Whole life paper. Electricl engineer Essay Example | Topics and Well Written Essays - 1000 words

Whole life paper. Electricl engineer - Essay Example Having been good in mathematics and physics at A levels greatly generated my interest in electrical engineering and I made my final decision in becoming an electrical engineer in future. I used to spend most of time in the laboratory trying to connect circuits and learning more about electronics. As I was in high school we came across this challenging situation with my fellow students. While doing our practical assignment in one our physics laboratory class it happened that the systems stopped working despite the fact that the electric bulbs were still on. No one could figure out what was happening and our assignment was almost due in time and neither the teacher nor the technician could be reached. With my interest and passion in electricity I decided to handle the assess the situation with an intention of resolving the problem. I noted that the fuse had blown off and managed to replace it with a spare. Since then I realized that I had the capacity to handle electronics and also rea lized my positive attitude toward the subject. Working with electrons has been wonderful in my education as have always wondered how electronic engineers have changed these positron antiparticles to transform diverse fields such as robotics, acoustics and medicine, as stated by Cheng (67). These phenomenal developments by the electrical engineers have helped me understand my passion in engineering as well as increased my ambition to join them in changing lives. In addition, the values I learnt from m father who was also an electrical engineer have helped me greatly. For instance, through his dedication to the job, enjoyment and positive attitude towards it helped grow my passion in this career. My undoubted experience during high school, university and during internships has helped understand better my passion for engineering. Nevertheless, my unquestionable courage to handle challenges while at school has increased my understanding of the passion I have in this career. Being hardwo rking and daring in facing challenges is part of my strengths which have influenced my understanding of the passion I have in the field. Being an optimistic, hardworking and goal driven individual clearly sets out my experience, values and strengths in engineering different from that of others. For instance, I used to company my dad to his working cites since I was young and from him I learnt a lot about this field. Similarly, having been the best student in physics in high school my tutors sometimes would give me a contract to work for them and this increased my experience. My teamwork values as well as my innovative skills also set me different from other people in this field. For instance, during my education I liked working with groups because I knew my skills and knowledge would help others in my filed. Similarly, my strengths in facing challenges without fear also makes me different from others given the fact that electricity is very dangerous when improperly handled (Moaveni and Sharma, 121) Impact Some of my goals include the following: To reduce environmental pollution by 30 percent in the next five years to come: I will ensure this by coming up with a model that reduces the amount of heat released to the atmosphere by the use of electricity. To raise the living standards of the communities living in the rural areas. I hope to achieve this by designing equipment that are portable, more energy efficient and use solar. To contribute in the improvement of healthcare. I hope to achieve this by innovatively designing better electronic machines which can detect people’s heath problems in the shortest time possible. Emerging Global,

Organization Structure Essay Example for Free

Organization Structure Essay Tips: Or you can approach this way: 1. Briefly introduce the various organizational theories. 2. Mention that you will focus analysing two theories, where examples of principle and practice can be found from the case study, for the purpose of this task. Analyse how organizational theory underpins principles and practice of organizing and management. a. Briefly introduce the various organizational theories (Scientific management, classical administration and etc) b. Analyse in details the various organizational theories in terms of its principles and practice. ( Analysis: 1.Explain what they are, 2.describe their characteristics and under what circumstances each of them may be useful and 3.evaluate their strengths and weaknesses) c. Relate these theories, where appropriate and applicable, to the case study. d. Draw a short conclusion Tips: Or you can approach this way: 1. Briefly introduce the various organizational theories. 2. Mention that you will focus analysing two theories, where examples of principle and practice can be found from the case study, for the purpose of this task.1. Draw the organizational structures for both firms You should be able to see the differences of the two organizational structures: Tall and short hierarchical structure, narrow and wide span of management, specialization by geographic or functions or something else. These diagrams serve as the basis for you to do the following compare and contrast. 2. Compare and contrast the differences of organizational structures between the firms Based on the above diagrams, do the compare and contrast. Compare and contrast means you need to find out: * What are the things similar between the two companies? * What are the differences between the two companies? Sample answer for 2 a. Organizational structure Given the diagram, it is clear that both companies have a formal organizational structure. There are however differences between the two companies. First, Boss Ltd is taller than Agar in organizational hierarchy. (Plagarism is a serious offence. This content can be found at http://btechnd.blogpot.com/) This is due to the structure necessarily to support Boss Ltd’s geographical and product divisions that accommodate 400 more staff than Agar Ltd(Plagarism is a serious offence. This content can be found at http://btechnd.blogpot.com) . In contrast, Agar has a layer reporting hierarchy. Its line of command is shorter than that of Boss Ltd. Second, the span of management, in the case of Boss Ltd, is narrower than that of Agar. That being the case, a stronger degree of decentralised decision making is practised in Boss. Agar’s decision making mainly centralized to the CEO himself.

