Tinbergen’s Four Questions Regarding Orca Behaviour free essay sample

The type of communication used to transmit information is closely related to the animal’s lifestyle and environment. This can be seen in most terrestrial mammals which are nocturnal so use olfactory and auditory which work as well in the dark as they do during the day. Visual communication would be relatively ineffective in this lifestyle. In contrast humans are diurnal and use primarily visual and auditory signals for communication, but miss many chemical cues which many other mammals base their behaviour upon. Marine mammals often need to communicate great distances, and the water does not support visual cues over great distance. This is why whales and dolphins use primarily auditory signals. Auditory signals can travel great distances and travel four and a half times faster in water than in air (Ford, 1984). Killer whales or Orca (Orcinus orca) are very social dolphins and live in pods often consisting of family members from between four up to fifty for residential whales while transient pods normally are only between two and five animals (Ford, 1989). We will write a custom essay sample on Tinbergen’s Four Questions Regarding Orca Behaviour or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page These pods communicate with each other by use of echolocation clicks, tonal whistles and pulsed calls (Deecke et al. , 2000). The three main noises have very different uses from each other. Clicks can either be produced as a single click or produced in rapid succession. Single clicks are generally used for navigation and collection of clicks and whistles are thought to be used for communication amongst members of the pod. Pulses are believed, with the assistance of single clicks, to be the method used by orcas to distinguish objects and discriminate prey (Barrett-Lennard et al. 1996). Residential orcas feed on fish, and can be frequently heard communicating with the clicks, whistles and calls because the fish have very poor hearing abilities (Wilson, 2002). The vocal behaviour of transient killer whales is quite different with the vocal communication consisting of occasional clicks and pulses (Deecke et al. , 2000). The only occasion where transient orcas display significant amounts of vocal activity is when they are active on the surface or recently after a kill. The reasons for this reduction of noise could be due to many factors which can be seen in other species interactions and behaviour. Using ‘Tinbergen’s four questions’, I will explain what necessity for this behaviour and what the origins of the silent behaviour may have been. Tinbergen’s Four Questions In 1963 Nikolaas Tinbergen published a paper â€Å"On aims and methods of ethology†. In this paper he discussed how he believed any question regarding animal behaviour should be broken down into four different questions. These four questions could be divided into two categories, evolutionary (ultimate) explanations and proximate explanations. The evolutionary explanations, which refer to the population, include evolution or phylogenetic determinants and survival value or adaptive significance. The phylogenetic determinants refer to all evolutionary explanations which are not covered by adaptive significance. These may include random processes including mutation and changes in the environment which could have impacts on the population resulting in a specific behaviour adaptation. The adaptive significance closely follows Charles Darwin’s work on natural selection where it is explained that an animal’s form has been altered to function better in the habitat and resulting in a increase in fitness for the individual. The proximate explanations are focused with dealing in terms of the individual as opposed to the population. The two different individual questions proposed by Tinbergen relate to causation and ontogeny. The causation for a display of behaviour relates to the mechanics of the body and which stimuli provides a cue for the animal to display this behaviour. Included in causation is control of hormones, motor control, central-nervous-system control and the ability to process the information obtained through senses. Ontogeny relates to the development of an individual, from conception til death. This may include a experience or a environmental factor which occurs and changes the behaviour of the animal, including learned behaviour from another individual. Causation ? Figure 1: An illustration of sound generation, propagation and reception in a killer whale. (WhalesB. C. com) The nasopharyngeal anatomy of cetaceans is strongly modified comparing with terrestrial mammals. They have one impair respiratory hole at the top of the head. It is closed near the surface by dense musculocutaneous crimps arranged so, that the salient of one of them enters into the dimple of another. They form a peculiar lock preventing the water from penetrating into respiratory tract. Above the skull around of nose passage there is a system of pneumatic sacs, connected with nose passage (Barrett-Lennard et al. , 1996). In 1964 A. V. Jablokov supposed that sounds could be produced by forcing air through these nasal sacs. Air is forced past a set of finely striated muscular plugs or lips that vibrate or slap against each other as the lips are forced apart by the stream of air and then slapped shut by muscular tension (Ford, 1989). Transient killer whales are often very difficult to track when under water as they are typically silent. Often communicating with each other with just a single click, known as a cryptic click (Deecke et al. , 2000). The only time that the killer whales produce large amounts of vocal activity was when milling about on the surface or after killing a marine mammal. Transients have been found to only use four to six discrete calls which are not shared with the resident pods (Deecke et al. , 2004). Ontogeny Like other aspects of learning in mammalian society, I hypothesise that the newborn calves will be taught the ability for vocalisation by its parent or other pod members. There have been many studies on killer whale vocalisations in different parts of the world including Canada (Ford, 1984), Alaska (Yurk et al. 2002) and Norway (Matkin, 1988). Each study showed that every pod has its own distinctive repertoire of discrete calls, often this phenomenon is referred to as vocal dialects. The differences in vocal repertoires can be the result of geographic isolation and when this occurs it is not dialects that are being represented but â€Å"geographic variations of vocal repertoire† (Ford, 1984 ). The use of repetitive calls and the specific number and type of discrete calls are what are used to classify and compare dialects. Pods often produce between seven and seventeen different types of discrete calls. Some pods share calls and are grouped together as a acoustic clan (Baird et al. , 1988). Different clans might represent different independent maternal lineages, which have persisted for many generations, developing their independent call traditions. Dialects are probably the means by which pod cohesiveness and identity are maintained. Newborn calls manage to produce calls very comparable to their mothers, but the repertoire is very limited. With the arrival of a new calf to the pod, the calls of the pod and particularly the matriarch increase, especially the frequency of pod-specific calls (Ford, 1989). This is widely regarded as the method to which newborns learn the pods dialect. The majority of the learning done by the newborn is a process of imitation and trial and error. The calf does not always learn communication from a parent. In captivity a young whale was observed to have learned the calls of its tank mate, even though it had no relatedness. Survival Value I hypothesise that the because the mammalian predators can hear well under water is the reason why the transient killer whales adopt significantly reduced communication during periods of foraging. Acoustic communication can have great benefits such as organising groups for attacks and avoiding predation. As with all behaviour traits there is a trade off. There is a direct cost of energy required to producing the sounds and along with this is the loss of energy from lack of feeding during times of communicating. There is also a indirect cost, especially for transient killer whales, which pass information on to eavesdroppers. Eavesdroppers may include competitors (Hammond et al. , 2003), predators (Hosken et al. 1994) or for transient killer whales alerting potential prey. Various studies have documented the costs from eavesdropping for prey in the case of predators who utilise echolocation. Bats have been documented preying on frogs performing mating calls by eavesdropping on them (Fenton, 2003). Insects have also been noted as being able to avoid predation from bats by listening to their acoustic projections (Rydell et al. , 1995). Communicative vocalizations are usually not e ssential for prey location unlike echolocation. This is the most likely reason that transient killer whales move in silence or considerably reduced vocal communication while foraging. Evolution I believe that the evolution of marine mammals from a common ancestor hinders the transient killer whales hunting due to the retention of excellent underwater hearing by marine mammals. In Pakistan the discovery of Ambulocetus was remarkable, a three metre long mammal which resembled a crocodile. It is thought to be the transitional fossil starting the mammalian movement towards an aquatic life. By 38 million years ago mammals had fully adapted to a aquatic life with the emergence of Basilosaurus and Dorudon. Although these large marine mammals resembled modern whales and dolphins they lacked the ‘melon organ’ which allows echolocation in their descendants (Ford, et al. , 2000). In the middle of the Oligocene (33 million years ago) a animal called Squalodon is thought to have been the first to use echolocation. With a cranium which was well compressed, and a telescoped rostrum it displayed a skull similar to modern dolphins. A big problem with the hunting marine mammals is that they all have a common ancestor, and all have retained a common lineage of very good hearing. Fish have poor hearing which allows the residential killer whales to freely use communication when hunting. Transient killer whales have been forced to change this behaviour because of their choice of prey including seals, dolphins, porpoises and whales. With all mammals having good underwater hearing they have been required to adopt a reduced vocal communication when searching for prey. Conclusion I believe that the lack of acoustic communication between transient killer whales is due to the ability of their selected prey being able to hear the clicks, whistles and pulses they generate. These sounds can be heard from over seven kilometres away and marine mammals do react to these calls (Deecke et al. , 2002). In the study by Deecke in 2002, he played the sounds of killer whales near a harbour seal colony which resulted in most of the seals displaying strong anti-predator behaviour of leaving the water. This suggests that they are able to clearly hear the calls and understand what is generating them. I believe that other marine mammals will react in a similar way. Guinet (1992) observed the vocal patterns of killer whales around the Crozet Archipelago and came to the same result as Deecke (2004) that the killer whales were silent throughout hunting and searching, but once a mammalian kill was made the pod would greatly increase in vocal activity. While it can be a risk to produce noise after killing a prey, for fear of drawing the attention of other predators or scavengers, killer whales are the apex predator and have no natural predators.

