Results for "Store"

NOT DONE Multi Store Model

Ann Patcheett "the book store strikes back"

3.2 Models of Memory (Multi-store Model)

the multi-store model

Multi - Store model of memory

Multi-Store Model

FR2 AV2 Chapter 3 E1: Stores and products

4. Metals and Non-metals Learning Objectives By the end of the lesson, you will be able to: ☑ distinguish between metals and non-metals ☑ describe the physical and chemical properties of metals and non-metals ☑ list the uses of some metals and non-metals MINERALS AND ORES You have learnt that all materials Here is the exact text from the image:are made up of basic substances called elements, and that elements cannot be split into simpler substances by chemical methods. There are 118 known elements. Sodium, zinc, gold, mercury, iron, lead, barium and tin (metals); and hydrogen, oxygen, carbon, sulphur, chlorine, boron, neon and radon (non-metals) are some examples. Only certain unreactive elements are found free in nature. Others occur in combined states as minerals. A mineral is a solid inorganic substance that is found in nature. A mineral deposit that can be mined and from which an element or compound can be obtained profitably is known as an ore. Elements can be broadly classified into two groups—metals and non-metals. Table 4.1 Some common ores Fig. 4.1 Some common ores a. Bauxite (aluminium) b. Malachite (copper) c. Haematite (iron) d. Galena (lead) e. Apatite (phosphorus) f. Quartz (silicon) -- --- METALS All except 20 of the known elements are metals. Most metals are reactive; they combine with other elements in nature, such as oxygen and sulphur, and occur as oxides, sulphides and carbonates. Only a few unreactive metals like gold, silver and platinum are found as free metals in the Earth's crust. Physical Properties of Metals Metals are solids at room temperature, except mercury, which is a liquid at room temperature (Fig. 4.2(a)). They are generally hard and strong, with a few exceptions such as sodium and potassium, which are soft and can be easily cut with a knife (Fig. 4.2(b)). They have a metallic lustre (shine), especially when freshly cut. They have high melting and boiling points, with a few exceptions like sodium, potassium and mercury. They are good conductors of heat and electricity. Silver and copper are the best conductors of electricity, followed by gold and aluminium. Metals are sonorous. They produce a ringing sound when struck. Most metals have high tensile strength. They can take heavy loads without breaking. They are malleable. Metals, with exceptions like sodium and potassium, can be beaten into thin sheets and foils. They are ductile. Metals, with exception like sodium and potassium, can be drawn into wires. Most metals have high density. However, sodium and potassium have low density and float on water. Fig. 4.2 Special metals a. Mercury b. Sodium --- Chemical Properties of Metals Reaction with oxygen Metals react with oxygen under different conditions to form basic oxides. These basic oxides react with water to form bases. Sodium and potassium react vigorously with oxygen at room temperature. 4Na + O_2 \rightarrow 2Na_2O To prevent this oxidation, sodium and potassium are stored under kerosene. Magnesium reacts with oxygen only when ignited. It burns with a dazzling bright flame and forms a white powder of magnesium oxide. 2Mg + O_2 \rightarrow 2MgO Copper and iron react with oxygen only when heated to a very high temperature. 2Cu + O_2 \rightarrow 2CuO --- --- Reaction with water Metals react with water to form hydroxides or oxides, along with hydrogen. Different metals react at different temperatures. Sodium, potassium, and calcium react with cold water to form hydroxides. 2Na + 2H_2O \rightarrow 2NaOH + H_2 Magnesium Reacts with steam or hot water to form magnesium oxide. Mg + H_2O \rightarrow MgO + H_2 Aluminium Forms an oxide too, but this oxide forms a protective covering over the metal and prevents further reactions. 2Al + 3H_2O \rightarrow Al_2O_3 + 3H_2 Zinc Reacts only with steam. Zn + H_2O \rightarrow ZnO + H_2 Iron Reacts with steam when heated strongly. 2Fe + 3H_2O \rightarrow Fe_3O_4 + 3H_2 Copper, gold, silver, and platinum do not react with water at all. --- Activity 4.1 Teacher Demonstration Aim: To study the reaction of metals with water. [Caution: This activity should be demonstrated by the teacher, and students should stand away from the table.] Materials required: Two 200 mL beakers Pieces of sodium and calcium Forceps Knife Litmus papers Water Method: 1. Fill each beaker with 100 mL of water. 2. Using forceps and a knife, cut a small piece of sodium. 3. Dry it on a tissue paper and drop it into one of the beakers. 4. Repeat the same procedure with calcium. 5. Test the water in both the beakers with red and blue litmus papers. Observations and Conclusions: Sodium reacts vigorously and may explode. A gas is also released. The reaction with calcium is quick, though not as vigorous as that with sodium. In both cases, the red litmus paper turns blue, showing that the solutions are bases. --- Reaction with dilute acids Most metals react with dilute acids to form their salts and liberate hydrogen gas. The reaction with reactive metals like sodium, potassium, and calcium is violent. Magnesium, aluminium, zinc, and iron do not react violently. Mg + 2HCl \rightarrow MgCl_2 + H_2 Copper, silver, gold, and platinum do not react with dilute acids. --- Reaction with bases Only some metals such as aluminium and zinc react with strong bases like sodium hydroxide to liberate hydrogen gas. Zn + 2NaOH \rightarrow Na_2ZnO_2 + H_2 --- Activity 4.2 Aim: To study the reaction of metals with dilute hydrochloric acid. Materials required: Sandpaper Six test tubes Dilute hydrochloric acid Strips of magnesium, zinc, iron, tin, lead, and copper Method: 1. Clean the metal strips with sandpaper. 2. Add dilute hydrochloric acid to the six test tubes. 3. Insert a strip of metal into each test tube. Observe if any bubbles are formed in the test tubes. If no bubbles are seen, warm them gently in a beaker of hot water. 4. Observe the speed at which gas is generated. This gives an idea of the speed of the reaction. 5. Classify the metals in order of their reactivity with dilute hydrochloric acid. [Caution: Acids are corrosive and should be handled carefully.] --- Activity 4.3 Aim: To study the reaction of metals with bases. Materials required: Small piece of zinc Beaker Sodium hydroxide Method: 1. Prepare warm sodium hydroxide or caustic soda solution. 2. Drop the piece of zinc into it. Observations and Conclusions: You will notice that zinc reacts with sodium hydroxide to liberate hydrogen gas. Observations on Metals with Dilute Acids Metals like sodium, potassium, and calcium react violently with dilute acids to liberate hydrogen gas. Magnesium, aluminium, zinc, and iron also displace hydrogen from dilute acids, but the reaction is not violent. Metals such as copper, silver, gold, and platinum do not displace hydrogen from dilute acids. --- Activity Series of Metals The activity series of metals is the arrangement of metals in decreasing order of reactivity. The series in the book shows reactivity decreasing from top to bottom. Potassium is the most reactive metal while gold is the least reactive. --- Displacement of a Metal by Other Metals A more reactive metal displaces a less reactive metal from its compounds in an aqueous solution. Some examples: Mg + CuSO_4 \rightarrow MgSO_4 + Cu Zn + FeSO_4 \rightarrow ZnSO_4 + Fe Iron can displace copper from copper sulphate solution (as shown in Activity 4.4). The solution turns green, and reddish-brown copper deposits on the iron nail. Copper cannot displace iron from iron sulphate solution, showing that copper is less reactive than iron. Cu + FeSO_4 \rightarrow \text{No reaction} Question: What do you think will happen if you place a silver spoon in copper sulphate solution? --- Activity 4.4 - Displacement Reaction Aim: To study a displacement reaction. Materials Required: Test tube Iron nail Copper sulphate solution Method: 1. Fill the test tube with copper sulphate solution (blue in colour). 2. Place the clean iron nail in the solution. Observations and Conclusions: After about an hour, the solution changes to green, and a reddish-brown deposit is formed on the iron nail. --- Corrosion of Metals Corrosion is the destruction or damage of a material due to chemical reaction. Rusting of iron happens when iron is exposed to moist air, forming a reddish-brown layer of rust. Rust is iron oxide, which eventually flakes off, damaging the object. Definition written on the page: "Slow eating of a metal’s surface due to oxidation is called corrosion of metals." --Observations on Metals with Dilute Acids Metals like sodium, potassium, and calcium react violently with dilute acids to liberate hydrogen gas. Magnesium, aluminium, zinc, and iron also displace hydrogen from dilute acids, but the reaction is not violent. Metals such as copper, silver, gold, and platinum do not displace hydrogen from dilute acids. --- Activity Series of Metals The activity series of metals is the arrangement of metals in decreasing order of reactivity. The series in the book shows reactivity decreasing from top to bottom. Potassium is the most reactive metal while gold is the least reactive. --- Displacement of a Metal by Other Metals A more reactive metal displaces a less reactive metal from its compounds in an aqueous solution. Some examples: Mg + CuSO_4 \rightarrow MgSO_4 + Cu Zn + FeSO_4 \rightarrow ZnSO_4 + Fe Iron can displace copper from copper sulphate solution (as shown in Activity 4.4). The solution turns green, and reddish-brown copper deposits on the iron nail. Copper cannot displace iron from iron sulphate solution, showing that copper is less reactive than iron. Cu + FeSO_4 \rightarrow \text{No reaction} Question: What do you think will happen if you place a silver spoon in copper sulphate solution? --- Activity 4.4 - Displacement Reaction Aim: To study a displacement reaction. Materials Required: Test tube Iron nail Copper sulphate solution Method: 1. Fill the test tube with copper sulphate solution (blue in colour). 2. Place the clean iron nail in the solution. Observations and Conclusions: After about an hour, the solution changes to green, and a reddish-brown deposit is formed on the iron nail. --- Corrosion of Metals Corrosion is the destruction or damage of a material due to chemical reaction. Rusting of iron happens when iron is exposed to moist air, forming a reddish-brown layer of rust. Rust is iron oxide, which eventually flakes off, damaging the object. Definition written on the page: "Slow eating of a metal’s surface due to oxidation is called corrosion of metals." Uses of Metals (Continued) Aluminium Used in high-voltage electric lines. Alloys like duralumin and magnalium are used in aircraft and automobile bodies. Used for making aluminium foil and cooking utensils. Copper Good conductor of electricity → Used in electrical wires, cables, motors, and transformers. Good conductor of heat → Used in the bottoms of stainless steel vessels. Zinc Used to make corrosion-resistant galvanised iron (GI) pipes and sheets. Used as an electrode in dry cells. Other Metals Gold and silver → Used in jewellery. Lead → Used in electrodes of lead storage batteries (used in automobiles and inverters). Chromium → Used for electroplating iron to give a shiny, corrosion-resistant finish. --- Looking Back (True/False Statements) 1. Gold, silver, and platinum are found in the Earth’s crust as free metals. → True 2. Most metals are solids that are soft. → False 3. Metals such as zinc and magnesium react with dilute acids to liberate oxygen. → False 4. A less reactive metal displaces a more reactive metal from its aqueous solution. → False 5. The chemical name of rust is zinc oxide. → False (Rust is Fe₂O₃.xH₂O) 6. Coating zinc objects with iron is called galvanising. → False (Galvanising is coating iron with zinc) Non-Metals Physical Properties of Non-Metals Exist as gases or solids at room temperature (except bromine, which is liquid). Not as hard as metals (except diamond, which is very hard). Low tensile strength and low density. Low melting and boiling points (except graphite). Not sonorous (do not produce a ringing sound). Not malleable or ductile (cannot be beaten into sheets or drawn into wires). Do not have lustre (except iodine and graphite). Bad conductors of heat and electricity (except graphite, and silicon under specific conditions). --Chemical Properties of Non-Metals Reaction with Water Most non-metals do not react with water. Highly reactive non-metals (e.g., phosphorus) catch fire in air, so they are stored in water. Fluorine, chlorine, and bromine react with water to form acids. Reaction with Oxygen Non-metals react with oxygen to form acidic or neutral oxides. Carbon and sulfur react with oxygen to form acidic oxides, which dissolve in water to form acids. Some oxides (e.g., CO, N₂O) are neutral and do not form acids. Examples: Carbon + Oxygen → Carbon Dioxide (CO₂) CO₂ + Water → Carbonic Acid (H₂CO₃) Sulfur + Oxygen → Sulfur Dioxide (SO₂) SO₂ + Water → Sulfurous Acid (H₂SO₃) Reaction with Acids Unlike metals, non-metals do not replace hydrogen in acids. Silicon reacts with hydrofluoric acid (HF). --Uses of Non-Metals Hydrogen Used in the manufacture of ammonia and industrial chemicals. Used in vanaspati (a cooking oil). Oxygen Used in breathing support systems in hospitals. Used with other gases in equipment to weld metals. Sulphur Used in the manufacture of sulphuric acid, sulphur dioxide gas, and other industrial chemicals. Used to make pesticides for agriculture. Used in vulcanising rubber (making it harder) and in gunpowder. Nitrogen Used in the manufacture of ammonia and nitrogenous fertilisers like ammonium nitrate and ammonium sulphate. Used as an inert gas in processed food packaging to prevent rancidity. Silicon Used in making semiconductors for microchips. Silicates (oxides of silicon) are used in making glass. Other Non-Metals Phosphorus: Used in making fertilisers (superphosphates). Chlorine: Used for disinfecting drinking water. Argon: Used in welding stainless steel and filling electric bulbs. Helium: Used in balloons for meteorological observations. Neon: Used in fluorescent lights for advertisement displays

