Running Head EMOTIONAL INTELLIGENCE1EMOTIONAL INTELLIGENCE.docx

Running Head: EMOTIONAL INTELLIGENCE 1
EMOTIONAL INTELLIGENCE
2
Liberty University
Introduction

Demand on managers, employees and executives of enterprises
around the world progressively increase and is hypothesized
that most emotional intelligence will increasingly participate in
a relevant role in the success of a business. The main purpose of
this literature is to gain educational knowledge of emotional
intelligence, its main importance and exploring the emotional
intelligence strategies used by business leaders in the United
States to enhance effective team communication. Emotional
intelligence is a type of shared intelligence that incorporates
monitoring emotions and feelings of an individual as well as
that of others, followed by using the data to offer guidance on
individual thinking and actions. Emotional intelligence in
leaders incorporates understanding their feelings, showing
empathy to others as well as regulating individual; emotions to
enhance the quality of work in the organization. Emotional
intelligence impacts the effectiveness of communication among
project team members.
Literature review
Goleman et al. (2015) explain that the main tasks around
leadership incorporate generating job passion, creating an
atmosphere that encourages cooperation and attaining harmony
amid financial and human factors of the organization agenda,
which can be achieved through relevant emotional intelligence.
Cloud (2016) adds that a complete performance picture ranges
from achieving results as well as return on investment to
achieving commitment and trust. Kouzes and Posner (2018)
explain that if people fail to believe in the person giving
information, then they will not even believe the message given
by that person. If there is no trust, leaders might not even
achieve their vision no matter how important or true the
information might be since the data will not be embraced as
intended, hence the commitment required will not achieve the
organization requirement.
Leaders require emotional intelligence to gain their full
potential to achieve their predetermined goals and objectives.
Leadership is not something you carry out on people, but it is

something that you do with followers. Before understanding
others, leaders work on understanding themselves, their
behaviors, values goals and objectives. The main leadership
instrument is the mastery of leadership starts with mastery of
oneself. Self-knowledge is the best tool for transformation in an
organization (Goleman, 2018). Understanding individual values
and character is an act of emotional intelligence.
There are four main factors for emotional intelligence, as
explained by Nguyen et al. (2019) include "self-awareness, self-
management, social awareness and relationship management."
These are the strategies that most of the United States
management use to enhance effective communication amid the
team members. Self-awareness incorporates self-understanding
of personal responsibilities, communication styles, moods,
objectives, and feelings. This assessment allows a person to
leverage the focus objective, strengths, and weaknesses in the
communication. Nguyen explains that awareness of others as the
best tool of EI, being in a position to understand other people
feeling and emotion will help a leader to control the team
smoothly. According to Nguyen et al. (2019), self-regulation
involves being able to control oneself in relation to other
people. The final factor of relationship management covers all
the other factors create the relationship amid an individual and
the targeted audience while communicating.
There are diverse organizational leaders that use the Emotional
intelligence strategy in the United States to encourage effective
communication with followers. These leaders include Bezos,
Ursula Burns and Elon Musk. Bezos believes in the employees,
appreciate them, and continuously remind them how important
they are in the organization. According to Goleman (2018).
Leaders that reach out to their employees with the idea of
appreciating them before presenting their need from the
employees motivate the employees to perform best in their work
creation.
Also, Elon Mask understood the importance of social awareness
and became a team player that leads people from the frontline

and not from the safe, comfortable zone. According to Durbin,
social awareness involves being aware of other people feelings
and focusing most interest to them as a leader (Dubrin, 2015).
Finally, Ursula Burns had knowledge of self-management. Self-
regulation for Burns included having the ability to control her
emotion and moods in such a way she invested on her poker
face to make sure that she had the most approachable look that
employees would feel free to address them as leaders. She
ensures that her moods did not disrupt her leadership, operating
with transparency, being driven to advancement initiative as
well as being adaptive to changes.
According to Goleman et al. (2015) leadership has main tasks
surrounding it which include the passion generated for the job
ahead, a cultivated environment for cooperation, and harmony is
achieved between "the factors of finance in company's agenda
and the human, " this can be accomplished in a better way by
emotional intelligence being utilised. So as to gain commitment
and trust, Cloud (2016) explains that ranges of complete
pictures performance are from getting the results and also
investment returns. A suggestion by Kouzes and Posner. Was
that if people do not trust the messenger, they won't trust the
message as well.
Emotional intelligence is a crucial skill to a leader where the
leader has his full potential obtained (Goleman, 2018). Rather
than doing for the people, leadership is something you involve
them. One needs to understand his values and goals before
heading for a lead. According to Kouzes and Posner, leadership
has instruments which are self, and the leadership mastery,
which is accompanied by self-mastery (Jackson, 2016).
Awareness of self is a tool invaluable for change in itself. Self-
development derives the confidence and courage to lead, the
strong feeling of one's capabilities and self-worth is self-
confidence.
In conclusion, leading organization and people can be to be very
challenging, especially when today's environment is fast-paced
and ever-changing. Emotional intelligence has acquired

increased importance where it is now believed that it is a key in
obtaining performance. The potential of an organisation has an
argument that it can be reached by the motivation of
individuals, relationships built on trust, integrity in leadership,
and getting to adapt to meeting reality demands. Emotional
intelligence measuring tools before being said is a science it
should be got through an empirical investigation. Finally,
emotional intelligence is supposed to be outpointed, as relevant
as it would be, it itself would not be enough; technical skills
and cognitive intelligence are as significant for the success of
leadership.
References
Boyatzis, R. (2019). Competencies as a behavioral approach to
emotional intelligence. The Journal of Management
Development. Manuscript submitted for publication. Retrieved
from
https://www.emerald.com/insight/content/doi/10.1108/02621710
910987647/full/html
Cloud, H. (2015).Integrity: The courage to meet the demands of
reality. NY: Harper Collins Publishers.
Dubrin, A. J. (2015). Leadership: Research, findings, practice
and skills (6th ed.). Mason, OH: South-Western/Cengage.
Goleman, D. (2018). Working with emotional intelligence. New
York, NY: Bantam Books. Retrieved from
https://books.google.com/books?hl=en&lr=&id=WHeScUw4--
4C&oi=fnd&pg=PA8&dq=The+student+leadership+challenge:+

