Adolescent Eating Habits Essay

Many teenagers fall into unhealthy eating habits for a variety of reasons; stress, the desire to lose weight, peer pressure etc. These unhealthy eating habits, may not cause damage immediately (although they sometimes do) but they are followed by a host of health issues. Sound nutritious habits play a role in the prevention of common chronic diseases such as obesity, heart disease, cancers, stroke, and type 2 diabetes. Investigating and understanding adolescent eating habits is necessary to preventing diet-related diseases later in the future. This paper discusses characteristic adolescent eating habits; skipping meals, fast food consumption, frequent snacking, and other dieting practices of adolescents. The nutritional requirements for adolescents are also discussed. Unhealthy Dietary Habits Teens engage in dieting practices that maybe less than beneficial, including eating very little, cutting out whole groups of foods (like grain products), fasting, and skipping meals. These practices can leave out important foods that are vital for growth to occur. Other weight-loss strategies such as self-induced vomiting, smoking, and diet pills or laxatives can lead to health issues. See more: Sleep Deprivation Problem Solution Speech Essay Unhealthy dieting can actually cause weight gain since it often leads to a cycle of eating very little, then binge eating. Adolescents may miss meals because of unbalanced schedules. Breakfast and lunch are the meals most often missed, school, and social activities may cause the skipping of evening meals. 12 to 50 % of adolescents miss breakfast; and girls are more likely to do so than are boys (35 and25 % respectively). More than one-half of the adolescents participating in the National Adolescent School Health Survey reported that they ate breakfast less than twice per week. Reasons for missing breakfast include rushing off o early school classes or activities, and poor appetite first thing in the morning. Missing breakfast can negatively affect school performance and contribute to a negative overall diet [ (Americans, 2010) ]. Hunger and food insecurity (i. e. , disrupted eating patterns because of financial strains) might increase the risk for lower dietary quality and under nutrition. In turn, under nutrition can negatively affect overall health, cognitive development, and school performance. Benefits of Healthful Eating Eating a healthy breakfast is associated with improved cognitive function (especially memory), and mood. Healthy eating helps prevent high cholesterol and high blood pressure and reduces the risk of developing chronic diseases such as cardiovascular disease, diabetes, and cancer. Healthy eating helps reduce the risk of obesity, dental caries, iron deficiency, and osteoporosis Most U. S. youth do not meet the recommendations for eating 2? cups to 6? cups of fruits and vegetables each day. Teenagers in the U. S. A tend not to eat the minimum recommended amounts of whole grains (2–3 ounces each day). Teenagers tend not to eat more than the recommended maximum daily intake of sodium (1,500–2,300 mg each day) (CDC, 1998). Empty calories contribute to 40% of daily calories for children and adolescents aged 2–18 years, affecting the quality of their diets. About half of these empty calories come from the following sources: soft-drinks, fruit drinks, pizza, grain desserts, dairy desserts, and whole milk. Adolescents drink more full-calorie soft-drinks per day than milk. Males aged 12–19 years drink roughly 22 ounces of full-calorie soft-drinks per day, more than twice the intake of milk (10 ounces), and females drink roughly 14 ounces of soft-drinks and only 6 ounces of milk (Kushi LH, 2006). Eating Disorders Adolescents are especially susceptible to eating disorders because of the development of their self-image around this time of their lives. Bulimia, anorexia and binge eating are all eating disorders that teenagers suffer from. Results of Anorexia nervosa can prove to be fatal; as the body is starved so are the muscles. The heart, being a muscle, can consequently begin to weaken, and heart failure will very likely become a reality. The low levels of sodium, zinc, potassium and calcium, associated with anorexia can cause unusual heart rhythms. Sudden death caused by electrolyte and mineral disorder may happen. The blood bone marrow is also interrupted. Anemia is related with the amount of weight lost and the decreased capability to fight pathogens and infections [ (CDC) ]. Obtaining the accurate figures, in terms of the prevalence and other facts about eating disorders is difficult. It is not mandatory for Anorexia Nervosa and Related Eating Disorders (ANRED) to report eating disorders; this, the secretiveness, and denial of people with eating disorders makes it difficult to obtain an accurate idea of the prevalence of eating disorders in the U.  S. A. According to the National Eating Disorders Association (NEDA), in 2005, 10,000,000 Americans had an eating disorder. The National Association of Anorexia Nervosa and Associated Disorders (ANAD) reports 7,000,000 women and 1,000,000 men are affected by eating disorders in America. 3. 6% and 12. 9% of the American population is estimated to suffer from an eating disorder at some time in their lives, according to the Eating Disorders Coalition (EDC) [ (Americans, 2010) ]. Junk Food The percentage of adolescents snacking on any given day increased from 61% in 1977-1978 to 83% in 2005-2006; the percentage of adolescents who had three or more snacks in a day rise more than twofold, from 9 % to 23% during the same time period. The rise in rates of overweight and obesity among children and adults of late has led researchers to evaluate the relationship between different eating patterns and weight status. A habit that has received significant attention is that of eating more frequently, particularly in the form of snacking. Although some research has shown that eating habits, including snacking, may help people meet their nutrient requirements, other research indicates that snacking lowers the nutrient density (the amount of nutrients per calorie) of the total diet (Forshee RA, 2006) (Brown, 2011). Snacking more times per day was related to higher intakes of calories. Many of the foods that made the largest contributions to adolescents’ intakes (My Pyramid) at snacks were also high in solid fats, added sugars, or both. The effects of frequent consumption of junk food, such as fast food, soft-drinks, potato crisps and other snacks, include the increased risk of : Clogged arteries- his occurs when fats and cholesterol become oxidized and build up inside the blood vessels, increasing the risk for heart attack or stroke. * Heart disease. * Diabetes later in life. * Obesity, immediately or later in life. * Hypertension. * Cancers related to excess fat and sugar consumption. (Brown, 2011) Many teens eat at fast food restaurants often, taking in extra calories from added sugar and fat. One fast food meal of a sandwich, fries, and sweetened soft-drink can have more fat, calories, and sugar than one should eat in an entire day. The best approach is to limit the amount of fast food consumed. Choosing a grilled chicken sandwich or a plain, small burger instead of a large fried burger, ordering garden or grilled chicken salads with light or reduced-calorie dressings, choosing water, fat-free, or low-fat milk instead of sweetened sweet-drinks can go a long way towards minimizing fat, sugar and calorie intake when eating out. At times, people forget what they drinking and focus only on what they are eating. Soft-drinks and other sugar filled drinks have replaced water and milk as the drinks of choice for teens. These drinks are more like desserts because they are high in calories and added sugar. In fact, soft-drinks and sugar-filled drinks may contribute to weight problems in kids and teens. Saturated fat and trans fat, found in many types of fast food including fries, and fried chicken, contribute to high cholesterol levels. High cholesterol increases the risk of blocked arteries. The resulting reduced blood flow to the heart and brain, increases risks for heart attack or stroke. Trans fat, also found in many baked goods such as cookies, snack cakes and crackers, should be avoided to reduce your risk of cardiovascular problems.

No Men Are Foriegn

No Men Are Foreign by James Kirkup Workbook Questions Extract 1 1 Who is the narrator of the poem? To whom is the poem addressed? Ans The poem appears to have an omniscient narrator and is addressed to all of mankind. (omniscient = one who knows everything) 2 What is meant by uniforms? Why are uniforms necessary especially during war? What is there beneath all uniforms? Ans Uniforms mean the varied cultural exteriors that people put on themselves in the form of different clothes that symbolise who they are.Uniforms are necessary especially during war in order to differentiate between and identify soldiers on different sides who would otherwise appear to be same. But beneath all uniforms lies the same human body. 3 Which single body is referred to in the extract? What is common to the single body and people like the narrator? Ans The single body referred to in the extract is the human body. What is common between the single body and people like the narrator is that it is same in struc ture and made of flesh and blood. 4 Who are referred to as brothers? What two things are common to all people as referred to in lines three and four of the extract?Ans People who we classify as different from ourselves are our brothers. We walk on the same land as long as we are alive and will be buried in the same earth when we die. 5 If there are different countries, how can we be one people? Ans Even if there are different countries, we can be one people because we all have the same body and we live and die on the same planet. Extract 2 1 Who are they that are mentioned in the extract? What are the common elements in the universe that are shared by all? What is the significance of the word, too in the extract? Ans They are those that we consider foreign.All of us share the common elements of sun, air and water. The word too is significant because it emphasizes that they are just like us. 2 What are peaceful harvests? Why are they said to be peaceful? What do the peaceful harvests symbolise? Ans Peaceful harvests are the crops grown and the enduring bounty during times of peace. They are said to be peaceful because they can be nurtured only during times of peace. They symbolise happiness and prosperity. 3 In what way is starvation associated with winter? Ans No crops can be grown during winter which is why there is a shortage of food.Thus, starvation is associated with winter. 4 What is meant by Their hands are ours? What are their lines? How can we conclude that their labour is same as ours? Ans Their hands are ours means that people living in other countries have hands just like ours which toil hard to earn a living. Their lines mean the lines on their face and body which are just like ours. Hence, we can conclude that though they belong to another land, they have worked hard throughout their lives, just like us. 5 Explain how does the author show that men from other countries have the same basic requirements as his own countrymen.Ans The author shows that men from other countries have the same requirements as his own countrymen by saying that they enjoy the same sunlight, breathe the same air and drink the same water. Not only this, they also work hard to earn a living. They too eat when their harvest is plentiful during times of peace and starve during war. Extract 3 1 On what topic is the poet speaking? In what respect are their eyes compared to ours? Ans The poet is speaking about commonalities, mutual respect and understanding. Their eyes are compared to us in that they too wake and sleep, just as we do. 2 Whose strength is referred to in the extract?Explain how strength can be won by love? Ans The strength referred to in the extract is that of those who we consider strange. Their strength can be won by love because everybody responds to love and appreciates the feeling of brotherhood. 3 Give the meaning and implication of the following:- In every land is common life That all can recognise and understand. Ans People living in an other land are just like us. They too understand the concept and feeling of universal brotherhood. The implication is that if we extend a fraternal hand, they will recognise it and willingly join hands with us. State briefly the theme of the poem. Ans The theme of the poem is one of universal brotherhood, internationalism and the renunciation of war. The world is one big family, no one is a stranger: no one is different; we all need and want the same things. Hence, waging wars against our brothers does not make sense. 5 How does the poet bring out in the extract the idea that men are not strangers to one another? Ans The poet specifies that just like us they wake and sleep and respond to love. Even if we look different on the exterior we all can recognise and understand the universal language of love and brotherhood. Extract 4 What is meant by dispossess, betray, condemn? What happens when we hate our brothers? Ans To dispossess means to take away what one owns, to betray means to b ecome a traitor, to condemn means to criticise strongly. When we hate our brothers, in effect we rob, cheat and condemn our own selves. We do not realise that in perpetuating hatred on our brothers, we are actually harming ourselves. 2 What does the poet remind us of in the fourth line of the extract? Ans In the fourth line extending into the fifth, the poet reminds us that when we arm ourselves against each other, we pollute the purity of our own earth through bloodshed. What are hells of fire and dust? What do they destroy? Ans Hells of fire and dust are the effects caused by bombs and other instruments of warfare. They destroy the purity of the air we breathe and depend upon for our survival. 4 What is the innocence of air? How is it defiled? Ans The innocence of air is the purity of the unspoilt air as nature intended it to be. It is defiled by human interference in the form of bombs and hatred. 5 What does the poet emphasize by beginning and ending the poem with the same line?A ns By beginning and ending the poem with the same line, the poet emphasizes through reiteration, his message of the spirit of oneness and fraternity. Although the message in both the lines is same, the opening line uses the adjective ‘strange’ with respect to men and ‘foreign’ in respect of countries, while in the end, the adjective ‘foreign’ is ascribed to men and ‘strange’ is ascribed to countries. This means that the two are one. Countries exist only because men do; nature does not divide, only man does. However man is the same everywhere irrespective of where he lives.

