Mohammad T Islam (BSc, MBA, MEd)

Plato’s Political Theory: The Ideal State and the Rule of Philosopher-Kings

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✧ In moments of political disorder, one question repeatedly returns: who should rule, and on what basis? Few thinkers answered that question more boldly than Plato. Plato’s Political Theory, most fully developed in The Republic and modified in The Laws, offers one of the most ambitious visions in the history of political thought. It does not begin with elections, institutions or popular opinion. Instead, it begins with a deeper philosophical concern: what is justice, and what kind of state allows justice to flourish (Plato, 1991). That starting point explains why Plato remains so influential. His work is not merely a description of how states function. It is a normative account of how they ought to function. In this vision, politics is inseparable from ethics, education and truth. The ideal state is not simply efficient; it is morally ordered. At the centre of this state stand the famous philosopher-kings, rulers who govern not for wealth or honour, but because they possess knowledge of the Good itself (Reeve, 1988; Brown, 2003). Even where Plato’s conclusions seem remote from modern democracy, the questions raised by Plato’s Political Theory remain strikingly contemporary. 1.0 What Plato’s Political Theory Tries to Achieve The central aim of Plato’s Political Theory is the creation of a just political order. For Plato, justice is not merely obedience to law or equal treatment in a narrow legal sense. It is a condition of harmony, both within the individual soul and within the city. A just state is one in which each part performs its proper function without interfering with the others (Annas, 1981). This is why Plato’s political argument is built on a comparison between the human soul and the city-state. Just as the soul contains different elements that must be properly ordered, the state contains different groups whose roles must be arranged according to reason. Political disorder therefore reflects moral and psychological disorder. The state becomes, in effect, a larger image of the person. Through this framework, Plato’s Political Theory treats politics not as a contest of interests alone, but as a problem of moral structure. 2.0 Plato’s Political Theory and the Ideal State 2.1 The Form of the Good and Political Order The ideal state in Plato’s Political Theory cannot be separated from his wider metaphysics. Plato’s theory of Forms holds that beyond the visible world lies a higher reality of perfect and unchanging truths. Among these Forms, the Form of the Good is supreme because it makes knowledge, truth and right judgement possible (Plato, 1991; Brown, 2003). This matters politically because the best rulers must know not only what is useful, but what is good in itself. In modern terms, Plato is not satisfied with technically clever government. He wants rulers to understand the moral ends of political life. For example, a policy that increases wealth but destroys civic virtue would not count as successful in Platonic terms. 2.2 The Three Classes of the Ideal State In The Republic, the state mirrors the tripartite soul. The rational part corresponds to the rulers, the spirited part to the auxiliaries or guardians, and the appetitive part to the producers. This produces three classes: philosopher-rulers, soldier-guardians, and producers such as farmers, artisans and merchants (Plato, 1991; Cross and Woozley, 1964). The purpose of this arrangement is not simply hierarchy for its own sake. It is meant to secure functional harmony. Each group contributes something necessary: rulers provide wisdom, auxiliaries provide courage, and producers provide material support. Justice arises when each class performs its own role properly. In this way, Plato’s Political Theory treats social order as a form of ethical specialisation. 3.0 Plato’s Political Theory and the Philosopher-Kings 3.1 Why Philosophers Should Rule The most famous and controversial feature of Plato’s Political Theory is the claim that the ideal state should be ruled by philosopher-kings. Plato argues that those who genuinely love wisdom are least likely to be corrupted by money, honour or public flattery. Because they seek truth rather than private gain, they are best equipped to rule for the common good (Reeve, 1988). This argument rests on deep scepticism about ordinary political ambition. Plato assumes that most people are guided too heavily by appetite, emotion or appearance. By contrast, philosophers are trained to distinguish reality from illusion. Their authority therefore depends on knowledge, not popularity. Although this sounds anti-democratic, Plato’s concern is clear: government should be guided by those who understand justice, not merely by those who can win support. 3.2 Education and the Allegory of the Cave Plato’s rulers are not born ready to govern. They are made through long and demanding education in music, gymnastics, mathematics and dialectic. This education is designed to turn the soul away from appearance and towards truth (Annas, 1981). The best-known image of this process is the Allegory of the Cave. Prisoners mistake shadows for reality until one escapes, sees the sun, and understands the truth. The philosopher is that escapee. Once enlightened, the philosopher must return to the cave and govern others, even though ruling is a burden rather than a personal reward (Plato, 1991; Brown, 2003). The allegory captures the ethical core of Plato’s Political Theory: genuine rule is a form of service grounded in knowledge. 4.0 Justice and the Common Good in Plato’s Political Theory Justice in Plato’s Political Theory is both individual and collective. In the person, justice means that reason governs spirit and appetite. In the state, justice means that rulers rule, guardians defend and producers sustain the city without usurping one another’s roles (Cross and Woozley, 1964). This vision is explicitly directed towards the common good. The philosopher-king is not supposed to favour a faction, a class or personal allies. Instead, rule should serve the well-being of the whole city. A useful modern comparison may be drawn with debates about technocracy. Plato’s philosopher-kings resemble an idealised version of expert rule, but with a moral dimension far beyond technical competence. Expertise alone is not enough; wisdom must be joined to virtue. 5.0 Criticisms of Plato’s … Read more