Novelty Preferences in Infants: Effects on Infant Cognition

Novelty Preferences in Infants: Effects on Infant Cognition Discuss the method of ‘familiarisation/novelty preference’ and consider its contribution to psychologists’ understanding of infant cognition. One of the keystones in an infant’s development is the ability to group similar items and experiences together. This, on the surface, may seem a trivial skill but it forms the basis for much of the infant’s cognitive development in the first months of life. Once similar things are identified into groups, structure and order can form around them. This process is referred to as ‘categorisation’. In fact, the development of the process itself provides a useful insight into the developmental progression of an infant more generally. One of the major tools psychologists have used to study this phenomenon is that of the ‘familiarisation/novelty preference’ technique: Fantz (1963) noted that infants showed a strong tendency to pay attention to novel objects, compared with those they had previously encountered. If an infant is presented with an object for an extended period of time, that infant will gradually reduce the attention it bestows upon the object. The baby will begin to look away, until eventually it no longer pays the object attention at all. This process is known as familiarisation (or ‘habituation’). Subsequently, if the infant is presented with the same object as before, alongside a new object (with which the infant has had no previous experience), then vastly more attention will be paid to the novel item. This is called ‘novelty preference’. Presumably this pairing of phenomena (familiarisation and novelty preference) comes about from a biological tendency (genetically hard-wired) which ensures an infant experiences as much of its environment as possible, in order to learn at an optimum rate. Psychologists have produced a lab-based version of the ‘familiarisation/novelty preference’ phenomenon in order to examine its effect on the cognitive development of infants. The technique has two stages: In stage 1 an infant is shown a number of different objects belonging to the same category (e.g. Siamese cat, Persian cat, Tabby cat). In the second stage the infant is presented with a pair of novel stimuli. One of the stimuli belongs to the category the baby has just encountered (e.g. Manx cat), the other belongs to an entirely new category (e.g. Labrador dog). The infant is then graded on the preference they pay to each stimulus. The infant normally shows a greater preference for the stimulus from the novel category. This is because they have formed a representation of the familiar exposed category (i.e. cats) which became habituated, so more examples of this category will hold less attention. When a new category is encountered (i.e. dogs) more attention is due to th is novel item since it has not been seen before. This process is used to examine many aspects of infant development which relate to categorisation, for example: how do infants form categories? How are these categories remembered? How are they organised? Also, since categorisation and language formation are so strongly linked the ‘familiarisation/novelty preference’ technique is used to understand the development of language in infants. In order to examine this process simply some of the first studies of infant cognition resorted to using very basic stimuli. Younger and Gotlieb (1988, see also Bomba and Siqueland, 1983; Quinn, 1987) used simple dot patterns, known to be effective in examining adult categorisation. Infants were familiarised with six pairs of distorted dot patterns, which had been derived from a single (undistorted) prototype (and hence were considered to belong to the same category). The infants were then shown a test pair which included the prototype of the exposed category, and a prototype of an entirely different dot category. The amount of time the infants spent looking at the novel dot pattern was recorded. When the prototypes were very simple patterns the infants (aged 3-7 months) spent a significantly larger amount of time observing the novel prototype than the familiar one. This indicated that they had all formed a representation of the dot category, without