Taking the Wild Out Of the Wild Animal Essay Example for Free

Taking the Wild Out Of the Wild Animal Essay Grabbing the audiences’ attention Going to the zoo seems completely normal and extremely fascinating for most families, but what happens behind the scenes is where going to the zoo doesn’t seem all that realistic. Thesis There are many reasons why it is not right for wild animals to be caged up and taken away from their homes and put into a zoo for public display. MP1 The animals inside of zoos are not in their â€Å"natural habitat†. Detail 1 Wild animals are meant to be free and roam across their homelands. Detail 2 These animals are not catching their own food, they are being fed like pets. This interrupts their skills to hunt their meals and learn how to survive out on their own. Detail 3 Wild animals are meant to live on their own, not to be on a zookeepers schedule to be fed and played with. MP2 Wild animals should not have any human contact. Detail 1 Out in the wild, there are no humans to help catch any predator’s food, not to mention giving it to them on a dinner plate. Detail 2 Wild animals are built and raised to hunt and kill, not be served like a human being. Detail 3 Human interactions are slim to none for most animals out in the wild. Detail 4 Wild animals don’t need assistance giving birth to their young nor do they need help raising and teaching them the necessities for everyday living out in the wild. MP3 When locked up, these animals become depressed and suffer from anxiety. Detail 1 Some signs of depression and anxiety are: pacing back and forth, isolating themselves in corners, abnormal behavior, and swaying from side to side. Detail 2 â€Å"Captive animals are deprived of everything that is natural and important to them, and as a result, they become bored and lonely and many even suffer from a condition called â€Å"zoochosis.† If you’ve ever witnessed a captive animal rock and sway back and forth, you’ve seen the disease firsthand. This condition is so rampant in zoos that some zoos give animals a mood-altering drug, such as  Prozac, because the public has started to catch on.† (Carr.) Detail 3 Wild animals are not supposed to be locked up and fed medication to cure their diseases of depression or anxiety. MP4 Some people say that the zoo provides great information on wild animals and their â€Å"natural habitat† when clearly they are sending the wrong message across to people by keeping them locked up and barricaded in little prison cells. Detail 1 Showing people these animals the way they are is wrong and cruel. Detail 2 It gives people the wrong impression on how these wild animals live their life. Detail 3 There are better resources that people could use instead of going to the zoo and experience something that is not true of nature. For instance, documentaries, books, or even schooling for people that want to make it as a career, are better than taking these animals away from their homes and locking them up in small spaces. These options don’t involve taking the animal out of the wild. Detail 4 â€Å"One reason why some zoos have not done a better job in educating people is that many of them make no real effort at education. In the case of others the problem is an apathetic and unappreciative public.† (Jamieson.) MP5 Animals inside of zoos are not getting the amount of exercise, as they would out in the wild. Detail 1 â€Å"Elephants typically walk up to 30 miles in just one day.† (Carr.) Detail 2 Giving this some thought, when elephants are put into zoos, they only get so much room to roam, which doesn’t allow them to get their adequate exercise. Detail 3 In most cases, a lot of these animals are becoming under coordinated by huge percentages which makes them not fit for being released. This also shortens the lifespan of many animals. Thesis There are several explanations of why zoos are not okay for wild animals. Conclusion No true understanding is being accomplished by anyone who visits a zoo. These animals are not in their natural habitat, and if they were, they would most defiantly be considered â€Å"wild animals.† Some aren’t use to having any human interactions at all. Many animals suffer from diseases caused by being inside of a zoo. There are always other ways to learn about these immaculate creatures besides keeping them locked up with no â€Å"wild† to experience. These animals need freedom of time and space to learn how to survive adequately, or at least be able to walk as far as they would like to walk. Amber Wharton WRI 95.01 Professor Goodman March 11, 2014 Argumentative Essay Zoos: Taking The WILD Out of Animals Going to the zoo seems completely normal and extremely fascinating for most families, but what happens behind the scenes is where going to the zoo doesn’t seem all that realistic. The animals inside of zoos are not in their â€Å"natural habitat†. Wild animals usually are not use to having any human contact, at least out in the wild they don’t. When locked up, these animals become diseased and suffer from depressed and anxiety. Some people say that the zoo provides great information on wild animals and their â€Å"natural habitat† and use â€Å"going to the zoo† as a resource for learning more information on these amazing animals. Animals inside of zoos are not getting the right amount of exercise, as they would be getting out in the wild. There are many reasons why it is not right for wild animals to be caged up and taken away from their homes and put into a zoo for public display. Wild animals are meant to have their freedom and roam across their homelands without limitations