Thursday, November 28, 2019

Pragmatism free essay sample

Pragmatism and analytic philosophy are uniquely American movements because they are way different in theory to the European pragmatism and analytic philosophy, known as continental philosophy. Bruder and Moore (2002) stated that pragmatism is an American theoretical movement that was made up in the 1870s by C. S. Peirce. Pragmatists refused to believe the idea that that there is such a thing as an independent and unmodifiable truth. Pragmatists believe that truth is associated with a time, place, and purpose and so is always changing in the form of new data. Bruder and Moore (2002) stated that to C. S. Peirce pragmatism was a rule for figuring out the meaning of ideas. Analytical philosophy is being able to think sensibly and come to a rational conclusion based on facts rather that emotion, communication assessment, and scientific methods in approaching ideas. American pragmatism and analytical philosophy are well balanced on a scientific approach to argument and analysis. We will write a custom essay sample on Pragmatism or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page European philosophies on the above stated matter were different even though American and European philosophies took place around the same time period. European pragmatism and analytical philosophy as stated above is known as ontinental philosophy. Continental philosophy does not accept scientific methods, instead European philosophers view thought in the form if such things as space, time, history, culture, and language. Continental philosophers also find value on theory as well as practice. They view their philosophy based on political, individual, and moral changes. So, continental philosophy generally likes to place the importance of past views on philosophical argument, sticking to the theory that philosophical thought must be seen within its historical and cultural context, and uses both theory and practice in its views.

Monday, November 25, 2019

Comparison and conclusions about the nature of knowledge between knowing a friend and knowing how to swim, knowing a scientific theory and knowing a historical period.

Comparison and conclusions about the nature of knowledge between knowing a friend and knowing how to swim, knowing a scientific theory and knowing a historical period. We can compare many things and people only by each quality. Contrasting them with their qualities will be at the same time easy and hard. Comparing a friend with something that is not alive, like knowing how to swim are two different things. A friend for example is a human being as everybody, who will help you anytime you want, give you support, understand and love you. According to Jane Sequichie Hifler, "In every man there is something wherein I may learn of him, and in that I am his pupil". We learn from our friends and they learn from us. So it is "us" who teach each other and let them know of the world we live in.Knowing how to swim is just something that you can do in the water to move within it. It can't help you nor can it know what you are feeling in any way.English: Flowchart that shows how an idea moves fr...Water also cannot teach you anything nor can you learn from water. When you learn how to swim you teach yourself how and the water it just there. Swimming it just an a ct of moving through a substance that is not air. Although, swimming allows us to experience a part of the world we are in. it allows us to take part in exploring more than just what our feet can touch. This allows us to learn and grow from what we learn under the water and how it interacts with what we see around us. The act of knowing a friend and knowing how to swim are both in turn methods of learning to obtain and achieve things in life.Comparing knowing a friend to knowing a scientific theory shows that they both must be proven. Friends are people who just don't walk up and suddenly become...

Thursday, November 21, 2019

Business management Essay Example | Topics and Well Written Essays - 1500 words - 1

Business management - Essay Example Nevertheless, society seemed to have heeded the call. Burke (2002) elucidated on the necessity of change in organizations as an avenue for survival and viewed such change as a means of adapting to their particular environment. In the realm of work and organizations, critical contrast is now being focused on modernism and post-modernism. I also believe that the gradual switch from the former to the latter workplace standard can provide an idea of how much change work and organisations endured in this generation. Grint (2005) ascribed ‘certainty, stability and consensus’ to modernist organizations vis a vis their opposites of ‘instability, uncertainty and dissensus’ to the post-modernist ones. Grint’s three sets of opposite words generalize the paradigm shift from modernism to past modernism in the course material depiction of structural change from rigid bureaucracies to flexible organizations; the consumption trend from mass markets to niche markets; from technological determinism to technological choic e; from differentiated, demarcated and de-skilled to highly de-differentiated, de-demarcated and multi-skilled jobs; and from central and standardized to complex and fragmentary employment relations based on Knights and Willmott (2006). Although the current model of organizational processes have revolutionized society and industry in more ways than one, I do, however, also acknowledge Harding’s (2003) argument that the so-called modernist epoch was never ‘superseded’ (Jameson, 2002) and has not really gone away, but metamorphosed into the ideals we know now as post-modernist to ‘fill voids of understanding that exist in the modern world’. Viewed in this sense, the transformations we perceived are not necessarily changes, but continuity, which in a way animates Weil’s (1968, cited in Grey, 2005) remark

