Benefits of Implementation a Good Accounting System Essay - 3

Benefits of Implementation a Good Accounting System - Essay Example Accounting system requires three financial accounting documents; the balance sheet, which determines financial position of the business, income statement, which shows if the business is making a profit or loss and finally and cash flow statement which shows money inflow and outflow in the business. Business activities are run by money given to the management body by the owners. Therefore, a financial statement is useful in monitoring the effectiveness of management. Financial statements also act as a tool used in making an assessment. These statements show how management spent resources allocated to them in the process of reducing the company’s cost and increasing profitability (Kieso and Weygandt 34). It is the work of the accounting department to make such assessments and give a report. Good accounting system helps a company’s stakeholder to make economically informed decisions. The decisions made are based on the information received after analyzing financial statements. Business decisions are always based on accounting information. The accounting system is also very important for record keeping. Information collected from numerous sources is received, analyzed and communicated to the prospective users for decision making. Based on accounting details, company records can be used to make monetary policies. Efficient accounting system helps to detect deception by putting in proper internal control mechanism to monitor events (Kieso and Weygandt 47). Effective and efficient tracking of internal events can be achieved by having a good accounting information system in place.

Geof is the only genuine caring character in the play Essay Example for Free

Geof is the only genuine caring character in the play Essay Geof is the only genuine caring character in the play; the others are totally selfish and self centred. Discuss this statement. From the beginning of the play we can see Jo is the main character, she is highly independent and self reliant this is obvious from one of the opening pages were Jos mum Helen states children owe their parents these little attentions to which Jo replies with I dont owe you a thing. This shows Jo sees her relationship with her mother as strained, she feels she has brought herself up and not really had her mother their to support her. She has learnt to rely on herself and not trust her mother. When Jo becomes pregnant with a black boy form the navy, who leaves her pregnant Jo reacts badly because she is so independent and used to looking after herself. Geof (Jos gay friend) offers her a shoulder to turn to and she turns on him Im not planning big plans for this baby or dreaming big dreams. You Know what happens when you do things like that. The baby will be born dead or daft! She feels she has let herself down and been promiscuous, however the sailor boy was offering her marriage and love before he left, she felt in a safe relationship and that was why she slept with him. But Jo just sees that shes made the same mistakes her mother made when she had her at a young age. Most expectant mothers dont have this negative attitude towards their unborn child however I feel its because she thinks she may let the child down like her mother let her down. Jimmy the black boy from the navy who got Jo pregnant gave the impression of a kind and genuine character who did honestly love Jo until he left. In my opinion he loved her and did intend to return for her but got scared of the prejudice he would face if he did return. He said to Jo about her mother finding out about their engagement Shell see a coloured boy. He obviously felt his race was going to be an issue in their relationship and how it was perceived and was worried about it. Jo however did know Jimmy was in the navy and even said to him on one occasion I might as well be naughty while Ive got the chance. Ill probably never see you again I know it. So I believe deep down Jo knew there was a chance she wouldnt be seeing him again. In my opinion Helen did love her daughter she just didnt know how to treat her, maybe it was because she had her at a young age? She seems to think she should treat her daughter like a friend, she even encourages her underage daughter to drink You dont smell it, you drink it! I think the only way Helen knew to make her daughter love her was the way she made men love her, by getting her drunk. Helen did want her daughter to make something of her life I feel. She encouraged her to draw, saying her drawings were very good Have you ever thought of going to a proper art school and getting proper training? But I think the main reason she wanted Jo to make something of herself was so she could sponge of her. Helen says to Jo When you start earning you can start moaning. In my opinion shes saying to Jo you make some money and get us somewhere nicer. Shes