Data Mining Questions Essay Example | Topics and Well Written Essays - 1000 words

Data Mining Questions - Essay Example These searches contain documents, information about documents, data about data, text, audio, images and etc. Like information retrieval, data mining also involves gathering information. With data mining query, it is inquiries on trends on the information gathered from large databases or large amount of data. Data mining query uses software or web analysis services in sorting through large data and picking pieces of relative information to show patterns or relationships that are embedded, waiting to be discovered and possibly constructive. A database's performance is measured according to its design, effectiveness when used to inquire 'information', constantly updated and of course the amount of data available for which it was constructed for. Metric measures of performance are available to quantify the effectiveness of the information retrieval. These are precision, recall, F-measure and Mean-average precision. Precision is the proportion of the relevant documents to all documents retrieved and recall is the proportion of relevant documents that are retrieved to all relevant documents available. ... A database's performance is measured according to its design, effectiveness when used to inquire 'information', constantly updated and of course the amount of data available for which it was constructed for. Metric measures of performance are available to quantify the effectiveness of the information retrieval. These are precision, recall, F-measure and Mean-average precision. Precision is the proportion of the relevant documents to all documents retrieved and recall is the proportion of relevant documents that are retrieved to all relevant documents available. Consecutively, F-measure is the weighted harmonic mean of precision and recall and the mean average precision; where average precision refers to the average of the precision after each relevant document is retrieved. For data mining query, its measure of performance can be measured in the exactness of the outcome of the data mining to the intended inquiry and if there other possible usable discoveries produced in that query. 3.) Clearly explain the concept of summarization with an example. Reference: Wikipedia, Online Free Encyclopedia Data mining is centered on determining patterns from data. Queries often lead to a collection of patterns which can be regarded as a summary of data. Since pattern collections summarizing the data are often very large, it is then difficult to summarize pattern collections. Some of the proposed and studied methods of summarizing pattern collections are: 1) Quality value simplifications. 2) Pattern orderings. 3) Pattern chains and antichains. 4) Change profiles. 5) Inverse pattern discovery. For quality value simplifications, pattern collections are

Carpal tunnel syndrome Essay Example for Free

Carpal tunnel syndrome Essay Video games are very popular with children all over the world, they keep kids occupied and entertained. A lot of parents are concerned about how these video games are affecting their children. Are these video games good or bad for our children? Video gaming has both positive and negative effects on children. Video games are not only entertaining but also educational; they create challenges for children to take on in order to proceed to new levels. Video gaming is also very influential with a child. That is why it is very important to monitor children while playing. There are many positive effects to playing video games. Playing a video game is a way to exercise the brain, it helps children develop skills like following directions, problem solving and hand-eye coordination that develop fine motor and spatial skills. Video games contribute a lot to education, like developing reading skills; gamers must read to get instructions, follow storylines, and get information. Gamers also become more determined because, usually they don’t succeed the first time playing a level so they try and try again until they move on to the next level. Games can provide a positive outlet for children to release bottled up frustrations the same way many sports like basketball and football do. Video games allow parents to bond with their children and play together and can be something they share in common. Of course with every good there is a bad. Most of the bad things about video games are usually blamed on the violence that is in them. Children who play more violent video games are more likely to have more aggressive thoughts, feelings, and behaviors. Playing too much video game keeps children indoors and become less social with family and friends. It also causes children to spend less time doing other activities like doing homework or playing sports. Some video games teach children improper morals and are easily confused between reality and fantasy. Excessive gameplay can contribute to poor performance in school and also cause a slew of health issues like obesity, video-induced seizures, postural, muscular and skeletal disorders and carpal tunnel syndrome. Children who are spending too much time playing video games may show signs of impulsive behavior and have attention problems. The effects of video games vary on children depending on the kind of parenting. Children usually imitate what they see in these video games so it’s important for parents to understand their children’s maturity level and what kind of games parents should allow their children to play. We are now living in a sophisticated and high-tech world so video games are essential to the development of children with today’s technology. The point is for parents to understand that playing video games have different effects on different children. The positives of video games definitely outweigh the negatives of video games especially with proper supervision of the children who play these video games.

