Personal Statement On Emotional Intelligence - 885 Words

Individual Leadership Assessment Paper This paper has 3 purposes. First, to assess my emotional intelligence (EQ) and relate my EQ to my future nursing practice. Second, to compare the differences between leadership styles. Last, to provide a definition of leadership and illustrate how the provided definition of leadership will impact my future role as an advanced practice nurse practitioner (APNP). The tools used to accomplish the goals of this paper are a web based EQ assessment tool and a review of literature related to leadership and EQ. Assessing Emotional Intelligence In order to better understand the concept of emotional Intelligence (EQ), I completed a web bases assessment tool that tested EQ in four categories: Self-awareness, self-management, social awareness, and relationship management. According to the assessment tool(), I am most competent in the category of social awareness and least competent in the category of relationship management. According to Bradberry and Greaves (2009) social awareness relates to a person’s ability to perceive and understand the emotions of others. In the role of an APNP, I will be responsible for communicating with patients during times of emotional distress. Through the use of social awareness, I will be able to accurately assess when patients and their families are ready to discuss issues such as withdrawing care. In my opinion, the application of social awareness during times of stress is supported by the strategies of activeShow MoreRelatedPersonal Statement On Emotional Intelligence1100 Words   |  5 Pagesreflection I will discuss my skills built through the learning of Emotional Intelligence throughout the unit. I will be discussing Goleman’s Emotional Intelligence theory that we have learnt as well as other practical ways of testing Emotional Intelligence. I will also discuss an area of possible improvement of my Emotional Intelligence linking to my future career prospects through my own personal results in the Schuttes Emotional Intelligence Test. 2.0 Intrapersonal Effectiveness Intrapersonal effectivenessRead MorePersonal Statement On Emotional Intelligence857 Words   |  4 PagesBecause emotional intelligence is a developing field, there isn’t a lot of information about emotional intelligence that’s readily available. It certainly seems to be an important discipline and emotional intelligence is certainly a skill that I want to have and improve because I want to be able to manage my own emotions and the emotions of others. My conformed profile is ENTJ this means that in business and school I am willing to be social, intuitive, a strong thinker and a critical thinker whoRead MorePersonal Statement On Emotional Intelligence800 Words   |  4 Pagescareer. One of the main things that influenced me is Emotional Intelligence. According to Salovey and Mayer, Emotional Intelligence involves the ability to monitor one’s own and others’ feelings and emotions, to discriminate among them and to use this information to guide one’s thinking and actions. Emotional Intelligence is widely demonstrated in my group. One factor is the greater number of women as compared to men. Women tend to be more emotional than men in many aspects. The ability to manage feelingsRead MorePersonal Statement : Emotional Intelligence965 Words   |  4 Pagespressure right? Sometimes you can make the wrong choice. If this happens, it is your choice to learn from it, or keeping making the same mistake. An important aspect of life is being able to understand how someone is feeling. This is called emotional intelligence. When we understand our emotions and others. Being able to relate to people is a big job. We have to choose whether to try and put ourselves in the other persons shoes, or only see from our own perspect ive. This choice can determine if youRead MorePersonal Statement On Emotional Intelligence1593 Words   |  7 Pages Emotional Intelligence Tanveer Vora 1610793 University Canada West Professor: Dr. Michele Vincenti MGMT601 Leadership in the Global Context 16th January 2017 Abstract The paper discusses about the emotional intelligence, which has various factors. The factors are self awareness, motivation, self regulation, social skills and empathy. In case of effective leadership, these factors plays major role. However, emotional intelligence is teachable to improve the personal skills and personality.Read MorePersonal Statement : Emotional Intelligence Survey Essay1125 Words   |  5 Pages After completing the Emotional Intelligence Survey I was able to find my areas of strength as well as areas where I can improve upon. Although I was strong in certain aspects of the survey, I feel as though constant improvement, even on one’s strengths, is necessary in order to be successful. More specifically the areas I was strong in were categories that included self-awareness, self-motivation, social awareness, and social skills. I can agree with this because I value self-recognition tremendouslyRead MoreThe Importance of Emotional Intelligence at Homeland Security636 Words   |  3 PagesCapstone Project My topic concerns a journey of inquiry into how important emotional intelligence is for personal and professional success and how emotional intelligence can be an asset to Homeland Security as a whole. While I currently realize the obvious value in emotional intelligence, Id like to determine how important it is overall: for example, even though the benefits that emotional intelligence can provide interpersonally are clear to me, I dont fully realize if its such a professionalRead MoreSelf-Assessment of Emotional Intelligence Essay651 Words   |  3 PagesEmotional Intelligence Emotional intelligence is an important characteristic in becoming a good leader. â€Å"Emotional intelligence is the ability to manage oneself and ones relationships in mature and constructive ways† (Kinicki Kreitner, 2009, p.137).Being a good leader entails more than just being smart; leaders need to be able to connect to their employees emotionally and empathetically. Organizations today not only look for leaders with the skills, but leaders that can emotionally connectRead MoreEmotional Intelligence ( Eq )854 Words   |  4 PagesEmotional Intelligence Emotional intelligence (EQ) is the ability to identify, use, understand, and manage own emotions and emotions of others in positive manners to alleviate stress, relate effectively, empathize with others, surmount challenges, and moderate conflict. This capacity enables us to recognize and understand (usually a non-verbal process) emotional experiences of others. EQ is learned, contrary to Intellectual ability (IQ) that is constant over the course of time. In order to permanentlyRead MoreEmotional Intelligence And Marital Satisfaction1146 Words   |  5 PagesArticle Review Three This article is entitled â€Å"Emotional Intelligence and Marital Satisfaction† by Anagha Lavalekar, Praydnya Kulkarni, and Pranita Jagtap. The research study performed aimed at discovering the relationship between marital satisfaction and emotional intelligence, and how they influenced each other. In order to discover this information the study used the Marital Satisfaction Scale, and the Exploring Emotional Abilities tool (Jagtap, Kulkarni, Lavalekar, 2010). These implements

Marketing Apple Fanatics Self Identity - 1307 Words

As a company, Apple is known throughout the globe for more than their high-quality and revolutionary products; Apple is a household name because of the publicity surrounding their devoted fans. These fans camp outside Apple Stores days before a product is released, sometimes just to preorder the product. They eat, sleep, and breathe Apple, earning them the name iSheep. Fans of other brands lack the same publicity, but they maintain the same level of devotion. Many people exclusively wear Nike or Jordan. Some may make a cup of Starbucks coffee a part of their morning routine. Over the years, brand wars have gained media attention and marked generations: Ford vs. Chevrolet, Microsoft vs. Apple, Coke vs. Pepsi, the list goes on. The bottom line is that major brands often create an obsession among their consumers that can be compared to religious worship, which in turn negatively affects cultural identity. According to David Glance, an author for The Washington Post, there are three interconnected factors that form Apple fanatics: Self-identity, Brand drivers, and Social identity. The first is fairly self-explanatory; people today base their lifestyles on their possessions, especially where their smartphone is concerned. People are also influenced by band drivers — â€Å"the perceived value of the product, the level of service that came with the purchase, †¦ and the overall level of trust placed in both the product and the company† (Glance). Yet above all, people have the instinctiveShow MoreRelatedBrand Community : A Community Of Brand Followers And Customers1573 Words   |  7 Pagescommunity from subcultures. Harley Davidson enthusiasts predominantly unified by brand with motorcycle fanatics currently known as motorcycle ‘‘gangs’’ like the Hell’s Angels, Mongols that are primarily subcultures in which the Harley Davidson motorcycl e is metonymic rather than definitive (Muniz Jr. O Guinn, 2001). Apple enthusiasts on the other hand have the product as the mainstream of their brand. Apple impressed and attracted their community by masterfully depicting it’s users as young and creativeRead MorePersonality and Lifestyle8596 Words   |  35 Pagesinfluences the way he or she responds to marketing stimuli, but efforts to use this information in marketing contexts have met with mixed results. †¢ Consumers’ lifestyles are key to many marketing strategies. †¢ Psychographics go beyond simple demographics in helping marketers understand and reach different consumer segments. †¢ Identifying patterns of consumption can be superior to knowledge of individual purchases when crafting a lifestyle marketing strategy. Chapter SUMMARY Read Morepaul hoang answers72561 Words   |  291 Pagesspending on items such as books, equipment, repairs and improvements. They might also seek additional sources of funding such as government assistance. There will also be a need to account for all costs (expenditure) and revenues of the school. Marketing: schools need to attract customers (students and their parents). This might be done through means such as offering a broad and enriching curriculum and wide opportunities (such as extra-curricular activities). Public relations and promotion (suchRead MoreCase Study148348 Words   |  594 PagesGiant Ekomate Systems and the Indian Software Industry: Leveraging Network Relationships for International Growth Sustaining the Magic at Bang Olufsen Cordys: Innovation in Business Process Management iPod to iPad: Innovation and Entrepreneurship at Apple Grupo Ferrovial and the Acquisition of Amey plc Who Runs Education Now? Mergers and De-mergers in the Public Sector Severstal Queensland Rail: QR Ltd (QR) The Changan-Ford Joint Venture: Same Bed but Different Dreams? TNK-BP: from Russia Without LoveRead MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 PagesSingapore Taipei Tokyo Editorial Director: Sally Yagan Director of Editorial Services: Ashley Santora Acquisitions Editor: Brian Mickelson Editorial Project Manager: Sarah Holle Editorial Assistant: Ashlee Bradbury VP Director of Marketing: Patrice Lumumba Jones Senior Marketing Manager: Nikki Ayana Jones Senior Managing Editor: Judy Leale Production Project Manager: Becca Groves Senior Operations Supervisor: Arnold Vila Operations Specialist: Cathleen Petersen Senior Art Director: Janet Slowik Art

