Cross Cultural Communication and Business Management Term Paper

Cross Cultural Communication and Business Management - Term Paper Example When manages successfully, it brings economic benefits. For organizations that send managers on foreign assignments. The cost can be high, as those managers need to adjust to their new environment. Cross-cultural effective communication is useful and worthy which can deal with conflicts that arise within multicultural. What would the ideal manager of international operations look like The ideal manager would have a "very good command of several languages and knowledge of and sympathy for several cultures" ( Hedlund 1986: 31 ). Some authors argue that these managers must become cosmopolitans, to grow beyond cultural limitations ( Harris and Moran 2000). To be "cosmopolitan", according to Webster's Third New International Dictionary, a manager must "be marked by interest in, familiarity with, or knowledge and appreciation of many parts of the world: not provincial, local, limited, or restricted by the attitudes, interests, or loyalties of a single region, section, or sphere of activity: worldwide rather than regional, parochial, or narrow." As if this were not asking enough of an international manager, Harris and Moran also distinguish between cosmopolitans and global managers. Global managers are cosmopolitans who have an additional facility for making appropriate business decisions anywhere that they operate. Given the near impossibility of either finding or developing such a manager, is it any wonder that we encounter firms of all types and classes making costly blunders in their foreign operations Business people today face an increasing range of culturally diverse situations. To ensure success in business, many organizations are using cross-cultural communication to improve their manager's cross-cultural effectiveness and enhance their communication skills. In a diverse workplace, there are many cultures collide. Many culture norms influence a manager's behavior and subsequent reactions (Gardenswartz L. and Rowe A., 2001).  

Ambedkar Open University (BAOU) Essay Example for Free

Ambedkar Open University (BAOU) Essay Dr. Babasaheb Ambedkar Open University (BAOU), Ahmedabad was established in 1994 by the Gujarat State Legislature. It is the seventh Open University in the country in terms of their establishment. The University offers 72 programs with an enrolment of more than 1, 00,000 learners. The University has established regional centre on the campus of South Gujarat University, Rajkot and has initiated the process of another establishing regional centre on the campus of North Gujarat University, Patan. It has jurisdiction over the whole state of Gujarat. The main objectives of the university are to advance and disseminate learning and knowledge by a diversity of means, including use of any communication technology and to provide opportunities for higher education to a large segment of the population. The university encourages the Open University and distance education system in the educational pattern of the State. The university is open to all persons irrespective of classes, castes, creed or religion. Education is an important situation all over the world, and is maybe one of the most forgotten topics in the underdeveloped countries. This is the main reason why they don’t contribute to the progress of their own countries. Education is a human right, and as a fundamental right it is the responsibility of governments to provide it. The most important thing is that education influences human development, economic growth and the fundamental requirement for democracy. It is important in a country to invest a big part of the profits in education, because in many countries, governments prefer to invest in weapons without thinking that they should give another direction to the resources from the military where war and win are the most important thing. The government is blind, and they want to see first in the outside than in the inside, when there are more important things to fulfill like basic needs including food, clothing and shelter. Another important reason why it is necessary to invest in education is because children are being prepared to be poor laborers, just as the people years ago. Instead of preparing them for the future, they have been sent to the past with obsolete laws. There is a big necessity for programs that can teach the responsible use of resources, because without the right knowledge these people without education could be wasting a lot of resources and at the same time could be contributing to an unsustainable development. When speaking of development, the role of women is important in these processes, because in the countries  with the highest levels of human development it is declared that they offer equal opportunities and gender equity in their societies. It means that women can reach high positions, and they can do many of the things that were restricted to them a few years ago. When people see

Good Peoples Country Essay -- essays research papers

Choose three or four characters from Cat’s Cradle and Good Country People and discuss them in terms of existentialism and nihilism? In both Cat’s Cradle by Kurt Vonegut and Good Country People by Flannery O’Connor the authors show how a character is corrupted and changed from an existentialist to a nihilist. The existentialist ends up losing their faith in life, and is left believing in nothing. They then turn to being nihilist after having the only thing they believed destroyed. In both stories the author uses both existentialist which is corrupted by nihilist. Existentialism is a philosophy centered on individual existence and personal responsibility for acts of free will in the absence of certain knowledge of what is right or wrong. Nihilism is a viewpoint that traditional values and beliefs are unfounded and that existence is senseless and useless. In Good Country People the existentialismt is Hulga and the nihilist is Manly Porter. In Cat’s Cradle the existentialismt is Julian Castle and the nihilist is Newt Hoeniker. In Good Country People, Manly Porter, the nihilist, robs Hulga, the existentialismt. Manly, who appears to be an honest hardworking man, who sells bibles, want to have dinner with Hulga. Hulga agrees to meet Manly because she wants to use him for a test subject in an experiment of seduction, hoping to gain a new experience and also change, what she thinks, his limited way of thinking. She wants to orchestrate this specific plan becaus...