Holden and Depression

Holden and Depression Free Online Research Papers Depression, one of the world’s most prevalent psychological problems, affects nearly everyone through either personal experience or through depression in a family member or friend. Each year, over 17 million Americans experience a period of clinical depression. In a teenager’s life, they must confront peer pressure problems at school, problems at home, the deaths of loved ones, alcohol abuse, etc.; another cause of depression is said to be smoking, a habit Holden is addicted to. â€Å"Teens who smoked were at an increased risk of depression at a 73% higher rate than other teens.† (Goodman and Capitman, 2005) Depression interferes with regular functioning, and frequently causes problems with work, social, and family adjustment. It causes pain and suffering, not only to those who have the disorder, but also to those who love and care for them. Depression has the ability to destroy family life as well as the life of the depressed person. A person suffering from depression usually exhibits a very low mood, which pervades all aspects of life, and an inability to experience pleasure in activities that formerly were enjoyed. They may ruminate over thoughts of worthlessness, guilt, regret, helplessness, and hopelessness. Symptoms of depression in teenagers do not directly correspond to those of major depression, but are extremely similar. Teenagers suffering from this condition often display frequent sadness and guilt, extreme sensitivity to rejection or failure, difficulty with relationships, poor performance in school, poor concentration, efforts to run away from home, suicidal thoughts, and alcohol or drug abuse. Holden Caulfield, a sixteen year-old New York City teenager in the 1950s, displays many of the symptoms of teen depression. Holden’s current clinical presentation appears to represent an acute exacerbation of a chronic psychotic disturbance which had its onset when his younger brother, Allie, died from leukemia. The Caulfield family has not yet openly discussed the event of Allie’s death, thus penetrating the threshold of pain that Holden can bear. Holden exposes a deep void in his soul that yearns for the return of his lost sibling. His condition was worsened when attending Elkton Hills where one of his peers, James Castle, was harassed and bullied, resulting in his suicide. Holden comments, â€Å"†¦ there was old James Castle laying there right on the stone steps and all. He was dead, and his teeth, and blood, were all over the place, and nobody would even go near him.† (Salinger, 170) However, despite Holden’s imprudent actions and vulgar dialogue , he experiences ephemeral periods of despondency and sorrow. His personality is that of an improvident individual who seeks pleasure and contentment; however, his plans are easily altered by his ever-changing disposition, due to hovering feelings of sorrow and guilt. Holden does not have the ability to harmonize with numerous factors in society. He is particularly critical of change in himself, his family, and his surroundings. More often than not, the changes that Holden has experienced impede his daily routine. For instance, Allie’s death injured him psychologically; the changing orientation of the streets injured him bodily. Holden combines his anti-change mindset with sensitivity to rejection, thus causing him to engage in a brutal quarrel with his roommate, Stradlater, regarding one of Holden’s former acquaintances, Jane Gallagher. He beleaguers Stradlater with questions to ask Jane; Holden wishes that Jane has not changed from what he remembers from his childhood. â€Å"All I said was, ‘Ask her if she still keeps all her kings in the back row.’† (Salinger, 35) Throughout the plotline, Holden shows that he is in need for intimate relationships with other individuals. One of Holden’s most prominent problems is that he considers all adults as phonies; he visualizes childhood as the ideal state of being. To illustrate, throughout Holden’s childhood, it has become obvious that he has idolized his older brother, D.B.; however, now that he is a writer for Hollywood, Holden considers him a phony. â€Å"He used to be just a regular writer, when he was home. Now he’s out in Hollywood, D.B., being a prostitute. If there’s one thing I hate, it’s the movies. Don’t even mention them to me.† (Salinger, 2) While residing at Pencey Prep, prior to becoming expelled, Holden remarks that he has greater respect for Robert Ackley, a teenager who has repulsive hygiene, than for his roommate, Stradlater, a sloven who hides his unsanitary ways. Holden can relate to Robert, primarily because he does not care about w hat others think of him; he does not want to be someone that he is pretending to be. Although Holden possesses great aptitude, he never applies himself to his own work, thus resulting in his expulsion from Pencey Prep, a college preparatory school. Of the five subjects Holden is enrolled, he admits to earn failing marks in four. From a conversation with Mr. Antolini, the reader learns that Holden acts in a quixotic manner; he cannot focus on a topic for an extended period of time. â€Å"‘That digression business got on my nerves. I don’t know. The trouble with me is, I like it when somebody digresses. It’s more interesting and all.’† The concept of Holden’s desire to flee from his home is eminent when he introduces his plan to his companion, Sally Hayes. â€Å"‘Here’s my idea. How would you like to get the hell out of here? Here’s my idea. I know this guy down in Greenwich Village that we can borrow his car for a couple of weeks. What we could do is, tomorrow morning we could drive up to Massachusetts and Vermont, and all around there, see.’† (Salinger, 132) Holden fantasizes a world where he can easily leave all his troubles behind in New York, and begin another life in Massachusetts, without encountering any additional struggles. After having his idea repudiated by Sally, he seeks his utopia on his own. â€Å"I decided I’d never go home again †¦ I’d start hitchhiking my way West. What I’d do, I figured, I’d go down to Holland Tunnel and burn a ride, and then I’d burn another one, and another one, and in a few days I’d be s omewhere out west where it was very pretty and sunny and how I’d get a job.† (Salinger, 198) Throughout Holden’s forty-eight hour journey, he abuses his freedom and accumulated wealth by going to the numerous bars found in New York. On several occasions, Holden becomes inebriated from the consumption of alcoholic beverages. â€Å"‘Where are you? Who’s with you?’ ‘Nobody. Me, myself, and I.’ Boy was I drunk! I was even still holding onto my guts.† (Salinger, 151) Treatment options for adolescents with clinical depression include supportive care from a medical provider, psychotherapy, and antidepressant medications. Family members also often participate in the treatment of depression. Family therapy may be helpful if family conflict is contributing to the depression. However, many parents, like Holden’s, are tempted to send their child to a â€Å"boot camp,† â€Å"wilderness program,† or â€Å"emotional growth school.† These programs often use non-medical staff, confrontational therapies, and harsh punishments. There is no scientific evidence to support such programs; in fact, there is a growing body of research suggesting they can harm sensitive teenagers with depression. In addition to family care and nourishment, medications may be considered in the treatment of depression. For instance, selective serotonin reuptake inhibitors (SSRI), an antidepressant, may be used to treat depression; however, some medications carry warnings that note that it may increase the risk of suicidal thoughts and actions. In Holden’s case, medication is not needed. He simply needs loving, caring, family and friends. Of the diverse people in Holden’s life, there are only a few who comprehend his true inner being. Holden’s younger sister, Phoebe, aided him through his period of clinical depression. She is one who understands Holden’s problem and tries to support him through his times of need; she acts as Holden’s true confidant. When Holden is in the company of Phoebe, he experiences feelings of joy, warmth, and rebirth. â€Å"I just felt good, for a change.† (Salinger, 165) Phoebe insists on following Holden, when he considers making his hegira in order to flee his troubles; Holden rejects her offer. Phoebe responds by crying, which assists Holden to face his problems. It allowed him to realize that if he left home, he would not be the only depressed and lonesome person in the world. As a result, he stays at home. Im not going anywhere. I changed my mind.† (Salinger, 207) Another sympathizer is Mr. Antolini, Holden’s favorite teacher at Elkton Hills. Holden respects Mr. Antolini for picking up the body of James Castle after he had jumped out of the window. However, when Holden is staying at Mr. Antolini’s house, he awakens to find Mr. Antolini’s hand stroking his head. Holden immediately begins to dress and leave the Antolini residence, assuming that Mr. Antolini was making a sexual approach. Afterwards, Holden is overcome by feelings of guilt regarding his abrupt behavior. I thought how he hadnt minded it when Id called him up so late, and how hed told me to come right over if I felt like it. And how he went to all that trouble giving me that advice about finding out the size of your mind and all, and how he was the only guy thatd even gone near that boy James Castle I told you about when he was dead.† (Salinger, 195) Overall, Holden Caulfield is an agreeable and reputable child, with an unprincipled beginning in life. His parents should learn to be comforting and caring towards Holden. Holden is lacking a major portion of infatuation, affection, tenderness, etc. that most children receive. Holden made the correct decision to hinder his decisions to leave his home. If he continues to make intelligent decisions that will benefit his future, he will be on the road to recovery. Research Papers on Holden and DepressionArguments for Physician-Assisted Suicide (PAS)Personal Experience with Teen PregnancyCapital PunishmentThe Effects of Illegal ImmigrationThe Relationship Between Delinquency and Drug UseThe Masque of the Red Death Room meaningsAppeasement Policy Towards the Outbreak of World War 2Incorporating Risk and Uncertainty Factor in CapitalMarketing of Lifeboy Soap A Unilever ProductThree Concepts of Psychodynamic