Western Heritage 8th Edition Free Essays

Brittney Henley Pd. 2A Chapter 12: Age of Religious Wars Key Topics; -War between Calvinists and Catholics in France. -The Spanish occupation of the Netherlands. We will write a custom essay sample on Western Heritage 8th Edition or any similar topic only for you Order Now -Struggle for supremacy between England and Spain. -The devastation of Central Europe during the Thirty Years’ War. Vocabulary |Notes | | | | |Counter Reformation- A movement within the Rome |Renewed Religious Struggle | |Catholic Church that sought to revitalize the |Peace of Augsburg (1555)- A regions rule would determine its religion, However it | |church and oppose Protestantism. did not recognize Non Lutheran Protestants | | |Geneva became a refuge for persecuted protestants and an international school for | |Baroque Art- 3 dimensional display of life and |protestant leaders | |energy. | | | | |Politiques- Ruler who urged tolerance and |French Wars of Religion | |moderation and compromise on religious matters |Anti-Protestant Measures and the struggle for political power | | |French Protestants are known as Huguenots. | |They were persecuted by the French, when King Charles of Germany / Spain captured | |Huguenots- French Protestants. |Frances King’. To pacify King Charles, France persecutes the Huguenots in the | | |hopes of gaining the freedom of the King of France. | | | | |Edict of Fontainebleau—Subjected French Protestants to the inquisition | | |France remain hostile to the protestants until King Henry of Navarre gains the | | |throne | | | | | |3 competing fraction for the Kings (Francis II) ear in France | | |Bourbons- power in the south and west | | |Montmorency-Chatillons- controlled the center of France | | |Guises- dominate in eastern France / Strongest power and had more influence over | | |the king due to family connection | | |Bourbons and Montmorency-Chatillons developed strong Huguenot sympathies | | | | | |Conspiracy of Amboise (1560) – Bourbons and Montmorency-Chatillons plotted to | | |kidnap the king of France (Frances II) | | | | | |Appeal of Calvinism | | |Huguenots were in important geographic areas and were heavily represented among | | |the more powerful segments of French society. They wanted t o establish sovereignty| | |with in France. | | | | | |Catherine De Medici and the Guises | | |Catherine mother to 15 year old Frances II becomes the regent of France upon the | | |death of her husband Henry II. | |On the death of Frances II her younger son Charles IX becomes king where she | | |resides as regent. Catherine fears the power of the Guiles family and sought | | |alliances with the Protestants. | | |She issues the January Edict which allows protestants freedom to worship publicly | | |outside of towns. | | |Duke of Guise surprised a protestant congregation at Vassy, Champagne and | | |massacred the worshipers. This is the beginning of the French wars of Religion | | |March 1562 | | | | | | | | |Peace of Saint-Germain-en-Laye (1570) | | |Ended the thirty year war, the crown acknowledging the power of the Protestant | | |nobility, granted Huguenots religious freedoms within their territory. | | |Catherine fearing the mounting power of the other two families and Protestants she| |Coligny: leader of the Huguenots, Charles IX most|cultivates the support of the Guise. | |trusted advisor. | | | |The Saint Bartholomew’s Day Massacre | | |Catherine tried to have Coligny assassinated by a bullet. Fearing the fallout from| | |the attempt, she convinces King Charles that the Huguenots were attempting to | | |attack Paris | | |On Saint Bartholomew’s Day August 24, 1572, Coligny and 3000 Huguenots were | | |massacred in Paris. Within 3days another 20,000 were executed | | | | | |The Rise to Power of Henry Navarre | | |Henry III sought the middle ground and gained support from a growing body of | |Protestant Resistance Theory: |neutral Catholics and Huguenots. | | | |John Knox- wrote First Blast of the Trumpet |Peace of Beaulieu (May 1576)- granted the Huguenots almost complete religious and | |against the Terrible Regiment of Women |civil freedom. It was later recanted because of political pressure of the Catholic| |-He declared removal of a heathen tyrant was |League. Both religious orders pick up arms. | |permissible | | | |Henry Navarre led the Protestant army. Henry III brother-in-law) | |Francois Hotman- wrote Franco-Gallia | | |-Humanist argument that representa tive Estate |Day of the Barricades –Henry III surprise attack on the Catholic League (Spain | |General held more authority then the French king |Supported) and failed. Henry then assassinated the Duke and Cardinal of Guise. | | |Reprisal from the League was fierce causing Henry III to join forces with Henry | |Theodore Beza- wrote On the Right of Magistrates |Navarre. Henry III was killed; Henry IV (Navarre) is the next successor to the | |Over their Subjects |throne. |-Permissible for lower authorities to overthrow | | |tyrannical rulers |Protestant as king, the League wants France to be Catholic but politically weak so| | |Spain sends in troops to help achieve this goal in hopes of putting his daughter | |Philippe du Plessis Mornay- Defense of Liberty |on the throne. | |Against Tyrants |The French rallied behind their king disbanding the League and outing the Spanish. | |-Princes, Nobles and magistrates are guardians |Henry IV turns Catholic. Ending the war of religion in France | |and to take up arms against tyranny in other land| | | | | | | | | |Edict of Nantes | | |Proclaimed a formal religious settlement it recognized minor religions in an | | |official Catholic country | | | | | |Treaty of Vervins -ended hostility between France and Spain | | | | | |Imperial Spain and the Reign of Philip II | | |Gold Silver and bullion were being imported from Spain’s colonies in the New | | |World. | | |The increased wealth and population in large cities in Europe triggered inflation. | | | | | |Fewer jobs, less food, wages stagnated and greater coinage in circulation while | | |prices increased. | | | | |The Revolt in the Netherlands- | | |Antoine Perrenot- Cardinal Granvelle. | | |Perrenot hoped to break the local autonomy of the Netherlands providences and | | |establish a centralized royal government directed from Madrid, and religious | | |conformity to Catholic. | | |Granvelle proceeded to reorganize the Netherl ands. | |William of Nassau (Prince of Orange) Count of Egmont organized the Dutch | | |nobility in opposition, which had Granvelle removed from office | | | | | |The Compromise- | | |Margaret (Regent of Spain) spurned the protesters. Leads them to call for aid and | | |rebel against Spain; however the nobility does not support the rebellion. | | |Duke of Alba-sent to the Netherlands to gain control back. | | |He had several thousand suspected heretics publicly executed. | | |He then taxed the people of Netherlands to pay for the suppressing of the revolt. | | | | |Pacification of Ghent- | | |November 4 1576: Spanish mercenaries ran amok in Antwerp killing 7000 people in | | |the streets known as the Spanish fury. | | | | | |Pacification of Ghent (November 8, 1575)- Catholic regions and Protestant regions | | |in the Netherlands unified to oppose Spain. | | | | | |Perpetual Edict- provided for removal of all Spanish troops from the Netherlands | | |within 20 days. | | | | | | | |Netherlands Independence- | | |King of Spain Phillip II declared William of Orange an outlaw. | | |December 1580 William of Orange publicly denounced Phillip as a Heathen and tyrant| | |and should not be obeyed. | | |Known as The Apology. | | |Peace of Westphalia in 1648 – Netherlands is fully recognized | | | | | | | | | | | | | | | | | | | |England and Spain 1553-1603 | | |[pic] | | | | | |Jane Grey (granddaughter to Henry), 3rd Queen | | | | | | | | | | | |Mary I – reign lasted 5 years | | |Edward VI died. | | |Lady Jane Grey tried to ascend to throne. | | |Mary Tudor was the rightful heir. Grey-9 days Queen then beheaded. | | |Mary marries Prince Philip II of Spain. Mary | | |Had Parliament repeal the Protestant laws. Mary | | |Decreed all of England Catholic, burned Protestant leaders at the stake. | | |Dies 1558 | | | | |The Compromise: A solemn pledge to resist the |Elizabeth I – takes throne 1558 | |decrees of Trent and the Inquisition. |Daughter of Henry and half sister to Mary. | | |Advisor William Cecil. | |Passed laws for religious toleration | | | | | |Act of Supremacy 1559- Repealing all anti-Protestant legislation of Mary Tudor. | | | | | |Phillip II seeks marriage with Elizabeth. | | |Mary Stuart, Queen of Scots seeks England throne. | | |Supporters claim Elizabeth is illegitimate. | | |Queen of Scots is the granddaughter to Henry the VIII’s sister Margaret. | |Raised French and Catholic. | | | | | |Deterioration of Relation with Spain | | |Spanish Duke of Alba (1547)- marched troops into the Netherlands; England sees | | |this as a threat due its close proximity to England. | | |Elizabeth allows pirating of Spanish vessels. | | | | |Mary Queen of Scots | | |Eli zabeth executes Mary Queen of Scotts (second cousin) for plotting against the | | |crown. | | |Mary’s husband is killed by her lover, who is acquitted, and then marries Mary. | | |This causes outrage from her people. | | |Mary surrenders her throne to her one year old son James VI, who later becomes | | |Elizabeth’s heir to throne. | |The pope authorize Spain to invade England for the killing of Mary who was their | | |hope to turn England Catholic | | | | | |The Armanda | | |May 30 1587 -130 ships with 25,000 sailors sent to invade England. | | |Spain wanted the ships to dock in France before continuing the invasion. | | |France prohibits the ships from leaving and a fog roles in around the channel. | | |England has advantage and wins. | | | | |Thirty Year War | | |Preconditions for War | | |Germany = Holly Rome | | |Germany consists of 360 autonomous entities. | | |Each had its own tolls, taxes, coins and religion, making it difficult to travel | | |and do busine ss | | | | |Four Periods of War- | | |Bohemian (1618-1625) Swedish (1630-1635) | | |Danish (1625-1629) Swedish-French (1635-1648) | | | | | |Bohemian Period- | | |Ferdinand ascends to the throne and wants to return the region to Catholicism. | | |He revokes the religious freedoms of the Bohemian Protestants. | | | | | |Defenestration of Prague- Protestant nobility in Prague throw Ferdinand III’s | | |regents out of window in reaction to the revoke of religious freedoms. They did | | |not die, landed on manure which cushioned their fall. | | | | |Ferdinand was managed to subdue the Protestants and re-Catholicize Bohemian | | | | | |Danish Period- (1625-1629) | | |Lutheran King Christian IV of Demark picks up Protestant banner-invades Germany | | |and loses. | | |Ferdinand attacks Demark and breaks Protestant resistance. | | |Causes fear among all Protestants. | | | | | |Edict of Restitution in 1629- Calvinism is illegal and orders the return of all | | |church lands a cquired by the Lutherans. | | | | | | | |The Swedish Periods (1630-1635) | | |Gustavus Adolphus king of Sweden | | |Was a unified Lutheran nation, bankrolled by France, an wished to keep the | | |Habsburg armies tied down in Germany. | | |Adolphus won several battles due to a lighter army and better weapons. | | |Adolphus is killed on the battlefield. | | | | |Peace of Prague in 1635- majority of the Protestants states reached a compromise | | |with Ferdinand, barring the Swedes | | | | | |Peace of Prague plunged them into the fourth war. | | | | | |The Swedish-French Period (1635-1648) | | |The French join the war in 1635. | | |Dragged on for 13 years with Spanish, French and Swedish soldiers looting Germany. | | | | |About 1/3 of the German population died as a direct result of the war. | | | | | |Treaty of Westphalia- | | | | | |The Treaty of Westphalia 1648 -brought all hostilities within the Holy Roman | | |Empire to an end. Ended Edict of Restitution and reasserted the Peace of Augsburg,| | |which allows each ruler to determine its religion. | | | | | |German princes become supreme over their principalities. | Summary: From Martin Luther’s death in 1546 until the middle of the seventeenth century, European life was dominated by religiously and politically inspired violence. France descended into nearly 50 years of civil war before emerging with a united monarchy under the terms of the Edict of Nantes in 1598. Spain escaped civil strife and remained firmly Catholic. Spain’s American empire provided immense wealth, but Spain failed to subdue Protestant nationalism in the Netherlands and suffered defeat of its Armada naval fleet at the hands of the English. As a result, Spain’s position in international affairs declined. Unlike the French, the English managed to avoid civil war under the inspired leadership of Queen Elizabeth I. In Germany, the original center of the Reformation, Lutherans and Catholics had come to tolerate each other. But in the early seventeenth century the temporary compromises collapsed. The resulting free-for-all, known as the Thirty Years’ War (1618–1648), consumed much of Europe’s energies until it was resolved in the Peace of Westphalia. ———————– Elizabeth I 4th, Queen Mary I 2nd, Queen Edward VI 1st, King Henry VIII King How to cite Western Heritage 8th Edition, Essay examples

