11 Facts About Elder Abuse Essay

1. Elder abuse most often takes place in the home where the senior lives. It can also happen in institutional settings, especially long-term care facilities. 2. Approximately 1.6 to 2 million seniors become victims of abuse or neglect in domestic and institutional settings in the U.S. every year. 3. The four most common forms of elder abuse are physical abuse (including sexual abuse), psychological and emotional abuse, financial/material abuse, and neglect. 4. Most elder abuse victims are dependent on their abuser for basic needs. 5. At least 1 in 9 Americans over the age of 60 has experienced some form of elder abuse. 6. Seniors who have been abused have a 300 percent higher risk of death when compared to those who weren’t. 7. In almost 90 percent of elder abuse and neglect incidents, the perpetrator is a family member. Two-thirds of perpetrators are adult children or spouses. 8. For every reported incident of elder abuse, five others go unreported. 9. Almost 50 percent of seniors with dementia (a decline in mental ability. Alzheimer’s is the most common type of dementia) experience some form of abuse. 10. While 91 percent of federal abuse prevention dollars are spent on child abuse, 7 percent is spent on domestic abuse, and only 2 percent goes towards protecting the elderly. 11. Legislatures in all 50 states have passed some type of elder abuse law. Types Although there are common themes of elder abuse across nations, there are also unique manifestations based upon history, culture, economic strength, and societal perceptions of older people within nations themselves. The fundamental common denominator is the use of power and control by one individual to affect the well-being and status of another, older, individual. There are several types of abuse of older people that are generally recognized as being elder abuse, including: Physical: e.g. hitting, punching, slapping, burning, pushing, kicking, restraining, false  imprisonment/confinement, or giving excessive or improper medication Psychological/Emotional: e.g. humiliating a person. A common theme is a perpetrator who identifies something that matters to an older person and then uses it to coerce an older person into a particular action. It may take verbal forms such as name-calling, ridiculing, constantly criticizing, accusations, blaming, or non verbal forms such as ignoring, si lence or shunning. Financial abuse: also known as financial exploitation. e.g. illegal or unauthorized use of a person’s property, money, pension book or other valuables (including changing the person’s will to name the abuser as heir). It may be obtained by deception, coercion, misrepresentation, undue influence, or theft. This includes fraudulently obtaining or use of a power of attorney. Other forms include deprivation of money or other property, or by eviction from own home Scam by strangers: e.g. worthless â€Å"sweepstakes† that elderly persons must pay in order to collect winnings, fraudulent investment schemes, predatory lending, and lottery scams. Sexual: e.g. forcing a person to take part in any sexual activity without his or her consent, including forcing them to participate in conversations of a sexual nature against their will; may also include situations where person is no longer able to give consent (dementia) Neglect: e.g. depriving a person of food, heat, clothing or comfort or essential medication and depriving a person of needed services to force certain kinds of actions, financial and otherwise. The deprivation may be intentional (active neglect) or happen out of lack of knowledge or resources (passive neglect). Hybrid financial exploitation (HFE): e.g. financial exploitation that co-occurs with physical abuse and/or neglect. HFE victims are more likely to be co-habiting with abusive individual, to have fair/poor health, to fear the abusive individual, to perceive abusive individual as caretaker, and to have a longer duration abuse. In addition, some U.S. state laws also recognize the following as elder abuse: Abandonment: deserting a dependent person with the intent to abandon them or leave them unattended at a place for such a time period as may be likely to endanger their health or welfare. Rights abuse: denying the civil and constitutional rights of a person who is old, but not declared by court to be mentally incapacitated. This is an aspect of elder abuse that is increasingly being recognized and adopted by nations Self-neglect: elderly persons neglecting themselves by not caring about  their own health or safety. Self-neglect (harm by self) is treated as conceptually different as abuse (harm by others). Institutional abuse refers to physical or psychological harms, as well as rights violations in settings where care and assistance is provided to dependant older adults or others. What causes physical abuse of an elder? The exact cause of physical abuse is not known. Poor or crowded living conditions may be one of the reasons it occurs. The following may increase your risk of physical abuse: You have learning or memory problems. You have a long-term condition, such as dementia, diabetes, paralysis, or stroke. You have no relatives or friends who can take care of you. You have difficulty getting along with others. The carer depends heavily on you for things such as money or housing. The carer drinks alcohol or uses illegal drugs. The carer has a personality disorder, depression, or another mental illness. The carer has a history of family violence, such as physical or sexual abuse. The carer has stress due to work, taking care of you, or financial problems. What are the signs and symptoms of physical abuse of an elder? Repeated falls or injuries, or old injuries that were not treated when they happened Scratches, bite marks, or marks from objects used for restraining, such as belts, ropes, or electrical cords Broken or dislocated bones Cuts or bruises, especially on both upper arms (grab marks) Scars or burns from cigarettes, irons, or hot water Blood or discharge coming from your nose, mouth, or genitals

