The Secret of Samsung's Success Essay Example | Topics and Well Written Essays - 1000 words

The Secret of Samsung's Success - Essay Example Samsung claims to have the largest share in the global smart phone market, which is because of the Galaxy smart phones by Samsung. In 2012 it was awarded as a world’s ninth best brand (Tek, n.p). Samsung now stands among the top tier global corporations, possesses good ranking in the superior management, and provides innovation in design along with improving its sales and earnings (Lee, 9). In 2012, the company’s sales were about $ 42 billion and it made a 50% profit in the same year making Samsung the best electronic company amongst its potential competitors Apple and Sony. This paper puts across the secrets of the success of Samsung Company over the years. Samsung’s goal is to establish every inch of customers starting from their homes, new phones, tablets, televisions, washing machines, cameras, dryers, refrigerators, computers among others unlike Apple that focuses on laser electronics. Samsung does a variety and it does it very well. In 2011, Samsung was the world’s top television maker with a market share of 22%. It also had grown in washing machines from 7% to 9% in 2009 and 2011 respectively. The company introduces a variety of products that best serve the customers. Samsung Corporation has successfully blended speediness, imagination and affordability in their offerings to capture the consumers’ attention. It has invested huge sums on extensive research and development to gain and maintain competitive market, Samsung spent around US$ 2.3 billion on research and development (Roll, 154) while its competitors Apple used only 2.4 percent of its revenues on innovation (Roll 154). Focusing on research and development of a variety of products such as refrigerators, tablets, televisions, cameras, new phones, washing machines with features that best suit public demand is the secret behind the success of Samsung. The secret of Samsung’s success is attributed to quality investment and manufacturing. Samsung introduced Sam sung galaxy, Smart TV, Smart Phones each with a new feature. The Smart Phones had quality Cameras, enabled the user to access information faster and used a variety of font sizes as preferred by the user. The problem of their competitor Apple has been lack of constant innovation. It has been around 3 years since Apple released the iPod, the company’s last breakthrough product. Its latest products have been iterations of existing gadgets. The iPad Mini is just a smaller iPad and not something new. Samsung’s success is therefore because of its constant innovations of new products such as galaxy S II. Samsung poses great motivation to its employees that make them work even harder for the achievement of the company’s success. It manages the working hours of its employees to ensure no worker is overworked. Their system tallies overtime hours daily by individuals and communicates to the human resource managers. Samsung SDI recommends employees to take leaves available for them. The leave- use record is controlled at the individual level by the system and the employees are only allowed to take their leaves as indicated in the system. To domestic employees, the company provides pension scheme, health insurance, industrial accident insurance, employment insurance, mortgaging support, medical expense support, personal scheme assistance, fitness facilities and recreation facilities

