other hand, approaches words from the top down. A word is identified as a whole unit and then its letter-sound connections are parsed out. Analogy phonics uses familiar parts of words to discover new words. Finally, phonics through spelling focuses on connecting sounds with letters in writing. All of these approaches can be taught and used independently or in combination to help young readers learn to identify new words. 2. Phonemic Awareness Phonemic awareness is closely related to phonics because both involve the connection between sounds and words.

Emotional Intelligence And Employees Performances In Malaysia Education Essay

This research relates to emotional intelligence of the employees in commercial Bankss in Malaysia. Employees need emotional intelligence in working environment. It is of import for the commercial Bankss to maintain their employees working to their full potency. An employee must hold emotional intelligence in order to be able to understand and manage his ain and other people ‘s emotions, actuate oneself and command irresistible impulse, and efficaciously pull off interpersonal relationships in the working environment ( Goleman, 1998 ) . Daniel Goleman, the adult male most associated with popularising Emotional Intelligence, defines Emotional Intelligence harmonizing to five features. In his article â€Å" What Makes a Leader? † ( Harvard Business Review, Nov.-Dec. 1998 ) , he presents a chart that describes Emotional Intelligence as: Self-awareness, Self-regulation, Self-motivation, Empathy and Social-skill. Every one of us has different personalities, wants and demands, and ways of demoing our emotions. We need to manage them good if we wish to win in life. This is where emotional intelligence becomes of import. We use emotional intelligence to analyse our emotions, understand what they are stating us, and recognize how they will impact others. Besides that, motional intelligence besides involves our perceptual experience of people around us: when we understand how they feel, this allows us to pull off relationships more efficaciously. Peoples will be able to win in most things they do if they possess high emotional intelligence in them. Why? Because they are what others need in this society. When an electronic mail is sent by people with high emotional intelligence, it will be able to acquire answered rapidly. They will be able to acquire helps whenever and wherever they need it as people who have high emotional intelligence tend to do others experience good and their lives are much more restful than people who get upset easy.1.2 BACKGROUND OF THE STUDYIn the commercial Bankss, employees ‘ emotional intelligence has become an of import factor to the success of today ‘s banking organisations in Malaysia. The success of any organisations in banking sectors has become dependent upon the effectivity of its direction, coupled with the effectivity of direction to maintain employees ‘ emotional intelligence at high degree and heighten their public presentations. Corporate leaders are one entity that giv es surety to concern success, and the work force is another entity that assists concerns. Harmonizing to Steward ( 2009 ) , she indicated that directors in banking sectors should to maintain the employees ‘ emotional intelligence at high degrees in organisations as that can guarantee that the undertakings are completed in a timely manner to advance profitableness and satisfy stockholder involvements. A successful bank is really dependent on the direction and leading accomplishments of the effectual director and his or her apprehension of importance of emotional intelligence, as they apply to generationally diverse subsidiaries ( Steward, 2009 ) . Employees ‘ emotional intelligence is really of import as it link to the success of a company. Harmonizing to Kim ( 2004 ) , in her survey she examined the importance of how Bankss depend on their employees for the ultimate success. Emotional intelligence influences productiveness ( Kim, 2004 ) . A banking organisation need to understand what maintain employees ‘ emotional intelligence at high degrees in order for them to make peak public presentation. It is non an easy undertaking to maintain employees ‘ emotional intelligence at high degrees because employees respond in different ways to their occupations and their organisation ‘s patterns. Emotional intelligence is able to travel a individual toward a end. Harmonizing to Goleman ( 1997 ) , the research in emotional intelligence gives us new penetrations into human behaviour which frequently seem self-contradictory. For illustration, the research indicates that IQ histories for 4 per centum to 25 per centum of a individual ‘s success. The staying 96 per centum to 75 per centum depends on a individual ‘s ability to comprehend, place and pull off emotion. Bettering this ability provides the footing for the sorts of societal and emotional competences that are indispensable for success in any occupation or disputing undertaking in life. This disclosure is about flooring to corporate America, which puts such high value on graduate school and other formal instruction that focuses on the cognitive facets of intelligence ( Laurens & A ; Budinich, 2006 ) . Frontline bank people, for illustration, face composite and demanding issues such as: fierce competition, presenting client service, gross revenues public presentation, conformity and a host of others. Developing the needed emotional competences, such as common trust, regard, empathy and cultivating interpersonal accomplishments to manage these issues is of import. Equally of import is the ability to efficaciously supervise their ain and others ‘ feelings and emotions, know aparting among them and utilizing that information to steer their thought and action. Laurens et Al. ( 2006 ) indicated in their survey that emotional competences and emotional intelligence are non taught in colleges and universities and do n't come of course to most companies who are submerged in analytical thought.The Domains of Emotional Intelligence ( Goleman, 1998 )Daniel Goleman ‘s five features of emotional intelligence theoretical account are shown above. The term emotional intelligence is link ed with the constructs of self-awareness, self-regulation, motive, empathy, and societal accomplishments. Self-awareness is the ability to acknowledge and understand personal tempers and emotions. Self-regulation is the ability to command or airt riotous urges and tempers and the leaning to suspend judgement and believe before moving. Motivation is a passion to work for grounds that go beyond money and position. Empathy is the ability to understand the emotional make up of other people, a accomplishment that may be used in handling people harmonizing to their emotional reactions. Social accomplishments frequently guarantee proficiency in pull offing relationships and edifice webs and heighten an ability to happen common land and construct resonance with others. These footings are defined by Goleman in his book, Working with Emotional Intelligence ( 1998 ) .PROBLEM STATEMENTA job many commercial Bankss have today is that they ne'er put and treat emotional intelligence as an of import accomplishment in their working environment. Due to retention jobs, commercial Bankss have been invariably accruing the cost of turn outing developing for new employees. There are plentifulness of human resources sections do non understand how emotional intelligence is. Harmonizing to Fleming ( 2000 ) , emotional intelligence of many employees or the occupation appliers of Bankss are non realized of how to be assessed by directors. There are many people that non holding any cognition or the different traits create the term emotional intelligence. Harmonizing to Miller ( 1999 ) , self awareness, self-regulation, motive, empathy and societal accomplishments are the constituents of Emotional Quotient and qualities of an all-rounded individual. Therefore, Bankss can happen people who largely likely would suit good in their working environment if they recruit professionals to assist them in mensurating the emotional intelligence of the occupation appliers. Besides that, it has been hard to acquire top direction to hold that they need to implement new recruiting tools in their employee hunts. Peoples might believe that it is excessively illogic for top direction to concentrate on the bottom line, but emotional intelligence is progressively being considered as a cherished people skill that defines the top-performers from mean employees ( Beagrie, 2004 ) . In order for employees to be successful in the commercial Bankss, direction staffs must larn and understand they need to look beyond a sketch. In add-on, there is more fluctuation in emotional intelligence than there is in Intelligence Quotient among the top direction people and the professionals. There is a really large difference between those at the high and low terminals of the emotional intelligence graduated table, and being at the top has major competitory advantage. Therefore, accomplishments related to emotional intelligence affair even more for success in workplace ( Goleman, 1998 ) . Normally employees who perform good and outshine in commercial Bankss are those who normally possess high emotional intelligence. However, it does non intend that a individual is the smartest or the finest in the commercial bank but it means that they are able to supply their best accomplishments to the remainder of the commercial bank and at the same clip understanding what else they need to work on. Harmonizing to Goleman ( 1998 ) , employees who perform good have bounds on their abilities excessively, but they know how to better them by working with person else that has strength that they do non hold as they are cognizant of their bounds.JUSTIFICATION OF STUDYHarmonizing to Goleman ( 1998 ) and Bar-On ( 2002 ) , emotional intelligence comprises of self-awareness, self-regulation, motive, empathy, societal accomplishments, adaptability and stress direction. These are the accomplishments that are of import to a success of a individual in an organisation. In add-on, harmonizing to Smewing ( 2004 ) , emotional intelligence is non a journey with a clear way, non one that should be embarked upon lightly. Emotional intelligence is a accomplishment which we can larn and better. It does non vouch that a individual will hold learned the emotional competences that affair for work if he or