Understanding Fascism: An In-Depth Analysis

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Fascism, a term that evokes strong images of totalitarian regimes and dictatorial oppression, has been a significant political force throughout the 20th century. While it is often associated with the regimes of Benito Mussolini in Italy and Adolf Hitler in Germany, fascism is a complex ideology with deep historical roots and varied manifestations. This article investigates into the nature of fascism, its core characteristics, and its historical impact, drawing on a variety of scholarly sources. Origins and Definition Fascism is a political ideology that emerged in the early 20th century, primarily in Europe, as a reaction against liberal democracy and the rise of socialism and communism. The term “fascism” is derived from the Italian word “fascio,” meaning a bundle or group, symbolising strength through unity. According to Stanley G. Payne, in his seminal work, A History of Fascism, 1914–1945, fascism can be characterised by several core elements: nationalism, authoritarianism, and a disdain for electoral democracy (Payne, 1995). Core Characteristics Fascism is defined by its anti-democratic and anti-liberal stance. Fascist regimes typically reject the principles of parliamentary democracy and individual rights, advocating instead for a centralized, autocratic government led by a dictatorial leader. This authoritarianism is often justified by an emphasis on national unity and strength. Historian Robert O. Paxton, in The Anatomy of Fascism, outlines the key features of fascist movements, including the promotion of myths of national rebirth, a commitment to violent action, and a belief in the supremacy of the state over the individual (Paxton, 2004). One of the central tenets of fascism is ultranationalism. Fascist ideologies glorify the nation or race above all else, promoting a sense of exceptionalism and superiority. This often leads to xenophobia, racism, and the persecution of minority groups. As noted by Roger Griffin in The Nature of Fascism, fascist movements often construct a narrative of national decline and the need for rejuvenation through authoritarian rule and social unity (Griffin, 1993). Historical Impact The impact of fascism on world history is profound and tragic. The most infamous fascist regimes, those of Mussolini’s Italy and Hitler’s Germany, led to catastrophic wars and human rights atrocities. Mussolini’s fascist state, established in 1922, sought to create a new Roman Empire, but it was characterised by repressive policies and militaristic expansionism. Hitler’s Nazi regime, which came to power in 1933, is responsible for the genocide of six million Jews during the Holocaust and the devastation of World War II. The consequences of fascism extend beyond these two regimes. In Spain, Francisco Franco’s fascist dictatorship, which began after the Spanish Civil War in 1939, lasted until his death in 1975. Similar movements and regimes appeared in countries like Japan, Hungary, and Romania, each adapting fascist principles to local contexts. Modern Relevance While classic fascism largely fell out of favour after World War II, its ideological remnants persist. Contemporary far-right movements in Europe and America often draw on fascist ideas, albeit in a modernised form. The rise of populist leaders who espouse nationalist and authoritarian rhetoric is a testament to the enduring appeal of some fascist principles. Websites such as the Centre for Analysis of the Radical Right highlight the ongoing relevance of studying fascism to understand and counter modern extremist movements (CARR, 2023). Fascism, with its roots in early 20th-century Europe, represents one of the most extreme and destructive political ideologies in modern history. Defined by authoritarianism, ultranationalism, and anti-democratic principles, fascist regimes have left an indelible mark on the world. Understanding fascism, as elucidated by scholars like Payne, Paxton, and Griffin, is crucial not only for historical knowledge but also for recognising and countering its modern manifestations. The study of fascism remains a vital field in political science and history, offering insights into the dangers of extreme ideological movements. References Payne, S. G. (1995) A History of Fascism, 1914–1945. University of Wisconsin Press. Paxton, R. O. (2004) The Anatomy of Fascism. Alfred A. Knopf. Griffin, R. (1993) The Nature of Fascism. Routledge. Centre for Analysis of the Radical Right. (2023) “Understanding Fascism”. [Online]. Available at: https://www.fairobserver.com/author/centre-for-analysis-of-the-radical-right/. [Accessed 5 August 2024].

Embracing Complexity: Things that can Co-Exist

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In a world that often craves simplicity and definitive answers, embracing complexity allows us to navigate life’s intricate and sometimes contradictory realities. This approach involves acknowledging that ideal solutions are rare and that multiple perspectives and outcomes can exist simultaneously. As Amy C. Edmondson suggests in her work on learning behaviours, it’s essential to be open to new ways of thinking and leading in our personal and professional development (Edmondson, 1999). The notion of “Things That Can Co-Exist” illustrates how seemingly opposing ideas can work together harmoniously, enriching our lives in ways that a one-sided approach cannot. In this exploration, we will explore into several pairs of co-existing elements, highlighting their significance and the role of complexity in fostering a more balanced, enriched existence. 1.0 Growth and Mistakes Growth is frequently viewed as a linear journey towards success, but the reality is far more nuanced. Growth and mistakes are deeply interconnected. Mistakes are not simply unavoidable; they are essential components of personal and professional development. Each error offers an opportunity to reflect, adapt, and improve. By embracing mistakes as part of the growth process, we cultivate resilience and foster a mindset that encourages continuous learning. Carol S. Dweck, in her groundbreaking work Mindset: The New Psychology of Success, argues that adopting a growth mindset—seeing mistakes as learning opportunities rather than setbacks—can dramatically change how we approach challenges (Dweck, 2006). This perspective allows us to break free from the fear of failure, creating an environment where innovation and creativity can flourish. When growth and mistakes co-exist, they form a powerful catalyst for personal transformation. 2.0 Anxiety and Confidence At first glance, anxiety and confidence might seem like polar opposites. However, confidence doesn’t mean the absence of anxiety. In fact, true confidence is often born from managing anxiety effectively. Anxiety is a natural response to new challenges and unfamiliar situations, but it can serve a productive purpose by motivating preparation and alertness. Rather than being a hindrance, anxiety can push us to rise to the occasion. Confidence, then, grows from our ability to confront anxiety, not eliminate it. As Clark and Beck point out in Cognitive Therapy of Anxiety Disorders: Science and Practice, understanding the role of anxiety is crucial to building long-term confidence (Clark & Beck, 2010). When we embrace both anxiety and confidence as co-existing forces, we gain the strength to venture into the unknown, push our limits, and achieve our goals. This delicate balance allows us to grow while safeguarding our mental well-being. 3.0 Accountability and Self-Forgiveness Accountability is often viewed as an essential aspect of personal integrity and professional success. It involves taking responsibility for one’s actions and decisions, which fosters trust and respect in relationships. However, without the counterbalance of self-forgiveness, accountability can become a double-edged sword, leading to excessive self-criticism and guilt. Self-forgiveness is crucial for maintaining emotional health. It enables us to acknowledge our mistakes, learn from them, and move forward without being weighed down by regret or self-doubt. Brené Brown, in Rising Strong, highlights the transformative power of self-forgiveness in cultivating emotional resilience (Brown, 2015). When accountability and self-forgiveness co-exist, they create a healthy dynamic where we can hold ourselves to high standards without succumbing to destructive self-criticism. This balance fosters personal growth, emotional strength, and a more compassionate approach to life’s inevitable imperfections. 4.0 Learning and Unlearning In today’s fast-paced world, the ability to learn new skills and concepts is often celebrated. Yet, equally important is the capacity to unlearn outdated or harmful beliefs and behaviours. Unlearning is not a passive process but an active and critical part of learning itself. It allows us to let go of preconceived notions and make room for new, more relevant knowledge and perspectives. Peter Senge, in The Fifth Discipline, underscores the importance of creating learning organisations where continuous learning and unlearning are integral to innovation and growth (Senge, 1990). By embracing both learning and unlearning, we remain adaptable in a world that constantly evolves. This duality is crucial for personal and professional success, ensuring that we are not only acquiring new knowledge but also discarding ideas that no longer serve us. 5.0 Ambition and Contentment Another complex pair is ambition and contentment. Ambition drives us to pursue goals, strive for improvement, and push beyond our comfort zones. Without ambition, progress stalls, and innovation fades. However, unchecked ambition can lead to burnout and dissatisfaction, especially when success is continually defined by external markers like wealth or status. Contentment, on the other hand, provides the inner peace that comes from appreciating what we have and where we are in life. It allows us to enjoy the present moment without always striving for the next achievement. However, too much contentment can lead to complacency. Balancing ambition with contentment is key to maintaining motivation while also cultivating a sense of fulfilment. By allowing these two states to coexist, we create a more sustainable and satisfying approach to life. 6.0 Vulnerability and Strength Vulnerability is often mistaken for weakness, but in reality, it is a key source of strength. When we allow ourselves to be vulnerable, we open up to deeper connections, trust, and growth. Vulnerability involves the courage to admit our imperfections and uncertainties, which can strengthen relationships and foster mutual understanding. According to Brené Brown’s research in Daring Greatly, vulnerability is the birthplace of innovation, creativity, and change (Brown, 2012). Strength is not about avoiding vulnerability; it’s about having the courage to be vulnerable in the face of life’s challenges. When vulnerability and strength co-exist, they empower us to face difficulties with both resilience and authenticity. The theme of “Things That Can Co-Exist” reflects the complex nature of life and the human experience. By embracing complexity, we learn that growth can only occur through mistakes, that anxiety can fuel confidence, and that accountability must be balanced with self-forgiveness. Moreover, we recognise the importance of both learning and unlearning, ambition and contentment, and vulnerability and strength. As Amy Edmondson’s research on psychological safety highlights, environments that embrace complexity—where individuals … Read more