Understanding the Effective Primary Science Learning

In my experience the enthusiasm and appetency for acquisition of kids in their primary old ages is matchless which makes primary learning a truly fulfilling and honoring experience. However, high-quality instruction and good thought-out course of study development in these early old ages is important to kids ‘s success. With mentions to my ain experiences and through a critical analysis of the available literature, this paper will discourse how possible course of study development will heighten effectual primary learning with a specific focal point on the topic of scientific discipline. It will besides discourse some of the troubles in interpreting these constructs into pattern and see ways to get the better of these obstructions. Bettering a immature individuals ‘ apprehension of scientific discipline is cardinal to the authorities ‘s committedness to promote more kids to analyze scientific discipline. A good scientific discipline instruction is non merely of import for scientific literacy subsequently in life but by go oning to analyze scientific discipline throughout school, students open themselves up to a universe of possibilities ( Teachernet, 2009:1 ) . This committedness was ab initio exemplified through the debut of a National Curriculum in 1989 which asserted that compulsory scientific discipline instruction be brought into the primary sectors in England and Wales for the first clip. Science was placed alongside English and Mathematics in what became known as ‘the nucleus ‘ ( Sharp, J et Al. 2009:247 ) . However, from the beginning, it became clear that many schools had troubles in presenting the National Curriculum efficaciously. The course of study was viewed as excessively normative and overladen and hindered instructors ‘ ability to be originative and give adequate attending to the demands of kids with larning troubles. Assessment processs were besides debatable with a figure of instructors objecting to the National Curriculum trials ( DCSF, 2009:28 ) . To rectify the jobs associated with the National Curriculum there have been several alterations and reappraisals of it since its initial execution. For illustration, Sir Jim Rose ( Alexander and Flutter, 2009:3 ) was invited to set about an ‘Independent reappraisal of the primary course of study ‘ with a position to doing some recommendations which will inform the new primary course of study to be introduced from September 2011. Indeed, a figure of writers have proffered suggestions for course of study development, the comparative virtues of which will be discussed in the undermentioned paragraphs. Harmonizing to the Rose Review ( DCSF, 2009:9 ) the course of study that primary kids are taught must let them to bask childhood and develop the indispensable accomplishments and cognition which are the foundations for secondary instruction and ulterior life. To accomplish this, the new course of study must be informed by an apprehension of the meshing ways in which kids learn – physically, intellectually, emotionally, socially, and spiritually between the ages of 5 and 11. In add-on, a well-planned, dynamic course of study acknowledges that primary kids â€Å" love to be challenged and engaged in practical activities ; and they readily empathise with others through working together and through experiences in humanistic disciplines, literature, spiritual instruction and much else. Primary kids must non merely larn what to analyze, they must besides larn how to analyze, and therefore go confident, self-restraining persons † . Although the topic of scientific discipline ( and most other topics ) has antecedently been content-driven, in position of the above paragraph it is possibly non surprising that recent course of study developments seem to be embracing a more holistic attack equilibrating ‘content ‘ with ‘process ‘ and concentrating on accomplishments development every bit good as the acquisition of cognition. This recent development is likely to hold been influenced by instructors concern that because the bing course of study has so much prescribed content they do non hold clip to learn it in deepness, or for kids to consolidate their acquisition. Consequently, a cardinal demand of this reappraisal is to cut down overload by â€Å" reexamining the current programmes of survey so that schools have greater flexibleness to run into students ‘ single demands and construct on their anterior acquisition † ( DCSF, 2009:10 ) . A greater focal point on ‘process ‘ enables kids to go more involved in hands-on activity and practical work and encourages kids to research their ain and others ‘ thoughts. Concept function, group work, utilizing computing machine plans, function drama, field work and authorship are besides of import vehicles for assisting kids develop their ain thoughts ( Wynne, 1999:14 ) . Indeed, promoting echt collaborative group activity is of import to accomplishing the sort of interchange that encourages thoughts ( Barnes, 1976, cited in Wynne, 1999:58 ) . Harmonizing to Barnes ( 1976:31 ) â€Å" Talk and authorship provide agencies by which kids are able to reflect upon the bases upon which they are construing world and thereby change them † . Henderson ( 1994, cited in Wynne, 1999:58 ) has suggested several schemes for advancing group coaction and category treatment, including: groups researching a subject and showing their findings ; groups be aftering an probe and sharing their thoughts. Another recommendation made by the Rose Review ( DCSF, 2009:46 ) can enable greater flexibleness for instructors, increase enjoyment and better acquisition development for students. Harmonizing to Ofsted and the QCA study ( DCSF, 2009:12 ) some of the most effectual acquisition occurs when connexions are made between topics. This is supported by Millar and Osborne ( 1998, cited in Sharp and Grace, 2004:313 ) who assert that uranology for illustration, can supply the ‘explanatory narratives ‘ that integrated whole sets of science-related every bit good as modern-day and historical instance surveies, and these narratives provide a cross-curricular tool for doing those constructs more memorable. A little rural Shropshire primary school is a specific illustration of successful cross-curricular activity in schools. In this school the environment was often used for a broad scope of out-of-door chases, such as field surveies of home grounds, forestry direction, and the landscape which brought together elements of geographics, scientific discipline and history ( DCSF, 2009:42 ) . My school excessively uses the out-of-doorss creatively for turning and analyzing workss and this has proved to be a really gratifying and successful acquisition experience for students. Cassop Primary School ( DCSF, 2009:48 ) is besides an first-class illustration of a school which has been able to unite topics to the enjoyment and advancement of students and lend significantly to the environment. The school is the first wind-powered school in the UK and its environmental programme has helped to heighten acquisition in scientific discipline and engineering and environmental apprehension so that â€Å" students are able to explicate clearly the scientific discipline underpinning the engineering, while as a focal point for larning they develop accomplishments in question, concluding and creativeness † . This enables kids to set up good attitudes to larning ( DCSF, 2009:49 ) and facilitates the ability to larn non merely what to analyze, but besides how to analyze as portion of a rewarding procedure. Another recommendation is to utilize drama in a productive and meaningful manner to heighten kids ‘s cognition of scientific discipline. The Rose reappraisal received many petitions from parents to supply more chances for exploratory, well-structured drama. Based on strong grounds, the interim study highlighted the importance of larning through drama for immature kids and proffered that the intents of drama in advancing acquisition should be made expressed and chances made to carry through them in the primary course of study ( DCSF, 2009:93 ) . It is of import to observe that these schemes are improbable to be implemented efficaciously without the full engagement of parents themselves. The Rose Review ( DCSF, 2009:17 ) asserts that kids thrive best when parenting, the course of study and teaching method are all of high quality and has observed a figure of illustrations of instructors and parents partaking in informal treatment about kids. The Cambridge Review ( Alexander and Flutter, 2009:20 ) besides recommends that kids themselves should hold a say in course of study design and planning. Lambeth Children and Young People ‘s Services suggested that the course of study needs to promote a more meaningful and relevant course of study, including our apprehension of how kids learn, and inquiring for their position and input in design. Gilbert et Al. ( 1982, cited in Sharp and Grace, 2004:313 ) support this position and assert that serious consideration should be devoted to understanding kids ‘s involvement and motive in the different content countries of scientific discipline. So far, this assignment has explored some of the schemes recommended by authorities and their part to the acquisition and development of kids through scientific discipline. However, there are a figure of obstructions within the instruction system which can smother the passage from policy to pattern and these will be discussed in the undermentioned paragraphs. Harmonizing to Roden ( 2000:31 ) ten old ages on from the execution of the National Curriculum there does look to hold been some important betterments. Children are accomplishing expected criterions of scientific discipline, as measured by public presentations on SAT ‘s trials and teacher appraisal at the terminal of Key Stage 2. However, in 2009, England has a statutory National Curriculum for the primary stage with non-statutory elements, which combines three nucleus topics, two of which ( mathematics and English ) are capable to separate agreements in chase of the ‘standards ‘ docket and take up half of the available instruction clip in structured lessons. The other seven statutory foundation topics and three non-statutory foundation topics are expected to be accommodated for during the other half of available instruction clip ( Alexander and Flutter, 2009:5, 6 ) . In contrast to daily literacy and numeracy lessons speaking half of the available instruction clip, NAIGS estimated that clip devoted to scientific survey now equated to merely 1.5 hours a hebdomad at Key Stages 1 and merely 2 hours at KS2. This instruction tended to be limited to afternoon slots with small learning support ( Alexander and Flutter, 2009:30 ) . Therefore, although the increased focal point on cross-curricular activiti es may let instructors to pass more clip on scientific chases within a tight timeframe, it can be really hard to guarantee that kids are provided with a good balance of both ‘process ‘ and ‘content ‘ oriented work particularly given the increased focal point on SATs.. Indeed, Hollins and Whitby ( 1998, cited in Roden, 2000:34 ) point out that although ‘process ‘ and ‘content ‘ are supposed to be given equal weighting, recent statutory educational duties have encouraged the usage of didactic methods of learning to the hurt of question acquisition which reduces chances for kids to widen their apprehension. Appraisal at Key Stage 1 and KS2 relies to a great extent on instructor appraisal which holds equal position with pronounced Standards Attainment Tests ( SATs ) . The focal point within SATs requires callback of factual information which has led to ‘teaching to the trials ‘ ( Roden, 2000:34 ) and I know I have been guilty of holding done the same thing myself because kids merely would non make good in trials otherwise. Another concern is the deficiency of assurance that primary instructors frequently have in learning scientific subjects. In a national study of 514 primary instructors in Scotland primary instructors were less confident about learning scientific discipline than about all other course of study countries and felt that their ain apprehension was non sufficient plenty to promote conceptual development in students ( Holroyd, 1996:323 ) . Newton and Newton ( 2009:45 ) , in their survey of 16 concluding twelvemonth pupils on a degree class taking to measure up instructor position in the UK besides found that constructs of school scientific discipline lessons were narrow, focused on chiefly practical probes of affair of fact, and included misconceptions. The analysis so far, has shown that although there are a figure of possible course of study developments which could lend to the academic development of the kid and heighten their enjoyment of acquisition, the limited sum of clip allowed for learning scientific discipline, the force per unit area to accomplish high criterions in assessment trials, and the deficiency of assurance and cognition of scientific topics characterised by some instructors, can impede the passage from policy to pattern. However, there are some schemes that can be implemented in order to get down to get the better of the challenges encountered by primary scientific discipline instructors and these will be explored in the undermentioned paragraphs. Harmonizing to Wilson et Al. ( 2004:20 ) the impression that a more originative and ambitious attack will ensue in greater accomplishment in SATs was the footing of an Oxford Brookes University undertaking. It was felt that giving kids chances to build their ain apprehension would increase their enthusiasm for scientific discipline and assist them prosecute in the scientific procedure. This has clear resonance with ‘Excellence and Enjoyment ‘ ( DfES, 2003:1 ) a scheme for primary schools which opens with the words: â€Å" Children learn better when they are excited and engagedaˆÂ ¦.when there is joy in what they are making, they learn to love acquisition † . The undertaking involved 16 schools and two key instructors within each school. The cardinal countries that the undertaking focused on were: More focussed recording by the kids ; increased clip spent in treatment and argument of scientific thoughts ; more chances for practical probe ; and an increased accent on developing kids ‘s higher order thought ( Wilson et al. 2004:21 ) . The more focussed recording has released clip in lessons for making scientific discipline and treatment of the large thoughts which leads to further development of scientific cognition and accomplishments. In ‘Challenges in primary scientific discipline ‘ ( Coates and Wilson, 2003, cited in Wilson et Al. 2004:21 ) a short ‘bright thoughts ‘ slot into primary scientific discipline lessons is suggested. Promoting the kids to ‘think, brace and so portion ‘ for this slot encourages them to take clip to believe and improves deepnesss to their replies. As a consequence of the undertakings recommendations, 13 of the 16 schools showed a important addition in the per centum of kids accomplishing degree 5. Nationally, the per centum of kids achieving degree 5 in 2003 increased by 3 per cent, but 11 of the participating schools showed an addition much greater than this ( Wilson et al. 2004:21 ) . In decision, this assignment has critically assessed the available literature on possible course of study development for the sweetening of kids ‘s acquisition in primary scientific discipline. Recent reappraisals have recommended that primary scientific discipline learning be less content-led and more process-driven, advance the advantages of cross-curricular instruction and promote greater flexibleness in ‘what ‘ and ‘how ‘ scientific discipline is taught. There are a figure of illustrations to exemplify the effectivity of these attacks in primary schools. However, there are besides a figure of troubles associated with seeking to practically implement these schemes in an educational environment whereby many instructors lack the assurance and accomplishments to learn scientific discipline efficaciously, which still allocates limited clip for the instruction of scientific discipline and puts force per unit area on instructors to guarantee that students à ¢â‚¬Ëœ perform good in content-driven appraisal trials. The Oxford Brookes Project does propose some ways for scientific discipline instructors to believe creatively in this comparatively constricted environment and these have proved successful at developing the ‘whole ‘ kid and bettering academic attainment. However, such efforts are likely to stay bit-by-bit unless the position of scientific discipline is raised to be that of English and Mathematics ; clip is ring-fenced to supply adequate chance for practical work ; assessment trials place greater accent on appraisal accomplishments ; and more preparation is made available for instructors to better their scientific cognition and assurance.

