Eiprin

PAGE
Articles, Graphic Organizer

and Reader Response
a. Concept and theories

of intelligence 3-9
b. EQ competencies
c. Importance of EQ to 10-15
students 16-20
d. Importance of EQ to
teachers 21-26
e. Current issues in EQ
27-32
References 33
1
EMOTIONAL INTELLIGENCE COURSEWORK 2010
2
a. Concept and theories of intelligence
ARTICLE 1:
Educational Psychology
By S. B. Kakkar
3
4
5
6
a. Concept and theories of intelligence
ARTICLE 2:
Emotional intelligence (EQ)
emotional intelligence theory (EQ - Emotional Quotient)
Emotional Intelligence - EQ - is a relatively recent behavioural model, rising to prominence with

Daniel Goleman's 1995 Book called 'Emotional Intelligence'. The early Emotional Intelligence
theory was originally developed during the 1970s and 80s by the work and writings of
psychologists Howard Gardner (Harvard), Peter Salovey (Yale) and John 'Jack' Mayer (New
Hampshire). Emotional Intelligence is increasingly relevant to organizational development and
developing people, because the EQ principles provide a new way to understand and assess
people's behaviours, management styles, attitudes, interpersonal skills, and potential. Emotional
Intelligence is an important consideration in human resources planning, job profiling,
recruitment interviewing and selection, management development, customer relations and
customer service, and more.
Emotional Intelligence links strongly with concepts of love and spirituality: bringing compassion
and humanity to work, and also to 'Multiple Intelligence' theory which illustrates and measures
the range of capabilities people possess, and the fact that everybody has a value.
The EQ concept argues that IQ, or conventional intelligence, is too narrow; that there are wider
areas of Emotional Intelligence that dictate and enable how successful we are. Success requires
more than IQ (Intelligence Quotient), which has tended to be the traditional measure of
intelligence, ignoring eseential behavioural and character elements. We've all met people who
are academically brilliant and yet are socially and inter-personally inept. And we know that
despite possessing a high IQ rating, success does not automatically follow.
Different approaches and theoretical models have been developed for Emotional
Intelligence. This summary article focuses chiefly on the Goleman interpretation.
The work of Mayer, Salovey and David Caruso (Yale) is also very significant in the
field of Emotional Intelligence, and will in due course be summarised here too.
http://www.businessballs.com/eq.htm
7
GRAPHIC ORGANISER
CONCEPT AND THEORIES OF

INTELLIGENCE
Concept
Theories
Spearman two factor theory:

>"g" ability in general.
> "s" ability for the task in
question.
The term IQ is not Thorndike multifactor theory:

used in reference > Holds that a person total
to adults. intelligence is made up of a large
number of specific abilities, not
bound together by a common
factor.
Kelley's group factor theory:

> Explains the resemblence
between test through six groups
beside one general factor,which
explain the left over relation.
Educators and
Laymen use the word
"intelligence" in two
ways:
> Brightness Guillford's structure of intelect:
> Mental Age(MA) > Aimed of studying many such categories as
reasoning,creativity,planning,associative
ability,classifying skill,foresight,and flexibility.
Reflects both the

