Emotional Intelligence For Biologists By Dr. Paulette Laubsch

Abstract: This paper is based on the seminar topic â€Å"Emotional Intelligence for Biologists† by Dr. Paulette Laubsch. Emotional Intelligence is the capacity to understand one’s feelings or others’ feelings. This differs from general intelligence because it is a step further than taking known information and interpreting it to make it useful; it is using emotions to make information beneficial and useful. The following paragraphs will explore emotional intelligence and how it affects people’s decision making and sociability with others. Introduction: Emotional Intelligence is defined as an individual’s ability to govern their own emotions and the emotions of others (PsychologyToday). In order to be emotionally intelligent, the†¦show more content†¦For example, the way someone comforts a person can be a result of cultural aspects; some people use touching, while others opt to just talking. Dr. Laubsch described the hierarchy of happiness, noting how everyone requires their basic needs to be met in order to be happy and content. She also mentioned ways to be emotionally intelligent, i.e. knowing when to deliver bad news (not on a Friday), knowing who’s vulnerable and who’s not, and knowing how to read body language. Lastly, she discussed empathy and how feeling for someone can impact emotional intelligence. In order to properly understand emotional intelligence, more research must be done. Many psychologists conducted experiments to explore how one’s capacity for emotional intellig ence can affect the way they work with others, especially in the health field. Materials and Methods: One of the studies conducted was in Malaysian public hospitals. Emotional intelligence was studied among nurses to see how it impacted caring behavior. This was done by using a cross-sectional survey and administering it to five hundred and fifty nurses and using structured equation modeling to analyze the data (Kaur 2015). Another study sought to examine the relationship between self-rated and performance measures of emotional intelligence by using tools such as the Self-Rated Emotional Intelligence scale (Bracket et al. 2006). This type of test (SREIS), along with the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT),

The Evil Character of Iago in Shakespeares Othello Essay

Iago is a complex character that takes evil to a whole new level in the 1600’s and plays a key role in this tale. Iago’s main goal is to get Othello and Cassio out of the army, but in the end fails to ruin Cassio’s life, only Othello’s. He uses many characters to his advantage, realizing how trustworthy and oblivious these people are. Iago cannot be relied on and has many masks, behind which he hides. He has many disguises and secrets that he hides from everyone and his acting skills come in handy when he works to destroy the happiness that many people have in this story. Iago is smart. He is also underestimated and ruthless. Iago thinks about himself and doesn’t care about others. We first see his plan unfold early in the story when†¦show more content†¦Instead, all of the gifts that are suppose to go to Desdemona, Iago keeps them for himself. This shows how deceitful Iago is. When Iago inserts his poison, it spreads like wild fire. He has no conscience, and by having no conscience he can hurt and harm anyone he chooses because he does not care. Iago conceals himself very cleverly and fools other people with his false charming personality and what seems to be a thoughtful and warming heart. Instead, Iago is a racist person who refers to Othello as the â€Å"Moor† and uses animals as a resource to his hatred of people. â€Å"Even now, now, very now, an old black ram in tupping your white ewe† (I. i. 97). This is one of the most famous racial statements in the book. This is when Iago is talking to Brabantio about what Desdemona and Othello are doing behind Brabantio’s back and Iago feels the need to inform Brabantio of this to try and get him on his side. Iago feels that he needs revenge on Othello for giving away his position, and uses many people to his advantage. He wants to get back at Othello because he believes that Othello slept with Emilia, and to call it even between them two, Iago must sl eep with Desdemona. Of course, that never happens in the book, so Iago decides that since Othello is not giving up Desdemona, he brain washes Othello into believing every word that comes out of Iago’s wicked mouth. Iago controls Othello from the beginning to the end, and has him so tightly boundShow MoreRelatedOthello: Good vs Evil1525 Words   |  7 PagesGood Or Evil: A Critical Analysis of Othello’s Main Characters William Shakespeare’s Othello is a classic depiction of a struggle between good and evil. In the play,, the characters are faced with the choice to either conquer or succumb to the overpowering force of evil. Shakespeare places his characters on a sort of spectrum in which a character’s amount of god or evil can be represented by a shade of color: black representing pure evil, white representing absolute goodness, and a shade of