Endangered Species In Canada Essays - Environmental Conservation

Endangered Species in Canada There are many trillions of living creatures, and millions of different kinds of animals and plants share our planet (pg 46, Savage). Each Kind, or species, is special and unique. But, some of these species are in danger of disappearing forever, just as the passenger pigeon did. When the last member of a species disappears, that species is said to be extinct. Never again will there be another creature of that type on the planet for eternity. In the following essay it will be proven that Canadian Wildlife is becoming endangered due to the actions of man. Our Country was once filled with wildlife, and in the past, people hunted without worrying about the future. It seemed as though there was an unlimited amount of wildlife to be found. But overhunting has changed this and caused the extinction of many species. Canadian people of the past thought that if you protected animals from hunting, that would be enough. Today we now know that we must also protect there habitats. This is where they find food, water, shelter, and a place to have their young. Even if they are not hunted, animals will die out if these necessities cannot be met. In this century, loss of habitat has been one of the main caused of extinction (pg 8, Silverstein). People share the country and the planet with all the other creatures that live here. As human population grows, people spread out into areas that once were wild, and they compete with animals for living space. Mort times than not the animals lose in this battle. People cut down forests for lumber, clear fields for farms, and fill swamps to build towns, highways, and factories. Land can also be cleared for such things as mineral extraction. Wild animals get fenced out from areas that were once their homes. Larger animals are affected the worst because they need large open spaces, and when these areas shrink it is much more difficult to find food, and live without the fear of man. When a small lot of land is cleared for a home, not much is affected. When a whole city is built in what was once a wild area, an entire species of animal may be endangered. People often see wild animals as a nuisance and drive them away into the remaining wildland. But, as the Canada's wildland disappears, there will be fewer places for the wildlife to go. Even habitats that are left intact and not disturbed by human intervention, may infact be unsafe for wildlife because of pollution. Oil spills pollute the oceans and injure or kill water mammals and birds. When farmers spray their crops with pesticides to keep insects from eating their crops, many animals are harmed as well. Industries send out chemicals into the air, water, and land, with no concern about what it may be doing to the environment. Garbage dumps leak toxic chemicals into neighbouring lakes and rivers, also affecting birds and fish. The garbage that is dumped straight into the ocean poisons wildlife severely. Also, animals may mistake plastics and styrofoam for food or become strangled by plastic six-pack holders. Not all animals environments are poisoned by accident. Some rancher, for example, have put out poison for coyotes and wolves because these animals sometimes kill there cattle or sheep. People and industries must be more aware of what they are doing to the environment and how they affect the wildlife in general. Until recently, most people believed that the earth and everything on it belonged to humans and that we could do whatever we wa nted with any of the creatures that shared our planet. Human activities have driven many species to the verge of extinction, but there have been some encouraging examples of how society can save endangered animals. One of these is the American bison, or buffalo. The buffalo once was the symbol of the American wilderness. These huge animals roamed the plains, grazing in enormous herds. There were 30 million buffalo in the West in the 1860's. But, by 1883, hunters had killed all but 1,00 of them (pg 14, Silverstein). Fortunately, several people had captured some buffalo to raise in captivity. By 1890, 600 of the 700 remaining buffalo were in private hands. Growing numbers of people became concerned that with so few buffalo left they could soon become extinct. There are many ways that people, working through government and other organizations, can help save our wildlife. One is to pass laws

Ch 1 Case Study Essay

Ch 1 Case Study Essay Ch 1 Case Study Essay Management Approaches of Philips toward One Project Ilyas Muhammad Principle of Management MAN-111-02 Management Approach About the Article: This article is about Philips which is dealing in electronics all over the over the world. In the article the writer has taken the â€Å"Toward One Philips† event as a case study. In 1990 the company was passing through bad situation and financial crisis because of the business declining in all over Europe and even America too. These circumstances led to a major change in the company executive management and Gerard Kleisterlee take over as a new President of the company. The New president as take over the company and started to take some bold decisions for the sake of the company business and improvement. He directly started routines the restructuring steps like non-core businesses, outsourcing unprofitable production and centralizing major functions like Human Resources and payroll were completed. Still he was not sure that this would be the long term solution for the company. He restructured the products from fourteen products to only five products which was indeed a major d ecision. The new president strengthen the communication and coordination between all of the six departments which improved the activities of the office and the business was also improved. All these decisions helped him in restoring the original position of the Philips and at the end of 2003 he called shareholders meeting and announced that the company has saving of EUR 500 Million as a part of the â€Å"Toward One Philips†. The Management Approach: Before this new president take over, there was a major problem of decentralization and growth in the company which led to major deficits in the business areas and made it difficult to create interactions across the organization and capture the innovation as the business components was very sovereign. From the event mentioned in the article, I think the company

