American Revolution Essays (1336 words) - British East India Company

American Revolution Among the many complex factors that contributed to instigating the American Revolution, two stand out most clearly: England's imposition of taxation on the colonies and the failure of the British to gain consent of those being governed, along with the military measures England took on the colonists. Adding to these aforementioned factors were the religious and political legacy of the colonies, and the restriction of civil liberties by the British. Parliamentary taxation was undoubtedly one of the greatest factors inspiring the American public to rebel in the years leading up to the American Revolution. One of the most striking examples of this kind of taxation was the Stamp Act of 1765. After many years of fighting, England badly needed revenues from their colonies, and they sought to acquire these revenues from the New World, thereby increasing their influence over the colonial governments. These theories of "New Imperialism" were what prompted Prime Minister Grenville to pass the Stamp Act. The Stamp Act of 1765 stated that persons of almost any profession were obliged to buy stamps for their documents. In other words, the act imposed a tax on every printed document in the colonies. For example, a printer had to buy stamps in order to legally be able to distribute his publications. While the act itself was not so detrimental to the economy, it was the ideals behind the act (a direct attempt on the part of the mother country to further itself and raise revenues in the colonies) which drove the revolutionaries' cause. In October of 1765, the same year the act was passed, the Stamp Act Congress met with delegates from nine colonies and petitioned the King of England, along with the two houses of Parliament. This petition and reaction to the act became the first formal cry for reformation with regard to England's control over America. In addition to the Stamp Act of 1765, other various taxations aroused a spirit of revolution in America. One year before the Stamp Act, the Sugar Act of 1764 lowered the duty on molasses and raised the duty on sugar. While this act was designed to raise money, the majority of the Americans did not view it as any different than traditional taxations. Another set of taxes, known as the Townshend Duties, taxed goods imported to the colonies from England. Townshend judged this to be more practical because the duty was on "external" goods (those imported to the country) rather than "internal" goods, which the Stamp Act had attempted to address. However, the already distraught and rebellious American public would not allow it. Soon after the Townshend Duties, the colonial governments were urged by the Massachusetts Assembly to revolt and stand up against every tax, external or internal, imposed by Parliament. Eventually, as a result of all the taxes and regulations, the expression "no taxation without representation" emerged. The Americans were clear and concise on what they wanted: Whether the tax be internal or external, whether it be designed to raise revenue or control trade, it could not exist without the consent of the colonists who were being taxed. The final test of will came when the British government passed the Tea Act of 1773. This act effectively cut out the middleman, or colonial merchant, in the tea trade between Britain and America. This infuriated the colonial merchants, because a powerful monopoly had taken away their ability to trade in the valuable tea. Not only did the economic results of the Tea Act anger the merchants, but also the idea of taxation without representation once again sprang to the forefront of American minds. The complete boycott of tea by Americans ensued. This boycott was extremely important, because it unified the colonies in a mass popular protest. It is also worth noting that American women became actively involved in this protest, since they were the main consumers of tea in America. Riots and protests burst across the county, the biggest and most influential one being the famous "Boston Tea Party". In this riot, an English boat carrying tea shipments was docked in the Boston Harbor. Three bands of fifty men each went aboard the ship, and wildly emptied the tea chests overboard into the harbor. The Boston Massacre exemplifies how British military measures backfired and allowed the Americans to gain a sense of unity in working towards a common goal of independence. What actually happened in the event was a bit unclear to historians. It seems as though there was a scuffle between British soldiers stationed in the town of Boston and

