Educational psychology Essay Example for Free

Educational psychology Essay 1. Understand the principles and requirements of assessment. 1. 1. Explain the function of assessment in learning and development. Lambert and Lines (2000) define assessment as â€Å"the process of gathering, interpreting, recording, and using information about pupils’ responses to educational tasks. † While this is an acceptable definition of assessment (as regards an educational definition), Graham Butt (Into Teaching: Part 2) expands on this definition by proposing that assessment has four main roles within teaching and learning. Firstly, it provides feedback to teachers and students about each child’s progress in order to shape their future learning (a formative role). This is very similar to the diagnostic role of assessment in pin-pointing the precise cause of a child’s difficulty. The second role of assessment is that it provides information about the level of students’ achievements at a particular point, for example at the end of a school year or at the end of a Key Stage (a summative role). The third role of assessment is as a tool by which selection by qualification can be achieved (a certification role). Finally, assessment helps people to judge the effectiveness of the education system as a while (an evaluation role). Prior to the work of Black and Wiliam (1998) very little was known about the formative role of assessment within teaching and learning, and it was clear that by 1997 the assessment emphasis within England and Wales was clearly focused on the function of assessment in learning and development is primarily to provide a measurable barometer for the students’ progress. see more:explain the importance of gaining consent when providing care or support The key to effective practice is to be able to work out what a child’s specific needs are at one time, and to find ways of creating opportunities for them to succeed (Moyles and Robinson, 2002:281). Assessment is carried out through formative (checks throughout the course), impassive (to test against previous marks), and/ or summative (at end of course) activities to help the learner see their development whilst allowing the Assessor to give valuable feedback when appropriate. Its purpose is to measure the learners understanding of the subject against the anticipated outcomes set by the criteria. For example, assessment provides clear measurement and recording of achievement during a course that provides identification of individual achievement or learners’ needs. I have found that by creating quizzes on socrative. com and/ or google forms that I can capture formative evidence of learners understanding of a task prior to the assessment deadline so I can intervene to give extra help. It is widely recognized that the form and content of student assessment strongly influence students’ attitudes to study and quality of learning (Ramsden, 1997; Shepard, 2000). The learner’s development is typically measured using formative or summative assessment that meets criteria in a fit-for-purpose Assignment and consequently reflects the required standards and performance/ assessment criteria in any given course. The purpose is to monitor development via evidence that can be quantified and used as performance review/ targets/ benchmarking throughout a course. From an Assessors point of view it is essential to ensure that assessment decisions are consistently reviewed and internally/externally verified where possible so as to contribute to the awarding institutions quality assurance and on-going development of best practice. 1. 2. Define the key concepts and principles of assessment. Principles are rules and functions of assessment which are based upon the concepts. (Gravells A. 2011, Principles and practice of assessment in Life Long Learning Sector). The key concepts and principles of assessments include: Continuing professional development At all times maintaining currency of knowledge and competency to ensure assessment practice is up to date. Equality and Diversity- all assessment activities embrace equality, inclusivity, and diversity and respect all aspects of society. Ethics: ensuring the assessment process is honest and moral, and takes into account confidentiality and integrity. Fairness –activities should be fit for purpose, and planning, decisions and feedback justifiable. Health Safety- ensuring these are taken into account throughout the full assessment process, carrying out risk assessments as necessary. Assessment methods must be suitable for the candidate’s needs. For example, a learner must have an option for an alternative whereby a mental or physical threat to their well-being could be presented by the assessment. Motivation- encouraging and supporting my learners to reach their full potential at an appropriate level. Quality assurance- this is an integrated process ensuring assessment decisions meet the qualification standards, and assessors are carrying out their role correctly. Record Keeping- ensures accurate records are maintained throughout the learning and assessment process, communicating with others for example and awarding organisation. SMART- ensuring all assessment activities are specific, measurable, achievable, time bound and realistic Standardisation- ensuring the assessment requirements are interpreted accurately and that all assessors are making comparable and consistent decisions. Reliability – The assessment decisions must be by an assessor with competence in the discipline the work relates to so as to ensure a judgment that is informed by a professional perspective. Risk assessments of locations my media student’s film in serve both to extend the learners understanding of health and safety whilst helping them help me make our learning space everyone’s responsibility. VACSR- is another important principle ensuring all assessed work is Valid: all the work is relevant to the assessment criteria. Decisions must be justified with clear referencing of assessment criteria stated by the examining body. Another Lecturer should be able to award the same grade for the piece of work as the same standardisation method is the barometer NOT the opinion of the assessor. Authentic: the work has been produced solely by the learner. Current: the work is still relevant at the time of assessment. Sufficient: the work covers all the assessment criteria. Reliable: the work is consistent across all learners, over time and at the required level. (Gravells A. 2011, Principles and practice of assessment in Life Long Learning Sector). All the subjects (theory or practical) the assessment is carried on the basis of assessment cycle. http://www. gillpayne. com/2014/01/guide-understanding-the-training-cycle/ Purpose. The aim, reason, and purpose of assessment is to help the learner track their progress, provide feedback, and inspire them to achieve. The trainer gains evidence of learning from assessment which can in turn be measured clearly against a criteria. This continuous assessment learning/ training cycle is designed to recognise prior learning and improve it with each assessment. The assessor grades the work so the trainer (if someone different from the assessor) can see the distance travelled on the course when compared to grades throughout the programme. The organisation can use this quantitative data to track a class, department, and/ or, entire organisations performance in relation to peer organisations so employers can often assess their own staff’s performance. COGNITIVE The cognitive domain relates to the more traditionalist assumptions of academic/ intellectual learning. In this domain Bandler and Grinder counted ‘knowledge, comprehension/ understanding’ as well as ‘application, analysis, synthesis and evaluation’. Cognitive assessment should focus on the application, analysis, synthesis, and evaluation rather than towards only the acquisition of knowledge and understanding. To this end any theory in lectures must be made applicable in a video/ practical task that puts in to practice the idea/ terminology/ argument we have discussed – which in turn serves to consolidate and validate the learning. This domain relates to objectives concerned with knowledge and intellectual skills and there are six categories which can be used in lecturers: Knowledge: Asking learners to recall specific and general items of information (e. g. media terminology) and also information about methods (‘how do you add this effect? ’), processes and patterns (using software such as Photoshop). Comprehension: Encouraging recognition of items of information settings similar to but different from those in which they were first encountered e. g. relating theories and debates to contemporary issues such as Laura Mulvey’s Feminist theory of female objectification in mainstream cinema. Application: I actively build my learners understanding of our culture so they can explain previously unseen data or events by applying knowledge from other situations e. g. using simile, analogy, and metaphor in my verbal explanation/ articulation of concepts during lectures so they will do the same in their work. Analysis: Learners are presented with problems to break down the blocks of information into elements for the purpose of clarification. This can be in the form of a provocative discussion, essay question that asks them to show comprehension of ideas in a structured essay with a clear conclusion. Synthesis: Learners are constantly asked to combine elements to form coherent units of information in their responses whether it be a Vlog, Podcast, or Written piece for Assessment. Evaluation: Throughout Assessments the learners are asked to make judgements about the value of information, materials, or methods for given purposes. This is a common feature of each Edexcel Units as it demands reflection and growth on the part of the learner. AFFECTIVE The affective domain for Bandler and Grinder includes objectives which describe changes in interest, attitudes and values, and the development of appreciations. There are different levels of understanding: According to the theory the lowest level is where the learner is merely aware of the fact that other people have particular attitudes and values. As a learner progresses on our courses it is essential to develop this through their personal experience so they slowly develop affective ideas which are uniquely their own. While some values are indoctrinated – respect for others’ rights, honesty, media law, understanding of morals/ ethics, the key is to enable the learner to come to this plane of understanding through a process of development and clarification in lectures. The Affective domain for Bandler and Grinder relates to objectives concerned with interest, attitudes, and values. The five levels of the affective domain from the simplest to the most complex are as follows: Receiving: Sensitivity to certain stimuli and a willingness to receive or attend to them e. g.students receiving information from Lecturers about Media issues. Responding: Involvement in a subject or activity or event to the extent of seeking it out, working with it or engaging in it eg Twitter debates about contemporary issues such as engaging in discussion about the Woolwich attacks in 2013 using the hashtag #bcotterror Valuing: Commitment to or conviction in certain goals, ideas, or beliefs e. g. constructing and arguing a point in an Assignment such as an essay in which the learner shows the pros and cons of existing theorists’ approaches to their Assignment subject. Organisation: Organisation of values into a system, awareness of relevance of and relations between appropriate values and the establishment of dominant personal values e. g. constructing an essay that demonstrates structure and engaging with complex levels of conjecture, statement, and fact with objective, rigorous, scholarly approaches to balance in their argument beyond opinion. Characterisation by a Value Complex: Integration of beliefs, ideas, and attitudes into a total philosophy of world view e. g.  a learner composing a project based on their own interests/ perspective informed by values acquired on course. PSYCHOMOTOR This is largely defined as Physical and Motor skills. We work to develop key social and employability skills through what Bandler and Grinder categorise in to define as 6 categories: ‘Reflex Movements’ are developed with the use of equipment such as cameras and complex editing software to develop the involuntary motor responses to stimuli which in turn form the basis for all behaviour involving any movement. ‘Basic Fundamental Movements’ are developed by doing this as movements of using lighting, microphones, cameras etc. involve movement patterns which help the learner become more ambulatory. ‘Perceptual Abilities’ are tied in to this as they help learners to interpret stimuli so that they can develop their perception of visual and auditory risks, hazards, logistics to adjust to their environment and demonstrate coordinated abilities of eye and hand, eye and foot. Similarly the ‘Physical abilities’ of the learner are utilised and developed in our practical tasks as they are essential to efficient motor activity. Due to the nature of a Creative Media professional the vigour of the person is tested by activities designed to measure the individual and how they meet the demands placed upon him or her in and by the environment. ‘Skilled Movements’ are a necessity in terms of storyboarding, engaging with complex editing software, and other tasks which ask the learner to efficiently perform complex movements. The learning targets are negotiated after gathering diagnostic information from the learner to gauge the potential/ possibility e. g.  all skilled movement activities are based upon some adaptation of the inherent patterns of movement described in the ‘Physical Abilities’ demonstrated by the learner. ‘Non-Discursive Communication’ manifests itself relatively organically in our subject through interviews, debates, video-logs, discussions, podcasts, and any other form of media that captures a range of evidence of the developing communication skills from facial expressions to highly sophisticated choreography/ directing/ blocking of entire sets. [Source: Planning for Pre-Service Primary Teachers Prof Experience Unit, face of Education, QUT, Qld, 1998 (pp11-13)].

