Organizations dealing with Social, Environmental and Economic Factors Free Essay Example, 4250 words

Caterpillar is striving to meet the requirements of Global Citizenship. [7] Dealing with the social, environmental and economic conditions of each and every society accordingly. Social FactorsAs a global company, Caterpillar seeks to become actively involved in all of the communities where we work and live. We encourage our employees to become engaged in their communities as well, supporting organizations throughout the United States and the world. Organizations such as the United Way, Salvation Army and Habitat for Humanity provide great volunteer opportunities for employees and help solve local problems by contributing to their communities' welfare and prosperity. Environmental FactorsTheir products are designed in such a way to minimize the harmful effects on the natural environment. They believe in the efficient use of the world s resources as their inputs and this can easily be seen in their designs, and manufacturing processes. For the sake of natural environment sustainabil ity, Caterpillar is involved with organizations ranging from the nature conservancy to the global mining initiatives. Economic FactorsCaterpillar effectively responded to unprecedented customer demand in 2005 and reported full-year sales and revenues of $36.339 billion and profit per share of $4.04.We will write a custom essay sample on Organizations dealing with Social, Environmental and Economic Factors or any topic specifically for you Only $17.96 $11.86/page They include Market pressures, Technological Pressures, and social pressures.

The Renaissance and It’s Affect on William Shakespeare’s...

It’s very easy to see William Shakespeare as an amazing literary genius who had a perspective on life that, to simply put it, no one else has ever had. However Shakespeare was the product of the English Renaissance. The English Renaissance was a cultural and artistic movement spanning from the later 15th century until the early 17th century, it is associated with the Italian Renaissance which started in the 14th century. Like most of northern Europe, England did not get the full effect of the Renaissance until about a century later and the height of the English Renaissance is considered to be in the Elizabethan Era (1558–1603). The Renaissance was how all of Europe moved away from the Middle Ages and into the new world. The Renaissance was†¦show more content†¦Iris is the messenger of the gods, Ceres presides over agriculture and Juno is the queen of the gods. Shakespeare did not limit himself to Greek and Roman texts, one of his most famous play, Hamlet, was b ased on a Norse legend composed by Saxo Grammaticus around 1200 AD (Mallibard, 2000). â€Å"Roman dramatist Seneca was a major influence on the plays of William Shakespeare, particularity the tragedies Titus Andronicus, Hamlet, and Macbeth and the history play Richard III.†. The plays of Seneca that most contribute to aiding Shakespeare’s plays listed above are: The Trojan Women, Phaedra, Thyestes, Agamemnon and Hercules Furens. Many of the elements that appeared in Seneca’s plays are evident in Shakespeare’s plays, including: a preoccupation with torture, mutilation, incest and corpses (Titus Andronicus), a stress on witchcraft and the supernatural (Macbeth), the existence of vaulting ambition in the prince (Macbeth and Richard III), the ghost that calls for revenge (Hamlet and Macbeth), the self dramatization of the hero, especially in death (Hamlet and Macbeth) and the frequent use of stichomythia# (Richard III and Hamlet). (Egendorf, 2000). Romeo and Juliet, one of Shakespeares great tragedies was based on the story of Pyramus and Thisbe, who were two character of Roman mythology. (Ovid, 1 ACE). A scene in A Midsummer Night’s Dream also features the poem Pyramus and Thisbe. All of Shakespeare’s plays that were set in Rome have four distinct elements in common:Show MoreRelatedThe Characterization Of Hamlet By William Shakespeare1009 Words   |  5 PagesHamlet’s (1601) theatrical power propagates from its timeless rendering of the human condition. William Shakespeare illustrates a sympathetic protagonist caught between the tensions of Renaissance and traditional ethics, who suffers due to the fundamental ignorance of individuals to the truth by the facade of deceit and theatricality. Correspondingly, director and critic Nicholas Hytner summarises, â€Å"†¦at the center of the play is a man desperately concerned with the nature of truth and desperatelyRead MoreShakespeare s Influence On The Renaissance 1165 Words   |  5 PagesThe renaissance was both affected by and had affects on the art of its time and later on. Whether this art be in the form of paintings or literature it clearly shows today how the renaissance had taken time to affect everything around it. While some pieces of art from this time period are as simple as a piece of canvas and some color in the form of pigment, they have stood the test of time and held up not only as beautiful images for us to see, but also as devices to give us a window into the mindsRead More Gender and Social Norms in Shakespeares As You Like It Essay1670 Words   |  7 Pagesin As You Like It      Ã‚  Ã‚  Ã‚   Shakespeare based his comedy As You Like It primarily on three other works.   