Personality development: A practical self-teaching course comprising health, posture, dress, grooming, voice and speech, conversation, social and business etiquette, self-confidence, poise, living and working with others, acquiring background, improvement of mind and character, achieving success and happiness. Unit 5. Your way of life.

Purpose This paper aims to enumerate the factors influencing the process of decision-making, those which are mostly related to personality affected by cultures and sub-cultures dominating the individual’s life, such as possessing internal and external control agents, tolerating or avoiding ambiguities and its comparison with a belief in fatalism or free will and the effect of these beliefs and traits on the personality. Design/methodology/approach This paper demonstrates that these beliefs would result in the formation of different personal characteristics; for instance, active and passive individuals and those who are keen to discover problems to solve them and change the existing state of affairs to the desired ones. Some individuals can make decisions and some cannot. Findings The researcher has tried to make a comparative study and address the genuine Islamic culture as manifested in the Quran, Prophet’s Tradition and Shiite way of life. In this relation, the case studies are the Battle of Uhud and the Quranic verses related to the research to demonstrate that a Muslim manager, by dismissing fatalism while trusting in God’s blessing, could be distinguished from others. Originality/value This study adds to our knowledge that managers can make sound decisions by relying on their Shiite culture, self-confidence, rational thinking, consulting the wise people and above all trusting in God.

Download Full-text

The Influence of Educational Teacher- Learner Interaction on Adolescent Self-esteem

Pedagogika ◽

10.15823/p.2017.23 ◽

2017 ◽

Vol 126 (2) ◽

pp. 115-129

Author(s):

Asta Meškauskienė

Keyword(s):

Personality Development ◽

Self Esteem ◽

Mutual Respect ◽

Learning To Learn ◽

Freedom Of Choice ◽

Learning Paradigm ◽

Close Link ◽

Self Confidence ◽

Learner Interaction ◽

Education And Development

The teacher-learner interaction, which is of relevance to the contemporary learning paradigm, is grounded on goodwill, mutual respect as well as trust and enables a learner to become autonomous, proactive and responsible. The essence of the teacher’s activity can be determined in the following way: it is most important to focus on maturity of learners’ personality, development of their intellectual powers, their own active and conscious learning providing all the support necessary for learners to enable them to develop competences that are relevant in life. Next to such competences to be developed as learning to learn, communication and creativity, a particular role is played by personal competence, which targets at education and development of an individual, who is dignified, self-respected and able to adequately self-evaluate. There is a transition from the teacher’s role as the head of the process of education to those as a learning organiser, opportunity creator and advisor, when the development of learner’s autonomy, independence and responsibility become underlying values of education. Following educational researchers, there exists a close link between the learner’s self-esteem and autonomy and the freedom of choice provided by teachers. The teacher’s respect for learners, his/her attention, encouragement and positive expectations contribute to the strengthening of learner’s self-confidence and self-esteem.

Download Full-text

Degree of Commitment (diqi) and Differential Peasant Resistance in Three Village Communities

Rural China ◽

10.1163/22136746-01702006 ◽

2020 ◽

Vol 17 (2) ◽

pp. 349-383

Author(s):

Xiao Wang ◽

Ying Tong

Keyword(s):

Rural China ◽

Way Of Life ◽

Silent Majority ◽

Self Confidence ◽

Self Interest ◽

Psychological Mechanism ◽

Village Communities ◽

Peasant Resistance ◽

Rational Reasoning

Abstract Centering on an analysis of the role of diqi, or the degree of commitment underlying one’s self-confidence and actions, this study investigates villagers’ differential responses to the same project of demolition of local residences in three neighboring communities in order to understand the psychological mechanism through which peasant resistance came to be differentiated. It is found that what sustained peasant actions was their shared moral commitment to a way of life rather than self-interest or rational reasoning. Different also from James Scott’s “subsistence ethic” or Ying Xing’s ethical power “qi,” however, what the villagers stressed was an “everyday ethic” that sought to preserve their current way of life. Their resistance took different forms because of the different levels of commitment (diqi) that influenced their choice of actions despite the same kind of impact on their ethic of everyday life. To protect the rights and interests of rural residents and alleviate their resistance, it is necessary to give weight to the ethic of the everyday way of life of villagers instead of the logic of capital and to pay attention to the fundamental concerns of the silent majority in rural China.