Public administration Essay Example for Free

Public administration Essay ‘Ethics’ is a difficult term to define. The meaning, nature and scope of ethics have expanded in the course of time. ‘Ethics’ is integral to public administration. In public administration, ethics focuses on how the public administrator should question and reflect in order to be able to act responsibly. We cannot simply bifurcate the two by saying that ethics deals with morals and values, while public administration is about actions and decisions. Administering accountability and ethics is a difficult task. The 1 levels of ethics in governance are dependent on the social, economic, political, cultural, legal-judicial and historical contexts of the country. These specific factors influence ethics in public administrative systems. This Unit will discuss the meaning, evolution, foci and concerns of ethics. It will bring out the different dimensions of ethics and their relevance for public administration. The significance of an ethical code for administrators will be analysed and the nature of work ethics will be discussed. This Unit will also examine the obstacles to ethical accountability. 21. 2 ETHICS: MEANING AND RELEVANCE ‘Ethics’ is a system of accepted beliefs, mores and values, which influence human behaviour. More specifically, it is a system based on morals. Thus, ethics is the study of what is morally right, and what is not. The Latin origin of the word ‘ethics’ is ethicus that means character. Since the early 17th century, ‘ethics’ has been accepted as the â€Å"Science of morals; the rules of conduct, the science of human duty. † Hence, in common parlance, ethics is treated as moral principles that govern a person’s or a group’s behaviour. It includes both the science of the good and the nature of the right. The ethical concerns of governance have been underscored widely in Indian scriptures and other treatises such as Ramayana, Mahabharata, Bhagvad Gita, Buddha Charita, Arthashastra, Panchatantra, Manusmriti, Kural, Shukra Niti, Kadambari, Raja Tarangani, and Hitopadesh. At the same time, one cannot ignore the maxims on ethical governance provided by the Chinese philosophers such as Lao Tse, Confucius and Mencius. In the Western philosophy, there are three eminent schools of ethics. The first, inspired by Aristotle, holds that virtues (such as justice, charity and generosity) are dispositions to act in ways that benefit the possessor of these virtues and the society of which he is a part. The second, subscribed to mainly by Immanual Kant, makes the concept of duty central to morality: human beings are bound, from a knowledge of their duty as rational beings, to obey the categorical imperative to respect other rational beings with whom they interact. The third is the Utilitarian viewpoint that asserts that the guiding principle of conduct should be the greatest happiness (or benefit) of the greatest number (Hobson, 2002). The Western thought is full of ethical guidelines to rulers, whether in a monarchy or a democracy. These concerns are found in the writings of Plato, Aristotle, Thomas Jefferson, Alexander Hamilton, Thomas Penn, John Stuart Mill, Edmund Burke, and others. Rawl’s theory of justice revolves around the adaptation of two fundamental principles of justice, which would, in turn, guarantee a just and morally acceptable society. The first principle guarantees the right of each person to have the most extensive basic liberty compatible with liberty of others. The second principle states that social and economic positions are to be: (a) To everyone’s advantage, and (b) Open to all. A key issue for Rawls is to show how such principles would be universally adopted, and over here his work borders on general ethical issues. He introduces a theoretical ‘veil of ignorance’ in which all ‘players’ in the social game would be placed in a situation, which is called the ‘original position’. Having only a general knowledge about the facts of ‘life and society’ each player is to make a ‘rationally’ prudential choice concerning the kind of social institution they would enter into contract with. By denying the players any specific information about themselves it forces them to adopt a generalised point of view that bears a strong resemblance to the moral point of view. This view point revolves around moral conclusions can be reached without abandoning the prudential standpoint and posting a moral outlook merely by pursuing one’s own prudential reasoning under certain procedural bargaining. 2 The gist of wisdom on administrative ethics is that the public administrators are the â€Å"guardians† of the Administrative State. Hence, they are expected to honour public trust and not violate it. Two crucial questions raised in this context are â€Å"why should guardians be guarded? And â€Å"Who guards the guardian? † (Rosenbloom and Kravchuk, 2005). The administrators need to be guarded against their tendency to misconceive public interest, promote self-interest, indulge in corruption and cause subversion of national interest. And they need to be guarded by the external institutions such as the judiciary, legislature, political executive, media and civil society organisations. These various modes of control become instruments of accountability. 21. 3 EVOLUTION OF ETHICAL CONCERNS IN ADMINISTRATION It is essential to recognise that the discipline of Public Administration has been broadly influenced in the initial stages of its growth, by Political Science and the science of Management. While the philosophical premises of Public Administration were influenced primarily by Political Science, its technological facet was designed by Management Sciences. The early Political Science was taught as Moral Philosophy and Political Economy, while its current curriculum is the product of secular, practical, empirical and scientific tendencies of the past century. The American students of Political Science, in the early years of the last century, were dismayed at the inadequacies of the ethical approach in the Gilded Age. As a result of their interaction with the German universities and the influence on their thinking by scholars such as J. N Burgess, E. J. James, A. B Hart, A. L Lovell, and F. J Goodnow, they sought to recreate Political Science as a true science. They became increasingly interested in observing and analysing ‘actual governments’. Natural and Social Sciences substantially influenced their ideas and approaches. Later, Logical Positivism of the Austrian School influenced scholars such as Herbert Simon and thus there emerged a booming faith in developing a Science of Politics and a Science of Administration that would be able to `predict and control’ political and administrative life. As Dwight Waldo comments, the old belief that good government was the government of moral men was thus replaced by a morality that was irrelevant and that proper institutions and expert personnel were the determining factors in shaping good government. `The new amorality became almost a request for professional respect’. The eminence of Behaviouralism until the mid-1960s further marginalised the ethical issues in the study of Political Science and Public Administration. It was only after the advent of Post-behaviouralism in Political Science and of the accent on New Public Administration in Public Administration that the scientific methods of Behaviouralim and humanistic (read `ethical’) values struck a homogenous chord with administration and the dispute between facts and values was resolved substantially. The current discipline of public administration accords primacy to the `values’ of equity, justice, humanism, human rights, gender equality and compassion. The movement of Good Governance, initiated by the World Bank in 1992, lays stress, inter alia, on the ethical and moral conduct of administrators. While the New Public Management movement is more concerned with administrative effectiveness, the New Public Administration focuses on administrative ethics in its broader manifestation. Both the movements are complementary to each other. This complementarity of foci 3 is as truer today as it was a hundred years ago when the industrial world was experiencing the rise of Scientific Management amidst a strong acceptance of the notion of administrative responsibility. John Kennedy, during his Presidency (19611963) had averred: â€Å"No responsibility of government is more fundamental than the responsibility of maintaining the higher standards of ethical behaviour. The ideal-type construction of bureaucracy, propounded by Max Weber also highlighted an ethical imperative of bureaucratic behaviour. Weber (1947) observed: In the rational type, it is a matter of principle that the members of the administrative staff should be completely separated from ownership of the means of production and administration. Officials, employees and workers attached to the administrative staff do not themselves own the non-human means of production and administration†¦. These exists, furthermore, in principle complete separation of property belonging to the organisation, which is controlled within the sphere of office, and the personal property of the official, which is available for his own private uses†. Weber’s analysis underscores the need to prevent the misuse of an official position for personal gains. Although his ideal-type construct on bureaucracy is not empirical, yet it has an empirical flavour, for it appears to have taken into account the existential reality of bureaucratic behaviour. From a normative angle – knowing that Weber was not normative in his ideal type constructs – also, the message is clear: Don’t misuse official property for personal benefit. Most critics of real-world bureaucracies, including Harold Laski, Carl Friedrich, Victor Thompson and Warren Bennis, have criticised bureaucrats for violating the prescribed norms of moral conduct. Even Fred Riggs, while discussing the traits of a prismatic society like `formalism’ and ‘nepotism’ points out the yawning gap between the `ideal’ and the `real’ in administrative behaviour. The deviations from the norms and mores have been too glaring to be ignored. Immoral behaviour thus has become an integral component of `bureaupathology’ 21. 