ever seeing the pattern which defi ned the category (the prototype). As the prototype patterns became more complex only older infants (5 months and above) showed this significant trend. So, older infants appeared to be better at forming a prototype from the series of distorted examples, although all showed evidence of category formation. Younger and Gotlieb (1988) went on to use this finding to examine how infants actually store their category representations. They hypothesised two possibilities for category storage: 1. all possible exemplars are stored in memory and are available for comparison with new instances (‘exemplar memory’); 2. an average of all observed exemplars is stored as a prototype (‘prototype memory’). Initially it would seem plausible that prototype memory is the more likely as this is the most efficient form of storage and retrieval. Comparing an example with all previous examples would be very time-consuming. Once another cohort of Younger and Gotlieb’s (1988) infants had been exposed to the distorted dot pattern exemplars (see above) they were then shown the prototype paired with one of the previously seen distorted exemplars. If the infant produced a prototype when it was exposed to the exemplars earlier (by averaging the features of the distorted patterns) then the prototype the infant formed should look much like the actual prototype. In this case the infant should perceive the distorted pattern as less familiar (and thus attended to for more time) than the prototype. If the infant was in fact just remembering each and every pattern it was presented with then the distorted exemplar should be more familiar (and attended to less) than the prototype, which was not seen until this point. However, it seems that infants use both of these category storage mechanisms, depending on the exact parameters of the experiment (i.e. if there are a few simple exemplars then it is more efficient to encode each one, when there are many complex exemplars a prototype is more appropriate). More importantly, infants use the same mechanism as adults performing the equivalent test. This not only indicates that infants are able to form prototypes (an essential mechanism for category formation), but are capable of adult-like cognitive tasks from a very early age (ED209, Child Development Course Team, 2008). Experiments like those described above have been criticised for their lack of environmental validity. In order to address whether or not infants can actually categorise items that are relevant to their surroundings a number of authors have used the ‘familiarisation/novelty preference’ technique. Quinn, Eimas and Rosenkrantz (1993, see also Eimas and Quinn, 1994; Quinn and Eimas, 1996) gave infants exposure to pictures of domestic cats from different breeds and in different orientations. Subsequently, the infants spent less time viewing novel cat pictures (as they considered them familiar) than pictures of animals from other species (which belonged to novel categories). These experiments show that infant categorisation is reproducible outside of the ‘lab’. Moreover, the experiments indicate that infants can produce categories that are both environmentally valid and useful, without the assistance of a vocabulary. Knowing that similar things go together is the first stepping stone to producing useful categorical knowledge. The next step than an infant makes is to organise their categories into hierarchical structures. This step brings the child closer to forming a strong basis for a lexical framework (i.e. towards speech). To illustrate: A Siamese cat belongs to the super-ordinate category of ‘cats’, which in turn are ‘animals’. Construction of this categorical framework is commonly investigated using the ‘familiarisation/novelty preference’ technique: Behl-Chadha (1996) set out to discover if infants were truly able to form hierarchical structure. Infants aged between 3 and 4 months were familiarised with a set of twelve photos of chairs (which included sub-ordinate categories like desk chairs and rocking chairs etc.). Following this the infants were shown pictures of novel chairs along with other items of furniture. This infant paid more attention to the novel items than the chair-related items. This