Ancient Egyptian Agriculture. Essay Example For Students

Ancient Egyptian Agriculture. Essay Ancient Egyptian Agriculture There are many valid points to be made in Ancient Egyptian Agriculture. Essay Irrigation, ploughing and planting, harvesting, and of course, crops. These will be some of the subtopics I will be touching upon in this essay of ancient Egyptian agriculture. Irrigation When the Nile is overflowing, it floods the Delta and the lands called Libyan and Arabian, for a distance of a journey of two days from both banks in places, and sometimes, sometimes less. I could not learn anything about its nature, neither from the priests nor from anyone else. I was curious to learn why the Nile is flooding for a hundred days from the summer solstice; and when this time is passed, sinks again, and the river is low during the whole winter until the summer solstice again. -Herodotus, Histories 2,19 Above, is a quote from a man recovered from an article of writing back in the ancient Egyptian times. Irrigation is a form of re-routing water, to parts of land that the water is needed, in farming terms. For Example, there are two crops, one crop is getting all the water, and its flooding. With irrigation, the farmer will re-route the water towards the other crop, as well as sharing the water with the crop that was being flooded. So now, both crops are getting enough water and they are not flooding nor suffering from drought. Natural river irrigation shaped the early landscape of ancient Egypt. Drainage was not required for the Valley to become liveable. With the natural flooding and draining of the floodplain, the annual flood allowed a single crop-season over two-thirds of the alluvial ground. Once the main canals, many of them natural, were in place, they just had to be scoured yearly to prevent their clogging up. The levees had to be raised, and smaller ditches had to be re-excavated. Organized by the regional authorities, every Egyptian had to move about thirty cubic metres of soil in about ten days every year. With this relatively small investment of labour, they kept the system in working order. Once the main canals, many of them natural, were in place, they just had to be dredged yearly to prevent their clogging up; the levees had to be raised, and smaller ditches had to be re-excavated. At the time of the highest flooding (towards the end of September) most of the Nile Valley was covered with water, only villages and cities, built on higher ground and connected by dams, were above water. Ploughing and Planting Ploughing, is the process of turning over soil, so it stays fresh and high in nutrients so crops can grow nice and big. Planting, is inserting the seeds of plants into places into the soil, where you think they would grow the best. Many tools were used to help the people of Egypt do their ploughing and planting. The Egyptian plough was lightly built and tied to the horns of the cattle. Cows were generally used for ploughing, which caused their milk production to decrease during ploughing time. A helper, often a child, led the animals, sometimes urging them on with a stick. When draft animals were unavailable, humans would pull the plough. Hoeing was another way of loosening the soil. Because the handles of the hoes were very short (an aspect of these tools even today in southern countries), this was backbreaking work. The planter of seeds walked ahead of the team, a two handled woven basket tied around his neck, his hands free for sowing. The plough covered the seeds with earth. Driving hogs or sheep over the field sometimes also served the same purpose. .u591a76091e8ad1bced75bbd704954431 , .u591a76091e8ad1bced75bbd704954431 .postImageUrl , .u591a76091e8ad1bced75bbd704954431 .centered-text-area { min-height: 80px; position: relative; } .u591a76091e8ad1bced75bbd704954431 , .u591a76091e8ad1bced75bbd704954431:hover , .u591a76091e8ad1bced75bbd704954431:visited , .u591a76091e8ad1bced75bbd704954431:active { border:0!important; } .u591a76091e8ad1bced75bbd704954431 .clearfix:after { content: ""; display: table; clear: both; } .u591a76091e8ad1bced75bbd704954431 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u591a76091e8ad1bced75bbd704954431:active , .u591a76091e8ad1bced75bbd704954431:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u591a76091e8ad1bced75bbd704954431 .centered-text-area { width: 100%; position: relative ; } .u591a76091e8ad1bced75bbd704954431 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u591a76091e8ad1bced75bbd704954431 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u591a76091e8ad1bced75bbd704954431 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u591a76091e8ad1bced75bbd704954431:hover .ctaButton { background-color: #34495E!important; } .u591a76091e8ad1bced75bbd704954431 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u591a76091e8ad1bced75bbd704954431 .u591a76091e8ad1bced75bbd704954431-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u591a76091e8ad1bced75bbd704954431:after { content: ""; display: block; clear: both; } READ: Pollution and Human Rights: Our fate is in our ha EssayHarvesting Harvesting is when after the seeds have fully bloomed, you go out and take all the plants out in an orderly fashion, so you wont ruin the soil or the seeds of your crops for next the harvest. The harvest generally took place shortly before the beginning of the next flooding, about in May or June, at times in April. The whole population took part and on big estates journeying harvesting teams were employed. These itinerant reapers began the season in the southern part of the country and followed the ripening crops downriver. The administration was involved in everything the farmer did, .