4 CONTEXT OF ETHICS AND ITS SIGNIFICANCE FOR PUBLIC ADMINISTRATION Ethics, whether in an entire society, or in a social sub-system, evolves over a long period of time and is influenced, during its nurturance and growth, by a variety of environmental factors. Administrative ethics is no different. It is the product of several contextual structures and it never ceases to grow and change. Let us now look at some of these contextual factors that influence ethics in the public administrative systems: The Historical Context The history of a country marks a great influence on the ethical character of the governance system. The Spoils System in the USA during the initial phase of the American nation vitiated the ethical milieu of the American Public Administration. â€Å"To victor belong the spoils† asserted American President Jackson. Things would have continued the same way had not a disgruntled job seeker assassinated President Garfield in 1881. Garfield’s assassination spurred the process of civil service reforms in the USA, and the setting up of the US. Civil Service Commission in 1883 was the first major step in this direction. India has witnessed a long history of unethical practices in the governance system. Kautilya’s Arthashastra mentions a variety of corrupt practices in which the administrators of those times indulged themselves. The Mughal Empire and the Indian princely rule were also afflicted with the corrupt practices of the courtiers and 4 administrative functionaries, with ‘bakashish’ being one of the accepted means of selling and buying favours. The East India Company too had its share of employees who were criticised even by the British parliamentarians for being corrupt. The forces of probity and immorality co-exist in all phases of human history. Which forces are stronger depends upon the support these get from the prime actors of politico-administrative system. What is disturbing is that a long legacy of unethical practices in governance is likely to enhance the tolerance level for administrative immorality. In most developing nations having a colonial history, the chasm between the people and the government continues to be wide. In the colonial era, the legitimacy of the governance was not accepted willingly by a majority of population and therefore, true loyalty to the rulers was a rare phenomenon. Although the distance between the governing elite and the citizens has been reduced substantially in the transformed democratic regimes, yet the affinity and trust between the two has not been total even in the new dispensation. Unfortunately, even the ruling elite does not seem to have imbibed the spirit of emotional unity with the citizens. The legacy of competitive collaboration between the people and the administrators continues to exist. The nature of this relationship has an adverse impact on ‘administrative ethics’. The Socio-cultural Context Values that permeate the social order in a society determine the nature of governance system. The Indian society today seems to prefer wealth to any other value. And in the process of generating wealth, the means-ends debate has been sidelined. Unfortunately, ends have gained supremacy and the means do not command an equal respect. A quest for wealth in itself is not bad. In fact, it is a mark of civilisational progress. What is important is the means employed while being engaged in this quest. We seem to be living in an economic or commercial society, where uni-dimensional growth of individuals seem to be accepted and even valued, where ends have been subdued by means, and ideals have been submerged under the weight of more practical concerns of economic progress. Can we change this social order? Mahatma Gandhi very much wanted to transform the priority-order of the Indian society, but there were hardly any takers or backers of his radical thinking that was steeped in a strong moral order. To put it bluntly, ever since Gandhi passed away, there has been not a single strong voice in independent India challenging the supremacy of ‘teleology and unidimensionalism’. Neither have our family values questioned this unilinear growth of society nor has our educational system made serious efforts to inject morality into the impressionable minds of our youth. We have starkly failed on these fronts. The need is to evolve fresh perspectives on what kind of the Indians we wish to evolve and how? Till then, efforts will have to be focused on the non-social fronts. The issues of morality may or may not be rooted in the religious ethos of a society. Indian religious scriptures do not favour pursuit of wealth through foul means. Interestingly, Thiru Valluvar’s Kural, written two thousand years ago in Tamil Nadu, emphasises that earning wealth brings fame, respect and an opportunity to help and serve others, but it should be earned through right means only. Can this dictum form the basis of our socio-moral orientation? The level of integrity among Protestants and Parsees is believed by some to be relatively higher when compared to other religions and one can find the roots of such integrity in the well-ingrained mores of these religions. Nevertheless, it is only one point of view, as there are several other religious and secular groups, which are known for their high moral conduct. The cultural system of a country, including its religious orientation, appears to have played a significant role in influencing the work ethics of its people. For instance, the stress on hard work, so characteristic of the Protestant ethics, has helped several Christian societies to enhance their per capita 5 productivity. While Judaism has valued performance of physical labour by its followers, the Hindu and Islamic societies, on the other hand, have generally considered physical labour to be of lower rank than the mental work. Work ethics may or may not be linked with religious moorings. These are subjective issues but make for an interesting study. The family system and the educational system are influential instruments of socialisation and training of the mind in its impressionable years. If the values inculcated through the family and the school have underscored honesty and ethics, the impact on the mind-set of citizens is likely to be highly positive and powerful. Legal-judicial Context The legal system of a country determines considerably the efficacy of the ethical concerns in governance system. A neatly formulated law, with a clear stress on the norms of fair conduct and honesty, is likely to distinguish chaff from grain in the ethical universe. Conversely, nebulous laws, with confusing definition of corruption and its explanations, will only promote corruption for it would not be able to instill the fear of God or fear of law among those violating the laws of the land and mores of the society. Besides, an efficient and effective judiciary with fast-track justice system will prove a roadblock to immorality in public affairs. Conversely, a slow-moving judiciary, with a concern for letter rather than the spirit of the law, will dither and delay and even help the perpetrators of crimes by giving them leeway through prolonged trials and benefits of doubt. Likewise, the anti-corruption machinery of the government, with its tangled web of complex procedures, unintendedly grants relief to the accused who are indirectly assisted by dilatory and knotty procedures. In India, there is hardly any effective anticorruption institution. As we have read in Unit 7 earlier on in this Course, the Lok Pal is yet to be established, Lok Ayuktas are feeble and toothless agencies, while the state vigilance bodies are low-key actors. The consequences are too obvious to warrant any explanation. The Political Context The political leadership, whether in power or outside the power-domain, is perhaps the single most potent influence on the mores and values of citizens. The rulers do rule the minds, but in a democracy particularly, all political parties, pressure groups and the media also influence the orientation and attitudes on moral questions. If politicians act as authentic examples of integrity, as happens in the Scandinavian countries, or as examples of gross self-interest, as found in most South Asian countries, the administrative system cannot remain immune to the levels of political morality. The election system in India is considered to be the biggest propeller to political corruption. Spending millions on the elections `compels’ a candidate to reimburse his expenses through fair or foul means – more foul than fair. While fair has limits, foul has none. It is generally argued that the administrative class – comprising civil servants at higher, middle as well as lower levels – emerges from the society itself. Naturally, therefore, the mores, values and behavioural patterns prevalent in the society are likely to be reflected in the conduct of administrators. To expect that the administrators will be insulated from the orientations and norms evidenced the in society would be grossly unrealistic. The argument, propounded here, has a convincing logic, yet there can be a counterpoint that the rulers are expected to possess stronger moral fibre than the subjects. Since there are hardly any instrumentalities to protect and nurture administrative 6 morality vis-a-vis the general social morality, such an expectation remains at the most an elusive ideal. Hence, there is an obvious need to go deeper into the problem. The behaviour of politicians has a demonstration effect on civil servants. Besides, the capacity of the less honest political masters to control civil servants is immense. It is ironical that the moral environment in a country like India is designed more by its politicians than by any other social group. The primacy of the political over the rest of systems is too obvious to be ignored. If the media is objective and fearless, its role in preventing corruption can be effective. It can even act as a catalyst to the promotion of ethical behaviour among administrators. Hence, those who own and manage the media should understand their wider social and moral responsibilities. The trend in this direction is visible now with many television channels regularly airing their ‘expose’ on malpractices in the system. This role of the media is important if performed with intent of social responsibility rather than sensationalism. The Economic Context The level of economic development of a country is likely to have a positive correlation with the level of ethics in the governance system. Even when a causal relation between the two is not envisaged, a correlation cannot be ruled out. A lower level of economic development, when accompanied with inequalities in the economic order, is likely to create a chasm among social classes and groups. The less privileged or more deprived sections of society may get tempted to forsake principles of honest conduct while fulfilling their basic needs of existence and security. Not that the rich will necessarily be more honest (though they can afford to be so), yet what is apprehended is that the poor, while making a living, may find it a compelling necessity to compromise with the principles of integrity. It is interesting to note that with the advent of liberalising economic regime in developing nations, there is a growing concern about following the norms of integrity in industry, trade, management and the governance system on account of the international pressures for higher level of integrity in the WTO regime. This is what Fred Riggs would call `exogenous’ inducements to administrative change. 