Free Essays on Khalil Gibran

are so well chosen and so well written that it flows as if it was a rhyme.... Free Essays on Khalil Gibran Free Essays on Khalil Gibran Kahlil Gibran was a poet, philosopher, and artist. He was born in Lebanon, a land that has produced many prophets. The millions of Arabic-speaking peoples familiar with his writings in that language consider him the genius of his age. But he was a man whose fame and influence spread far beyond the Near East. His poetry has been translated into more than twenty languages. His drawings and paintings have been exhibited in the great capitals of the world and compared to the work of William Blake (another poet/artist). In the United States, which he made his home during the last twenty years of his life, he began to write in English. He had written many books of poetry, including The Madman, The Prophet, The Forerunner, Sand and Foam, Jesus the Son of Man, The Earth Gods, The Wanderer, The Garden of The Prophet, Prose Poem, Nymphs of The Valley, Spirits Rebellious, A Tear and a Smile, Broken Wings, A Self Portrait, The Wisdom of Gibran., and his other books of poetry, illu! strated with his mystical drawings, are known and loved by innumerable Americans who find in them an expression of the deepest impulses of man’s heart and mind. The poem that really touched me was called â€Å"Friendship†. It talks about how â€Å"Friendship is our needs answered, and when he is silent your heart ceases not to listen to his heart. When you part from your friend, you grieve not; For that which you love most in him may be clearer in his absence†¦And let your best be for your friend. If he must know the ebb of your tide, let him know its flood also†. In this poem he speaks about what true friendship is all about. For what he has described is true friendship. In most of his poetry, Kahlil Gibran uses many metaphors. For example , he uses in the poem of Children, the name Archer, to refer to God. He does not use any types of rhyme in his poems, but the words are so well chosen and so well written that it flows as if it was a rhyme....

12 Interesting Ethical Topics for Essay Papers

12 Interesting Ethical Topics for Essay Papers Writing a persuasive essay requires identifying interesting ethical topics, and these options might inspire you to create a powerful and engaging essay, position paper, or speech for your next assignment. Should Teens Have Plastic Surgery? Good looks are highly prized in our society. You can see advertisements everywhere urging you to buy products that will supposedly enhance your appearance. While many products are topical, plastic surgery is probably the ultimate game-changer. Going under the knife to enhance your looks can be a quick fix and help you achieve the look you desire. It also carries risks and can have lifelong consequences. Consider whether you think teens- who are still developing into mature individuals- should have the right to make such a big decision at such a young age, or if their parents should be able to decide for them. Would you tell if you saw a popular kid bullying? Bullying is a big problem in schools and even in society in general. But it can be difficult to show courage, step up- and step in- if you see a popular kid bullying someone at school. Would you report it if you saw this happening? Why or why not? Would You Speak Up If Your Friend Abused an Animal? Animal abuse by youngsters can foreshadow more violent acts as these individuals grow up. Speaking up might save the animal pain and suffering today and it might steer that person away from more violent acts in the future. But would you have the courage to do so? Why or why not? Would You Tell If You Saw a Friend Cheating on a Test? Courage can come in subtle forms, and that can include reporting seeing someone cheat on a test. Cheating on a test might not seem like such a big deal; perhaps youve cheated on a test yourself. But it is against the policies of schools and universities worldwide. If you saw someone cheating, would you speak up and tell the teacher? What if it was your buddy cheating and telling might cost you a friendship? Explain your stance. Should News Stories Slant Toward What People Want to Hear? There is much debate over whether the news should be unbiased or allow commentary. Newspapers, radios, and news television stations are businesses, just as much as a grocery store or online retailers. They need customers to survive, and that means appealing to what their customers want to hear or see. Slanting reports toward popular opinions could increase ratings and readership, in turn saving newspapers and news shows, as well as jobs. But is this practice ethical? What do you think? Would You Tell If Your Best Friend Had a Drink at the Prom? Most schools have strict rules about drinking at the prom, but many students still engage in the practice. After all, theyll be graduating soon. If you saw a friend imbibing, would you tell or look the other way? Why? Should Football Coaches Be Paid More Than Professors? Football often brings in more money than any other single activity or program a school offers, including academic classes. In the corporate world, if a business is profitable, the CEO and those who contributed to the success are often rewarded handsomely. With that in mind, shouldnt it be the same in academia? Should the top football coaches get paid more than the top professors? Why or why not? Should Politics and Church Be Separate? Candidates often invoke religion when theyre out campaigning. Its generally a good way to attract votes. But should the practice be discouraged? The U.S. Constitution, after all, dictates that there should be a separation of church and state in this country. What do you think and why? Would You Speak Up If You Heard an Ugly Ethnic Statement at a Party Filled With Popular Kids? As in the previous examples, it can be hard to speak up, especially when an incident involves popular kids. Would you have the courage to say something and risk the ire of the popular crowd? Who would you tell? Should Assisted Suicides Be Allowed for Terminally Ill Patients? Some countries, like the Netherlands, allow assisted suicides, as do some U.S. states. Should mercy killing be legal for terminally ill patients who are suffering from great physical pain? What about patients whose diseases will negatively impact their families? Why or why not? Should a Students Ethnicity Be a Consideration for College Acceptance? There has been a long-standing debate about the role ethnicity should play in college acceptance. Proponents of affirmative action argue that underrepresented groups should be given a leg up. Opponents say that all college candidates should be judged on their merits alone. What do you think and why? Should Companies Gather Information About Their Customers? Information privacy is a big and growing issue. Every time you log onto the internet and visit an online retailer, news company, or social media site, companies gather information about you. Should they have the right to do so, or should the practice be banned? Why do you think so? Explain your answer.