Sample Essay on Global Warming For College Students

Sample Essay on Global Warming For College StudentsAn excellent sample essay on global warming for your students might sound simple. You can give your students some easy information that they can relate to and give them some examples of arguments and positions that they can explore further. After all, there are many resources out there to help you create your own essay for the Global Warming debate.College students are usually very curious about the topic of global warming. It is the subject of the documentary, the book, and the upcoming documentary. So you know they will be taking on board the argument or the theory of global warming with greater intensity and emphasis than before. You also know that you have a unique opportunity to get in front of your students by teaching them a useful example essay that can be used in the future.A very simple strategy that you can use to generate an example essay on global warming for your college students is to give them a question. Your student s can write up a short paper of their own about the questions they ask themselves every day. Then you can put the questions in a list.In addition to the essay question, you may also want to add in facts and figures that you want your student to investigate. It can be information that relates to the argument or research on global warming. It can be data from the United Nations statistics, published research papers, or statistics from the Intergovernmental Panel on Climate Change. There are many resources available online that you can refer to in this case.Once your student's own essay has been written, you can start putting the essay together. If you use the answer choice, you will see that your student will have an increased interest in the topic. They will become more passionate and active in the debate.Youcan include a list of resources in your essay, but you should be sure that you cover all sides of the issue. For example, do not take a position as having supported or against a certain study or research. Give your student a broad spectrum of opinion.Getting a good sample essay on global warming for college students is important if you want to engage them in a meaningful discussion about the topic. You will be able to give them the perspective that they need to fully grasp the issues at hand. If they are going to prepare for the State Department or other international affairs classes, it is important to get the student's essay ready for the next semester.

African Women Essays - Gender Studies, Womens Rights,

African Women Introduction 70% of African women with disabilities get them from their husbands. In Africa, most women have little or no rights. This effects what they can do for work, how their family life is, and what future they have. Women throughout time, especially in African culture, have always been subservient to men. The status of women in Africa is second-rate. In countries like the United States, women have the same rights as men and are almost equal. But in Africa it's totally different. Women have to know that they should be equal to men. It's important to understand that every race is discriminated at one point in time. This should not happen if we have a realization. This understanding would be realizing that everyone put on this planet was created equal. DEFINE THE PROBLEM Women, unfortunately, have been very discriminated against, even in this century. Women are so cruelly thought of that now, women see nothing wrong with mental and physical cruelty towards them. Since the status of women in Africa, is so low, it has caused many men to overpower women?physically. More and more women are being beaten and thinking that it is okay because the women think men are superior to them. A frightening fact is that 16 2/3 percent of women are battered by their partners and 46% of these cases the children are beaten too. If you go to the police and complain that your husband is abusing you or hitting you the authorities would think, ?Oh well she probably deserved it!' Said Lindy Mieza. A woman named Geli wrote about her life in which she says, My mother?she constantly suffered terrible physical and mental abuse from him? Fifty percent of women in Africa women will be raped in their life time.. There were 23,806 rapes in the first six months of 1996. And what worse is that police estimate that for every rape reported another thirty-five takes place. South Africa, Already confronting the worlds worst murder rate the country has a harrowing new fact to face: there is a rape every 25 seconds.. Geli wrote, Being raped doesn't mean it's by some you don't know, I was raped by my husband and his friends? In conclusion, when men over power women, women feel less and less important and the status of women becomes worse. Poverty is a problem because most children who grow up in poverty, die there. They don't necessary get shot or killed, they end up not being able to climb out poverty and get a decent job, especially women. Women in Africa are forced to be prostitutes because they need to support their family. When women do this they end up having a bigger family. Women live in poverty in a disproportionate number. My mother lived and died in poverty and so did her mom, one day I will too because I have no food or money. Why have women become so much poorer? There is no one reason. In countries like Kenya and India, cut backs resulting from the International Monetary Fund's and Structural adjustment policies (SAP's) have affected women most because they are the main recipients of education and health. There are more women than men in poverty. Out of the 4.3 million displaced 80% of them are women. In a study carried out over 20 years the number of rural women in poverty has increased by 50% reaching an awesome 565 million. Poverty has influenced women's lives more than any factor over the last decade. If women are in poverty they will not be able to help fight to gain their rights. For many many years, generations of girls would and will give up their education for their brother because he getting an education is more important than her getting one. Lindy Mieza once said, If you look at our country, it is the women who are the first to dropped at school to give places to their brothers. Girls in Africa get a second class education. Many girls have dropped out of school because they were raped and need to take care of their babies that have no fathers. I once went to school, but then I was raped and had a baby.