Changes in the Nature of War and Diplomacy after 1989 Essay

Changes in the Nature of War and Diplomacy after 1989 - Essay Example This led to the carving out of the world into two: the Sino-Soviet East and the Anglo-American led West. Although the United States was the first country to create and use atomic bombs in the Second World War, other nations like the Soviet Union developed their own atomic bombs. In the first decade after the Second World War ended, Britain had also joined the group of nations with atomic bombs. These atomic bombs were further developed into nuclear bombs and France and China also acquired theirs. In the 1960s, a trend known as Atomic Diplomacy took centre-stage because the Soviets and the Americans had these weapons (Watson, 1989). However, the extent of damage that the weapons could cause for civilians in both countries. The need for deterrence prompted diplomacy for these two nations. One significant thing that came up after the Second World War was the formation of the United Nations which became a machinery for the rapid decolonisation of nations around the world (Robbins, 2010). The United Nations declared that it was illegal for nations to be ruled by foreign powers and this led to the collapse of the British and French colonial empires.... The first war was the Korean War fought right after the Second World War in the early 1950s. It led to the division of Korea into two parts, a Communist state in the north and a Capitalist state in the south. Other conflicts raged on in Vietnam and other countries where there were divisions on the lines of the dominant global ideological trends and patterns. There were internal struggles and coup d'etats that were influenced by these dominant powers. These were proxy wars that were fought by the chief proponents of these ideologies through their agents in foreign nations. This trend ended until the Soviet Union invaded Afghanistan and fought a deadly and expensive war with Muslim militants who were backed by the West. This war effectively ended in 1989 and led to the eventual collapse of the Soviet Union. The end of the war marked a significant change in patterns and trends in war around the world. Aims and Objectives This paper seeks to identify how the nature of war has changed sin ce 1989. The essay would examine the important changes that have occurred in the conduct of war from the perspective of international relations. In doing this, the paper would explore the following objectives: 1. An examination of important changes in international relations and global order since 1989 2. Influence of the changes in international relations and global order after 1989 on wars. 3. Analysis of theories that define the current global order and its impacts on wars. 4. Evaluation of new trends in global order: Terrorism, Islamic Militancy & Internal Strives Changes in Global Order after 1989 In 1989, the Berlin Wall which acted as the symbol of the Iron Curtain which separated the Soviet-controlled Eastern Europe from Western Europe. The unification of

Government Spending and Taxation, Lessons from the Great Depression Essay

Government Spending and Taxation, Lessons from the Great Depression and The Economics of Social Security - Essay Example 1447- 1448)1. Keynes’s theory advocates that higher government spending and curtailment in taxes could be helpful in counteracting the depression (Kindleberger 1986, p. 24)3. There is no mutual agreement on the idea of what were the main causes of the Great Depression of the USA. Reviewing its core nature, many believe that the severe contraction in early 1930s and later its slow recovery represent that fiscal policy had a minor role in this phenomena. Thinkers have come to this conclusion through theoretical and empirical studies of that period. Theorists say that even though federal government spending had risen considerably, it was not high enough to have a greater impact on the overall economy (Brown 1956, pp. 860 - 861). On the contrary, few economists believe that fiscal policy played a vital role in the emergence of the Great Depression (McGrattan 2011, p 1)4. One of the most prominent changes in fiscal policy at that time was a sharp surge in taxes rates on the incomes of individuals which encompass corporate dividends. Hovering taxes is one of the worst measures that government take to overcome crisis which makes the situation even worse. Increasing tax rates leave less money for consumers to spend and hence under this situation Federal Reserve suggests the government to refrain from this approach (Taylor 2002, p. 3). The Great Depression which left many people out of pocket and discontented, ended up with the idea of social security that called for the government to take up the responsibility of economic security of its citizens. The New Deal provided people with the Social Security system in which employees give their contribution through taxes while they are on job to secure their future in economic term. The statistics displayed in this particular representative form specifically imply that during the great depression i.e. around 1932 Private sector investments were the lowest hence taxation

