Critical Analysis Essay Example | Topics and Well Written Essays - 750 words - 3

Critical Analysis - Essay Example Greek Resistance Movement succeeded in making the Germans withdraw in 1944, the Greek Civil War broke out in 1946 between the communist-led rebels and the Greek government. A prolonged period of fighting followed at the end of which the rebels were completely defeated by October 1949 (The World Book Encyclopedia). Mark Mazower is a renowned British historian, reputedly one of the leading global specialists in Greek history (Wikipedia). His book â€Å"After the War was Over† contains 14 essays that show how the Civil War affected the family, the law, and the State of Greece, providing fresh insight into missing records, and delving into events that were hitherto unknown to the world (Finney). The first revelation concerns the subject of justice, a theme in 5 essays of the volume (Finney). Mark Mazower’s essay â€Å"Three Forms of Political Justice: Greece, 1944-1945† (Chapter 1 of the volume) deals with the unpredictable understanding of concepts of justice in Greece; he writes about how frequent attempts (‘how Greece recovered from the most prolonged and traumatic experience of its brief life as a nation-state’ {p.21}) to restore justice and take legal action against collaborators were ruined by the re-emergence of the anticommunist right wing faction. Eleni Haidia’s essay â€Å"The Punishment of Collaborators in Northern Greece, 1945-1946† (Chapter 2) reviews trials of collaborators in Thessaloniki, revealing how the initial intention to mete out strong punishment eventually broke down and vanished after encountering malignancies such as improper administration practices, corruption, and lack of funding. Procopis Papastratis’ essay â€Å"Purging the University after Liberation† (Chapter 3) explores the efforts to cleanse Athens University of Germans and the pre-war Metaxas regime collaborators, telling how the University used academic and political tactics to successfully repulse the threat of cleansing it. Susanne-Sophia Spiliotis’ essay â€Å"An Affair

Daniel Goleman Theory of Emotional Intelligence Essay Example for Free

Daniel Goleman Theory of Emotional Intelligence Essay The cognition ability among humans is as varied as their physical abilities. However, one apparent fact is that they all possess some similar characteristics. Psychologists have often tried to understand humans by studying their behavior and explaining it in terms of sense cognition. As such, it has been argued that the way a person perceives and interprets his physical world, described and exhibited in behavior, is determined by intelligence. However, psychologists are not yet agreed on the exact definition of intelligence even though there are some agreed upon attributes that can be attached to the concept. The ability to comprehend complex ideas, handle situations effectively and reason is varied among humans. It is recognized that this variation is substantial but never consistent as an individual will exhibit different intellectual performance on different occasions. The concept of intelligence is thus aimed at rearranging and clarifying these complex phenomena. There has been progress with regard to rearranging and clarifying these complex phenomena even though they still do not command universal assent. Psychologists have often focused on cognitive aspects on their analysis of intelligence. In other words, emphasis has always been laid on such aspects like memory and problem solving skills. However, some psychologists recognize the importance of non-cognitive aspects in analyzing intelligence. In his definition, David Wechsler identifies such factors like rationality, purposeful action and ability to handle the environment effectively as the main features of intelligence. In his early works, Wechsler identified non-intellective as well as intellective aspects. By intellective and non-intellective aspects, he was referring to social, personal and affective factors. (Wechsler, 1940: 444-445) He further held that the possibility of success in life is dependent upon non-intellective abilities. In recent past, a new aspect has emerged with regard to intelligence and this has been motivated by the need to explain how emotions and thought impact on each other. It is thus in the interest of this paper to look at this aspect of intelligence which has gained prominence in the field of psychology. This new aspect is what has been referred to as emotional intelligence. In this paper, I will look at the development, theories and elements of emotional intelligence. What is Emotional Intelligence: Background The term emotional intelligence was coined by Salovey and Meyer in 1990. When they coined this term, they were well aware of the previous work by other psychologists on non-cognitive aspects of intelligence. In their description of emotional intelligence, Salovey and Meyer viewed it as the ability of an individual to guide his or her thinking and action through monitoring his or her feelings and emotions (and those of others) and compare them against his own. As such, they considered it a form of social intelligence. The study in this field of social intelligence emerged as a result of research in the field of cognition and affect. Research in