standard ‘familiarisation/novelty preference’ effect showed that the babies had successfully formed the category ‘chair’. However, when the infants were familiarised with a set of ‘couch’ pictures they subsequently treated new ‘couch’ pictures as familiar, but pictures of other chair-types were treated as novel, attracting more attention (indicating the babies knew couches were an individual category, whilst at the same time knowing that chairs were a category also). This experiment proved that infants are in fact able to ‘nest’ categorical information into a hierarchical structure, needed for the formation of a vocabulary. Another aspect of categorical grouping that is a pre-requisite of early speech formation is that of spatial relation. This form of categorisation is more abstract than the types summarised above as it cannot rely on perceptual features. Quinn (1994, see also Quinn et al., 2003) showed that infants can categorise abstract spatial relations, grouping objects that are ‘above’ or ‘below’. If an infant was familiarised with stimuli that were all of the same spatial relation they would subsequently show preference for stimuli in another spatial relation. These kinds of experiment show that infants produce seemingly complicated categorical information without the a priori powers of speech and vocabulary. Infants therefore have the cognitive ability to form many complex representations of their environment. In fact, many authors believe this forms the basis for communication and language development. Waxman and Markow (1995) suggest that language acquisition is promoted due to the ability it provides the infant in referring to objects. In fact the onset of speech and the so-called ‘vocabulary spurt’ have both been attributed to categorisation. Gopnik and Meltzoff (1992), for example, note that children who are better at categorisation on the ‘familiarisation/novelty preference’ test are those who also use more words and names for items in their first months of speech production. Goldfield and Reznick (1990), note that half of all early words spoken by infants were object names, further strengthening the link between object category and cognitive development, and language in particular. The ‘familiarisation/novelty preference’ method is therefore key in understanding the building-blocks of infant cognition and speech. Bibliography Bomba, P. C. and Siqueland, E. R. (1983) ‘The nature and structure of infant form categories’, Journal of Experimental Child Psychology, vol. 35, pp. 294–328. ED209 Course Team (2008). Cognitive and Language Development in Children, Milton Keynes: The Open University. Eimas, P. D. and Quinn, P. C. (1994) ‘Studies on the formation of perceptually based basic-level categories in young infants’, Child Development, vol. 65, pp. 903–17. Fantz, R. L. (1963) ‘Pattern vision in newborn infants’, Science, vol. 140, pp. 296–7. Gopnik, A. and Meltzoff, A. N. (1992) ‘Categorization and naming: basic-level sorting in eighteen-month-olds and its relation to language’, Child Development, vol. 63, pp. 1091–103. Quinn, P. C. (1987) ‘The categorical representation of visual pattern information by young infants’, Cognition, vol. 27, pp. 145–79. Quinn, P. C. (1994) ‘The categorization of above and below spatial relations by young infants’, Child Development, vol. 65, pp. 58–69. Quinn, P. C. and Eimas, P. D. (1996) ‘Perceptual organization and categorization in young infants’, Advances in Infancy Research, vol. 10, pp. 1–36. Quinn, P. C., Eimas, P. D. and Rosenkrantz, S. L. (1993) ‘Evidence for representations of perceptually similar natural categories by 3-month-old and 4-month-old infants’, Perception, vol. 22, pp. 463–75. Quinn, P. C., Adams, A., Kennedy, E. et al. (2003) ‘Development of an abstract category representation for the spatial relation ‘‘between’’ in 6-to 10-month-old infants’, Developmental Psychology, vol. 39, pp. 151–63. Younger, B. A. and Gotlieb, S. (1988) ‘Development of categorization skills: changes in the nature or structure of infant form categories?’, Developmental Psychology, vol. 24, pp. 611–19. Waxman, S. R. and Markow, D. B. (1995) ‘Words as invitations to form categories: evidence from 12-to 13-month-old infants’, Cognitive Psychology, vol. 29, pp. 257–302.