Synthesis of Waiting for Superman (the movie) and the Article Time to Essay

Synthesis of Waiting for Superman (the movie) and the Article Time to Stop Waiting for Superman - Essay Example tion but the role that the larger society, which is represented by government and other state agencies, through the powers vested in them by the public has to play seem to outweigh all other factors. This is because it is the policies that these people formulate and leadership that they give that determines a greater part of the outcome of the educational system. in this paper therefore, the two works that have been mentioned earlier are synthesized to know how they address the issue of education in the modern American context. Reading through the article, the theme that is developed is how unacceptable it is to try to fix the educational system through wrongful means. This theme is presented from the view point of the administrative story of Michelle Rhee, who was the superintendent of Washington, D.C’s public schools. The issues presented in the article have to do with how Michelle Rhee took over as the superintendent and within a very short time she was seen as a superman who was going to fix not just the ailing D.C public school but that of the nation at large. This is because from policies that she put in place, most of which were focused on forcing principals and teachers to do the right thing by putting in their maximum effort, scores from schools in the state started improving. In no time, she was hailed and referred to by many in public discourse. She even had the attention of big politicians like Barack Obama and went on TV. As it turned out, all her efforts were the product of massive che ating. Synthesizing the article information with the movie, â€Å"Waiting for Superman†, there are some areas that the text can be said to align and agree on a common purpose. A typical example of this has to do with how both works treat the issue of standards of teaching. In the article, the author calls to question, the approach to teaching, where students are prepared only for to take tests, making â€Å"them better at taking state tests† (Stanford, 2013). In the

A Time of Reflection Essay Example | Topics and Well Written Essays - 1250 words

A Time of Reflection - Essay Example Military tension was culpable between the two world powers, and they even engaged in proxy wars as they tried to outdo each other. The tension created by the Cold war affected day to day lives of Americans. Between 1946 and 1964, it is estimated that some 20 million babies were born in the US. This is the generation that grew up during the tension filled years of the Cold War. It is also the generation that witnessed the Civil Movement. I am a proud member of this generation which is commonly referred to as the Baby Boomers. I grew up during a time when the politics of the United States seemed almost uncertain. There was the ever threatening return-to-war feeling among the general populace. The never-ending tug-of-war between the US and USSR created a fear among citizens. This generated into a phenomenon that came to be known as Duck and Cover as people were afraid that the enemy (that is, the USSR) would drop a nuclear bomb on any part of the country and we had to be ready to duck a nd find cover if and when that happened. This kind of tension was particularly unnerving for the young generation born after the war. I think the older generations were able to deal with the situation since they had experienced the Second World War and were used to such tension. In my understanding at that time, they were too afraid to speak out of the effects that war was having on the common citizens. But I was not. I felt that it was my right to speak out what I thought should be spoken out. If I thought that something was wrong and it needed to be corrected I was bold enough to say it. My outspokenness was a behavior I had picked up from my grandmother since when I was a child. The Civil Rights Movement In 1961 I joined college and like many other young people at the time, I had great expectations for my future. I knew I wanted a good life for myself and I understood that a college education would at least guarantee me a good job with good pay, of course. The 60s were tumultuous years, especially in regards to the Civil rights Movements and the conflicts that came with it. I had heard stories told of how Rosa Parks had defied the high and mighty to secure herself a seat in bus seat that was reserved for whites only. I grew up admiring her courage to face up to people whom she knew could do anything to her if they wanted to. The first time I heard her story, I went home and during dinner asked my mother why people hated parks so much that they did not want her to sit in a set that she had paid for in a bus. My mother tried to explain that people did not hate her, that it was just that people like her could only seat at a designated place in the bus. I was too young to understand the concept of discrimination, but something at the back of my head told me that the treatment Rosa Parks had received was not fare. I think that was the first time I really was able to develop an anti-status quo attitude which I would carry on later into my adulthood. We had an Afr ican housekeeper at home whose son, Jeremy was more or less the same age as me. We were quite good friends and even though we attended different schools (I was in an all-white school while he was in an all black one), we did our school work together. I found him to be brighter than some of the students at my own school. He practically taught me everything I needed to know in all my science subjects. After high school we both went to different colleges but we remained good friends until he

The dangers of smoking Assignment Example | Topics and Well Written Essays - 1000 words

The dangers of smoking - Assignment Example These are some of the reasons as to why smoking among teenagers has increased. There are many dangers arising from smoking. Some of the dangers of smoking are short while others are long-term. These dangers may include health risk, addiction, economic aspect, side effects, financial burden and psychological effects. This paper seeks to focus on the dangers of smoking. Smoking cigarettes have devastating consequences in pregnant women. The number of women engaging in smoking continues to rise in not only United States but also the rest of the world. Smoking in women affects the development of child in their body especially in their body composition and development. Cigarettes have been shown to contain chemicals that are detrimental to the human body. For example, nicotine and tar found in cigarettes may lead to reduced development of the limbs in children born of pregnant mothers. In addition, such chemicals may lead to stillbirth or premature birth. Such consequence may lead to incr eased spending as some of the corrective measures are undertaken on such children. Furthermore, women who engage in smoking find it difficult in getting pregnant. They are also likely to have ectopic pregnancies, vaginal problems, and challenges on their placenta. On the other hand, there is a clear association of significant heart disease and smoking in pregnant women. Women who engage in smoking are also most likely to give birth to small and unhealthy children. Secondly, cigarettes smoking leads to addiction. This occurs due to the presence of nicotine in c cigarette. Once it circulates within the body, it is difficult for the individuals involved disengaging from smoking. Those individual that regularly engage in smoking are faced with challenges of addiction. Moreover, addiction leads to individual engaging to unnecessary expenses. Such individual finds it difficult in controlling their resources. Addicted individuals are also likely to involve themselves in illegal activities such as stealing, and drug peddling. This may occur as they try to find necessary coin to purchase a packet of cigarette and other smoking substances. The generation of addicted individuals is to increase in the future due to the accessibility of cigarettes by teenagers. These teenagers will grow to become addicted adult. However, those teenagers that take part in smoking do not believe that once in the future they will become addicted individuals. In addition, smoking leads to health problems. Those who take part in smoking mostly are faced with health challenges. These individuals are prone to lung cancer. In fact, this has been leading in causing death in various places around the world. On the other hand, those who engage in smoking cough most in their lifetime. Once the cough perpetuates in the body it leads to severe form of lung cancer. Lung cancer has been shown to be because of tar present in the tobacco smoke. In fact, the number of mortalities because of health problem re sulting from smoking has been on the increase. Likewise, smoking leads to depression and anxiety. In fact, this affects individual who wants to disengage from smoking. In addition, smoking makes it difficult for individual to breath. Such individuals are unable to engage in recreational activities such as swimming and running. Consequently, these individuals remain dormant in the rest of their lives. Additionally,