or boundaries. These animals inside of zoos are not in their â€Å"natural habitat†. They have limited amount of space that they can walk around in and are most likely not anything like their natural habitat. These animals are not even catching their own food; they are being fed like pets. This interrupts their skills to hunt their meals and learn how to survive out on their own. These animals have insufficient knowledge of actually being a wild animal. They probably think it’s normal for them to be locked up because they were born inside of a zoo. Better yet, the food that they do eat is more likely not what they would eat out in the wild or it’s already dead. Wild animals are meant to live life and kill their food on their own, not to be on a zookeepers schedule to be fed and played with. Wild animals usually are not use to having any human contact. Out in the wild, there are no humans to help catch any kind of animals’ food, not to mention giving it to them on a dinner plate would be completely out of the ordinary out in the wild. Wild animals are built and raised to hunt and  kill, not to be served like a human being. Human interactions are slim to none for most animals out in the wild. Wild animals don’t even need assistance giving birth to their young nor do they need help raising and teaching them the necessities for everyday living out in the wild, not that they need that knowledge inside of a zoo. When locked up, these animals become depressed and suffer from anxiety. Some signs of depression and anxiety are: pacing back and forth, isolating themselves in corners, abnormal behavior, and swaying from side to side. â€Å"Captive animals are deprived of everything that is natural and important to them, and as a result, they become bored and lonely and many even suffer from a condition called â€Å"zoochosis.† If you’ve ever witnessed a captive animal rock and sway back and forth, you’ve seen the disease firsthand. This condition is so rampant in zoos that some zoos give animals a mood-altering drug, such as Prozac, because the public has started to catch on.† (Carr.) Wild animals are not supposed to be locked up and fed medication to cure their disease of depression or anxiety that was caused by being inside of a zoo. Some people say that zoos provide a great deal of information on wild animals and their â€Å"natural habitats† when clearly they are sending the wrong message across to people by keeping them locked up and barricaded in little prison cells. Showing people these animals the way that they are presenting them to the public is wrong and cruel, not to mention it is not at all accurate to how they would be out in the wild. It gives people the wrong impression on how these wild animals live their life. There are better resources that people could use instead of going to the zoo and experience something that is not true of nature. For instance, documentaries, books, or even schooling for people that want to make it as a career, are better than taking these animals away from their homes and locking them up in small spaces. These options don’t involve taking the animal out of the wild. â€Å"One reason why some zoos have not done a better job in educating people is that many of them make no real effort at education. In the case of others the problem is an apathetic and unappreciative public.† (Jamieson.) Animals inside of zoos are not getting the amount of exercise, as they would out in the wild. â€Å"Elephants typically walk up to 30 miles in just one day.† (Carr.) Giving this some thought, when elephants are put into zoos, they only get so much room to roam, which doesn’t allow them to get their adequate exercise. This  also shortens the lifespan of many animals. In most cases, a lot of these animals are becoming under coordinated by huge percentages that make them not fit for be ing released. â€Å"Zoos breed animals in an effort to keep drawing in paying visitors—yet often, there’s nowhere to put the offspring as they grow. Breeding programs serve no true conservation purpose because giraffes and other animals born in zoos are rarely, if ever, returned to their natural habitats.† (PETA) In my opinion, I think all zoos should be closed permanently for the sake of the animals’ freedom. Animals are not supposed to be paired up and stuck together by what a human thinks is okay for their environment. They are supposed to roam their land and eat the food that they catch. Even learning instincts are a huge factor of being a wild animal. These wild animals are not supposed to be taken care of by humans like an infant human baby would be. No true understanding is being accomplished by anyone who visits a zoo. These animals are not in their natural habitat, and if they were, they would most defiantly be considered â€Å"wild animals.† Some aren’t use to having any human interactions at all. Many animals suffer from diseases caused by being inside of a zoo. There are always other ways to learn about these immaculate creatures besides keeping them locked up with no â€Å"wild† to experience. These animals need freedom of time and space to learn how to survive adequately, or at least be able to walk as far as they would like to walk. There are several explanations of why zoos are not okay for wild animals. Works Cited Carr, Michelle. â€Å"The Reality of Zoos.† People for the Ethical Treatment of Animals.. PETA. Web. 11 March, 2014. Jamieson, Dale. Against Zoos. In Defense of Animals, New York: Basil Blackwell, 1985, (108-117) 11 March, 2014. Print. People for the Ethical Treatment of Animals. PETA. 10 Feb, 2014. Web. 11 March, 2014.