Free Essays on Men And Women In The Work Place

that our forefathers wrote in the Declaration of Independence, â€Å"that all men were created equal,† held little value. Human equality was far from a reality. If you were not born of white male decent, than that phrase did not apply to you. During this period many great leaders and reformers emerged, fighting both for the rights of African Americans and for the rights of women. Three institutions where the women’s movement has become part of the workings of that institution is the church, military, and corporate world. Women have fought along time to be where they are at right now in this world. The once male dominated, corporate, "white collar" America has seen a phenomenal influx of women within the last thirty years. Although a female lawyer, physician, or CEO is no longer considered a rarity in our times, women still face quite a deal of oppression in comparison to their male counterparts. In certain situation women have always controlled some professions, and men have not made a noticeable advance in these fields. In 1970, finding a female lawyer to represent you would be a difficult task, since less than five percent of the profession were women. Today, that number has risen to almost thirty percent. The percentage of female doctors has almost tripled in the course of thirty years. Women have made a tremendous impact on the corporate world. One may wonder how did women make these extraordinary advances? For the most part, it is due to the education they receive. At the present time young girls are encouraged to enroll in classes dealing with math and science, rather than home economics and typing. As pointed out by Nanette Asimov, in her essay "Fewer Teen Girls Enrolling in Technology Classes", school officials are advocating the necessity of advanced placement, and honor classes for teenage girls, in both the arts and sciences. This support and reassurance than carries over onto college,... Free Essays on Men And Women In The Work Place Free Essays on Men And Women In The Work Place In the nineteenth century, the words that our forefathers wrote in the Declaration of Independence, â€Å"that all men were created equal,† held little value. Human equality was far from a reality. If you were not born of white male decent, than that phrase did not apply to you. During this period many great leaders and reformers emerged, fighting both for the rights of African Americans and for the rights of women. Three institutions where the women’s movement has become part of the workings of that institution is the church, military, and corporate world. Women have fought along time to be where they are at right now in this world. The once male dominated, corporate, "white collar" America has seen a phenomenal influx of women within the last thirty years. Although a female lawyer, physician, or CEO is no longer considered a rarity in our times, women still face quite a deal of oppression in comparison to their male counterparts. In certain situation women have always controlled some professions, and men have not made a noticeable advance in these fields. In 1970, finding a female lawyer to represent you would be a difficult task, since less than five percent of the profession were women. Today, that number has risen to almost thirty percent. The percentage of female doctors has almost tripled in the course of thirty years. Women have made a tremendous impact on the corporate world. One may wonder how did women make these extraordinary advances? For the most part, it is due to the education they receive. At the present time young girls are encouraged to enroll in classes dealing with math and science, rather than home economics and typing. As pointed out by Nanette Asimov, in her essay "Fewer Teen Girls Enrolling in Technology Classes", school officials are advocating the necessity of advanced placement, and honor classes for teenage girls, in both the arts and sciences. This support and reassurance than carries over onto college,...