IEP Goals for Progress Monitoring

IEP Goals for Progress Monitoring IEP Goals are the cornerstone of the IEP, and the IEP is the foundation of a childs special education program. The 2008 reauthorization of the IDEA has a strong emphasis on data collection-the part of IEP reporting also known as Progress Monitoring. Since IEP goals no longer need to be split into measurable objectives, the goal itself should: Clearly describe the condition under which the data is collectedDescribe what behavior you want the child to learn/increase/master.Be measurableDefine what level of performance is expected of the child for success.Delineate the frequency of data collection Regular data collection will be part of your weekly routine. Writing goals that clearly define what it is that the child will learn/do and how you will measure it will be essential. Describe the Condition Under Which the Data Is Collected Where do you want the behavior/skill to be exhibited? In most cases, that will be in the classroom. It can also be face to face with staff. Some skills need to be measured in more naturalistic settings, such as when in the community, or when at the grocery store especially if the purpose is for the skill to be generalized to the community, and community-based instruction is part of the program. Describe What Behavior You Want the Child to Learn The kinds of goals you write for a child will depend on the level and kind of the childs disability. Children with serious behavior problems, children on the Autistic Spectrum, or children with severe cognitive difficulty will need goals to address some of the social or life skills that should appear as needs on the childs evaluation report ER. Be Measurable. Be sure you define the behavior or academic skill in a way that is measurable.Example of a poorly written definition: John will improve his reading skills.Example of a well-written definition: When reading a 100-word passage at Fountas Pinnell Level H, John will increase his reading accuracy to 90%. Define What Level of Performance is Expected of the Child   If your goal is measurable, defining the level of performance should be easy and go hand in hand. If you are measuring reading accuracy, your level of performance will be the percentage of words read correctly. If you are measuring a replacement behavior, you need to define the frequency of the replacement behavior for success. Example: When transitioning between the classroom and lunch or specials, Mark will stand quietly in line 80% of weekly transitions, 3 of 4 consecutive weekly trials. Delineate the Frequency of Data Collection It is important to collect data for each goal on a regular, minimally weekly basis. Be sure that you dont over-commit. Thats why I dont write 3 of 4 weekly trials. I write 3 of 4 consecutive trials because some weeks you may not be able to collect data - if the flu goes through the class, or you have a field trip that takes a lot of time in preparation, away from instructional time. Examples Math SkillWhen given a worksheet with 10 addition problems with sums from 5 to 20, Jonathan will correctly answer 80 percent or 8 of 10 in three out of four consecutive trials (probes.)Literacy SkillWhen given a 100 plus word passage at reading level H (Fountas and Pinnell) Luanne will read with 92% accuracy in 3 of 4 consecutive trials.Life SkillsWhen given a mop, a bucket, and a ten-step task analysis, Robert will mop the hall floor independently (see Prompting) 3 out of 4 consecutive trials.

Consumer Protection Law in the UK Essay Example | Topics and Well Written Essays - 3250 words

Consumer Protection Law in the UK - Essay Example In SOGA 1979 14(2) as to quality the court found in Rogers v Parish ( Scarborough) Ltd [1987] QB 933 found that goods must be fit for the purposes for which supplied and failure to do so leaves them unmerchantable.6 In Jim's case he purchased the racquet at 250, a considerable amount for a tennis racquet. Further, because the severe surface damage to finish of the racquet and the fact its handle came off all within the first few weeks of normal use, the racquet as well was unmerchantable. In Stevenson v Rogers [1999] 1 All ER 613 the Court of Appeal had to consider the meaning of 'in the course of a business' in the context of the Sale of Goods Act 1979, s14(2), "where it limits the statutory implication of a term as to the quality of the goods to sales where sellers are acting 'in the course of a business'. ... 7 It will be contended that the broader meaning would also be more appropriate than that currently adopted in relation to the definition of 'deals as consumer' under the Unfair Contract Terms Act 1977." Further the guarantee, from the manufacturer, which came with the racquet stated that "We, Slammer Racquets plc, undertake that if, within twelve months of the date of the purchase, this racquet proves defective by reason only of faulty workmanship or materials, we will, at our option, repair or replace the same FREE OF ANY CHARGE for labour, materials or carriage on condition that the racquet has not been subjected to abnormal use. Exclusions: This guarantee does not cover damage resulting from improper use or neglect." As it was shown the racquet was in breach of implied terms of the contract as outline above, the next step was to ascertain if in fact the breach was a condition or a warranty of the sale or the goods did not conform to the contract. Jim purchased the Superslammer tennis racquet from Oldcastle Sports and Leisure (OSL) for 200 cash for the express purpose of learning to play tennis. He purchased the racquet based on the advertisement from the local newspaper. The advertisement read: "Slammer Racquets PLC announce the arrival of the Superslammer Tennis Racquet This is a fantastic new tennis racquet specially designed for beginners. Its unique anti-scratch finish means that however many times you knock it, scratch it, drop it, the scratches will not show. Your racquet will look as good as a new after many years of use. Buy one now from your Slammer Stockist." The statement coming from the manufacturer in the form of the advertisement was pre-contractual in nature; therefore, it is necessary to determine if it has contractual effect. To