greyRead More Comparison of an Evil mastermind in Shakespeare’s Othello and MacDonald’s Goodnight Desdemona (Good Morning Juliet)1433 Words   |  6 PagesIago is one of the most renowned villains of pre-modern literature, as first introduced in Shakespeare’s Othello. His deceiving personality and complex nature is painted such that readers are amazed by his ingenious schemes. At the beginning of Shakespeare’s Othello, Iago is represented as trustworthy and honest, but readers soon realize that he is the opposite of what he seems. Even though Iago’s personality and thoughts are revealed less in MacDonald’s Goodnight Desdemona (Good Morning Juliet)Read MoreOthello Character Analysis1678 Words   |  7 Pagesdrama. Shakespeare’s masterpieces and tragedies such as Hamlet, Othello, Macbeth, King Lear and Romeo and Juliet caused a remarkable turning point in English literature as whole, and English drama in particular.His play Othellois one of his unforgettable tragedies. The play of Othello is the finest example of Shakespeare’s poetic and narrative style. Thus, Shakespeare is known as the most influential dramatist whose tragedies found the way to interact with the audience.Shakespeare’s Othello is aboutRead MoreNature of Evil in Othello1704 Words   |  7 PagesThe Nature Of Evil In Othello The Nature of Evil in Othello William Shakespeare’s Othello uses different and unique techniques in his language to express the nature of evil throughout the play. Verbal twists and the characters most importantly stress the act of evil. Iago, most of all is portrayed as the â€Å"villain† or â€Å"protagonist in the play. Shakespeare uses this character to set the basis of evil. Each plot point is spiraled further into tragedy due to the nature of Iago and his manipulativeRead MoreEssay on Iago Character Analysis1141 Words   |  5 PagesWilliam Shakespeares Othello is a play that mostly revolves around jealousy, trust and revenge. Throughout most of Shakespeares plays, evil characters are not uncommon, but in my own opinion, Iago has to be one of Ââ€" if not the most - interesting. Even though Iago might be described by some as being just pure evil or even intolerable, the truth still remains that people will read deeper into the play just to see what Iago will do next. Through his words and ac tions, which are carefully thoughtRead MoreThe Concept Of Iago By William Shakespeare1163 Words   |  5 Pagesâ€Å"The Concept of Iago† William Shakespeare’s plays all have a common theme: death. There is almost always death, and the play of â€Å"Othello† is no different since it ends in a â€Å"tragedy.† It begins with a man named Iago who speaks to Roderigo of how he should have received the position of lieutenant that was instead given to Cassio, a inexperienced man in his words, by Othello, the General. Iago shows distaste towards Othello, the play then goes through the story of Iago attempting to receive the positionRead MoreGood and Evil in Othello705 Words   |  3 PagesThe idea that there would be no good without evil is a good place to start when thinking about Iago and Othello as rival characters in Shakespeares Othello. The play shows us how good turns into evil in the complex character of Othello, who turns out to be more than a victim of Iagos wrongdoings but also a character who is both good and evil. In Shakespeares play evil is not something absolute. Evil demonstrates itself as a different quality with each person, perhaps the point when a personRead MoreOthello and Identity1730 Words   |  7 Pagesthematic issue in William Shakespeares tragic drama, Othello. Identity, or what may be better explained as a characters public perception, is highly valued in the Elizabethan Age in which Othello is set. There is a varying range between the characters in the extent that how they are perceived in public is not how they behave in private or how they really are, thus creating more than one identity per character. A characters identity is the overall essence of that character, however, in plays suchRead MoreHis Moorships Ancient: Iago as the Protagonist of Othello1658 Words   |  7 PagesThese unfavorable and evil attributes serve Shakespeares main characters by presenting them as realistically written men, and there always seems a degree, however small, of sympathy associated with their respective downfalls and tragedies. Othello, however, is an anomaly. While he is flawed by his paranoia and pride, Othello is only unstable and destructive after intricate deception. Indeed, he seems maddeningly perfect to his adversaries. Even Othellos greatest enemy, Iago, confesses in act I,Read MoreA Malevolent Villain Essay1086 Words   |  5 Pages(â€Å"malice†). Malicious characters or groups play a central role in many literary works, like the Headless Horseman in The Legend of Sleepy Hollow, O’Brien in 1984, and white society in The Adventures of Huckleberry Finn. These characters threaten, attack, trick, and persecute the main character or another central character within their story. They add to the plot and tension of the work. Another malicious character is Iago, the villain in one of William Shakespeare’s greatest tragedies, Othello. In this play