Marketing Project on Nokia Essay

Introduction: Nokia is a world leader in mobile phone industry, but its market share has recently been diminished by tough competition in the smart phone market. It targeted rural markets with mobile phones that are affordable and, the mobile phones were not only for the communication but also for varied purposes like torch light, radio etc. Farmers use it during nights as a torch light. Nokia was able to fully penetrate and conquer the still untapped rural mobile phone market. Nokia plans to conquer the untapped rural market by providing additional services like information on agriculture, microfinance, weather reports. Background: In 1865, an engineer named Fredrik Idestam established a wood-pulp mill and started manufacturing paper in southern Finland near the banks of a river. Those were the days when there was a strong demand for paper in the industry, the company’s sales achieved its high-stakes and Nokia grew faster and faster. The Nokia exported paper to Russia first and then to the United Kingdom and France. The Nokia factory employed a fairly large workforce and a small community grew around it. In southern Finland a community called Nokia still exists on the riverbank of Emà ¤koski. Finnish Rubber Works, a manufacturer a Rubber goods, impressed with the hydro-electrcity produced by the Nokia wood-pulp (from river Emà ¤koski), merged up and started selling goods under the brand name on Nokia. After World War II, it acquired a major part of the Finnish Cable Worksshares. The Finnish Cable Works had grown quickly due to the increasing need for power transmission and telegraph and telephone networks in the World War II. Gradually the ownership of the Rubber Works and the Cable Works companies consolidated. In 1967, all the 3 companies merged-up to form the Nokia Group. The Electronics Department generated 3 % of the Group’s net sales and provided work for 460 people in 1967, when the Nokia Group was formed. In the beginning of 1970, the telephone exchanges consisted of electro-mechanical analog switches. Soon Nokia successfully developed the digital switch (Nokia DX 200) thereby replacing the prior electro mechanical analog switch. The Nokia DX 200 was embedded with high-level computer language as well as Intel microprocessors which in turn allowed computer-controlled telephone exchanges to be on the top and which is till date the basis for Nokia’s netwok in infrastucture Introduction of mobile network began enabling the Nokia production to invent the Nordic Mobile Telephony(NMT), the world’s very first multinational cellular network in 1981. The NMT was later on introduced in other countries. Very soon Global System for Mobile Communication (GSM), a digital mobile telephony, was launched and Nokia started the development of GSM phones. Beginning of the 1990 brought about an economic recession in Finland. (Rumour has it that Nokia was offered to the Swedish telecom company Ericsson during this time which was refused) Due to this Nokia increased its sale of GSM phones that was enormous. This was the main reason for Nokia to not only be one of the largest but also the most important companies in Finland. As per the sources, in August 1997, Nokia supplied GSM systems to 59 operators in 31countries. Slowly and steadily, Nokia became a large television manufacturer and also the largest information technology company in the Nordic countries. During the economic recession the Nokia was committed to telecommunications. The 2100 series of the production was so successful that inspite of its goal to sell 500,000 units, it marvellously sold 20 million. Presently, Nokia is the number 1 production in digital technologies, it invests 8.5% of net sales in research and development. Also has its annual Nokia Game. Between 1992 and 1996, the company exited from the rubber and cable businesses as well Nokia in india: Nokia entered the Indian market in 1994. The first ever GSM call in India was made on a Nokia 2110 mobile phone on its own network in 1995. When Nokia entered India, the telecom policies were not conducive to the growth of the mobile phone industry. The tariffs levied on importing mobile phones were as high as 27%, usage charges were at Rs.16 per minute and, at these high rates, consumers did not take to mobile phones. Nokia also had to face tough competition from other powerful global players like Motorola, Sony, Siemens and Ericsson, Samsung, reliance. ————————————————- The Indian Mobile Phones IndustryThe mobile phones industry made a slow start in India in 1995. Several private players who had entered the industry in 1995 exited in the next few years due to the unfriendly telecom policies of the Indian government, high licensing fees and absence of a proper telecom regulatory body. The growth in the subscriber base of mobile phones remained sluggish initially, reaching the 1 million milestone in 1998. In 1999, the Government of India announced a new telecom policy. This policy planned to provide telephones on demand by 2002.| Among other things, the policy allowed unrestricted private entry into almost all mobile service sectors. The government allowed cellular mobile service providers to share infrastructure with other operators. It also allowed existing operators to migrate from fixed license fee to one-time entry fee with revenue sharing. This policy helped many private operators to break even faster. By 2001, the demand for mobile services was growing well. The private companies concentrated on providing basic telephone services to consumers. The number of mobile phones crossed five million by 2001 and doubled to 10 million in 2002†¦