Schizophrenia Essay examples -- Psychology Psychiatry Disorders Essays

Schizophrenia Schizophrenia is a metal illness which is characterized by a disruption in cognition and emotion that affects the most fundamental human attributes, such as thought, perception, language, and the sense of self. There are a large number of symptoms of schizophrenia which can include hearing internal voices, hallucinations, and delusions. No single symptom can diagnose a person as schizophrenic, but rather the collection of multiple symptoms which persist for a prolonged period of time. Symptoms of schizophrenia are divided into two categories, positive and negative. These categories define how the symptoms are defined and treated. Positive symptoms include delusions, hallucinations, disorganized behavior, disorganized speech and thinking, difficulty to be goal oriented, the schizophrenic is unpredictable, silly, or exhibits behaviors that are bizarre to onlookers. Other positive symptoms include catatonic behaviors, which would be a decrease in reaction to the current environment. Positive symptoms, which do not occur very often, are unusual motor behavior, derealization, depersonalization and somatic preoccupations. Negative symptoms of schizophrenia include affective flattening, which is a reduction in the range and intensity of emotional expressions, Alogia categorized by a lessening of speech fluency and productivity, and Avolition, which is the reduction, or difficulty to initiate and persist in goal directed behavior. Schizophrenia is a serious mental illness, and although there is no known cure there are several drugs that can be administered to those suffering from the illness to reduce the severity of the symptoms, or to hopefully get rid of all of the s... ...perdal. (2003). Retrieved February 19, 2005, from http://www.drugresourcecenter.com/risperdal/risperdal.htm Jannsen.com, . Risperdal. (2005, January 12). Retrieved February 17, 2005, from http://www.risperdal.com/html/ris/consumer/pd_risperidone.xml?article =safety.jspf Mental Health: A Report of the Surgeon General. Retrieved February 19, 2005, from http://www.surgeongeneral.gov/library/mentalhealth/chapter4/sec4.html #table4_7 NAMI-NYS. Retrieved February 19, 2005, from http://www.naminys.org/abmed_ris.htm National Institute of Neorlogical disorders and Stroke, . NINDS Tardive Dyskinesia Information Page. (2005, February 09). Retrieved February 19, 2005, from http://www.ninds.nih.gov/disorders/tardive/tardive.htm PSY web Mental Health. Retrieved February 19, 2005, from http://www.psyweb.com/Drughtm/risper.html

Allport’s Motivation, Functional Autonomy and Study of the Individual Essay

VI. Motivation To Allport, an adequate theory of motivation must consider the notion that motives change as people mature and also that people are motivated by present drives and wants. Allport believed that most people are motivated by present drives rather than by past events and are aware of what they are doing and have some understanding of why they are doing it. A. Reactive and Proactive Theories of Motivation Adult behavior is both reactive and proactive, and an adequate theory of motivation must be able to explain both. An adequate theory of personality, Allport contended ,must allow for proactive behavior. It must view people as consciously acting on their environment in a manner that it permits growth toward psychological health. A comprehensive theory must not only include an explanation of reactive theories, but must also those proactive theories that stress change and growth. In other words, Allport argued for a psychology that, on one hand, studies behavioral patterns and general laws (the subject matter of traditional psychology) and on the other hand, growth and individuality. Allport insisted that a useful theory of personality rests on the assumption that people not only react to their environment but also shape their environment and cause it to react to them. He criticized psychoanalysis and animal-based learning theories as being reactive because they saw people as being motivated by needs to reduce tension and to react to their environment. Personality is a growing system, allowing new elements to constantly enter into and change the person. B. Functional Autonomy Allport’s most distinctive and controversial concept is his theory of functional autonomy, it is Allport’s explanation for the myriad human motives that seemingly are not accounted for by hedonistic or drive reduction principles, which holds that some (but not all) human motives are functionally independent from the original motive responsible for a particular behavior. Motives that are not functionally autonomous include those that are responsible for reflex actions, basic drives, and pathological behaviors. If a motive is functionally autonomous, it is the explanation for behavior, and one need not to look beyond it for hidden or primary causes. Functional autonomy represents a theory of changing rather than unchanging motives and is the capstone of Allport’s idea on motivation. 1. Perseverative Functional Autonomy Allport recognized two levels of functional autonomy. Perseverative functional autonomy is the tendency of certain basic behaviors to continue in the absence of reinforcement. Allport borrowed the word â€Å"perseveration† which is the tendency of an impression to leave an influence on subsequent experiences. Perseverative functional autonomy is found in animals as well as humans and is based on simple neurological principles. Addictive behaviors are examples of perseverative functional autonomy. 