Historical Development Of East Asian Political Tradition

David Zernitsky A11559491 December 15, 2014 Prompt #4 Magnetic Hegemony Going back to the first day, the significance of this course is a traditional political thought in action that is intrinsically interesting that is to say. It is interesting whether true or false and good or bad claims to make about important aspects of human life and politics, but also the balance of proper order and self-cultivation, as well as East Asian traditional political economy, and the way in which law and justice are perceived from the standpoint of human feelings. These are intrinsically interesting ideas and practices that deserved to be taken care of seriously as they are in East Asia today and again whether we accept or reject them for example as†¦show more content†¦Proceeding in this manner, the ruler labors hard and the officials sit idle (De Bary, 304). One way or another, Confucius’ transmission and interpretation of the ancient culture and his practices of education played a major part in shaping and reshaping the ru’ tradition. The process involved in this transformation must be taken into account when we discuss the relationship between Confucius and ru’. Therefore, whatever method one may employ in tracing the origin of Confucianism, one must take into account both the cultural heritage on which Confucius worked and the transformation Confucius made to the ru’ tradition. In this sense it is misleading to simply ‘characterize Confucius and his followers through their role as the time of Confucius, the ru’ had fundamentally changed their social and cultural functions, and therefore, should not be treated in the same way as earlier masters of dance and music. The Dominant strategy is humbly called to be magnetic hegemony, or think of it as the equilibrium strategy, which is the most often used strategy over the long sweep, especially with Chinese, but often more generally east Asian history. The strategy is a creation of international hierarchy through hegemony, which simply means predominant power, more power than anybody else with of course applying that role partly through cultural self-conceit, but also partly because of necessity the way things have been. Institutionally,

Prosocial Behavior And Social Behavior - 959 Words

Prosocial behavior is charitable actions that are proposed to support an individual or group. Such behaviors entails: protecting, uplifting, liberating, and sharing without an expected return. Human culture is produced by rules governing suitable interpersonal behavior. Prosocial behavior is often time mistaken with altruism. Altruism concerns the welfare of an individual or group withholding selfishness. Furthermore, Prosocial behavior is a pattern of action, while, altruism is the drive to aid people solely for their needs oppose to the needs of self. Now, to express why three potential conditions in which diffusion of responsibility might occur, the steps of prosocial behavior and the significance of each step. According to Fiske (2014), diffusion of responsibility refers to the belief that someone else will respond to an occurrence, so one does not feel personal responsibility. One likely condition for diffusion of responsibility; A armed robber drag pregnant woman in a subway, attempting to snatch her purse, many witness this occurrence but are reluctant about responding. Why? One may recognize that action needs to take place but feared what could happen to them. Milgram Hollander (1964), there are rational and irrational fears concerning what could happen if an individual interfere during dangerous events. Two, during a flight a man walks toward the restroom, he trips over a bag in the middle isle and hit his head on the cabinets above the passenger seats. AShow MoreRelatedProsocial Behavior And Human Social Life1469 Words   |  6 PagesTandis Moghadam 1 May 2015 Prosocial Behavior in Great Apes Prosocial behaviors are a huge aspect to human social life; it involves helping, encouraging, and/or sharing information. Sympathy and empathy are the main characteristics for prosocial behaviors. Sympathy portrays feelings of pity and compassion for someone else’s ill fortune, while empathy means having the ability to understand and share the feelings of another. Sympathy and empathy are known to be crucial skills needed to keep up withRead MoreSocial Psychology Theories About The Development Of Prosocial Behavior And Altruism1520 Words   |  7 Pagesaction can influence prosocial behavior in others by indirectly convincing them that they too should get involved because someone else is helping. What are the primary social psychology theories about the development of these two phenomena? According the University of Alabama, there are four main social psychology theories about the development of prosocial behavior and altruism. These are social exchange, empathy-altruism, social norms, and evolutionary psychology. The Social Exchange Theory discussesRead MoreProsocial Behavior : Behavior And Altruism1654 Words   |  7 PagesProsocial behavior and altruism are two topics that are being studied within social psy- chology to try to understand the motivation behind humans to help those in need. Researchers have made various theories of why some people are more willing to help humans in need than other people and why people choose to help victims when they do. These theories do a great deal of explaining why exactly prosocial behavior and altruism occur when they do with regard to genetics, culture, and many other factorsRead MoreGender Roles And Their Effects On Prosocial Behavior1465 Words   |  6 Pages Gender Roles and Their Effects on Prosocial Behavior Kathleen N. Webster Salem State University â€Æ' Abstract The present study was designed to examine the effect of gender roles and prosocial behavior. More specifically, the goal was to determine which sex (male or female) would be more likely to engage in prosocial behaviors. Existing gender roles suggest that women are likely to be emotionally expressive, intuitive, and sympathetic, while men are assertive, dominant, and likely to takeRead MoreCorrelation Between Prosocial Behaviors And Prosocial Behavior1491 Words   |  6 PagesCumberland, A., Carlo, G. (1999). Consistency and development of prosocial dispositions: A longitudinal study. Child Development, 70(6), 1360-1372. Purpose and Hypotheses of the Study The study by Eisenberg, Guthrie, Murphy, Shepard, Cumberland, and Carlo (1999) had two purposes. 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For instance, young children helping each other when they fall, adolescents helping each other with schoolwork, and adults helping one another at work. To develop further, prosocial behavior and altruism can first be highly illustrated in children. Children are taught to help one another and this behavior grows with the child to their adulthood; therefore, people are taught to act in a caringRead MoreChild Rearing Practices1359 Words   |  6 PagesParenting Practices that Help Promote the Development of Positive Social Behavior Among Preschool Children within the Family. MARIA PERLITA EMBUSCADO DE LEON MA Psychology (May 2010) Department of Psychology This research used data from fifteen 2-parent families residing in a community located in Dalandanan, Valenzuela City, with at least two children and one of whom is between the ages 3 to 6 years. 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This type of behavior is commonly displayed in young children sharing their toys with another child because they want too, not because they were told they have too. Prosocial behavior is something most parents want their children to have, so many people have studied where it comes from and how to bring it out in your child. Hyson and Taylor (2011) focused on how early childhood