Abraham Maslows hierarchy of needs Assignment Example | Topics and Well Written Essays - 1500 words

Abraham Maslows hierarchy of needs - Assignment Example Maslow (1943) argues that when the needs of an individual are fulfilled, people seek to fulfill the next one. The most widespread version of Maslow hierarchy of needs which was also the earliest depicted five motivational needs which include physiological needs, safety, love, self-esteem and growth needs. One of the notable aspects that make it easier to criticize the issues of motivational theory other than to remedy them is due to lack of sound data that would enhance comparison. According to Maslow’s hierarchy, the so called physiological needs act as the starting point of motivation theory. With the increased research, the notion of physiological needs has undergone revision by including concept of homeostasis and noting that appetites indicates actual needs of the body. Despite the need to fulfill the needs to fulfill the next need as shown by Maslow, it is clear that physiological needs are major motivating factor than any other. Even though adults are the covered by the motivation theory, safety needs are more depicted by infants. Maslow (1943) argues that an average child prefers safe, orderly, predictable and organized world. Additionally, such a child does not expect dangerous and unmanageable things to happen to him or her. Another aspect covered by Maslow and which has impact on performance of individual is need. If safety and physiological needs are properly gratified, Maslow indicates that love and belonging needs will emerge and the whole cycle will repeat itself.

Behind my instrument Essay Example | Topics and Well Written Essays - 1750 words

Behind my instrument - Essay Example What is meant by this is the fact that instrumental music ultimately came to be a type of music that was played in the absence of voice. Although dissertation length response would necessarily be required with regards to determining specifically when this change was first exhibited, the following analysis will instead focus upon the unique mechanisms through which instrumental music is presented; focusing specifically the manner through which instrumental music mimics voice-like qualities within the piece of Jervy Hou’s â€Å"A Breathtaking Piano Piece†. It is therefore the hope and goal of this author to present instrumental music, with regards to the piece in question, as a highly developed and non-simplistic style that requires the individual musician to be even more cognizant of unique nuances and the means through which musical technique can help to extend the body and that of the music in question. Further, by leveraging music theory and understanding the way in w hich key developments and ideas are represented throughout all types of music, the reader will be able to come to a more informed level of understanding concerning the core elements of how instrumental music is able to uniquely mimic vocal performance. ... In almost an identical manner, the instrumental piece in question â€Å"A Breathtaking Piano Piece† allows for a series of pauses between melody and harmony and a series of dynamic brakes that help to mimic the voice like nature of the music that is being represented. Furthermore, the interplay between the left and the right hand of the piano solo allows for the listener to imagine that a type of cooperation between the accompaniment and the â€Å"voice† of the individual performer is taking place. In much the same way that a due West incorporates a series of pauses movements, breasts, nods, and facial expressions so that the duo can communicate nonverbally with regards to the passion, feeling, and pointed entry that the music must make, the same elements are represented with regards to the way in which an interplay is engaged between the melody and harmony of this specific piano piece (Gordon 33). Further, the relationship and the give and the give and take between mel ody and harmony within the piece closely represents the way in which such an interaction would take place between two or more musicians. Rather than belaboring this point with proof after proof, the reader can and should point to the way in which the harmony and melody flow together within the first 25 seconds of the piece; helping to emphasize the mechanisms through which a mimicry of voiced expression and melody within the instrumental approach exists alongside this. Furthermore, a level of mimicry with regards to the way in which harmony and melody coincide and/or a subtle level of communication between the left and the right hand of the pianist is only a very small portion of the way in which the particular piece tries to mimic

Diversity in Organiza Term Paper Example | Topics and Well Written Essays - 1500 words

Diversity in Organiza - Term Paper Example Google has been a forerunner in encouraging diversity of thoughts and creativity that has led to the increasing use of its services by the customers. Google: Diversity of thought and creativity Google is a multinational company of US that provides internet related services to its customers all over the world. The company provides services in the areas of internet search activities, online software products, cloud computing and online advertising technologies. The online services provided by Google are with the help of a virtual communication medium that has attained increasing acceptance among the users all over the world. The overwhelming success of Google has been achieved with the help of innovation and creativity. Google has realized that the target group of customers of the company arte tech-savvy and therefore has the intellect to look forward to changes that would drive the process efficiency and profitability of any activity in real life as well as in the virtual platform. Mo reover the online mode of services to the users may be monotonous in absence of any changes in way in which online services are being offered or in the presentation of the web pages of Google. Instead of going by the dominant logic, Google has loved its rebels and encouraged those employees to provide new ideas and initiatives that would open up unexplored opportunities in the field on cloud computing services, search engines, web accounts, and online mode of technologies, online software, etc. The diversity of thought and creativity encouraged by Google is the source of innovation that has led to the uniqueness of the company in establishing a competitive advantage over its competitors like, Yahoo. Google encouraging the rebel minds: challenging the dominant logic In order to provide a wide range of services containing innovative characteristic features or a new refreshing look, Google has strategically adopted the policy of encouraging innovative ideas from the rebels who challeng e the dominant logic of the business processes. The innovative ideas from the employees are important and valuable inputs for the company that could be used for attracting the users of their online services. The new ideas provide the companies to develop cutting edge solutions which are unparallel to their competitors. The employees who challenge the dominant are viewed as assets by the organization as they are the source of innovative developments by the organization. Google believes that the dominant logic in the business is applied across the industry and has common features for the online services offered by all the companies through the virtual mode of business. The challenge of the dominant logic could only be initiated when the employees have in depth knowledge and experience to test the applications which are slightly different from the common practices at the same time fulfilled the goals of the organization. The encouragement of diversity and creativity enhances the knowle dge of the workforce of the company as it leads to health exchange of ideas and thoughts for process improvement and customer service delivery. Rationale behind strategy of encouraging diversity of thought The rationale behind the strategy of encouragement of the diversity of thoughts and creativity by Google could be described as follows. The entire world is undergoing a

