The Dare to Lead Glossary: KEY LANGUAGE, SKILLS, TOOLS and PRACTICES
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Relationship Between Emotional Intelligence and Job Satisfaction
View metadata, citation and similar papers at core.ac.uk brought to you by CORE European Online Journal of Natural and Social Sciences 2013; provided by Europeanwww.european-science.com Online Journal of Natural and Social Sciences (ES) vol.2, No. 3 (s), pp. 979-984 ISSN 1805-3602 Relationship between emotional intelligence and job satisfaction Farzaneh Setoodeh Nezad, Mohammad Reza Bahramzade Payame-Noor University, Mashhad, Iran Abstract ponents. Thus, we concluded that it is important to emphasize on individual behavior of people in order These days, we have found out the ability of to improve emotional intelligence for increasing job emotions in human life and we have found out role satisfaction. Meanwhile, among individual behav‑ of emotions in human activities. In recent years, lit‑ ior should more emphasize on self‑awareness and eratures gradually tend from logical intelligent to self‑confidence. emotional intelligent. Since 90th, this concept has been used in management research. Thus, if man‑ Keywords: Emotion, Emotional intelligent, Job, agers and clerks have higher emotional intelligence, Job Satisfaction, Clerks. they can mix emotions and positive feelings, solve problems, by choosing suitable strategies, omit Introduction available conflicts, and rise job satisfaction. Con‑ sequently, this research tried to investigate rela‑ All social sciences such as psychology science tionship between emotional intelligent and job have two types of history: Real and true and for‑ satisfaction. The sample study was clerks of wa‑ mal history and edited. Real history of all social ter organization in Mashhad and included a ran‑ sciences particularly psychology science back to the dom sample and sample determined based on Co‑ beginning of creation, i. -
A Study of Stephen Crane and Tim O
Life at War and the Heroic Illusions Created to Cope with War: A Study of Stephen Crane and Tim O‘Brien By Gaye L. Allen A thesis submitted to the Graduate School-Camden Rutgers, the State University of New Jersey in partial fulfillment of the requirements for the degree of Master of Arts Graduate Program in Liberal Studies written under the direction of Professor Richard M. Drucker and approved by ________________________ Richard Drucker Camden, New Jersey May 2011 i Abstract of the Thesis Life at War and the Illusions Created to Cope with War: A Study of Stephen Crane and Tim O‘Brien By Gaye L. Allen Thesis Director: Professor Richard M. Drucker This thesis will examine the fictional war novels, The Red Badge of Courage by Stephen Crane and Going after Cacciato by Tim O‘Brien. It will examine the heroic illusions created by soldiers on the frontline as psychological coping mechanisms as a means to escape the realities of war. It will also examine how Stephen Crane and Tim O‘Brien create protagonists and characters that struggle to understand the conflicts within themselves as consequences of their developing point of view toward themselves, their war comrades, and their society‘s values and how each of these writers through observing battlefield experience comes to question the meaning of war and its effects. Stephen Crane and Tim O‘Brien investigate the moral and cultural values of their respective societies. Crane portrays the Victorian era O‘Brien examines1960‘s America. Each novel asks us to view their war with both irony and sympathy. -
25 Positive Emotions in Human-Product Interactions
ORIGINAL ARTICLE Faces of Product Pleasure: 25 Positive Emotions in Human-Product Interactions Pieter M. A. Desmet Delft University of Technology, Faculty of Industrial Design Engineering, Delft, The Netherlands The study of user emotions is hindered by the absence of a clear overview of what positive emotions can be experienced in human- product interactions. Existing typologies are either too concise or too comprehensive, including less than five or hundreds of positive emotions, respectively. To overcome this hindrance, this paper introduces a basic set of 25 positive emotion types that represent the general repertoire of positive human emotions. The set was developed with a componential analysis of 150 positive emotion words. A questionnaire study that explored how and when each of the 25 emotions are experienced in human-product interactions resulted in a collection of 729 example cases. On the basis of these cases, six main sources of positive emotions in human-product interactions are proposed. By providing a fine-grained yet concise vocabulary of positive emotions that people can experience in response to product design, the typology aims to facilitate both research and design activities. The implications and limitations of the set are discussed, and some future research steps are proposed. Keywords – Emotion-Driven Design, Positive Emotions, Questionnaire Research. Relevance to Design Practice – Positive emotions differ both in how they are evoked and in how they influence usage behaviour. Designers can use the set of 25 positive emotions to develop their emotional granularity and to specify design intentions in terms of emotional impact. Citation: Desmet, P. M. A. (2012). Faces of product pleasure: 25 positive emotions in human-product interactions. -
Building Your Self-Confidence a Mind Tools Workbook