Zeno of Elea :: essays research papers

Zeno of Elea Zeno of Elea was born in Elea, Italy, in 490 B.C. He died there in 430 B.C., in an attempt to oust the city's tyrant. He was a noted pupil of Parmenides, from whom he learned most of his doctrines and political ideas. He believed that what exists is one, permanent, and unchanging. Zeno argued against multiplicity and motion. He did so by showing the contradictions that result from assuming that they were real. His argument against multiplicity stated that if the many exists, it must be both infinitely large and infinitely small, and it must be both limited and unlimited in number. His argument against motion is characterized by two famous illustrations: the flying arrow, and the runner in the race. It is the illustration with the runner that is associated the first part of the assignment. In this illustration, Zeno argued that a runner can never reach the end of a race course. He stated that the runner first completes half of the race course, and then half of the remaining distance, and will continue to do so for infinity. In this way, the runner can never reach the end of the course, as it would be infinitely long, much as the semester would be infinitely long if we completed half, and then half the remainder, ad infinitum. This interval will shrink infinitely, but never quite disappear. This type of argument may be called the antinonomy of infinite divisibilty, and was part of the dialectic which Zeno invented. These are only a small part of Zeno's arguments, however. He is believed to have devised at least forty arguments, eight of which have survived until the present. While these arguments seems simple, they have managed to raise a number of profound philosophical and scientific questions about space, time, and infinity, throughout history. These issues still interest philosophers and scientists today. The problem with both Zeno's argument and yours is that neither of you deal with adding the infinite. Your argument suggests that if one adds the infinite, the sum will be infinity, which is not the case.

The Functional to Matrix Transition

The Functional to Matrix Transition Karen R. J. White, PMP RECENTLY PARTICIPATED IN A CONSULTING ASSIGNMENT WHICH INVOLVED MOVING A LARGE ITS ORGANIZATION from an old-style functional-department organization structure towards one more friendly to proj- Common Pitfalls ects. The project faced the sorts of challenges that are common when trying to realign organizational structure with the new realities of managing by projects. In addition, there were added cultural barriers because the company was in the financial services sector-a very traditional industry, known for conservatism in management approaches. Project management consultants were called in because, for the first time, the organization was undertaking a multi-year enterprise-wide development program that cut across multiple functional departments, instead of following their old pattern of doing projects within departments. Within the program, several major related projects were being carried out. Clearly, business as usual would not suffice. BASELINE: A FUNCTIONAL/WEAK MATRIX STRUCTURE A Functional/ (Weak) Matrix organizational structure, such as our client company had in place, works well when the focus is on quality and technical expertise. Under this structure, functional managers are responsible for products created within their areas of expertise. The downside: In the company on which this case study was based, it just wasn't working. And their experience was not uncommon. The functional-based organization structure tends to undermine the authority and decision-making capability of project managers, making project success more difficult. The functional or weak matrix form of organization does have some advantages. In this case, first of all, it was the currently existing state in the client organization. Change is always traumatic in organizations and, to the extent that we could preserve existing processes and systems, the upheaval-and resistance to it-would be minimized. Functional â€Å"stovepipe† organizations take a beating in discussions of optimal organizational structure, but the fact is that they are familiar to people, and thus comfortable for them. In addition, within this structure, IT and IS departments are fully empowered to complete isolated projects within their own â€Å"stovepipes. The client organization already possessed well-established communications processes and authorities within the functional areas. From a purely logistical point of view, the staff work locations were already centralized around functional department assignments, making information sharing among team members more straightforward. There are also serious drawbacks to this organizational structure, however. For instance, communications and decision-making processes existed outside the p rogram structure, contributing to schedule and budget issues. For the same reason, true accountability rested outside the programs, somewhere in the traditional hierarchy of the corporation. For example, executive functional management, who were in fact somewhat removed from the actual conditions of the programs, made all the important decisions. Budget and contracting authority was reserved for the CIO level. Under this very traditional structure, only formal authority-something the project managers did not have-was recognized as a source of power. The client organization had made some strides in moving past a purely functional hierarchy, towards a matrix organization. A Project Management Office (PMO) had been implemented the year before my involvement began-a year after the program was launched. Unfortunately, this meant that proper attention had not been paid to project management issues during the initial planning stages of the program. Phone: 610. 853. 3679 n www. pmsolutions. com n Fax: 610. 853. 