Quotation Essay Example | Topics and Well Written Essays - 750 words - 1

Quotation - Essay Example Actions, which might threaten or lead to loss of life contradict the right, and thus need condemnation (Freeman 5). All constitutions of the world recognize and respect the right to life and that any person who attempts or violates it faces stiff penalty. For instance, when a person kills another person, he faces life sentence for violating the right of the deceased to live. This is evident in several countries such as in the Middle East whereby tyrants who had been accused of mass murder of human beings got punished. Former Iraq president, Saddam Hussein was hanged for killing many people during his reign (Freeman 5). Therefore, since nobody provided right to life to a fellow being, he or she has no right of taking such right from another being by killing or threatening. However, there are some instances when such right is denied or when a person accused of killing a fellow human being is pardoned (Freeman 9). Such situation arises when the accused was trying to defend himself or he rself from murder by the deceased. This normally happen when in times of conflict such as war or when a person turns wild and desires to kill. Moreover, when a person kills the other, and thus turns to be a security threat to public, police officers kill him (Freeman 9). A good instance occurs during mass shootings which have characterized the U.S.A. and which have left many people grieving from loss of loved ones. A recent incident was the US school shooting in Brooklyn, Newtown. Consequently, all constitutions on earth recognize and respect the right to liberty of all human beings. People have a right to be free from all forms of bondage and slavery. Capturing or enslaving a fellow human being is currently an international offence condemned by all nations (Freeman 11). Unlike in the past when people were taken as slaves due to debt or as war captives, all constitutions of the world prohibit the act and even imposes heavy penalty on the offenders. Since God created human beings whe n they were not under the rule or authority of anybody, no person should be denied such right. Right to liberty ensures that people move around the earth doing as they wish with their freedom so long as they respect and accord the same to other people (Freeman 14). Therefore, people who capture their fellow human beings contradict the right to liberty. Such acts include those witnessed by illegal groups such as militants or pirates who capture sailors and keep or otherwise kill them. A good example is the capturing of sailors in Indian Ocean by Somali pirates who demand huge ransom in order to release the captives. This action is bad and illegal since it contravenes the captives’ right to move (Freeman 14). However, the right to liberty is restricted in some instances. Such instances include when a person commits a criminal offence, and thus convicted and sentenced to imprisonment. While serving a prison term, a person is denied the right to be free (Freeman 14). This is a fo rm of punishment directed at the prisoner in order to compel him to change from criminal activities. Human beings also have a right to lead a happy life on earth. Such freedom is God – given and thus, nobody should be denied (Freeman 27). God created human beings to be happy creatures and thus, should thank him for such right by worshiping him. Therefore, actions, which inhibit man from pursuing happiness on earth go against the right and thus, need condemnation. Thus, human beings have a

California Indians Surviving the Gold Rush Essay

California Indians Surviving the Gold Rush - Essay Example The easiest way to survive was, perhaps, the most humiliating. Some Indians allowed their oppressors to "civilize" them. By adopting white styles of dress, living in modern, rather than traditional homes, and most importantly, but kowtowing to the white man and embracing his religion, some native people were able to keep their own lives. In Deeper than Gold: Indian Life in the Sierra Foothills, Brian Bibby writes of a man called Billy Preacher, who, based on the stories and artifacts he left behind, had a strong belief in and connection to his own religion and culture. However, Billy Preacher, "accommodating to change" (Bibby 30), goes to work on a white man's ranch and eventually takes on his employer's culture. Bibby states that this ranch, "provided a safe haven and labor opportunities for individuals and families who had been disinherited from their former homes by the influx of miners and settlers to the region" (Bibby 30). Billy Preacher, at the end of his life, has converted t o Christianity and in appearance appears almost completely European. Servitude was more or less expected by the white man, who saw the Native as, at best, a useful servant, and, at worst, a pest to be exterminated. For this reason, many Indians found it simpler to cater to the invaders, whoever they were.

Anthropology and political and power Essay Example | Topics and Well Written Essays - 2750 words

Anthropology and political and power - Essay Example Anthropology's basic concerns are "What defines Homo sapiens?", "Who are the ancestors of modern Homo sapiens?", "What are humans' physical traits?", "How do humans behave?", "Why are there variations and differences among different groups of humans?", "How has the evolutionary past of Homo sapiens influenced its social organization and culture?" so it is the study of how humans live and interact. The anthropologist Eric Wolf once described anthropology as "the most scientific of the humanities, and the most humanistic of the sciences." Politics is a process by which groups of people make collective decisions. The term is generally applied to the art or science of running a government. It also refers to behavior within civil governments. However, politics have been observed in other group interactions, including corporate, academic, and religious institutions. It consists of "social relations involving authority or power† and refers to the regulation of public affairs within a political unit, and to the methods and tactics used to formulate and apply policy. Anthropology and politics have a direct link between them. POWER IS IMMANENT in human affairs; by definition, human beings are political animals. Power in this sense cannot be reduced to a single social or political instance by either external or internal criteria. Whether or not the social grouping under scrutiny is collectively aggregated by conditions of gender, age, kinship, class, or hierarchy, power is present. In the most basic sense, power is what the political scientist Harold Lasswell defined as political: who gets what and how. Or, as the anthropologist Edmund Leach provocatively noted, all social and cultural change is a quest for power. Power is not a domain but one of the essential forms and conditions of human relations. Three phases may be recognized in anthropology’s relationship with politics. In the first formative era (1879–1939) anthropologists studied politics almos t incidentally to their other interests, and we can speak only of ‘the anthropology of politics’. In the second phase (1940–66) political anthropology developed a body of systematically-structured knowledge and a self-conscious discourse. The third phase began in the mid-1960s when all such disciplinary specialization came under severe challenge. As new paradigms challenged the earlier dominating, coercive systems of knowledge, political anthropology was first de-centered and then deconstructed. The political turn taken by geography, social history, and literary criticism and, above all, feminism has revitalized anthropology’s concern with power and powerlessness. FEW subjects arouse more passion and debate among Muslims today than the encounter between Islam and modern thought. The subject is of course vast and embraces fields ranging from politics to sacred art, subjects whose debate often causes volcanic eruptions of emotions and passions which hardly l ead to an objective scrutiny of causes and a clear vision of the problems involved. Nor is this debate which consumes so much of the energies of Muslims and students of Islam helped by the lack of clear definition of the terms of the debate and an insight into the actual forces involved. The whole discussion is also paralyzed by a psychological sense of inferiority and a sense of enfeeblement before the modern world which prevents most modernized Muslims from making a critical appraisal of the situation and of stating the truth irrespective of

3d Printing Technology Essay Example for Free

3d Printing Technology Essay Legitimate Concerns Facing 3D Printing Technology Executive Summary This research journal article discusses how 3D Printing technology may effect federal firearms regulations. The focus of the article is that, due to the development of 3D Printing technology, individuals, even people without technical expertise, now have the ability to use the new technology to produce guns at home much more easily than they ever have before. This behavior might bring great harm to society. However, if a comprehensive prohibition on using 3D Printers to manufacture personal weapons were implemented, it might defy the 2008 District of Columbia v. Heller Supreme Court decision. In fact, the increasing popularity of 3D Printing means lawmakers must decide soon whether or not to allow 3D Printing of weapons. 3D Printing either should only be allowed to produce things that cannot be used as lethal weapons. Or, secondly, it can be used to produce a physical, working gun. The second option might achieve advances in 3D printing technology and promote the development of firearms design. However, developments in 3D Printing technology are creating concerns that not only legitimate consumers but also criminals are able to â€Å"print† firearms at home. If the law doesn’t allow individuals to use 3D printers to manufacturer personal weapons like handguns, it might be illegal according to the Second Amendment of the Constitution, a provision which protects the right of individuals to possess firearms under the law. Specifically, under the 2nd Amendment individuals may have the right to create their own firearms for self-defense, and the right to the manufacture firearms technology and materials. Analysis and Critique In fact, 3D Printing technology is not brand new. This technology has been undergoing development for more than a decade. The reason it became more popular recently is because of decreasing usage costs, so more and more individuals have the opportunity to own 3D Printers for personal use. In my analysis and critique of this journal article, I will focus on three different areas: how well does it deliver information to the reader, how the product will evolve in the future, and what is my opinion of concern about 3D Printing technology relate to firearms production after reading this journal article. First of all, this article is well organized and divided into four parts. The first part introduces what 3D Printing is, and how it is possible to produce firearms using the technology. The second part explains why the sale and production of firearms are limited under federal regulations, and provides an overall outlook of the firearm industry. Part three includes explanations of how 3D printers may change firearms production. Finally, Part four describes the constitutional right to bear arms, and it also analyzes the extent to which Heller’s case may limit prohibitions on 3D Printing. Moreover, this article provides other critical information to explain key points. It is a very valuable introduction for a reader without a background in the subject who might not be very familiar with the IT industry or with the relevant legislation. Based on the data and supporting details provided by the author, readers will have a basic idea of the fundamental issues concerning the intersect ion of 3D Printing and weaponry. As a result, it relates the technology to big concerns about public security, and the author gives great examples of the various legal arguments on the topic. Therefore, I think this article is a valuable qualitative article that can expand people’s knowledge on the subject. Secondly, besides concerns about guns, there are no other disadvantages to the improvement of 3D Printing, which will make the operating cost of the technology increasingly cheap. Jensen-Haxel explains how 3D Printing actually works in his article: The process begins with a digital 3D model created using Computer Added Design (CAD) software. The software automatically slices the model into a stack of thin horizontal cross-sections about 0.1mm in height. The, 3D printer then builds the physical model by depositing material layer by layer. At the same time, 3D Printers are getting smaller and smaller, which will make it easier for consumers to have their own machines at home. This changes the old production model. Nowadays, people are allowed to produce whatever they want using a 3D Printer, all they need are the required data and materials. In fact, because of the development of the Internet, it is easier than ever for people to find these resources online. Evans states that: The quickest way to get started with 3D printing is simply to find models online that others have already created and shared on the Internet. The online 3D printing community is growing all the time, so more and more things are being shared every day. Therefore, the limitations of self-production have shifted from hardware difficulties to software or materials issues. The technology is becoming simpler to use, but it might harm light manufacturing industries because some designers may be able to use their own 3D Printers to produce a sample instead of finding established producers that use traditional manufacturing methods. Because of these improvements, the potential for 3D Printing is bright, but the light manufacturing industry might be negatively affected by it. Finally, the author argues that the rapid improvement of 3D Printing and the increasing convenience for individuals to produce things with it is both a major concern and a tremendous possibility. Should individuals receive the right to do whatever they want with 3D Printing technology, even the ability to â€Å"print† firearms? The topic of gun safety has become especially relevant since the school shooting in Newton, Connecticut last year. More and more people are arguing about if the government should make some changes to firearms regulation. Jensen-Haxel wrote in his article that: â€Å"As the power of production passes from industry to consumer, many areas of the law may be caught unprepared.† (P.448) Concerns about the rate of technological progress outpacing regulations are not limited to 3D Printing. Because of the relentless improvements to technology, more and more challenges will occur as regulators try to manage new technology. The fact is, in most cases, laws only change after a new problem occurs, which means that new products will often exist in a legal gray area before rules can be changed. How the government deals with this issue might be a big concern in the following decades. To sum up, this article first introduces 3D Printing technology, and gives an example how 3D Printing has been used to â€Å"print† a firearm. As a result, the author relates this new technology to a regulatory concern. Within his argument, he provides lots of legal information, and then tries to point out a fact that some gray areas exist because regulation usually develops slower than a new technology can. Back to this article, is seems like the future of 3D Printing technology in unclear until the government resolves the legal issues concerning manufacturing weapons with this technology. Reference Evans, B. (2012). Practical 3D printers: the science and art of 3D printing. New York: Apress. Jensen-Haxel, Peter (2012). 3D Printers, Obsolete Firearm Supply Controls, and the Right to Build Self-Defense Weapons Under Heller. Golden Gate University Law Review; May2012, Vol. 42 Issue 3, p447-496, 50p