Wednesday, November 20, 2019

Legal Aspects of Business Decisions Unit 2 IP Research Paper

Legal Aspects of Business Decisions Unit 2 IP - Research Paper Example Sturge Ltd to honor obligation amounts to violation of Ohio’s statutory and property law. According to Steinberg (1993), the court’s holding asserted that the Ohio Blue Sky Laws in subject were not applicable since international transactions at that time were not explicitly covered within the laws. The plaintiff, West Shell Jr. and the defendant R.W. Sturge Ltd were locked in a case, which was eventually brought to conclusion by Hamilton County Court in December 08, 1993. With respect to the presiding judges, West Shell Jr. et al were supposed to be refunded all monetary resources that they incurred as loses after investing in unregistered securities. According to Steinberg (1993), the court established that the defendant R.W. Sturge Ltd et al made a coalition with other third parties in selling illegal stocks and securities to the plaintiff. Therefore, R.W. Sturge Ltd et al was liable for refunding money used to purchase securities as well as payment of any attorney fees incurred by the plaintiff throughout the case. With respect to procedural construct of the case, British law asserts that any insurance and investment premium received by underwriters of a financial company is automatically placed in a trust fund. Any profits realized from a trust fund are released to the underwriters association, upon which the underwriters will extend the proceeds to investors. In this case, R.W. Sturge Ltd failed to honor its agreement by selling illegitimate securities to the plaintiff. Consequently, the plaintiff argued that the agreement binding the sale of securities was void under the Ohio Blue Sky Law. With respect to the legal background, Ohio Blue Sky Laws states that all public transactions brought into Ohio are accorded protection from fraudulent contracts and misrepresentation of facts during an agreement. According to Steinberg (1993), this means that Ohio Blue Sky Laws protect investors against gullibility and mischievousness of international

Monday, November 18, 2019

MGT5780 Final Exam Assignment Example | Topics and Well Written Essays - 500 words

MGT5780 Final Exam - Assignment Example In addition, there is no formal training program for project managers. In most cases, they learn from experiences and failures in management of projects. As such, there is little known about project management. This makes the profession lack people who have the dream to be part of it. The managers, therefore, accidentally become part of the project and later a project manager with only the ad hoc training. Since project management is necessary, measures should be made to reflect this importance in how companies handle project management as a profession (Meredith & Mantel, 2012). Figure 2 represents the types of managers and how they are affected by politics. I would place myself in the category of politically sensible project manager. Politics is important in life as they are in the project. It is through the politics that projects that favor the community are established funded and supported. To further the goals of the project, politic consciousness is a necessity. This does not however mean dependent on politics or taking advantage of politics (Meredith & Mantel, 2012). Project management can be ruined by poor politics and in some cases, political figures may seem to support projects that favor their course without regard to the project objectives. Overdependence on politics, therefore, makes the politicians use a project as a vehicle to realize personal goals after which they abandon the project. Of the 12 guidelines proposed in the case study, those that can be said to be related to the need to understand the reasons for a project are; understanding the context of a project, understanding the needs of all the project stakeholders, understanding the meaning of success in the context of the project and remembering what you are trying to achieve. This is a crucial category of guidelines as they help the project manager to establish a course to follow and objectives to meet in the course (Meredith & Mantel, 2012). In