Bank for Technology and Customer Behaviour- MyAssignmenthelp.com

Question: Discuss about theBank Leadershipfor Technology and Customer Behaviour. Answer: Introduction The banking industry is under turbulent changes concerning the expectations and demands of its customers. For instance, technology, customer behaviour, and competition are all evolving simultaneously.This poses a challenge to the management, which has to put in measures to evade the setbacks. The management lacks confidence in the senior leadership. This is because they are deemed unable to implement their plans effectively. Hence, to solve the problems, the leaders must brace themselves up and become reliable by being trustworthy, nurture good relationships, and work towards better results (Kellerman, 2016). Also, they must develop skills to handle the changes that take place in the banking sector. They should constantly review and monitor their programs and products, their market positioning, and new technologies to place the banks in a better position. Moreover, the Bank leadership must focus on communication and networking to comprehend their customers perceptions and develop the industry. Finally, risks are a common occurrence in banks (Ferna?ndez de Guevara Radoselovics, Pastor Monsa?lvez, 2013). Hence, the leaders must implement the risk management strategies to be ready for the unforeseen crisis. Bank leaders must portray good leadership by applying the aspirational leadership style, and be autocratic to handle bank dynamics, which will lead to their success. Background This report aims at addressing the increased leadership crisis in many financial institutions in the world, which have led to the rots and crisis witnessed today. Good leaders are required to utilise funds optimally and create management information systems that enable better decision making and management of liabilities and assets (Dept, 2016). The theoretical conclusions indicate that leaders should be conversant with the risks found in the currency market and closely monitor their credit risk. Therefore, they are required to handle the issues of cosmetic management, technical mismanagement, fraud, and desperate mismanagement, which are a threat to a banks health. This can be achieved through proper organisation, teamwork, suitable style of leadership, and power. Also, poor planning, lending, and the absence of internal controls in banks, motivated the analysis of the leadership styles and types of the bank leaders (Sarabdeen, El-Rakhawy, Khan, 2011). Bank leadership must comply w ith the set corporate governance rules to ensure their shareholders attain good returns and the economy grows. The Bank Work Environment The bank is significant in the driving of the economy. It is made up of effective risk managers who emanate from the skilled and efficient workforce. The leaders manage risks and employees to ensure they achieve victory in banking (Press, 2012). They work by pooling new technologies, differentiating their products, managing the human resources and treasury to ensure the bank attains global excellence. The leadership style employed is directly related to the banks financial performance. As such, the leaders aim at the best style and type of leadership (Grant, Golawala, McKechnie, 2014). The work environment is good with a diverse staff, many learning opportunities, and motivating projects. The leaders aim at helping the workers to attain their full potential by creating a culture that upholds excellence. Consequently, they can sustain and maintain the finest talents which in turn make the bank strong. The leaders make efforts to respect their employees through their style, thoughts, culture, experience, and diversity (Bass, Stogdill, Stogdill, 2015). The only problem is the lack of work/life balance, which makes life boring while working there. How the Manager Shows his Leadership in the Workplace The manager shows his leadership at work by being empathetic towards his employees. As such, he gets to connect and understand the feelings of their workers. They do this by listening to their issues without interrupting. This enables them to make wise decisions that favour their employees. Also, when having a talk with their employees, he gets fully involved by avoiding to check his email, putting his phone away, and refraining from picking calls. Additionally, he smiles at people generously because he knows smiles are contagious and can make the employees work better (Santos, Shukurov, 2015). Moreover, the manager shows empathy by calling the employees by name, giving them genuine recognition, and holding deeper conversations with them. Leadership is portrayed by the manager because he is always passionate about his ideas and work. He makes the work environment enjoyable by holding stimulating meetings, passionate communication, and making his enthusiasm to shine. Also, he incorpo rates passion at work by adding meaning to the work employees partake. This is evident when he creates a culture of innovation, excellent services, and creativity. Hence, the employees end up trusting that their work is valuable (Allegretti, 2012). As such, their paychecks become meaningless, and they end up focusing on working. Furthermore, the manager shows his leadership in the workplace by portraying humbleness. He does this by giving credit to those who deserve, calling for help from colleagues, and believing that for the bank to be successful, all employees must be involved. Also, he is humble because he tries his best to connect with employees from all levels of the organisation (Sostrin, 2015). He is available for every individual and spends the time to talk openly and personally about reforms. Similarly, the manager depicts his leadership by making decisions through proper judgement. Before concluding on an issue, he collects all facts, analyses them, examines trends, and finally makes the decision. The manager walks his talk indicating that he is a good leader. Therefore, when he calls for change, he becomes the pioneer in implementing the same (Brady, Spence, 2015). Finally, the manager illustrates his leadership by creating chances to collaborate with other organisations and groups to ensure the banks success. The Leadership Style used by the Manager A leadership style is the constant conduct of a leader as professed by those around him. The way one handles their followers and subordinates in several situations make them cultivate a pattern of leading. The style of leadership is a consequence of the personality, philosophy, and a leaders experience. Moreover, it is depended on the type of employees and the organisational conditions. The manager employs the aspiration-style of leadership. This is because he is power-driven, and sets rules that others must follow (Glanz, 2015). Also, the overall structure is hierarchical. Most people think that this style of leadership is self-serving and arrogant, but in a real sense, that is how banks should be managed to evade financial collapse. The purpose of this style of leadership is to enable the bank to be future oriented. Among the rules set are those that guide the organisation in prioritising its corporate aims. Through the aspiration style of leadership, the bank gets motivation and e nergy to surge forward. The unity of command due to the managers aspiration style of leadership reduces the occurrence of a scattered staff (Jagersma, 2012). Due to this leadership style, the manager aims at being the banking industrys pacesetter. As such, he demands that the employees work extremely hard to stay ahead. He talks of profit-making but indicates that in all that the bank must increase its market share, influence, and extent of operation (Crossman, 2015). The managers wealth creation motive entails an analysis of prospective products, geographies, and services. He does this with vigour for as long as the profit making motive is fulfilled. As such, most of the employees view him as self-serving (Terterov, Shoult, 2015). He takes advantage of the laws and rules to create profits. The Manager as an Autocratic Leader The manager is an autocratic leader because he has a lot of control in many decision-making needs, with a little assistance from employees. This is motivated by the aspiration-style of leadership employed at the bank. The manager does dictate all the processes and methods of work. As such, the employees are not easily charged with the important tasks and decisions (Tabash, Anagreh, 2017). Through the outlined rules and laws, the work to be conducted is always rigid and structured. Hence, creativity is not encouraged at the bank. Employing autocratic leadership is beneficial to the manager because it has led to fast decision-making as other employees are not to be consulted. It is fun in the workplace as people comply, and never resist whatever the manager tells them. This is due to his legitimate power and authority (DuBrin, 2014). The employees adhere to what the manager tells them because of respect to his positional power in the bank, and not due to personal influence. More often, the workforce heeds to the managers autocracy when there is a crisis at the bank. Fear makes them focus and depend on the manager who is supposed to rekindle their hope. In such moments, no one dares to question the managers authority. Also, this autocratic leadership is best when there are cases of uncertainties at the bank. When the subordinates lack certain information, the manager gives direction without expecting any challenge from the employees. Additionally, the authoritarian employees like it when the manager exerts authority on them. They have a yearning for strong leaders who might even command them. They appreciate this because it comes from above (Kennedy, 2013). Despite being an autocratic leader, the manager shows respect to the employees by acknowledging some of their contributions in the rules he sets. Subsequently, teamwork is enhanced due to mutual respect. He also explains the rules and laws to enable the workforce to comprehend why they are following a certain procedure. Through his consistency in the enforcement of similar issues, he is highly trusted by the employees who know that their leader is conversant with his undertakings. He is good at listening and appreciating the opinions of the subordinates as their leader (Erogul, 2013). However, he cannot change his mind on what he will have set out to do. Cases Indicating that the Manager is an Autocratic Leader The manager is an autocratic leader because, on some occasion, he fired a secretary instantly when he found her using the banks telephone to make a private call (Tranbarger, 