Organizational Culture And Leadership Styles Education Essay

Organizational Culture And Leadership Styles Education Essay Human learning in the 21st century will be as different from human learning in the 20th century as the micro-chip and neural networks are from the valve. (Lepani,1994, p. 3). In this century the scope and pace of change seem to be accelerating in all areas of human existence. We have to move with it or ahead of it if we are not to be left behind. Academic institutions are feeling this tidal wave of change in ways that have left many educators consciously or otherwise confused, exhausted and disillusioned. (Deal, 1990, p.131) Change can be seen as evolutionary and dynamic with an emphasis on continuous learning and adaptation (Dixon, 1994; Fullan, 1991; Fullan and Miles, 1992). The challenge for academic institutions is to adopt change strategies that provide internal stability while moving ahead. This challenge may be able to be met in education and elsewhere by focusing on a change strategy where learning comes to be seen as the single most important resource for organizational re newal in the postmodern age (Hargreaves, 1995). The nations that lead the world into the next century will be those who can shift from being knowledge transformational bodies to those that will have the capacity to possess, renew and utilize knowledge successfully. The major issue that confronts educators is whether or not we can transform education and create academic institutions that can successfully prepare our nations students for life. This process calls for leadership at all levels, a good school culture and personal commitment of those who are responsible for these institutions. They must take the time to seriously consider the kinds of changes that are needed. They have to address the needs of students and teachers and then a fundamental transformation of education could happen. There are many routes for organizational development through change, which can be used to improve an organizations quality. Learning organization models provide one administrative method that can be used to provide direction for organizational achievement for both public and private organizations (Makasarnont, 1997). As Hoy and Miskel (2001) state, academic institutions are service organizations that are committed to teaching and learning. The academic institutions functions as a learning organization in order to continue to improve performance and build capacity to manage change (Corcoran and Goertz, 1995) in an environment where academic institutions are becoming increasingly borderless. Conceptualizing academic institutions as learning organizations is appropriate, given the new challenges of a fast-changing world. To be relevant in a knowledge society, new skills, capabilities and knowledge are required. The focus of each academic institution should therefore fall on the enhancement of individual commitments to continuous learning by creation of an enabling enterpreutionial culture and transformational leaders for the development and growth of academic institutions as Learning Organizations. Teachers have to be awake to these changes and must try to improve their skills all the time. They cannot stop their learning simply because they have graduated from school or the university and have been employed; if they would like to be successful, they must grow. They have to keep on learning from their experiences, environment, or their organization. As Lassey (1998) shows successful people are people who learn. Without learning, there is no improvement; and without improv ement the institutions stagnate. The institutions should be places where participants continually expand their capacities to create and to achieve. If academic institutions are to be effective learning organizations, they must find ways to create structures that continuously support teaching and learning and enhance organizational adaptation. Therefore the learning organization is the important thing that an administrator has to create in her/his school in order to give leaders, teachers and students an opportunity for learning continuously, based on the belief that the more people learn, the better they can perform when they go on in life. Need for the Study Many academic institutions are struggling to meet the requirements for academic performance. In this study academic institutions is narrowed down to only schools, as they are base in the description of an academic institution. Despite numerous promising initiatives from the government to promote student success in schools, overall gains in student performance have been disappointing. Some commentators have suggested that nothing less than a fundamental redesign of the educational system will begin to address the hurdles faced by students in succeeding at school (Boyd Shouse, 1997). Coleman (1997) noted that the highly bureaucratic nature of Government schools stifles creative problem solving and blocks receptivity to large-scale and transformative system reform. He described schools as administratively driven organizations with long feedback loops from the top of the organization (for example, the principal) to component subsystems (for example, teachers and students). Coleman consi dered schools with decentralized authority structures and norms of accountability and social support, which he labels as output-driven organizations, as having more promise than ones with traditional bureaucratic forms for increasing teacher and student performance. With growing concerns about the ability of the public education system to respond to the needs of students (Orfield et al., 2004), many voices in the school reform movement have discussed the need for schools to operate as learning organizations, which addresses the importance of faculty and staff working together to solve problems through networking and team learning (Senge et al., 2000). The degree to which schools function as learning organizations may not only influence the willingness of school employees to embrace new innovations for promoting student achievement, but also their personal well-being, their sense of efficacy in working with students, their work satisfaction, and their evaluation of the school as a hi gh-performing organization. A burgeoning number of empirical investigations offer support for these types of positive effects from schools functioning as learning organizations (Lick, 2006; Orthner et al., 2006). I believe that understanding schools as learning organizations offers the potential to unlock the creative and dynamic processes that schools require to undergo fundamental and significant change initiatives. Only then do we believe that schools will begin to address the challenges they face in educating children and youths and in closing the significant gaps in educational achievement and life success. The phenomenon known as the learning organisations has during the past three decades been discussed widely in the literature (Khadra Rawabdeh, 2006; Moilanen, 2001, 2005; Hawkins, 1991; Watkins Marsick, 1993; Senge, 1990; Pedler, Burgoyne Boydell, 1991). Unfortunately, the concept of the learning organization remains abstract and elusive for many school level practitioners, which reflects, in part, a strong leaning toward a constructivist approach in the study of organizational learning. School personnel also have relatively few tools available to examine this aspect of their schools, and assessment is the first step in the evidence-based practice planning sequence. During the past century much has been learned about how the brain works and how students learn. We have also learned that how schools can be organized in what that can enhance the quality of learning that students experience and we know a great deal about the kinds of conditions that are necessary for change to occur. The issue in Indian Educational system is to find a way to create the conditions that will encourage the learning organization concept which is needed to transform Indian academic organizations. What is also clear is that leadership is a critical component of the transformation of education. However, the kind of leadership that is needed is fundamentally different than what has traditionally been the case. Leaders must be able to transform their academic institutions. This has been widely discussed the literature (Jones Rudd, 2007; Reed, 2006; Bartling Bartlett, 2005; CASEL, 2006; Bamburg, 1997; West, 1999; Telford, 1996; Barnett, Marsh Carven, 2003; Stander Rothman n, 2009) and hence the inclusion of this as a variable in this study. As small schools become more autonomous, they create new identities and establish unique school cultures. It is also believed that the schools culture is inextricably linked to classroom culture. Many researchers have explored the challenges of building school culture (Silver, 2003; Zilwa, 2007; Ferreira Hill, 2008; Niemann Kotzà ©, 2006; Thomas Willcoxson, 1998; Raywid, 2001;). The researches explore various approaches to the issue of organizational culture, including techniques from the business world, the connection to physical spaces, and the use of traditions (Berg Wilderom, 2004; Fard.et.al, 2007;). A schools culture includes the obvious elements of schedules, curriculum, demographics, and policies, as well as the social interactions that occur within those structures and give a school its look and feel as friendly, elite, competitive, inclusive, and so on. Just as culture is critical to understanding the dynamics behind any thriving community, organization, or business, t he daily realities and deep structure of school life hold the key to educational success. Reforms that strive for educational excellence are likely to fail unless they are meaningfully linked to the schools unique culture and hence the inclusion of this variable in this study. Teachers play an important role in the success of any school. The personal commitment of the teacher has a very strong influence in the smooth functioning of the school and the school to develop into a learning organization. Personal commitment could be commitment for ones own development and commitment for the development of the school and students. Research on commitment has generally focused on either the antecedents or the consequences of commitment. Early studies of commitment explored the antecedents of commitment and found four general antecedents, namely: personal characteristics, job characteristics, work