American Colonies and Separation from England Essay Example for Free

American Colonies and Separation from England Essay When settlers from England came to America, they envisioned a Utopia, where they would have a say in what the government can and cannot do. Before they could live in such a society they would have to take many small steps to break the hold England had on them. The settlers of America had to end a monarchy and start their own, unique, form of government. They also had to find a way that they would have some kind of decision making power. The most important change that the colonies in America had to make was to become a society quite different from that in England. By 1763 although some colonies still maintained established churches, other colonies had accomplished a virtual revolution for religious toleration and separation of church and state. During the mid-1600s England was a Christian dominated nation; the colonies, however, were mainly Puritans. When Sir Edmond Andros took over a Puritan church in Boston for Anglican worship, the Puritans believed this was done to break their power and authority. The Puritan church in New England was almost entirely separated from the state, except that they taxed the residents for the churchs support. The churches in New England had no temporal power, unlike the church of England. Many seaport towns like Marble head and Gloucester, became more religious as time pasted. This show of religious freedom was a way in which the colonies had religious toleration and differed from the Christian church in England. Unlike the well-defined social classes of England, the colonies had a streamline class structure, which gave individuals the chance to rise on the social latter. New settlers living on the coast could become rich by fishing and selling what they caught. If fishing was not a settlers strong point, then they could try their hand at farming. Getting the land to farm on was the easy part. The head right system gave each male 50 acres, and 50 acres to each indentured servant he might bring over. England could not do this because England so defined the social classes and they did not have enough land that they could give to every male and his indentured servant. In a similar economic revolution, the colonies out grew their mercantile relationship with England and developed their own expanding capitalist  system. The idea of a set amount of wealth in the world and that if one were to become wealthy, he or she had to take from someone who is already wealthy, is basically what mercantilism means. The colonies did not believe this idea in America. They believed that no matter who you were, if you had a good idea for making money you could do so, and without having to take it from someone else. This capitalistic spirit made many men very prosperous, unlike England who tried to force colonial ships to stop at England before they deliver their cargo. This would take money from the colonists and put it in the pockets of England. However, it did not work because the colonies figured out ways to make the raw materials on their ships into useable goods at the colonies themselves instead of at England. The colonies broadened the notion of liberty and self-government far beyond what England had ever envisioned. Through the years certain anomalies occurred, as colonial governments furthered themselves from the government of England. The governors of the colonies got power and certain prerogatives that the King had lost; the assembly of a colony got powers, particularly with respect to appointments, which Parliament had yet to gain. England was too preoccupied by the struggle between Parliament and Stuart Kings, to perfect effective imperial control over the colonies in America. The separation from England by the colonies in America took many years, but ultimately gave the colonists a real sense of freedom. Through small steps like, capitalism, self-government, and a fluid class structure, the colonies slowly, but surely, gained their independence from England. These changes in religion, economics, politics, and social structure illustrate this Americanization of the transplanted Europeans.

Animal behavior :: essays research papers

The study of animal behavior is Ethology. A large part of the studies have been conducted by Lonrenz and Niko Tinbergen who wanted to find out how animals saw the world.   Ã‚  Ã‚  Ã‚  Ã‚  For example, fishes. The male will protect its territory. They will become aggressive when they see the red belly of another fish. This reaction is innate or instinctive, it is automatic. An experiment was performed by placing a large red sheet of paper in the tank. This made the male fish aggressive. This aggressiveness is what will make the male more â€Å"fit† in order provide more sperm to the females. The red was the releaser/sign stimuli in this case.   Ã‚  Ã‚  Ã‚  Ã‚  If you take a chick for example, its mother will respond to sound instead of sight. When a chick is distressed and is placed in a sound proof container, the mother will not respond. However, when there is a physical barrier but not sound proof, the mother will respond to the chick’s cries. The releaser/sign stimulus is sound in this case. A bee will never see a white flower but instead it will see the â€Å"target’, which is the pollen.   Ã‚  Ã‚  Ã‚  Ã‚  Pheromones are not hormones. They are chemicals that are released outside of the animal, and have a scent that will give an effect. Therefore, pheromones can also be releaser/sign stimuli as well.   Ã‚  Ã‚  Ã‚  Ã‚  When a gull has captured a plentiful supply of fish in its neck, the baby will peck at its mother so the fish will be released for them to feed on. The baby gulls will respond to the back and forth swinging and the red dot on the mother’s beak.   Ã‚  Ã‚  Ã‚  Ã‚  When a releaser leads directly to behavior it is called a fix-action pattern. If an egg rolls out of a nest the mother will immediately try and recollect it. But if the egg is taken away the mother will still do it. This shows that once the switch is turned on it will continue. Fix action patterns can be learned by humans, and will soon become autonomic.   Ã‚  Ã‚  Ã‚  Ã‚  Usually hormones and timing will motivate animals and drive their behavior; timing through biological clocks, the animals circadium rhythms (approx 24hrs). This circadium rhythm may be altered by changing the animal’s environment. If a squirrel is put into the dark and exposed to artificial light, its cycle may shift. Each cell has a biological clock, which means each organ as well as the individual animal has one.