not taken the task upon herself to find her and her daughter somewhere nice to live shes going to wait for her daughter to did it for them. Not a typical loving mother and daughter relationship, Helen is reliant on her daughter Jo. Helen is in my opinion lazy with regard to her relationship with her daughter. She is constantly asking her daughter to do stuff around the house Pass me that bottle Have we got any aspirins left Jo? Here is another example of Helen being reliant on her daughter. She also becomes strangely jealous of Jos gay friend Geof. She is constantly rude to him Oh shut up Geof Sling your hook I believe she is jealous of his strong bond with Jo. She feels jealous of their close relationship and doesnt like him around as she feels inadequate compared to him. Jo maintains through out the play that she wants to be rid of her mother as soon as I get a full-time job, Im leaving Helen and starting up with a room somewhere so for Helen to know theres someone in her life she wants there, that person being Geof it must make her feel less important. Even for Helen who shows no real care for her Jo to know that her own daughter feels like that must be difficult. I think part of her feels she should have a close loving relationship with Jo I just dont think she knows how to or more importantly can be bothered. Peter, Helens latest fling who becomes her husband comes across as a decent sort of guy at first, however he is sleazy Helen you look utterly fantastic Got your blue garters on? He does turn nasty towards the end when their marriage isnt going so well Look at Helen, isnt she a game old bird? Worn out on the beat but shes still got a few good strokes left. and I dragged you out of the gutter once , If you want to go back there its all the same to me. The way he speaks down to Helen are reminiscent of his character, he believes himself to be above everyone else, better looking, better dressed, better educated, a real snob. Geof takes a mothering role in Jos life, which I dont think she always appreciates. Ill buy you one for Christmas. If you ask nice Ill buy you two. Ill stay here and clear this place up a bit and make you a proper meal. I think Jo actually likes having a figure to look after her but I think she finds it difficult sometimes as shes not used to it, shes used to fending for herself. Why dont you leave me alone? I think that all this shows that despite Jos though exterior she does want looking after and companionship, especially from her mother even though she denies it, as that is what Geof is doing for her, being a substitute mother. Geof , a single gay man was evicted from his flat by his landlady because she caught him with another man. In those days being a sexually active gay man was frowned upon so he was probably quite ashamed about the reason for his eviction and that is why he tries to hide it from Jo. When she asks has your landlady thrown you out? Geof replies Dont be silly, but later tells her the truth. Geof also agrees to move in with Jo, taking on the responsibilities of looking after a Jo and her baby. Also when Jo tells him her baby will be black he is extremely accepting and doesnt seem to care. In my opinion this is due to the prejudice he has faced about being gay. Another time his kind and compassionate character is seen is when he tries to get Jo and Helen talking again despite Jo telling him exactly what her mother is like he still persists and tries to build bridges in their relationship with them and get Helen to help out with the baby. Your mother should know, do you have her address? When he meets Helen though he is struck by how rude and uncaring she is and sticks up for Jo telling Helen. If Id known you were going to bully her like this Id have never asked you to come! Here he shows true loyalty for Jo by sticking up for her. In my opinion Geof is a very lonely young man he didnt seem to have any other friends besides Jo in the play, other than young man he was found in his flat with but in his own words he didnt really know the guy . We cant really be sure of his past because the play doesnt mention it but I feel hes faced a lot of prejudice about his sexuality and perhaps that is why he so understands Jo. He doesnt seem to have any family, and I think he was trying to make Jo and the baby into a surrogate family for himself. I feel he was the nicest character in the book but he did become quite irritating as he was too nice all of the time. All the other characters had floors and attributes that made them lovable or unlovable. Geof however, was just quite bland. Helen for instance was an interesting character because she was so unpredictable, she could have a new boyfriend at any moment, or get drunk and do something ridiculous. Goef on the other hand was predictable but provided the rock of the story. He was Mr. Reliable that Jo could turn to he wasnt an interesting character like Helen but was a vital part of the play.