Symbolism in the novel The Great Gatsby Essay Example for Free

Symbolism in the novel The Great Gatsby Essay F. Scott Fitzgerald uses much symbolism in his literature, here in the novel The Great Gatsby. He uses the image of Doctor T. J. Eckelburgs eyes to symbolize a godlike being. Fitzgerald uses the symbol of the two women in yellow at Gatsbys party to represent the values of the 1920s. The food provided at Gatsbys party symbolically represents the members of 1920s society. F. Scott Fitzgerald uses Symbolism in the novel The Great Gatsby as an accurate reflection of life in the American 1920s. In The Great Gatsby the symbol of T. J. Eckelburgs eyes represent a godly being watching over society. Fitzgerald incorporates the eyes into his novel to represent a pair of all seeing, all knowing and judging eyes, which are meant to intimidate. The character of George Wilson believes that the eyes are the eyes of God. I spoke to her, he muttered, after a long silence. I told her she might fool me but she couldnt fool God. I took her to the window- With an effort he got up and walked to the rear window and leaned his face pressed against it, -and I said God knows what youve been doing, everything youve been doing. You may fool me but you cant fool God! Standing behind him Michaelis saw with a shock that he was looking at the eyes of Doctor T. J. Eckleburg, which had just emerged pale and enormous from the dissolving night. God sees everything, repeated Wilson. (p.167) Through Wilsons beliefs Fitzgerald explains that the eyes can see everything including Myrtlesinfidelities. Myrtle is a typical person of the 1920s. She has put her own life and interests ahead of everyone elses including her husbands. The eyes of God are frowning down on the 1920s society. But above the grey land and the spasms of bleak dust which drift endlessly over it, you perceive, after a moment, the eyes of Doctor T. J. Eckleburg. The eyes of Doctor T. J. Eckleburg are blue and gigantic-their retinas are one yard high. The look out of no face but, instead, from a pair of enormous yellow spectacles which pass over a non-existent nosehis eyes, dimmed a little by many painless days under sun and rain, brood on over the solemn dumping ground.(p.27-28) Through Fitzgeralds wording in describing the image of Eckleburgs eyes the reader develops a mental image of an omnipotent being who is constantly watching over the land. The reader discerns that the eyes not only see  everything but that they eyes are morbidly unhappy. The use of the word brood suggests that whatever the eyes are seeing has made their owner disappointed. This is Fitzgeralds way of indicating that the people of the 1920s are disgraceful and undignified because of their selfishness. People of the 1920s spent large sums of money on themselves, and they would attend parties where they didnt know the host. This type of behaviour is why the 1920s are known as a decadent era. The eyes not only symbolize a god-like being but also Fitzgerald himself and his negative views of 1920s society. Fitzgeralds negative views of society are also portrayed through his depiction of certain guests at Gatsbys parties. The symbol of the two women dressed identically in yellow at Gatsbys party depict the values of the people of the 20s. The two women in yellow meet Jordan and Nick at one of Gatsbys party and are entirely self involved. Do you come to these parties often? inquired Jordan of the girl beside her. The last one was the one I met you at, answered the girl in an alert, confident voice. She turned to her companion: Wasnt it for you Lucille? It was for Lucille too. I like to come, Lucille said I never care what I do, so I always have a good time. When I was here last I tore my gown on a chair, and he asked me my name and address- inside of a week I got a package from Croiriers with a new evening gown in it.(p.47) Lucille admits that her general attitude toward life is that she doesnt care what she does as long as she has a good time. Her entire motivation in her life is to enjoy herself. When all she was asked was if she came to the parties often she also felt the need to inform the rest of the guests of her trivial anecdote. The reason that these women are indicative of the generation is because of their self-absorbed character and their egotistical nature. Gatsby. Somebody told me- The two girls and Jordan leaned together confidentially. Somebody told me they thought he killed a man once. A thrill passed over all of us. The three Mr. Mumbles bent forward and listened eagerly. I dont think its so much that, argued Lucille sceptically; Its more that he was a German spy during the war. One of the men nodded in confirmation. Oh know it couldnt be that because he was in the American army during the war.(p.48) The two women are spreading vicious rumours about their host purely for the sake of attention. They are so egotistical that they are  willing to tarnish the reputation of the man who has invited them into his house, simply on the basis that they want to be the centre of everyones attention. In Fitzgeralds opinion, people of the 20s were mainly made up of this type of person. The symbols of the food served at Gatsbys party represent and personify the people of the 20s. Gatsbys house frequently receives crates of oranges which demonstrates the wasteful character of people in the 1920s. Every Friday five crates of oranges and lemons arrived from a fruiterer in New York-every Monday these same oranges and lemons left his back door in a pyramid of pulpless halves. (p.45) This incredible wastefulness is representative of people who lived in the 1920s. They were wasteful to the extreme because they assumed that they deserved to be wasteful and carefree. After so many years of being unhappy from, among other things, World War I. During the war, they were forced to ration everything, so the twenties was the time to gain back their selfishness. Their personalities are also symbolised by the colossal food buffet served at the party. On buffet tables, garnished with glistening hors doeuvre, spiced baked hams crowded against salads of harlequin designs and pastry pigs and turkeys bewitched to a dark gold. (p.44) These symbols all personify the people of the 20s. The people garnished themselves in glistening jewels and clothing just to impress the people that they met. They are all spiced implying that they have made themselves into something that they are not by spicing up their lives with fancy clothing and costumes which hide who they really are. They design themselves as they think they will be most accepted, and are bewitched by the brightness and glow of popularity and richness. People of the twenties wore costumes and this is part of what Fitzgerald is trying to convey. In the novel The Great Gatsby, Fitzgerald uses the literary technique of symbolism to reflect what life in the 1920s was like, through Fitzgeralds eyes. The image of Doctor T. J. Eckelburgs eyes is used to signify a disappointed godlike being. Fitzgerald uses the two women in yellow at Gatsbys party to as a symbol to represent the values of people in the 20s. The food provided at Gatsbys party is symbolic of people who lived in the  20s. Through Fitzgeralds use of symbolism to describe the costumed characters of the 20s the reader can learn to constantly, and consistently examine the people that they surround themselves with. The novel also teaches the lesson of being true to ones self, since true closure may only come once honesty is achieved. Fitzgerald is not only a consequential author but an effective moral adviser as well. Bibliography: Fitzgerald, F. Scott. The Great Gatsby. Macmillan Publishing Company. New York. 1992.