Download Full-text

Students’ Perceptions of the Value Addition of Management Education and its Enablers and Barriers

Global Business Review ◽

10.1177/0972150916666979 ◽

2017 ◽

Vol 18 (1) ◽

pp. 226-237

Author(s):

Anup K. Singh ◽

Richa Misra

Keyword(s):

Information Overload ◽

Management Education ◽

Personality Development ◽

Future Research ◽

Management Skills ◽

Value Addition ◽

Curriculum Redesign ◽

Self Confidence ◽

The Future ◽

Experiential Pedagogy

Today, all stakeholders are concerned about the value of management education to its students and thus its ultimate value addition to the industry. Faculty, employers and students differ in their perceptions of the value addition of management education. The present study attempts to understand the value addition of management education from the perspective of students. The three most important value additions of management education to students were self-confidence, communication and management skills. Further, the study examines the enablers of learning in management education. Experiential pedagogy, faculty and personality development activities emerged as the most important enablers. The study also investigates the barriers of learning. The three key barriers were information overload, ineffective assessment and irrelevant courses. The findings are discussed in the light of curriculum redesign of management education programmes. We recommend the need for management education to be more student centric and employability oriented, using experiential and project-based pedagogy. Finally, the article highlights the limitations of the present work and provides the directions for the future research.

Download Full-text

Medical leadership: interns’ perception on leadership skills: a qualitative study from Chennai

International Journal of Community Medicine and Public Health ◽

10.18203/2394-6040.ijcmph20184598 ◽

2018 ◽

Vol 5 (11) ◽

pp. 4927

Author(s):

Sree T. Sucharitha ◽

E. Suganya ◽

Balaji Arumugam ◽

P. Shirley

Keyword(s):

Personality Development ◽

Group Discussion ◽

Leadership Skills ◽

Leadership Attributes ◽

Medical Graduates ◽

Self Confidence ◽

Medical Undergraduates ◽

Clinical Environments ◽

Personal Qualities ◽

Medical Leadership

Background: Medical leadership, an essential skill for the emerging medical graduates has been rarely studied in India.Methods: A formative research was undertaken among 30 interns selected by purposive sampling method. Triangulation of free listing, pile sorting was done to elicit their perception on leadership attributes. This was followed by a semi-structured focus group discussion to elicit the characteristics and solutions to obtain adequate leadership skills. The data was analysed using Visual Anthropac 4.98.1/X software.Results: Interns perceived communication skills, impartiality, patience, honesty, self-discipline, receptive to others opinions, knowledge of medicine, self-confidence, and guiding teams as major characteristics of effective medical leadership. The respondents admitted they were deficient in the understanding of leadership traits as it was not required of them as medical undergraduates. Internship period provided multiple platforms to develop leadership skills such as demonstrating personal qualities, working with others, goal setting and delivering services individually thereby overcoming a training gap during undergraduate period. Interns suggested that structured training on leadership skills and personality development coupled with exposure to challenging clinical environments during the undergraduate period will help them emerge as confident leaders.Conclusions: Medical education reforms should support the inclusion of leadership training in the MBBS curriculum.

Download Full-text

Praise and reward in school

Zbornik Instituta za pedagoska istrazivanja ◽

10.2298/zipi0204236l ◽

2002 ◽

pp. 236-258

Author(s):

Natasa Lalic

Keyword(s):

Mechanical Response ◽

Personality Development ◽

Educational Practice ◽

Self Confidence ◽

Self Image ◽

Material Reward ◽

Outcomes Of Education ◽

Verbal Encouragement ◽

Type Of Behavior ◽

Desirable Behavior

Pedagogic literature points out that rewarding is desirable in the process of education and is a constituent part of teacher's work in school. However it is of importance to determine the type of behavior that deserves praise and reward as well as 'the situations' where praise and reward may have adverse effects. Praise and reward practiced in school are quite specific compared to those applied in a family, because rewards for a desirable behavior, as well as praises, are formally and officially prescribed. The meaning of rewarding is often restrictive and simplified thus being a kind of teacher's mechanical response to student's behavior. Consequently rewarding, especially when praise is in question, is deprived of encouraging features that, if they imply support and encouragement, contribute to child's developing self-confidence and positive self-image. That is why we have presented herein the types of rewards and their effects by using a -survey of studies carried out in our country and abroad, and all this to highlight some aspects of rewarding procedures, whereby we can check how important they are for the outcomes of education and student's personality development. A material reward is considered to have a more expressive control role, whilst verbal encouragement and praise mean information about achievement. Furthermore, considerations are given to some factors essential to a more efficient application of praise and reward in concrete educational situations as well as to their motivational advantages for teacher's educational practice. Lastly, possibilities of more successful application of praise and reward in school are suggested.

Download Full-text