Understand Procedures For Res Free Essays

Also it would put my colleagues at risk of becoming ill so more staff would be off work and they in turn would be taking the illness back to their homes thereby spreading the bug even further. So by making sure hands are thoroughly washed after aiding each service user, wearing the appropriate aprons gloves mask etc I can help prevent spreading any by germs and bugs and by keeping good hygiene I will help keep myself healthy and if I was to become ill to make sure I did not go back to work until I was given the all clear by doing this I will help to keep the service users, work colleagues family and friends from catching any germs. . We will write a custom essay sample on Understand Procedures For Res or any similar topic only for you Order Now 3 Explain the most thorough method for hand washing. . Wet hands with hot water. . Apply enough soap and handsaws to cover all hands surfaces.. Rub hands palm alma. . Right palm or the other hand with interlaced fingers and vicar versa.. Palm to palm interlaced. . Backs of fingers to opposing palms with fingers interlocked.. Rotational rubbing of left thumb clasped in right palm and vice versa.. Rotational rubbing, backwards and forwards with clasped fingers of right hand in left palm and vice versa.. Rinse hands with warm water. . Dry thoroughly with towel. Duration of procedure at least 15 seconds. 4. Describe when to use different types of personal protective equipment. . Gloves= when aiding each service user to help prevent the spread of any germs.. Asks= To cover mouth and nose when dealing with the service user who may be ill or have a contagious bug, So I will not catch or help spread the bug.. Goggles= A shield against body fluids, blood, faces, urine. This helps to stop the se fluids from getting injured or contaminated.. Aprons= When aiding a service user with washing or personal care, I will keep my clothes clean and I can dispose of apron afterwards so will stop any spread of infection.. Shoe covers= If a service user has a contagious so my shoes will not spread any germs through the home. Outcome 5 know how to move and handle equipment and other objects safely. . 1 Identify legislation that relates to moving and handling. Manual handling operations regulations (MOOR) 1992 amended 1998 Provision and use of work equipment regulations 1992 (POWER) Lifting operations and lifting equipment regulations 1998 (LOWER) 5. 2 List principles for safe moving and handling 1. Plan the move and prepare the environment. 2. Starting position. 3. Lifting effort. 4. Completing the move. Ensure that the object is light enough to lift, is stable and unlikely to shift or move.. Heavy or awkward loads should be moved using a handling aid.. Make sure the route s clear of obstructions. . Stand as close to the load as possible, and spread your feet to shoulder width.. Bend your knees and try and keep the backs natural upright posture.. Grasp the load firmly as close to the body as you can. . Use the legs to lift the load in a smooth motion as this offers more leverage reducing the strain on your back.. Carry the load close to the body with elbows tucked into the body.. Avoid twisting the body as much as possible by turning your feet to position yourself with the load. 5. 3 Explain why it is important for moving and handling tasks to be carried out allowing specialist training. By having the correct training I can lift safely and know how to use the correct equipment for the Job intended and know how and when to use it. By also attending the courses and training my employers are meeting the health and safety regulations to make myself and other staff safe and also the service user is safe during the transfer. If I had not been trained correctly and got injured through lack of training they could be accountable , also they would be putting the service user at risk if I did not know how to assist them correctly. So by having the erect training every body is safe and also we are meeting the policy and procedures of the home. Outcome 6 Understand the principles of assisting and moving an individual. 6. 1 Explain why it is important to have specialist training before assisting and moving individual. By having specialist training I can move or assist the service user safely. Also by having the correct training I can use the correct equipment safely needed to assist myself and the service user to be able to move, If I did not have specialist training I could not assist the service user safely and I would not know how o use the equipment correctly or safely. As I will be trained how to fit the equipment trained so I will know how to lift correctly so I will not injure myself, and I will not put the service user at risk. 6. 