Resistance to British Nationalism

Since the French Revolution, the idea of self-determination has spread all around the world, unifying peoples inside nations, starting new revolutions, erasing empires, freeing colonies and scaring modern states. There are few models explaining the emergence of nationalism and the definitions of this phenomenon vary from an author to another. Anthony D. Smith says it is an ideological movement aiming at reaching self-determination and independence in the name of a nation. He also says that humanity is naturally divided into nations. But this concept is rather revealing the nationalist way of thinking because a quick look in the past is enough to show that the independence process is not instinctive. Many writers like Boyd Shafer and Louis Snyder have studied the subject since World War I in order to explain the subject but – as says Arthur Waldron – enclosing nationalism in a theory has proved to be a difficult task. An historical case of the nationalism problem is the nationalist movement in India. Indians celebrated 50 years of independence from British rule in August 1997. The end of the empire in India was a massive blow to British imperialism. This term paper first studies the steps of the western intrusion into India and then tries to describe how the Indian nationalism was born. When the European community began to expand in India, a new way of life entered cities. It was copied by the indigenous people who were seduced by western techniques. Occidental education was the main vector of acculturation since young Indians were very receptive to the European message. So the new Indian generation quickly became nationalist, socialist, and democrat. Masters like Cavour or Mazzini were the new heroes for the young students. That is why the British government prohibited the study of British History of the XIXth century in Indian schools. But it was already too late. The process could not be stopped at that stage. Indians had acquired a better knowledge of European culture and it was not received without critique. European authors who were keen on criticizing Europe – Tolstoi, for example – influenced India. So it seems that the introduction of western ideas and their critiques contributed to the emergence of nationalism. The initiation of the indigenous elite to Western History would have founded their quest for independence, following a nationalist scheme transmitted by occidental education. A complex of inferiority began to spread among Indians, mostly because of the British racist attitude. Europeans were neglecting the Indian society. From the 1830s, racist movements began to make British people feel superior. They considered Indians as physically and morally challenged. This inferiority was attested by the failure of traditional revolts like the Mutiny in 1857. Tara Chand1 says that Indians were impressed by the evident superiority of their colons in war, in administration, and in industry. Indians wanted their country to rank among the big nations, politically and industrially. From the 1870s, they became aware of their prestigious past and politicians began to use that argument in their speeches. Those same politicians also used religious festivities to spread their nationalist message. The educated elite could do better than the Congress by using the religious field. Political activities could then enter the smallest village thanks to religion. This tactic allowed leaders to unify a rising population. Mother India was born. 1Chand, Tara. History of the Freedom Movement in India. a. The East India Company and the Conquest of India The intentions of the merchants who formed the East India Company and those of Queen Elizabeth I were rarely matched by the outcome. The venture failed to achieve its stated objectives — it made little impression on the Dutch control of the spice trade and could not establish a lasting outpost in the East Indies in the early years — and yet succeeded beyond measure in establishing military dominance and a political empire for Britain in India. By the middle of the seventeenth century the East India Company could be found trading alongside Indian merchants in the East, and the Company shipped goods as diverse as cloth from southern India to Sumatra, and coffee from Arabia to India. Profits thus generated were ploughed back into buying the spices required back home. Gradually the Company built up its power base in India, opening up trading posts in Madras and Calcutta, and thwarted French attempts to emulate it there. From these secure foundations it was able to seek out new markets and sources for trading products. As European interest in the East Indies increased, so the Company modified native designs and products to suit Western tastes — the growth of the Kashmir shawl industry, and the development of the design that has become known as Paisley being one such example. The process of territorial expansion that started with the annexation of Bengal, the â€Å"private trade† which enabled merchant's in the Company's service to make fortunes on the side, coupled with a high level of corruption, meant that more and more men sought their fortunes in India. The early lifestyle of the merchant adventurer in the Company's trading posts gave way to a more conventional society, with its clubs, churches and social functions. The accoutrements of civilized life had to be imported from England, and many were adapted to suit the new circumstances. Wicker picnic hampers and tonic water all evolved from the needs imposed by the harsh Indian climate. Hugely wealthy men returning from Company service to England attracted much envy as they bought up country houses and seats in Parliament, and many of these â€Å"nabobs† kept the habits they had learnt in India. By the early nineteenth century the East India Company's writ extended across most of India. In 1773 the British government took over some responsibility for ruling British India. The â€Å"Regulating Act† set up a governor-general and council nominated partly by the East India Company and partly by the government. It was an act for establishing certain regulations for the better management of the affairs of the East India Company, as well in India as in Europe. Here is the beginning of it1: Whereas the several powers and authorities granted by charters to the united company of merchants in England trading to the East Indies have been found, by experience, not to have sufficient force and efficacy to prevent various abuses which have prevailed in the government and administration of the affairs of the said united company, as well at home as in India, to the manifest injury of the public credit, and of the commercial interests of the said company; and it is therefore become highly expedient that certain further regulations, better adapted to their present circumstances and condition, should be provided and established: †¦ †¦ And, for the better management of the said united company's affairs in India, be it further enacted by the authority aforesaid, That, for the government of the presidency of Fort William in Bengal, there shall be appointed a governor-general, and four counselors; and that the whole civil and military government of the said presidency, and also the ordering, management and government of all the territorial acquisitions and revenues in the kingdoms of Bengal, Bahar, and Orissa, shall, during such time as the territorial acquisitions and revenues shall remain in the possession of the said united company, be, and are hereby vested in the said governor-general and council of the said presidency of Fort William in Bengal, in like manner, to all intents and purposes whatsoever; as the same now are, or at any time heretofore might have been exercised by the president and council, or select committee, in the said kingdoms. c. Clash of Cultures and the Reasons of the Conflict There are three reasons for the Indian conflict: – the religious conflict between Hindus and Muslims – the social conflict about the Untouchables – the colonial conflict about the status of India In the three conflicts, the main actor was Gandhi himself. In the first conflict, the fighting adversaries were the Hindus and the Muslims; in the second one, the adversaries were the Untouchables and Gandhi – who were fighting for their cause –, and the tradition defenders; in the last one, the adversaries were India and the British government. So, Gandhi was the link between Indians and the government. Note that the first conflict was existing before Gandhi even intervened. 1 Internet Modern History Sourcebook In 1857 the British faced a dangerous rebellion, commonly called the Indian Mutiny, a polemical name implying that it was the revolt of undisciplined soldiers. Actually it was a revolt of the Indian army, led by their officers, known as sepoys. Many Indians outside the army had been restless for decades. Rulers had been conquered and dethroned. Landowners had lost their property and been replaced by ones more friendly to the British. Religious sentiments were inflamed. The British regarded Indian beliefs as repulsive: they had outlawed the suttee, or widow burning, and suppressed the Thugs, a small sect of Holy Assassins. One officer even declared that the British were going to abolish the castes. Mysterious propaganda also circulated all over India. It infiltrated the sepoys, who announced to Muslim soldiers that certain newly issued cartridges were greased with the fat of pigs, and said to the Hindus that the same cartridges were greased with the fat of the cow. Since for the Hindus the cow was sacred, and for Muslims, to touch pork was unholy, many soldiers were outraged. The sepoys mutinied in the Ganges valley, and with them the long dormant Mogul and his court, joined in to rise against the British. India's population was rich with diverse ethnic and cultural groups. Ethnic groups were those based on a sense of common ancestry, while cultural groups could be either made up of people of different ethnic origins who shared a common language, or of ethnic groups with some customs and beliefs in common, such as castes of a particular locality. The diverse ethnic and cultural origins of the people of India were shared by the other peoples of the Indian subcontinent, including the inhabitants of Pakistan, Bangladesh, Nepal, Bhutan, and Sri Lanka. The caste system was pervasive in India. Although it was entwined in Hindu beliefs, it encompassed non-Hindus as well. A caste was a social class to which a person belonged at birth and which was ranked against other castes, typically on a continuum of perceived purity and pollution. People generally married within their own caste. In rural areas, caste could also govern where people lived or what occupations they engaged in. The particular features of the caste system varied considerably from community to community and across regions. The life of Indians was centered in the family. Extended families often lived together, with two or more adult generations, or brothers, sharing a house. Cultural cliches and segregation seemed to be the source of nationalism in India. According to Dov Ronen,1 every human being is looking forward to self-determination. And when this quest is altered, groups crystallize to eliminate the obstacle. The aggression coming from outside provokes the creation of a certain group conscience. According to the same Ronen, there must be an intelligentsia as well as a proletariat to form an effective nationalist movement. In India, the development of the proletariat was late and modest. Nevertheless, the western penetration made new social categories emerge, like the intelligentsia. The Indian National Congress was created by a group of English-speaking urban intellectuals in 1885 to lead the struggle for India's independence. The original â€Å"moderate† leadership was soon more â€Å"militant† group, led by Bal GangadharTilak, which demanded self-rule for India. The Congress originally advocated limited democratic reforms. In 1920 it adopted the strategy of nonviolent resistance devised by Mohandas K. Gandhi. By 1929 the Congress, led by Jawaharlal Nehru, was demanding total independence. After India gained independence in 1947, the Congress controlled the central government and most of the Indian state governments for 20 years. 2. Gandhi and his fight for freedom in India When Mohandas Karamchand Gandhi came back from South Africa in 1914, he began supporting Britain in World War One. During this period, he was not involved in much politics, but rather stayed on the sidelines, so to speak, occasionally helping to recruit men. 1 Ronen, Dov. The Quest for Self-Determination. 1979 For many years, Gandhi had been friendly with Britain, but he became extremely upset at the passing of the Rowlatt Bills, which were bills that stated that those suspected of sedition could be imprisoned without trial. He immediately called a Satyagraha (â€Å"firmness in truth†, civil disobedience) struggle against Great Britain. Gandhi had meant for the citizens to use ahimsa (non-injury) methods of protesting, but they protested violently in some areas, leading to the killing of 400 Indians. By 1920, Gandhi was extremely influential among Indians. He quickly reformed the old Indian National Congress into a newer, more serious organization. He called a huge boycott of British goods and services, including schools and the like. With a leader like Gandhi, the Indian people were no longer afraid of their foreign rulers and began protesting. When police arrived, they lined up to be arrested, hoping to clog the system and stop the British. Thousands were arrested and the movement was mostly a success, but a few violent outbreaks like in the previous protest caused the INC and their president – Gandhi – to call the protest off and admit it a mistake. Gandhi himself was arrested shortly afterward in 1922 and sentenced to six years, but he was released four years early due to appendicitis. However, even this short sentence took its toll. The INC had split into two parts and the strong bond that had grown between the Hindus and Muslims when they protested together had dissolved as well. Small struggles still took place in villages, prompting Gandhi to fast for three weeks, which brought about peace effectively. Perhaps his most amazing feat was the Satyagraha against the salt tax in 1930. Instead of buying salt from the British, Gandhi and several thousand other Indians marched to the Arabian Sea and made their own salt by evaporating seawater. As a result, over 60,000 people were jailed. A year later, Gandhi met with Lord Irwin and the two agreed to allow Gandhi to act as a representative at conferences in London, but the conferences failed to help them, and upon Gandhi's return to India, he and the other leaders of the INC were jailed. While in jail, they found out that the new constitution would discriminate against the â€Å"untouchable† caste by placing them in a different electorate. Gandhi immediately started fasting for change. The government knew they had to change this portion of the constitution quickly, for if Gandhi were to die, revolution would be imminent. Gandhi resigned as president of the INC in 1934 and left the organization entirely to pursue a plan to educate â€Å"From the bottom up†, starting with the rural areas of India, which accounted for 85%1 of the population. He encouraged the peasants to spin and weave to supplement their meager incomes. He himself eventually moved to Sevagram and centered his program there. When World War Two started, the INC supported Britain on the condition that they withdraw completely from India. Gandhi demanded their withdrawal as well. The British simply jailed all of them. When the end of the war came, India became independent shortly afterward, in 1947, but it split as it became independent, forming Pakistan. Gandhi was upset that Indian freedom did not come with Indian unity, but nonetheless plunged himself into helping repair the riot ravaged areas and fasting for peace in those places where the fighting continued over religion. In that way, he performed two great feats by stopping the riots in Calcutta in September of 1947 as well as causing a truce in Delhi in January of 1948. Alas, he was not able to celebrate freedom for long, as he was shot to death on January 30, 1948, on his way to the evening prayer. Yet he died with freedom, peace, and love within his heart. The Muslim League was a Muslim political organization founded in India in 1906. Its original purpose was to protect the political rights of Muslims in India and to prevent Hindu political control of the entire Indian subcontinent once independence from the British was achieved. For several decades the group advocated Hindu and Muslim unity within India. Under league president Muhammad Ali Jinnah, however, it came to demand a separate Muslim state from the British out of concern that an independent India would be dominated by Hindus. During World War II, the Muslim League gave support to the British and in return the British allowed the league to gain strength. In 1947 the league succeeded in having the Muslim state of Pakistan separated from Hindu-dominated India. Renamed the All-Pakistan Muslim League, it became the majority political party in the first parliament of the newly created nation. Although the league has remained a political force in Pakistan, internal dissension and major losses in the 1954 elections, particularly in East Pakistan (now Bangladesh), caused the party to fragment into several factions. 1Fischer, Louis. La vie du Mahatma Gandhi. Paris: Calmann-Levy, 1954. On June 3, 1947, the British Government announced the division of India. Though Gandhi had not given his consent to it, he advised the country to accept it. On August 15, 1947, the struggle for independence was over. The British rule in India came to an end after nearly 200 years, and two sovereign states, India and Pakistan appeared on the map. Nehru became the first Prime Minister of India and Sardar Patel the Deputy Prime Minister. The whole country celebrated the day. There were singing and dancing processions and parades everywhere. Free India's tricolor flag fluttered proudly on the historical Red Fort in Delhi and the National Anthem was sung in chorus. In the story of early resistance to British imperialism since the very beginning of the conflict, Gandhi has played a main role everywhere. His nonviolent philosophy was a key element in the story. That this why a study on this topic had to look at the relation Gandhi had with the masses and with the British. This relation is extremely dramatic if we want to understand how the beliefs of one man succeeded in convincing an entire people. To achieve goals as big as the struggle for independence and the peace between Hindus and Muslims, the action of one man was not enough; he had to rally the men looking forward to the same objectives. The study of British imperialism in India helps to understand some current topics like Kosovo, Eire, Algeria, and Pakistan, even if in the story of India it may be the word â€Å"imperialism† that is most relevant.

