Vegetarianism Essay Example | Topics and Well Written Essays - 750 words - 1

Vegetarianism - Essay Example On the other side there are people who believe that vegetarianism is the way to go as it does not cause much suffering to animals. However, in an ethical and practical context, vegetarianism is indeed the right choice because it does not cause and pain and suffering to the animals and considering the availability of an array of vegetarian dietary options, the humans do not need to rely on meat to maintain a good health. The one essential fact that goes against a non-vegetarian diet is that to get meat, people do need to kill and mutilate animals, which is ethically wrong (Young 44). Like humans, animals have also been created by Mother Nature. Thereby, like humans, animals also have a right to lead a life devoid of fear and violence. Thereby, killing animals to get meat, especially when there are available a wide variety of vegetarian food choices is indeed cruel and unethical. Like humans, animals also have emotions and they do feel violated and get intimated if somebody tries to harm or kill them (Amato & Partridge. 121). Thereby, the true mark of an ethical individual is that one happens to respect the life inherent in all living beings, including the animals. One can easily witness the extreme violence and hurt that the animals have to bear with by visiting any butchery or slaughterhouse (Amato & Partridge 71). Going by such ethical concerns, vegetarianism is indeed an ethical choice because it is able to provide people with wholesome nutrition, without killing or hurting anybody. The other reason why vegetarianism is a good option is because a vegetarian diet comprises of a range of dietary options that could provide people with a complete diet (Fraser 35). Hence, people do not need to depend on animals flesh to get wholesome nutrition. In fact they can do so by adopting a balanced vegetarian diet that includes greens, vegetables, fruits, beans, nuts and lentils. The idea that one needs to eat meat to get a nutritious meal is totally misplaced and

Dissection of a Protein Transporter Essay Example | Topics and Well Written Essays - 1000 words

Dissection of a Protein Transporter - Essay Example This will shed light on understanding target pathways and how these target pathways contribute to the overall translocation of proteins across the ER membrane. This also helps in identifying novel components for particular specific pathways and components common for all pathways. Mitochondrial proteins tend to be nuclear encoded and these proteins must be translocated to the compartments within the mitochondria (Copley, 1997; Berg 2002). The final localisation is determined with interaction of nascent polypeptides with inner and outer membrane translocation complexes. Protein synthesis tends to occur in cytosols and in mitochondria, chloroplasts and the location of proteins and crossing of proteins across plasma membrane could be studied using the concept of protein translocation. This essay is based on the discussion of protein translocation and the mechanism involved in such translocation including the reasons why proteins seem to cross membranes and whether it is done as chains or after folding. The translocation of proteins was first experimentally discovered by Blobel in 1970 and he discovered that proteins tend to have signal sequence or a short amino acid sequence and this functions as a code address for the target organelle. mRNA translates into protein with the help of a ribosome and this process of translation takes place within the cytosol (Agarraberes and Dice, 2001, Berg, 2002). When synthesized proteins belong to specific organelles they can be transported through cotranslational translocation or posttranslational translocation. In the cotranslational translocation, the N terminal signal sequence is recognised by a signal recognition particle or SRP at the time when the protein is being synthesized on the ribosome (Agarraberes and Dice, 2001; Berg, 2002). The ribosome protein complex is transferred to the SRP receptor on the endoplasmic reticulum and the nascent protein is inserted in the translocation complex and passes

Business Ethics Essay Example | Topics and Well Written Essays - 250 words - 11

Business Ethics - Essay Example Utilitarianism theory states that an action is ethically right on the basis that it encourages the best consequences. Accounting on the Mackenzie VS Miller Brewing Company with consideration of the utilitarianism theory, Smith, the supervisor of Mackenzie can be spared the convictions because his action of assuring Mackenzie that his salary and grade status level 14 would not be affected was esteemed to promote the best consequences. Smith’s assurance to Mackenzie meant to avert the plaintiff any stress and unrest. Thus, Smith in this case should not be convicted on the grounds of intentional misrepresentation. Best on other hand, was eligible to be convicted on the grounds of intentional misrepresentation and torturous interference with prospective contract because her accusation of Mackenzie was not meant to promote best consequences. In that case, it was therefore right to award the plaintiff compensatory damage, as the claims were sensitive to continuation of Mackenzie’s services and punitive damage to bring to an end such false and intentional misrepresentation. Viewing the case from deontogical theory angle, which consider an as action as right only if it accords to the moral principles and norms, Best’s accusation against Mackenzie was questionable considering the fact that Mackenzie had not express any sexual intentions in his speech. Thus Best’s verdict against Mackenzie equals tom intentional misrepresentation, which worth the bail of punitive damage against Best. Smith on the other hand and with consideration to the deontological theory, responded to Mackenzie out of good faith just to ensure that Mackenzie’s emotional uprightness is maintained. Therefore, he was not eligible to any fines for the upheld the moral principles of business. Miller on the other extreme, as can be viewed from deontological theory deserved the conviction and the bails altogether. His actions against Mackenzie with regard to the