Describing Language And Language Skills Education Essay Free Essays

Teaching is a multidimensional activity that involves societal, educational, pedagogical, linguistics, personal, and cognitive dimensions. In the last 20 fiveyears, in general instruction the cognitive dimension of instruction has been recognizedas cardinal to successful instruction. The last decennary has witnessed steady growing in thestudy of instructors ‘ knowledge. We will write a custom essay sample on Describing Language And Language Skills Education Essay or any similar topic only for you Order Now Research workers have paid more attending to the survey of instructors ‘ belief about instruction, acquisition, scholars, and the impact it has on learning patterns, activities, and larning results ( Tillman, 2000 ; Shavelson, and Stern,1981 ; Burns, 1992 ; Eisenhart et. al. , 1998 ; Fang, 1996 ; Richardson, 1996 ; Kagan,1992 ; Reynold, 1992 ) . Research into instructors ‘ knowledge has non been restricted toone or few specific subjects or content countries. The impact of instructors beliefs on their instruction is being studied across subjects and educational scene every bit diverse as general instruction, mathematics ( Ernest 1989 ; Shuck 1997 ; Karaagac and Threlfall ; Raymond, 1997 ) , second/ foreign linguistic communication acquisition, ( Farrell, and Patricia,2005 ) , reading ( Beach, 1994 ) , and chemical science ( Brisco, 1991 ) . It has been studied in pre-service and in-service contexts, different educational degrees: kindergarten, simple schools, high schools and grownup instruction. During 1980s and the old ages after, research workers investigated a figure of different facets and dimensions of instructors ‘ knowledge. The chief focal point was on analyzing the manner instructors think about their ain work, their mental procedures in planning and transporting out their instructions, the sort of determinations made in the class of instruction, and how these beliefs may alter over clip. Some of the research countries in teachers’cognition include analyzing instructors ‘ knowledge in general and how they construct their constructs and theories of instruction ( Clandinin A ; Connelly, 1988 ; Leinhardt,1990 ) , instructors ‘ apprehension of the instruction procedure ( Peterson A ; Comeaux,1987 ) , instructors ‘ belief about instruction, pupils, instructors, and the acquisition procedure every bit good as their ain efficaciousness in bring oning alteration in their pupils ( Hollingsworth, 1989 ; Kagan A ; Tippins, 1991 ; Tamir, 1991 ) . Another country of research in instructors ‘ belief is analyzing the instructional ideas, actions, and determination devising in the schoolroom ( Fogarty, Wang, A ; Creek, 1983 ; Magliaro A ; Borko, 1986 ) . Changes in teachers’beliefs that occur as a consequence of professional growing and instruction experiences have besides been examined ( Bullough, 1991 ; Calderhead, 1991 ) . Teachers ‘ beliefs are non easy to specify. Nor are they easy to operationalize and analyze. Kagan ( 1992 ) views them as tacitly held premises and perceptual experiences about instruction and acquisition. Pajares ( 1992 ) and Richardson ( 1996 ) view them as personal concepts of instructors that can assist understand their determinations and instruction patterns. The belief system consists of the information, attitudes, values, theories, and premises about instruction, acquisition, scholars, and other facets of instruction. Some of these beliefs are rather general while some are really specific. Harmonizing to Johnson ( 1994 ) instructors ‘ beliefs influence their judgement and perceptual experience, the schoolroom activities they use, and it can lend to the betterment of learning patterns and teacher instruction plans. The belief system is argued to function as a base for the activities and patterns instructors use in the schoolroom. It guides instructors in the class of the patterns they have in the schoolroom. Hampton ( 1994 ) contends that instructors ‘ beliefs can find the manner they approach their instruction. In brief, research findings show that instructors have complex thought and reading of instruction and the context upon which they reflect, decide, and act was a broad and rich mental context ( Elbaz, 1983 ; Clandinin, 1986 ) . There are different ways instructors may develop their beliefs. It can be socially constructed as a consequence of their ain personal experiences and influences of the scenes in which they work. Teachers ‘ beliefs are built up over clip. They are derived from instructors ‘ preparation plans, pre-service plans, and prior acquisition and instruction experiences. Brog ( 2003 ) and Richards, Gallo and Renandya ( 2001 ) argue that instructors ‘ beliefs are derived from their anterior experiences, school patterns, educational theory, reading, their single personalities, and a figure of other beginnings. Eisentein-Ebsworth and Schweers ( 1997 ) see instructors ‘ positions shaped by pupils ‘ wants, syllabus outlooks, and anterior experiences. This cognition may alter over clip as instructors interact with pupils and acquire feedback from them. Following the involvement in general instruction and teacher instruction in teachers’cognition, research workers in 2nd linguistic communication acquisition took the thought and started to analyze linguistic communication instructors ‘ pedagogical beliefs in 2nd linguistic communication acquisition ( Breen,1991 ; Cumming, 1993 ; Freeman A ; Richards ; 1996 ; Johnson, 1994 ; Richards, 1998 ; Richards A ; Nunan, 1990 ; Woods, 1996 ) .Teachers ‘ belief is now viewed as a complex cognitive activity ( Farrell and Patricia, 2005 ; Brog, 2003a, 2003b. ; Mitchel and Hooper, 1992 ; Johnston, and Goettsch, 2000 ) . Research into instructors ‘ knowledge has both provided good penetrations into instructors ‘ knowledge at the same clip raised more inquiries about several issues of instructors ‘ beliefs. A more specific facet of instructors ‘ knowledge in linguistic communication instruction is instructors ‘ beliefs about grammar and different facets of grammar instruction. Some of the inquiries that have non been yet answered include how much clip should be devoted to grammar? What grammatical points should be taught? How should grammatical points be sequenced? What activities are more appropriate for different contexts? Grammar has a contested nature and its instruction and acquisition has seendifferent yearss. Grammar instruction has ever created uncertainnesss and raised complex and challenging pedagogical, lingual and curricular issues. With the outgrowth of a new method or theory grammar becomes the centre of attending and with the death of the theory or pattern it would be wholly abandoned. For times grammar was cardinal to category activities and at times it was overlooked. With such fluctuation it is non hard to conceive of linguistic communication instructors develop different positions on grammar in the procedures of going a instructor. In the late 1980s forsaking of focal point on signifier was advocated by communicative motion. In the last decennary the issue of focal point on signifier has been a hot subject and raised many inquiries and challenges to applied linguists and linguistic communication instructors. There have been a figure of surveies on instructors ‘ beliefs about grammar and grammar instruction. Ng A ; Farrell ( 2003 ) and Yim ( 1993 ) investigated the extent to which instructors ‘ theoretical beliefs influenced their schoolroom grammatical patterns, and found grounds to propose that what instructors say and do in the schoolroom are governed by their beliefs. Farrell ( 1999 ) examined the belief system of pre-service instructors of English grammar in footings of its influence on instruction pattern, and found grounds to propose that these beliefs may be immune to alter. Similarly, Richards, Gallo, and Renandya ( 2001 ) examined the beliefs of a group of in-service class instructors about grammar. The consequences showed that many instructors followed a communicative attack to instruction, while some of the respondents stated that they had house belief in the importance of direct grammar instruction in linguistic communication learning.They besides stated that the ir EFL/ESL pupils asked for grammar instruction. Research into the impact of formal grammar instruction has covered several facets of grammar instruction. These include inductive versus deductive approached to the instruction of grammar ( Shaffer, 1989 ; Dekeyser, 1995 ) , feedback and rectification of mistakes ( Chaudron, 1977 ; Dekeyser, 1993 ) , usage of grammar nomenclature in grammar instruction ( Berman, 1979 ; Garrett, 1986 ) , and impact of grammar pattern on L2 acquisition ( Ellis, 1991 ; Johnson, 1994 ) . In malice of big volume of research in this country consequences are inconclusive and as Borg ( 1999 ) discusses our apprehension of the procedures of grammar instruction as perceived by linguistic communication instructors has still a long manner to travel. How to cite Describing Language And Language Skills Education Essay, Essay examples

