Crime Lab Scandal Essay

The Effects of the North Carolina State Bureau of Investigation Crime Lab Scandal The most important quality a law enforcement officer can have and should preserve at all cost is integrity. Regardless of what discipline they are employed in whether it be investigations, patrol or forensics an officer’s credibility is their most critical attribute. Thesis: As a result of unethical, fraudulent conduct by North Carolina SBI Crime Lab Agents several individuals were wrongly convicted of major crimes such as murder and rape and sentenced to lengthy prison terms. The effects on law enforcement collectively have been a loss of confidence and an overall sense of distrust from the citizens of North Carolina in law enforcement officers and the state’s judicial process system. Possible resources: News media including but not limited to The Huffington Post and The Raleigh News & Observer. Criminal Justice, Volume 27, Number 1, Spring 2012. Â © 2012 by the American Bar Association An Independent Review of the SBI Forensic Laboratory by Chris Swecker, Attorney at Law and Michael Wolf, Consultant. Specific case reports and reviews from the North Carolina Administration of the Courts (NCAOC) online records (if available). This topic relates specifically to Chapter 5, expert witnesses and Chapter 6, credibility. It will also relate to Chapters 3, 12 for discovery issues and 13. The main issue in this paper will be the focus on ethical misconduct in presenting false information, or in some cases excluding exculpatory evidence to the jury. It will also point out the unjust ramifications on innocent defendants as well as the effects such actions have on law enforcement’s credibility as an honorable institution.

Why Was the Work of Andy Warhol in the 1960’s?

A2 Art Essay: Why was the work of Andy Warhol and Roy Lichtenstein immediately popular in the 1960’s? Roy Lichtenstein rapidly became popular in the 1960’s with his very original pop art pieces which he based many on comic strips, advertisements or newspapers. These tended to be the main inspiration for his work; this is because the subjects would tend to be exceedingly emotional and melodramatic. He became an idol to the American culture by adding in comic book characters which were very popular at the time.One of his most renowned pieces that he made was almost certainly ‘WHAAAM! ’ which is based on an image from ‘All American Men of War’ published by DC comics in 1962. This is a wonderful piece that reflects strongly what life was like around that period of time, this made it extremely popular amongst the people. The painting shows a rocket being fired from an aircraft into an enemy plane, with a large red-and-yellow explosion on the plane b eing hit. The cartoon is made a great deal more dramatic by the use of the onomatopoeic lettering â€Å"Whaam! and the boxed caption on the top left of the painting reading, â€Å"I pressed the fire control†¦ and ahead of me rockets blazed through the sky†¦ † like the painting â€Å"WHAAAM! † many of Roy lichtensteins works were hard-edged with commercial techniques and he used flat and new colours which were used to portray culturally-popular ‘pop’ images. Another one of my favourite pieces is ‘Girl with ribbon’ I find it portrays a strong sense of emotion to viewers, like many of his other pieces it only tells a snippet of the story and the rest is left to the viewers imagination.This is the aspect that I love the most, each of his pictures are overly dramatic with sometimes a speech bubble to give you an idea of the story behind the painting, it really makes the viewer think about the piece and let their imagination run wild and decipher meanings for themselves. This is what I am planning on achieving through my coursework, I have studied various works of Roy Lichtenstein’s and through taking photos, have designed my own pieces that also tell a story. Andy Warhol is another New York artist that developed in this genre that used very similar techniques to Roy Lichtenstein.

Learning Intention Essay Example | Topics and Well Written Essays - 250 words

Learning Intention - Essay Example I try to anticipate the various events that I must go through such as delivering verbal instructions, using teaching aids or other resources in order to augment the learning process. In a somewhat similar manner, the teacher has to be sensitive to what concepts and content is delivered in the class. Modern classrooms are multiracial, multilingual and posses a number of ethnicities and socio economic backgrounds. The individual identity of each student in class must be preserved by paying careful attention to the delivered content. Additionally the teacher must also keep abreast of student’s learning by monitoring it. It is often cumbersome for me to monitor each individual student in my class so I use groups to assess how well each student in class is doing. In order to pose a more innovative teaching stance, I create various hypotheses relating to student behavior, instructional medium and style and test them out both qualitatively and quantitatively as applicable. This allows me to learn more about students and their styles of learning (Hattie, 2012). Above everything else, being a teacher I show the utmost respect for all members of the school including staff, students and faculty. The teacher has to project a friendly identity that is warm and inviting for students so that they can take learning to a more personal

Hollow Victory, On the Brink of the Revolution Essay

Hollow Victory, On the Brink of the Revolution - Essay Example In addition, 13 million from among the Allied powers were wounded compared to 8.3 million from among the Central Powers. The Allied powers also reported 4 million either missing or held as prisoners of war, while the Central Powers reported 3.6 million. In total the Allied powers suffered 22 million casualties altogether compared to 15 million for the Central Powers. The total death toll for the First World War was 8.5 million, and total casualties were 37 million (History Learning Site, 2012). Human suffering during the First World War was not limited to soldiers however. According to Tucker (2005), the consequences for the First World War were â€Å"far-reaching† (p. xxix). For instance approximately 750,000 German civilians perished as â€Å"a result of the British naval blockade† (Tucker, 2005, p. xxix). World War I also marked the first case of genocide during the 20th century. This case of genocide was inflicted by the Ottoman Empire against Armenia. The Ottoman E mpire murdered 1.5 million men, women and children in Armenia (United States of America, Congressional Record, 2001). The financial consequences of the First World War were also enormous. Total war expenditures were 82 billion US Dollars which is equivalent to 209 billion US dollars today (Hardach, 1981). The high expenditure is attributed to two main reasons. First, the power struggles emerging in Europe left all European powers willing to pledge all assets in order to emerge the victors during the First World War. Secondly, the First World War represented the first major conflict of the industrialized world. Thus, technological advances offered both sides unprecedented machinery and artillery. Naturally, both sides were compelled to invest in more sophisticated weaponry and machinery if they were to have any chance of succeeding against the enemy (Oliver & Aldcroft, 2007). According to Thompson (1983) Churchill’s eventual analysis of the First World War in the aftermath of the Second World War, was that the First World War set in motion significant cost for mankind. As the first part of the two Great Wars, the First World War saw the political and financial destruction of Europe and can be credited with given birth to Communism in the Soviet Union. According to Thompson (1983), in looking back on the First World War, Churchill noted that: Events passed very largely outside the scope of conscious choice. Governments and individuals conformed to the rhythm of the tragedy, and swayed and staggered forward in helpless violence, slaughtering and squandering on ever-increasing scales, till injuries were wrought to the structure of human society which a century will not efface, and which may conceivable prove fatal to the present civilization (p. 195). Thus the cost of the First World War, from Churchill’s perspective was timeless and can be measured politically, socially and economically. Assignment 2: On the Brink of Revolution Afrikistan is a count ry in North Africa with a disproportionately large youth population. Afrikistan’s dictator has been in power for upward of thirty years. Afrikistan’s primary source of income is derived from oil reserves which are owned by the State. Increasing literacy and access to social and news media via the internet have rendered Afrikistan’s youth profoundly aware of their diminished returns and their dictator’

Obama care or romney care.which care would you prefer and why (I Research Paper

Obama care or romney care.which care would you prefer and why (I prefer obama care) - Research Paper Example U.S. President Barack Obama offers the Obamacare as the health care for America while former Massachusetts Governor Romney offers the â€Å"Romneycare† healthcare program. It is very important that the healthcare program of the winning president favors the people. That it solves the long time problem of the state and benefits all the Americans. Many claim that Obamacare and Romneycare offer no difference. Though the two healthcare programs exhibit many similarities in their plan, they still hold key distinctions. These distinctions tend to show that Obamacare seems a lot more favorable to the American people. Healthcare programs concentrate on three main areas namely employer-provided insurance, Medicare for seniors and Medicaid for the poor. While both programs require individuals to purchase their own health insurance, they offer different plans on Medicare. Romney offers a â€Å"premium support† method of paying health insurance while Obama opposes it and plans to cut the health budget while maintaining the healthcare benefits. Obama plans to cut $716 billion from health budget by reducing reimbursement to health care providers and cutting overpayments to health insurance companies (Burd). In the long run, Obama’s healthcare program can actually improve the healthcare system of the U.S. and its whole economy. While providing quality Medicare to its people, a large amount of money will be saved from cutting the healthcare budget that goes into waste. This will also solve one of the country’s biggest financial problems. In addition, Romney claims that Obamacare is an inappropriate Healthcare program for the country and promises to replace it with his own Romneycare program. But then again, the Romneycare program includes many conditions that seem to be non-beneficial to its people. One of which is the Medicaid program which tends to provide health insurance subsidy for

ACS-secondary prevention Essay Example | Topics and Well Written Essays - 1750 words

ACS-secondary prevention - Essay Example has improved in the past 10 years. Based on solid clinical evidence and new drugs and devices, the rate of secondary M.I.’s and morbidity can be reduced substantially with proper post-M.I. medical intervention (Hinstridge 1991). Newer findings demonstrate that aggressive post-M.I. treatment can have a significant impact on morbidity and mortality, as well as improving a patient’s quality of life years. Compliance remains a major issue, both in terms of taking medications and ceasing behaviours which can contribute to secondary ACS. The special concentration of this paper will be on patients while in the cardiac unit and in the following critical weeks. This paper also deals with the role of the ACS nurse in the regional cardiac care setting. Despite the overwhelming evidence that following new, more aggressive proceedures can save lives, there is still some resistance from staff to make the changes necessary to assure that the new guidelines are followed. Recent data gathered by the British Heart Foundation has established the importance of following new, more-aggressive guidelines in the treatment of post-ACS patients in order to assure a reduced risk of secondary events. The NHS is committed to instituting new interventional techniques (both drug and angioplasty routines), and has begun a policy of installing ACS-specialised nurses in each regional heart center. The reaction of staff to this new specialty is mixed at best (Dunckley 2006). Effective implementation of new ACS procedures starts with EMT response to calls, Emergency Room staff response to patients with M. I. symptoms, and Cardiac Unit response with rapid drug and angioplasty treatment. Such changes require significant staffing and schedule modification, which can be met with resistance, despite the clear evidence that the procedures can save lives. Practical considerations also intercede, as nurses must interpret the new BHF guidelines and ensure that they are followed

