Thursday, January 30, 2020
Seven Ages of a Leader Essay Example for Free
Seven Ages of a Leader Essay Each stages of leadership brings new crises and challenges. Every new leader faces the misperceptions and the personal needs and agendas of those who are to be led. The seven ages of leadership give a clear idea about the different stages of leadership. They are, †¢The Infant Executive †¢The Schoolboy with shining face †¢The Lover ,with a woeful ballad †¢The Bearded Soldier †¢The General, Full of wise saws †¢The statesman, with spectacles Nose †¢The sage, second childishness The initial stage of the leader says that the leader is like a child and he needs others dependency and support. He do everything with the support of others. The next stage is like a school boy with shining face. In that time the leadership experience is an agonizing education like parenting. In the third stage the leader is the lover with a woeful ballad. One mark of the future leaders is the ability to identify. Today’s leaders would instantly recognize the young king’s predicament. New comer or not , almost all leaders find themselves at some point in the position of having to ask others to leave the organization. In the fourth age of the leadership is like the bearded soldier. At the case of over time leaders grow comfortable with the role. This comfort brings more confidence to the leaders In this stage leaders may forget the true impact of their words and actions at that the leader think that there is no need for hearing what the followers said . In this stage the leader acts very strictly and adopt a seriousness character The next age of leadership is like the general with full of wise saws. One of the greatest challenges faced by the leader is that the leader’s career is not simply allowing people to speak the truth but actually being able to hear it. In this stage the leader is with the feature of wise saws. In the fifth stage the leader is like a statesman , with spectacles. The leader in this stage is often hard at work he prepare something for the benefit of the organization. In the last age of leadership the leader is again go to the childishness this is called second stage childishness In this stage the leader acts as a mentor and he really know what he have achieved will not be lost.
Wednesday, January 22, 2020
The Degradation of Music for Mass Consumption Essay -- Argumentative P
The Degradation of Music for Mass Consumption From the very first time that someone decided to experiment with a musical tradition, the cry has gone out that "true," "pure," and "good" music is dead to society, and that music itself is on a perpetual slide to oblivion. All apostrophe aside, this is a serious matter to consider. Music inhabits a significant place in all cultures. Musical style is very much a function of the Zeitgeist, reflecting the prevalent tone of the dynamics and pulse of a specific time. As an artistic medium, music has as much to do with the shaping of society, or as a shaped response to society, as do television, literature, language, or art. The fact that we find music pervading so many of our endeavors bears this out. There is nothing like music. A musical composition is a singular, tangible, emotional and intellectual outlet for our expression, so it should be no surprise that the direction of music resonates importance with so many people. Which brings us to the topic: Is the popular music of today of any value, and what does it bode for future music? In the introduction, I have suggested that the style of popular music of a particular period reflects that period. The particular style that is chosen is the artist's response to the agony and ecstasy, or something in between, of the time. The great thing about music, though, is that it can express anything. The Zeitgeist serves as a filter for the form of the music. In this way, the artist can make his point in a medium that is both accessible and acceptable to the listener. Not unlike language, the artist wants to communicate with his audience, and in order to do that, must speak the audience's language. Of course, music, essentially, has only on... ...40 radio, one can easily hear a drum sampling or melody from one popular song sampled directly onto another, an horrific development. Here is music offered to the public, involving virtually no effort by the artist, with massive monetary reimbursement not just expected, but demanded, by today's arrogant performers. The public sucks up image over ability, style over substance. This abominable trend will not right itself until a desire is expressed by the public for some real music, on a large scale. As with any business, the most effective method is purchasing power. Especially in today's market, music production is expensive, and a panhandling amateur will not survive long without financial backing. By identifying and understanding objective values in music and associating them with one's own subjective values, we may yet find an egress from our musical morass.