Its plot follows the basic structure of Rosalynde, published in 1590 by Thomas Lodge.   The Tale of Gamelyn, written by an unknown author in the mid-fourteenth century, is a violent Middle English narrative that was found among Chaucers papers and provides further details for Shakespeares work.   With the Forest of Ardenne serving as an escape for our main characters, Shakespeare takes his detailsRead MoreCommedia dell’arte is a performance style that originated in Italy emphasizing pantomime,1700 Words   |  7 Pagespresented by commedia dell’arte troupes were improvisations they were heavily influenced using an array of stock situations along with very well-developed masks (characters). Commedia dell’arte masks have molded the creation of characters from William Shakespeare’s â€Å"Merchant of Venice† to Matt Groening’s â€Å"The Simpson s†. Keeping society entertained at every age. Unlike most masks in theatre, or even masks for ceremonial purposes, performers in commedia dell’arte wear masks that cover half of their faceRead MoreWilliam Shakespeare s Romeo And Juliet1328 Words   |  6 Pagesa couple subsections for specific theme, will i will go over the themes and how they affect the storyline and characters. Which, will intertwine with the information in the first section giving some reason as to why they collide. The third section will go over, why these themes are necessary in this story, and then i will end the paper in the fourth section and conclude in the fifth section with the cited works and the actual original play for you to go read. Read MoreModern-Day Adaptations of Shakespearian Plays3263 Words   |  14 Pagesgives insights into the mindset of the individual that adapted it and the society that created that mind. Some of the most repeatedly adapted stories are those of Shakespeares plays. Already adaptations themselves, these stories have been retold over and over again ever since the Immortal Bard put them down on paper. Shakespeares plays are constantly being reinterpreted and each new interpretation not only increases the appreciation of the plays themselves, they also create new insights intoRead MoreWilliam Shakespeare s Romeo And Juliet1772 Words   |  8 PagesIt’s Easy To Let Go: Justifying Fate William Shakespeare’s Romeo and Juliet Since the formation of social interactions between lives with the intellectual ability to make coherent interactions with each other, we have made choices that have consequences both good and bad, which in turn define our fate. In early civilization, before the Homo sapiens species defined their fate such as how Homo erectus found fire; an element that is essential to survival of species throughout history. Was that a coincidenceRead MoreIntroduction : How ve He Do That?10829 Words   |  44 Pagesbecome a more avid reader you will be privileged to make comparisons, connections, and your own conclusion from the literary work you’re reading with certain aspects of many different literary works you’ve read along the way. Not only does this bring depth into the work for your better understanding of the â€Å"big idea† but also makes it a more enjoyable read. â€Å"Whenever I read a new work, I spin the mental Rolodex looking for correspondences and corollariesâ⠂¬â€where have I seen his face, don’t I know that themeRead Morewisdom,humor and faith19596 Words   |  79 PagesHUMOR, AND FAITH: A HISTORICAL VIEW Walter G. Moss Table of Contents (with links) Walter G. Moss 1 Table of Contents (with links) 1 Wisdom, Perspective, and Values 2 Humor’s Contribution to Wisdom 4 Humor and Wisdom in Europe: Some Highlights 5 Renaissance Humor: Erasmus, Rabelais, Cervantes, Shakespeare 5 Two European Russians: Anton Chekhov and Vladimir Soloviev 9 Reflections on Humor from Nietzsche to the Theatre of the Absurd 12 Humor and Wisdom in the United States: Lincoln, Beecher, Twain, SandburgRead MoreLogical Reasoning189930 Words   |  760 Pagespart of the work under the following conditions: (1) Attribution You must attribute the work in the manner specified by the author, namely by citing his name, the book title, and the relevant page numbers (but not in any way that suggests that the book Logical Reasoning or its author endorse you or your use of the work). (2) Noncommercial You may not use this work for commercial purposes (for example, by inserting passages into a book that is sold to students). (3) No Derivative Works You may not

Critical Measure of Leadership Excellence-Samples for Students