Triple Vessel Ischemic Heart Disease Treatment Case Nursing Essay

Triple Vessel Ischemic Heart Disease Treatment Case Nursing Essay Mr. MS is a 58-year-old Malay male who was previously diagnosed with hypertension, gout and triple vessel ischemic heart disease. He first presented with chest pain in March 2010 where he was diagnosed with ischemic heart disease. He was unable to complete an exercise stress test and an angiogram done in Hospital Sultanah Aminah found him to have triple vessel disease. He was told angioplasty was not possible due to the severity of the blocks and was counseled for CABG but he was not keen. Meanwhile, he has had angina attacks 2 to 3 times per week every week since his initial diagnosis for the last 3 months, usually relieved by sublingual GTN and was currently admitted for the 4th time for chest pain not relieved by GTN. ECG done 2 hours after onset of chest pain showed ST depression of 2mm at leads I, aVL, V3 V6 and left axis deviation with no Q waves. Trop T was positive (2.75 ng/ml) at 4 hours after onset and other cardiac enzymes were also raised significantly. He was diagnosed with NSTEMI and treated with aspirin 300mg, IV morphine 2.5 mg, sublingual GTN 3 tablets and subcutaneous clexane 60mg BD for 3 days as well as continuing his current medication regime of simvastatin, metoprolol, cardiprin, ISDN, amlodipine and GTN. Following admission, he was well in the ward with no recurrence of chest pain and did not develop any new complaints. He was discharged after 3 days of inpatient treatment with instructions to attend his follow-up appointment at the cardio clinic in HSAJB on the 16th of June 2010 to make an appointment for surgery. Following this episode of chest pain, which he says is the worst so far, he is now quite keen for CABG. 2) CLINICAL HISTORY Chief Complaint Chest pain for 1 day. History of Present Illness Mr. MS is a 58-year-old Malay male who was previously diagnosed with gout, hypertension and ischemic heart disease with triple vessel disease. He was awoken from sleep at about 10pm due to a central chest pain of sudden onset. He described the character of the pain as crushing in nature and radiated to his neck. This episode of chest pain was the most severe since he was first diagnosed with ischemic heart disease. The pain was associated with profuse sweating, body weakness and was not relieved by rest. However, it was relieved by sublingual GTN, of which he has a supply of. His discomfort was made worst by exertion so he lay in bed to recover. Despite this, he had another episode of chest pain 30 minutes later. He took the sublingual GTN again but this time, the pain did not resolve. He was then brought to the emergency department of Hospital Batu Pahat by his son. This is Mr. MSs fourth admission for chest pain since March 2010. Since his diagnosis of ischemic heart disease in March, he has experience angina attacks two to three times per week, especially on exertion such as when straining while passing motion. During these attacks, he uses sublingual GTN to relieve his symptoms and normally feels much better after that. He only comes to the hospital when GTN does not work to relieve his symptoms. Systemic Review Mr. MS does not experience symptoms such as palpitations, dizziness, headache, nausea, vomiting, orthopnoea, paroxysmal nocturnal dyspnoea, epigastric pain, shortness of breath, fever, and had no syncopal episodes. He also does not have loss of appetite or loss of weight. Bowel and urinary habits are normal. His sleep has not been affected until this current episode whereby he was awoken by the chest pain. Past Medical History Mr. MS was diagnosed with hypertension 6 years ago when he had an episode of headache. He has been on medication since and was on regular follow-up with KK Rengit. He was diagnosed with gout 5 years ago when he had a left big toe swelling which resolved after some medication. He is not on long term medication for gout. Mr. MS was admitted for the first time 5 years ago in 2005 when he had bilateral renal calculi. He was subsequently referred to Hospital Sultanah Aminah for further management of this problem and it has since resolved and does not have follow-up anymore. Mr. MS was diagnosed with ischemic heart disease in March 2010 when he presented with chest pain for the first time. Following his recovery, he underwent a stress test in Hospital Batu Pahat but according to him, was unable to complete the procedure due to chest discomfort. He was referred to the cardiology unit in Hospital Sultanah Aminah for further management where an angiogram was performed and he was told to have triple vessel disease. He was also told that angioplasty was not possible due to the severity of the blocks. He was recommended to have Coronary Artery Bypass Grafting (CABG) but as of yet, no appointment has been made as he was still unsure of going through with the procedure. Following this episode of chest pain, Mr. MS has decided that going for the CABG is the only thing that will keep him alive. His current medications include: Tab Simvastatin 20mg OD Tab Metoprolol 75mg BD Tab Cardiprin 100mg OD Tab Isosorbide Dinitrate (ISDN) 5mg TDS Tab Amlodipine 10mg OD Sublingual Glyceryl Trinitrate (GTN) PRN He is compliant to his medication regime. Mr. MS is not known to have diabetes or hyperlipidemia. He also does not have any known food or drug allergies. Family History Mr. MS is the 3rd of 9 siblings. His father had hypertension and passed away a long time ago due to unknown causes. His mother and other siblings are healthy. None of them have hypertension, diabetes, ischemic heart disease or malignancy. Social History He lives in a kampung in Rengit with his wife and 5 children. Mr. MS does not smoke nor consume alcohol. He works in a palm oil plantation. The distance from his house to Hospital Batu Pahat is about half an hour. On further enquiry, Mr. MS says that the cost of the CABG is about RM1000, which he can afford. 3) FINDINGS ON CLINICAL EXAMINATION (Mr. MS was examined by me 9 hours after onset of chest pain) Mr. MS was alert, conscious, and communicative. He was not in obvious pain or respiratory distress. He was lying down comfortably on his bed. There were no tendon xanthomata, xanthelasma, pallor, corneal arcus or pedal edema. His JVP was not raised. His clinical parameters are: Blood Pressure : 158/94 mmHg Heart Rate : 94 beats per minute. Regular rhythm Respiratory Rate : 20 breaths per minute Temperature : 37Â °C SpO2 : 97% under room air On examination of the precordium, the apex beat was located at the 5th intercostal space on the midclavicular line and was normal in character. Parasternal heave was not felt and there were no thrills. First and second heart sounds were heard. There were no murmurs or added heart sounds. On examination of the chest, there was no deformity and chest expansion was equal on both sides. Percussion and tactile vocal fremitus was normal and equal on both sides. On auscultation, vesicular breath sounds were heard throughout all lung fields with good air entry. There was no wheezing or crepitations heard. On examination of the abdomen, it was soft and non-tender. There were no masses felt. Bowel sounds were heard and normal. 4) PROVISIONAL AND DIFFERENTIAL DIAGNOSES WITH REASONING Provisional Diagnosis Acute myocardial infarction with underlying triple vessel ischemic heart disease and hypertension With a history of diagnosed triple vessel ischemic heart disease with multiple episodes of angina attacks since the initial diagnosis, it is highly likely that Mr. MS is presenting with an acute coronary event and this should be a priority until proven otherwise. This is evidenced by the presentation of central, crushing chest pain of sudden onset that radiated to the neck and associated with profuse sweating and body weakness which is classical of a myocardial infarction. Mr. MS will require immediate investigations such as an electrocardiogram and cardiac enzymes to differentiate the acute coronary syndromes so that the appropriate management may be instituted for him e.g. if he has an ST-segment elevation myocardial infarction (STEMI), he will require myocardium-saving thrombolytic therapy to disrupt the ischemic event. As Mr. MS did not present with features such as acute shortness of breath, loss of consciousness and severe palpitations, it seems that he does not have complicati ons of acute myocardial infarction but these developments should be watched out for throughout his admission as complications may arise later. Differential Diagnosis Pulmonary embolism Pulmonary embolism is a possibility that can be considered when a patient presents with an acute chest pain that is accompanied by shortness of breath, hemoptysis, tachypnea, fever and even cyanosis and collapse in severe cases. Furthermore, the chest pain is of a pleuritic nature, of which it is worsened on breathing, and a pleural rub can be heard on auscultation of the chest. However, Mr. MS did not present in such a way. At the same time, Mr. MS did not have risk factors such as a deep vein thrombosis, prolonged immobilization or recent surgery. It is still highly likely that Mr. MS has suffered an acute myocardial infarction, and an ECG would help to differentiate between the two as pulmonary embolism might show the classic S1Q3T3 pattern of right axis deviation or right bundle branch block. Either way, the diagnosis should be made quickly so treatment may be instituted before his condition becomes worse or complications develop. Aortic dissection Aortic dissection presents as an acute onset chest pain that is tearing in nature, and often radiates to the back. It is often confused with myocardial infarction due to its presentation but differences include the lack of profuse sweating, signs of heart pump dysfunction and a normal ECG. Risk factors are usually uncontrolled hypertension, connective tissue disorders or chest trauma. Mr. MS has hypertension, but is under control, and does not have the other risk factors. A diagnosis of myocardial infarction should be the priority as thrombolytic therapy is vital, but if there is any reason to doubt that diagnosis, then further investigations should be performed. 5) IDENTIFY AND PRIORITISE THE PROBLEMS 1. Acute chest pain Mr. MS has acute chest pain with features very suggestive of a classical picture of myocardial infarction as he presents with crushing central chest pain that radiates to the neck and associated with profuse sweating and weakness. Given that he is known to have triple vessel ischemic heart disease and that he has suffered many angina attacks since his initial diagnosis, it is highly likely that he is having an acute myocardial infarction. Without further a due, he needs an electrocardiogram (ECG) and cardiac enzymes tested to distinguish between the different acute coronary syndromes so that the appropriate treatment protocols may be initiated for him as soon as possible to disrupt the ongoing ischemia. As Mr. MS is having severe chest pain that may overstimulate his sympathetic system and cause further ischemia, he will require immediate supportive therapy such as effective pain medication and oxygen therapy. 2. Triple vessel ischemic heart disease awaiting CABG Mr. MS was diagnosed with triple vessel ischemic heart disease when he first presented with chest pain in March 2010 and has since experienced many episodes of angina. Given his diagnosis and disease pattern, he is at a very high risk of developing a severe acute coronary event that may prove fatal if the infarction is too extensive or if complications develop. As percutaneous revascularization with a stent or balloon was not possible for him, he will require a CABG to both relieve his symptoms and reduce his mortality risks in the long term. He was unsure of going ahead with the operation previously, therefore no appointment date was given for surgery. However, now that he has changed his mind, every effort should be made by both the doctors in charge of him here in Hospital Batu Pahat and in the cardiology unit of Hospital Sultanah Aminah to arrange for his surgery as soon as possible, given the circumstances of his condition. 3. Compliance to medication Mr. MS is on several medications for his triple vessel ischemic heart disease and will require revascularization surgery soon in order to decrease his mortality risks. However, waiting for a CABG in the government setting may take some time, even under dire circumstances due to the nature of the system. Therefore, it is extremely crucial that Mr. MS is compliant to his medication regime while awaiting a CABG to prevent another episode of infarction. He should be counseled to fully understand this and the situation of his ischemic heart disease. It is also the responsibility of his doctors to ensure that he is taking the right combination of medications with the aim to prevent another acute cardiac event. Meanwhile, a sufficient supply of sublingual GTN should be provided for Mr. MS in cases of angina attacks at home. He should come to the hospital immediately if GTN fails to relieve his symptoms. 4. Regular screening for comorbid diseases Mr. MS has not been diagnosed with diabetes or hyperlipidemia previously but these diseases are strong risk factors for the long term implications of his ischemic heart disease. Therefore, Mr. MS should be screened regularly e.g. twice yearly during his follow-up appointments. Early detection of diabetes is necessary so that treatment can start as soon as detected in order to prevent his ischemic heart disease from becoming worst than it already is. As for his lipid control, if his lipid profile is found to be outside the normal limits, the dosage of his medication can be increased as necessary. Following his CABG, he will need to maintain a healthy lifestyle of a good, well-balanced, low-salt and low-fat diet and regular exercise within his limits. 6) PLAN OF INVESTIGATION, JUSTIFICATIONS FOR THE SELECTION OF TESTS OR PROCEDURES, AND INTERPRETATION OF RESULTS 1. Electrocardiogram (ECG) To look for any changes that may indicate an ongoing ischemic event, such as ST elevation or depression and T wave inversion in order to support the diagnosis of an acute myocardial infarction so appropriate treatment can be started. Differentiation of ST segment elevation or depression is also crucial in initiating treatment as thrombolytic therapy is only indicated for ST-elevation myocardial infarction. Results: ECG on admission (2 hours after onset) shows sinus rhythm with ST depression at leads I, aVL, V3 V6 with left axis deviation. T wave was present and normal. Interpretation: The ST depression in the leads above indicate an ischemic event at the anterolateral sections of the heart. The lack of ST elevation concludes a diagnosis of either unstable angina or NSTEMI, depending on the levels of cardiac enzymes. There is no sign of old infarction. 2. Cardiac Enzymes To look for elevated levels of cardiac enzymes such as troponin T, creatinine kinase (CK), lactate dehydrogenase (LDH) and aspartate transaminase (AST) that will indicate myocardium ischemia and necrosis. If elevated, a diagnosis of NSTEMI can be made in accordance with the ECG changes. However, cardiac enzymes when done too early after onset may not show any rise in levels 1. This does not mean that necrosis has not taken place and the test should be repeated once more at 6 hours after onset 1. Results: Troponin T (4 hours after onset) 2.75ng/ml ↑ (12 hours after onset) (60 hours after onset) Normal Range (U/L) CK 997 ↑ 263 ↑