Five+practices+for+exemplary+leaders.
Jackson, L. A. (2016, February). Relax your grip: Learning the
fine arts of delegation. Black Enterprise. Retrieved from
http://www.blackenterprise.com/2006/02/01/relax-your-grip/
Kouzes, J. M., & Posner, B. Z. (2008).The student leadership
challenge: Five practices for exemplary leaders. Hoboken, NJ:
John Wiley & Sons Inc. Retrieved from
https://books.google.com/books?hl=en&lr=&id=iU5MDwAAQB
AJ&oi=fnd&pg=PR13&dq=Kouzes,+J.+M.,+%26+Posner,+B.+Z
.+(2008).The+student+leadership+challenge:+Five+practices+fo
r+exemplary+leaders.+Hoboken,+NJ:+John+Wiley+%26+Sons+
Inc.&ots=BbU1jxJfp5&sig=no0YxLbSZHVnmaWYcvpcP5umCa
4
Week 5: Development of an Evolving Case Study for Clinical or
Classroom SettingPurpose
This assignment provides the opportunity for the student to
develop an evolving case study that would be useful as part of a
small group activity in the clinical setting. It should not be
written for a simulation learning activity. Using a concept
presented in Weeks 2, 3, and 4, the student incorporates the
elements expected of an evolving case study as well as includes
pathophysiology, pharmacology, and physical assessment.
Course Outcomes
Through this assignment, the student will demonstrate the
ability to do the following.
CO 1: Synthesize educational theories and knowledge from
nursing and health sciences to foster experiential learning
strategies and positive healthcare outcomes. (PO 1)
CO 2: Integrate pathophysiologic mechanisms with advanced
assessment and pharmacologic concepts to maximize holistic,
person-centered outcomes in complex disease states. (POs 1, 2,
3, 5)
CO 3: Integrate caring and person-centered concepts within
diverse practice settings to maximize healthcare and learner
outcomes. (PO 2)

CO 4: Employ a spirit of inquiry to foster professional
development to facilitate the achievement of educational
outcomes. (PO 3)
CO 6: Promote positive health and education outcomes by
fostering the use of evidence-based and interprofessional
strategies in experiential settings. (PO 5)
Due Date: Sunday 11:59 p.m. MT at the end of Week 5Total
Points Possible: 180 points Requirements
Description of the Assignment
This assignment requires the student to develop an evolving
case study that would be useful in either the clinical or
classroom setting. It is not written for a simulation learning
activity. The evolving case study must focus on a concept
assigned from Giddens (2017) required textbook during Weeks
2, 3, and 4. In addition, the student must identify Socratic
questions related to the pathophysiology, pharmacology, and
health assessment used in the evolving case study. The study
demonstrates the following.
· Initial presentation (i.e., Stage 1) regarding the health status
of the patient
· Progress to Stage 2 with the occurrence of event that requires
the identification of the appropriate response from learners
· Ends with Stage 3 that is based upon the action identified by
learners
The development of Socratic questions useful for debriefing
following completion of the evolving case study are required.
Criteria for Content
Overview of the assignment
The evolving case study starts with background information that
provides an overview; description of the patient; and the report
provided to the participants using the format of situation,
background, assessment, and recommendation (SBAR).
Progressing over time with a fictional patient’s health status
changing, this evolving case study presents the situation in
three stages. Stage 1 is the initial stage where the patient’s
healthcare situation is presented, followed by a trigger, which

represents a health challenge or worsening of health.
Participants identify the appropriate interventions to maintain a
stable health status as well as recognize via assessment the
deterioration in the fictional patient’s health. Stage 2 continues
the presentation of the patient with progressive decline in health
status requiring the identification of appropriate actions by
participants. A trigger for Stage 3 will be identified based on
the stabilization of the fictional patient. An outcome of the
evolving case study is suggested as part of Stage 3. Preparation
for the debriefing of participants is considered by the
identification of Socratic questions.
Required content for the assignment
Part 1: Overview of evolving case study
· Description of the evolving case study
· Identify the purpose
· Identify the type of learner that case study is developed for
· Identify the concept to be demonstrated by the fictional
patient
· Description of the setting
Part 2: Description of fictional patient by identifying each of
the following elements
· Name
· Gender/age/weight/height
· Allergies
· Past medical history
· History of present illness
· Social history
· Primary medical diagnosis
· Surgeries and/or procedures with dates
Part 3: Develop the report that learners receive prior to the
start of the evolving case study using SBAR
· Time of report
· Identify person providing the report
· Identify each of the following for SBAR
· Situation
· Background

· Assessment
· Recommendation
Part 4: Stage 1: Start of the healthcare situation with required
elements
· Evolving case study information to be presented to the learner
· One action that a learner SHOULD identify that is
APPROPRIATE for the situation
· Socratic question for each area to ask learner at end of Stage 1
· Pathophysiology
· Physical assessment
· Pharmacology
· Trigger for Stage 2
Part 5: Stage 2: Deterioration in fictional patient’s health status
with required elements
· Pathophysiology
· Pharmacology
Part 6: Stage 3: Stabilization of fictional patient with required
elements
· Pathophysiology
· Pharmacology
· Expected ending for case study if learner’s actions are
Part 7: Debriefing
· Socratic Question 1 (focusing on overall Stage 1)

· Socratic Question 4 (focusing on the overall case
study)Preparing the Assignment
Criteria for Format and Special Instructions
1. The assignment should not exceed 8 pages in length
excluding the title page and reference page.
2. The use of the template for Week 5 Assignment is required.
3. Expectations regarding graduate level include all the
following elements.
a. Correct spelling, grammar, and punctuation
b. Exceptional writing style with clarity, flow, and organization
of information throughout the paper
c. Congruence with APA mechanics of style
d. APA format for citing and referencing sourcesDirections and
Assignment Criteria
Assignment Criteria
Points
%
Description
Overview of evolving case study
10
The required content includes:
· Description of the evolving case study
· Identify the type of learner that case study is developed for
patient
Description of fictional patient by identifying each of the
following elements
10
· Name
· Gender/age/weight/height

· Allergies
· Social history
Develop the report that learners receive prior to start of the
evolving case study using SBAR
20
· Time of report
· Situation
· Background
· Assessment
· Recommendation
Stage 1: Start of the healthcare situation with required elements
35
· Pathophysiology
· Pharmacology
Stage 2: Deterioration in fictional patient’s health status with
required elements
35

· Pathophysiology
· Pharmacology
Stage 3: Stabilization of fictional patient with required elements
35
· Pathophysiology
· Pharmacology
Debriefing
25
· Socratic Question 4 (focusing on the overall case study)
Graduate-level writing style
10
· Correct spelling, grammar, and punctuation