native element and Piaget's theory of intelligence:
> States that the relationship
the fact of change in between the mind and biological
the intelligence organizationis the starting point
related age. of any study on the origins of
intelligence.
8
READER RESPONSE
Based on our understanding, intelligence simply means the way of doing things that may
be narrated either series of contrasts which, when put together as a list of disjuncts, may be
called contrast-criteria of intelligence or characteristic activities which comprise the criteria of
intelligence. It is a determinable disposition and that it is a species of knowing how, a kind of
ability, competence, or skill. Intelligence derives virtually all of its significance from such a use.
As far as the concept of intelligence is concerned, the occurrences referred to are publicly
observable ; the significance of intelligence is predicated on outward criteria. Emotional
intelligence is an important consideration in human resources planning, job profiling, recruitment
interviewing and selection, management development, customer relations and customer service,
and more. Intelligence has an adverbial significance. Derivative from the function of the adverb,
"intelligently, " as a verb modifier, the concept has essential reference not to specific verbs, but
rather to the manner or style of proceeding of nearly any verbs descriptive of the proceedings of
an agent, so that whether the concept of intelligence is determinable or determinate is not
discoverable from grammatical features alone. intelligence is a species of " knowing-how " runs
afoul of the fact that abilities can be exercised unintelligently whereas liabilities may be
exercised intelligently. Emotional Intelligence links strongly with concepts of love and
spirituality: bringing compassion and humanity to work, and also to 'Multiple Intelligence'
theory which illustrates and measures the range of capabilities people possess, and the fact that
everybody has a value.
9
b. EQ competencies
ARTICLE 1:
What skills?
But what exactly might such skills be? In his book, Daniel Goleman gives a considerable list.
Here are some indications inspired by a list quoted by Goleman from a book called Self
Science: The Subject is Me (2nd edition) by Karen Stone McCown et al. [San Mateo, Six
Seconds, 1998]
Self awareness
One of the basic emotional skills involves being able to recognise feelings and put a
name on them. It is also important to be aware of the relationship between thoughts,
feelings and actions. What thought sparked off that feeling? What feeling was behind
that action?
Managing emotions
It is important to realise what is behind feelings. Beliefs have a fundamental effect on the
ability to act and on how things are done. Many people continually give themselves
negative messages. Hope can be a useful asset. In addition, finding ways to deal with
anger, fear, anxiety and sadness is essential: learning how to soothe oneself when
upset, for example. Understanding what happens when emotions get the upper hand
and how to gain time to judge if what is about to be said or done in the heat of the
moment is really the best thing to do. Being able to channel emotions to a positive end is
a key aptitude.
Empathy
Getting the measure of a situation and being able to act appropriately requires
understanding the feelings of the others involved and being able to take their
perspective. It is important to be able to listen to them without being carried away by
personal emotions. There's a need to be able to distinguish between what others do or
say and personal reactions and judgements.
Communicating
Developing quality relationships has a very positive effect on all involved. What feelings
are being communicated to others? Enthusiasm and optimism are contagious as are
pessimism and negativity. Being able to express personal concerns without anger or
passivity is a key asset.
Co-operation
Knowing how and when to take the lead and when to follow is essential for effective co-
operation. Effective leadership is not built on domination but the art of helping people
work together on common goals. Recognising the value of the contribution of others and
encouraging their participation can often do more good than giving orders or
complaining. At the same time, there is a need to take responsibilities and recognise the
consequences of decisions and acts and follow through on commitments.
10
Resolving conflicts
In resolving conflicts there is a need to understand the mechanisms at work. People in
conflict are generally locked into a self-perpetuating emotional spiral in which the
declared subject of conflict is rarely the key issue. Much of the resolution of conflicts
calls on using the other emotional skills mentioned here.
Alan McCluskey, St-Blaise.
For further information about Emotional Intelligence:

Emotional Intelligence Services, http://ei.haygroup.com - information, resources, tools and an
online test of Emotional Intelligence, including insights from Daniel Goleman, bestselling author
of Emotional Intelligence.
home + learning + networked society + dossiers + extras + what's new + index
All texts on "Connected" are open for comment. Don't hesitate to send us yours.
Copyright , e-news, Alan McCluskey, all@connected.org
Blog: My Notebook - LinkedIn: Portfolio - DIIGO: Links
Created: February 28th, 1997 - Last up-dated: April 28th, 2000
Source: http://www.connected.org/learn/school.html
11
b. EQ competencies
ARTICLE 2:
EQ Competencies and Your EQ
Wondering what your EQ is? Want to know how to improve it? You can take an assessment
that gives you an EQ Score - if you're interested, let me know. It measures the competencies
described below. (Again, I draw on Dr. Laura Belsten for her definition of competencies.)
Personal Competence - These competencies determine how we manage ourselves
Self-Awareness
Knowing one's internal states, preferences, resources, and intuition
o Emotional awareness: Recognizing one's emotions and their effects
o Accurate self-assessment: Knowing one's strengths and limits
Personal power: A strong sense of one's self-worth and capabilities; self confidence
Self-Management
Managing ones' internal states, impulses, and resources
o Emotional self-management: Keeping disruptive emotions in check
o Integrity: Maintaining high standards of honesty and ethics at all times
o Innovation & creativity: Actively pursuing new approaches and ideas
o Initiative & bias for action: Readiness to act on opportunities
o Resilience: Perseverance and diligence in the face of setbacks
o Achievement drive: Striving to meet a standard of excellence
o Stress management: Working calmly under stress and pressure
o Realistic optimism: Expecting success; seeing setbacks as manageable; persisting in
achieving goals despite obstacles and setbacks.
12
o Intentionality: Thinking and acting on purpose and deliberately
Social Competence - These competencies determine how we handle relationships
Social Awareness
Awareness of others feelings, needs, and concerns
o Empathy: Sensing others' feelings and perspectives, and taking an active interest in their
concerns
o Organizational awareness: Reading a group's emotional currents and power relationships
o Service ethic: Anticipating, recognizing, and meeting customers' needs
Social Skills
Adeptness at inducing desirable responses in others
o Developing others: Identifying others' development needs and bolstering their abilities
o Influence: Wielding effective tactics for persuasion
o Communication: Listening attentively and fostering open dialogue
o Conflict management: Negotiating and resolving disagreements
o Visionary leadership: Inspiring, guiding and mobilizing individuals and groups; articulating a
clear, compelling and motivating vision for the future
o Catalyzing change: Initiating, managing and leading change
o Building bonds: Nurturing and maintaining relationships, cultivating a wide network; connecting
with others on a deeper rather than superficial level.
o Teamwork & collaboration: Working with others toward shared goals. Creating group synergy
in pursuit of collective goals.
o Building trust: Being trustworthy and ethical when working and relating to others; ability to
establish a bond of trust with others.
Source: http://www.pursueu.com/pursue_u/2006/09/emotional_intel.html
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GRAPHIC ORGANISER
EQ COMPETENCIES
Self-Awareness
Knowing one's internal states, preferences,
resources, and intuition
> Emotional awareness
> Accurate self-assessment
Personal power: A strong sense of one's self-

