Emotional Intelligence As a Type of Social Intelligence - Free Essay Example

Sample details Pages: 2 Words: 489 Downloads: 6 Date added: 2019/05/06 Category Psychology Essay Level High school Tags: Emotional Intelligence Essay Did you like this example? In todays society, emotional intelligence is described as a type of social intelligence that involves the ability to monitor personal and individuals emotions, to judge among them, and to use the resources to guide personal cognitive abilities. Research shows that emotional intelligence can be learned and strengthen, why others say its a natural characteristic. Emotional intelligence brings together the fields of emotions and intelligence by viewing emotions as useful sources of information that help one to make sense of and navigate the social environment (Salovey and Mayer,1990).Emotional Intelligence monitors personal and individuals emotion by looking at personality characteristics of an individual. Don’t waste time! Our writers will create an original "Emotional Intelligence As a Type of Social Intelligence" essay for you Create order Personality characteristics are characterized as locus of control, achievement motivation, authoritarianism, and self-esteem. A view of individual personality is a combination of nature and nurture, and genetic characteristics are mold by individuals experience.When reviewing related information of emotional intelligence pertaining to self-esteem, the information includes elements in the concept of individualize evaluation. Self-esteem consist of three models which are affective models, cognitive models, and sociological models. Nature of self-esteem is viewed as a way that highlights affective processes instead of cognitive processes. Affective models begin in the early stages of life which helps you understand the influences self-evaluations and self-worth feelings. There are different perspectives that are observed about individuals thinking. For example, Crocker and Major (1989) have suggested that attractive people discount the positive feedback they receive (Im only getting this job because Im good-looking) and unattractive people discount the negative feedback they receive (I didnt get the job because Im not good-looking enough). In this manner, attractiveness ends up being uncorrelated with self-esteem (Brown and Marshall, 2002). Generally, people view themselves in a positive manner when they exemplify a higher level of self-esteem. Meanwhile people with lower level of self-esteem view themselv es in a negative manner. Self-esteem is not considered the only factor that affects self-evaluation. Cognitive models assume that self-esteem is based on primary beliefs about individuals qualities. High self-esteem is based on appearance, intelligence, and popularity. Alternate perspectives assume all self-evaluations are influenced by self-esteem. Self-esteem can be calculated by its degree of importance with its weighed value. When focusing on emotional intelligence, it views cognitive models on a holistically perception. Looking from a global level, self-esteem is view as a baseline of self-evaluations.Emotional intelligence can be learned and strengthen by personal emotions, others perspective, experiences, thoughtfulness, sentiments, drawing conclusion, and repetition. Individuals that exhibit high emotional intelligences are typically successful in everything they do. There are four attributes that will help individuals become successful; self-management, self-awareness, social awareness, and relationship management. Self-management allows an individual to control its feeling and behaviors and adapt to change. Self-awareness allows an individual to weight their pros and cons. Social awareness allows an individual to become self-confidence of their environment. Relationship management allows an individual to develop team building skills. Different discoveries explained capabilities such as empathy, opti mism, and self-control provided to outcomes and everyday life.

