Power in Language and Culture Essay Example for Free

Power in Language and Culture Essay Power is considered to be the anthem of success-whoever holds power holds ascendancy over the society. However, whomever has ascendency over that society has to have means of communicating to the inferior. The way rulers communicate to their inferiors is a key part of society, and dictates the syntax of the language. Therefore power reflects on the flexibility and structure of the language. In Mrs. Bradys class lectures describing The History of the English language she states that before Viking invasions the Pagan Anglo-Saxon language consisted mainly of religious, domestic and mundane words such as fork, mile, table, alter, mass and chool. In 1066 A. D Norman Vikings overtook the society and added new words such as scream, take and skull these words allowed for aggression in the culture. Along with the aggressive word change the Vikings also degraded Anglo-Saxon words creating synonyms that now have a more powerful meaning for example the Anglo- Saxon word wish and the Norman word want. Customarily the Vikings were very hostile and aggressive people and their contributions to the English language reflect their virulent ways. The Vikings were able to harness their power to create a lasting nfluence on the language and culture of the inferior societies they overtook. Modern English is currently the connecting language used world-wide to communicate. It is described as dominate for many reasons in The Mother Tongue. A specific example given by Bill Bryson is a ited factor in setting English apart from other languages is flexibility. In the United States, Americans give respect where it is needed; there is no hierarchy where respect or a certain dialect is required to talk to another person. The fact that American culture is not based around power allows the language to have versatility. The government is people-based; the power granted to Americans through the constitution allows for variety and freedom of speech. For example female rights activists are able to speak o ut against misogynist beliefs. Though the power structure in America is composed of mostly men, women are unaffected by it, and are still able to speak out against the gender that makes up the majority of the government. American feminism is a prime example of how the power structure can have no effect on the language due to its basis on freedom and equality. In Outliers, chapter seven The Ethnic Theory of Plane Crashes, Malcom Gladwell describes the errible crash of Korean Airlines Flight 801 in 1997 caused by lack of communication through pilots. Unlike our American government Korea has different expectations for their language. It demands that members of higher rank be addressed properly. Not allowing for casual non-specific terms such as you. Koreans are obliged to be deferential toward their elders and superiors in a way that would be unnecessary in the U. S. Koreans must show respect for the people that hold power therefore speaking monotone causing serious situations to sound less urgent then they actually are. Another example of powers influence on language and culture is the example of Chris Langan vs. Robert Oppenheimer: Here we have two very brilliant young students, each of whom runs into a problem that imperils his college career. Langans mother has missed a deadline for his financial aid. Oppenheimer has tried to poison his tutor. To continue on, they are required to lead their cases to authority. sent to a psychiatrists. Oppenheimer and Langan might both be geniuses, but in other ways, they could not be more different (98). Oppenheimer grew up amongst a surplus of power, and so it affected the way that he spoke. He knew how to speak so hat he could get the most effect out of his words, and thus the power worked as an advantage to him and the way he uses language. Langan, in contrast, grew up extremely impoverished. He only had one set of clothes, his mother knew nothing about the way the world worked outside of their small town in Montana, and his step- father was an alcoholic and abuser. There was no positive form of power surrounding him, and thus his language skills were insufficient when he tried to convince his superiors to renew his scholarship. In social class structures there is power that either works to the advantage or disadvantage of the language. In George Orwells dystopian fiction novel 1984 the totalitarian government formats a society in which all members of the party are brain washed. In the appendix of the book Orwell discusses the importance the language, Newspeak, plays on the society. Euphony outweighed every consideration other than exactitude of meaning, (pg308) The language created by Ingsoc, called Newspeak, was used against the population in order to keep power. Newspeak was made up of doublethink words such as blackwhite and goodthink this made it impossible for the society to bond and connect with one another due to lack of cadence and meaning. Using language as a tool to control the culture rid society of their independence to think freely, ultimately turning them into mindless slaves of the government. A real-world example of a totalitarian societies control over language is Hitlers Nazi Germany. The Nazi regime aspired to inflict the same control over the people as Ingsoc did. In Mein Kampf Adolf Hitler states: The chief function of propaganda is to convince the masses, who slowness of understanding needs to be given time in order that they may absorb information; and only constant repetition will finally succeed in imprinting an idea on heir mind .. the slogan must of course be illustrated in many ways and from several angles, but in the end one must always return to the assertion of the same formula. The one will be rewarded by the surprising and almost incredible results that such a personal policy secures. Culturally, the Nazi regime was anti-modern. Censorship and propaganda ensured that Germans could only see what the Nazi hierarchy wanted people to see, hear what they wanted them to hear and read only what the Nazis deemed acceptable. Ultimately giving the Nazis full control over the mindset of their people. Forcing them to perceive that what they were doing was correct and thus socially acceptable. Moreover, whoever holds ascendancy over a culture has the ability to modify and manipulate the language however they want. Language can be used as a tool to gain power, or the people in power can use it as a tool to keep power. It can also be an effect rather than a cause; the way that power is exercised can have an indirect effect on the language. Whether direct or indirect, power has a lasting and critical impact on the language of any culture where a power structure is present.