Moral dilemma of whether euthanasia is ethically acceptable Essay

Moral dilemma of whether euthanasia is ethically acceptable - Essay Example This paper weighs in on the ethics of euthanasia as it applies to elderly people near death and suffering, and in the context of such people being in nursing homes and hospices, being administered end of life care. My own experience visiting, interacting with residents and workers, and reflecting on those experiences at Brandon Woods is the mine of concrete experience on which I intend to draw insights into the ethics of euthanasia. This paper situates the discussion of the ethical acceptability of euthanasia in such elderly care settings from the perspective of at least three normative theories of ethics: Kant’s, utilitarianism, and cultural relativism. Ð ¡ultural Relativism:Cultural relativism basically posits that cultural perspectives color what is moral and ethical, and so people from one culture differ from another in terms of what they deem to be moral and ethical, or immoral and unethical. In other words, this perspective takes off from the observation in the natural world, that societies have differing takes on what is right and wrong, so that what is right and wrong in one culture may be at odds with how people in another culture view what is right and wrong. The texts give the example of the Eskimos, for instance, who have differing views on marriage, sex, infanticide, and taking care of the elderly from the west. The text further give the example of two differing cultures having differing takes on what is right and wrong when it comes to disposing of their dead fathers, with one culture practicing what the other culture deems to be immoral and unethical, and vice versa. The practices are eating the dead and cremating them. At the heart of cultural relativism is the position that morality is something that is arbitrary, or at most the result of how different cultures form their opinions about what is right and wrong. In this sense there is no absolute right and wrong, and that everything is a matter of practice, as well as of opinion. The fla w from this conclusion is also made evident in the text. Two or more cultures with differing ethical beliefs do not necessarily rule out the existence of an absolute moral and ethical standard. For instance, that one culture deems eating the bodies of their dead fathers unethical, and that another deems burning the remains of their dead fathers unethical, does not mean that there is no absolute moral and ethical standard with regard to disposing of the remains of dead fathers. It is just that two or more cultures differ in their beliefs. Similarly, that Eskimos differ in their beliefs from western society about marriage and selectively killing children does not mean that there are no absolute ethical standards concerning killing infants, and concerning swinging partners and leaving old people to die in the cold. For another example that drives home this point, that one culture views the world as flat rather than round, or that one culture deems the world to be created rather than be ing the product of evolution, does not mean that there is no absolute truth with regard to the roundness of the earth, or the validity of the proof of evolution theory. The problems with cultural relativism are compounded when one takes off from the premises of the theory and then pursues their logical consequences to the end. For instance, if morality and ethics are relative, then one culture is no better than the other, and there can be no talk of ethical or moral progress. There is only the relative belief of one culture as the basis of ethical judgment. This conclusion flies in the face of historical developments that see morality and

The slaves moment Essay Example | Topics and Well Written Essays - 1000 words

The slaves moment - Essay Example Life in the barracoons was indeed very tough for the slaves; two important aspects to understand here are that a number of slaves had to live together in a single barracoon and thus often felt suffocated because of the lack of space and terrible living conditions. Moreover, illnesses were widespread due to the lack of sanitation within these homes, if they could be called so. Due to the number of tics and rampant potentiality of sickness, the slaves were living under terrible conditions. Hill writes, ‘the masters wanted the barracoons to look clean outside so they painted them with whitewash.† (p.23) this helps the readers to understand the mentality of the masters and how badly they treated their slaves while making them live in horrible homes which looked neat from the outside so as to provide a different picture to the rest of the world. Esteban tried to leave escape the plantation in order to taste freedom however since he had never been anywhere else other than the p lantation, he was a little lost upon entering the woods. The reason why most slaves did not bother to runaway was because they feared being caught and then being treated in an even worse manner by their masters; Esteban thus wanted to taste a slice of freedom and act carelessly; he was not afraid of being caught because of the sole reason that he did not know worse fear than having to bow down to other human beings and do as they say without uttering a word. For a long time, he hid in cave and ate pigs in order to not be found and whenever he heard dogs barking, he immediately took off his clothes to prevent the animals from picking up his scent. – That was one of the methods of his survival. â€Å"The cave was big and dark like the mouth of a wolf.† (p. 45) 2. The second section is entitled ‘The Abolition of Slavery’ and talks about Montejo’s life until his emancipation in the year 1886. He worked in the sugar mills for a long time as a free worker and laboured his years away, working hard at the machines as well as performing manual labour acts of cutting and harvesting sugar cane. This helps in an understanding of the harsh lifestyle that peasants were forced to lead and the difficult work that goes into the forming of sugar and cane and the hard work required to sell it in the market at terribly low costs, not taking into account the labour that has been put into it. â€Å"There were masters, or rather, owners, who believed that blacks were made for locking up and whipping. So they treated them the same as before. To my mind blacks didn't realize that things had changed [with emancipation] because they kept on saying 'Your blessing, Master'.... [The white man] believed they were the owners of humanity† (p.62) He was highly critical about the life that the blacks and the mulattos were forced to lead and the lack of education that they were subject to, thereby ruining their chances of ever having the opportunity to le ad a better lifestyle. Further, he also spoke very lowly about the Catholic priests who treated women like whores and forced them to have sex with them and procreate as many children as they could. The workers enjoyed themselves as they often entertained themselves by playing games in the barracoons. They played games like tejo (p.26) where they used a corn on a cob to flip a coin and win coins from one another. Playing games was the only source of fun that they had and an aspect which took them to another world for sometime,

Causes of World War II Essay Example for Free

Causes of World War II Essay World War II was the biggest, deadliest, and scariest war of all time. It was obvious that it was coming to. Hitler was taking over Germany. He was sentencing Jews to concentration camps. He was plotting to rid the world of Jews and eventually take over the world. War was coming and everyone knew it. Everyone wanted to do something to stop it, but it was no use. As stated in Document 9, â€Å"neither the people nor the government of Britain and France were conditioned to the idea of war. † Keith Eubank said that in the Origins of World War II. Britain knew war was coming, France knew war was coming, and Germany even knew war was coming. World War II was inevitable. Many things built up to the eventual outcome; war. As stated in Document 5, British Prime Minister Neville Chamberlain explains why he favored peace, but he knew eventually it would end up as war. He says, â€Å" If we have to fight, it must be on larger issues than that. . . . I am a man of peace. . . . Yet if I were sure that any nation had made up its mind to dominate the world by fear of its force, I should feel that it must be resisted. . . . But war is a fearful thing. Hitler was trying to take over the world, and that is exactly what Chamberlain feared. It is also a reason why World War II began. In 1939, the world was plunged into World War II. Nobody wanted it to happen. But nobody could prevent it from happening. Hitler was continuing with his dream of taking over the world while at the same time ridding the world of Jews. Hitler was taking over one country at a time with the help of Italy. As stated in Document 2, Haile Selassie, emperor of Ethiopia, asked the League of Nations for help during Italy’s invasion of their country. The League of Nation’s response was ineffective. Selassie then said these words, â€Å"God and history will remember your judgement. . . . . It is us today. It will be you tomorrow. † What he means by that is that Hitler will not stop there. He will keep pushing and pushing until he has what he wants. He is saying that the League of Nations will to lose control to the Nazis. Different nations had different ways to handle the Nazis though. There were two responses to the aggression caused: collective security and appeasement. Collective Security is a system by which states have attempted to prevent or stop wars. Under a collective security arrangement, an aggressor against any one state is considered an aggressor against all other states, which act together to repel the aggressor. Appeasement was basically giving Germany whatever they wanted to not start a war. Appeasement did not work because Hitler agreed to take the Sudetenland, and Hitler promised to recognize Czech’s new boundary lines, but six months later, he took over all of Czech. As stated in Document 4, â€Å"There is to be no European war. . . . the price of the peace is. . . the ceding by the Czechoslovakia of the Sudeten territory to Herr Hitler’s Germany. † Hitler was not a man of his word because a very short time later, he took over Czech. World War II was undoubtedly, the biggest and costliest war of all time. People were dying all the time. Hitler had enslaved the Jews in concentration camps. Everything was falling apart. If the U. S. hadn’t stepped in to help, who knows where we would have been right now. Europe could all be Germany. There might be no Jewish people left. We are lucky because this entire war could have gone a completely different way.

Graduation Speech Essay Example for Free

Graduation Speech Essay ?It’s a rare opportunity to be given this privilege to talk to young minds like youthe youth whose minds and thinking are ideal, pure and filled with enthusiasm. Our theme is The Graduate: A Partner Towards Transformational Society, An Answer to Societal Change. We cannot effect social change if we ignore the social problems that are in our midst nowadays facing our very eyes. We should dig deeper to the root causes of these social problems. Every day, every hour, and every minute of our lives, we hear, we see the social problems besetting our country and our community. There is poverty, corruption in the government, violence, drug addiction, crimes, injustice and so on as if they are here to stay. Are there no more solutions for these ills of society? How and when can we stop this? The real root causes of these problems are the values of the people which they were brought up. Diploma is nothing without moral values. We have intelligent people in our society but they do not possess the right values. They think only for themselves. We have intelligent graduates but they ended up as greedy politicians and greedy businessmen. We have intelligent graduates but they are also indifferent, self-centered, irresponsible and lazy. What the society needs now are graduates who are disciplined, hardworking, honest, hospitable, makiKapwa, makaDiyos at Makabayan, not intelligent alone. Graduates, I encourage you to participate in our Sangguniang Kabataan actively in all its programs and activities. Let us always relive the bayanihan spirit and start it with the SK. It’s alright to aim for success in life. But true success is not only with becoming rich in material respect but rich with moral values. To our graduates, let’s not forget our Filipino values. Let’s keep our moral fibers intact as we go along the ladders of success. We know we cannot transform our society overnight. We know we cannot do it alone. As the future leaders of our society, you, graduates, should start now in your own little ways. Parents, and teachers, let’s us be a model to them and help our graduates in directing their path—to the path that is noble and worth living. To the graduates, congratulations, and may God Bless you.