Global Mindset

Global Mindset Student: Althea A. Tulloch [email  protected] com Program: Bachelors in Organizational Management Nyack College November 30, 2011 Introduction What does it mean to have a global mindset? . Advancements in technology, especially the Internet for e-commerce, have led to globalization, where different economies, societies and cultures of the world are integrated through a global network . It is the capability to operate a business within various cultures. Globalization has affected the world in many different ways including, Industry, Financial arkets, Economically and Diversity where respectively there has been an increase of worldwide markets where countries now have better access to foreign products and raw materials for production and finished goods exportation, different economies of the world have better access to loans and an increase in job opportunities in underdeveloped countries thereby reducing poverty . It has increased the competition among different count ries, and has opened the world to better communication and understanding among people. With the growth in globalization individuals and organizations are forced to develop a lobal mindset to keep abreast of the times. Having a global mindset, to me, is having the ability to analyze, appreciate and utilize the beliefs, customs, behaviors and business practices of individuals and organizations from different parts of the world, to influence global success in the marketplace. It is necessary that global leaders hone this skill as they â€Å" require both business – related and culture-related competencies to operate effectively on a global basis† (Terrell, 2010, p. 2). There are five characteristics of an effective global leader, according to Goldsmith et al 2003): 1. thinking globally 2. appreciating cultural diversity 3. developing technological savvy 4. building partnerships and alliances 5. sharing leadership. Without first acquiring a global mindset, a global leader will not be as effective as he or she should be in the diverse cultural arena. These skills are all required in addition to those typically associated with general leadership which involves managing, strategizing and decision-making. Having a global mindset gives a global organization a competitive advantage in the marketplace. Cultural intelligence (CQ) provides a research-based model for becoming a more effective leader in culturally diverse and cross- cultural settings and is the core of developing a global mindset . This is a necessary skillset for every manager who deals with diverse teams of employees and customers. According to Van Dyne et al (2009) CQ is a person’s capability to understand and adapt effectively to new cultural contexts. Its structure is comprised of cognitive, motivational and behavioral elements. As CQ is relevant to the increasingly global and diverse workplace, it s a requirement in developing a global mindset. However, it is insufficient to rely on awareness through experience and thought, to attain the high CQ necessary to become a superior global leader, responsible for managing multinational teams. According to Shapiro et al (2005, p. 14) â€Å" Knowledge of self is insufficient for high CQ because awareness does not guarantee flexibility †. Flexibility of self- awareness is highly desired as cultures are evolving, and reshaping one’s outlook is necessary for a better understanding. Sowell (1994) states in regard to culture that cultural competition is what dvances the human race, as there are transfers of cultural advances from one group to another. Culture affects decision-making, as well, and the required decision model needs to be determined on an individual nationality basis. According to Wilson (2010) some of the relevant categories to determine which model a nation’s culture falls under are: rational / classical: making presumptions that each group member has common goals and can reach desired conclusions by identifying and assessing problems emotional: exhibiting feelings like mood and verconfidence political / coalitional: a behavioral attitude with emphasis on negotiation, cooperation, or often chaotic but works out in the end garbage can: appease the majority of stakeholders through consensus By understanding decisi on-making models which guide decisions more successfully, leaders are more effective and can better influence problem solutions across cultures. What behaviors are necessary that allows a leader to develop a truly global mindset? A leader can develop a truly global mindset by learning from experience, whether this nvolves learning the language and customs of the countries within which he or she works, by participating in diverse meetings and communicating with a diverse group of business leaders or by living in or frequently visiting global countries or by attending training programs or similar to the ones offered at the Thunderbird Institute. Dr. Mansour Javidan’s programs offer assessments and suggestions on improvement to achieve superior global leadership qualities. The programs focus on three concepts, or capitals: 1. Intellectual Capital – how much one knows about global industries and governments in ther parts of the world 2. Psychological Capital- which influen ces the emotions, and questions how willing a person is to put himself / herself in uncomfortable situations 3. Social Capital – how able is someone to build relationships with people from different countries An organization has a responsibility, as well, in developing the global mindset of the leader by communicating its strategic intent and interest of being a global company. It can also provide clarity on the kinds of skills needed for global executives. Conclusion An organization that intends to expand globally must develop a global mindset if it is to recognize and capitalize on opportunities in the marketplace. Cross-cultural training is imperative for organizations that expand globally. Managers need to get more involved with activities that are diverse in order to learn more about cultures and how we are similar or unique. The organization should have a foundation of openness and dedicate itself to becoming well informed on different cross-cultural issues, values and systems and different assumptions regarding reality. Additionally, it should accept diversity as natural (as the world gets closer through high technology), and also as a source of opportunity and strength. . References: Goldsmith, M. , Greenberg, C. , Robertson, A. , & Hu-Chan, M. (2003). Global leadership:the next generation. Financial Times Prentice Hall: Upper Saddle River, NJ. Javidan, M. (2011). Global mindset. Macguire graduate school of Management. Shapiro, D. L. , Von Glinow M. A. Y. , Cheng, J. L. , & Hitt, M. A. (2005). Managing Multinational Teams: global perspective. Advances in International management, 18(1). Elsevier Ltd : San Diego, CA. Sowell, T. (1994). AWorldview. In Race and culture: A worldview (pp. 1-31). Retrieved from: http://www. tsowell. com/spcultur. html Terrell, S. (2010) How global Leaders develop: a phenomenological study of global leadership development. Retrieved from http://www. proquestllc. com Van Dyne, L. , Ang, S. , Livermore, D. (2009). Cultural intelligence: a pathway for leading in a rapidly globalizing world. Ccl casebook-cq chapter. Wilson, J. H. (2010). Closing the deal: influencing a decision in two cultures. Leadership Advance online. Issue xx.