experiences, and role-related characteristics (Mathieu and Hamel 1989; Mowday, Porter and Steers 1982). Some of the earlier studies also explored the role played by demographic variables on commitment. The demographic variables found to have influence on commitment are: age (Mathieu and Zajac 1990), organizational tenure (Mathieu and Hamel 1989), position tenure (Gregersen and Black 1992), and education (DeCotiis and Summers 1987). Furthermore, Glisson and Durick (1988) identified skill variety and role ambiguity as predictors of satisfaction and leadership, and the age of the organization as predictor of commitment. The impact of commitment on organizational level outcomes has also been explored in a number of studies. However, it is the consequence of affective commitment which is more often studied in the literature. This is because high levels of affective commitment are shown to be related to a number of positive behavioral level outcomes and job attitudes (Hislop 2003; Cooper-Hakim and Viswesvaran 2005). Further Organizational commitment and professional commitment of teachers in schools have been researched on (Sood Anand, 2009; Karakus Aslan, 2009; Weber, 1990; Coladarci, 1992; Menep. I, 2010; Iqbal, 2010; Borgei. et.al, 2010;). Although the study of commitment has been advanced from a range of theoretical perspectives, it is interesting to note that very few attempts have been made by researchers to work on personal commitment. The belief is that an understanding of the relationship between leadership, culture and commitment is necessary. As a teacher educator I think that personal com mitment of teachers is very important in transforming schools into a learning organization and no researches have been done in this area, hence the inclusion of the variable in this study. Conceptual Framework Schools as Learning Organization To present a theoretical framework in which the school as learning organization can be grounded, the study is using The learning disciplines (Senge et al., 1996:4). According to Peter Senge (1990: 3) learning organizations are: à ¢Ã¢â€š ¬Ã‚ ¦organizations where people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning to see the whole together. While all people have the capacity to learn, the structures in which they have to function are often not conducive to reflection and engagement. Furthermore, people may lack the tools and guiding ideas to make sense of the situations they face. Organizations that are continually expanding their capacity to create their future require a fundamental shift of mind among their members.  For Peter Senge, real learning gets to the heart of what it is to be human. We become able to re -create ourselves. This applies to both individuals and organizations. Thus, for a learning organization it is not enough to survive. Survival learning or what is more often termed adaptive learning is important indeed it is necessary. But for a learning organization, adaptive learning must be joined by generative learning, learning that enhances our capacity to create (Senge 1990:14). The dimension that distinguishes learning from more traditional organizations is the mastery of certain basic disciplines or component technologies. The five that Peter Senge identifies are said to be converging to innovate learning organizations. They are: Systems thinking, Personal mastery, Mental models, Building shared vision Team learning Personal mastery According to Senge et al. (1996:194) the term mastery evolved from the medieval French, maitre, which meant someone who was exceptionally proficient and skilled a master of a craft. Maitre as it is used today means the capacity, not only to produce results, but also to master the principles that underpin the way an individual produces those results. Mastery is a commitment to be the best in whatever is done (Secretan, 1997:54). Educators who strive to become masters of their craft are often those who would be described as being committed to their work in their respective schools. According to Zecha (1994:6) and Kushman (1992:6), there are two types of educator commitment, namely organizational commitment and commitment to student learning which are effective ingredients for transforming schools into learning organisations. Mental models Research by Senge et al. (1996:235-236) indicates that mental models are subjective images, deeply ingrained assumptions, generalizations and stories that people carry in their minds about themselves, other people, institutions and events that take place in the world. These mental maps act as a filtering system for our judgments and influence how we take actions based on these judgments. If these mental maps or models are not questioned they could become blockages to change. To succeed in transforming schools into learning organizations it is important that individual educators learn how to unearth their internal pictures (subjective images) of the world and bring these to the surface and critically scrutinize them. This can be done if meaningful conversations are encouraged in the school, where educators expose their own thinking patterns and also listen to other colleagues. These conversations can influence individuals to shift their thinking patterns and see the other side of the story. Shared vision A shared vision is an all-encompassing world view which provides focus for an individual and the team concerning what is to be learnt and what is to be valued (Bierema Berdish, 1996:6). This shared vision answers the question: What will success look like? This question acts as a motivating force for sustained action to achieve individual and school goals. It is a guiding image of success formed in terms of a contribution to the school. According to Johnson and Johnson (1994:9) a shared vision creates a basic sense of sink or swim together among the members of the school. A powerful vision binds educators to mutual commitments through collaboration to achieve individual and school goals. Team learning The discipline of team learning starts with dialogue, which is the capacity of members of a team to suspend their assumptions and enter into a genuine thinking together. According to Senge et al., 1996:352), team learning is the discipline that has to do with learning about alignment. Alignment means functioning as a whole or in a cohesive group committed to a common purpose. This alignment is achieved through sustained dialogue that may result in knowledge sharing and recognizing interdependencies among team members (Murgatroyd Morgan, 1993:73). The discipline of dialogue involves learning how to recognize the patterns of interaction in teams that undermine learning. The patterns of defensiveness are often deeply ingrained in how a team operates. Therefore, the impact of team learning is the establishment of shared values, vision, mission, and core strategies to achieve individual and school goals. The fifth discipline, systems thinking, incorporates the other four learning discipl ines. Systems thinking Systems thinking is based on system dynamics; it is highly conceptual and provides ways of understanding practical school issues. It looks at systems in terms of particular types of cycles and it includes explicit system modeling of complex issues. The discipline of systems thinking teaches that in any social phenomenon it is important to look at the whole picture. In systems thinking the school is looked at as a system that is interconnected to different parts of life that intersect and influence each other. These interrelated parts are bound together in such a way that they become coherent to one another (French Bell, 1995:93). The components of a school include learners, educators, context, student learning processes and any identifiable component that affects learning. Therefore, the essence of systems thinking lies in a shift of mind to one that sees:à ¢Ã¢â€š ¬Ã‚ ¢ interrelationships rather than linear cause-effect chains; and à ¢Ã¢â€š ¬Ã‚ ¢ processes of change rather than sn ap shots. The discipline of systems thinking starts with understanding the concept of feedback: that is how actions can reinforce or counteract (balance) each other. In trying to build effective learning environments, educators have to learn to see the deeper patterns and interrelationships of change. Leadership Leadership is a described as being one of social sciences most examined phenomena (Antonakis, Cianciolo, Sternberg, 2004). Shoemaker (1998) suggested that leadership is difficult to characterize as the field is punctured by inconclusive definitions as to the role and function of leadership. The latest chapter in the almost 100 year history of leadership research is dominated by the development of transformational leadership theory embodied in the Full Range of Leadership Model (Antonakis, et al., 2004; Bass, 1998). This approach to leadership focuses on the charismatic and affective elements of leadership. Northouse (2004) described transformational leadership as a process that changes and transforms individuals. It is concerned with emotions, values, ethics, standards, and long-term goals, and includes assessing followers motives, satisfying their needs, and treating them as full human beings (p. 169). Furthermore, as Bass (1985) advocated, by engaging in transformational leadershi p behaviors a leader transforms followers. In reality this means that followers are changed from being self-centered individuals to being committed members of a group, they are then able to perform at levels far beyond what normally might have been expected (Antonakis, et al., 2004, p.175). The model of transformational leadership includes a continuum of transformational, transactional, and laissez-faire forms of leadership. Each form characterizes aspects of the dynamic process of interaction between leader and follower but identifies certain patterns and features to distinguish transformational leadership from transactional and laissez-faire styles (Avolio, 1999). The transformational leader pays particular attention to others needs, which, in turn, raises followers levels of motivation (Avolio, 1999; Bass, 1998). Furthermore, a leader of this type encourages others to reach their full potential while also adopting a strong ethical characteristic. Whereas, transactional leaders, approach followers with an eye to exchanging one thing for another (Burns, 1978, p. 4), with the leaders use of either reward or punishment contingent on the followers