Of Mice and Men Essay

The Great Depression took place in the United States in the 1930s. Northern California, Salinas Valley was affected by the Great Depression. Many farmers lost their properties and were forced to find other work. Banks were forced to foreclose on mortgages’ and had to collect debts. Hundreds of thousands of farmers packed up their families and few belongings, and headed for California. The Great Depression left many people in poverty and caused them to face unpleasant events. This is how life was like for the characters in Steinbeck’s novel Of Mice and Men. Mostly all the characters in this novel suffered from loneliness. Some of the men desired to come together in a way that would allow them to be like brothers to one another. Given the harsh, lonely conditions under which the men live, it is no surprise that they idealize friendship between other men in such a way. In the novel Of Mice and Men, John Steinbeck uses characterization of dialogue and actions to show that everyone is lonely in some way even if they are surrounded by others. John Steinbeck uses characterization to show that loneliness causes people to reveal their feelings through dialogue. When Curley’s wife walks into the farm, she sees Lennie and begins to talk to him. He tries to avoid her and she says â€Å"‘I never get to talk to nobody. I get awful lonely’† (86). Curley’s wife has no one to talk to, and even Lennie tries to avoid her. Her words reveal that she is very lonely and even though there are so many people around her, nobody wants to talk to her. These words are significant because it shows how lonely she really is and how everyone tries to keep away from her because they know she causes drama and that she is married to Curley. George and Lennie also experience loneliness that they show through dialogue. As George and Lennie walk to the ranch together, George says, ‘â€Å"Guys like us, that work on ranches, are the loneliness guys in the world. They got no family and they don’t belong to no place†Ã¢â‚¬â„¢ (121). In addition, George and Lennie have no real home. They work the season, and then move on. They have no family, no relatives, and no ties except to each other. George’s words reveal that the life style of migrant workers such as themselves gives the way to a lonely life. This dialogue is significant because it shows how George and Lennie are lonely and that even though they travel and meet new people they still possess some kind of loneliness. Even though George was surrounded by many of the men, he sat quietly by himself at on the table all alone. â€Å"George cut the cards and began turning them over, looking at each one and throwing it down in a pile† (27). George is occupying his time by sitting alone at the table and organizing cards. George’s actions show that he is lonely and has nothing better to do then organize a deck of cards. His actions are significant because it reveals how George is lonely and how he spends his time by himself organizing cards. Also, when Crooks experiences loneliness he occupies himself with books. Even though Crooks is surrounded by so many men, he often feels lonely, but he tries to convince himself that he is not lonely. ‘â€Å" S’pose you had to sit out here an’ read books. ’ Sure you could play horseshoes till it got dark, but then you got to read books. ’ Books ani’t no good. ’ A guy needs somebody to be near him†¦ he goes nuts if he ain’t got nobody†Ã¢â‚¬â„¢ (72). Crooks is very lonely and he wishes that he could have someone to talk to, but he tries to be busy by playing horseshoes and reading books. His actions show that he is extremely lonely, and that he occupies himself with little things to keep himself from suffering. Crook’s actions are significant because loneliness cause people to spend their time by themselves. In the novel Of Mice and Men, John Steinbeck uses characterization of dialogue and actions to reveal that one can be surrounded by a group and still be lonely. The use of dialogue proves that the characters are lonely even though they are working closely together. Also, through the characterization of actions the author reveals that most of the men are lonely and that the men occupy themselves even though they are with a group of people. John Steinbeck’s theme applies to the entire would because it proves that loneliness affects everyone at one time or another. It changes the way a person thinks and behaves. When people feel lonely their actions and way of life are affected. Nobody can run away from loneliness even if they live with a group of people. It’s a trait that no one can get rid of.