The Stereotypical Image of the American Soldier

Military supremacy is what makes a nation a superpower—with the fall of the Soviet Union, the United States of America is undeniably the only superpower left in the world. No other country at the present world can come close to America’s military prowess.Because the foot soldier is the basic unit of the military, their image is of utmost importance. However, like most professions, there are stereotypes related to the American soldier. These stereotypes, used as propaganda to intimidate the forces of the enemy, may be traced back to the Second World War or maybe earlier (Snellman).Since wars are not that â€Å"encouraged† anymore, the image of the American soldier has been shaped mostly by media, which also paved the way for stereotypes on the American soldier to develop. Stereotypes Because the world has not a seen a major, full-scale, and closely contested war since Vietnam or Korea (Wars after those were mostly one-sided), the image of the American soldier has not been covered as much as they were during times of major conflicts. Movies provided the civilians with an alternative into developing their perceptions regarding the American Soldier.Sadly, these perceptions that the public has come up with are stereotypical and sometimes offensive. The American Soldier as a White Male When we first think of the visual image of the American soldier, the first thing that we would imagine is that of a white male.An American soldier is usually visualized as white, standing bravely with a gun on his hand. This is the case because of two things. First, the whites are considered as the majority race in the US, so the chances of a soldier being white are quite high.Second, the American soldier is also thought to be white most of the time because of the history of the US—In the past up until the Civil Rights Act of 1964 and maybe until now, the blacks were discriminated greatly.This translated into the white soldier as the image of the American so ldier, even if the African-Americans played an important role during the Civil War. The American soldier is also stereotyped as a male simply because our society is generally a patriarchal society despite the rise of feminism. The American soldier is thought (and should be) to be strong physically.Being physically strong is not an attribute that is associated with women, thus creating the image of the American soldier as masculine. The American Soldier from the Lower Class A job in the army has never been a glamorous or desired job for the public.Enlisting in the army is stereotyped as a last resort to earn a living because the person cannot afford to go to college or get a high paying job. There is some element of truth into this stereotype because this scenario is usually the case. However, that does not mean that all soldiers are from poor economic backgrounds.Some of them may really want to join the army despite having other bigger opportunities as a civilian. This stereotype ma y also have surfaced because the army does not even require a high school diploma (Army. com). The American Soldier as an Independent, Self-reliant, and Assertive Individual Despite being part of the most powerful (in force and number) and advanced army in the world, the American soldier, when he or she is by him- or herself, is stereotyped as independent, self-reliant, and assertive, as they ought to be.The strength of the army is measured by the strength of its soldiers. If even one of its soldiers does not possess the said traits, the strength of the army maybe compromised. Therefore, the public thinks highly of our soldiers as having all those traits mentioned.Sometimes, while practicing their independence or by trying to assert themselves, soldiers may be branded as aggressive, but it is only their eagerness to be independent and assertive that they become stereotyped as aggressive.The public expects the American soldier to be aggressive because they are supposed to be combat-r eady all the time. The American Soldier as a Strict, Stiff, and too Disciplined Person Discipline is one of the core values of the military. Army personnel are expected to conduct themselves properly at all times, but that does not mean that they are always like that even when they are not on duty. Media have portrayed our soldiers as being too strict, too conscious about discipline, and stiff in their movements, even (or especially) the retired ones.This is not a realistic portrayal of the soldiers because it is highly doubtful that they are like that to their families. Although we could expect military men referring to civilians as â€Å"Sir† or â€Å"Ma’am,† the chances of father and mother soldiers barking orders at their children and making them do push-ups, crunches, and all those military punishment are slim. The American Soldier as a Grown Man Pictures of American soldiers in the news and especially depictions in movies are almost always a picture of a m ature man. Rarely do we see young soldiers slugging it out on the screen.This stereotype of the American soldier is partly true and partly false—true because today, even if the army does not even require a high school diploma, it is mostly the experienced men that go out into the field, and false because during the previous wars, a lot of young men were forced into battle because of the scarcity in military personnel. Now, young men are no longer forced into action because the army has a lot of experienced men ready to battle all the time. Conclusion The American soldier is one of the enduring images of patriotism in the United States.The American soldier’s image has developed stereotypes through the years because of media coverage and portrayals in films. This has led the public into coming up with stereotypes that are now synonymous to the term American Soldier.Works CitedSnellman, Pekka. â€Å"The Grunt: Analysis of a Stereotype. † Power Pride and Politics in American English. 22 March 2006.University of Tampere. 27 March 2009. . Army. com.Requirements to Join the US Army. 27 March 2009 .