Dressing for Work Essay Example | Topics and Well Written Essays - 250 words

Dressing for Work - Essay Example Women wore chic yet stylish business wear consisting of longer skirts and suit jackets and they often wore their hair out of their face. Today, men often ditch the suit and tie for khakis or black pants and a button-down shirt without a tie or a polo shirt that is tucked in.   Women have the tendency to follow trends more closely, dressing in professional blouses, layering in a lot of jewelry, and have hair fixed either up or down. I think that the 1950s version of men implies that men were more business-minded and sophisticated. They wanted to make formal impressions.   Women were more modest.   People who work dress more casual and those with a career dress more professional with the exception of women who will be trendier but still look like career women so they are taken seriously.  They wanted to make formal impressions.   Women were more modest.   People who work dress more casual and those with a career dress more professional with the exception of women who will b e trendier but still look like career women so they are taken seriously.

Business law Essay Example | Topics and Well Written Essays - 1500 words - 3

Business law - Essay Example In accepting an offer, if an offerree introduces new terms or varies the terms of the offer, this will not constitute a valid acceptance, but will be viewed as a counter offer. For example, in the case of Hyde v Wrench3 the defendant’s offer to sell was not unconditionally accepted, the plaintiff responded with a counter offer, hence a contract did not come into existence and there was no obligation of any sort between the parties. In this case, Doors Software placed an order on 5 May 2003, with additional items included, such as installation of the servers at 10,000 pounds rather than the 15,000 pounds suggested by Hard Water Co and a change in the delivery time frame. This is likely to be viewed as a counter offer, rather than an acceptance of terms. On this basis, the original offer put forward by Hard Water Co. which included the price variation clause will be deemed to have been rejected, applying the precedent of Hyde v Wrench. According to Lord Denning no contract will come into existence unless and until the acceptance has been communicated to the offerer4. In this case, the counter offer by Doors Software has been communicated to Hard Water Co as the order form. This order form does not contain a price variation clause, however Hard Water Co has completed and signed the form and returned it to Doors Software without insisting on the price variation clause. On this basis, Hard Water Co will be held to have accepted the contract on the terms set out in the order form of the Doors Software Company. The question of contracts that are generated through standard business documents, like the order form, etc was examined in the case of Butler Machine Tool v Excell-O-Corp5 which is very similar to the instant case. Plaintiffs sent a letter of offer to defendants on their standard form, stating that these terms and conditions were to prevail over buyer’s order form. The defendants however returned an order form with different terms and

Youth decision for military careers Dissertation

Youth decision for military careers - Dissertation Example This work highlights the importance of the military as an option for America's youth in relation to improved education, financial stability, and as a method of personal goal-attainment. Statistically, there are alarming groups of adolescents who are exposed to gang-related activities and drug abuse that have no significant medium in which to escape negative environments. For these demographic groups, the military is not only a substantial option, but might even by their ONLY method to achieve a better style of living. Today's military is geared toward relationship-building, career accomplishment, and helps to instill methods of teamwork that benefit the teenager in the short-term, but also teaches life enhancement techniques that carry well into adulthood. With the rising cost of university education, some parents and children might be willing to explore a military enlistment as a recognizable outlet for an alternative to providing quality career education.The branches of the United States military are actively working to increase recruitment among young adults at the high school level, however, there is a concerning disconnect. With the current world events and social attitude towards the military and war against terrorism, the somewhat negative perceptions carry over towards recruitment. Much the same as other historical wars, the war on terrorism will eventually end, but the need for high quality recruits will not.

Stigma of mental illness Essay Example | Topics and Well Written Essays - 750 words

Stigma of mental illness - Essay Example People who suffer from a mental illness not only â€Å"struggle with the symptoms and disabilities that result from the disease† but they also â€Å"are challenged by the stereotypes and prejudice that result from the misconceptions about mental illness, and as a result of both, people with mental illness are robbed of the opportunities that define a quality life: good jobs, safe housing, satisfactory health care, and affiliation with a diverse group of people† (Understanding the Impact of Stigma on People With Mental Illness, P.Corrigan and A.Watson, 16) Mental illness is perceived by society as an indulgence or a sign of weakness. Surely the affected person has brought it upon himself to live this way. It leads the sufferer to feel shame, to feel isolated and be socially excluded, to be discriminated against and be faced with stereotypes that are difficult to overcome. Even self-stigmatization can result which includes low self esteem, so the affected person not only feels stigma from society, but from themselves as well. (Stigma of Mental Illness and ways of Diminishing It, P. ... So why, as a society do we not attempt to educate ourselves about mental illness and why do we allow the stigma to continue? As a society, our beliefs are largely affected by the media; everything we think, believe, or discriminate against can be drawn from the media and its messages. Media is such a powerful tool and if used properly, can be a wonderful resource, but so often, the messages we receive are flawed. The Canadian Mental Health Association has compiled the results of many reports into its paper Mass Media and Mental Illness: A Literature Review (Dara Roth Edney, 2004). They found that the media repeatedly portrays people with a mental illness as being incapable of both developing opinions and speaking on their own behalf, as being unstable, unpredictable, disheveled, helpless, and appearing lost and confused, to lack comprehension and as being unproductive failures. The media also makes it appear that violent crimes committed by people with a mental illness are common and that the general public has reason to fear them. Imagine if it was you or a loved one battling a mental illness and having popular culture discriminate against you in this way. How would you feel and how would you want the messages that media sends us to change? While the majority of our media messages are negative in nature, there have been small steps taken to try to change the views of society. The television program Monk and the movie As Good As It Gets are both examples of stories that revolved around characters with a mental illness. Unfortunately these are just two examples in a medium that produces thousands of products each year. For society to fully accept the mentally ill as people and not as people with a problem, the media needs to step up

Three components of the transmission mechanism,through which the Essay

Three components of the transmission mechanism,through which the expansionary policy works - Essay Example An expansionary monetary policy works by increasing the supply of money available in the economy.The recessionary gap is handled by the corresponding increase in demand which tends to create employment in the shorter run. As soon as the economy is supplied with money, the aggregate demand level rises from its previous state as shown in Figure 1 below. The demand level tends to rise from the existing AD1 level to a new AD2 level. In turn this increase in demand triggers an increase in the price level which tends to rise from an existing level of P1 to P2 which can be seen as inflation (Mankiw, Kneebone and McKenzie 503). As a consequence of price hikes, the inflation rate tends to increase as shown in Figure 2 and Figure 3 below. The short term Phillips Curve shows a linear increase as the amount of inflation rises but the long term Phillips Curve shows a vertical increase as the aggregate demand rises. If money is supplied to the economy at a fast rate, the outcome would be a small c hange in the overall employment rate since inflationary pressure would curb the economic growth. In contrast, if money is supplied to the economy relatively slowly, there would be a smaller increase in overall inflation and hence the net employment gain would be greater. In order to control a recessionary gap, the government has to offer the economy greater liquidity by increasing the supply of money. However, it must be kept in mind that the rate of supply of money has to be relatively low so that long term inflationary pressures do not set in. ... Fiscal policy can be controlled by increasing or decreasing government spending as well as by manipulating the taxation levels of ordinary households. A contractionary fiscal policy reduces the supply of money to the economy. When the supply of money to the economy decreases, the aggregate demand reduces from its existing level to a lower level. This leads to a contraction of the aggregate demand which in turn reduces the overall output levels in the economy. Consequently, the contractionary fiscal policy moves the economy along the short run Phillips curve as shown in Figure 4 below. In the longer run, the economy shifts vertically along the Phillips curve which leads to a reduction in the overall inflation rate with a minimal effect on the overall employment levels (Mankiw, Kneebone and McKenzie 512). Figure 4 - Disinflationary monetary policy in the short run and long run When the amount of government spending tends to increase, it increases the overall money supply in the economy . As a result, the demand for money in the economy tends to rise from MD1 to MD2 as shown in Figure 5. Consequently, the interest rate tends to rise which leads to a net reduction in the investment levels and puts reduction pressure on aggregate demand. The aggregate demand level tends to rise though it fails to meet its expected level of increase. While the expected level of increase in the aggregate demand curve should be from AD1 to AD2 but it actually increases only to aggregate demand levels between actual level and expected level to AD3 as shown in Figure 6. The reduction of the aggregate demand as soon as a fiscal expansion takes place is better known as the crowding out effect (Mankiw, Kneebone and McKenzie 487). Figure 5 - The money market Figure 6 - Changes in

Immunosorbent assay (ELISA) Essay Example | Topics and Well Written Essays - 1750 words