Building Your Self-Confidence A Mind Tools Workbook Building Your Self-Confidence Building Your Self-Confidence | MindTools.com Building Your Self-Confidence This e-book is published by Mind Tools Limited, of 2nd Floor, 145-157 St John St, London, EC1V 4PY. Version 2.1 Copyright © Mind Tools Ltd, 2009-2011. All rights reserved. This e-book is protected by international copyright law. You may only use it if you have downloaded it directly from the mindtools.com site, or if you have received it under license from Mind Tools Ltd. Cover image © iStockphoto/maodesign © Mind Tools Ltd, 2009-2011. 2 Building Your Self-Confidence | MindTools.com Contents Introduction ................................................................................................................................ 4 Assessing Your Self-Efficacy ..................................................................................................... 5 Interpreting the Results ..................................................................................................................... 6 Building Self-Confidence ........................................................................................................... 7 Celebrate You! .................................................................................................................................. 7 Banish the Monkey ............................................................................................................................ 7 Personal Affirmations ....................................................................................................................... -
From Humility to Hubris Among Scholars and Politicians
This page intentionallyintentionally left blank FROM HUMILITY TO HUBRIS AMONG SCHOLARS AND POLITICIANS Exploring Expressions of Self-Esteem and Achievement FROM HUMILITY TO HUBRIS AMONG SCHOLARS AND POLITICIANS Exploring Expressions of Self-Esteem and Achievement BY ROBERT A. STEBBINS University of Calgary, Calgary, Canada United Kingdom À North America À Japan À India Malaysia À China Emerald Publishing Limited Howard House, Wagon Lane, Bingley BD16 1WA, UK First edition 2017 Copyright r 2017 Emerald Publishing Limited Reprints and permissions service Contact: [email protected] No part of this book may be reproduced, stored in a retrieval system, transmitted in any form or by any means electronic, mechanical, photocopying, recording or otherwise without either the prior written permission of the publisher or a licence permitting restricted copying issued in the UK by The Copyright Licensing Agency and in the USA by The Copyright Clearance Center. Any opinions expressed in the chapters are those of the authors. Whilst Emerald makes every effort to ensure the quality and accuracy of its content, Emerald makes no representation implied or otherwise, as to the chapters’ suitability and application and disclaims any warranties, express or implied, to their use. British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library ISBN: 978-1-78714-758-4 (Print) ISBN: 978-1-78714-757-7 (Online) ISBN: 978-1-78743-015-0 (Epub) ISOQAR certified Management System, awarded to Emerald for adherence to Environmental standard ISO 14001:2004. Certificate Number 1985 ISO 14001 CONTENTS Preface vii Acknowledgments xi 1. Introduction 1 2. -
The Role of Emotional Security and Parenting Behaviors
Western Washington University Western CEDAR WWU Graduate School Collection WWU Graduate and Undergraduate Scholarship 2010 The relationship between parental conflict and family interactions: the role of emotional security and parenting behaviors Nichole Stettler Western Washington University Follow this and additional works at: https://cedar.wwu.edu/wwuet Part of the Experimental Analysis of Behavior Commons Recommended Citation Stettler, Nichole, "The relationship between parental conflict and family interactions: the role of emotional security and parenting behaviors" (2010). WWU Graduate School Collection. 92. https://cedar.wwu.edu/wwuet/92 This Masters Thesis is brought to you for free and open access by the WWU Graduate and Undergraduate Scholarship at Western CEDAR. It has been accepted for inclusion in WWU Graduate School Collection by an authorized administrator of Western CEDAR. For more information, please contact [email protected]. THE RELATIONSHIP BETWEEN PARENTAL CONFLICT AND FAMILY INTERACTIONS: THE ROLE OF EMOTIONAL SECURITY AND PARENTING BEHAVIORS By Nicole Stettler Accepted in Partial Completion Of the Requirements for the Degree Master of Science Moheb A. Ghali, Dean of the Graduate School ADVISORTY COMMITTEE Chair, Dr. Tina Du Rocher Schudlich Dr. Rebecca Goodvin Dr. James Graham MASTER’S THESIS In presenting this thesis in partial fulfillment of the requirements for a master’s degree at Western Washington University, I grant to Western Washington University the non‐exclusive royalty‐free right to archive, reproduce, distribute, and display the thesis in any and all forms, including electronic format, via any digital library mechanisms maintained by WWU. I represent and warrant this is my original work, and does not infringe or violate any rights of others. -
Social and Emotional Skills Well-Being, Connectedness and Success