completion or non-completion of assigned tasks. Laissez-faire leadership involves indifference and avoidance as a leader with this profile will avoid making decisions, abdicate responsibilities, divert attention from hard choices, and will talk about getting down to work, but never really does (Bass, 1998, p. 148). Senge proposes that in learning organizations the leaders new work should include a commitment to: being the organizations architect; providing stewardship; and being a teacher. For schools to become learning organizations, the schools leader(s) must accept responsibility for creating conditions that promote and enhance that learning. Principals must create opportunities for teachers to acquire information about what is occurring in the school and engage them in finding solutions to the problems that occur. A fundamental difference between the old view of leadership and that proposed by Senge is that the leader has a responsibility to create opportunities for teachers to learn about current research and apply that research in their classrooms in an environment that promotes learning. Perhaps most important of all, principals need to create a climate that promotes risk taking and eliminates the fear of failure. If these things can be done successfully schools will then possess the capacity to develop a shared vision about what needs to be done and engage in the kinds of activities that are needed to make their shared vision a reality. Organizational Culture Organizational culture has been defined from various perspectives (Carroll and Nafukho, 2006; Popper and Lipshitz, 1995; Shien, 1990; Alvesson, 2002; Cook and Yanow, 1993; Adler and Jelinek, 1996; Argris, 1999). According to Marguardt (2002), culture is an organizations values, beliefs, practices, rituals and customs. The culture of a learning organization habitually learns and works to integrate processes in all organization functions. In effect, the learning organizations culture is constantly evolving and travels along an infinite continuum in a harmonious learning environment. Ultimately, the goal is an exchange of useful knowledge leading to innovation, and improved learning public organizations. The various terms used in the context of organizational culture are: values, ethics, beliefs, ethos, climate, environmental culture. Ethics refers to normative aspects to what is socially desirable. Values, beliefs: attitudes and norms are interrelated. Interaction between beliefs and values results in attitude formation and then produces norms. Values and benefits are the core, while attitudes are the next layer, followed by the norms or behavior. Then these get institutionalized, or when they accumulate and integrate we have social phenomena. The eight important values relevant to institution building are openness, confrontation, trust, authenticity, pro-action, autonomy, collaboration and experimentation. Openness: openness can be defined as a spontaneous expression of feeling and thoughts, and the sharing of these without defensiveness. Openness is in both directions, receiving and giving. Both these may relate to ideas (including suggestions, feedback (including criticism), and feelings. For example, openness means receiving without reservation, and taking steps to encourage more feedbacks and suggestions from customers, colleagues and others. Similarly, it means giving without hesitation, ideas, information, feedback, feelings, etc. openness may also mean spatial openness, in terms of accessibility. Confrontation: confrontation can be defined as facing rather than shying away from problems. It also implies deeper analysis of interpersonal problems. All this involves taking up challenges. Trust: trust is not used in the moral sense. It is reflected in maintaining the confidentiality of information shared by others, and in not misusing it. It is also reflected in a sense of a assurance that others will help, when such help is needed and will honor mutual commitments and obligations. Trust is also reflected in accepting what another person says at face value, and not searching for ulterior motives. Trust is an extremely important ingredient in the institution building processes. Authenticity: authenticity is the congruence between what one feels, says and does. It is reflected in owning up ones mistakes, and in unreserved sharing of feelings. Authenticity is closer to openness. The outcome of authenticity in an organization is reduced distortion in communication. Pro-action: pro-action means taking initiative, preplanning and taking preventive action, and calculating the payoffs of an alternative course before taking action. The term pro-act can be contrasted with the term react. Pro-activity gives initiative to the person to start a new process or set a new pattern of behavior. Pro-activity involves unusual behavior. In this sense pro-activity means freeing oneself from, and taking action beyond immediate concerns. A person showing pro-activity functions at all the three levels of feeling, thinking and action. Autonomy: Autonomy is using and giving freedom to plan and act in ones own sphere. It means respecting and encouraging individual and role autonomy. It develops mutual respect and is likely to result in willingness to take on responsibility, individual initiative, better succession planning. The main indicator of autonomy is effective delegation in organization and reduction in references made to senior people for approval of planned actions. Collaboration: Collaboration is giving help to, and asking for help from, others. It means working together (individuals and groups to solve problems and team spirit. The outcome of collaboration includes timely help, team work, sharing of experiences, improved communication and improved resource sharing. Experimenting: Experimenting means using and encouraging innovative approaches to solve problems, using feedbacks for improving, taking a fresh look at things and encouraging creativity. Personal Commitment Mowday, Steers and Porter (1979, p. 226), defined commitment as the relative strength of an individuals identification with, and involvement in a particular organization. Although many definitions of commitment have been presented since the seminal work of Mowday et al. (1979), it is the conception of Meyer and Allen (1991), which identifies three distinctive dimensions affective, normative, and continuance that has been the cornerstone of extant theorizing in the area of commitment (Herrbach, 2006). Mowday, Porter and Steers (1982) Model Commitment (Attitudinal Commitment), to an organization involves three components: (a) a strong belief in and acceptance of organizational goals and values, (b) a willingness to exert considerable effort on behalf of the organization, and (c) a strong desire to maintain membership in the organization (Mowday et al., 1982). Research on organizational commitment has been examined primarily in relation to labour turnover (Ferris Aranya, 1983; Hom, Katerberg Hulin, 1979; Huselid Day, 1991; Mowday, Steers Porter, 1979; OReilly Caldwell, 1980; Wiener Vardi, 1980; Steers, 1977; Stumpf Hartman, 1984). Meyer and Allen (1997) Model Meyer and Allen (1997) view organizational commitment as a three component concept. The three components in their model are Affective, Continuous, and Normative. The affective commitment describes the emotional attachment an individual has with the organization, their identification with the goals and values of the organization and the level of their involvement (Zanagro, 2001). Affective commitment is taken as a construct closely related to identification (Bergami Bagozzi, 2000). Continuance commitment is based on the cost that an employee associates with leaving the organizations, such as reduction in pay, pension, benefits, or facilities (Herbiniak Alluto, 1972). Normative commitment is associated with employees feelings of obligation to continue employment due to the work culture and other socially accepted norms (Weiner Gechman, 1977). The less common approach to viewing commitment is in terms of obligation. Of the three components least is known about the development of norm ative commitment (Meyer Allen, 1997). The three dimensions highlight commitment from the perspectives of attachment, obligation, and necessity respectively. From the above conceptual framework, a model is drawn for better understanding. Organizational Culture Openness Confrontation Trust Authenticity Proaction Autonomy Collaboration Experimentation Leadership Transformational Transactional Laissez-Faire Personal Commitment Own Development Student Institutional Development Learning Organization Personal Mastery Mental Models Shared Vision Team Learning Systems Thinking Review of Literature Schools as Learning Organization Bowen et.al., 2007-Assessing the Functioning of Schools as Learning Organizations: Using data from the population of employees in 11 middle schools in North Carolina and building on an earlier analysis, this study examines the reliability and validity of a new assessment tool for assessing schools as learning organizations: the School Success Profile Learning Organization. The results align with the conceptual model that informed the development of the measure, including support for the two hypothesized learning organization components: actions and sentiments. Kelleher Michael, 2007 Learning Organization: The author designed a model for a learning organization: The model of the learning organization, with its three dimensional approach, proposes strategies within the domains of individual, team and organizational learning. He concluded by saying if lifelong learning is to become a reality, it will become increasingly important to ensure that strategies and actions support the development of learning organizations. If overlooked, the world of work could well be that area of peoples lives where learning is not explicit, supported and developed. Moloi K.C..et al., 2006 Educators perceptions of the school as a learning organization in the Vanderbijlpark-North District, South Africa: This article outlines the principal findings of research that sought to provide a comprehensive understanding of schools as learning organizations in the Vanderbijl Park-North District of the Gauteng province of South Africa. The quantitative research methodology used was of major importance in obtaining data that were grounded largely on the theoretical framework of learning organizations as wel