Immunosorbent assay (ELISA) - Essay Example A comprehensive understanding of how an ELISA works would require the determination of what antibodies are and how they work. The basic definition of an antibody is that it is a protein produced by the immune structure in reaction to the foreign molecules in an organism’s body. Under circumstances that require the attainment of indirect semi-quantitative results, multiwall polystyrene wells are the most commonly used solid surface. ELISA, being quick and easy to undertake, is preferable given that its makeup also enables it to tackle voluminous samples consecutively during research and diagnostic targets. As a result, ELISA is considered the best choice when evaluating research and diagnostic targets (Killian et al., 2013). The process of performing ELISA depends on the relations between an epitope; it may be a small linear or a three-dimensional succession of amino acids established on an antigen and a corresponding antibody-binding site. This experiment aimed at determining how the concentration of antibodies in the body would be affected by the use of ELISA under indirect semi-quantitative and anti-human albumin antibody. This is because of the wide utilization or applications to which the enzyme can be put such as in the analytical implements in biomedical research to detect and quantify specific antibodies and antigens in a sample. In this experiment, the antibodies employed were either monoclonal or polyclonal (Rosie, 2013). When performing any ELISA test, there are four formats of performing the laboratory tests: direct ELISA, indirect ELISA, sandwich/capture ELISA, and competitive or inhibitor ELISA. These allows the experiment’s elasticity to fit basing on antibodies available, the needed results and complications of the essential results (Rodland, 2005.p.145-148). In this experiment, the variation employed is the indirect ELISA, which employs the human albumin ELISA test. Given that ELISA test utilizes the rudimental concept

Traditional marketing vs. online marketing for online shopping sites Essay

Traditional marketing vs. online marketing for online shopping sites - Essay Example o purchase certain product or wish to avail certain services, we have to visit the site selling such products or services, pay the amount and our desired thing will be delivered to us. The core concept or process of marketing a product remains same only avenues to it change. The early phase of online marketing is replete with such examples that the investors had to invest a great deal of money to start his venture and there was not enough certainty also if the venture will be successful or not. Within a very period of time this conception changed and people started to follow the rule of developing products and market them properly. It has been observed if it can be done properly customers are sure to come. Thus, it is understood that advertisement plays a great role in selling products online. During the earlier part of Internet marketing investors used to spend huge amount of money to compete with others and more money were spent in order to launch an effective advertising campaign. Both in traditional as well as online marketing, advertising play a dominant role. The main reason is until and unless the consumers can be properly informed about products, it will not be possible to attain expected results. If we judge with a bit of analytical mind, we wi ll realize that in case of online marketing same methods like that of its traditional counterpart is used. In this context it becomes important to understand about traditional tools of marketing in a brief way. The whole idea of traditional marketing is standing over the foundation of ‘marketing mix,’ which, according to Professor E. Jerome McCarthy, is summation of four materials, namely, Product or service, Pricing of the Product, Distribution or placement of such products, and finally, promotion of such products. Selling is the final destination for marketing and the two factors a) Customer acquisition and b) Retention of those customers play the most important role. Traditional tools for marketing depend

Philosophy Essay Example | Topics and Well Written Essays - 750 words - 47

Philosophy - Essay Example In his epistemology, David Hume held that all ideas are derived from sense experience; Hume saw ideas as nothing but memory of impressions (Solomon, Higgins, and Martin, 2011). For Hume, impressions are the immediate sensations that we have of things. For Hume, therefore, it is impossible of have ideas of things that we do not sense or we do not have their impressions. In his views on the self, David Hume argued that there is nothing like, simply because we do not have and we cannot have impressions of the self. The following is the argument that Hume advanced in support of his view that self is an illusion, and that what we call self is merely a bundle of sensations. Hume began his argument on the self by claiming that, if you think about the concept self, and if you will ask yourself which of the five senses give you the impression of self, you will realize that none of the five human senses gives one the impression of self as a unified reality. Hume claimed that when he tries to think about the concept of self, what he stumbles upon are particular perceptions such as heat or cold, love or hate, or pleasure or pain. Hume claimed that in his reflections on self, he realized that it was impossible for him to have a unified impression of self without the particular perceptions. For this reason, therefore, Hume concluded that there is no self, but what we call self is merely a bundle of sensations. Hume, however, argued that, although self is a bundle of sensations, we nevertheless have some idea of personal identity or the self. Hume reasoned that the idea of personal identify or the self that we have is an error in reasoning caused by human tendency to associate ideas and to attribute to erroneously attribute to them a causal connection. Because of this human tendency, we associate the various human perceptions and wrongly claim that these perceptions cause the impression of self. Hume, therefore, concluded that the impression of self is impossible, and for that

Education in Barbados Essay Example for Free

Education in Barbados Essay Barbados had one of the oldest and most advanced education systems in the Eastern Caribbean in the late 1980s. Education dated back to 1686, when private funds were used to build the first school. Throughout the eighteenth and nineteenth centuries, education was controlled by the Anglicans, who were later joined by other religious groups. By 1962 education was free for all nationals and administered primarily by the state. This trend continued, so that by 1984 only 4 percent of the primary and secondary schools were managed by churches. Barbados longstanding emphasis on education was evident in the values and goals of contemporary society. Education has traditionally been associated with success and upward mobility. In 1970 Barbados officially claimed to have achieved a 99-percent literacy rate, a figure that was questioned by some observers. Despite these doubts, observers generally agreed that in the 1980s literacy in Barbados exceeded the rates of other Caribbean societies. In 1984 Barbados had 126 primary schools, 110 of which were administered by the state. Approximately 1,350 teachers were available to instruct the 35,000 students. There were sixty-four secondary schools, five of which prepared students for technical careers. A total of 6,000 students attended secondary-school programs. Postsecondary education consisted of seven institutions that awarded degrees or certificates. Four schools offered specific vocational training: the Barbados Institute of Management and Productivity, the Erdiston Teachers Training College, the Tercentenary School of Nursing, and the Samuel Jackman Prescod Polytecnic. Academic programs at the university level were conducted at the Cave Hill Campus of the University of the West Indies (UWI) and the Barbados Community College, which offered vocational and technical classes as well. The UWI also included Codrington College, a local theological seminary. In 1979 the government created the Skills Training Programme to augment existing education programs. It was designed to fulfill the need for short but intensive training in vocational subjects and to prepare students for careers in mechanics, electronics, horticulture, masonry, plumbing, and other technical and vocational occupations. Although the educational infrastructure was designed to meet both the nations academic and vocational needs, observers seriously questioned Barbados ability to provide quality instruction in fields related to tourism,  agriculture, and manufacturing, the major economic undertakings in the 1980s. Few courses were actually offered in agricultural science and commerce; as a result, an inadequate number of Barbadians were being prepared to take on the responsibilities inherent in a growing economy. The education system was also criticized for being stratified along socioeconomic lines. In general, upper-class Barbadians prepared for university studies at the best primary and secondary schools, received a disproportionate number of scholarships, and had the best records for entering the professional disciplines. On balance, however, most Barbadians felt that the education system still afforded opportunities to achieve at least limited upward mobility. The government appeared to be attempting to address specific criticisms of its educational policy; its goals for Barbadian education in the 1980s included the promotion of equal educational opportunity and enhanced technical and vocational programs in all schools. In spite of its shortcomings, the Barbadian education system remained the best in the Eastern Caribbean in the 1980s.

