Bücher von Parviz Alavinia

Po podj¿ciu przez Golemana (1995), Bar-On (1997) i innych wybitnych teoretyków prób ustanowienia i spopularyzowania poj¿cia inteligencji emocjonalnej, na prze¿omie wieków nast¿pi¿ bezprecedensowy wybuch badä koncentruj¿cych si¿ na ró¿norodnych implikacjach EQ dla ró¿nych perspektyw ¿yciowych, pocz¿wszy od sukcesu akademickiego, a sko¿czywszy na korzy¿ciach ¿yciowych i zawodowych. Próba badacza w obecnym badaniu koncentruje si¿ na znalezieniu niedosz¿ego wp¿ywu nauki w szkole o konkretnym kierunku na stopie¿ inteligencji emocjonalnej jednostek. W efekcie, celem niniejszego badania jest sprawdzenie prawdopodobie¿stwa zaobserwowania modyfikacji w poziomie inteligencji emocjonalnej jednostek dzi¿ki ich naräeniu na szczególny rodzaj nauki w szkole o okre¿lonej gä¿zi nauki. Jak ujawniaj¿ wyniki obecnego badania, ró¿nice w kierunkach studiów wp¿ywaj¿ na kilka obszarów inteligencji emocjonalnej, a ró¿nice w ocenach nie wp¿ywaj¿ na ¿aden. Wreszcie, uwäa si¿, ¿e wszystkie osoby zaangäowane w ró¿ne aspekty SLA, w tym praktycy j¿zykowi, projektanci programów nauczania, autorzy podr¿czników i decydenci polityczni, odnios¿ korzy¿ci z wyników niniejszego badania.

As a captivating offspring of discursive studies, metadiscourse analysis has now turned to a thought-provoking catch term for an outright majority of investigators probing different discourse-related issues. Though a plethora of varied investigations have thus far been carried out with regard to metadiscourse and its contributions for pedagogy, the role MD markers might have in perception and production of written texts seems to have been given scant attention. Striving to fill the said gap in this regard, the researches in the current study have opted for a unique modus operandi to deal with the effect of interactional and interactive MD markers on text perception. As the results reveal an ample amount of evidence is gathered in favor of the positive role of metadiscourse markers in facilitating the process of perceiving the intended meaning of the author and creating an atmosphere of interactivity between the author and the reader(s). The findings of the present study are thought to feed pedagogy with fruitful insights as to the way learners approach the challenging tasks of reading and perception.

Successive to the attempts by Goleman (1995), Bar-On (1997) and other eminent theoreticians to establish and popularize the notion of emotional intelligence, the turn of the century witnessed an unprecedented outbreak of studies focusing on varied implications of EQ for different life perspectives ranging from academic success to life and workplace gains. The researcher''s attempt in the present scrutiny centers around finding the would-be effect of schooling with a particular major on the individuals'' degree of emotional intelligence. In effect, what the current study is after is probing the likelihood of observing modifications in the individuals'' level of emotional intelligence owing to their being exposed to a particular kind of schooling with a certain branch of science. As the findings of the current study reveal a few areas of emotional intelligence are found to be influenced by the differences in major and none by the grade differences. Finally, all the people engaged with varied aspects of SLA are thought to get privilege from the results of the present study, including language practitioners, curriculum designers, textbook writers, and policy makers.