Blackberry Case Study Essay Example for Free

Blackberry Case Study Essay Once the leader of mobile devices for business associates across the United States, in recent years BlackBerry has loss significant market share to its competitors such as Apple’s iPhone and Google’s Android. Struggling to keep afloat, although BlackBerry only holds five percent of the total mobile device industry, it still succeeds in its consulting business solutions that BlackBerry offers its clients. BlackBerry Business Solutions offers hardware, software, and applications to improve businesses’ performance in several industries such as healthcare, wholesale and retailing, pharmaceuticals, and financial services. The need for efficiency and access to data in the healthcare industry has recently become a standard protocol of how physicians and healthcare providers treat patients. Especially since the handheld electronic devices and e-commerce applications markets have been expanding rapidly, this trend has in turn provided an outlet of immediate access and diversity of physician-oriented applications available in the marketplace. Research conducted by Manhattan Research states, â€Å"more than 80 percent of U.S. physicians [have] smartphones [in] 2012up from 64 percent in 2009and half of that group will use their phones for patient care, administrative functions†¦Ã¢â‚¬  (Versel). BlackBerry has recognized these needs from the healthcare industry providing unique and customizable solutions to various clients’ problems by providing them with solutions and applications offered by their 70+ Healthcare ISV (independent software vendor) partners (Partner Solutions). BlackBerry has distinguished their business model by, â€Å"still dominat[ing] among physicians and healthcare application developers, through the iPhone and Google Android are closing the gap quickly†¦Ã¢â‚¬  (Versel). BlackBerry can see their successes throughout the entire healthcare continuum by offering e-commerce solutions that improve business and clinical performance across several categories within the healthcare industry which differentiate the services the can offer various businesses than Apple and Android. For instance, Mercy Health Partners, a conglomerate of 30+ hospitals across four states, needed to be able to provide immediate mobile access to patient records and clinical information at the bedside so physicians can more efficiently manage patient care (BlackBerry). BlackBerry Business Solutions were able to uniquely assess Mercy Health Partner’s needs and expand their health information systems by offering an e-commerce application called Clinical Xpert Navigator provided by on of their partners, Thompson Healthcare (BlackBerry). The Clinical Xpert Navigator gave Mercy a way to access and securely deliver patient information such as patient medications lists, transcribed report, lab results, and electronic health records at their various locations and right at their patients bedside tables. As a customer, Mercy Health Partners received an exclusive BlackBerry Enterprise Solution as apart of their business solutions model, which ran on BlackBerry smartphones and tablets making it a cost-effective use of their technology. This cost efficiency has in turn resulted in benefits seen in both Mercy Health Partners’ business performances but also their clinical patient care performance. The necessity for time in today’s society is critical for any industry. BlackBerry’s Business Solutions offer clients within the healthcare industry more time through e-commerce applications that directly improves the quality of care, access to care, and continuous care they can ultimately offer their patients in need and help save more lives. http://www.itproportal.com/2012/03/30/iphones-share-us-smartphone-market-very-close-android/ http://sg.blackberry.com/newsroom/success/Mercy_BCS.pdf

Relationship Between Emotional Intelligence and Achievement

Relationship Between Emotional Intelligence and Achievement Present study was conducted to find out the relationship between emotional intelligence and optimism with academic achievement in A level students. A sample of 50 students in which 25 girls and 25 boys, age ranged from 16 to 20 years were taken from 3 schools. They completed two questionnaire Life Orientation Test-Revised and Schutte Self Report Emotional Intelligence Test. And Academic Achievement was measured through grades of the students from their school record. Pearson correlation and t-test was applied on data that revealed 1) highly significant relationship between emotional intelligence, optimism and academic achievement. 2) There is no significant gender difference on the scales of Life Orientation Test-Revised and Schutte Self Report Emotional Intelligence Test. Findings showed that there is a positive relationship of emotional intelligence and optimism with academic achievement thus it is important for the parents and the teachers to make the children learn to be optimist ic and learn to control and manage their emotions as well. Introduction This research aims to find the relation of emotional intelligence and optimism with academic achievement among students of (A levels) higher secondary school. Academic achievement only did not depict that the student is emotionally intelligent or optimistic and can do well in all phases of life. Traditionally an individuals smartness is measured in terms of his or her IQ, it is assumed that professionals and experts have high IQ, however IQ serves as only the index of numerical and analytical ability, it has little or no significance with success in professional and personal life because according to Goleman (1995) IQ alone is no more the measure for success; emotional intelligence, social intelligence, and luck also play a big role in a persons success, it is the Emotional Intelligence which turns the human being into a successful and prosperous because they knew their emotions and can identify others as well and able to manipulate them or control them in better way and if the person is optimistic then his/her optimistic thinking and emotional intelligence will definitely escorts him/her to successful life, accordingly this research aspires to stumble on the relation of emotional intelligence and optimism with academic achievement. Emotional intelligence (EI) can be defined as; it is being able to monitor our own and others feelings and emotions, to discriminate among them, and to use this to guide our thinking and actions (Salovey Mayer, 1990). The attribute of EI is essentially comprised of four basic components; the ability to recognize and express emotion; being able to access and utilize emotions to enable thought; the ability to understand emotions; and to manage emotions. The emotionally intelligent person is skilled in four areas: identifying, using, understanding and regulating emotions (Salovey Mayer, 1993). Then it can be said that success depends on several intelligences and on the control of emotions. John Mayer and Peter Salovey (1990) found that some people were better than others at things like identifying their own feelings, identifying the feelings of others, and solving problems involving emotional issues. According to them EI is a true form of intelligence which has not been scientifically measured. They proposed that emotional intelligence deals with the emotions in a way that if someone is emotionally intelligent he/she will be better able to manage his/her emotions and integrate them. According to Cooper and Sawaf (1997), emotional intelligence is the ability to logically manage the emotions, understands and to applies these controlled and managed emotions to connect and influence. These authors lay more emphasis on the application part of EI in organizations. In simple words emotional intelligence is using your emotions