Emotional Intelligence And Team Performance Psychology Essay

Emotional Intelligence And Team Performance Psychology Essay Claims about the positive influence of emotional intelligence (EI) on work team performance are very numerous, both in commercial and scientific literature. In this study, EI was assessed using the Wong and Law Emotional Intelligence Scale (WLEIS). Paper examined the relationship between emotional intelligence and performance of 15 teams selected from telecom organizations of Islamabad/ Rawalpindi. A single questionnaire was used to gather data from the teams, each consisting of 5-15 members. Simple and multiple regression was applied to investigate the relationships between emotional intelligence as a whole and team performance and then between EIs dimensions which includes Self Emotion Appraisal, Other Emotion Appraisal, Use of Emotion and Regulation of Emotion and teams performance. Results show a positive relationship among emotional intelligence and its dimensions and performance of teams. The limitations which holds for the study includes issue of one-shot study, limited sample size and non generalisability. The study will be beneficial for future researchers and organizations. Keywords: Emotional Intelligence; appraisal and expression of emotion; team performance INTRODUCTION In recent years, emotions in the workplace, and especially emotional intelligence, have become an amazingly hot topic in management. The topic of research is Impact of Emotional Intelligence on teams performance. Employees go through different emotions which are most likely to affect the way they behave at their workplaces. It is important for the team leaders as well as members to understand, act on and manage the emotions of other members to have a healthy environment at workplace and to increase the performance of the team as a whole. Background of the Study The concept of emotional intelligence (EI) was first proposed by Mayer and Salovey (1990) which was then popularized by Goleman in his book Emotional Intelligence: Why It Can Matter More Than IQ. Since then, this area has got much attention in the field of leadership, Human Resource Management and Organizational Behavior. Researchers have defined EI as a distinct psychological skill that can be consistently gauged. Mayer and Saloveys ideas on EI came up from the work of Social Intelligence by Thorndike (1920) and Gardners (1983) concept of intrapersonal and interpersonal intelligence. In 1927, Thorndike classified Intelligence into three types: Abstract Intelligence which is related to verbal concepts, Concrete Intelligence which is related to shapes and matter and thirdly Social Intelligence now termed as Emotional Intelligence. It shows that it is not a new concept. Salovey and Mayer (1990) defined emotional intelligence as the subset of social intelligence that involves the ability to monitor ones own and others feelings and emotions, to discriminate among them and to use this information to guide ones thinking and actions (p. 189). Their model includes features of intelligence, adjustability and encouragement. Mayer and Salovey (1997) stated four skills of EI which includes emotional awareness of own and others, emotional management of own and others, emotional understanding i.e. recognizes the emotional series and cycle, and emotional facilitation i.e. creating emotions. To measure EI, MSCEIT (Mayer, Salovey, and Caruso Emotional Intelligence Test, 2002) was developed on the basis of these four elements. Goleman (1998) stated that EI play a major role in improving performance at work as well as achievements in personal life. He claimed that approximately 90 % of the performance between high and average individuals at senior leader positions was due to EI features rather than cognitive ones (Cichy, Kim and Cha, 2009). Researchers define teams miscellaneously. Ayoko and Callan (2009) defined teams as groups composed of autonomous individuals who are wholly identified as team, having a shared liability and are together accountable for the accomplishment of tasks identified by the organization. Ayoko and Callan argue that the leaders who adopt emotional and transformational leadership behavior probably generate positive team results. As now, there are many instruments or ways to measure EI, it is time to move forward and increase our knowledge regarding the relationship between EI and performance (Jordan, Ashkanasy, Hartel, Hooper, 2002). The focus of this research is to investigate the relationship among the emotional intelligence of team members on their overall performance as a team. Significance of the Study This study will prove to be a source of understanding the benefits of using emotional intelligence in context of realizing team performance. This research will prove to be an important tool for managers and employees which will as a result awaken the need for emotional training of employees. Problem Statement What is the impact of emotional intelligence on team performance? Research Objectives To investigate the relationship between emotional intelligence that is the dependent variable and team performance, the independent variable. To identify the dimensions of emotional intelligence and their magnitude on the performance of teams. To measure the emotional intelligence level of the team members and its overall impact on their team performance. LITERATURE REVIEW Importance of teams With the passage of time focus of organizations is shifting from individual job to team based work units. Teams are said to be necessary for organizational effectiveness. To extract maximum performance from team it requires the selection of people with suitable and adequate skills and knowledge who can understand and cater to team needs These required skills must include the EI skill set because EI accounts for eighty percent of success of an individual (Goleman, 1995). For a large part of work done in the organizations, teams are responsible for carrying it out. Nowadays every employee or employer is a part of a team. Apart from teams being dominant in different kind of settings, they are of hypothetical importance to the scholars. Teams have been analyzed from many viewpoints i.e. analyzing the team members working in a team from a psychological view, the processes within the team, and the background in which the team is formed. With Anconas idea of boundary management activities, relations of teams with the outside parties have also been studied in which activities across the team boundary which include representing the team to outside parties, defending the team from outside pressures, and obtaining information and providing it to the team (Ancona, 1990). Importance of EI in workplaces Before the importance of EI was realized in organizations IQ was supposed to be sufficient for good human performance. Workers were indeed advised to put away their emotions at their homes before coming to work. But it is unrealistic to suppose that emotions can be left home or set aside when you arrive at work. Some people may assume, for a variety of reasons, that emotional neutrality is an ideal, but it is usually not good for an organization for it can hinder people to move into management roles. As, emotional intelligence is critical to high performance, a person who knows how to stay motivated under stress, motivate others, manage complex interpersonal relationships, inspire others and build teams who are recognized specialists on a product or service are likely to get will get better results (Goleman, 2005) The significance of emotions in work settings has been well-known. Emotional intelligence is a multi-dimensional concept that links emotion and cognition to improve human interactions. It has been linked to improved workplace behaviour and specifically team behaviour and team performance. (Jordan, Peter, Lawrence, Sandra, 2009). Dimensions of Emotional Intelligence Emotional intelligence comprises four abilities, Appraisal and Expression of Emotion (own and others), Use of Emotions and Emotional Management (own and others) (Wong and Law, 2002). Appraisal and expression of emotion The first factor of EI is the ability to properly determine and express ones own emotions as well as to be sympathetic, appraise and express emotions of others. Every individuals ability varies in precisely identifying, appraising and expressing his own emotions as well as the emotions experienced by others. Some people are attentive of their feelings they experience and can express their emotions whereas, some people cannot express their feelings and emotions or they are unaware of their emotions (Zhou, George, 2003). There is a positive relationship between job performance and team members having high EI because they are highly proficient at appraising and regulating their own emotions which results in a higher level of faith in themselves and have power over them which lead them to make realistic actions resulting in high performance and less supervisory interference. But where team members have low EI, they are less proficient at appraising and regulating their emotions, so they have to get assistance from their managers in helping them to better manage and control their emotions which lead to teamwork, coordination, creativity and adaptability (Sy, Tram, OHara, 2006). Use of emotions The second factor includes the ability of the individual to use emotions to aid the cognitive processes. Emotions and cognitions are highly interconnected and EI allows people with the ability to use emotions to aid the effective cognitive processing of information. Emotions can be used to emphasize on important matters like selecting among competing and similar options, increase the flexibility of information processing, and engage in certain kinds of information processing (Mayer, 1986; Salovey Mayer, 1989-1990). Therefore, individuals vary not only in awareness, appraisal and expression of emotions but also in their ability to use emotions in collaboration with their cognitive processes to enhance effective functioning. For adjusting in changing situations, emotions play an important role in the effective development of information for the individuals who are high on EI. On the contrary, individuals with low EI cannot effectively use their emotions to aid cognitive processes and may find it difficult to coordinate among how they feel and what are they doing (Zhou, George, 2003). Regulation of emotions The fourth element of EI is about the regulation of emotions of the people. People not only understand the emotions of others but also make an effort to manage these emotions. Some individuals are much competent in managing emotional management process for themselves as well as for other, as compared to other people. For example, if there occurs any breach in quality, it may raise up a negative emotional reaction when the manager tries to determine the reason of the problem i.e. anger. Though the manager, instead of being obsessed with blaming others and seeking revenge, he should manage his anger to effectively solve the problem. It is significantly important for leaders to manage the emotions of others. Emotional reactions provide a useful insight of where interest should be focused, whereas unmanaged emotions can hinder the effective information processing. So to avoid this unduly hindrance, EI allows managers to not only use emotions but also to manage them effectively (Zhou, Geo rge, 2003). The management of emotion enables an individual to join or unjoin himself from an emotion in a given situation depending on its utility at that given time. This is apparent in the individuals ability to have control on his immediate reactions and postpone his judgment and then to communicate them in a measured and careful manner. The suggestion to think and then act, caution to count to 10 before replying and listening practice like pause, breathe and relax then respond are all efforts for managing emotions by conveying your feelings and emotions in a proper way when communicating. Even small children are often taught to count to 10 before getting mad or to smile for Grandpa. Delaying instantaneous responses clearly indicates it is as emotional management ability. Link of EI with team performance Various models of team development note that to resolve differences between team members, it is important for teams to develop and progress. Emotional intelligence, when linked with group performance, helps in constructing useful group interactions and aids individuals to deal with and resolve emotional issues to facilitate high performance. In recent research, it was found that team performance is positively and significantly influenced if team is able to recognize emotions of teammates. (Stough, Saklofske, Parker, 2009) Until now, research has paid attention to emotional intelligence as an individual difference, something similar to intellectual intelligence and associated with personal ability. The notion of emotional intelligence, however, is wider in scope and application than its intellectual intelligence. Studies show that trained teams consisting of members with high emotional intelligence perform as well on measures of team performance as the trained teams consisting of members with low levels of emotional intelligence. Many researchers have anticipated that proper training could be provided to develop the emotionally intelligent team to craft it beyond just a collection of emotionally intelligent individuals but which jointly demonstrate the positive characteristics of emotional intelligence (Daus and Ashkanasy, 1993). Though there are many claims regarding the positive impact of EI on job performance, but the studies examining the relationship between EI and individual level performance show that the perceived potential benefits of using EI in the workplace may be absent. A small number of studies have examined the relationships between EI and performance at group level. (Quoidbach, Hansenne, 2009). Jordan and Troth (2004) have found a link between EI and performance on a purely cognitive task at group level, although this relationship did not appear at individual level. A number of researchers have hypothesized that job performance is influence by employees ability to use emotions to facilitate performance, one of the four defining dimensions of EI. Employees could employ both positive as well as negative emotions to their benefit to improve performance. For example, positive emotions, such as excitement or enthusiasm, could motivate employees to provide better customer service, complete their work assignments, or contribute to the organization. Conversely, negative emotions, such as anxiety, could aid employees ability to focus on their work tasks. (Sy, Tram, OHara, 2006) Relationship of high EI individuals with better performance The employees having high emotional intelligence are more skilled to regulate their own as well as manage others emotions to promote positive interactions which would lead to higher performance through organizational citizenship behavior. Latest research has revealed that managers having high EI exhibit produce optimistic work attitudes and unselfish behaviors which resultantly lead to employees higher satisfaction and performance at job (Sy, Tram, OHara, 2006) The high El individual, most centrally, can better perceive emotions, use them in thought, understand their meanings, and manage emotions better than