2. Propriate Functional Autonomy The other level is propriate functional autonomy; it is the master system of motivation that confers unity on personality, which refers to self-sustaining motives that are related to the proprium. Examples of propriate functionally autonomous behaviors include pursuing interests that one holds dear and important. 3. Criterion for Functional Autonomy Present motives are functionally autonomous to the extent that they seek new goals. That is, functionally autonomous behaviors will continue even after the motivation behind those behaviors change. 4. Processes That Are Not Functionally Autonomous Allport listed eight processes that are not functionally autonomous: (1) Biological drives, (eating, breathing and sleeping) (2) Motives directly linked to the reduction of basic drives, (3) Reflexes actions (eye blink) (4) Constitutional equipment (physique, intelligence, and temperament) (5) Habits in the process of being formed,   (6) Patterns of behavior that require primary reinforcement, (7) Sublimations that are linked to unpleasant childhood experiences, and (8) Certain neurotic or pathological symptoms. Allport suggested a criterion for differentiating between a functionally autonomous compulsion and one that is not. For example, compulsions that can be eliminated through therapy or behavior modification are not functionally autonomous, whereas those that are extremely resistant to therapy are self- sustaining and thus functionally autonomous. C. Conscious and Unconscious Motivation Although Allport emphasized conscious motivation more than any other personality theorist, he did not completely overlook the possible influence of unconscious motives. Pathological behaviors are often motivated by unconscious drives, but healthy individuals are ordinarily consciously in control of their behavior. VIII. The Study of the Individual Because psychology has historically dealt with general laws and characteristics that people have in common, Allport strongly felt that psychology should develop and use research methods that study the individual rather than groups. To balance the predominant normative or group approach, he suggested that psychologists employ methods that study the motivational and stylistic behaviors of one person. A. Morphogenic Science Allport distinguished between two scientific approaches; Traditional psychology relies on nomothetic science, which seeks general laws from a study of groups of people, and idiographic which refers to that which is peculiar to the single case or study patterns of traits within the single case, but Allport used morphogenic procedures because the term â€Å"idiographic† was so often misused, misunderstood and misspelled. Morphogenic procedures refer to patterned properties of the whole organism and allows for intraperson comparisons Allport accepted self-reports, such as diaries, at face value. B. The Diaries of Marion Taylor During the late 1930’s, Allport and his wife became acquainted with personal documents, including diaries, of a woman they called Marion Taylor. Although the Allports analyzed much of this information, they never published an account of Marion Taylor’s story. Their work with Marion Taylor probably helped them organize and publish a second case- the story of Jenny Gove Masterson, another pseudonym. C. Letters from Jenny A short time later, the Allports analyzed and published a series of letters they had received from an older women named Jenny. These letters constitute Allport’s best-known example of morphogenic science in that they reveal one person’s pattern of behavior. Two of Allport’s students, Alfred Baldwin and Jeffrey Paige, used a personal structure analysis and factor analysis, respectively, whereas Allport used a commonsense approach to discern Jenny’s personality structure as revealed by her letters. All three approaches yielded similar results, suggesting that morphogenic studies may be reliable. IX. Related Research Allport believed that a deep religious commitment was a mark of a mature person, but he also saw that many regular churchgoers did not have a mature religious orientation and were capable of deep racial and social prejudice. In other words, he saw a curvilinear relationship between church attendance and prejudice. A. The Religious Orientation Scale This insight led Allport to develop and use the Religious Orientation Scale to assess both an intrinsic orientation and an extrinsic orientation toward religion. Allport and Ross (1967) found that people with an extrinsic orientation toward religion tend to be quite prejudiced, whereas those with an intrinsic orientation tend to be low on racial and social prejudice. A review of later studies (Trimble, 1997) found that prejudice is positively related to an extrinsic religious orientation but unrelated to an intrinsic religious orientation. INTRINSIC RELIGIOUS ORIENTATION – refers to motivation arising from goals set forth by the religious tradition itself, and is assumed to have an â€Å"otherly,† nonmundane, even self- denying quality: religion is regarded as a master motive whereas other needs, strong as they may be, are regarded as of less ultimate significance. EXTRINSIC RELIGIOUS ORIENTATION – refers to a flagrantly utilitarian motivation