Gangs & sub-cultural theories Essay

A gang is a group of individuals that have a common identity and works towards a common goal. The current usage of the term implies a criminal group. Its early usage was to refer to a faction of workmen. In the United Kingdom the term is still used to refer to workmen, but it has undergone semantic change. The term is one that carries a negative meaning; nevertheless, within a group that identifies itself with antagonism to social norms, associates of the gang might decide to use the term as a declaration of identity or rebelliousness. There are a lot of reports of criminal actions committed by gangs throughout the world. There are parts of the world and societies where gang activities are so prevalent causing major problems to different countries. There are cases of documented gangs and gang members in criminology literature. Some of these gangs are well known, not only by the law enforcers, but also by the members of the society. Gang formation is a concept that has been in place since the 13th century. During this time, it is said that children from poor families and the orphans in the United Kingdom obtained their means of survival through becoming members of gangs that were managed by adult crime perpetrators (Allen, 2005). These gangs were basically involved in pick pocketing. Gangs identify themselves by the use of distinct signs, symbols and names. They are known to cause harm, threaten, harass and intimidate other members of the society. Gang violence is a term that is used to refer to criminal activities that are perpetrated by gangs. Throughout history, such activities have been known to be perpetrated by gang members. There is a time in history when all the major cities around the world were haunted by gangs. During this time gang violence became prevalent all over the world. Contemporary gangs have introduced fresh kinds of violence. These acts are in most cases used as rite of passage for those wishing to become part of the group (Allen, 2005). There have been a lot of theories developed to explain the causes of gangs and gang violence. Some of the theories are similar while other others are different in explaining gang formation and crime in the society. These theories are very important in understanding why some people are more prone to crime then others and why some people are more likely to join gangs than others. Two of the most common theories on crime include the strain theory and the sub-cultural theory (Akers, 2000). The main similarity between the two theories is that they both describe gang formation from a social point of view. They are however different in a number of ways, one of them being the fact that their focus is on different elements of the society (Allen, 2005). This paper compares and contrasts strain and sub-cultural theories in explaining gangs and gang violence. The paper first discusses the meaning and background information of the two theories. The Strain theory The strain theory holds that the social structures that are within a society may be contributing factors to some individuals becoming members of a gang and being involved in crime. Strain refers to the elements in the society or in a person that leads to committing of crime. There are two kinds of strain: structural or individual. Structural is the processes within the culture that filter down and control individual’s perceptions of their needs. For example, a state of inadequacy in social structures and regulations can lead to transformation in the way a person perceives his or her needs. Individual perceptions to the means and opportunities can also be transformed (Akers, 2000). This is what causes people perpetrate crime either as individuals or in a gang. From the individual viewpoint, it refers to the pressures and afflictions that a person suffers as he or she searches for ways and means to cater for his or her requirements. This means that the objectives of the society becomes very important to a person such that their achievement becomes more important that the ways of achieving them (Cohen, 1965). People live in a society that is full of requirements and expectations. Where individuals cannot access their needs through the conventional legitimate ways, they tend to use the unconventional ways. Where individuals are in a society where they cannot access their needs normally with the use of the conventional legitimate needs, they tend to become disappointed. This feeling of despair that is associated with the incapability to acquire the requirements is the one that is being referred to as strain. It is this feeling that causes people who are unable to acquire their needs to be involved in crime (Akers, 2000). In many instances, young people will be able to access the unconventional or illegitimate means through becoming members of gangs. This reveals the fact that gangs are as a result of strains that act upon individuals in striving to achieve expectation. In a gang, young people tend to get what they were unable to get in living within the social norms. They find company, finances and most of all the means to acquire what they desire. The theory explains how social elements like poverty, homelessness, and lack of proper parental care can lead to formation of delinquent activities and groups (Cohen, 1965). Sub-cultural theory The sub-cultural theory as used in criminology originated from the efforts of the Chicago School on gangs. This theory was then advanced via the symbolic interactionism school. The theory was advanced into a series of premises that put forward the argument that some factions or sub-cultures in the community have some principles and approaches that are favourable for crime and aggression. This supports the argument that crime is dominant in some cultures or societies than others. This theory focuses on crime committed by young people, mostly in gangs. It is argued that when crime is not controlled from this level, it moves on to adolescent and finally to adulthood (Akers, 2000). Gangs that are formed at the early age in life, tend to graduate to maturity, and continue recruiting the youths. The theory states that if the patterns of crime can be comprehended and controlled from the level of juvenile delinquency, it would be possible to prevent the move to teenage offender and also to adult criminals. It is believed that where the sub-culture is favourable for crime, it begins from an early age, graduating to adolescent and ultimately to adulthood (Miller, 1959). Culture stands for the traditions, ways of life and principles that act as the guide to personality. It is also from these aspects that personality is judged by people. Passage of culture is essentially through social rather than biological ways. This is where the values and principles within a society are transmitted from one generation to the following. A sub-culture is a culture that exists within the larger culture. This culture consist of distinct elements of values, norms and customs that are different from the larger culture but does not essentially stand for a culture considered non-standard by many people. A sub-culture is distinguished from the larger culture for opposition that acts against the larger culture. This offers the explanation why in some parts of a society, especially the poorest regions, there are some kinds of behaviour that have developed into a standard and tend to be passed from one generation to the next. Successful crime perpetrators tend to be role models to the others, revealing likelihood success through criminal activities and its normality. This is where the older members of gangs tend to influence youths into their activities. The cultural arrangement is directed by many principles, traditions, and standards that force people to establish gangs that have unique characters. The sub-cultures that are developed tend to be more diverse than the main stream culture (Miller, 1959). Similarities between the two theories in explaining gangs The two theories take a social perspective in explaining gang formation and gang violence. They both offer the claim that gangs are as a result of the kind of society within which people live. Despite the fact that the two theories describe different ways that the society contributes to gangs, the two argue that society is the main causative element to gang formation and gang violence. In strain theory, people become members of gangs and commit gang violence as a result of residing in a society where their needs are not able to be met. It is as a result of the social class where a person exists that determines the kind of behaviour that he or she exhibits. In the United Kingdom, individuals are always in pursuit of wealth property, power, education, and other things that ensure a comfortable life (Akers, 2000). It is due to their living conditions that the lower class is not in a position to meet these needs adequately. They are not in a position to acquire these needs in conventional legal means. This according to the strain theory is what leads people to join gangs where there opportunities to acquire their needs. Sub-cultural theory explains that it is in a society that is predisposed to crime that people are influenced to join gangs. In a sub-culture where crime is condoned and pardoned, there tends to be many gangs. The young people tend to be influenced by the older members of gangs. In fact, the older members act as role models to the youths. It is therefore evident from the two theories that the society plays the central role in gang formation and consequently to the gang violence. The two theories introduce blocked-goals as the producing factors of deviant characteristics, like gang formation (Shaw, 1930). The strain theory in explaining violence is described similarly to functionalist theory under sub-cultural theories. Functionalist holds that gangs are motivated by financial requirements. This is the same case with the strain theory that holds that financial requirements lead people to commit crime. The functionalist theory states that adolescents are motivated by material gain to be involved in gangs. From this point of view, the sub-cultural theory becomes similar to the strain theory in explaining crime. Here the motivating factor to crime under the two theories is the acquisition of material gain in a society where this is not possible through conventional legitimate needs. Where youths are faced with situations where they are not in a position to fulfil their requirements due to the elements in the society that leads to inadequacy, they tend to join others who share their predicaments. These groups, the gangs, operate in unison, sharing the same identity and motivated by a common goal, which is achievement of their needs. This leads to the fact that the end results of the two theories are similar (Shaw, 1930). The end results of gangs and gang violence as explained by the two theories are similar. The strain theory presents the claim that individuals are influenced by the need to obtain their requirements in an inadequate social environment. This is what leads them to use of illegitimate means. The end result of the act is acquisition of finances or property through illegitimate means. As per the sub-cultural theory, the basic values of a group are what cause a person to be involved in crime. Given situations where the children in the working class cannot to achieve academically as a result of social or cultural factors, they tend to feel that it is impossible to obtain anything through conventional means (Akers, 2000). Such children gather themselves in groups or gangs of people that share their predicaments. They involve themselves in crime and gang violence means to acquire wealth and property. The end result of the action is acquisition of finances or property through illegitimate means. This reveals the fact that the result of gangs as explained by the two theories is acquisition of finances and property. The two theories reveal means to the same end (Akers, 2000). The society has put a lot of pressure on people to attain high achievement and success. Competition and the need for success is one value that is glorified in the society. This means that as per the two theories there are forces and pressures that lead to gang formation and involvement. These are the forces and pressures that lead people to strive to achieve and become powerful, without caring about the means for doing so. The legitimate means may be difficult to acquire, making the illegitimate means more preferable. According to the sub-cultural theory, the forces are the structural constraints. The individuals who join gangs are people who feel completely powerless. They are pushed by the society and end up defying the rules and regulations. The forces as per the sub-cultural theory push people to act as per the society’s expectations (Akers, 2000). According to the strain theory, the forces that act on individuals are the strains. Individuals tend to be involved in gang activities where they are not in a position to cope with the strains. There are series of events and circumstances that hamper individuals from attaining their expectations. This could be major or minor state of affairs and circumstances that upsurge and discourage with time. Dissatisfaction causes displeasure, abhorrence and annoyance. All these are attitudes connected with strain in gang formation. It is a normal human nature to develop feeling of desperation and frustration where they are not in a position to get what they want (Shaw, 1930). Differences between the two theories in explaining gangs Despite the fact that the two theories agree on the fact that the social environment is responsible for causing gang formation, the ways in which the society is responsible tend to differ. The strain theory emphasises on strain and stressing forces of gang formation. The sub-cultural theory on the other hand emphasises on factions as the causing factors of gang formation. The strain theory states that individuals will be forced to join gangs where they are not in a position to gather financial success through legitimate ways. The sub-cultural theory claims that people are pushed into gangs where they belong to sub-cultures that excuse, justify or approve of gangs. Societies that excuses and tolerates acts of violence and stealing, tend to produce more gangs than others (Miller, 1959). The two theories differ in their explanation of the primary cause of gang formation. While the strain theory presents the argument that gang formation is motivated by financial success, the sub-cultural theory argues that gangs are not motivated by money success as the strain theory suggests, but by the pressure of all the dominant values in the society. The adolescent tend to develop what Merton refers to â€Å"social status frustration,† where they are not able to achieve academically. This is what convinces them that they are not capable of gaining anything through conventional means. In this case, their motivating factor is not primarily financial success. They end up in gangs through this conviction, although the ultimate goal is financial success. The difference in the two theories comes up in the motivating factors to gang formation and involvement. As per the strain theory the key motivation is money success, while for the sub-cultural theory the key motivation factor is the failure to succeed through legitimate means in a society that is prone to crime (Shaw, 1930). There is a difference in the nature of the environment as explained by the two theories. However, this does not nullify the fact that the social environment is what basically explains crime and gangs. In the sub-cultural theory, the social environment is one where there is prevalence of crime that is passed from one generation to the following. This means that the theory explains a society where crime is almost a norm. This kind of social environment is not revealed in the strain theory. According to the sub-cultural theory, in most cases, the society has already established illegitimate opportunity structure. The younger members of gangs learn criminal actions from the older members. This is what it basically referred to as learning the ‘tricks of the trade’ (Akers, 2000). The sub-culture makes it clear to the youths that crime is a norm. As per the strain theory, the social environment is one where are goals that need to be achieved. Individuals in this kind of environment are aware of the objectives and how it is crucial to achieve them. There are however some individuals in this environment who lacks the means to attain the social expectations. For the serious need to realize these expectations and the importance of achieving them, some people result to gang involvement. From this perspective, gangs are formed by the society through creation of expectations without availing the means to achieve them (Shaw, 1930). The social environments in which gangs are formed are different for the two theories. While sub-cultural revealed the argument that gangs can be formed in a negative social environment that is already prone to crime, the strain theory presents the crime that gangs can either be formed in a positive or negative social environment. The argument according to the strain theory is that individual’s real expectations or the expected failure to attain positive values set up by the society, real or elimination of positive incentive, and real or expected presentation of negatively valued incentive all cause strain. In a positive social environment, individuals turn to gangs where they are not in a position to live up to the standards set up by the society. Where individuals are not treated in the way they expect, they loose trust with the ability of others to help them meet their expectations. Frustration and dissatisfaction establish negative interactions. This is so because of the desire to keep off hostile rejections. This is what leads to people finding those of their kind; people who are in a position to help them create a sense of belonging and acceptance. This kind of environment is achieved through membership to gangs. Gangs are basically constituted by people who feel that the society is not supportive. The sub-cultural theory operates from the conflicting side. This kind of society is one that does not expect anything positive from its people. The reason for this is that the society is already predisposed to crime. This reveals that unlike the strain theory, this theory operates solely from a negative environment (Miller, 1959). There is another contradiction under the two theories, where in the sub-cultural theory gangs are a way of living up to the social expectations of roughness and smartness, while under the other theory gangs are established due to the inability to live up to social expectations. It is expected under the sub-cultural theory for individuals in the lower class to be involved in gang violence. This is indirectly by the need from the society to be tough and street-wise. This is what motivates then to join groups, begin getting involved in criminal activities, and find fun in defying the regulations of the land. From the strain theory perspective, failure to live up to the expectations of the society is what forces individuals into gangs and gang violence. Every society has set up expectations that its members are supposed to live up to. Where people lack the means to achieve these expectations they tend to become members of groups that help them in attaining them. Failure to reach the expectations may also make some to defy against the law as a way of revealing or dealing with their frustration (Shaw, 1930). Strengths and weaknesses of the theories The two theories are good resources in explaining gangs, but this can be best illustrated through the sub-cultural theory. Thrasher (1927) defines gang through the process that they undertake in formation of groups. â€Å"The gang is an interstitial group originally formed spontaneously, and then integrated through conflict. It is characterized by the following types of behavior: meeting face to face, milling, movement through space as a unit, conflict, and planning. The result of this collective behavior is the development of tradition, unreflective internal structure, esprit de corps, solidarity, morale, group awareness, and attachment to a local territory† (Thrasher, 1927, p. 46). The theory explains the fact that gangs originate from a very early age, through formation of play groups. The groups begin getting involved in simple mischief. They culminate into gangs when they begin to excite themselves with disproval and misbehavior. This is where they begin developing a clear-cut group-consciousness. The social environment encourages gang crimes because of the fact that it is already predisposed to crime. Thrasher gives a description of the way the society can be favorable to delinquent behavior. He claims that gang sub-cultures came up from cracks or interstices of neglect in the teenage years. The argument of Thrasher is supported by Shaw (1930), through the claim that gang acts are passed by older boys to the younger ones. Such gangs are found in areas with high rate of single-parent homes, joblessness and low education. These are the areas of ghettos, and slums. The theories explain the reasons why gangs tend to be more in the lower class than in the middle class. The theory that is preferable here is the sub-cultural theory. This is apparent in the arguments of Miller (1959), who supports the arguments of Cohen. Miller supports the fact that delinquency is a sub-culture, but one that is found within the lower class. There is a clear-cut division between the lower and the middle class. The two classes stand for different traditions and principles. The middle class tend focus on accomplishment and social goals. The other class focuses on the need of their children to stay out is trouble. This class expects their children to be rough and street-wise. This becomes the motivation behind establishing and joining gang groups. Considering the fact that their lives tend to be boring for lack of exciting social activities, they tend to embrace crime as an exciting social activity. This is what makes them start to engage in unlawful activities. They get a sense of freedom by going against the social system that is established by the society. For the lower class, there is another practice that plays a major responsibility in their social life. This institution is same-sex peer groups. To them, this institution is more significant than any other in the society. This is because of the social belonging that it renders. It is from these groups that they are in a position to gain status, one thing they cannot access in the conventional society. They develop a unique identity and work towards a particular goal (Miller, 1959). Despite the fact that the two theories are significant in explaining the reasons behind the formation of gangs, they do not reveal the origins of the motivating factors and forces, which would be helpful in defining possible solutions. This is a weakness revealed by the two theories. This reveals the fact that the explanation of the two theories is incomplete. Up to the point where the strain theory is explained by Akers (2000), there are only kinds of the strains that are discussed and nothing is discussed about their sources. The frictions of situations are only revealed as hindering the attainment or expectations. There is no discussion about where they come from. Even in the sub-cultural theory, there is no much discussion on the structural constraints that are shown to be the forces behind delinquency. The theories fail in finding out the solutions to the problem. The theories can only be used in describing the source of the problem and not the effects and solution to the problem (Akers, 2000). Conclusion This paper compares and contrasts strain and sub-cultural theories explain gangs and gang violence. These two are very crucial in criminology for offering an insight as to the causes of crime in the society. The two have some common as well as different aspects in explaining gang formation and gang-related crimes. The two explain the causes of crime from social perspective and reveal similar end results, which is crime for attainment of wealth and property. The theories reveal strong forces that lead people to committing crime. The two forces are structural constraints for the sub-cultural theory and strains for the strain theory. These are some of the similarities but there are a number of differences between the two. The focus of the two is on varying elements of the social environment. The two also give varying accounts of the reasons why the society leads to crime. The theories are a crucial way of explaining gangs are formed in the society. This is achieved by describing their causes. There is need for further studies to come up with solutions to this problem. (Word count=4,065) References: Shaw, C. (1930). The Jackroller: A Delinquent Boy’s Own Story. Reprint edition: 1966. Chicago: The University of Chicago Press. Miller, W. (1959). â€Å"Implications of Urban Lower-Class Culture for Social Work. † The Social Service Review. Vol. 33, 219-236. Cohen, A. (1965). â€Å"The Sociology of the Deviant Act: Anomie Theory and Beyond,† American Sociological Review 30: 5-14. Akers, R. (2000). Criminological Theories: Introduction, Evaluation, and Application. Los Angeles: Roxbury. Allen, M. (2005). Textbook on Criminal Law. Oxford: Oxford University Press. Thrasher, F. M. (1927). The Gang. Chicago: University of Chicago Press.