Computer Organisation and Architecture - Stored Program Concept

BASIC STRUCTURE AND PROMINENT FUNCTIONS OF VERTEBRATE INTEGUMENT INTRODUCTION The integument or the outer cover of the body is commonly referred to as the skin. Together with its derivatives it makes up the integumentary system. It is continuous with the mucous membrane lining the mouth, eyelids, nostrils, rectum and the openings of the urino-genital ducts. The skin functions primarily to cover and protect the tissues lying beneath it. In other words, it forms the external protective covering of an animal. Forms interface between organism and external environment. Part that the predator sees first, and which offers the first line of defense. Abundantly supplied with sensory nerve endings, which are affected by environmental stimuli and play an important role in communication. General metabolism of the body, temperature regulation and water loss. Character of the skin and its derivatives shows variation in different regions of the body, in different individuals, in the same individual as age advances and in different groups of vertebrates. The type of environment whether aquatic or terrestrial is of importance in connection with these variations. The evolution of vertebrate integument is correlated with the transition of vertebrates from an aquatic to a terrestrial environment. Nevertheless, basic similarities exist in the integument of all vertebrates. INTEGUMENT PROPER In Annelids, Arthropods, integument consists of single layer of cells, the EPIDERMIS, together with an outer non-cellular CUTICLE, secreted by the cells. Annelids have a body covered with an external thin collagenous cuticle (never shed or molted). In Arthropods, the chitinous and rigid cuticle makes up the exoskeleton. Periodic shedding of this cuticle is termed Ecdysis. THE VERTEBRATE SKIN DIFFERS FROM INVERTEBRATE SKIN TWO LAYERS – Outer epidermis derived from ectoderm Inner dermis or corium of mesodermal origin. The relative amount of the two layers varies with the environment. EPIDERMIS – the epidermis is made of stratified epithelium (several layers of columnar epithelium cells). These cells are held together tightly by minute intercellular bridges found on the surface of cells. The innermost layer is stratum Malpighii or stratum germinativum placed over a thin basement membrane. These cells divide constantly to produce new cells. Move upwards, tend to become flattened, protoplasm becomes horny (keratinisation). In fishes and amphibians, this keratinised layer forms a cuticle, but in amniotes, it forms stratum corneum, of hard, horny, flat, cornified cells made largely of keratin, which is tough, waterproof and insoluble protein. It affords protection against mechanical injuries, fungal and bacterial attacks and prevents desiccation. In many Tetrapoda, this layer is shed periodically in pieces or all at once. No stratum corneum in cyclostomes and fishes (since they are fully aquatic) here the epidermis has mucous glands, secreting mucus to keep the skin slimy and protects it from bacteria. The epidermis has no blood vessels and is nourished by capillaries in the dermis. The epidermis rests on a thin basement membrane which separates it from the dermis Dermis has an outer loose layer and inner dense layer Made up of dense connective tissue having cells, muscles, blood vessels, lymph vessels, collagen and elastic fibres, and nerves. Amphibians and reptiles -collagen fibres at right angles in three planes Birds and mammals, they have an irregular arrangement. Substances pass by diffusion from the dermis to the epidermis. Skin contains pigment, if present in epidermis, it occurs as a diffuse substance or as granules. If in dermis, then in the form of granules in special branching cells called chromatophores. The pigment can either collect as a central ball making the skin lighter or spread out into all the branches making the skin darker, thus, chromatophores bring about colour variations. Chromatophores are of many kinds, Melanophores that contain brown to black pigment Lipophores or xanthophores which contain yellow red fatty pigments Iridocytes or guanophores contain crystals of guanine which reflect light. Under dermis, the skin has subcutaneous loose areolar tissue which separates the skin from the underlying muscles, it may contain fat and muscles, especially in mammals. Integument of Anamnia shows a decrease in thickness and also a decrease in the degree of ossification. These are of advantage in allowing greater mobility and in amphibians, they permit respiration by the skin. But in Amniota, the skin becomes progressively thicker to prevent loss of water and to retain body heat. STRUCTURE OF INTEGUMENT IN CYCLOSTOMATA Epidermis is multi-layered (stratified) but has no keratin. It has three types of unicellular gland cells: mucus glands (secrete mucus), club cells (scab-forming cells) and granular cells (unknown function). Below epidermis is the cutis formed of collagen and elastin fibres. Star- shaped pigment cells are also present in the cutis. STRUCTURE OF INTEGUMENT IN PISCES The epidermis has several layers of simple and thin cells, but there is no dead stratum corneum. The outermost cells are nucleated and living. The stratum Malpighii replenishes the outer layers of cells which have some keratin. Unicellular goblet or mucous gland cells are found in the epidermis, as in all aquatic animals. The mucous makes the skin slimy reducing friction between the body surface and water, protects the skin from bacteria and fungi and assists in the control of osmosis. Multicellular epidermal glands like poison glands and light producing organs may also be found. The epidermis rests on a delicate basement membrane. The dermis contains connective tissue, smooth muscles, blood vessels, nerves, lymph vessels and collagen fibres. The connective tissue fibres are generally not arranged at right angles but run parallel to the surface. Scales are embedded in the dermis and projected above the epidermal surface. The colours of fishes are due to chromatophores and iridocytes. STRUCTURE OF INTEGUMENT IN AMPHIBIA: The epidermis has several layers of cells, six to eight cells in thickness and is divisible into three layers: stratum corneum, stratum germinativum and a basal portion in contact with the basement membrane. The outermost layer is a stratum corneum, made of flattened, highly keratinised cells. Such a dead layer appears first in amphibians and is best formed in those which spend a considerable time on land. The stratum corneum is an adaptation to terrestrial life (protects body and prevents excessive loss of moisture). In ecdysis, stratum corneum is cast off in fragments or as a whole in some. (moulting / desquamation i.e., removal of unicellular sheet of stratum corneum). The dermis is relatively thin in amphibians, it is made of two layers - upper loose stratum spongiosum and a lower dense and compact stratum compactum. Connective tissue fibres run both vertically and horizontally. Blood vessels, lymph spaces, glands and nerves are abundant in the stratum spongiosum. There are two kinds of glands, multicellular mucous glands and poison glands in the dermis, but they are derivatives of the epidermis. Mucous gland produces mucus (slimy protective covering, helps in respiration). Amphibian skin is an important organ of respiration. Poison glands produce a mild but unpleasant poison which is protective. In the upper part of the dermis are chromatophores. (melanophores and lipophores) Ability of the skin for changing colour to blend with the environment is well developed. INTEGUMENT IN REPTILIA. The integument is thick and dry, it prevents any loss of water, it has almost no glands. The only glands present are scent glands for sexual activity. The epidermis has a well-developed stratum corneum well adapted to terrestrial life. The horny scales of reptiles are derived from this layer. Ecdysis is necessary to remove dead outer layers, hence scales are shed periodically in fragments or cast in a single slough as in snakes and some lizards Scales often form spines or crests. Below the epidermal scales are dermal bony plates or osteoderms in tortoises, crocodiles and some lizards (Heloderma). The