ECDL as a Vehicle for Inclusion Essay Example | Topics and Well Written Essays - 4500 words

ECDL as a Vehicle for Inclusion - Essay Example As these problems mostly start on at an early age, people with disabilities learn to adjust to them and work working them at an early stage as well. These people are not incapable of doing anything, however, the society and the people in the environment around them make their disabilities more pronounced than they are. These people should be allowed to work in the corporate world, hospitals and any other profession that is to their liking without discrimination. The society has to be more broadminded and open to them as they are capable of providing us with very unique and innovative ideas. This is true and can be seen by the economic theory, the Game theory which was summed up by John Nash who himself struggled with schizophrenia. Disabilities can be genetic or can occur with old age. On one side where there are people who are either born with disabilities or suffer from them early on in their life. On the other hand, there are people who start suffering from disabilities as they grow old and start to age. Such disabilities usually come with age and are symptoms or results of ageing diseases. Examples of such include Parkinson’s, in which people lose their sense of balance to certain degrees and the Alzheimer disease, where the brain starts forgetting things resulting in imminent death. However having these disabilities does not mean that people suffering from them should stop living or stop having ambitions, they can work just like us and one prime example of a person who has had Parkinson’s disease since a very early age and still has been working despite the hindrances that his condition posed is prominent actor Michael J. Fox. In some cases featuring mild learning disability, it may seem to people that the person with the disability has been cured with age as the child approaches the age of 22. Actually, this cannot be any more far from the truth as these diseases are a lifelong disease which runs the course of one's natural life but they can be circumvented by using lecturing and training strategies.  

Behind and history of blood diamonds Research Paper

Behind and history of blood diamonds - Research Paper Example The trade of blood diamonds has been the cause of 4 million deaths. In the 1990s, before relevant steps were taken to curb the problem, conflict diamond trade amounted to be between 3.7-20 percent of the total global diamond trade (â€Å"Blood Diamonds†). It was during the end of 1998 and the beginning of 1999 that the UN began to approach the issue of blood diamond. The UN together with relevant NGOs began to create general awareness regarding blood diamonds among policy makers, media and public representatives to inform them about the gravity of the issue. The UN subsequently passed resolutions such as United Nations Security Council Resolution 1173  and  United Nations Security Council Resolution 1176 to ban the trade of illegal diamonds in Angola. However, these resolutions had little effect on prominent warlords. Trade of Blood Diamonds continued to occur in Angola. The UN then commissioned the Canadian ambassador, Robert Fowler to investigate the issue further. Fowler’s investigations resulted in the Fowler Report in 2000. This report helped form the Kimberly Process Certification Scheme. Under the Kimberly Process Certification Scheme, it is illegal to trade diamonds in any country where the diamonds are not in officially sealed packages. Furthermore, criminal charges are to be imposed to anyone caught trading in illegal diamonds. However, the biggest shortcoming of the Scheme is that it does not protect Blood Diamond trade from corrupt officials who are willing to officially stamp the diamonds for a certain fee. The definition of blood diamond is also limited in this process (Bates). It is argued that the Kimberley Process needs to be revised even as some claim that this process is a step in the right direction (Grant, 393). Others are completely against the process by claiming that the scheme only supports nations and businesses