Physical - Circuit Essay Example for Free

Physical Circuit Essay Length (centimetres) Voltage (Volts) Current (amps) Voltage (Volts) Current (amps) Voltage (Volts) Current (amps)Length (centimetres) Voltage (Volts) Current (amps) Resistance (? )Â   As the table shows above, the resistance of the length 5cm and 10cm were equal, and then it suddenly decreases. This shows theres an error; I think it happened because we didnt set our circuit in the correct positon. Table 5: This table shows the details about normal wires used in the experiment, Constantan wire with diameter of 0. 90mm, however is longer than the one before, retry. First Tried Second Tried Third Tried Length (centimetres) Voltage (Volts) Current (amps) Voltage (Volts) Current (amps) Voltage (Volts) Current (amps) Length (centimetres) Voltage (Volts) Current (amps) Resistance (? ). This seems to be nice results as it shows; the resistance were rising up slowly as the length grows. It proved this is a nice experiment, and let us understand this wire could be use for transferring the current through. Table 6: This table gives the results about the different kind of wires used in the experiment, Nichrome wire with diameter of 0. 90mm. First Tried Second Tried Third Tried Length (centimetres) Voltage (Volts) Current (amps) Voltage (Volts) Current (amps) Voltage (Volts) Current (amps)Â   Â  Length (centimetres) Voltage (Volts) Current (amps) Resistance (? )Â   This graph shows a very clear results, the increase of resistance were easy to see, from the positive correlation shown. This means that this is quiet a good test, it dont seems to have any error in this experiment. Table 7: This table gives the details about the third wires used in the experiment, Copper wire with diameter of 0. 90mm. First Tried Second Tried Third Tried Length (centimetres) Voltage (Volts) Current (amps) Voltage (Volts) Current (amps) Voltage (Volts) Current (amps) Length (centimetres) Voltage (Volts) Current (amps) Resistance (? ) This result shows the metal which can transfer the least resistance through by the differences of the length. It was mostly under , this means that we cant use this much as the time were transferring a large amount of currents. Table 8: This table have the results which copper wires were heated in the beaker of water. Wire length equals to 100cm long. Room temperature were 24Ci. First Tried Second Tried Third Tried Temperature (Ci ) Voltage (Volts) Current (amps) Voltage (Volts) Current (amps) Voltage (Volts) Current (amps) Temperature (Ci) Voltage (Volts) Current (amps) Resistance (? )Â   The last experiment we done, by putting a wire with length 100cm, diameter of 90mm into boiling water. Our result shows more clear on the table than the graph. As we can see, the resistance only raise a bit as the temperature goes up. But the difference from 30 Ci to 50 Ci were higher than what I expect, I think this is because of the temperature were not fix while we were recording our results down to our table. Compare and Contrast. This is the averages of the 3 wires. By showing this on a graph we could be able to tell which wire has the highest resistance. Constantan Wire Copper Wire Nichrome Wire Length (centimetres) Resistance (? ) Length (centimetres) Resistance (? ) Length (centimetres) Resistance (? ) By reading the graph, we could see that Nicrhome Wire have the highest resistance out of the three wires, so we could tell that it can allows least current flow through each time compare to the rest of them. If one day we have to choose a wire from this three to pass current through, the best is using the Copper Wire, it got the lowest resistance which means it have a high amount of current can pass through per second. If we dont want the electricity to flow through easily, we will choose the Nichrome Wire, because it only allows small amount of current to pass through each time. Constantan Wire was a normal wire, it cant be use for high resistance flowing, but it can allow more current flow at each time compare to the Nichrome Wire. However, we could see that the resistance were rising up no matter which materials of wire we have chosen, so that means they still conduct electricity, so we shouldnt touch it while having this kind of experiment. Compare and Contrast 2 This is the averages of the 3 different diameters of wires. By showing this on a graph we could be able to tell that which diameters can allows the most resistance to pass through. Wire with 0. 45mm Wire with 0. 9mm Wire with 1. 25mm Length (centimetres) Resistance (? ) Length (centimetres) Resistance (? ) Length (centimetres) Resistance (? ). By looking at the graph, we could see that Constantan Wire with 0. 45mm of diameter have the highest resistance out of all. So we could tell that it can allow high amount of resistance but low amount of current flow through each time compare to the rest of them. The wire with diameter of 1. 25mm can allows the lowest resistance, that means it could have highest current to flow through each time. However, we could see that the resistance were rising up no matter which diameter of wire we have chosen, so that means they still conduct electricity, so we can use it to let current pass through. Evaluation In my experiment, Ive found out theres some error occurs. In my first results, by using the length of 15cm, the resistance seems to be a little bit different from the rest, so it didnt showed as a straight line. This might because my circuit werent set correctly, so this error occurred. For the second experiment I did, theres seems to be a error at the second try of length 10cm, the number seems to be too high compare to the rest of them, I believe this happened because we accidentally crash the variable resistor. Then in Table 3 we got an error again, the current of the wire seems to be a lot more higher, Im sure this occurs because the resistor is not working well, and also the circuit were kind of messy, might affect the results we got. Then we got an error results shows at Table 4, none of the results can fit with Table 3, there were the same wire, same diameter, only the length we tested is different, but the results we got were too out of range, so I can say that this is a failed try out. So we re-do the experiment using this wire again. I think that this happened because the ammeter is down, the current were keep increasing by every few seconds. In Table 8, for testing the temperature, it seems to be a nice results, however the different of 50Ci and 30Ci were larger than what I have expect, so I could tell that the temperature of the water might not be as accurate as the time we measured. Also it might because some water spread out of the beaker, onto the wires; this should be changing my normal results. Also, Im not really sure about how the resistor works with ammeter; therefore by accidentally move it might decrease the accuracy of my results as well. The results of resistance might be different because the circuit we set werent exactly the same, therefore it might also be some differences compare to the first time, the first results we got. So, maybe next time we should have used the same circuit, and do all of the experiment in same time, and it might have a better results in future. Conclusion. In my own opinion, I believe this is quiet a nice experiment, and I also get some good results as well. Ive found out that my prediction was correct, about the copper wire with a diameter of 90mm will transfer the least energy compare to the rest of the two. I also learned about the circuit of electricity, I could now tell how the current flowing was, and how it could be measured. By looking at the results Ive got, I was really please, even though some mistakes happened in the experiment, but we still success to finish our experiment in the time limit, which is such a great thing to celebrate. Resistor can be use to protect the ammeter, this is a very useful apparatus; I know the ammeter was an important character in the circuit while measuring the resistance. So if the ammeter were damage cause of the flowing current were too high, this will be a very bad news for us. So take care of the equipment is another important thing I learn from this experiment. If I have a chance to repeat the experiment, I would be likely to set my circuit up just like this time, because there shall be less problems. And I might use the copper wire more often in the circuit, using copper wires it allows more current to pass through compare to the Nicrhome and Constantan wires, which might help in my future life. Bibliography: http://en. wikipedia. org/wiki/Series_and_parallel_circuits http://www. circuitcity. com/ccd/home. do Science Investigation Report Daniel F5D 1 Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Electricity and Magnetism section.