Challenges Faced by Leaders in Early Contemporary Years :: Social Issues, Collaboration, Communication

Katzenbach and smith (1993) state that ‘‘a team is a small number of people with complementary skills who are committed to a common purpose, approach and performance goals for which they hold themselves mutually accountable’’ as each individual needs to be given the opportunity to put forward and link their personal strengths with their roles and responsibilities in order to enhance and empower the team as a whole. ‘’There is a failure in society to have a single, clear view of the function of early childhood provisions’’ (Jones and Pound, 2008, p. 22). This could cause implications for professionals working together as they could disagree on the goals or outcomes of the setting. Leaders need to support the practitioners within the setting and encourage them to reach their full potential. In contrast, many practitioners may not want to take on the roles of a leader. Jones and Pound (2006) suggest many practitioners have assumed the role rather than applied for it. Often these changes can cause many problems to those who try to resist it due to not wanting extra work or even because they simply do not understand the new job role. Leaders can overcome this by ensuring all practitioners are treated equally and all ideas are considered (Pound and Jones 2008). Wall (2006) embraces Lumsden’s (2005) notion suggesting that a collaboration between professionals is essential to share expertise, information and skills. Wall (2006) supports the need for information to be shared in order to meet the needs of the families. This implies that it is a relationship between individual practitioners that will ultimately decide whether multi agency is effective or not. Jones and Pound (2008) state that a characteristic of an effective multi agency team can exchange information using agreed communication systems. However; there are various challenges which can arise from this, such as; practitioners not having enough time to share information on a regular basis due to their responsibilities. Occasionally co-location makes this easier. Children centres are an ‘’exciting and promising initiative’’ built upon from the governments 10 year strategy for children offering a wide range of services combined in order to make a †˜one stop shop’ which provides resources for lower-income families (Pugh and Duffy 2010 p. 123). Additional government funding has been set in place intended to improve practice and level of qualifications in the early year’s sector. Pugh and Duffy (2010) suggested this was needed to improve practitioners knowledge.