· Exceptional writing style with clarity, flow, and organization
of information throughout the paper
· Congruence with APA mechanics of style
· APA format for citing and referencing sources
Total
180
100%
Chamberlain College of Nursing NR505 Advanced
Research Methods: Evidenced Based Practice
Chamberlain College of Nursing NR536 Advanced
Pathophysiology, Health Assessment and
Pharmacology for Nurse Educators: Experiential Learning
NR505: W2 Assignment Refinement of Nsg. Issue Rev-
7/31/2017 (AR)
NR536: W5 Assignment Development of an Evolving Case
Study for Clinical or Classroom Setting 8/5/19 (AR)
6
Grading Rubric
Assignment Criteria
Exceptional
Outstanding or highest level of performance
Exceeds
Very good or high level of performance
Meets
Competent or satisfactory level of performance
Needs Improvement
Poor or failing level of performance
Unsatisfactory
Unsatisfactory level of performance

Content
Possible Points = 195 Points
Overview of evolving case study
10 Points
9 Points
8 Points
4 Points
0 Points
Presentation of information was exceptional and included all the
following elements:
· Description of the evolving case study including:
· Identify type of learner
patient
Presentation of information was good and included all the
following elements but was superficial in places:
patient
Presentation of information was noted in all the following
elements but was only minimally demonstrated:
patient
Presentation of information in one or two of the following
elements fails to meet expectations:

patient
Presentation of information is unsatisfactory in three or more of
the following elements:
patient
Description of fictional patient by identifying each of the
following elements
10 Points
9 Points
8 Points
4 Points
0 Points
following elements:
· Name
· Gender/age/weight/ height
· Allergies
· Social history
· Name

· Allergies
· Social history
· Name
· Allergies
· Social history
· Name
· Allergies
· Social history
· Name
· Allergies

· Social history
Develop the report that learners receive prior to start of the
evolving case study using SBAR
20 Points
18 Points
16 Points
8 Points
0 Points
following elements:
· Time of report
· Situation
· Background
· Assessment
· Recommendation
· Time of report
· Situation
· Background
· Assessment
· Recommendation

· Time of report
· Situation
· Background
· Assessment
· Recommendation
· Time of report
· Situation
· Background
· Assessment
· Recommendation
· Time of report
· Situation
· Background
· Assessment
· Recommendation
Stage 1: Start of the healthcare situation with required elements
35 Points
31 Points
28 Points
13 Points
0 Points

following elements:
· Evolving case study information presented to the learner
· Socratic question for each area to ask learner at end of Stage
1:
· Pathophysiology
· Pharmacology
1:
· Pathophysiology
· Pharmacology
1:
· Pathophysiology
· Pharmacology

1:
· Pathophysiology
· Pharmacology
1:
· Pathophysiology
· Pharmacology
Stage 2: Deterioration in fictional patient’s health status with
required elements
35 Points
27 Points
25 Points
11 Points
0 Points
following elements:

2:
· Pathophysiology
· Pharmacology
2:
· Pathophysiology
· Pharmacology
2:
· Pathophysiology
· Pharmacology

2:
· Pathophysiology
· Pharmacology
2:
· Pathophysiology
· Pharmacology
Stage 3: Stabilization of fictional patient with required elements
35 Points
27 Points
25 Points
11 Points
0 Points

following elements:
3:
· Pathophysiology
· Pharmacology
3:
· Pathophysiology
· Pharmacology
3:
· Pathophysiology

· Pharmacology
3:
· Pathophysiology
· Pharmacology
3:
· Pathophysiology
· Pharmacology
Debriefing
25 Points
22 Points
20 Points
10 Points

0 Points
following elements:

Content Subtotal _____ of 170 Points
Format
Possible Points = 15 Points
Scholarly writing at the graduate level
10 Points
6 Points
5 Points
3 Points
0 Points
1–2 errors or exceptions to the rules of APA citation style,
grammar, spelling, word usage, punctuation, and other aspects
of formal written work as found in the current edition of the
APA Manual
APA Manual
APA Manual
APA Manual
9 or more errors or exceptions to the rules of APA citation
style, grammar, spelling, word usage, punctuation, and other

aspects of formal written work as found in the current edition of
the APA Manual
Format Subtotal
_____ of 10 Points
Total Points
_____ of 180 Points
NR536: W5 Assignment Developing an Evolving Case Study
13
INDS 400
Literature Review Grading Rubric
Criteria
Levels of Achievement
Content 70%
Advanced 90-100%
Proficient 70-89%
Developing 1-69%
Not present
Content
32 to 35 points
Literature review is thorough, unbiased, and portrays a holistic,
well thought-through perspective on the topic.
25 to 31 points
Literature review attempts but sometimes fails to maintain an
objective, interdisciplinary perspective on the topic.
1 to 24 points
Literature review lacks interdisciplinary focus; information is
poorly presented or not in the form of a literature review.
0 points
Not present
Research

32 to 35 points
Literature review contains sources from all disciplines involved
and leaves no gaps or unanswered questions.
25 to 31 points
Literature review leaves some questions unanswered, fails to
research some disciplines, or contains 1-2 non-scholarly or
irrelevant sources.
1 to 24 points
Literature review is based largely on untrustworthy, irrelevant,
or non-scholarly sources, and some disciplines are not
represented.
0 points
Not present
Structure 30%
Advanced 90-100%
Proficient 70-89%
Developing 1-69%
Not present
Grammar, Punctuation, Spelling, and Formatting
27 to 30 points
Few mistakes are evident.
21 to 26 points
Mistakes detract somewhat from the information being
delivered.
1 to 20 points
Mistakes promote confusion or show a lack of professionalism.
0 points
Not present
CLIFFORD STUMME GRADING COMMENT KEYCODE
ST – Either this error appears frequently or it won’t be marked
again. Try finding it on your own and fixing where you see it