intelligently. The first step to this would be recognizing and understanding your emotions. For example, if your boss screams at you in office today because you came in late, coming home and screaming at your kids would not be the best thing to do. It will just keep the negative feeling floating from one persons head to another. An emotionally intelligent person in this situation would first recognize that he is angry because his boss yelled at him. Dr. Goleman (1999) asserts that awareness of our feelings also enables us to perceive the feelings of others accurately -to be empathetic, to feel with another person. In this case, understanding that your boss yelled because you came late, will make you realize that being on time will make things better. Thus, dealing with our emotions rationally and intelligently will make events better. When psychologists began to write and think about intelligence, they focused on cognitive aspects, such as memory and problem-solving. (Cherniss, 2000). However, there were researchers who recognized early on that the non-cognitive aspects were also important. For instance, David Wechsler defined intelligence as the aggregate or global capacity of the individual to act purposefully, to think rationally, and to deal effectively with his environment (Wechsler, 1958) as cited in (Cherniss, 2000). Wechsler referred to non-intellectiveËœ as well as intellectiveËœ by which he meant affective, personal, and social factors. Wechsler was not the only researcher who saw non-cognitive aspects of intelligence to be important for adaptation and success. Robert Thorndike as cited in (Cherniss, 2000), to take another example, was writing about social intelligenceËœ in the late thirties (Thorndike Stein, 1937). Unfortunately, the work of these early pioneers was largely forg otten or overlooked until 1983 when Howard Gardner as cited in (Cherniss, 2000), began to write about multiple intelligence. Gardner (1983) proposed that intrapersonal and interpersonal intelligences are as important as the type of intelligence typically measured by IQ. Academic achievement is the ability to analyze, synthesize, and evaluate information, effectively communicate with others, proficient in science, mathematics, computer/technical skills, foreign languages, as well as history, geography, and global awareness, capable of collaboratively working in culturally diverse settings, leaders who see projects through to completion, responsible decision makers who are self-motivated and active political participants and ethical individuals who are committed to their families, communities, and colleagues (Nidds McGerald, 1996). The relationship of emotional intelligence and academic achievement can be depicted from this study conducted by Elias, M. J., Gara, M., Schuyler, T., Brandon-Muller, L. R., Sayette, M. A (1991) that the teaching emotional and social skills is very important at school, it can affect academic achievement positively not only during the year they are taught, but during the years that follow as well. Teaching these skills has a long-term effect on achievement. Emotional intelligence effects the academic achievement in positive ways and it remains with the individual by the end of life. The emotions, feelings, and values are vital for a persons well being and achievement in life (Ediger, 1997). Quality emotions and feelings help students give their best potential in the classroom. The students who are aversive and think negatively cannot concentrate for a long time and have more difficulty in reaching their potential than others. Abdullah, Maria., Chong., Elias, Habibah., Mahyuddin., Rahil., Uli., Jegak (2004) conducted research to examine students overall level of EQ. Research findings indicate that there is positive relationship between EQ and academic achievement. The students positive relationship with academic achievement indicated that if the student performed better on his/her academics then he/she will be emotionally intelligent too. And the other finding of this study is the students have negative relationship of EQ with the negative affect (anger, frustration and anxiety) which showed that the students with high EQ have low negative affect or negative relationship with negative affect (anger, frustration and anxiety). Natalio. E. A., Durà ¡n, L. R (2006) examined the relationships between perceived emotional intelligence (PEI), dispositional optimism/pessimism and psychological adjustment (perceived stress and life satisfaction. Findings confirmed that emotional clarity and mood repair are significant in predicting perceived stress and life satisfaction after the influence of optimism/pessimism were controlled. Thus this research predicted that adolescents with high perceptions of emotional abilities (in particular, high clarity and repair) generally show higher life satisfaction and lower perceived stress. Moreover, to some degree, this effect might be considered as independent from their own optimistic or pessimistic dispositions. James, D. A., Parker, R. E., Creque, D. L., Barnhart, J. I., Harris, S. A., Majeski, L. M. (2004) found the relationship between emotional intelligence and academic achievement in high school Trent university Peterborough. Variables were compared in (highly successful students, moderately successful, and less successful based on grade-point-average for the year), academic success was strongly associated with several dimensions of emotional intelligence. Considering that EI can be a potential determinant of achievement in working life, thus the study aims to determine if there is any significant difference in EI of the local and foreign students, if the emotional intelligence effect the academic achievement and it also differs in local and foreign students. This study reveals that people be evaluated on their own merit of emotional intelligence rather their academic success (James Irene, 2003). Empirical research has produced evidence suggesting that the ability to assess, regulate and utilize emotions (i.e. emotional intelligence) is important to the performance of workers, study reveals that the potential for enhanced emotional capabilities could be improved and there is strong relationship of emotional intelligence and academic achievement (Jaeger, 2003). The Oxford Dictionary of English defines optimism as hopefulness and confidence about the future or the success of something. Optimism is a state where people believe that there are more chances of things going well and good, rather than their going bad. According to Seligman (1991) optimism is: Changing the destructive things you say to yourself when you experience the setbacks that life deals us, is the central skill of optimism. Optimism can also be defined as the tendency to believe that one will generally experience good versus bad outcomes in life (Scheier Carver, 1987). It is the mental state wherein people believe that things are more likely to go well for them than go badly, it is always expecting good for the future and having faith on ones ownself. Seligman (1991) views that optimism is a belief that the actions of individual matters. Optimism is an explanatory style, and individual with this style or optimistic individuals 1) see that the causes of good events in life are permanent (e.g., due to their abilities, their traits and their genes etc.) and bad events have their causes as temporarily, (2) they generalized good events instead of bad ones, (3) dont blame themselves for bad events instead see that good events are because of them (Gatz, 1998). The main advantages of optimism may be found in increasing persistence and commitment during the phase of action toward a chosen goal, and in improving the ability to tolerate uncontrollable suffering. References and further reading may be available for this article. To view references