21. 5 ISSUE OF ETHICS: FOCI AND CONCERNS An important question arises in connection with the moral obligation of an administrative system. Is the administrative system confined to acting morally in its conduct or does it also share the responsibility of protecting and promoting an ethical order in the larger society? While most of the focus on administrative morality is on the aspect of probity within the administrative system, there is a need to consider the issue of the responsibility of the governance system (of which the administrative system is an integral part) to create and sustain an ethical ambience in the socioeconomic system that would nurture and protect the basic moral values. Moral political philosophy assumes that the rulers will not only be moral themselves, but would also be the guardians of morality in a society. Truly, being moral is a prerequisite to being a guardian of wider morality. Both the obligations are intertwined. It is a truism that the crux of administrative morality is ethical decision-making. The questions of facts and values cannot be separated from ethical decision-making. Thus, the science of administration gets integrated with the ethics of administration. And in this integrated regime, only that empirical concern is valued, which respects the normative concerns in the delivery of administrative services. 7 Which are the essential concerns in regard to administrative ethics? There can be a long list of values that are considered desirable in an administrative action. However, in being selective, one has to focus on the most crucial values. Let us now concentrate on the values of justice, fairness and objectivity. Woodrow Wilson, â€Å"The Study of Administration† (1887), in his inaugural address averred that justice was more important than sympathy. Thus, he placed justice at the top of value-hierarchy in a governance system. Paradoxically, there has been a lot of discussion on the formallegal aspects of administrative law since then, but very little analysis has been made of the philosophical dimension of administrative justice. The other two issues of ethical decision-making, viz. fairness and objectivity are, in fact, integral components of administrative justice. When administrators are true to their profession, they are expected to be impartial and fair and not get influenced by nepotism, favoritism and greed while making decisions of governance. Objectivity should not be misconstrued as a mechanical and rigid adherence to laws and rules. From the decision-making angle, it has undoubtedly wider ramifications encompassing a set of positive orientations. Currently, the notion of ethics has expanded itself to involve all major realms of human existence. Let us attempt to outline certain salient aspects of ethics in public administration. Broadly, they could be summarised as following maxims: †¢ Maxim of Legality and Rationality: An administrator will follow the law and rules that are framed to govern and guide various categories of policies and decisions. Maxim of Responsibility and Accountability: An administrator would not hesitate to accept responsibility for his decision and actions. He would hold himself morally responsible for his actions and for the use of his discretion while making decisions. Moreover, he would be willing to be held accountable to higher authorities of governance and even to the people who are the ultimate beneficiaries of his decisions and actions. Maxim of Work Commitment: An administrator would be committed to his duties and perform his work with involvement, intelligence and dexterity. As Swami Vivekananda observed: â€Å"Every duty is holy and devotion to duty is the highest form of worship. † This would also entail a respect for time, punctuality and fulfillment of promises made. Work is considered not as a burden but as an opportunity to serve and constructively contribute to society. Maxim of Excellence: An administrator would ensure the highest standards of quality in administrative decisions and action and would not compromise with standards because of convenience or complacency. In a competitive international environment, an administrative system should faithfully adhere to the requisites of Total Quality Management. Maxim of Fusion: An administrator would rationally bring about a fusion of individual, organisational and social goals to help evolve unison of ideals and imbibe in his behaviour a commitment to such a fusion. In situation of conflicting goals, a concern for ethics should govern the choices made. Maxim of Responsiveness and Resilience: An administrator would respond effectively to the demands and challenges from the external as well as internal environment. He would adapt to environmental transformation and yet sustain the ethical norms of conduct. In situations of deviation from the prescribed ethical norms, the administrative system would show resilience and bounce back into the accepted ethical mould at the earliest opportunity. 8 †¢ †¢ †¢ †¢ †¢ †¢ Maxim of Utilitarianism: While making and implementing policies and decisions, an administrator will ensure that these lead to the greatest good (happiness, benefits) of the greatest number. Maxim of Compassion: An administrator, without violating the prescribed laws and rules, would demonstrate compassion for the poor, the disabled and the weak while using his discretion in making decisions. At least, he would not grant any benefits to the stronger section of society only because they are strong and would not deny the due consideration to the weak, despite their weakness. Maxim of National Interest: Though universalistic in orientation and liberal in outlook, a civil servant, while performing his duties, would keep in view the impact of his action on his nation’s strength and prestige. The Japanese, the Koreans, the Germans and the Chinese citizens (including civil servants), while performing their official roles, have at the back of their mind a concern and respect for their nation. This automatically raises the level of service rendered and the products delivered. Maxim of Justice: Those responsible for formulation and execution of policies and decisions of governance would ensure that respect is shown to the principles of equality, equity, fairness, impartiality and objectivity and no special favours are doled out on the criteria of status, position, power, gender, class, caste or wealth. Maxim of Transparency: An administrator will make decisions and implement them in a transparent manner so that those affected by the decisions and those who wish to evaluate their rationale, will be able to understand the reasons behind such decisions and the sources of information on which these decisions were made. Maxim of Integrity: An administrator would undertake an administrative action on the basis of honesty and not use his power, position and discretion to serve his personal interest and the illegitimate interests of other individuals or groups. †¢ †¢ †¢ †¢ †¢ There could be many more tenets added to the above catalogue of maxims of morality in administration. However, the overall objective is to ensure ‘Good Governance’ with a prime concern for ethical principles, practices, orientations and behaviour. There are no dogmas involved in defining administrative ethics. The chief concern while doing so is the positive consequence of administrative action and not just ostensibly rational modes of administrative processes. In the following Section, a few of the salient concerns and foci of ethics are being dealt with briefly. 21. 6 PERTINENCE OF CODE OF ADMINISTRATIVE ETHICS. The concept of ethics has been a latecomer in the realm of public administration. For too long, doing one’s duty well was considered to be an equivalent of bureaucratic ethics. Interestingly, in the United States, the original city managers’ and federal code of ethics placed notable stress on efficiency as ethical concept. In the early 20th century, the perspective began to change. In 1924, the International City/Country Management Association adopted the public sector’s first code of ethics that reflected anti-corruption and anti-politics facets of the municipal reforms movement. 9. In 1958, the US Congress imposed a code of ethics on the Federal Government and in 1978, founded the Office of Government Ethics as an upshot of the Ethics in Government Act of 1978. In 1992, the Office of Government Ethics released the Federal Government’s first comprehensive set of standards of ethical conduct, comprising standards pertaining to gifts, conflicts of financial interest, impartiality, misuse of office, seeking outside employment, and outside activities. Almost all the American states have also promulgated their respective codes of ethics, though compared to the federal initiative, they are less comprehensive. Today, codes of ethics, ethics boards, and ethics training have been accepted as integral aspects of public administration in the U. S. Moreover, ethics education has also permeated the discipline of public administration. The National Association of Schools of Public Affairs and Public Administration has made ethics education a required component of a Public Administration Programme for its accreditation and has prescribed that all introductory text-books in public administration should include a discussion on ethics (Browman, Berman and West, 2001). Eminent professional associations of public administration also offer training programmes on ethical conduct for public managers. In India, there are a few training programmes on administrative ethics offered by the Indian Institute of Public Administration and other institutions for civil servants, but there is hardly any similar initiative taken up in the realm of education in Public Administration. The American Society for Public Administration (ASPA) had adopted in 1984 a Code of Ethics for its members (comprising intellectuals as well as practicing administrators). It was revised in 1994. Certain salient points of the ASPA’s Code of Ethics are as follows: †¢ †¢ †¢ †¢ Exercise of discretionary authority to promote public interest Recognition and support to the public’s right to know the public business Exercise of compassion, benevolence, fairness and optimism Prevention of all forms of mismanagement of public funds by establishing and maintaining strong fiscal and management controls, by supporting audits and investigative activities Protection of Constitutional principles of equality, fairness, representativeness, responsiveness and due process in protecting citizens’ rights Maintenance of truthfulness and honesty and not to compromise them for advancement, honour, or personal gain Guarding zealously against conflict of interest or its appearance: e. g. nepotism, improper ou.