Starbucks Essay Example | Topics and Well Written Essays - 500 words - 3

Starbucks - Essay Example The aim of this paper is to do this, as well as thoroughly investigate and consider the key elements related to these three issues. In doing this, we can come to a more understanding, knowledgeable, and critical point of view on the matter of Starbucks, its history, its strengths, and weaknesses. This is what will be dissertated in the following. It is rather well known that Starbucks has come to be, by some, regarded as a symbolic of the problems posed by globalization. In fact, several Starbucks locations were actually vandalized during a World Trade Organization in Seattle. This is why the issue of the global matters in regards to Starbucks is so essential. When Starbucks first opened its doors in Seattle in 1971, no one realized by 2006 they would be an international icon. Why has Starbucks become such a success No, they have not reached the global status of companies such as McDonalds or Nike but they are well on their way. The company is always looking ahead and re-inventing how people think about coffee. Value and quality brings customers back for more. They have offered an experience for each person who enters. Starbucks international mission is "to be a global company, making a difference in people's lives by leveraging our brand and the coffee experience to foster human connections (Starbucks Coffee Internatio

Performance, Planning and Decision-Making Essay - 1

Performance, Planning and Decision-Making - Essay Example The context will enumerate the advantages that can be experienced by an organization by selecting an appropriate leadership style. At the same time, the context of the essay will explain some inherent problems associated with one single type of leadership. At the end the researcher will state that authentic leadership approach is the best method to govern a concern in the current dynamic world. The entire context of the essay will include several empirical examples for making the analysis more robust. The essay will focus on the importance of choosing appropriate leadership style for successful organizational performance. It will critically analyze for and against the statement concerned. The analysis will be done with the help of theoretical and empirical analysis tools. The state of business complexity has significantly increased in the current era. At this juncture, business firms actively seek productive ways by which they would be able to achieve competitive edges in business (Casson and Wadeson, 2012). Efficiency of factor resources is crucially required for long-term growth of a company. However, growth and productivity of all resources can be stimulated by a leader or an entrepreneur. Many researchers observe leadership as an important causal factor affecting performance of an organization. However, there exist very few studies that show the exact ways that allow leadership to affect performance, culture and climate of a business organization. There are various researches conducted on leadership relating to human services in organizations, but little investigation has been conducted on appropriate practice of leadership in the similar context. It is believed by some researchers that an organization is able to effectively prepare growth plans in business only after determining an appropriate leadership style. This is because through leadership, management system of

Theories of Emotional Intelligence (EI)

Theories of Emotional Intelligence (EI) Discuss how intelligence and emotion are linked and refer to the differing theories that unite these features in order to assess their relevance for adults. Introduction In 1990, Mayer and Salovey wrote, ‘Emotional Intelligence‘[1] (E I) which gave rise to this concept as a medium of individual assessment that accurately describes the attributions for responses to successes and failures in life. In 1995, Daniel Goleman wrote his popular follow-up to this work, entitled, â€Å"Emotional Intelligence, Why it can Matter More than IQ. †[2] Here Goleman, expanded upon this concept and provided it with an often criticised[3] and lay version of the earlier notions of Mayer and Salovey. This paper, concentrates largely on the works of Mayer and Salovey and Goleman as a tool to establishing the inherent link between emotion and intelligence. This paper will therefore begin by giving an overview of the origins of the concept of Emotional Intelligence and how these two attributes of the human condition are linked. There will be a description and critique of the meaning, distinctive nature and importance of E I. Following this, there will be exploration of Mayer and Salovey’s four areas of E I, which are assessed on the basis of the MSCEIT ability test. These four areas will be compared with the five areas stated by Goleman and each will be critically assessed. Finally there will be a discussion of the practical applicability of E I to the education of adults and its relevance in various genres of the workforce. A. The Origins of E I 1. Emotion Mayer and Salovey stated that the traditional image of emotion is as a vice of human nature that is to be controlled as it was perceived to have the capability of fully possessing the individual to create â€Å"a complete loss of cerebral control,[4]† thus depriving him of his rationality. This was then turned on its head with the new concept of emotion as the motivating force which for the first time gave insight into emotion as an integral function of the human condition. Emotion is therefore a response mechanism whereby the appropriateness of its intensity has been determined through natural selection. 