Moral Criticisms of the Market Essay Example | Topics and Well Written Essays - 250 words

Moral Criticisms of the Market - Essay Example Most corporations expressed this through creation of foundations or through the exercise of corporate social responsibility. Business, if led with administrators or managers with benevolence to sustainability not solely for one’s company but also for the welfare of employees, would be able to manage and balance desire for profit also for the good of others and for the community where business is undertaken. But while Ewert argued that this innate selfish precept of human being is inherent to his â€Å"fallen nature†, it cannot be however assailed that selfishness cannot be induced from the environment. Human greed nowadays has already developed into structural forms. Whenever government is corrupt and have misuse the revenue exacted from peoples and from business establishments, the rest of the society are encouraged to adapt to a system that promotes greed and selfish interests. In most nations where corruption is rampant and were done with impunity, its followers also debase its moral standard to fit in with what is expedient and best at a moment.

You choose it Essay Example | Topics and Well Written Essays - 500 words - 7

You choose it - Essay Example The large cornfields in the valley areas can no longer support the ever increasing population of America without having to be mechanized. This will also require the use of modern technology like genetically engineered seeds and use of fertilizer and herbicides. The documentary also shed more light how the method of manufacturing has changed from the dependence on primary raw material to recycling of used products. The same is also true of the migration from the use of transistors and capacitors to very small microchips (Kwon, 2012). The power grid can no longer be controlled manually, most of it is now computerized from the steam turbines, nuclear power and hydropower. The road, railway, sea and air transportation network ensures that finished products can reach the desired destination with ease and faster (Artkinson, 2012). This require individuals who plan to work in this dynamic system to be equipped with the best knowledge to help meet the demands of such economies. This explains the recent emergence of many technological research institutions as well as university research across the country. Many universities now offer very specialized courses that enables the labor force to be equipped with knowledge that can work with the automated manufacturing and engineering process. However much an economy can automate its production process, there will still rise a need to train personnel to work with the system. Automation according to Yul Kwon, is the next step towards competition in the global sector as it minimizes production cost. The other sector that can still employ labor that will be displaced from employment due to process automation can always be absorbed in the service industry and primary sectors. While everything portrayed in the documentary is true, Yul Kwon does not get the views of many other farmers who are now starting to move