Gambino cleaning products salesman Essay

Description of the proposed system Description of the problem A new system of calculating and reporting on cleaning products salesmen is to be designed and implemented. Cleaning products salesmen commission is based on a set of data which is the monthly sales of cleaning products sold by the salesmen. Objectives The new system must: Â  Be automated as far as possible, needing no thorough knowledge of spreadsheets, databases or any other software in order to operate it. Â  Have fitted controls to ensure precision and completeness of data input. Â  Take into account commission payments from monthly sales. Print commission reports for each of the salesmen, and a summary report showing total paid to each salesman and overall total. Include an option to delete commission records previous to a given date so that the file does not increase for an indefinite period. The proposed new system can be shown in a level 0 data flow diagram as follows: A level 1 Data Flow Diagram of the proposed system is as follows: User functions 1. The Commissioning Salesman in the Sales Department will be responsible for entering all details of new cleaning products salesman and new products. 2. An Accounts clerk will have special responsibility for the commission system. 3. The Accounts clerk will enter each month the sales of each product, giving quantity sold and gross sales value (i. e. quantity X cover price). 4. Every 6 months, the Accounts clerk will produce the Commission reports for each cleaning products salesman. This will show the commission that has been earned in the previous 6 months. A payment is then recorded and a cheque issued to each cleaning products salesman to whom commission is due, together with the Commission statement showing sales details, and the statement from the Accounts system the total amount due. Database specification Menu structure The many functions of the Commission System will be accessed by means of a front-end menu, which will have the following structure. The data model There are three main entities in this system related in the entity relationship diagram shown below. Because a many-to-many relationship cannot be applied in a relational database, an additional entity named Salesman/Product is introduced. The ERD can now be drawn as follows: The database for Gambino cleaning products salesman system specification will have the following tables: tblSalesman (SalesmanID, Surname, FirstName). Foreign key in tblSalesman/Product ProductName Text (40) Product title tblProduct SalesTeam Text (40) All salesman who sell a product tblProduct Price Currency Product price tblProduct StandardCommission Number Percentage commission on each product sold 1-10 tblSalesman/Products BonusCommission Number Bonus percentage commission on each products sold 11-20 tblSalesman/Products SalesNumber Number 1=Standard commission 2=Bonus Commission 1 or 2 tblSales QuantitySold Number Number of products sold tblSales GrossValue Currency Data Dictionary Input Specification Three input forms will be required. frmProducts. This will be used to enter product details. frmSalesman This will be used to enter details of a salesman and all products on which they receive commission. The commission percentages for each product will be entered in a subform of the main form. Validation methods: The Product ID will be selected from a drop-down list of existing Product ID’s. Once a Product ID is entered, the product name will be automatically displayed. frmTransaction This form will be used to enter transactions. Validation methods: Only valid dates will be accepted. The Product ID will be selected from a drop down list of existing Product ID’s. Once a Product ID is entered, the product name will be automatically displayed. Selecting a radio button so that only a valid alternative can be selected will choose the transaction type. Process Specification Commission Calculations To calculate the commission for a given transaction, a query has to be performed to combine attributes from tblTransaction, tblProduct, tblProduct/Salesman and tblSalesman. The calculation of the commission is performed as follows: If TransactionType = 1 (i. e ‘sales’) ThenRate = StandardCommissionRate ElseRate = BonusCommissionRate endif Amount = Rate * GrossValue. These processes will be carried out in qryCommission. This query will be the source of both the commission report and the summary report. Maintenance Each year, transactions prior to a given date will be removed from tblTransactions. This prevents the transaction file from becoming too large and slowing down the system. The maintenance will be carried out as follows: Run a Delete query to delete records from tblTransaction. Test Plan Tests will be carried out using valid and invalid data and data at the extremes of acceptable values. The following test data will be used. tblSalesman Salesman ID Surname Firstname STEVED Stevens David. Test urpose Expected result 1 Select enter data from main menu, then select Products. To check if the menu options work and that a Products form opens at a new record. Products form opens at a new record. 2 Enter data from test data set. Try entering an invalid date i. e. 3/9/2001 To check the menu options work and that the Salesman form opens at a new record. Salesman form opens at a new record. 3 Select Enter Data from Main menu and then select Salesman. To check if the menu options work and that the Salesman form opens at a new record. Salesman form opens at a new record. 4 Enter data from test data set. To check if valid data is accepted. All valid data accepted. 5 Try entering product ID of BB113. Test that no product can be entered unless it exists on product table. Record rejected. 6 Select Enter Data from Main menu and select Sales To check the menu options work and that the sales form opens at a new record. Sales form opens at a new record. 7 Attempt to enter a new sale with date 3/9/2001 To test if date is validated. Error message will appear on leaving field. 8 Select reports from Main menu then select Product details. Test to see if the Product details display all products entered. All products appear on the report. 9 Select report from the Main menu then select Commission report. Check to see if Commission report details are correct. User is asked to enter start and end dates for report. All commission is calculated correctly. 10 Select Reports from Main menu the select Summary report. Check that Summary report is correct. User is asked to enter start and end dates for report. All totals are calculated correctly. 11 Add 2 transactions for dates in 1999. then select Maintenance from Main menu and identify deletion of records prior to 31/12/1999 Check that Maintenance option deletes records prior to date user enters. The two records are deleted from table. 12 Add a transaction for 31/12/1999. then select Maintenance from Main menu and identify deletion of records prior to 31/12/1999. Check that maintenance option deletes records for date user enters. The record is deleted from table. 13 Select Exit from Main menu To check if the main menu option works correctly. Database closes. Development Plan The planned schedule for development is given below. Week beggining Task Comments 29/01/2004 Detailed design spec 29/01/2004 Tables created 01/02/2004 Input forms created 15/02/2004 Queries and reports created Reports on products and salesman 21/02/2004 Standard commission report created 27/02/2004 Procedures for clearing file developed Clearing records prior to given date 29/02/2004 Testing and modifications 03/03/2004 Testing and modifications 06/03/2004 Documentation 08/03/2004 Installation and entry of master file data. A period of parallel running will follow with reports produced from old and new systems. Conclusion The system will be implemented by Microsoft Access 2000. It will run on any existing PC. The database will be accessible from any of the Departments which are responsible for keeping the data up to date. These departments include Accounts and Sales departments. The system is expected to be tested and installed by the end of April 2004. Sunit Dhadra 12K AVCE ICT AVCE ICT Unit 1 Sunit Dhadra 12K AVCE ICT.

