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After the end of the Napoleonic War, few issues of public policy dominated discussions in England as fervently as the issue of currency and the national debt. A time of civil…
Abstract
After the end of the Napoleonic War, few issues of public policy dominated discussions in England as fervently as the issue of currency and the national debt. A time of civil unrest and social radicalisation, the circulation of ideas and pamphlets was prolific. The difficulties of post-war reconstruction sparked a long debate on issues of monetary reform and repayment of the national debt. The growth of national debt increased the size of the financial market and had important consequences for a changing class dynamic in domestic political affairs. The distributional aspects of the conflict were present, as was the satirical mockery of mishandling of public affairs. In much of the subsequent scholarship the organisation of taxation and expenditure, and the financial system and the issue of currency have been analysed as separate. This chapter brings them together. In particular, it focuses on Ricardo’s monetary thought and his views on public finance and contextualises them in light of his contemporaries.
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The chapter aims to identify strategies used by Arab deputy-principals in Israel to manage their emotions at work. The following questions guided the research: (1) Which emotions…
Abstract
The chapter aims to identify strategies used by Arab deputy-principals in Israel to manage their emotions at work. The following questions guided the research: (1) Which emotions do Arab deputy-principals tend to express and which emotions do they suppress? and (2) How do they suppress the expression of certain emotions and are the results of such suppression? In order to explore these issues, the author adopted qualitative research methodology, conducting 15 semi-structured interviews with school deputy-principals in the Arab education system in Israel. It was found that deputies described their relations with the principal and the teachers in terms of closeness, attentiveness, support, encouragement, inclusion and conflict resolution. Deputy-principals reported suppressing their emotions, because their expression might be understood as a personal weakness. They felt that an effective deputy has to conceal some or his/her unpleasant emotions (hate, anger or fear) to emphasise that the principal is the real ‘boss’ in the school. Arab cultural norms dictate that female deputy-principals cannot display their emotions in front of a male teacher and vice versa. Understanding the unique social and organisational contexts in which Arab deputies work may clarify correlations between organisational culture, professional ethics and emotion regulation. Further conclusions and implications are discussed.
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