Question: Write a Article Review Reflection on "Character Not Charisma is the Critical Measure of Leadership Excellence". Answer: The article Character not charisma is the Critical Measure of Leadership Excellence explores the characteristics of a good leader. The characteristics of a leader is important in the sense that core values help in influencing the leaders behaviour, his ethics and vision thereby leading to organisational excellence. The main objective of the article discussed is to evaluate the significance of character in the development of leadership. The concept of leadership was very important especially after the world war. In a sense charisma is not something which is directly related to the running of an organisation. The concept which is often misunderstood is that only a sense of authority is not crucial for the success of an organisation. On the other hand if a leader clearly explains and shares the vision of the organisation it becomes a matter of shared interests and the entire organisation works towards a common goal. Charisma mainly focuses on personality attributes namely dynamism, the image, inspiration, the symbolic behaviours, emotional intelligence, the empathetic understanding and clearly articulating a vision. There are negativities associated with charismatic leaders as well. They might become selfish and self centred in case they are prone towards narcissism. In case the leaders are more focussed on their personal goals, their leadership becomes more self centred, this leads them to always focus on self service (Character, Not Charisma, Is The Critical Measure of Leadership, 2017). Character is something which is based on the core values of a leader. It is a factor which influences a persons vision, behaviour and determines his or her goals for excellence. A leaders character should never be compromised on. It needs to be ensured that a leader has integrity as followers are bound to emulate a leader. According to conducting reports it has been found that majority of people feel a leaders ideals or integrity is compromised when he or she displays arrogance, promotes self interest, deals unfairly and does anything negative. The environment of an organisation cannot be positive and congenial to excellence by itself but it needs to be cultivated primarily by the leaders of organisations. In case the leaders promote the values of positivity, decision making, dependability, achievement which can promote it towards excellence, the other employees and subordinates are likely to follow suit. The morality, the consideration, the imaginative understanding of a leader is attributes which are linked to the character of a leader. These are not aspects of a leaders charisma. Todays competitive world, requires more of consideration, transformation and core values rather than information. Leadership is something which is not only crucial but also indispensible to an organizational culture which focuses on striving for excellence. The main role in the propagation of a positive culture for a particular organisation is possible because of a leader in the true sense. Charismatic behaviour is not negative but hardly beneficial in leading all individuals of an organisation towards excellence. This helps us infer that character is the sole criterion which helps an organisation as a whole strive towards excellence (Character, Not Charisma, Is The Critical Measure of Leadership, 2017). Reference: Character, Not Charisma, Is The Critical Measure of Leadership. (2017).Thewindchime.blogspot.in. Retrieved 24 November 2017, from https://thewindchime.blogspot.in/2010/01/character-critical-measure-of.html

Pragmatism Theory by Jean Piaget

Introduction Education is an area that has attracted the attention of many scholars. Unlike in the olden days where people were so much uncivilized and had no regard for education, in the modern world issues regarding education have completely taken a new look. According to Tipps (2011), currently education is the secret to succeed in life.Advertising We will write a custom research paper sample on Pragmatism Theory by Jean Piaget specifically for you for only $16.05 $11/page Learn More Nations are currently investing so much in education as they have realized education as one of the main ways that a nation can grow. Shelly (2012) says that several technologies have been invented in the favor of education. Through these technologies, big advancements have been made in the sector of education. In today’s world, the economy growth of any given nation is measured not in terms of how much wealth it accumulates but by the level of learning education ac quired by its citizens. Theorists and various researchers have so much shown their interests in the area of education. Wadsworth (2004) points out that several theories have been developed by different theorists to support learning. These theories form the basis for the learners to desire to know more, develop an understanding, absorb, and retain what is leant in their minds. Seel (2012) argues that the educational theories are very important in the learning process. This scholar argues that when applied in the process of learning, these theories help the learners prescribe and apply educational skills learnt from the theories for better results in their learning process. Education theories vary and address various areas for example some may address areas like education policies, curriculum, learning, pedagogy, leadership and many other education relevant areas. This paper seeks to explore Jean Piaget’s ‘cognitive development’ educational theory, its impacts, and applicability in the learning process.Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More ‘Cognitive development’ theory description Jean Piaget invented the cognitive development theory of education around 1955. This theorist was so much concerned with education of children as he argued it was the only way to prevent the economy of a nation from collapsing. This scholar viewed education of children as the pillar and foundation for success. Jean Piaget was through this theory was so much concerned with provision of quality knowledge to children. This scholar relates this theory to the human development structures and stages as the regulator of acquired knowledge and education. The arguments of this scholar in the theory are purely based on the structuralism. Jean applies a cognitive approach in this theory. According to this scholar, the intellectual development of children varies from one stage of development to another. After observing and studying the cognitive development of his children, jean interpreted the process of acquiring knowledge based on two concepts. The two concepts are accommodation and assimilation that not only consider biological interaction but part of cognitive point of view. In the Cognitive development theory, jean proposes four stages of development that he argues they also represent the various stages of knowledge and education acquisition. The four stages of development as described in the Piaget’s cognitive theory are as follows. The sensorimotor stage of development- This refers to the stage between birth and the time a child celebrates its second birthday. The pre-operational stage- this is the period of child’s development ranging from the age of two to seven years. The stage of concrete operation- This refers to the stage between age seven and eleven years. The formal operational stage- according to Jean, this is the final stage of development of a child ranging between the age of eleven years to sixteen years and above. Process of learning as described by the theory Jean Piaget in this theory explains the process of acquiring knowledge and learning basing his arguments on the different developmental stages of a child. Although the learning process may not be gradual, Jean explains that the theory applicability is evident depending on the objects to which the child is subjected. This theorist argues that in first stage of development, the child’s experience of the new environment is by movement of body the limbs and the five senses. At this stage, children are perceived egocentric, as they do not view the world from others’ perspective. In the second stage of development, egocentrism begins to disappear and the child begins to think logically. According to Jean, this egocentrism nature disappears completely in the third stage of development and the thinking status of the ch ild at this stage is very concrete and logical. From this stage going to the final stage of development, the child develops abstract reasoning and thinking. At this stage, the child mind is completely developed and thinking status at is very logical.Advertising We will write a custom research paper sample on Pragmatism Theory by Jean Piaget specifically for you for only $16.05 $11/page Learn More Broadly, Jean Piaget describes the child’s development and learning process as a cycle. This scholar argues that this development is heavily reliant on the immediate environment of the child, as it tries to comprehend various issues in the environment. Repeatedly, the child continues to acquire knowledge, differentiate elements ant their impact and ingrate them accordingly through reflex abstraction as described by Piaget. As development progresses, Jean Piaget argues that the child starts to identify several objects and their various ways of action affe cting those objects through what he refers as ‘empirical abstraction’. Through repetition of this process, the child is able to acquire new insights and achieve new knowledge levels. This process according to Jean forms new ‘cognitive stages’. This way, such a child learns how to deal with various new issues within the environment. As the cycle continues, the child is thinking ability, reasoning expands, and the child attains different levels of knowledge. The child will be developing as time goes by, and it will be able to handle more complex objects and issues in the environment. This way the child develops the knowledge of dealing with more complex patterns and the child continues to acquire more knowledge. This learning cycle continues and its more gradual especially when the child is exposed to various and also different environmental factors or objects and real life experiences. Evaluation of learning occurrence According to Jean Piaget’s theor y, the cognitive structure is taking to develop from one stage to another depending on the various life experiences and objects the child is subjected. The mind of a child is small at the initial stages of development and cannot accommodate