Hedgerow Management in Pastoral Landscapes

Hedgerow Management in Pastoral Landscapes Abstract Hedgerows are an important part of the British landscape, providing both food and shelter for a number of taxa. As part of the UK government’s Environmental Stewardship (ES) Scheme, farmers are granted subsidies for, amongst other things, ‘enhanced hedgerow management’. Although hedgerow management under ES is expected to have beneficial effects for taxa such as invertebrates and birds, less is known about the effects ES management will have on small mammal communities. The aim of this study was to investigate whether this ‘enhanced hedgerow management’ is affecting hedgerow characteristics in pastoral landscapes and whether small mammal abundances are increased under ES managed hedgerows. ‘Conservation buffer strips’ (2m+ unimproved grassy margins) were investigated as a possible improvement to ES hedgerow management. Using live trapping methods, I investigated small mammal abundances in ES managed hedgerows compared with non-ES managed hedgerows. Wood mice Apodemus sylvaticus and bank voles Clethrionomys glareolus were the most abundant species, with some captures of field voles Microtus agrestis and common shrews Sorex araneus. Small mammal abundances were increased in ES managed hedgerows, however, the presence of a ‘conservation buffer strip’ was more significant in increasing small mammal densities. ES management showed no definite effect on the hedgerows’ characteristics. Introduction Agricultural intensification since the 1940s has led to widespread and significant reductions in the biodiversity of many agricultural areas. This drive for greater yields has been linked with the population decreases seen in many species of farmland specialists and non-specialists who often inhabit farmland (Robinson and Sutherland, 2002). Farmland habitats can be categorised into non-linear habitats such as set-aside, cropped fields and woodland areas, and linear habitats, generally field boundaries, such as ditches, banks, streams and hedgerows. These field boundaries remain relatively undisturbed areas and are therefore significant wildlife corridors within otherwise inhospitable agricultural landscapes (Tew, 1994). Although there continued to be a reduction in total area of hedgerows within the UK during the 80s and early 90s, the last decade has seen small increases in the area of hedgerow as their conservation significance became more documented (Barr and Gillespie, 2000). This increase in the number of hedgerows has been driven by government backed grants. Countryside Steward (CS), set up in 1991 encouraged selected farmers to enhance and conserve the wildlife within their farms, a large part of this involved the laying of new hedgerows. The CS schemes have now been superseded by the Environmental Stewardship Schemes. More recently, hedgerow grant pilot schemes have been set up in a number of regions to encourage landowners, both farmers and non-farmers to manage their hedgerows more effectively; these grants are available to pay for gapping up, hedge laying or coppicing. Small mammals in pastoral land are largely confined to hedgerows or other non-crop features and are therefore particularly vulnerable to intensification (Bates and Harris, 2009). Small mammal species constitute the main prey biomass for a number of species of mammals and birds, and therefore small mammal abundance directly influences the abundance and diversity of predator species contributing to the complexity of local food webs (Korpimaki and Norrdahl, 1991). There remains some debate on the importance of linear habitats for small mammals, with some suggesting that they cannot support viable populations, that those found in hedgerows are ‘sink’ populations (Tattersall et al. 2004). However, there is evidence that small mammal abundance and diversity does not depend on the linear or non-linear character of the habitat and that linear habitats can support viable populations (Gelling et al. 2007). Thus, in large expanses of uninhabitable grassland, field boundary hedgerows are of great importance for maintaining small mammal populations in an agricultural landscape, but differing farming practices can lead to a huge variety in the quality of these habitats As the emphasis of farming has shifted there have been a number of agri-environment schemes introduced across Europe with the aim of reversing the effects of previous intensification and enhancing agricultural land for wildlife (Kleijn and Sutherland, 2003). The UK introduced a new set of farming standards in 2005 with farmers now guaranteed subsidy payments, known as ‘cross-compliance’, as long as they follow a set of prescribed conditions aimed at improving the environmental value of their farms. A compulsory code of good practice will preclude farming land within 2 m of the centre of a hedge (DEFRA, 2005a). Beyond cross-compliance subsidies, farmers can also apply to put their farmland into Environmental Stewardship (ES). ES is a tiered system, with Entry-Level ES designed to allow most farmers access to the payments by compiling a farm management plan that aims to improve the features of their farm for wildlife and to maintain/improve the scenic value of the British countryside. The enhanced hedgerow management option within ES requires that the farmer cut the hedge no more than once every 2 years, that hedgerows are cut during the winter and that cutting be staggered across the farm. The combined aim of these prescriptions is to ensure that at least some of the hedgerow is allowed to flower every summer (Defra, 2005b). Properly managed hedgerows are valuable features, playing a key role in enhancing the wildlife value of farmland. Flowering hedgerows are an important source of food and shelter for a number of birds (Hinsley and Bellamy, 2000). Studies suggest that the ES schemes will have a beneficial effect, mainly for taxa such as invertebrates and birds (Kleijn and Sutherland 2003), Whittingham (2007) emphasizes the importance of monitoring the effects of ES to ensure that the scheme’s prescriptions meet the needs of a greater range of species. It is much less well understood how the changes to hedgerow management will effect small mammal abundance, and it is important that there is greater understanding of the factors that influence small mammal populations since small mammals provide the major source of prey biomass for many larger predators (Love et al., 2000). Small mammals also play a role in a range of important ecosystem processes (Hayward and Phillipson, 1979). Previous studies have established the main effects of varying hedgerow management within arable landscapes (Shore et al. 2005). Arable environments provide cover for small mammals due to the height and density of the crop. Small mammals have been shown to make substantial use of the field at certain times of the year (Tattersall et al. 2001; Tew et al. 2000; Todd et al. 2000). However, no small mammal species have been shown to make use of agriculturally improved pastoral fields at any time of year (Montgomery and Dowie 1993). Grazed pastoral land provides very little cover, restricting the movements of resident small mammal communities. Therefore, hedgerow management in predominantly dairy and cattle areas will likely have a large influence on the success of small mammal populations (Gelling et al. 2007). In particular, the level of ground cover vegetation along the hedgerow and the presence of some form of non-farmed margin can significantly affect the small mammal abundance (Bates and Harris 2009, Gelling et al. 2007). The 2m margin prescribed by ‘cross compliance’ is irrelevant in terms of providing cover within pastoral landscapes. Although the 2m margin remains uncut and clear of interference from the farmer (no fertilisers), year round grazing will mean that little cover is offered right up to the base of the hedgerow. Therefore, whereas ES management may boost small mammal numbers within arable areas (Shore et al. 2005), the value of ES hedgerow management within pastoral landscapes is less well understood. I utilised a number of hedgerow sites to compare hedgerow structure and small mammal communities on ES farms versus non-ES farms. For each farm, one site was selected to be representative and one to include a significant (2m plus) conservation buffer strip of unimproved, non-grazed grass/shrubland. I aimed to investigate (i) how ES management effects the hedgerow characteristics, in particular the level of ground cover for small mammals (ii) whether these ES prescriptions are providing any significant benefit for small mammal densities and (iii) as the movements of small mammals within pastoral landscapes are so restricted, could small mammal assemblages in hedgerows be significantly improved by including an unimproved, non-grazed, grassy margin or ‘conservation buffer strip’ (2+m from the edge of the hedgerow). Methods Sites The study was conducted over 20 different farms spread across County Durham and Northumberland. The farms were selected due to their suitability for this study, each farm containing both a hedgerow site with a conservation buffer strip and at least one without. All farms selected were representative in terms of habitat of those within the local area. A hedgerow was defined as a continuous line of woody vegetation no more than 3m tall. Hedgerow Survey The farms were paired, with one ES farm neighbouring a non-ES farm, making 10 farm pairs and 20 farms in total. Hedgerow surveys were carried out throughout June 2009. 