worth and capabilities; self confidence.
>Realistic optimism
>Stress management
>Achievement drive
>Resilience
>Initiative & bias for action
>Innovation & creativity
>Integrity
>Emotional self-management
> Social Competence
>Intentionality
Social Awareness
Awareness of others feelings, needs, and
concerns
>Service ethic
>Organizational awareness
>Empathy
Social Skills
Adeptness at inducing desirable
responses in others
>Developing others
>Influence:
>Communication
>Building trust
>Visionary leadership
>Catalyzing change
>Building bonds
>Teamwork & collaboration
>Conflict management
14
READER RESPONSE
Based on our understanding after reading the article, many EQ competencies

we may get. One of the EQ competencies is helping in being aware of the relationship between
thoughts, feelings and actions. It also helps in managing emotions, Being able to channel
emotions to a positive end is a key aptitude. We can also measure a situation and being able to
act appropriately requires understanding the feelings of the others involved and being able to
take their perspective. Developing quality relationships has a very positive effect on all involved.
Being able to express personal concerns without anger or passivity is a key asset. Being able to
express personal concerns without anger or passivity is a key asset. With EQ, we can co-
operate efficiently. Knowing how and when to take the lead and when to follow is essential for
effective co-operation. Effective leadership is not built on domination but the art of helping
people. In resolving conflicts there is a need to understand the mechanisms at work. People in
conflict are generally locked into a self-perpetuating emotional spiral in which the declared
subject of conflict is rarely the key issue. Much of the resolution of conflicts calls on using the
other emotional skills and can only be obtained with EQ.
15
c. Importance of EQ to students
ARTICLE 1:
EQ>IQ: The Value of Social and Emotional Learning
George Lucas discusses the importance of developing emotional intelligence in

students.
by George Lucas
Share Forward Comments(2) Comment RSS Print
Credit: Kristen Funkhouser

Emotional intelligence is becoming a vital skill in this Digital Age, as important -- perhaps more
so -- than a high degree of intellectual intelligence. As the workplace becomes more specialized,
from offices to medical centers to factories, teams of people must accomplish their work by
collaborating with each other. In my work in filmmaking, we need talented individuals with
technical skills, but their abilities to communicate and work with others are just as valuable.
One of the most important things our schools can do to prepare students is to teach emotional
intelligence. The teacher can be the most powerful force in modeling and teaching how to control
anger, resolve conflicts, and motivate students. This is something no computer, no machine, can
ever do. Nothing is as powerful as the human touch in education: the ability to whisper in a
student's ear, give them a pat on the back, and say, "You're right! That's a very interesting way of
looking at it."
With the current emphasis on the professional development of teachers, I hope more school
districts and schools of education will offer courses and workshops on this crucial, but
undervalued, aspect of teaching.
This article originally published on 4/15/2001

Source:
http://www.edutopia.org/eq-iq
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c. Importance of EQ to students
ARTICLE 2:
The Importance of Emotional Intelligence

Emotional Intelligence what is it?
Dr. Rueven Bar-On, internationally known expert and pioneer in the field of emotional intelligence, has
been involved in defining, measuring and applying various aspects of emotional intelligence since 1980.
Coining the term Emotional Quotient, or EQ, Dr. Bar-On defines emotional intelligence as the
aspect of human intelligence that governs our ability to recognize, understand, control and use
emotions in solving problems of a personal and interpersonal nature.
Numerous studies on emotional intelligence show that people with higher EQ are more likely to
be successful in performance and effectiveness than those with lower EQ - especially those with
leadership and management roles. According to the book, The EQ Edge, intelligence quotient
(IQ) can predict only 1%-20% of success in a given job while EQ has been able to predict 27%-
45% of success. In a survey of 733 multi-millionaires as published by Thomas Stanley in his
book, The Millionaire Mind, the top five factors for their success were reflective of emotional
intelligence. IQ was ranked as number 21 out of 30 factors listed.
Leadership Success and Derailment Survey

Factors Success Derailment
Relationship Building 23.8% 45.3%
Cognitive Ability (IQ) 23.8% 10.5%
Communication 16.4% 5.2%
Decisiveness 13.4% 2.0%
Self-Management 16.4% 26.3%
Technical Ability 5.9% 10.5%
Source: Center For Creative Leadership
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Who benefits from knowing their EQ?