Southwest Airlines - External Environment Analysis Essay - 1

Southwest Airlines - External Environment Analysis - Essay Example This paper will look at the Five Force Model affecting the degree of competition as developed by Michael Porter and discuss the effect of each factor on the airline industry. We will also conduct a PEST analysis for Southwest Airlines as part of the airline industry. The Porter Five-Force Model Michael Porter put forth his Five Force Model in his groundbreaking work ‘Competitive Strategy: Techniques for Analyzing Industries and Competitors’ back in 1980. In the decades that followed, he has further explored the global business arena in terms of competition, the value chain, the competitive advantage of nations and even how to create and sustain superior performance in business. Porter maintains that the five forces that affect the level of competition among firms in an industry are (1) barriers to entry and exit; (2) threat of substitutes; (3) bargaining power of buyers; (4) power of suppliers and (5) existing rivalry between firms. In the same work, Porter has also anal yzed industries as falling into one of the following five groups: (a) Fragmented; (b) Emerging; (c) Mature; (d) Declining and (e) Global (Porter, 1980). In fact, Porter’s analysis serves as a good theoretical tool to supplement a firm’s PEST analysis, which we shall now conduct for the airline industry in general and Southwest Airlines in particular. Sources-barriers to entry and exit: The high cost of entry and exit in the airline industry globally include investment in equipment, infrastructure, buildings and facilities, an experienced workforce and aircraft maintenance and inspection, insurance, safety and security features. The high cost of aircraft and fuel is also affecting airline sustainability and the bottom line (Southwest website, 2012). Sources-threat of substitutes: Alternative choices for air passengers would include fast trains, buses, automobiles and even ferry services. However, nothing beats the convenience of an airplane. Terrorist threats, luggage r estrictions and safety and security checks can also scare passenger away (Porter, 1980). Sources-bargaining power of buyers: With the Passenger Protection Act in place to safeguard customers against price hikes, and insurance, safety and security measures that must be maintained at all times, and discount prices that are eagerly picked up by bargaining customers, this puts the buyers in the driving seat on many counts (David, 2011). Club memberships and frequent flyer miles may be offered to regular passengers to help retain their loyalty, and there are often possibilities of an upgrade to a higher class if seating is available.   Sources-power of suppliers: McDonnell Douglas and Airbus Industries are two of the most well-recognized aircraft manufacturing firms having a global recognition and reputation. Both of these firms take most of the world’s orders but there are also a number of smaller firms that make smaller and lighter aircraft for other purposes.

Quality Assessment Essay Example for Free

Quality Assessment Essay â€Å"Assessment practises have a powerful impact on learning and teaching† (Curriculum Council of Western Australia, 2004, p. 37). For teachers the focus is on the use of assessment results; how they use those results to inform instructional decision making and whether they provide results that verify students have indeed met the learning targets originally set. Thus, judgements are made about the quality of assessments after the students’ performance. ‘High-quality’ assessments encompass a number of criteria’s and involve a great deal more than simply measuring knowledge (McMillan, 2011) and are outlined below in seven key areas. 1. Clear Purpose – The first decision is clarify the purpose for the assessment. Why is the assessment taking place? What is to be gained from it? Will the teacher be using formative techniques to monitor student progress or will the teacher use summative techniques to establish grades (Chappuis, Chappuis, Stiggins, 2009)? â€Å"Knowing the reason for the assessment is crucial because this will determine what the assessment should look like, how it is administered and scored, and how the results will be used (McMillan, 2011, p.10)†. 2. Defined Learning Targets –Are they reasonable and do they ‘align’ with the state standards, student characteristics and overall goals (McMillan, 2011)? Learning targets need to be clear and understandable to everyone (Chappuis, Chappuis, Stiggins, 2009). Learning targets are important as they define expectations. 3. Assessment Methods – The assessment methods, using either selected or constructed responses, need to align with the chosen learning targets (McMillan, 2011). â€Å"Selecting an assessment method that is incapable of reflecting the intended learning will compromise the accuracy of the results† (Chappuis, Chappuis, Stiggins, 2009). These also need to practical and efficient so as not to be too time consuming on lessons. 4. Fairness – Fair assessments are unbiased without the influence of discrimination or subjective factors (McMillan, 2011). â€Å"All students should have an equal opportunity to demonstrate their achievement† (Curriculum Council of Western Australia, 2004, p. 38). 5.Validity Reliability – Judgements should be based on all information and multiple measures that authenticate the conclusion (Curriculum Council of Western Australia, 2004). The assessment is useless unless the inference is appropriate, useful, reasonable and consistent (McMillan, 2011). 6. Criteria – Outlining criteria contributes to students’ learning by making clear the outcomes or goals they are striving for (Curriculum Council of Western Australia, 2004). â€Å"The issue of how student responses will be evaluated lies at the heart of any type of assessment† (McMillan, 2011, p.35). 7. Feedback – Feedback should be clear and constructive. Feedback by both by the teacher and self-assessment allows students to take responsibility for their learning and helps students â€Å"identify how they can improve their learning† (Killen, 2005, p. 98) and ensure motivation is high through positive consequences. By ensuring the lessons have a clear purpose, are well planned and allow all students’ to demonstrate their achievements through a fair, valid and reliable process, learning and teaching is improved and achievement is enhanced. â€Å"High quality assessments have consequences that will be positive for both students and yourself† (McMillan, 2011, p. 86). References Chappuis, S. , Chappuis, J. , Stiggins, R. (2009). The Quest for Quality. Multiple Measures , 67 (3), 14-19. Curriculum Council of Western Australia. (2004). Curriculum Framework. Osborne Park: W. A. Killen, R. (2005). Programming and assessment for quality teaching and learning. South Thompson: Cengage. McMillan, J. H. (2011). Classroom Assessment: Principles and Practice for Effective Standards Based Instruction (Fifth ed. ). Boston: Pearson.