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,

Animal Testing Discussion Essay -- Ethical Issues, Animal Ethics

The major ancient philosophers, Thomas Aquinas and Rene Descartes, argue that animals lack a moral status because they do not engage in rational thought, are not conscious, and do not behave morally (Wilson, 2001). However, contrary to their beliefs, non-human animals do display the characteristics that Aquinas and Descartes claim qualifies humans for a moral status. In this paper, I will argue that animals should have an equal moral status to that of humans. This is due to the lack of relevant differences between humans and animals in the areas of thinking rationally, having a conscience, and behaving morally. This paper will be organized into three main sections. The first section â€Å"Background Information† will introduce the broader subject of animal ethics. The second section, â€Å"The Argument,† will begin by presenting arguments from philosophers, including Rene Descartes and Thomas Aquinas. In this section, I will discuss why these philosophers refuse to give non-human animals a moral status. Next, I will be supporting the second premise by appealing to recent examples in the animal kingdom, and by referring to arguments from Peter Singer and Robert Garner. Finally, I will conclude in the final section, â€Å"Conclusion,† by asserting that because humans and animals have a lack of relevant differences (with respect to what makes humans moral beings), animals do have a moral status. So, what does the animal ethics issue deal with? First, there are still many problems with the way we treat animals today. It is not an exaggeration, as some say, when animal rights activists point out that humans submit animals to unimaginable atrocities. To test for the safety of a shampoo, for example, rats are subject to ex... ...als may not have exactly the same emotions and interests as humans, but their respective properties must be taken into consideration because every life form must be treated with respect. Finally, as a way to wrap up this paper, I will appeal to a video from Chile that involves a stray dog rescuing a second stray dog (â€Å"Hero Dog†). In this video, a dog spots another dog who had been hit by a car. The dog goes to the middle of the highway and attempts to help the injured dog by using its front paws to drag it to the side of the highway and into safety. The dog had no benefit in helping the second dog. In fact, it put itself in danger because it was crossing a busy highway and could have been hit. Therefore, the dog went above its basic instinct (contrary to Aquinas’s argument that non-human animals act on pure instinct). What can this â€Å"hero† dog’s behavior tell us?

All About Smoking in the Philippines Essay

The campaign against smoking, which kills close to 90,000 people a year in the Philippines – on a par with the number of deaths in natural disasters or conflicts – is becoming a losing battle. â€Å"My friends look so cool smoking,† Arnold Santos of Mandaluyong City said, who took up the habit out of peer pressure. â€Å"Now, I smoke 10 cigarettes a day,† the 17-year-old, who has no plans of quitting just yet, said. Despite the passage of the Tobacco Control Act, more Filipino youths are now smoking, â€Å"indicating that the law has not been effective†, Maricar Limpin, executive director of the Framework Convention on Tobacco Control Alliance Philippines (FCAP), said. The 2003 act sets both the guidelines for and regulation of the packaging, sale, distribution and advertisements of tobacco products. Among others, it mandates the printing of warnings in either English or Filipino of the harmful effects of smoking. Yet a recent global youth tobacco survey showed that smoking prevalence among Filipino youth had jumped from 15 percent in 2003 to 21.6 percent in 2007. â€Å"We are losing the war against smoking,† Limpin conceded. At least 240 Filipinos die each day – 87,600 a year – from smoking-related diseases such as lung cancer, cardiac arrest, stroke and other chronic-obstructive lung failures, the health department reported. These figures are based on the 2005-2006 Tobacco and Poverty Study in the Philippines conducted by the College of Public Health of the University of the Philippines, National Epidemiology Center of the Department of Health and the World Health Organization (WHO). The figures are higher than Malaysia and Vietnam, where 10,000 and 40,000 people respectively die each year from smoking-related diseases, but lower than Indonesia, where 400,000 people die annually. Graphic warnings Since 2007, separate bills have been pending with lawmakers to introduce the printing of graphic health warnings. An FCAP survey on 