and further reading you must purchase Optimism is another emotional competence that leads to increased productivity. Optimistic individuals when have confidence on themselves and have good expectations and hope, it will increase the performance in better way, optimistic individuals can better deals with life stressors, when these stressors could not effect their good performance the productivity or achievement in any phase of life will increase. (Seligman, 1990). On the whole, research on optimism indicates that a positive orientation toward life leads to managing difficult situations with less subjective stress and less negative impact on physical well-being. Optimists generally accept reality more readily and try to take active and constructive steps to solve their problems, whereas pessimists are more likely to engage in escape and tend to give up in their efforts to achieve goals (Scheier Carver, 1992). Another debate regarding optimism is that whether it can or cannot be learned. Several researches show that optimism is a way of thinking that can be learned. Seligman (1991), in his book, Learned Optimism told that optimism can be learned. Researches support the theory that being optimistic has many benefits, and that being pessimistic has many costs, on a persons overall quality of life (McCambridge, Strang, Butler, Keaney, Anderson, 2006). According to another study, optimism leads to better academic performance as optimistic individuals can better deal with the stressors and thus they give better results (Whipple, Gootman, 2001). In one study conducted on optimism it is noted that optimism and thinking are positively related with problem solving, optimistic person tackle situation in a better way and find out better solution (Schwarz, Tesser, 2001). In another study conducted by Merrell (2001) it is proved that an optimistic person can better cope with difficulties and is more flexible and durable in bad situations and hardships of life then a pessimistic person (Merrell, 2001). Research shows that optimist people can better deal with failure, firstly because they think of failure as something that can be changed and secondly they can manage stress and rise better from hardships (Whipple, Gootman, 2001). Page and Wayne (2007) found that academic optimism is a school characteristic that predicts student achievement even controlling for socioeconomic status. The study presented that positive psychology variables (hope, optimism, mindfulness) are stronger in high achieving students than in low achieving students. (Pajares, 2001). Nonis, A. S. Wright, D (2003) investigated that student performance has become an increasingly important topic in higher education, the study aimed to discover that to what extent student ability, achievement, striv1ing and situational optimism influence performance outcomes and to investigate the interactive effects of ability and achievement as well as situational optimism on student performance outcomes. In educational institutions, success is measured by academic performance, or how well a student meets standards set out by local government and the institution itself. In academic achievement students performance will be measured through grades of a year. Academic achievement is defined as the quality and quantity of a students work. The study aims to measure the academic achievement in terms of emotional intelligence and optimism, for this purpose the sample will be taken from the higher Secondary School students of A levels. A levels is considered the alternative qualification in Pakistan. Most common alternative qualification is the General Certificate of Education or GCE, where HSSC is replaced with Advanced Level or A Level respectively. GCE AS/A Level are managed by British examination boards of Cambridge Assessment or CIE of the company of University of Cambridge Local Examinations Syndicate or UCLES. Another British examination board that offers GCE AS/A Level is Edexcel of the company of Pearson PLC. However, CIE qualifications of GCE are much preferred option than those of Edexcel. These qualifications are coming to be more respected socially and in terms of job employment. In Pakistan the most of the students are in schools which are SCC or HSSC but for few years people who are stable financially prefe rred the alternative qualification system because there is a big difference in both school systems, from courses to extracurricular activities, even teaching style is different and most of the population of Pakistan belongs to the middle class so people cannot afford their children to be in O/A levels. Academic success is important because it is strongly linked to the positive outcomes value for children. Research shows that adults with high levels of education are more likely to be employed, and to earn higher salaries (National Center for Education Statistics, 2001; U.S. Department of Commerce, Bureau of the Census, 1999). Newhouse Beegle (2005) evaluated the impact of school type on academic achievement of junior secondary school students in Indonesia. The findings are from Indonesia showed that private schools provide with children the best education and put more effort in the studies of children. In the present study sample is from the private (British school), emotional intelligence and optimism will be measured from the participants from these schools. Research also shows that people who are academically successful are more stable in their employment; more likely to have health insurance; are less dependent on public assistance; are less likely to engage in criminal activity; are more active as citizens and charitable volunteers; and are healthier (National Alliance of Business, 1998). Researchers have been challenged to go beyond socioeconomic status in the search for school level characteristics that make a difference in student achievement. The purpose of the study was to identify a new construct academic optimism that is having a positive attitude towards the academic achievement and towards education and then explain the student achievement while controlling socioeconomic status (Hoy et al, 2006). Rationale A level students are mostly at the age of adolescent which is the peak time to decide their career and personality development is completing and they are going through lots of emotional disturbances because there is a lot of studies pressure which can lead to depression and low self-esteem and sometimes resulted in suicide so the study will help to understand that being positive and emotionally intelligent students will be booming in academic achievement. It will provide the level of optimism in A level students that can help teachers and parents to develop optimism in their adolescents because optimism is not always inborn, it can b erudite as well. It will reveal the relationship of optimism, emotional intelligence and academic achievement to facilitate the students opt their line of business prospects, and career selection. A levels students are taken as a sample because of their more or less same socio economic status. Hypotheses The study hypothesized that: There is a positive correlation between emotional intelligence and optimism with academic achievement. The more higher the emotional intelligence and optimism the greater will be the academic achievement. Method Participants For the present study Purposive sampling technique was used for the sample selection, the sample consisted of the 45 girls and boys in equal number from the British schools (Cambridge board and Edexcel affiliated schools) of Rawalpindi. Data was collected from three schools including Froebels, Saint Marry and Roots School System. All the students of A Levels from these schools were taken as the sample and the age of participants ranged from 16-20 years. Inclusion Criteria All the adolescents