We serve individuals and professionals in all markets and industries throughout the United States. Since
emotional and social intelligence can be developed over time, awareness and commitment to develop
them now can pave the way to future achievements.
Young adults entering college or the workforce can benefit just as much as those already in the
workforce aspiring for better careers. For future success, many invest in developing only their
Intelligence Quotient (IQ), or cognitive ability, but dont put enough effort in developing their Emotional
Intelligence, also known as Emotional Quotient (EQ). Developing both IQ and EQ is important to
achieving sucess.
Businesses of all sizes have used the EQ-i to assist their efforts in recruiting (pre-hire screening), team-
building, and succession planning. They have also used it for stress, change, performance or leadership
development initiatives. Professionals who utilize the EQ-i to improve company performance varies
from small business owners/managers, executives, HR professionals, recruiters, trainers, consultants,
and front-line managers from all industries.
Job applicants have used the EQ-i for career-planning and to promote differentiators in the selection
process.
The EQ-iis not just for the work environment. Youth groups, friends and family members have used
the EQ-i for the purpose of awareness to build confidence, reduce stress, and improve social skills -
whether they are communicating at home, at school, at church, or at other social functions.
18
GRAPHIC ORGANISER
IMPORTANCE
OF
E.Q
TO STUDENTS
SCHOOLS HOME FUTURE
BETTER
MUTUAL COMMUNICATION
UNDERSTANDING
WITH
BETWEEN STUDENT
PARENTS
AND PARENTS
Problem sharing
Why are parents
wanting us to do so? Difficulties faced in
daily life
RESOLVE CONFLICTS AMONG

FRIENDS CONFIDENCE IN CAREER
BETTER CHOICE
PERFORMANCE IN Find a solution for the problems
DAILY TASKS face e.g know which path of
career is best for them
e.g homework,
drama play, sport
activities
BUILDINDG A
CLOSER BOND OF
FRIENDSHIP
Understand one
anothers feeling
Respect others right
BUILDING BETTER SOCIETY
OR COMMUNITIY
e.g mutual respect with one
another
MOTIVATION FOR
ABILITY TO CONTROL
FEELING IN DIFFERENT SELF-SUCCESS
SITUATION
e.g anger, overjoyed,
anxiety
19
READER RESPONSE
Based on our understanding EQ are also important to students. One of the

importance of EQ towards students is to teach prepare students is to teach emotional intelligence. .
Since emotional and social intelligence can be developed over time, awareness and commitment to
develop them now can pave the way to future achievements.
Teachers are the most powerful models in teaching and to make the students patient, being able to
control anger, resolve conflicts in school and life, and finally motivate students. Nothing else, no one
else can teach the students to do so. Young adults entering college or workforce aspiring for better
careers. EQ is very vital for students cause it basically helps the students with their life; how to manage
stress, how to manage selves, how to manage emotions and others. Without EQ students will not do
good in their life, whether socially or academically. They will not be able to do the best and will turn out
to be suicidal when life has got the best of them. So, we must realize the competence of EQ and apply
what we have also to do things calmly so we will not regret actions that we are going to take in the
future.
20
d. Importance of EQ to teachers
ARTICLE 1:
EFFECT OF SCIENCE OF CONSCIOUSNESS ON EMOTIONAL INTELLIGENCE OF TEACHER-TRAINEES
Emotional-Intelligence
Defining the term Goleman (1995) states that A degree of emotional intelligence is awareness of ones own and
other peoples feeling such as sympathy, compassion, motivation and the ability to respond to pain and pleasure
appropriately. According to Solovey (1990) : Emotional Intelligence is a type of social intelligence that involves
the ability to monitor ones own and others emotions to discriminate among them and to use the information to
guide ones thinking and actions
IMPORTANCE OF EMOTIONAL INTELLIGENCE
It is beyond doubt that human society has made enormous development in almost all the fields. Science and
technology have provided us with all the luxuries and comforts of life but only at the cost of our inner peace. We
have become extremely materialistic and are ready to go to any extent for worldly possessions. Our selfish desires
and ignorance have led to the deterioration of society. Antisocial activities, crimes, ill practices, corruption, murder
and suicide cases are increasing in leaps and bounds.
On analyzing the present scenario we can say that all this is due to undeveloped psychic aspect of human beings
today which has led to a lack of emotional intelligence in them. Teachers being a part of society are also negatively
influenced by all this. Hardly a day goes by without news stories featuring teachers misbehavior, harassing of
students, teachers indulgence in aversive acts of brutally beating their students, unsympathetic attitude, lack of
dedication towards job etc. Teachers flaws are reflected back in their students and ultimately in society thus
continuing the vicious cycle. In order to snap this cycle it is utmost important to develop emotional intelligence of
teacher trainees so that they can self regulate their feelings and contemplate broadmindedly on various issues of
life. This will not only help in improving the education system but also in reforming society.
Developing emotional intelligence of teachertrainees will result in developing skills and attitudes which will allow
them to develop empathy with their students who will become leaders of tomorrow. In a context in which the
teachers role in fostering active citizenship is being affirmed (Teaching Council, 2006), the capacity of teachers to
be 'emotional workers' is central to their capacity to engage in development of education. A teacher who lacks
emotional intelligence can never do justice with teaching profession.
21
CHARACTERISTICS AND ABILITIES ENCOMPASSED BY EMOTIONAL INTELLIGENCE
Self-Awareness Observing yourself and recognizing a feeling as it happens
Mood Management Handling feelings so that they are appropriate, realizing
what is behind a feeling and finding ways to handle fears and anxieties, anger
and sadness.
Self-Motivation Channeling emotions in the service of a goal, emotional
self-control and delaying gratification and stifling impulses
Empathy Sensitivity to others' feelings and concerns and taking their
perspective, appreciating the difference in how people feel about things and
tuning into their verbal and nonverbal clues
Managing Handling interpersonal interaction, conflict resolution and