Tuesday, January 14, 2020
Behaviorism, Cognitivism and Humanism Essay
Introduction            Behaviorism, Cognitivism and Humanism belong perhaps to the most extensively developed theories in the field of early Psychology. Their roots are said to draw from a heritage of scholarships developed by key thinkers as early as the 1900’s. And as specific facets of science, their unifying goal is to explicate human behavior neither through arbitrary and random observations nor unsubstantiated conclusions, but through a more rigorous process of â€Å"scientific investigation†(Moskowitz & Orgel, 1967, p. 107).            This paper attempts to successfully describe the three theories cited, and thus put them in conversation with one another. In the process, this paper wishes to bring into the fore key similarities and relative differences that may be gleaned from such a presentation. Three Psychological Theories .          Behaviorism is a theory that operates on the underlying assumption that the concrete manifestations of human behavior are nothing but the result of identifiable causes or influences. Put in other words, the core contention of behaviorism lies in understanding human behavior in the context of its reactions to various stimuli (Behaviorism, 2007). Key to this theory is operative principle of external reinforcements; i.e., behaviorism takes the nature of human behavior as sufficiently explainable through the outside forces acting on it. For instance, Ivan Pavlov in 1900 was able to demonstrate in his experiment that the â€Å"salivation reflexes†of dogs can be â€Å"controlled†using external conditioning. By associating dog feeding sessions with secondary stimuli (say, bell ringing) it was learned that dogs eventually tended to react to these â€Å"secondary†forces inasmuch as they do with primary stimuli. The idea that goes with the experiment was to establish the â€Å"prediction and control of behavior†(Wozniak, 1997). As a result, many thinkers picked up this admirable concept, and, using Pavlov’s investigation, a number of psychologists began studying the how â€Å"classical conditioning†can be applied to human beings. (Moskowitz & Orgel, 1967, p. 107). If only to mention, other notable proponents of this theory include J. Watson, B.F. Skinner, and E. Thorndlike.            Since behaviorism gives higher premium than most on the importance of looking at the external forces affecting human behavior, it has a tendency to depreciate, if not all together deny the concept of human consciousness, or internal workings of the mind (Wozniak, 1997). Behaviorism â€Å"assumes that the learner is essentially passive†, in that one’s behavior relies heavily on external forces to achieve its concrete form. In many ways, this theory takes human behavior as tabula rasa; i.e., a sheet wiped clean for external experiences to start building into. Thus, it claims that human behavior â€Å"can be explained without the need to consider internal mental states†(Behaviorism, 2007). In what appears to be a direct critique to the behaviorist theory, the Cognitive psychological theory meanwhile believes that human learning is a process that involves putting into use what already is present within the human framework. Put in other words, instead of taking the human person as a tabula rasa, adherents of the cognitive theory seem to understand a person as a black box – a repository of internal processors that enable one to achieve learning. Cognitivism was said to gain a fair amount of attention from among the diverse psychological circles in the 1960’s. And noted theorists affiliated to this theory include Merill, Reigeluth, Gagne, Briggs, Wager, among others (Cognitivism, 2007). A few significant differences may be gleaned from juxtaposing the two theories cited thus far. First, unlike behaviorism, cognitivism tends to pay closer attention to establishing inner mental workings of a person to explain human behavior. Cognitivists reject the notion that the behavioral manifestations of a human person are explainable by solely citing external factors. One can perhaps consider how human persons possess a unique manner of gaining insights apart from outside experiences. For instance, if a child were to be given Lego constructs to play with, it would be utterly difficult to explain how he or she can in the process end up building certain formation such as dolls, guns or planes if one were to only see a child from the perspective of stimulus-response perspective. If only to argue, there is no stimulus-response framework to begin with. Instead, one needs to look at the whole experience of the child from the point of view of insight building. For, according to Moskowitz and Orgel, â€Å"the ability of the organism to manipulate symbols seems to be an essential component in insightful behavior†(1967, p. 135). Second, unlike behaviorism, cognitivism does not subscribe to the concept of persons as â€Å"programmed animals†(Cognitivism, 2007). Far more critical, cognitive theorists reject any notion claiming that human persons are but passive recipients of external forces – helpless, as they were, in the entire process of behavior formation or learning process. On the contrary, cognitive theorists believe that human persons are very much involved in their learning process and progress, inasmuch as they take part and are highly responsible in their actions. In sum, cognitivists take â€Å"mental processes such as thinking, memory, knowing, and problem-solving†as issues of paramount importance (Cognitivism, 2007). It can be noted that the psychological theories thus far cited involve attempts to resolve the tension between external and internal forces affecting human behavior. In view of the foregoing discussions, it seems that the Humanistic psychological perspective can prove to be a theory that can somewhat integrate the conflicting claims of both the Behaviorist and Cognitivist theories. The basic contention of Humanistic perspective lies in seeing human persons as organisms drawn towards motivational learning. Popular proponents of this theory include A. Maslow, K. Rogers, and M. Knowles (Humanist Theories, 2007). Under this scheme, a person’s behavior is taken within the context of his or her aspirations, motivations, needs, and values. And these aspects, if only to argue, stem from the a person’s interaction with his or her environment, coupled with an inherent capacity to appropriate these influences into one’s own worldview (Moskowitz & Orgel, 1967, p. 340). Like Behaviorism, this theory affirms the crucial role of external influences in the manner a person comes up with value system. Like Cognitivism, this theory also affirms the fact that learning uses â€Å"reflection†¦(as) guides for active experimentation and the choice of new experience†(Humanistic Theories, 2007). Unlike the two theories however, Humanistic psychology does not confine itself to a more restricted