age ranging from 16 22 years and students of A levels were the part of the study. New inductions or the students at least in school for more than one year were also included in the sample. Exclusion Criteria Adolescents with any disability (mental or physical) and below age 16 years or above 20 years were not included in the study. Instrument The protocol consists of the following: Data Demographic Sheet Schutte Self Report Emotional Intelligence Test (Schutte, Malouff and Bhullar, 1998) Life Orientation Test ( Scheier, Carver and Bridges, 1994) Data Demographic Sheet Demographic data was collected in terms of age, gender, school, main subject, favourite Subject, extracurricular activities, birth order and personal evaluation for academic achievement. Schutte Self Report Emotional Intelligence Test (SSEIT) (Schutte, Malouff and Bhullar, 1998) In the present study emotional intelligence was operationally defined in terms of scores on the Schutte Self Report Emotional Intelligence Test, where high scores indicate more characteristic of emotional intelligence and low scores indicate that the person is not much emotionally intelligent. Schutte self report emotional intelligence scale is a 33 item self report measure of emotional intelligence developed by Nicola S. Schutte, John M. Malouff and Navjot Bhullar in 1998. Schutte self report emotional intelligence scale (SSEIT) is based on Salovey and Mayers (1990) original model of emotional intelligence. This model comprised of four basic components; the ability to recognize and express emotion; being able to access and utilize emotions to enable thought; the ability to understand emotions; and to manage emotions. The most widely used subscales derived from the 33 item Assessing Emotion Scale are those based on four factors. Which were described as: perception of emotion, managing emotions in the self. Social skills or managing others emotions and d utilizing emotion. The items comprising the subscales based on these factors are: perception of emotion (items 5, 9, 15, 18, 19, 22, 25, 29, 32, 33), managing emotions in the self. Social skills or managing others emotions (items 2, 3, 10, 12, 14, 21, 23, 28, 31) and utilizing emotion (items 6, 7, 8, 17, 20, 27). All items are included in one of these subscales. Respondents rate themselves on the item using the five point scale. Respondents require average five minutes to complete the scale. Total scale score are calculated by reverse scoring item 5, 28 and 33, and then summing all items. Scores can range from 33 to 165, with higher scoring indicate more characteristic emotional intelligence. The items for the original Assessing Emotions Scale were in English (Schutte et al, 1998) and most studies utilizing the scale have used the English language version of the scale. In the present study the original English language version was used. Life Orientation Test (LOT) (Scheier, Carver and Bridges, 1994) In the present study Life Orientation Test is operationally defined in terms of Life Orientation Test where high scores indicate that there is more optimism and low scores indicate the pessimism. Life orientation test is the 10 item test developed by Michael F. Scheier, Charlse S. Carver and Michael W. Bridges in 1994. Respondents rate themselves on the item using the five point scale (1-5). Respondents require average five minutes to complete the scale. Total scale score are calculated by reverse scoring item 3, 7 and 9, and then summing all items. Scores can range from 10 to 50, with higher scoring indicate more optimism. In the present study the original English language version was used. Academic Achievement Academic achievement was measured through the grades of the participants of their last semester; all the schools included in the study had the same grading system of Cambridge System and Edexcel. The division of grades according to the percentages are given below: A* = Above 90% A = 80 89% B = 70 79% All the participants fall between these grades. No participant was below 70%. Procedure Data was collected from the British schools of Rawalpindi, three schools including Froebels, Saint Marry and Roots School System. For the purpose of collecting data consent was taken from the school authorities and the purpose of the study was explained to them (school administration). After getting their approval, reference letters were taken for their schools. Consent from participants was taken after explaining them about the nature and purpose of study. Pilot study was done in the school Froebels to check the reliability of both scales Schutte self report emotional intelligence scale (r = .72) and life orientation test (r = .67). Six students were included in the pilot study. After the pilot study the reliability obtained from questionnaires showed that the questionnaires are reliable then data collection process was started. Participants were taken from the British schools of Rawalpindi with the help of respected coordinator of A levels. Participants were given verbal instruction regarding questionnaires, and they were provided with two questionnaires (SSEIT, LOT-R and demographic sheet) and their questions about topic were answered. Average time taken by participants to fill the questionnaire was about 15 minutes. After the completion of the data collection the grades of the each participant of their last semester were taken from their school record with the permission of the school authorities. Data collection was completed in about 20 days. After data collection, data was entered in Statistical Package for Social Sciences (SPSS 0.13) and analyzed the data i.e. frequencies, percentages, pearson correlation and t-test was applied on the data. Results Study was conducted to find out the relationship between emotional intelligence and optimism with academic achievement. A sample of 50 A level students (both girls and boys=25) were selected from 3 schools of Rawalpindi, and protocols were administered on them. Then the data collected was analyzed in SPSS. For this purpose Pearson correlation was used. And also to see whether there is any Gender difference regarding variables of optimism and emotional intelligence in the data independent sample t-test was applied. Table 1 Frequency and Percentage of demographic variable. (N = 50) Table shows frequency and percentage of participants according to demographic variables of age, gender school name and grades. Table 2 Frequency and percentage of demographic variables in terms of main subject, personal evaluation of grades and extracurricular activities. (N = 50) Table shows frequency and percentage of participants according to demographic variables of main subject, personal evaluation of grades and extracurricular activities. Table 3 Pearson Correlation between Life Orientation Test-Revised (LOT-R), Schutte Self Report Emotional Intelligence (SSEIT) and Academic Achievement. Table shows person co-relation (two-tailed level) between optimism, emotional intelligence, academic achievement and sub scales of emotional intelligence (perception of emotion, managing emotion in self and utilizing emotion). Relationship between the optimism and academic achievement is significantly positive (r=.322*, pà ¢Ã¢â‚¬ °Ã‚ ¤ .05). Relationship between optimism and emotional intelligence is significant and positive (r=.367**, pà ¢Ã¢â‚¬ °Ã‚ ¤0.01). Relationship between emotional intelligence and academic achievement is also positive and significant (r=.421**, pà ¢Ã¢â‚¬ °Ã‚ ¤0.01). Table 4 Table shows that there is no significant difference in level of optimism in girls and boys. It showed that on average scores on life orientation scale (measuring optimism) have no considerable gender differences. Table 5 Table shows that there is no significant difference in level of optimism in girls and boys. It showed that on average scores on