Different Learning Theories Of Human Resource Development

Different Learning Theories Of Human Resource Development Knowing a persons learning style enables learning to be orientated according to the preferred method. That said, everyone responds to and needs the motivation of all types of learning styles to one extent or another its a matter of using importance that fits best with the given situation and a persons learning style preferences. Kolbs learning theory sets out four different learning styles, which are based on a four stage learning cycle. In this respect Kolbs model is particularly elegant, since it offers both a way to understand individual peoples different learning styles, and also an explanation of a cycle of experiential learning that applies to us all. Diverging (feeling and watching CE/RO) Assimilating (watching and thinking AC/RO) Converging (doing and thinking AC/AE) Accommodating (doing and feeling CE/AE) Diverging people are able to look at things from different perspectives. They are sensitive. They prefer to watch rather than do, tending to gather information and use imagination to solve problems. They are best at viewing concrete situations several different viewpoints. Kolb called this style Diverging because these people perform better in situations that require ideas-generation, for example, brainstorming. People with a Diverging learning style have broad cultural interests and like to collect information. They are interested in people, be likely to be creative and emotional, and tend to be strong in the arts. People with the Diverging style prefer to work in groups, to listen with an open mind and to receive personal feedback. The Assimilating learning preference is for a summarizing, logical approach. Ideas and concepts are more important than people. These people require good clear explanation rather than practical opportunity. They do extremely well at understanding wide ranging information and organizing it a clear logical format. People with an Assimilating learning style are less focused on people and more interested in ideas and abstract concepts. People with this style are more attracted to logically sound theories than approaches based on practical value. These learning style people are important for effectiveness in information and science careers. In formal learning situations, people with this style prefer readings, lectures, exploring analytical models, and having time to think things through. For an example people who prefer the Assimilating learning style will not be comfortable being thrown in at the deep end without notes and instructions. Converging people with a Converging learning style can solve problems and will use their learning to find solutions to useful issues. They prefer technical tasks, and are less concerned with people and interpersonal aspects. People with a Converging learning style are best at finding practical uses for ideas and theories. They can solve problems and make decisions by finding solutions to questions and problems. People with a Converging learning style are more attracted to technical tasks and problems than social or interpersonal issues. A Converging learning style enables high-quality and technology abilities. People with a Converging style like to test with new ideas, to simulate, and to work with practical applications. The Accommodating learning style is hands-on, and relies on perception rather than logic. These people use other peoples analysis, and prefer to take a practical, experiential approach. They are attracted to new challenges and experiences, and to carrying out plans. They usually act on gut instinct rather than logical analysis. People with an Accommodating learning style will tend to rely on others for information than carry out their own analysis. This learning style is common and useful in roles requiring action and initiative. People with an Accommodating learning style prefer to work in teams to complete tasks. They set targets and actively work in the field trying different ways to achieve an objective. People who like prefer to use an Accommodating learning style are likely to become frustrated if they are forced to read lots of instructions and rules, and are unable to get hands on experience as soon as possible. However most people clearly display clear strong preferences for a given learning style. The ability to use or switch between different styles is not one that we should assume comes easily or naturally to many people. Basically, people who have a clear learning style preference, for whatever reason, will tend to learn more effectively if learning is orientated according to their preference. Honey and Mumford learning styles Honey and Mumford (1982) have built a typology of Learning Styles around this cycle, identifying individual preferences for each stage (Activist, Reflector, Theorist, and Pragmatist respectively); Kolb also has a test instrument (the Learning Style Inventory) but has carried it further by relating the process also to forms of knowledge. Anonymous, (2010) There are four characteristics of learning styles, Activist Theorist Pragmatist Reflector Activists involve themselves totally and without unfairness in new experiences. They enjoy the here and now, and are happy to be dominated by immediate experiences. They are open-minded, not disbelieving, and this tends to make them excited about anything new. Their philosophy is: Ill try anything once. They tend to act first and consider the consequences afterwards. Their days are filled with