2 Explain the importance of following an individuals care plan and fully engaging with them when assisting and moving. By reading an individual ‘s care plan I will know the mobility and capabilities of the service user, also what equipment is needed to assist the service user. When I need to assist the service user by talking to the service user and engaging them in the whole process hey will feel confident about the procedure and in control as the service user will be able to tell me if they are comfortable, and if they are ready to start the movement process, thereby the service user will stay calm and relaxed and in control making the whole process calm and easy for all involved. Outcome 7 know how to handle hazardous substances. . 1 Identify hazardous substances that may be found in the social care settings. 1 Urine 2 Blood 3 Vomit 4 faces 5 cleaning chemicals bleach, sprays, carpet cleaning chemicals. 6 medications 7. 2 Describe safe practices for: Storing hazardous substances= Cleaning chemicals are to be kept in a locked cupboard. Medication can be harmful so these are kept in a medicine cabinet with only authorized personal to have the keys, other medication that needs to be refrigerated will also only be accessed by relevant personnel. Make sure no chemicals are left out unattended if in use. Using hazardous substances= When using hazardous substances like cleaning fluids, wear the appropriate equipment ‘e: gloves, masks, goggles,and aprons, this will help from getting splash back and stop chemicals getting clothes, skin or in the eyes, this will also apply when aiding a arrive user with their personal care so the career will not get contaminated by urine, vomit, faces, they will keep clean when aiding the service user in washing, dressing, or personal care, the career can on finishing take off the gloves and apron etc and dispose of them safely and therefore prevent any cross contamination or spreading of germs whilst keeping themselves clean. Disposing of hazardous substances; . Sharps- When using a needle make sure you have a sharps box so the needle can be disposed of safely and the nurse/career does not risk the chance of scratching or rocking themselves by carrying the needle around trying to find a sharps box. Make sure it is kept closed when not in use, also to make sure it is not over filled, and when it reaches the full limit that it is taken away and disposed of correctly.. Clinical waste- Pads or soiled clothes or soiled bed linen need to be disposed of safely to prevent cross contamination. Pads need to go into a yellow bag and disposed off in the clinical waste bin this is collected by a company that deals with clinical waste. Load or faces this can be put into a washing machine on a high temperature and after the wash the bag is disposed off safely thereby the soiled linen does not have to be touched by staff or contaminate the other laundry. .Medication- Medication that has been refused or no longer needed must be documented and disposed of in the correct manner ‘e: deposited in a container and sent back to the pharmacy to dispose of correctly. Outcome 8 know environmental safety procedures in the social care setting 8. 1 Outline procedures to be followed in the social care setting to prevent; . Fire= You can prevent fire by first identifying hazards and who could be at risk. Evaluate them ND take action to reduce them. Record findings and actions and develop a plan. How to cite Understand Procedures For Res, Papers

Diffusion of Innovations free essay sample

Much research from a broad variety of disciplines has used the model as a framework. Dooley (1999) and Stuart (2000) mentioned several of these disciplines as political science, public health, communications, history, economics, technology, and education, and defined Rogers’ theory as a widely used theoretical framework in the area of technology diffusion and adoption. Rogers’ diffusion of innovations theory is the most appropriate for investigating the adoption of technology in higher education and educational environments (Medlin, 2001; Parisot, 1995).In fact, much diffusion research involves technological innovations so Rogers (2003) usually used the word â€Å"technology† and â€Å"innovation† as synonyms. For Rogers, â€Å"a technology is a design for instrumental action that reduces the uncertainty in the cause-effect relationships involved in achieving a desired outcome† (p. 13). It is composed of two parts: hardware and software. While hardware is â€Å"the tool that embodies the technology in the form of a material or physical object,† software is â€Å"the information base for the tool† (Rogers, 2003, p. 259). Since software (as a technological innovation) has a low level of observability, its rate of adoption is quite slow. For Rogers (2003), adoption is a decision of â€Å"full use of an innovation as the best course of action available† and rejection is a decision â€Å"not to adopt an innovation† (p. 177). Rogers defines diffusion as â€Å"the process in which an innovation is communicated thorough certain channels over time among the members of a social system† (p. 5). As expressed in this definition, innovation, communication channels, time, and social system are the four key components of the diffusion of innovations.Four Main Elements in the Diffusion of Innovations Innovation Rogers offered the following description of an innovation: â€Å"An innovation is an idea, practice, or