Physics Is It Really Genuine Knowledge Essay - 1244 Words

In a present day conference on whether physics can provide valuable, genuine knowledge of the world, two people sit, listening attentively. Both people are deep in thought about their own theories on the subject. One, David Hume, shakes his head in outright denial. While most those in the conference are in agreement that physics can, indeed, provide genuine knowledge, he contends that physics and mathematics provide nothing at all. In fact, he thinks to himself, only things that can be divvied up into various sensory impressions provide genuine knowledge and, since mathematics and sciences cannot (particularly because they rely on causal relationships) they are essentially a waste of time. Across the room is Immanuel Kant. At certain†¦show more content†¦In effect, impressions hold much more vivid senses since memories become increasingly vague. Furthermore, without impressions, there would be no ideas. Because all ideas originate from a combination of impressions, the only genuine knowledge we can certain of is that which can be broken down into impressions. As an example, take a grey cloud. We can only think of a grey cloud because it is formed by previously acquiesced impressions of grey and cloud, which we then combine. Therefore, without the corresponding impressions, any imagination cannot be of genuine knowledge. In physics this holds drastic consequences; let’s take the idea of causal relationships and the universal law that, â€Å"for every action, there is an equal but opposite reaction†, such as when two balls collide. In essence this implies two things. One, there is, causal relationship – that is one ball causes the other ball causes the other ball to move – and, two, there is always a causal relationship – which means that anytime the first ball hits the second, the second will always be caused to move. Furthermore, for this to occur there is a supposed transfer of energy. However, there are a few problems with this, as there is in any cause of causal relationships. First is that we see no true relationship or connection between the two balls. All we see is the first ball move, touch the second, and the second then move; but we cannotShow MoreRelatedLetter : The Admissions Committee1160 Words   |  5 Pagesright reasons and after 26 years of teaching I can honestly say that Awnit Marta will be one such student. I have had the pleasure of teaching and acting as the counsellor for Awnit over the last 6 years and know him to be a young man who combines a genuine academic ability, with the social skills of a captain of industry. Here is a young man who controls a room by walking into it, who takes risks in a considered way and uses his love of life to broaden his own horizons and challenge himself. 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I argue that considerations of the subjective sense of understanding cannot be completely removed from the process of formulatingRead MoreTheories of How Life Began on Earth1782 Words   |  8 PagesCarolyn Godfrey English 101 Ms. Lazzo 10/26/2010 Theories of how Life on Earth began We certainly know that our universe exists, however, this knowledge alone has not satisfied mankind’s quest for further understanding. Our curiosity has led us to question our place in this universe and furthermore, the place of the universe itself. Throughout time we have asked ourselves questions such as: How did our universe began? How old is our universe? How did matter come to exist? Obviously, the search forRead More Humanity versus Virtual Reality Essay4430 Words   |  18 Pagesrelationship of the human being with his environment. Virtual reality involves the sensory stimuli of a person in an artificial environment. 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The Technology’s Influence in Todays World Free Essays

Every single day a new type of technology is being introduced to the world. Technology has improved a lot over years, and it is a great thing these days, because it can be very helpful, especially for people with disabilities. However people are taking advantage of it. We will write a custom essay sample on The Technology’s Influence in Todays World or any similar topic only for you Order Now I think life is impossible without cell phones and laptops! This phrase sounds shocking but reality is reality. Some people can’t live without modern technology like cell phones. Everybody knows what modern technology is. Modern technology is a technology created or invented to help us do works and make our life easier. i think we should perfectly understand that modern technology can make our life more convenient and safes a great deal of our time. We become lazy because of modern technologies like cell phones, washing machine, televisions, and others. People used to wash their dirty clothes using hands, but now they just have to put their dirty clothes into the washing machine and press some buttons. as we know. Modern technologies create financial problems, too. Because most of the modern technologies are too expensive to buy. People need to be active in order to be healthy. Walking to the store, riding a bike instead of a car, visiting a post office instead of sending an e-mail, all these things may or may not be more convenient, but they are a better alternative because it involves doing things physically. Being active means just a little more then the click of the mouse. Everyone loves the Internet. Suddenly everything just becomes so fast and easy. But easy does not necessarily mean better. Although being active enough is a major concern when it comes to modern technology, there are more things to worry about. Today’s technology can be as simple as the push of a button. Because everything is so easy, human’s brain is functioning as much as it should, and that is not a good thing. People need to develop their brain by reading, thinking in order to be smart, however its nearly impossible with the kind of technology we have these days. How to cite The Technology’s Influence in Todays World, Essay examples