Aspects of Psychology - Disease Process, Classification, and Essay

Aspects of Psychology - Disease Process, Classification, and Reimbursement Methods (U3IP&DB) - Essay Example ?unit record system,’ that is, keep a ‘unit record’ for each patient, with all records of the patients successive hospitalizations in the patients unit file. The record itself is usually organized in either the ‘traditional’ or the clinical record, the patients chart, or simply the chart.† This is one way to keep information that is necessary to treat a patient together and organized, and it is highly comprehensive. The unit record systems keeps details in chronological order, saves times, ensures up-to-date information, avoids multiple entries, is economical, and saves space. One common way of recording data is to use the Bradma data writing system, and â€Å"The Bradma card made of plastic contains the patients name, record No., address, year of birth, telephone number etc.† (Ramanand, Chandran, and Badrinath, 1982, pg. 1). The records contain referral letters, ophthalmology records, the case sheets, special specific medical record forms, admission records, discharge summaries, progress notes, operative orders, anaesthesia records, retina drawings, and graphic sheets. The records are filed according to a serial filing system. They are coded according to ICD-9CM and indexed according to the patients’ alpha index, patients’ number index, diagnostic index, and operation index (Ramanand, Chandran, and Badrinath, 1982). Hospital, patient and medical records: FAQs. (2008). New Jersey Hospital Association. Retrieved June 23, 2008, from http://209.85.215.104/search?q=cache:OobispXxTRkJ:www.njha.com/librarysection/faq.aspx+%22unit+record+system%22+medical&hl=en&ct=clnk&cd=4&gl=us Ramanand, B.C.; A. Chandran; and S.S. Badrinath. (1982). Medical records in specialty hospitals. Indian Journal of Ophthalmology. Retrieved June 23, 2008, from http://www.ijo.in/article.asp?issn=0301-4738;year=1982;volume=30;issue=4;spage=363;epage=365;aulast=Bhat These types of records are organized according to information that has been documented, and are the

International Sales Contracts & Carriage of Goods by Sea Essay

International Sales Contracts & Carriage of Goods by Sea - Essay Example This essay will dwell on two terms of sale: the CIF and FOB. It will discuss their distinction and how Incoterms 2010 affected these terms of sale. It will attempt to find out which of these two terms is viable to the 21st century traders. C.I.F and F.O.B : Their Distinct Characteristic and how they work The terms C.I.F. and F.O.B are two abridged business terms. Both are used in international trade covered by carriage of goods by sea. The term C.I.F is an abbreviation of Cost, Insurance and Freight. If the Contract of Carriage contains price quotation on C.I.F, it presupposes that the seller will shoulder the payment of cost of crating and packaging, insurance and the freightage. Here, the carrier is considered an agent of the seller. The ownership of the goods is retained by the seller throughout the trip and passes to the buyer upon reaching the point of destination and the cargo is discharged in favor of the buyer.1 C.I.F requires the seller of the goods to arrange for the carria ge of goods by sea to a port of destination and provide the buyer the documents necessary to obtain the cargo from the carrier. 2 According to Villanueva the insurable interest is with the seller and the taxes are not due as the sale is deemed perfected only upon reaching point of destination.3 One of the significant features of a CIF contract lies in the performance of the bargain, which is to be fulfilled by the delivery of documents and not by actual physical delivery of goods or shipment by the seller according to the case of Manbre S. Co. Ltd. v Corn p. Co. Ltd. 4 The Term F.O. B. is the abbreviation of the terms of sale Free On Board. Here, if the contract of carriage contains price quotation with FOB, the seller is presumed to comply with the obligation to deliver the goods to the vessel. The one responsible for payment of the freightage is the buyer and the vessel or carrier is an agent of the buyer. Hence, delivery to the carrier is delivery to the buyer. Under this term, t he buyer acquires ownership over the goods upon delivery by the seller to the carrier. The buyer here now has insurable interest and the sale has been considered perfected upon delivery to the vessel.5 The term FOB, which is one of the popular commercial terms, is commonly used and misused. Though frequently used to describe inland movement of cargo, it is specifically refers to ocean or inland waterway transportation of goods. 6 In both CIF and FOB, there is intervention of the carrier. Both terms also use bill of lading, which is a document of title that denotes ownership of cargo or goods, which can only be transferred by endorsement. The carrier issues this document whenever the carrier ships merchandise, goods or cargo. 7 Responsibilities and Duties in CIF and FOB Contacts Compared One of the differences between the CIF Contracts and FOB Contracts lies in the following areas: In CIF, the insurable interest is with the seller while in FOB, the insurable interest is with the buye r. Another important difference between FOB and CIF contract is that, FOB contract specifies the port of loading, however CIF contract specifies the port of arrival.8 The difference between the two terms of sale pertains to the rights and duties of the seller and buyer. The primary duty of the seller in FOB contract is loading. 9 And the buyer specifies the vessel on a port nominated by the buyer and on which the goods are to be