Schutte Self Report Emotional Intelligence Test (emotional intelligence) have no considerable gender differences. Table 6 Table shows that the students with A* grades 15(30%) were above average which indicates that the students are more optimistic than the students with B grade 1(2%) 0f average and (0%) of above average. A graders are only (8%) above average, which means more optimistic students perform well in academics. Table 7 Table shows that the students with A* grades 17(34%) were above average which indicates that the students are more emotionally intelligent than the students with B grade 1(2%) 0f average and (0%) of above average. A graders are only 6(12%) above average, which means more emotionally intelligent students perform well in academics. Discussion The present study examined relationship of emotional intelligence and optimism with academic achievement in A level students. Main objectives of the study were to find out the relationship of emotional intelligence and optimism with academic achievement in A level students that whether the student achieving high grades is emotionally intelligent and optimistic. To accomplish the objective fifty Students were selected from three different schools of Rawalpindi, both girls and boys. And they completed the protocols (Schutte Self Report Emotional Intelligence Test and Life Orientation Test-Revise). Results indicate the relationship of emotional intelligence and optimism with academic achievement. Table demonstrates that emotional intelligence and optimism has a significant relationship with academic achievement. It means that if emotional intelligence and optimism is high in students it would result in better positive academic achievement. If the student is emotionally intelligent and optimistic then he or she will excel in his academics. Results showed the positive relationship of emotional intelligence and optimism with academic achievement that if the student is performing well in academics he/she is emotionally intelligent and optimistic. Relationship is also been proved with the previous research, Abdullah et al (2004) found the positive relationship between EQ and academic achievement. Another study examined that the emotions, feelings, and values are vital for a persons well being and achievement in life, and if these emotions are used in positive manner then it will lead to success. (Ediger, 1997). Abisamra (2000) found no significant relationship between emotional intelligence and academic achievement, the study was conducted on eleventh graders. Another study showed the positive relationship among emotional intelligence and academic achievement that students who score high on emotional intelligence tend to have good academic performance as compared to those who score low on emotional intelligence scale (Farooq, 2003). There is significantly positive relationship between emotional intelligence and academic achievement (r=.421**, pà ¢Ã¢â‚¬ °Ã‚ ¤0.01) which means the student doing well in his/her academics also sc ored high on emotional intelligence (see Table 3).   The relationship of optimism and academic achievement has also been proved with previous researches, optimism leads to better academic performance as optimistic individuals can better deal with the stressors and thus they give better results (Whipple, Gootman, 2001). Another study conducted by Pajares (2001) findings indicates that constructs like optimism drawn from positive psychology can help explain academic motivation and achievement. The optimistic student can better cope with his/her the daily stressors of academic life and have the positive expectations for the future, results showed the significantly positive relationship between optimism and academic achievement (r=.322*, pà ¢Ã¢â‚¬ °Ã‚ ¤0.05) (see Table 3). Results on gender difference indicated no significant difference in girls and boys. It reveals that no gender differences regarding emotional intelligence and optimism. T-test was applied to see the gender difference in data. It revealed the same results as concluded by the He

Evaluation of Mary Shelleys Frankenstein Essay -- Mary Shelley Franke

Evaluation of Mary Shelley's Frankenstein Form, Structure and Plot   Ã‚  Ã‚  Ã‚  Ã‚  Frankenstein, an epistolary novel by Mary Shelley, deals with epistemology, is divided into three volumes, each taking place at a distinct time. Volume I highlights the correspondence in letters between Robert Walton, an Arctic seafarer, and his sister, Margaret Saville. Walton's letters to Margaret basically explain his expedition at sea and introduce Victor Frankenstein, the protagonist of the novel. Volume II is essentially Frankenstein's narrative, told in his point of view, with much action, death, and many more characters. There are a few chapters within this volume in which the monster narrates his adventures while alone. Volume III displays Victor's death and the monsters portrayal as a desperate character. Robert Walton also writes one final letter to his sister, explaining the remainder of Victor's story. The story is written chronologically, but because Victor's narrative brings about a flashback, it seems as if Victor is found, then the story shifts ba ck in time to Victor?s youth and works its way back into present time. Volume I and Volume III are written in Walton?s perspective but Volume II is written mostly in Frankenstein's point of view. The work follows the patterns of an epistolary novel in that letters introduce the plot, the plot itself follows, and then letters to commence the plot end the story. The actual happenings of Frankenstein cover a two year period, but this does not include Victor?s narrative in Volume II. Characters   Ã‚  Ã‚  Ã‚  Ã‚  The characters that serve as narrators at some time during the story, Robert Walton Victor Frankenstein, and the daemon, may be considered believable. Walton describes his aspirations and limited findings, which lack room for inaccuracies. Frankenstein?s narrative, which seems somewhat farfetched at first with the introduction of the monster, proves itself as believable due to the raw emotions he expresses. The monster?s narrative is also believable because it just accounts for what he had done to fill time while alone in the woods.   Ã‚  Ã‚  Ã‚  Ã‚  Victor Frankenstein, one of the novel?s round characters, may be described as a creative, knowledgeable, and reserved man in his middle ages. The novel is unique in that Victor Frankenstein is both the protagonist and antagonist, consequentially creating a conflict of man versus himself. W... ...n my native   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  wood, nor known nor felt beyond the sensations of hunger, thirst, and   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  heat! Of what a strange nature is knowledge! (119).   Ã‚  Ã‚  Ã‚  Ã‚  The theme only heightens toward the end when Frankenstein sputters his dying words: ?Farewell, Walton! Seek happiness in tranquility and avoid ambition, even if it be the only apparently innocent one of distinguishing yourself in the science and discoveries. Yet why do I say this? I have myself been blasted in these hopes, yet another may succeed.? (215). It is only appropriate that his dying words confront the main them of the story. In essence, Frankenstein is confirming that knowledge is, in fact, dangerous, but even more dangerous is not pursuing knowledge for if one were to succeed, he would open that field up to all of mankind. Significance of Title There seems to be no true significance of the title Frankenstein. It seems merely to be named after the story?s main character, protagonist, antagonist, and, of course, its roundest character. Works Cited: Shelley, Mary Wollstonecraft. Frankenstein; or, The Modern Prometheus. Ed. D.L. Macdonald and Kathleen Scherf. Peterborough: Broadview Press, 1994.