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

The Cause of Macbeths Destruction in William Shakespeares Macbeth Ess

The Cause of Macbeth's Destruction in William Shakespeare's Macbeth      Ã‚   In William Shakespeare's Macbeth, Macbeth was a well-respected man of noble birth, but his fortune was reversed after he turned to darkness. He plummeted endlessly into a chasm of evil until his corrupt life was ended on the edge of Macduff's blade. Whose actions opened up the path of darkness to Macbeth? Whose actions led to Macbeth's demise? The answer is threefold. The weird sisters set Macbeth's fate into motion. Lady Macbeth goaded her husband towards the acts of evil that doomed him. Macbeth himself made the choices that cemented his dreadful end. The weird sisters, Lady Macbeth, and Macbeth himself all served to bring about Macbeth's downfall.    The weird sisters where a malevolent trio that were bent on destroying Macbeth. They initiated the series of events that destroyed Macbeth and tormented the land of Scotland. With the prophetic greeting, "All hail, Macbeth, that shalt be King hereafter", the weird sisters gave Macbeth the confidence to fulfill his scheme of regicide (Shakespeare 184). Without the sisters' prophecy that his plans would succeed, Macbeth may never had the temerity to assassinate the King of Scotland and force his way to the throne. Without the confirmation of the witches, Macbeth would have remained an honorable thane and would have averted the path of darkness. Besides simply initiating Macbeth's destruction, the weird sisters helped cement it. An apparition summoned by the weird sisters told Macbeth, "Be bloody, bold, and resolute, laugh to scorn / the power of man, for none of woman born / shall harm Macbeth" (Shakespeare 226). This prophecy gave Macbeth a sense of security because all me n are ... ...beth, the weird sisters plotted and initiated the downfall of Macbeth. Lady Macbeth helped move along the process of her husband's damnation. The flaw-filled Macbeth chose a path marked with signs of evil, murder, and mayhem. All parties contributed their own integral elements to the downfall of Macbeth. All were partly to blame for the climatic downfall of the treacherous Macbeth. All were responsible for spreading that most ruinous peculiarity known as evil.       Sources Consulted:    Schlegel, August Wilhelm.   Criticism on Shakespeare s Tragedies . A Course  Ã‚  Ã‚   of Lectures on   Shakespeare, William.   Tragedy of Macbeth . Ed. Barbara Mowat and Paul  Ã‚   Warstine. New York: Washington Press, 1992.  Ã‚  Ã‚   Shakespeare, William. Macbeth. New York: Penguin Books, 1987 Wills, Gary. Witches & Jesuits. Oxford: Oxford University Press, 1995.  