Social and Emotional Skills Well-being, connectedness and success ©OECD FOREWORD Contents Foreword Foreword 3 Education systems need to prepare students for continuous effort to create the kind of binding social their future, rather than for our past. In these times, capital through which we can share experiences, ideas Introduction 4 digitalisation is connecting people, cities and continents and innovation and build a shared understanding among to bring together a majority of the world’s population in groups with diverse experiences and interests, thus 01. Measuring Social and Emotional Skills 5 ways that vastly increases our individual and collective increasing our radius of trust to strangers and institutions. potential. But the same forces have made the world also 02. Social and emotional skills drive critical life outcomes 10 more volatile, more complex, and more uncertain. And Over the last years, social and emotional skills have when fast gets really fast, being slow to adapt makes been rising on the education policy agenda and in the 03. The impact of specific social and emotional skills on life outcomes 17 education systems really slow. The rolling processes of public debate. But for the majority of students, their automation, hollowing out jobs, particularly for routine development remains a matter of luck, depending on ○ Conscientiousness – getting things done, as required and in time 17 tasks, have radically altered the nature of work and life whether this is a priority for their teacher and their and thus the skills that are needed for success. For those school. A major barrier is the absence of reliable metrics ○ Openness to experience – exploring the world of things and ideas 20 with the right human capacities, this is liberating and in this field that allow educators and policy-makers to exciting. -
Developing Emotionally Intelligent Judicial Leaders
EJTN Developing emotionally intelligent judicial leaders Michelle Austin, CPsychol, Judicial College England & Wales The value of leadership “Only 3 things happen naturally in organisations: friction, confusion and under- performance. Everything else requires leadership” Peter Drucker The benefits of self awareness How you lead and manage yourself How you lead and manage others Question - Have you made any decisions this week? - Have you made any bad decisions in the last month? What one word best describes your feeling today? What caused you to feel this way? How have you expressed this feeling so far today? What is emotional intelligence? EQ or EI ’the ability to recognise and regulate emotions in ourselves and others’. Goleman (1996) 4 emotional intelligence capabilities SELF SOCIAL SELF AWARENESS SOCIAL AWARENESS Self-confidence Empathy Emotional self-awareness Organisational awareness Accurate self-assessment Service orientation Who I am RECOGNITION SELF MANAGEMENT RELATIONSHIP MANAGEMENT Emotional self-control Influence Transparency Inspirational leadership Adaptability Developing others Achievement Change catalyst Initiative Conflict management What I do REGULATION Optimism Building bonds Teamwork and collaboration Impact of an emotionally intelligent leader Impact of an emotionally intelligent leader SELF SOCIAL Think of the best leader you have experienced SELF AWARENESS SOCIAL AWARENESS Self-confidence Empathy - What did they say or do? Emotional self-awareness Organisational awareness Accurate self-assessment Service orientation -
Our Intentions Core Values: COURAGE, REVERENCE And
When We Meet Again April 2021 The Board and staff team are beginning to imagine the time when opening the building and grounds to on-site gatherings might be possible again. Beginning in April, we will hold several congregational gatherings, with Board members facilitating break-out groups, to gather questions and ideas from members and friends. We will also gather questions and ideas from key committees. Responses from these gatherings, and from the Protocols Advisory team, together with resources from the Mn. Dept. of Public Health, the UUA and other sources, will guide staff in their recommendations to the Board through the summer and beyond. ________________________________________________________________________________ Our Intentions to shape an evolving plan for gradual return to on-site activities as soon as possible, with input from the Board, lay leaders/committees and the congregation at large to ask the Protocols Advisory Group to guide each step of the plan to gather a technology team to enable possibility for each step of the plan to expect policy, guidelines and clear expectations to be owned and articulated by the Board, and to be implemented by staff Core Values: COURAGE, REVERENCE and COMPASSION We treasure embodied, in-person relationships and engagement. We are mindful not only of Covid’s physical dangers, but dangers of isolation to emotional and mental health. We endorse and will follow the best research and best practices of science. We will center the most vulnerable and those most at risk. We will care for our members of all ages, and for the wider community (the common good). We commit to justice and equity, mindful that access to adequate healthcare is uneven in our society: what feels “safe” to some may be dangerous to others. -
Social-Emotional Development Combined with Their Limited Repertoire of Generalization Strategies Can Result in Repeated the Same Behavior Over and Over
