Animal Communication Methods: Bonding and Imprinting

Animal Communication Methods: Bonding and Imprinting Sarah O’Malley Bonding Imprinting Introduction Imprinting and bonding are important biological processes that aid in the survival of offspring; offspring require parental bonding to survive. These processes allow the offspring to learn skills and behaviours needed for survival, as well as the knowledge of their own species in order to successfully breed in the future. The importance of bonding and breeding differs in different species. Bonding can be important in obtaining food, communicating, survival, and mating. The following includes the mechanisms of imprinting and bonding with differences and similarities between the two. Information regarding Konrad Lorenz and his work is included. A mention of communication and its role in reducing conflict has also been included. Imprinting Imprinting is a classical biological process in birds such as geese and ducks. New-born chicks become attached to the first visible moving object they see. Imprinting is mostly non-species-specific but imprinting between same species does occur; filial imprinting (between offspring and its parent) is more common is precocial animals than in altricial animals as precocial animals are mobile and alert when they are born and therefore have the ability to imprint early. Certain behaviours are affected by imprinting more than other behaviours. There is a significant sensitive period where imprinting takes effect (1). For ducks, this is between 4-48 hours after they have hatched. A duckling will pretty much follow whatever is moving once it has hatched and will eventually learn what it is following and imprint on it. An Austrian named Konrad Zacharias Lorenz was a zoologist, ethologist, and ornithologist (bird behaviour), who studied instinctive behaviour in animals, particularly greylag g eese and the principle of imprinting. These studies led to Lorenz, Niko Tinbergen, and Karl von Frisch winning a Nobel Prize for Medicine. He is regarded as one of the principal founders of ethology. The innate release mechanism, a main concept regarding imprinting, where organisms are genetically predisposed to be responsive to certain stimuli become fixed and imprint on the parents (2). Senses are important for imprinting; as ducks are precocial they imprint on whoever they see within a certain timeframe (4-48hrs) using their sight. As puppies and kittens do not open their eyes for a little over a week after birth, they take a little longer to imprint. Mammals, who are altricial use their smell, sight, and sound to imprint on their mothers, though primates are born with brains that still need to fully develop and so imprinting takes longer. Imprinting is a survival instinct as it ensures the safety and protection for the vulnerable new-born; it prevents the young from predation, a s its mother is there to protect it. It allows the offspring to learn skills for survival and behavioural characteristics from its mother. Imprinting is different to bonding as there is a specific period where imprinting occurs. Lorenz’s theory involved an experiment whereby chicks where hatched in an incubator and then handled by humans. They were placed back with their mother who accepted the goslings but the goslings did not accept her. They followed the human they first saw. Lorenz’s theory argued that imprinting is irreversible and takes place at a certain stage (as mentioned above). It included his theory of imprinting being innate but recognizing the moving object was learnt. Filial imprinting lasts until the offspring becomes adults. Socialization is important and imprinting experiences will have a long-term effect on social behaviour; isolating a puppy will result in the pup displaying abnormal social behaviour such as anxiety. Imprinting has a significant eff ect on sexual preferences, which should be a factor to consider in captivity or rehabilitation centres. Sexual imprinting is where characteristics learnt form siblings will influence their mating preferences in adulthood. This process depends on the species; there could be a period in between filial imprinting and sexual imprinting for some species, whereas for other species it can occur simultaneously (geese). E.g., if a duckling was to imprint on a chicken and considered the hen’s chicks its siblings, it is likely to sexually imprint on chickens in adulthood as it is attracted to the characteristics of the species it imprinted on and believes it to be the same species. The appearance of the object or animal the offspring imprints on will teach them to recognise what future mates should look like (providing they imprint on the correct animal) (3). Imprinting allows the parent to raise her young much easier, as the offspring imprints on her early and will trust her and follo w her wherever she goes, which is vital when it comes to predation. Bonding Bonding is a biological process where animals of same species (pair bonding) and sometimes, different species connect on a social level. This can occur at different stages in their lives. Reasons for bonding include pair bonding, which results in mating and reproduction in mated pairs, and social bonding that is vital in species that form packs or hierarchies etc. Wolves form social bonds within the same pack, which enables them to hunt and live in a social group. For wolves, bonding is crucial as they do everything together, from hunting to defending territory and raising young. Parent-offspring bonding is beneficial for both parents and offspring as the offspring have a greater chance of survival with the protection from its parent(s), and the parent(s), can ensure their genes will be passed on and their offspring makes it to adulthood. Their need to nurse their young originates from the release of a hormone called oxytocin, which influences motherly behaviour, breeding animals wit h this hormone absent results in mothers leaving their offspring earlier than mothers with that hormone. Sibling recognition prevents inbreeding from occurring as well as for cooperating. With mating pairs, bonding behaviours include vocalizations; calls and sounds, movements; dancing, body contact (tactile), and postures, as well as offering gifts. Senses are just as vital in bonding as they are in imprinting. Visual, tactile, vocal, and auditory are important factors in mating pairs and are often expressed in rituals. Every meeting between mating pairs, the rituals are repeated to reinforce the bond. Pairs may bond for certain parts of a breeding season; short term or long term, and other species may mate for life (monogamy) (4), such as swans and geese. Bonding in mating pairs, allows for recognition of the individual’s mate within a crowd (nest site e.g.). It allows the animal to imprint the image of its mate in its head. Bonding requires effort, which confirms their comm itment. It provides a better chance of survival for their offspring as both parents are present for protection and for providing food. The pair does not need to go through the long process of selecting a mate during breeding season. Parent-offspring bonding is not only evident in birds but in other species such as elephants; within their group of family that contains elephants of a range of ages, greet and maintain bonding by tactile – touching and often curling their trunks around the other’s, vocalization communication, and scent. Dominance is expressed through play at an early age, whereby young elephants, both male and female but progresses in males as they get older, charge at each other and wrestle with their trunks. 