Strategic Planning Essay Example | Topics and Well Written Essays - 2000 words

Strategic Planning - Essay Example Hence, strategic planning incorporates devising a strategy according to the future or present strategies of your competitors and customers and strategically placing yourself in a desirable position (Plesk, 1997). Strategic management is somewhat similar to strategic planning yet it is more present focused rather than only future oriented. It involves the proper allocation of resources and their utilization, setting of objectives and aims for the firm, and incorporating the firm’s vision, mission, and future goals. However, strategic management is not only based upon devising policies and objectives, but involves the implementation of these policies and objectives according to the needs of the external environment (Goldstein, 1993). Discussion While it is very important for any business to plan, strategize, and implement its goals, policies, and objectives, it is just as important for institutions such as schools. Education is a highly competitive business sector in current tim es and in order to succeed and survive in this sector, strategic management and planning is just as essential as any other market (Whittington, 2007). The educational sector also has to focus upon competitors’ strategies, efficiency of resources, maintaining costs, and providing a high quality service. One of the most important parts of strategic management for schools is maintaining personnel and qualified teaching staff as well as maintaining an appropriate curriculum according to the standards expected by their consumers and the standard maintained by their competitors (Rosenhead, 1998). Moreover, there are several other decisions to take such as appropriate and easily accessible location, safety standards, keeping costs to a minimum while providing a fully equipped infrastructure, proper curriculum, and fair/proper examination standards. While improving a defective product and maintaining quality standards may be difficult in tangible products, however they are even more difficult to maintain in intangible services such as education. Customer satisfaction is difficult to measure and change of policies or strategies relative to competition is not as quick as in other regular businesses (Kalpic, 2002). There are various approaches or theories to strategic management which include the structured approach in which a manager who is usually operating a large global organization takes into account the opinions and needs of its stakeholders. The second approach is the entrepreneurial approach which involves the business setting its own standards and objectives and following them throughout their operations instead of focusing upon the views of their stakeholders (Plesk, 1997). The structured approach is usually followed by large organizations which exist all over the world and are international entities. The entrepreneurial approach is followed by smaller organizations which exist in limited places and have access to limited or restricted means. Hence, they are not able to easily follow the needs of their stakeholders and constantly innovate to cater to their requirements. These firms simply set their own objectives by analyzing the competition and developing a fair view of what the consumers need or prefer. They then focus on strategy formation and implementation rather than constant survey and analysis of market needs (Raduan, 2009).