Provide an argument for the claim that (some) mental states are not Essay - 1

Provide an argument for the claim that (some) mental states are not identical to any brain state - Essay Example Furthermore, it will discuss the relevant concepts in philosophy that will either affirm or negate these suppositions. In order to make this possible, the monist and dualist concepts are also discussed. Some mental states (beliefs) are not identical to any brain state The first argument being focused in this paper is the difference between mental and brain states. As mentioned earlier, these two are different concepts. Many people are confused and often use these two interchangeably. The mental state has a deeper context compared to that of the brain state. This is so because it refers to the state of a person’s thoughts regarding pain or happiness, what a person believes in, and also ideas and aspirations. On the other hand, the brain state refers to the literal condition of the nervous system like a brain activity. According to Adam Sennet (chap. 5), some mental states, like beliefs, are not identical or similar to any brain state. This is because beliefs are not part of any physiological activities of the body particularly inside the brain. the famous philosopher Descartes (qtd. in Carruthers 7) postulated that the mind is not spatial but has the ability to think, while the body is spatial but is unable to think; hence, the body is only capable of biological and physiological activities. ... nd Y are very similar, then they should have the very same attributes, which is not true in the concept of the mind (beliefs) and the body (brain state). Hence, if X and Y have different attributes, they can never be considered as identical. The differences in the mental and brain states include the argument of certainty (Wright). The mind can be certain about pain or desires but the brain cannot be certain about anything because it lacks a logical attribute. There is a great disparity between the mental state and the brain state as clearly stated by this Law. There are, however, some arguments by other philosophers like Carruthers that the Leibniz’ Law does not apply to mental states including beliefs, pains, and desires. He argues that if X and Y are not very similar substances, then X and Y must have the same intrinsic attributes or properties (Carruthers 8). He believes that the mental state does not have a property of belief. Thus, he sticks to his argument that the two s ubstances are very similar because they are one (Wright). The Monist Concept This concept does not hold the proposition that there are two kinds of substances. It holds that there is only one kind of substance and that the brain and the mind are just the same. There are, however, two separate views about this one substance. These are: materialism and idealism (Carruthers 6). Materialism is an idea that all that exists are material or physical, while idealism is an idea which states that all that exists are ultimately mental. These are the two ideas in the Monist concept and there are philosophers who believe on either one or another but not both. The materialist does not believe that there is such a thing as the mental state and so they are similar or identical to absolutely nothing, because

DNA Term Paper Example | Topics and Well Written Essays - 750 words

DNA - Term Paper Example the compound was not fully understood until 1953 when Francis Crick and James Watson made their famous suggestion that DNA existed as a double helix in the journal Nature (â€Å"DNA History†, 2004). DNA was first isolated in 1869 by Friedrich Miescher, and nearly a full century passed before the Nobel prize was awarded to Watson and Crick for the structural determination of the compound (â€Å"DNA History†, 2004). This determination was made using a technique called x-ray diffraction, where x-rays are shot through a specimen, diffracted onto a screen or film, and the resultant pattern is analyzed to give the original structure, a technique still widely used today in modern biochemistry (Suryanarayana, 1998, p.4). Watson went on to become the director of the National Center for Human Genome Research. The Human Genome Project, or project to map the entire human DNA code, was a major revolution in science that gained much media attention in the last two decades (â€Å"DNA History†, 2004). The full chemical name for DNA is deoxy-ribo-nucleic acid, so names because it lacks the hydroxyl group that at the 2’ position found in the RNA sugar ring (Calladine, 2004, p.242). DNA is a polymer, or a compound that exhibits many repeating monomer units. Because each individual monomer of DNA is a nucleotide, it is referred to as a polynucleotide (Hallick, 1995). Each nucleotide monomer consists of three distinct pieces: a phosphate group, the 5-carbon sugar (deoxy-ribose), and one of four nitrogen containing bases attached to the sugar. The four nitrogen containing bases are adenine and guanine, collectively referred to as the purines, and cytosine and thymine, collectively referred to as the pyrimidines. Purines and pyrimidines differ in the composition of their ring structure (Hallick, 1995). When a nucleotide is bound to a sugar and a phosphate, it is called a nucleotide, but when it is bound to just a sugar with no phosphate, it is called a nucleoside (Hallick,

Historty argumentativ paper -see details in intruc Essay - 1

Historty argumentativ paper -see details in intruc - Essay Example The feminist movement had the greatest impact on American history because it fully brought to light the importance and fairness of gender equality in all aspects of the human life. Prior to the early 1900s, women were regarded as property of their husbands than as individual human beings. Anything that needed to be tended to in the social community or in the political community would be a task for the husband. If a woman were not married, she simply would not play a role in the goings-on, such as voting. Being considered below men, it was believed that women had no reason to vote. While most people were happy with this arrangement, or at least used to it, there were many women who could not wrap their minds around the blatant inequality, so protests began that fought for suffrage. The protests were not centered so much around the fact that women wanted to do what the men were able to do. Rather, these women were more concerned by the idea that they were being thought of as lesser human beings than men, and it was all because of their gender. America, a country that prided itself on the freedoms and opportunities that it offered, was holding back an entire gender and insisting that women were inferior to men and did not deserve the same privileges. The primary reason that women were ever given as to why they could not vote was because politics was considered to be a predominantly masculine business. As such, women had no place in voting, running for office, or having any say in politics. The feminist movement consisted of women who did not believe that the rights and privileges of citizens should be gender-oriented, and they used that belief to fight for something that they felt they honestly deserved. The feminist movement gave women the right to vote, a privilege of being American citizens that they deserved. This success was not simply just changing the minds of those in charge, but it was a success that included making it an amendment of the United States

What are the moral responsibilities of managers Essay

What are the moral responsibilities of managers - Essay Example This research will begin with the statement that the moral responsibilities of managers’ whether in the private sector or public sector should be characterized with a manager perpetuating the law, fulfilling the legitimate duties of their position, observing the relevant codes of ethics and otherwise abiding by generally held moral principles such as honesty and not knowingly doing harm. A manager will be held liable for an immoral act if he had knowledge of it and had the ability to prevent it from happening. Moral managers subscribe to ethical leadership which requires the manager to be a moral person as well as moral managers. A   moral manager should possess traits such as honesty, integrity and trustworthy. This involves respecting the soundness of organization and adherence to the codes set by the organization. This allows the managers to do the right thing, reason well and uphold the highest level of justice even in the most difficult circumstances. A   moral manage r learns from multiple social situations which allow him to have a vast knowledge of conflict resolution skills without harming any party in case a dispute arises. The personal standards developed by a moral manager enables him to be fair and considerate by making clear justifications in his mind. For example, a moral manager will solve a   dispute between two staff members by being fair and sticking to their values and objectivity without compromising on the basis of relations or closeness to either party.

Pax Romana Essay Example for Free

Pax Romana Essay The lands arounf the Mediterranean Sea and most of the land in the Northwest Europe consists the Roman Empire. The life of Romans was very comfortable. There was indeed a beautiful way of living life. They have water and sewage system which enables them to have clean water. They have theaters and they also have public baths. The people who are wealthy lives in villas or mansions or big houses and they can afford to have a central heating system in their house. Roman Empires greatest part was the Pax Romana which is also called as Pax Augustea. It happened around 27 B. C. after the several Republican Civil Wars and it ended in 180 A. D. In english, Pax Romana means Roman Peace wherein it was a period in the Roman Empire where it refers to the empire in its height of success. Aside from reaching the height of success and glory, the Pax Romana Era which is also called as Pax Augustea was also a time of civil order in the empire. Although there are still foreign wars and rebellions are still on going, the interior or the main empire was free from being invaded. This era was a time of peace and order in the empire. The Roman Legal System was used to attain peace and order in the provinces. At the same time, arts and architecture flourished althroughout the land and there was indeed a stable and well economy. This was the time that Greek and Roman culture was known in the whole empire thus, the flourishing of several aspects of the Roman culture was developed and was known by every people. There were several developments during this Era. Rome turned in an empire and an emperor rules over the whole land. The emperor hired full time workers who will carry out his policies and at this time, government in the province was improved because of the legal system. They follow the same law which made the whole empire organized and this kind of law is what was used by wertern societies in present. The concept of Pax Romana is far different from the peace we have in our contemporary society. The contemporary Society or the Modern Society viewed peace perhaps as a period of rest and absence of conflicts or problems in life. At the same time, the modern world looks at peace as a sign of freedom and escape from worldly things and ideas while Pax Romana was a time of success, absence of war in the main empire and developments. The use of peace in Pax Romana is quite misleading because it did not really mean peace but rather development. Pax Romana was characterized by great Romanization and development of the empire and not by the absence of war and silence. In the contemporary society, peace would mean of relaxation and absence of conflicts.

Cultural Assumptions and assessment for understanding of Burns’ Perspective Essay Example for Free