this area also gained prominence as a result of works by other psychologists who pointed out that there could be a cognitive connection between mood and judgment. These psychologists suggested that there could be a possibility that when a person gets happy, for instance, he is bound to cognitively judge his past positively thus elevating his moods further. On the other hand, bad moods lead to negative thoughts thereby increasing or worsening the condition. Robert Zajonc (1980) suggested that in determining attitudes, feelings played a bigger role than cognition. His argument was that it is feelings which paid attention to the physical world. This view emanated from an empirical conception of human life. It is a widely held position that it is the senses that is responsible for feeding the brain with information for interpretation. This on the other hand affected or is affected by moods and memory. The influence of mood on memory was examined by Gordon Bower who described an activation model of memory. He observed that happy moods influenced happy thoughts while on the other hand, sad moods influenced sad thoughts. (Bower, 1981) According to him, if one was in the state of happiness, he is bound to view his past social actions positively which in turn stimulates positive thoughts. On the other hand, if one is sad, he is bound to view his past as a series of failures within the social realm thereby increasing his sadness. As such, the state of mind influences attitude and cognition. This analysis by Bower helped in the comprehension and explanation of many empirical aspects of emotional intelligence. Much contribution in the field of emotional intelligence was brought by Clerk and Fiskes Affect and Cognition. A departure from research on the interaction between emotion and cognition was marked by the study of emotion and thought by social, personality and cognitive psychologists. The concept of defense mechanism by Sigmund Freud even though put emphasis on the pathological factors, also recognized and emphasized on the interaction between thought and emotion. The view that emotions prejudiced and disrupted thought was inherited when the cognition and affect literature surfaced. The idea that emotions and thought caused biasness went hand in hand with the idea that emotions could be adaptive for thought. This went on as inquiries into emotions and thought diverged from an emphasis on psychopathology to normal everyday thoughts and moods. The result was the idea that intelligence and emotions can integrate to perform complex information processing that either cannot manage independently. This was the development of the concept of emotional intelligence. Salovey and Mayer in their attempt to develop accurate and valid measures of emotional intelligence initiated a research program which was also meant to explore its significance. Daniel Goleman recognized their work which led to his formulation of the theory of emotional intelligence. Theories of Emotional Intelligence There is a general conception that emotion and intelligence are two distinct concepts which cannot integrate. As such, the term emotional intelligence appears as a contradiction. However, emotions often convey messages which can be processed. That is, they signal relations. This assumption makes the term sensible. Philosophers have often inquired into the nature and meaning of emotions and came into a conclusion that they define the relationship between an individual and other members of the society. As such, every emotion defines an individuals relationship with himself and his relationship with others. There is a universality and regularity in the meaning of emotions. Comprehending the universal meaning of emotions was adopted by cognition and affect researchers. A system which defined joy as a positive feeling which comes after an assurance that an action will be rewarded and relief as a positive feeling which points to the absence of punishment was outlined by Roseman (1984). A similar approach was taken up by Ortony, Clore and Collins (1988) which defined joy as a â€Å"well being† emotion which comes as a result of self reaction to desirable occurrence. Emotional intelligence can be fragmented into four branches of abilities. These include perceiving and expressing emotions, integrating emotions in thoughts, comprehending and managing emotions. All these are important in the overall theory of emotional intelligence. Perceiving Emotions Accurate perception is the first step in emotional information processing. The system of emotional perception is a product of evolution built through time so as to facilitate communication between parent and child. The child therefore learns emotions from the mother. For instance, when the infant smiles, her mother reflects back the kind of face associated with smiling which in this case is contracting the cheeks muscles. As a person grows, he learns to generalize patterns of how emotions are manifested in the physical realm which includes objects, artwork and even other people. For instance, a person may associate a relaxed shouldered posture with calmness. Emotional integration After the perception of an emotion, it has the capacity to influence cognition at various points of processing. Emotional integration thus focuses on