Occupational Health Psychology (OHP): Benefits and Uses

Occupational Health Psychology (OHP): Benefits and Uses Occupational health psychology (OHP) is a branch of psychology that focuses on studying the health, safety and well-being of employees with respect to psychosocial factors and health hazards in the work environment. The National Institute for Occupational Safety and Health (NIOSH) defines OHP as â€Å"concerning the application of psychology to improving the quality of life, and to protecting and promoting the safety, health and well-being of workers.† Examples of topics studied in OHP include stress, burnout, interpersonal conflict, workplace violence, harassment, mistreatment and other work related safety, employment and health issues. According to Leka (2010) The main contributing fields which led to the development OHP are the applied psychology disciplines of health psychology and industrial-organizational psychology, whilst various other disciplines, such as economics, public health, sociology, industrial engineering, occupational health, and preventive medicine also pro vides knowledge towards OHP. The spiritual history of OHP can be traced back to the beginning of the 20th century, although the term â€Å"Occupation Health Psychology† itself did not appear until the end of the same century. The Industrial Revolution proved to be a breeding ground for thought provoking ideas, such Marx’s Theory of Alienation (1984), which examined the effects of work on the masses. Further work down the decades such as Taylors Principles of Scientific Management (1911), Mayo’s research on workers at an electric plant (1933), Trist and Bamforth’s study on UK coal miners (1951), Kornhauser’s research on Michigan car manufacturers (1965) and Gardell’s research on Swedish paper mill workers (1971) steadily built up and consolidated the subject of work related effect on workers and focused the prevention of the detrimental effects as a important topic of discussion within the field of psychology. The term Occupational Health Psychology and similar phrases started to appear in psychological literature around late 1980s, during the same period journals focused specific to this field, such as Work Stress, first published in 1987, were established. According to Leka Houdmont (2010), the term OHP was coined in Psychology doctoral training in work and heath by Raymond et al. (1990), which suggested that doctoral-level psychologists should undertake interdisciplinary OHP training. It was during this time the discipline of OHP was established and recognised. The discipline developed rapidly and several influential works emerged. More specifically, works by Quick et al. (1997) and Cox et al. (2000) have greatly influenced the defining characteristics of OHP, these include recognition that OHP is an applied, multi-disciplinary science driven by evidence often collected through subject participation, and that it is focused towards practical problem solving and intervention. The emergence and rapid development of OHP as a discipline is a direct consequence of the increasing concern and awareness over work related injury and stress, especially in intrinsically or hazardous or stressful occupations, such deep tunnel miners and fire fighters. Cardiovascular diseases are common results from such working conditions (Sharp.1988). The negative impacts of hazardous or stressful working condition include decreased efficiency, decreased productivity, increased operational cost and increased staff turnover rate for the organisation; and reduced health, motivation, happiness and creativity for the individual workers. Overall the result is an unhealthy workforce and unhappy workplace. Through the development of OHP, the typical risks associated with work and the negative impacts they exert on physical and psychological health are established. It is crucial to examine closely the potential factors that can affect the well-being of workers. As mentioned in Leka (2010), the practice of OHP allows an organisation to be able to identify, manipulate, prevent and anticipate the most influential detrimental factors so that the negative effects can be reduced, removed, or turned into a beneficial effect. The process of dealing with both physical risks factors and mental risk factors are similar in the sense that the risk factors have to be identified first before they can be dealt with. For example, physical hazards such as slippery stairs have to be identified before they can be treated to prevent accidents; the result is an overall increase in the physical well-being of workers. Likewise, the negative impacts caused by mental pressures have also to be identified first; h owever unlike physical risks, the mental risks are not quite as clear and straight forward to recognize. In OHP, these mental risk factors are known as stressors. In order to identify and tackle the most common and important stressors, several theoretical models have emerged that tries to describe why the people often feel stress during work. The initial main development came from Karasek’s Demand-Control model (1979), which focuses on the characteristics of job demands and job control. Karasek’s research revealed that workers who have high levels of job demand but at the same time low job control were disproportionately more likely to suffer from fatigue, burn-out, depression and cardiovascular disease. It also showed, perhaps un-intuitively, that workers with highest control and lowest demand did not have the lowest levels of illness; rather the healthiest groups of individuals were the ones with moderate or even high