Counseling theory

Rational-emotive therapy stresses the ability of the clients to think on their own and change by making good judgments and taking action. Rational-emotive therapists believed that the problems of the clients are rooted in childhood and in their belief system, which was formed during childhood. The counseling involves method solving and dealing with emotional problems. The counselor assist the client eliminates self-defeating outlooks and perceive life in a rational manner. According to Patrick PK.(2007) rational emotive therapist believed that cognition, and emotion are not incongruent human aspects but are basically, integrated and holistic. In fact, this aspect is marching with other cognitive-behavioral aspects. Some of the strengths of rational-emotive and its application is its simplicity. Rational-emotive takes into consideration development levels as significant when dealing with patients, moreover, rational-emotive therapy have absence of moral perspectives. Rational-emotive therapy is important for counseling profession.Its effectiveness, short-term aspect and low cost are the reasons for its attractiveness. The reality therapist assist the client controls the world around them and satisfy their individual’s needs. The therapists believe that the client can change their life for the better. The therapy looks at the what and the why actions of the clients. Emotional problem is a result of client’s perception and feelings. Reality therapy is thus based on the aspect that client accept the past and begin to behave in a responsible manner. Reality teaches the client a better ways of living and become more effective in satisfying their needs.2. Existential – humanistic tradition Existential therapy is based on freedom of choice in changing one’s life. The therapists believe that the individuals are responsible in shaping their own life and a need for self- awareness. The therapy focuses at the present and at the future life of an individual. The therapists help the client recognize their freedom and perceive their possibilities of their future. They assist the client recognize their responsiveness of the future events. The therapy is well suited to assist the client make good choices affecting their lives.The theory is based on the following core aspects: contact, open participation of each other and mutual influence; genuineness, to be reliable, harmonious, human and transparent; unconditional positive regard, accepting individual’s being despite of his or her behavior; and empathy; understanding the moment experience of an individual. Other basic aspects of human conditions in existentialist approach include capacity for self-awareness, the freedom and responsibility tension, the identity creation and the establishment of effective relationships and the recognizing distress as living conditions.The existentialists uphold that person ability for self-consciousness provides them freedom possibilities as well as recognizing that they are finite and have limited time. Thus individuals are free to choose the available alternatives in living and have an effective responsibility to shape their personal destinies. The result of our choice is based on the way we live and hence individuals should be responsible in directing their lives. The existential therapy focuses at helping clients to reflect on life, identify alternatives and chose the best alternatives.The therapists aimed at making people become aware of how to acknowledge situations and take control so as to shape their lives by looking for options that can create a meaningful life. 3. Logotherapy and gestalt therapy The main aspects of the logotheraphy are based on its need to consider person in their irreducible wholeness, as subjects endowed with values and presenting existential thematic that cannot be dealt with by purely psychological means. Logotherapy therapy begins with the soul and has a true intuitive consciousness and an invariable internationality towards individual’s values.Hence, during therapy, themes that are relating to the meaning of life are placed at the heart of counseling intervention and human behavior guided to search for meaning and existential truth in all of its diverse manifestations. Therapist therefore contrasts various human forms of irresponsibility and led the clients towards the recognition of various possibilities and freedoms inherent in their choices. The therapy provides specific forms of intervention, which include self-transcendence and self-detachment.Everyone experiences moments in life may be considered normal and not really require any attention. However, individual may cope with this experience by forcing the circumstances but only to become knotted in a mesh. To overcome the situation, this therapy used the dereflection method, based on the intentionality concept. Gestalt therapy conversely incorporates the body and mind aspects, by emphasizing consci ousness and integration. Incorporation of behavior, feelings and perception is main aspect in the Gestalt therapy.Patients are perceived as being able to recognize how the impacts of the previous life could change their life. The therapist assist the client realizes their personal responsibilities, avoiding problems; experience thins in a constructive manner and in a present awareness. The therapy lead the client have awareness of every moment in their life experience and challenge the client to accept to take care of themselves instead of others doing for them. 4. Multicultural therapyMulticultural therapy is counseling that involves clients from differing racial, ethnic, and cultural groups and, thus, multicultural clients refer to clients from minority populations. It is significant to include cultural aspects when dealing with multicultural clients. Incorporating cultural variables in the therapeutic process requires one to be literate in ethnic and cultural information. Eliciti ng cultural information from clients allows the counselor to work with many diverse clients without having to become experts on particular ethnic groups.Hence, counselors must recognize the necessity of ethnic knowledge and cultural information elicited in conversations with clients. Multicultural therapist share common aspects, which include exploring client’s worldview, considering the role of acculturation, and taking additional roles. Exploring clients' worldviews is a fundamental part of multicultural therapy. Therapists must find out the similarity and differences of the client’s value system from the country of origin as well as system in the destination country.Exploration enables counselors to get information concerning how the clients view themselves after being exposed to new cultures. Acculturation is a vital aspect in exploring cultural issues. It is adjustment in which individuals from other culture are subjected to when entering a new culture. Therapist must look at the adaptative strategy that clients are deducing during therapy to assess accurately their level of acculturation. The clients should be encouraged to adjust the old rules for the actual consideration of the current situations.Lastly, when dealing with clients of minority cultures, the counselors are encouraged to take on additional rules. These include changing the idea of counseling as visualized and institutionalized in this county and enfold further styles of intervention. Such addition includes consulting help agencies and elucidating process and laws unusual to the client (Patrick, 2007). Reference: Patrick PK. (2007). Internet counseling: trend, application & ethical issues. In: Patrick PK (ed). Contemporary Issues in therapy. Boston, MA: Pearson Education, Inc.

Individual Rights in Health and Social Care Essay

Learning aims covered Learning Aim A: Investigate the rights of individuals using health and social care services Learning Aim B: Examine the responsibilities of employers and employees in upholding service users’ rights in health and social care Scenario You are about to go on work experience at a training centre for young adults with learning disabilities. Some of the young adults also have mental ill health and require medication. Task 1 We all have rights As part of your preparation for work experience, you have decided to produce an information pack on the rights of the young adults who attend the centre. Your information pack should contain:  a summary of the rights of the individuals who use the centre an explanation of how the rights of individuals can be upheld within the centre; you should refer to three examples here an assessment of the benefits and potential  difficulties of upholding the rights of individuals within the centre, referring to your chosen examples a description of how the Human Rights Act and the Mental Health Act 1983 may be used to uphold the rights of young adults who attend the centre, referring to three examples. Evidence you must produce for this task Information pack Criteria covered by this task: To achieve the criteria you must show that you are able to: Unit Criterion reference Summarise the individual rights of service users in health and social care. 8 2A.P1 Describe how current and relevant legislation protects the rights of service users, using examples. 8 2A.P2 Explain ways in which service users’ individual rights can be upheld in health and social care, using selected examples. 8 2A.M1 Assess the benefits and potential difficulties of upholding service users’ rights in health and social care, using selected examples. 8 2A.D1 Task 2 My rights are your responsibility Your supervisor at the training centre is impressed with your information pack, and would like you to deliver a presentation to a group of volunteers from a local college. Your presentation must include: a description of how each volunteer can maximise the safety of the young adults who attend the centre, giving four practical ways an explanation of why it is important to assess potential risks when planning care for the young adults an evaluation of the importance of risk assessment when  planning care, referring to three examples a description of how each young adult’s right to confidentiality is protected within the centre an explanation of why the centre protects the confidentiality of the young adults, referring to the Data Protection Act 1998, and giving three examples a justification of three occasions when it would be necessary to breach confidentiality in the training centre. Evidence you must produce for this task Learner presentation Learner notes Tutor observation record Camcorder recording of the presentation to support tutor observations Criteria covered by this task: To achieve the criteria you must show that you are able to: Unit Criterion reference Describe how an employee can plan to maximise the safety of service users. 8 2B.P3 Describe how the right to confidentiality is protected in health and social care. 8 2B.P4 Explain why risk assessment is important in health and social care. 8 2B.M2 Explain why the right to confidentiality is protected in health and social care, using examples. 8 2B.M3 Evaluate the importance of the use of risk assessments in health and social care, using selected examples. 8 2B.D2 Justify occasions where there is a need for an employee to breach confidentiality, using examples. 8 2B.D3 Sources of information Textbooks Asbridge, L., Lavers, S., Stretch, B. and Scott, J. (2008) BTEC First Health and Social Care, Revised Edition: Student Book, Oxford: Heinemann, 978-0-43550-026-9 Gresford, P. (1997) Case Studies in Health and Social Care, Oxford: Heinemann, 978-0-43545-273-5 Haworth, E., Higgins, H., Hoyle, H., Lavers, S. and Lewis, C. (2010) BTEC Level 2 First Health and Social Care Teaching Resource Pack, Harlow: Pearson Education, 978-1-84690-671-8 Moonie, N., Bates, A. and Spencer-Perkins, D. (2004) Diversity and Rights in Care (Care Management Series), Oxford: Heinemann, 978-0-43540-126-9 Nolan, Y. (2003), S/NVQ Level 2 Care Candidate Handbook: Student Handbook, Heinemann, 978-0-43545-221-6 Websites www.idea.gov.uk/idk/core/page.do?pageId=5145524 Equality Act 2010 www.hse.gov.uk/pubns/law.pdf Health and Safety at Work Act 1974