How does physical movement benefit brain development in elementary Research Paper

How does physical movement benefit brain development in elementary students - Research Paper Example In the past, such a debate has been concentric upon an understanding of whether childhood play is beneficial or not with regards to overall development of mental capacity and understanding. However, within the scope of this particular analysis, play in and of itself will not be discussed. Rather, due to the fact that the focus of this analysis is concentric upon the means by which activity can impact positively upon the learning process, play is an insufficient definition of such an activity. Within such a manner, the handle of physical activity will be utilized as a means of discussing and analyzing what prior research has documented concerning any and all languages that might exist with regards to development of mental capacity and ability to engage in further educational endeavors. Linking directly back into an understanding of the way in which sociology and psychology have traditionally understood development in terms of heredity, up until almost 15 years ago, sociologists and ps ychologists believed that early childhood development was almost invariably tied to heredity (Leppert et al, 2009). In such a way, scientists believed that the parents of the individual child created something of a genetic blueprint by which further development and mental capacity were constrained. However, if not surprisingly, further research into the subject matter, and a vastly increased level of knowledge with regards to the way in which early development takes place, has denoted that heredity plays only a minimal role with regards to the â€Å"wiring† that the brain engages in (Lum, 2013). Such an understanding has of course been made easier due to the fact that increases in technology have provided scientists and researchers with specialized scans and mapping applications by which key test subjects were analyzed from week to week, month to month, and year to year as a means of providing a roadmap for the way in which brain development was actually affected within diffe rent key groups. As a result of this level of research that has been ongoing for the past few decades, scientists have definitively determined that the patterns and strengthening of bonding synapses is primarily influenced and aided by the existence of physical activity within the regime of the child. This should not be understood to mean that a level of sports or competitive games must be engaged in order for this physicality aspect to be positively correlated to brain activity (Hotz et al, 2009). Rather, almost all of the accident research which is been conducted on this topic has determined that physical activity in the form of play, kinetic learning, and many other forms are equally as beneficial; perhaps more due to the fact that they do not oftentimes behave within rigid norms or regulations. In effect, the inclusion of creativity alongside physical activity seems to be as something of a magic formula with regards to stimulating brain development and maximizing the overall lev els of connections that can be made within the adolescent mind. Perhaps most importantly of all, scientists have determined that there is a â€Å"sweet spot† with regards the timeframe in which this can be affected. As sociologists and

Research Paper Essay Example for Free

Research Paper Essay A survey that has recently been conducted about what the requirements for one’s career would be. This survey where we interviewed four people inside or outside of the school where we asked them a few questions. For example: what is your career how long did you go to college for if you went are you happy with your career etc. I interviewed four people those people are Andrew Nichols, Matthew Linker, Deborah Clark, and Sharon Davis. Andrew Nichols is a math teacher, one of many at Alleghany High School. He attended Appalachian State University in Boone, North Carolina for four years. In college he earned a mathematics teaching degree for grades 9 -12. What made him qualified was over four years of teaching experience a bachelors in science and a secondary in math education. His requirements were at least a bachelors degree; get certified; get the state licenses. What surprised me the most was that he does this job because he likes watching us figure things out and watching us grow as people. Matthew Linker is an English teacher here at Alleghany High School. He attended college for five years at Lenoir Rhyne College, Surry Community College, and Appalachian State University. He earned a teaching degree in English and received a teaching license from the state of North Carolina. In this case he needed a teaching degree and a state license and he has acquired them both. What inspired him was his very own High School English teacher. When I asked him if he was happy with his career choice he answered â€Å"Yes. † Deborah Clark is another English teacher here at Alleghany High School. She attended Emery and Henry College and Berea College for four years and earned her teaching in English and received her teaching licenses from North Carolina. She is highly qualified with experience in journalism and being a staff writer. She said she was happy with her job at times but she said it had a steady income unlike her other jobs. Sharon Davis is retired, but is the ISS teacher part time here at Alleghany High School before that she assisted the special needs children here at Alleghany High School. She graduated a no child left behind program which is equivalent to two years of college. What mad her qualified is 30 plus years at Sparta Elementary School and CAP services with special needs clients.