demands, but also high levels of control. Another stress model is Warr’s Vitamin Model (1987) which suggests that some job characteristics have a linear effect on mental health in the way analogous to how v itamins affect the body. That is specific job characteristics can produce beneficial effects up to a certain threshold, after which increased quality or quantity will have no further effects. Examples of such job characteristics include salary, security, and task significance (Buunk et al. 1998). Alternately, other job characteristics such as job demands, social support and autonomy exhibit a curvilinear effect, where intermediate levels provide the most benefits to health, while high and low levels affect health negatively (van Veldhoven et al. 2002). In the nineties, Siegrist’s Effort-reward Imbalance model (1996) provided a new perspective that focus on a worker’s effort and reward ratio. People are more likely to become stressed if they put in more effort but do not see the expected results or rewards. The Effort-reward Imbalance model contains transactional features, and expands on the Demand-Control model in several areas. These theoretical models of stress allow organizations to quickly identify the not so apparent causes of work-related stress and take the appropriate measures to prevent the problems in both employee and employer (Griffiths, 1999). By applying one or more of the models, organisations are able to set up a framework of procedures that can: anticipate potential sources of stress and minimise or eliminate them through primary intervention; deal with employees’ response to stress and control the negative impact through secondary intervention; and treat the symptoms of stress and rehabilitate those who are suffering through tertiary intervention. A well-constructed and maintained health and safety programme can achieve all of the above and provide great benefits to both the individual workers and the organisation as a whole. In conclusion, occupational health psychology allows organisations to be as effective as possible by identifying the main sources of hazards and stress, taking the appropriate preventive measures, and setting up well-managed health and safety programmes(,). OHP aims to protect employees’ health and well-being through practical management of their health and safety issues(). Procedures such as primary intervention and medical support have extensive benefits to the organisation as well as individual employees. The benefits to the organisation includes: increased profit and productivity, conforming to legal framework therefore reducing the risk and cost of potential lawsuits; improved staff attendance, motivation and performance; better worker retention thus reducing worker turnover rate; better public image and company profile making it more attractive as an employer; preventing disabling illness/disease and reduce potential for litigation; and ability to identify causes, trends and patterns of low attendance and productivity within individual divisions and departments, providing the opportunity to take preventative measure and corrective action. Whilst the benefits to employees include: safer, healthier working environment; better interpersonal relations and cooperation; greater happiness, productivity, creativity and morale; improved life-outlook, general health and job satisfaction; enhanced self-esteem and self-worth, reduced risk of injury, stress, conflict and burn-out. References Buunk, B. P., de Jonge, J., Ybema, J.F., de Wolff, C.J. (1991). Psychosocial Aspects of Occupational Stress. In P.J.D. Drenth, H. Thierry C.J.de Wolff (Eds.), Handbook of Work and Organizational Psychology,145-182 Cox, T., Baldursson, E., Rial-Gonzalez, E. (2000). Occupational health psychology. Gardell, B. (1971). Alienation and mental health in the modern industrial environment. In L. Levi (Ed.),Society, stress and disease(Vol. 1, pp. 148-180). Oxford: Oxford University Press. Griffiths, A. Organizational interventions: facing the limits of the natural science paradigm 1999 Karasek Jr, Robert A. Job demands, job decision latitude, and mental strain: Implications for job redesign 1979 Kornhauser, A. (1965).Mental health of the industrial worker.New York: Wiley. Leka, S. Houdmont, J. (Eds.) (2010).Occupational health psychology. Chichester, UK: Wiley-Blackwell Marx, K. (1967/1845). The German ideology. In L.D. Easton K.H.L. Guddat (Eds. and Trans.),Writings of the young Marx on philosophy and society. Garden City, NY: Doubleday. Mayo, E. (1933)The human problems of an industrial civilization. New York: MacMillan. Quick, James C., Camara, Wayne J., Hurrell Jr, Joseph J., et al. Introduction and historical overview. 1997 Raymond, J.S., Wood, D., Patrick, W.K. (1990). Psychology doctoral training in work and health.American Psychologist, 45(10), 1159-1161. Sharp, D. S., Osterloh, J., Becker, C. E., et al. Blood pressure and blood lead concentration in bus drivers 1988 Siegrist, J. (1996). Adverse health effects of high-effort/low-reward conditions, Journal of ccupational Health Psychology, 1, 27-41 Taylor, F.W. (1911).The principles of scientific management. Norwood, MA: The Plimpton Press. Trist, E.L., Bamforth, K.W. (1951). Some social and psychological consequences of the longwall method of coal getting.Human Relations, 14(1), 3-38. Van Veldhoven, M., de Jonge, J., Broersen, S., Kompier, M. Meijman,T. (2002). Specific relationships between psychosocial job conditions and job-related stress: A three level analytical approach, Work Stress, 16, 207-228. Warr, P. (1987a). Work, unemployment, and mental health. Oxford: Clarendon Press