Connecting Words with Pictures: Social Skills for School Success Clarissa Willis, Ph. D. [email protected] [email protected] Social-Emotional Intelligence • Social development covers the broad range of skills people use to relate to, play with, learn from, and teach others. Social skills are important for survival and for a good life. • Healthy emotions allow people to express and constructively manage the full range of human feelings, to postpone gratification, to find constructive outlets for negative emotions, and to understand and appreciate how others feel. Healthy emotions lead to self satisfaction and joy. Social Skills and Children with Special Needs • Many preschoolers with disabilities demonstrate problems in their social interaction skills • Compared to their typical peers, these children demonstrate lower rates of social initiations and responses and use less effective social strategies • Preschoolers with special needs can improve their social competence with their peers in inclusive settings, however, especially when their teachers encourage positive social interactions between these children and their typical peers The Social-Emotional Intelligence Model Emotional Intelligence Social Intelligence Self-awareness Social awareness Primal empathy Empathy accuracy Attunement Social cognition Self-management Relationship management Synchrony Self-presentation Influence Concern Characteristics of Social-Emotional Intelligence • Exhibits self confidence • Expresses natural curiosity • Makes thoughtful choices • Exhibits self control (controls impulses, delays gratification) • Relates to others (reads social cues) • Knows feelings of others and expresses concern • Communicates needs, desires and ideas • Problems solves (negotiates and compromises) • Employs calming strategies How? Experience wires the brain. Repetition strengthens the wiring. When? Neurological wiring is chronological and non-linear. There are fertile moments when positive experiences lead to optimum wiring. -
Circle of Courage Images–Source: Used with Permission
The Spirit of Generosity: Character is cultivated by concern for others so that the child can say, “I have a purpose for my life.” The Spirit of Independence: Free will is cultivated by responsibility so that the of Cou child can say, “I have the power to make decisions.” le ra irc ge C The Spirit of Belonging: TM The universal longing for human bonds is cultivated by relationships of trust so that the child can say, “I am loved.” The Spirit of Mastery: The inborn thirst for learning is cultivated; by learning to cope with the world, the child can say, “I can succeed.” Circle of Courage Images–Source: Used with permission. Artist: George Blue Bird. The Circle of Courage is a Trademark of Circle of Courage, Inc. For more information, see Web site: www.reclaiming.com or e mail: [email protected]. Principles of the Circle of Courage–Source: Used with permission. From Reclaiming Youth at Risk: Our Hope for the Future by Larry Brendtro, Martin Brokenleg, and Steve Van Bockern (pgs. 137-138). Copyright 1990 and 2002 by Solution Tree (formerly National Educational Service), 304 West Kirkwood Avenue, Bloomington, IN 47404, 800-733-6786, www.solution-tree.com. Circle of Courage Philosophy The Circle of Courage is a model of positive youth development first described in the bookReclaiming Youth at Risk, co-authored by Larry Brendtro, Martin Brokenleg, and Steve Van Bockern. The model integrates Native American philosophies of child-rearing, the heritage of early pioneers in education and youth work, and contemporary resilience research. The Circle of Courage is based in four universal growth needs of all children: belonging, mastery, independence, and generosity. -
The Experience of Men After Miscarriage Stephanie Dianne Rose Purdue University
Purdue University Purdue e-Pubs Open Access Dissertations Theses and Dissertations January 2015 The Experience of Men After Miscarriage Stephanie Dianne Rose Purdue University Follow this and additional works at: https://docs.lib.purdue.edu/open_access_dissertations Recommended Citation Rose, Stephanie Dianne, "The Experience of Men After Miscarriage" (2015). Open Access Dissertations. 1426. https://docs.lib.purdue.edu/open_access_dissertations/1426 This document has been made available through Purdue e-Pubs, a service of the Purdue University Libraries. Please contact [email protected] for additional information. THE EXPERIENCE OF MEN AFTER MISCARRIAGE A Dissertation Submitted to the Faculty of Purdue University by Stephanie Dianne Rose In Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy December 2015 Purdue University West Lafayette, Indiana ii To my curious, sweet, spunky, intelligent, and fun-loving daughter Amira, and to my unborn baby (lost to miscarriage February 2010), whom I never had the privilege of meeting. I am extremely happy and fulfilled being your mother. Thank you for your motivation and inspiration. iii ACKNOWLEDGEMENTS I am grateful to everyone who contributed to my study. Specifically, I am indebted to my sisters Sara Okello and Stacia Firebaugh for their helpful revisions, and to my parents Scott and Susan Firebaugh for their emotional and financial support along the way. I am thankful to those who provided childcare during this project, including my family and friends. My wonderful family and friends have blessed me with much support and encouragement throughout this project. I am also very grateful to my advisor Dr. Heather Servaty-Seib for her tireless support and investment in this project.