dermis is thick and has an upper layer and a lower layer, upper layer has abundance of chromatophores in snakes and lizards. Lower layer has bundles of connective tissue in which collagen fibres lie at right angles. Leather of high commercial value can be prepared from the skin of many reptiles like lizards, snakes and crocodiles. Many lizards and snakes have elaborate colour patterns, they may be for concealment or as warning colours. There is marked colour change in certain lizards such as chameleon, the colour may change with the environment for concealment or it may change in courtship or threat. The ability of chameleons and some other animals to change colour is known as metachrosis. (metachromatism) In Calotes, chromatophores are controlled by the posterior lobe of pituitary whereas in chameleons they are controlled by the Autonomic Nervous System. INTEGUMENT IN BIRDS Thin, loose, dry and devoid of glands. There is only a uropygial gland at the base of the tail, its oil is used for preening (to clean and tidy its feathers with its beak) and waterproofing the feathers (aquatic birds) Epidermis is delicate except on shanks and feet where it is thick and forms epidermal scales. The rest of the body has a protective covering of epidermal feathers. The keratin producing powers of the epidermis are devoted to producing feathers and scales. The dermis is thin and has interlacing connective tissue fibres, abundant muscle fibres for moving feathers, blood vessels and nerves. The dermis has an upper and lower compact layer, between which is a vascular layer, the dermis also contains fat cells. The skin has no chromatophores. Pigment is found only in feathers and scales. Colour patterns in birds are vivid (concealment, recognition and sexual stimulation) Colours are produced partly by pigments and partly by reflection and refraction from the surface of the feathers. INTEGUMENT IN MAMMALS Skin is elastic and waterproof, much thicker than in other animals, especially the dermis is very thick and is used in making leather. Epidermis is thickest in mammals. Outer stratum corneum containing keratin, cells not dead as believed before. Below this is stratum lucidum (barrier layer), chemical called eleidin Below this stratum granulosum, darkly staining granules of keratohyalin Below this is stratum spinosum whose cells are held together by spiny intercellular bridges. Lastly stratum germinativum which rests on a basement membrane Dermis is best developed in mammals. Upper layer is papillary layer made up of elastic and collagen fibres with capillaries in-between, thrown into folds called dermal papillae, especially in areas of friction Greater lower part of dermis is reticular layer, having elastic and collagen fibres. In both layers there are blood vessels, nerves smooth muscles, certain glands tactile corpuscles and connective tissue fibres in all directions. Below dermis the subcutaneous tissue contains a layer of fat cells forming adipose tissue In the lowest layer of epidermis there are pigment granules, no pigment bearing chromatophores in mammaIs (in man, branching dendritic cells or melanoblasts) FUNCTIONS OF THE INTEGUMENT ▪ PROTECTION ▪ TEMPERATURE CONTROL ▪ FOOD STORAGE ▪ SECRETION ▪ EXCRETION ▪ SENSATION ▪ RESPIRATION ▪ LOCOMOTION ▪ DERMAL ENDOSKELETON ▪ SEXUAL SELECTION 1. Protection: The integument forms a covering of the body and is protective. It protects the body against entry of foreign bodies and against mechanical injuries. It protects the tissues against excessive loss of moisture, this is very important because both aquatic and terrestrial animals are dependent upon water in their bodies for various metabolic activities. The integument forms protective derivatives, such as scales, bony plates, layer of fat, feathers and hair which reduce the effect of injurious contacts. In some animals the skin shows protective colouration which makes the animals resemble their environment, thus, making them almost invisible to their enemies. Poison glands of toads, slippery skin of aquatic animals and an armour of spines of some mammals are protective devices of the integument. The skin forms a covering which prevents the passage of water and solutes in one of the following ways: (a) By formation of cuticle in Protochordata and embryos of fishes and amphibians, (b) By secreting a coat of mucus in fishes and aquatic amphibians, and (c) By formation of keratin layers in the epidermis of tetrapoda. Keratin is formed from the cytoplasm of degenerating cells of the epidermis which finally form a layer of horny stratum corneum. 2. Temperature Control: Heat is produced constantly by oxidation of food stuffs in tissues. This heat is distributed evenly by the circulating blood. The body heat is lost constantly with expired breath, with faeces and urine, and from the surface of the skin. The integument regulates heat and maintains a constant temperature in endothermal animals. In birds the heat is regulated by adjustment of feathers which retain a warm blanket of air, when feathers are held close to the body, they remove warm air and body cooled, when feathers are fluffed out, they keep the warm air enclosed. In mammals, constant evaporation of sweat regulates the body heat. In cold weather contraction of skin’s blood capillaries reduces the loss of body heat. In some animals, fat in the skin prevents loss of heat because it is a non-conductor of heat. 3. Food Storage: The skin stores fat in its layers as reserve food material which is used for nourishment in times of need. In whales and seals the fat of the skin forms a thick layer, called blubber which is not only reserve food but also maintains the body temperature. 4. Secretion: The skin acts as an organ of secretion. Glands of the skin are secretory. In aquatic forms there are secretory mucous glands whose secretions keep the skin moist and slippery. In mammals, sebaceous glands secrete oil which lubricates the skin and hairs. Mammary glands produce milk for nourishment of the young. In birds uropygial glands secrete oil for preening the feathers. Odours of scent glands attract the opposite sex. Lacrymal glands’ secretion wash the conjunctiva of eyeball in mammals. Ear wax (cerumen) secreted by the glands of auditory meatus greases the eardrums and avoids insects to enter the canal. 5. Excretion: The integument acts as an organ of excretion. Shedding of the corneal layer during ecdysis removes some waste substances. In mammals metabolic waste (salts, urea and water) is removed from the blood by means of sweat. Chloride secreting cells are found in gills of marine fishes. 6. Sensation: The skin is an important sense organ because it has various kinds of tactile cells and corpuscles which are sensory to touch, temperature changes, heat, cold, pressure and pain. 7. Respiration: In amphibians, the moist skin acts as an organ of respiration, in frogs the respiratory function of the skin is greater than that of the lungs. 8. Locomotion: Derivatives of the integument bring about locomotion in some animals, such as the fins of fishes aid in locomotion in water, the web of skin in the feet of frogs and aquatic birds aid in swimming, feathers of the wings and tail of birds are used for flying, and extensions of the integument forming “wings” of flying lizards, extinct pterodactyls, flying squirrels and bats. 9. Dermal Endoskeleton: The skin contributes to the endoskeleton. It forms the dermal bones of vertebrates and also forms parts of the teeth. Endoskeleton of head protects the brain and sense organs. In the body it protects the soft, tender viscera. 10. Sexual Selection: The skin acts as an organ of sexual selection. It provides the feathers of birds which often have brilliant colours which are for sexual attraction. Some integumentary glands of mammals produce odours far attracting the opposite sex. Antlers of male deer distinguish it from female. Besides the above functions, mammalian skin synthesizes the vitamin D with the help of Sebum of sebaceous glands. Brood pouches beneath skin in some fishes and amphibians protect unhatched eggs. Nasal glands of tetrapods, keep the nostrils free of dirt and water. Skin also has the power of absorption of oils, ointments, etc