activity. They tackle problems by brainstorming. As soon as the stimulation from one activity has died down they are busy looking for the next. They tend to increase on the challenge of new experiences but are bored with implementation and longer term consolidation. They are gregarious people constantly involving themselves with others but, in doing so; they seek to centre all activities on themselves. For an example, those people who learn by doing. Activists need to get their hands dirty, to dive in with both feet first. Have an open-minded approach to learning, involving themselves fully and without bias in new experiences. Brainstorming problem solving, group discussion, competitions and role play, these are the activities of Activists. Theorists adapt and combine observations into complex but logically sound theories. They think problems through in a vertical, step-by-step logical way. They learn disparate facts into logical theories. They tend to be perfectionists who wont rest easy until things are tidy and fit into a normal proposal. They like to analyse and combine. They are keen on basic assumptions, principles, theories models and systems thinking. Their philosophy prizes rationality and logic. If its logical its good. Questions they frequently ask are: Does it make sense? How does this fit with that? What are the basic assumptions? They tend to be detached, analytical and dedicated to rational objectivity rather than anything subjective or ambiguous. Their approach to problems is consistently logical. This is their mental set and they rigidly reject anything that doesnt fit with it. They prefer to maximize certainty and feel uncomfortable with subjective judgments, lateral thinking and anything flippant. For an example, learners like to understand the theory behind the actions. They need models, concepts and facts in order to engage in the learning process. Prefer to analyse and synthesize, drawing new information into a systematic and logical theory. Pragmatists are keen on trying out ideas, theories and techniques to see if they work in practice. They positively search out new ideas and take the first opportunity to research with applications. They are the sort of people who return from courses full with new ideas that they want to try out in practice. They like to get on with things and act quickly and confidently on ideas that attract them. They tend to be impatient with ruminating and open-ended discussions. They are essentially practical, down to earth people who like making practical decisions and solving problems. They respond to problems and opportunities as a challenge. Their philosophy is There is always a better way and If it works its good. For an example, people need to be able to see how to put the learning into practice in the real world. Abstract concepts and games are of limited use unless they can see a way to put the ideas into action in their lives. Experimenters, trying out new ideas, theories and techniques to see if they work Reflector like to stand back to ponder experiences and observe them from many different perspectives. They collect data, both first hand and from others, and prefer to think about it carefully before coming to a conclusion. The thorough collection and analysis of data about experiences and events is what counts so they tend to reschedule reaching definitive conclusions for as long as possible. Their philosophy is to be careful. They are thoughtful people who like to consider all possible angles and implications before making a move. They prefer to take a back seat in meetings and discussions. They enjoy observing other people in action. They listen to others and get the drift of the discussion before making their own points. They tend to adopt a low profile and have a slightly distant, tolerant relaxed air about them. When they act it is part of a wide picture which includes the past as well as the present and others observations as well as their own. For an example, people learn by observing and thinking about what happened. They may avoid leaping in and prefer to watch from the sidelines. Prefer to stand back and view experiences from a number of different perspectives, collecting data and taking the time to work towards an appropriate conclusion. Learning Theories The Behaviorist Approach Some of our learning comes about as a response to a stimulus. We are learning from our sensors. We react to something outside ourselves. If the result is good for us, we learn to react in similar fashion in a similar situation, while if the result is bad, we learn not to do that again. This is the basic idea of the Behaviorist Approach which can be traced back to the work of Pavlov (1927) who taught dogs to salivate at the sound of a bell. Behaviorist concentrates on modifying behavior by reinforcement. Behavior that is seen as positive or good is reinforced by rewards. For an example car insurance is reduced if you do not make a claim. Most people have experienced both positive and negative reinforcement. We can see that behaviorist learning theories have their strengths. However, this approach to learning has been critized as mechanistic and tending to focus only on certain behavior. There is evidence to suggest that reinforcement may need constant topping-up to remain effective. Anonymous, (2010) The Cognitive Approach If some of our learning is reactive, some learning can also be described as positive. That is we seek out information and try to make sense of it in order to understand better our world and our place in