Pupils at Elementary School and Their Behavior Essay

Elementary school was formerly the name given to publicly funded schools in Great Britain[citation needed] which provided a basic standard of education for working class children aged from five to 14, the school leaving age at the time. They were also known as industrial schools. Elementary schools were set up to enable working class children to receive manual training and elementary instruction. They provided a restricted curriculum with the emphasis on reading, writingand arithmetic (the three Rs). The schools operated on a ‘monitorial’ system, whereby one teacher supervised a large class with the assistance of a team of monitors, who were quite often older pupils. Elementary school teachers were paid by results. Their pupils were expected to achieve precise standards in reading, writing and arithmetic such as reading a short paragraph in a newspaper, writing from dictation, and working out sums and fractions. [2] Before 1944 around 80 percent of the school population attended elementary schools through to the age of 14. The remainder transferred either to secondary school or junior technical school at age 11. The school system was changed with the introduction of the Education Act 1944. Education was restructured into three progressive stages which were known as primary education,secondary education and further education. [3] In the UK, schools providing primary education are now known as primary schools. They generally cater for children aged from four to eleven (Reception to Year Six or in Northern Ireland and Scotland P1 to P7). Primary schools are often subdivided into infant schools for children from four to seven and junior schools for ages seven to 11. In the (diminishing) minority of areas where there is a â€Å"three-tier† system, children go to lower school or â€Å"first school† until about 9, then middle school until about 13, then upper school; in these places, the term â€Å"primary school† is not usually used. ————————————————- [edit]United States Main article: Education in the United States. Elementary school in Kentucky, 1946 In the United States, authority to regulate education resides constitutionally with the individual states. The direct authority of the U. S. Congress and the federal U. S. Department of Education is essentially limited to regulation and enforcement of federal constitutional rights. Great indirect authority is exercised through federal funding of national programs and block grants; but there is no obligation upon any state to accept these funds, and the U. S. government otherwise may propose but not enforce national goals, objectives and standards, which generally lie beyond its jurisdiction. Nevertheless, education has had a relatively consistent evolution throughout the United States. All states have historically made a distinction between two genres of K-12 education and three genres of K-12 school. The genres of education are primary and secondary; and the genres of school are elementary school, middle or junior high school, and high school (historically, â€Å"senior† high school to distinguish it from the junior school). Primary education (or â€Å"primary school† meaning â€Å"primary education†) still tends to focus on basic academic learning and socialization skills, introducing children to the broad range of knowledge, skill and behavioral adjustment they need to succeed in life – and, particularly, in secondary school. Secondary education or secondary school has always focused on preparing adolescents for higher education or/and for careers in industries, trades or professions that do not require an academic degree. The elementary school has always been the main point of delivery for primary education; and the (senior) high school has always been the focal point ofsecondary education. Originally, elementary school was synonymous with primary education, taking children from kindergarten through grade 8; and secondary school was entirely coextensive with the high school grades 9 – 12. This system was the norm in America until the years following World War I, because most children in most parts of what was then the mostly rural United States could go no further than Grade 8. Even when the high schools were available, they were often not accessible. As the population grew and became increasingly urban and suburban instead of rural, the one-room schoolhouse gave way to the multi-room schoolhouse, which became multiple schools. This produced the third genre of school – the junior high school – which was designed to provide transitional preparation from primary school to secondary school, thus serving as a bridge between the elementary school and the high school. Elementary schools typically operated grades Kindergarten through 6; the junior high school, often housed in the same building as the senior high school, then covered grades 7 through 9; and the senior high school operated grades 10 through 12. At the same time, grade 9 marked the beginning of high school for the purpose of GPA calculation. It was typical during this period for state departments of education to certify (in California, â€Å"credential†) teachers to work in either primary or secondary education. A Primary School Certificate qualified the holder to teach any subject in grades K through 8, and his/her major and minor subjects in grade 9. A Secondary School Certificate qualified the holder to teach any subject in grades 7 and 8, and his/her major and minor subjects in grades 9 through 12. Certain subjects, such as music, art, physical, and special education were or could be conferred as K through 12 Teaching Certificates. By the late 1960s, the lines of transition between primary and secondary education began to blur, and the junior high school started to get replaced by the middle school. This change typically saw reassignment of grade 9 to the (senior) high school, with grade 6 reassigned to the middle school with grades 7 and 8. Subsequent decades in many states have also seen the realignment of teacher certification, with grade 6 frequently now included on the secondary teaching certificate. Thus, whereas 20th-century American education began with the elementary school finishing at grade 8, the 21st century begins with the American elementary school finishing at grade 5 in many jurisdictions. Nevertheless, the older systems do persist in many jurisdictions. While they are in the minority today, there are still school districts which, instead of adopting the â€Å"middle school†, still distinguish between junior and senior high schools. Thus, high schools can be either 9-12, which is most common, or 10-12. ————————————————- [edit]Saudi Arabia Main article: Education in Saudi Arabia The Saudi Arabian term for elementary school is , consisting of students from ages 6 to 12.