aqa physics - energy stores and systems

Multi-store model of memory (Atkinson and Shiffrin, 1968)

You place a RBC (0.9%) into a 5% sugar solution. Which statement below is false? The RBC is hypotonic to the 5% solution Which is an example of a sensor in a negative homeostatic feedback loop? Chemoreceptor in carotid body For membrane fluidity experiment, the part of the experiment that actually validated that the membrane was fluid was: The labeled antibodies of the human and mouse intermixing An example of primary active transport would be a protein requiring ATP to transport sodium ions across the plasma membrane. True If a red blood cell is put in a solution and it hemolyzes, then the solution is considered to be: Hypotonic If your body temperature goes too high you can denature enzymes in your body. True What does an integrator do in a homeostatic pathway? Measures the signal coming in to a set point and send a signal out to the body Which of the following represents stages of the cell division (mitosis) in the proper sequence? Prophase, metaphase, anaphase, telophase Which is not true for proteins? They are comprised of mostly cellulose What would be a disturbance for blood glucose homeostasis (normal blood glucose set point = 77mg/dL)? A permanent decrease in insulin production from the Islets of Langerhans Dr. Bio measures your total cholesterol and he reports back to you that your level is 300 mg/ 100 ml of plasma. You do what? Eat more oatmeal and flax to increase your HDL level. How do you make an unsaturated fatty acid? Perform a dehydration synthesis reaction on a saturated fatty acid Which is false for antioxidants? They speed up reactions in your body Which molecules do not dissolve in water? Non-polar Which molecule requires a transport protein to get through the plasma membrane (either channel or carrier protein)? Two of the answers are correct Interphase is considered to be part of normal cell division (mitosis). False What is the function of ATP? All of the answers are correct What are the three kinds of lipids? Triglycerides, phospholipids, and steroids When glycerol combines with 3 fatty acids to form a triglyceride (fat), which of the following chemical reactions has occurred? Dehydration Synthesis How can you alter a protein’s shape? More than one answer is correct If a red blood cell is put into a solution and it maintains its shape, then the solution is considered to be: Isotonic Which molecule requires some type of transport protein to get through the plasma membrane? Sodium Ion Cofactors are molecules that activate enzymes. Which is not a cofactor? Mercury The nitrogenous bases found in DNA have complementary paring. Which pair is correct? C-G Which is not true for meiosis? Results in a gamete that is 2N In the diagram below the two solutions are separated by a semi permeable membrane. In which direction will net movement of water occur? From side A to side B Which is not a component of a DNA molecule: Ribose Sugar Phospholipids are similar to fatty acids except for? Phospholipids have a phosphate group Which is not true for cells? They allow diffusion of all molecules If you combine a molecule of glucose and fructose, which statement is true? You have formed sucrose Which is true for enzymes? Activity will increase until the enzyme becomes saturated What method would you use to get glucose into a cell along/down it’s concentration gradient (from high to low)? Facilitated Diffusion Which is not considered an integrator in a negative homeostatic feedback loop? Pancreas Which phase of the cell cycle is where cytokinesis takes place? Telophase What vitamin do we produce by sitting in the sun; it aids in calcium absorption from the small intestine? Vitamin D Why is it important to think about ion dissociation in the body? All the above In what order do you use macromolecules for fuel? Carbohydrates, lipids, proteins Which is false for cholesterol? It can dissolve in water/blood You place a RBC (0.9%) into a 0.5% sugar solution. Which statement below is false? The RBC is hypertonic to the 0.5% solution Which is not a membrane protein function? Protein synthesis Ingesting (eating) excess hydrophilic vitamins, such as vitamin C, results in excess vitamin C being stored in your tissues. False Diffusion is: The movement of molecules from an area of high molecular concentration to an area of low molecular concentration across a selectively-permeable membrane The hormone responsible for glucose uptake/removal from the blood is: Insulin What method would you use to get sodium ions into a cell against sodium’s concentration gradient (from low to high concentration)? Active Transport Which phase of the cell cycle is where the cell is functioning normally or doing its job? Interphase Evidence for mitochondria once being bacteria that our cells engulfed is: It has it’s own DNA Ionic molecules (ie NA+, K+) can diffuse straight through the plasma membrane. True What is the difference between cis and trans fatty acids? Cis fatty acids have hydrogens on the same side of the carbon double bond and trans fatty acids do not Cofactors are molecules that activate enzymes. Where do we get cofactors from? Vitamins found in fruits and vegetables RNA has what nitrogenous base in place of thymine? Uracil Large polar molecules (ie glucose) can diffuse straight through the plasma membrane? False Which lipoprotein is comprised of more protein and less cholesterol so it scavenges for cholesterol in the blood? High density lipoprotein A normal human being has 46 chromosomes (23 pairs/2N/diploid) in each somatic cell (body cell). True The three main compounds digested by the digestive system are? Fats, carbohydrates, and proteins Meiosis is the process in which our sex cells go from 46 chromosomes to 23 single chromosomes. True The effector in any negative feedback loop is usually: An organ/tissue If a red blood cell is put into a solution and it crenates (shrinks), then the solution is considered to be: Hypertonic Which statement is false for glycogen? It is a disaccharide Enzymes aid in digestion by? Lowering the energy required to break food apart Nonpolar molecules (ie CO2) can diffuse straight through the plasma membrane