Purple Patch in Life: How to Recognise, Embrace and Sustain Life’s Best Seasons

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✧ There are periods when life seems to gather unusual momentum. Work progresses smoothly, relationships feel steadier, health appears stronger, and decisions are made with greater clarity. This phase is often described as a purple patch in life: a stretch of time marked by success, energy, and a sense that effort is being matched by reward. Although the phrase sounds informal, the experience behind it is widely recognised. In practice, a purple patch in life is not simply a matter of luck. Research suggests that such periods often emerge when positive emotion, confidence, clear goals, and supportive environments begin to reinforce one another (Fredrickson, 2001; Bandura, 1997). Understanding this phase matters because such periods can shape long-term development. When recognised early and managed wisely, they can become more than pleasant interludes. They can act as launchpads for career progress, personal growth, and psychological resilience. Equally, understanding their temporary nature can reduce disappointment when life returns to a more ordinary rhythm. 1.0 What the Term Really Means A purple patch in life usually refers to a sustained run of especially good outcomes. The modern phrase is commonly linked to Horace’s discussion of a striking “purple passage” in literature, and it later evolved into a wider expression for a period of exceptional success (Encyclopaedia Britannica, 2024). Today, it may describe progress at work, academic achievement, stronger social connections, improved health habits, or a broader feeling that life is moving in the right direction. Importantly, such a period should not be mistaken for constant perfection. Rather, it is a phase in which strengths, opportunities and circumstances align more often than usual. A student who suddenly begins producing excellent coursework, sleeping better, and forming healthier friendships may be experiencing one example. A professional whose ideas gain recognition while confidence rises may be another. 2.0 Why a Purple Patch in Life Happens Positive psychology offers useful explanations for why a purple patch in life can feel so powerful. Fredrickson’s broaden-and-build theory argues that positive emotions widen attention and thinking, making people more open to ideas, social connection and creative action (Fredrickson, 2001). In simple terms, feeling good can make it easier to see options, act constructively and build resources for the future. At the same time, self-efficacy matters. Bandura (1997) showed that when people believe they can organise and carry out effective action, they are more likely to persist, recover from setbacks and pursue demanding tasks. During such a phase, this sense of capability often grows because early successes confirm effort and ability. Another useful concept is flow. Csikszentmihalyi (1990) described flow as a state of deep absorption in meaningful challenge. When skills match demands, concentration sharpens and performance may improve. This helps explain why a purple patch in life can sometimes feel energising rather than exhausting: actions appear purposeful, not merely busy. 3.0 How to Recognise a Purple Patch in Life Several signs may indicate that a purple patch in life is underway. 3.1 Career and Academic Momentum Examples of a purple patch in life can often be seen when several areas improve at once rather than in isolation. Targets may be met more consistently, recognition may increase, and tasks that once felt heavy may begin to feel manageable. Goal-setting research suggests that specific and challenging goals improve performance when commitment is high (Locke and Latham, 2002). A strong period often includes exactly this kind of focused momentum. 3.2 Stronger Motivation and Wellbeing Motivation tends to deepen when activities feel personally meaningful. Deci and Ryan (2000) argued that people thrive when needs for autonomy, competence and relatedness are supported. When these conditions are present, the period can feel both productive and emotionally satisfying. 3.3 Healthier Relationships and Wider Support Periods of success are often social as well as individual. Supportive relationships can protect wellbeing and improve coping under pressure (Cohen and Wills, 1985). During this phase, relationships may feel more balanced because there is more psychological space for patience, generosity and engagement. 3.4 Faster Personal Development New skills may be learned more quickly, and setbacks may appear less threatening. Sustainable happiness research suggests that intentional activities such as practising gratitude, pursuing meaningful goals and strengthening habits can contribute to improved wellbeing over time (Lyubomirsky, Sheldon and Schkade, 2005). 4.0 How to Make the Most of a Purple Patch in Life This period can be enjoyed, but it should also be used strategically. Temporary success becomes more valuable when it is converted into enduring habits and resources. 4.1 Set Higher but Realistic Goals A good period creates room for thoughtful ambition. Clear goals can channel momentum into measurable progress (Locke and Latham, 2002). For example, a flourishing employee might use a successful quarter to begin leadership training, while a student performing strongly might apply for competitive opportunities. 4.2 Invest in Learning and Systems It is wise to turn confidence into competence. Courses, reading, mentoring and deliberate practice can help ensure that success rests on more than circumstance. This approach aligns with the idea that flourishing is strengthened by achievement, engagement and meaning, not by mood alone (Seligman, 2011). 4.3 Strengthen Relationships Using a purple patch in life to deepen trust and collaboration can make later transitions easier to manage. Social capital often sustains success when conditions change. Building reliable networks during a strong phase can improve resilience later. Professional collaboration, family support and trusted friendships all help to stabilise progress. 4.4 Protect Routines and Wellbeing Such a period can create the illusion that energy is unlimited. In reality, good sleep, exercise, reflection and time boundaries remain essential. High performance is easier to maintain when it is supported by healthy routines rather than constant overextension. 5.0 Why a Purple Patch in Life Does Not Last Forever No season of life remains unchanged. Recognising this helps to prevent unrealistic expectations. Success often rises and falls with changing demands, opportunities and personal energy. Resilience research shows that adaptation depends less on avoiding difficulty than on responding to it well (Masten, 2001). When the momentum begins to fade, … Read more