Income Tax Coursework Example | Topics and Well Written Essays - 2000 words

Income Tax - Coursework Example 2. Wages and salaries was composed of: †¨Salary taken by Ronni,  £25,000 †¨Wages paid to Bryn (Ronni’s father) for work done to repair bicycles, at a rate of  £20 per hour (30 hrs x 48 weeks) =  £28,800 †¨Wages paid to assistant bicycle repairer at a rate of  £15 per hour (30 hrs x 48 weeks) =  £21,600 †¨Casual help in shop,  £5,400 †¨Ã¢â‚¬ ¨ 4. Repairs and renewals was composed of: †¨Repairs to warehouse floor  £850 †¨Repairs to flat above shop  £750 †¨Cleaning materials  £300 †¨Cleaning contract for shop and workshop †¨Ã‚ £500 †¨Sundry small items  £250 †¨Ã¢â‚¬ ¨Ã¢â‚¬ ¨Ã¢â‚¬ ¨ 5. Motor Expenses mainly for the cost of running Ronni’s estate car used for collecting/delivering broken/mended bicycles and for transporting items for the shop from the cash and carry outlet. Private use of the car had been agreed at 30%. †¨Diesel fuel, car  £8500 †¨Insurance for car  £1200 †¨Repairs, car  £350 †¨Road fund tax, car  £375 †¨Rental of van  £600 †¨Ã¢â‚¬ ¨ 7. Sundry expenses of were composed of: †¨Subscription to magazine, ‘Cycling Today’ †¨Ã‚ £100 †¨Subscription to Green party  £50 †¨Subscription to ‘New Transport Systems’ †¨Ã‚ £24 †¨Sponsorship of local junior school cycling proficiency awards  £50 †¨Donation to Green party  £25 †¨Donation to local hospital A&E department (Ronni had an accident and broke her arm)  £100 †¨Ã¢â‚¬ ¨Postage, stationery and telephone expenses  £100 †¨Ã¢â‚¬ ¨Accountancy charges  £80 †¨Sundry other items  £100†¨Ã¢â‚¬ ¨ Calculate the taxable trading profit for Ronni’s business for the year ended 30 September 2011. †¨You should provide your own data where none is given, ensuring that you retain a taxable trading profit (i.e. not a trading loss) and should ensure that you choose data that will fully demonstrate your knowledge of taxation. Calculate the Income tax payable by Ronni for the tax year 2011/12, providing your own data where none is given, to fully demonstrate your knowledge

American Natural History Essay Example | Topics and Well Written Essays - 1500 words

American Natural History - Essay Example These eras are characterized in the essay based on the environmental situation of the Americas and its ways of improving the nature. Lastly, a comparison of the previous and past concepts of improving the nature will also be briefly discussed in this essay. The Colonial Period The Columbian Era October (1492-1502) The highlight of the environmental history of the United States started with Columbus’ arrival in San Salvador. Changes in the Land, written by William Cronon, documented how Columbus’ and other colonists’ arrival marked the beginning of people’s different attitude towards the environment. Columbus’ â€Å"Columbian Exchange† made possible the exchanges of diseases, plants, animals, and others that strengthened the link between Europe and America (Magoc 6). Loss of lives was a result of the natives’ willingness and active participation in trading. Mercantilism, which entails the extraction of natural resources for trading, exi sted between the native Indians and the colonists. By saying so, the gradual destruction of the native Indians’ environment was a result of their willingness in forging trading with the colonists which entails extraction of anything that can be exchanged to the Europeans. In other words, the natives were not forced to engage in trading; they simply did what they think could serve their needs. The precolonial and colonial period were marked by an abundance of natural resources, or as Cronon suggests, â€Å"limitless and overflowing† resources (168). The natives believe that their resources are endless, but the arrival of the Europeans made their beliefs changed. The colonists instilled in them the idea that nature’s abundance is limited. Nature, by all means, can be altered, diminished, or affected depending on how and to what extent the resources are used. Furthermore, land ownership has also altered the way the natives view possessions. The Europeans made them believe that even lands can be traded. The natives’ relationship with the land is a transient one, something that made them utilized the land based on how much it can provide them in a given period of time. What they believed to be traded with the colonists is not the land itself, but the rights associated with its use, such as the rights to till and hunt. However, that is not how the Europeans viewed mercantilism. This is enough to say that complacency and confidence towards the Europeans eventually started the destruction of the environment. Using land to trade is environmentally devastating because no one knows how it is going to be utilized. Altering them for mercantilism purposes destructs the whole naturality of the land. Worse, when one gets benefits from the land after a commercial venture, he or she is not satisfied and wants even more from changing the land. Humans are innately not contented creatures. The evidence, as documented by Cronon, was the European’s demand for fur bearing animals and beaver. As a result, beaver’s population diminished and affected the ecological balance. In Cronon’s words, â€Å"Beaver dams provided a natural alteration of the ecosystem. Eliminating the dam makers meant recreating the environment† (107). When there were acres of arable land, colonists also flocked the area, and this created a

World Economy Since 1945 Essay Example | Topics and Well Written Essays - 1750 words

