Your heritage will still remain:southern identity formation in Mississippi from the sectional conflict through the lost cause

The following study traces the transformation of an American identity from the sectional conflict through the end of the nineteenth century in an effort to understand how that identity eventually changed into something regarded and defined as distinctly southern. Mississippi offers fertile ground for such a study since the state so closely mirrored the American experience prior to the Civil War with episodes such as Indian removal, frontier living, the incorporation of racial slavery, and the creation of a social order based on independent landownership. Mississippi also aptly represented the traditional southern experience beginning with the Civil War due to the state’s participation in the formation of the Confederacy, staunch opposition to Reconstruction, the overthrow of Republican rule within the state in 1875, the codification of segregation and a white-supremacist social order, and the social, political, and economic oppression of the state’s African American population. Understanding the nuances of social identity formation requires a ground-level analysis to uncover how individuals created and reshaped their social identity in the wake of significant challenges to the established social structure. Diaries, personal correspondences, newspaper editorials, and reminiscences provide a wealth of information in revealing how Mississippians thought of themselves and others, how various groups (Unionists, Confederates, conservatives, and African Americans) fashioned competing social identities, and how those groups vied for legitimacy and control of the state through their interaction with one another. The transformation of a group or collective identity during a series of crises from the sectional conflict through the end of the nineteenth century not only reveals how Mississippians made sense of their surroundings and place within it but informed the parameters and outcomes by which the contest for social control of the state would be fought and won. The struggle for social control culminated in the establishment of a strict, whitesupremacist social order which lauded the exploits of the white inhabitants, vilified the actions of blacks, and ultimately defined the basic tenets of a southern identity for the next one hundred years

Why practice philosophy as a way of life?

This essay explains why there are good reasons to practice philosophy as a way of life. The argument begins with the assumption that we should live well but that our understanding of how to live well can be mistaken. Philosophical reason and reflection can help correct these mistakes. Nonetheless, the evidence suggests that philosophical reasoning often fails to change our dispositions and behavior. Drawing on the work of Pierre Hadot, the essay claims that spiritual exercises and communal engagement mitigate the factors that prevent us from living in accord- ance with our conceptions of the good life. So, many of us have reasons to engage in philosophical reasoning along with behavioral, cognitive, and social strategies to alter our behavior and attitudes so that they’re in line with our philosophical commitments. In these respects, many of us should practice philosophy as a way of life

Relationships between emotional intelligence and sales performance in Kuwait

This study investigates the relationship between emotional intelligence (EI) and Total Sales Performance (TSP), and whether EI contributes to predicting the performance of sales professionals in Kuwait. The sample was 218 sales professionals working for 24 different car dealerships. An ability model of EI was measured using the Assessing Emotions Scale (AES) developed by Schutte et al. (1998) and its Arabic version. The trait model of EI was assessed using the Effective Intelligence Scale (EIS). The findings showed a negative but weak correlation between TSP and the AES and all its subscales. No correlation was found between TSP and the EIS. A weak positive correlation existed between Objective Sales Performance and each of total EIS, Accuracy, and Patience subscales

Kepemimpinan yang mendatangkan hasil

Ketika para manajer untuk pertama kalinya mendengan konsep kecerdasan emosional pada tahun 1990an, mereka tidak mempercayainya. Namun saat ini sebagian besar eksekutif telah menerima bahwa kecerdasan emosional merupakan hal yang sama pentingnya dengan IQ dalam pengaruhnya teradap efektifitas seorang individu. Namun banyak dari pekerjaan penting di dalam organisasi diselesaikan oleh tim. Sekarang penelitian menemukan apa yang dimaksud dengan kecerdasan emosional dalam tahap kelompok dan bagaimana untuk mendapatkannya. Buku ini mengulas perihal pemimpin dan cara memimpin ditulis oleh para ahli yang sangat kompeten. Seperti Daniel Goleman yang mengulas mengenai pemimpin yang efektif. Penelitian yang baru menganjurkan bahwa para eksekutif yang paling efektif menggunakan sekumpulan gaya memimpin yang berbeda-beda. Setiap gaya digunakan dengan takaran dan waktu yang tepat dan kecerdasan emosional yang merupakan dasar pijakannya