Cultural Assumptions and assessment for understanding of Burns’ Perspective Essay The speaker was addressing a native Indians, most likely her mother. The speaker was trying to trace her culture and trying to differentiate it from her physical and characteristic behavior. In this address the speaker is trying to deny her native identity as American Indian and specifying that it is Native American. It appears the mother was American but the father was Indian. (Burn 741) The poem has the humor in the of living in identity denial yet when the speaker seem to be very much aware of the culture of her identity such as archery practice, stoic face and not drinking a lot. This forms the first theme of this poem of cultural identity denial even though there are physical and behavioral attributes that are associated with the Indian native culture. The speaker consider the Indian rugs very cheap as compared to the American rugs, thus the speaker does not want to be identified with them . (Burn 741) The second humor that is in this poem is the manner in which the speaker is addressing the mother, especially when referring to the father. The speaker is referring to the father as an Indian lover to the mother. The speaker makes it more humorous by perceiving and elaborating how tight the father and the mother were before the speaker was born. This is the second serious theme in the poem. (Burn 741- 742) There are certain phrases that are repeated through out the poem with respective effect. The ‘Yea Uh-huh’ phrase is repeated in the phrase as a scone and laugh at the issues in the theme such as culture and identity. It is used by the speaker to make humorous asserting and make a sense of disapproval to the listener. The ‘No’ phrase has also been used at the beginning of the phrase to vehemently deny the Indian identity and culture in the poem. The ‘Oh’ phrase has been used in the middle of the poem to pour scone on the relationship that existed between the parents. Other commonly repeated phrases are the ‘I don’t and I didn’t’. These are use for the function of reinforcement and utter dissociation. .(Burn 741-742) Cultural Assumptions and assessment for understanding of Cofer’s Perspective The tone of this poem is a gamble, with a prayerful wish, to some extent very desperate full of identity hope. It is a gamble as the identity of God is put of debate by the Latin women. There is a prayerful wish as these women are religiously attending the church prayer sessions. Finally the desperate tone is seen at the end when they are not sure if God is or can be bilingual. (Cofer 780). Cofer relates the issues of race in the reference of God as being of Anglo identity with a Jewish heritage even though they pray in Spanish. Therefore the races hare are Spanish, English and Jews The issues of class are related to in the reference of ‘the great white father’ as well as the church environment which as marble that signify effluence. There is debate about the identity of God. The issues of women run all through the poem from the Latin women who pray to the end of the poem where they pray to their dedicated saints such as Margarita, Josephina, Maria and Isabel. (Cofer 780). Cultural Assumptions and assessment for understanding of Hughes’ Perspective I am a student who does not see myself from the color perspective but from the opportunities to be what I am and can be in future. I appreciate other irrespective of their colors. I do not disregard others capabilities along color lines. I am aware that life is a learning experience that will give everybody a chance to live their dreams with disregard to colors. These are the aspects that are covered by the speaker. (Hughes 935- 936). The writer complication is the assignment that was given about who they are as blacks yet the tutor is white. This assignment in itself is judgmental hence the complication on the writers side. The writing assignment is fulfilled when the writer goes to an isolated place at the institution and describes their identity on personal and in relations to others in the society. The righter specifies that it is not possible to dissociate others because of their colors. (Hughes 935- 936). The speaker happens to be the only black student in their class, perhaps the oldest at twenty two years and feels discriminated for the color identity. The speaker also describes the way to the institution as mostly affluent and inhabited with whites. The speaker’s response to the question of whether the white paper will be colored when writing is negative. (Hughes 935- 936). The tone of line 27- 40 is one of defiance. The speaker wants to be considered and an American, just like the others. The speaker is also defying the past treatment of dissociation from the rest of the society. The tone is also one of collectivisms when the speaker wants to be considered as an American. (Hughes 935- 936). The instructor will have a whole new perception about the identity discrimination that exits in the society at the moment. The Instructor will be touched and filled with guilt about the past occurrences of the have happened at the learning institution. The instructor will also commend the writer bravery and resolve and will most likely grade it as excellent. (Hughes 935- 936). Cultural Assumptions and assessment for understanding of Byatt’s Perspective Daphne is a very sympathetic character. She never goes to the city Mall to shop and does not know so much of the place. The Husband Dollo always leaves her home and feels she is much more comfortable with the domestic chores that with the urban shopping Mall rendezvous. She is also very unaware of the risk of the city Mall security and get all her essential property such as passport stolen when she leave them lying carelessly at the Mall. ( Byatt 502-504). She gets into trouble when she cannot pay for the heavy baggage of shopping at the end of the tour and get more worked up and desperately arrested. All the other ladies did not go round the Mall with her hence she looses directions throughout the session . She is unable to prove her identity and will most likely be identified as a shop lifter unless her husband comes for her. ( Byatt 502-504). The antagonism arises between Daphne and the policeman when she is found lost in the perimeter. She has not been able to pay for the product. She claims her property has been stolen including her passport which is her first step of identification. On arrest, she resists and believes she is not a criminal and will wait for her husband to come out with proof. But this is not resolved as the policeman is impatient there is nobody coming to her rescue. Eventually she must have given in to the arrest. ( Byatt 502-504). Cultural Assumptions and assessment for understanding of Divakaruni’s Perspective The practice of the pre-arranged marriages has long roots in the Indian culture. I thin it should be left upon the lady to decide who to marry, when to marry, how many children to have and after what duration. (Divakaruni, 214- 215). Sumita initially cries of it as she does not have a chance to choose her groom. She also is not for the idea of going to America as she finds the culture quite conflicting with her current beliefs. However Divakaruni explores Sumita’s new life experience from the cloth point of view. As soon as Sumita is married, she gets a whole new experience that ranges from how women in America dress, kiss in public and socialize in the community. This is quite a shift from the normal Indian culture including drinking. (Divakaruni, 214- 219) The Author weaves into the first section to show that everything is in order according to the Indian culture of pre-arranged marriages. The reader will initially see no signs that there are other controversial themes such as the pre-arranged marriages and the roles of the parents on such occasions. In this fist section, the author dwell on the traditional Indian clothes exposition especially the ones worn by the brides in the wedding day. (Divakaruni, 214- 215) Somesh was initially characterized as well able man who is kind and decent and a provider. Later Somesh turn out to be a typical American with drinking and dressing practices that are not well known by the parents. Somesh was also considered a caring man by the parents. He was a very good singer. (Divakaruni, 214- 215) Works Cited: Byatt. â€Å"Baglady† 1998. p. 502 – 504. Burns, Diane. â€Å"Sure, You Can Ask Me a Personal Question. † 1981, p. 741-2 Cofer, Judith Ortiz. â€Å"Latin Women Pray. † 1981, p. 780. Hughes, Langston, â€Å"Dinner Guest: Me. † 1965. p. 898, 935. Divakaruni, Chitra Banerjee. â€Å" Clothes† 1990, p. 214