10 hedgerows were randomly selected on each farm. All hedgerows on each farm were surveyed using an edited version of the Defra Hedgerow Survey Form and handbook (DEFRA, 2007). Each hedgerow was measured to determine its cross-sectional area. The character of the hedgerow was scored by reference to a series of standard diagrams, noting the level of available ground level cover for small mammals (1=little or no vegetation cover at ground level, 2=gappy cover at ground level, 3=constant vegetation cover from hedgerows at ground level). Additional variables were recorded, including whether the hedge had been flailed (mechanically cut) recently, i.e. during the previous winter, the number of standard and veteran trees and the number of woody species within the hedgerow. The data sets for cross-sectional area, level of grou nd vegetation cover and the number of woody species were averaged to produce an overall mean value for each farm. The number of flailed hedgerows was summed to give an overall percentage of hedgerows flailed on each farm. Trapping Procedure Previous trapping studies have shown that, unlike in arable land, small mammals within pastoral land stay almost entirely within the hedgerows and therefore hedgerows can be treated as linear habitats (Gelling et al. 2007). Trapping was carried out in two major trapping sessions, mid-April to June and mid-July to August, 2009. Within each of the 20 farm sites I selected a representative hedgerow and a hedgerow flanked by an unimproved 2m+ grassy margin, designated a conservation buffer strip, making a total of 40 trapping sites. Where possible the hedgerow sites were selected randomly, however, each ES site was required to have been managed according to the prescriptions of Stewardship farming, i.e. the hedgerows were cut not more than once every two years and the farmers adhered to the prescribed 2m margin of non-interference (2m from the centre of the hedge) (DEFRA 2005a, DEFRA 2005b). Every hedgerow selected was flanked by improved or semi-improved grassland for the grazing of dai ry cattle and/or the production of silage. At each site, a 104m section of isolated hedgerow (not directly connected to woodland) was selected.13 Longworth traps were placed at ground level within the hedgerow, at 8m intervals. Traps were provisioned with hay, apple, oat grains and dried mealworm. The traps were set at dusk and checked at dawn and dusk for three days. All targeted animals that were captured were fur-clipped to help identify re-captures. Species, sex and weight were recorded for each animal before release at the point of capture. Analysis Hedgerow characteristics were recorded and analysed using a paired measures multivariate analysis of variance (MANOVA) (SPSS 17.0.2). I had multiple dependent variables that I wished to analyse, however, using multiple one-way ANOVAs to try to do this would have raised the probability of a Type I error (Gibson et al. 2007). Therefore the data was investigated using a MANOVA which controls the experiment-wide error rate. Multiple dependent variables that were related (e.g. Cross sectional area of hedge and amount of ground cover, etc.) were analysed in one test, with the hedgerow management (ES managed or non-ES managed) being treated as the two levels of the treatment factor (Gibson et al. 2007). There was a total of 4 dependent variables; the mean cross-sectional area, the percentage of flailed hedgerows, the average number of woody species and the mean level of ground cover. For each trapping session the relative density was estimated as the minimum number alive (MNA), or the total number of individuals caught over the three days. Species richness was calculated as the number of different species caught. Using General Linear Modelling (GLM; Minitab 15), I examined the relationships between small mammal densities and a number of predictor variables. The dependent variables I investigated were the overall total small mammal density (MNA) and the total biomass of all small mammals caught within 104m. I also investigated the density of each individual species, constructing similar models for the number of captures and biomass for each individual species. I focused on wood mice Apodemus sylvaticus and bank voles Clethrionomys glareolus. There were also some captures of field voles Microtus agrestis and common shrew Sorex araneus, these data were not investigated individually but were included in the total density of small mammals and the total biomass. The pr edictor variables considered were the presence/absence of ES management, the presence/absence of a conservation buffer strip and the number of standard and veteran trees within the hedgerow. The relationships were analysed using a backward stepwise GLM, with all main predictors and their first order interactions initially included within the model. The insignificant interactions were then removed. Each trapping session was carried out over 3 days on 4 sites on neighbouring farms, the variation between trapping locations and times was taken into account by including the variable ‘block’ within the initial model, however, it was found to have no significance and was therefore removed from the final model. There are well documented seasonal variations in small mammal abundance (Alibhai and Gipps 1985; Flowerdew 1985; Butet et al. 2006), therefore, as there were two major trapping seasons (mid-April to May and Mid-June to July) I included the variable ‘season’ in all models. The number of captures of field voles and common shrew were too low to allow thorough analysis; however, the number of captures for each species was investigated using a Kruskal-Wallis test (Minitab 15) to determine the relationship between the presence of a buffer strip and their individual abundance. Results The total number of catches was 276 individual small mammals of four different species, during 240 trap sessions (dusk till dawn and dawn till dusk). The most abundant species were wood mice, making up 45% of the captures, 11% of which were juveniles, with a total capture of 122 individuals (61 in the first season of trapping and 61 in the second season). 32% (89 individuals) of captures were bank voles, none of which were juveniles, with 26 captures in season 1 and 53 captures in season 2. 17% of captures (48 individuals) were common shrews and 6% (17 individuals) were field voles. Table 1. Summary of the number of captures for each species Total Wood mice Captured – Season 1 (juveniles) / Season 2 (juveniles) Bank vole – Season 1 / Season 2 Field vole – Season 1 / Season 2 Common shrew – Season 1 / Season 2 Total – Season 1 / Season 2 Total N trapped throughout study 122 – 61 (2) / 61 (11) 89 – 36 / 53 17 – 4 / 13 48 – 28 / 20 276 – 129 / 147 Percentage of total 44 33 6 17 100 Percentage of hedgerows present 93 46 23 45 Effect of ES Management and Buffer strips A total of 40 hedgerows were surveyed with 20 hedgerows under ES hedgerow management and 20 hedgerows under non-ES management. ES sites had been under ES hedgerow management for 2 years or more. The measured dimensions of the hedgerow were used to estimate the hedgerow cross sectional area. Analysis using a paired measures MANOVA found no significant difference in the size of ES managed hedgerows to the size of non-ES managed hedgerows (F(1,9)=0.847, P=0.381). ES management also had no significant effect on the percentage of flailed hedgerows within the farm (F(1,9)=0.019, P=0.889). The woody species diversity within hedgerows was not significantly different between ES managed hedgerows and non-ES managed hedgerows (F(1,9)=3.047, P=0.115). There was a significant positive association of the presence of ES hedgerow management with the level of woody vegetation cover at ground level (F(1,9)=10.613, P=0.010). Table 2. Comparisons of hedgerow characteristics on ES managed farms versus non-ES managed farms. Data were analysed using a paired MANOVA. Mean (SE) Hedgerow characteristic Description of measurement ES Non-ES F(1,9) P Area Average cross sectional area/m2 2.99 (0.12) 2.83 (0.14) 0.847 0.381 Flailed Percentage of hedgerows that had been recently flailed (flailed during previous Winter) 26.00 (2.21) 25.00 (6.54) 0.019 0.893 Species diversity Number of woody species 3.16 (0.24) 2.73 (0.27) 3.047 0.115 Small mammal cover Average Area of small Mammal cover (1=little or no vegetation cover at ground level, 2=gappy cover at ground level, 3=constant vegetation cover from hedgerows at ground level) 2.63 (0.87) 2.13 (0.11) 10.613 0.010 Small Mammal Assemblages Backward stepwise general linear modelling was used to analyse the data. The results showed that buffer strips have a significant effect on the total number caught within the hedgerow (F(1,35)= 16.29, P A GLM for total biomass showed similar results with Season (F(1,34)=0.83, P=0.369) and the number of standard trees (F(1,34)=1.12, P=0.298) both having no significant effect on the total biomass. ES management had a positive association with total biomass (F(1,34)=4.92, P=0.033), as did the presence of a buffer strip (F(1,34)=27.62, P Wood mice were the most common species trapped, contributing 45% of the captures. The factors affecting wood mice captures were analysed using a backward stepwise GLM. Season had no significant effect (F(1,34)=2.36, P=0.134). Unlike the model involving ‘total captures’, ES management (F(1,34)=0.07, P=0.798) and Buffer Strip (F(1,34) A backward stepwise GLM was constructed for both ‘bank vole captures’ and ‘the total bank vole mass’, both models produced similar results. Season had no effect on bank vole captures (F(1,35)=2.06, P=0.160) and total bank vole mass (F(1,35)=1.66, P=0.206). The presence of ES management on the hedgerow had a significant positive effect on the number of bank vole captures (F(1,35)=7.15, P=0.011) and on the total bank vole mass (F(1,35)=5.91, P=0.020). The presence of a buffer also had a significant effect, increasing the number of bank vole captures (F(1,35)=34.90, P Table 3. Summary statistics from general linear models Model Variables F P Adj. R2 Total Captures Season F(1,35)=1.09 0.305 53.79% ES Managed F(1,35)=5.23 0.028a Buffer Strip F(1,35)=16.29 Standard Trees F(1,35)=0.91 0.346 Total Biomassc Season F(1,34)=0.83 0.369 65.32% ES Managed F(1,34)=4.92 0.033a Buffer Strip F(1,34)=27.62 Standard Trees F(1,34)=1.12 0.298 Season*Buffer Strip F(1,34)=3.18 0.083b Wood Mice Captures Season F(1,34)=2.36 0.134 79.72% ES Managed F(1,34)=0.07 0.798 Buffer Strip F(1,34) Standard Trees F(1,34)=79.65 Season*Standard Trees F(1,34)=4.81 0.035a Total Wood Mice Massd Season F(1,35)=1.36 0.252 69.06% ES Managed F(1,35)=0.26 0.616 Buffer Strip F(1,35)=0.05 0.831 Standard Trees F(1,35)=49.03 0.003a Bank Vole Captures Season F(1,35)=2.06 0.160 54.76% ES Managed F(1,35)=7.15 0.011a Buffer Strip F(1,35)=34.90 Standard Trees F(1,35)=4.41 0.043a Total Bank Vole Masse Season F(1,35)=1.66 0.206 50.74% ES Managed F(1,35)=5.91 0.020a Buffer Strip F(1,35)=28.11 Standard Trees F(1,35)=2.32 0.137 a – Significant to the 95% confidence level b – Significant to the 90% confidence level c Total Biomass was square root transformed before analysis. d Wood Mice Mass was square root transformed before analysis. e Bank Vole Mass was square root transformed before analysis. A total of 17 field voles were captured, with all 17 trapped in hedgerows flanked by a conservation buffer strip. A total of 48 Common shrews were trapped, 81% of which were caught in hedgerows not flanked by a buffer strip Table 4. Non-target species captures. Effect of buffer strip, analysed using Kruskal-Wallis test. Total Captures Species Buffer Strip Present No Buffer Strip H P (adjusted for ties) Field vole 17 0 8.30 0.004 Common shrew 9 38 12.73 Discussion Hedgerow characteristics are known to affect small mammal numbers. Hedgerows with many gaps and a lack of ground cover support significantly lower small mammal populations (Gelling et al. 2007). Small mammals will select against hedgerows with