occur.
CONTENT ISSUES
ABS – Overly-Absolute
Be careful that you don’t make claims that can’t be
completely supported. For example, almost always it’s better to
say that “many” people believe something, rather than to say
that “all” do if you can’t prove that all do. You still want to
make your arguments boldly but use language that keeps you
from sounding like you’re asserting things that aren’t
completely true.
MT – Missing Thesis
Your thesis should be the last sentence of your
introduction paragraph. Normally, an introduction introduces
the topic/problem/gap, and then the thesis sentence gives your
central idea/argument/proposal.
CN – Citation Needed
You should put a citation here for the source referenced, or
you should find a source that backs up this statement. Be
careful you don’t make statements that aren’t proven or that
need more backup you haven’t given. It can hurt your
credibility, or sometimes makes your writing sound
sensationalistic or dramatic. Academic writing should be
calculated, specific, and backed up by solid evidence.
CONCSEN – Concluding Sentence
The last sentence of a body paragraph should be a strong
statement about what was argued and proven in the above
paragraph. If you skip the concluding sentence, your audience
won’t have a clear idea of what you said in that paragraph. Your
concluding sentence should summarize the main point of the
paragraph and preferably connect it to the main idea of your
thesis statement so your reader knows how this paragraph fits

into the overall big picture or argument of your essay.
CONTSEN – Controlling Sentence
The first sentence of each body paragraph should be a
strong statement that gives the big idea of that paragraph and (at
least minimally) references the overall thesis or idea of your
paper. When you do that second part, you are contextualizing
this paragraph and its purpose in your paper overall. Your
CONTSEN should not be a question, a statement of fact, or a
piece of source material. A CONTSEN makes a small part of
your overall argument and pushes your audience one step closer
to accepting your thesis.
OBVS – Unnecessary Obvious Statement
What you’re saying here is a little obvious like saying that there
are “pros and cons to a position.” There are always going to be
pros and cons to anything, so there’s not a huge need to tell us.
Instead, tell us about a notable strength or weakness or
something interesting that moves your topic along instead of
stalling it with filler language.
SOI – Sentence of Incorporation
After (or sometimes before) every source use, you need to
include a sentence of incorporation that makes clear how the
source supports your controlling sentence and main argument.
You don’t want to just have a quote floating by itself. Just
saying that some author said something doesn’t make clear to
your audience how it supports the controlling sentence of that
paragraph. Integrate the source material into the paragraph by
integrating it into your paragraph.
Q – Qualify
Sometimes when you make too strong a statement, your
audience will easily be able to point out counterexamples. Thus,
sometimes it’s better to say that “many parents have their
children’s best interests in mind,” rather than that “all parents”

do. Since it’s extremely difficult to prove that something is true
in all situations at all times under all circumstances, qualifiers
can make your job significantly easier.
EC – Ending Conclusions
Your conclusion should usually end with a big picture
summary of your argument or with a quick emphasis of why
your topic or idea is important. Refrain from ending it with an
overly spiritual twist (unless your paper has been spiritually
focused throughout), and don’t end with a quote, Bible verse, or
cliché. What’s the big thing we should be remembering about
your ideas? End with that.
ORGANIZATION ISSUES
1Q – Avoid Beginning or Ending Paragraphs with Quotes
While it works well in informal language, your academic
writing should be focused on your own words, and you should
start and end your paragraphs with your own words. In an
introduction paragraph, you should jump to your topic. In a
body paragraph, you should begin or end with a CONTSEN or
CONCSEN that explains the main argument of that paragraph.
FC – Don’t Forecast
Be careful about very obvious transition words like “first,”
“in the end,” “finally,” and especially “in conclusion.” Most of
the time, these words are unnecessary. For instance, many
students use “in conclusion” at the beginning of their
conclusion paragraphs, but at that point, the audience already
knows the paper is concluding, so there’s no need to announce
it.
AT – Lacks Transition
The two parts of this section don’t flow together smoothly.
Try adding a transitional word or idea to make them seem more

connected.
P59 – Ideal Paragraph Size
Paragraphs should be at least 3-9 sentences long. Any more than
twelve sentences or ¾’s of a page, and you’re probably getting
long-winded or maybe accidentally focusing on two topics (so
you can split them into two paragraphs). Any fewer than five
sentences or ¼ of a page, and your paragraph probably looks
awkwardly small and may not go into enough detail about the
topic.
EPTR – End of Paragraph Transition
Don’t put a transition sentence at the end of a paragraph.
This was something many were taught in high school, but in
college-level writing, every paragraph should be self-contained
and have strong CONTSENs and CONCSENs sandwiching their
material.
GRAMMAR/DICTION ISSUES
1P or 2P – First Person and Second Person
In most academic writing, you should use only third person
perspective words like they, he, or she, not I, we, or you. This
rule helps to keep your papers more professional and less
biased. Note that telling your audience to do something like
“imagine” or “think about it” assumes the second person
because you’re telling the other person specifically to do
something. Some papers will allow 1P (check the prompt), but
few ever will allow 2P.
ATO – Academic Tone
Make sure that your writing maintains a professional,
academic tone that sounds trustworthy and knowledgeable. Your
tone should be logical and avoid emotional outbursts or
dramatic language. You want your audience to perceive you as a

source they can rely on. ATO includes not using slashes or
“etc.” in your writing.
AWK – Awkward Wording
The wording here is awkward and should be reworked.
C’U – Contraction use
Contractions are more for informal writing and not
academic work. Avoid using them.
CLI – Cliché
Avoid using words or phrases that are common catch
phrases that don’t sound formal or professional.
FRAG – Fragment Sentence
Fragments are sentences that don’t make a complete
thought or give a full statement. Add to them to finish the
thought to make them a complete sentence.
DC, – Comma after Dependent Clause
Dependent clauses can’t stand as complete thoughts and
often begin with a word like “because,” “after,” or “whenever.”
When a dependent clause precedes an independent clause, a
comma should separate them.
IC,DC – Comma Use between Independent Clause and
Dependent Clause
If an independent clause leads into a dependent clause,
there’s no need for a comma. Thus, you wouldn’t use one before
“because” in the following sentence: Jenny went to the store
because she needed a hat. But if you switched the clauses, you
would use a comma.
IC;IC – Semicolons between Two Clauses
Make sure that both sides of a semi-colon include two full
thoughts or independent clauses. They should be able to stand

alone.
IP, - Comma after Introductory Phrase
Introductory phrases (usually of three words or more) in
the form of a prepositional phrase or other kind of phrase
usually are followed by a comma to separate the phrase from the
rest of the sentence.
IQ – Italics/Quotations
Italicize titles of large things or anthologies—ships, books,
movies, collections of other works, and plays. Use quotation
marks around the things within those larger things or just self-
contained smaller things like poem, book chapters, short stories,
etc.
PAA – Pronoun Antecedent Agreement Issue
Pronouns need to clearly connect to an antecedent (or noun
that a pronoun refers to). They need to be the same number and
case, so “he” would be a good pronoun for “John,” but “him”
wouldn’t. And “everyone” would work with “his” or “her,” but
it wouldn’t work with “they” because “everyone” is singular. In
fact, almost every word that ends with “one” or “body” is
singular—anyone, somebody, no one, etc.
PV – Passive Voice
Avoid sentences that lead with the target of the action
instead of the doer of the action. Better to say, “John ate the
food,” than, “The food was eaten by John,” or, “The food was
eaten,” because it’s less awkward and requires fewer words.
REP – Repetitive
Try to avoid using the exact same word several times in
one sentence or one paragraph. A couple of spread-out repeats
can be okay, but you don’t want to sound awkward.
RO – Run-On sentence