Effects of Theatre Arts on Emotional Intelligence

Effects of Theatre Arts on Emotional Intelligence This study has attempted to examine the impact that an individuals involvement in Theatre Arts has on his or her Emotional Intelligence (EI). The hypothesis in the present research is thus, there is a positive relationship between ones involvement in theatre arts and their emotional intelligence. Participants of this study were residents of Bangalore city, India (N=80). The scale which was employed in this research to administer on the sample was the Emotional Intelligence Scale, developed by Anukool Hyde, Sanjyot Pethe and Upinder Dhar. The findings of the study were such that individuals who have been active participants of theatre arts had a higher EI (M=138.67) than those individuals who were not exposed to the theatre arts (M=129.65). These results indicate that exposure to, participation in and the understanding of the theatre arts is highly useful in emotional, and hence mental well-being. EMOTIONAL INTELLIGENCE AND THEATRE ARTS Emotional intelligence (EI) is defined by Cooper and Sawaf (1997) as the ability to sense, understand and effectively apply the power and acumen of emotions as a source of human energy, information, connection and influence. It comprises of the power to perceive accurately, evaluate and express emotions; the ability to comprehend emotions and emotional knowledge and intellectual growth. It also is characterized by- self awareness, mood management, self motivation, empathy, managing relationships. The most extensively recognized definition of emotional intelligence, is that given by Peter Salovey and John D. Mayer, who have been leading researchers in the field, and is defined as the subset of social intelligence that involves the ability to monitor ones own and others feelings and emotions, to discriminate among them and to use this information to guide ones thinking and actions (1990). What popularized the study of emotional intelligence is the publication of Golemans bestselling Emotional Intelligence in 1995. This model introduced by Daniel Goleman places its focus on leadership performance guided by a large collection of competencies and skills by means of emotional intelligence (Goleman, 1988). Golemans model demarcates four main EI constructs, namely, self-awareness, which is the ability to construe ones emotions and understand their influence while using intuitions and instincts to direct decisions; self-management, that which has to do with controlling ones emotions and impulses and adjusting in new situations; social awareness, the ability to discern, comprehend, and respond to others emotions; and relationship management, the ability to motivate, influence, and develop others while dealing with difficult situations (Bradberry, Travis and Greaves, Jean, 2009). The origins of this subject can be traced back to Darwins work on the importance of emotional expression for survival (Bar-On, 2006). In The Expression of the Emotions in Man and Animals (1872), Darwin put forth that human emotional expressions have an adaptive and survival value, and that this feature has its consequences in its evolution. However, he posited that there are some human reactions which are not of significant survival value now, but were in the past, and that this, coupled with a similarity of emotional expression among all human beings suggests a common descent from an earlier pre-human ancestor (Encyclopaedia of Psychology, n.d.). In the twentieth century, publications began appearing with the work of Edward Thorndike on social intelligence in 1920, which described the skill of understanding and managing other people (Bar-On, 2006). Many of these early studies focused on describing, defining and assessing socially competent behaviour (Chapin, 1942; Doll, 1935; Moss Hunt, 1927; Moss et al., 1927; Thorndike, 1920). This was then followed by studies on the influence of non-intellectual factors on intelligent behaviour, by D Wechsler (as cited in Bar-On, 2006) and the concept of multiple intelligences as put forth by Howard Gardner in 1983 (Smith M.K., 2002). In the recent years the study of emotional intelligence has escalated. Research includes areas ranging from emotional intelligence and its relationship with work place and social competencies to its influence on a healthy and productive life as such (Consortium for Research on Emotional Intelligence in Organizations, http://www.eiconsortium.org/about_us.htm) . For example, emotional intelligence has become increasingly popular as a measure for identifying potentially effective leaders, and as a tool for developing effective leadership skills (Palmer, Walls, Burgess, Stough, Leadership and Organization Development Journal, 2001). In the study mentioned, emotional intelligence correlated with several components of transformational leadership suggesting that it may be an important component of effective leadership. In particular emotional intelligence may account for how effective leaders monitor and respond to subordinates and make them feel at work. Further in a study conducted by the Center for Creative Leadership, in the USA, individual scores as obtained by a multi-rater feedback tool called Benchmarks were compared to self-reported emotional intelligence as measured by the BarOn EQ-I, and the findings were that key leadership skills and perspectives are related to aspects of emotional intelligence and the absence of emotional intelli gence was related to career derailment (Leadership Skills and Emotional