World Economy Since 1945 - Essay Example However, strong popular beliefs regarding the negative effects of this school of economic thoughts have remained. The fall of the global economy since the 2008 financial crisis has led to the development of substantial popular resistance against neo liberalism. The US has made continuing efforts to introduce neoliberal policies on the third world countries, which are in the period of economic transition. It has been successful in achieving this objective and has received the support of the international bodies, such as, the World Bank and the IMF. According to common belief, neo liberalism refers to an up-gradation on the classical liberal economics. This classical liberal economics dominated majority of the UK and the United States before the Great Depression hit the world in the 1930s (Overbeek, 2003). A new approach started to enter the thought of economists since the mid 1930s, after the world faced the perils of liberal economic relations among market agents. This approach was c onsidered interventionist and tended to strengthen by the 1970s, when it was termed as the neo liberal economic thought. Under this new economic theory, it was accepted that, significant state intervention is required in order to retain the strength and shine of capitalist form of production relations. Without state intervention, capitalist mode of production relation cannot be viable (Kotz, 2000). An overview: European Stagnation It has been argued that the euro zone crisis had occurred as a result of â€Å"a toxic neoliberal economic policy cocktail† (Palley, 2013). This cocktail was developed in 1980s when Europe had begun to put emphasis on the model of neoliberal economic theory. By embracing this theory, income generation reduced and demand creation was suppressed. This gave rise to wide income inequality. However, the problem of stagnation did not appear immediately with the changes in economic decagons making in the European countries. A number of initial economic dev elopments during the late 1900s postponed the occurrence of stagnation. Among them, the most important incidence was the creation of the Euro. The common currency of the Euro zone countries led to â€Å"interest rate convergence† (Palley, 2013), which swelled up the asset price and eased credit availability facilities. This brought superficial prosperity in these economies owing to the asset price bubble. But, the fictitious boom in the economy actually worsened the stagnation by delaying it and building up large heaps of debts. These economies had followed a flawed system of monetary policies that caused the debt crisis. The neo liberal economic model thus prompted flawed economic growth pattern in the developed countries that had accepted this model during the 1970s and 1980s (Palley, 2013). Shift from Keynesianism to neo liberalism in Europe Europe was developing during the mid 1900s. However, after the 1945 there has been a major change in the pattern of economic growth o f the countries in Europe. Towards the end of the twentieth century, average buying power of a European consumer increased by three times. The basic factors that stimulated economic growth were cohesive associations between employers and the employees, solidarity-centred trade unions and an overall growth oriented policies of the governments. These institutions were interconnected with one another and worked consistently towards mobilization of savings and stabilizing wages and improve the climate for financial investment (Parker, 2013). However, after 1973 Europe switched from Keynesian economic point of view to the neo liberal economic thought. According to Barry Eichengreen, it resembled a switch from economic developm

Human Resources- Understanding Job Satisfaction, Commitment, & Term Paper

Human Resources- Understanding Job Satisfaction, Commitment, & Employee Retention - Term Paper Example All these three aspects are interrelated to each other. If job satisfaction is positive then it leads to strong organizational commitment and this may result in high level of employee retention. If there is negative job satisfaction, the employees will reduce their commitment towards work and organization which ultimately results in high level of turnover rate. In this paper, details of job satisfaction, organizational commitment along with employee retention have been discussed succinctly. The paper also covers the relationship between the three factors in a precise way. Finally, the paper is enclosed with a few concluding lines about the entire topic. 2.0 Job Satisfaction Job satisfaction is the result of emotional reaction related to the specific job situation. The satisfaction is dependent on the level of outcome of the job that means whether the employees can meet the result or exceed their expectations. Job satisfaction turns to be negative when the rewards are less and this ma y result in negative attitude towards the job (Tella & Et. Al., 2007). Job satisfaction is the affective response of an employee; therefore it can be a source or may be related to high productivity. It is a fact that â€Å"the satisfied worker is the productive worker†. Thus, satisfaction level of the worker is extensively related to the performance and quality of work. However, various studies have shown that satisfaction or dissatisfaction has no relation to the productivity of work. Satisfied workers may or may not be high producers and those employees who are high producers may not be interested in their jobs. Job satisfaction and dissatisfaction may not result in explicit behavior such as positive or negative influence in productivity, grievance, absenteeism, turnover and others. It may depend upon the personal characteristics of an employee that may be his or her personality and prospects for self expression lying on the job (Smith, n.d.). 3.0 Commitment Organizational commitment has been defined in various ways by Beckeri, Randal and Riegel (1995). It is considered as a strong aspiration of the employees to be a member of a particular organization. It is also defined as high level efforts that can be applied by employees for the organization and the employees’ acceptability related to the values as well as goals of the organization. Organizational commitment is associated with several factors such as personal factors, for example, age, professional periods in the organization, external or internal ascription. The other factors are organizational factors and these encompass job design, leadership style; and other non-organizational factors consist of availability of substitutes (Tella & Et. Al., 2007). According to Mowday, Porter and Steer (1982), organizational commitment is considered as an attachment and loyalty. There are three components related to organizational commitment which involve identification related to the goals as well as s tandards of the organization, desire to be associated with the organization and finally, an eagerness to show efforts for the organization (Mowday & Et. Al., 1982). Organizational commitment can also be termed as the power of the recognition of an individual and his attachment within the

Literature and demographics Essay Example | Topics and Well Written Essays - 750 words