A run-on is a sentence that mashes two different sentences
together without transitional words or punctuation.
SR – Self-Reference
Don’t refer to yourself or to your own paper in academic
writing. Don’t refer to an “above” quote or a paragraph that
your reader just finished reading. It has the same effect as when
a boom mic operator drops his boom mic into the frame of a
shot in a movie. You stop thinking about the important story or
ideas and start thinking about the boom operator. You and your
paper should disappear; your audience should only be thinking
about your ideas.
SVA – Subject Verb Agreement
Make sure your subject and very agree in number: don’t
say that “they was here” when you mean “they were here.”
S,V – Subject Verb Separation
You shouldn’t separate the subject and verb of a sentence
with a comma unless there’s some sort of phrase between them
that needs to be set off by two commas.
SPEC – Be More Specific
Vague or general words lack power and the specificity you
need to accurately describe some things. Be as specific and
precise as possible.
SP or SP: [word] – Incorrect Spelling w/ Correct Example
Your spelling was wrong and need to be fixed.
CS – Comma Splice
A comma splice occurs when two independent clauses or
full thoughts are joined by only a comma. You can fix this in a
few ways: splitting them into two sentences, replacing the
comma with a semicolon, adding a coordinating conjunction
(like and, or, but, yet, so, etc.), or making one clause dependent

(like changing “The man went to jail, he committed a crime” to
“Because the man committed a crime, he went to jail.”).
*[word or letter or punctuation] – Change to [Word or Letter or
Punctuation]
The word, letter, or punctuation I’ve suggested will be a
better or smoother fit here. Try reading your sentences out loud
to make sure all parts fit well.
IIT – Indefinite It/This
Be careful about the words “it” and “this.” If you’re not
clear what they’re referring to, you can confuse your reader.
Especially be careful of using them at the beginnings of
sentences.
WM – Word Missing
Needs another word or two here for clarity.
WW – Wrong Word
You’ve used the wrong word here. Try another.
W – Wordy
You’ve used too many words here and should find a more
concise, clearer way to say what you’re saying.
?X – Question Use
Don’t use questions in academic writing. You want to
focus on giving strong statements and powerful answers.
Besides, questions assume a second person listener, and we
want to keep things in third person.
, or ‘ or : or ; or . or “ - Insert This Punctuation Mark
+ or -[punctuation or word or letter] – Add or delete
[punctuation or word or letter]

+CAP or -CAP – Capitalize or Don’t Capitalize This Letter
# - Needs a Space Here
.” – Commas and Periods Always Go inside Quotation Marks
This is just a standard academic writing rule. Your high
school teacher may have taught you differently, but things have
changed.
,NE, - Commas around Non-Essential Elements
Don’t place commas around essential modifying clauses
but do use them to block of non-essential modifying clauses.
For instance, read the two below sentences:
The general who won the battle was given an award.
Roger, a friend of mine, got fired.
In the first sentence, we need to know which general it was for
the sentence to make complete sense on its own. With the
modifying clause we now know which general it was who won
the award, so that clause is essential. In the second sentence, we
don’t need to know that Roger is a friend of the speaker’s
because we already know that it was Roger specifically who got
fired. Essential elements are necessary to narrow down who it
was. If we already have a pretty specific idea of who it was (i.e.
Roger), then we don’t need further clarification.
Of course, if there were two Rogers, we could end up with
a sentence like this: The Roger who is my friend was fired. The
word “the” tips us off to there being one specific Roger out of
the many who this sentence could be referring to. So the
modifying element further clarifies which of the many Rogers
this one could be, so it is essential.
,TW – Commas before That and Which
Commas almost never come before the word “that” since
the word “that” often precedes an essential element (see ,NE,).
But, on the other hand, commas often precede the word “which”
since the word “which” usually precedes extra, parenthetical

information that is not essential.
IC:L – Independent Clause before a Colon When Introducing a
List or Something Else
Anytime you are introducing a list using a colon, make
sure that the portion of the sentence before the colon is an
independent clause and can stand alone as a complete though.
For example: I really like certain fruit: apples, bananas, and
pears.
S/T – Sentence Case and Title Case
Sentence case is how you would normally capitalize letters
in a sentence—first letter and proper nouns. If you’re using
sentence case to capitalize a title, you’ll also capitalize the first
letter after a colon. Title case capitalizes the first letter of the
first and last word plus every important word in the title.
Usually, the only words that get left out are conjunctions (and,
or, but, etc.) and prepositions (for, before, to, etc.). In APA,
sentence case is used in the body of the paper and in the
capitalization of article or book titles in the references page.
Title case is used for the title of your paper and for journals or
books that contain an article you are referencing on the
references page.
FORMATTING
CR – Citation Rules
When you cite something in general, you usually want to
mention the author’s name first so the audience knows who we
are listening to and that a piece of source material has begun. If
you are quoting something, check out DST, PST, EST or SW:
for more information on how format them properly. If you’re
summarizing or paraphrasing, you don’t need quotation marks,
but you usually still need a citation in parentheses at the end of
your source material. In any case, the period at the end of your
source material should go after the citation, not the last word of