0527 EXPERT SERIES The Functional to Matrix Transition Page 2 of 4 Instead of creating a PMO to manage the program, the existing program was inserted into a PMO. However, since the PMO lacked authority for decisions and communications, accountability was problematic. As an example, program budgets and staffing decisions were made within functional organizations, not within the programs themselves and resources were not accountable to programs for deliverables. Programs were initiated by functional departments, making any kind of strategic alignment or project prioritization (portfolio management) problematic. And because project teams ithin programs were organized by functional department, not by deliverable, the physical and organizational barriers between project teams impeded communications. THE OTHER EXTREME The Project (Strong) Matrix organization, at the other end of the organization-structure spectrum, works well for crash efforts, where the focus is on cost and, especially, schedule. These types of project-based organizations are sometimes n icknamed â€Å"Skunkworks† after the Lockheed-Martin aerospace project that made this approach famous. The Strong Matrix is an organizational form beloved of project managers and organizational design theorists. To be sure, this model offers many advantages from the project management standpoint:  · It concentrates complete authority for decisions affecting a project or program within the project or program itself, which simplifies decision-making.  · Program budgets and staffing decisions are made within the programs.  · Staff members have a single manager to please and answer to.  · Resources are accountable to program for deliverables and performance.  · Clear communications paths exist. However, in the real world of our client organization, the Project/Strong Matrix model carried several disadvantages. Limited resources in certain key technical and business areas meant that there simply were not enough people to create dedicated program or project teams, and it was deemed too time-consuming to recruit and/or train additional staff. The existing staff was in dispersed geographical locations with staff not able to relocate. All in all, moving to this form was just too drastic a change for the organization. THE MIDDLE GROUND Thus, our choice in establishing a more project-friendly environment was the â€Å"Balanced Matrix† structure . This structure strives to hit all the bases. Cost, schedule and quality are considered of equal importance. The balance between these considerations is achieved through continuous negotiations and tradeoffs. Given the resource limitations existing within the client organization, we deemed it the best model as well as the most practicable, despite certain inherent disadvantages, such as the need for increased communications and resource negotiations between project managers and functional managers, the added complexity in status reporting and staff management activities, and the need for modified roles and responsibilities in IT and business functional departments. The most significant impact of the new model was the extent to which we revised Roles and Responsibilities. IT functional management now shared joint staff management with program management and had to coordinate with program management in the areas of standards and process implementation. Business functional management also shared joint staff management with program management. Phone: 610. 853. 3679 n www. pmsolutions. com n Fax: 610. 853. 0527 EXPERT SERIES The Functional to Matrix Transition Page 3 of 4 Program management staff had far more â€Å"hands-on† involvement in program activities, as well as increased accountability for staff performance and coordination of related issues with functional man agement. Program Team Members now had multiple managers with whom to coordinate absences. TRANSITION STEPS 1. Assign Project Managers. We introduced project managers from the PMO to replace functional man agers with project management responsibilities, except in those cases where we retained functional leads as part of matrix. We did this when the department managers or supervisors were the ideal choice for supervision project activities because they were the strongest technical person in that area. Once the project leaders were assigned we identified deliverables and associated accountabilities for each project team. 2. Re-define Roles and Responsibilities. We established a policy statement and matrix document that clearly identified the project manager and functional manager roles and responsibilities. 3. Revise Resource Staffing Processes. By involving functional management in project initiation activities-recognizing that functional managers often have the best insight into the skills and limitations of staff members-we made the process of assigning resources to roles more collaborative. We also instituted a formal requisition process for internal resources. 4. Revise Performance Management Processes. We implemented revised performance management processes. Project managers were added to the performance development process training classes and required to provide periodic performance-related information to functional managers. At the same time, functional managers now shared individual goals and objectives with project managers, seeking to align project assignments with objectives. Functional managers continued to administer performance development processes. 5. Establish a Communications Plan. We developed a comprehensive program communications plan identifying who reports what to whom, and when. We acknowledged the information needs of the functional management team by including them in the communications plan. Project websites were established to facilitate communications. 