she possesses high emotional intelligence. It means merely that they have outstanding potency to larn them ( Goleman, 1998 ) . Therefore, organisations must supply preparation and development of emotional intelligence earnestly for it to be effectual. Besides that, direction demands to cognize how of import emotional intelligence accomplishments are as they can be developed and so convey benefit to their organisation. Management have been unwillingly seting money for developing employees on emotional intelligence because it takes a long clip for them to hold any consequences. While an organisation is seeking to enroll new employees with high emotional intelligence, it is of import for them to develop those current employees excessively as the whole civilization of a workplace could be shaped. Harmonizing to Laabs ( 1999 ) , he indicated that emotional competencies development needs old wonts of idea, feeling and action that are profoundly ingrained to be unlearned and new 1s to be learned by scholars. This requires motive, attempt, clip, aid and permanent pattern.RESEARCH QUESTIONSIn conformity with the intent of the survey, and based on the job statement, the undermentioned inquiries have been formulated: Is there any relationship between emotional intelligence affects employees ‘ public presentations in commercial Bankss in Malaysia? Does emotional intelligence affects employees ‘ public presentations in commercial Bankss in Malaysia? How emotional intelligence affects employees ‘ public presentations in commercial Bankss in Malaysia. Is there any correlativity between emotional intelligence and employees ‘ public presentations in commercial Bankss in Malaysia?Research OBJECTIVESThe intent of this research is to analyze the determiners of the emotional intelligence on employees ‘ public presentations in commercial Bankss, where the research population chiefly focuses on work forces and adult females who are the employees working in the Bankss. The aims of the research are stated as below: 1: To analyze if there is a relationship between emotional intelligence and employees ‘ public presentations in commercial Bankss in Malaysia. 2: To analyze if emotional intelligence affects employees ‘ public presentations in commercial Bankss in Malaysia. 3: To analyze how emotional intelligence affects employees ‘ public presentations in commercial Bankss in Malaysia. 4: To analyze if there is any correlativity between emotional intelligence and employees ‘ public presentations in commercial Bankss in Malaysia.Significance OF THE STUDYThis survey will assist commercial Bankss to understand the important function emotional intelligence dramas in their Bankss. It will demo that Emotional Quotient is every bit of import with Intelligence Quotient in the workplace. By utilizing emotional intelligence appraisal tools, they would let human resource sections to hold information to endorse up their sentiments and thoughts that are based on logical thought for utilizing emotional intelligence when looking for new employees. Commercial Bankss can foreground the leaders within the workplace and can understand how they contribute to the organisational environment. Besides that, this paper will besides give the commercial Bankss thoughts about the importance and effects of high degrees of emotional intelligence in the current employees. This survey will demo how people with different degrees of emotional intelligence can act upon their public presentations in the commercial Bankss. The survey will besides give directors of the commercial Bankss thoughts about who they should enroll. Grades are an of import thing to look at in freshly graduated pupils, their emotional intelligence abilities should besides be evaluated during the hiring procedure. Too many fantastic alumnuss are overlooked because their classs were non converting but they were involved in a figure of excess school activities that besides took up some of their survey clip to assist profit their school environment. It is of import to observe that the current manner that many organisations hire their employees is flawed and needs betterment. Enrolling for employees with high degrees of emotional intelligence should go an recognized pattern in commercial Bankss because making so would assist in the development of new leading within those commercial Bankss. This would bring forth happy employees and higher keeping rates. Emotional intelligence consciousness and action taken in commercial Bankss would profit them greatly over clip.BRIEF RESEARCH METHODOLOGYResearch Methodology presents the overview of the research methods that will be carried out in the Chapter 4 in deepness. It sets forth a description of theoretical model, hypotheses development, trying design, informations aggregation, every bit good as account of the processs for analysing informations, which refers to data analysis. The independent and dependent variables are shown below. Independent VariablesSelf-awarenessEmployees ‘ Performances in Commercial BanksSelf-regulationSelf-motivationEmpathySocial-skillAdaptabilityStress ManagementDependent Variable The development of questionnaires and measurings are largely in Likert graduated table and Itemized evaluation