2013). This is despite having worked at the bank diligently for five years. Also, the manager showed his autocracy by firing forty percent of the workers indiscriminately (Sadler, 2013). He wanted to raise the banks share prices, but this led to the loss of many lucrative talents. Consequently, the value of the bank was eroded leading to a decline in its performance. The manager is autocratic because he insists on apportioning each employee their share of responsibilities with precise and clear rules. This is in a bid to ensure that those with low motivation work equally like their colleagues. As such, they do not pass their assigned duties to others. Moreover, the manager portrays autocracy because, on group projects, he assigns tasks and makes decisions for the team members. Hence, the groups are never allowed to conduct decision-making for the manager believes the step would delay progress. Also, the group members might fear to partake of the project because things might turn out wrong, and they hate being held responsible (P. Manivannan, 2016). Therefore, the manager takes up the opportunity and implements autocracy. Similarly, an instance of autocracy by the manager is when the students on internship are given responsibility. Since they are unfamiliar with the roles delegated, the manager takes up autocracy and conducts the duty by himself to save on time. Beneficial Stories in the Bank about Leadership On a particular day, some newly employed graduates were given a task to make bank reconciliations of various customers. They were under the supervision of a leader. However, they were not efficient in conducting the task, but their leader urged them to accomplish the same without putting in any effort to assist them. He could be seen shouting, giving them orders, and threats if they continued giving him poor work. He insisted that they submit the task within the stipulated time. Most of the trainees could not accomplish this leading to their termination from the program. They reported the case to the manager who instantly came and asked their leader why he was not helping them accomplish the task. He refused and said he was in charge and wanted the trainees to do as he said. Moreover, he told the manager to assist them if he wished. The manager abandoned his work and helped the graduates to do the task, which they did perfectly. Upon finishing, he congratulated them, but he told thei r leader that if he would fail next time to assist them, his position will be taken up by somebody else. He got humbled, and from then onwards he realised the significance of leading by example. Therefore, effective leaders must be caring and avoid giving orders, especially when a task is difficult. Also, there was a customer who came to the bank insisting on seeing the manager. However, on that day, it was the manager who had taken up the position of the receptionist. The receptionist asked the man to say the issue that was ailing him, and that he would help solve it. He refused and went to sit in the waiting lounge saying that significant matters could only be discussed with the manager. This is despite the manager telling him that he only wanted a hint of the issue. Other customers came got served and went, but this man could not trust the credibility of the services offered by a receptionist. Therefore, the manager left the reception and went to his office signalling one person to tell the man to go and see him. On reaching there, he was shocked and could not believe the man was a manager. Upon asking him why he did that, he said his receptionist was sick, and everyone else was held up except him. Therefore, he took up the post and worked. This indicates that the manager is humble and does not use his position to serve his interests. He had to put aside his status, power, and money to ensure the smooth flow of the organisation. As such, a manager should teach by actions and not words, that is, they should practice serving and not commanding. Evaluation and Discussion This evaluation is significant in finding out the leadership process in banks. The method of research employed is the interview, whereby both the employees and manager of the bank were interviewed. This was appropriate because these stakeholders are the ones involved in the daily activities of the bank. Both the qualitative and quantitative data to analyse the impact of leadership on the banks performance were obtained. Interview questionnaires were also administered apart from the direct interview. The respondents were asked questions to which then they responded. The information obtained was the general work environment, how the manager shows his leadership and the style and type of leadership. Also, it was noted that the banks performance improved qualitatively as the work environment became more organized, and people worked with less supervision. It became the safest bank in United Arab Emirates and maintained happy customers. Quantitatively, the bank became the industry leader d ue to the appropriate leadership style and type. For instance, the returns increased, and the number of unrecovered loans reduced. Moreover, the instances of the leadership type were also obtained together with stories that occurred, which are significant for leadership. The selection of the participants, employees, to be interviewed was made on a random basis. Twenty employees took part in the interview together with their manager. The only limitation during the interview was that some employees feared to disclose some of the issues at the workplace. Finding, Suggestion and Conclusion, Recommendation and Future Work From the research, it is evident that the bank environment needs close supervision to evade the turbulent forces working against it. The bank is a good place to work because the employees are given opportunities to learn and grow. As a leader, the manager is empathetic, passionate, humble, a good decision maker, and doing what he says. The manager employs the aspiration-style of leadership, due to his power driven nature, and setting of rules that must be followed. He is an autocratic leader because he is in control of all decision making and calls for little assistance from the employees. For instance, he could fire people without involving the board, allocates each person a role and does not like group work. From some of the stories in the bank, it is evident that leaders should lead by example, and be humble. The research was conducted through an interview with the manager and the employees. The management layout of the manager is acceptable because the bank faces many issues, whi ch if not well handled, can lead to its failure. Therefore, the aspiration style of leadership and autocracy employed are suitable. As such, the bank managers must be strict in handling their business to assure their customers that their funds are secure. In future, more research should be conducted on the consequences of poor leadership in banks. One recommendation concerning bank leadership is that the leaders should lead their employees according to the style that suits the plans and goals of their organization. Also, leaders should lead by example by teaching their subordinates on how to conduct a certain duty and not just commanding them. Another recommendation is that leaders must listen to the requests of their employees, but the final decision should be geared towards the wellness of the organization. Finally, leaders should inspire their employees to ensure the organizational goals are attained. References Allegretti, J. (2012). Loving your job, finding your passion (2nd Ed.). New York: Paulist Press. Bass, B., Stogdill, R., Stogdill, R. (2015). Bass Stogdill's handbook of leadership (3rd Ed.). New York: Free Press. Blaney, S. (2016). Leading by example (3rd Ed.). Ottawa [Ont.]: Standing Committee on Official Languages. Brady, D., Spence, M. (2015). Leadership and growth (1st Ed.). Washington, DC: World Bank. Crossman, A. (2015). Job satisfaction and worker presentation of Lebanese banking staff: Journal of Managerial Psychology: Vol 18, No 4. Emeraldinsight.com. Retrieved 30 May 2017, from https://www.emeraldinsight.com/doi/abs/10.1108/02683940310473118 Dept, I. (2016). United Arab Emirates (1st Ed.). Washington, D.C.: International Monetary Fund. DuBrin, A. (2014). Essentials of Management (2nd Ed.). Mason, OH: South-Western College. Erogul, M. (2013). Entrepreneurial Activity and Attitude in the United Arab Emirates. Innovation: Management, Policy Practice, 2159-2186. https://dx.doi.org/10.5172/impp.2013.2159 Ferna?ndez de Guevara Radoselovics, J., Pastor Monsa?lvez, J. (2013). Crisis, risk and stability in financial markets (1st Ed.). Basingstoke: Palgrave Macmillan. Glanz, J. (2015). Finding your leadership style (3rd Ed.). Moorabbin, Vic.: Hawker Brownlow Education. Grant, J., Golawala, F., McKechnie, D. (2014). The UAE: The twenty-first-century beckons. Retrieved 30 May 2017, from https://onlinelibrary.wiley.com/doi/10.1002/tie.20155/full Jagersma, P. (2012). Aspiration and leadership: Journal of Business Strategy: Vol 28, No 1. Emeraldinsight.com. Retrieved 29 May 2017, from https://www.emeraldinsight.com/doi/abs/10.1108/02756660710723206 Kellerman, B. (2016). Bad leadership (2nd Ed.). Boston, Mass.: Harvard Business School Press. Kennedy, D. (2013). Putting our differences to work (2nd Ed.). San Francisco: Berrett-Koehler Publishers. Marques, J. (2014). The awakened leader (2nd Ed.). Fawnskin, CA: Personhood Press. Manivannan, P. (2016). Changing Paradigms of Banking Sector. Indian Journal of Applied Research, 3(1), 126-128. https://dx.doi.org/10.15373/2249555x/jan2013/47 Press, W. (2012). United Arab Emirates Money and Banking (2nd Ed.). Petaluma: World Trade Press. Sadler, P. (2013). Leadership (2nd Ed.). London: Kogan Page Ltd. Santos, A., Shukurov, B. (2015). United Arab Emirates (1st Ed.). Washington, D.C.: International Monetary Fund. Sarabdeen, J., El-Rakhawy, N., Khan, H. (2011). Employer Labelling in Selected Companies in the United Arab Emirates. Communications of the IBIMA, 1-9. https://dx.doi.org/10.5171/2011.228533 Sostrin, J. (2015). The manager's dilemma (1st Ed.). Basingstoke: Palgrave Macmillan. Tabash, M., Anagreh, S. (2017). Do Islamic banks contribute to the growth of the economy? Evidence from United Arab Emirates (UAE). Banks and Bank Systems, 12(1), 113-118. https://dx.doi.org/10.21511/bbs.12(1-1).2017.03 Terterov, M., Shoult, A. (2015). Doing business with the United Arab Emirates (2nd Ed.). London: GMB Pub. Tranbarger, R. (2013). Being a Manager Does Not Make You a Leader. Nurse Leader, 11(6), 68. https://dx.doi.org/10.1016/j.mnl.2013.09.010