Relationships
negotiations and managing emotions in others
Source:
http://www.scribd.com/doc/7285189/Effect-of-Science-of-Consciousness-on-Emotional-Intelligence-of-
Teachertrainees
22
d. Importance of EQ to teachers
ARTICLE 2:
The usefulness of emotional intelligence during transition to middle school
It seems reasonable to assume that emotional intelligence enables students to cope and adapt to the
emotional experiences of role strain and their concerns as they transition from elementary school to
middle school or middle school to high school.
Emotional intelligence is not something that researchers just created. When Gardner (1993) challenged
the idea that there is only one way to be smart, he discussed seven distinct intelligences. Among them
were interpersonal intelligence which is the ability to understand other people, and intrapersonal
intelligence which is the ability to understand yourself. Goleman (1996) credited Salovey and Mayer
with considering and expanding Gardner's personal intelligences when coformulating the theory of
emotional intelligence. They believe there are three areas of emotional intelligence: understanding and
expressing emotions in one's self and others, regulating emotions in self and others, and using emotions
in thinking, reasoning, problem solving, and creativity. Schilling (1996) suggested that an individual's
emotions rapidly organize the responses of an individual's biological system and put the individual in an
optimum condition to respond. She further suggested that emotions establish the individual's position
relative to environmental events, guiding toward some situations and repelling from others.
Emotions also allow for individual defense, love, protection of values, mourning of loss, and overcoming
difficult obstacles in pursuit of goals. All areas of life (i.e., health, learning, behavior, and relationships)
are influenced by emotions. Several authors (Elias, 1993; Goleman, 1995; Jensen, 1998) advocated
emotional intelligence as an important factor in predicting success and the capacity to solve problems.
Emotional intelligence focuses on the individual's ability to recognize and use his or her emotional state
to solve problems and may very well be the key to an individual's survival. Emotional intelligence is
viewed by advocates as a different way of being smart.
Goleman explained that strong emotions are the basis for the impulse to action. The management of
those impulses is the basis of emotional intelligence. An emotionally intelligent student would tend to
seek mature and rational solutions to problems. Emotional intelligence is a driving factor that can
contribute to students' success. Conversely, a lack of emotional intelligence tends to lead to anger and
defiance, loneliness and depression, impulsive aggression, and a worried and nervous outlook.
23
Elias (1993) indicated that the transition into middle school required students to be capable of accepting
many social challenges. Students need to be able to communicate, participate and work cooperatively,
to have self-control, and to be able to resolve conflicts thoughtfully without resorting to avoidance or
aggression. In other words, students need to be emotionally intelligent.
Middle school educators would be reasonable to assume that students with higher emotional
intelligence would have greater capacity to cope and adapt to transition trauma. Goleman (1996) and
Elias, Ubriaco, Reese, Gara, Rothbaum, and Haviland (1992) asserted that emotions would affect
learning. Students who have the skills to use their emotional abilities appropriately would be capable to
address the emotional challenges of entering a new school environment and successfully adjust to the
basic differences between elementary and middle school. Students who are emotionally competent will
manage their own feelings well, recognize and respond effectively to the feelings of others, tolerate
frustration better, and be less impulsive and more focused.
The transition into middle school characterizes the end of childhood and presents an emotional
challenge, especially when coupled with the natural changes that occur with adolescence. If the
transition to middle school is conceptualized from the perspective of the students' adaptation to social
and academic tasks, then the transition process can be considered an event that taps the students'
resources for adaptation. Emotional intelligence can be considered an underlying reason why some
students would be more successful than others through the transition period. If transition trauma is
manifested during the transition period, then students with more emotional intelligence skills will be
able to cope and adapt more easily, resulting in stronger abilities to succeed both academically and
socially.
Source:
http://www.nmsa.org/Publications/MiddleSchoolJournal/Articles/January2002/Article10/tabid/411/Default.aspx
24
GRAPHIC ORGANISER
TEACHERS
WITH EI WITHOUT EI
Teachers
Regulate feelings misbehaving
broadmindedly
Students harassed &

Improve the abused brutally
education system
Lack of dedication
towards job
Reform society
Unsympathetic
Develop empathy attitude
Anger & defiance