graduated table. Sampling program is based on 200 respondents of those employees working in commercial Bankss. Data aggregation techniques is based on ego administered and web enable study instrument. Data analysis techniques which include descriptive analysis and correlativity analysis are besides being discussed in that chapter of surveies.DEFINITION OF TERMSFor the intent of uniformity and lucidity, the undermentioned footings are defined in relation to their usage in the survey. Understanding the nomenclature is of import to better understanding the information that follows. Emotional Intelligence: â€Å" The ability, capacity, accomplishment, or self-perceived ability to place, buttocks, and pull off the emotions of one ‘s ego, of others, and of groups † ( Goleman, 1998 ) . Self-awareness: â€Å" The ability to acknowledge and understand your tempers, emotions, and thrusts, every bit good as their consequence on others † ( Goleman, 1998 ) . Self-regulation: â€Å" The ability to command or airt riotous urges and tempers and the leaning to suspend opinion – to believe before moving † ( Goleman, 1998 ) . Self-motivation: â€Å" A passion to work for grounds that go beyond money or position and a leaning to prosecute ends with energy and continuity † ( Goleman, 1998 ) . Empathy: â€Å" The ability to understand the emotional make-up of other people and skill in handling people harmonizing to their emotional reactions † ( Goleman, 1998 ) . Social-skill: â€Å" Proficiency in pull offing relationship and edifice webs and an ability to happen common land and construct resonance † ( Goleman, 1998 ) .Adaptability: â€Å"Stress Management: â€Å"ORGANIZATION OF THE STUDYThis undertaking has been arranged steadily. I have organized the information of this undertaking decently and as it has been requested so that readers will be able to construe the findings clearly.Chapter 1: IntroductionThis chapter states a brief debut of emotional intelligence. This subdivision is composed of background of the survey, job statement, research aims, and research inquiries, significance of survey and the definition of footings. These subdivisions are discussed in inside informations which would procure a brief preliminary apprehension sing the research subject.Chapter 2: Literature ReappraisalThis chapter carries out the extended literature reviews that stress on the survey of the determiners of Emotional Intelligence to reexamine t he related surveies. Apart from that, past researches which are closely related to the research subject will be discussed exhaustively.Chapter 3: Research MethodologyIn this chapter, a further inside informations and methodological analysis of this undertaking will be clarified. Hypothesiss will be developed based on the independent and dependent variables. In this instance, the dependant variable is the employees ‘ public presentations while the independent variables are Self-awareness, Self-regulation, Self-motivation, Empathy and Social-skill. Data aggregation method and research design are bound to be discussed in this chapter every bit good. Besides, informations analysis techniques will be discussed in this chapter along with subdivisions addressed before this subdivision.Chapter 4: Datas AnalysisThis chapter will go on with the information analysis. This is where will be goodness of step ; that is the questionnaire is valid or non to the hypotheses proving and will reas on it in a sum-up.Chapter 5: DiscussionThe last chapter will be the treatment and recommendation. This is where the decision and sum-up of what have been discussed in the earlier chapters. There will be parts included in this concluding chapter such as deduction of the survey, restriction of the survey and suggestion for future research. Flowed by overall decision from what has been happening in this undertaking.

Ancient Egyptian Art & Architecture Essay

Due to the scarcity of wood the two predominant building materials used in ancient Egypt were sun-baked mud bricks and stone, mainly limestone but also sandstone and granite in considerable quantities. From the Old Kingdom onward, stone was generally reserved for tombs and temples, while bricks were used even for royal palaces, fortresses, the walls of temple precincts and towns, and for subsidiary buildings in temple complexes. The core of the pyramids came from stone quarried in the area already while the limestone, now eroded away, that was used to face the pyramids came from the other side of the Nile River and had to be quarried, ferried across, and cut during the dry season before they could be pulled into place on the pyramid. Ancient Egyptian houses were made out of mud collected from the Nile river. It was placed in molds and left to dry in the hot sun to harden for use in construction. Many Egyptian towns have disappeared because they were situated near the cultivated area of the Nile Valley and were flooded as the river bed slowly rose during the millennia, or the mud bricks of which they were built were used by peasants as fertilizer. Others are inaccessible (unapproachable), new buildings having been erected on ancient ones. Fortunately, the dry, hot climate of Egypt preserved some mud brick structures. Examples include the village