Intelligence, Center for Creative Leadership, http://www.ccl.org/leadership/pdf/assessments/skills_intelligence.pdf, 2003). The study of emotional intelligence has been of high momentum in the field of healthcare as well. In the year 2000, study conducted by Joseph Cairochi, Frank P. Deane and Stephen Anderson, Department of Psychology, University of Wollongong, Australia, hypothesized that EI would make a unique contribution to understanding the relationship between stress and three important mental health variables, depression, hopelessness, and suicidal ideation. This was a cross-sectional study where university students were required to evaluate their life-stress, objective and self-reported emotional intelligence, and mental health. One of the findings revealed that stress was associated with greater suicidal ideation among those low in managing others emotions (MOE). MOE was shown to be statistically different from other relevant measures, suggesting that EI is highly essential in understanding the link between stress and mental health. Emotional Intelligence and Alexithymia- Alexithymia- literally without words for emotions, in Greek- was a term originally coined by psychotherapist Peter Sifneos in 1973 in order to describe a state of deficiency in understanding, processing or describing emotions (Bar-On Parker, 2000, p40-59, Taylor ,1997, p28-31). Alexithymia is defined by many factors, such as, difficulty identifying feelings and distinguishing between feelings and the bodily sensations of emotional arousal; difficulty describing feelings to other people; constricted imaginal processes, as evidenced by a paucity of fantasies; a stimulus-bound, externally oriented cognitive style. (Taylor,1997, p29). Logically, one would expect an inverse relation between the constructs of alexithymia and emotional intelligence. This expectation has been supported in the literature. Schutte et al (1998) found that in a sample consisting of University students, a self-report measure of emotional intelligence (the Self Report Emotional Intelligence Test) was significantly inversely correlated with the Toronto Alexithymia Scale, which was used as the standard measure for alexithymia . Research with larger community samples has particularly found significant associations. For example, Parker, Taylor, and Bagby (2001) found a strong negative correlation between the Emotion Quotient Inventory and the TAS in a sample of 734 community members (Stys, Brown, 2004, A Review of the Emotional Intelligence- Literature and Implications for Corrections, 28). According to Johanna Vanderpol (n.d.)- author, speaker, coach and workshop provider in emotional intelligence and emotional well-being, Canada- art and play, which are forms of emotional expression, are the essential ways in which individuals, especially young children, expand their abilities and master their environment, further stating that emotional expression is but a part of developing emotional intelligence. One such study presented a series of experiential exercises designed to use visual arts and poetry in classroom settings to increase students awareness and recognition of emotion-two key components of emotional intelligence (Morris, Urbanski, Fuller, 2005). In a study titled Emotional Intelligence and the Performing Arts: Crossing Disciplinary Boundaries, an experiential training program that employed the Ability Model of emotional intelligence (Salovey and Mayer, 1990, 1997) was combined with performing arts and drama therapy to create a workshop program, whose aim was to increase the awareness of the role of emotions in working life, and provided interactive learning opportunities to engage with complicated emotional dilemmas arising from their leadership roles. Survey results from the workshops and a focus-group at three months follow-up revealed that participants used the learning experience of the workshop to address and resolve specific leadership challenges in their role (Rauk er, Skinner, Bett, 2009). The current study attempts to show a relationship between emotional intelligence and ones involvement in the Theatre Arts. Theatre, or Drama, as it is more commonly known, is the most integrative of all the arts: it can and often does, include singing, dancing, painting, sculpture, storytelling, puppetry, music, poetry and of course, the art of acting (Snow, DAmico, Tanguay, 2003, p73). Also it has been of wide contention that there is an innate healing function in theatre which goes all the way back to its origins in human culture (Bates, 1988; Emunah, 1994; McNiff, 1988; Pendzik, 1988; Snow, 1996). A wide range of study has been done on the influence of drama on psychological well being and the role it plays in psychotherapy, hence giving rise to the concept of Drama Therapy. Drama therapy is one of the several expressive or creative art therapies among which are art therapy, dance/movement therapy, music therapy, poetry therapy and psychodrama, concerning the therapist and the cli ent who attempt to evaluate their life experiences as they engage in a largely creative process, in this case through the media of drama and theatre (Landy, 2006, p135). One such drama therapy technique that has been studied is Dramatic Resonances. This method is based on the creative responses that participants offer from within dramatic reality to an input posed from outside dramatic reality (Pendzik, 2008, p217). Further, therapeutic theatre has been a growing field and which is an approach that involves a therapeutic development of a play