Elon Musk Productivity Strategies: 6 Powerful Rules for Smarter Work and Better Efficiency

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✧ In a working world crowded with meetings, emails, approvals and distractions, productivity is often discussed but less often understood. Many organisations continue to struggle with wasted time, unclear communication and slow decision-making, even while investing heavily in technology and talent. Against this backdrop, Elon Musk productivity strategies have attracted considerable attention because they appear simple, direct and highly practical. These strategies are associated with Musk’s leadership style at companies such as Tesla and SpaceX, where speed, accountability and clarity are treated as competitive advantages. Although the rules are widely circulated in popular business discussion, their value becomes clearer when examined alongside ideas from management theory, organisational behaviour and communication research. Rather than being viewed merely as personal preferences, these principles can be interpreted as part of a broader approach to reducing waste and improving organisational performance. This article explores Elon Musk productivity strategies through six core rules: avoiding large meetings, reducing frequent meetings, leaving when one is not contributing, bypassing rigid chains of command, prioritising clarity over cleverness, and using common sense. In doing so, the discussion draws on textbooks, journal articles and reputable websites to assess why these rules resonate and where they may be most effective. Understanding Elon Musk Productivity Strategies At their core, Elon Musk productivity strategies are designed to maximise useful output while minimising unnecessary effort. The underlying philosophy is not simply to work harder, but to remove barriers that slow action or dilute responsibility. This reflects key ideas in lean thinking, where wasteful activities are reduced so that value-creating work can receive greater attention (Womack and Jones, 2003). In practice, these strategies promote a culture where time is treated as scarce, communication is expected to be direct, and employees are encouraged to focus on solving problems rather than protecting process. Such an approach also aligns with arguments that effective organisations are those able to adapt quickly, distribute information efficiently and enable meaningful contribution from staff at different levels (Hamel, 2007). 1.0 Avoid Large Meetings One of the best-known elements of Elon Musk productivity strategies is the rejection of large meetings. Large group discussions often appear inclusive, yet they can reduce accountability, invite passive participation and consume substantial time. Allen (2001) argues that productive work depends on clear attention management, and unnecessary meetings frequently disrupt this process. Research on organisational meetings similarly suggests that smaller gatherings are often more effective because they support focus, engagement and clearer decision-making (Schwartzman, 1989). When too many people are present, the likelihood increases that some attendees will contribute little while still losing valuable working time. From a lean management perspective, this can be interpreted as a form of operational waste (Womack and Jones, 2003). For example, a product development team discussing a design flaw may benefit more from involving only the engineers, project lead and manufacturing specialist directly affected, rather than assembling a wide managerial audience. In this sense, Elon Musk productivity strategies reinforce the idea that meetings should exist to solve a problem, not to create the appearance of coordination. 2.0 Ditch Frequent Meetings A second principle within Elon Musk productivity strategies is that meetings should not be excessively frequent. Although regular contact can support alignment, overuse of meetings can fragment the working day and weaken concentration. Luong and Rogelberg (2005) found that heavy meeting loads are associated with fatigue and lower daily well-being, suggesting that more meetings do not necessarily produce better outcomes. Romano and Nunamaker (2001) also note that meeting effectiveness depends on purpose, structure and relevance. Meetings that occur out of habit rather than necessity can become organisational rituals with limited value. In many cases, a brief message, shared document or direct exchange can communicate essential information more efficiently. This connects with media richness theory, which proposes that different communication channels vary in suitability depending on the complexity of the message (Daft and Lengel, 1986). For routine updates, written communication may be sufficient. For urgent technical issues, a short targeted discussion may be preferable. The strength of this rule lies in recognising that not every issue deserves synchronous discussion. By limiting meetings to genuinely important matters, organisations can protect time for deep work and execution. 3.0 Leave If There Is No Contribution to Make Among the more striking Elon Musk productivity strategies is the idea that individuals should leave a meeting if they are not contributing. This principle challenges traditional expectations of politeness and hierarchy, yet it reflects a serious concern with respect for time and relevance. From an organisational perspective, forcing employees to remain in discussions where they add no value can lower morale and reduce efficiency. Cohen and Bailey (1997) found that team effectiveness is closely linked to purposeful collaboration rather than mere presence. Edmondson’s (1999) work on psychological safety is also relevant here: when people feel able to speak honestly and act appropriately without fear, communication tends to improve. This rule should not be understood as encouraging disengagement. Rather, it supports the notion that participation should be meaningful, not symbolic. In a healthy workplace, it should be acceptable for an employee to excuse themselves from a discussion that no longer requires their expertise. For instance, an IT specialist attending the first ten minutes of a planning meeting may contribute necessary technical advice and then return to urgent operational tasks once their input is complete. 4.0 Forget the Chain of Command Another central feature of Elon Musk productivity strategies is the rejection of rigid communication through formal hierarchy. In traditional organisations, information may need to pass through multiple managerial layers before reaching the person able to solve a problem. This can slow response times and distort the message. Musk’s preference for direct communication reflects thinking associated with flatter organisational structures, where bureaucracy is reduced and decision-making is accelerated (Hamel, 2007). Research on self-managing and empowered teams suggests that allowing individuals to communicate across boundaries can improve responsiveness and performance (Spreitzer, Cohen and Ledford, 1999). A practical example can be seen when an engineer identifies a manufacturing issue that requires immediate coordination with … Read more