Literature and demographics - Essay Example This essay "Literature and demographics" outlines the connection between demographics, social structure and literature. America has the most diverse demographics with a population of more than 400 million out of which 30 million individuals belong to different parts of the world (State). They speak numerous languages and practice different beliefs. Millions of new individuals arrive every year in the United States which ultimately makes the demographics of the country more appreciable. These diverse groups of people actually have a direct impact over the art and literature of the country. Therefore the American literature is recognized as the most glamorous and exciting piece of art which perfectly portrays the lifestyle of people and the different modes of their culture. In broader terms the significant components of American demographics can be explained as following (State): †¢ America is categorized among the most advanced nations with more than 50% urban population which indicates that the city life in the country has substantially more value than the rural life. †¢ The population is around 2% i.e. in relation with the number of births per woman. †¢ The number of females is more than the number of males. Research indicates that there is a low birth rate of females as compared to males which is contributing to higher number of female population. †¢ One-fourth of the population is under the age of 20 years. †¢ There are people from all around the world i.e. from Arab countries, Europe, Africa, etc. The social structure is divided among different classes having different proportion as per the overall population. For instance, the capitalist constitute only 1% whereas upper middle class have 15% proportion of the population. Apart from this the working class and the lower middle class have the highest percentage i.e. 30% In the 18th and 19th century the American population had a significant proportion of slaves although the concept of slavery was prevailing in the rural areas only however, it was also one of the major divisions of the social classes. With the economic and technological advancements the slaves ultimately diminished from the demographics of the America and what remained back does not constitute a greater proportion (Douglass). â€Å"A Narrative on the Life of Frederick Douglass, an American Slave† is the most distinctive and widely accepted piece of American lit erature which tells the real life story of a slave who later became world renowned author. The story basically demonstrates the demographics of early 19th century when slavery was extensively practiced in Maryland. It is located in the mid-Atlantic region of America, where some of the elite families used to live along with their slaves. These were the Native Americans masters and slaves were particularly recognized by their surnames. The author has expressed his real experiences in the story which carry great authenticity. The social structure of Maryland at that time was divided among the elite class and slaves. There was no concept of working or middle class families. This was actually the driving force which compelled the masters to act highly ignorant towards their slaves. Frederick Douglass was born in a dark colored family which actually created lot problems in his life reflecting that there was a significant discrimination on the basis of color. The gap between the two social classes was so wide that the black children were not

Organisation and management coursework Essay Example | Topics and Well Written Essays - 1500 words

Organisation and management coursework - Essay Example The term hierarchical control defines the control which moves down from the top management’s control over to the bottom line workers of the company. There are several management levels which are decided and organized in order to create a more comprehensible organizational structure. Managers at each management level have control over the employees who are working directly under their surveillance. Organizations normally design organizational charts to show the structure of the organization, levels of management and easy structure of the employees working under the control of each manager (Reyazuddin 2010; Stokes 2002; Sisk 1973). Hierarchal Control Businesses are aimed to maximize the wealth of the shareholders. To pursue this goal the business activities are divided and the control is also spitted up to ensure that the work performance at each level of management is up to the standards. The hierarchical control enable the organization to improve the efficiency of the business ’s overall performance as the manager at each level of management is responsible and answerable for the performance of his division or workers working under his control. In order to improve his/her performance, managers put their best efforts to improve the work efficiency and quality at their level. Their efforts may be biased and may be aimed at the achievement of their personal interests but the result of those efforts, normally, helps in improving the business’s efficiency. Hence, we may say that hierarchical control helps organizations in achieving their major aim of maximizing profits i.e. by improving efficiency and quality of work. Hierarchical control provides the basis of coordination between employees. A number of people are involved in the running of the business. There is a need to control the operations of the business and control the operating activities that are performed by different individuals. The hierarchical control helps in identifying the place, position and responsibilities of each individual. The hierarchical chart provides the basic understanding of who is responsible for a particular work and to whom is that individual accountable. Hierarchical control plays a vital role in keeping the organization knitted and its operations controlled. The hierarchical management is provided fixed tasks and targets at each level. The work of one department, normally, does not interrupt the work of the other. The organizations operations are, hence, carried out more effectively. However, lack of communication in such organizational structures may end up creating difficulties at each level. The over/under production by one department may end up creating confusing and problematic situations for the other and so on (Stokes 2002). Hierarchical Control requires the managers to analyze and influence the performance of the employees working under their control. In order to improve the performance of their division or sector, managers tend to rely extensively on reward systems, motivational techniques, delegation of authority, exhaustive rules and policies and other attractive offers for the employees to improve their work quality. These offers and schemes are sometimes beneficial for the organizations in the short run. However, such schemes bring more benefit for the manager who is responsible for a particular task or division. His immediate attention and offers motivate the workers to perform their task efficiently and as accurately as the manager requires.

Gender and Ethnic Minority Exclusion within Construction Dissertation

Gender and Ethnic Minority Exclusion within Construction - Dissertation Example The women contribute about 49% to the labor force of the United Kingdom. But they constitute just 9% to the entire  labor force employed in the construction industry. The part by part figures of this small number of women participating in the construction industry reveal some further facts. A tenth of all these women working in the construction industry is in design and management and a hundredth works as a tradesperson. A vast majority, about 84% work in the secretariat of the construction companies. The other fractions are 2% as sole traders and 4% as micro-enterprises. (Where Have All the Women Gone? n.d) The data shows that majority of the women employed in the construction industry work from office (Byrne, Clarke, & Meer, 2005). Similar is the case for racial discrimination. In the USA in 1991 only 32700 Afro-American people worked in the construction industry out of the total 4.7 million people employed. 1n 1977 out of the total revenue of $73.87 churned out by the constructi on industry, the black construction firms accounted for a mere $758 million. Studies carried out in Atlanta, Chicago, San Francisco, Seattle and elsewhere have confirmed the existence of wide racial discrimination in the construction industry. (A Croson to Bear, 1992) There has been increased participation of the ethnically minor groups and women in the entire labor force. This can be accounted to the fact that there has been an increase in consciousness regarding this and policy, changes to encourage their participation. The European Union has undertaken a policy to overcome this segregation of the labor market. However, the representation of the aforementioned groups in the skilled construction group has been dismal. More or less in every part of Europe, this discrimination exists irrespective of the nature or structure of the construction industry. The incidence of such discrimination can be experienced in the deregulated industry Italy and Spain as well as the regulated and training oriented industries of England and Denmark.