project that is perceived as new by an individual or other unit of adoption† (Rogers, 2003, p. 12). An innovation may have been invented a long time ago, but if individuals perceive it as new, then it may still be an innovation for them. The newness characteristic of an adoption is more related to the three steps (knowledge, persuasion, and decision) of the innovation-decision process that will be discussed later.In addition, Rogers claimed there is a lack of diffusion research on technology clusters. For Rogers (2003), â€Å"a technology cluster consists of one or more distinguishable elements of technology that are perceived as being closely interrelated† (p. 14). Uncertainty is an important obstacle to the adoption of innovations. An innovation’s consequences may create uncertainty: â€Å"Consequences are the changes that occur in an individual or a social system as a result of the adoption or rejection of an innovation† (Rogers, 2003, p. 436).To reduce the uncertainty of adopting the innovation, individuals should be informed about its advantages and disadvantages to make them aware of all its consequences. Moreover, Rogers claimed that consequences can be classified as desirable versus undesirable (functional or dysfunctional), direct versus indirect (immediate result or result of the immediate result), and anticipated versus unanticipated (recognized and intended or not). Communication Channels The second element of the diffusion of innovations process is communication channels.For Rogers (2003), communication is â€Å"a process in which participants create and share information with one another in order to reach a mutual understanding† (p. 5). This communication occurs through channels between sources. Rogers states that â€Å"a source is an individual or an institution that originates a message. A channel is the means by which a message gets from the source to the receiver† (p. 204). Rogers states that diffusion is a specific kind of communication and includes these communication elements: an innovation, two individuals or other units of adoption, and a communication channel.Mass media and interpersonal communication are two communication channels. While mass media channels include a mass medium such as TV, radio, or newspaper, interpersonal channels consist of a two-way communication between two or more individuals. On the other hand, â€Å"diffusion is a very social process that involves interpersonal communication relationships† (Rogers, 2003, p. 19). Thus, interpersonal channels are more powerful to create or change strong attitudes held by an individual. In interpersonal channels, the communication may have a characteristic of homophily, that is, â€Å"the degree to which 14The Turkish Online Journal of Educational Technology – TOJET April 2006 ISSN: 1303-6521 volume 5 Issue 2 Article 3 two or more individuals who interact are similar in certain attributes, such as beliefs, education, socioeconomic status, and the like,† but the diffusion of innovations requires at least some degree of heterophily, which is â€Å"the degree to which two or more individuals who interact are different in certain attributes. † In fact, â€Å"one of the most distinctive problems in the diffusion of innovations is that the participants are usually quite heterophilous† (Rogers, 2003, p. 9). Communication channels also can be categorized as localite channels and cosmopolite channels that communicate between an individual of the social system and outside sources. While interpersonal channels can be local or cosmopolite, almost all mass media channels are cosmopolite. Because of these communication channels’ characteristics, mass media channels and cosmopolite channels are more significant at the knowledge stage and localite channels and interpersonal channels are more important at the persuasion stage of the innovation-decision process (Rogers, 2003).Time According to Rogers (2003), the time aspect is ignored in most behavioral research. He argues that including the time dimension in diffusion research illustrates one of its strengths. The innovation-diffusion process, adopter categorization, and rate of adoptions all include a time dimension. These aspects of Rogers’ theory will be discussed later in more detail. Social System The social system is the last element in the diffusion process. Rogers (2003) defined the social system as â€Å"a set of interrelated units engaged in joint problem solving to accomplish a common goal† (p. 23).She used both qualitative and quantitative methods to analyze the characteristics of early adopters and the difference between early adopters and mainstream faculty. The selected factors investigated were patterns of computer use, computer expertise, generalized self-efficacy, participant information, teaching and learning changes, motivators to integrate technology for teaching and learning, impediments to integrating technology for teaching and learning, earning about technology, methods for using and integrating technology in teaching and learning, and evaluating the outcomes of using technology for teaching and learning. Less’ (2003) quantitative