others. Solving emotional problems likely requires less cognitive effort for this individual. The person also tends to be somewhat higher in verbal, social, and their intelligence particularly if the individual scored higher in the understanding emotions portion of El. The individual tends to be more open and agreeable than others. The high El person is drawn to occupations involving social interactions such as teaching and counseling more so than to occupations involving clerical or administrative tasks. The high El individual, relative to others, is less apt to engage in problem behaviors and avoids self-destructive, negative behaviors such as smoking, excessive drinking, drug abuse, or violent episodes with others. The high El person is more likely to have possessions of sentimental attachment around the home and to have more positiv e social interactions, particularly if the individual scored highly on emotional management. Such individuals may also be more adept at describing motivational goals, aims, and missions (Mayer, Salovey, Caruso, 2004). Weiss and Cropanzano (1996) claim that emotional elements have a lasting impact on team performance though are not instantly evident. Pate, Watson and Johnson (1998) have revealed that decisions made by the whole group are a better predictor of performance than the decisions made by the best decision-maker in the group. In majority of teams, the role of leadership is revolved so it is predicted that teams with EI will perform well. (Jordan, Ashkanasy, Hartel, Hooper, 2002) Due to an increased use of teams in organizations since past several years, it has resulted in a productive research literature on what makes teams effective. This question has recognized various important aspects. It has been found through studies that team performance is affected by several factors like communication, team climate, shared mental models, leadership and size. Yet other studies showed a relationship between team performance and individual factors which includes skills, knowledge and abilities of team members, age and tenure of team member, his openness to variety and equilibrium of his role preferences (Pirola-Merlo, Hartel, Mann, Hirst, 2002). Components of Team Performance Dependability among team members have an influence on how well teams can rely on one another as well as on the organization. It is determined greatly by the extent of how much information is being shared and level of openness among teams, and among organization and team. It also includes consistency of teams in terms of them doing what they say they will do, they remain stick to their commitments to each other and to the organization. Information Sharing The basis of trust among team members lies in effective sharing of important information. Teams cannot perform effectively unless they dont have proper information. When the organization keeps the information secret from the team members that may be useful for them, the members may lose confidence in the organization. Nor organizations can trust on teams that are secretive and are not open. Clear Direction A clear direction is needed to point teams to go in the direction in which the organization wants to go. It is important to become clear about the vision and then communicate the vision to the teams. The organization, by setting a clear direction, set the boundaries within which the teams work. Aimlessness Without having clear goals and an apparent direction, teams are likely to become unstable. Their actions are inefficient because they are not aimed. They keep on shifting to other thing after starting on one thing. Although they move in a same general direction but without any accuracy due to absence of clear goals. Alienation The teams which are not involved in decision making of the organization are more likely to deny it, they may consider the path on which they are moving as not of their own, and they may hold themselves less accountable for the results. Teams may engage in disruption to declare their opposition from the direction inn which they are moving. Operational Planning The organization has to create processes to accomplish work once their goals are set, and overall plan has to be set up to fit plans of individual units. In the planning process, they need to plan for teams giving them the clarity and structure and flexibility to gain benefit from unexpected opportunities and deal with unpredicted events. Communications Teams have to communicate with each other as well as to the organization to stay aligned. So, a medium and practices through which communications can flow freely must be built up. Team based organizations need to create effective modes of communication, to identify the information requirements of all parts of organization, and examine levels of communication and noise level. Innovation The benchmark of high performing organizations is that they outperform what is already known and down earlier. They are innovative, work with their own fashion, and generate new products and services. Innovative organizations believe in challenging the status quo and they have the structure that supports new projects. Teams in these organizations are less liable to remain on past success. Connecting Values Where teams have the freedom to act and the resources to be productive, they will tend to buy into the organizations enterprise when one other condition applies: that the organizations work taps a deeply held value or set of values. This connection to what is most important or meaningful to teams and their members creates a sense of mission and an esprit de corps that bonds teams together and to the organization as a whole. THEORETICAL FRAMEWORK This research study has following variables: Emotional Intelligence: Independent variable Team Performance: Dependent variable Other Emotional Appraisal Use of Emotion Regulation of Emotion EMOTIONAL INTELLIGENCE TEAM PERFORMANCE Self-Emotional Appraisal Independent Variable Dependent Variable The study shows a positive relationship between emotional intelligence and team performance. Based on the researches of many researchers like (e.g. Qquoidbach Hansenne, 2009; Jordan, Ashkanasy, HÃ ¤rtel Hooper 2002), the research shows that team performance is dependent upon emotional intelligence. The employees having high levels of emotional intelligence will perform better in teams which will increase the overall performance of the teams. Hypotheses The aim of this study is to prove the relation between emotional intelligence and team performance. Therefore, hypothesis related with four dimensions of emotional intelligence are developed as follows: Hypothesis1: Emotional Intelligence has a significantly positive relationship with team performance. Hypothesis 2: Self emotion Appraisal (SOE) has a significant positive relationship with team performance. Hypothesis 3: Other Emotion Appraisal (OEA) has a significant positive relationship with team performance. Hypothesis 4: Using of Emotion (UE) has a significant positive relationship with team performance. Hypothesis 5: Regulation of Emotion (RE) has a significant positive relationship with team performance. CHAPTER 4 RESEARCH METHODOLOGY The study was relational for exploring relationship among Emotional Intelligence (EI), Self Emotion Appraisal (SEA), Other Emotion Appraisal (OEA), Using Emotions (UE) and Regulation of Emotions (RE). These variables are tested. Purpose of the Study Hypothesis testing was done in order to test the relationship between variables which were emotional intelligence, SEA, OEA, UE, RE and team performance. Type of Investigation A causal study was conducted to explore the association among EI, its dimensions and team performance. Extent of Researcher Interference The data was collected with minimum interference by the researcher from different organizations. Study Settings Data was collected in noncontrived settings. Unit of Analysis The unit of analysis for this study is teams as the research questions are focused on impact of emotional intelligence of teams on their performance. Time Horizon The data was gathered just once from different telecom companies therefore the study was one-shot study. Sampling Design The sample was chosen by using convenience sampling where the data was collected from the employees of telecom companies who were easily available to provide it. Sample The targeted population for this research is the telecom sector of Pakistan. The sample conducting this research was selected from the organizations located in Islamabad/Rawalpindi. Total number of teams among which questionnaires were distributed was 35 teams out of only 29 teams returned back the filled questionnaires. Those 15 work teams comprised of 5-15 members. The respondents working in a team currently were included. 72% of the participants in teams were male and 28% were female. Instrument Primary data was gathered through questionnaires. The questionnaire consisted of 32 items (see Appendix). All the items related to emotional intelligence as well as team performance were measured on a 7-point likert scale (7 = Strongly Agree to 1 = Strongly Disagree). The reliability test was applied to the questionnaire which showed 0.934 cron bach alpha. It consisted of two parts. First part consists of 16 items used to measure the emotional intelligence of the members of the team. Second part also consists of 16 items which were used to measure the performance of team. Measures Emotional Intelligence Emotional Intelligence was assessed using Wong and Law Emotional Intelligence Scale (WLEIS) (2002). This scale consists of 16 items. The WLEIS was designed as a short measure of EI for use in organizational research. It comprises of 16 items, responded to on a 7-point Likert scale and measuring four dimensions: Self-Emotion Appraisal, Emotion Appraisal of Others, Use of Emotion, and Regulation of Emotion. Wong and Law (2002) report good internal consistency reliabilities for their measure. In terms of validity, they present data showing that scores on the WLEIS are related to job performance and job satisfaction. Team Performance The performance of team was measured by 16 items, adopted from Senior, B. (1996). This was measured on a 7-point likert scale. RESULTS AND FINDINGS Data was collected from 15 different teams of telecom organizations from Islamabad/Rawalpindi. The data collected was analyzed using SPSS Version 18. The linear regression was run on the data. By running reliability analysis to the data, Cronbachs Alpha value was found to be 0.934 which shows that our instrument is 93 % reliable. The reliability test was applied on this questionnaire and the results are as follows: Table 1: Data were collected from fifteen teams from telecom companies of Islamabad/Rawalpindi. First, the reliability of the questionnaire was checked through Cronbachs Alpha reliability test. Cronbachs Alpha measures how well a set of items measures a single undimensional latent construct. The calculated Cronbachs Alpha was 0.934 for 32 items which is presented in Table 1. This value shows that there was consistency among the items and the questionnaire was reliable. Table 2: Table 2 indicates that the mean score of emotional intelligence of the employees was 5.43 which mean that the teams had somewhat high level of correlation. A maximum of 7 shows that some of the respondents had very high levels of emotional intelligence and a minimum of 3 shows that some of the teams members did not possess high level of emotional intelligence. Table 3: Table 3 indicates that the overall teams were performing well. A maximum of 7 shows that some teams performance was very good and a minimum of 2 shows that some teams were performing not very well. Table 4: Correlation finds the connection between two variables and determines the extent to which values of two variables are proportional to each other. (Carver Nash, 2006). The above table shows that the self emotion appraisal and use of emotion are highly correlated with team performance, whereas other emotion appraisal and regulation of emotion were although positively correlated but having weak relationship with team performance. Table 5: As in the above table sig. value is less than .05 so we have a significant linear regression. (F (1) = 71.715, p Table 6: Regression equation can be formed as follows: TP=1.915+0.671EI With 1% change in independent variable, it will cause dependent variable to change by 67 %. From the above table and the formed equation we can conclude that Emotional Intelligence is the significantly influencing variable. It means that Emotional Intelligence plays a significant role in the performance of the team. Table 7: Model Summary reports a statistics that measures goodness of fit. R is measuring the simple relation between independent variables and dependent variable. R2 measures the variation of dependent variable by independent variables. It can range from 0 to 1 and indicates the extent to which the line fits the points. The R Square value shows that 65% of the variation in the team performance can be explained by the difference in the value of emotional intelligence. Regression Analysis of Relation between Sub-Dimensions of Emotional Intelligence Team Performance (Dependent Variable: Team Performance) Table 8: The model summary table 11 measures goodness of fit. This table includes the multiple correlation coefficients R, its square R2, and an adjusted version of this coefficient. The multiple correlation coefficient, R = .719, indicates that there was a moderate correlation between dimensions of emotional intelligence and team performance. In terms of variability, observed team performance accounted for the fitted model, this amounts to a proportion of R2 =0.518, or 51.8 %. It means that there was 51.8 % of the variation in team performance (dependent variable) was explained by the dimensions of EI (independent variable). This shows a strong relationship between the two variables (emotional intelligence and team performance). The value of durbin Watson value should range from 1.5-2.5. Our value of Durbin Watson is 1.684 which means there is no issue of multicollinearity. Table 9: From ANOVA table, it is evident that Sig (p value) = 0.000 which is less than 0.05 so the model fits the data properly. The F-test for the null hypothesis, that the four dimensions of Emotional Intelligence (EI) does not have positive relation with teams performance, or in other words, that R2 is zero. Here the null hypothesis is rejected (F (4) = 25.478, p Table 10: The above given coefficients table provides regression coefficients, standard errors of the estimates, t-tests and tolerance and VIF values. The estimated regression coefficients are given under the heading Standardized Coefficients B, these give, for each of the independent variables, the predicted change in the dependent variable when the independent variable is increased by one unit based on a condition that all the other variables in the model will remain constant. For example, here we estimate that teams performance increases by 17 % with a one unit change in team members self emotion appraisal assuming that there is no change in the rest of variables. One unit increase in others emotion appraisal brings a 3.8% change in the performance of teams. Similarly, one unit increase in the use of emotion of an employee brings a 41% variation in teams performance. At the end, a unit change in the team me