The Internet Essays (2083 words) - Cybercrime, Cyberwarfare

The Internet The Internet is, literally, a network of networks. It is made of thousands of interconnected networks spanning the globe. The computers that form the Internet range from huge mainframes in research establishments to humble PCs in people's homes and offices. Despite the recent publicity, the Internet is not a new thing. Its roots lie in a collection of computers that were linked together in the 1970s to form the US Department of Defense's communications systems. Fearing the consequences of nuclear attack, there was no central computer holding vast amounts of data, but instead the information was dispersed across thousands of machines. A protocol known as TCP/IP was developed to allow different devices to work together. The original network has long since been upgraded and expanded and TCP/IP is now an overall standard. The Internet has gone on now to fulfill a great deal more than it's intended purpose and has definitely brought more good than bad. Millions of people worldwide are using the Internet to share information, make new associations and communicate. Individuals and businesses, from students and journalists, to consultants, programmers and corporate giants are all harnessing the power of the Internet. For many businesses the Internet is becoming integral to their operations. Imagine the ability to send and receive data: messages, notes, letters, documents, pictures, video, sound- just about any form of communication, as effortlessly as making a phone call. It is easy to understand why the Internet is rapidly becoming the corporate communications medium. Using the mouse on your computer, the familiar point-and-click functionality gives you access to electronic mail for sending and receiving data, and file transfer for copying files from one computer to another. This flood of information is a beautiful thing and it can only open the minds of society. With the explosion of the World Wide Web, anyone could publish his or h er ideas to the world. Before, in order to be heard one would have to go through publishers who were willing to invest in his ideas to get something put into print. With the advent of the Internet, anyone who has something to say can be heard by the world. By letting everyone speak their mind, this opens up all new ways of thinking to anyone who is willing to listen. A very important disadvantage is that the Internet is addictive. One of the first people to take the phenomenon seriously was Kimberly S. Young, Ph.D., a professor of psychology at the University of Pittsburgh. She takes it so seriously, in fact, that she founded the Center for Online Addiction, an organization that provides consultation for educational institutions, mental health clinics and corporations dealing with Internet misuse problems. Psychologists now recognize Internet Addiction Syndrome (IAS) as a new illness that could ruin hundreds of lives. Internet addicts are people who are reported staying online for six, eight, ten or more hours a day, every day. They use the Internet as a way of escaping problems or relieving distressed moods. Their usage can cause problems in their family, work and social lives. They feel anxious and irritable when offline and craved getting back online. Despite the consequences, they continue using regardless of what their friends and family say . Special help groups have been set up to give out advice and offer links with other addicts. Internets Anonymous and Webaholics are two of the sites offering help, but only through logging onto the Internet. The effects of IAS lead to headaches, lack of concentration and tiredness. Robert Kraut Doctoral Psychologist says referring on the subject: We have evidence that people who are online for long periods of time show negative changes in how much they talk to people in their family and how many friends and acquaintances they say they keep in contact with. They also report small but increased amounts of loneliness, stress and depression. What we do not know is exactly why. Being online takes up time, and it may be taking time away from sleep, social contact or even eating. Our negative results are understandable if people's interactions on the net are not as socially valuable as their other activities. Another considerable drawback of the Internet is that it is susceptible

Free Essays on Marketing Economic Paper

MKP: Economic Paper on Spain Executive Summary When looking to Spain’s economic activities for information about entering the market to do business in the country a few major points arise that may not be common knowledge or different from your self-reference criterion. Spain has the 30th largest population in the world, with a majority of this population being between 15 and 64 years old. The largest population is found in the captial city of Madrid followed by Barcelona. Spain is a highly developed country. Tax burdens to Spanish citizens and companies are lower than those found in the United States, and also have a lower federal tax burden. A majority of the goods and services sold there is a value added tax rate of 16%, but also a reduced rate of 7% on sales and imports of food items, water, pharmaceutical products, and private homes. Working conditions in Spain are good, and most workers have fixed contracts. This may cause issue if the company does not wish to employ based on a contract system. If a contract system is adopted then it should be noted that it becomes more difficult to fire employees under this system. The typical pay schedule for Spanish employees is 14 times a year, 12 monthly and two bonus payments. There is also a serious unemployment rate in Spain which is creating new labor laws and economic policies that may affect hiring and firing of new local employees. Primary industries in Spain currently are services and tourism. Spain allows for many foreign investment opportunities, but if seeking to employ a foreign citizen there may be difficulty receiving a work permit unless the company is registered in Spain or has a sponsor on the application. Spain also allows for 100% foreign ownership in most sectors. Spain currently has a balance of payment surplus exporting more than they import. There are no bilateral trade agreements between Spain and any other developed nation. Th... Free Essays on Marketing Economic Paper Free Essays on Marketing Economic Paper MKP: Economic Paper on Spain Executive Summary When looking to Spain’s economic activities for information about entering the market to do business in the country a few major points arise that may not be common knowledge or different from your self-reference criterion. Spain has the 30th largest population in the world, with a majority of this population being between 15 and 64 years old. The largest population is found in the captial city of Madrid followed by Barcelona. Spain is a highly developed country. Tax burdens to Spanish citizens and companies are lower than those found in the United States, and also have a lower federal tax burden. A majority of the goods and services sold there is a value added tax rate of 16%, but also a reduced rate of 7% on sales and imports of food items, water, pharmaceutical products, and private homes. Working conditions in Spain are good, and most workers have fixed contracts. This may cause issue if the company does not wish to employ based on a contract system. If a contract system is adopted then it should be noted that it becomes more difficult to fire employees under this system. The typical pay schedule for Spanish employees is 14 times a year, 12 monthly and two bonus payments. There is also a serious unemployment rate in Spain which is creating new labor laws and economic policies that may affect hiring and firing of new local employees. Primary industries in Spain currently are services and tourism. Spain allows for many foreign investment opportunities, but if seeking to employ a foreign citizen there may be difficulty receiving a work permit unless the company is registered in Spain or has a sponsor on the application. Spain also allows for 100% foreign ownership in most sectors. Spain currently has a balance of payment surplus exporting more than they import. There are no bilateral trade agreements between Spain and any other developed nation. Th...

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Conference Even Plan - Essay Example ?s library with the goal to increase reading participation and literacy applying the principles of planning, marketing, sponsorship, human resource management, workplace health and safety, staging, issues for events, logistics, financial control, legal issues, and event evaluation. The event is a fund-raising concert show that will feature teen star Miley Cyrus as guest star with local performers to fill-in majority of the show slot. It shall be called â€Å"Miley Learns to Read.† The concept is to target a massive audience / participation in order to generate more funds. The priority for this event is to invite and convince a major celebrity to perform for free. There are various ways that a performer’s management may consider this: use the event as a donation to the foundation and can be credited as tax-deductible. Other ways to convince a management of the talents include use of the endorsement of local authorities such as the city or town mayor of the said project to generate credibility. After being able to book a major talent or celebrity, the next work to be down is to recruit local performers to perform for free. Same approach as above shall be employed. Once the performers are lined-up, the rest shall follow and much easier to handle. Once performers are confirmed, the venue must be found. An appropriate one will be a closed coliseum or like structure that will withstand weather changes. Unpredictable weather such as rain or storm can adversely affect attendance of audience in an open space such as a stadium or baseball arena. Permits and licenses must also be secured in order to coordinate security and police force within the locality. Sound system, lighting, and other logistical needs should also be addressed. The targeted audience and how to maximize attendance comes next. The organizers must utilize all possible ways to generate the most of income in the said event through proper marketing communication strategies. Likewise, securing the support

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Social Exclusion and Social Capital Theories: Urban Areas