many things. At these early stages, the child may not be able to conceptualize much of the experiences faced abstractly. Solving of problems like arithmetical calculations and dealing with physical situations is not easy for the child at this stage. As the child develops, so does the brain. The cognitive structure is defined in a way that learning takes place progressively as the child develops. A two-year child cannot be taken to class four because the cognitive structure is not developed to accommodate the information. At the development stages, children in most occasions apply mental maps construction to learn more on environmental experiences. This is why when this two-year old child cannot learn anything when taken to class four. When these mental maps are constructed in the life of a child, the brain is able to absorb and retain the experience. Repeatedly, this information is assimilated permanently into the brain of a child.Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More A child’s memory is very sharp. The brain at this stage is able to retain information for a very long period. That is why a child is able to identify and love some people and dislike others depending on the first treatment given to this child at the early stages of development. When a child is exposed to different life occurrence it may be in a position adjust the cognitive issues by lowering the equilibrium so as to accommodate all the new life factors (Leonardus, 2002). This way, the child continues to develop more complex cognitive structures solve hurdles of life. Jean Piaget’s cognitive theory of education advocates for children exposure to various objects. According to this theory, the cognitive structure develops as the children grow. This calls for exposure of these children to different environmental conditions. This theory is can be effectively be applied in the entire process of learning and the education system to realize good performance. Leonardus (2002) argues that learning is a mental process that is internal and the educator should majorly concentrate in building and improving the intelligence development of the cognitive structures of a child. This theory assumes that the memory system is actively organized to process information that influences acquisition of knowledge and the whole learning process. However, the applicability of this theory may be criticized. This is because to come up and draw conclusion on this theory, Piaget only relied only on the sample of his three children. These three children had a similar genetic composition, subjected to similar objects, and brought up in very similar environment. There is a likelihood that Jean Piaget conditioned these children to react in a desired manner (Antona, 2001). Children with different genetic makeup and brought up in different environments may not necessarily respond the same as Piaget’s children. An illustration of learning applying the theory According to Lefran cÃŒ §ois (2012), there are many evident illustrations of learning applying Jean Piaget’s cognitive theory of education. One on the commonly known is the illustration is the use of the cognitive theory in Multimedia learning. This where, a learner is subjected to the experience of words and various pictures through the media for interpretation. In this case, the learner uses words and images to advance his or her verbal capacity as a way of learning. Following every portion of pictures and words presented to the learner by the multimedia, these models are organized and integrated prior knowledge from the long-term memory. In relation to the basics of cognitive theory, this learning is based on four principles. These principles include the dual-coding principle, working with limited memory capacity, active processing, and the transfer of information. The memory works better in a dual system, where verbal information is coupled with visual information for better memory. Only a l imited amount of knowledge can be held by working memory at a given memory. This means a learner should be in position to identify the points of cognitive resource allocation. One point that should also be put into consideration on the working memory capacity is that the memory has limited storage capacity that may affect the learning process. Antona (2001) argues that, to avoid the effects of the limited, capacity of the memory, a learner should be able to integrate only the allowed concepts in the working memory and information that is extraneous to the memory working capacity. LefrancÃŒ §ois (2012) says that the coding theory of Multimedia Learning recognizes that human beings by nature are always actively involved in cognitive processing of existing stimulus that is presented by different factors in the environment, because there will be an effort to make sense of every presented stimuli. In multimedia learning, there is an active processing of information including all the sele cted information, organized and integrated accordingly. This learning involves the linking of the representation based on images and words. After a successful