it. This is the basis of cognitive theories of learning, which make use of the work of researchers such as Kohler (1925) and Piaget (1950). Kohler worked with apes and Piaget concentrated on child development, but their results have been applied more widely. For the cognitive, the key feature of human beings for learning is that we are intelligent seekers. According to cognitive approaches, we constantly find that our experience of the world does not quite fit the way we see the world, and we try to do something about the misfit. We seek new information, we adjust our view of the world, and we may create a new way of seeing the world. There are clear connections here with some of the elements we noted earlier in the different stages of the learning process. The Social Learning Approach The social learning theory proposed by Albert Bandura has become perhaps the most important theory of learning and development. While ingrained in many of the basic concepts of traditional learning theory, Bandura believed that direct reinforcement could not account for all types of learning. His theory added a social element, arguing that people can learn new information and behaviors by watching other people. Known as observational learning (or modeling), this type of learning can be used to explain a wide variety of behaviors. Psychology, (2010) Basic Social Learning Concepts 1. People can learn through observation. Observational Learning In his famous Bobo doll studies, Bandura established that children learn and reproduce behaviors they have observed in other people. The children in Banduras studies observed an adult acting aggressively toward a Bobo doll. When the children were later allowed to play in a room with the Bobo doll, they began to reproduce the aggressive actions they had previously observed. Bandura identified three basic models of observational learning: A live model, which involves an actual individual representative or acting out a behavior. A verbal instructional model, which involves descriptions and explanations of a behavior. A symbolic model, which involves real or fictional characters displaying behaviors in books, films, television programs, or online media. 2. Mental states are important to learning. Intrinsic Reinforcement Bandura noted that external, environmental reinforcement was not the only factor to influence learning and behavior. He described essential reinforcement as a form of internal reward, such as pride, satisfaction, and a sense of accomplishment. This emphasis on internal thoughts and cognitions helps connect learning theories to cognitive developmental theories. While many textbooks place social learning theory with behavioral theories, Bandura himself describes his approach as a social cognitive theory. 3. Learning does not necessarily lead to a change in behavior. While behaviorists believed that learning led to a permanent change in behavior, observational learning demonstrates that people can learn new information without demonstrating new behaviors. The Modeling Process Not all observed behaviors are effectively learned. Factors involving both the model and the learner can play a role in whether social learning is successful. Certain requirements and steps must also be followed. The following steps are involved in the observational learning and modeling process: Attention: In order to learn, you need to be paying attention. Anything that detracts your attention is going to have a negative effect on observational learning. If the model interesting or there is a novel aspect to the situation, you are far more likely to dedicate your full attention to learning. Retention: The ability to store information is also an important part of the learning process. Retention can be affected by a number of factors, but the ability to pull up information later and act on it is vital to observational learning. Reproduction: Once you have paid attention to the model and retained the information, it is time to actually perform the behavior you observed. Further practice of the learned behavior leads to improvement and skill advancement. Motivation: Finally, in order for observational learning to be successful, you have to be motivated to imitate the behavior that has been modeled. Reinforcement and punishment play an important role in motivation. While experiencing these motivators can be highly effective, so can observing other experience some type of reinforcement or punishment. For example, if you see another student rewarded with extra credit for being to class on time, you might start to show up a few minutes early each day. Psychology, (2010) Learning Curve A learning curve is a graphical representation of the changing rate of learning (in the average person) for a given activity or tool. Usually, the increase in retention of information is sharpest after the primary attempts, and then regularly evens out, meaning that less and less new information is retained after each duplication. The learning curve can also represent at a glance the initial difficulty of learning something and, to an extent, how much there is to learn after early knowledge. For example, the Windows program Notepad is extremely simple to learn, but offers little after this. On the other extreme is the UNIX terminal editor VI, which is difficult to learn, but offers a wide array of features to master after the user has figured out how to work it. It is possible for something to be easy to learn, but difficult to master or hard to learn with little beyond this. Wikipedia, (2010)