Relationship between Different Components of an Airport Research Paper

Relationship between Different Components of an Airport - Research Paper Example Landside portion; this portion consists of the arrival and departure enclosures, passenger handling area, baggage handling area, cargo handling, and processing area, retail, and catering area.  Landside portion; this portion consists of the arrival and departure enclosures, passenger handling area, baggage handling area, cargo handling, and processing area, retail, and catering area.  Airside portion; this portion consists of the runway, taxiway and the area where the aircraft stands before and after takeoff and landing respectively.  The above figure shows that an ideal airport should be having one side for its ‘departure’ functions while the other side is kept for ‘arrival’ functions. Both of these converge into the front or the urban access portion for seamless integration.  Suppose at present the airport handles 2.5 million passengers and it is being estimated that by 2016 it would have to handle 5 million passengers annually. The airport would h ave to go for expansion in the context of runways, terminals, taxiways, and allied services. The airport is important for the adjoining area from the perspective of economy, business, tourism, and social development.  Ã¢â‚¬ ¢ Points of consideration: Land issues: The existing airport when going for expansion would require a huge amount of land. There could be scientific, social, environmental as well as political issues in the context of acquiring land, which have to be taken into account. Runway-taxiway: Runways and taxiways should ideally run parallel. The dimensions of the former would depend on the number, size, and type of aircraft being handled.   The size and dimensions of taxiways would depend on the number of passengers being handled and the probable increase in the number in the future.

