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Recent discussions of how members of the middle classes define themselves have focused on cultural patterns, following Bourdieu's (1984) influential work on how occupational, educational, and cultural fields combine to configure classes. Researchers have extended this approach to studies of the emerging middle classes in the global South, adapting these concepts to the specific circumstances of postcolonial settings in a globalizing world. This chapter explores these processes among urban middle-class Chileans. I show how members of the middle classes seek meaningful identities while engaging in symbolic combat with other groups in a society historically marked by an aristocratic elite, a recent military dictatorship, and free market policies that have reconfigured the possibilities for upward and downward mobility while integrating Chile more firmly within global commodity and image circuits. The principal foci of conflict are cultural consumption, childrearing and education, as well as electronic media use. Members of Chile's middle classes are locked in an unresolved conflict over who they are, who they should be, and where they fit in the global cultural economy.

This chapter is a speculative examination of the way in which theory is used in the social accounting literature. It is intended as an initial guide for those approaching the area for the first time; it is intended as a map for those in the field who would like to adopt a bigger picture for their work and it is intended as a wake-up call to those of us stuck in unconscious ruts. The chapter's departure point is the recognition that social accounting requires a reasonably sophisticated awareness of theory – not least because the subject matter itself is so contentious and conditional. The chapter's ambitions are to encourage a more evaluative and policy-based approach to the subject matter of social accounting; to offer a pedagogic basis to help others make some sense of theory in social accounting and to seek to empower and liberate social accounting scholars by assisting the range of their theorising. Social accounting scholars tend to approach the area with concerns and desires for liberation and possibility. Theory can help articulate those concerns and can support and encourage that desire. Above all, the chapter is explicitly partial, speculative and tentative, and it is not a formal or informed attempt to produce a theory of theories in social accounting. To articulate a range of the possible theories, we offer a simple heuristic through which we may navigate our way through the soup of concepts and perceptions that can blend into a potential infinity of ways of looking and seeing. We hope to encourage diversity and speculation rather than narrowness and alleged certainty.

This chapter provides a literature review on the topic of emotional intelligence (EI) in the workplace. Quantitative methods were used, with surveys sent to a predetermined sample and processed with the SPSS statistical package. The overall aim of the study was to investigate the effect of EI based on self-awareness, self-management, empathy, and relationship management on work engagement in a public university. One hundred eight professors at the public university. The data for this study were collected by means of a questionnaire. In total, there are 23 questions on a Likert scale. Cronbach's alpha showed that the reliability of the instrument was higher than 0.763. In light of the data, it has been shown that there is correlation between self-awareness, self-management, relationship management, empathy with both work engagement and job satisfaction. Furthermore, the results show that EI is significantly related to both university loyalty and job happiness. Only a conditional link was created between professors' achievements and the success of the public university.