buy custom Technology in the Math Classroom essay

buy custom Technology in the Math Classroom essay Introduction The power of novel technologies has been deemed as one of the strongest forces influencing modern evolution and growth in math teaching and mathematics (International Society for Technology in Education, 2000). In education, technology has amplified the significance specific ideas, made topics and problems more accessible and also offered novel methods of presenting and handling mathematical information (Jones, 1996), and furthermore, technology has completely fostered novel fields of study. However, contemporary research has revealed that, students learning is impacted by a multifaceted system: parents, teachers, cultural expectations, education beliefs and theories, students aspirations and interests, curricula, and technology amongst others (International Society for Technology in Education, 2000). The effect of these considerations can only be understood in relation to each other. Particularly, this is true for technology, as it partly clarifies why there is no universally accept ed or single perception of the best employment of computers and calculators in classrooms (Jones, 1996). This paper will focus on the benefits of using technology such as computers, ipads, and calculators amongst others in a math classroom. In particular, the paper will discuss the benefits for students and how it affects them and their learning both now and in the future. Benefits of Using Technology in a Math Classroom and How It Affects Students and Their Learning Both Now and In Future Current studies have shown that technology has influenced greatly how students learn in the classroom. Integration of technology in modern math classroom has revealed to be of great benefit both to the students and teachers. Generally, technology has offered opportunities to choose problems from a wide range and moreover, provided ways in which such problems may be presented. It is apparent that some problems are very difficult to be presented in a pencil classroom (International Society for Technology in Education, 2000). Evidently, some lessons necessitate students to experiment with specific mathematical objects and see how they react (Jones, 1996). On the other hand, some necessitates visual representations such as diagrams, graphs, moving images, or geometric figures which respond to commands, questions and answers. Computers usually offer interactive virtual manipulative in cases where physical devices are not available. Evidently, the employment of these technologies influences students learning. If the electronic or physical manipulative are properly designed and employed, they have the capacity of amplifying the array of problems that the student can reflect on and solve (Shamatha et al., 2004). Computers offer a visual representation to students which provide them with a better way of understanding what they are being taught. This visual aspect allows students to visualize on shapes as they are able to see what they looks like. Computers are able to manipulate the 3D shapes in a manner that students can be able to look at them more clearly compared to the use of paper (Shamatha et al., 2004). Curriculum is the main determinant of the kinds of mathematical ideas learnt and gained by students. Compared to calculators, computer use in a math classroom is deemed to offer students with mathematically rich, responsive environments for representing, encountering experiencing with, and reasoning about mathematcal ideas (International Society for Technology in Education, 2000). This is due to the fact that, sheer screen space allows for a wider array of mathematical ideas, with increased techniques of representing and manipulating them. In addition, this allows for a wider range of teaching and learning styles, providing such education settings as microworlds, and puzzles, mathematical programming environments, tutoring structures, geometric construction tools, and visualizations amongst others (Shamatha et al., 2004). Studies have proven that implementing technology into mathematics curricula enables students to learn more efficiently and quickly whilst still keeping them engaged in what they are being taught (Jones, 1996). It is true that, by lessening the stress on studying computational algorithms, sufficient time will be available for students to spend in learning mental arithmetic, problem solving, and estimation skills. Furthermore, the use of technology especially calculators has modified the nature and kinds of problems which are essential in mathematics, and in addition, has opened the door for novel techniques of investigating such problems (International Society for Technology in Education, 2000). Moreover, calculators are deemed to lessen the time needed to learn specific skills and solve problems and as a result, a large number of applications may be considered. The use of calculators inspires students who at some point may be discouraged by tedious computations; such students may be motivated to discover the richness of math. Calculators assist students greatly in problem solving, pattern recognition, reinforcement of computational skills, and number use. Furthermore, calculators can assist tutors in teaching