A Comparison of A Midsummer Nights Dream and Romeo and Juliet Essay

Parallel Themes and Characters in A Midsummer Night's Dream and Romeo and Juliet Certain parallels can be drawn between William Shakespeare's plays, "A Midsummer Night's Dream", and "Romeo and Juliet". These parallels concern themes and prototypical Shakespearian character types. Both plays have a distinct pair of 'lovers', Hermia and Lysander, and Romeo and Juliet, respectively. Both plays could have also easily been tragedy or comedy with a few simple changes. A tragic play is a play in which one or more characters has a moral flaw that leads to his/her downfall. A comedic play has at least one humorous character, and a successful or happy ending. Comparing these two plays is useful to find how Shakespeare uses similar character types in a variety of plays, and the versatility of the themes which he uses. In "Romeo and Juliet", Juliet is young, "not yet fourteen", and she is beautiful, and Romeo's reaction after he sees her is, "O, she doth teach the torches to burn bright! It seems she hangs upon the cheek of night As a rich jewel in an Ethiop's ear Beauty to rich for use, for the earth too dear!" Juliet is al... ..., not because one character has a flaw, but both families have a flaw- pride. Prohibited love, romance, controlling families, both plays have it all. With a few simple modifications, "A Midsummer Night's Dream" could have been a tragedy, and "Romeo and Juliet" could have been a comedy. Shakespeare however, uses many of the same character types, young, prudent, rebellous lovers, and controling family members, in both comedies and tragedies. The end results are character molds, along with theme molds that can be easily translated into almost any plot, in any play.

Egypt :: essays research papers

Egypt   Ã‚  Ã‚  Ã‚  Ã‚  Egypt is a Middle Eastern country located in the northeast corner of Africa. A small part of Egypt, called the Sinai Peninsula, is located in Asia. Deserts cover most of Egypt, so it gets little rain, but the longest river in the world, the Nile River, flows through the desert and is key to living for many Egyptians. Almost all of Egypt’s population, about 99%, is located near the Nile or along the Suez Canal, another body of water important to Egyptian life, although together they cover only four percent of Egypt’s total land. The largest city, Cairo, has a population of about 6 million. About 10 million people live in the Cairo metropolitan area. Alexandria, a port city, is the second largest. Egyptian cities are extremely crowded and have inadequate public transportation, causing lots of traffic. They do have crowded streetcars and trains, though.   Ã‚  Ã‚  Ã‚  Ã‚  Many Egyptians consider themselves Arabs. The Bedouins, who are nomads, make up a distinct ethnic minority among the Arab population. Most have settled down on farms, but some tribes still wander. The major non-Arab minority are the Nubians. They originally lived in villages along the Nile in northern Sudan and the very bottom of Egypt, called the Nubian Valley. When the Aswan High Dam was constructed in the 1960’s, it forced the Nubians to move higher up on the Nile.   Ã‚  Ã‚  Ã‚  Ã‚  Arabic is the official language of Egypt. Regional Arabic dialects have their own variations of sounds and words. The most widely used dialect is that of Cairo’s. The Bedouin dialect is different from the settled residents of the Nile Valley. Some people in desert villages even speak Berber. Many educated Egyptians also speak English or French in addition to Arabic.   Ã‚  Ã‚  Ã‚  Ã‚  Egyptian city life is much different than its village life. City residents deal with normal city problems such as housing shortages and traffic. Most of city residents live in poverty, although others enjoy special conveniences and services. Villagers regularly live much like their ancestors did hundreds of years ago, getting by growing crops and tending animals.   Ã‚  Ã‚  Ã‚  Ã‚  Egyptian cities have a wide range of wealth. Good-looking residential areas exist near widespread slums. Lack of satisfactory housing is a major problem. Many people live together in small apartments. Others build makeshift huts on land that belongs to others, or on roofs of apartments. Some of Cairo’s poorest citizens take shelter in historic tombs on the outskirts of the city, in a place call the City of the Dead.