the source material (unless you’re doing a block quote). Here is
an example: Johnson says that the world will end if we do not
fix squirrel overpopulation (2). (Other formats may differ in the
exact information given.) In addition, use only the last name of
the author.
CF – Citation Formatting
If you are summarizing or paraphrasing a source in APA,
you should share the author’s last name and the year of
publication—no need to share anything else. If you are quoting
something, you need to ALSO share the page number you got it
from.
APACCC – APA Citation Crash Course
Check out CR, STN, CF, and ().
DST – Dialogue Signal Tag
You use a dialogue signal tag when you introduce a quote
by saying something like “Smith says” or “Johnson writes” or
“Cooper asserts.” If you don’t use the word “that,” you’re likely
using a dialogue signal tag, and the proper way to format that is
as follows: Smith says, “Quote” (citation). Note the comma
after the dialogue verb, the space between the quotation marks
and the citation, and the period coming after the citation rather
than being within the quotation. The first letter of the quotation
needs to be capitalized. If it’s not in the original quote, use
brackets to show you’ve changed it yourself: [Q].
EST – Embedded Signal Tag
You use an embedded signal tag when you want your
signal tag to flow naturally into your quote, usually using the
word “that” to transition the sentence. An examples follows:
Smith says that “there is only one way to win” (88). Not that
there is no comma after “that,” the space between the quotation
marks and the citation, and the period coming after the citation
rather than being within the quotation. The first letter of the

quotation needs to not be capitalized. If it is in the original
quote, use brackets to show you’ve changed it yourself: [t].
ELQ – Ellipses in Quotations
Don’t start a quote with ellipses. Just jump into the words.
If you cut out a middle part of a quote, use ellipses. If you cut
out the end of a sentence in your middle-of-sentence-ellipses, or
if you use ellipses at the end of a quote, use four dots. Always
make sure that your ellipses have a space between each dot. You
don’t want “…” You want “. . .”
GO – General Outline Rules
Outlines should be evenly double-spaced. Every line
should have just one sentence and should be a full sentence. The
first level should be Roman numerals, the next should be capital
letters, the next should be numbers, and the next should be
lower-case letters. If you have a point A, 1, or a, then you at
least need a point B, 2, or b—they at least need one partner. If
you have more than five points on one of those levels in a row,
you might want to consider how some of them could fit under
each other.
PST – Phrasal Signal Tag
You use a phrasal signal tag when you introduce a quote
by saying something like “According to Johnson.” If you don’t
use the words “that” or “says” you’re likely to be using a
phrasal signal tag, and the proper way to format that is as
follows: According to Smith, “Quote” (citation). Note the
comma after the dialogue verb, the space between the quotation
marks and the citation, and the period coming after the citation
rather than being within the quotation. The first letter of the
quotation can be either capitalized or not, based on the original
quotation.
SU – Spacing Is Uneven
Select your entire document and go to line spacing options

in MS Word. Select 0pts for before and after paragraph spacing.
Make sure that there are no extra-large spaces between
paragraphs and that everything is double-spaced.
SW: - Sentence w/ a Semi-Colon Signal Tag
When you have a full thought preceding a quote in the
same sentence, you should use this kind of signal tag. It looks
like this: Smith says something interesting: “Quote” (citation).
Note the colon after the introductory sentence, the space
between the quotation marks and the citation, and the period
coming after the citation rather than being within the quotation.
TAB – Add Indent
The first line of every paragraph should start with a half
inch space.
STN – Signal Tag Needed
You should include one of the signal tag forms here (DST,
EST, PST, or SW:). Beginning a quote without some form of
introduction is usually awkward.
(). – Formatting the End of a Summary or Paraphrase
When using APA or MLA, the period always go after the
citation and never before it. Thus, a proper citation should look
like it does right here: (p. 48).
SPQ – Summaries and Paraphrases vs. Quotes
APA as a formatting style vastly prefers summaries and
paraphrases to quotes. This doesn’t mean you can’t quote things
but a good rule of thumb is to only quote things where the exact
wording is vital. For me personally, this factors out to using
direct quotes about 10% of the time. If you need to quote
something more than 40 words long, consult OWL Purdue’s
APA guide on how to do this.

INDS 400 LITERATURE REVIEW SPECIFIC COMMENTS
LRI – Literature Review Introduction
A solid literature review introduction focuses on
introducing the concept of reviewing research to set a context
for a research question and mentioning the research gap. It’s
tempting to start out by being topical and introducing your
research as a whole, but remember that you’ll already have done
that in the research proposal’s overall introduction, so for now
you’re just introducing the concept of surveying the research
context of your research question. Consider whether your
current introduction paragraph (or parts of it) would better serve
as the introduction for the proposal overall.
TSP – Literature Review Thesis or Statement of Purpose
Don’t forget to include a thesis statement or statement of
purpose at the end of your intro paragraph for your literature
review. Ideally, it’ll make it clear that you’re surveying
research around your research question and may even mention
the research gap since those are the two important parts of your
literature review.
AVS – Arguing Versus Summarizing
It’s easy to let your literature review become about arguing
for one side of your research question, but remember that you
can’t argue for it since it’s just an unbiased question. And in the
literature review specifically, your opinions and ideas are
irrelevant. You should focus on summarizing what scholars
have said about the topic in order to help your audience
understand where your question would fit into the research and
how it would add to or build on research that has already been
done.
BIA – Keep Your Literature Review Unbiased
It’s easy to argue or to say things that make it sound like
you favor one side of an argument or another, but keep your

literature review as unbiased as possible. Just summarize.
SHA – Simple Survey Based on Personal Knowledge
Remember that the information needed in a literature
review needs to be research-based and not just general
knowledge on the topic. If you’re not citing things, saying
things that are kind of obvious, or not really diving into a
specific piece of research written by someone else, you’re
probably just giving a shallow survey of the topic based on your
own personal knowledge. A good way to start a deep, rich
literature review is to do research into scholarly sources and
summarize the main themes or ideas you find. If you start the
process by outlining or drafting first, chances are good you’re
just basing your lit review on your own knowledge.
GAP – Research Gap
You need to include the research gap in your literature
review. This can take the form of a paragraph dedicated to
explaining how scholarship has not covered or looked deeply
enough into your topic you are interested in, or it can be spread
throughout the literature review. But a central, important part of
a literature review is demonstrating that your research is
necessary. You may also consider mentioning the research gap
in your TSP since it’s a central part of what your lit review is
about.
SVR – Summary vs. Research
You want to be careful that you’re not just using scholarly
sources to give a broad overview of your topic. It can be helpful
to mention particular studies and to show their relevance to
what you’re doing, or you can summarize them and connect to
your topic, but you want to be careful that you’re not just
introducing the topic. Go deeper and assume your audience
already knows the basics of your topic. They need to see what
new and interesting things scholars have been saying about it.