Trait EI Theory in Leaders at Network Rail

Trait EI Theory in Leaders at Network Rail ABSTRACT This investigation addresses the problem of leadership attributes variance in different levels of management. With the environment work force changing in terms of relationships the linkages of self perceived emotional intelligence traits of 52 individuals in junior, middle and senior management at Network Rail are gathered using the Trait Emotional Intelligence Questionnaire (TEIQue) developed by Dr.Petrides at UCL. The investigation exposed a lower level of Global emotional intelligence of senior management in comparison to junior and middle management. However the findings also showed that senior management outperformed on traits that are closely linked with Network Rails Leadership development framework. The other variations and patterns in the data bring up the topic of optimism bias, the neuroscience of change and overcoming the immunity to change. Recommendations outline the intentional change model that could be adapted in order to develop effective leadership traits and be linked with the current talent management programme at Network Rail. CHAPTER 1 INTRODUCTION 1.1 Project Overview This study will look for the existing evidence and links between emotional intelligence (EI) and Leadership development in the construction environment. This study will focus on the trait EI theory (Petrides Furnham, 2006) and look to establish common traits in leaders at Network Rail. The study will look for commonalities in terms of traits and competencies in the organisations leaders. The Trait Emotional Intelligence Questionnaire (TEIQue) (Petrides Furnham, 2006) has been selected post literature review for its ability to test for Emotional Intelligence traits that most closely link with what is defined as leadership in academic literature. A lot of interest has surrounded the concept of Emotional Intelligence, and the alleged links it has to improving an individuals ability be successful. Linking and harnessing EI to individuals and their leadership performance is hard to scientifically establish. The investigation focuses upon common attributes that can be developed. Trait Emotional Intelligence (TEI) does not necessarily seclude what Goleman (1998) describes as those EI abilities that you are born with, such as the ability to tune in-emotionally (emotional awareness) to others, and read how they are feeling (social awareness). But this investigation will aim to look at the harder factors of EI that can be developed for and provide added value and competitive advantages to organisations. The investigation of EI and Leadership aims to uncover value that can be used to develop leadership performance. The practical or applied focus is the construction industry. The discovery of the common traits will then be compared to what currently exists in Network Rails (NR) current leadership framework. Recognising that NR and most large organisations already do acknowledge the link between EI and Leadership, the investigation will look at the construction industry specifically. As the construction environment is described as one which is based on human interactions yet suffers from disputes, fierce competitiveness and fragmentation (Walker and Hampson, 2003). The study then into EI and improved Leadership performance would be relevant into helping overcome these barriers to improved working relationships. 1.2 High Level Project Plan Literature review of emotional intelligence models. Selection of EI testing survey. Milestone One – rolling out EI test survey 15/06/09 – 19/06/09. Analysis of EI test results Assessment of leadership focus groups, survey and EI test results. Leadership framework analysis. Milestone Two – Realisation of gaps that exist within the leadership framework and proposal of enhanced leadership framework 06/07/09. Milestone Three – Draft Copy Complete – 06/08/09. 1.3 Project Road map Chapter 1 has introduced the problem area that this research is looking to add knowledge to. The second half of chapter 1 will draw in the reader to the more specific problem area that this project is addressing, and how this problem will be researched. A review of the existing EI models and an effective approach for this investigation will be sought and shall be addressed in this chapter also. Chapter 2 will set out the research methodology that has been adopted for this research, considering the nature of the project and the relative social complexities and privacy issues associated with emotional intelligence tests will be addressed here. This will follow on to the actual analysis section, chapter 3 where a cross section of the results will be displayed, and quantitatively analysed. The results of the study shall be shown in chapter 4. The evaluation of the study and future recommendations or work will be concluded in chapter 5. 1.4 Literature Review 1.5 Introduction The scope of the literature review will define emotional intelligence from the various academic perspectives, distinguishing an accurate and succinct description of the term, which is considered relatively new. The Literature Review will compromise of the following: Brief History of EI A discussion of the current EI models and the attributes that are linked to them Focus: The elected EI Model TEIQUE. How EI is linked to improved leadership performance. Leadership Responsibilities. The need for EI competencies and Leadership in the Construction Industry. The current problems within Network Rail. 1.6 What is EI? Though the term EI has in recent years broadened, the original definition of EI is: The ability to monitor ones own and others feelings and emotions, to discriminate among them and to use this information to guide ones thinking and actions, Salovey and Mayer (1990 pg 189). Popularised by Goleman (1995) in his books and speeches in recent years EI may give the impression of being a very new concept, psychologists have of course established its presence much earlier than this. A time line has been produced to give an idea of how EI has grown and expanded (Figure 1). In 1920 a psychologist named Thorndike referenced in Khilstrom and Cantor (2009) established three forms of intelligence one of them being social intelligence. Thorndike stated that this was the ability to function successfully in interpersonal situations. Gardner (1983) then proposed social intelligence as one of 7 multiple intelligences which actually mapped out the beginnings of EI by stating that social intelligence comprised of interpersonal and intrapersonal skills. Gardner (1983) believed however that we have multiple intelligences rather than a general intelligence and was clear on this notion. It was not until 1990 that the term emotional intelligence was first officially coined by Salovey and Mayer, their definition is still regarded as the most accurate description of EI. 1.7 The Problems with EI Currently Murphy (2006) critiqued the problems of Emotional Intelligence addressing the three common problems found on the subject. (1) EI is poorly defined and poorly measured (Locke, 2005, Eysneck, 2000 and MacCann et al, 2004). (2) EI is a new name for familiar constructs that have been studied for decades. (Locke,2005). (3) Claims about EI are overblown, (Landy, 2005). Though this investigation is not a study into the definition of EI, the reader must be made aware that EI is a contended description, and one that does receive positive and negative attention. EI is often linked to popular psychology which dilutes the validity of the concept adding value in organisational environments. It is this association coupled what Landy (2005) comments as the lack of measurability, providing weak evidence to suggest EI tests have any predictive value. This has caused many to completely dismiss its label, with Locke, (2005) adding that EI should be re-labelled and regarded as Emotional skills. 1.8 The various models of EI Since Savoley and Mayer first introduced the term EI, a few authors have expanded or taken a slightly different perspective on what constitutes as EI. These models do vary somewhat on how they define EI with stretching definitions that often encompass other related areas. Therefore EI does not have one set model that all academics can agree contains all the attributes that pertains to what is defined as EI. As this investigation is narrowing on the EI attributes and traits with leadership performance, the model that best-fits this particular study will be selected. Therefore a brief synopsis of EI models will be reviewed, and a set of attributes provided by a psychologist (Qualified Corporate Trainer) and Network Rails Leadership Development team will assist in identifying the correct model to follow. This will enable the administering of the survey to be appropriate for the organization and for the purpose of the research. Emotional Intelligence models are categorised into 3 areas, and this research will analyse a model in each of the following areas. Ability EI models Mixed models of EI Trait EI model 1.9 The ability EI model In 1997 Savoley and Mayer introduced a four branch model which has since transpired to involve the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT). This four branch model pertains to the following: Perception, Appraisal and Expression of Emotion Emotional Facilitation of Thinking Understanding and Analyzing Emotions; Employing Emotional Knowledge. Reflective Regulation of Emotions to Promote Emotional and Intellectual Growth The ability test views EI as a form of intelligence, testing the participant on the above four branches, showing a score for each of the branches and a total EI score. The model has recently received quite mixed reviews with a recent study carried out by FÃ ¸llesdal (2008) which details a study of 111 business leaders based in Norway. In this study business leaders were compared with how their employees described their leader; however no correlation of empathy to being effective leaders, or behaviors for transformational leadership were found. Three papers were completed, all questioning the validity of the MSCEIT, which critically lead to a questioning of the validity of the EI model in general. 1.10 Mixed models of EI Goleman (1998) originally developed this model and describes the mixed model of emotional intelligence as the bedrock for emotional competencies, which actually pertains to the ability to realise what another person is feeling, which Goleman boldly states is a skill that you are born with. He goes on to comment that emotional competence is quite different, this pertains to a personal and social skill set. This personal and social skill can lead to a superior performance in the world of work, and this skill can be learnt and developed to increase performance. The Mixed Model theory describes five domains of EI. Each area has its own set of behavioural attributes and describes these as EQ, unlike IQ which is difficult to change, emotional intelligence can be developed through education and training interventions (Goleman, 1995). 1. Knowing your emotions. 2. Managing your own emotions. 3. Motivating yourself. 4. Recognising and understanding other peoples emotions. 5. Managing relationships, i.e., managing the emotions of others. There are various measurement tools that are based on the Goleman model, the main model is termed The Emotional Competency Inventory (ECI), and later updated to the Emotional and Social Competency Inventory (ESCI). The second is Intelligence Appraisal, often taken as a self-report or a peer assessment termed a 360-degree assessment. 1.11 Trait EI model Trait EI is not to be confused with the first ability model presented, as this model concentrates on self-perception. It is recognising that behavioural disposition and self perceived abilities can be quite different, and by using a self report which in contrast to the ability based model can be scientifically tested much easier than the ability model which tests actual abilities rather than traits. This framework also known as Trait Emotional Self Efficacy (TESE) links well with personality tests. This model has been favoured by recent academics and especially critics of the ability model. The Trait EI model is credited with a more accurate testing rules than the ability model, which has been termed a psychometrically meaningless scoring procedure (Petrides, et al 2007). The Trait EI model is tested using the TEIQUE (Trait emotional Intelligence Questionnaire), the model is freely available and its open access status means that its transparency for testing welcomes scientific challenges. This approach the author feels is a positive step towards developing EI tests further to contributing to a more accurate construct of emotional intelligence. The Trait theory however does differ in its interpretation of EI, with the following differences outlined: Ability EI is defined as a cognitive-emotional ability that relates to emotions that are only measurable through what Petrides (2007) calls maximum performance tests. These tests are linked with extensive psychological emotional testing that requires large sample sizes. Indicating that tests currently established in the mixed models and ability models of EI really may not have much substantial predictive value, aligning the view point of Petrides and Furnham (2004) with Locke (2005). Rather trait EI describes what Petrides (2007) calls emotion-related behavioural dispositions and self perceived abilities, and can therefore be measured through self-report questionnaires. It is the focus on self perception of traits and leadership performance that allows this investigation to conclude a more accurate research hypothesis. The TEQUI has 20 variables with 15 traits grouped into four categories; this is explained in further detailed in the methodology chapter (3.8). 1.12 EI as a core competency in organisations When it comes to improving organizational effectiveness, management scholars and practitioners are beginning to emphasize the importance of a managers emotional intelligence (Sosik Megerian, 1999 pg 367). Despite the shortcomings in establishing EI as a concept, this study recognises that EI is a core competency and the focus will be on what attributes of EI should be developed in order to contribute to improved leadership performance, and to use the findings to improve the current leadership framework in Network Rail. Organisations are starting to recognise the emerging role EI has in the workplace, (Fisher and Ashkanasy, 2000). An investigation completed by Cooper and Sawaf (1996) in to an Executives EQ has exposed evidence that Emotional intelligence is a pre-requisite in leadership and successful organisations should implement strategies to develop this core competency, in order to provide its workforce with a competitive advantage. This competitive advantage has a huge hidden immeasurable value (Cooper and Sawaf, 1996) which if nurtured correctly will ultimately lead to protect organisations working collaboratively for win-win scenarios. EI has not only been used in organisation training, but can now be seen in a variety of scenarios. Selling life insurance was seen as a delicate sales pitch, that often lead to low responses. However, with specific training given to shed a positive light on the subject, sales were positively effected as the quality of interactions improved with comfort levels increasing with clients, this study focused on the topic of self awareness (Druskat and Druskat, 2006). Kaplan et al (2001) comment that recurring blind spots in managers that are striving to attain higher levels of EI are setting unrealistic goals to subordinates, relentlessly striving, and ruthlessly driving others too hard is not an example of a leader with a good level of EI. Kaplan et al (2001) explains that the hunger for power and the need for recognition are also not traits that leaders with high levels of emotional intelligence should demonstrate. 1.13 Linking emotional intelligence with leadership development and performance This requires more thinking than the generic training that is currently delivered to an organisations employees, but a study on what attributes successful leaders tend to possess. The evidence that EI exists in leadership is not questioned with both Goleman, (1995) and Savoley and Mayer (1990) agreeing that it is the ability to combine emotional and cognitive capacities to handle lifes emergent circumstances (referenced in Higgs and McGuire, 2001) , coping with setbacks and dilemmas, and effectively interacting with others requires a form of intelligence. Goleman (1998) has commented that leaders have to make decisions about strategy, employees and situations. It is the leaders ability to make effective decisions that determine the performance of good leaders. Goleman has taken five components from the EI realm and listed them as integral these are: Self-awareness Communication influencing skills Commitment Integrity Managers who do not develop their emotional intelligence have difficulty in building good relationships with peers, subordinates, superiors and clients (Goleman, 1998 pg 95) outlines the importance of relationship management and the mistake of being task focused in the work environment. Sosik Megerian, (1999) carried out a study which addressed how self-awareness components can improve transformational leadership. Transformational leadership is defined by Burns (1978) as a process that assists leaders and followers to enable each other to advance to a higher level of moral and motivation. The study founded empirical support for EI being the foundation of leadership. Sosik and Megerian (1999) went on to comment that if leaders became more self-aware the implications of their own feelings and thoughts could be better managed and understood, and would lead to improved interactions with sub-ordinates. In Druskat and Druskat (2006) it was referenced that Spencer (2001) found that in a study of 28 construction project managers that EI competencies was most strongly related to their job success. Druskat and Druskat (2006) then supported this with a study carried out by Mount (2005) on 74 project managers which demonstrated that nearly 70% of Project managers put their success down to the emotional competencies of the individual. And Finally Butler and Chinowsky (2006) carried out a study in construction with 130 construction executives. Interpersonal skills and empathy were the two most important EI behaviours to be identified in this investigation. The key findings mentioned that additional attention during the development of construction industry executives would be favoured to overcome what the industry suffers with currently. 1.14 Examples of how competency development can bring positive change Self-confidence a form of self awareness is defined by Pryke and Smyth (2006) as having a strong sense of Self worth and capabilities. Although these attributes can often be wrongly identified with arrogance, it is the ability to inspire those around you to subscribe to an idea. This attribute was chosen alongside other emotional competencies to change a problem in an organisation. The problem related to staff retention, with the firm not managing to maintain its division presidents for no longer than two years. This new recruitment strategy hired based on self confidence characteristics, influencing skills and what is termed Inspirational leadership (Goleman, 1998). Though Goleman has not been transparent on what the recruitment questions were specifically, the results are clear. With retention dropping from 50% to 6% with using this new hiring process (Pryke and Smyth, 2006). Self-control is another form of self awareness, and relates to effective communication and integrity. Druskat and Wolff (2001) comment that self control is not a question of dealing with a necessary evil by dealing with emotions as they bubble up and then suppressing them as soon they appear. It is a process of consciously bringing emotions to the surface and understanding how they can affect others. Construction industry suffers with managing emotion in the work place Walker and Hampson (2003) have termed the Construction industry as one that is characterised by disputes, fierce competitiveness and fragmentation all major obstacles to development. With this environment regarded as fact by many practitioners and academics, the relationship approach is seen as an effective stance to deal with the pressures of this complex environment (Pryke and Smyth, 2006; Walker and Hampson, 2003). 