6. Obtain Senior Executive Support. Senior executive support for changes was secured. We instituted an active steering committee. In addition, we established clear support at the CIO level for the Program and Project Manager roles and their authorities. These steps ensured alignment of functional and program goals: functional managers support the programs, which in turn implement the business goals. LESSONS LEARNED The matrix organization will meet resistance; plan for it. Lesson #1 – Program Organization. Make deliberate decisions about program and project organization when chartering the program. Determine the important constraints for the program, know the different organizational structures available and deliberately select the one that best fits your situation. Consider geographical locations when forming teams; try to maintain team integrity within a single location. Lesson #2 – Roles & Responsibilities. Clearly define the roles and responsibilities of all vested parties, including functional managers providing resources to projects. Obtain agreement and sign-off on individual roles and responsibilities as part of each project chartering activity. Phone: 610. 853. 679 n www. pmsolutions. com n Fax: 610. 853. 0527 EXPERT SERIES The Functional to Matrix Transition Page 4 of 4 Lesson #3 – Communications Plan. Develop a comprehensive plan that considers communication needs both inside and outside the program. Consider horizontal communication flows in addition to vertical communication flows. Do not ignore the information needs of the organization as a whole. Le sson #4 – Continuous assessment. Reinforce the transition by continually monitoring the processes and climate of the organization. This is an ongoing challenge, not a one-time event. When a crisis arises, the organization will tend to lapse back into functional management accountability, as opposed to staying within program structure. Pay close attention to the communications and collaboration aspects of the program; reinforce use of the agreed upon communications plan. Remain sensitive to the communication needs of multiple geographic sites, if any. You will need to provide continuous learning and reinforcement, since functional managers are still learning to include project managers in staffing decisions, while project managers are still learning to include functional managers in problem resolution activities. Don't be afraid to change! Question how you are organized; make sure the status quo fits with the work that needs to be done. Maybe you won't change everything, but little regular tweak at organizational structure will keep it vital. Every six months or so, ask â€Å"Does it make sense today? † Prepared for presentation at ProjectWorld, October 2001 Phone: 610. 853. 3679 n www. pmsolutions. com n Fax: 610. 853. 0527

How Jackie Robinson Changed Baseball. Jackie Robinson Story

How Jackie Robinson changed baseball Jackie Robinson story is single handedly one of the most inspirational stories about battling segregation laws, and racism. He not only was one of the best baseball players of his time, but he had to play baseball while being the most hated man in the league because of his skin color. Jackie was the first black man to play baseball in a white league for the Brooklyn Dodgers, in 1946 (source 1), he took a very big leap of faith getting himself into that league, well knowing he was going to be treated like a human garbage. He took so much abuse from the league trying to change the views on colored people in the eyes of white people. This seemed like a difficult to impossible task in the 1940’s, but†¦show more content†¦Not only did he participate in baseball but he also played football, basketball, and track all the the college level. He played for Pasadena Junior College in Colorado. He was named the region s Most Valuable Player in baseball in 1938 for his college. At this point There was nothing in the world that could bring Jackie s self esteem down, or so he thought. People from around town made several comments implying that jackie was not a good athlete because of his skin. He was told that he would never be able to compete with a white person. This struck a hateful flame in jackie s heart. He knew he was better than most white athletes, and he felt disrespected because of how much work he had put in to be the athlete he was. After he finished his schooling in Colorado Jackie continued his education at the University of California, Los Angeles, playing football. This is where he became the university s first student to win varsity letters in four sports. In 1941, despite his athletic success, Robinson was forced to leave UCLA just shy of graduation due to financial hardship. He moved to Honolulu, Hawaii, where he played football for the semi-professional Honolulu Bears. His season with the Bears was cut short when the United States entere d into World War II. Jackies time as a war veteran From 1942 to 1944, Robinson served as a second lieutenant in the United States Army. He attended boot camp at Fort Hood in Texas,Show MoreRelatedHow did Jackie Robinson Overcome Racial Discrimination in Sports1119 Words   |  5 PagesHave you ever been protested and demonstrated against? Jackie Robinson felt the outcry of America during his baseball career. Fighting not only for his future, but also for the overall well-being of his sport, Robinson received death threats for his efforts. On a daily basis, this disciplined African man fought the pressures of hatred toward his entire race. As a segregated country, America saw major league baseball as a white man’s sport. 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Jackie Robinson had very many700 Words   |  3 PagesJackie Robinson was also known as Jack Rossevelt Robinson. Jackie Robinson had very many struggles; Jackie was drafted and assigned to Fort Riley, Kansas, where he faced racial discrimination on a daily basis, he was the first African American in baseball, transformed the face of American sports forever, and his father abandoned the family when Jackie was an infant, and forced his mother and four older siblings to join the Great Migration of the time and move to California. Jackie was born on