the contributions that emotion makes in the reasoning process. Various suggestions have been put forward on how emotions may facilitate cognition. According to Easterbrook (1959), Mandler (1975) and Simon (1982), emotions provide an impulse to prioritization. (Tad. In John D. Mayer, Emotions, Intelligence and Emotional Intelligence. p. 420) For instance, someone in deep concentration in say, a movie is oblivious of the surrounding environment, even the couch he is seated on. Nonetheless, he may experience a growing sense of anxiety and on hearing the voices of children outside; he realizes that he is supposed to be in a psychology class. The interrupting anxiety to some extent is a second processing system independent of the central cognitive system. As such, it enables cognition to direct resources to a problem until and unless a competing response emerges. Another way through which emotions help cognition is by functioning as a secondary store about emotions themselves. For instance, if an artist wants to paint suffering, he reflects back on an experience or scene of suffering and recreates the feeling. The act of mood cycling or mood switching is another way through which emotions contribute to intelligence. Cognitive system is often refreshed by mood alterations. These mood alterations have a consequence of bringing various emotional tools to handle a particular problem. According to Mayer, a shift in judgment through increasing motivational direction may enhance functioning. (Ibid. 421) A cycling of moods also provides different perspectives on a subject or problem thereby enhancing creativity. Mood can also assist intelligence by providing implicit information on past experiences. As such they act as references in decision making processes. For instance, one may have some facts on a given event but still would not be in a position to choose which of his alternatives is best for him. As such, he reflects back on his feelings towards those alternatives. Emotions thus summarize these past experiences. Comprehending Emotion The closest branch to traditional intelligence is understanding emotions. The hypothesis is that there exists a mental processor whose main function is to understand, abstract and reason about emotional data. Labeling feelings and understanding what they represent are just but part of this processing. For instance, one may label a feeling love. As such, he or she recognizes that love reflects upon relationship with other people. Emotion Management This is the final branch to emotional intelligence model. It involves the management of emotions for personal development and growth. For instance, an informative emotion enables one to gather information about his environment, especially the social environment, if one opens himself for such information. People open to sadness will best understand the painful conditions which man has to grapple with in the course of existence. This also enhances the good in the sense that one may not be in the position to appreciate blessings if he doe not understand the difficulties in life. For instance, after sacrificing ones time to study hard, he may achieve happiness when he graduates with a first class honors. However, openness is not the end of management. The knowledge gained from perceiving, integrating and understanding emotional dispositions must be put into practical use in order to maximize emotional management. In other words, it is through perceiving and understanding emotions that one knows the consequences of experiencing them or blocking them. The theory has left open the way in which emotional intelligence manage emotions. Intelligence enables one to explore and evaluate possibilities with their own goals in mind. Even though one may hope that many people manage their emotions well, emotionally intelligent individuals at times manage their feelings negatively. Discussion The foundations of the new theory of emotional intelligence are based on the field of cognition and affect. As inquiries were made on how thoughts were altered by emotions by cognition and affect researchers, a shift emerged from the clinical researchers who emphasized on how thoughts were pathologized by emotions. Normalization of such phenomena was started by the cognition and affect researchers who who found them in everyday human behavior. The focus of emotional intelligence was thus how emotions and intelligence facilitate each other mutually in order to create a high level of emotional information processing and a higher level of thought. A model of emotional intelligence was formulated which viewed it as a form of intelligence mainly concerned with processing emotional signals related to relationships. As such, emotional intelligence is concerned with the capacity to consider emotions rationally for better management. Measuring Emotional Intelligence The assessment of intelligence is done entirely by ability tests. As observed earlier, theoretical model construction and measurement procedures are involved in the development of emotional intelligence. Individuals who take ability tests are subjected to relevant mental tasks within a controlled environment. This is meant to measure their optimum mental performance. However, the examination of many different skills which may be tied