Friday, November 15, 2019

Piagets and Vygotskys explanation

Piagets and Vygotskys explanation In this essay I will be outlining the main differences and similarities between Piagets and Vygotskys explanation of cognitive development in children. Cognition is the study of the thought process or mental activity by which us individuals acquire and deal with knowledge. The study of the human cognition is a vast field and there are wide varieties of topics. The two most influential theories of cognitive development are from Jean Piaget and Lev Vygotsky. Each of their theory has key aspects of cognitive development across childhood. Firstly, according to Siegler (1998), Piagets theory of cognitive development is considered the most important to emerge from the study of human development, and the most controversial theory as well, according to Beilin (1992). Piagets observations of children provide a remarkable inside for what cognitive development is supposed to be like (Siegler, 1998). He provided answers to questions regarding intelligence and how one develops their knowledge. He believed that children develop in reaction to their environment, and the rewards and punishments it provides, Piaget argued that children actively explore their worlds, and their thoughts are ultimately derived from the actions of the world. Children according to him construct their reality as they manipulate and explore their world, cognitive structures which Piaget termed schemes. A scheme is an interrelated set of memories, thoughts, or strategies which are employed to predict and understand the environment. He believed that as children grow, they develop and refine their schemes. Central to Piagets theory are two biological concept, adaption and organization. Organization refers to an individuals tendency to organize their cognitive structures or schemes into efficient systems (Lutz and Sternberg, 1999). Organization can take place independent of any interaction with the environment. He believes that children naturally begin to link schemes together, creating more organized and interrelated cognitive system. For example, infants eventually begin to link together schemes developed for reaching, grasping and sucking objects, combining these into more complex structures that can be generalized to other situations and thus further their ability to negotiate the environment. Initially they cant combine these actions, but through the process of organization they become able to do so. This brings us to the concept of adaption. Adaption involves the creation of cognitive structure or schemes through our interactions with the environment. Adaption is achieved through assimilation or accommodation (Piaget, 1952). Assimilation is the process of integrating the environment into ones current psychological structures (Lutz and Sternberg, 1999). When the child assimilates something, they mould it to fit in with their existing structures. Accommodation is the opposite process, it occurs when old schemes are adjusted to fit better fit with the demands of the environment. For example, the infant sees an object lying on the floor; they can assimilate into her experience, applying her grasping scheme. The infant then encounters another object, a smaller one this time such as a plastic token, they are then forced to accommodate to the object, altering their grasp in order to be able to pick up the token. According to Piaget (1952) there are times when we are able to assimilate most new experiences, other times we are forced to accommodate and adapt our structures to the environment and thats when we enter into a state called cognitive disequilibrium, also k nown as, cognitive conflict. Both Piaget and Vygotsky believe that development started off with cognitive conflict. The process of equilibration, continual balance, leads to the development of more efficient cognitive structures (Lutz and Sternberg, 1999). Similarly Vygotsky developed his own theory of cognitive development in children. However, he made an emphasis on the cultural context in which human development occurs. Like Piaget, Vygotsky was strongly committed to the idea that children were active explorers of their world who tested their ideas against reality, seeking to expand their knowledge. It is said that Vygotsky compares a child to an apprentice, whereas Piaget compares them to a scientist. However, unlike Piaget, who viewed children essentially as solitary figures involved in the construction of knowledge, Vygotsky believed that the childs social environment was an active force in their development, working to mould childrens growing knowledge in ways that were adaptive to the wider culture in which they grow up. Vygotskys perspective on child development is referred to as the socio-cultural view because of his emphasis on the childs culture and the social environment as forces which shape development. Vygotsky was a st rong advocate for the developmental method, unlike Piaget, who concentrated on the origins of mental processes and the transformations which they have to undergo. Vygotsky was obstinate in his belief that an individuals cognitive development was largely a social process, and not an individualistic construction as Piaget believed. Also unlike Piaget, Vygotsky focused on interactions with parents, siblings, peers, and the wider culture, who were more highly skilled than the child. And he believed that through the interaction with the child and through the instruction and assistance they provided, the childs cognitive development would be promoted. He believed that learning begins as an inter-personal activity. Whereby, gradually the learner is able to perform independently. Also his theory included the scaffolding learning, where the support is provided by teacher on specific task. It allows the learner to perform at a higher level. At any given point in the learning process, there is a difference between the level achieved when assisted and when alone, also known as the Zone of Proximal Development (ZPD). The scaffolding learning of Vygotskys method is still being used in this century because all over primary schools, children are still being assisted; however when they progress unto a stage where they feel co mfortable in their ability, the teacher or individual with higher knowledge gradually withdraws support according to process. He also believed that children acquire tools invented by society to support thinking in children, also known as the cultural tools, for example calculators, books and computers. Similarly to Piaget, Vygotsky believed that childrens egocentric speech was a part of their cognitive development. However, the two have different perspectives on how they viewed the purpose of egocentric speech. Piagets Egocentric speech suggests that the childs self centred and unable to consider the point of view of others. Whereas, Vygotskys Egocentric speech is seen as a transition between the childrens learning language in a social communicative context and attempting to internalize it as a private inner thought. Alongside that Piaget developed stages of child development through clinical methods because he felt development precedes learning. The stages of cognitive development are, the sensori-motor period (0-2 years) where children achieve represential thought, the pre-operational period (2-7 years) childrens reasoning is often illogical, after is the concrete operational period (7-11 years), children are able to reason about current, concrete situations, lastly the formal op erations stage (11-15) where children can reason about hypothetical situations. Piaget believed that the pre-operational stage is a time during early childhood when children start to reason, build concepts, and lay the foundation for concrete operations. Operations are initialized sets of actions that allow the child to do mentally what was done physically before. (Santrock, 2003). Piaget believed that illogical reasoning was due to: Animism, lack of reversibility, Egocentrism and Centration. Unlike Piaget, Vygotsky paid little attention to the role of the individual. He did not focus on the stages of development or the ages at which these might occur. However, like Piaget he did see the child as an active participant in learning rather than a passive recipient of information from other people. Both these theories share ideas about how a child starts to develop their cognitive skills. But they both understand it differently. The nature of Piagets investigations contrasts with the cultural-historical approach of Vygotskys research. Piaget is more concerned with the development of universal processes for the validation of knowledge, and Vygotsky is more focused on psycho-socio-historical genesis and its interpretations. Although these psychologists have received a lot of critics about which aspect of development they put more emphasis in, they have still contributed to our understanding of child cognitive development. It is only through their research and theory that others are able to progress onto finding out further details about how a childs mentality develops. Vygotsky and Piaget are often presented as opposites. However, a careful read of their theories reveals that they are not as dissimilar as they are presented to be (DeVries; Matusov Hayes, 2000).