Causes of the American Revolution Essay -- American War for Independen

The American Revolution was a dramatic change in the political, social, and economic system of New England. It was not a bloody revolution; on the contrary it is unique because it was not as violence as other revolutions we know (French, Russia and China). The American Revolution had many causes. Long-term social, economic, and political changes in the colonies before 1750 provided the basis for an independent nation with representative political institutions. More immediately, the French and Indian War (1754-1763) changed the relationship between the colonies and the Mother land. Finally, a decade of conflicts between the British government and the colonists that began with the Stamp Act in 1765, led to the outbreak of war in 1775 and the Declaration of Independence the 4th of July of 1776. There are both precipitating and underline causes for the revolution. The precipitating causes are the dramatic change in the circumstances like the end of the Seven-Year War (1754-1763) against the French and Indians. From this day this two groups were not a threat anymore. However, the colonists had to pay for the war England had fought and almost immediately the Parliament started levying taxes over the colonies. The colonists perceived a dramatic treat to their liberties coming from the English monarchy, a perceived for uncheck power. They agreed to pay taxes if they had a representation in the Parliament. The underline cause of the revolution was the increasing demand of in...

Process Essay †How to Name a Cow -- Process Essays

Process Essay – How to Name a Cow Naming your cow may not be an easy task. While some claim to be well versed in bovine nomenclature, many first-time cow owners are not. It may be true that cattle should not be named because a growing attachment to your cow may hinder economic gain—if you plan to eat your cow, don’t name it. Most cow lovers need not worry about any of this. Their cows have become welcome household pets. They have put down their steak knives and decided to dine with them, not on them. Such docile animals have now become a part of the family, and owning but a few cows has eased the problem of naming a vast herd of cattle. I once knew a family in Loma Rica that tried to name all their many cows. They couldn’t keep track of them, and the family became mean, bitter people. Cows are just too damn difficult to distinguish from each other when they are in large groups, and you just plain run out of names. Cow connoisseurs usually begin with one or two cows and are therefore able to relate to their cows on a more personal level. Get in touch with your cow. Spend quality time with it. Get to know it as it gets to know you. Both you and your cow have distinctive attributes that distinguish either of you from others. That should play a big part in the naming process, and spending time with your animal creates a better bond and gives insight to a proper name for the creature. I might like a bizarre name like Sink, Horse, or Unhalangami, depending on the personality of my cow. Another person might like a more traditional name like Daisy or Buttercup. Try naming your bovine after an obvious characteristic or physical feature. If your cow is a rich brown color, na... ...ter, Rolling Pin, Dinner Jacket, Vendetta, and Alaska. You can get some really great names by employing this technique, but it may take several tries. Try other reference books for variation. An alternative approach: Instead of names, give your cows words. Paint a word or phrase on each cow. (Nontoxic cold-cream-based finger paint works well for this.) As your cows arrange themselves in a field, in a sort of fluxus tradition, they create an artful type of found poetry. Your cows can be your art. All in all, research your possibilities; milk your sources. If you are religious, pray, and ask for guidance. Ask your friends. Ask your grandmother. (If you ask me, I would name my cow Heimlich. Then I could have Heimlich manure!) Most of all, be creative. Don’t stress, because with these pointers, naming your cow will be fun, easy, and satisfying.

Dr. Faustus as a Tragic Hero.