Populists v Progressives Essay -- essays research papers

Populists v Progressives   Ã‚  Ã‚  Ã‚  Ã‚  A political party is an organization whose aim is to gain control of the government apparatus, usually through the election of its candidates to public office. Political parties take many forms, but their main functions are similar: to supply personnel for government positions; to organize these personnel around the formation and implementation of public policy; and to serve in a mediating role between individuals and their government. Political parties are as old as organized political systems. Two parties in particular, the Populist Party and the Progressive Party are alike in many ways, from their platforms to their general issues. In general, however, the structure and behavior of a particular country's political parties depends most heavily on the country's political and cultural history.   Ã‚  Ã‚  Ã‚  Ã‚  During the Panic of 1873 the Farmers' Alliances agitated for railroad regulation, tax reform, and unlimited coinage of silver and attempted to influence the established political parties. Growth was so rapid, however, that interest in a third party began to increase; in 1891 delegates from farm and labor organizations met in Cincinnati. No decision was made to form a political party, but when the Republican and Democratic parties both straddled the currency question at the 1892 presidential conventions, a convention was held at Omaha, and the Populist party was formed in 1892.   Ã‚  Ã‚  Ã‚  &...

Use of Magic Realism in Chronicle of a Death Foretold

Chronicle of a Death Foretold Chronicle of a Death Foretold is a perfect example of a novel that showcased cultural and contextual elements. The technique that was the most interesting in Garcia Marquez' novel Chronicle of a Death Foretold, was his use of magic realism. One magical element in the book is the use of dreaming. Dreaming is a constant theme throughout the novel. Chronicle of a Death Foretold, presents the reader with characters that have dreams, as these dreams are the primary sources of events that come true.Magical realism is portrayed through dreams which are used in the novel to see the predicted future, as in most cases, the dreams that we are presented with come true. Although dreaming is not something that is seen to be unrealistic, its the way the author provides truth to all dreams. Garcia Marquez allows the characters dreams to come true, which is the true source of unrealism. Another aspects was describing the upbringing of Angela Vicario and her siblings. Wom en are not allowed to get jobs or follow their own dreams; their lives are bounded by tradition and the expectation to get married and have families.A woman's worthiness as a wife was measured by her beauty. In those days, I believe marriage wasn't based on love. Through this book we are engulfed in the Colombian culture that Marquez demonstrates. Another theme we become aware of is honor. Chronicle of a Death Foretold consists of many different themes that can be recognized by the reader. It was interesting when Raza brought up â€Å"Machismo†. Machismo is a strong or exaggerated sense of manliness, sense of power, or the right to dominate. This theme in turn can be related to the theme of moral responsibility.In this novel the power to dominate is aimed towards women. Machismo, throughout the book is exaggerated to show the dominance of the male sex, and I believe the author felt that the sense of having a dominant sex, is purely based on culture, because in those times, wo men were considered to be inferior to men. Women were looked at as possessions. Knowing that women were forever to just get married, Marquez shows rebellion of the opposite sex by Angela Vicario showcasing her independence and breaking the barrier of the life she HAD to live, by not being a virgin.

Comparing jefferson and hamilton essays

Comparing jefferson and hamilton essays Thomas Jeffersons and Alexander Hamiltons visions of America differed greatly. Jefferson wanted the Farmers dream and Hamilton wanted the Merchants dream. Both thought their dreams would secure happiness and peoples natural rights. Jefferson was very well informed about John Locks Enlightenment theory and was a firm believer in natural rights and the pursuit of happiness. Jeffersons vision of America was the agrarian life. He visioned smaller communities that worked together for a better life. Jeffersons philosophy was based on social change. Jeffersons vision of America looked a lot like the Southern way of life. The South was know for farming and farming was apart of Jeffersons vision. The South also favored a weak central government; Jefferson wanted a weak federal government. Jefferson had an innate distrust of political authority and he believed that a stable government came from private happiness. Hamiltons vision of America was the rich-mans life. Hamilton believed heavily in big business and in big government. Hamilton wanted America to have a capitalist economy, where only money matters. Commercialism and big business is what Hamilton thought happiness would come from. A big government provides stability and order which leads to public strength and security. Hamilton also believed in social control, this differs from Jefferson who believed in social change. Hamiltons vision of America s much like the Norths economy and Jeffersons vision is much like the Souths economy. Of course Hamiltons vision is what prevailed. The reason why is because big business is ruthless and for many of the same reasons the North won the Civil War. Both visions are very American, both deal with the pursuit of happiness. In Hamiltons vision the merchant is happy and in Jeffersons vision the farmer ...