2. Intelligence The same professors then turned their attentions to intelligence, which they acknowledge the definition provided by Wechsler, which describes intelligence as: â€Å"the aggregate of global capacity of the individual to act purposefully, to think rationally, and to deal effectively with his environment. [5]† 3. Emotional intelligence The concept of emotional intelligence was therefore created by Mayer and Salovey as a means of identifying types of intelligences that go further to identify the social context of intelligence beyond that of the conventional IQ intelligence. They did this because they noticed that the two concepts are not wholly separable but their work was largely unnoticed at the time of its publication in 1990. Indeed, it was not until Goleman’s publication in 1995 when the E I concept finally gained popular recognition. The reason for this was the appeal of everyday life, and adult referencing to the E I concept, which provided it with a more workable model for the lay person. B. The Link between Emotion and Intelligence 1. What is E I? Salovey and Mayer define E I as a subset of social intelligence, namely, the ability to understand, manage and manipulate the responses of others[6]. E I is a sub-set of this concept that is defined as the ability for the individual to understand ones own feelings and the feelings of those around them: â€Å"the ability to monitor one’s own and others feelings and emotions, to discriminate among the and to use this information to guide one’s thinking and actions. †[7] The ability itself is a measurement of how an individual is able to make decisions based on their own and other’s personal, emotional responses throughout life. Goleman noticed profound differences in test groups of children in relation in simple temptation exercises when he referred back to his subjects fourteen years after the initial tests[8]. The result was a profound tangent of social maladjustment in those who acted on impulse and profound social adjustment in those who were able of overcome emotional urges. [9] 2. The Distinctive Nature of E I Unlike the conventional IQ concept, E I deals with emotion, which is given driver status as a key element to the personal influences that affect our lives. In contrast, the conventional IQ deals specifically with intellectual abilities such as dimensional perception, numerical ability, literacy and problem solving. Unlike emotional intelligence, the vital social dimension is not provided for. This means that IQ, although accurate in the determination of intelligence, provides no indication of success in life and emotional intelligence is a more complete picture[10]. 3. The Importance of E I Goleman’s writing on the subject of Emotional Intelligence has found its way into the main curricular of schools in deprived areas of the USA. An example is that of the New Haven, Connecticut Public Schools[11] with large scale unemployment and poverty. The result is an inherent need to diffuse the types of social problems that depressed areas such as these can create. The ability to understand ones own emotion, those of others around you and make decisions rationally based on these responses is vital to social wealth. This expands throughout all human, emotive concepts such as self esteem and confidence to interact with others, which inherently lead to improved abilities in leadership and teamwork. C. The three Areas of E I according to Mayer and Salovey in 1990 In order to fully understand the origins of E I, it is essential to draw upon the original three branch model of firstly, appraisal and expression, secondly, regulation and thirdly, utilization of E I that are present in the 1990 paper[12]. In 1997[13], these concepts were re-devised to encompass identification, use, understanding and management of emotion but they came after the publication of Goleman’s book, â€Å"Emotional Intelligence,† and contain the same broad concepts of the original 1990 paper. Another reason for scrutiny of the earlier work is that the 1990 text was the primary inspiration for Goleman. Explanation of the 1990 categories below does refer to the four branch model devised in 1997. 1. Appraising and Expressing Emotions in the self and others This is a double pronged notion of firstly identifying emotions in oneself and others and then using them to achieve a specific goal, which are facilitated through verbal and non-verbal communication. To understand others, perception is facilitated through body-language and empathy, all of which are key social skills. Mayer and Salovey state that clear communication of emotion is necessary in order to effectively convey feelings as well as be able to decipher emotive responses. The verbal version of clarity is therefore the use of coherent language as a way of expressing emotion. The non-verbal version of emotive expression is as far more widely used tool in emotive expression and appraisal as our specie is well adapted in the art of producing many facial expressions. E I is a recognition of the assessment level in ability to both express and empathetically decipher this non-verbal method of emotive communication. Empathy in particular is regarded by Mayer and Salovey as one of the most base and essential tools in any social specie[14]. 