Emotional intelligence gained wide acceptance ever since the p u b l i c a t i o n of Daniel Golemans first book Emotional Intelligence in 1995.

Emotions matter to all of us, as feelings are the most powerful resource of humankind. Emotions connect us to ourselves, to others and to nature. Emotional awareness over the years has helped us to recover our lives and our health, preserve our families, build lov ing and lasting relationships and succeed in our work. It is there for necessary to study, how human feelings that impinge on our personal behaviour and our interaction with other people. Studies have proved beyond doubt, that high EI of leaders and subordinates can certainly improve work atmosphere and efficiency. Salovey and Mayer coined the term emoti onal intelligenc e in 1990 .Daniel Goleman, one of the experts on the subject has written many books and has suggested that emotional intelligence is as important as IQ, for people to succeed. E m o t i o n a l I n t e l l i g e n c e ( E I ) r e f e r s t o t h e c a p a c i t y o f r e c o g n i s i n g o u r feelings and those of others, for motivating ourselves, for managing emotions within us and in our relat ionships. EI describes abilities distinct from, but complementary to academic intelligence or the pur el y cognitive capacities measured by IQ. Our emotions release us from paralysis and motivate usto act. In fact, the more passionate we are about something, the more we opt to act on it. Studies have shown that, we best remember those events that moved us most emotionally. In essence, human beings are bundles of emotions that drive them to be angry, sad, fearful, happy, caring, surprised and disgusted etc. O u r e m o t i o n s g u i d e u s i n f a c i n g p r e d i c a m e n t s a n d t a s k s c o n s i d e r e d t o o important to be left to the intellectual part of the brain. Each emotion offers a distinctive readiness to act, and points us in a direction that has worked in handling similar challenges in the past. The early Emotional Intelligence theory was originally developed during the 1970s and 80s by the work and writings of psychologists Howard Gardner (Harvard), Peter Salovey (Yale) and John 'Jack' Mayer (New Hampshire). Emotional Intelligenceis increasingly relevant to organizational development and developing people, because the EQ principles provide a new way to understand and assess people's behaviours, management styles, attitudes, interpersonal skills, and potential. Emotional Intelligence is an important consideration in human resources planning, job profiling, recruitment interviewing and selection, management development, customer relations and customer service, and more. Emotional Intelligence links strongly with concepts of love and spirituality: bringing compassion and humanity to work, and also to 'Multiple Intelligence' theory which illustrates and measures the range of capabilities people possess, and the fact that everybody has a value. The EQ concept argues that IQ, or conventional intelligence, is too narrow; that there are wider areas of Emotional Intelligence that dictate and enable how successful we are. Success requires more than IQ (Intelligence Quotient), which has tended to be the traditional measure of intelligence, ignoring essential behavioural and character elements. We've all met people who are academically brilliant and yet are socially and inter-personally inept. And we know that despite possessing a high IQ rating, success does not automatically follow. Daniel Golemans model (1998) focuses on EI as a wide array of competencies and skills that drive leadership performance, and consists of five areas:

1. Self-awareness knowing ones emotions, strengths, weaknesses, drives, values and goals and recognize their impact on others while using gut feelings to guide decisions. 2. Self-regulation managing or redirecting ones disruptive emotions and impulses and adapting to changing circumstances. 3. Social skill managing others emotions to move people in the desired direction 4. Empathy recognizing, understanding, and considering other peoples feelings especially when making decisions 5. Motivation motivating oneself and being driven to achieve for the sake of achievement. To Golman, emotional competencies are not innate talents, but rather learned capabilities that must be worked on and can be developed to achieve outstanding performance. Goleman believes that individuals are born with a general emotional intelligence that determines their potential for learning emotional competencies. In psychology, personality refers to the emotion, thought, and behavior patterns unique to an individual. Personality influences one's tendencies, such as a preference for introversion or extroversion. Like Intelligence Quotient (IQ), personality cannot be used to predict EQ. However, as EQ can identify both the biases and clarity in one's thinking patterns that allow them to make good sound decisions, personality only refers to the biases in the behaviors themselves. Personality tests typically only distinguish four categories of temperament but do not distinguish which melancholy person is actually high in ambition. For example, business people know that they want an extrovert to fill the sales position, but they cannot tell from a temperament test which ones will be persistent from those who will be insistent.

Emotional Intelligence Quotient, or EQ, is a term being used more and more within human resources departments and which is making its way into executive board rooms. This article will help shed some light on what EQ is, how it is different than personality, and how it has proven to impact the bottom line in the workplace. Emotional Intelligence is not always widely accepted in the research community. Golemans model of EI, for instance, has been criticized in the research literature as being merely pop psychology. However, EI is still considered by many to be a useful framework especially for businesses. Emotional Intelligence (EI) is the general catch phrase for a field of study that is relevant to all of us, because it relates to the most important skills we use every day. And whether you know it or not, these skills - that determine how well you know yourself, how well you deal with all that happens to you, and how well you deal with others - are vitally important to your success. In essence the better you know yourself and your internal workings the better you will operate in your professional life. EI has gained in importance over the past few years for its contribution in several fields like working environment, leadership and relationships among individuals. Moreover, the fact that in our fast paced highly technological world, children are spending too much time behind computer screens and smartphones, chatting with friends and even strangers on social networks such as Facebook, Twitter etc, creating an even greater need,