Impact of AIDS on Sub-Saharan Africa’s Economy

Sub-Saharan Africa is the part of the world most terribly influenced by AIDS.   By the end of 2004 it was estimated that twenty-six million inhabitants in Sub-Saharan Africa were suffering from AIDS. Approximately seven to eight per cent of the grown population is affected, with occurrence rates getting as high as forty per cent in a few countries.Females are strangely infected, with adolescent girls five times more prone than teenage boys to catch AIDS. In 2004 only, two million people expired of AIDS in Sub-Saharan Africa.However the epidemic has far stretched from its peak, since infectivity rates are still exceeded casualties from AIDS. Due to the gap between infectivity and successive death, we have until now to see the full impact of AIDS on Sub-Saharan Africa’s society as a whole.There have been differing opinions over how AIDS has affected the economic future of the African continent. Mixed messages on the true economic repercussions of the spread of the disease have contributed to a limited response, despite the inclusion of combating AIDS in the Millennium Development Goals (MDGs).One of the least studied but most significant areas of the epidemic's impact is rural agriculture. Though long de-prioritized, rural agriculture is a source of livelihood for millions on the African continent and is now again being perceived as a crucial contributor to economic growth and development by such organizations as the New Partnership for Africa's Development (NEPAD).Hunger, food aid and agricultural subsidies are all key elements of the current discourse on Africa in policy circles and in the media, but few studies have assessed the impact of AIDS on agriculture to push for specific interventions to mitigate the impact of the epidemic on rural agriculture.This disease has affected millions of people and since many of them are farmers therefore it has indirectly affected agriculture also. Since agriculture is a major source of capital for individuals and t he country therefore it has affected the economy of Africa also. It seems clear that such high levels of illness and mortality will severely hamper economic performance in the most heavily affected countries.Yet over the last decade, a number of macroeconomic studies have declared that AIDS is not having a significant impact on GDP growth. These analyses are important because they provide ammunition that allows statesmen and scholars to dismiss the epidemic as not worthy of action and funding.In circles of power around the world, it is money that drives policy initiatives. The claim that AIDS is not impacting economic performance speaks loudly and prevents aggressive intervention.( n5)This paper will start with an assessment of a number of the macroeconomic studies that aim to measure the impact of AIDS on GDP growth, and which contribute to the justification of a limited international response to the disease.Macroeconomic Analysis Of The Impact Of AIDSThe assessments of the macroec onomic impact of AIDS have been largely dismissive due to the unique character of the epidemic. AIDS affects the poorest of the poor: those who are not recognized or measured by traditional macroeconomic indicators. (Ruxin, 2004)As a UN report on â€Å"The Impact of AIDS† notes, â€Å"those rural people whose activities are not counted by standard measurements of economic performance and productivity are among the most vulnerable to the impact of AIDS.†( Bloom,   Mahal, 1997, 108)By not fully accounting for the informal sector, the rural economy and small-scale agriculture are largely dismissed, and women, who play a large role in the informal economy and agricultural sector, are marginalized. While the macroeconomic studies assessing the impact of AIDS disregard them, in fact it is the poor, the rural and women who are most affected by the disease.After decades of neglect by governments and abandonment by structural adjustment programs, there is a renewed focus on a griculture by international organizations and groups such as the World Bank and NEPAD. Agriculture is once again being seen as a driving force for growth in Africa.The Comprehensive Africa Agriculture Development Programme (CAADP) released in July 2003 states that â€Å"the high economic growth rates envisaged by NEPAD cannot be realized unless farm production is significantly increased. Higher output will directly reduce hunger and bring down the cost of food imports.It will also have wider economic benefits, from stimulating rural incomes to providing raw materials for African industry.†(Harsch, 2004, 13) However, the rural areas are where AIDS is having its most devastating impact.At a time when population growth is high relative to other emerging economies, the amount of arable land is stable, the quality of land is degrading, and output per hectare stagnant, the rural areas are under increased pressure.Adding the AIDS epidemic into an already precarious mix of factors fo rces the agricultural sector into a dangerous downward spiral and threatens hopes for economic growth in sub-Saharan Africa.Few of the macroeconomic studies specifically address rural livelihoods and agriculture. They also assess the impact of AIDS without acknowledging that, from an economic point of view, the primary impact of the disease manifests mainly among individual economic agents, i.e. individuals and households. (Booysen, Bachmann, 2002)As a result, these macroeconomic models often fail to allow for the effects of a number of important microeconomic impacts which are endogenous to such models. (Booysen, Bachmann, 2002)Though the death of an individual might only represent a minor change in GDP, the macroeconomists fail to understand the ripple effect chronic illness and death has on communities. The impoverishment of communities cascades upwards and impacts macroeconomic measures. The traditional macroeconomic research approach is not sufficient in the face of the widespr ead devastation of AIDS.Microeconomic Analysis Of The Impact Of AIDSIt is vital for researchers to conduct microeconomic household-level studies on the impact of AIDS. Such analyses document the economic choices that households and individuals are forced to make in the face of the epidemic in terms of household composition, labor, productivity, savings and coping strategies.It is these behaviors that will inform observers of the real impact the epidemic is having on sub-Saharan Africa and will thus serve as the basis for understanding the effect of AIDS on families, communities and the nation.Rural Household StudiesIt is clear from existing microeconomic household-level analyses that AIDS is devastating and will continue to devastate Sub-Saharan Africa's rural agricultural sector and, through it, undermines the agricultural and rural revival that many see as the basis of Africa's recovery.As Carolyn Baylies notes, â€Å"AIDS is having a profound effect, undermining rural household production, contributing to declining agricultural output and affecting the very integrity of families and their sustainability as viable units.†(Baylies, 2002, 12)This paper will now delve into a number of the microeconomic studies, with a focus on rural agricultural household studies, to assess the house hold level impact of the epidemic and to investigate the effects that the macroeconomic analyses have largely missed.A 2002 household impact study conducted in South Africa by Frederick Booysen and Max Bachmann explores the impact of AIDS on families in the Free State province. Researchers note that deaths in the households due to AIDS mostly occurred in individuals in their 20s and 30s.A Rwandan study revealed that, for those that died, the average period of illness before death was 23 months: a long period during which care had to be provided and medicines sought. (Donovan, 2003) Household illness dramatically increases the dependency ratio in the home.Booysen and Bachmann note that the households affected by AIDS in fact have a smaller supply of labor than non-affected households, with a larger proportion of the household consisting of children and elderly persons. (Booysen, Bachmann, 2002) Furthermore, dependency is exacerbated by the fact that many individuals return to their rural homes to receive terminal care after becoming ill. (Jayne, 2002)The South African study also assesses the impact of AIDS on household income. The authors note that â€Å"per capita and adult equivalent income in affected households represents only between 50% and 60% of the levels of income in non-affected households.†(Booysen, Bachmann, 2002)This dramatic drop results not only from the loss of labor of the infected individual but also from the burden of care that falls on family members. Importantly, Booysen and Bachmann also explore the impact of the disease on expenditure levels.AIDS significantly alters the consumption patterns of households: â€Å"per capit a and adult equivalent expenditure is between 60% and 70% of the levels of expenditure in non-affected households.† (Booysen, Bachmann, 2002) Notably, affected households spend less on food than non-affected households, which has a negative impact on the health of household members.