approach to understanding human behavior. Key to understanding this theory therefore lies in the concept of self-appropriation – a process that involves putting into a successful integration both the external and internal aspects of human behavior. Conclusion This paper now ends with a thought that indeed, the three psychological theories that were discussed hereinabove do manifest distinctive differences. But two strains of similarities can be drawn between and among them nevertheless. The first points to the fact that all the above cited theories employ scientific methods in arriving at their sacred contentions. In fact, like most behavioral sciences, Behaviorism, Cognitivism and Humanism rely heavily on scientific methodologies to substantiate their proposed theories. Secondly, it needs to be acknowledged that these theories all contribute to the furthering of knowledge pertinent to the science of human behavior. Despite their differences, their contribution to the already rich heritage of the science of psychology seems very patent, if not all together undeniable. References Learning Theories Knowledgebase. (2007). â€Å"Behaviorism†. Retrieved from,            < http://www.learning-theories.com/category/behaviorist-theories> Learning Theories Knowledgebase. (2007). â€Å"Cognitivism†. Retrieved from,       Learning Theories Knowledgebase. (2007). â€Å"Humanist Theories†. Retrieved from,            Moskowitz, M. and Orgel, A. (1969). General Psychology. A Core Text in Human Behavior.    Boston, Houghton Mifflin Company. Wozniak, R. (1997). â€Å"Behaviourism: The Early Years†. Retrieved from,           Â
Sunday, January 5, 2020
Simpsons and Philosophy - 1886 Words
Simpsons and Philosophy In the chapter Thus Spake Bart: On Nietzsche and the Virtues of Being Bad, Mark T. Conard shows us why people believe Bart Simpson is similar to a philosophical theorist named Friedrich Nietzsche. Bart being the bad boy of the Simpsons and Nietzsche being the bad boy of Philosophy. Conard says that Bart does not take on the chaos like Nietzsche says but he is just an empty being of bad actions. This argument is ridiculous; Bart Simpson is as creative as creative gets. In this chapter, Conard is first shows us how people consider Bart as Nietzsche like character because he does not try to change the world of chaos and confusion but he accepts it and makes art out of his life. Nietzsche views also point out†¦show more content†¦Martin Luther King, Jr. fought for a better life for African-Americans and that is exactly what happened. But do you think that King wanted African-Americans to be represented the way they are today in our world. African-American males are killing eac h other off in record numbers; this is so far from what King was trying to... The enemy is no longer the southern bigot but the enemy is the man in the mirror. I am not trying to say that Gandhi and King lead pointless lives all I am saying is that the world is filled with bad and no matter how much good you do once you stop preaching the bad comes back That is exactly the way that Bart and Nietzsche think they are worried about living a pointless life so they go with all the bad in the world and run with it. They want their actions to artistically bring out what the world is really made up of. On the other hand of Bart is his sister Lisa. Lisa lives the conformist life; trying to change the world with her music and preaching to everyone, especially Bart, about their wrong doing. Sometimes you almost think that Lisa should not even be a Simpson but rather be a part of the Flanders family. During the show Lisa does many noble things like trying get Mr. Burns to stop his greed, or conform Bart but in the end everyone goes back to who they are and Lisa chalks it up as another loss. This is the kind of life that Nietzsche tried to steer peopleShow MoreRelatedSara Simpson . Brandon Gillette . Philosophy . 22 February1186 Words  | 5 PagesSara Simpson Brandon Gillette Philosophy 22 February 2017 Argument Analysis Article: College athletes are being educated, not exploited. CNN Wire, 30 Mar. 2016. Opposing Viewpoints in Context, link.galegroup.com/apps/doc/A447834169/OVIC?u=lees33148xid=2b3ade47. Accessed 16 Feb. 2017. (All quotations are from article listed above.) The article stated above advocates that college athletes already are compensated through scholarships and other various expenses. 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A teachers’ philosophy of education defines how they run their classroom, maintain classroom management, and expect their students to learn. For me, I have chosen the philosophy of progressivism. Progressivism is a student centered philosophy. According to Moore (2000), progressivismRead MoreLeadership Styles And Models Of Leadership918 Words  | 4 PagesBook Summary: After reading this book, I gained a significant amount of knowledge of how leadership works in the business world. Simpson did a good job of going into in-depth examples of the styles and models of leadership. She describes leadership as a simple definition, â€Å"the action of leading a group of people or organization, or having the ability to†. Thought out the book it tells us that we will have all experienced those leaders who inspire, enthuse, motivate us to become a better businessRead MoreExistentialism And The Absurd By Albert Camus1186 Words  | 5 PagesStranger, The Rebel, and others – reflect these beliefs and ideas he held. Though he was and continues to be considered as one, Camus made a point of rejecting the label of an existentialist. Existentialism is essentially based on the idea that philosophy starts with the acceptance of being an actual living human individual or the â€Å"realization of existence.†The term existence before essence basically means that the after this recognition of existence, â€Å"the essence,†or qualities and defining traitsRead MoreDefinition And Definition Of Curriculum1698 Words  | 7 Pagesinvolvement. How every student contributes to the implementation of the curriculum, depends on the internalization and interaction of various learning activities (LeRoy Simpson, 1996). 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But eventually, their relationship turns into something more. Fourteen-year-old Will Tweedy, the narratorRead MoreEthical Issues And Nursing Relevance922 Words  | 4 Pagesproviding a better quality of life from the individual’s own perspective (Pilkington Jonas-Simpson, 2009). Telenursing through telehealth communication is a tool that helps the nurse put these aspects of this nursing theory into practice. The theory of Humanbecoming rede fines quality of life as living quality, a term that is more fluid and dynamic and more representative of life (Pilkington Jonas-Simpson, 2009). A nurse practicing Humanbecoming makes living quality a priority and allows the nurse
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