The Outlaw Josey Wales essays

The Outlaw Josey Wales essays Many western-oriented films tend to focus on reckless cowboys running from town to town, killing anyone who may potentially threaten their power. The Outlaw Josey Wales by Robert Daly, however, portrays a new type of main character defined by an entirely different set of morals and values. Throughout the film, Josey kills a total of 47 characters, but not once does he do so without reason. He never murdered anyone unless the situation left him no other option. In Josey Wales opinion, self-defense represented the only justification for killing another human being; the title outlaw inaccurately represents his true character. The movie begins with Josey plowing his farmland, which appears very solid and difficult to penetrate. This portrays Joseys modest beginnings as a hard worker and devoted family man. The difficult farming conditions, however, foreshadow the struggles that lie ahead for Josey throughout the remainder of the film. As he works, Josey suddenly hears gunshots in the distance and notices a thick black smoke rising in the air. He ran toward the smoke and found a band of Union soldiers burning his house and butchering his wife and son. Smoke is symbolic of the soul, and the color black represents death, thus portraying the death of Joseys soul upon witnessing the loss of his family. He attempted to save them, but one of the soldiers knocked him unconscious. After he awoke several hours later, the disheartened Josey buried his wife and son under a cross made of wood, showing his strong belief in religion (whatever it may have been). Later that day, he found a Union pistol buried amo ng the ashes of his house. Loading the weapon, Josey fired it repeatedly at a stake of wood not missing once. The fact that Joseys weapon-of-choice had been the former gun of a Union soldier shows how others forced him to become known as the outlaw Josey Wales. On the lighter...