certain topics such as integers, fractions and percents, exponents, and area and perimeter. Implementation of calculators in the math curricula reduces time spent by students on tedious algebraic manipulations and pencil-paper computations, implying that students will have adequate time for problem solving, concept development, estimation and mental arithmetic (International Society for Technology in Education, 2000). New National Council of Teachers of Mathematics (NCTM) recommends students to make use of calculators for a number of reasons including: Discover and experiment with a variety of mathematical ideas including algebraic and numerical properties, patterns, and functions; Widen and reinforce skills including graphing, computation, estimation, and analyzing data; Carry out tedious computations that frequently develop, whilst working with real data; Get access to mathematical experiences and ideas that surpass those levels limited by the traditional use of pencil paper computations (National Council of Teachers of Mathematics, 2000) The use of graphing calculators by students in a math classroom has proven to be very beneficial. For instance, students have more capacity to work more intelligently than when they are using the traditional manual method. This has been described as students form an intelligent partnership with the graphing calculators (Jones, 1996). According to studies, graphing calculators generally advances classroom dynamics, improves problem solving capacity, amplifies students confidence and enhances the understanding of mathematical functions and concepts (Shamatha et al., 2004). When used well, graphing calculators do not pose any danger to students capacity to work out algebraic procedures or manipulations. Graphic calculators assist students discover mathematical theorem, visualize problems, check the validity of the answers obtained, test hypothesis, and discover novel ways of solving mathematical problems (Jones, 1996). Furthermore, through the use of graphical calculators, students can be able to explore and discover various topics on their own. Scholars points out that, graphical calculators make easy the learning approach, and furthermore, converts a classroom from an environment in which students just sit back inactively listening to the tutor, to one whereby, students work hand in hand with other students with an aim of creating ideas and solutions (Jones, 1996). In addition to this, graphing calculators assist in advancing communications amongst students, and they provide a better way for students to generate better graphs. With the rapid technological growth, incorporating technology such as computers, calculators and Ipad into teaching and learning mathematics is very beneficial for students in that these technologies provide variety and an efficient way of learning (International Society for Technology in Education. (2000). For instance, whilst learning probability in a math classroom, students can be able do spreadsheets in a more efficient way. Although the use of technology in a math classroom has proven to be of great benefit, most parents and teachers feel that it may be of great harm to students in the future. They base their argument on the fact that most students tend to become dependent on the use of technology to a point in time that they cannot be able to undertake simple computations in every day life without the use of technology such as calculators (Shamatha et al., 2004). As put forth by the National Council of Teachers of Mathematics (2000) technology advances mathematical learning and in addition it supports efficient mathematical teaching. Furthermore, technology can assist students learn mathematics; the graphic power of technological instruments allows access to powerful models, although most students are not willing or able to produce independently (National Council of Teachers of Mathematics, 2000). The computational capability of technological instruments increases the array of problems available to students and furthermore, allows them to carry out routine processes accurately and quickly. This offers students with more time to conceptualize and model. Conclusion It is apparent from this analysis that, the use of technology in a math classroom is very beneficial for students. In education, technology has amplified the significance specific ideas, made topics and problems more accessible and also offered novel methods of presenting and handling mathematical information. Generally, technology has offered opportunities to choose problems from a wide range and moreover, provided ways in which such problems may be presented. Compared to calculators, the use of computer or Ipad in a math classroom is deemed to offer students with mathematically rich, responsive environments for representing, encountering experiencing with, and reasoning about mathematical ideas. Research has proven that the use of technology in a math classroom make easy the learning approach, and furthermore, converts a classroom from an environment in which students just sit back inactively listening to the tutor, to one whereby, students work hand in hand with other students wit h an aim of creating ideas and solutions. Buy custom Technology in the Math Classroom essay