Social Exclusion and Social Capital Theories: Urban Areas Introduction The idea of social exclusion, the forces within society which have contributed to it, and results of social exclusion are all issues that have been described in the following terms by Musterd, S and Ostendorf, W ((1998) p1): ‘The excluded lose the opportunities, the means and finally the ability to participate in society, which is expressed by a lack of labour market participation, low school participation, a weak position in the housing market, limited political participation and restricted socio-cultural integration†¦[1]’. Levitas, R (1998) has a slightly different view of social exclusion and her views have been described in the following way: ‘The MUD moral underclass discourse is rooted in neo-conservatism. Levitas describes this discourse as equating social exclusion with the development of an ‘underclass’†¦.[2]’ Therefore, while there are those who question the very existence of social exclusion problems: ‘†¦..the term does not necessarily imply either a positive or a negative state. It is simply a way of describing the established patterns of human relations in any given society†¦.[3]’, what the arguments of Levitas (1998) and Musterd, S and Ostendorf, W (1998) show is that social theorists have mapped an increasing trend within society which has entrenched wide gaps between social groups in terms of wealth and social status, and this trend has been noticed particularly in regard to urban areas and in terms of low income families. Social exclu sion has led to an explosion at both extreme ends of the socio-economic scale, with increases in households that have a low income, seen to expand proportionally with increases in the amount of households with high income and skills that are highly sought after. Those at the bottom of the scale are frequently referred to as ‘excluded’ and those at the top are those who benefit from social inclusion. The broad policy of redistributive justice has been seen as a way to redress this socio-economic imbalance. Redistributive justice refers to a process whereby the political process encourages the distribution of property and wealth, by introducing schemes such as taxation, which can channel wealth from the wealthy to the poor in society. This concept has been associated with Marxism, Socialism and Pluralism. Therefore, whether one accepts the discourse of an underclass propelling social exclusion, or whether one simply holds the view that social exclusion is mainly caused because of socio-economic reasons, it is plain to be seen that the UK government has recognised social exclusion as a problem which needs to be addressed in terms of policy. The effectiveness and coherence of these policies is of course, open to interpretation and criticism and two government policies will be examined in this essay to highlight the problem of social exclusion and to critique the government’s response to it. Two specific policies have been chosen by the writer with which to use as a focal point in the further discussion of the topic of social exclusion. The first policy is a policy called ‘Programme for Partnership’ which is aimed at narrowing the gaps that social exclusion imposes with regard to those living in urban areas of Scotland. The second scheme within the social capital and social exclusion area is the ‘Tackling Exclusion from Education’ scheme which proposes to see social exclusion as a problem which starts at an early age and which aims at improving the problems of social exclusion through the improvement of the education system in the UK. Urban and the City Few people doubt that the problems of social exclusion emanate in a substantial way from city life and problems associated with deprived urban areas. This scenario can be seen to produce an ‘underclass’ that live in these areas. As Martin (2004) has demonstrated underclasses, whatever their construction are a product of post industrialisation. Martin argues: ‘There are various interpretations of the term underclass. Indeed, Bovenkerk (1984) and Mann (1992 in Mann 1999: 150) argue that Murrays account of the underclass sounds remarkably like Marx and Engels accounts of the lumpenproletariat, and the term itself has been attributed to the work of the Swedish economist Gunnar Myrdal. According to Gans (1995: 2) the underclass is a redefinition of an economic term originally introduced by Myrdal in 1963 to describe the workers being forced out of a new economy, now often called postindustrial..[4]’ Therefore the first chosen policy which will be discussed in regards to the urban and the city topic is one which is aimed at dissipating the problems of an urban underclass. The scheme has only recently been announced by government and it relates to urban regeneration in Scotland. The scheme itself has been entitled ‘Programme for Partnership’ and it involves formulating ideas which will influence the long term lifestyles and opportunities of those living in deprived urban areas. This programme has held at its core the idea of ‘regeneration partnerships’ which encourages a level of cohesion between agencies charged with the responsibility of dealing with the problems of social exclusion in urban Scotland. For example, through directing resources to target inequality in the healthcare system, the ‘Programme for Partnership’ is intending to indirectly deal with the problems within the educational system such as low attainment which can be linked with poor health. This scheme therefore has been aimed at reducing inter-related problems linked with city life which combine to produce what has been described as: ‘†¦Ã¢â‚¬ ¦the horrible reality of being cut out of our credit-based, plastic card economy†¦[5]’. Other initiatives which have have been borne from this ‘Programme for Partnership’ initiative have been aimed at tackling the problems associated with homelessness, which is another sign of social exclusion. What the Partnership initiative has recognised is that homelessness is not a singular problem which randomly befalls those it affects. Homelessness, a problem endemic in urban areas can often be associated with poverty, low educational attainment, drugs, poor healthcare (particularly for the mentally ill) and family problems including abuse. Therefore, the government has formulated a new Code of Practice which encourages urban social service actors to develop strategies to deal with poverty which incorporate a holistic approach to dealing with the social problems that cause social problems, and not just isolated problems. The Cabinet Office’s social exclusion unit and the Scottish Office work closely to supervise and to help implement the ‘Programme for Partnership’ scheme. The Scottish Executive has recently been quoted as saying: ‘Part of the social justice strategy is the†¦.development of person-centred services (and) involves the breaking down of the old vertical hierarchies, such as the historical division between the UK Benefits Agency and Employment Service, which have recently been merged†¦[6]’. Yet, rhetoric does not solve the problem of social exclusion, and this scheme may be of little use if its effectiveness cannot be measured and attuned to the fluid distribution of the problems of social exclusion in urban areas. There is a fundamental problem which arises when one attempts to tackle a broad problem with an inter-agency approach and this problem involves measuring the success and/or failure of the policy, and targeting appropriate solutions within this grey area. The resulting subterfuge may be of benefit to a government seeking reelection, but how far it has gone to reduce continuing problems associated with social exclusion in urban areas is difficult to see through the rising crime rates, the continuing problems of anti-social behaviour and rising poverty, problems which those in urban areas are particularly susceptible to. Social Capital and Social Exclusion As we have seen earlier from the explanation of social exclusion provided by Musterd, S and Ostendorf, W (1998), the problem of social exclusion mainly affects those at the lower end of the socio-economic scale. The government has recognised that this problem in many ways reflects the way that poor children are treated in the education system. Statistics have suggested that there are links between a person’s educational and social development and this is particularly true of those who enter the educational system from a deprived background. Commentators such as Archer (2003) have pointed to a core problem relating to social exclusion and the educational system: ‘†¦.educational inequalities not only persist, but in some cases have increased†¦[7]’. Therefore the New Labour government have recently launched the ‘Tackling Exclusion from Education’ scheme, which is a scheme again aimed at local authorities and which encourages them to develop sch emes aimed at improving literacy in young people and teenagers. This scheme therefore aims to facilitate the progression of young people within the education system and one of its objectives is to tackle problems associated with emotional and behavioral difficulties in young people, problems which contribute to the problems that have been described above in an urban context. Truancy is also a big issue in this regard and the ‘Tackling Exclusion from Education’ scheme encourages local authorities to introduce pilot schemes within schools to look at alternatives to excluding children, and to improve attendance records. In this way the problem of failure in the educational system can be seen as a root cause of those problems described in the above urban and city section, as problems in school often persist into later life, and these problems can often be seen within cities. Linked with this Education initiative are schemes aimed at improving confidence among young people, and these schemes include out of hours activities which are funded by the National Lottery. As Majors (2001) has argued, ‘England is experiencing an education revolution. Few would deny that in the four years since the Labour government came to power they have made major advances in education and social inclusion.†¦[8]’. Yet, again, this scheme suffers from the same inadequacies as the later scheme. The difficulty again lies with separating rhetoric from success. While it is true that the problem of social exclusion can be tackled in the ways described above, it is not clear whether these schemes are actually effective, in light of the poor comparison Britain makes with other Western European educational systems. An intrinsic problem which has dogged other areas of political life is recognised as ‘political spin’. This New Labour propensity to cloud probl ems with ‘spin’ has permeated the social sector as much as it has the political sector. This leads to a problem of measurement and of recognition and the increasing inconsistency that can be seen from looking at what the government says it is achieving and reconciling this with poor educational attainment, truancy and other problems which afflict poor, young people in British state schools. Conclusion This essay has looked at the idea of social exclusion both in urban areas and in terms of social capital. In many ways social exclusion, begs questions about the definition of freedom; questions about redistributive justice which Marx and Engels have asked many years ago. Therefore, few could argue that the problems of social exclusion emanate in large part from industrialisation and this has been a theme of the essay. While Bashford and Strange (2003) have argued that: ‘†¦new political imaginings of freedom†¦ (and)†¦the invention of liberty as an inalienable right†¦[9]’ have improved the situations of many, the problem of social exclusion persists, as it argued by Rosenfeld and Tardieu (2002): ‘The very poor are shut out; the social institution is shut in. Both live with a sense of defeat and mutual misunderstanding To the extent that there are overtures from either side, these seem doomed to failure and make no sense to the other side. Nothin g is going on; there are no surprises, no exchanges, no meeting points. There is no story to tell†¦.[10]’. Therefore government policy which aims to target these problems must address social exclusion, not just in terms of description, but in terms of effectual strategy which measures success and failure in a fair and unbiased way. Bibliography Books and Articles Archer, L. et al. (2003) Higher Education and Social Class: Issues of Exclusion and Inclusion. Publisher: RoutledgeFalmer. Place of Publication: New York. Publication Year: 2003. Bashford, A. and Strange, C. (2003) Isolation: Places and Practices of Exclusion. Publisher: Routledge. Place of Publication: New York. Publication Year: 2003. Bollens, S. (2002) Urban Planning and Intergroup Conflict: Confronting a Fractured Public Interest. Journal Title: Journal of the American Planning Association. Volume: 68. Issue: 1. Page Number: 22+. Johnson, M. (2001) It May Not Grab the Headlines, but Tackling Financial Exclusion Is Social Democracy in Action. Magazine Title: New Statesman. Volume: 130. Issue: 4530. Publication Date: March 26, 2001. Majors, R. (2001) Educating Our Black Children: New Directions and Radical Approaches. Publisher: RoutledgeFalmer. Place of Publication: London. Publication Year: 2001. Martin, S. (2004) Reconceptualising Social Exclusion: A Critical Response to the Neoliberal Welfare Reform Agenda and the Underclass Thesis. Journal Title: Australian Journal of Social Issues. Volume: 39. Issue: 1. Publication Year: 2004. Page Number: 79+. Musterd, S. and Ostendorf, W. (1998) Urban Segregation and the Welfare State: Inequality and Exclusion in Western Cities. Publisher: Routledge. Place of Publication: London. Publication Year: 1998. Riddell, S. and Tett, L (2001) Education, Social Justice, and Inter-Agency Working: Joined Up or Fractured Policy. Publisher: Routledge. Place of Publication: New York. Publication Year: 2001. Rosenfeld, J. and Tardieu, B. (2002) Artisans of Democracy: How Ordinary People, Families in Extreme Poverty, and Social Institutions Become Allies to Overcome Social Exclusion. Journal Title: Social Theory and Practice. Volume: 28. Issue: 3. Publication Year: 2002. Internet Sources The Scottish Stationary Office (Undated) Social Exclusion in Scotland: A Consultation Paper. Available at:  http://www.scotland.gov.uk/library/documents1/socexcl.htm >>. United Nations Research Institute for Social Development. (1994) Social Integration: Approaches and Issues. Available at:  http://66.249.93.104/search?q=cache:cbPDnQ4TsgkJ:www.unrisd.org/unrisd/website/document.nsf/ab82a6805797760f80256b4f005da1ab/510920da18b35a6880256b65004c6a7b/%24FILE/bp1.pdf+social+integrationhl=enct=clnkcd=17 >>. Anonymous (2002) Social Inclusion/Exclusion. Available at:  http://66.249.93.104/search?q=cache:aRXxsOaWPLkJ:www.rwbsocialplanners.com.au/SOCIAL%2520INCLUSION.pdf+moral+underclass+discoursehl=enct=clnk>>. Footnotes [1] p1. Musterd, S. and Ostendorf, W. (1998) Urban Segregation and the Welfare State: Inequality and Exclusion in Western Cities. Publisher: Routledge. Place of Publication: London. Publication Year: 1998. [2] Anonymous (2002) Social Inclusion/Exclusion. Available at: www.rwbsocialplanners.com.au/SOCIAL%20INCLUSION.pdf+moral+underclass+discoursehl=enct=clnk>>. [3] United Nations Research Institute for Social Development. (1994) Social Integration: Approaches and Issues. Available at: http://66.249.93.104/search?q=cache:cbPDnQ4TsgkJ:www.unrisd.org/unrisd/website/document.nsf/ab82a6805797760f80256b4f005da1ab/510920da18b35a6880256b65004c6a7b/%24FILE/bp1.pdf+social+integrationhl=enct=clnkcd=17 >>. [4]p1. Martin, S. (2004) Reconceptualising Social Exclusion: A Critical Response to the Neoliberal Welfare Reform Agenda and the Underclass Thesis. Journal Title: Australian Journal of Social Issues. Volume: 39. Issue: 1. Publication Year: 2004. Page Number: 79+. [5]Johnson, M. (2001) It May Not Grab the Headlines, but Tackling Financial Exclusion Is Social Democracy in Action. Magazine Title: New Statesman. Volume: 130. Issue: 4530. Publication Date: March 26, 2001. [6]p3. Riddell, S. and Tett, L (2001) Education, Social Justice, and Inter-Agency Working: Joined Up or Fractured Policy. Publisher: Routledge. Place of Publication: New York. Publication Year: 2001. [7] p2. Archer, L. et al. (2003) Higher Education and Social Class: Issues of Exclusion and Inclusion. Publisher: RoutledgeFalmer. Place of Publication: New York. Publication Year: 2003. [8] Majors, R. (2001) Educating Our Black Children: New Directions and Radical Approaches. Publisher: RoutledgeFalmer. Place of Publication: London. Publication Year: 2001. Page Number: 1. [9] Bashford, A. and Strange, C. (2003) Isolation: Places and Practices of Exclusion. Publisher: Routledge. Place of Publication: New York. Publication Year: 2003. Page Number: 3. [10] Rosenfeld, J. and Tardieu, B. (2002) Artisans of Democracy: How Ordinary People, Families in Extreme Poverty, and Social Institutions Become Allies to Overcome Social Exclusion. Journal Title: Social Theory and Practice. Volume: 28. Issue: 3. Publication Year: 2002. Page Number: 519+.