learning process has taken place, the learner or other people are now able to retrieve the long-term acquired knowledge in situations when they need it to undertake given tasks. This is the information transfer principle. The knowledge acquired may be transferred immediately or reserved to be used when needed or faced with tasks requiring its application. Learning tasks based upon the theory The cognitive theory of learning poses several learning tasks not only the teacher or educator but also to the learner. One of the vital tasks that the theory poses to the teacher is the need to know and understand that cognitive structures develop as the learner grows from one stage to another. It is equally important to know that the memory capacity of the working memory is limited and can only accommodate limited information at a partic ular time. By understanding this, the teacher will again be faced by the tasks of drawing the curriculum that includes effective planning to accommodate and enhances appropriate growth of logical and conceptual reasoning of the learner. The cognitive theory provides a learning task for the educator to develop and apply some learning instructions (Duschl, 1992). This is where a teacher has to realize the important role-played by the learner exposed to various experiences and interaction with the surrounding environment. An educator will be able to issue instructions that encourage inclusion of play to students in the learning process in order to develop cognitive structures. Through the theory, the teacher bears the tasks of setting goals to measure the purpose of actions undertaken by various students to establish and provide meaning on their learning progress. This learning theory is also based upon the tasks of students’ self-observation and regulation. This is where by aft er the goals have been set, the learners are given the duty of monitoring and determining their own progress in the learning process. In addition, it also encourages students’ self-assessment. This is relieves the teacher from the task of always assessing their progress. Finally, the theory entrusts the learners with the task of carrying out self-reinforcement. This make that develop a good feeling of the good things they do and regret for bad things done to enable them accomplish their goals. Conclusion Human intelligences involve a process of acquiring knowledge, its construction within the mind and finally how it is used. Learning is a complex process which involves allowing the mind to gather new knowledge, and use this new knowledge to develop the mind. The development of mind, according to Jean Piaget, is a gradual process. According to his theory, human development is not an abrupt process which takes place suddenly. It is a consistent process that involves collecting experiences, either through teaching or by witnessing issues taking place within the environment. This theory holds that this process involves biological development of the mind as one gets to understand various issues in life that were not known before. This means that cognitive development of the mind takes place from the time a child is born. This theory holds that when a child is born, it is exposed to the environment that is absolutely different from the environment it was used to. This child will be forced to learn how to survive in the new environment. The environmental factors will help such a child learn various issues within the environment. At that early stage of life, there are issues they know, while others are completely new to them. This means that there is always a discrepancy of knowledge because there are some issues that are beyond their understanding. The cognitive theory holds that in such cases, learning will take place based on what is known to the child. The child will use its current knowledge to eliminate the discrepancies of knowledge by trying to understand what it knows not. At the center of this development, according to Jean Piaget, is knowledge. It is through language that this knowledge will be learnt and the mind will be developed. References Antona, M. J. (2001). Introducing Christian education: Foundations for the twenty-first century. Grand Rapids: Baker Publishers. Duschl, R. (1992). Philosophy of science, cognitive psychology, and educational theory and practice. Albany: State University of New York Press. LefrancÃŒ §ois, G. R. (2012). Theories of human learning: What the professor said. Belmont: Wadsworth. Leonardus, D. C. (2002). Learning theories: A to Z. Westport: Greenwood Press. Seel, N. (2012). Encyclopedia of the sciences of learning. New York: Springer. Shelly, G. (2012). Teachers discovering computers: Integrating technology in a connected world. Boston: Course Technology Cengage Learning. Tipps, S. (2011). Guid ing children’s learning of mathematics. Belmont: Cengage Learning. Wadsworth, B. (2004). Piaget’s theory of cognitive and affective development. New York: Pearson. This research paper on Pragmatism Theory by Jean Piaget was written and submitted by user Mya K. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.