Dr. Faustus the protagonist of Christopher Marlowe's great tragedy can be considered as a tragic hero similar to the other tragic characters such as Oedipus or Hamlet. Dr. Faustus who sells his soul to Lucifer in exchange of twenty four years of knowledge ought to have some special features in order to be considered as a tragic hero. But first of all let me present Aristotle's definition of a â€Å"Tragic hero† and then I will elaborate on each element in relation to the tragedy of â€Å"Dr. Faustus†. According to Aristotle, â€Å"the tragic hero evokes both our pity and terror because he is neither good nor thoroughly bad but a mixture of both; this tragic effect will be stronger if the hero is better than we are. Such a hero suffers from a change of happiness to misery because of his mistaken choice which is led by his hamarcia (error of judgment). The tragic hero stands against his fate or the gods to demonstrate his power of free will. He wants to be the master of his own fate. He decides to make decisions but mostly the decision making would lead to weakness or his own downfall. Now according to Aristotle's definition of a â€Å"tragic hero† it is time to elaborate on the clues in details in order to conclude that Dr. Faustus can also be a tragic hero according to following reasons: Firstly because Dr. Faustus as a tragic hero evokes our pity. We feel some form of connection with him because he has a sense of realism. Dr. Faustus makes mistakes which can be also all h uman condition. He wants to gain more knowledge that is also another part of human condition to learn and understand more. We sympathize with Dr. Faustus because his feelings are similar to other human beings at the end we really want him to repent in order to change his fate radically. We sympathize with him at the end of the drama when it is time for a farewell to his soul. Although he has done many faults but we really want God not to be so fierce towards a human being. He desires: O soul, be changed to little water drops And fall into the ocean. Ne're be found. My God, my God, look not so fierce on me! ( Act V, Scene ii: lines 180-182) Secondly because Dr. Faustus is a well-known and prosperous character, so the reader notices to his reputation as a well-respected scholar inevitably. In Act I, Scene i ; he calls for his servants and students in his speech about various fields of scholar ship which suggests him to be a prosperous intellectual. Philosophy is odious and obscure, Both law and physic are for petty wits, Divinity is basest of the three, Unpleasant, harsh, contemptible, and vile; ‘Tis magic, magic that hath ravished me. ( Act I, Scene i: lines 107-111 ) His reputation as a scholar has been mentioned both in the beginning and at the end. It is one of the clues to present Dr. Faustus as a tragic hero so that the readers would be able to sympathize with him throughout the whole drama. In the closing lines the scholars put emphasis on this aspect more when they lament about their respectful professor's death. Yet for he was a scholar once admired For wondrous knowledge in our German schools, We'll give his mangled limbs due burial; And all the students, clothed in mourning black, Shall wait upon his heavy funeral. (Act V, Scene iii: Lines 14-19) Thirdly because Dr. Faustus' mistaken choice, exchange of his soul to Lucifer, results in his downfall. His agreement with the devil blinds him in choosing between right and wrong. In the opening speech, in Act I, Faustus tells that he is skillful in different sciences but he wants to know more. FAUSTUS. How am I glutted with conceit of this! Shall I make spirits fetch me what I please, Resolve me of all ambiguities, Perform what desperate enterprise I will? I'll have them fly to India for gold, Ransack the ocean for orient pearl, And search all corners of the new-found world For pleasant fruits and princely delicates; I'll have them read me strange philosophy, And tell the secrets of all foreign kings; I'll have them wall all Germany with brass, And make swift Rhine circle fair Witttenberg; I'll have them fill the public schools with silk, Wherewith the students shall be bravely clad; I'll levy soldiers with the coin they bring, And chase the Prince of Parma from our land, And reign sole king of all the provinces; Yea, stranger engines for the brunt of war, Than was the fiery keel at Antwerp-bridge, I'll make my servile spirits to invent. ( Act I, scene i: lines 79-98 ) Actually the desire for learning is part of human nature but he chooses the wrong way without some sense of guilt. His hasty desire for power and honor did not allow him to repent. He was so confused that he couldn't decide on following the ways of God or the path of Lucifer. Fourthly because Dr. Faustus wanted to support his own plot to make his own decision. This aspect of his character was as a result of the Renaissance period, unlike the medieval period, the dominance of fate upon human life became as a matter of ignorance. It was time for secular matters. Therefore, the dominance of science shadowed upon individuals thought . Dr. Faustus wanted to take destiny in his own hands to demonstrate the power of free will against fate. A case in point is when he passionately demanded Mephistophilis to: Go, bear these tidings to great Lucifer: Seeing Faustus hath incurred eternal death By desperate thoughts against Jove's deity, Say, he surrenders up to him his soul, So he will spare him four and twenty years, Letting him live in all voluptuousness; Having thee ever to attend on me, To give me whatsoever I shall ask, To tell me whatsoever I demand, To slay mine enemies, and to aid my friends, And always be obedient to my will. Go, and return to mighty Lucifer, And meet me in my study at midnight, And then resolve me of thy master's mind. ( Act I, Scene iii: lines 91-104 ) He did not want to be a puppet dancing to the strings of destiny, despite the fact that tragedy functions paradoxical towards human destiny. Hence according to the aspects which I elaborated on, I can describe Dr. Faustus as a tragic hero. Although he devoted himself completely to Lucifer, never choosing right and making a tragedy out of his own downfall, but I found the drama as an optimistic and didactic one. I believe that Marlowe wanted to teach Christian faith besides a chance for salvation. Marlowe uses the tragic irony of Dr. Faustus as his ultimate intention to illustrate the downfall of a tragic hero.