Global Sociocultural Responsibility Explaining Global

Global Sociocultural Responsibility

Explaining global sociocultural responsibility to a 10-year-old

Global sociocultural responsibility is the means in which adults and companies have to behave towards to each other. They are supposed to live and work in the manner that they want and in the manner which is good for them, but this should not harm the others around them. You know when you go to the park? And there are a lot of children there also? You do get top play what you want, but you're not allowed to upset the other children. You can use the swing when this is free and you cannot throw sand and other children.

Also, when you are in school, and the teacher gives you homework, you need to do your homework. And you need to do-it-yourself, not copy it from other pupils or have your older brother or sister do it for you. And at home, you do get to play and watch television, but you also need to clean your room and you cannot be mean to your parents or your brothers and sister.

When you do all these, you set a good example. If you are a good child, then you will also help other children be good, and the world would become a better place. It's the same with adults and companies. They follow their dream and do what they need and want to do, but they must also pay attention to not harm those around them. Companies for instance have to be nice and considerate towards their employees, their business partners, the public and so on. All the efforts to do good by the groups and individuals around them are called programs of global sociocultural responsibility.

B. Developmental impacts of cross cultural of the social and/or natural environments

The individual is the result of the community. He is born with several innate characteristics which he develops throughout his life, but he also picks up several elements from the community and the society in which he lives. The personal development of the individual is influenced by teachers in schools, by colleagues in university, by bosses at work, by the spouse at home and so on. But it is also influenced by more latent elements, which do not represent the core of daily operations, but which cannot however be denied. One such example is constituted by the cross cultural forces in the social and natural environments.

The United States is in this order of ideas the largest pollutant and consumer of the planet. This single country consumes one third of the resources and, at this rate, the planet would only be able to support life for another estimated five decades (Leonard, 2009). Given this realization, individuals in other countries would recognize the threat of high levels of pollution and consumerism and would strive to reduce them in order to support environmental stability.

At the other pole sits Japan, a country also large and registering high consumption levels, but a country where the technological developments are focused on energy efficiency -- ergo the success of the fuel efficient engine vehicles throughout the world. Also, in Japan the populous culture is more environmentally responsible and one example in this sense is constituted by the fact that they collect and recycle their garbage in no less than six distinct categories:

Household waste

Textiles

Glass

Paper

Aluminum

Plastics.

The examples of the United States and Japan in regard to environmental stability teach the individual to be more responsible in his relationship with the natural environment.

At the level of cross cultural social forces, the examples in this sense are virtually endless. One of the most notable of them is the inferiority of women in the Middle East as compared to their equality with men in the West. Another example is constituted by the societies in Africa where children still die of starvation, where medicine is unavailable and where the elderly are in their 30s. In Angola and Zambia for instance, the life expectancy at birth is of 38 years -- the lowest at the global level (Central Intelligence Agency, 2010). The list of examples could go on, but fact remains that the cultural differences of states teach the individual of the importance of safeguarding human rights and supporting wealth and stability throughout the planet. Both environmental and social teachings motivate the individual to become more responsible and take action to make the world a better place.

C. Personal and group influences on other groups and cultures

The believes, attitudes, actions, values and so on of the people in our culture or the people in other cultures can generically be influenced in two specific manners:

They are promoted at the level of the respective groups and cultures

They are directly exemplified for the other group and culture to witness their importance and benefits first hand.

In order to better understand the two means of influencing groups and cultures, it is best to reveal two real life situations. Throughout his life, the individual belongs to a series of social groups, such as the family, the place of employment, the friends and so on. At the level of the familial social formation, the individual shared the values of financial responsibility and self accountability. At the level of the employment place, the individual had a colleague facing financial problems and more pressure was placed as the family was unable to help with the burden. The teaching of financial responsibility and self accountability were transferred from the familial group to the employment place and they have helped the second individual overcome his personal problems. Other eloquent examples are constituted by:

The context of a professor teaching his students of moral, economic, ethical and other values, principles and so on The situation of a manager leading his subalterns and motivating them by transmitting to them the personal and organizational values, philosophies, attitudes and so on.