Skip to main content CloseBlackboard Learn NOMTHANDAZO DLADLA Activity Courses Calendar Messages Grades Tools Sign Out Privacy Terms Accessibility Menu Courses Skip to main content 2025_SOCIAL INTELLIGENCE 1 Course Faculty Ms. LINDI MANDA Instructor Details & Actions Course Description View the course description Progress Tracking On Class Collaborate Join session Attendance View your attendance Books & Tools View course & institution tools Course Content × LEARNING UNIT 1: INTRODUCTION TO SOCIAL INTELLIGENCE People cannot, not connect Introduction The Social intelligence (SI) study is geared towards equipping learners to acquire the ability to cope well with others and sharpen their interpersonal practical skills (situational awareness, presence, authenticity, clarity and empathy [S.P.A.C.E.]) in order to succeed effectively in various settings (Albrecht 1930). The holistic model - S.P.A.C.E. used in this study is for outlining, determining, and advancing SI at personal level, and it‘s shared to offer guidelines on using it as an effective diagnostic formula and developmental tool for professional and personal success. This is customized from Karl Albrecht‘s work on Social Intelligence. S.P.A.C.E. – As a different kind of smart refers to: S – Situational awareness: knowledge of, attentive to and wise about various contexts and the stimuli they exert and the reactions that arise from such stimuli P - Presence: the manner in which a person affects individuals or groups through physical appearance, mood and demeanour, and body language and how he/she occupies space in an environment A – Authenticity: honesty and sincerity C – Clarity: ability to express one‘s thoughts, opinions, ideas, and intentions clearly; comprehension of the power of languages as a medium of thought and expression; and to use language in ways that meet their needs E – Empathy: ability to be truly aware and considerate of other peoples by tuning their feelings to those of the affected persons. Some questions that arise out of all this are: 1. Where does the concept of social intelligence fit into the field of engineering? 2. How does it apply in an engineer‘s job? 3. How does it apply to the way people work together? 4. Does it apply to the way teams accomplish their missions, to the way employees serve clients, and/or the ways in which bosses and employees interact? 5. Does it apply more broadly across the ―society‖ that exists in every established organization? This module consists of the two parts: Topic 1: Introduction to Social Intelligence It offers a theoretical background to social intelligence in general Topic 2: Social Intelligence and Engineering A discussion of social intelligence broadly built around interactive activities for students to develop the relevant 21st century graduate‘s skills. Introduction to Social Intelligence While you‘re born with your own intelligence or IQ, Social Intelligence is mostly learned. It is considered as the capacity to know oneself, others and things around them. SI develops from experience with others and learning from occurrences, mishaps and successes in social settings. Simply, social intelligence can be regarded as what‘s known as ―tact‖ or ―common sense‖ or even ―street marts.‖ While societies put a huge focus on book smarts and IQ, what‘s often overlooked is that, people‘s lives are largely influenced by their relationships with one another. Mistakenly, many still believe that a measurement of one‘s smartness is through books. Contrary, research has revealed that true intelligence isn‘t only about books smart but also about street smarts. Along with this; it has also been determined that building strong social relationships is worth the effort because of various benefits including the following: · Good relationships are effective for a person because they help to boost their immune system and therefore, assist in combating diseases. · Whenever one has healthy relationships, they will always have to talk to and so, help them deal with major sources of stress, health problems and depression which can be associated to loneliness and poor relationships. · Individuals‘ daily lives are affected by the relationships they have with their significant others, such as boyfriends, spouse, children, parents, colleagues and friends. There are various perspectives on social intelligence and two dominant views are of psychometric and personality, of which are contrary on many crucial points, such as comparative assessment of individuals, but they later agree in recent work on the development of social intelligence (for reviews, see Greenspan, 1979; Greenspan, 1997). Nevertheless, that is beyond the scope of this module. Here, the concentration is on helping students develop as possible as they can, rather than turning them into SI‘s experts. 1.1 The Nature of Social Intelligence The origin of its definition is traced back in 1920 to the psychologist, Edward Thorndike who claimed that it is ―the ability to understand and manage men and women and girls, to act wisely in human relations.‖ Later in the 1930s Moss and Hunt argued that social intelligence is ―the ability to get along with others.‖ Along with this, Vernon in 1930s also described it as being ―reflected in the general ability to get along with people in general, social technique or ease in society, knowledge of social matters and susceptibility to stimuli from other members of a group, as well as insight into the temporary moods or underlying personality traits of strangers.‖ Thus, according to these authors, social intelligence bears both the cognitive features (the ability to understand people) and practical features (ability to deal with and respond towards them). However, social intelligence is often confused with various intelligences such as emotional intelligence, collective intelligence or group intelligence. Perhaps, this influenced the follow up work by Gardner in the 1980s which looked at the model of multiple intelligences with intrapersonal and interpersonal as part of them. Accordingly, he argued that ―social intelligence allows people to take advantage of the resources of others. We are finding that much of people‘s effective intelligence is, in a sense, outside the brain. This means, you can use intelligence for other people, if you know how to reach it and how to use it. Therefore, the best strategy is to mobilize other people around you.‖ Gardner purported that interpersonal intelligence covers the ability to read other people‘s moods, motives and other mental states; and intrapersonal includes the ability to access and assess one‘s own feelings and to draw on them to guide behaviour. He also viewed as the basis of emotional intelligence (EI) with a greater focus on cognition and understanding than feeling. According to Ford and Tisak, social intelligence (SI) has both convergent and divergent validity, as a better predictor of behavioural measure of social effectiveness than academic intelligence. A glaring common agreement is that SI is the ability to effectively plan and direct complicated social relationships and social realities in various environments. Honeywill suggests that it can also be regarded as is ―an aggregated measure of self and social-awareness, evolved social beliefs and attitudes and a capacity and appetite to manage complex social change.‖ Along this, Nicholas Humphrey claimed that SI defines human beings more than quantitative intelligence. In support, Gerdner indicated that SI is equivalent to interpersonal intelligence and also closely related to theory of mind. Combined proponents of SI agreed that it is distinct from general intelligence and may serve as a better predictor of behaviour. According to Zaccaro et al (1990) socially-intelligent individuals are aware of the social situation, including the problems and needs of others (social perceptiveness). They are also able to behave appropriately for different social situations (behavioral flexibility). Thus, these aspects can be seen through a) Social understanding and b) Situational-appropriate behaviour. Along with this, Kosmitzki and John described a socially intelligent person as the one who: · Understands people‘s thoughts, feelings and intentions well; · Is good at dealing with people; · Has extensive knowledge of the rules and norms in human relations; · Is good at taking the perspective of other people; · Adapts well in social situations; · Is warm and caring; and · Is open to new experiences, ideas and values. While embracing social intelligence, Salovey and Mayer in their work considered emotional intelligence as a part of social intelligence. According to them, it includes the ability to monitor feelings and emotions of themselves and others. It is the ability to distinguish between signals and use this information to manage thoughts and actions of others. Social intelligence is the ability to use emotional intelligence in social situations. It incorporates interaction with others and readiness to estimate the social situation around. However, Boyatzis and Sala purported that the problem in calling Social Intelligence as ‗intelligence‘ was to test it on the criteria of ‗intelligence‘. These researchers highlighted that, it had to be classified as an ‗intelligence‘, a concept should be: 1. Behaviourally observable 2. Related to biological and in particular neural-endocrine functioning. That is, each cluster should be differentiated as to the type of neural circuitry and endocrine system involved 3. Related to life and job outcomes 4. Sufficiently different from other personality constructs so that the concept adds value to understanding the human personality and behaviour 5. The measures of the concept, as a psychological construct, should satisfy the basic criteria for a sound measure, that is show convergent and discriminant validity. Accordingly, Goleman addressed this call by looking through biological research and focused on the neural endocrine functioning regards social intelligence. As a result, in his work he highlights that social intelligence is explains in terms of neurology and this fulfils Boyatsi‘s and Sala‘s need for social intelligence to qualify as an intelligence. Additionally, Albrecht