Digital transformation free essay sample

Digital transformation, the Nike way marketingmagazine. co. uk I had the honor of sitting in on a presentation by a Marketing Specialist at Suite Partners in Chicago and Account Manager for Nike for the Chicago region. He spoke about Nikes new marketing strategies and it sparked an interest in me to learn more. I found an article titled, Digital transformation, the Nike way, which Id like to tie in with his presentation about Nikes new advertising strategies. The article is about a new book written by the vice-president of digital sport at Nike, Stephan Olander and ounder and chairman of AKQA, AJaz Ahmed, titled Velocity which is The Seven New Laws for a World Gone Digital. Digital transformation, the Nike way was written in May of 2012 by Nicola Clark of marketingmagazine. co. uk who interviewed the two authors of the book and I accessed it via the LexisNexis database. We will write a custom essay sample on Digital transformation or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The book is all about how marketers can drive the innovation agenda in the digital age that were currently living in, as Nicola says. This book provides some of Nikes marketing strategies that he mentioned in his presentation and if they arent already, they will e a really important component to almost every companys success. Nike doesnt want to be that company that annoys people by over selling their products and services through obnoxious commercials. I mean how often do people now days actually watch a commercial? If youre anything like me, I DVR everything and fast forward through these obnoxious commercials, same with radio, whenever radio commercials come on l, more often than not, change the station. Those ways of advertising is nearly extinct or as they say in the article that way of doing things has een evaporated, say Olander. Our ways of communicating are different than they were Just 10 years ago and even Just last year. Companies need to adjust to the digital age that we are living in in order to survive and be successful. Nike is interested in attracting consumers through demand-creation. They want to add emotional value to their products and services through their advertising to connect with the consumer on a deeper level and to set them apart from their competition or, as we learned, theyre giving their customer the Why before they give them the What. By doing this, they are trying to attract consumers that that share their values and get them involved in a more active lifestyle. As he says its all about the story and Nike is bringing the story of their consumers to life and with these stories, they are making an emotional connection and they are doing this as, Ahmed mentions, with different social channels. They are connecting with their consumers in up to hundreds of millions of ways through these different social channels. You cant Just run a commercial now. You have to connect with your consumers in ways that are convenient to them and on their terms. They want you to come to them and entertain them, give them something that interests them. One of Nikes biggest connections with their consumers is sharing. Ahmend explains that its not only important, but necessary to have something worth sharing because its all about what everyone else is doing. He says that If someone doesnt want to share it, then it might as well not exist. This is done by utilizing social media such as facebook, Instagram, and interest and most importantly ot all is word ot mouth and g reputation. Mentions on a late night television show, as we saw on TED TV, can make all the difference to a product or service. Trendy hash tags can now take a brand farther than any 30 second commercial on TV or an ad in a magazine. Any company needs to fgure out how they can set themselves apart from your competition and Nike does this through the experiences and the meaningful connections that they provide to their consumers. A company also has to keep that direct connection with their onsumer because, as Olander says, When you give up the direct connection to your consumer, you give up everything because as weve learned, the consumer is the core of everything, they are the boss. A good majority of Nikes consumers are athletes and Olanders final remarks are about how Nike is keeping up with the times through their athlete consumers who inspire new ideas and keep them on their toes with our fast paced society. Olander states that mfou can never grow old when your consumer is young.