Transformation of a Caterpillar into a Butterfly: Lessons in Growth and Strength

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The transformation of a caterpillar into a butterfly is one of nature’s most remarkable processes, symbolising profound change and resilience. This metamorphosis, particularly the butterfly’s struggle to break free from its cocoon, provides a poignant metaphor for the necessity of challenges in personal growth and strength. The process begins when a caterpillar spins a cocoon around itself, entering a phase known as the pupal stage. Within this protective casing, the caterpillar undergoes significant changes, breaking down its old body and forming the structures of a butterfly. When the time comes, the butterfly must break out of the cocoon, a struggle that is not only crucial but necessary for its survival. Struggle as a Catalyst for Growth Biologists have studied the metamorphosis of butterflies extensively, revealing that the effort required to escape the cocoon plays a vital role in strengthening the insect. As Dr. David Suzuki explains in his book, The Nature of Things, the struggle to break free from the cocoon forces fluid into the butterfly’s wings, making them strong enough for flight (Suzuki, 1990). Without this struggle, the butterfly would emerge weak and incapable of sustaining its own life. This principle is mirrored in human experiences. Struggles and challenges can be seen as opportunities for growth. Psychologist Angela Duckworth, in her seminal work Grit: The Power of Passion and Perseverance, highlights that perseverance through hardship is a key determinant of success (Duckworth, 2016). Just as the butterfly’s struggle is essential for its physical development, human beings often find that overcoming difficulties fosters resilience and fortitude. The Necessity of Adversity The concept that adversity is necessary for growth is not new. It is deeply embedded in philosophical and psychological discourse. Viktor Frankl, a renowned psychiatrist and Holocaust survivor, argued in his book Man’s Search for Meaning that suffering can lead to personal growth and a deeper understanding of life’s meaning (Frankl, 1946). Frankl’s observations during his time in concentration camps led him to believe that finding purpose in suffering can transform one’s outlook and strength. Moreover, contemporary research supports the idea that dealing with stress and adversity can lead to psychological resilience. A study published in the Journal of Personality and Social Psychology found that individuals who experienced moderate levels of adversity reported better mental health and well-being compared to those who experienced high levels or no adversity at all (Seery, Holman, & Silver, 2010). This indicates that some degree of struggle is beneficial, fostering resilience and adaptive coping mechanisms. Embracing Challenges In practical terms, embracing challenges and viewing them as opportunities for growth can significantly impact personal and professional development. Leadership expert John C. Maxwell, in his book The 15 Invaluable Laws of Growth, suggests that the willingness to confront and overcome obstacles is a hallmark of effective leadership and personal success (Maxwell, 2012). Maxwell’s law of the rubber band posits that growth stops when individuals stop stretching themselves, much like a rubber band loses its elasticity when not used. Furthermore, in an educational context, promoting a growth mindset—believing that abilities can be developed through hard work and perseverance—has been shown to improve students’ resilience and academic performance. Carol Dweck’s research on mindset reveals that students who embrace challenges and learn from criticism show greater improvement and motivation (Dweck, 2006). The butterfly’s struggle to emerge from its cocoon encapsulates a universal truth: struggle and adversity are not merely obstacles but are integral to growth and strength. This natural process teaches us that enduring and overcoming challenges can lead to significant personal development. From the insights of biologists and psychologists to the philosophical reflections of thinkers like Viktor Frankl, it is evident that embracing and persevering through difficulties can transform individuals, making them stronger and more resilient. Just as the butterfly’s wings are strengthened through its struggle, so too can humans find empowerment and growth through their own adversities. References Duckworth, A. (2016) Grit: The Power of Passion and Perseverance. Scribner. Dweck, C. S. (2006) Mindset: The New Psychology of Success. Random House. Frankl, V. E. (1946) Man’s Search for Meaning. Beacon Press. Maxwell, J. C. (2012) The 15 Invaluable Laws of Growth. Center Street. Seery, M. D., Holman, E. A., & Silver, R. C. (2010) “Whatever Does Not Kill Us: Cumulative Lifetime Adversity, Vulnerability, And Resilience”. Journal of Personality and Social Psychology. 99(6), pp. 1025-1041. Suzuki, D. (1990) The Nature of Things. Stoddart.