Encyclopedia of Environmental Ethics and Philosophy Essay Example

Encyclopedia of Environmental Ethics and Philosophy Essay Example Encyclopedia of Environmental Ethics and Philosophy Paper Encyclopedia of Environmental Ethics and Philosophy Paper The Encyclopedia of Environmental Ethics and Philosophy addresses the needs of upper high school students, undergraduate researchers, teachers ND professors, as well as general readers by examining the philosophical and ethical issues underlying contemporary and historical environmental issues, policies, and debates. More than 300 peer-reviewed articles cover concepts, institutions, topics, events and people, including global warming, animal rights, environmental movements, alternative energy, green chemistry, industrial ecology, and echo-sabotage. Encyclopedia of Environmental Ethics and Philosophy joins the suite of other Macmillan applied ethics titles: Encyclopedia of Bioethics and the Encyclopedia of Science, Technology, and Ethics. Additional features include 200 photographs and illustrations, thematic outline, annotated bibliography, and a comprehensive index. While Gale strives to replicate print content, some content may not be available due to rights restrictions. Call your Sales Rep for details. Ђ?Environmental ethics is the part of environmental philosophy which considers extending the traditional boundaries of ethics from solely including humans to including the non-human world. It exerts influence on a large range of disciplines including environmental law, environmental sociology, ichthyology, ecological economics, ecology and environmental geography. There are many ethical decisions that human beings make with respect to the environment. For example: Should we continue to clear cut forests for the sake of human consumption? Why should we continue to propagate our species, and life itself? 1] Should we continue to make gasoline powered vehicles? What environmental obligations do we need to keep for future Is it right for humans to knowingly cause the extinction of a species for the convenience of humanity? How should we best use and conserve the space environment to secure and expand life? 4] The academic field of environmental ethics grew up in response to the work Of scientists such as Rachel Carson and events such as the first Earth Day in 1 970, when environmentalists started urging philosophers to consider the philosophical aspects of environmental pr oblems. Two papers published in Science had a crucial impact: Lynn Whites The Historical Roots of our Ecologic Crisis (March 1 and Garrett Hardens The Tragedy of the Commons (December 1968). CA] Also influential was Garret Hardens later essay called Exploring New Ethics for Survival, as well as an essay by Aledo Leopold in his A Sand County Almanac, called The Land Ethic, in which Leopold explicitly claimed that the roots of the ecological crisis were philosophical (1949). 7] The first international academic journals in this field emerged from North America in the late sass and early sass the us-based journal Environmental Ethics in 1979 and the Canadian based journal The Trumpeter: Journal of Choppy in 1983. The first British based journal of this kind, Environmental :here are several ethical standards that seem to apply across cultures. The idea of a parents duty to his/her child, a prohibition against ailing useful members of society, and prohibition against incest are all examples of th ese universal morals. Most cultures also have some version of the golden rule: do unto others as you would have them do unto you. [2]A practicable Code of Universal Ethics was proposed by Eon Hinkler =universal Ethics is a set of principles which apply to all humans, whether secular or religious, independent from any particular faith. The compilation of Universal Ethics is not the base for a new religion: in particular it does not say anything about metaphysical or liturgical concepts of any kinds. That means that it does not give any explanation for the existence of the Universe (including the existence of man). It does not prescribe any particular ritual. It does not deal with the concept of God. It does not contain any myths, stories or immutable dogmas. Most importantly, Universal Ethics does not prescribe any formal changes for any existing or future creed. Universal Ethics are a sort of Moral Constitution which is articulated as a set of specific ethical principles acceptable to all human beings. Under this constitution all religions or secular groups can develop (or maintain) their own additional ethical principles. 1 . Worldviews and Ethical Perspective Presented by: Earner O. Riviera 2. 3. 4. There will be a time when you will have eyes but cannot see Have ears, but cannot hear Have a heart, but cannot feel Have a tongue, but cannot speak Have a mind, but cannot think And your ancestors will not recognize you 5. What are Worldviews? It refers to our personal feelings about issues regarding the environment. This includes our perspective on how the earth and its resources should be used. It is heavily influenced by the fundamental vision of reality we hold, the collection of values, perceptions and practices that organizes our lives. . Factors that influence our world views: Beliefs and practices of our family and the society Personal experiences Education 7. Dominant Worldviews Expansionist Worldview Ecological Worldview Sustainable Development 8. Expansionist Worldview Materials on earth are resources to be used to enhance human lives. The universe is a human machine that can be understood and manipulated to serve human lives. Endless material growth is necessary for human happiness. 9. Ecological Worldview The earth IS a finite system and no subsystem can exhibit endless growth. Neither the population or resource use can grow indefinitely and to behave as though it can is a threat to the natural, social and economic system. 10. Sustainable Development: Development can be achieved without compromising the environment. Incorporates parts of the two worldviews.