10,000 Filipino youths revealed they were more receptive to graphic warnings than text warnings. Limpin said the survey showed that the graphic design had a better ability to convey the health risks related to smoking and some said it stopped them from buying cigarettes. While the visual warning has little effect on long-time smokers, preventing young people from taking up the habit would deny tobacco companies a new market, Limpin said. â€Å"The industry knows that the introduction of graphic warnings threatens its future market,† Limpin said. In the Senate, the bill is now being discussed in the plenary. But in the House, composed of district and party list representatives from all 78 provinces, the bill has not passed the committee level because of opposition from legislators. â€Å"It is being blocked because of fears it could kill the tobacco industry,† Northern Samar Rep. Paul Daza, main author of the anti-smoking bill, said. According to the National Tobacco Authority, more than 57,000 farmers are engaged in tobacco farming. La Union Rep. Victor Francisco said the main flaw of the bill was that it would raise the prices of local tobacco products compared with imports. To compete, local manufacturers would have no choice but to increase their prices because of the additional cost, he said. In addition, the bill failed to factor in the repercussions on local livelihoods; almost two million people depend on the tobacco industry. â€Å"Our tobacco farmers, especially in the north, cannot easily shift to other crops because the soil is not compatible with other produce,† Francisco said. The WHO’s Tobacco Framework Convention on Tobacco, to which the Philippines is a signatory, recommends the use of effective campaigns against tobacco consumption. Article 11 requires that state signatories adopt effective measures by September 2008, but the Philippines missed the deadline. Filed under medicine, philippines Harmful Health Effects Of Smoking Cigarettes The harmful health effects of smoking cigarettes presented in the list below only begin to convey the long term side effects of smoking. Quitting makes sense for many reasons but simply put: smoking is bad for health. Harmful Effects of Smoking * Every year hundreds of thousands of people around the world die from diseases caused by smoking cigarettes – Smoking KILLS. * One in two lifetime smokers will die from their habit. Half of these deaths will occur in middle age. * Tobacco smoke also contributes to a number of cancers. * The mixture of nicotine and carbon monoxide in each cigarette you smoke temporarily increases your heart rate and blood pressure, straining your heart and blood vessels. * This can cause heart attacks and stroke. It slows your blood flow, cutting off oxygen to your feet and hands. Some smokers end up having their limbs amputated. * Tar coats your lungs like soot in a chimney and causes cancer. A 20-a-day smoker breathes in up to a full cup (210 g) of tar in a year. * Changing to low-tar cigarettes does not help because smokers usually take deeper puffs and hold the smoke in for longer, dragging the tar deeper into their lungs. * Carbon monoxide robs your muscles, brain and body tissue of oxygen, making your whole body and especially your heart work harder. Over time, your airways swell up and let less air into your lungs. * Smoking causes disease and is a slow way to die. The strain of smoking effects on the body often causes years of suffering. Emphysema is an illness that slowly rots your lungs. People with emphysema often get bronchitis again and again, and suffer lung and heart failure. * Lung cancer from smoking is caused by the tar in tobacco smoke. Men who smoke are ten times more likely to die from lung cancer than non-smokers. * Heart disease and strokes are also more common among smokers than non-smokers. * Smoking causes fat deposits to narrow and block blood vessels which leads to heart attack. * Smoking causes around one in five deaths from heart disease. * In younger people, three out of four deaths from heart disease are due to smoking. * Cigarette smoking during pregnancy increases the risk of low birth weight, prematurity, spontaneous abortion, and perinatal mortality in humans, which has been referred to as the fetal tobacco syndrome. As mentioned earlier, this list can only begin to convey the harmful health effects of smoking cigarettes and its long term side effects. Next we consider reasons why smoking is bad for those around you in the effects of second hand smoke. Quit-Smoking-Stop.com  ©2011 Len Johnson. All Rights Reserved. – Medical Disclaimer – Privacy – Advantages and Disadvantages of Smoking Smoking is a bad habit widespread among teenagers.It contains dangerous items which destroy the human brain and lungs. It causes different diseases such as cancer in different areas in the human body. From the religious point of view,it’s prohibited . There are different clear versuses in the Holy Qura’n as God says;†Don’t throw yourself in the destroy.