Kecerdasan Emosional

Apakah IQ merupakan takdir? Ternyata tidak sebagaimana yang lumrah kita pikirkan. Buku ini berpendapat bahwa pandangan kita tentang kecerdasan manusia itu terlampau sempit, mengabaikan serangkaian penting kemampuan yang sangat besarpengaruhnya dalam menentukan keberhasilan kita dalam kehidupan. Dengan memanfaatkan penelitian yang menggemparkan tentang otak dan perilaku, Goleman memperlihatkan factor-faktor terkait mengapa orang yangber IQ tinggi gagal dan orang yang ber IQ sedang-sedang menjadi sangat sukses. Factor-faktor ini mengacu pada suatu cara lain untuk menjadi cerdas – cara yang disebutnya “kecerdasan emosional”. Kecerdasan emosional mencakup keadaran diri dan kendali dorongan hati, ketekunan, semangat dan motivasi diri, empato dan kecakapan social. Buku ini penuh dengan pemahaman-pemahaman praktis bagi orang tua dan guru. Strategi-strategi inovatif yang ditawarkan Goleman dapat menolong untuk menghadang kejahatan serta jebakan-jebakan lain yang menjadi penghambat anak-anak untuk tumbuh menjadi orang dewasa yang produktif dan bahagia

Review of Engaging Education: Developing Emotional Literacy, Equity and Co-education. Brian Matthews. (Book Review)

The book is only about a fraction of its title Engaging Education. His section on ‘engaging the emotions’ sums this up: whereas the book is largely about engaging the emotions positively, the definition of ‘Engaging’ is more far reaching: “that pupils should be involved in their learning; be active and absorbed and not just passive recipients of a set curriculum. Additionally, they should feel engaged in the processes of education and have some input into creating their own agendas for learning” (p.2). Exploring the full impact of this statement across the curriculum really needs a different book

Expressing one’s feelings and listening to others increases emotional intelligence: a pilot study of Asian medical students

<p>Background: There has been considerable interest in Emotional Intelligence (EI) in undergraduate medical education, with respect to student selection and admissions, health and well-being and academic performance. EI is a significant component of the physician-patient relationship. The emotional well-being of the physician is, therefore, a significant component in patient care. The aim is to examine the measurement of TEIQue-SF in Asian medical students and to explore how the practice of listening to the feelings of others and expressing one’s own feelings influences an individual’s EI, set in the context of the emotional well-being of a medical practitioner.</p> <p>Methods: A group of 183 international undergraduate medical students attended a half-day workshop (WS) about mental-health and well-being. They completed a self-reported measure of EI on three occasions, pre- and post-workshop, and a 1-year follow-up.</p> <p>Result: The reliability of TEIQue-SF was high and the reliabilities of its four factors were acceptable. There were strong correlations between the TEIQue-SF and personality traits. A paired t-test indicated significant positive changes after the WS for all students (n=181, p= .014), male students (n=78, p= .015) and non-Japanese students (n=112, p= .007), but a repeated measures analysis showed that one year post-workshop there were significant positive changes for all students (n=55, p= .034), female students (n=31, p= .007), especially Japanese female students (n=13, p= .023). Moreover, 80% of the students reported that they were more attentive listeners, and 60% agreed that they were more confident in dealing with emotional issues, both within themselves and in others, as a result of the workshop.</p> <p>Conclusion: This study found the measurement of TEIQue-SF is appropriate and reliable to use for Asian medical students. The mental health workshop was helpful to develop medical students’ EI but showed different results for gender and nationality. The immediate impact on the emotional awareness of individuals was particularly significant for male students and the non-Japanese group. The impact over the long term was notable for the significant increase in EI for females and Japanese. Japanese female students were more conscious about emotionality. Emotion-driven communication exercises might strongly influence the development of students’ EI over a year.</p&gt

Attributes of Embodied Leadership: A beginning in the next chapter of leadership development

Research and guidance on leadership behaviour has been documented throughout history, from the epics to more recent leadership theories, evolved over the last century. Why then, when there is so much research and advice available are leaders still making so many errors? A review of literature in leadership studies reveals that recommendations have often been descriptive, assumptive and prescriptive without considering various differences in individuals. Additionally, leadership development often utilises methodologies in which individuals are trained to ‘act’ as leaders rather than fully embody leadership behaviour. This paper explores the generic attributes that describe embodied leadership behaviour. Semistructured interviews were performed on a panel of individuals from different backgrounds and analysed using a grounded theory approach. Along with the interviews, the works of Scharmer (2008) and behavioural traits identified in leadership by Derue, Nahrgang, Wellman and Humphrey (2011) were also taken into consideration. A final consensus was reached using a set of ten attributes that potentially contribute to embodied leadership behaviour; being non-judgemental, embracing uncertainty, active listening, congruence (morals and ethics), intuition, reflective practice, sense of meaning/purpose, holistic decision making, authentic presence and intention