Relationship Between EI and OP Amongst Librarians

Relationship Between EI and OP Amongst Librarians CHAPTER TWO LITERATURE REVIEW 2.1 INTRODUCTION This chapter is seeks to verify the limited studies into the relationship between EI and OP amongst librarians. There appears to be very little research, or study investigating the areas synthesizing library administration issues and the study of EI in information works. Although researchers allude to the need to be able to understand and manage their own emotions as an information provider, the lack of research combining the areas of EI of librarians in Malaysian public libraries suggests a large gap in a very important research area (Quinn, 2002; Hernon, 2008 and Singer, 2005). Consequently, a study that focuses on a public librarians perceived need for EI would fill this gap and therefore contribute to the existing EI literature. The following information is provided as a literature review encompassing an overview of the different constructs and theories of EI, as researched by several authors. The historical context and development of Malaysian Public Libraries will also be explored in this literature review. The topics of EI, and the area of information works, are reviewed individually within, as there is very little research on issues pertaining to the combination of these topics. This chapter furnishes an encompassing review on past literature, which covers a richness of information on EI research in general. There are 8 parts itemized as follows: Part 1 contains the introduction; Part 2 gives the description of EI history, theory, models and development; Part 3 discusses EI and applications in the workplace EI; Part 4 discusses librarians standard skills and capabilities; Part 5 shows clearly occupational performance; Part 6 examines the relationship between EI and performance, and finally, Part 7 summarizes all elements of this review. 2.2 EMOTIONAL INTELLIGENCE 2.2.1 Introduction Twenty years ago, researchers didnt much pay attention the topic of emotions in the workplace, perhaps because emotions were viewed too difficult to be measured and were thought of as illogical, unstable, and not fit for decision making tool; they were therefore less popular and largely unexplored among researchers (Arvey et al., 1998 and Muchinsky, 2000). Early 1990 however, researchers have begun to recognize that emotions should not be excluded from skill and competency of organizational, because it can be used in ways that contribute constructively to organizations (Arvey et al., 1998 and Fredman, Ghini and Dijk, 2008). In relation to this, it is motivating researchers to study the emotions in organizations. For instance, study on occupational performance has adopted a more affective focus. Additionally, new interest in the people feeling on work behavior has been influential in turning attention to the more emotional side of workplace experiences (e.g., Brief, Butcher, Roberson, 1995; Fisher Ashkanasy, 2000). Fisher and Ashkanasy (2000) and Ryback Wenny (2007) also claim the popularity of EI as a mechanism for new research in the workplace. The information below was derived from the previous empirical studies and multiple formats of resources. 2.1.2 Definition There is no definitive definition of EI. Many authors define EI as the ability to understand feelings, either internally or externally. Numerous studies indicate that, knowledge, cognitive skills and abilities are usually blended with performance. The term and concepts of EI were coined by Golemen (1995; 1998) in his two books, EI and Working with EI and developed a dimension and attribute of EI as self-awareness, self-regulation, motivation, empathy, and social skill. However different authors have defined EI to some extent differently from Goleman. Mayer and Saloveys (1997) meaning is a kind of intelligence in that it emphasizes thinking, perceiving, understanding, appraising, discriminating, and identifying emotion. Golemans concept of EI, in distinction, relates to the way people function emotionally if their functioning is at its potential or at least is not problematic. From the viewpoint of Weisingers (1998) gives descriptions and definition of EI is comparatively close to Golemans when he described EI is the intelligent use of emotions. It in comparison to Golemans, Cooper and Sawafs (1997) delimitation gives greater attention to the higher directions of human behavior, mainly aspects correlated with leadership. Their concept comprehends factors such as intuition, integrity, personal purpose, and creativity which is not emphasized by Goleman. In contrast, Simmons and Simmons (1997) approach to EI are very different from Golemans when they relate EI to multiple relatively invariant character traits. These theorists and many others defined and explained the concept of EI. There is no single definition in defining EI. Here I will include the five most popular ones. EI can be defined as: 1. â€Å"the ability to monitor ones own and others feelings and emotions, to discriminate among them, and to use the information to guide ones thinking and action† (Mayer Salovey,1993). 2. â€Å"ability to recognize and express emotions in yourself, your ability to understand the emotions of colleagues.† (Gardner, 1983). 3. â€Å"the intelligent use of emotions: you intentionally make your emotions work for you by using them to help guide your behaviour and thinking in ways that enhance your results.† (Weisinger, 1998). 4. â€Å"the ability to: 1) be aware of, to understand, and to express oneself; 2) be aware of, to understand, and to relate to others; 3) deal with strong emotions and control ones impulses; and 4) adapt to change and to solve problems of a personal or a social nature (Reuven Bar-On, 1998). 5. â€Å"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.(Goleman, 1998) Based on the profusion of definitions, there seems to be no major differences among the definition of EI throughout the years. In consequence, EI generally entails the ability to understand and recognize feeling internally or intrapersonal and externally or interpersonal to make good decision. More timely, for this study, the researcher adopts the comprehensive of EI articulated by Goleman (1998) â€Å"a learned capability based on EI that resulted in outstanding performance at work†. EI echoes how an individuals possible for mastering the skills of Self-Awareness, Self-Management, Social Awareness, and Relationship Management translates into work performance. Having defined EI, the following sections will highlight the literature related to EI and performance in library works. 2.1.2 Evolution of EI In 1920, Thordike described the concept of EI as a form of social intelligence. He has divided intelligence into three facets; understanding and managing ideas (abstract intelligence), concrete objects (mechanical intelligence), and people (social intelligence). In his expression: By social intelligence is meant the ability to understand and manage men and women, boys and girls to act wisely in human relations. Further, in 1940, Wechsler, viewed intelligence as an effect and conceived that assessments of general intelligence are not adequate and consider that non-intellectual factors, such as personality, will influence the development of an individuals intelligence. Additionally, attention in social intelligence or other intelligence was reinvigorated in 1983 when Gardner introduced the theory of multiple intelligence (Brualdi, 1996; Gardner, 1995) and proposed an extensive field of differing intelligences. In relation to this, Mayer and Salovey, (1990) coined the term EI in their article â€Å"EI,† from the journal â€Å"Imagination, Cognition and Personality† while Goleman, (1995) brought EI to the characteristic and developed his own model of EI. Ultimately, the concept of EI has been expanded and applied to numerous disciplines including services (e.g. Sales, Hospitality, banking, and school and information services etc). The evolving of EI as described in 2.1 below. 2.1.2.1 Social Intelligence Social intelligence can be defined differently. Social intelligence can be defined as â€Å"the ability to understand and manage people to act wisely in human relations† (Thorndike, 1920, p. 228). Nevertheless, in the late 1930s, Thorndike and Stein (1937) altered the earlier definition of social intelligence to read, the â€Å"ability to understand and manage people† while a few years later, Gardner (1983) outlined his theory of multiple intelligences and he described in detail seven â€Å"relatively autonomous† of human intellectual competences (eg; linguistic, logical-mathematical, spatial, musical, personal, interpersonal, and intrapersonal). Likewise, Moss and Hunt (1927) described social intelligence as the ability to get along with others (p. 108). Six years later as Vernon (1933), defined the social intelligence as the persons ability to get along with people in general, social technique or ease in society, knowledge of social matters, susceptibility to s timuli from other members of a group, as well as insight into the temporary moods or underlying personality traits of strangers (p. 44). It was recognised by Maulding (2002) that EI was closely related to personal intelligence and was further qualified by Gardner with is employment of two personal intelligence aspects; intrapersonal and interpersonal. Intrapersonal intelligence was further depicted by Gardner as the capacity to be discriminating among ones feelings; to label them, and use them in ways to understand and guide ones behavior and interpersonal intelligence as â€Å"turns outward, to other individuals†. This focal point examined â€Å"the ability to notice and make distinctions among other individuals, and in particular, among their moods, temperaments, motivations, and intentions†. Thus â€Å"Personal Intelligence† covers the close relationship of both intrapersonal and interpersonal intelligence because, as Gardner noted, â€Å"these two forms of knowledge are intimately intermingled†. 2.1.2.1 Intelligence There were numerous outstanding theorists were asked to define intelligence; unfortunate some definitions were obtained (Sternberg Detterman, 1986) differently. White (2002) clarification, ‘In philosophical works we can find discussions of consciousness, perception and sensation, thought, action, memory, emotion and imagination, but rarely anything on intelligence (White, 2002, p.78). In other words, Hand (2004) discussed the concept of Intelligence that is in general as stipulating technical senses and attempting to describe the ordinary sense. In contrast (Neisser et al., 1996) described intelligence are attempts to clarify and organize a vast array of phenomena that include: â€Å"the ability to understand complex ideas, to adapt effectively to environments, to learn from experience, to engage in various forms of reasoning, to overcome obstacles by taking thought†. Even when experts in intelligence discuss the definition there appears more controversy than consensus (Matthews et al., 2002). Unlike other definitions of intelligence, Wechsler (1958) described intelligence as â€Å"the aggregate or the global capacity of the individual to act purposely, to think rationally, and to deal effectively with his environment†. Although many definitions were given by different authors, however, many studies of intelligence, in particular the psychometric approach, have provided a â€Å"predictor† of success (Mayer, Salovey, Caruso, 2000). 2.1.2.2 Emotions Emotion can be categorized as part of Social Intelligence was introduced by Gardner in 1930. The science of emotion has been problematic and is impeded with the complexities of linking tangible realities to the elusive, subjective, and experiential nature of emotions (Matthews et al., 2002). In the context of psychology, Salovey and Mayer provided a definition of emotions as: Organized responses crossing boundaries of many psychological subsystems, including physiological, cognitive, motivational and experiential systems. Emotions typically arise in response to an event, either internal or external, that has a positively or negatively balanced meaning for an individual. Emotions can be distinguished from the closely related concept of mood in that emotions are shorter and generally more intense (1990, p. 186). 2.1.2.3 Emotional Intelligence Mayer and Salovey (1990) wrote an article and outlining their EI framework. EI was listed by them at that time as a division of social intelligence. Elements of Gardners personal intelligence study were employed when Mayer and Salovey defined EI as â€Å"the ability to monitor ones own and others feelings, to discriminate amongst them and to use this information to guide ones thinking and actions† (p. 189). The book entitled EI (1995) was published as a way of coping with the pointless acts that were taking place, (Salopek, 1998) and became the best seller status. After that the interest in EI took place (Mandell Pherwani, 2003). Goleman persistent on this success in 1998 with a book entitled Working with EI where he reviewed 18 EI competencies usable in the workplace. Mayer and Saloveys (1990) definition of EI were modified by Goleman (1998c) with his revised definition of EI, â€Å" ‘EI refers to 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† p317). Goleman listed 5 social and emotional groups self-awareness, self-regulation, motivation, empathy, and social skills. This was subsequently reduced to just 4 after the arrival and review of new information. He continues to refine his model and emphasize a mixture of interpersonal intelligence and intrapersonal intelligence in defining EI and employed the four clusters (Maulding, 2002). The 4 new groups were labelled as self-awareness, self-management, social awareness, and relationship management (Goleman, Boyatzis, McKee, 2002). Self-awareness and self-management were merged into a â€Å"personal competence† category which included the capabilities that â€Å"determine how we manage ourselves† (Goleman, Boyatzis, McKee, 2002, p. 39). The capabilities that â€Å"determine how we manage relationships† define the Social Competency category (Goleman, Boyatzis, McKee, 2002, p. 39) and include the social awareness and relationship management groups. In the context of thois study, researcher will use the GolemansModel as baseline or guideline to develop EI measurement for librarians. Yet a few competencies related to Malaysian public librarian nature will be considered (eg, spiritual, information literacy, Islamic values ect.) in the new model. Table 2.1 Five Periods of Development in Emotions and Intelligence in the Past Century Period The Emergence of The EI Concept 1900-1969 (Thorndike, 1920) Intelligence and Emotions as Separate Narrow Fields Psychometric approach to intelligence is developed and refined.  · Movement from Darwins theory for heritability and evolution of emotional responses to now being viewed as culturally determined.  · Social Intelligence (Thorndike, 1920) as the concept is introduced. 1970-1989 (David Wechsler, 1940) Non-intellective aspects of general intelligence The field of cognition and affect emerged to examine how emotions interacted with thoughts.  · Gardner (1983) theory of multiple intelligences described an intrapersonal and an interpersonal intelligence.  · Empirical work on social intelligence developed four components: social skills, empathy skills, pro-social attitudes, and emotionality (sensitivity). 1990-1993 (Gardner, 1983) Multiple intelligences; interpersonal intelligence-people smart; intrapersonal intelligence-self-smart Mayer and Salovey publish a series of articles on EI.  · First ability measure of EI published.  · Editor of the journal Intelligence argued for an existence of EI.  · Further developments for EI in the brain sciences. 1994-1997 (Goleman 1995) The Popularization and Broadening EQ  · Goleman (1995) publishes EI which becomes worldwide best-seller.  · Time magazine used the term â€Å"EQ† on its cover (Gibbs, 1995, October 2).  · Measures of EI using mixed model theories were published. 1998-Present (Peter Salovey Jack Mayer, 1990 EI  · Refinements to the concept of EI.  · New measures of EI introduced.  · Appearance of peer-reviewed articles on the subject. 2.2.4 2.2 Model of EI 2.2.1 Introduction There are many researchers that exist within the area of intelligences developed several models and theories to address EI (Gardner, 1990; Bar-On, 2008; Bernet, 1996; Brown, 1999; Brualdi, 1996; Burgess, Palmer, Stough Walls, 2001; Caruso, Mayer, Perkins Salovey, 1999; Cherniss, 2007; Ciarrochi, Chan, Caputi, Roberts, 2001; Dulewicz Higgs, 2000; Finegan, 1998; Gardner, 1995; Goleman, 1995; Goleman, 1998; Goleman, 2008; Langley, 2000; Mayer Geher, 2007; Mayer, Caruso Salovey, 2003; Mayer, Salovey Caruso, 2000; Mayer, 2001; Mayer, Salovey, Caruso, Sitarenios, 2001; Mayer, Perkins, Caruso Salovey, 2001; McDowelle Bell, 2000; Pfeiffer, 2001; Reiff, Hates, Bramel, 2001; Salovey Mayer, 1990; Salovey Sluyter, 1997; Weiss, 2000). The model of EI is comprised into two types; the ability model and mixed model. a) Ability model can be defined, EI as a set of mental abilities and constructs claims about the importance of emotional information and the potential uses of reasoning well with that information. Representatives of this model are Mayer and Salovey (1997) with four-branch model of EI. b) mixed model, whereas more commonly orienting and mixes mental abilities with personality attributes. Model from Goleman (2001), Cooper Sawaf (1997) and Bar-on (1997) are representatives for mixed model, but they expanded the meaning of EI by explicitly mixing the ability to understand and process emotion with other diverse parts of personality or skills, hence creating mixed approaches to EI. On the other word, the mixed model is defined as a combination of non cognitive abilities, personality traits and competencies (Goldsmith, 2008). 2.2.2 Models Assessing Emotional Intelligence 2.1.2 Bar-Ons Model of EI Bar-On reports that the EQ-i â€Å"was originally constructed as an experimental instrument designed to examine the concept of emotional and social functioning in the early 1980s (Bar-On, 2001, p.363). He created the term emotional quotient (EQ) to describe his mixed approach to the evaluation of an individuals general intelligence. He explained that the emotional quotient reflects our ability to operate successfully with other people and with our feelings (Bar-On, 2001). Bar-On developed the Bar-On EQ-i and instrument has been translated into twenty-two languages and normative data has been collected in more than fifteen countries (Bar-On, 2001). This EI inventory is the first scientifically developed and validated measure of EI that reflects ones ability to deal with environmental challenges and helps to predict ones success in life, including professional and personal pursuits (AbiSamra, 2000 and Bar-on, 2001). This model is separated into five different scales with fifteen subscales as detailed in Table 2.3. The first of these scales assess an individuals Intrapersonal EQ which consists of self-regard, emotional self-awareness, assertiveness, independence and self- actualization. The second scale assesses the individuals Interpersonal EQ consisting of empathy, social responsibility, and interpersonal relationships. Adaptability EQ is the third measure of Bar-Ons scale. This scale focuses on reality testing, flexibility and problem solving or how an individual handles emotion in the moment. The fourth scale assesses an individuals Stress Management EQ. This scale is comprised of stress tolerance and impulse control. The fifth and final scale of the EQ-i measures an individuals General Mood EQ, consisting of optimism and happiness. Bar-On reports that the research â€Å"findings obtained to date suggest that the EQ-i is measuring emotional and social intelligence†¦more specifically, the EQ-i is tapping the ability to be aware of, understand, control, and express emotions† (Bar-On, 2001, pp.372 -373). This ability model created by Bar-On is a selection of emotional, personal and social abilities that affect an individuals overall ability to manage the daily pressures and demands of life. Bar-On further reports that the ability is â€Å"apparently based on a core capacity to be aware of, understand, control and express emotions effectively† (p.374). Although Bar-Ons early research focused on the emotional quotient, it was not until the 1990s that EI truly began to receive recognition as a distinct form of intelligence (Geher, Warner Brown, 2001; Salovey Sluyter, 1997). The concept of an individuals EI (EI) was explained and expanded upon by Mayer and Salovey in 1990 (Mayer, Perkins, Caruso S alovey, 2001), and popularized by Daniel Goleman in 1995 (Goleman, 1995). 2.1.3 Golemans In 1995, Goleman elaborated on the original Salovey Mayer definition of EI to suggest five major EI domains as reported in Table 4. Table 4: Golemans original model of EI. Golemans Model of EI 1. Assessment of emotions 2. Regulation of emotions 3. Motivating and emotional self control 4. Understanding and recognizing emotions 5. Relationships and emotions The first of Golemans EI domains includes knowing ones emotions. This domain involves assessing and knowing what the emotion is as it occurs. The second domain of managing emotions is described as handling those emotions in an appropriate manner that builds on self-awareness. Motivating oneself or emotional self-control is the third domain. The fourth domain involves recognizing emotions in others. This domain involves empathy and Goleman considers it to be a â€Å"people skill† (Goleman, 1995, p.43). The last domain in Golemans original model consists of handling relationships. Goleman states that the ability of handling a relationship is in part the ability of managing emotions in others. Goleman contends that capacities for EI each have a distinctive involvement to form our lives. To some extent, these capacities build upon one another to formulate social skills. These abilities do not guarantee that people will develop or display emotional competencies. Goleman suggests th at individuals use competencies in many areas across many spectrums. Goleman has currently revised his original theory of EI as shown in Table 5. He now suggests that there are four domains rather than his original five domains (Goleman, 2001B). Table 5: Golemans current model of EI. Golemans Current Model of EI 1. Emotional Self Awareness 2. Emotional Self Management 3. Social Awareness 4. Relationship Management The first component or cluster of EI is that of Emotional Self- Awareness, or knowing what one feels. Recognizing ones own feelings, how they affect ones performance, and the realization of our own strengths as well as our weaknesses, is an important part of the self-awareness cluster. The second component of EI is Emotional Self-Management. This component reflects the ability to regulate stressful affects such as anxiety or anger, as well as how to deal with those situations. This component is reflected when an individual seems to keep their cool during a stressful situation. Self-management also reflects the abilities of an individual to be flexible and adaptable, looking at different perspectives of a situation. Social-Awareness, the third component, encompasses the competency of empathy. The Social-Awareness cluster is described as the cluster where an individual is aware of others emotions, concerns, and needs. Being aware of this information and internally processing it, allows the individual to read situations and act accordingly. The Relationship Management component makes up the fourth segment of Golemans current model. This component relates to how we interact with others in emotional situations. Goleman believes that if we cannot control our emotional outbursts and impulses, and we lack the necessary skill of empathy, there is less chance that we will be effective in our relationships. The Relationship Management cluster includes many of the skills necessary for being successful in social situations. Communication is also an essential element in the relationship management cluster (Goleman, 2001b). According to Goleman (2001a), EI at its most general rating, refers to the abilities to identify, reflect and adjust emotions in ourselves as well as to be aware of the emotions of others. Currently, Goleman relates the capacities for each domain in his EI model are: makes a unique contribution to job performance; strong communications; capacities build upon one another; does not guarantee people will develop or display the associated competencies; The general list is to some extent applicable to all jobs. Although Goleman explains that these capacities are hierarchical, meaning that one cannot fully pass on to the next phase or tier without accomplishing the previous stage with some degree of success. These capacities are not fixed and an individual can experience many levels at the same time. Goleman (1998) also states that EI determines our potential for learning the practical skills that underlie the four EI clusters. He maintains that emotional competence illustrates how much of that potential we have realized by learning and mastering skills and translating EI into on the job capabilities. According to Hall Torrance (1980), empathy and super-awareness to the needs of others is a trait that lies outside the realm of human abilities that can be measured. Hall Torrance report that many attempts have been made to measure these abilities, but with very little success. In their view, if empathy and awareness to others needs were accessed in a way that was based on reasoning, those qualities may reflect a measurable intellectual ability that would be associated with friendliness, compassion and happiness; all traits reported to be representative characteristics of emotionally intelligent individuals (Goleman, 1995; Pfeiffer, 2001). The information reported in 1980 by Hall and Torrance was prescient in that these traits are currently being measured as traits of EI. The traits of flexibility and freedom of thoughts as well as a high rating of motivation, either intrinsic or extrinsic, the ability to express emotion, the ability to manage stress, self confidence, and the ability to cope with tension are also valued characteristics of EI (Caruso, Mayer, Perkins, Salovey, 1999; Cherniss, 1998; Goleman, 1995, 1997; Levinson, 1997; Olszewski-Kubilius, 2000; Pfeiffer, 2001; Reiff, Hates Bramel, 2001). Currently, Goleman emphasizes that EI at its most general rating, refers to the abilities to identify, reflect and adjust emotions in ourselves as well as to be aware of the emotions of others (Cherniss Goleman, 2001; Goleman, 2001A). According to Goleman, EI refers to the ability to recognize our own feelings and those of others, to motivate ourselves, and to manage emotions in ourselves and in our relationships. (Clawson 1999; Dulewicz Higgs 2000; Goleman 1998; Burgess, Palmer, Stough Walls 2001). In another cognitive research study conducted by Sternberg, Wagner, Williams, and Horvath (cited in McDowelle Bell, 1998) it is reported that these differences in IQ and success at work accounted for between 4% and 25% variance of job performance. This leads us to the conclusion that a major part of what enhances our job performance is affected by non-IQ factors. McDowelle Bell (1998) state â€Å"emotionality and rationality complement each other in the work world. They can be viewe d as inseparable parts of the life of the organization. 2.1.4 Salovey and Mayers Since the origination of the theory of EI in 1990, Mayer and Salovey have worked diligently to refine their academic and scientific model of EI model. Their current model, developed in 1997, is decidedly cognitive in focus and revolves around four tiers or ratings that are not genetically fixed or set in early childhood. As people grow and develop, they also seem to develop a greater sense of EI suggesting that these traits of EI can be developed over time (Epstein, 1999; Ford-Martin, 2001; Goleman, 2001A; Weiss, 2000). According to Mayer, Perkins, Caruso Salovey (2001), the emotionally intelligent person is skilled in four distinct branches: identifying, using, understanding, and regulating emotions. These four distinct areas are outlined in Mayer and Saloveys current model. The newest model begins with the idea that emotions contain information about relationships (Mayer, Salovey, Caruso, and Sitarenios (2001). (See Table 6). The recognition, the evaluation and the communication of emotions initiate the first branch of Mayer and Saloveys model. The second branch involves using emotions to think constructively such as utilizing those emotions to make judgments, the consideration of an alternative viewpoint, and an appreciation that a change in emotional state and point of view can promote various types of solutions to problems. The third branch combines the abilities of classifying and differentiating between emotions to help integrate different feelings. This rating also works toward helping us t o form rules about the feelings we experience. The fourth and final branch involves the ability to take the emotions we experience and use them in support of a social goal (Finegan, 1998; Cherniss Goleman, 2001). The four hierarchical developmental branches established by Mayer and Salovey in 1997, although different from Golemans ratings of EI, seem to incorporate several fundamental principles of personal development theory. These developmental stages discussed by Salovey and Mayer are reported to be hierarchical. The Mayer and Salovey model frames the complexity of emotional skills that develop from the first tier and continue through the fourth, whereas Golemans competencies, in contrast, can be viewed along a continuum of mastery. Caruso, Mayer, Perkins, Salovey (2001), expected individuals need to be able to identify their emotions as well as the emotions of others. Using those emotions, understanding those emotions, and having the ability to manage those emotions is also required to be successful. Caruso et al. (2001) relate that when an individual works in an administrative or work environment that requires the cooperation and collaboration, the skills of EI become even more essential. Caruso et al. (2001) also report that EI can assist in facilitating this work in helping to generate new and creative ideas and solutions to problems. At times, some of the problems that are challenging an individual can be very complex, while at other times the problem-solving task may be effortless. According to Caruso et al. (2001), problem solving requires creative thought to generate ideal solutions. Caruso et al. (2001) deduce that EI can help the individual to think creatively in many ways such as, viewing the problem from multiple perspectives, brainstorming or generating new and creative ideas, being inventive, generating original ideas and solutions to the problem, and defining and recognizing new solutions. Table 2.3: Characteristics of Selected EI Model Bar-On (1980) Mixed Model Goleman (2005) Performance Model Mayer, Caruso and Salovey (1990) Ability Model (1) Awareness, Intrapersonal Assertiveness, EQ Self-Regard, Relationship Between EI and OP Amongst Librarians Relationship Between EI and OP Amongst Librarians CHAPTER TWO LITERATURE REVIEW 2.1 INTRODUCTION This chapter is seeks to verify the limited studies into the relationship between EI and OP amongst librarians. There appears to be very little research, or study investigating the areas synthesizing library administration issues and the study of EI in information works. Although researchers allude to the need to be able to understand and manage their own emotions as an information provider, the lack of research combining the areas of EI of librarians in Malaysian public libraries suggests a large gap in a very important research area (Quinn, 2002; Hernon, 2008 and Singer, 2005). Consequently, a study that focuses on a public librarians perceived need for EI would fill this gap and therefore contribute to the existing EI literature. The following information is provided as a literature review encompassing an overview of the different constructs and theories of EI, as researched by several authors. The historical context and development of Malaysian Public Libraries will also be explored in this literature review. The topics of EI, and the area of information works, are reviewed individually within, as there is very little research on issues pertaining to the combination of these topics. This chapter furnishes an encompassing review on past literature, which covers a richness of information on EI research in general. There are 8 parts itemized as follows: Part 1 contains the introduction; Part 2 gives the description of EI history, theory, models and development; Part 3 discusses EI and applications in the workplace EI; Part 4 discusses librarians standard skills and capabilities; Part 5 shows clearly occupational performance; Part 6 examines the relationship between EI and performance, and finally, Part 7 summarizes all elements of this review. 