Congress Members Who Voted Against the 2002 Iraq War

The directionless Iraq War has killed over 4,100 U.S. soldiers, wounded or maimed more than 200,000 more, and delivered a devastating blow to our countrys reputation and moral authority. Its time we honor the members of Congress who voted in 2002 to prevent the Bush administrations hasty rush into an unprovoked attack and occupation of Iraq. Voter Breakdown The dramatic, much-debated vote on Joint Resolution 114 was taken on Oct. 11, 2002. It passed the Senate by a vote of 77 to 23, and the House of Representatives by a vote of 296 to 133. In the end, 156 members of Congress from 36 states had enough information and personal insight and wisdom to make the correct decision for our nation and the world community. Six House Republicans and one Independent joined 126 Democratic members of the House of Representatives in voting NAY. In the Senate, 21 Democrats, one Republic, and one Independent courageously voted their consciences in 2002 against the War in Iraq. These discerning, courageous leaders are exactly what our country needs to lead us out of the present abyss in Iraq under the Bush Administration. We can trust their judgment! Voting Record This convenient list is organized by state, and features all 156 members of Congress who voted NAY to the War in Iraq, including their political affiliations. State Congress Name Party Notes Alabama Rep Earl Hilliard D retired from office Arizona Rep Ed Pastor D Arkansas Rep Vic Snyder D California Sen Barbara Boxer D California Rep Joe Baca D California Rep Xavier Becerra D California Rep Lois Capps D California Rep Gary Condit D California Rep Susan Davis D California Rep Anna Eshoo D California Rep Sam Farr D California Rep Bob Filner D California Rep Mike Honda D California Rep Barbara Lee D California Rep Zoe Lofgren D California Rep Robert Matsui D deceased California Rep Juanita Millender-McDonald D California Rep George Miller D California Rep Grace Napolitano D California Rep Nancy Pelosi D California Rep Lucille Roybal-Allard D California Rep Loretta Sanchez D California Rep Hilda Solis D California Rep Pete Stark D California Rep Mike Thompson D California Rep Maxine Waters D California Rep Diane Watson D California Rep Lynn Woolsey D Colorado Rep Diana DeGette D Colorado Rep Mark Udall D Connecticut Rep Rosa DeLauro D Connecticut Rep John Larson D Connecticut Rep James Maloney D Florida Sen Bob Graham D Florida Rep Corrine Brown D Florida Rep Alice Hastings D Florida Rep Carrie Meek D retired from office Georgia Rep John Lewis D Georgia Rep Cynthia McKinney D Hawaii Sen Daniel Akaka D Hawaii Sen Daniel Inouye D Hawaii Rep Neil Abercrombie D Illinois Sen Dick Durbin D Illinois Sen Bobby Rush D Illinois Rep Jerry Costello D Illinois Rep Danny Davis D Illinois Rep Lane Evans D Illinois Rep Luis Gutierrez D Illinois Rep Jesse Jackson Jr. D Illinois Rep Bill Lipinski D retired from office Illinois Rep Jan Schakowsky D Indiana Rep Julia Carson D Indiana Rep John Hostettler R Indiana Rep Pete Visclosky D Iowa Rep Jim Leach R Maine Rep Tom Allen D