and its presentation in front of an audience (Pendzik, 2008). It is defined as the therapeutic development of a play in which the roles are established with therapeutic goals in mind; the whole process of play production is, in fact, a form of group psychotherapy; it is all facilitated by a therapist skilled in drama; and finally the play must be performed for a public audience (Snow, DAmico, Tanguay, 2003, p73). However, according to Robert J. Landy, though the field of drama therapy has been growing by the numbers, university-based training programs in the USA are inadequate (Landy, 2006). This trend could be an indicator of a potential consequent decline in the study of this field. This paper aims to encourage a positive shift from such a trend and bring about a focus on an increasing awareness and attestation of the constructive relationship between Drama and emotional intelligence. Considering the significant research that has gone into the relationship between emotional well-being and the theatre arts, largely in the West, this study attempts to investigate the prevalence of a positive relationship between a thorough involvement in the Theatre Arts and emotional intelligence, among individuals residing in a theatre-active city in India. The study is conducted by means of a questionnaire that is based on the Emotional Intelligence Scale, as completed by a total of 120 individuals, all of whom reside in Bangalore, India, a city acclaimed for its active involvement in the theatre arts. Methodology Participants The study was conducted by means of a standardized questionnaire, viz. the Emotional Intelligence Scale (EIS), as completed by a total of 80 individuals, all of whom reside in Bangalore, India, a city acclaimed for its active involvement in the theatre arts. Of these 80 individuals, 40 belong to the control group. This group consists of individuals who have not been exposed to the theatre arts. Of these 40 individuals, 20 belong to the age group of 20-25 years (M age-group= 21.5) while the rest belong to the age group of 30-35 years (M age-group= 32). The experimental group consists of 40 individuals who have been active members of theatre associations across the city. Of these 40 individuals, 20 belong to an age group of 30-35 years (M age-group=32.5); while the rest belong to an age-group of 20-25 years (M age-group=21.5). Ethical concerns were met with, as the participants were informed of the purpose of the study, were made to sign a consent form before participating in the study and were assured of confidentiality. Materials The questionnaire used was a standardized Emotional Intelligence Scale developed by Anukool Hyde, Upender Dhar Sanjyot Pethe, in the year 2001, published by Vedant Publications, Lucknow and consisted of 34 questions based on the Likert scale, in a way that the participant was asked to respond to each statement-question by choosing one of the five options- Strongle Agree, Agree, Uncertain, Disagree, Strongly Disagree. Design This study fundamentally deals with two variables which are involvement in the theatre arts and emotional intelligence, the dependent variable being emotional intelligence and the independent variable being involvement in theatre arts. Of the 80 individuals, 40 belonged to the control group, consisting of individuals who have not been exposed to the theatre arts. The experimental group consists of 40 individuals who have been active members of theatre associations across the city. Of these 40 individuals, 20 belong to an age group of 30-35years and have had experience in one or more of the various aspects of theatre such as acting, directing, story-telling, music, etc for a minimum of 10 plays; while the rest belong to an age-group of 20-25 years and have similarly participated in a minimum of 5 plays so far. This division of age groups was employed with an aim to represent a growth in the groups emotional intelligence. Procedure The experimental group was obtained at an auditioning program held by Evam, a leading dramatics association in Bangalore, when 40 individuals, some who were auditioning and some organizing, were approached to on a one to one basis, and made to fill out the EIS questionnaire each. Demographic details as their age, sex and experience in theatre were taken. The control group consisted of randomly selected individuals who reside Bangalore, and have had no experience of involvement in the theatre arts. They were similarly made to fill out the EIS, along with their respective corresponding details. The entire study was conducted in one city in an attempt to maintain a certain consistency in obtaining the results, and minimising any potential disparity. Results With the raw scores obtained, the statistical analysis that followed included finding out the mean, standard deviation, standard error of the difference between the means of two samples and employing of a non-parametric test as the Mann-Whitney U test. In the results obtained for the Mann-Whitney U test, the z values of sampling distribution of U an U, 2 and 5.68 respectively, were found to be significant at both 0.05 and 0.01 levels. The average mean for the experimental group was 138.67, and for the control group was 129.65. For the experimental group, the value of standard deviation was found to be 8.83. For the control group, the SD obtained was 1.11. In determining the significance of the difference between the two means of the two groups, the standard error obtained was 2.10, for which the z value was found to be 4.29. Thus, the computed