Solves problem
rationally
Loneliness &
depression
Optimize condition to
respond
25
READER RESPONSE
Based on my knowledge after doing some research on EQ, one of the importance
towards teachers that I know of is that it helps the teachers to do things more efficiently. Teachers with
high sense of empathy will be able to shape and mend the students easily, also being able to keep the
relationship between students and teachers in good condition. For example teachers must also consider
the students schedule, extracurricular activities, extra classes, and other homework given by other
teachers before giving the students truck loads of homework. Students cannot be pressured like that.
Teachers must always bear in mind that it is not about the quantity. Instead, it is about the quality.
Teachers with high level of EQ are all respected and loved by their students. An emotionally intelligent
teacher would tend to seek mature and rational solutions to problems. Emotional intelligence is a
driving factor that can contribute to teachers' success in teaching the students to be a better person
with bright future. Conversely, a lack of emotional intelligence tends to lead to anger and defiance,
loneliness and depression, impulsive aggression, and a worried and nervous outlook. Therefore, it is very
important that teachers must have a high level of EQ.
26
ARTICLE 1:
Shelter Home: Get to root problem of baby dumping

By LOH FOON FONG
newsdesk@thestar.com.my
PETALING JAYA: Baby hatch centres may not be necessary if the root problem of baby
dumping and other intervention support systems were well established, said Shelter Home
executive director James Nayagam.
He said the newly set up OrphanCARE, a non-profit organisation for welfare and orphan
management, did not resolve the root problem of baby dumping and was a waste of taxpayers
money.
The baby bank is nothing new and it is just treating the symptom, he said in a telephone
interview yesterday.
Nayagam said it was more important for society and families to be supportive as single mothers
feared being stigmatised by society and ostracised by family, and Muslims feared being
persecuted.These were reasons for the mothers to dump their babies, he said, adding that such
mothers would keep their babies if there was support from their boyfriends or parents.
On Saturday, the Women, Family and Community Development Ministry and OrphanCARE set
up the countrys first baby hatch for mothers to secretly leave their unwanted newborn to be put
up for adoption.
Nurulsalam general manager Dr Hartini Zainudin agreed that the baby hatch centre would not
have been necessary if there was a support system.
The issue is about the lack of support, counselling services and intervention programmes for
the mothers, she said.
She said the fact that Muslim women were punished by way of caning for having illicit sex would
encourage them to dump their babies.
We have had mothers refusing to step forward to register their babies who are born out of
wedlock because they are afraid of getting caned.
They are already pregnant and it is not going to stop unwed mothers from having babies, she
added.
Dr Hartini called for a more constructive approach rather than punitive ones such as providing
adequate reproductive and sex education in schools, universities and welfare homes;
counselling programmes for men and women on sexual issues; and a support service to help
mothers keep their babies or give them up for adoption.
The problem could be resolved only if the Government and non-governmental organisation
played their respective roles, she added.
27
ARTICLE 2:
Intelligent Tutoring and Mentoring for Effective Learning

By Carol Luckhardt Redfield and Gisele Larose
In 2010 and beyond we expect to see a leap from traditional higher education, in which
each student chooses one university and one curriculum, to a blended approach within more
than one institution. Blended learning combines the benefits of instructor-led training with the
advantages brought by a variety of technologies to create a program that offers different forms
of e-learning to suit different learning styles.1
We already know that better learning outcomes result from one-on-one tutoring that presents
different content for different students depending on their individual needs and
preferences.2 Yet, the cost and time intensiveness of one-on-one tutoring in any learning
environment can be prohibitive within todays budget realities. Electronic tutors and
specifically intelligent tutoring systems can personalize learning, providing a more
convenient, less expensive solution for a diverse generation of students with changing needs by
keeping costs down and more effectively using instructors time.3
Researchers and educators have worked for years to create computer tutors that employ
artificial intelligence to model a students knowledge. Theyve succeeded in offering a new
avenue for tutoring in which computer programs seem almost as adaptive and responsive to a
students needs as a human tutor, with fidelity ranging from two-dimensional computer screen
presentations to multidimensional virtual reality. Some researchers, including Albert Corbett,
senior research scientist in the Human-Computer Interaction Institute and co-director of
the Pittsburgh Advanced Cognitive Tutor Center at Carnegie Mellon, believe that electronic
tutors have already surpassed the effectiveness of human tutors.4
Tutor-Mentor Resource Centers