underlying religious behaviors: the individual endorses religious beliefs and attitudes or engages in religious acts only to the extent that they might aid in achieving mundane goals such as feeling comforted and protected or acquiring social status and approval. B. Religious Orientation and Psychological Health Research by Ralph Hood (1970) and others (Hansen, Vandenberg, & Patterson, 1995; Kosek, 1999; Maltby, 1999) has found that people who score high on the Intrinsic scale of the ROS tend to have overall better personal functioning than those who score high on the Extrinsic scale. In general, these studies have found that some highly religious people have strong psychological health, whereas others suffer from a variety of psychological disorders. The principal difference between the two groups is one of intrinsic or extrinsic religious orientation; that is, people with an intrinsic orientation tend to be psychologically healthy, but those with an extrinsic orientation suffer from poor psychological health.

Animal Euthanasia in Zoos

Animal Euthanasia in Zoos While zoos in the United States favor contraception as a means of keeping their resident populations under control, other zoos around the world take a different approach: euthanasia. Dave Morgan, chairman of the Population Management Committee at the World Association of Zoos and Aquariums explained to the New York Times that international guidelines on the ethics of breeding zoo animals are sketchy. Apparently, since ethics and philosophies are so diverse among countries of the world, its tough to make blanket regulations. For instance, both the European Association of Zoos and Aquaria and the African Association of Zoos and Aquaria generally consider routine euthanasia a viable management and breeding strategy, while the Central Zoo Authority of India has recommended that euthanasia of zoo animals may be carried out only in the specific circumstances when any animal is in such an agony or pain that it is cruel to keep him alive. How Euthanasia Is Used for Population Control Zoos that favor euthanasia over contraception generally allow animals to mate naturally and permit mothers to raise their young until an age at which the family groups would instinctively separate in the wild. At that point, zoo officials employ lethal injection to kill young animals that exceed the zoos carrying capacity, dont fit into breeding plans, and are unwanted by other zoos. In the spring of 2012, the Copenhagen Zoo euthanized a pair of leopard cubs who were approaching two years of age as part of their breeding management plan. Each year, the zoo puts approximately 25 healthy animals to death, including chimpanzees, whose similarities to humans make opponents of euthanasia particularly squeamish. Arguments in Favor of Euthanasia Contraception (pills, implants, injections) can pose health risks to animals.Euthanasia allows animals the natural experience of bearing young and parenting.Terry Maple, the former director of Zoo Atlanta and co-editor of Ethics on the Ark, knows of no definitive research that assesses the importance of raising young to animals health, but he has said that observation indicates that most zoo animals are motivated and protective parents that play frequently with offspring.Euthanasia imitates animals survival in the wild, where high percentages of young die early in life as a result of predation, starvation or injury.According to longtime zookeeper and curator Peter Dickinson, There is nothing wrong in killing an animal if it is done quickly and with forethought and kindness. When animals are euthanized for the correct reasons, then it is morally right and justified. The uninformed will often level accusations of being heartless and not caring when precisely the opposite is true. Good zoos with managed populations can see the bigger picture †¦ it is the species which is being managed and not individuals. Arguments Against Euthanasia Opponents of euthanasia suspect that the killing of adolescent animals is a convenient way for zoos to maintain a continual supply of their cutest inhabitants (babies), which draw crowds and generate more money.Contraception is a more humane way to limit populations while allowing animal family groups to coexist naturally.Cheryl Asa, director of the Association of Zoos and Aquariums Wildlife Contraception Center at the St. Louis Zoo, does not believe that euthanasia is a feasible option for zoos in the United States. On an emotional level, I cant imagine doing it, and I cant imagine our culture accepting it, she said.Worldwide breeding networks and genetic planning can be used to avoid a surplus of offspring while still ensuring that many animals breed and raise offspring, claims Terry Maple, former director of Zoo Atlanta and co-editor of Ethics on the Ark. I am not saying management euthanasia is wrong. It is just not the best solution.Killing animals in zoos because they dont figu re into breeding plans is not euthanasia, its zoothanasia, and is a most disturbing and inhumane practice. Using the word euthanasia seems to sanitize the killing at least for some people and makes it more acceptable. While one might argue that many, if not all, animals in zoos suffer, killing animals who arent needed isnt mercy killing; its really a form of premeditated killing, argues Marc Bekoff, Professor Emeritus of Ecology and Evolutionary Biology at the University of Colorado, Boulder.