Main Rep Baldacci D Maryland Sen Barbara Mikulski D Maryland Sen Paul Sarbanes D Maryland Rep Benjamin Cardin D Maryland Rep Elijah Cummings D Maryland Rep Connie Morella D Massachusetts Sen Ted Kennedy D Massachusetts Rep Michael Capuano D Massachusetts Rep Bill Delahunt D Massachusetts Rep Barney Frank D Massachusetts Rep Jim McGovern D Massachusetts Rep Richard Neal D Massachusetts Rep John Olver D Massachusetts Rep John Tierney D Michigan Sen Carl Levin D Michigan Sen Debbie Stabenow D Michigan Rep David Bonior D Michigan Rep John Conyers Jr. D Michigan Rep John Dingell D Michigan Rep Dale Kildee D Michigan Rep Carolyn Cheeks Kilpatrick D Michigan Rep Sandy Levin D Michigan Rep Lynn Rivers D Michigan Rep Bart Stupak D Minnesota Sen Mark Dayton D Minnesota Sen Paul Wellstone D deceased Minnesota Rep Betty McCollum D Minnesota Rep Jim Oberstar D Minnesota Rep Martin Olav Sabo D Mississippi Rep Bennie Thompson D Missouri Rep William Clay Jr. D MIssouri Rep Karen McCarthy D retired from office New Jersey Sen Jon Corzine D New Jersey Rep Rush Holt D New Jersey Rep Robert Menendez D New Jersey Rep Frank Pallone Jr D New Jersey Rep Donald Payne D New Mexico Sen Jeff Bingaman D New Mexico Rep Tom Udall D New York Rep Maurice Hinchey D New York Rep Amo Houghton R New York Rep John LaFalce D New York Rep Gregory Meeks D New York Rep Jerrold Nadler D New York Rep Major Owens D New York Rep Charles Rangel D New York Rep Jose Serrano D New York Rep Louise Slaughter D New York Rep Edolphus Towns D New York Rep Nydia Velazquez D North Carolina Rep Eva Clayton D retired from office North Carolina Rep David Price D North Carolina Rep Melvin Watt D North Dakota Sen Kent Conrad D Ohio Rep Sherrod Brown D Ohio Rep Stephanie Tubbs Jones D Ohio Rep Marcy Kaptur D Ohio Rep Dennis Kucinich D Ohio Rep Thomas Sawyer D Ohio Rep Ted Strickland D Oregon Sen Ron Wyden D Oregon Rep Earl Blumenauer D Oregon Rep Peter DeFazio D Oregon Rep Darlene Hooley D Oregon Rep David Wu D Pennsylvania Rep Robert Brady D Pennsylvania Rep William Coyne D retired from office Pennsylvania Rep Mike Doyle D Pennsylvania Rep Chaka Fattah D Rhode Island Sen Lincoln Chafee D Rhode Island Sen Jack Reed D Rhode Island Rep James Langevin D South Carolina Rep Gresham Barrett R South Carolina Rep James Clyburn D Tennessee Rep John Duncan Jr R Texas Rep Lloyd Doggett D Texas Rep Charles Gonzalez D Texas Rep Ruben Hinojosa D Texas Rep Sheila Jackson-Lee D Texas Rep Eddie Bernice Johnson D Texas Rep Ron Paul R Texas Rep Silvestre Reyes D Texas Rep Ciro Rodriguez D retired from office Vermont Sen Jim Jeffords D Vermont Sen Patrick Leahy D Vermont Rep Bernie Sanders I Virginia Rep Jim Moran D Virginia Rep Bobby Scott D Washington Sen Patty Murray D Washington Rep Jay Inslee D Washington Rep Rick Larsen D Washington Rep Jim McDermott D District of Columbia Rep Brian Baird D West Virginia Sen Robert Byrd D West Virginia Rep Alan Mollohan D West Virginia Rep Nick Rahall D Wisconsin Sen Russ Feingold D Wisconsin Rep Tammy Baldwin D Wisconsin Rep Jerry Kleczka D retired from office Wisconsin Rep David Obey D