expanded the research on multiple intelligences and identified that human beings have six basic dimension of intelligence. Among these, social intelligence is one of them, defined as ―Interacting successfully with others in various contexts‖, with a close term Emotional Intelligence defined as ―Self-insight and the ability to regulate or manage one‘s reactions to experience‖. In addition, Seal et al claimed that the term was defined as the behavioural manifestations of the interpersonal awareness of others‘ emotions, needs, thoughts, and perceptions as well as navigate the larger social environment and working with others. Goleman (2006) and Boyatzis and Goleman (2006) reclassified their array of competencies and clusters into two distinct aspects. The interpersonal clusters (social awareness and relationship management) were relabeled social intelligence (SI) competencies; and the intrapersonal clusters (self-awareness and self- management) were relabeled emotional intelligence(EI) competencies. The new term, emotional and social intelligence (ESI) helps to differentiate the behavioral manifestations of the intrapersonal awareness and management of emotions within the self (EI) from the behavioral manifestations of the interpersonal awareness of others’ emotions, needs, thoughts, and perceptions as well as navigate the larger social environment and working with others (SI). This integrated concept of ESI offers more than a convenient framework for describing human dispositions—it offers a theoretical structure for the organization of personality and linking it to a theory of action and job performance. This helped it get positioned as a competency as well. As, according to Boyatzis, a competency is an ―underlying characteristic of the person that leads to or causes effective or superior performance‖ therefore, an ESI competency got defined as an ability to recognize, understand, and use emotional information about oneself (EI) or others(SI) that leads to or causes effective or superior performance. The correlation of social and emotional intelligence approach is clearly reflected by Bar-On, who uses the concept of emotional and social intelligence. This model includes set of interrelated emotional and social competencies that determine how effectively we understand and express ourselves, how we understand and get along with other people and how we handle daily activities. In practice, they can complement each other as they complement to the abstract intelligence. Human being is a solid personality whose career is hardly separable from personal or family life. Emotional intelligence is essential for human life, because it helps to perceive, understand and manage emotions. It represents a personal, natural wisdom that allows him to live life joyfully, to overcome and solve everyday problems and achieve success. Social intelligence is the ability to relate to people, perceive social situations and properly interpret them and react accordingly. It is the ability to create harmonious interpersonal relationships and the ability to solve conflicts. One component cannot exist without the other. This definition can be elaborated to ―how people handle themselves and their relationships‖, according to Goleman, Boyatzis, & McKee. So, ESI is a set of competencies, or abilities, organized along two distinct aspect (emotional and social) in how a person: (a) is aware of himself/herself; (b) manages him/herself; (c) is aware of others; and (d) manages his/her relationships with others. Building upon and integrating the competency research, Goleman, Boyatzis, and McKee presented a model of ESI with 18 competencies arrayed in four clusters and two aspects. Researcher Shaun identified socially intelligent people as: · They have confidence in social circumstances. · They have and demonstrate a genuine interest in their fellow beings. · They are capable of adapting, understanding and responding effectively. · They express their emotions and feelings clearly and appropriately with assertiveness. · They have an awareness of the internal and external locus of control. Karl Albrecht, around 2009, elaborated the five major dimensions of social intelligence as situational radar, presence/bearing, authenticity, clarity and empathy (can be seen as an acronym SPACE). 1. Situational Radar (Awareness): the ability to read situations, understand the social context and choose behavioral strategies that are most likely to be successful 2. Presence: the external sense of one‘s self that others perceive: confidence, bearing self- respect, and self-worth. 3. Authenticity: the opposite of being phony. Authenticity is a way of behaving which engenders a perception that one is honest with one‘s self as well as others. 4. Clarity: the ability to express one‘s self clearly, use language effectively, explain concepts clearly, and persuade with ideas. 5. Empathy: the ability to create a sense of connectedness with others; to get them on your wavelength and invite them to move with and toward you. In that decade, the consistent aspects of social intelligence among all researches were: the knowledge of the social situations, accurate interpretation of the social situation and the skills to behave appropriately in that social situation. Hopkins and Bilimoria opined that to be considered socially intelligent one has to be good at human relationships. Crowne defined it as the ability to interact effectively with others in any social situation. Emmerling and Boyatzis describe social intelligence competency as the ability to be aware of, understand and act on emotional information about others that leads to effective performance. Thus, what was proposed by Thorndike during the first half of the 1900s was initially perceived similarly as a single concept by fellow researchers. However, later others began to see social intelligence as a set of two personal intelligences, divided into interpersonal and intrapersonal intelligences that include knowledge about oneself and others. Many scholars proposed a number of different ways to be socially intelligent. It has been thought of as the ability to accomplish interpersonal tasks and to act wisely in relationships. It has been seen as a capability that allows one to produce adequate behaviour for the purpose of achieving a desired goal. It is thought that SI involves being intelligent in relationships. Some researchers even believed that the social facets of intelligence may be as important as the cognitive aspects. However, most of them agreed that the Social Intelligence includes knowledge of the social situations and the skill to perceive and interpret the situations accurately, for leading one to successfully behave in the situation. In other words, it has always been seen as an ability to interact effectively with others. In an important research, Süd, Weis, & Seidel focused on more of a potential-based concept of SI, rather than behavior-based approaches and the broader concept of social competence (i.e., including both cognitive and non-cognitive abilities and skills). In the potential-based approach, SI encompasses only the cognitive abilities as necessary prerequisites for social competent behavior. Consequently, social competent behavior is part of the external criterion, not the construct. Social competent behavior, on the other hand, depends on cognitive (i.e., SI) and non-cognitive prerequisites (e.g., intentions, motivation, personality traits, values, norms, etc.). Thus, SI has been specified as a multidimensional cognitive ability construct that relies on an integrative model derived from a literature review. This model integrates both theoretical and operational definitions of SI. In its current version, the model distinguishes between the following cognitive ability domains and has been in part supported by data in a multitrait-multimethod (MTMM) study by Weis and Süd in 2007. So SI is about five qualities: Social understanding (SU) also social inference, social interpretation, or social judgment)represents the ability to understand social stimuli against the background of the given social situation. It also includes diversely labeled requirements such as the recognition of the mental states behind words, the comprehension of observed behaviors in the social context in which they occur, and the decoding of social cues. Social memory (SM) represents the ability to store and recall objectively given social information that can vary in complexity. The concept of SM was originally introduced by Moss and also appeared in works of Sternberg, Conway, Ketron, and Bernstein as memory for names and faces. Social perception (SP) represents the ability to perceive socially relevant information quickly in more or less complex situations. SP is distinguished from SU by only relying on objectively present information in order to exclude interpretative requirements. Social flexibility (SF) is the ability to produce as many and as diverse solutions or explanations as possible for a social situation or a social problem. The concept was originally introduced in Guilford‘s (1967) structure of human intellect model in the domain of divergent production of behavioural contents. Social knowledge (SK) includes knowledge of social matters, the individuals‘ fund of knowledge about the social world, or knowledge of the rules of etiquette. Unlike the remaining dimensions, SK highly depends on the social values of the environment and is not considered as a pure cognitive dimension. 1.2 Social Brain Goleman reveals that human beings have specific structures in their brains built to optimize relationships: · A spindle cell:- is the fastest acting neuron in our brain that guides our social decisions. Human brains contain more of these spindle cells than any other species. · Mirror neurons:- help us predict the behaviour of people around us by sub-consciously mimicking their movements. This helps us feel as they feel, move as they move, etc. · When a man gets a look from a woman he finds attractive, his brain secretes dopamine–a chemical that makes us feel pleasure. 