research study used Rogers’ (1995) diffusion of innovations theory to investigate faculty adoption of computer technology for instruction in the North Carolina Community College System. She classified the faculty members based on Rogers’ five categories of innovation adoption and compared them on the demographic variables of age, gender, race/ethnicity, teaching experience, and highest degree attained.While a significant relationship emerged between Rogers’ adopter categories and their years of teaching experience and highest degree attained, the results did not show an important difference between faculty adopter categories and age, gender, and race/ethnicity. Less further classified the faculty as users in any of Rogers’ five categories and non-users of computer technology in instruction. No significant difference existed between users and non-users in demographic characteristics of age, gender, race/ethnicity, teaching experience and highest degree attained.Using Rogers’ diffusion theory, Blankenship (1998) employed both qualitative and quantitative research methods in studying the factors that were related to computer use by instructors in teaching. In his study, the variables were attitude toward computers, access to computers, training in computer use, support for computer use, age, grade level taught, curriculum area, gender, and teaching expertise. All these factors were used to predict computer use by teachers in classroom instruction. One of the major findings of the study was that grade level and curriculum area must be considered for successful training.Also, attitude, support, access, and age were statistically s ignificant predictors of computer use in classroom instruction. Finally, Blankenship suggested the following strategies to increase computer use in classroom instruction: grade and curriculum targeted computer training, technical support, and computer labs in every building. Using quantitative research methods, Surendra (2001) examined the diffusion factors proposed by Rogers (1995) and other sources to predict the acceptance of Web technology by professors and administrators of a college. He reviewed the training factor among the types of access.Access in general and training in particular were found to be the best predictors in the diffusion process of Web technology-based educational innovation. Moreover, he found that the diffusion factors, Rogers’ attributes of innovations, are useful predictors of the adoption of innovation. Also, a relationship was found between computer knowledge and the adoption of innovation. Carter (1998) conducted a computer survey and in-depth interviews to determine computer-based technologies that were bein g used by the faculty members and the factors that affect their use of these technologies. Faculty attitudes toward using computer-based technology, support, resources, and training were the selected factors needed to use these technologies effectively. Also, Carter found that word processing software, e-mail, and Internet resources were the most frequently used computer-based technologies. Another study was conducted by Zakaria (2001) on factors related to IT implementation in the curriculum. The selected factors in the study were the Malaysian Ministry of Education Polytechnic faculty members’ attitudes toward IT, their IT use in teaching, and the availability of IT.Despite a lack of IT use in general, faculty members usually had a very positive attitude toward IT use in their teaching. Most faculty members reported barriers to IT use in their teaching. Furthermore, Zakaria argued there was a gender difference in terms of IT use. No significant difference existed between the faculty members’ department membership and IT use in general. Also, he found that the highest level of education was negatively correlated with IT use and other demographic variables, and the level of education was correlated with email and World Wide Web use.While age was positively correlated with teaching experience, teaching load was significantly correlated with online discussion use. Finally, the highest level of education and adoption willingness were found to be the most significant predictors of IT use in teaching. Analyzing the data quantitatively and qualitatively, Anderson et al. (1998) studied the attitudes, skills, and behaviors of the faculty members related to their IT use at a large Canadian research university.Based on Roger’s (1995) two major adopter categories, they defined the faculty members as â€Å"earlier adopters† and â€Å"mainstream faculty† and provided strategies for reducing the gap between these two groups. Although mainstream faculty used information technologies for research and professional communication applications, their adoption of these applications in teaching was very low. To increase their adoption of computer 21 The Turkish Online Journal of Educational Technology – TOJET April 2006 ISSN: 1303-6521 volume 5 Issue 2 Article 3 echnologies for instructional purposes, the incentives, training programs, and barriers should be taken into account in comprehensive adoption strategies.