Trade Liberalization Essay Example for Free

Trade Liberalization Essay Trade is very critical in any country as it ensures that although countries have different production capabilities they can acquire all types of goods. Different capabilities arise due to the fact that different countries have different natural resources, educational capabilities, varying physical capital as well as the technological knowledge. Trade liberalization entails the reduction of limitations on trade across countries. Artificial barriers as well as other forms of distortions are reduced. (Alvarado S and Morici P, 1992, 59). Protectionism is completely eliminated and tariffs which entail the raising of import prices, quotas that see to it that there is physical limitation on goods that can be imported as well as non tariff barriers like regulation and legislation that hinder easy entry for foreign competitors are eliminated. The US is committed to ensuring that countries eradicate barriers as is seen through its efforts in General Agreement on Tariffs and Trade (GATT) and World Trade Organization (WTO) and in Free Trade Area (FTA).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Trade liberalization or policies ensure that economies are open to trade and investments with the rest of the world. It is crucial for any nation if sustained economic growth is to be attained. Free trade ensures the creation of jobs, better working conditions and the over all economic growth. No country can attain economic growth, which comes along with improved standards of living if it is in exclusion with the rest part of the world. In other words, no country is self-sufficient. Trade openings as well as foreign direct investment ensure economic success especially in third world countries. Trade liberalization has seen many third world countries develop competitive advantages in the production of certain products thus increasing their production and consequently increasing the profits derived from them. This has seen the number of people living in the margins of poverty decrease. It is evident that countries focus on the outward development rather than inward developments thrive more. Such countries focus more on the interrelated relationship with other countries and together all the parties involved benefit. Countries as India, Vietnam and Uganda are relevant examples of how faster growth and poverty reduction is realized when trade liberalization takes place. Lowering of tariffs comes along with quick growth compared to those who do not. (www.kent.ac.uk).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Trade liberalization benefits the poor more. Protection is associated with large implicit subsidies that most third world countries cannot afford. Liberalization of trade ensures that the poor people‘s incomes increase with almost the same proportion as the total population as a whole increases. With trade liberalization there is the creation of jobs, which can suit the semi and the unskilled workers in a nation, such a move, ensures their graduation from a lower social status to a higher one. Again, the reduced inequality gap that had been observed since the 1990s was partly due to trade liberalization and its effects on the economic growth. More gains can be accrued if many barriers to trade are eliminated. Third world countries are more likely to benefit from trade liberalization as a percentage of their GDP than the developed countries since their economies tend to be more or highly protected and also because they face more barriers. (www.imf.org).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     To maximally leap the benefits of trade liberalization it is important that countries specialize in producing goods that they have a comparative advantage in. The opening of their markets and ensuring that their companies compete internationally then follow this. This necessitates stiff competition and increased efficiency that ensures that prices go down making the goods more attractive and affordable. Demand consequently rises and there is continued or increased production to match it. As the businesses, boom the Gross National Income rises and all people benefit from it.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Trade liberalization encourages or facilitates the increased imports of strategic goods and services, attracts foreign direct investment and enhances technological transfers. It also ensures the development of endogenous capacities as well as the development of infrastructure that is appropriate to support national objectives for industrial development.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     It can indirectly be beneficial to a country’s natural resources as with the increased trade, countries can acquire the finances needed to support environmental protection, its conservation as well as remediation efforts. Although there are potential negative effects associated with trade liberalization policies that promote the positive effects ought to be enhanced. It is also important to ensure that institutional as well as human capacities of developing countries or those that are in the transition process to the market economies are well organized. This would ensure effective integration between the environment, trade and development policies. Negative effects or impacts of trade should be avoided and curbed before they even emerge and once they start being manifested, they should be addressed quickly. It is important to take into account the sustainability of a country’s environmental as well as natural resources when designing the trade liberalization policies. This will go a long way in ensuring that there are fewer or no adverse effects. In Bangladesh, the shrimp culture became beneficial with the introduction of liberalization. The economic gains included the increased GDP that recorded an increase of approximately 70 %. Exports increased and there was the increased employment rate for the locals.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Copper mining in Chile also benefited from trade liberalization. It saw the increased GDP from the sector. The sector contributed to the country’s total exports to a tune of 41% despite the fact that it created employment for just a few people. The liberalization ensured that there was increased private participation and this meant that efficiency and effectiveness would be enhanced. New technologies could easily be adopted and they ensure that costs of production were lowered, competitiveness increased and it was possible to explore previously marginalized areas. (www.kent.ac.uk). This is crucial in ensuring that rural development is attained. Diversified economic development is vital for third world countries as it reduces the rural urban migration and ensures rural development. Infrastructures are developed in areas that could have remained under developed as third world countries lack adequate capital to ensure unified development.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Liberalization enhances competition which works to increase innovation and exploration. It ensures that there is effective exploration especially in areas that had previously been marginalized. It also encourages the use of environmentally friendly technologies geared to ensure that there is minimal harm to the environment. With increased exports or trade in general there is the generation of foreign exchange, attraction of external investment and the creation of employment.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Free trade ensures that there is the creation of trade and domestic production is substituted with cheaper imports. Trade creation is important as it ensures that there is effective production efficiency. (Peloso J, 2005, 154). Factors that determine the effects on trade depend on whether there are lower prices due to tariff reduction and if the price changes are responsive to the supply and demand in the market.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Trade liberalization can be defined as a form of trade where a neutral approach is taken and there is minimal government control. Most developing countries that register minimal growth had a history of poor implementation issue in totality.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Trade liberalization and free trade ensures positive externalities that lead to increased or greater competition that ensures there is much efficiency in resource allocation, economies of scale as well as technological spill over effects. It reduces rent seeking – behaviour and promotes the increased flow of technological knowledge across the globe. There is a greater access to new goods be they capital or intermediate. There is also a faster rate in the imitation of advanced techniques that enable third world countries to prosper economically.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     It makes exports more competitive especially in the international markets since it involves the reduction in exchange rates distortion as well as export duties. Trade liberalization and free trade in third world countries ensures that there is export diversification among countries involved. Trade restrictions that hinder or act as an obstacle to trade are erased.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Some third world countries especially in Africa would greatly benefit from increased trade through trade liberalization. Most of them have poor infrastructure that would need huge capital to develop in trying to increase the rates of production. Their inadequate capital makes them it hard to acquire new and more efficient technology needed to ensure that there is considerable economic growth and development. Others are inhibited by their geographical locations in ensuring that they develop economically. With trade liberalization acquisition of goods that land locked countries like Uganda is made easier. Many gains are earned when countries exploit their comparative advantage in the face of free trade and trade liberalization.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     History proves that inward development among the third world countries where their governments intervene or control the economy are not effective in ensuring economic growth. In the 1960s and 70s when this approach was used it was characterized by ineffective or deficient infrastructures, underdeveloped financial markets as well as poor human capital resources. Through trade liberalization, it was possible to acquire external finances that would steer up the economy.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     The overall effects of trade liberalization are highly correlated to a country’s political, economical as well as social organization. It is also affected by the way reforms are created and implemented for instance reforms on import liberalization and the approach that is taken for example through tariff reduction, structure unification or reduced duty rates.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     In Tunisia, trade liberalization enhanced export promotion that created changes in the country’s economic growth and external payments. Import liberalization saw the promotion of domestic production that strengthened competition and consequently the economy’s efficiency was enhanced. It ensured trade competition with neighboring countries like Morocco, Algeria and Egypt. Liberalization of telecommunication sector made significant changes in the country’s economic development. Economic expansion in the country is also attributed to the increased privatization of most sectors making them more efficient and effective.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Trade liberalization can be of much importance to third world countries especially because through trade agreements there is the enhancement of the rule of law among the countries involved. Good governance, transparency as well as fair enforcement of contracts is ensured in the countries involved. (Wallace L, 1999, 89). Corruption is in most case eradicated as the rule of law is reinforced and it promotes foreign direct investment. Property rights are also empowered and they ensure that there is effective investment in the involved countries. This ensures that there is increased savings as well as investment and exchange. The competition that comes along with free trade benefits the poor especially in the third world countries where they are susceptible to exploitation by the elites or by a few monopolies. It promotes equality and eradicates the manipulation of trading activities. Free trade also encourages reforms in various sectors of the economy and consequently promotes growth. It sees to it that there is efficiency as the policies established are critical. Again democracies can be effectively strengthened with the establishment of free trade. Free trade in addition to promoting the flow of goods and services it also entails the transmission of ideas and values. Self confidence is therefore ensured as freedom is ensured.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     The World Bank reported of the overwhelming growth that came along with the reduction of trade barriers, it estimates that in the 90s the per capita of such countries rose by almost thrice. (www.usemb.gov.do). Trade liberalization encourages domestic reforms that are needed in third world countries. Freedom and openness promote effective governance and macroeconomic policies that ensure there is economic growth. The economic gains arising from increased trade would be effective in ensuring that third world countries reduce the burden of seeking foreign assistance that comes with strings attached or conditional ties.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     According to the numerous studies conducted by World Bank and also by the University of Michigan there are more gains attributed to trade liberalization especially in developing countries where trade barriers are approximately four times more than in developed countries. Another study by International Institute of Economics established that millions of people subjected to abject poverty especially in the third world countries would have their living standards improved with the global free trade. (www.usemb.gov.do). Trade liberalization and free trade therefore increases the flow of trade and benefit the third world countries. References: IMF. 2001. Global Trade Liberalization and the Developing Countries. Retrieved on 11th April 2008 from http://www.imf.org/external/np/exr/ib/2001/110801.htm Jennifer Peloso. 2005. Free Trade. H.W. Wilson Publishers. P 154 Sylvia Alvarado, Peter Morici.1992. The Premise and the Promise: Free Trade in the Americas. Transaction Publishers. P 59 America U Santos Paulino. Trade liberalization and economic performance among selected developing countries. Retrieved on 11th April 2008 from http://www.kent.ac.uk/economics/papers/papers-pdf/2000/0012.pdf. Michael McGee. 2006. Benefits of Free Trade Agreements for Developing Countries. Retrieved on 11th April 2008 from http://www.usemb.gov.do/FCS-e.htm Laura Wallace. 1999. Adjusting to the Challenges of Globalization. International