10 Signs of a Bad Manager: Navigating Challenging Leadership

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Navigating the professional landscape can be challenging, especially when dealing with poor management that hinders rather than helps. A bad manager can negatively affect team morale, productivity, and overall job satisfaction. Identifying the signs of ineffective leadership is crucial for maintaining both your productivity and mental well-being. A good manager fosters a positive and productive environment, while a bad manager can create a toxic and demotivating atmosphere. This article explores 10 signs of a bad manager that you might be dealing with in your workplace. 1.0 Micromanagement Overload One of the clearest signs of poor management is micromanagement. A manager who constantly hovers over your work, checking every detail and offering unsolicited corrections, can stifle creativity and erode trust within the team. Micromanagement signals a lack of trust in the employee’s capabilities and autonomy. According to Harvard Business Review, excessive micromanagement leads to reduced job satisfaction, lower employee morale, and higher turnover rates (Amabile & Kramer, 2011). Employees feel disempowered and demotivated when they are not given the freedom to complete their tasks without constant oversight. Micromanagement not only stifles productivity but also hampers innovation. Employees are less likely to take initiative or propose new ideas when they feel that every action is being scrutinised. This behaviour creates a rigid work environment that discourages growth and experimentation. 2.0 Lack of Communication Effective communication is a key component of good management. Managers are responsible for ensuring that their teams have access to the information and resources needed to succeed. A manager who frequently withholds important information or communicates unclearly creates confusion and inefficiency within the team (Robbins & Judge, 2019). Poor communication leads to misunderstandings, mistakes, and missed opportunities. A manager who is either unavailable for communication or fails to communicate expectations clearly leaves their team members unsure of what is expected of them. This lack of clarity can cause frustration, as employees struggle to meet undefined or vague objectives. In extreme cases, this can lead to project failures or missed deadlines due to insufficient guidance. 3.0 No Clear Vision A lack of clear vision from a manager can create a disorienting work environment. Successful teams thrive on well-defined goals and a shared understanding of the company’s objectives. Managers who fail to provide a coherent vision leave their team members struggling to understand their roles and the broader organisational mission (Kotter, 1996). This ambiguity can result in wasted effort, as employees are unsure where to focus their energy. A manager’s role involves setting clear priorities and aligning the team with the organisation’s objectives. Without a strategic direction, the team becomes aimless, which leads to frustration and decreased motivation. Teams without a vision often feel as though their work is unappreciated or irrelevant, further lowering morale. 4.0 Credit Stealing One of the most demoralising behaviours a manager can exhibit is credit stealing. A bad manager takes credit for the achievements of their team while ignoring or minimising the individual efforts that contributed to the success. This behaviour not only undermines the hard work of employees but also fosters resentment and disengagement (Pearce & Robinson, 2015). When a manager routinely fails to acknowledge contributions, employees may feel invisible and undervalued. Taking credit for someone else’s work can also lead to a toxic work environment where employees are discouraged from giving their best. Instead of feeling encouraged to perform well, they may feel exploited and unappreciated, which ultimately affects overall team performance. 5.0 The Blame Game A bad manager is often quick to engage in the blame game, pointing fingers at others when things go wrong instead of focusing on finding solutions. This type of manager is more concerned with deflecting responsibility than resolving the issue at hand. A blame culture can create a toxic work environment, where employees are afraid to take risks or admit mistakes, ultimately stifling innovation and growth (Cameron & Quinn, 2011). In such environments, employees may feel overly cautious, avoiding taking initiative for fear of retribution. A blame-oriented approach also erodes trust within the team, as employees may feel they cannot rely on their manager for support when problems arise. 6.0 No Development Plans Good managers invest in the growth and career advancement of their team members. A manager who shows little interest in your development or fails to provide opportunities for skill enhancement and career progression is not fulfilling their role effectively (Goleman, 2017). Employee development is essential for motivation and retention (Armstrong, 2020). When a manager does not prioritise the personal and professional growth of their employees, it signals a lack of commitment to the team’s long-term success. Employees may feel stuck in their roles without opportunities for advancement or improvement, which can lead to dissatisfaction and eventual disengagement. A great manager will actively seek opportunities to provide training, mentorship, and feedback to help employees reach their full potential. 7.0 Favouritism Favouritism is another sign of a bad manager. Playing favourites creates an unfair and divisive work environment. When a manager shows preferential treatment to certain employees, it can lead to feelings of injustice and inequality among the team, reducing overall productivity and morale (Greenberg, 1990). Favouritism not only breeds resentment but also discourages collaboration, as those not in the manager’s favour may feel their contributions are undervalued. Favouritism can also lead to skewed performance evaluations, where the manager’s preferred employees receive unwarranted praise or promotions, while others are overlooked. This type of inequality fosters a toxic work environment that is detrimental to both individual and team success. 8.0 Inaccessible An effective manager must be available to provide guidance and support. An inaccessible manager, who is difficult to reach or rarely available, creates barriers to communication and support, leaving employees feeling isolated and unsupported (Mintzberg, 2009). When employees struggle to receive the help they need, it can lead to frustration and decreased productivity. A manager’s unavailability can cause a lack of direction in the team, as employees may feel abandoned in their roles. Whether the manager is physically absent or unapproachable due to a busy schedule, … Read more

Ways of Achieving Higher Grades in your Assignments in University

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For many students, achieving higher grades in university assignments represents both a challenge and a key to long-term academic and professional success. Assignment grades reflect not only subject knowledge but also skills such as critical thinking, originality, organisation, and independent research (Cottrell, 2013). In higher education, students are assessed on their ability to interpret questions accurately, apply theories critically, and present coherent arguments with appropriate referencing (Moon, 2004). This article explores strategies that enhance assignment performance, including independent reading, interpreting assignment briefs, demonstrating originality, class engagement, critical analysis, effective time management, feedback utilisation, and digital literacy. It incorporates research findings and examples from academic practice to show how these methods can be applied effectively. Independent Reading is Vital Relying solely on lecture notes is rarely sufficient for high grades. Independent reading deepens understanding and demonstrates initiative. Cottrell (2013) stresses that each module’s reading list provides only the starting point. Students should go beyond set readings, following references at the end of chapters and using library databases to explore additional scholarly perspectives. For example, in a psychology essay on memory theories, a student who only cites their core textbook may achieve an average grade. However, one who engages with recent journal articles on working memory models (Baddeley, 2012; Liu et al., 2025) demonstrates breadth of knowledge, which markers reward. Research by Ying et al. (2025) also confirms that needs-based academic reading enhances writing fluency and content quality. Understanding Assignment Briefs A frequent reason for low marks is failure to address the assignment brief precisely. Moon (2004) highlights that students often summarise material without explicitly answering the question. Key to success is identifying command words such as analyse, evaluate, or compare, which indicate the depth of response required. For instance, the command analyse in an economics assignment requires breaking down arguments into components and examining relationships, while discuss demands a balanced exploration of competing viewpoints. As Rana et al. (2025) show, students from underrepresented backgrounds who received training in brief interpretation and assignment mapping significantly improved their grades. Practical steps include: Breaking down questions into core components. Clarifying ambiguous terms with tutors. Mapping content to ensure all parts of the question are answered. Demonstrating Originality Markers award higher grades to assignments that demonstrate originality. Originality does not require creating new theories but involves applying concepts in novel ways, synthesising sources, or bringing unique perspectives (Purdue OWL, 2024). For example, in a business essay, instead of merely describing Porter’s Five Forces, a student could apply it to a local start-up rather than a commonly cited multinational. Similarly, students drawing on workplace experiences or conducting mini-surveys can introduce unique insights. Research by Sarani et al. (2025) confirms that self-efficacy in research skills correlates strongly with assignment performance. Making the Most of Class Sessions Class engagement directly supports assignment performance. Lectures and seminars provide hints about assessment focus, while tutorials offer opportunities to clarify expectations. Cottrell (2013) stresses that active participation—asking questions, debating peers, and reflecting on examples—enables deeper understanding. Dasig (2025) found that students in experiential learning classrooms achieved higher grades because they could link theoretical knowledge to applied tasks. A practical example is a law student who attends seminars regularly and uses hypothetical case studies discussed in class as illustrative evidence in essays. Being Critical High grades demand critical engagement rather than descriptive writing. Criticality involves evaluating strengths, weaknesses, and contexts of theories. Moon (2004) explains that acknowledging limitations demonstrates mature academic thinking. For example, a sociology essay discussing Durkheim’s views on education should not only summarise his arguments but also critique their relevance in today’s diverse and digital societies. Kampmane and Ozola (2025) highlight that self-efficacy influences how confidently students critique material, with higher self-efficacy linked to stronger analytical writing. Effective Time Management Time management plays a vital role in achieving high grades. Poor planning often leads to rushed work, superficial arguments, and referencing mistakes. Mittler (2025) notes that using AI-assisted planners and digital calendars can help students break down assignments into manageable tasks, reducing procrastination. A practical strategy includes allocating time for: Research and reading (30%). Draft writing (40%). Editing and referencing (20%). Final proofreading (10%). Babicz-Kiewlicz (2025) found that students in gamified learning formats, which encouraged consistent weekly submissions, performed better overall, demonstrating the value of steady progress. Using Feedback Effectively Feedback provides insights into strengths and areas for improvement. However, many students fail to use it constructively. Lazareva and Muhic (2025) show that those who tracked recurring feedback themes (e.g., citation errors or weak argumentation) improved significantly in later assignments. For example, if feedback highlights a lack of critical analysis, the student can focus on integrating evaluative language in the next assignment (e.g., “While Smith’s theory explains X, it fails to address Y”). Over time, feedback fosters self-regulated learning. Leveraging Digital Tools Digital tools support both research and writing. Purdue OWL (2024) remains a key resource for understanding assignment types and referencing. Other tools include: Reference managers (e.g., Zotero, Mendeley). Plagiarism checkers to ensure originality. Grammar checkers for clarity. Hrdličková (2025) emphasises the effectiveness of AI-supported writing strategies, which help refine structure and style while maintaining academic integrity. However, Pedersen (2025) warns against overreliance on generative AI, which may undermine critical thinking. Responsible use enhances, rather than replaces, independent effort. Balancing Wellbeing and Academic Work Finally, academic performance is tied to mental wellbeing. Liu et al. (2025) highlight that fatigue negatively affects accuracy and cognitive performance in student tasks. Students aiming for high grades should balance study with rest, exercise, and social support. Achieving higher grades in university assignments requires more than memorising facts. Success depends on independent reading, accurate brief interpretation, originality, critical thinking, class engagement, effective time management, and use of feedback and digital tools. Research confirms that these strategies collectively enhance both grades and long-term academic development. By combining these practices with reflective learning and attention to wellbeing, students can produce assignments that not only achieve top marks but also build the skills needed for lifelong academic and professional success. References Babicz-Kiewlicz, S. (2025). Comparing … Read more