Emotional Intelligence Ei And Burnout Among Nurses Psychology Essay

Emotional Intelligence Ei And Burnout Among Nurses Psychology Essay This study examined the relationship between emotional intelligence and burnout among nurses working in private hospitals in Malaysia. Theoretical literatures related to this relationship are presented in the first part of this chapter. The existing literatures on the topics were examined and key pieces were brought together to establish a foundation for this study. While for the second part of this chapter, it discusses about the theoretical framework of this study and finally, the research hypotheses are developed based on the theoretical foundations and empirical evidences from the existing literatures. 2.2 Burnout The term burnout has its roots in the medical and nursing disciplines. It was first defined by a psychiatrist, named Herbert Freudenberger in 1974. The theory of burnout was developed through his clinical experience by exploring the turmoil that people experience every day. According to Maslach and Jackson (1981a), burnout occurs in the helping professions, such as nursing due to the chronic stress associated with doing work that involves people. Basically burnout occurs as feelings of emotional exhaustion, negative feelings, and attitudes within the job and the increase of negative self-concept. The earliest use of the burnout term in nursing literature was found in the articles published by Seymour Shubin in 1978. Shubin described burnout as hazardous to nursing and all other helping professions. The study of burnout, although not exclusive to nursing, continues to be an important occupational issue for the nursing profession. 2.2.1 Definition of Burnout There are many definitions of burnout, however most definitions share a view of burnout as a state of fatigue and emotional exhaustion, as a result of emotional depletion and loss of motivation. The term burnout that was first coined by Freudenberger in 1974 refers to wearing out from the pressures of work. It was used to describe the experience of employees in professions that needs high degree of people contract. Freudenberger in 1975 further defined burnout as wearing out, failing, becoming exhausted, and it occurs when excessive demands on energy, strength or resources are made. Cherniss (1980) was among the first to describe burnout within human service field who defined burnout as a process that leads to an individuals attitudes and behaviors change in negative ways in response to work stress. On the other hand, Maslach (1982) who had extensively researched about burnout has provided the most commonly accepted definition of burnout as a syndrome of emotional exhaustion, depersonalization, and reduced personal accomplishment that can occur among individuals who do peoples work of some kind. Maslach identified three related themes: (1) painful emotional experiences often resulted in clinical practitioners feeling emotionally exhausted and drained; (2) as a result, they developed negative and cynical attitudes towards their clients; and (3) personal competence suffered resulting in feelings of failure about their ability to work in the healthcare profession. These three themes were summarized as emotional exhaustion, depersonalization, and reduced personal ac complishment and later operationalized to measure burnout using the Maslach Burnout Inventory (MBI) (Maslach, Jackson Leiter, 1996). Garrosa, Moreno-Jimenez, Liang and Gonzalez (2008) indicated that burnout is a specific form of chronic and occupational stress in the professional social services. According to Westman and Eden (1996), studies have shown a strong relationship between work stress and burnout in many occupations. Especially, burnout has been repeatedly linked to job stress in the human service field due to the frequent and intense interactions with clients (Cordes Doughery, 1993; Lee Ashforth, 1996). Additionally, studies have also shown that nurses who experience occupational stress experience greater burnout (Stechmiller Yarandi, 1993). Thus, burnout is related to stress whereby burnout is a reaction to stress. Prolonged and unrelieved work stress often leads to burnout which results in negative attitudes towards work. Freudenberger (1975) postulated that burnout involves physical and behavioral symptoms. Behavioral consequences of burnout include decreased interaction with care recipients, ineff ective absenteeism, and high levels of job turnover (Maslach, 1982; Maslach Leiter, 1997). 2.2.2 Models of Burnout The burnout literature provides several models of burnout. This section describes three models constructed in the early eighties which proceed from the simplest to the most complex model. 2.2.2.1 Cherniss transaction model of burnout Cherniss (1980) was a significant figure of the first wave of burnout researchers and offered a burnout model that articulated transactional imbalance between the personal resources of the giver and the demands of the recipient or situation. Cherniss described burnout as a transactional stress process that involves three stages. The first stage is stress whereby demands placed exceed individual resources for coping. The second stage is strain, the initial emotional response to stress which usually includes feelings of anxiety, tension, fatigue, and exhaustion. Finally, defensive coping occurs which leads to changes in attitudes and behaviors such as the tendency of burnout individuals to treat clients in depersonalized way. Two years later, Cherniss modified his model and elaborated on the model that the causes of stress can either be internal or external demands. Additionally, the limited resources contributing to stress can also be external (e.g. availability of time, work space, a nd equipment) or internal (e.g. skills, knowledge, energy, and personality). In summary, Cherniss theorized that burnout is a coping response in a transactional process that begins with excessive and prolonged exposure to job stress. The uncontrollable stress causes strain in the individual which influences the coping process. If the stress is prolonged or becomes more intense, it will deplete the coping resources of an individual and force the individual to withdraw psychologically. 2.2.2.2 Edelwich and Brodsky: Five stages of burnout Edelwich and Brodsky (1980) suggested five stages of burnout: (1) enthusiasm; (2) stagnation; (3) frustration; (4) apathy; and (5) intervention. At the first stage, employees have great enthusiasm for their new jobs. They do not know much about their job and have unrealistic expectations about outcomes of their effort. Therefore, when the outcome is not as expected, they become disillusioned. During the period of stagnation at stage two, realities of the job become evident. The job is no longer satisfying as it first appeared. Employees are now more concerned with meeting personal needs, working hours, and career development. The third stage is called the period of frustration. Employees begin to question their job effectiveness and the value of their job. The limits imposed by bureaucracy frustrate the individuals and they become dissatisfied with the job situation. At this stage, employees begin to develop emotional, physical, and behavioral problems. Proceed to stage four; employees frustration turns to apathy because individuals feel trapped. On one hand, they feel frustrated by the job situation but on the other hand, they need the salary. The emotional and physical responses of individuals become worse whereby they would avoid clients whenever possible. The final stage is intervention. Nevertheless, it cannot be determined whether this stage would occur in an organization or the individual who is experiencing burnout would recognize their psychological state as undesirable. In summary, Edelwich and Brodsky viewed burnout as an evolutionary process that begins with idealistic enthusiasm and commitment. Subsequently, the loss of idealism, vigor, and purpose are triggered largely by work conditions (Edelwich Brodsky, 1980). 2.2.2.3 Maslach: Burnout caused by social interaction Maslach, a social psychologist, who became a stellar figure in the emerging research of burnout, has provided the conceptual definition that begun the second wave of research. Maslach (1982) described burnout as a three-dimensional syndrome characterized by emotional exhaustion, depersonalization, and reduced personal accomplishment. Another specific contribution Maslach made was the theoretical emphasis on the relational causes of burnout which linked to the social roots of emotional expenditure (Leiter Maslach, 1988; Maslach Leiter, 1997). Maslach (1982) saw that emotional overload and subsequent emotional exhaustion are the heart of the burnout syndrome. Thus, the first response to a stressful interaction with other people is emotional exhaustion. As people become emotionally depleted, they cope by cutting back on their involvement with others. This detached response which called depersonalization is the second aspect of burnout and leads to various negative attitudes and behaviors. At this stage, individuals who experience burnout feel more emotional distress and guilt about how they have treated those that they are trying to help. Finally, the feeling of reduced personal accomplishment which is the third aspect of burnout appears. At this point, the individuals feel inadequate about their ability to treat or help others. They tend to believe that they have failed professionally and chosen the wrong profession. A major contribution by Maslach was the development of the Maslach Burnout Inventory (MBI). Maslach and Jackson (1981a, 1981b) developed the MBI, which was one of the first reliable instruments for valid measurement of burnout. MBI is still the most widely-used measure of burnout in current research. MBI assesses psychological burnout and has three different versions, which include one general survey, one for human service professionals, and one for educators. The most commonly used measure of burnout is the Maslach Burnout Inventory-Human Services Survey or MBI-HSS (Maslach, Jackson Leiter, 1996) which was developed to measure occupational burnout among people working in the field of human services. 