One future model we envision with roots in ancient learning traditions is a tutor-mentor learning
resource center an on-campus community gathering place for meeting, learning, playing, and
mentoring. There, tutoring might be supplied by a combination of a computer program, a peer
student, an adult mentor, or an instructor. A typical day at a tutor-mentor learning resource
center might look like this:
Pooja checks in with her home base advisor for any information she needs to know for the day.
She gets her suggested curriculum from the plan that she, her teacher, and her mentor created
together at the beginning of the month. She then goes to one of the computers in the room and
logs on to her course management system, which notifies her of her progress in each subject
area. She sees a prompt in the Algebra I section of the timeline asking her to review some
material again. She clicks onto the new Algebra material and is excited to see that she can learn
the skills through a game. After more than an hour playing the Algebra game, she starts to learn
from her mistakes. Upon ending the game, she sees a score pop up to show that she has
improved her results. Pooja then meets with a classmate from a grade above for a 45-minute
peer-tutoring session on chemistry. Lunch is time for a break to eat and walk outside. After
lunch, she has a meeting with a group of students working on a project to build a computer
model of a lunar base with a support infrastructure. She goes online to do some research for the
28
project and posts some questions on the course management system discussion board. After
she finishes, Pooja takes a test and saves her student history file to her backup folder. After her
test, she e-mails one of her mentors for the lunar base project, reporting the decisions she and
her team made earlier that day. She checks the discussion board and finds answers to some of
her questions from just a few hours before. Near the end of her visit, Pooja takes a seat in the
centers large classroom to hear a speaker from a research institute talking about renewable
energy and fuel-cell technologies.
As part of the tutor-mentoring experience, instructors and mentors will no longer impart
knowledge; they will facilitate students acquisition of knowledge. Key to the learning experience
will be electronic tutors, specifically intelligent tutoring systems,5 which will extend the reach of
instructors, peers, mentors, and students engaged in self-study. We believe intelligent tutoring
will be integral to the future of higher education, whether because of the convenience of its
anywhere, anytime access, its cost effectiveness, or its ability to engage students.
Personalized Tutoring
Electronic tutors can deliver material through games, videos, movies, and exercises a more
exciting menu for any student, but especially those with learning differences. One of the most
prominent groups of students who benefit are those diagnosed with attention deficit disorder
(ADD). Many people with ADD have difficulty accomplishing learning goals, despite high levels
of intelligence. Yet, when a blended learning approach is applied in the right environment for
just-in-time access, it can provide an ADD student with repetition that aids comprehension.
Electronic tutors personalize learning much like a human tutor. When the course content
presented is based on evaluation of the students performance and knowledge, the resulting
dynamic presentation differs for each student. Though recent research disputes the theory that
students learn better when teaching methods are linked to their learning preferences (whether
visual, verbal, or kinetic),not everyone agrees with the new research.6
Also, computer tutors can rouse less anxiety in students than human tutors: Learners can
practice as much as they want and make mistakes without anyone else knowing.
Another group of students who might benefit from intelligent tutoring by computer are those with
life circumstances that make in-person attendance difficult those who are home-bound or do
not have easy access to schools, such as students with severe disabilities or students living in
rural areas. If distance learning technology is available, learners can access the knowledge from
wherever they are, in between regularly scheduled teleconferences with the instructor.
Meeting Student and Instructor Goals

Electronic tutors can also benefit instructors increasingly asked to report learning outcomes to
accrediting bodies, by providing enhanced capabilities to manage learning objectives. For
example, when integrated with a course management system such as WebStudy or Angel
Learning, intelligent tutoring technology allows an instructor to view the progress of students
learning objectives for the entire course through a dashboard reporting feature. This type of
electronic tutoring system can help instructors determine what material is presented to each
student and create rules to release additional materials to students based on their assessment
results. Ideally, a student and an instructor can see immediately what progress the student is
making toward a learning objective by viewing a status bar showing the percent completed. It is
exciting to think that presentation of course content can adapt in response to student
performance and be driven by the combined goals of student and instructor.
29
The Future: Immediate and Engaging
With the information overload we all face, students can benefit from a learning environment that
is immediate, engaging and fun. For students with different learning styles and life
circumstances, instructors must be able to provide what each student needs at each moment so
that all students can learn and understand the concepts and skills being taught. The tutor-
mentor learning resource center brings blended learning full circle by combining the most
ancient learning traditions with the most futuristic intelligent tutors. Imagine the possibilities for
learning as the field of intelligent tutoring evolves to work with course management systems in
providing students and educators with integrated, affordable, just-in-time learning software
solutions. Then add the promise for learning as tutor-mentor learning resource centers emerge
in every corner of the world. Pervasive and effective education can have a huge impact on
society and human welfare. Perhaps new methods of teaching and learning will bring the goal of
eradicating poverty within closer reach if we can provide the infrastructure.
Gisele Larose
President
WebStudy, Inc.
Carol Luckhardt Redfield

Associate Professor and Graduate Program Director
St. Mary's University
Source: http://www.educause.edu/
30
GRAPHIC ORGANISER
Important for society and families to be

supportive as single mothers feared being
stigmatised by society and ostracised by
family
Lack of support, counselling services and

Baby hatch
intervention centres for the mothers
programmes
Shelter Home: may not be necessary
get to the root
problem of baby
dumping More constructive approach rather than
punitive ones
Government and non-governmental

organisation played their respective
roles, she added.
CURRENT Tutor Mentor Resource Centers