Differentiating between apperceptive agnosia and associative agnosia

Differentiating between apperceptive agnosia and associative agnosia Ans. According to Campbell, DeJong and Haerer, agnosia refers to the loss or impairment to know or recognize the meaning or import of a sensory stimulus, even though it has been perceived (Campbell et al., 2005, p.91). Numerous types of agnosia has been reported till now, like finger agnosia, visuospatial agnosia, optic agnosia , apperceptive and associative agnosia to name a few. The following essay discusses the last two forms. Apperceptive and associative agnosia was originally distinguished by Lissauer in Andrewes in 2001. Apperceptive agnosia is identified as failure in perception of vision despite intact visual sensation, put forward by Lissauer It is reported that these patients are unable to identify because their perception of objects in impaired in this form of agnosia (Andrewes, 2001). However, in associative agnosia perception remains unaltered but the patient is fails to recognize what the object is (Andrewes, 2001). Associative agnosia can be rightly defined as normal percept stripped of meaning (Teuber, 1968 as cited in Andrewes, 2001, p.50) The two terms, apperceptive and associative agnosia is used in two different ways (Farah, 1990 as cited in Andrewes, 2001) The first way is to do with rare neuropsychological syndromes and closely relating to Lissauers description of agnosia (Andrewes, 2001). The second way of using the terms is much broader and includes numerous neuropsychological signs (Andrewes, 2001). Hence, it can be said, a patient may be described as showing some signs of apperceptive agnosia without actually having all the features of the clinical syndrome (Farah 1990 as cited in Andrewes, 2001, p.50). This can be better understood from the following example. Signs of apperceptive agnosia may coexist with problems in recognizing pictures from atypical views or when it is surrounded by shadows (Warrington Taylor as cited in Andrewes, 2001) in a single patient. Some of the patients may also find it difficult to correctly recognize figures which is in midst of confusing and distracting shapes (Andrewes, 2001). When signs of apperceptive agnosia exist alone in an individual then he is able to recognize the object and corresponds it with its use. For instance, if a patient sees a bucket not only he will recognize it but when it is kept in its usual /normal orientation tell its use as well (Andrewes, 2001).It is often seen that patients showing signs of apperceptive agnosia have an unaffected conceptual knowledge but knowledge of common objects in unusual orientation deters (Andrewes, 2001). Hence, it can be said that top down information about the structural features of the objects are impoverished (Andrewes, 2001, p. 50). Such patients havin g signs of apperceptive agnosia are commonly referred to as apperceptive perceptive disorders. Apperceptive agnosics have better acuity, colour and brightness differentiation skills from the other visual capabilities although their shape perception is markedly impaired (Farah Feinberg, 1997). In fact, they have very good local perception of local visual properties, it is only when they are asked to extract a structure from an image they fail (Farah Feinberg, 1997). Associative agnosics have far better visual perception than apperceptive agnosics (Farah Feinberg, 1997). For example, they are able to recognize an object from its feel or spoken definition, thus implying that the general knowledge of the object is still at place (Farah Feinberg, 1997). It should be noted that associative agnosics fail to recognize an object (by sight) when kept alone (Farah Feinberg, 1997) thus indicating towards that this is not just a naming deficit but failure to recognize an object by nonverbal means (Farah Feinberg, 1997). Associative agnosia varies from person to person. For instance, some associative agnosics may suffer from face recognition, object recognition and printed word recognition problems, face recognition is being the most common and printed word recognition being rare (Farah Feinberg, 1997). The scans (MRI and CAT) of brains of apperceptive and associative agnosics have helped in understanding the localisation of lesion in this disorder (Kemp et al., 2004). Jankowiak Albert (1994) have put forward that in apperceptive agnosia lesions are found to be localized in the posterior cerebral hemisphere including occipital, parietal and posterior temporal regions bilaterally. Unilateral lesion is also found in this agnosia however, the possibility of it is very scarce (Kemp et al., 2004). Furthermore, poisoning by carbon monoxide is a very common cause of apperceptive agnosia (Adler, 1950; Benson Greenberg, 1969; Champion Latto, 1985; Mendez, 1988; Sparr et al., 1991 as cited in Kemp et al., 2004), it is reported that carbon monoxide poisoning results in spread of large number of small lesions known salt and pepper lesions resulting in scotomas all across the visual field (Champion Latto, 1985 as cited in Kemp et al., 2004). It is believed that since apperceptive agnosia res ults from bilateral lesions, its occurrence is much rare. However, it is opined by Jankowiak Albert (1994) that due to the paucity of accurate PET scans and imaging studies confirming the localisation of lesions no concrete conclusion can be drawn at this stage (Kemp et al., 2004). Associative agnosia is an outcome of bilateral posterior lesions (Jankowiak Albert, 1994 as cited in Kemp et al., 2004). The lesions occur in the region of posterior cerebral artery whose function is to supply of blood to visual cortex and temporal lobe (Jankowiak Albert, 1994 as cited in Kemp et al., 2004). It is suggested that lesion size is a decisive factor here, as large lesions will lead to perceptual deficits; additionally, considering the symptoms it is also said that the lesions in associative agnosia might cause damage to the perceptual pathway which links visual information with stored visual memory in posterior hemisphere of either side (Jankowiak Albert, 1994 as cited in Kemp et al., 2004 ). Moreover, occurrence of associative agnosia is more than apperceptive agnosia (Kemp et al., 2004). A very useful and a practical method through which we can distinguish apperceptive and associative agnosia can be testing them on the basis of their ability to copy drawings (Kemp et al, 2004). Rey figure copying test can come very handy here. Apperceptive agnosics are unable to copy a drawing due to their impaired perception of a picture, associative agnosics on the other hand can successfully copy a drawing although they are unable to recognize what the object is (Kemp et al., 2004). However, Lissauer gave his distinction between apperceptive and associative agnosia hundred years before but it is found to closely relate to the David Marrs distinction of the two forms of agnosia given in 1982 (Kemp et al., 2004). According to Marr, apperceptive agnosia is failure to form a three dimensional picture or a representation of a object whereas in associative agnosia an individual achieves a three dimensional picture but fails to connect it to the stored knowledge of the object perceived (Kemp et al.,2004).

The Internet Essay -- Technology Impact Web Cyberspace Essays

The Internet Today the use of technology is tremendous. Almost every home has a computer and a way of communication like the telephone. Most have radios and satellites for cable television. To some people technology is all that they depend on for survival. I have learned that technology plays a huge role in every person’s life. The use of technology today has helped make life a little bit simpler and has changed our way of thinking. For instance, the Internet is a highly effective tool for communicating, for gathering information and for cooperation between dispersed locations. It has â€Å"negated the limitations of physical presence† (Shields 5). There is continuous development and improvement. The growing list of applications serves as testament to advertising, communication, shopping, and banking, to name just a few. Many businesses are discovering new ways to reach their customers, new ways to improve efficiency, new products and services to sell. The future is limited only by your imagination. The Internet is, quite literally, a network of networks. It is comprised of thousands of interconnected networks spanning the globe (Black 1). The computers that form the Internet range from huge mainframes in research establishments to modest PCs in people’s homes and offices. Despite the recent hype, the Internet is not a new phenomenon. Its roots lie in a collection of computers that were linked together in the mid-1960s to form the US Department of Defense’s communications systems. Fearing the consequences of nuclear attack, there was no central computer holding vast amounts of data, rather the information was dispersed across thousands of machines. A set of rules, of protocols, known as TCP/IP was developed to allow dispar... ... to the Internet’s bytes there has been a long road of development. The reason for the developments is the desire for information. Information has always been valuable. Each one of these inventions has been a tool for political and economical resource in their time, and each has been surpassed by the next in efficiency and speed. Global communication is becoming more and more a comfortable, worldly cultural phenomenon. Together with this development the world is becoming a smaller place. The question is what is next? Works Cited: Black, Uyless. Advanced Internet Technologies. New Jersey: Prentice-Hall, 1999. Shields, Rob, ed. Cultures of Internet: Virtual Spaces, Real Histories, Living Bodies. California: SAGE Publications, 1996. Whyte, W. S. networked futures: trends for communication systems development. New York: John Wiley & Sons, 1999.

Americas Economy Today Essay -- essays research papers

America’s Economy Today   Ã‚  Ã‚  Ã‚  Ã‚  With all the bad publicity about the economy nowadays anyone with access to a TV, magazine, or newspaper should be somewhat familiar with the current economic crisis here in America. It seems like the Dow Jones Industrial Index and the S&P 500 Index are dropping lower every day, not to mention the poor condition of tech stocks listed in Nasdaq. Here’s some current stock market figures that display the markets current deterioration: The Nasdaq index lost 8 percent of its value, putting it nearly two thirds off its peak last year, the Dow Jones index closed below 10,000, ending its biggest one-week point drop in 11 years, the S&P 500 index is now down 25% from its peak last March. This marks the start of the first bear market in half a generation.   Ã‚  Ã‚  Ã‚  Ã‚  The future certainly looks grim just by looking at the major index’s performance, but that is not the only thing we have to worry about. Consumer spending fuels two thirds of the economy and consumer confidence fuels consumer spending. So far this year, consumer confidence has been dropping drastically. People have still been spending at about an average rate, but as the market continues this downward spiral people will definitely begin to hold onto their money a little tighter.   Ã‚  Ã‚  Ã‚  Ã‚  Everyone knows about the big tax cut George Bush is promising us, but how much will it really help the economy? The Bush administrati...

The Effects of Second Hand Smoke Essay -- Smoking Tobacco Health Lung

The Effects of Second Hand Smoke Did you know that 3,000 American non-smokers will die this year from lung cancer? Those deaths are entirely preventable. Their lung cancer is caused by second hand smoke. Second hand smoke is smoke they have breathed in from other people's cigarettes. It is also known as involuntary or passive smoking. There is nothing passive however about the effects of this smoke. It is lethal and it is dangerous. It may give as many as 300,000 children under the age of one and half bronchitis and pneumonia. It could even be responsible for more than 35,000 deaths from heart disease. Smoking causes lung cancer. This fact is indisputable. What is sometimes disputed is the extent to which the smoke from other people's cigarettes damages those around them. Some in the tobacco industry play down this effect. They say that passive smoking is at worst a minor irritant. They say the recorded illness, deaths and cancers of those who have to live and work with smokers is a coincidence. They even have the audacity to suggest that those illnesses may be caused by diet or other environmental factors. Let us look at the facts. There are two ways in which passive or second hand smoke can affect non- smokers. Mainstream smoke is that smoke that has already been inhaled and then exhaled by the smoker. Sidestream smoke is the smoke that comes off the burning end or tip of the cigarette. Both of these sources are responsible for passive smoke inhaled by non-smokers. Second hand smoke is chemically similar to that inhaled by smokers. After 30 minutes exposure to second-hand smoke the blood flow to the heart is reduced. On top of this a non-smoker who is regularly exposed to second hand smoke has a 20 to 30% increased risk of lung cancer. Tobacco smoke contains 4,000 chemicals in the form of particles and gases. 200 of those chemicals are very poisons. 43 of those chemicals are proven to cause cancer. This lethal combination is what causes tobacco smoke to be classified as a Group A carcinogen. Incredibly 85% of the smoke from a cigarette will not be inhaled by the smoker. Instead it will fill up the room. That means only 15% of the smoke from a cigarette is actually inhaled by the person smoking it. On top of this, many of the toxic poisons and gases in sidestream smoke are present in higher quantities than in mainstream smoke. The poisons an... ... a welcome move. It means that we can start to look forwards to a smoke free environment for ourselves and our children. Unfortunately the statistics tell us that there are still many millions of people who still insist on their 'right' to smoke. The children who are exposed to their smoke do not have such a choice. Protecting children and non-smokers from the effects of second hand smoke must be a priority for everyone. A smoker chooses to smoke but a non-smoker's risk is involuntary. Exposure to second hand smoke is a real and present threat to our health. As a result there are many non-smokers who are needlessly dying from heart disease and lung cancer. Second hand smoking causes asthma, reduces lung function and bronchitis, pneumonia and causes middle ear infections. Many of these illness are inflicted upon small children. Bans on smoking in workplaces exist. So do bans on smoking in restaurants. Unless they are rigidly enforced they won't make a difference. Smoking, unfortunately, cannot be banned in homes. Passive smoking should be shown for exactly what it is, a dangerous killer. Maybe then non-smokers, especially children, will not suffer from second hand smoke.