Advantages and disadvantages of the oligopoly market system

Advantages and disadvantages of the oligopoly market system This essay will discuss the advantages and disadvantages of the oligopoly market system. Supermarket has brought into the service for man for long. The roots of supermarkets are the Co-operative of the nineteenth century. At the beginning of the early 20th century the people come up to an idea for selling goods. After that there become the first Supermarket which was set up in January 12th, 1948 in UK. (Brainy History, 2010) As soon as the first supermarket has been set up, a large number of supermarkets came out such as Tesco and Sainsburys. The supermarket industry is now developing in a very high speed. As the supermarket is one of the great improvements in peoples daily life, it becomes one of the most important places for all the people. Today, the supermarket industry in UK has already been changed into oligopoly market. This essay will discuss the characteristics of oligopoly market, and then discuss the kinked demand curve, non-price competition and the marketing mix in the o ligopoly market. First of all, an oligopoly market means that several relatively interdependent companies which concentrate the supply and compete with each other. Therefore, this become highly competitive and the oligopoly companies sell the homogeneous products which are branded. (Tutor2u, 2010) If the company sells the homogeneous products, the consumers will not get the new and better product in a very short time because of the competitive between the firms. They all sell the same product so that there wont be pressure for them to be survived in the UK Supermarket market. Another characteristic of oligopoly market is that the market has been controlled by a few big firms. As a result, these companies will control the market as they like. That may let another characteristic happened which is called price maker. (Tutor2u, 2010) Price maker is a kind of people or firm who set up the price for the product in the market. These people could easily control the market in a way the oligopoly firms want, s o that the consumers will not get some preferences in this kind of market, such as discount, promotion and so on. Therefore, from the characteristics above, it easily shows that the oligopoly market does huge harmful for the normal consumers. If the UK supermarket keep on being like this, the consumers will not get preferences anymore. The next point which is going to talk about is the kinked demand curve. The blank area is where price stability happens (from figure 1). These oligopoly firms always use the non-price competition to increase their output quantity. According to these two figure, in this case, there are no rising in price so that the consequence is what consumers want to see. Non-price competitions, is a kind of competition which is not focus on the price. That shows there are many other competitions in this market. From the Tesco.com and Asda.co.uk, it shows that the Big Fours official websites are some promotional activities, for example discount and cash back. Although, there are some different methods for non-price competition. Figure 1: Figure 2: Reported by TIMESONLINE 2007, Tesco, Asda, Sainsburys and the former Safeway, and the dairy companies Wiseman, Dairy Crest and Cheese Company are doubt for the dairy product price in 2007. As a result, Tesco possibly get a number of number for about 80 million bill. After that, Tesco is going to get back the money by law. So that the case shows that there are some mistakes in this market system. This may also damage the market system too and the consumer confidence can be lost at the same time. The last and which is the most important that can not be ignored is the marketing mix for the oligopoly market system. First of all, in an oligopoly market, the place for which the consumers can go to buy the products are mainly the Big Four. The consumers can not have many different choices for choosing the place to buy things so that Big Four has already control the market as they want. Then, the price can just set up by the price maker. In an oligopoly market, the price maker is the oligopoly firm which shows that the firms can set up the price as they want. For the product, every oligopoly company produces homogeneous product and service. The Big Four use their selves advantages to build high barrier to entry which is to protect their market share. These will make the consumers own less choices for buying the product. Promotion also doesnt always happened in the oligopoly market. All in all, the oligopoly market do harmful for the consumers. In conclusion, from the discussion above, we know that the characteristics of ver, the maximum competition in the oligopoly market can be advantageous to the improvement in providing various products to meet the needs of consumers. It will be meaningful in their oligopoly market and the marketing mix and kinked demand curve shows that the oligopoly is beneficial to the consumers. And oligopoly is also beneficial for sellers too. What is more, our consumers are able to enjoy a well-developed purchasing environment.

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,