Can Domestic Violence Be A Learnt Behaviour Social Work Essay Essays

Can Domestic Violence Be A Learnt Behaviour Social Work Essay Essays Can Domestic Violence Be A Learnt Behaviour Social Work Essay Essay Can Domestic Violence Be A Learnt Behaviour Social Work Essay Essay In this chapter the research worker will be researching if Domestic force is a learnt behavior. There are many different theories as to why work forces are more violent than adult females. These theories include biological theories, which focus on hormonal forms and aggression ; psychological theories, which focus on personality types and upsets ; depth psychology, which looks at projection and supplanting and sociological theories, which focus on constructs grounded in interpersonal, corporate, institutional, structural or social procedures ( Hearn 1998: 17 ) .A A A A Biological account suggests that adult females are intelligibly less violent than work forces. Maccoby and Jacklin ( 1975 ) explicate how adult females show choler and their relationship towards work forces are different to work forces, which indicate that jobs are resolved without any force behaviour.A Biological theories explain how force is occurred between male and female, this can be due to their chromosomes, endocrines, genetic sciences and territoriality. Following the consideration of biological account, into the research worker pathological theory. This theory explains the maltreater is enduring from a pathological status ; this status can be related on psychiatric unwellness or issues from pique of one or both spouses. ( Hague Malos, 1993 ; Johnson 1995 ) This theory was accepted in the 1970 s when force became really popular in households and caused many jobs and issues. The United States carried out a survey and focused on abused households they found that female parents were discrete of their force from their kids. Gayford ( 1978 ) cited in Johnson in 1995 researched that adult females that have been physically abused have a grade of incompetency. The individual responsible for being an maltreater are said to be weak, pathological covetous work forces that are missing in low ego regard and are sing anxiousness particularly about their manfulness. Hague Malos ( 1993 ) argue that these issues are still current in psychopathology and psychological science ; these issues have risen from the person and non hold been able to suc cess through in their relationship ( Hague Malos 1993 ) . Finally the research worker explored societal acquisition theory. Johnson 1995 analysed a theory called Social acquisition theory, this theory explains work forces being an maltreater towards adult females as a erudite behavior. OLeary ( 1989 ) states that force is taught force, household members use this function if the household is stressed, has an aggressive personality manner. The cardinal characteristics that trigger force are soldierly problem, intoxicant maltreatment, when these factor emerge force is likely to take topographic point. Marsden ( 1997 ) besides looked into this theory and argued OLeary statement he suggested the work forces who are violent in the maturity were frequently abused whilst being kids. The kids became psychologically disturbed and observed the male parents behaviour that repeatedly battered them. Marsden ( 1997 ) besides studied that if immature misss that were besides physically abused in their childhood may besides believe it is norm behaviors and may happen themselves in vulnerable place with their spouses. Another alternate theory besides suggests that force can be learned through life, by neighbors, packs or certain professions for illustration constabulary force and the ground forces this can be reflected as the sub- civilization theoretical account ( Hague and Malos, 1993 ) In a cross civilization survey of household force Hague ( 1997 ) found that some civilizations had some household values and beliefs that highlight aggression and force. In some household background married woman whipping and kids whipping is considered to be allowed in certain groups. Abusers frequently find themselves a portion of a rhythm, copying behavior from their ain male parents that had abused their female parents in their Muslim environment. As a consequence kids learn this opprobrious behavior and get down to mistreat their ain married womans, believing and accepting this behavior as normal. This is found to be an of import purpose because the longer the Muslim community allows maltreatment ; the longer it will be observed and rein act from male parent to boy, from coevals to coevals this will go on in a uninterrupted rhythm ( Hague Malos 2003 ) Anand ( 2003 ) research and recognized that chiefly adult females experienced domestic force in their ain places, and it is due to work forces being responsible for this behavior. It has been shown an increasing acknowledgment that life, turning and detecting in an environment of force can take to effects on kids in their development, either to cover with direct maltreatment, observed force to their female parents or have had a alteration in the ambiance and environment of their place. While there is no consistent reaction to populating with domestic force, Friedberg ( 2000 ) high spots those kids who have lived in the background of domestic force may hold mild mental wellness issues, compared to kids from a non-violent place. The Department of Health model working Together to Safeguard Children papers ( 1999 ) provinces, prolonged and/or regular exposure to domestic force can hold a serious impact on a kid s development and emotional wellbeing ( subdivision 2.21 ) . Domestic force has showed an influence on a wider prospective for kids of behavioral, physical and psychological graduated table line that could impact immature kids that have experienced this affair may ensue domestic force on a short period of clip or a longer term. Humphreys ( 2004 ) stated that different kids react to different state of affairss in a different manner. Children s behavior responds to life experience of domestic force are hard and will change harmonizing to a mass of factors that may act upon the degree of impact on their physical and mental wellbeing. These factors include: age, gender, race, disablement, gender, relationship with chief carer and siblings and single kids holding a get bying mechanism and endurance schemes. Humphreys ( 2004 ) further lineations that immature kids between the ages of 3-5years old are more likely to hold or demo physical symptoms of the anxiousness and hurt, these kids may show these frights by different behavior and emotionally. When kids start to go in their adolescent phase they may seek to disregard the memories of past behavior by turning to drugs for comfort, early matrimony or gestation, running off, or pull attending by going a felon. Boys and misss are shown to cover with experiences in different ways. A gender function can be stereotyped and may act upon kids to cover otherwise. Harmonizing to Lupton and Gillespie ( 1994 ) and Hester et Al ( 2000 ) Muslim kids that are born with a disablement may act upon the impact of domestic force, a adult female who is pregnant and facing domestic force may lend the relation to the disablement. Marsden ( 1978 ) researched and linked those kids that were traumatised and witnessed domestic force in the place kids with show marks of station traumatic emphasis upset ( PTSD ) , a type of go oning anxiousness upset following experience of a traumatic event. It is thought that a deficiency of incorporation from an early of unafraid fond regard relationship can take to long term cognitive, emotional and societal troubles during subsequently childhood and grownup life ( Marsden 1978 ) . Harmonizing to Mernessi ( 1991 ) , many kids who have experienced abuse and/or disregard express insecure fond regard forms. Domestic force may impact the parents to keep a consistent relationship with their kids and this will take to farther behavior form ( Mernessi 1991 ) . Friedberg ( 2000 ) does a farther survey and finds that immature kids confronting twenty-four hours to twenty-four hours life with domestic force are less likely to hold close physical contact with their parents and such parent s are incognizant of their behaviors and get down to demo negative signals. Domestic force is besides linked with high degrees of kid disregard and unfavorable judgment. The type of relationship a female parent gives a kid may hold an affected by extra factors in the state of affairs of domestic force such as physical hurt, depression, drug and intoxicant usage and separation due to fuss go forthing or child running off. Violence and opprobrious male parent figures have been seen to be more hurt, less physically attached, and use more negative control techniques such as physical penalty and verbal maltreatment, when holding the duty to being a the primary carer function ( Friedberg 2000 ) . When a adult female is being abused non merely is her rearing ability and her relationships with her kids likely to be affected ; there is besides a higher possibility that kids may be abused. Clark ( 2000 ) researched that domestic force and kid maltreatment occur together in 45-70 % of instances ; as a consequence domestic force is now alleged to be a critical index of hazard of injury to kids, with the male of course besides the kid s maltreater. In some conditions adult females have used force themselves but this is normally to forestall harsher action from their spouse ( Presscott Letko 1997 ) . Research carried out ( Shostack 2001 ) states that kids who are abused physically and/or sexually and detect domestic force are twice every bit much abused and show immense sum of hurt. ( Shostack 2001 ) states that kids that witness force to their female parents can hold a more of an impact to their life style instead than their ain maltreatment holding an impact to their behavior. Not all theories can supply equal replies, but when several theories are combined to supply a multi account, it presents a clearer image of why Muslim work forces are more violent than adult females. These factors can include force in Muslim community, household relationship, cultural norms and values, turning up in a Muslim society, the personality of the person who miss-use substances, these factors may all unify to an account where violent behavior is much more likely to go on ( Ainsworth 2000 ) . A

Belgium devolution - rationale and mechanisms, relationship to Essay

Belgium devolution - rationale and mechanisms, relationship to national and local government, extent of powers - Essay Example The rationale for Belgium devolution is elaborated with the help of following points: These differences between groups had led to significant conflicts inflicting upon the economic growth of Belgium, hindering appropriate policy making, instability of government regimes and leading to financial crisis in the country. 9 The division between two broader groups viz. French and Dutch communities based on language was spotted all over the country. Flanders and Wallonia, in particular, exhibited significant social and economic differences.11 The process of devolution and federalisation was initiated as a means to resolve the conflicts among regions and communities, and to bring them in cooperation with the federal government by empowering them with the rights central to their activism. 12 The rationale for devolution involved the sense that the Communities were entrusted with responsibilities that they were more engaged with i.e., the individual and state services. The power encompassing territorial scenario was assigned to the Regions. The federal government, on the other hand, kept with it the critical and significant aspects of state affairs. 14 In this way, the devolution separated the Regions and Communities in terms of responsibilities and activities, it empowered them and allowed them much liberty to exercise their rights towards the betterment of their specific areas and competencies. It was based on the logic that the individual efforts of Regions and Communities would lead to the collective betterment of Belgian public. Asymmetrical i.e. the authority exercised by Regions and Communities in different areas are different. For example, in Flemish area, the Regions and Communities share single authority. In the French speaking area, on the other hand, the Regions and communities have separate authorities with different governments and councils.16 There is no hierarchy of standards i.e. the Regions and Communities are granted

Software Application life-cycle Research Paper Example | Topics and Well Written Essays - 750 words