2.2.3 Burnout and Nursing Employees in general experience burnout on the job, especially those in jobs with high contact with people. Nevertheless, nurses are considered at high risk of work-related stress and particularly susceptible to burnout among the different healthcare providers (Keane, Ducette Alder, 1985; Kilpatrick, 1989; Schaefer Moos, 1993; Schaufeli Janczur, 1994; Duquette, Kerouac Sandhu Beaudet, 1994; Farrington, 1995; Decker, 1997; Marsh, Beard Adams, 1999; Koivula, Paunonen Laippala, 2000; Taormina Law, 2000; Shimizu, Mizoue, Kubota, Mishima Nagata, 2003; Jenkins Elliott, 2004; Piko, 2006). This is also proven by the fact that burnout in nursing has received world-wide attention (Demerouti, Bakker, Nechreiner Schaufeli, 2000). Several studies have identified nurse burnout rates are as high as 40-50% (Hapell, Martin Pinikahana, 2003; Vahey, Aiken, Sloane, Clarke Vargas, 2004). Nurses are particularly susceptible to the development of burnout, mainly because of the nature and the em otional demands of their profession. Nurses experience considerable stress in their job because they have long working hours, a wide range of tasks, interpersonal conflict with patients and their families, doctors, and other co-workers, exposure to death and dying, and noise pollution (Schmitz, Neuman Opperman, 2000; Maslach, Schaufeli Leiter, 2001; Shimizu et al., 2003). Studies have also confirmed that stressful circumstances for hospital nurses are escalating (Foxall, Zimmerman, Standley Bene, 1990; Healey McKay, 2000; Koivula et al., 2000). Basically, nurses are subjected to many demands in the workplace which include physical demands as well as the psychological/emotional demands. The physical demands are related to the physical energy required to perform the daily duties of nursing such as transferring patients in and out of bed and lifting patients onto a bed. On the other hand, psychological/emotional demands are related to the emotional energy required to care for patients with chronic illness (Van Servelle n Leake, 1993). Therefore, nurses who feel overloaded perceive a lack of meaningful connection with the patients. 2.3 Emotional Intelligence (EI) Emotional intelligence (EI) is complementary to cognitive abilities (IQ) (Devrim, Nadi, Mahmut, Mustafa Mustafa Kemal, 2005). Goleman (1995) stated that EI is significant to success. Goleman further explained the difference between people with high IQs who experience difficulties in their personal and professional lives and people with moderate IQs who are very successful in all their endeavours. Emotions are separated from that of the rational mind by having independent views and a mind of their own (Freshwater Stickley, 2004). Therefore, one has two minds, a rational mind that thinks and an emotional mind that feels. In conclusion, both the rational mind and emotional mind, store memories and influence our responses, actions, and choices. Furthermore, EI such as academic intelligence can be learned and developed with age (Mayer, Caruso Salovey, 2000). Research has shown that people with high EI understand their own and others feelings, know how to manage themselves, deal successfully with others, and respond effectively to work demands (Dulewicz Higgs, 2003; Goleman, 2005). Cooper (1997) stated that people with high levels of EI experience more career success, build stronger personal relationships, lead more effectively, and enjoy better health than those with low EI. Hence, developing EI competencies in existing employees or finding individuals who posses these skills will enhance the organizations bottom line (Goleman, 1998a, 1998b) and ensure long-term success for the company. 2.3.1 Background and Definition of Emotional Intelligence (EI) The idea of EI has its roots in the social intelligences. EI was first proposed by Thorndike in 1921, who noted that it was of value in human interactions and relationships. Gardners (1983) multiple intelligence theory later also contributed to the theory of EI through the identification of intrapersonal and interpersonal intelligences. Interpersonal intelligence comprised of the ability to understand others and to co-operate with them, whereas intrapersonal intelligence comprised of the ability to be self-aware, to recognize ones own feelings, and to use this to operate successfully in life. However, the term EI was not brought into mainstream psychology until 1990s (Mayer, DiPaolo Salovey, 1990; Salovey Mayer, 1990). Hence, EI is a new construct since the first peer-reviewed article that was published in 1990 (Salovey Mayer, 1990). The concept is also described as a new theory which is still in the initial stage of development and testing (Ashkanasy, Hartel Daus, 2002; Cherniss , Extein, Goleman Weissberg, 2006). As a result, definition of EI varies. Salovey and Mayer (1990) first coined the term of EI and defined EI as the ability to monitor ones own and others feelings and emotions, to discriminate among them, and to use this information to guide ones thinking and actions. Mayer et al. (2000) further defined EI as an ability to recognize the meanings of emotions and their relationships, and reason and problem-solve on the basis of them. EI is involved in the capacity to perceive emotions, assimilate emotions related feelings, understand the information of those emotions, and manage them. However, the concept of EI was popularized by Goleman (1995) through his book Emotional Intelligence, which became the best-selling book for business and education leaders. Goleman (1998a) identified EI as the capacity for recognizing our own feelings and those of others, for motivating ourselves, and for managing emotions well in ourselves and in our relationships. In addition, Bar-On (2005) defined EI as a cross-section of interrelated emotio nal and social competencies, skills, and facilitators that determine how effectively we understand and express ourselves, understand others and relate with them, and cope with daily demands. In conclusion, recognizing feelings and controlling emotions are described as the core competencies of EI. Individuals who are emotionally intelligent can understand one another and each others views to overcome conflict and avoid damaging the relationship. Therefore, EI is about sensing what others are feelings and handling relationships effectively (Dulewicz Higgs, 2000). Previous research also addressed the relationship between EI and work outcome variables such as stress perceptions in the workplace (Bar-On, Brown, Kirkcaldy Thome, 2000; Nikolaou Tsaousis, 2002), job satisfaction (Wong Law, 2002), job commitment (Nikolaou Tsaousis, 2002), leader effectiveness (Higgs Aitken, 2003), and performance (Lam Kirby, 2002; Van Rooy Viswesvaran, 2004; Lopes, Grewal, Kadis, Gall Salovey, 2006). 2.3.2 Theories of Emotional Intelligence (EI) Many theories have been proposed since the emergence of the concept of EI in 1990s. Nevertheless, three theories have gained acceptance among scholars and practitioners (Dulewicz, Higgs Slaski, 2003). These three major theoretical constructs each focused on understanding the roles of skills, traits, and abilities in EI (Emmerling Goleman, 2003). EI has been defined as an ability (Salovey Mayer, 1990), a set of traits and abilities (Bar-On, 2005) or a combination of skills and personal competencies (Goleman, 1995). The ability model is based on an individuals ability to use emotions as part of the reasoning process (Mayer et al., 2000). Mayer et al. asserted that EI depends on the ability to process emotional information and to use core abilities related to emotions. Bar-On (2005) conceptualized EI as a set of personality traits and abilities that predict emotional and social adaption within environments. Bar-On also affirmed that EI is teachable and learnable. According to Goleman (1995), EI is a set of learned skills and competencies and this conceptualization is most widely accepted outside academia. Golemans ideas have contributed to the development of leadership models that outline skills and competencies related to emotionally competent leadership (Emmerling Goleman, 2003). Apart from that, the literature has evolved into two main categories of EI models: (1) ability model; and (2) mixed models (Feyerherm Rice, 2002). The Salovey and Mayer theory is considered as an ability model of EI, while the Bar-On and Goleman theories are considered as mixed models of EI (Mayer et al., 2000). Basically, the ability model encapsulates EI as a skill and the mixed models go beyond ability by including additional personality characteristics that lead to certain behaviors. 2.3.2.1 Ability Model The ability model of EI is the Salovey and Mayer (1990) model which officially launched the field of EI. Salovey and Mayer viewed EI as an ability that exists, interacts, and complements an individuals cognitive capabilities. Ability theory promotes the relationship between cognition and emotions based on mental abilities (Mayer, Salovey Caruso, 2004). Salovey and Mayer conceptualized EI as a set of interrelated skills composed of four branches of abilities, which include: (1) perception and expression of emotions; (2) using emotions to facilitate thought; (3) understanding and analyzing emotions; and (4) managing emotions (Mayer et al., 2004). The four branches can be described as follows: (1) the perceiving emotions branch relates to the ability to detect emotions in oneself and in others; (2) the using emotions branch relates to the ability to use emotions in cognitive activities such as problem solving; (3) the understanding emotions branch relates to the ability to comprehend t he complexity of emotional languages and emotional relationships; and (4) the managing emotions branch relates to the ability for one to regulate emotions in oneself and in others. The ability model of EI is different from other theories because the model is the only one which utilizes an instrument designed to measure ability (Dulewicz et al., 2003). This model operationalizes EI using ability-based measures: the Mayer-Salovey-Caruso Emotional Intelligence Test (MECEIT) (Mayer, Salovey Caruso, 2002) and its predecessor, the Multifactor Emotional Intelligence Scale (MEIS) (Salovey Mayer, 1990). The ability tests measure how well people perform tasks and solve emotional problems, as opposed to other EI scales which rely on the individuals subjective assessment of his or her perceived emotional skills. However, ability tests are expensive and require more resources to administer and score. MSCEIT instrument is difficult to score and lacks workplace applicability (Brackett, Rivers, Shiffman, Lerner Salovey, 2006). Consequently, self-report assessment outnumbers ability tests are more widely used in the mixed models. 