Explain Different Methods of Assessing free essay sample

Twice a year the pastoral carers are required to transfer this knowledge from note-taking, observations, record books, assessments of the children they care for, onto ‘progress reports’ for the parents to receive. â€Å"Sound reflection on the observations we make not only enhances professional practise, but also aids our understanding of children. † (Advanced Early Years 2nd Ed: I Macleod-Brudenell amp; J Kay:Pg328:2008) We sit together and discuss each child and ensure we have accurate and up-to-date details to add onto the progress report. Any concerns are dealt with on a daily basis and are not collected to discuss just twice a year. A primary purpose of observation is to record in order to inform our response to the needs of children. † (Advanced Early Years 2nd Ed: I Macleod-Brudenell amp; J Kay:Pg328:2008) The pastoral carers are then able to take time to sit and write a short report for the child, of which a copy is given to the parents and a copy is stored within the child’s file at playgroup. We will write a custom essay sample on Explain Different Methods of Assessing or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The parents are also invited to come along and meet with their child’s pastoral carer before the report is sent home. Observations and assessments of the children within our care may be required for the following reasons: Concerns about a child’s behaviour and/or development * Routine assessments (starting at playgroup, leaving playgroup) * Structured assessments in cases of special needs * Assessments for purposes of a case conference or court * Students for learning purposes * Assist with planning our curriculum * To assist with planning IPP’s (Individual Play Plans) â€Å"Observation is a diagnostic tool, confirming capability or progress at a point in time. It is a means of unobtrusively collecting potentially rich information about children’s development. † (Advanced Early Years 2nd Ed: I Macleod-Brudenell amp; J Kay:Pg329:2008) At playgroup we are aware of the following, but may only use a few within our setting: Observation: Observations can be taken inside or outside and at different times of the day and within different areas of the setting. They record what the child is doing in a subjective way, enabling you to support childrens development / be aware of their current stage of development? Its most appropriate to use this method when a childs development is causing concern. â€Å"Observations should be as objective, valid and reliable as possible; and conclusions should not be drawn from one observation only. (Special Issues in Childcare:M O’Hagan amp; M Smith:Pg37:1995) Information from colleagues and carers: Parents/carers who know the child and colleagues expertise are invaluable, especially when planning for social and academic success for pupils with special educational needs and/or disabilities. If we are concerned about childs development its good to ask/share information. We also share information such as a parent pops in to explain theyre concerned their child might be feeling a little poorly one morning, a colleague lets you know how they saw a child achieve a milestone in their development. Your data should be discussed with appropriate persons and parents, compared, cross-checked and further assessments done where necessary. † (Special Issues in Childcare:M O’Hagan amp; M Smith:Pg39:1995) Assessment framework: It is the way in which a child is assessed to decide whether they have any particular needs and what these needs may be. It is useful in deciding whether the child is reaching expected milestones of development in different areas. Assessment frameworks involve methods from the Welsh ‘Foundation Phase’ and ‘Birth to Three Matters’. Assessments should not be judgemental and negative but should accurately reflect your findings, based on observational and other sources of information where relevant. † (Special Iss ues in Childcare:M O’Hagan amp; M Smith:Pg39:1995) Standard measurements: Tests/cognitive aptitude tests that demonstrate a snapshot of childrens academic ability or skill at retaining taught information and that might then be used to compare outcomes between a larger population of same-age children. Health programmes that might measure head circumference, weight, height, visual and auditory functioning. Educational psychologists may use reasoning tests to assess an intellectual age in contrast to a chronological age. Types of observation we use within playgroup are: Naturalistic – where we observe the children during the general playgroup routine and in their natural surroundings. No attempt is made to structure the situation. This is used for general information such as how well an activity has been received or how well a child completes an activity – especially useful with our new style planning as we can gauge whether children are enjoying the topic and getting the most from it. Structured – a situation is organised prior to the observation with a view to gaining specific information e. g. building blocks on the table, can the child build a tower of four blocks? This is used more for the child’s development book; we can record any progress or areas of concern. Snapshot – notes are made which capture what the child is doing at a particular point in time. This is useful to see what the most popular activities are and what children enjoy doing. Longitudinal – several observations over a period of time. We use these types of observation if there appears to be a concern over behaviour or development. Table of different techniques that we use at playgroup: Method of assessment, recording, monitoring children| How this is used| Why this may be used| Time Sampling| Regular intervals over a set period of time e. g. every half an hour during the session| can be used to observe a childs behaviour to identify possible concerns. E. g. a shy child who does not relate to other children| Event Sampling| Observing/recording specific events such as temper tantrums| helps to clarify what really happens during a tantrum. For example is the child provoked, does the event happen at certain times of day, how long does the tantrum last? | Checklist of development| Record of child’s abilities within a development book| Good way of seeing where the child is with their development – do they need encouragement in a certain area? | Structured records| Usually given by Flying Start/1st Opportunity to update their records| Records that are passed to us by a third party regarding what the child is able/not able to do prior to starting with us. Sociograms| Recording how children relate to each other in a group| Good exercise to see who plays with whom. In older children you can observe whether they are starting to form more settled friendships. | Anecdotal, diaries and log books| Specific events recorded over time and recording situations as they happen, of what the child does and says, and more importantly how the child does and says things| Spontaneous observations can show surprising things about a childs development that might otherwise never be seen. Target child| More specialised form of observation which focuses on one child within a group or situation| show a childs unique all round development at a particular age and stage| Video recording / photographs| To document a child’s progress and enjoyment of activities whilst at the setting| Very useful to show parents what their child is able to achieve at playgroup and great for non-verbal children to be observed without missing anything. |