2. Regulating emotion in the self and others This is the process of understanding emotions in order to, ‘monitor, evaluate and regulate,’ them[15]. Mayer and Salovey also refer to the longer lasting ‘mood’ as a key facet of the emotional spectrum that also requires regulation. Moods and emotions tend not to be conscious decisions but are states of minds that the individual can learn from in order to ascertain for the future the precise environments and situations that will bring about these moods. This results in conscious efforts to either avoid or seek the behaviour that will trigger the mood. The complexity of this model is added to by further notions of social association so as to avoid jealousy and promote pride and also to more prominently recall positive mood stimulants as opposed to negative ones[16]. Further to this is the inherent desire to know full sorrow, which although somewhat baffling, is in its own right an educator as to the potential extent of profound joy[17]. Regulation of emotions in others is an essential tool for the workforce as it is key to the employer’s ability to pick out the best employees. This is determinable from indications such as appearance and grooming in the workplace, attention to work ethic, punctuality and contribution to the working environment[18]. 3. Utilization Utilization relates to the management of emotions and in the self. Mayer and Salovey refer to the varied ability in us all to ‘harness emotions in order to solve problems. ’[19] The mood that we are in will draw attention to different solutions that are dependent on a requisite mood as inspiration. This has the result that multiple moods create varied solutions that give way to skills in creativity, flexibility of planning and motivation. 5. The Meyer, Salovey and Caruso Emotional Intelligence Test (MSCEIT) In 1999, Mayer and Salovey’s 1997 four branch model of Emotional Intelligence was developed from an earlier test to measure performance tasks that assessed the ability to perceive the intensity of emotion. The test takers are required to answer questions relating to the outcome of increased intensity of emotion and changes in mood and the predominant task is to therefore select the correct course of action in a given situation. This is the E I equivalent to the IQ test and is a clear indication of the technical stance of Mayer and Salovey. D. The five Areas of E I according to Goleman 1. Self Awareness This is very similar to Mayer’s observation of the identification of emotion in oneself. Goleman points to the maxim of Socrates, â€Å"know thyself[20]† as a major key to the fulfilment of life. ‘Metacognition’ or ‘Self Awareness,’ are essential in order for us to be able to recognise our emotions and, more importantly, the thoughts that these generate: â€Å"being aware of our mood and our thoughts about that mood,† Goleman, accurately draws upon the profound spectrum of differences that are inherent among us in our ability to be self aware. He states that, on the one hand, some of us can be engulfed by our emotive responses and others can be accepting of them but neither of these groups is active in the pursuit of escape from emotional extremity[21]. On the other hand, the self aware individual applies rationality to the emotion in order to aid in its diffusion[22]. 2. Self Regulation An awareness of the self is a fundamental requirement towards self regulation which will allow us, not only to ‘know ourselves,’ but also regulate or control our emotive responses. The afore mentioned, self aware group, who actively rationalise their emotions are the most sophisticated self regulators. Plato himself made the definition between, ‘passion’s slave’ and sophrosyne[23] or: â€Å"care and intelligence in conducting one’s life; a tempered balance and wisdom,[24]† The ability to temper such emotions as rage is regarded as the forefront emotions to which escape is sought. [25] 3. Motivation Positive thinking is a further sophistication of E I that extrapolates from Mayer and Salovey’s notion on seeking specific moods. Goleman uses the concept of ‘hope,’ whose intensity in the individual will determine the outcome following a failure[26]. In simple terms, the defeatist will be utterly demoralised whereas students of a high hope will have the will power to motivate themselves to try harder. High commitment to motivation through hope will most certainly yield a positive outcome. In addition, the status of flow, which Goleman describes as the ’zone[27]’ between boredom through lack of personal stimulus and overwhelming sensations intrinsic to acute difficulty is the exact wavelength that teachers should seek in order to obtain optimum motivation. The problem however is that this is profoundly difficult in large classrooms where the state of ’flow’ is different for each student. 