to intelligence is a requirement for the establishment of intelligence. This is so because the existence of intelligence is based upon the intercorrelation between skills which also develop with age. The Value of Emotional Intelligence When people are confronted with setbacks or failure, they tend to make some causal attributions. Optimists tend to make external attributions that are temporary and specific while pessimists make internal attributions which are universal and permanent. This is according to learned optimism construct developed by Martin Seligman. In a research carried among salesmen by Seligman and his colleague, they found that optimistic new salesmen sold more insurance in their first years than the pessimistic ones. When the company hired another group of individuals who failed normal screening but scored high on optimism, the made more sales than the pessimists by 21 per cent. (Schulman, 1995). an aspect of emotional intelligence which has exhibited much success is the ability to handle stress and manage feelings. Tests of Emotional Intelligence According to Goleman, even though entry level executive positions require technical skills and IQ, high emotional intelligence is an integral part of high performance leadership. A simple emotional test based on theories by Goleman can help identify emotional intelligence and leadership. As such, one may establish his emotional intelligence through the use of emotional intelligence test so long as it is based firmly on emotional intelligence theory. A happier and more balanced lifestyle can be achieved by an awareness of ones emotional abilities which may also help in improving his emotional intelligence. Rating of ones ability to regulate his emotions in a balanced and healthy manner can be achieved through emotional intelligence tests. After the completion of the test, an individual is in a better position to comprehend his greatest emotional strengths and weaknesses which enables him to evaluate his aptitude in every emotional category. Emotional intelligence theory is also important in identifying the emotional intelligence of a child which provides abase for emotional intelligence training. Developing emotional intelligence skills require that one is in a position to identify his emotional intelligence strengths and weaknesses. References Bower, G. , H, (1981) Mood and Memory. American Psychologist. 36, 129-148 ed. John D. Mayer, Emotions, Intelligence and Emotional Intelligence. p. 420 Goleman D. (1995) Emotional Intelligence. New York: Bantam Mayer, J. Salovey, P. Choosing a Measure of Emotional Intelligence: The Case for Ability Scales. In R. Ban-On Handbook for Emotional Intelligence. Guilford Wechsler, D. (1940) Non intellective Factors in General Intelligence, Psychological Bulletin, 37, 444-445 Zajonc, R. , B. , (1980) Feeling and Thinking: References Need No Inferences. American Psychologist, 35, 151-175

Nightjohn And Number The Stars :: essays research papers

In Nightjohn there were a number of facts, details and incidents that contribute to the historical accuracy of the book. I have outlined some of the more specific examples as follows:There was a man who risked his life for the sake of teaching the other children in the surrounding plantations how to read and write. The owner of the plantation whipped his slaves for moving too slow and did go out with dogs and two field hands after any of the slaves if they decide to run. He brings two field hands with him so they can see what happens and retell the story back at the quarters. He does this basically so everyone will be horrified and won't decide to escape.Reading and writing was strictly forbidden because the owner wanted to keep them ignorant so they wouldn't rebel against him.Once a female got her "troubles" [menstrual cycle] they would be sent off to the breeding sheds to reproduce.The "mammy" took care of all the young ones until they were old enough to go out and work in the fields.The slaves were forced to eat from a trough like animals. The mammy would pray with her head inside a kettle so that the owners would not hear her pray. Praying, too, was strictly forbidden. Number the Stars contains even more facts, details and incidents that contribute to the historical accuracy of the book. They are outlined below:King Christian X was a King during the time of war in Denmark. He also surrendered to the Germans in 1940 because of the fact that "the country was small and undefended, with no army of any size." (Lowry 134). "It is true that he (King Christian) rode alone on his horse from the palace every morning, unguarded, and greeted his people." (Lowry 134). The German soldiers occupied Denmark for five years. The Germans controlled the rail system, hospitals, schools, government, and even the newspapers.The story about the soldier who saw King Christian ride by on his horse one morning and asked a boy "Where is his body guard?" to which the boy replied "All of Denmark is his bodyguard", is in fact, true. On August 1943, the Danes did sink their entire navy in Copenhagen harbor before the Germans came to take the ships for their own use. Also in 1943, anyone who gathered to worship at the synagogue, were warned by the rabbi that they were going to be taken and "relocated" by the Germans.