30 minutes after an elephant is born, it is able to stand up and follow its mother. Females will form close bonds with their mother and will stay by their side for life, which allows the mother to teach her offspring skills needed for survival. Males tend to leave at around 12-15 years where they may temporarily join other groups for mating and feeding. Bonding in elephants, where they stay together for life (females), increases their chances of survival as they form large herds, which makes it more difficult for predation to occur. An example of interspecies relationships is the bond between a lion, tiger, and bear (diagram 2 ^), who were abused in the hands of a drug dealer, bonded for comfort and now consider themselves brothers. They are the only known lion, tiger, and bear to live together in the world; in the wild, they would never meet. Their early experiences as young cubs and the fact that they have never been separated since, strengthened their bonds (5). Differences Similarities Bonding and imprinting are both processes where animals socially connect and both aid in the survival of the animals. Bonding occurs for different reasons and at different stages in animals’ lives, whereas imprinting occurs early within a specific period where the offspring is sensitive to stimuli. Bonding occurs for many reasons including pair bonding, where for mated pairs, occurs later in life (when sexually mature), whereas imprinting is solely for survival in which the young requires from its parent. Bonding involves the bonding of two animals equally whereas imprinting is a one-way thing in which young imprint on the first thing it sees and perceives it to be its mother. Imprinting involves recognition and learned behaviour; as described previously in Lorenz’s theory; the offspring imprint on the first object they see and begin to learn and recognise that object. There is an in between, as the bonding process actually starts with imprinting in specific ways; impri nting takes place early for the purpose of survival but then bonding occurs to strengthen the connection. Parent-offspring bonding involves the bonding between the parent and its offspring and can sometimes involve the offspring imprinting on the parent. The parent releases oxytocin in response, which strengthens the bond (6). Difference between filial imprinting and sexual imprinting: Sexual imprinting involves the young imprinting on the characteristics of opposite-sex kin, whereas filial imprinting is where offspring imprint on its parent as an individual (7). How Communication Reduces Conflict Communication is crucial in reducing conflict, especially between territorial animals; vocalizations scent, and visual senses play an important role in alerting other animals when they have entered another’s territory, which will prevent fighting e.g. an animal will urinate on the edge of its territory to communicate to other animals that is their territory and should not be crossed. Establishing a hierarchy reduces the risk of intraspecies conflict; all the animals within the group are aware of their ranking and role they must play. This enables them to function as a working group, which will aid in their survival. Ritualized combat, a form of agonistic behaviour, is another method used to reduce conflict such as threatening displays to intimidate other animals, and usually prevents fighting from occurring. It is also beneficial in aiding survival as preventing conflict decreases the chance of being killed, losing food or territory, or losing a mate. Submission prevents fighting from occurring, as the submissive animal is likely to give in to the dominant one, which prevents conflict. Conclusion Bonding and imprinting occurs in many species and both ensure the survival of an animal. Lorenz’s work provided further information regarding the importance of imprinting, noting a specific period for it to take place and the possibilities of it going wrong (sexual imprinting on a different species). There are clear differences between bonding and imprinting, with purpose being one of the main ones. However, they are similar in terms of forming a social connection, both interspecies and intraspecies. The senses are a vital part of these connections as they help animals distinguish characteristics and recognise stimuli that influence imprinting/bonding. Bibliography (1) Sensitive Period Lorenz, K (1963). On Aggression. Austria: Methuen Publishing. Pg.258. (PDF version) (2) Konrad Lorenz Hayes, Brian J., [no date]. Konrad Lorenz biography. Ethology – Imprinting. http://www.age-of-the-sage.org/scientist/konrad_lorenz.html (3) Sexual Imprinting Irwin, D and Price, T. Sexual imprinting, learning and speciation. Heredity (1999) 82, 347–354; doi:10.1038/sj.hdy.6885270 (4) Pair-Bonding Barash, D.; Lipton, J. (2001). The Myth of Monogamy: Fidelity and Infidelity in Animals and People. New York: Henry Holt and Company (5) Interspecies Bonding Broder Van Dyke, M. May 26th, 2014. BuzzFeed Animals. Lions, Tigers, and Bears. http://www.buzzfeed.com/mbvd/lion-tiger-and-bear-who-love-each-other#.ovl6jp5wL (6) Differences Similarities Thatcher, M. 24 November 2014. Understanding Animal Communication Systems. http://saltiecroc.blogspot.co.uk/2014/11/understanding-animal-communication.html (7) Differences SparkNotes ©, 2015. Animal Behaviour: Learning. Imprinting. http://www.sparknotes.com/biology/animalbehavior/learning/section3.rhtml Diagrams: Diagram 1 – Konrad Lorenz Leen, N. July 7th 2008. Encyclopaedia Britannica. Three Pioneer Observers of Animal Behaviour. http://advocacy.britannica.com/blog/advocacy/2008/07/three-pioneer-observers-of-animal-behaviour/ Diagram 2 – Bonding Shaikh, T. July 6th 2014. Animal Bonding. http://jugglu.com/adorable-animal-bonding-story-ever.php Diagram 3 – Agonistic Behaviour: Spider Hill, D E. 4 December 2009. Wikipedia. Zygoballus sexpunctatus male agonistic behaviour http://en.wikipedia.org/wiki/File:Zygoballus_sexpunctatus_male_agonistic_behavior.png Diagram 4 – Pair-Bonding Ander, B L. December 12th 1014. Puffin Love. http://fineartamerica.com/featured/puffin-love-brent-ander.html