z value was found to be significant at both 1% and 5% significance levels. Further, the Mann-Whitney U test was employed to the subgroups under the experimental group in order to show a positive relation between the two. While the z value obtained for U was found to be 1.48, implying insignificant at 0.05 and 0.01 significance levels, the z value obtained for U was 7.85, which meant significant at both 0.05 as well as 0.01 significance levels. Discussion This paper has attempted fundamentally to study the symbiotic relationship between ones involvement in the theatre arts and their emotional intelligence, and how, with time and experience, an increasing involvement in the same renders one to develop greater EI, which in turn implies an increased accuracy in perceiving, appraising, managing and expressing emotions. As Cooper and Sawaf demonstrated in 1997, the characteristic manifests of a high EI include self-awareness, mood management, self motivation, empathy and managing relationships. Thus, through investigating the levels of emotional intelligence of the participating individuals, and inquiring into their experience in the theatre arts, the researcher has arrived at findings which show a positive relationship between the two variables. From examining the results obtained, some of the deductions are, that young adults who involve in the theatre arts as drama (acting), music, story-telling, and direction, tend to have a high emoti onal intelligence as compared to young adults who do not engage in any of the theatre arts; and that with time and experience these individuals could possibly have a propensity to a consistent growth in their EI, again, as compared to individuals of their age, who have had no inclination towards the theatre arts. These two findings could further imply that these individuals would be likely to have more rewarding, productive and successful lives. One more supposition which could be drawn from the results of this study is that these individuals could be liable to do better coping with the stress and setbacks, implying a lowered risk of heart disease, anxiety attacks, psychological distress, sleep problems, high blood pressure, poor immune function, alcoholism, etc (Mikolajczack, Luminet, Menil, 2006; Hunt, Evans, 2002; Trinidad, Johnson, 2000). However, there are some probable challenges that can be posed to these conclusions. The entire study was based in one single city, and the cha llenge in this case is that the theatre-culture may vary from city to city, just as from theatre-group to theatre-group. Therefore, generalizing the results would have to be limited only to the city where the study was conducted. Further, the study did not consider the role gender could play in the relationship between ones EI and their involvement in the theatre arts, as there was no categorization of the two sexes while conducting the study. This could, in fact, entail future experiment on whether gender plays a role in the development of EI, by way of thorough involvement in the theatre arts. Additionally, the researcher has considered the theatre arts as a whole, comprising of its various aspects such as acting, music, story-telling, and direction. The participants of the study belonging to these categories were distributed unequally. Thus, the results obtained in the study are required to be considered generically and cannot be taken into account categorically. Probably, furthe r research could be carried out to study the individual aspects, such as acting, alone, for example, and studying the aspects relationship with the participants emotional intelligence. One possible source of error and an intervening variable could have been the environment of administering the test and the mental set of the participant while filling out the questionnaire. It must be noted that the study was conducted at an auditioning program of a theatre group and that most of the participants of the study had only just finished their turn at the audition. It can be assumed that the mental set of the participant at this stage, could have possibly affected his or her responses in the test. In other words, the participants perception of his or her own performance at the audition, which could either have been positive and affirmative or negative and uncertain of his or her chances to be successful in the attempted task, is likely to have influenced the responses he or she provided in the Emotional Intelligence Scale. A possible remedy for this, to neutralize the effects of the performance at the audition, could be that the researcher could provide the participant with a time-gap of approximately half an hour, following which, the test could be administered, assuming that consequently, the participant is less likely to be influenced by the audition-performance while responding to the given test. In conclusion, this study has successfully investigated the issue it primarily aimed to, and in spite of the potential challenges faced in the deduction of its findings, it has proved the hypothesis that there is a positive relationship between ones involvement in the theatre arts and their emotional intelligence. The findings of the study entail further research in the vast area of psychological health and the creative arts, of which the theatre arts are an integral part, especially in India, as the current study was conducted with an aim to bring about an awareness in the Indian society, of the great advantages of the theatre arts and its positive relationship with psychological well-being.