LRC – Literature Review Conclusion
A strong lit review conclusion will often summarize the
main points and emphasize the fact of the research gap existing.
This is a good segue back into the rest of the research proposal.
INDS 400 METHODOLOGY SPECIFIC COMMENTS
<D – Non-Methodology Material Present
Delete everything before this point because that material
was more focused on being in a rationale, lit review, or
introduction. Your methodology should just be very focused on
outlining how you will study your subject.
SM – Scholarly Source Methodology
Looking up scholarly sources isn’t a methodology
acceptable for this assignment. That kind of work belongs in a
literature review or a different kind of paper. But in this class,
we are proposing new research, so we cannot simply rehash
what people have said before. Your methodology should focus
on studying or analyzing people, items, or primary sources in an
attempt to gain new information.
SRL – What Would a Significant Result Look Like?
If your hypothesis was correct, how would you know?
What would that look like? Or what would it look like if your
hypothesis was incorrect?
MSM – Methodology Structure Model
It looks like your methodology may need some
reorganizing. Here’s a model you can use to restructure it to be
most effective:
1. Describe the sample you are studying.
2. Describe your independent variable (whether that’s a thing
you do to your sample, a way you sort your sample, or a type of
analysis you use in humanities research)
3. Describe the data observation and collection process (survey,

interviews, close reading and comparison of primary sources,
etc.)
4. Describe the data analysis process (Once you have your data,
how will you find results?)
5. SRL (see above). This can be one quick sentence explaining
it.
INDS 400 RATIONALE SPECIFIC COMMENTS
AR – Assuming Result
Remember that your rationale shouldn’t assume that you
know what the result of asking your research question will be.
Why conduct the study if you already know the answer? It
becomes a waste of time. Make sure that you’re not just trying
to confirm your bias or that you’re using your hoped for result
to promote your agenda. The point is to ask the question and to
find the answer, not to do anything about it—that’s how
unbiased research works.
RGAP – Rationale Gap
Mentioning the GAP in your rationale is a solid strategy
for arguing to scholars. They care deeply about finding
information and understanding things, so it can be a good
strategy.
INDS 400 SYNTHESIS ESSAY SPECIFIC COMMENTS
NAY – Not about Your Biography
This essay is not about why you chose your areas of study
or how you got to where you are right now. It’s not a biography
or a backstory. It is simply an argument for why what you have
learned will help you do to a job well or be a good grad student.
Stay future focused and work on that argument rather than
spending time explaining.

Running Head: EMOTIONAL INTELLIGENCE 1
Latorrie M. Smith
Liberty University
1

2
Clifford Stumme @ 2020-06-10T10:31:33-07:00
-CAP
Use title case
EMOTIONAL INTELLIGENCE 2
Introduction
Demand on managers, employees and executives of enterprises
around the world
progressively increase and is hypothesized that most emotional
intelligence will increasingly
participate in a relevant role in the success of a business. The
main purpose of this literature is to
gain educational knowledge of emotional intelligence, its main
importance and exploring the
emotional intelligence strategies used by business leaders in the
United States to enhance effective
team communication. Emotional intelligence is a type of shared
intelligence that incorporates
monitoring emotions and feelings of an individual as well as
that of others, followed by using the

data to offer guidance on individual thinking and actions.
Emotional intelligence in leaders
incorporates understanding their feelings, showing empathy to
others as well as regulating
individual; emotions to enhance the quality of work in the
organization. Emotional intelligence
impacts the effectiveness of communication among project team
members.
Literature review
Goleman et al. (2015) explain that the main tasks around
leadership incorporate generating
job passion, creating an atmosphere that encourages cooperation
and attaining harmony amid
financial and human factors of the organization agenda, which
can be achieved through relevant
emotional intelligence. Cloud (2016) adds that a complete
performance picture ranges from
achieving results as well as return on investment to achieving
commitment and trust. Kouzes and
Posner (2018) explain that if people fail to believe in the person
giving information, then they will
not even believe the message given by that person. If there is no
trust, leaders might not even

achieve their vision no matter how important or true the
information might be since the data will
3
4 5
6 7
8
9
10
11
Check your APA headings here.
*use plural form
By who? PV
CN
+review
That's not really what a lit review does. You're providing a
context for your study and identifying a research GAP

CN
TSP, LRI
Why doesn't the lit review start above?
not be embraced as intended, hence the commitment required
will not achieve the organization
requirement.
Leaders require emotional intelligence to gain their full
potential to achieve their
predetermined goals and objectives. Leadership is not
something you carry out on people, but it is
something that you do with followers. Before understanding
others, leaders work on understanding
themselves, their behaviors, values goals and objectives. The
main leadership instrument is the
mastery of leadership starts with mastery of oneself. Self-
knowledge is the best tool for
transformation in an organization (Goleman, 2018).
Understanding individual values and character

is an act of emotional intelligence.
There are four main factors for emotional intelligence, as
explained by Nguyen et al. (2019)
include "self-awareness, self-management, social awareness and
relationship management." These
are the strategies that most of the United States management use
to enhance effective
communication amid the team members. Self-awareness
incorporates self-understanding of
personal responsibilities, communication styles, moods,
objectives, and feelings. This assessment
allows a person to leverage the focus objective, strengths, and
weaknesses in the communication.
Nguyen explains that awareness of others as the best tool of EI,
being in a position to understand
other people feeling and emotion will help a leader to control
the team smoothly. According to
Nguyen et al. (2019), self-regulation involves being able to
control oneself in relation to other
people. The final factor of relationship management covers all
the other factors create the
relationship amid an individual and the targeted audience while
communicating.
There are diverse organizational leaders that use the Emotional

intelligence strategy in the
United States to encourage effective communication with
followers. These leaders include Bezos,
12
13
14
15
16
17
18
19
CS
Good summary in the paragraph, but use CONTSENs and
CONCSENs to show the relevancy to your thesis or main point--
showing context and identifying the research gap.
SHA
CN