2.2 EMOTIONAL INTELLIGENCE 2.2.1 Introduction Twenty years ago, researchers didnt much pay attention the topic of emotions in the workplace, perhaps because emotions were viewed too difficult to be measured and were thought of as illogical, unstable, and not fit for decision making tool; they were therefore less popular and largely unexplored among researchers (Arvey et al., 1998 and Muchinsky, 2000). Early 1990 however, researchers have begun to recognize that emotions should not be excluded from skill and competency of organizational, because it can be used in ways that contribute constructively to organizations (Arvey et al., 1998 and Fredman, Ghini and Dijk, 2008). In relation to this, it is motivating researchers to study the emotions in organizations. For instance, study on occupational performance has adopted a more affective focus. Additionally, new interest in the people feeling on work behavior has been influential in turning attention to the more emotional side of workplace experiences (e.g., Brief, Butcher, Roberson, 1995; Fisher Ashkanasy, 2000). Fisher and Ashkanasy (2000) and Ryback Wenny (2007) also claim the popularity of EI as a mechanism for new research in the workplace. The information below was derived from the previous empirical studies and multiple formats of resources. 2.1.2 Definition There is no definitive definition of EI. Many authors define EI as the ability to understand feelings, either internally or externally. Numerous studies indicate that, knowledge, cognitive skills and abilities are usually blended with performance. The term and concepts of EI were coined by Golemen (1995; 1998) in his two books, EI and Working with EI and developed a dimension and attribute of EI as self-awareness, self-regulation, motivation, empathy, and social skill. However different authors have defined EI to some extent differently from Goleman. Mayer and Saloveys (1997) meaning is a kind of intelligence in that it emphasizes thinking, perceiving, understanding, appraising, discriminating, and identifying emotion. Golemans concept of EI, in distinction, relates to the way people function emotionally if their functioning is at its potential or at least is not problematic. From the viewpoint of Weisingers (1998) gives descriptions and definition of EI is comparatively close to Golemans when he described EI is the intelligent use of emotions. It in comparison to Golemans, Cooper and Sawafs (1997) delimitation gives greater attention to the higher directions of human behavior, mainly aspects correlated with leadership. Their concept comprehends factors such as intuition, integrity, personal purpose, and creativity which is not emphasized by Goleman. In contrast, Simmons and Simmons (1997) approach to EI are very different from Golemans when they relate EI to multiple relatively invariant character traits. These theorists and many others defined and explained the concept of EI. There is no single definition in defining EI. Here I will include the five most popular ones. EI can be defined as: 1. â€Å"the ability to monitor ones own and others feelings and emotions, to discriminate among them, and to use the information to guide ones thinking and action† (Mayer Salovey,1993). 2. â€Å"ability to recognize and express emotions in yourself, your ability to understand the emotions of colleagues.† (Gardner, 1983). 3. â€Å"the intelligent use of emotions: you intentionally make your emotions work for you by using them to help guide your behaviour and thinking in ways that enhance your results.† (Weisinger, 1998). 4. â€Å"the ability to: 1) be aware of, to understand, and to express oneself; 2) be aware of, to understand, and to relate to others; 3) deal with strong emotions and control ones impulses; and 4) adapt to change and to solve problems of a personal or a social nature (Reuven Bar-On, 1998). 5. â€Å"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.(Goleman, 1998) Based on the profusion of definitions, there seems to be no major differences among the definition of EI throughout the years. In consequence, EI generally entails the ability to understand and recognize feeling internally or intrapersonal and externally or interpersonal to make good decision. More timely, for this study, the researcher adopts the comprehensive of EI articulated by Goleman (1998) â€Å"a learned capability based on EI that resulted in outstanding performance at work†. EI echoes how an individuals possible for mastering the skills of Self-Awareness, Self-Management, Social Awareness, and Relationship Management translates into work performance. Having defined EI, the following sections will highlight the literature related to EI and performance in library works. 2.1.2 Evolution of EI In 1920, Thordike described the concept of EI as a form of social intelligence. He has divided intelligence into three facets; understanding and managing ideas (abstract intelligence), concrete objects (mechanical intelligence), and people (social intelligence). In his expression: By social intelligence is meant the ability to understand and manage men and women, boys and girls to act wisely in human relations. Further, in 1940, Wechsler, viewed intelligence as an effect and conceived that assessments of general intelligence are not adequate and consider that non-intellectual factors, such as personality, will influence the development of an individuals intelligence. Additionally, attention in social intelligence or other intelligence was reinvigorated in 1983 when Gardner introduced the theory of multiple intelligence (Brualdi, 1996; Gardner, 1995) and proposed an extensive field of differing intelligences. In relation to this, Mayer and Salovey, (1990) coined the term EI in their article â€Å"EI,† from the journal â€Å"Imagination, Cognition and Personality† while Goleman, (1995) brought EI to the characteristic and developed his own model of EI. Ultimately, the concept of EI has been expanded and applied to numerous disciplines including services (e.g. Sales, Hospitality, banking, and school and information services etc). The evolving of EI as described in 2.1 below. 2.1.2.1 Social Intelligence Social intelligence can be defined differently. Social intelligence can be defined as â€Å"the ability to understand and manage people to act wisely in human relations† (Thorndike, 1920, p. 228). Nevertheless, in the late 1930s, Thorndike and Stein (1937) altered the earlier definition of social intelligence to read, the â€Å"ability to understand and manage people† while a few years later, Gardner (1983) outlined his theory of multiple intelligences and he described in detail seven â€Å"relatively autonomous† of human intellectual competences (eg; linguistic, logical-mathematical, spatial, musical, personal, interpersonal, and intrapersonal). Likewise, Moss and Hunt (1927) described social intelligence as the ability to get along with others (p. 108). Six years later as Vernon (1933), defined the social intelligence as the persons ability to get along with people in general, social technique or ease in society, knowledge of social matters, susceptibility to s timuli from other members of a group, as well as insight into the temporary moods or underlying personality traits of strangers (p. 44). It was recognised by Maulding (2002) that EI was closely related to personal intelligence and was further qualified by Gardner with is employment of two personal intelligence aspects; intrapersonal and interpersonal. Intrapersonal intelligence was further depicted by Gardner as the capacity to be discriminating among ones feelings; to label them, and use them in ways to understand and guide ones behavior and interpersonal intelligence as â€Å"turns outward, to other individuals†. This focal point examined â€Å"the ability to notice and make distinctions among other individuals, and in particular, among their moods, temperaments, motivations, and intentions†. Thus â€Å"Personal Intelligence† covers the close relationship of both intrapersonal and interpersonal intelligence because, as Gardner noted, â€Å"these two forms of knowledge are intimately intermingled†. 2.1.2.1 Intelligence There were numerous outstanding theorists were asked to define intelligence; unfortunate some definitions were obtained (Sternberg Detterman, 1986) differently. White (2002) clarification, ‘In philosophical works we can find discussions of consciousness, perception and sensation, thought, action, memory, emotion and imagination, but rarely anything on intelligence (White, 2002, p.78). In other words, Hand (2004) discussed the concept of Intelligence that is in general as stipulating technical senses and attempting to describe the ordinary sense. In contrast (Neisser et al., 1996) described intelligence are attempts to clarify and organize a vast array of phenomena that include: â€Å"the ability to understand complex ideas, to adapt effectively to environments, to learn from experience, to engage in various forms of reasoning, to overcome obstacles by taking thought†. Even when experts in intelligence discuss the definition there appears more controversy than consensus (Matthews et al., 2002). Unlike other definitions of intelligence, Wechsler (1958) described intelligence as â€Å"the aggregate or the global capacity of the individual to act purposely, to think rationally, and to deal effectively with his environment†. Although many definitions were given by different authors, however, many studies of intelligence, in particular the psychometric approach, have provided a â€Å"predictor† of success (Mayer, Salovey, Caruso, 2000). 2.1.2.2 Emotions Emotion can be categorized as part of Social Intelligence was introduced by Gardner in 1930. The science of emotion has been problematic and is impeded with the complexities of linking tangible realities to the elusive, subjective, and experiential nature of emotions (Matthews et al., 2002). In the context of psychology, Salovey and Mayer provided a definition of emotions as: Organized responses crossing boundaries of many psychological subsystems, including physiological, cognitive, motivational and experiential systems. Emotions typically arise in response to an event, either internal or external, that has a positively or negatively balanced meaning for an individual. Emotions can be distinguished from the closely related concept of mood in that emotions are shorter and generally more intense (1990, p. 186). 2.1.2.3 Emotional Intelligence Mayer and Salovey (1990) wrote an article and outlining their EI framework. EI was listed by them at that time as a division of social intelligence. Elements of Gardners personal intelligence study were employed when Mayer and Salovey defined EI as â€Å"the ability to monitor ones own and others feelings, to discriminate amongst them and to use this information to guide ones thinking and actions† (p. 189). The book entitled EI (1995) was published as a way of coping with the pointless acts that were taking place, (Salopek, 1998) and became the best seller status. After that the interest in EI took place (Mandell Pherwani, 2003). Goleman persistent on this success in 1998 with a book entitled Working with EI where he reviewed 18 EI competencies usable in the workplace. Mayer and Saloveys (1990) definition of EI were modified by Goleman (1998c) with his revised definition of EI, â€Å" ‘EI refers to 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† p317). Goleman listed 5 social and emotional groups self-awareness, self-regulation, motivation, empathy, and social skills. This was subsequently reduced to just 4 after the arrival and review of new information. He continues to refine his model and emphasize a mixture of interpersonal intelligence and intrapersonal intelligence in defining EI and employed the four clusters (Maulding, 2002). The 4 new groups were labelled as self-awareness, self-management, social awareness, and relationship management (Goleman, Boyatzis, McKee, 2002). Self-awareness and self-management were merged into a â€Å"personal competence† category which included the capabilities that â€Å"determine how we manage ourselves† (Goleman, Boyatzis, McKee, 2002, p. 39). The capabilities that â€Å"determine how we manage relationships† define the Social Competency category (Goleman, Boyatzis, McKee, 2002, p. 39) and include the social awareness and relationship management groups. In the context of thois study, researcher will use the GolemansModel as baseline or guideline to develop EI measurement for librarians. Yet a few competencies related to Malaysian public librarian nature will be considered (eg, spiritual, information literacy, Islamic values ect.) in the new model. Table 2.1 Five Periods of Development in Emotions and Intelligence in the Past Century Period The Emergence of The EI Concept 1900-1969 (Thorndike, 1920) Intelligence and Emotions as Separate Narrow Fields Psychometric approach to intelligence is developed and refined.  · Movement from Darwins theory for heritability and evolution of emotional responses to now being viewed as culturally determined.  · Social Intelligence (Thorndike, 1920) as the concept is introduced. 1970-1989 (David Wechsler, 1940) Non-intellective aspects of general intelligence The field of cognition and affect emerged to examine how emotions interacted with thoughts.  · Gardner (1983) theory of multiple intelligences described an intrapersonal and an interpersonal intelligence.  · Empirical work on social intelligence developed four components: social skills, empathy skills, pro-social attitudes, and emotionality (sensitivity). 1990-1993 (Gardner, 1983) Multiple intelligences; interpersonal intelligence-people smart; intrapersonal intelligence-self-smart Mayer and Salovey publish a series of articles on EI.  · First ability measure of EI published.  · Editor of the journal Intelligence argued for an existence of EI.  · Further developments for EI in the brain sciences. 1994-1997 (Goleman 1995) The Popularization and Broadening EQ  · Goleman (1995) publishes EI which becomes worldwide best-seller.  · Time magazine used the term â€Å"EQ† on its cover (Gibbs, 1995, October 2).  · Measures of EI using mixed model theories were published. 1998-Present (Peter Salovey Jack Mayer, 1990 EI  · Refinements to the concept of EI.  · New measures of EI introduced.  · Appearance of peer-reviewed articles on the subject. 2.2.4 2.2 Model of EI 2.2.1 Introduction There are many researchers that exist within the area of intelligences developed several models and theories to address EI (Gardner, 1990; Bar-On, 2008; Bernet, 1996; Brown, 1999; Brualdi, 1996; Burgess, Palmer, Stough Walls, 2001; Caruso, Mayer, Perkins Salovey, 1999; Cherniss, 2007; Ciarrochi, Chan, Caputi, Roberts, 2001; Dulewicz Higgs, 2000; Finegan, 1998; Gardner, 1995; Goleman, 1995; Goleman, 1998; Goleman, 2008; Langley, 2000; Mayer Geher, 2007; Mayer, Caruso Salovey, 2003; Mayer, Salovey Caruso, 2000; Mayer, 2001; Mayer, Salovey, Caruso, Sitarenios, 2001; Mayer, Perkins, Caruso Salovey, 2001; McDowelle Bell, 2000; Pfeiffer, 2001; Reiff, Hates, Bramel, 2001; Salovey Mayer, 1990; Salovey Sluyter, 1997; Weiss, 2000). The model of EI is comprised into two types; the ability model and mixed model. a) Ability model can be defined, EI as a set of mental abilities and constructs claims about the importance of emotional information and the potential uses of reasoning well with that information. Representatives of this model are Mayer and Salovey (1997) with four-branch model of EI. b) mixed model, whereas more commonly orienting and mixes mental abilities with personality attributes. Model from Goleman (2001), Cooper Sawaf (1997) and Bar-on (1997) are representatives for mixed model, but they expanded the meaning of EI by explicitly mixing the ability to understand and process emotion with other diverse parts of personality or skills, hence creating mixed approaches to EI. On the other word, the mixed model is defined as a combination of non cognitive abilities, personality traits and competencies (Goldsmith, 2008). 2.2.2 Models Assessing Emotional Intelligence 2.1.2 Bar-Ons Model of EI Bar-On reports that the EQ-i â€Å"was originally constructed as an experimental instrument designed to examine the concept of emotional and social functioning in the early 1980s (Bar-On, 2001, p.363). He created the term emotional quotient (EQ) to describe his mixed approach to the evaluation of an individuals general intelligence. He explained that the emotional quotient reflects our ability to operate successfully with other people and with our feelings (Bar-On, 2001). Bar-On developed the Bar-On EQ-i and instrument has been translated into twenty-two languages and normative data has been collected in more than fifteen countries (Bar-On, 2001). This EI inventory is the first scientifically developed and validated measure of EI that reflects ones ability to deal with environmental challenges and helps to predict ones success in life, including professional and personal pursuits (AbiSamra, 2000 and Bar-on, 2001). This model is separated into five different scales with fifteen subscales as detailed in Table 2.3. The first of these scales assess an individuals Intrapersonal EQ which consists of self-regard, emotional self-awareness, assertiveness, independence and self- actualization. The second scale assesses the individuals Interpersonal EQ consisting of empathy, social responsibility, and interpersonal relationships. Adaptability EQ is the third measure of Bar-Ons scale. This scale focuses on reality testing, flexibility and problem solving or how an individual handles emotion in the moment. The fourth scale assesses an individuals Stress Management EQ. This scale is comprised of stress tolerance and impulse control. The fifth and final scale of the EQ-i measures an individuals General Mood EQ, consisting of optimism and happiness. Bar-On reports that the research â€Å"findings obtained to date suggest that the EQ-i is measuring emotional and social intelligence†¦more specifically, the EQ-i is tapping the ability to be aware of, understand, control, and express emotions† (Bar-On, 2001, pp.372 -373). This ability model created by Bar-On is a selection of emotional, personal and social abilities that affect an individuals overall ability to manage the daily pressures and demands of life. Bar-On further reports that the ability is â€Å"apparently based on a core capacity to be aware of, understand, control and express emotions effectively† (p.374). Although Bar-Ons early research focused on the emotional quotient, it was not until the 1990s that EI truly began to receive recognition as a distinct form of intelligence (Geher, Warner Brown, 2001; Salovey Sluyter, 1997). The concept of an individuals EI (EI) was explained and expanded upon by Mayer and Salovey in 1990 (Mayer, Perkins, Caruso S alovey, 2001), and popularized by Daniel Goleman in 1995 (Goleman, 1995). 2.1.3 Golemans In 1995, Goleman elaborated on the original Salovey Mayer definition of EI to suggest five major EI domains as reported in Table 4. Table 4: Golemans original model of EI. Golemans Model of EI 1. Assessment of emotions 2. Regulation of emotions 3. Motivating and emotional self control 4. Understanding and recognizing emotions 5. Relationships and emotions The first of Golemans EI domains includes knowing ones emotions. This domain involves assessing and knowing what the emotion is as it occurs. The second domain of managing emotions is described as handling those emotions in an appropriate manner that builds on self-awareness. Motivating oneself or emotional self-control is the third domain. The fourth domain involves recognizing emotions in others. This domain involves empathy and Goleman considers it to be a â€Å"people skill† (Goleman, 1995, p.43). The last domain in Golemans original model consists of handling relationships. Goleman states that the ability of handling a relationship is in part the ability of managing emotions in others. Goleman contends that capacities for EI each have a distinctive involvement to form our lives. To some extent, these capacities build upon one another to formulate social skills. These abilities do not guarantee that people will develop or display emotional competencies. Goleman suggests th at individuals use competencies in many areas across many spectrums. Goleman has currently revised his original theory of EI as shown in Table 5. He now suggests that there are four domains rather than his original five domains (Goleman, 2001B). Table 5: Golemans current model of EI. Golemans Current Model of EI 1. Emotional Self Awareness 2. Emotional Self Management 3. Social Awareness 4. Relationship Management The first component or cluster of EI is that of Emotional Self- Awareness, or knowing what one feels. Recognizing ones own feelings, how they affect ones performance, and the realization of our own strengths as well as our weaknesses, is an important part of the self-awareness cluster. The second component of EI is Emotional Self-Management. This component reflects the ability to regulate stressful affects such as anxiety or anger, as well as how to deal with those situations. This component is reflected when an individual seems to keep their cool during a stressful situation. Self-management also reflects the abilities of an individual to be flexible and adaptable, looking at different perspectives of a situation. Social-Awareness, the third component, encompasses the competency of empathy. The Social-Awareness cluster is described as the cluster where an individual is aware of others emotions, concerns, and needs. Being aware of this information and internally processing it, allows the individual to read situations and act accordingly. The Relationship Management component makes up the fourth segment of Golemans current model. This component relates to how we interact with others in emotional situations. Goleman believes that if we cannot control our emotional outbursts and impulses, and we lack the necessary skill of empathy, there is less chance that we will be effective in our relationships. The Relationship Management cluster includes many of the skills necessary for being successful in social situations. Communication is also an essential element in the relationship management cluster (Goleman, 2001b). According to Goleman (2001a), EI at its most general rating, refers to the abilities to identify, reflect and adjust emotions in ourselves as well as to be aware of the emotions of others. Currently, Goleman relates the capacities for each domain in his EI model are: makes a unique contribution to job performance; strong communications; capacities build upon one another; does not guarantee people will develop or display the associated competencies; The general list is to some extent applicable to all jobs. Although Goleman explains that these capacities are hierarchical, meaning that one cannot fully pass on to the next phase or tier without accomplishing the previous stage with some degree of success. These capacities are not fixed and an individual can experience many levels at the same time. Goleman (1998) also states that EI determines our potential for learning the practical skills that underlie the four EI clusters. He maintains that emotional competence illustrates how much of that potential we have realized by learning and mastering skills and translating EI into on the job capabilities. According to Hall Torrance (1980), empathy and super-awareness to the needs of others is a trait that lies outside the realm of human abilities that can be measured. Hall Torrance report that many attempts have been made to measure these abilities, but with very little success. In their view, if empathy and awareness to others needs were accessed in a way that was based on reasoning, those qualities may reflect a measurable intellectual ability that would be associated with friendliness, compassion and happiness; all traits reported to be representative characteristics of emotionally intelligent individuals (Goleman, 1995; Pfeiffer, 2001). The information reported in 1980 by Hall and Torrance was prescient in that these traits are currently being measured as traits of EI. The traits of flexibility and freedom of thoughts as well as a high rating of motivation, either intrinsic or extrinsic, the ability to express emotion, the ability to manage stress, self confidence, and the ability to cope with tension are also valued characteristics of EI (Caruso, Mayer, Perkins, Salovey, 1999; Cherniss, 1998; Goleman, 1995, 1997; Levinson, 1997; Olszewski-Kubilius, 2000; Pfeiffer, 2001; Reiff, Hates Bramel, 2001). Currently, Goleman emphasizes that EI at its most general rating, refers to the abilities to identify, reflect and adjust emotions in ourselves as well as to be aware of the emotions of others (Cherniss Goleman, 2001; Goleman, 2001A). According to Goleman, EI refers to the ability to recognize our own feelings and those of others, to motivate ourselves, and to manage emotions in ourselves and in our relationships. (Clawson 1999; Dulewicz Higgs 2000; Goleman 1998; Burgess, Palmer, Stough Walls 2001). In another cognitive research study conducted by Sternberg, Wagner, Williams, and Horvath (cited in McDowelle Bell, 1998) it is reported that these differences in IQ and success at work accounted for between 4% and 25% variance of job performance. This leads us to the conclusion that a major part of what enhances our job performance is affected by non-IQ factors. McDowelle Bell (1998) state â€Å"emotionality and rationality complement each other in the work world. They can be viewe d as inseparable parts of the life of the organization. 2.1.4 Salovey and Mayers Since the origination of the theory of EI in 1990, Mayer and Salovey have worked diligently to refine their academic and scientific model of EI model. Their current model, developed in 1997, is decidedly cognitive in focus and revolves around four tiers or ratings that are not genetically fixed or set in early childhood. As people grow and develop, they also seem to develop a greater sense of EI suggesting that these traits of EI can be developed over time (Epstein, 1999; Ford-Martin, 2001; Goleman, 2001A; Weiss, 2000). According to Mayer, Perkins, Caruso Salovey (2001), the emotionally intelligent person is skilled in four distinct branches: identifying, using, understanding, and regulating emotions. These four distinct areas are outlined in Mayer and Saloveys current model. The newest model begins with the idea that emotions contain information about relationships (Mayer, Salovey, Caruso, and Sitarenios (2001). (See Table 6). The recognition, the evaluation and the communication of emotions initiate the first branch of Mayer and Saloveys model. The second branch involves using emotions to think constructively such as utilizing those emotions to make judgments, the consideration of an alternative viewpoint, and an appreciation that a change in emotional state and point of view can promote various types of solutions to problems. The third branch combines the abilities of classifying and differentiating between emotions to help integrate different feelings. This rating also works toward helping us t o form rules about the feelings we experience. The fourth and final branch involves the ability to take the emotions we experience and use them in support of a social goal (Finegan, 1998; Cherniss Goleman, 2001). The four hierarchical developmental branches established by Mayer and Salovey in 1997, although different from Golemans ratings of EI, seem to incorporate several fundamental principles of personal development theory. These developmental stages discussed by Salovey and Mayer are reported to be hierarchical. The Mayer and Salovey model frames the complexity of emotional skills that develop from the first tier and continue through the fourth, whereas Golemans competencies, in contrast, can be viewed along a continuum of mastery. Caruso, Mayer, Perkins, Salovey (2001), expected individuals need to be able to identify their emotions as well as the emotions of others. Using those emotions, understanding those emotions, and having the ability to manage those emotions is also required to be successful. Caruso et al. (2001) relate that when an individual works in an administrative or work environment that requires the cooperation and collaboration, the skills of EI become even more essential. Caruso et al. (2001) also report that EI can assist in facilitating this work in helping to generate new and creative ideas and solutions to problems. At times, some of the problems that are challenging an individual can be very complex, while at other times the problem-solving task may be effortless. According to Caruso et al. (2001), problem solving requires creative thought to generate ideal solutions. Caruso et al. (2001) deduce that EI can help the individual to think creatively in many ways such as, viewing the problem from multiple perspectives, brainstorming or generating new and creative ideas, being inventive, generating original ideas and solutions to the problem, and defining and recognizing new solutions. Table 2.3: Characteristics of Selected EI Model Bar-On (1980) Mixed Model Goleman (2005) Performance Model Mayer, Caruso and Salovey (1990) Ability Model (1) Awareness, Intrapersonal Assertiveness, EQ Self-Regard,