Role of Cognitive Therapy in Reducing Human Error

Role of Cognitive Therapy in Reducing Human Error Table of Contents (Jump to) Introduction Cognitive Therapy and Human Error Automatic Subsystem Attentional Subsystem Conclusion Bibliography Q: As a Cognitive psychologist, how could you help reduce human error either at work, on the roads, or at home? Word Count: 1819  ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­_____________________________________________________________________ 1. Introduction Human error is evident is all areas of human involvement, and may differ vastly in terms of the seriousness of the outcome. A typing error, for example, is easily corrected with no harm to anyone; however, an error in a medical procedure may have more damaging consequences for both the patient and the medical practitioner. Reason (2000) identifies two main approaches to human error namely the system approach and the person approaches. The system approach maintains that human error is inevitable, but reviews it as a consequence of larger, systemic problems. The person approach, which is largely the more popular, views error as, arising primarily from aberrant mental processes such as forgetfulness, inattention, poor motivation, carelessness, negligence, and recklessness (Reason, 2000: 768). In his essay, Reason (2000) suggests that there be a movement toward a system approach to human error, arguing that the human condition is not changeable, yet the conditions under which they work a re. The following essay will consider the role of cognitive therapy in reducing human error. Focusing on two main areas of research: cognition and behaviour. This will be followed by a conclusion of findings. 2. Cognitive Therapy and Human Error Aaron Beck is the founder of Cognitive Therapy (CT) and in this approach he proposes that our feelings, thoughts and behaviours are all interlinked, and that thought and behaviour changes, will result in feelings being transformed (Sanders Wills, 2006). Therefore, Cognitive Therapists make use of behavioural experiments and target cognitions in order to bring about cognitive, emotional and behavioural strategies. This understanding of CT and the methods used by Cognitive Therapists becomes increasingly relevant to the theory of human error when considered in the backdrop of The Emerging Model of Cognitions presented by Panko (1997). The Emerging Model of Cognitions (Panko, 1997) highlights the interplay between three subsystems, namely: the automatic subsystem, the attentional subsystem and the environment, and each of these systems impact on the cultivation and execution of a plan. The automatic subsystem includes schemata (sets of information and response patterns) that are below the level of consciousness. These schemata are triggered by a specific stimulus, which elicits a patterned response. Panko (1997) gives the example of speech, which involves a number of complex processes, or schemata, which we are not conscious of, but results in the patterned response of speech. Error will sometimes occur when a situation arises for which there is no existing patterned response (schemata). In such a situation, a schema that has been activated in a similar situation is then activated, resulting in occasional error. The second subsystem described by Panko (1997) is the attentional subsystem. This subsystem involves log ical and attentional thought, which, like the automatic subsystem, is also built on schematic organisation. According to Panko (1997) error rooted in the attentional subsystem can be largely attributed to lay theories. This researcher explains that, Even after people receive training in specific areas, such as physics, they often revert to lay theories afterward†¦lay theories are schemata that we have developed over many years. They are very likely to produce errors when we model situations (Planko, 1997: ¶16). Finally, the environment is the third subsystem indicated by Planko (1997). According to this researcher, the planning and execution of an action is in constant play with the environment. Plans are fed back to the environment, and are then adjusted accordingly. When the environment is a buzz of information and stimulus, thus confusing the schema, unexpected results can occur. From this model, the following causes of human error can be identified. Firstly, disruption to the automatic subsystem, as a result of the ill matching of schema to an unknown situation. Secondly, disruption to the attentional subsystem, by reverting to lay theories, and finally, the environmental impact, where it is understood as influencing the formation of schema. This model brings to the forefront the idea that, to a large degree, human error can be understood as being rooted in cognitive and behavioral mishaps. Cognitive therapy may be employed to help reduce these errors by tackling the automatic and attentional subsystems presented in the model. 