How to Assess Employee’s Needs for Training

COMENIUS UNIVERSITY IN BRATISLAVA, FACULTY OF MANAGEMENT HOW TO ASSESS EMPLOYEE’S NEEDS FOR TRAINING INTRODUCTION A  subject of my seminar assessment from Human resource management is Training needs assessment, or how to assess employee’s needs for training. The training needs assessment is a very effective way, how to identify employees’ needs for training. An object of my assessment is to acquaint readers with this topic, explain them, how the training needs of employees are identified, what the process of identification consists of and how to manage the training needs assessment.HOW TO ASSESS EMPLOYEE’S NEEDS FOR TRAINING Every company has goals which the company is trying to achieve. The main role plays employees who are the ones that actively participate in achieving the goals. That is the reason why the company should pay attention to them and evaluate if the employees have all qualifications, skills and knowledge that are the most efficient in ach ieving the goals. This evaluation can be provided through a very efficient method called training needs assessment, that discovers the training need of employees. Training needs assessment Staff training needs are assessed through a process called a training needs analysis. The exact form that this takes will depend on the nature of the organization, the technology available, and the nature of the staff. However, the fundamental elements of a training needs analysis are the same. It is a three-step process: * Identify the training needs * Deliver training that meets the needs * Assess the effectiveness of the training. These three steps are repeated over and over during the life-cycle of an organization. Continual assessment is required because the needs keep changing.Employees do not remain static they take on new roles and responsibilities. Their environment is also not static — technology keeps changing, as do the demands of their organization. † (Knowles, 2009) Iden tifying the Training Needs The best way how to identify training needs is with a three-step approach consisting of organizational analysis, analysis of employees and task analysis. 1. Organizational Analysis -Organizational analysis identifies abilities, knowledge and skills needed for employees in the future, when their job and the company will change.The analysis collects data through looking at few aspects like lost workdays, customer complaints, grievances, absenteeism, turnover rates, safety incidents, different performance problems, etc. Afterwards these data are assessed to detect where performance could be improved through training. The organizational analysis should be also prepared for future changes and it should also plan for changes in the workplace like worker demographics, laws and regulations and future skill needs. * Workforce.Workers growing old and women or other minorities becoming more prominent make the workforce change. Operating cost modifications and economi c changes also may need workplace changes, when competing internationally. If the company understands these possible changes, then it has a good advantage, because that may help it to adapt to employees’ needs while the company’s needs are still met. * Laws and regulations. An organization might be forced to arrange training in specific areas because of new laws and changes in current safety and environmental regulations.Also other policies which include employees need to be communicated to them. * Future skills. Future skill needs can be recognised if an organization understands, how it might change in the future. For instance, will new equipment be installed or new processes applied? Will standards or regulations be changed? Is technology going to change? Will there be interpersonal or communication skills needed from employees because they will have to work with others or in teams? Will cultural changes be taking place in the organization? 2.Analysis of employees- A nalysis of employees looks at individual employees and assesses their performance in their jobs. Their individual level of skills or knowledge can be determined through interviews, questionnaires or tests. Their performance reviews can contain useful data as well. Furthermore, problems with performance can be recognised by assessing aspects such as output, non-attendance, lateness, equipment repairs needed, accidents, complaints, client complaints and product quality. When shortages are recognised, an individual employee’s needs can be met through initiating training.All three stages of the training needs analysis are interconnected and information has to be gathered at all stages. Based on the data collected, training needs can be recognised, and the company can form learning objectives and develop a training program so the needs can be met, both company’s and employee’s. 3. Task Analysis- Task analysis examines requirements of knowledge and skills that are nee ded for each job and compares them to actual employee’s knowledge and skills. Any absence reveals a need for training.Analysis of job safety, standard operating methods, job description, performance standards, examination and questioning on-site, literature review and best practices are all sources for information collection. An efficient task analysis detects: * tasks that need to be accomplished * terms under which tasks can be accomplished * when and how often tasks are achieved * quantity and quality of work required * skills and knowledge needed to achieve tasks * where and how these skills are best gained Figure 1- Training needs assessment process (Bajzikova, a ini, 2011)Delivering Training That Meets the Needs Training can be provided through many different ways. It can be formal, classroom like, in the organization’s building, together with colleagues or it could be delivered through an external training company, also in class, but with people from other organ izations. Other option is to provide the training on-line. The training might be short or long-lasting. Short lasting, such as classes lasting a day or even longer, that provide quiet big amount of information, or long-lasting trainings, that are delivered in small parts, maybe an hour a day or less.The trainings can be on a one-to-one basis, or they can take place in a group with one teacher. But the one-to-one basis trainings could become more like mentoring than formal teaching. What is important is that the teaching method and content matches the needs of the learners. Assessing the Effectiveness of Training In order to know whether the training has achieved the goals that were set for it, the organization needs to set up some sort of assessment. â€Å"Happy sheet† is the most basic form of assessment, especially for training I classes.The sheet is about one page long and it asks those who were trained if they enjoyed themselves during the training, whether they felt like they learned anything and what could have been better. There are also more complex and sophisticated forms how to evaluate training and these, after the training, measure the employees’ performance and compare it with their performance before. This cycle needs to be repeated even several times, because it is improbable that just one cycle of training needs analysis and following education will solve all problems. Models for Training Needs AssessmentsMcClelland’s open-systems model McClelland (1993) presents an open-systems model for managing training needs assessments. This model contains of eleven steps which help to manage the assessment. 1. â€Å"Define assessment goals. 2. Determine assessment group. 3. Determine availability of qualified resources to conduct and oversee the project. 4. Gain senior management support for and commitment to the process. 5. Review and select assessment methods and instruments. 6. Determine critical time frames. 7. Schedule and imple ment. 8. Gather feedback. 9. Analyse feedback. 10. Draw conclusions. 1. Present findings and recommendations. † (Cekada, 2010) Barbazette’s model Barbazette says that training needs assessment should answer 4 questions: what, who, when, how and why. * What- â€Å"What is the best way to do a specific job? This helps to achieve the desired results. Standard operating methods may indicate how to manage a task or which government regulations need to be considered when completing a task. Other important thing is to ask what jobs are involved in the shortage. This recognises critical tasks that have the possibility to cause a personal or property damage. Who- â€Å"Who is involved in the shortage of performance? † This will identify those employees that are involved and guarantee that the training is customized for them. It is also essential to consider the target audience for the training; what information does the organization have about them to design and customiz e the training; and who else may profit from the training. * When- â€Å"When can be training best delivered? This helps to minimize the impact on the business. It is also crucial to determine other things that are needed to make sure that the training is provided and delivered effectively.These models help guide development of a training needs assessment. * How- â€Å"How the shortage of performance can be fixed? † This helps to determine whether training will resolve the issue. That reveals if a skill or knowledge shortage led to the issue. * Why- â€Å"Why? † This helps to connect the performance shortage to a business need and asks whether the profit of the training is greater than the cost of the current shortage. CONCLUSION The training needs assessment is used to identify an organization’s and its employees’ training needs and determine the type and range of resources that are needed to support a training program.It helps the organization to desig n or choose the right type of training and afterwards it helps to assess if the goals were achieved. The training needs assessment is a very good, not complicated and effective way how to deal with educational needs within a company. And even though the cycle might have to be repeated several times, it is a helpful huma resource management tool. BIBLIOGRAPHY * Bajzikova, Lubica, et al. 2011. Manazment ludskych zdrojov. Bratislava  : Comenius University Bratislava, 2011. pp. 92-96. 978-80-223-2989-7. Cekada, Tracey L. 2010. www. asse. org. [Online] 3 2010. http://www. asse. org/professionalsafety/docs/F1Cekada_0310. pdf. * Knowles, Andrew. 2009. suite101. com. How to assess staff training needs. [Online] 9 7, 2009. http://suite101. com/article/how-to-assess-staff-training-needs-a146161. * Miller, Janice A. , Osinski, Diana M. and SPHR. 1996. www. ispi. org. [Online] 2 1996. http://www. ispi. org/pdf/suggestedReading/Miller_Osinski. pdf. * Unknown. www. opm. gov. [Online] http://www . opm. gov/hrd/lead/TrainingNeedsAssessment. asp.