Assignment Writing: Tips to Achieve Academic Success in University

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University life is characterised by increased independence, critical thinking, and academic expectations. Among the most significant challenges faced by students is mastering the skill of academic assignment writing, which serves not only as a tool for assessment but also as a process that enhances learning and intellectual growth. Assignments require students to interpret briefs, plan effectively, structure arguments, and reference appropriately. Developing these skills contributes directly to academic success and long-term employability (Cottrell, 2013). This article explores strategies for achieving success in assignment writing, including interpreting briefs, structuring responses, using feedback, applying reflective learning, and engaging with digital tools. It also highlights research findings that connect assignment writing practices with improved academic outcomes. 1.0 Interpreting an Assignment Brief The assignment brief is a roadmap that guides students towards meeting their lecturer’s expectations. Misinterpreting it is a common cause of underperformance (Moon, 2004). Three key aspects are critical: 1.1 Command Words Assignments contain verbs such as analyse, evaluate, compare, and discuss, which signal the cognitive level expected. According to Cottrell (2013), “analyse” requires breaking down concepts, while “evaluate” demands critical judgement based on evidence. Failure to understand these nuances can lead to superficial answers. Research by Al-Bayati (2025) highlights that students with stronger planning and monitoring skills are more successful at interpreting complex writing tasks. 1.2 Content Understanding the theories, concepts, and frameworks required is equally important. As Yingbao et al. (2025) argue, effective academic writing demonstrates disciplinary knowledge while applying it to specific tasks. For example, an essay on leadership must reference core theories such as transformational leadership or situational leadership models to meet academic standards. 1.3 Context Assignments are frequently framed within practical scenarios, such as case studies or workplace problems. Cottrell (2013) notes that students succeed when they explicitly connect theoretical knowledge to the practical context. For instance, a business student asked to apply Porter’s Five Forces to a real company must demonstrate awareness of market dynamics rather than offering generic explanations. 2.0 Structuring and Managing Assignments 2.1 Word Count and Organisation Word counts are not arbitrary but reflect the scope of analysis required. The Purdue University Online Writing Lab (2024) advises dividing assignments into logical sections, each with a word allocation. A 2000-word essay, for example, may allocate 200 words to the introduction, 1400 to the main body (divided among subtopics), and 400 to the conclusion. This ensures balance and depth. 2.2 Time Management and Submission Deadlines Time management is a recurring theme in academic success literature. Mittler (2025) stresses that tools such as AI-assisted planners can help students overcome procrastination and executive dysfunction. Planning ahead not only reduces stress but also allows revision and proofreading, which are critical for producing polished work (Moon, 2004). 2.3 Drafting and Revision Writing is a process, not a product. Skorczewski and Nicholes (2025) show that students who draft, receive feedback, and revise achieve higher grades and deeper understanding of subject matter. Revisions allow for greater clarity, logical flow, and integration of evidence. 3.0 Types of Assessment 3.1 Formative Assessment Formative tasks are intended to provide feedback without high stakes. These may include short essays, presentations, or peer reviews. Brown et al. (2025) demonstrate that transparent formative feedback through frameworks such as TILT (Transparency in Learning and Teaching) leads to measurable improvements in writing quality. 3.2 Summative Assessment Summative assessments, such as final essays and reports, carry weight in overall grades. Unlike formative tasks, they are final submissions. Therefore, students must ensure that their arguments are well supported, references are accurate, and the structure aligns with academic conventions (Moon, 2004). 4.0 Developing Strong Writing Skills 4.1 Academic Style and Language Assignments require formal, objective, and concise writing. According to Hrdličková (2025), integrating writing strategies with digital tools helps students refine their tone and grammar. For example, tools like citation managers reduce referencing errors, while grammar checkers enhance clarity. 4.2 Critical Thinking and Argumentation Successful assignments do not merely describe but critically evaluate. Liu et al. (2025) argue that critical writing demonstrates reasoning, synthesis, and the ability to engage with multiple perspectives. For example, a sociology essay comparing Marxist and functionalist views should not only summarise theories but also evaluate their relevance in contemporary society. 4.3 Referencing and Academic Integrity Proper referencing avoids plagiarism and demonstrates engagement with scholarly work. Universities typically adopt referencing styles such as Harvard or APA. As Nasir et al. (2025) note, mastering referencing systems builds confidence and enhances credibility. 5.0 Using Feedback Effectively Feedback is a valuable but often underutilised tool. Students sometimes view it as criticism rather than a pathway to improvement. Lazareva and Muhic (2025) show that students who actively apply feedback strategies—such as noting recurring issues in structure or citation—demonstrate consistent academic growth. For example, a lecturer’s note to “develop analysis further” should prompt the student to add critical commentary on sources rather than extending descriptions. Over time, applying feedback develops self-regulated learning habits. 6.0 The Role of Technology in Assignment Success Digital tools play an increasingly central role in academic writing. Van Scooter (2025) highlights that hybrid and online learning environments require new approaches to structuring and presenting assignments. AI-supported tools can help with task organisation, language refinement, and citation accuracy (Mittler, 2025). However, as Pedersen (2025) warns, overreliance on generative AI may undermine students’ critical and creative skills. Therefore, such tools should be viewed as aids, not replacements, for independent academic thought. 7.0 Reflective Learning and Continuous Improvement Moon (2004) emphasises the importance of reflective practice in assignment writing. Students who reflect on previous assignments, identifying strengths and weaknesses, are more likely to succeed in future tasks. Saykova (2025) confirms that personalised reflection pathways, particularly in language learning, significantly improve academic writing outcomes. Assignment writing is both an assessment tool and a learning process. Success depends on accurately interpreting briefs, managing time effectively, structuring responses, and applying feedback. Incorporating critical thinking, formal style, and proper referencing ensures assignments meet academic standards. Furthermore, using technology responsibly and adopting reflective practices fosters continuous improvement. By combining these strategies, students can not only achieve … Read more