† The reason of the teenagers’ smoking is based on psychologica factors.Through smoking they think they show people that they are adult and can do whatever they want. Advantages and Disadvantages of Smoking The great tobacco debate has been going on for years. Ever since it was determined that smoking cigarettes causes lung cancer, along with a host of other diseases, non-smokers have been railing against the evils of cigarettes, while many smokers have clung to their tobacco like a miser with his last penny. But the question is, are the smokers right? Are there indeed advantages to tobacco use? Die-hard cigarette users claim many benefits to smoking, some are the following: * Peer group acceptance if peers smoke * Effective weight loss aid * Performance enhancement in tasks requiring * concentration * Stress relief * Some smokers truly enjoy the taste There are issues with most of these perceived advantages. If a smoker attempts to change peer groups, they could find smoking to be a barrier to acceptance. The performance enhancement is minimal after the first few cigarettes a smoker has in their lifetime; from that point on, it is just a perception of enhancement based on the memory of those initial cigarettes. Weight loss and stress relief could be as effectively obtained by other, healthier means. Therefore the only valid advantage is if a smoker really enjoys the taste, but one has to wonder if they don’t enjoy the taste of the cigarette merely because they cannot taste anything else. The disadvantages to smoking are far more numerous, and much harder to argue against, a sampling of them include: * Death from disease caused by smoking * Diseases (even if they don’t cause death) * Lung Cancer * Throat Cancer * Mouth Cancer * Many other types of cancer have also been linked to tobacco use * Emphysema * COPD * Asthma * Decreased lung function * Advanced signs of aging * Cost of cigarettes, applicable taxes and paraphernalia such as lighters * Decreased acceptance by non-smoking peers * The lingering odor of smoke on body and clothing * Lowered ability to exercise due to inability to breathe * Cost of stop-smoking aids when the decision to quit is made It is clear that the disadvantages of smoking far outweigh any perceived advantages. While there is a cost associated with quitting, over time the damage smoking had done to the body can reverse itself if a person ceases tobacco use. This puts that cost into perspective, especially when compared to the thousands of dollars spent every year on smoking. With all the disadvantages to continued smoking and no real advantages to it, isn’t it time you saved your health and your money by putting in the effort to become tobacco-free? How To Quit Smoking†¦And Quit For Keeps U.S. Department of Health and Human Services Public Health Service National Institutes of HealthINTRODUCTIONThis guides you from thinking about stopping through actually doing it – from the day you quit to quitting for keeps. It gives tips on fighting temptation – and what to do if you give in – and on avoiding weight gain (a handy Snack Calorie Chart is included). By telling you what to expect, it can help you through the day-to-day process of becoming and remaining a nonsmoker.Here you’ll find a variety of tips and helpful hints on kicking your smoking habit. Take a few moments to look at each suggestion carefully. Pick those you feel comfortable with, and decide today that you’re going to use them to quit. It may take a while to find the combination that’s right for you, but you can quit for good, even if you’ve tried to quit before.Many smokers have successfully given up cigarettes by replacing them with new habits, without quittin g â€Å"cold turkey,† planning a special program, or seeking professional help. The following approaches include many of those most popular with ex-smokers. Remember that successful methods are as different as the people who use them. What may seem silly to others may be just what you need to quit – so don’t be embarrassed to try something new. These methods can make your own personal efforts a little easier.Pick the ideas that make sense to you. And then follow through – you’ll have a much better chance of success. PREPARING YOURSELF FOR  QUITTING†¦ * Decide positively that you want to quit. Try to avoid negative thoughts about how difficult it might be. * List all the reasons you want to quit. Every night before going to bed, repeat one of the reasons 