The Relationship Between Judged Attraction and Assumed Wealth

The Relationship between Judged Attraction and Assumed Wealth A Psychological Study Whether a person is aware of it or not, everywhere they go, they are mentally judging people and creating an opinion about others without necessarily ever even meeting them. These judgments can be based off of simple appearance, or actions, or any other sort of visible aspect of a person. Simply put, humans are judgmental creatures. One of the most common aspects of a person’s life that is judged from outside appearance is wealth.Assumedly, if a person dresses well, they must have money to buy such a wardrobe. Though this is certainly not always the case, people generally assume that what is on the outside is reflected on the inside. In this study, people’s visual interpretation of a person and the person’s assumed wealth will be examined. The participants will be shown pictures of random people of various wealth and asked to judge their monetary net worth. The variables being stu died through this experiment are conceived attractiveness and monetary success.The goal of this experiment is to find a correlation between the two. Many studies concerning this phenomenon have been performed in the past and many books on the subject of attraction have been written. The relationship between physical attractiveness and monetary worth has been an interest for scientists for many years. As long as there has been social class, people through the ages have been judging other’s wealth by their appearance, whether people have been conscious of it or not.These studies have been important because these two variables (attractiveness and wealth) have also been linked to desire and favorability, two of the most unique and profound of human emotions, as will be discussed in the following In an experiment conducted at Georgia Southern University by researchers Dawson and McIntosh, the relationship between wealth, attractiveness, and desirability was examined (Dawson & McIn tosh, 2006). Dawson and McIntosh believed that men looked for physical attractiveness in women, whereas women looked for material resources (wealth) in men.Alternatively, the experimenters predicted that if men and women were less advantageous in these physical and monetary traits, they would compensate with other personal traits, such as personality. Participants to be judged for the experiment were randomly chosen from Yahoo Personals. Members of the opposite sex then rated the attractiveness of the participants and generated adjectives that were believed to describe the participant. For the male participants, it turned out that if they were considered less attractive or wealthy by the raters, their profile would emphasize of other positive personal characteristics.On the other hand, for the females, there was a trending phenomenon that if a profile emphasized greatly on the woman’s physical attractiveness, it concentrated little on other personal characteristics. However, there was no relation between how physically attractive the rater found the participant and what other positive characteristics were used to describe the participant. Dawson and McIntosh (2006) believed that their hypothesis was moderately supported. The judgments that people make on a person’s physical attractiveness can influence much more than the assumed size of his or hers wallet.These judgments can influence decisions as important as whom to vote for in government elections. This phenomenon was studied by Hart, Ottati, and Krumdick at the University of Alabama and Loyola University. They hypothesized that the more attractive a candidate was, the more memorable their campaign was (Hart, Ottati, & Krumdick, 2011). Hart et. al. (2011), explored this by showing participants photos of potential candidates (all Democrat) along with campaign policies.The photos and information was then removed and the participants were asked to recite all the information that they could rememb er about each candidate and answer various questions regarding their attitudes and standpoints about the candidate and his or her campaign. The results show that those who were considered novices on the subject matter, being those that were unable to remember the candidates’ specific campaign and policy points, seemed to favor those that they found more physically attractive. Alternatively, those that were considered experts on the campaign material seemed to favor the less attractive of the candidates (Hart et. l, 2011). One might ask, however, what exactly is it of a person physique that lead people the judge them as attractive? While most people look at a person’s overall appearance and make judgments based on that, there are much subtler cues that a person subconsciously picks up on. Each person’s tastes are unique, and different cues appeal to different people. Author Gordon L. Patzer Ph. D. described some of these cues in his book The Physical Attractivene ss Phenomena (1985). Overall Patzer believed that personality was the main contributing factor. While physical first impressions are important, personality is what a person really remembers.A good impressions is key. If a person makes a bad impression of themselves upon meeting someone, their negativity or foolishness will forever live on in he or she’s new acquaintance’s eyes. After personality, however, traits that spark attraction become much more minute and specific. First, Patzer believed that height was a key contributor. Women have a tendency to be attracted to a man taller than herself, though not towering. Men, on the other hand, are attracted to women who are shorter than himself, but not unproportionately so. Even if one does not consciously acknowledge it, they are taking note of everyone’s height that they meet.People also take notice of someone’s facial aspects, such as shape of the jaw, hairline, etc. (Patzer, 1985). Specific combinations o f all of these aspects, plus many more, determine how attractive a person finds another. Whereas none of these traits have an scientific relation to personal wealth, they do play a key role on how attractive someone is initially judged as. Whenever a person meets someone new, they subconsciously judge the stranger’s appearance and determine what level of attraction if had towards the stranger, even if there is no intent to pursue romantically.Other assumptions then stem off of this initial judgment of attraction. One of the most common is the attempt to judge a stranger’s wealth by their appearance and personal attraction. Scientists have been exploring the relationship between attractiveness and monetary value for years. The following study attempts to spread more light on the subject. Methods This study was designed to determine the correlation between ‘attractiveness’ and perceived wealth. Variables were defined as how personally attractive the surveyor s found the estranged participants pictured versus how monetarily wealthy the stranger was based on the surveyors’ attraction.The data was collected using a Likert Scale to represent attractiveness and a scale with different levels of wealth. The results from the experiment allowed for the ratings of ‘perceived wealth’ to be compared to the rating of ‘attractiveness’ and discover if a correlation did in fact exist between the two. Based on the results of the previous study, â€Å"Attributions of physical attractiveness† (Johnson, & MacEachern, 1985) ‘attractiveness’ should influence the perception of desirable traits, such as wealth.This may result for a multitude of reasons to be discussed in the future. Participants The participants sampled were the 10 females and 10 males pictured in the slide show. The participants varied all ages, ethnicities, and states of wealth in an attempt to make the sample’s characteristics repr esentative of the public and mildly random. All participants were retrieved off of Google with some strategy to make sure that characteristics were varied in an attempt to be representative, making it a stratified sample.Also participating were the surveyors who rated the sample of participants. The surveyors consisted of a cluster sample of the Flagler College PSY 253 class. The sample totaled 17: 12 females and 5 males. Considering that the sample consisted of college students, assumedly between the ages of 19 and 22, the surveyors were not necessarily representative of the public but rather of college students in general. The participating surveyors received no compensation other than class participation and attendance points, which were awarded simply for showing up to the class. MaterialsFor the experiment, a Powerpoint was used with 20 photos of participants, strangers to the surveyors, obtained off of Google: 10 pictures of females and 10 pictures of males, one per slide. Mat erials also included a paper survey handout on which the participants would record their responses. The survey consisted of two scales, one Likert scale rating attractiveness and one rating wealth. The Likert scale ran from 1-10 with one with the least attractive and ten the most and the scale for wealth ran from Poor($0-1000)-Average($1000-999,999)-Millionaire-Billionaire (See Appendix A).The participants provided their own writing utensils (pens and pencils). Procedure All participating surveyors were given a single handout survey (See Appendix A) by the administrators and then instructed to record their gender on the handout. Each surveyors’ gender determined whether they would be in Group A (Females) or Group B (Males). Both groups were instructed that they would be shown a slide show consisting of pictures of different individuals of the opposite sex and asked to record their opinions on attractiveness and wealth on the paper survey provided for each picture shown.Each p icture was shown for approximately ten seconds and a totally of ten pictures were shown for each group. Group A was administered the survey first. The surveys were then collected by the administrators and a slideshow with ten different pictures was shown to Group B and the participants were asked to fill out the same survey as the prior group. The surveys were then collected by the administrators, concluding the experiment. Results Data was collected using a between subjects design. This experiment examined the correlation between how a person perceives attractiveness and how wealthy the person is then assumed to be.The experiment had two variables: Variable 1, perceived attractiveness, and Variable 2, assumed wealth. Participants were administered a survey listing the two variables, Variable 1 was measured on a Likert Scale of 1-10, when Variable 2 was measured on a scale of 1 (Poor, $0=1,000), 2 (Average, $1,000-$999,999), 3 (Millionaire), and 4 (Billionaire). The mean value for V ariable 1 was M=4. 12 with a standard deviation of SD=1. 13314 and the mean value for Variable 2 was M=2. 36 with a standard deviation of SD=. 33066 (refer to Table 1).The median for Variable 2 was 3 and the mode is 2. The median and the mode for Variable 2 were both 2. The Pearson Correlation for the experiment was r=. 05 and the significance for each variable was p=. 891. This made the study’s finding significant and that there is a strong correlation between our variables. Discussion At the beginning of the experiment, it was hypothesized that there would be a positive correlation between how physically attractive someone was conceived as by a stranger and how wealthy they were assumed to be, judged on their rated attractiveness.At the end of the experiment, the results support this hypothesis. The significance of the variables was p=. 891, demonstrating that there is a high correlation between how attractive someone perceives a stranger and how wealthy the stranger is ass umed to be, confirming the hypothesis. The positive correlation of the results suggests that the more attractive a person finds a stranger, the more monetary value the stranger is assumed to have. The Pearson Correlation was r=. 05 which proves that these results were reliable.The fact that r=. 05 means that the results were very specific, with few outliers, and can be condensed to a confined ranged of results, which all fit in together to support the hypothesis. Also, the low standard deviations of SD=1. 12212 and SD=. 33066 show how little overall variation there is to the variable means among participants. The results of this study can be interestingly related to the results of other studies previously performed, while the studies themselves may not mirror each other.As discovered by Dawson and McIntosh (2006), men and women on dating websites, if considered less attractive, emphasis more of their personal traits (Dawson & McIntosh, 2006). Though it was not a component of the stu dy being examined, some participants in the photos, when less attractive, dressed better, in fancier clothing, while those who were deemed more attractive tended to wear less flashy clothes. Perhaps if a person does not consider themselves to be physically appealing, they will try to look nice in other ways in public, such as clothing.Previously discussed, an experiment by Hart, Ottati, and Krumdick (2011) revealed that voters are more likely influenced by and likely to remember candidates that are perceived as more physically attractive and tend to think higher said attractive candidates (Hart et. al, 2011). This could have a relation to the current experiment in the respects that the survey takers may have had higher expectations of the participants’ monetary value if considered more attractive. This could be because people have a tendency to hold high hopes and expectations for those they find desirable.The experiment at hand has no relation, however, to the third theory P reviously discussed by Patzer (1985). Patzer (1985) believed that there is a combination of specific attributes that causes a person to be attracted to another person. A specific feature that Patzer discussed was height, being that females prefer taller men and males vice versa (Patzer, 1985). However, there was no way for the surveyors to judge the participant’s height to their own through the pictures shown during the survey. For this experiment at least, height had nothing to do with personal attraction or attraction’s relation to wealth.There were very few flaws to this experiment that would have altered the results. The only obvious flaw was the issue of sexual orientation. For surveying ease, the experimenters divided the groups into male and female, rather than by sexual orientation because while attracted to males and attracted to females are two clear groups, there may have been bisexuals in the population and they would not have been able to take the survey t wice. So though some surveyors may have felt that they were in the wrong group and it may have had an effect on the results, it effects were nothing detrimental.If repeated in the future, perhaps the experiment would involve surveys more catering to sexual orientation rather than being limited to division of gender. On the other hand, while there may have been a flaw, there was no experimenter bias because each participants’ correct wealth was never hinted at until the end. Also, it was impossible for the surveyors to develop practice effects because the survey involved no technique or talent. Also, there was no difficulty level so there was no floor or ceiling effects. In conclusion, the original hypothesis was supported.There was a positive correlation between perceived attractiveness and assumed monetary wealth, this meaning the more attractive a person found a stranger, the person then tended to assume the stranger proportionately more wealthy. There may be more triggers behind this phenomenon but judging by the survey results, the correlation was at least fueled by the attractiveness variable. References Dawson, B. L. , & McIntosh, W. D. (2006). Sexual strategies theory and internet personal advertisements. CyberPsychology & Behavior, 9 (5). Retrieved from http://research. flagler. du:9005/ehost/detail? vid=11&hid=110&sid=29028bce-cb55-42c1-b1e2-571b81dcc38f%40sessionmgr110&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=aph&AN=22677445 Hart, W. , Ottati, V. C. , Krumdick, N. D. (2011). Physical attractiveness and candidate evaluation: a model of correction. Political Physology, 32 (2). Retrieved from http://research. flagler. edu:9005/ehost/detail? vid=5&hid=110&sid=29028bce-cb55-42c1-b1e2-571b81dcc38f%40sessionmgr110&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=aph&AN=58702305 Patzer, G. L. (1985). The physical attractiveness phenomena. Los Angeles, CA: Plenum Press