a lack of vegetative cover due to the increased risk of predation (Orrock et al. 2004). Our results suggest that ES farms produce denser hedgerows with more cover at the ground level than non-ES farms. This is reflected in the small mammal survey which shows a somewhat strong association between small mammal numbers and ES hedgerows. However, having surveyed the farms and the farmers, I acknowledge that a wide number of variables affect the characteristics of the hedgerow. I suggest that the state of the hedgerows for small mammals is more significantly affected by the mindset of the farmer. Those farmers who have moved onto the Entry level ES scheme are generally those who most actively manage their farm. One supporting piece of data for this theory, is the number of flailed hedgerows on ES farms compared to non-ES farms. The hedgerow survey found that there were no differences in the number of recently flailed hedgerows within ES farms compared to non-ES farms, therefore, even though the cutting of hedgerows on ES farms is restricted, it still occurs as often on the ES farms within this survey than on the non-ES farms. The suggestion is that those farmers who are on the ES scheme are more actively involved in managing their farm, including their hedgerows, therefore hedgerows on ES farms commonly provide denser vegetation, less gaps and more cover at ground level. The typical ES farmer is more actively managing the hedge as a boundary or barrier to cattle than the typical non-ES farmer. The author suggests this conclusion having discussed hedgerow management with the farmers as part of the hedgerow survey and having a background in agriculture, however, it is also recognised that this topic goes beyond the scope and ava ilable data of this investigation. Hedgerows can be thought of as corridors linking woodland habitat, allowing small mammal migration (Soule and Terbough 1999), however, within the British pastoral landscape, hedgerows are often acting as the sole habitat for small mammals (Fitzgibbon 1997). My investigation found that the ratio of juvenile to adult wood mice increased during the season, with greater numbers present later in the summer, this is consistent with the observations of others (Alibhai and Gipps 1991, Flowerdew 1991). The breeding season for most small mammals begins in spring and ends in late summer, therefore it is natural that more juveniles are present in hedgerows as the summer progresses and they travel outward to establish their own home ranges. The presence of fully grown, breeding adults in both seasons of trapping indicates that animals are resident within the hedgerows, providing support for the argument that linear habitats can provide suitable habitat to support viable populations of small mamma ls. My results show that the total small mammal abundance and therefore the availability of prey biomass for predators is increased in hedgerows under ES management. The results of the hedgerow survey suggest that there is greater ground level vegetation cover in ES hedgerows. An increase in the amount of physical habitat creates greater foraging opportunities and can increase small mammal abundance (Gelling et al. 2007). Small mammals prefer hedgerows with greater ground level cover as they provide better refuge from predators (Orrock et al. 2004). Whereas the benefits of ES management for small mammal abundance remain unclear, this investigation highlights the importance of buffer strips. The value of unimproved grassy margins, in arable landscapes, for small mammal numbers has already been shown (Shore et al. 2005). This study suggests that the presence of a buffer strip along a hedgerow can provide a much improved habitat to support larger small mammal numbers in hedgerows within pastoral landscapes. Grassy margins are a refuge for small mammals beyond the hedgerow; they allow increased safety for foraging and greater shelter (Orrock et al. 2004). To understand the variation in the numbers trapped of each species, we need to establish an understanding of the differing ecological requirements for each species. The two most abundant species were the wood mouse and the bank vole. The results show that wood mice are found in greater numbers in hedgerows containing standard/veteran trees. This conclusion is supported by previous studies which have shown that trees within hedgerows are beneficial for wood mice (Montgomerie and Dowie, 1993). Mice often take shelter in burrows formed beneath trees/within tree roots which may suggest why this species was found more commonly within hedgerows containing standard/veteran trees (Montgomerie and Dowie, 1993). Wood mice are a generalist species occupying a wide variety of habitat (Flowerdew 1993). They general occupy a relatively large home range and travel extensively, consuming a wide range of food sources depending upon season and availability (Flowerdew 1993). This is reflected in the re sults, with wood mice having been trapped in 93% of all the hedgerows. The results also show that wood mice abundance is not affected by ES management for hedgerows, nor is it significantly improved by the presence of a buffer strip. Wood mice have been shown to avoid hedgerows with major gaps, and wood mouse captures have been shown to increase with proximity to woodland (Gelling et al. 2007). Wood mice have relatively large home ranges and the suggestion is that individuals rarely stay long within any one hedgerow; rather they travel through, utilising hedgerows for foraging and shelter between woodland (Montgomery and Dowie 1993; Gelling et al 2007; Todd et al 2000; Tew et al. 2000). Therefore, ES management and the presence of buffer strips have little effect on the number of wood mouse captures; more important is the proximity to woodland or the presence of trees within a hedgerow which provide the preferred shelter for the wood mouse (Todd et al. 2000; Tew et al. 2000). Bank voles are a more specialist species, and generally occupy much smaller home ranges than do wood mice. They are burrowers, using ground vegetation to create runs and pathways in deciduous habitats (Morris 1982; Alibhai and Gipps 1985). Bank voles are a major prey resource for a number of raptors and bank vole abundance has been shown to significantly affect raptor populations (Korpimaki and Norrdahl, 1991). Other studies have found that bank vole numbers are positively associated with the size of hedgerows (Pollard Relton, 1970; Tew, 1994; Bellamy et al., 2000). Grassy margins of 2m plus have been shown to significantly increase bank vole numbers in arable fields (Shore et al. 2005), my results show that this conclusion extends to pastoral landscapes with bank vole numbers being significantly increased by the presence of an unimproved grassy margin or conservation buffer strip. The results also suggest that ES management improves hedgerows for bank voles, with bank vole abundanc e found to be significantly higher on ES hedgerow sites. Bank voles are found in much greater abundance in areas which provide thick ground vegetation and suffer little disturbance (Tew 1994), my results suggest that this is partially provided by ES management, however, the creation of grassy margins along hedgerows could significantly improve bank vole abundance in pastoral landscapes. The creation of margins could also be significant in the conservation of field voles. Field vole numbers in the UK are in decline believed to be due to the loss of rough grass habitat in intensively managed arable regions (Harris et al., 1995; Love et al., 2000). Field voles are specialists and depend upon rough, ungrazed grassland within woodland and hedgerows. Field voles are generally only found within areas of long grass (Alibhai and Gipps, 1991b). Very few captures of field voles were recorded within this experiment, however all field voles captures occurred within hedgerows flanked by conservation buffer strips. The presence of a buffer strip may provide the field voles’

From Lullus to Cognitive Semantics: The Evolution of a Theory of Semantic Fields :: Philosophy Philosophical Essays

From Lullus to Cognitive Semantics: The Evolution of a Theory of Semantic Fields ABSTRACT: The domain of cognitive semantics-insofar as it deals with semantic neighborhood and semantic fields-is discussed from a historical perspective. I choose four distinct stages in the evolution in philosophy of language: Raymundus Lullus and his Ars Magna (14th century); Giodano Bruno and his artificial memory system (16th century); Charles Sanders Peirce and his diagrammatic logic (19th century); and, Kurt Lewin and his topological psychology (20th century). Their proposals furnish steps toward a kind of space-oriented model of semantic neighborhood and semantic fields. Linguistic developments since 1920 (field linguistics) and more recently in cognitive semantics are compared to the evolution in the frame of philosophy as put forth above. The result is that we criticize cognitive semantics insofar as the field does not reflect the philosophical work done since Raymundus Lullus, which is highly relevant for contemporary cognitive science. Introduction Although field-semantics was only created at the beginning of the 20th century, some of its major features have precursors dating back to antiquity. Two disciplines have contributed to it: logic on the one hand and models of the world / cosmology on the other hand. My specific concern will be the rise of a space-orientated concept of a semantic field because, as the word "field" indicates, the ideas of dimensionality (one two- or multi-dimensionality) lies at the heart of the image-schema "field" in its theoretical use. 1 The circular fields of Llull The first systematic spatial organization of lexical items (their concepts) was put forward by Raymundus Lullus (Ramà ³n Llull: 1232-1314). All conceptual systems of his Ars Magna are arranged in a linear order with (normally) nine segments. Since the extremes of this 'belt' are joined, we have a circular field. Every concept has two neighbours, and by adding specific figures (triangles, squares, etc.) one can join three, four, etc. concepts to create a sub-network. The concepts of an area of knowledge may be organized into a set of such nine-tuple 'fields'. On top of all the more specific conceptual fields (arrays of nine concepts), stands a universal field, which contains those qualities of God that are at the origin of all further entities and their concepts. The semantic system has an ontological and metaphysical foundation in the tradition of Aristotelian and medieval logic. The idea that concepts/words form linear arrays, that the extremes may be glued together, and that a hierarchy of such arrays exists, is a first realization of 'field-semantics'.