Free Essays on “Between A Rock And A Soft Place”

Although we live in the twenty-first century, has the debate about stereotyping men and women come to an end? In the essay â€Å"Between a Rock and a Soft Place† the author categorizes genders, male and female. More so the author tries to describe the hardship that men had to go through and may even still being going through, as well as woman during the feminist action movement. Before I read this essay, I never stopped for a moment to think about the difficulties men had to go through while woman were trying to establish equality. Looking back during the Victorian times, men had to be masculine bread winners and woman were looked upon as angelic procreating machines which took care of the offspring and their husbands. Well, at the time men didn’t know any better nor did the woman. Boys were raised into making themselves macho men, and girls were raised to believe that they had to be gentle creatures to nurture and obey their husbands and raise children. As a matter of fact, I don’t think it should have been any different for that time and age. Because I believe if the feminist action started any earlier, by now our men would have become woman except with male genitals. Although I am a fellow female, I believe woman are over doing and over powering men to such an extent that they have turned men into complete sissies. Besides adding un-needed burden to their shoulders. Please don’t misunderstand, I do believe in equal opportunities, but there is a biological reason to why there are two genders existing in this world. For instance, the biological make up of a man produces more testosterone, than in woman, thus makes the man masculine by nature. Feminist action has giving woman enough recognition for their equal capabilities, but why can’t woman understand that there are certain things that should be left for a man to do, and at the same time certain things woman should be doing. It doesn’t mean that we are weaker and not ... Free Essays on â€Å"Between A Rock And A Soft Place† Free Essays on â€Å"Between A Rock And A Soft Place† Although we live in the twenty-first century, has the debate about stereotyping men and women come to an end? In the essay â€Å"Between a Rock and a Soft Place† the author categorizes genders, male and female. More so the author tries to describe the hardship that men had to go through and may even still being going through, as well as woman during the feminist action movement. Before I read this essay, I never stopped for a moment to think about the difficulties men had to go through while woman were trying to establish equality. Looking back during the Victorian times, men had to be masculine bread winners and woman were looked upon as angelic procreating machines which took care of the offspring and their husbands. Well, at the time men didn’t know any better nor did the woman. Boys were raised into making themselves macho men, and girls were raised to believe that they had to be gentle creatures to nurture and obey their husbands and raise children. As a matter of fact, I don’t think it should have been any different for that time and age. Because I believe if the feminist action started any earlier, by now our men would have become woman except with male genitals. Although I am a fellow female, I believe woman are over doing and over powering men to such an extent that they have turned men into complete sissies. Besides adding un-needed burden to their shoulders. Please don’t misunderstand, I do believe in equal opportunities, but there is a biological reason to why there are two genders existing in this world. For instance, the biological make up of a man produces more testosterone, than in woman, thus makes the man masculine by nature. Feminist action has giving woman enough recognition for their equal capabilities, but why can’t woman understand that there are certain things that should be left for a man to do, and at the same time certain things woman should be doing. It doesn’t mean that we are weaker and not ...