1.15 Responsibilities of good leaders It is suggested that leaders that have emotional intelligence tend to align personal and subordinate goals to accomplish company goals. Belasco and Stayer (1993) have suggested responsibilities a leader should possess, the author has taken these suggestions and developed actions and traits in a waterfall format, as they are suggested steps that could be undertaken. 1.16 Leadership Traits and Trait Emotional Intelligence The following principals in the above system have been aligned with traits tested for in the trait emotional intelligence test (TEIQUE). For a full description of the TRAITS the official TEIQUE interpretation can be found in the appendix and a condensed version is found in section 2.8. 1.17 Current Problems at Network Rail The problem owner is of course NR, and the problem is the legacy attitude of the workforce, with the Q12 survey (a survey comprising of 12 questions to gather employee engagement) uncovering some very disheartening results. In 2003 the Gallup organisation reported that NR had fallen in the bottom quartile and stated they had never seen results this low before. With 30% of NRs 33,000 branded actively disengaged, indicating a lack of loyalty and/or allegiance to the firm and its aims and 50% not engaged (Gallup , 2006) it was clearly evident that this problem had to be addressed. With little progress made in 2006, NR introduced a cross-functional management team to implement a plan of change. This agenda addressed management behaviours, unions, communications, basic/root causes, benchmarking, best practices and analysis techniques (Warwick Business School, 2006). Furthermore NR introduced a Leadership Framework to provide guidelines for its middle and junior management (Managers Handbook, 2006). These values are implemented through annual reviews, corporate training and the American 360-degree anonymous peer review. A series of positive responses by the executives is a move in the right direction; however this dissertation wishes to expand on the leadership framework and make some sensible suggestions. Specifically leadership in project management, with NR considered the biggest employer of project professionals in the UK (Telegraph, 2008). 1.18 Chapter Summary This investigation therefore considers the current problem that exists within NR, and attempts to discover the self perceived emotional intelligence of its junior, middle and senior management. The next chapter will detail the correct approach that should be taken in order to administer this sensitive test. The current leadership framework though has been investigated at this stage has been brought into discussion in chapter 4 to explain some of the unexpected and expected results of the trait questionnaire. CHAPTER 2 RESEARCH METHODOLOGY The following chapter aims to discuss the research methods the author employed to answer the questions derived from the critical literature review. The over arching research question is: Does trait emotional intelligence increase with management seniority? With the following sub-hypotheses used to investigate this statement: H1 – The Higher the position level and/or level of seniority the higher the Global Trait EI. H2 In the Self Control factors of trait EI the older individuals will score higher. H3 In the Emotionality factor of trait EI, females will score higher than males. 2.1 Previous Research The authors research builds empirically on previous work carried out within the area of Leadership and Emotional Intelligence. An indication as to what research was previously carried out will be given to give further justification to the research methods that were used. There have been a few studies in the area of emotional intelligence and leadership, with the majority of investigations implementing a single and multi strategy approach. The area of emotional intelligence and its effect on leadership in construction is quite limited with studies all adopting similar approaches. Authors such as Butler and Chinowsky (2006) and Walker (2003) conducted emotional intelligence surveys. Their research targeted a select management type within the construction industry enabling a statistical grounding for stronger analysis. The research discussed took a positivist approach but it can be seen as somewhat unreliable as the emotional intelligence surveys taken were not self perceived tests of emotion. The basis of their EI tests claims to test genuine EI rather than realistically outline that the tests taken are hypothetical in nature; and in reality if not tested using high performance test techniques then the tests are somewhat invalid (Petrides , 2003) with the potential for certain individuals to exaggerate or omit certain truths. This could lead to a weak correlation in EI data for various levels of management. Sunindijo et al (2007) used a mixture of quantitative and qualitative research methods completing direct interviews and EI tests developed by TalentSmart, with over 90 construction management executives. Due to the success of previous research methods outlined above, the author adopted a survey based methodology to gather primary research. Taking the format of Butler and Chinowsky (2006) by identifying various management types and using an emotional intelligence survey that calculated self-perceived EI, the survey selected TEIQUE (Petrides, 2003) recognises that individuals may wish to portray a positive impression (PI), or may have a skewed Negative Impression (NI) and also give varied answers measured by an Inconsistency Index (II). The trait survey has adopted a similar concept and additionally recognises that all traits are self perceived rather than indefinite EI scores. In keeping with Butler and Chinowsky (2006) Sunindijo et al (2007) and Walker (2003) the author distributed questionnaires to the target audience. The underlying assumptions of the research methods chosen formed the basis of the rest of the chapter. 2.2 Research Philosophy and Strategy In order to extend on existing social interpretations found within the literature, a philosophy for this investigation has been used. The concept of empiricism was seen as a relevant philosophy to adopt, as the research findings add to the current body of knowledge (Remenyi et al 1998, pg 31). The questioning nature of this investigation however aimed to have a perspective of realism recognising that research questions can be interpreted quite differently. With Fisher et al (2004) commenting that the subjective nature of research and the inevitable role of values in it should be considered carefully. A primary attribute of realism is that it is common for researchers findings to complement existing explanations. Using this philosophy and drawing on existing presumptions and assessments, the author is able to validate which can be transferred easily. The TEIQUE survey was the ideal as its philosophy and theme married well to the concept of realism and positivism. As the developer of the survey does take the following notion working with an observable social reality and that the end product of such research can be the derivation of law like generalisations, similar to those produced by the natural sciences (Remenyi et al, 1998). However as this investigation is one of very few in the construction industry, the realism aspect is emphasised as the appropriate philosophy. With this form of study often brandished as fuzzy, the pre-existing frameworks in Networks Rails organisation alongside networks, concepts, hypothesis and theories (Czeller, 2003) are used to create theoretical predications concerning peoples experiences (Bryman and Bell, 2003). 2.3 Research Approach An inductive approach is appropriate due to the perspective of theory being the outcome of research (Bryman and Bell, 2003). The deductive approach has been disregarded subject to criticism due to the nature of the methodology being rigid, and the inability to construct any alternative explanations. The author wishes to build on the current body of knowledge. With concepts explored such as; ? The relationship between self perceived emotional intelligence and leaders in an organisation. ? The possibility of traits of emotional intelligence in junior, middle and senior management varying. ? The gaps in this trait analysis to form recommendations for a review of the leadership framework at Network Rail. Thus implementing research methods that can build understandings on these current theories was fitting. However if new issues and understandings arose then they can still be discussed and placed within context. 2.4 Data Collection Methods The data collection method applied was a questionnaire. The advantages and disadvantages of using this research method discussed further on in the chapter. The single method approach was chosen as it incorporated complementary research, with a questionnaire that is tried and tested in many organisational environments. The TEIQUE questionnaire was aimed at three groups of management in the infrastructure investment arm of Network Rail. The groups were junior, middle and senior management. The data collection commenced during the early parts of June, with 100 papers based surveys being administered by the author. The distribution of the questionnaire aimed for a 60% response rate with an even split of junior, middle and senior management. The potential issue is that as Network Rail is a pyramid organisation, the number of senior and middle management is far fewer than junior, and thus could be reflected in the response split. To avoid this happening, more surveys have been distributed specifically to senior and middle management, as they would be more inclined to ignore surveys due to time commitments. 2.5 Justification of questionnaires The use of an emotional intelligence survey and short questionnaire was down to two major reasons. Initially in order to carry out an emotional intelligence test successfully, the participant had to meet certain criterion which was driven from the literature review and forums that the author attended (see appendix for f Trait EI Theory in Leaders at Network Rail Trait EI Theory in Leaders at Network Rail ABSTRACT This investigation addresses the problem of leadership attributes variance in different levels of management. With the environment work force changing in terms of relationships the linkages of self perceived emotional intelligence traits of 52 individuals in junior, middle and senior management at Network Rail are gathered using the Trait Emotional Intelligence Questionnaire (TEIQue) developed by Dr.Petrides at UCL. The investigation exposed a lower level of Global emotional intelligence of senior management in comparison to junior and middle management. However the findings also showed that senior management outperformed on traits that are closely linked with Network Rails Leadership development framework. The other variations and patterns in the data bring up the topic of optimism bias, the neuroscience of change and overcoming the immunity to change. Recommendations outline the intentional change model that could be adapted in order to develop effective leadership traits and be linked with the current talent management programme at Network Rail. CHAPTER 1 INTRODUCTION 1.1 Project Overview This study will look for the existing evidence and links between emotional intelligence (EI) and Leadership development in the construction environment. This study will focus on the trait EI theory (Petrides Furnham, 2006) and look to establish common traits in leaders at Network Rail. The study will look for commonalities in terms of traits and competencies in the organisations leaders. The Trait Emotional Intelligence Questionnaire (TEIQue) (Petrides Furnham, 2006) has been selected post literature review for its ability to test for Emotional Intelligence traits that most closely link with what is defined as leadership in academic literature. A lot of interest has surrounded the concept of Emotional Intelligence, and the alleged links it has to improving an individuals ability be successful. Linking and harnessing EI to individuals and their leadership performance is hard to scientifically establish. The investigation focuses upon common attributes that can be developed. Trait Emotional Intelligence (TEI) does not necessarily seclude what Goleman (1998) describes as those EI abilities that you are born with, such as the ability to tune in-emotionally (emotional awareness) to others, and read how they are feeling (social awareness). But this investigation will aim to look at the harder factors of EI that can be developed for and provide added value and competitive advantages to organisations. The investigation of EI and Leadership aims to uncover value that can be used to develop leadership performance. The practical or applied focus is the construction industry. The discovery of the common traits will then be compared to what currently exists in Network Rails (NR) current leadership framework. Recognising that NR and most large organisations already do acknowledge the link between EI and Leadership, the investigation will look at the construction industry specifically. As the construction environment is described as one which is based on human interactions yet suffers from disputes, fierce competitiveness and fragmentation (Walker and Hampson, 2003). The study then into EI and improved Leadership performance would be relevant into helping overcome these barriers to improved working relationships. 1.2 High Level Project Plan Literature review of emotional intelligence models. Selection of EI testing survey. Milestone One – rolling out EI test survey 15/06/09 – 19/06/09. Analysis of EI test results Assessment of leadership focus groups, survey and EI test results. Leadership framework analysis. Milestone Two – Realisation of gaps that exist within the leadership framework and proposal of enhanced leadership framework 06/07/09. Milestone Three – Draft Copy Complete – 06/08/09. 1.3 Project Road map Chapter 1 has introduced the problem area that this research is looking to add knowledge to. The second half of chapter 1 will draw in the reader to the more specific problem area that this project is addressing, and how this problem will be researched. A review of the existing EI models and an effective approach for this investigation will be sought and shall be addressed in this chapter also. Chapter 2 will set out the research methodology that has been adopted for this research, considering the nature of the project and the relative social complexities and privacy issues associated with emotional intelligence tests will be addressed here. This will follow on to the actual analysis section, chapter 3 where a cross section of the results will be displayed, and quantitatively analysed. The results of the study shall be shown in chapter 4. The evaluation of the study and future recommendations or work will be concluded in chapter 5. 1.4 Literature Review 1.5 Introduction The scope of the literature review will define emotional intelligence from the various academic perspectives, distinguishing an accurate and succinct description of the term, which is considered relatively new. The Literature Review will compromise of the following: Brief History of EI A discussion of the current EI models and the attributes that are linked to them Focus: The elected EI Model TEIQUE. How EI is linked to improved leadership performance. Leadership Responsibilities. The need for EI competencies and Leadership in the Construction Industry. The current problems within Network Rail. 1.6 What is EI? Though the term EI has in recent years broadened, the original definition of EI is: The ability to monitor ones own and others feelings and emotions, to discriminate among them and to use this information to guide ones thinking and actions, Salovey and Mayer (1990 pg 189). Popularised by Goleman (1995) in his books and speeches in recent years EI may give the impression of being a very new concept, psychologists have of course established its presence much earlier than this. A time line has been produced to give an idea of how EI has grown and expanded (Figure 1). In 1920 a psychologist named Thorndike referenced in Khilstrom and Cantor (2009) established three forms of intelligence one of them being social intelligence. Thorndike stated that this was the ability to function successfully in interpersonal situations. Gardner (1983) then proposed social intelligence as one of 7 multiple intelligences which actually mapped out the beginnings of EI by stating that social intelligence comprised of interpersonal and intrapersonal skills. Gardner (1983) believed however that we have multiple intelligences rather than a general intelligence and was clear on this notion. It was not until 1990 that the term emotional intelligence was first officially coined by Salovey and Mayer, their definition is still regarded as the most accurate description of EI. 1.7 The Problems with EI Currently Murphy (2006) critiqued the problems of Emotional Intelligence addressing the three common problems found on the subject. (1) EI is poorly defined and poorly measured (Locke, 2005, Eysneck, 2000 and MacCann et al, 2004). (2) EI is a new name for familiar constructs that have been studied for decades. (Locke,2005). (3) Claims about EI are overblown, (Landy, 2005). Though this investigation is not a study into the definition of EI, the reader must be made aware that EI is a contended description, and one that does receive positive and negative attention. EI is often linked to popular psychology which dilutes the validity of the concept adding value in organisational environments. It is this association coupled what Landy (2005) comments as the lack of measurability, providing weak evidence to suggest EI tests have any predictive value. This has caused many to completely dismiss its label, with Locke, (2005) adding that EI should be re-labelled and regarded as Emotional skills. 1.8 The various models of EI Since Savoley and Mayer first introduced the term EI, a few authors have expanded or taken a slightly different perspective on what constitutes as EI. These models do vary somewhat on how they define EI with stretching definitions that often encompass other related areas. Therefore EI does not have one set model that all academics can agree contains all the attributes that pertains to what is defined as EI. As this investigation is narrowing on the EI attributes and traits with leadership performance, the model that best-fits this particular study will be selected. Therefore a brief synopsis of EI models will be reviewed, and a set of attributes provided by a psychologist (Qualified Corporate Trainer) and Network Rails Leadership Development team will assist in identifying the correct model to follow. This will enable the administering of the survey to be appropriate for the organization and for the purpose of the research. Emotional Intelligence models are categorised into 3 areas, and this research will analyse a model in each of the following areas. Ability EI models Mixed models of EI Trait EI model 1.9 The ability EI model In 1997 Savoley and Mayer introduced a four branch model which has since transpired to involve the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT). This four branch model pertains to the following: Perception, Appraisal and Expression of Emotion Emotional Facilitation of Thinking Understanding and Analyzing Emotions; Employing Emotional Knowledge. Reflective Regulation of Emotions to Promote Emotional and Intellectual Growth The ability test views EI as a form of intelligence, testing the participant on the above four branches, showing a score for each of the branches and a total EI score. The model has recently received quite mixed reviews with a recent study carried out by FÃ ¸llesdal (2008) which details a study of 111 business leaders based in Norway. In this study business leaders were compared with how their employees described their leader; however no correlation of empathy to being effective leaders, or behaviors for transformational leadership were found. Three papers were completed, all questioning the validity of the MSCEIT, which critically lead to a questioning of the validity of the EI model in general. 