Essay --

In the world of animals, those at the top of a dominance hierarchy are more beneficial than low-ranking animals1. However, the costs associated with being at the top of a hierarchy remain controversial1. Different studies reported contradictory findings on whether dominant or subordinate animals experienced greater stress levels2-3. Furthermore, Sapolsky4-5 suggested that hierarchy stability could potentially influence the stress levels experienced by high-ranking olive baboons. Given the results from previous literatures, Gesquiere et al.1 created a research question asking how do male savannah baboons (Papio cynocephalus) respond to rank-related stress during stable and unstable hierarchy? They hypothesized that high-ranking males would exhibit higher levels of testosterone and glucocorticoid only when a hierarchy was unstable1. From this hypothesis, they predicted that during the month with unstable hierarchy, the high-ranking male savannah baboons would exhibit greater fecal testosterone (fT) and fecal glucocorticoid (fGC) levels than other males within the hierarchy; however, such phenomenon would not be observed during the month with a stable hierarchy1. To test this prediction, they conducted a long-term study on wild savannah baboons in Amboseli, Kenya1. Over a 9-year period, ecological, behavioral and physiological data including fT and fGC were collected monthly from 125 adult males1. General linear mixed models (GLMMs) were used to predict the de pendent variables, fT and fGC, based on predictor variables including individual rank, hierarchy stability, and an interaction between the two1. Gesquiere et al.1 defined a stable hierarchy as the month when the males with the highest 3 ranking were the same as those in the p... ...nction9. However, a parasitic load in an individual was not only associated the individual immune function but also with how likely it is exposed to the infectious agents9. Hence, parasitic load would not be an accurate indicator of individual immune function9. In contrast, leukocyte count, which was used in another study to investigate immune function, could serve as a better indicator than parasitic load10. In conclusion, going beyond the study conducted by Gesquiere et al., the proposed experiment is significant because it can provide more insights into whether or not suppressed immune function is another potential cost for being at the top of the dominance hierarchy. Also, using leukocyte count as an indicator of immune function instead of parasitic load, the proposed experiment can further elucidate the contradicting findings reported by different literatures. Essay -- In the world of animals, those at the top of a dominance hierarchy are more beneficial than low-ranking animals1. However, the costs associated with being at the top of a hierarchy remain controversial1. Different studies reported contradictory findings on whether dominant or subordinate animals experienced greater stress levels2-3. Furthermore, Sapolsky4-5 suggested that hierarchy stability could potentially influence the stress levels experienced by high-ranking olive baboons. Given the results from previous literatures, Gesquiere et al.1 created a research question asking how do male savannah baboons (Papio cynocephalus) respond to rank-related stress during stable and unstable hierarchy? They hypothesized that high-ranking males would exhibit higher levels of testosterone and glucocorticoid only when a hierarchy was unstable1. From this hypothesis, they predicted that during the month with unstable hierarchy, the high-ranking male savannah baboons would exhibit greater fecal testosterone (fT) and fecal glucocorticoid (fGC) levels than other males within the hierarchy; however, such phenomenon would not be observed during the month with a stable hierarchy1. To test this prediction, they conducted a long-term study on wild savannah baboons in Amboseli, Kenya1. Over a 9-year period, ecological, behavioral and physiological data including fT and fGC were collected monthly from 125 adult males1. General linear mixed models (GLMMs) were used to predict the de pendent variables, fT and fGC, based on predictor variables including individual rank, hierarchy stability, and an interaction between the two1. Gesquiere et al.1 defined a stable hierarchy as the month when the males with the highest 3 ranking were the same as those in the p... ...nction9. However, a parasitic load in an individual was not only associated the individual immune function but also with how likely it is exposed to the infectious agents9. Hence, parasitic load would not be an accurate indicator of individual immune function9. In contrast, leukocyte count, which was used in another study to investigate immune function, could serve as a better indicator than parasitic load10. In conclusion, going beyond the study conducted by Gesquiere et al., the proposed experiment is significant because it can provide more insights into whether or not suppressed immune function is another potential cost for being at the top of the dominance hierarchy. Also, using leukocyte count as an indicator of immune function instead of parasitic load, the proposed experiment can further elucidate the contradicting findings reported by different literatures.