Causes of Ignorance

Illiteracy is directly related to two main causes; Schools and Parents/Environment. Schools maintain letter grades that represent the performance and outcome of the students. Grades throughout the semester, cumulative grades and final outcomes. When taking a step back and looking at society and seeing how much ignorance and illiteracy there is it really makes you begin to think about whether or not that is not only the type of environment you wish to be in but whether or not you wish to raise your children there. Typically the schools represent the environment. School funding is also a very large problem that is a leading cause of illiteracy. Many schools simply do not have enough funds to buy the proper, updated and on grade level books. This causes the children to have below average and grade level reading levels, comprehension skills and general knowledge. On a day to day basis parents are blamed for the illiteracy of their children; whether it be because they are not encouraging their children to learn and read, or attend school in general to even try. In many cases the parents are not supportive of their children because they do not want to see them succeed and surpass their families expectations for them. Perhaps this is because they may feel intimidated or as if the child is overstepping some kind of authoritative boundary. Typically the overall education level of a parent is what determines their behavior towards their children and the kind of future that they want them to achieve. If the child's parent did not go very far in their college career, if any college at all then they usually do not press the importance of graduating with a strong degree to be successful. Some believe that schools may also be to blame because the expectations are set too high. In reality many schools just expect too little. Many children need challenges in order to further themselves. By marking a level and saying â€Å"This is what we feel you need to know by this age. † it puts realistic expectations. They do this because the testing that is provided at the end of a high school career that is required to be taken, cannot be altered for any child. They need to be prepared for these tests and in order to do well on them classroom standards must be met. Teachers are as supportive as the student allows them to be. Proper measures and steps need to be taken in order for students to live up to those expectations. Depending on the location of the school, funding is a tremendous problem. You cannot run a school off of nothing. Without proper methods of payment for the teachers, there would be none. Without money to buy the textbooks and teaching supplies, there would be no classes and curriculum for the students to follow. The end result of ill-funded schools is poor educations or none at all. Without proper updated textbooks children would not be kept up on current events; nor would they have the ability to use their common knowledge of today's society. Comprehension skills, in the context of different teaching/learning theories beginning decades ago, up to theories still used and replaced today. Reading levels and the ability to practice reading skills in order to raise the levels for proper education consumption. Illiteracy is based on three sole factors that I have previously stated. Had many schools had better funds and systems to raise money the illiteracy rate would drop severely. The typical factors will not easily be cared for but with the proper dedication and skills, can steadily decrease illiteracy in children which in turn results in illiterate adults.