Aztecs, Incas, and Toltecs

The Americas on the Eve of Invasion I. Introduction A. By 1500, Americas densely populated by Indians – misnomer – Columbus/Indies 1. Term has meaning only when used to apply to non-Indians B. Mesoamerica and Andean heartland 1. Imperial states in place when Europe arrives 2. Few areas influenced by two main centers 3. Areas that developed independently II. Postclassic Mesoamerica A. Introduction 1. Toltecs/Aztecs replace Mayas of 8th century CE a. By 15th century Aztecs created extensive empire – war, religion, agrarian 2. Downfall of Mayans – Teotihuacan a. Nomads from North come down . Toltec Culture – 968 established capital Tula 1. Sedentary/agrarian peoples with militaristic ethic 2. Cult of sacrifice/war 3. Aztecs saw Toltecs as givers of civilizationB. The Toltec Heritage 1. Leader Topilitzin followed Quetzalcoatl – feathered serpent 2. Empire spread over much of central Mexico 3. 1000 Conquered Chichen Itza – Mayans under cont rol of Toltecs 4. Toltec influence northward a. Trade turquoise with American Southwest b. How far – to Mississippi/Ohio – debatable evidence 1. Stepped temples – Monk’s Mound 2. Ritual sacrifice 3. pottery 4. Social stratification . Large city – Cahokia could handle 30,000 people C. The Aztec Rise to Power – eagle with serpent on cactus 1. Geography – aquatic environment – chinampas a. Aztecs/Mexicas won control of lake b. Nomadic tribes or agricultural culture 2. Political structure – centralized city with tributary city-states 3. Military – tough warriors/fanatic followers of religion 4. 1428 emerged as independent power D. The Aztec Social Contract 1. Subject peoples a. Pay tribute, surrender lands, military service b. King civil power/god on earth 2. Stratified society a. Histories rewritten 3.Human sacrifice – cult of military class supplying war captives as sacrifices E. Religion and the Ideology of Conquest 1. Incorporated features from past Mesoamerican religions a. Little distinction between world of gods and natural world b. Deities – fire, rain, water, corn, sky, sun – pantheon 1. Gods of fertility/agriculture 2. Creator deities 3. Warfare and sacrifice c. Female form for all gods 2. Yearly festivals/ceremonies a. Expansive calendar 3. Sacrifice – to energize the sun god – needed nourishment of human blood a. Types and frequency/degree changed with Aztecs – borrowed from Toltec . religious conviction vs. political control 4. Religious questions – afterlife, good life, do gods exist 5. Art has flowers/birds/song and blood F. Tenochtitlan: The Foundation of Heaven 1. Metropois – central zone of palaces/whitewashed temples 2. Adobe brick residential districts 3. Larger houses for nobility 4. Zoos, gardens for king 5. Geographically connected to island by four causeways 6. Calpulli ruled neighborhoods G. Feeding the People: The Economy of the Empire 1. Mass population needed to be fed a. Tribute b. Irrigated agriculture – chinampas – floating islands 1. 20,000 acres 2.High crop yields – 4 times a year – corn/maize 2. Trade a. Regular intervals to market b. Barter or cacao beans/gold for currency c. Pochteca – long distance trade 3. State controlled distribution of tribute a. Primarily redistributed to nobility III. Aztec Society in Transition A. Widening Social Gulf 1. Life based on calpulli (neighborhood) groups a. Governed by council of family heads 2. Nobility came from heads of calpullis 3. Military leaders based on success in taking captives a. Ritual warfare – uniforms 4. As society grew, widening social disparity – no longer egalitarian (hmmm†¦where have I seen this pattern before? a. Scribes, artisans, healers between peasants and nobility 5. But†¦competition not between social classes, but between corporate groups B. Overcoming Technologic al Constraints 1. Role of women – relatively equal, but subordinate to men a. Peasant women – fields, child-rearing b. Revered as weavers c. Polygamy among nobility, monogamy among poor d. Could inherit property 2. Limits of technology a. Women – six hours a day grinding corn/maize 1. Couldn’t be freed from 30-40 hours of preparing food 3. Controlled vast number of people amazingly – 1. 