Animal Abuse Problem

Animal Abuse Problem Animal abuse is defined as a deliberate infliction of psychological pain, distress, deprivation, or death of an animal by human beings. Animal abuses occur every time human beings fail to meet the animals’ basic needs. In general, animal abuses comprise of all intentional, socially, and unacceptable behaviors that threatens the welfare of our fellow animals.Advertising We will write a custom essay sample on Animal Abuse Problem specifically for you for only $16.05 $11/page Learn More Such behaviors include kicking, throwing, malicious killing, use of animals for research and entertainment, and neglect and failure to provide an animal with adequate food and veterinary care. Notably, in our factory farms millions of animals such as dairy cows, sheep, pigs, and chickens suffer extremely in the production of food, clothing, and other animal products for human consumption. Surprisingly, many individuals in our society are unaware of these sufferings inflic ted on animals. In the USA, 70% of all human foods comprises of animal products. These animal products are produced behind closed barn doors that house the animals producing them. Before the 20th century, cattle, pigs, and poultry in the USA used to roam in green pastures. However, the increase in human population has forced farm factories to confine these animals to specific cages to meet the ever- increasing demand for animal products. Most meat products are produced in farm industries that confine, mistreat, and deny the animals their natural behavior needs. Although these practices should be unlawful, amendments to the Animal Cruelty Act have seen animals excluded from being treated fairly. As such, these farm factories are almost free to subject their animals to severe suffering with the intention of increasing their products. Dairy cows In developed countries, industrialization of agriculture has seen dairy cows being exploited to meet the increase in demand for milk (Schmid 1 ). As compared to the dairy cows reared 60 years ago, modern dairy cows have been demeaned from cattle to objects. Currently, dairy cows produce 3 times the milk they could have produced at that time. This has been made possible through modern technologies that have focused on improving the animals’ udder size and production. Currently, dairy cows are confined in barns or drylot feed yards. In these cages, the animals are confined indoors for the whole year denying them their right to roam and feel the heat of the sun (Rimas Evan 12). More often, lactating cows are restrained in stalls forcing them to stand in between manure and a mixture of storm water. Dairy farms have adopted genetic selection and selective feeding programs with the aim of increasing milk production. It should be noted that cows’ bodies do not adapt quickly to the high-grained feeds fed to them in the farm factories. Therefore, these feeding methods should be blamed for the increase in metabolic di sorders among the dairy cows.Advertising Looking for essay on environmental studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More Because of being fed and raised in an unnatural environment, these animals have become more vulnerable to the cattle disease that they would have resisted unrestrained. Among the diseases that these cattle have become vulnerable to is mastitis. According to the veterinary experts, millions of dairy cows suffer from the disease causing them to endure painful infections of their udders. After birth, calves are separated from their mothers. Thereafter, male calves are castrated, or killed for veal (Burros 1). Given the fact that these calves are not given opportunities to live their normal lives, human beings should feel compassion for such animals. On the other hand, female calves are raised in special stalls until they are mature enough to be impregnated. In their stalls, these animals are subjected to intense suffering through removal of extra teats, tail docking, and dehorning. In the US, it is estimated that thousands of dairy cow’s calves succumb to scours and diarrhea. Chickens Just like the dairy cows, chickens are subjected to intense suffering in the poultry farms. By being subjected through battery farming methods, chickens are forced to live in tiny cages that do not allow them to turn around. In these cages, the birds cannot stretch their wings, walk around, or sit comfortably while laying eggs (Ginzburg 1). To avoid birds from fighting one another, their beaks are cut off using sharp metals through painful enduring processes. Some animal activists have real footages of poultry workers mistreating these animals. In these footages, some workers have been captured handling the birds in hostile ways, shoving the birds into their cages, and crushing the birds’ feet in the cage doors. Through these footages, it is heartbreaking to imagine the kind of suffering chickens undergo through in their cages. According to some articles, when a bird limb is stuck in the cage parts, the bird is immobilized and if the animal is not rescued in time, it will die a slow painful death. With these kinds of heartbreaking deaths that chicken endures in their poultry farmers, it is high time that consumers should be concerned with the welfare of these animals and campaigned against their inhumane treatments. In the USA, 97% of all the eggs consumed are from chickens reared in cages. The above percentage is disturbing considering the extent of suffering endured by birds reared in battery cages.Advertising We will write a custom essay sample on Animal Abuse Problem specifically for you for only $16.05 $11/page Learn More Pigs In farm industries, pigs are the other victims of animal suffering. Immediately they are born, they are forced to bear agonizing surgical procedures such as tail docking and castration (Bdale 1). Afterwards, they are denied their chance to be with their mother by being taken away and locked in crowded enclosures. While pregnant, their mothers are locked up in tiny cages for up to 16 weeks. Usually, the cages are so small that the animals cannot walk around or turn around. In the cages, these animals have to endure boredom and depression. Prior to giving birth, the animals are relocated to smaller cages referred to as farrowing crates (Bdale 1). When they give birth, the piglets can suckle from outside the farrowing crates. Since their mother is trapped between the tiny cages, the piglets can hurt her nipples without her defending herself. Based on the above real experiences, it is heartbreaking to imagine the extent of pain pigs have to endure through to meet the pork demand. Human beings should realize that pigs feel pain, undergo through stress, and suffer just as our pets. Therefore, we should look for better ways of reducing and ending the suffering, we have subjected pigs in our factor y farms. An example of an organization aimed at reducing animal suffering In the USA, several organizations have been formed to attempt to reduce the suffering of animals in farm industries. American Humane is such an organization formed with the aim of safeguarding children and animals’ welfares. This nonprofit organization has been concerned with the way animals are being treated in our farms. Currently, through its extended programs the organization is engaged in trying to improve farm programs. Through this program, the organization aims at ensuring that farms certified under their programs meet the required animal welfare standards. Despite the relentless efforts of such organizations to end animal suffering, billions of animals continue to die and suffer from the inhumane conditions of our factory farms. According to underground investigations, most animal products for human consumption are the products of horrific deaths.Advertising Looking for essay on environmental studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More It is facts that as long as human beings are going to depend on animal products for consumption animal suffering will continue to persist. In this regard, animal activists, governments, and the consumers should be committed to preventing, ending, and denouncing animal suffering. Equally, appropriate regulations should be formulated to lessen the suffering and improve the welfare of these animals. Researchers should work tirelessly to ensure they design appropriate facilities for farm animals. These facilities should be stress free and enhance the welfare of the animals. Similarly, appropriate slaughtering methods should be designed to reduce the pain endured by animals in slaughterhouses. In conclusion, human beings should note that they are morally obligated to let animals enjoy the brief lives before they are slaughtered. As such, it will be more appropriate if animal farms allowed these animals to roam freely in their habitats. Equally, animal slaughterhouses should adopt ethical means of slaughtering these animals. Likewise, if we humans preach and practice civilized morals in our society, animal suffering in our farm factories should be put to an end because animals have every right to enjoy their existence as we humans. Burros, Marian. Veal to Love, Without the Guilt NYTimes.com. The New York Times Breaking News, World News Multimedia . Version 1. N.p., 18 Apr. 2007. Web. https://www.nytimes.com/2007/04/18/dining/18veal.html?searchResultPosition=1mtrref=www.nytimes.com. Bdale, David. Factory Farms Revealed: Animal Abuse and Cruelty | The Last Newspaper. The Last Newspaper | Rowan University Comp 1 Fall 2010 Hodges. Version 1 . N.p., 13 Oct. 2010. Web. Ginzburg, Ralph. ANIMAL-RIGHTS GROUP ASSAILS EGG FARM New York Times. The New York Times Breaking News, World News Multimedia. Version 1. N.p., 17 Jan. 1988. Web. https://www.nytimes.com/1988/01/17/nyregion/animal-rights-group-assails-egg-farm.html?searchResultPosition=1. Rimas, Andrew, and Evan D. G . Fraser. Beef: the untold story of how milk, meat, and muscle shaped the world . New York, NY: William Morrow, 2008. Print. Schmid, Ronald F. The untold story of milk: the history, politics and science of natures perfect food : raw milk from pasture-fed cows. Rev. and updated. ed. Washington, DC: NewTrends Pub., 2009. Print.

Entry into foreign market Assignment Example | Topics and Well Written Essays - 1500 words

Entry into foreign market - Assignment Example Analyzing the market condition in Myanmar, have shown ample opportunity for the foreign companies to expand and enter Myanmar. Investing in Myanmar can sound very lucrative as the market is surrounded with diverse range of business opportunities and is rich in natural and mineral resources so Cameron International Corporation has all the valid reason to expand its business and expand into oil and gas resources in Myanmar. However with opportunities of the company to enter Myanmar, the foreign country is also associated with risk such as low economic growth. The economic growth is rated below the potential growth about 6% in the fiscal year 2012-2013 which is driven by FDI in sectors such as infrastructure, oil and energy. Consumption seems to remain stable built it does not contributes towards the economic growth due to the population under the poverty line. Inflation is expected to reach about 5.8% in 2012 and 2013 and this is because of the inability of the central bank to induce m onetary growth. The GDP is also expected to deteriorate along with the service sectors. Further Myanmar had in the past two set of exchange rates which recently changed into a single exchange rate which aims to remove distortion of market favoring the mode of entry through FDI. Myanmar is among the emerging market and has been undergoing economic as well as political reform and doing business in Myanmar are subject to risk and thus Cameron International Corporation should thoroughly investigate the conditions of the market. before entering the market. But Myanmar has huge opportunity and it is feasible to enter the market. VRIO Analysis The VRIO framework was initiated by Barney and VRIO stands for Valuable, Rare, and Inimitable and organized (Kazmi, p.127). Valuable: If Cameron International Corporation enters Myanmar, it will be valuable for the company as Myanmar is well versed in natural and mineral resources and the company entering the market with its oil and gas will proved t o be valuable for the company and the economy as a whole. Therefore it can be said that the entry into Myanmar market is valuable and should be encouraged so that better opportunity and business prospective are developed and leads to economic growth. Rare: Cameron International Corporation provides flow equipment and pressure control equipment for both land and sea oil rigs and incurs revenue of $6,134.8million along with net profit of $562.9million in 2010. Since Myanmar has huge natural and mineral resources, the company will be able to utilize it effectively. Inimitable: the work done by the companies are hard to imitate as it requires heavy capital and huge brand name. The company has a huge brand name and is able to generate

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

Paper 1 - Essay Example The City of Cleveland argued that the ordinance was constitutional, since it upheld the ruling made under Village of Belle Terre v. Boraas, 416 U.S. 1, which had limited the number of people who could occupy a single dwelling (Casner, 189). The Supreme Court held that the ordinance created by the City of Cleveland was unconstitutional, since it violated the due process clause as provided under the Fourth Amendment Schedule of the United States Constitution (Areen, 227). The Supreme Court held that the material facts of the case were distinguishable from the nature of the facts provided under Village of Belle Terre v. Boraas, 416 U.S. 1, which offered a provision for restriction of individuals who were unrelated from one another (Areen, 227). Thus, the limitation and definition of family as a nuclear family was a completely new conception, which violates both the tradition and cultural conception of a family as involving the extended family. Further, the court held that when the conception of the family unit is challenged through the government intrusion of the choices that concern the living arrangements of family, then the interest advanced by the government in this case must be carefully examined (Casner, 189). The court also held that the ordinance established by the East Cleveland City had a weak relationship with its intended objective such as reducing overcrowding and the heavy financial burden on the schools, since a larger nuclear family could have a more overcrowding and financial burden on the city than a small extended family. Finally, the court held that the basic values underlying a society, as well as the teaching of history must be recognized and respected, at the expense of laws that seek to draw superficial and arbitrary boundaries like confining the family unit to a couple and their dependants (Areen, 228). Thus, the court held that the