Deir al-Madinah, the Middle Kingdom town at Kahun, and the fortresses at Buhen and Mirgissa. Also, many temples and tombs have survived because they were built on high ground unaffected by the Nile flood and were constructed of stone. Thus, our understanding of ancient Egyptian architecture is based mainly on religious monuments, massive structures characterized by thick, sloping walls with few openings, possibly echoing a method of construction used to obtain stability in mud walls. In a similar manner, the incised and flatly modeled surface adornment (decoration) of the stone buildings may have derived from mud wall ornamentation. Although the use of the arch was developed during the fourth dynasty, all monumental buildings are post and lintel constructions, with flat roofs constructed of huge stone blocks supported by the external walls and the closely spaced columns. Exterior and interior walls, as well as the columns and piers (landing place) were covered with hieroglyphic and pictorial (symbolic) frescoes and carvings painted in brilliant colors. Many motifs (design) of Egyptian ornamentation are symbolic, such as the scarab or sacred beetle, the solar disk and the vulture. Other common motifs include palm leaves, the papyrus plant, and the buds and flowers of the lotus. Hieroglyphs were inscribed for decorative purposes as well as to record historic events or spells. In addition, these pictorial frescoes and carvings allow us to understand how the Ancient Egyptians lived, statuses, wars that were fought and their beliefs. This was especially true when exploring the tombs of Ancient Egyptian officials in recent years. Ancient Egyptian temples were aligned with astronomically significant events, such as solstices and equinoxes, requiring precise (accurate) measurements at the moment of the particular event. Measurements at the most significant temples may have been ceremonially undertaken by the Pharaoh himself. Art Forms: Ancient Egyptian art forms are characterized by regularity and detailed depiction of gods, human beings, heroic battles, and nature, and were intended to provide solace to the deceased in the afterlife. Egyptian art in all forms obeyed one law: the mode of representing Pharaohs, gods, man, nature and the environment. Ancient Egyptian art displays an extraordinarily vivid representation of the Ancient Egyptian’s socioeconomic status and belief systems. Architecture: Ancient Egyptian architects used sun-dried and kiln-baked bricks, fine sandstone, limestone and granite. Hieroglyphic and pictorial carvings in brilliant colors were abundantly used to decorate Egyptian structures. Papyrus: Papyrus is a plant. Papyrus was used by ancient Egyptians for writing and painting. Papyrus texts illustrate all dimensions of ancient Egyptian life and include literary, religious, historical and administrative documents. Pottery: Ancient Egyptians used steatite (some varieties were called soapstone). Different types of pottery items were deposited in tombs of the dead. Some such pottery items represented interior parts of the body, like the lungs, the liver and smaller intestines, which were removed before embalming (the art and science of temporarily preserving human remains). Sculpture: The ancient art of Egyptian sculpture evolved to represent the ancient Egyptian gods, Pharaohs, and the kings and queens, in physical form. Very strict conventions were followed while crafting statues: male statues were darker than the female ones; in seated statues, hands were required to be placed on knees and specific rules governed appearance of every Egyptian god. Egyptian Art Ancient Egyptian art is the painting, sculpture, architecture and other arts produced by the civilization in the lower Nile Valley from 5000 BC to 300 AD. Ancient Egyptian art reached a high level in painting and sculpture, and was both highly stylized and symbolic. Much of the surviving art comes from tombs and monuments and thus there is an emphasis on life after death and the preservation of knowledge of the past. The quality of observation and execution started at a high level and remained near that level throughout the 2nd and 3rd dynasty. Paintings: Egyptian painting is said to be one of the most unique and mysterious attributes of Egypt. Egyptian painting is not oil-based or fresco-based, it is tempura-based. All Egyptian reliefs were painted on a flat surface. Pigments were mostly mineral, chosen to withstand strong sunlight without fading. The binding medium used in painting remains unclear. After painting, a varnish or resin was usually applied as a protective coating. The paintings were often made with the intent of making a pleasant afterlife for the deceased. Some tomb paintings show activities that the deceased were involved in when they were alive and wished to carry on doing for eternity. Egyptian paintings are painted in such a way to show a profile view and a side view of the animal or person. Periods in Art: The Ancient Egyptian art style is known as Amarna art. It was characterized by a sense of movement and activity in images. Also, the human body is portrayed differently in Amarna style artwork than Egyptian art on the whole. Faces are still shown exclusively in profile.