The link between the number of carbon atoms in a fuel with the amount of energy it releases :: GCSE Chemistry Coursework Investigation

The link between the number of carbon atoms in a fuel with the amount of energy it releases Alcohols generally belong to compounds whose molecules are based on chains of carbon atoms. They usually contain one oxygen atom, which is joined to a carbon atom by a singular bond. This makes them different to other compounds. The oxygen atom is joined to the hydrogen atom as well as the carbon atom, which makes the oxygen a part of a hydroxyl group. These atoms are generally a part of a hydrocarbon chain. These alcohols can take away water from the body, in which a hydrocarbon chain has replaced a hydrogen atom. Alcohols have a general structure of CnH2n+1OH The aim of this investigation is to see the link between the numbers of carbon atom in a fuel with the amount of energy it releases. There would be a change in the amount of energy given off that is getting greater, the more carbon atoms in the fuel, the more there are more bonds to be broken and formed, thus producing more energy. ‘In a chemical reaction, bonds in the reactant molecule are broken and new ones are formed. Atoms are rearranged. Energy has to be put in to break bonds, and energy is given out when bonds are formed.’ When the total energy put in is greater than the energy put out, the substance cools down (it is endothermic). This is expressed as Ά +ve (delta positive). If the total energy put in is less than the energy created, then the substance warms up (it is exothermic). This is expressed as Ά -ve (delta negative). I will investigate eight different alcohols using an alcohol or spirit burner, to measure the energy change during burning them by measuring the change in temperature of some water held by a container. This container must have a value of specific heat capacity so I could calculate heat transferred to it as well. Probably the most conductive container available for use in the classroom is a calorimeter. As well as not wasting energy in the heating of the container, I could also try to stop heat from escaping the top and edges of the container by covering it with a fitting lid. I will try to prevent the wind from blowing the flames to a different direction so all the windows must be shut. HYPOTHESIS More energy is released as more bonds are formed, below is the list of approximate energy required to break and form all bond involved in burning alcohols TYPE OF BOND ENERGY REQUIRED TO BREAK THE BOND (j)