Wednesday, November 13, 2019

Farewell To Arms: Religion Essay -- essays research papers

Religion in "A Farewell to Arms" For hundreds of years, writers have used religion as a principle issue and point of discussion in their novels. Hawthorne expressed his views in The Scarlet Letter, Garcia Marquez did the same in One Hundred Years of Solitude and in other writings, and even Ernest Hemingway used his writing to develop his own ideas concerning the church. This is fully evident in his novel A Farewell to Arms. Even in a book in which the large majority of the characters profess their atheism, the ideas of the church materialize repeatedly as both characters and as topics of conversations. Religion is presented through reflections of the protagonist "Lieutenant Henry," and through a series of encounters involving Henry and a character simply identified as "the priest." Hemingway uses the treatment of the priest by the soldiers and by Henry himself to illustrate two ways of approaching religion in a situation in which God has no place, and employs these encounters between the pri est and other characters as a means of expressing religious views of his own. Most evident to the reader is the strict difference between the priest's relationship with Henry and that which he has with the other soldiers. Hemingway repeatedly emphasizes this in all sections of the book, even after Henry is injured, when he is completely isolated from the other soldiers. The first instance the reader sees of this is only six pages into the novel. Hemingway writes, "That night in the mess after the spaghetti course . . . the captain commenced picking on the priest" (6-7). Hemingway's diction is suggestive: "commenced" signifies not only that the soldiers began to pick on the priest, but that ridiculing the priest was their main activity prior to dinner as well as after. Almost the same scenario is portrayed only a few pages later: "the meal was finished, and the argument went on. We two stopped talking and the captain shouted, 'Priest not happy. Priest not happy without girls.'" (14). The soldiers' ridicule of the priest is again hi ghlighted when Henry, bed-stricken with his injury, asks the priest "How is the mess?" (69). The priest replies "I am still a great joke" (69). The reader sees an obvious pattern in the relationship between the priest and the others. Mo... ...igion and God that the reader will receive in the novel. God may or may not be there, but that doesn't affect, and certainly does not help, anyone in the book or in the war itself. The views Hemingway presents in the novel at this point become, if not clear, at least more accessible to the reader. The priest no longer represents God. He does represent religion, for this is why he receives the verbal battery he does from the soldiers. But to Henry and to the reader he is simply another man with strong beliefs. God, in the novel, either does not exist or is completely apathetic to the actions of man. The one religious icon the reader sees in the book, the St. Anthony necklace Catherine gives to Henry, is disregarded and lost within twenty pages. Henry's strongest sense of devotion in the book is to Catherine, and in this way love for him is a "religious" feeling, but by no other definition of the word is this true. The priest nicely expresses Hemingway's message when he says, "there in my country it is understood that a man may love God. It is not a dirty joke" (71). The frontlines are no place for religion. God has no place in war.