2.3.2.2 Mixed Models EI mixed theories highlight the emotional and social functioning of individuals (Goleman, 2005; Bar-On, 2006). Therefore, Bar-On categorized his model of EI as a key of emotional-social intelligence (ESI). Bar-On (2005) asserted five key competencies are associated with ESI, whereby the five domains of these mixed models are: (1) intrapersonal capacity (the ability to be aware and understand ones own emotions and to express ones feelings and ideas); (2) interpersonal skills (the ability to be aware, understand, and appreciate others feelings as well as to build and maintain effective and satisfying relationships with others); (3) adaptability (the ability to adapt to various situations by effectively managing personal, social, and environmental changes by employing various skills such as problem solving, reality testing, and flexibility); (4) stress management strategies (the ability to manage emotions and to use those emotions to stay motivated and persistent); and (5) motivational and general mood factors (the ability to be optimistic, to enjoy oneself and others, and to maintain positive feelings) (Bar-On et al., 2000). The Emotional Quotient Inventory (EQ-i), a self-report measure is considered as the most widely used measure of ESI (Bar-On, 2005). The EQ-i analyzes the concept of emotional and social functioning by measuring a persons ability to deal with daily demands and pressures. People who are taking EQ-i answer questions based on five competencies: (1) intrapersonal skills such as emotional self-awareness, self-regard, self-actualization, or independence; (2) interpersonal skills such as interpersonal relationships, empathy, and social responsibility; (3) adaptability, including problem solving, flexibility, and reality testing; (4) stress management, including tolerance and impulse control; and (5) general mood of optimism and happiness. Goleman developed his mixed models theory of EI by building on the work of Salovey and Mayer, in addition to other researchers in the field (Emmerling Goleman, 2003). Basically, Golemans model of EI can be grouped into personal competencies and social competencies that affect personal success in the workplace. Goleman (2005) stated that a personal competence is the ability to keep self-awareness and manage ones behaviors while a social competence is the ability to understand the behaviors of others and manage relationships effectively. These competencies are described in detail as: (1) self-awareness (knowing ones internal states, preferences, resources, and intuitions); (2) self-management (managing ones internal states, impulses, and resources); (3) motivation (emotional tendencies that facilitate reaching goals); empathy (awareness of others feelings, needs, and concerns); and (4) social skills (adeptness at inducing desirable responses in others) (Goleman, 1998a). Based on the emotional competencies identified by Goleman (1998a), the Emotional Competence Inventory (ECI) was designed to assess EI. ECI is a 360-degree scale which gathers self, subordinate, peer, and supervisory ratings on social and emotional competencies of individuals in organizations. Subsequently, Boyatzis (2007) designed Emotional Social Competency Instrument (ESCI), a multi-rater assessment in real organizational contexts which comprised of four emotional and social competencies, which include: (1) self-awareness; (2) self-management; (3) social awareness; and (4) relationship management. In general, EI mixed models stress performance based on behavioral competencies and personality traits suitable for a wide range of work contexts, job roles, and job levels (Petrides, Furnham Martin, 2004; Goleman, 2005; Boyatzis, 2007). The mixed models are also comprised of other measurement instruments. For examples, measures such as the Schutte Self-Report Emotional Intelligence Test (SSEIT) (Schutte, Malouff, Hall, Haggerty, Cooper, Golden Dornheim, 1998), and Wong and Laws (2002) leadership-focused measure of EI. Many studies in the literature utilize self-report measures of EI based on mixed models perspective that incorporates both disposition and ability (Chan, 2006). According to MacCann, Matthews, Zeidner and Roberts (2003), mixed models scales vastly outnumber ability tests at the stage of EI development, meaning that EI is more commonly assessed as a disposition, rather than as an ability. Additionally, self-report or peer-report measures require less amount of time to complete and are most cost-effective than the ability based measure. 2.3.3 Emotional Intelligence (EI) and Nursing There is a large body of knowledge related to EI exists outside nursing whereas EI theory and research within nursing is scarce and a more recent phenomenon (Akerjordet Severinsson, 2007; Smith, Profetto-McGrath Cummings, 2009). Smith et al. (2009) conducted a literature review related to EI and nursing during 1995 to 2007. Smith et al. found only 21 theoretical and 9 empirical articles related to the subject and concluded that although the body of theoretical literature in nursing is growing, scientific research about EI and nursing is just beginning. Apart from that, researches that link EI and nursing are mostly correlation designs using small sample sizes. Akerjordet and Severinsson (2007) asserted that EI has significant implications for nurses quality of work in healthcare. Therefore some qualitative studies have been carried out to explore the concepts and ideas of EI in nursing (Akerjordet Severinsson, 2004; Freshwater Stickley, 2004; Kooker, Shoultz Codier, 2007; Hurley Rankin, 2008). Akerjordet and Severinsson (2004) used qualitative interviews to gain insight into mental health nurses emotional experiences in practice and sought to understand the connection between nurses articulations of emotions in practice and EI concepts. Four main themes emerged from the study, which include: (1) relationship with the patient; (2) the substance of supervision; (3) motivation; and (4) responsibility which are related to different aspects of EI. For instance, relationship with the patient which was a central research finding is linked to EI through the ability to interpret and communicate emotional information. Akerjordet and Severinsson concluded that EI implies important personal and interpersonal skills in nurses therapeutic use of self, critical reflection, and stimulates the search for a deeper understanding of professional nursing identity. In another study, Kooker et al. (2007) used the conceptual framework of EI to analyze nurses stories about their professional practices. The stories reflected evidence of EI competencies that could provide fresh insights into ways to keep nurses engaged in practice and to improve nurses retention and patient/client outcomes. The domains and competencies of EI identified across the stories include social awareness, the most common one, followed by social management, self-awareness, and lastly self-management which was represented less frequently than the other domains. In summary, EI concept is increasingly recognized and is making an appearance in nursing journals (Cadman Brewer, 2001; Evans Allen, 2002; Freshman Rubino, 2002). The literature revealed EI is important and relevant to nursing from both an empirical and a theoretical perspective. EI influences emotions within quality of care and stress management, thus influence employees retention, quality of patient care, and patient outcomes. Therefore, further research that investigates potential uses for EI theories, skills, and competencies related to nursing practice and patient care is warranted within the healthcare environment (Akerjordet Severinsson, 2007; Smith et al., 2009). 2.4 Relationship between Emotional Intelligence (EI) and Burnout Emotional Intelligence (EI) expressed in the ability to recognize, understand, control, and utilize emotions may have impact on the perceived job stress and the consequences of experienced stress. Many empirical studies have shown that the relationship exists between EI and burnout syndrome (Reilly, 1994; Duran Extremera, 2004; Gerits, Derksen, Verbruggen Katzko, 2005; Chan, 2006; Duran, Extremera, Rey, Fernandez-Berrocal Montalban, 2006; Benson, Truskett Findlay, 2007; Rimmer, Bedwell, Bay, Drachman, Torey, Foster Caruso, 2009; Brackett, Palomera, Mojsa-Kaja, Reyes Salovey, 2010). These studies also proved that there is a negative correlation between EI and burnout syndrome. For instance, Reilly (1994) in a study of hospital nurses identified that nurses who scored higher on EI experienced fewer symptoms of burnout. Apart from that, other empirical studies have shown that the components of EI are correlated with the components of burnout (Mendes, 2002; Farmer, 2004; Palser, 2004; Potter, 2006; Froese, 2009). Farmer (2004) conducted a study to examine the relationship between EI and burnout using a sample of 169 newly graduated nursing students in practice. The results showed significant correlations which included a negative relationship between using emotions to facilitate thinking and depersonalization (DP) (r = -.240, p Palser (2004) investigated EI and burnout among ministerial workers. The researcher utilized bivariate analysis and produced two significant correlations. Firstly, an inverse relationship between emotional exhaustion (EE) and using emotions to facilitate thinking was presented among the 101 pastors sampled (r = -.25, p < .05). Secondly, a positive relationship was identified between personal accomplishment (PA) and understanding emotions (r = .21, p < .05). In another study, Froese (2009) examined whether the four abilities of EI predicted the components of burnout among 57 professional caregivers after accounting for the contribution of caregiver's demographic characteristics, which were licensure level, age, and ethnici

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