5 million to 25 million C.A Tribute Empire 1. Most power in hands of Aztec ruler and chief advisor a. â€Å"elected† from best siblings of royal family 2. As time passed, ritual sacrifice/military dominated all elements of life 3. City-states – as long as they made tribute – they could have autonomy 4. Weaknesses a. Rise of nobles altered dynamics b. Society based on system of terror 5. By 1500, Aztec society was in the down, military period – height far earlier IV. Twantinsuyu: World of the Incas A. Inca Empire – Twantinsuyu †“ highly centralized 1. Integrated various ethnic groups 2. Irrigated agriculture 3.Incorporated elements of previous civilizations – agriculture/religion/metallurgy 4. Introduction a. Genius for state organization/bureaucratic control b. When central authority broke down, regional leaders took over i. war between rival chiefdoms B. The Inca Rise to Power 1. Inca â€Å"ruler† – military alliances and campaigns to take over 2. Subsequent rulers with names you’ll never remember expanded and consolidated land a. Between 9 and 13 million people under rule C. Conquest and Religion 1. Reason for conquest a. economic gain b. political power 2. religion – cult of ancestors a. deceased rulers mummified . split inheritance a. leader’s power goes to successor b. leader’s property goes to male family 4. political and social life related to religion a. holy shrines – stones, mountains, rivers, caves, tombs – huacas 1. Prayers/human sacrifices b. Temple of the Sun – center of state religion D. The Techniques of Inca Imperial Rule 1. Leader/inca considered a god 2. Court also temple 3. Four provinces ruled by governor, power then divided further a. Local rulers could remain autonomous if they were loyal 4. All nobles played role in state bureaucracy a. Nobles gained privileges, had a lot to lose b.Could wear large ear spools – orejones – gee thanks 5. Spread language – unified 6. System of roads with way stations – tambos – one day apart 7. For labor, people benefited from large, expensive work projects – only central gov’t can provide a. State-sponsored irrigation made cultivation possible 8. Instead of tribute, they wanted labor 9. Relation between men and wome a. Needed to stay close b. Women link to the moon 10. Downfall a. Marriage alliances created rivals for the throne – ahhh†¦that whole succession problem rears its ugly head E. Inca Cul tural Achievements 1. Art – built on styles of predecessor peoples . Metallurgy – gold/silver/bronze, copper b. Pottery/cloth 2. But†¦No system of writing†¦No wheel 2. Math a. Knotted strings quipo to count 3. Infrastructure – greatest achievement a. land/water management b. extensive road systems c. Architecture and public buildings d. Terraced farming on steep slopes F. Comparing Incas and Aztecs aka â€Å"if you forget everything else, remember this† 1. But first, before we get started†¦look at the words used in this section a. No really†¦look at the words used b. They start with words like â€Å"although†, or â€Å"both† c. It’s just beautiful how the reader can make connections . In fact, my eyes are filling a little misty a. This is one of the best Comparative Analysis Essays I’ve ever seen in your Stearns book, and after 14 chapters of taking notes, I’m starting to i. feel like Stearns is like a brother, an older brother, but a brother ii. but†¦I digress†¦let’s get back to it 3. Similarities a. Represented military and imperial organization success b. Controlled circulation of goods c. Agricultural based with a food surplus d. Nobles became more important than local leaders e. Allowed for diversity as long as authority f. Empires acquired by conquest of sedentary peoples . Belief systems, cosmology similar roots h. Both couldn’t survive shock of conquest i. Your book says they do survive the conquest, but I beg to differ, they were split up into small little regions ii. But, I will accept that they carried on the culture 4. However â€Å"We cannot overlook the great DIFFERENCES† a. Aztecs have better trade and markets b. First, there quite similar, variations of same system c. Metallurgy, writing systems, hierarchy i. Ummm†¦book†¦could you give us some specifics d. Overall†¦this section does a horrible job discussing differenc es V. Other Indians A.How to differentiate – based on degree of social order/material culture/political structure 1. Diversity based on geographical factors 2. Not all agriculture based B. How many Indians? 1. If you guessed 14,375,421, you were wrong 2. Between 8. 4 million and 112 million – Gee thanks†¦that’s real close i. Numbers changed due to a. Understanding of impact of disease b. archaeological studies c. improved estimates of agricultural techniques 3. Europe about the same size as the Americas – population wise C. Differing Cultural Patterns 1. Basically†¦it’s hard to say there is just one type of â€Å"Indian† . Some hunted, some gathered, some farmed, some did a mixture ii. Some had huge class divisions, some were more egalitarian iii. Most lived in small kin-ship based groups 2. North America extremely diverse i. Some lived in cliffs, towns or teepees ii. Agricultural unless farming too tough, then hunter gatherers 3. Similar to Europe/Asia i. Kin based societies