Stakeholder :: essays research papers

The purpose of this paper is to identify key stakeholder groups in the Air Force. In addition to identifying these stakeholders groups, this paper will include whom in the Air Force marketing and communications programs might affect. The next paragraph will expound of who the key stakeholder groups are.   Ã‚  Ã‚  Ã‚  Ã‚  Key stakeholders for the United States Air Force (USAF) are people in the community, in every town, and every state that make up this country. In addition, other key stakeholders are personnel in congress and even the President of the United States. The United States Air Force’s marketing and communication programs have changed remarkably over the years. Since the birth of the USAF over 55 years ago, the marketing strategy has changed from the draft to the â€Å"Cross into the blue† (Air Force, 2002). In 2002, communication to the public about the United States Air Force was received as the best place to be (Air Force, 2002). â€Å"When you Cross Into the Blue, you realize that everyone counts – that each and every member of the Air Force is in the position to make an impact. The Air Force will work to help you discover where you fit in and how you'll leave your mark. Whether you're in high school ready to join the enlisted ranks and continue your education or in college looking for a career as an officer – we have a variety of exciting and rewarding career paths. But it's up to you to take advantage of them† (Air Force, 2002). The Air Force’s communication program via web site where I retrieved this information continues on and gives listings of career fields that will be right for the stakeholder or consumer feeling excited about being a part of a team and ready to sign-up to cross into the blue. Given the â€Å"new† Air Force communication to the public, the USAF is now marketing education benefits to make people believe by choosing an Air Force career that he or she will have a successful life (Air Force, 2002). For example, the Air Force is relaying that they are dedicated to educational development and will make it easy for a person to build on education throughout his or her career. The Air Force is offering a number of unique academic opportunities and experiences in the Air Force. The public can choose from a variety of colleges, universities, and tech training programs to complete his or her education. Stakeholder :: essays research papers The purpose of this paper is to identify key stakeholder groups in the Air Force. In addition to identifying these stakeholders groups, this paper will include whom in the Air Force marketing and communications programs might affect. The next paragraph will expound of who the key stakeholder groups are.   Ã‚  Ã‚  Ã‚  Ã‚  Key stakeholders for the United States Air Force (USAF) are people in the community, in every town, and every state that make up this country. In addition, other key stakeholders are personnel in congress and even the President of the United States. The United States Air Force’s marketing and communication programs have changed remarkably over the years. Since the birth of the USAF over 55 years ago, the marketing strategy has changed from the draft to the â€Å"Cross into the blue† (Air Force, 2002). In 2002, communication to the public about the United States Air Force was received as the best place to be (Air Force, 2002). â€Å"When you Cross Into the Blue, you realize that everyone counts – that each and every member of the Air Force is in the position to make an impact. The Air Force will work to help you discover where you fit in and how you'll leave your mark. Whether you're in high school ready to join the enlisted ranks and continue your education or in college looking for a career as an officer – we have a variety of exciting and rewarding career paths. But it's up to you to take advantage of them† (Air Force, 2002). The Air Force’s communication program via web site where I retrieved this information continues on and gives listings of career fields that will be right for the stakeholder or consumer feeling excited about being a part of a team and ready to sign-up to cross into the blue. Given the â€Å"new† Air Force communication to the public, the USAF is now marketing education benefits to make people believe by choosing an Air Force career that he or she will have a successful life (Air Force, 2002). For example, the Air Force is relaying that they are dedicated to educational development and will make it easy for a person to build on education throughout his or her career. The Air Force is offering a number of unique academic opportunities and experiences in the Air Force. The public can choose from a variety of colleges, universities, and tech training programs to complete his or her education.

Free Handmaids Tale Essays: Life and Times of Margaret Atwood :: Handmaids Tale Essays

The Life and Times of Margaret Atwood Three Sources Cited Atwood was born in Ottawa, Ontario, on November 18, 1939. She lived in a cabin in the Canadian wilderness for most of her childhood (her father was a forest entomologist), and that is where she gained her love for books and reading - probably from boredom. She also took up writing during this time, at the age of six (Margaret Atwood). Sshe came to want ot be a writer her senior year in high school when she says, "all of a sudden a big thumb came out of the sky and touched my head and a poem was formed." Who would have thought that the young girl who lived in the woods would grow to become a prominent female writer and poet? Atwood went on to attend Victoria College at the University of Toronto. She received a bachelor's degree there in 1961 and went on to receive her Master's from Radcliffe College in Cambridge, Mass. In addition, she attended Harvard University in 1962 - 63 and 1965 - 67 (Information Page). When she made the decision to be a writer she said s he wanted to "lead a double life. (Margaret Atwood). This double life would include going "places I haven't been; to examine life on earth; to come to know people in ways, and at depths, that are otherwise impossible; to be surprised...to give back something of what [I have] received," said Atwood (Margaret Atwood). She certainly achieved this goal of a double life. Atwood managed to live many places around the world in order to "examine life on earth." Here is a time line of the places she lived during certain years of her life. 1939 - 1945: Ottawa 1945: Sault Ste. Marie 1946 - 1961: Toronto 1961 - 1963: Boston 1963 - 1964: Toronto 1964 - 1965: Vancouver 1965 - 1967: Boston 1967 - 1968: Montreal 1968 - 1970: Edmonton 1970 - 1971: England (London), France, Italy 1971 - 1972: Toronto 1973 - 1980: Alliston, Ontario 1980 - 1983: Toronto 1983 - 1984: England, Germany 1985: Alabama 1986 - 1991: Toronto 1992: France 1992 - Present: Toronto As is evident, she liked to move around a lot and to see different people and different things (Information Page). Although Atwood would have preferred to stay home and write all day she did have a number of jobs over the years.

Childhood Development and Sexual Behavior

Childhood Development and Sexual Behavior Frank Sehi PSY/265 January 24th, 2013 Nicole Pansey Childhood Development and Sexual Behavior Sexual behavior begins to develop as early as the â€Å"Infancy (0 to 2 Years) stage† (Rathus, Nevid, & Fichner-Rathus, â€Å"CHAPTER 13 ? Sexuality in Childhood and Adolescence,† 2011). Male fetuses have erections while in the mother’s womb, and both male and female fetus suck on their fingers, which gives pleasure in the mouth (Rathus, Nevid, & Fichner-Rathus, â€Å"CHAPTER 13 ? Sexuality in Childhood and Adolescence,† 2011).Between 6 months to 12 months a child may begin to masturbate, such as male boys may run up against something or play with their gentiles (Rathus, Nevid, & Fichner-Rathus, â€Å"CHAPTER 13 ? Sexuality in Childhood and Adolescence,† 2011). From 3 to 8 years old children begin to show curiosity some when it comes to sexual development behavior, just because the begin to notice the difference in boy and girl gentiles (Rathus, Nevid, & Fichner-Rathus, â€Å"CHAPTER 13 ? Sexuality in Childhood and Adolescence,† 2011).This stage they may play house, doctor, or even with doll to play out their sexual behavior, and in most cases it is innocent behavior (Rathus, Nevid, & Fichner-Rathus, â€Å"CHAPTER 13 ? Sexuality in Childhood and Adolescence,† 2011). Children may play out same sex sexuality, but has no effect on sexual preference at this age (Rathus, Nevid, & Fichner-Rathus, â€Å"CHAPTER 13 ? Sexuality in Childhood and Adolescence,† 2011). During the Preadolescent stage is when a child really discovers masturbation; they discover how to pleasure themselves and the feel of the sensation.Also at this stage Preadolescents may experience same sex behavior as way of exploring their sexuality, but in most cases a short phases (Rathus, Nevid, & Fichner-Rathus, â€Å"CHAPTER 13 ? Sexuality in Childhood and Adolescence,† 2011). The adolescent stage happens r ight after puberty, this stage is masturbation is the big part sexual pleasure. Adolescents for most part will masturbate, and still can keep their virginity and avoid pregnancy (Rathus, Nevid, & Fichner-Rathus, â€Å"CHAPTER 13 ?Sexuality in Childhood and Adolescence,† 2011). During adolescents a few have experienced same sex sexual experiences among g their peers, and in most cases it’s just during the transition period from adolescent to adult sexual behavior (Rathus, Nevid, & Fichner-Rathus, â€Å"CHAPTER 13 ? Sexuality in Childhood and Adolescence,† 2011). Adolescences who are gay or lesbian tend to struggle more during this stage, than those who are heterosexual, because of judgment of peers (Rathus, Nevid, & Fichner-Rathus, â€Å"CHAPTER 13 ?Sexuality in Childhood and Adolescence,† 2011) In conclusion Sexual development begins from the fetus to adolescent stage, and most of the child’s sexual behavior is more of discovering one’s self . The adolescent stage is where one discovers more on what they like sexual wise, and usually orientation as well. References: Rathus, S. A. , Nevid, J. S. , & Fichner-Rathus, l. (2011). Human Sexuality in a World of Diversity (8th ed. ). Retrieved from The University of Phoenix.