1.10 Mixed models of EI Goleman (1998) originally developed this model and describes the mixed model of emotional intelligence as the bedrock for emotional competencies, which actually pertains to the ability to realise what another person is feeling, which Goleman boldly states is a skill that you are born with. He goes on to comment that emotional competence is quite different, this pertains to a personal and social skill set. This personal and social skill can lead to a superior performance in the world of work, and this skill can be learnt and developed to increase performance. The Mixed Model theory describes five domains of EI. Each area has its own set of behavioural attributes and describes these as EQ, unlike IQ which is difficult to change, emotional intelligence can be developed through education and training interventions (Goleman, 1995). 1. Knowing your emotions. 2. Managing your own emotions. 3. Motivating yourself. 4. Recognising and understanding other peoples emotions. 5. Managing relationships, i.e., managing the emotions of others. There are various measurement tools that are based on the Goleman model, the main model is termed The Emotional Competency Inventory (ECI), and later updated to the Emotional and Social Competency Inventory (ESCI). The second is Intelligence Appraisal, often taken as a self-report or a peer assessment termed a 360-degree assessment. 1.11 Trait EI model Trait EI is not to be confused with the first ability model presented, as this model concentrates on self-perception. It is recognising that behavioural disposition and self perceived abilities can be quite different, and by using a self report which in contrast to the ability based model can be scientifically tested much easier than the ability model which tests actual abilities rather than traits. This framework also known as Trait Emotional Self Efficacy (TESE) links well with personality tests. This model has been favoured by recent academics and especially critics of the ability model. The Trait EI model is credited with a more accurate testing rules than the ability model, which has been termed a psychometrically meaningless scoring procedure (Petrides, et al 2007). The Trait EI model is tested using the TEIQUE (Trait emotional Intelligence Questionnaire), the model is freely available and its open access status means that its transparency for testing welcomes scientific challenges. This approach the author feels is a positive step towards developing EI tests further to contributing to a more accurate construct of emotional intelligence. The Trait theory however does differ in its interpretation of EI, with the following differences outlined: Ability EI is defined as a cognitive-emotional ability that relates to emotions that are only measurable through what Petrides (2007) calls maximum performance tests. These tests are linked with extensive psychological emotional testing that requires large sample sizes. Indicating that tests currently established in the mixed models and ability models of EI really may not have much substantial predictive value, aligning the view point of Petrides and Furnham (2004) with Locke (2005). Rather trait EI describes what Petrides (2007) calls emotion-related behavioural dispositions and self perceived abilities, and can therefore be measured through self-report questionnaires. It is the focus on self perception of traits and leadership performance that allows this investigation to conclude a more accurate research hypothesis. The TEQUI has 20 variables with 15 traits grouped into four categories; this is explained in further detailed in the methodology chapter (3.8). 1.12 EI as a core competency in organisations When it comes to improving organizational effectiveness, management scholars and practitioners are beginning to emphasize the importance of a managers emotional intelligence (Sosik Megerian, 1999 pg 367). Despite the shortcomings in establishing EI as a concept, this study recognises that EI is a core competency and the focus will be on what attributes of EI should be developed in order to contribute to improved leadership performance, and to use the findings to improve the current leadership framework in Network Rail. Organisations are starting to recognise the emerging role EI has in the workplace, (Fisher and Ashkanasy, 2000). An investigation completed by Cooper and Sawaf (1996) in to an Executives EQ has exposed evidence that Emotional intelligence is a pre-requisite in leadership and successful organisations should implement strategies to develop this core competency, in order to provide its workforce with a competitive advantage. This competitive advantage has a huge hidden immeasurable value (Cooper and Sawaf, 1996) which if nurtured correctly will ultimately lead to protect organisations working collaboratively for win-win scenarios. EI has not only been used in organisation training, but can now be seen in a variety of scenarios. Selling life insurance was seen as a delicate sales pitch, that often lead to low responses. However, with specific training given to shed a positive light on the subject, sales were positively effected as the quality of interactions improved with comfort levels increasing with clients, this study focused on the topic of self awareness (Druskat and Druskat, 2006). Kaplan et al (2001) comment that recurring blind spots in managers that are striving to attain higher levels of EI are setting unrealistic goals to subordinates, relentlessly striving, and ruthlessly driving others too hard is not an example of a leader with a good level of EI. Kaplan et al (2001) explains that the hunger for power and the need for recognition are also not traits that leaders with high levels of emotional intelligence should demonstrate. 1.13 Linking emotional intelligence with leadership development and performance This requires more thinking than the generic training that is currently delivered to an organisations employees, but a study on what attributes successful leaders tend to possess. The evidence that EI exists in leadership is not questioned with both Goleman, (1995) and Savoley and Mayer (1990) agreeing that it is the ability to combine emotional and cognitive capacities to handle lifes emergent circumstances (referenced in Higgs and McGuire, 2001) , coping with setbacks and dilemmas, and effectively interacting with others requires a form of intelligence. Goleman (1998) has commented that leaders have to make decisions about strategy, employees and situations. It is the leaders ability to make effective decisions that determine the performance of good leaders. Goleman has taken five components from the EI realm and listed them as integral these are: Self-awareness Communication influencing skills Commitment Integrity Managers who do not develop their emotional intelligence have difficulty in building good relationships with peers, subordinates, superiors and clients (Goleman, 1998 pg 95) outlines the importance of relationship management and the mistake of being task focused in the work environment. Sosik Megerian, (1999) carried out a study which addressed how self-awareness components can improve transformational leadership. Transformational leadership is defined by Burns (1978) as a process that assists leaders and followers to enable each other to advance to a higher level of moral and motivation. The study founded empirical support for EI being the foundation of leadership. Sosik and Megerian (1999) went on to comment that if leaders became more self-aware the implications of their own feelings and thoughts could be better managed and understood, and would lead to improved interactions with sub-ordinates. In Druskat and Druskat (2006) it was referenced that Spencer (2001) found that in a study of 28 construction project managers that EI competencies was most strongly related to their job success. Druskat and Druskat (2006) then supported this with a study carried out by Mount (2005) on 74 project managers which demonstrated that nearly 70% of Project managers put their success down to the emotional competencies of the individual. And Finally Butler and Chinowsky (2006) carried out a study in construction with 130 construction executives. Interpersonal skills and empathy were the two most important EI behaviours to be identified in this investigation. The key findings mentioned that additional attention during the development of construction industry executives would be favoured to overcome what the industry suffers with currently. 1.14 Examples of how competency development can bring positive change Self-confidence a form of self awareness is defined by Pryke and Smyth (2006) as having a strong sense of Self worth and capabilities. Although these attributes can often be wrongly identified with arrogance, it is the ability to inspire those around you to subscribe to an idea. This attribute was chosen alongside other emotional competencies to change a problem in an organisation. The problem related to staff retention, with the firm not managing to maintain its division presidents for no longer than two years. This new recruitment strategy hired based on self confidence characteristics, influencing skills and what is termed Inspirational leadership (Goleman, 1998). Though Goleman has not been transparent on what the recruitment questions were specifically, the results are clear. With retention dropping from 50% to 6% with using this new hiring process (Pryke and Smyth, 2006). Self-control is another form of self awareness, and relates to effective communication and integrity. Druskat and Wolff (2001) comment that self control is not a question of dealing with a necessary evil by dealing with emotions as they bubble up and then suppressing them as soon they appear. It is a process of consciously bringing emotions to the surface and understanding how they can affect others. Construction industry suffers with managing emotion in the work place Walker and Hampson (2003) have termed the Construction industry as one that is characterised by disputes, fierce competitiveness and fragmentation all major obstacles to development. With this environment regarded as fact by many practitioners and academics, the relationship approach is seen as an effective stance to deal with the pressures of this complex environment (Pryke and Smyth, 2006; Walker and Hampson, 2003). 1.15 Responsibilities of good leaders It is suggested that leaders that have emotional intelligence tend to align personal and subordinate goals to accomplish company goals. Belasco and Stayer (1993) have suggested responsibilities a leader should possess, the author has taken these suggestions and developed actions and traits in a waterfall format, as they are suggested steps that could be undertaken. 1.16 Leadership Traits and Trait Emotional Intelligence The following principals in the above system have been aligned with traits tested for in the trait emotional intelligence test (TEIQUE). For a full description of the TRAITS the official TEIQUE interpretation can be found in the appendix and a condensed version is found in section 2.8. 1.17 Current Problems at Network Rail The problem owner is of course NR, and the problem is the legacy attitude of the workforce, with the Q12 survey (a survey comprising of 12 questions to gather employee engagement) uncovering some very disheartening results. In 2003 the Gallup organisation reported that NR had fallen in the bottom quartile and stated they had never seen results this low before. With 30% of NRs 33,000 branded actively disengaged, indicating a lack of loyalty and/or allegiance to the firm and its aims and 50% not engaged (Gallup , 2006) it was clearly evident that this problem had to be addressed. With little progress made in 2006, NR introduced a cross-functional management team to implement a plan of change. This agenda addressed management behaviours, unions, communications, basic/root causes, benchmarking, best practices and analysis techniques (Warwick Business School, 2006). Furthermore NR introduced a Leadership Framework to provide guidelines for its middle and junior management (Managers Handbook, 2006). These values are implemented through annual reviews, corporate training and the American 360-degree anonymous peer review. A series of positive responses by the executives is a move in the right direction; however this dissertation wishes to expand on the leadership framework and make some sensible suggestions. Specifically leadership in project management, with NR considered the biggest employer of project professionals in the UK (Telegraph, 2008). 1.18 Chapter Summary This investigation therefore considers the current problem that exists within NR, and attempts to discover the self perceived emotional intelligence of its junior, middle and senior management. The next chapter will detail the correct approach that should be taken in order to administer this sensitive test. The current leadership framework though has been investigated at this stage has been brought into discussion in chapter 4 to explain some of the unexpected and expected results of the trait questionnaire. CHAPTER 2 RESEARCH METHODOLOGY The following chapter aims to discuss the research methods the author employed to answer the questions derived from the critical literature review. The over arching research question is: Does trait emotional intelligence increase with management seniority? With the following sub-hypotheses used to investigate this statement: H1 – The Higher the position level and/or level of seniority the higher the Global Trait EI. H2 In the Self Control factors of trait EI the older individuals will score higher. H3 In the Emotionality factor of trait EI, females will score higher than males. 2.1 Previous Research The authors research builds empirically on previous work carried out within the area of Leadership and Emotional Intelligence. An indication as to what research was previously carried out will be given to give further justification to the research methods that were used. There have been a few studies in the area of emotional intelligence and leadership, with the majority of investigations implementing a single and multi strategy approach. The area of emotional intelligence and its effect on leadership in construction is quite limited with studies all adopting similar approaches. Authors such as Butler and Chinowsky (2006) and Walker (2003) conducted emotional intelligence surveys. Their research targeted a select management type within the construction industry enabling a statistical grounding for stronger analysis. The research discussed took a positivist approach but it can be seen as somewhat unreliable as the emotional intelligence surveys taken were not self perceived tests of emotion. The basis of their EI tests claims to test genuine EI rather than realistically outline that the tests taken are hypothetical in nature; and in reality if not tested using high performance test techniques then the tests are somewhat invalid (Petrides , 2003) with the potential for certain individuals to exaggerate or omit certain truths. This could lead to a weak correlation in EI data for various levels of management. Sunindijo et al (2007) used a mixture of quantitative and qualitative research methods completing direct interviews and EI tests developed by TalentSmart, with over 90 construction management executives. Due to the success of previous research methods outlined above, the author adopted a survey based methodology to gather primary research. Taking the format of Butler and Chinowsky (2006) by identifying various management types and using an emotional intelligence survey that calculated self-perceived EI, the survey selected TEIQUE (Petrides, 2003) recognises that individuals may wish to portray a positive impression (PI), or may have a skewed Negative Impression (NI) and also give varied answers measured by an Inconsistency Index (II). The trait survey has adopted a similar concept and additionally recognises that all traits are self perceived rather than indefinite EI scores. In keeping with Butler and Chinowsky (2006) Sunindijo et al (2007) and Walker (2003) the author distributed questionnaires to the target audience. The underlying assumptions of the research methods chosen formed the basis of the rest of the chapter. 2.2 Research Philosophy and Strategy In order to extend on existing social interpretations found within the literature, a philosophy for this investigation has been used. The concept of empiricism was seen as a relevant philosophy to adopt, as the research findings add to the current body of knowledge (Remenyi et al 1998, pg 31). The questioning nature of this investigation however aimed to have a perspective of realism recognising that research questions can be interpreted quite differently. With Fisher et al (2004) commenting that the subjective nature of research and the inevitable role of values in it should be considered carefully. A primary attribute of realism is that it is common for researchers findings to complement existing explanations. Using this philosophy and drawing on existing presumptions and assessments, the author is able to validate which can be transferred easily. The TEIQUE survey was the ideal as its philosophy and theme married well to the concept of realism and positivism. As the developer of the survey does take the following notion working with an observable social reality and that the end product of such research can be the derivation of law like generalisations, similar to those produced by the natural sciences (Remenyi et al, 1998). However as this investigation is one of very few in the construction industry, the realism aspect is emphasised as the appropriate philosophy. With this form of study often brandished as fuzzy, the pre-existing frameworks in Networks Rails organisation alongside networks, concepts, hypothesis and theories (Czeller, 2003) are used to create theoretical predications concerning peoples experiences (Bryman and Bell, 2003). 2.3 Research Approach An inductive approach is appropriate due to the perspective of theory being the outcome of research (Bryman and Bell, 2003). The deductive approach has been disregarded subject to criticism due to the nature of the methodology being rigid, and the inability to construct any alternative explanations. The author wishes to build on the current body of knowledge. With concepts explored such as; ? The relationship between self perceived emotional intelligence and leaders in an organisation. ? The possibility of traits of emotional intelligence in junior, middle and senior management varying. ? The gaps in this trait analysis to form recommendations for a review of the leadership framework at Network Rail. Thus implementing research methods that can build understandings on these current theories was fitting. However if new issues and understandings arose then they can still be discussed and placed within context. 2.4 Data Collection Methods The data collection method applied was a questionnaire. The advantages and disadvantages of using this research method discussed further on in the chapter. The single method approach was chosen as it incorporated complementary research, with a questionnaire that is tried and tested in many organisational environments. The TEIQUE questionnaire was aimed at three groups of management in the infrastructure investment arm of Network Rail. The groups were junior, middle and senior management. The data collection commenced during the early parts of June, with 100 papers based surveys being administered by the author. The distribution of the questionnaire aimed for a 60% response rate with an even split of junior, middle and senior management. The potential issue is that as Network Rail is a pyramid organisation, the number of senior and middle management is far fewer than junior, and thus could be reflected in the response split. To avoid this happening, more surveys have been distributed specifically to senior and middle management, as they would be more inclined to ignore surveys due to time commitments. 2.5 Justification of questionnaires The use of an emotional intelligence survey and short questionnaire was down to two major reasons. Initially in order to carry out an emotional intelligence test successfully, the participant had to meet certain criterion which was driven from the literature review and forums that the author attended (see appendix for f