4. Empathy This is one of the most fundamental of emotive skills[28]. This represents his designation of the attributes that Mayer and Salovey described in their account of the ability to recognise the emotions of others. Empathy is the awareness to register the pains and the joys of others, which Goleman determines as essential for the development of ability to caring for the feelings of others and solidifies relationships between family, friends and partners. Without empathy, serious deficits of human compassion are noticeable and these can manifest in sociopath behaviour, child abuse and other acts that are inherent in a lack of empathy. 5. Social Skills The ability to determine the social structure of ones surroundings is a key skill in the development of knowing the emotions of those around us and being able to shape them. Goleman refers to the specific model of an argument between two toddlers and their mother as an illustration of sophisticated handling of emotional perception in others at extremely young ages[29]. This is related to Mayer and Salovey’s concept of appraising, expressing and regulating the emotions in others in order to achieve a specific goal. The adult counterpart is what Goleman describes as the ‘mastery’ of being able to diffuse the extreme emotions of others. E. Critical Assessment of the works The concept that Goleman adds little to the insights of Mayer and Salovey is to ignore the importance of creating a general work that is accessible to the lay individual. Emotional Intelligence is a scientific study of the interaction of the emotional and rational portions of the brain and any attempt to communicate such study and findings to the general public is surely the ultimate goal of the social science of psychology! Education in this field provides the individual with a greater understanding of how they think and react to life and it is essential that such knowledge become just as integral to the well being of basic fundaments of life as are the more practical skills of reading and writing. Further to this, the concept that Goleman is suggesting that we ‘be nice’ is an overly simplistic summary of his writings. Goleman describes intricate flaws that can occur in the neurological communication between the emotive and rational portions of the brain. He accurately describes the effect that long or short term deficits in either emotional or rational awareness can have on the personality and social, interactive skills of the individual. Meyer and Salovey argue profusely that there is more to E I than the simple feature of being nice and far from being contradicted by Goleman, he extrapolates upon this point. This is accurately illustrated by Goleman’s constant reference throughout the five elements of E I to the subjective decision making that is determined by dominance by the mind of either the emotional or rational brain portions. The result is that an argument to be nice contradicts the internal and external factors related to awareness of emotion in ourselves and others that lead to profound differences in displays of characteristics such as niceness. Goleman argues that a normative balance and sophisticated grasp of the above five skills will lead to the most positive response to a given situation and lead to the greater success in present and future life. These positive responses are not confined to displays of nicety. This is merely a common fiction that results from external perception of constant nic eness in individuals who in reality are highly attuned to their E I and reserve negative emotions for extreme situations. F. The Practical Application of E I as it applies to the education of adults The application of good E I in the work place is of fundamental importance. All five elements of E I contribute to a rounded perception of both the self and others that ensures a sophisticated navigation through the roadmap of social interaction, in which sophisticated levels of E I act to facilitate successful completion of the task in hand. The following are two key examples of how this operates in adult life. 1. Military Sophistication the Canadian Armed Forces Livingstone, Nadjiwon-Foster and Smithers prepared a on the use of Emotional Intelligence in the leadership skills of the Canadian Armed Forces[30]. The Forces are an ideal premise from which to analyse E I as they draw upon the two key areas of social interaction that are dependent on E I, namely, leadership and teamwork but that such skills are essential in all adult groups. Livingstone, Nadjiwon-Foster and Smithers draw upon Mayer and Salovey’s later four branch model of E I and identified key uses for leadership such as idealized influence of the role model and inspirational motivation that create the role model and encourage teamwork under the proficient and respected leader. Further to this, individualised consideration through attention by the leader to the individual skills and needs of each team member are fundamental to the utilization of the full potential of a company of soldiers. The intellectual stimulation required in the location of ‘flow’ and tran sformational leadership as a tool for the creation of job satisfaction are also fundamental to efficient armed forces that thrive on teamwork and leadership. 