A Random Act of Kindness: Make A Meaningful Difference in the Lives of Others

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A random act of kindness is a spontaneous gesture of goodwill, compassion, or generosity directed towards others without any expectation of reward or recognition (Miller & Canevello, 2019). These acts can be small or large and have the power to brighten someone’s day, lift their spirits, or make a positive impact on their life. Here are Some Examples: 1.0 Paying for Someone’s Meal: When you’re at a restaurant or drive-thru, you can pay for the meal of the person behind you in the queue. This unexpected act of generosity can create a ripple effect of kindness (Grant, 2016). 2.0 Giving Compliments: Take the time to compliment someone on their appearance, their work, or their personality. A simple compliment can boost someone’s self-esteem and brighten their mood (Wood et al., 2009). 3.0 Helping a Stranger: If you see someone struggling with heavy bags or trying to reach something on a high shelf, offer to help them out. Your assistance can make their task easier and show them that there are caring people in the world (Schnall & Roper, 2012). 4.0 Writing a Thank-You Note: Send a handwritten thank-you note to someone who has made a positive impact on your life, whether it’s a friend, family member, teacher, or colleague. Expressing gratitude can strengthen your relationship and bring joy to the recipient (Grant & Gino, 2010). 5.0 Volunteering Your Time: Dedicate some of your free time to volunteer work in your community. Whether it’s helping at a soup kitchen, cleaning up a local park, or visiting residents at a nursing home, your efforts can make a difference in the lives of others (Wilson et al., 2012). 6.0 Listening Attentively: Sometimes, all someone needs is a listening ear. Take the time to listen to someone who is going through a difficult time or simply wants to share their thoughts and feelings. Your empathy and support can provide comfort and solace (Zaki & Cikara, 2015). 7.0 Sending a Thoughtful Gift: Surprise someone with a thoughtful gift that shows you care about them. It could be a bouquet of flowers, a book they’ve been wanting to read, or a homemade treat. The gesture will let them know they’re appreciated (Whillans et al., 2016). 8.0 Offering Words of Encouragement: If you know someone who is facing a challenge or pursuing a goal, offer words of encouragement and support. Your belief in their abilities can motivate them to keep going, even when things get tough (Sin et al., 2017). 9.0 Spreading Positivity on Social Media: Share uplifting and inspiring content on your social media platforms to brighten the day of your followers. You can also leave positive comments on other people’s posts to spread kindness online (Fowler & Christakis, 2008). 10.0 Forgiving Someone: Practice forgiveness by letting go of any resentment or anger towards someone who has wronged you. Offering forgiveness can free you from negative emotions and promote healing for both parties involved (Toussaint et al., 2016). These are just a few examples of random acts of kindness that can make a meaningful difference in the lives of others. By incorporating kindness into our daily lives, we can create a more compassionate and caring world for everyone. References: Fowler, J. H., & Christakis, N. A. (2008) “Dynamic Spread of Happiness in a Large Social Network: Longitudinal Analysis Over 20 Years in the Framingham Heart Study. BMJ. P. 337, a2338. Grant, A. M. (2016) “The Significance of Task Significance: Job Performance Effects, Relational Mechanisms, and Boundary Conditions”. Journal of Applied Psychology. 101(2), pp. 321–334. Grant, A. M., & Gino, F. (2010) “A Little Thanks Goes a Long Way: Explaining Why Gratitude Expressions Motivate Prosocial Behavior”. Journal of Personality and Social Psychology. 98(6), pp, 946–955. Miller, D., & Canevello, A. (2019) “Random Acts of Kindness as Prosocial Coping”. PLOS ONE. 14(5), e0215534. Schnall, S., & Roper, J. (2012) “Elevation Leads to Altruistic Behaviour”. Psychological Science. 23(9), pp. 1037–1041. Sin, N. L., Lyubomirsky, S., & Boehm, J. K. (2017) “Why are Some People Happier than Others? The Role of Cognitive and Emotional Regulatory Processes in Well-Being”. Journal of Personality. 85(6), pp. 704–725. Toussaint, L. L., Worthington Jr, E. L., & Williams, D. R. (2016) Forgiveness and Health: Scientific Evidence and Theories Relating Forgiveness to Better Health. Springer. Whillans, A. V., Seider, S., Chen, F. S., & Dunn, E. W. (2016) “Does Spending Money on Others Promote Happiness? A Registered Replication Report”. Journal of Personality and Social Psychology. 115(5), pp. 1113–1122. Wilson, J., & Musick, M. (2012) “The Effects of Volunteering on the Volunteer”. Law and Contemporary Problems. 62(4), pp. 141–168. Wood, A. M., Joseph, S., & Maltby, J. (2009) “Gratitude Predicts Psychological Well-Being Above the Big Five Facets”. Personality and Individual Differences. 46(4), pp. 443–447. Zaki, J., & Cikara, M. (2015) “Addressing Empathic Failures”. Current Directions in Psychological Science. 24(6), pp. 471–476.

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