Karl Marxs Greatest Hits

Karl Marx, born May 5, 1818, is considered one of the founding thinkers of sociology, along with Émile Durkheim, Max Weber, W.E.B. Du Bois, and Harriet Martineau. Though he lived and died before sociology was a discipline in its own right, his writings as a political-economist provided a still deeply important foundation for theorizing the relationship between economy and political power. In this post, we honor Marxs birth by celebrating some of his most important contributions to sociology. Marxs Dialectic Historical Materialism Marx is typically remembered for giving sociology a conflict theory of how society operates. He formulated this theory by first turning an important philosophical tenet of the day on its head--the Hegelian Dialectic. Hegel, a leading German philosopher during Marxs early studies, theorized that social life and society grew out of thought. Looking at the world around him, with the growing influence of capitalist industry on all other facets of society, Marx saw things differently. He inverted Hegels dialectic, and theorized instead that it is the existing forms of economy and production--the material world--and our experiences within these that shape thought and consciousness. Of this, he wrote in  Capital, Volume 1, The ideal is nothing else than the material world reflected by the human mind, and translated into forms of thought. Core to all of his theory, this perspective became known as historical materialism. Base and Superstructure Marx gave sociology some important conceptual tools as he developed his historical materialist theory and method for studying society. In The German Ideology, written with Friedrich Engels,  Marx explained that society is divided into two realms: the base, and the superstructure. He defined the base as the material aspects of society: that which allow for production of goods. These include the means of production--factories and material resources--as well as the relations of production, or the relationships between people involved, and the distinct roles they play (like laborers, managers, and factory owners), as required by the system. Per his historical materialist account of history and how society functions, it is the base that determines the superstructure, whereby the superstructure is all other aspects of society, like our culture and ideology (world views, values, beliefs, knowledge, norms and expectations); social institutions like education, religion, and media; the polit ical system; and even the identities we subscribe to. Class Conflict and Conflict Theory When looking at society this way, Marx saw that the distribution of power to determine how society functioned was structured in a top-down manner, and was tightly controlled by the wealthy minority who owned and controlled the means of production. Marx and Engels laid out this theory of class conflict in  The Communist Manifesto, published in 1848. They argued that the bourgeoisie, the minority in power, created class conflict by exploiting the labor power of the proletariat, the workers who made the system of production run by selling their labor to the ruling class. By charging far more for the goods produced than they paid the proletariats for their labor, the owners of the means of production earned profit. This arrangement was the basis of the capitalist economy at the time that Marx and Engels wrote, and it remains the basis of it today. Because wealth and power are unevenly distributed between these two classes, Marx and Engels argued that society is in a perpetual state of conflict, wherein the ruling class work to maintain the upper-hand over the majority working class, in order to retain their wealth, power, and overall advantage. (To learn the details of Marxs theory of the labor relations of capitalism, see  Capital, Volume 1.) False Consciousness and  Class Consciousness In  The German Ideology  and  The Communist Manifesto, Marx and Engels explained that the rule of the bourgeoisie is achieved and maintained in the realm of the superstructure. That is, the basis of their rule is ideological. Through their control of politics, media, and educational institutions, those in power propagate a worldview that suggests that the system as it is is right and just, that is is designed for the good of all, and that it is even natural and inevitable. Marx referred to the inability of the working class to see and understand the nature of this oppressive class relationship as false consciousness, and theorized that eventually, they would develop a clear and critical understanding of it, which would be class consciousness. With class consciousness, they would have awareness of the realities of the classed society in which they lived, and of their own role in reproducing it. Marx reasoned that once class consciousness had been achieved, a worker-led revolutio n would overthrow the oppressive system. Summation These are the ideas that are central to Marxs theory of economy and society, and are what made him so important to the field of sociology. Of course, Marxs written work is quite voluminous, and any dedicated student of sociology should engage in a close reading of as many of his works as possible, especially as his theory remains relevant today. While the class hierarchy of society is more complex today than that which Marx theorized, and capitalism now operates on a global scale, Marxs observations about the dangers of commodified labor, and about the core relationship between base and superstructure continue to serve as important analytic tools for understanding how the unequal status quo is maintained, and how one can go about disrupting it. Interested readers can find all of Marxs writing digitally archived here.

The Benefits And Possibilities Of Coaching And Teacher...

The purpose of this paper is to inform you, the administration, about the innumerable benefits and possibilities of coaching and teacher mentoring, as well as to familiarize you with an overview of three specific coaching models. These will include cognitive coaching, literacy coaching, and differentiated coaching, each of which have their own unique set of strengths and weaknesses. The coaching process and experience can help the school in countless ways, starting with the teachers and trickling down to the students. According to (Mentoring, 2016, p. 1), â€Å"Peer coaching can bring about a better understanding of best practices, and better articulated curriculum. Peer coaching has contributed to an overall improvement in teaching and learning in the schools† (p. 1). Mentoring (2016) lists some of the many ways in which a coach can help a school reach success. 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