10 times. * Develop strong personal reasons in addition to your health and obligations to others. For example, think of all the time you waste taking cigarette breaks, rushing out to buy a pack, hunting for a light, etc. * Begin to condition yourself physically: Start a modest exercise program; drink more fluids; get plenty of rest; and avoid fatigue. * Set a target date for quitting – perhaps a special day such as your birthday, your anniversary, or the Great American Smokeout. If you smoke heavily at work, quit during your vacation so that you’re already committed to quitting when you return. Make the date sacred, and don’t let anything change it. This will make it easy for you to keep track of the day you became a nonsmoker and to celebrate that date every year.| | | KNOWING WHAT TO EXPECT†¦ * Have realistic expectations – quitting isn’t easy, but it’s not impossible either. More than 3 million Americans quit every year. * Understand that withdrawal symptoms are TEMPORARY. They usually last only 1-2 weeks. * Know that most relapses occur in the first week after quitting, when withdrawal symptoms are strongest and your body is still dependent on nicotine. Be aware that this will be your hardest time, and use all your personal resources – willpower, family, friends, and the tips in this booklet – to get you through this critical period successfully. * Know that most other relapses occur in the first 3 mo nths after quitting, with situational triggers – such as a particularly stressful event – occur unexpectedly. These are the times when people reach for cigarettes automatically, because they associate smoking with relaxing. This is the kind of situation that’s hard to prepare yourself for until it happens, so it’s especially important to recognize it if it does happen. Remember that smoking is a habit, but a habit you can break. * Realize that most successful ex-smokers quit for good only after several attempts. You may be one of those who can quit your first try. But if you’re not, DON’T GIVE UP. Try again.INVOLVING SOMEONE ELSE†¦ * Bet a friend you can quit on your target date. Put your cigarette money aside for every day, and forfeit it if you smoke. (But if you do smoke, DON’T GIVE UP. Simply strengthen your resolve and try again.) * Ask your spouse or a friend to quit with you. * Tell your family and friends that you’re quitting and when. They can be an important source of support, both before and after you quit. * Alta Mira Recovery offers an inpatient nicotine cessation program designed for long-term, chronic smokers.WAYS OF QUITTING†¦Switch brands * Switch to a brand you find distasteful. * Change to a brand that’s low in tar and nicotine a couple of weeks before your target date. This will help change your smoking behavior. However, DO NOT smoke more cigarettes, inhale them more often or more deeply, or place your fingertips over the holes in the filters. All of these will increase your nicotine intake, and the idea is to get your body used to functioning without nicotine.Cut down the number of cigarettes you smoke * Smoke only half of each cigarette. * Each day, postpone lighting your first cigarette 1 hour. * Decide you’ll smoke only during odd or even hours of the day. * Decide beforehand how many cigarettes you’ll sm oke during the day. For each additional cigarette, give a dollar to your favorite charity. * Change your eating habits to help you cut down. For example, drink milk, which many people consider incompatible with smoking. End meals or snacks with something that won’t lead to a cigarette. * Reach for a glass of juice instead of a cigarette for a â€Å"pick-me-up.† * Remember: Cutting down can help you quit, but it’s not a substitute for quitting. If you’re down to about seven cigarettes a day, it’s time to set your target date and get ready to stick to it.Don’t Smoke â€Å"Automatically† * Smoke only those cigarettes you really want. Catch yourself before you light up a cigarette out of pure habit. * Don’t empty your ashtrays. This will remind you of how many cigarettes you’ve smoked each day, and the sight and smell of stale butts will be very unpleasant. * Make yourself aware of each cigarette by using the opposite hand or putting cigarettes in an unfamiliar location or a different pocket to break the automatic reach. * If you light up many times during the day without even thinking about it, try to look in a mirror each time you put a match to your cigarette – you may decide you don’t need it.Make smoking inconvenient * Stop buying cigarettes by the carton. Wait until one pack is empty before you buy another. * Stop carrying cigarettes with you at home and at work. Make them difficult to get to.Make smoking unpleasant * Smoke only under