Urban Legend of Cry Baby Bridge :: Urban Legends Ghost Stories

Cry Baby Bridge In April I sat down with a friend at my house and asked about any urban legends or ghost stories he had encountered. After a couple legends he had seen in movies, he mentioned a haunted bridge about ten minutes away from downtown. He is a twenty-one year-old White male; his father owns an appliance store and his mother helps out with the books. He first heard this story in the ninth grade from a couple of friends. Supposedly, they had heard from kids who had actually been to the bridge and heard strange things at night. The bridge is located off of Uniontown road, between a couple old farms. He has not encountered the bridge first hand but still remembers the story surrounding it: About thirty years ago there was a young girl in love with her boyfriend. One day, he convinced her to take their relationship to the next level, telling her how deeply he cared. A couple weeks later, she found out that she had become pregnant, and decided it was best to hide it from him. They kept in close contact over the next few months, and he told her that they would be together forever. When her father realized that she was having a baby without marriage, he made her leave the house until she came back with a husband. When the baby girl was born, she decided to tell the boyfriend about the child, by bringing her to his house. He lived on a small farm right outside town and you had to pass over a small river on a bridge to get back to his house. As she opened the door, she walked in on him with another girl. Filled with anger, (pause) she gets in her car and speeds off. Now she could not return home unmarried and had lost her only love because of this one child. As she looked over at the baby, she is only reminded of her boyfriend and the image of him with the other girl. (tone increases) Finally, she reached the bridge, then slammed on the breaks. She got out and in a moment of rage threw the baby over the bridge to rid her of the baby girl’s troubles. Later that night, the police were tipped off about a murder at the bridge and came to find the girl hanging from the bridge. Urban Legend of Cry Baby Bridge :: Urban Legends Ghost Stories Cry Baby Bridge In April I sat down with a friend at my house and asked about any urban legends or ghost stories he had encountered. After a couple legends he had seen in movies, he mentioned a haunted bridge about ten minutes away from downtown. He is a twenty-one year-old White male; his father owns an appliance store and his mother helps out with the books. He first heard this story in the ninth grade from a couple of friends. Supposedly, they had heard from kids who had actually been to the bridge and heard strange things at night. The bridge is located off of Uniontown road, between a couple old farms. He has not encountered the bridge first hand but still remembers the story surrounding it: About thirty years ago there was a young girl in love with her boyfriend. One day, he convinced her to take their relationship to the next level, telling her how deeply he cared. A couple weeks later, she found out that she had become pregnant, and decided it was best to hide it from him. They kept in close contact over the next few months, and he told her that they would be together forever. When her father realized that she was having a baby without marriage, he made her leave the house until she came back with a husband. When the baby girl was born, she decided to tell the boyfriend about the child, by bringing her to his house. He lived on a small farm right outside town and you had to pass over a small river on a bridge to get back to his house. As she opened the door, she walked in on him with another girl. Filled with anger, (pause) she gets in her car and speeds off. Now she could not return home unmarried and had lost her only love because of this one child. As she looked over at the baby, she is only reminded of her boyfriend and the image of him with the other girl. (tone increases) Finally, she reached the bridge, then slammed on the breaks. She got out and in a moment of rage threw the baby over the bridge to rid her of the baby girl’s troubles. Later that night, the police were tipped off about a murder at the bridge and came to find the girl hanging from the bridge.

Flute Instrument

Well I choose Flute as my favorite instrument. But unfortunately it is nowhere mentioned that who actually discover Flute, but we have lot more information about the history of flute. Thousands of years ago it was found in the cave in Northern France with unknown number of holes. It was carved with bones. Those flutes were used during the hunting and magic rituals. As mentioned on the internet that the first flute which can be hold sideways was created in China.But before that Egyptians had flute. Though flute was made of bones but then we had wooden flutes, bamboo flutes. There were several ways to hold the flute you could hold left or right side and even hold it straight like a recorder. Flutes were played by hunters, shepherds, musicians in festive occasions and from the 13th century on also by soldiers. And these flutes are still played all over the world. After 1670 the flute became more poplar and was made of three pieces now.Famous Performers: There are several famous performe rs, but I pick only couple of them. Robert Aitken Flutist-Composer-Conductor http://www.robertaitkenflutist.com/Robert Aitken studied flute with Nicolas Fiore in Toronto and became principal flute of the Vancouver and was the youngest principal in that orchestra’s history. He studied electronic music with Myron Shaeffer and composition with John Weinzweig at University of Toronto and he served second flute of C.B.C Symphony Orchestra. He was one of the 12 instrumentalists invited by Pierre Boulez to present a solo recital at IRCAM (Paris) in 1977.He also taught flute during 1960-75 at University of Toronto, 1972-82 at the Shawnigan Summer School of the Arts (British Columbia) and in 1981 founded â€Å"Music at Shawnigan†, He used to conduct new music concerts and in 1987 he conducted the first performance of Schafer’s â€Å"Patria I† for the Canadian Opera Company. For that performance he got critical comment on his incredible variety of dynamics and timb res. Aitken is one of Canada’s outstanding composers. He also traveled in East Asia like  other composers and has been influenced by the contact non-Western musical cultures.Jeanne BaxtresserJeanne Baxtresser started playing flute at the age of nine and she was love with it. She plays as a solo flutist for 15 years at New York Philharmonic. She started her career at the age of 14 with Minnesota Orchestra. She started her professional career immediately after her graduation from Juilliard School. She was appointed as a principal Flute of the Toronto Symphony as was invited to New York Philharmonic by Music Director Zubin Mehta. She was a soloist player and for more than 50 occasions she has been featured as a soloist across North America and Europe. William Bennetthttp://www.williambennettflute.com/ http://www.williambennettflute.com/bio.htmlFamous composers:Robert Aitken Flutist-Composer-Conductor http://www.robertaitkenflutist.com/ As already mentioned above about Robert A itken. Johann Joachim Quantz (1697-1773)Flutist, composer, flute maker, teacher of Frederick the Great of Prussia, author of an influential method book on musical performance (1752). http://www.flutehistory.com/Players/Johann_Joachim_Quantz/index.php3 Quantz was one of the finest flute professional during 18th century. He has a proficiency to play all the instruments but he specializes in flute in 1719. He traveled mostly all over for his education but he then returned to Dresden. He spends most of his time in King of Prussia until his death where he composes, perform and make flute for king. Quantz have more than 300 collections of concertos and lots of sonatas, even some of them have never been published.As said that Quantz working for Frederick the Great and the flutes which were made by Quantz Frederick used to give those as a  gift to families and they are still preserved in the museums of Germany, the US, and the Japan. Because of his book his name was still remembered in 19 th century because of his association with Frederick the Great of Prussia, considered by many at that time as the founder of the German state.Famous Orchestras: http://www.gramophone.co.uk/editorial/the-world’s-greatest-orchestras http://www.philorch.orgAccording to report Philadelphia orchestra is considered one of the big ï ¬ ve American Orchestras. It was formed in 1990 by Fritz Scheelite. They perform at white house in 1906 it was an Exclusive concert. It looks so great that how these orchestras are formed with small groups to large groups. Whereas Gramophone, are one of the famous orchestras and presents world’s greatest orchestra. Few of them were Czech Philharmonic, Saito Kinen orchestra, Metropolitan opera orchestra.