Software Application life-cycle - Research Paper Example It also depends upon the time and budget constraints of which of the life-cycle model will be appropriate to adapt. This paper will introduce and compare two of the life cycle models; the waterfall and the agile model. The models will be compared and analyzed in the context of the mobile software development project. This is to propose the most adequate model for a mobile software development project (Schach, 2010). Comparative Analysis of Life-Cycle Models The waterfall life cycle model is a sequential process model. It is a step-by-step development model starting from the initial design phase and ending to the completion phase (the maintenance phase) (Schach, 2010, p. 53). The phases of the model are interdependent on each other as the next phase begins only when the previous phase is ideally completed. Adapting waterfall model for the mobile software development project could be worth it as it may include the detailed stages of requirements analysis, design, and implementation, gi ving ideal completion to the mobile software (Munassar & Govardhan, 2010). Contrary to the waterfall model is the iterative incremental life cycle model, which is based on correspondence and integration (Bittner & Spence, 2006, p. 143). The iteration model leads a mobile project incrementally, which means that it has more compatibility that the waterfall method to adapt changes in the initial requirements’ stage. It is a reversible model looped to the adjusting and modifying code source requirements (Gomaa, 2011). The waterfall life cycle model is a more detailed and apprehensive model for mobile software development (Mall, 2009). It is a more comprehensive model than iteration to complete a mobile development project. However, it could be more expensive than the iteration model as it is less flexible to adapt changes. The rigidity of the model is what makes it a more complex model to adapt (Schach, 2010). Iterative incremental model is more flexible as compare to the waterfa ll model. More specifically, for the short term mobile projects, iteration model is supple to adapt. The mobile software development often requires changes in each development stage (Schach, 2010). Likewise, there are feedback inputs from stakeholders or users that could come at the beginning or at mid or ending stages of design and implementation. This requires incorporation of the design changes or requirements changes, on where iterative incremental model is more effective to adjust (Schach, 2010). Due to sequential rigidity, the waterfall life cycle model gives less space to the mobile clients. It gives less room to the customers to assert their initial requirements (Schach, 2010). On the other side, iterative incremental model gives much choice to users to put on their initial requirements. As the iterative model affords the low cost on changes or modification so it allows users to give major demands or requirements. This is how iteration model is more market oriented than wate rfall. It is a model which is customer focused than waterfall model (Gomaa, 2011). The waterfall lifecycle model can take more time than iteration model to complete a mobile software project (Munassar & Govardhan, 2010). Comparatively the waterfall model requires larger set of data than iteration in proceeding and completing a project. As each phase is more detailed and more apprehensive so it makes the waterfall model a time consuming model (Mall, 2009). Apart from all, iterative increme

Developments in the media Essay Example | Topics and Well Written Essays - 4000 words

Developments in the media - Essay Example The nature of the electronic medium and the ease and facility of access, distribution, and duplication afforded by the Internet has made it very difficult for Governments to devise effective systems to regulate content on the Internet and prevent the exploitation of impressionable youngsters. While several measures have been taken to tackle the problem, the difficulties in pinpointing jurisdiction and the absence of effective filtering methods are significant drawbacks in bringing about effective regulation to protect children from pedophiles and distributors of obscene material. Internet and regulation: One of the major issues that need to be considered is the enormous capacity for copying and reproduction that is afforded by the digital environment.3 In a digital environment, with free availability of information and the facility for easy duplication of material coupled with the difficulties in restricting access, potent dangers are posed to children who may be exposed to offensive , the pornographic material on the Net. For example, Lewis has discussed the scope of the reforms to the Sexual Offenders Act of 1997 by way of the Sexual Offences Act of 2003, as a result of which a wider range of offensive activities against children has been brought under the purview of protection offered for children who are vulnerable to sexual abuse4. This Act also creates a new offense of â€Å"grooming† whereby a person attempting to lure a child into a sexual activity will be guilty even if the actual offense has not occurred.

Assignment c Example | Topics and Well Written Essays - 500 words

C - Assignment Example Leadership must develop a sense of vision and encourage, inspire and motivate team members so that all share the common goal of achieving organizational success (Kleinwort, 2014). Jeff Bezos of Amazon is one business leader that been successful in revolutionizing the manner in which business is done with his concept of predictive analytics. Business acumen encompasses working a lot of keenness and right speeds when responding to and making decisions in unique business situations. individuals with business acumen those who are smart when it comes to business decisions; they have the capabilities of obtaining necessary information regarding situations in a timely manner, focusing specific objectives, recognizing all available alternatives for the solution, settling on the most appropriate actions and setting in motion plans of getting it done. Acumen requires the individual to think in a manner that focuses on most critical components, appreciation of possible consequences of their actions recognizing close monitoring and adjustment of plans are crucial in defining the future. An example of an entrepreneurial personality is Steve Jobs; he was successful in combining functionality, convenience and accessibility to give value for customers in the iPad product. Teamwork involves working in collaboration with members of a group towards achieving common objectives. Teamwork is a very essential element of business since most of the time colleagues are required to work together which is sometimes not easy. It calls on members of the team to cooperate with one another and give constructive feedback even with the conflicts that may arise due to personal differences (Scouller, 2011). To achieve the vision and business goals, leaders must therefore be able to cultivate the spirit of teamwork and get people to share the same vision. John Mackey has successfully cultivated a culture of teamwork and achieved tremendous business success at Whole Foods

How to implement a dual language program in an established elementary Dissertation

How to implement a dual language program in an established elementary public school - Dissertation Example However, a person is not born speaking a language, it is learned and through a learning process that starts at the time of birth (Fielding, 2009). In reference to the work done by linguist Noam Chomsky, Mason describes language to be a â€Å"specific skill†. Elaborating on Chomsky’s description of language as an inherent faculty, Mason in his lecture â€Å"Learning Language† said that man was born with a set of rules related to language in his head and he called these set of rules â€Å"Universal Grammar† (Learning Language, n.d.). Acquiring the First Language Children show a natural tendency towards language acquisition. Language acquisition occurs through the numerous experiences of everyday life (Northwest Regional Educational Laboratory, n.d). Acquiring language without any systematic effort is called first language acquisition. Language acquisition takes place during conversation; when adults talk, children respond and thus grasp the basics of a langu age being spoken (Moloney, 2007). The pattern of interaction between parents and children may differ with cultures but the rate at which the children develop as language users remains the same throughout the world (Clark, n.d). Children learn the language they are exposed to (Garcia, 2009). Every child learns the first language without the need of any formal lessons (Pinker, 1995). Clark has described language acquisition among children as a part of the overall physical, social and cognitive development of a child. In Clark’s opinion, children between ages 2 and 6 can rapidly acquire a language and mostly by the time they turn 6, they are proficient language users. Although a lot has been said and written about the development of language in a child, a great deal remains to be explored. The language of a child is a constantly developing process which undergoes many changes. The children seem to acquire the first language quickly, early and with few mistakes (Linden, 2008). A child’s experience with language and his interaction with others teach him the sound-meaning relationship and help him comprehend the purpose it represents. Although the rate at which children acquire first language skills may differ, there is little difference in the pattern of development between the languages (Clark, n.d) According to Clark children acquire communicative competency naturally and inherently, and then develop an understanding of the grammatical rules of the language. The structure of the language develops with thinking abilities and social interactions of the child. As the language skills develop, children become conscious of the social situations around them and learn to think and behave accordingly (Pinker, 1995). Second Language Acquisition Stephen Krashen (2009), a well known linguist identified the difference between learning and acquisition. In his theory of the second language acquisition, Krashen defined acquisition as a subconscious and instinctive process of constructing the structure of a language quite similar to the way a child picks up his first language (Krashen, 2009). Learning on the other hand is a conscious process based on formal instruction and involves conscious learning of a language (Schutz, 2007). Krashen (2009) has described learning as â€Å"less important than acquisition†