Comparing Pursuit of Perfection by Poe and Hawthorne and the Realism of

Pursuit of Perfection by Poe and Hawthorne and the Realism of Melville and Jacobs   Ã‚  Ã‚  Ã‚   One of the elements of Romanticism is the pursuit of perfection. While Poe and Hawthorne's characters strive in vain for the perfect woman (or rather her perfect attribute) or the perfectly engineered person, Melville already knows that perfection is an illusion. Melville paints a more realistic portrait of the imperfections of society. The women writers take Melville's assessments of the world and the human condition even further. Phelps and Jacobs' know first-hand about the misconceptions of perfection and the inability to capture that image. The burden of seamless domesticity wears on the women in these stories. Jacobs' story carries the heaviest burden of all being undermined by the repression of women and the hardships of slavery.   Ã‚  Ã‚   In Poe's Ligeia the narrator is captivated by his wife's beauty and intelligence, with which he becomes obsessed. He is particularly attracted to "the dear music of her low sweet voice". Her "rare" and "immense" learning makes her unique and intriguing. However, because "her knowledge was such as" the narrator had "never known in a woman" she is a threat. Johanyak says that, "Poe's intellectual heroines are first idealized and then feared or misunderstood by men who fail to understand or accept their quest for knowledge" (63).   The narrator admits that he had "never known her at fault". In essence, he is conceding that she was in fact the perfect woman. In the fateful pattern of Poe's female characters, such perfection must be punished. She dies and the narrator agonizes over his loss. It is not until this retelling of their marriage that the narrator truly appreciates all that she was and all that ... ... Dayan, Joan. "The Identity of Berenice." Studies in Romanticism 23.4 (1984) 491-513. Holly, Carol. "Shaming the Self in The Angel Over the Right Shoulder." American Literature 60.1 (1988): 42-60. Johanyak, Debra. "Poesian Feminism: Triumph or Tragedy." CLA Journal 39.1 (1995): 62-70. Morgan, Winifred. "Gender Related Differences in the Slave Narratives of Harriet Jacobs and Frederick Douglass." American Studies 35.2 (1994): 73-94. Rosenberg, Liz. "The Best that Earth Could Offer. The Birth-Mark: a Newlywed's Story." Studies in Short Fiction 30.2 (1993): 145-51. Rowland, Beryl. "Sitting up with a Corpse: Malthus According to Melville in Poor Man's Pudding and Rich Man's Crumbs." Journal of American Studies 6 (1972): 69-83. Zanger, Jules. "Speaking of the Unspeakable: Hawthorne's The Birth-Mark." Modern Philology 80.4 (1983): 364-71.