circumstances that aren’t especially pleasurable for you. If you like to smoke with others, smoke alone. Turn your chair toward an empty corner and  focus only on the cigarette you are smoking and its many negative effects. * Collect all you cigarette butts in one large glass container as a visual reminder of the filth smoking represents.JUST BEFORE QUITTING†¦ * Practice going without cigarettes. * Don’t think of NEVER smoking again. Think of quitting in terms of 1 day at a time. * Tell yourself you won’t smoke today, and then don’t. * Clean your clothes to rid them of the cigarette smell, which can linger a long time.ON THE DAY YOU QUIT†¦ * Throw away all your cigarettes and matches. Hide your lighters and ashtrays. * Visit the dentist and have your teeth cleaned to get rid of tobacco stains. Notice how nice they look, and resolve to keep them that way. * Make a list of things you’d like to buy for yourself or someone else. Estimate the cost in terms of packs of cigarettes, and put the money aside to buy these presents. * Keep very busy on the big day. Go to the movies, exercise, take long walks, go bike riding. * Remind your family and friends that this is your quit date, and ask them to help you over the rough spots of the first couple of days and weeks. * Buy yourself a treat or do something special to celebrate.IMMEDIATELY AFTER QUITTING†¦ * Develop a clean, fresh, nonsmoking environment around yourself – at work and at home. Buy yourself flowers – you may be surprised how much you can enjoy their scent now. * The first few days after you quit smoking, spend as much free time as possible in places where smoking isn’t allowed, such as libraries, museums, theaters, department stores, and churches. * Drink large quantities of water and fruit juice (but avoid sodas that contain caffeine). * Try to avoid alcohol, coffee, and other beverages that you associate with cigarette smoking. * Strike up a conversation instead of a match for a cigarette. * If you miss the sensation of having a cigarette in your hand, play with something else – a pencil, a paper clip, a marble. * If you miss having something in your mouth, try toothpicks or a fake cigarette.Avoid temptation * Instead of smoking after meals, get up from the table and brush your teeth or go for a walk. * If you always smoke while driving, listen to a particularly interesting radio program or your favorite music, or take public transportation for a while, if you can. * For the first 1-3 weeks, avoid situations you strongly as sociate with the pleasurable aspects of smoking, such as watching your favorite TV program, sitting in your favorite chair, or having a cocktail before dinner. *  Until you’re confident of your ability to stay off cigarettes, limit your socializing to healthful, outdoor activities or situations where smoking isn’t allowed. * If you must be in a situation where you’ll be tempted to smoke (such as a cocktail or dinner party), try to associate with the nonsmokers there. * Try to analyze cigarette ads to understand how they attempt to â€Å"sell† you on individual brands.Find new habits * Change your habits to make smoking difficult, impossible, or unnecessary. For example, it’s hard to smoke when you’re swimming, jogging, or playing tennis or handball. When your desire for a cigarette is intense, wash your hands or the dishes, or try new recipes. * Do things that require you to use your hands. Try crossword puzzles, needlework, gardening, or household chores. Go bike riding; take the dog for a walk; give yourself a manicure; write letters. * Enjoy having a clean-mouth taste and maintain it by brushin g your teeth frequently and using a mouthwash. * Stretch a lot. * Get plenty of rest. * Pay attention to your appearance. Look and feel sharp. * Try to find time for the activities that are the most meaningful, satisfying, and important to you.When you get the crazies * Keep oral substitutes handy – try carrots, pickles, sunflower seeds, apples, celery, raisins, or sugarless gum instead of a cigarette. * Take 10 deep breaths and hold the last one while lighting a match. Exhale slowly and blow out the match. Pretend it’s a cigarette and crush it out in an ashtray. * Take a shower or bath if possible. * Learn to relax quickly and deeply. Make yourself limp, visualize a soothing, pleasing situation, and get away from it all for a moment. Concentrate on that peaceful image and nothing else. * Light incense or a candle instead of a cigarette. * Never allow yourself to think that â€Å"one won’t hurt† – it will.About gaining weightMany people who’re considering quitting are very concerned about gaining weight. If you’re concerned about gaining weight, keep these points in mind: * Q uitting doesn’t mean