China's business cycle and government policy in economy development Research Paper

China's business cycle and government policy in economy development - Research Paper Example There are many economic indicators that can be used to show the growth of a given economy. In this research paper, only three are discussed. Gross Domestic product(GDP), inflation and the unemployment rate are the major indicators of the economic change in the country. Gross Domestic Product of china The state council of China established a system of national accounting in 1985 to measure the gross domestic product of the people’s republic of China. In comparison, the Gross Domestic Product report produced by Fengbo Zhang in his measurements in 1980 and that of 1998, the difference in the economic levels is negligible. This is the period when the weighting factors underwent tremendous changes. The prices were amended year after another. Despite the great changes in technology in china, the Gross Domestic Product has shown negligible deviation since 1980. The chart below shows the changes in the Chinas GDP as compared to other economic growths in the first and second world countries. Proportion of world (countries with data) nominal GDP for the countries with the top 10 highest nominal GDP in 2010, from 1980 to 2010 with IMF projections until 2016. Grey lines show actual US dollar values China’s mean annual growth in Gross Domestic Growth was 9.90 % from 1980 to 2010. The highest it ever went in the history is 15% while the lowest was 3.7%. in 1984 and 1990 respectively. According to the research of 2013, Chinas nominal GDP by Expenditure approach is 9.2 trillion Dollars of the USA. Factors affecting the GDP in china and other developed countries vary. The first is growth phase and sector shares. Economic development in China and other developed countries have experienced changes, which affected the progress of growth through labor force, participation rate and economic sector relative sizes. Transition from agricultural activities to manufacturing saw the manufacturing industries

Assignment c Example | Topics and Well Written Essays - 500 words

C - Assignment Example Leadership must develop a sense of vision and encourage, inspire and motivate team members so that all share the common goal of achieving organizational success (Kleinwort, 2014). Jeff Bezos of Amazon is one business leader that been successful in revolutionizing the manner in which business is done with his concept of predictive analytics. Business acumen encompasses working a lot of keenness and right speeds when responding to and making decisions in unique business situations. individuals with business acumen those who are smart when it comes to business decisions; they have the capabilities of obtaining necessary information regarding situations in a timely manner, focusing specific objectives, recognizing all available alternatives for the solution, settling on the most appropriate actions and setting in motion plans of getting it done. Acumen requires the individual to think in a manner that focuses on most critical components, appreciation of possible consequences of their actions recognizing close monitoring and adjustment of plans are crucial in defining the future. An example of an entrepreneurial personality is Steve Jobs; he was successful in combining functionality, convenience and accessibility to give value for customers in the iPad product. Teamwork involves working in collaboration with members of a group towards achieving common objectives. Teamwork is a very essential element of business since most of the time colleagues are required to work together which is sometimes not easy. It calls on members of the team to cooperate with one another and give constructive feedback even with the conflicts that may arise due to personal differences (Scouller, 2011). To achieve the vision and business goals, leaders must therefore be able to cultivate the spirit of teamwork and get people to share the same vision. John Mackey has successfully cultivated a culture of teamwork and achieved tremendous business success at Whole Foods

China's business cycle and government policy in economy development Research Paper

China's business cycle and government policy in economy development - Research Paper Example There are many economic indicators that can be used to show the growth of a given economy. In this research paper, only three are discussed. Gross Domestic product(GDP), inflation and the unemployment rate are the major indicators of the economic change in the country. Gross Domestic Product of china The state council of China established a system of national accounting in 1985 to measure the gross domestic product of the people’s republic of China. In comparison, the Gross Domestic Product report produced by Fengbo Zhang in his measurements in 1980 and that of 1998, the difference in the economic levels is negligible. This is the period when the weighting factors underwent tremendous changes. The prices were amended year after another. Despite the great changes in technology in china, the Gross Domestic Product has shown negligible deviation since 1980. The chart below shows the changes in the Chinas GDP as compared to other economic growths in the first and second world countries. Proportion of world (countries with data) nominal GDP for the countries with the top 10 highest nominal GDP in 2010, from 1980 to 2010 with IMF projections until 2016. Grey lines show actual US dollar values China’s mean annual growth in Gross Domestic Growth was 9.90 % from 1980 to 2010. The highest it ever went in the history is 15% while the lowest was 3.7%. in 1984 and 1990 respectively. According to the research of 2013, Chinas nominal GDP by Expenditure approach is 9.2 trillion Dollars of the USA. Factors affecting the GDP in china and other developed countries vary. The first is growth phase and sector shares. Economic development in China and other developed countries have experienced changes, which affected the progress of growth through labor force, participation rate and economic sector relative sizes. Transition from agricultural activities to manufacturing saw the manufacturing industries

Egypt and Mesopotamia Comparison Essay Example for Free

Egypt and Mesopotamia Comparison Essay Egypt and Mesopotamia not only differed in their trade and culture, but also in their politics and form of government. Despite the differences though, one is able to notice several similarities between the two civilizations. First of all, Mesopotamia was ruled by kings and queens and nobles could usually attain power as they attained a higher economic status. In Egypt, it was the pharaohs who the authoritive power. In Mesopotamia, the state also had supreme power in the economy and agricultural affairs. Pharaohs were the supreme judges and law makers, as were kings in Mesopotamia. They did have advisors and religion influenced their policies, for example, religion in Egypt is the bureaucracy and actions as did in Mesopotamian civilizations. An example of how morals had an influence in the Mesopotamian laws and policies is Mesopotamian king Hammurabi’s Codes Laws on family relationships. In these codes relied heavily on the principle of lex talionis, or â€Å"the law of retaliation† basically meaning an eye for an eye. Egyptian law was based on truth, order, balance and justice in the universe. This concept allowed that everyone, with the exception of slaves, should be viewed as equals under the law. One can notice, however, that when Egyptians carried out punishment in their people, they would be relatively unfair. Both civilizations had politics centered around cities or populated areas. This is true because areas or centers that were more populated were more likely to support differences in ideologies, so there would tend to be more conflicts requiring a higher authorative power. The people of these two civilizations were pretty loyal to the policies, especially when they considered the consequences that they would face if they didn’t. For pharaohs in Egypt, their successors were usually their offspring and they carried the empire. In many Mesopotamians though, the kings that ruled didn’t necessarily have to be relatives of the previous kings, though they did take the ways of ruling of the previous kings to learn from them and make sure to be more efficient, as did the pharaohs.

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