ISSUES
Personalized Tutoring
Meeting Students And Instructor

Intelligent Goals
Tutoring
and
Mentoring
for Effective The Future: Immediate and Engaging
Learning
31
READER RESPONSE
Based on the research that have been made, what I understand is that it was more important
for society and families to be supportive as single mothers feared being stigmatized by society
and ostracized by family, and Muslims feared being persecuted. As a result, many newborn
babies out of marriage will be dumped and sometimes killed cold-blooded. Lack of support from
families, society and especially the boyfriend are the main cause that this happens. This is
caused by lack of weak level of communication, conflict management, stress management,
empathy, realistic optimism, and emotional self-management. Also, in-person tutoring with
intelligent electronic aid in tutoring suggests that it is the best traditional way in face to face, one
on one education and artificial intelligence technology. Having the service is twenty four seven,
anytime, anywhere, is an addition and is also a catalyst that helps in the process of education.
Building a tutor-mentor resource centre where multiple educational resources are available and
tutoring might be supplied by a combination of a computer program. In managing learning
objectives, intelligent tutoring with course management technology supports student progress
toward learning goals, assessment, and reporting on learning outcomes for accrediting bodies.
Therefore high EQ level must be achieved by everyone.
32
1. Books title : Emotional Intelligence in Teachers Education

Author : Pratik Upadhyaya
Published by : Anubhav Publishing House
Year : 2008
2. http://www.businessballs.com/eq.htm
(Referred on Wednesday, August 01, 2010-Emotional intelligence theory)
3. http://www.connected.org/learn/school.html
(Referred on Saturday, September 11, 2010-What skill)
4. http://www.edutopia.org/eq-iq
(Referred on Monday, September 20, 2010-Importance of EQ to students)
5. newsdesk@thestar.com.my
(Referred on Tuesday, September 21, 2010-Home shelter)
6. http://www.educause.edu/
(Referred on Tuesday, September 21, 2010- Intelligent Tutoring and Mentoring for
Effective Learning)
7. Books title : The Development of Intelligence

Author : Mike Anderson
Published by : Psychology Press Ltd.
Year : 1999
33

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a. Concept and theories

Emotional intelligence (EQ)

emotional intelligence theory (EQ - Emotional Quotient)

Emotional Intelligence - EQ - is a relatively recent behavioural model, rising to prominence with

CONCEPT AND THEORIES OF

Spearman two factor theory:

The term IQ is not Thorndike multifactor theory:

Kelley's group factor theory:

Reflects both the

Alan McCluskey, St-Blaise.

For further information about Emotional Intelligence:

home + learning + networked society + dossiers + extras + what's new + index

EQ Competencies and Your EQ

Personal Competence - These competencies determine how we manage ourselves

Knowing one's internal states, preferences, resources, and intuition

o Emotional awareness: Recognizing one's emotions and their effects

o Accurate self-assessment: Knowing one's strengths and limits

Managing ones' internal states, impulses, and resources

o Emotional self-management: Keeping disruptive emotions in check

o Integrity: Maintaining high standards of honesty and ethics at all times

o Innovation & creativity: Actively pursuing new approaches and ideas

o Initiative & bias for action: Readiness to act on opportunities

o Resilience: Perseverance and diligence in the face of setbacks

o Achievement drive: Striving to meet a standard of excellence

o Stress management: Working calmly under stress and pressure

o Realistic optimism: Expecting success; seeing setbacks as manageable; persisting in

achieving goals despite obstacles and setbacks.

Social Competence - These competencies determine how we handle relationships

Awareness of others feelings, needs, and concerns

o Organizational awareness: Reading a group's emotional currents and power relationships

o Service ethic: Anticipating, recognizing, and meeting customers' needs

Adeptness at inducing desirable responses in others

o Influence: Wielding effective tactics for persuasion

o Communication: Listening attentively and fostering open dialogue

o Conflict management: Negotiating and resolving disagreements

clear, compelling and motivating vision for the future

o Catalyzing change: Initiating, managing and leading change

with others on a deeper rather than superficial level.

in pursuit of collective goals.

establish a bond of trust with others.

Personal power: A strong sense of one's self-

Based on our understanding after reading the article, many EQ competencies

EQ>IQ: The Value of Social and Emotional Learning

George Lucas discusses the importance of developing emotional intelligence in

Credit: Kristen Funkhouser

This article originally published on 4/15/2001

The Importance of Emotional Intelligence

Leadership Success and Derailment Survey

Relationship Building 23.8% 45.3%

Cognitive Ability (IQ) 23.8% 10.5%

Communication 16.4% 5.2%

Decisiveness 13.4% 2.0%

Self-Management 16.4% 26.3%

Technical Ability 5.9% 10.5%

Source: Center For Creative Leadership

Who benefits from knowing their EQ?

SCHOOLS HOME FUTURE

RESOLVE CONFLICTS AMONG

Based on our understanding EQ are also important to students. One of the

EFFECT OF SCIENCE OF CONSCIOUSNESS ON EMOTIONAL INTELLIGENCE OF TEACHER-TRAINEES

IMPORTANCE OF EMOTIONAL INTELLIGENCE