you’ll automatically gain weight. When people gain, most of the time it’s because they eat more once they’ve quit. * The benefits of giving up cigarettes far outweigh the drawbacks of adding a few extra pounds. You’d have to gain a very large amount of weight to offset the many substantial health benefits that a normal smoker gains by quitting. Watch what you eat, and if you’re concerned about gaining weight, consider the following tips:Tips to help you avoid weight gain†¦ * Make sure you  have a well-balanced diet, with the proper amounts of protein, carbohydrates, and fat. * Don’t set a target date for a holiday, when the temptation of high-calorie food and drinks may be too hard to resist. * Drink a glass of water before your meals. * Weigh yourself weekly. * Chew sugarless gum when you want sweet foods. * Plan menus carefully, and count calories. Don’t try to lose weight – just try to maintain your prequitting weight. * Have low-calorie foods on hand for nibbling. Use the Snack Calorie Chart to choose foods that are both nutritious and low in calories . Some good choices are fresh fruits and vegetables, fruit and vegetable juices, low-fat cottage cheese, and air-popped popcorn without butter. * Take time for daily exercise, or join an organized exercise group.| 5 Simple Methods to Treat Smoking Addiction By Waqar Akhtar Smoking addiction popularly refers to the formation of an uncontrollable urge to smoke nicotine-induced tobacco cigarettes. This usually causes smokers of all ages to become dependent on cigarettes down to the point where kicking the habit causes severe mental, emotional, and even physical reactions. Various studies have presented statistical research that claims 2 out of 5 smokers may have higher percentages of dying at an early age due to their smoking addiction or by other causes related to smoking such as heart disease and cancer. Only a small percentage of those who have tried to quit smoking have succeeded to kick the habit. Based on various studies, 2 out of 30 smokers may stop smoking in an indefinite or permanent amount of time as opposed to the others who may stop the habit of smoking nicotine-induced cigarettes in intermittent periods of a day to a month or more. Here are some tips for those who want to quit smoking: 1. Motivation is key – this means that you should always be highly motivated to resolve your addiction on your own. You should make it a point to feel the urge to quit smoking more than the urge to smoke a few cigarettes a day until you attain your intentions of totally eradicating the addiction from your system. Gradually reducing your cigarette consumption may just lead to binges here and there, so you should set a schedule wherein you intend to completely stop smoking and stick with it at all times. 2. Support helps – this means that you should seek a support group amongst your family and friends. They will often  at times be very accommodating of your needs when it comes to your purpose of kicking your smoking addiction. They may avoid smoking whenever you’re with them since this would help reduce your cravings for cigarettes. This would also inform them about your intentions that would lead them to understand the changes in your personality since it has been known that withdrawals from nicotine-induced cigarettes often lead to irritability and depression among other emotional and mental symptoms. 3. Medical assistance is an option – this means that you should consider consulting with your physician when it comes to quitting. This is because smoking addiction is now treated as a medical condition just like other addictions to regulated substances such as heroin and cocaine. These medical specialists may offer you support in terms of prescribing drugs and dietary programs that best suit your intentions of kicking the smoking habit. 4. Calculate the cost of your addiction – this can help some smokers to get rid of their smoking addiction once and for all, but it may not work for others. You need to think about the money you spend for financing your deadly habit, and the various things you could gain by channeling your ‘cigarette money’ to your family’s needs. You need to set up some sort of financial plan to best support your intentions of getting rid of your smoking addiction since this would add to the advantages you could gain once you successfully kick the habit out of your system. 5. Consider the health of others – this is especially effective for smokers who live with their family and children. As passive smoking is more of a risk to children and adults alike than smoking itself, you should think about the people you endanger along with yourself whenever you smoke a cigarette at home or wherever you are with them.