1.3 Key elements of social intelligence: · Verbal fluency · Conversational skills · Knowledge of social roles and rules, as well as scripts · Effective listening skills · Understanding of how to cope well with others · Role playing · Social self-efficacy · Management skills · Intercultural and multicultural skills There‘s a lot going on behind one‘s words. While one speaks, the brain takes in micro- expressions, voice intonations, gestures and pheromones. 1.3.1 Micro-expressions: - are brief, involuntary facial expressions shown on the face of humans according to emotions experienced: · Usually occur in high-stakes situations, where people have something to lose or gain. · Occur when a person is consciously trying to conceal all signs of how they are feeling, or · When a person does not consciously know how they are feeling. · Unlike regular facial expressions, it is difficult/impossible to hide micro expression reactions. Micro-expressions cannot be controlled as they happen in a fraction of a second, but it is possible to capture someone's expressions with a high speed camera and replay them at much slower speeds. Micro-expressions express the seven universal emotions: disgust, anger, fear, sadness, happiness, contempt, and surprise. 1.3.2Voice intonations: · is the variation of pitch when one speaks (variation of levels we speak with is crucial in how we express ourselves) · one of the elements of linguistic prosody · the most important element of accent · helps to craft music of the language · it also helps the listener to follow the nature of communication Gestures and pheromones: - Pheromones give you the edge with attraction. People perceive all sorts of interesting things about one another through olfaction. It feels pretty normal – when we want something we take it, right? I‘m feeling thirsty; I‘ll grab a drink. I‘m hungry; I‘ll pick-up a snack. But you know what? This isn‘t what you should do when you desire a partner. The foundation of pick-up or game is ACQUISITION—the NEED to ACQUIRE a girl or man. This is the absolute, unquestioned and accepted law of game. The whole pick-up framework is built upon this. Simply, they are stimuli that elicit a reaction. Accordingly, people who have high SI have a greater awareness of their proto- conversations. 1.3.3 The Proto-conversation Goleman identifies two aspects of proto-conversations: Social Awareness: Your response to others (the manner in which you do so is crucial) Primal Empathy: Sensing other other‘s feelings and putting yourself in theirshoes Attunement: Listening with full receptivity Empathic Accuracy: Understanding others‘ thoughts and intentions Social Cognition: Understanding the social world and the working of a webof relationships Social Facility: Knowing how to have smooth, effective interactions Synchrony: Interacting smoothly Self-presentation: Knowing how you come across Influence: Shaping the outcome of social interactions Concern: Caring about others‘ needs 1.3.4 Your Social Triggers Social awareness is the capability to reckon that people and places trigger different emotions and this affects our ability to connect. Think about a time you felt excited and energized by an interaction. Now think of a time when you felt drained and defeated after an interaction. Along this, Goleman presents a theory on how our brain processes social interactions: The Low Road is our instinctual, emotion-based way we process interactions. It‘s how we read body-language, facial expressions and then formulate gut feelings about people. The High Road is our logical, critical thinking part of an interaction. We use the high road to communicate, tell stories and make connections. Why are these important? The Low Road guides our gut feelings and instincts. For example, if people didn‘t come to your birthday parties as a kid, you might feel a pang of anxiety when thinking about your own birthday as an adult–even if you have plenty of friends who would attend. Your High Road tells you that you are a grown up and things have changed, but your Low Road still gives you social anxiety. I call these social triggers. You should be aware of your unconscious social triggers to help you make relationship decisions. Knowing your Low Road social triggers helps your High Road function. Here‘s how you can identify yours: What kinds of social interactions do you dread? Who do you feel anxious hanging out with? When do you feel you can‘t be yourself? 1.3.5 Your Secure Base Whether you are a cheerful extrovert or a quiet introvert, everyone needs space and a place to recharge. Goleman suggests that‘s a ―secure base.‖ This is a ritual place or an activity that helps one process emotions and occurrences. A secure base is helpful for two main reasons. 1. It gives one a place to recharge before interactions so they don‘t get burnt out. 2. It helps one process and learn from each social encounter. 3. You can improve your Social Intelligence, you just need to prioritize it. Broken Bonds One of the biggest pitfalls in social intelligence is a lack of empathy. Goleman calls these Broken person treats Bonds. Philosopher Martin Buber coined the idea of the ―I-It‖ connection which happens when one another like an object as opposed to a human being. Imagine you have just lost a family member. You get a phone call from a friend offering condolences. Immediately you sense the obligation of the caller. They are distracted, you can hear the typing of keys in the background. Their wishes are cold, memorized and insincere. The call Case study: Cynthia receives an email from her friend, Joyce, every 60 days to grab lunch. Joyce‘s emails are always similar. When Cynthia realized the similarity in the emails, she started to think of herself as Joyce‘s ―calendar alert‖ that Joyce had set-up. Cynthia went low thinking as merely an item on Joyce‘s to do list. Cynthia analyzed that Joyce felt she ‗should‘ do lunch to keep in touch. But this led to their lunches to be perfunctory, predictable and boring to Cynthia. So, Cynthia stopped saying yes to grabbing lunch with her friend. · Don‘t interact because you feel that you ‗should.‘ · Say no to obligations if you can. · Interact with empathy or don‘t interact at all. 2. Positively Infectious When someone smiles at you, it‘s hard not to smile back. The same goes for other facial expressions. When your friend is sad and begins to tear up, your own eyes will often get moist. Why? These are your mirror neurons in action–part of your Low Road response to people. ―Hang out with people whose moods you want to catch. ―If moods are catching, gravitate towards people who will infect you with the good ones‖ 3. Adopt to Adapt Empathy works in such a way that one‘s Low Road automatically mirrors the people around them. Our brain copies the people around us, so we feel as they feel. This in turn helps us understand them, where they are coming from and even be better at predicting their reactions. ―Many paths of the low road run through mirror neurons. The neurons activate in a person based on something that is experienced by another person in the same way is experienced by the person himself. Whether pain (or pleasure) is anticipated or seen in another, the same neuron is activated.‖ makes you feel worse, not better.-Goleman, 41 4. Beware the Dark Triad Goleman shares the dark triad of people: · The narcissistic personality is when someone has an inflated view of themselves, a huge ego and a sense of entitlement. · The Machiavellian personality is when someone is manipulative and consistently exploits the people around them. · The psychopath personality is someone who is impulsive, remorselessness and extremely selfish. Goleman summarizes the dark triad motto as: Others exist to adore me. 5. Mindblind Mindblind is the inability to sense what is happening in the mind of someone else. The key to mindsight is compassion. ―In short, self-absorption in all its forms kills empathy, let alone compassion. When we focus on ourselves, our world contracts as our problems and preoccupations loom large. But when we focus on others, our world expands. Our own problems drift to the periphery of the mind and so seem smaller, and we increase our capacity for connection – or compassionate action.‖ – Goleman, 54 Goleman claims that people are wired for altruism. People are inherently good. However, sometimes they forget how good it makes them feel to be good. Dr. Baron-Cohen devised something called the Empathy Quotient. This is a quiz to test your empathy levels. While he devised the test for adults on the Aspergers or Autism Spectrum, but this quiz has been found to be very helpful. 6. A People Prescription ―The most striking finding on relationships and physical health is that socially integrated people, those who are married, have close family and friends, belong to social and religious groups, and participate widely in these networks, recover more quickly from disease and live longer. Roughly eighteen studies show a strong connection between social connectivity and mortality.‖ – Goleman, 247. 