ii. Communal owning of property iii. Women subordinate, but some had high positions 4. Part of ecological system, not controlling it â€Å"You think you own whatever land you land on†¦earth is just a dead thing you can claim, but I know†¦Ã¢â‚¬ D. American Indian Diversity in World Context 1. Paradox – wealthy/accomplished civilizations, but â€Å"primitive† to Europe 2. But†¦how much is the difference based on lack of†¦ i. wheel ii. large pack animals iii. metal tools iv. written language 3. They developed, just differently E. Global Connections 1. Isolation prevented diffusion of ideas – it’s not bad, just the reality 2. Lacks world religions, large domesticated animals (yes†¦they had guinea pigs) 3. Not immune to diseases 4. Lacked ironworking F. I’m tired, and I’m going to bed

Translocation of over-Breeding Species

Translocation is the method to alleviate the over-breeding problem of animal besides killing them. The International Union for Conservation of Nature (IUCN) broadly defines translocation as ‘‘the deliberate and mediated movement of wild individuals from one part of their range to another† (e. g. IUCN, 1987). Translocation includes Capture and handling, captivity or some form of prolonged restraint, transport, release into an unfamiliar location four processes. Despite its wide use and importance, translocation traditionally has a low rate of success due to the effect of chronic stress.But Tufts University has done the measure on translocation and found out the solutions (Biological Conservation Molly J. Dickens 2010). Administering anesthesia or tranquilizing during capture, reduce the risk of the animal perceive handling and transport. Normally, Health assays, veterinary visits, or other forms of observation and intervention are conducted during captivity, decrease the total number of visits, thus decreasing added exposure to handling stress.Specific aspects of transport such as vehicle design, stacking density, ventilation, and even the quality of the road and the standard of driving should be measured before translocation. Finally, the use of a ‘‘soft-release† strategy, in which animals adjust to the area in a special designed cage before being released, may decrease novelty of the release site since animals will have time to adjust to their new surroundings without additional stress of finding resources or facing predation. This research makes translocation be a feasible method nowadays.There are two types of strategy in translocation. Introduce to a place with similar biotic and abiotic factors but the population of over-breeding species should be small. For the advantage, animals easily adapt the new condition. But the animals still have a high breeding rate, the over-breeding problem will threaten the ecosystem again a fter a long period. Another strategy is to introduce to a place with new environment. It actually can reduce the breeding rate effectively. But there is a lot of works should be carried out both before and after.Before animals can be introduced into an environment biologists must determine the reason for the over-breeding and over-population problems and also assess the risk of translocation. After translocation, biologists should study the animals to ensure they are surviving and breeding in their new environment. Translocation is the most suitable for some species of animals. For example, Grey kangaroos are one of the over breeding animals. They are capable of breeding throughout the year, but most breeding occurs in summer. The female kangaroo is usually permanently pregnant, except on the day she gives birth.This leads a high birth rate. Apart from human, the effect of predator on kangaroo’s population is limit. And also, eastern Grey Kangaroos are the most social of the kangaroos and so it is rare to see one alone. One good reason to gather together in a group is that more individuals can be more attentive to possible threats from predators. As kangaroos dead from the effect of predator is low, but the high breeding rate continuously increase the population, finally cause over-population. But the grey kangaroos are a high adaptability species.They can still alive in the change of environment and this minimizes the effect of translocation. During a dry period, males will not produce sperm. It is suitable to relocate them to a less wet place to reduce their ability of reproduction. Kangaroos are animals that don't burp methane. In Australia, kangaroo compete with cattle and sheep. The increase in number of kangaroos enables decrease number of sheep and cattle, and therefore reduces the release of greenhouse gases. This is the main reason why we save the kangaroos rather than eating them.