CONTSEN ST
CF
Again, great info and good summarizing, but you've got to it
into the point of a lit review.
-CAP
Ursula Burns and Elon Musk. Bezos believes in the employees,
appreciate them, and continuously
remind them how important they are in the organization.
According to Goleman (2018). Leaders
that reach out to their employees with the idea of appreciating
them before presenting their need
from the employees motivate the employees to perform best in
their work creation.
Also, Elon Mask understood the importance of social awareness
and became a team player
that leads people from the frontline and not from the safe,
comfortable zone. According to Durbin,
social awareness involves being aware of other people feelings

and focusing most interest to them
as a leader (Dubrin, 2015). Finally, Ursula Burns had
knowledge of self-management. Self-
regulation for Burns included having the ability to control her
emotion and moods in such a way
she invested on her poker face to make sure that she had the
most approachable look that
employees would feel free to address them as leaders. She
ensures that her moods did not disrupt
her leadership, operating with transparency, being driven to
advancement initiative as well as being
adaptive to changes.
According to Goleman et al. (2015) leadership has main tasks
surrounding it which include
the passion generated for the job ahead, a cultivated
environment for cooperation, and harmony is
achieved between "the factors of finance in company's agenda
and the human, " this can be
accomplished in a better way by emotional intelligence being
utilised. So as to gain commitment
and trust, Cloud (2016) explains that ranges of complete
pictures performance are from getting the
results and also investment returns. A suggestion by Kouzes and
Posner. Was that if people do not

trust the messenger, they won't trust the message as well.
Emotional intelligence is a crucial skill to a leader where the
leader has his full potential
obtained (Goleman, 2018). Rather than doing for the people,
leadership is something you involve
20
21
22
23
24
25
CN
*,
*who
WW
I don't think that profiling success stories is what we're looking

for. Stick to just focusing on empirical studies that have been
done.
FRAG
them. One needs to understand his values and goals before
heading for a lead. According to
Kouzes and Posner, leadership has instruments which are self,
and the leadership mastery, which
is accompanied by self-mastery (Jackson, 2016). Awareness of
self is a tool invaluable for change
in itself. Self-development derives the confidence and courage
to lead, the strong feeling of one's
capabilities and self-worth is self-confidence.
In conclusion, leading organization and people can be to be very
challenging, especially
when today's environment is fast-paced and ever-changing.
Emotional intelligence has acquired
increased importance where it is now believed that it is a key in
obtaining performance. The
potential of an organisation has an argument that it can be
reached by the motivation of individuals,

relationships built on trust, integrity in leadership, and getting
to adapt to meeting reality demands.
Emotional intelligence measuring tools before being said is a
science it should be got through an
empirical investigation. Finally, emotional intelligence is
supposed to be outpointed, as relevant
as it would be, it itself would not be enough; technical skills
and cognitive intelligence are as
significant for the success of leadership.
26 27
28 29
LRC, GAP
Lots of good things happening here, good sources, and good
info, but alter the point of a lit review in your own mind, revise,
and you'll be doing fine.

Unfortunately, it looks like most of your sources are not
scholarly journal articles or peer reviewed. Several of them
seem to be more self-help books meant for a mass audience
rather than peer reviewed sources submitted to a scholarly
publication. You'll want to replace those for the research
proposal.
You've got your work cut out for you here, Latorrie, but I know
you can do it!
References
Boyatzis, R. (2019). Competencies as a behavioral approach to
emotional intelligence. The
Journal of Management Development. Manuscript submitted for
publication. Retrieved
from
910987647/full/html
Cloud, H. (2015).Integrity: The courage to meet the demands of
reality. NY: Harper Collins
Publishers.
Dubrin, A. J. (2015). Leadership: Research, findings, practice

and skills (6th ed.). Mason, OH:
South-Western/Cengage.
Goleman, D. (2018). Working with emotional intelligence. New
York, NY: Bantam Books.
Retrieved from
Five+practices+for+exempl
ary+leaders.
Jackson, L. A. (2016, February). Relax your grip: Learning the
fine arts of delegation. Black
Enterprise. Retrieved from
Kouzes, J. M., & Posner, B. Z. (2008).The student leadership
challenge: Five practices for
exemplary leaders. Hoboken, NJ: John Wiley & Sons Inc.
Retrieved from
AJ&oi=fnd&pg=PR13
&dq=Kouzes,+J.+M.,+%26+Posner,+B.+Z.+(2008).The+student
+leadership+challenge:+
Five+practices+for+exemplary+leaders.+Hoboken,+NJ:+John+
Wiley+%26+Sons+Inc.&

ots=BbU1jxJfp5&sig=no0YxLbSZHVnmaWYcvpcP5umCa4
30
31
32
33
34
910987647/full/html
Five+practices+for+exemplary+leaders
4
4

4
4
This isn't a scholarly source.
This is not a scholarly source.
Not a scholarly source.
This source is fine.
This source is okay.
Comment Summary
Page 1
1. -CAP
2. Use title case
Page 2

3. Check your APA headings here.
4. *use plural form
5. By who? PV
6. CN
7. +review
8. That's not really what a lit review does. You're providing a
context for your study and identifying a research
GAP
9. CN
10. TSP, LRI
11. Why doesn't the lit review start above?
Page 3
12. CS
13. Good summary in the paragraph, but use CONTSENs and
CONCSENs to show the relevancy to your thesis or
main point--showing context and identifying the research gap.
14. SHA
15. CN
16. CONTSEN ST
17. CF
18. Again, great info and good summarizing, but you've got to it
into the point of a lit review.
19. -CAP
Page 4
20. CN
21. *,
22. *who
23. WW
24. I don't think that profiling success stories is what we're
looking for. Stick to just focusing on empirical studies

that have been done.
25. FRAG
Page 5
26. LRC, GAP
27. Lots of good things happening here, good sources, and good
info, but alter the point of a lit review in your own
mind, revise, and you'll be doing fine.
28. Unfortunately, it looks like most of your sources are not
scholarly journal articles or peer reviewed. Several of
them seem to be more self-help books meant for a mass
audience rather than peer reviewed sources submitted
to a scholarly publication. You'll want to replace those for the
research proposal.
29. You've got your work cut out for you here, Latorrie, but I
know you can do it!
Page 6
30. This isn't a scholarly source.
31. This is not a scholarly source.
32. Not a scholarly source.
33. This source is fine.
34. This source is okay.

Running Head EMOTIONAL INTELLIGENCE1EMOTIONAL INTELLIGENCE.docx

Recommended

Recommended

More Related Content

Similar to Running Head EMOTIONAL INTELLIGENCE1EMOTIONAL INTELLIGENCE.docx

Similar to Running Head EMOTIONAL INTELLIGENCE1EMOTIONAL INTELLIGENCE.docx (14)

More from todd271

More from todd271 (20)

Recently uploaded

Recently uploaded (20)

Running Head EMOTIONAL INTELLIGENCE1EMOTIONAL INTELLIGENCE.docx