1.3.6 Synthesis of ways to develop your social intelligence: How to develop social intelligence? According to Goleman ―friends make you healthy;‖ healthy happy life is positive relationships. Your partner, friends, colleagues and children, support your soul as well as our immune system. This has been realized through studies that have found that kinds words, physical touch, a song from childhood improve the vital signs of the sick and even fatally ill. Therefore, investing in your relationships is worth the effort. Simply put, following are ways in which you can develop your social intelligence: · Willingness and dedication to learn · Paying more attention to social happenings around you · Develop yourself to be a better speaker · Networking · Try to listen more to others (active listening) · Inquisitiveness to know more about social situations · Learn more about your own behaviour · Acquire knowledge on social successes and failures 1.3.7 Let’s look at the kinds of smart for you to be to figure that out and answer: Gardner, a developmental psychologist and Harvard professor name, developed in the 80s and 90s. In his book Frames of Mind: The Theory of Multiple Intelligences, Gardner developed the approach that intelligence is spectrum composed of different kinds of minds and therefore people learn, remember, and understand in different ways. He initially listed 7 types of intelligences, and later added the 8th (naturalist). This is what it looks like: 1. Visual-Spatial Intelligence People who are strong in visual-spatial intelligence are good at visualizing things. These individuals are often good with directions as well as maps, charts, videos, and pictures. Strengths Visual and spatial judgment Characteristics People with visual-spatial intelligence: · Read and write for enjoyment · Are good at putting puzzles together · Interpret pictures, graphs, and charts well · Enjoy drawing, painting, and the visual arts · Recognize patterns easily Potential Career Choices If you're strong in visual-spatial intelligence, good career choices for you are: · Architect · Artist · Engineer 2. Linguistic-Verbal Intelligence People who are strong in linguistic-verbal intelligence are able to use words well, both when writing and speaking. These individuals are typically very good at writing stories, memorizing information, and reading.1 Strengths Words, language, and writing Characteristics People with linguistic-verbal intelligence: · Remember written and spoken information · Enjoy reading and writing · Debate or give persuasive speeches · Are able to explain things well · Use humour when telling stories Potential Career Choices If you're strong in linguistic-verbal intelligence, good career choices for you are: · Writer/journalist · Lawyer · Teacher 3. Logical-Mathematical Intelligence People who are strong in logical-mathematical intelligence are good at reasoning, recognizing patterns, and logically analyzing problems. These individuals tend to think conceptually about numbers, relationships, and patterns.4 Strengths Analyzing problems and mathematical operations Characteristics People with logical-mathematical intelligence: · Have excellent problem-solving skills · Enjoy thinking about abstract ideas · Like conducting scientific experiments · Can solve complex computations Potential Career Choices If you're strong in logical-mathematical intelligence, good career choices for you are: · Scientist · Mathematician · Computer programmer · Engineer · Accountant 4. Bodily-Kinesthetic Intelligence Those who have high bodily-kinesthetic intelligence are said to be good at body movement, performing actions, and physical control. People who are strong in this area tend to have excellent hand-eye coordination and dexterity. Strengths Physical movement, motor control Characteristics People with bodily-kinesthetic intelligence: · Are skilled at dancing and sports · Enjoy creating things with his or her hands · Have excellent physical coordination · Remember by doing, rather than hearing or seeing Potential Career Choices If you're strong in bodily-kinesthetic intelligence, good career choices for you are: · Dancer · Builder · Sculptor · Actor 5. Musical Intelligence People who have strong musical intelligence are good at thinking in patterns, rhythms, and sounds. They have a strong appreciation for music and are often good at musical composition and performance. Strengths Rhythm and music Characteristics People with musical intelligence: · Enjoy singing and playing musical instruments · Recognize musical patterns and tones easily · Remember songs and melodies · Have a rich understanding of musical structure, rhythm, and notes Potential Career Choices If you're strong in musical intelligence, good career choices for you are: · Musician · Composer · Singer · Music teacher · Conductor 6. Interpersonal Intelligence Those who have strong interpersonal intelligence are good at understanding and interacting with other people. These individuals are skilled at assessing the emotions, motivations, desires, and intentions of those around them. Strengths Understanding and relating to other people Characteristics People with interpersonal intelligence: · Communicate well verbally · Are skilled at nonverbal communication · See situations from different perspectives · Create positive relationships with others · Resolve conflicts in group settings Potential Career Choices If you're strong in interpersonal intelligence, good career choices for you are: · Psychologist · Philosopher · Counselor · Salesperson · Politician 7. Intrapersonal Intelligence Individuals who are strong in intrapersonal intelligence are good at being aware of their own emotional states, feelings, and motivations. They tend to enjoy self-reflection and analysis, including daydreaming, exploring relationships with others, and assessing their personal strengths. Strengths Introspection and self-reflection Characteristics People with intrapersonal intelligence: · Analyze their strengths and weaknesses well · Enjoy analyzing theories and ideas · Have excellent self-awareness · Understand the basis for his or her own motivations and feelings Potential Career Choices If you're strong in intrapersonal intelligence, good career choices for you are: · Philosopher · Writer · Theorist · Scientist 8. Naturalistic Intelligence Naturalistic is the most recent addition to Gardner‘s theory and has been met with more resistance than his original seven intelligences. According to Gardner, individuals who are high in this type of intelligence are more in tune with nature and are often interested in nurturing, exploring the environment, and learning about other species. These individuals are said to be highly aware of even subtle changes to their environments. Strengths Finding patterns and relationships to nature Characteristics People with naturalistic intelligence: · Are interested in subjects such as botany, biology, and zoology · Categorize and catalog information easily · Enjoy camping, gardening, hiking, and exploring the outdoors · Dislikes learning unfamiliar topics that have no connection to nature Potential Career Choices If you're strong in naturalistic intelligence, good career choices for you are: · Biologist · Conservationist · Gardener · Farmer Some questions to address on your own are: What are you smart on? What evidence do you have that made you reach that decision? What do others say aboutyour smart/s? Topic 2: Social Intelligence in relation to Engineering Introduction Internationally it has been witnessed that engineering students need more skills than engineering education. Competitive graduates require relevant skills that has honed them to be dynamic and function effectively in the workplace and society. Lack of Social Intelligence skills, also known as Social Intelligence quotient (SI) skills in students affect their performance and has been regarded to be leading to higher drop-out rates and poor quality of the engineering. Recent literature emphasizes a need for engineering to integrate necessary non-engineering skills such as SI and emotional intelligence (EI) skills. These two are closely related and tend to be confused. However, there’s a thin line between them. Research, professional bodies and experts have identified that the graduate engineer requires many skills and a great deal of knowledge when entering the workforce. Crucial elements such as interpersonal skills, as well as teamwork and a strong sense of motivation are regarded to be particularly relevant in this era of globalization, occurring in a dynamic speed and dictates environment in which the modern engineer must interact. Real Engineering and RealLife The heavy traditionalism of many courses have the perspective of teaching only real engineering especially, defining and isolating problems and achieving technical solutions. Exposure to this culture of traditionalist engineering education not only discourages reflection, but also generates future engineers who both lack and do not appreciate the value of the skills of reflection. Along with that, do engineering studies actively discourage the ESI factor by the very nature of the traditionalist style of teaching in this field? Such traditionalist teaching imparts engineering as a discipline rather than as a career. The Evolution of EngineeringEducation Overtime, engineering has progressively become less and less of a stand-alone subject. Other disciplines have influenced and became increasingly integrated in engineering curricula in order to increase the sharpness of a university‘s graduates, thereby responding to industry demands, e.g. management, business strategy, marketing, philosophy, communication, ethics, environmentalism, sustainability, etc. Engineers‘ attitudes to the soft skills area, incorporating people, ideas and self- reflection, have to be tackled at a fundamental level. Universities along employers have identified necessary skills that need to be integrated into the curricula. These are complemented with abilities that are valued by both universities and particularly employers, and they include some of the following: · Self- and context-awareness. · Decision-making and action planning. · Research and analysis. · Communication skills. · Critical reflection. · Problem solving · Creativity Cognisant of the fact that, the above-mentioned soft skills are part of engineering profession (engineering skills necessary in the fields of engineering) these characteristics can be effectively incorporated as parts of the elements of SI/ESI. These are subjects in humanities that have been regarded to play an active role in the education of future engineers who can reflect and display sensitivity to both individuals and society. Create the Future Socially intelligent engineers have the opportunity to manifest future changes and actively create the future. Indeed, Cooper and Sawaf state that: ... successfully intelligent leaders and managers continually question many of the assumptions that others accept ... [and] they challenge it perceiving the deeper risks and limitations, and in many cases find ways to transcend it ... They know the future is not something we wait for; it is something we must actively help create. And emotional intelligence plays a vital role. Social intelligence Unit 1

Multi-Store Model

Multi-store memory model

2.1 The Multi-Store Model of Memory

The Multi-Store Model Of Memory

Sp2 3.3 Types of Stores

Stores vocab french