3. Sales Sales instils a third prong of skill sourced from E I and is highly useful for the adult world. This is the power of persuasion. In no other profession is the skill of establishing fast rapport and engaging in emotional sale through the rapid identification of a buying need more profound and acute than in the sales environment. This is because the hard sale technique, unlike the widespread application of E I for teamwork and leadership, requires the sales person to utilize persuasion in order to harness the emotional impulse. This carries with it a more passionate and more definite decision to make a purchase. Conclusion Analysis of both Mayer and Salovey and Goleman have revealed two outcomes. Firstly there are two versions of the E I concept of which the former is both intellectualised and scientific and the latter, by Goleman, is simplified and popular with greater reference to real scenarios as a tool to illustration. Secondly, it is emphasised that both schools are in harmony and each fulfil the two different yet essential goals for the use and teaching of E I, namely, a technical framework from which to develop further intellectual discourse in the highly relevant application of E I to adult life and secondly, a popular outreach those same adults which facilitates them with the opportunity to soul search their own personal endeavours with Emotional Intelligence. Bibliography Articles Mayer, J. D. , DiPaolo, M. T. , Salovey, P. (1990). Perceiving affective content in ambiguous visual stimuli: A component of emotional intelligence. Journal of Personality Assessment, 54, 772-781. Salovey, P. Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition, and Personality, 9, 185-211. D Wechsler, â€Å"The Measurement and Appraisal of Adult Intelligence,† (Williams and Wilkens, Baltimore, 1958) N. Cantor and J. F. Kihlstrom, â€Å"Social Intelligence: The Cognitive Basis of Personality, in Review of Personality and Social Psychology, 6P (Shaver, 1985) 15-33 Holly Livingstone, Maria Nadjiwon-Foster Sonya Smithers â€Å"Emotional Intelligence Military Leadership, Prepared for: Canadian Forces Leadership Institute (March 11, 2002, as represented by the Minister of National Defence) Salovey, P, C. , Mayer, J. D. (1993). Emotional intelligence and the self- regulation of affect. In D. M. Wegner J. W. Pennebaker (Eds. ) Handbook of mental control (Pp. 258-277). Englewood Cliffs, NJ: Prentice-Hall. Mayer, J. D. , Stevens, A. (1994). An emerging understanding of the reflective (meta-) experience of mood. Journal of Research in Personality, 28, 351-373. Salovey, P. , Mayer, J. D. , Goldman, S. , Turvey, C, Palfai, T. (1995). Emotional attention, clarity, and repair: Exploring emotional intelligence using the Trait Meta-Mood Scale. In J. W. Pennebaker (Ed. ) Emotion, disclosure, and health (pp. 125-154). Mayer, J. D. , Salovey, P. (1995). Emotional intelligence and the construction and regulation of feelings. Applied and Preventive Psychology, 4. 197-208. Mayer, J. D. , Salovey, P. , Caruso, D. R. (2000) Models of emotional intelligence. In R. J. Sternberg (Ed. ). Handbook of Human Intelligence (2nd ed), pp 396-420. New York: Cambridge. Mayer, J. D. (2000). Spiritual Intelligence or spiritual consciousness? Journal of Psychology and Religion, 10, 47-56. Text Books D Goleman, â€Å"Emotional Intelligence, Why it can matter more than IQ† (Bloomsbury, 1995) Salovey, P. , Sluyter, D. J. (1997). Emotional development and emotional intelligence. New York: Basic Books and Mayer, J. D. Salovey, P. (1997). What is emotional intelligence? In P. Salovey D. Sluyter (Eds). Emotional Development and Emotional Intelligence: Implications for Educators (pp. 3-31). New York: Basic Books. Steve Hein, â€Å"E Q For Everybody† (1996) Full text available at http://eqi. org/eqe96_1. htm Video Daniel Golemen Presents: Emotional Intelligence: A new vision for Educators (Video) (National Professional Resources Ltd, 1996) Footnotes [1] Imagination, Cognition and Personality, 9 185-211 [2] (Bloomsbury, 1995) [3] See Steve Hein’s article at http://www. eqi. org/hrcom1c. htm [4] Salovey, P. Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition, and Personality, 9, at p187 [5] D Wechsler, â€Å"The Measurement and Appraisal of Adult Intelligence,† (Williams and Wilkens, Baltimore, 1958) [6] ibid 4 at p 190 [7] N. Cantor and J. F. Kihlstrom, 2Social Intelligence: The Cognitive Basis of Personality, in Review of Personality and Social Psychology, 6P (Shaver, 1985) at pp 15-33 [8] D Goleman, â€Å"Emotional Intelligence, Why it can matter more than IQ† (Bloomsbury, 1995) chapter 3 [9] ibid [10] ibid chapter 6 at pp 80-83 [11] See â€Å"Daniel Golemen Presents: Emotional Intelligence: A new vision for Educators (Video) (National Professional Resources Ltd, 1996) [12] ibid 1 [13] See Salovey, P. , Sluyter, D. J. (1997). Emotional development and emotional intelligence. New York: Basic Books and Mayer, J. D. Salovey, P. (1997). What is emotional intelligence? In P. Salovey D. Sluyter (Eds). Emotional Development and Emotional Intelligence: Implications for Educators (pp. 3-31). New York: Basic Books. [14] ibid 1 at p 192 [15] ibid 1 [16] ibid 1 at p 195 [17] ibid 1 at p 196 [18] ibid [19] ibid 1 at p 199 [20] See Goleman chapter 4 [21] ibid p 48 [22] ibid [23] See Goleman at p 56 [24] Quoted from the translation of the ancient Greek by Page DuBois. See Goleman at p 56 (ch 5) [25] Goleman at p 59 [26] Goleman at p 89 [27] Goleman at pp 93-95 [28] Goleman at Chapter 7 [29] Goleman at pp 111-113 [30] Holly Livingstone, Maria Nadjiwon-Foster Sonya Smithers â€Å"Emotional Intelligence Military Leadership, Prepared for: Canadian Forces Leadership Institute (March 11, 2002, as represented by the Minister of National Defence)