now more than ever, to develop EI, from an early age. This is also valid for society at large. Our traditional education system has always focused on academic results, leading to elitism, and expecting our children to be among the best which is synonymous with success, power and money. We tend to believe that successful people are gifted from birth, however it has been noted that over time, natural talent seems to emerge in some people and subside in others. EI, if instilled at an early stage, can positively affect the development of the children transforming them into better persons, showing respect for others opinions and practising positive interaction. Imagine how much happier we would be, how much more successful as individuals, and how civil as a society we would be, if we were more conscious of the importance of emotional intelligence and were more motivated in learning and applying it to our day to day activities? Research has shown that from kindergartens to business schools and to corporations across the country, people are taking seriously the idea that a little more time spent on the "touchy feely" skills so often derided may in fact pay rich dividends.

Constitution of the World Health Organization (WHO) defines health as a state of complete physical, mental and social wellbeing and not merely the absence of disease or infirmity, it follows that measurement of health must not only include estimates of the frequency and severity of diseases, but also wellbeing and quality of life. This is particularly true for PLWHA because of the chronic and debilitating nature of illness, stigma and a high rise of premature death. Consistent with its broad definition of health, WHO has defined QoL as individuals perceptions of their position in life in the context of the culture and value systems in which they live and in relation to their goals, standards, expectations and concerns (WHOQOL Group, 1995). WHO assessment of health-related QoL thus involves broad assessment of subjective perceptions on a range of dimensions. A generic instrument for cross-cultural assessment of QoL has been developed by the WHO in collaboration with sites in 15 countries worldwide, and is currently available in over 40 languages. The WHOQOL is a subjective cross-cultural assessment of QoL, organized in six domains: physical; psychological; level of independence; social; environmental; and spiritual, religious and personal beliefs (Table 1). The generic WHOQOL-100 assesses 24 facets (conceptual aspects) of QoL. Domain I: Physical Pain & discomfort Energy & fatigue Sleep & rest Domain II: Psychological Positive feelings Thinking, memory, learning & concentration Self-esteem Bodily image & appearance Negative feelings Domain III: Level of independence

Mobility Activities of daily living Dependence on medication & treatment Work capacity Domain IV: Social Personal relationships Practical social support Sexual activity Domain IV: Environmental Physical safety & security Home environment Financial resources Health & social care: availability and quality Opportunities for acquiring new information and skills Participation in & new opportunities for recreation/leisure Physical environment Transport Domain VI: Spiritual, religious and personal beliefs Spiritual, religiousness and personal beliefs Social relationships The quality of personal relationships, especially with family and close friends, was seen to be crucial to QoL and more important and immediate then either the wider social or community role or feeling integrated into society. The opposite of this feeling is alienation and loneliness. Examples of generated items are: How much do you feel lonely? (Thailand), How much are you satisfied with your family support? (Brazil), To what extent do you feel stigmatized? (Zimbabwe) and How much do you feel accepted by your community as a whole? (Australia). Relationship to health services/carers Having a good relationship with health professionals and carers was considered important for good QoL, whether in highly-resourced medical situations or poor ones. Feeling able to access good quality care and accurate, timely medical information was considered important. Many PLWHA had experienced discriminatory or otherwise hurtful attitudes from health care workers. In some sites there was considerable anger and distress caused by the inability to access treatments known to be effective. An example of a generated item is: How happy are you with the care you receive? (Brazil). Sexuality Sexuality was reported to be an important facet of QoL for PLWHA in all sites. Many PLWHA felt major conflicts in this area. For some, having had children was an important comfort, and many expressed that they wanted to ensure that their children remain HIVnegative. Some HIV-positive women seemed to have developed a hatred towards sex. For

many, positive QoL in this area was associated with being able to use condoms successfully. For most, there were some negative effects of HIV on sexuality, including fear of infecting others. Examples of items are: To what extent does the use of medications for HIV infection interfere with your sexual performance? (Brazil) and How much have HIV-related signs and symptoms interfered with your usual desire for sex? (Zimbabwe). Spirituality, religiousness and personal beliefs Many PLWHA reported experiencing a more intense spiritual life as a result of their HIV infection, but it was found that these items were difficult to generate. Greater attention to the meaning of life, feeling worthy to live, and living more intensely were considered important components of QoL following HIV infection. Negative feelings*/such as guilt, blame, anger and forgiveness*/were also mentioned during discussions on spirituality, probably because these feelings are closely related to peoples perceptions of cause and responsibility. Such perceptions may be influenced by religious and personal beliefs. Also, in certain settings the issue of divine love was raised during discussions on spirituality. Thoughts of death and dying were frequently reported. Being able to exercise control over the process of dying was seen by some PLWHA as a crucial element of experiencing QoL. Example items that were generated are: To what extent have you become more reflective about the meaning of life since your HIV infection? (Brazil), How satisfied are you with the help you get from spiritual healers? (Zimbabwe) and How preoccupied are you about suffering before dying? (Brazil).