2.1 Automatic Subsystem Cognitive Therapy explains the working of schema, defining it as a relatively enduring, deep cognitive structure that organizes the principles of giving appraisal and meaning to experiences, especially in relation to rules of living, with regards to self, others and the world (Sanders Wills, 2006: 147). An event schema, or cognitive script, involves processes and practices of approach tasks and problems. These ways of processing are behaviorally oriented and triggered by certain stimulus (Scholl, 2002). Such schema are constructed either directly, through repeated a process a number of times, or indirectly through movies, role models and stories (Scholl, 2002). Scholl (2002:  ¶4) identifies two distinct methods of data processing. Data-driven or stimulus-driven processing occurs when no schema exist form which to process information. The individual examines all information and proceeds through a careful decision making process. Schema-driven processing occurs when an individual responds to a stimulus (decision making or problem solving situation) by evoking a programmed response or behavior script (schema). This is done without extensive data collection or analysis. According to Scholl (2002) error is more likely to occur when an individual has a rigid schema. In this instance, an individual, despite the in information provided, uses the same schema to respond to similar situations and no longer makes a distinction between them. The results in inaccurate decision making and errors occur. Such error can be seen to occur, for example, on the road. An individual with a rigid schema may have his or her problem solving diminished when confronted by a faulty traffic light. Instead of considering the unique information, he or she responds as if it where a normal functioning light, resulting in an accident. Cognitive therapy, by means of schema therapy and challenging core beliefs attempts to loosen and change some of the enduring schema. 2.2 Attentional Subsystem As previously described, disruption to the attentional subsystem occurs when a person reverts their attention to a particular thought. From this it can be understood that, despite having a variety of options available, thinking because inflexible and rigid. A person may even be said to have become fixated. One such lay theory may be seen in the form of excessive worry. Worry is a type of negative intrusive thought, which tends to distract the worrier from the task at hand. For example, a person new to their job, having undergone and successfully completed the necessary training, may become anxious on starting their job. This would be further compounded by such worrisome thoughts of, I am not good enough, I know that I will make a mistake, when I make a mistake I will be fired. This talk is the lay theory they have about themselves and their competence. This negative self-talk interferes with the brain processes necessary for completing the task, and error occurs. Shearer and Gordon ( 2006) give reference to a number of cognitive behavioral strategies that can be employed for the reduction of worry, including repeatedly challenging the worry process, experiments of behavioral exposure and mindfulness based meditation. Another approach offered by cognitive therapy for confronting such patterns of thought is that of Attentional Training. Wells and Papageorgiou are the founders of Attentional Training and describe it as a way of decreasing the fixed focus (which is typically self-focus) and allow for more flexibility in thought (Sanders and Wills, 2006). Harvey, Watkins, Mansell, and Shafran (2004: 67) describe the process involved in Attentional Training: The therapy is divided into several stages: The therapist first provides a clear rationale for why reducing or interrupting self-focused processing may aid recovery. The patient is asked to fixate on a visual stimulus (e.g. a mark on the wall) and then to focus attention for several moments on each of a series of different sounds (therapists voice, tapping, clock). The patient is instructed to exclusively focus on each sound alone. The patient shifts their attention rapidly between the sets of sounds. The patient attends simultaneously to all of the sounds, trying to be aware of as many sounds as possible. Through this process a person preoccupied by worrisome thoughts, learns to attend to more than one stimulus, and is thus able to shift there attention when these thoughts arise. Conclusion This essay explored and discussed the phenomenon of human error, the processes involved in human error and the possible negative outcomes when human error occurs. This included a range of problem outcomes, from relatively harmless to far more damaging ones. Two prominent theories of human error where identified, namely the system and person approaches. Working from the person approach, The Emerging Model of Cognition provided a framework from which to consider the role of cognitions in human error. This model highlighted the role of cognitive therapy in helping to reduce human error. Schema Therapy was identified as an effective method for helping to make rigid schema more flexible, thereby freeing the individual to be able to consider a larger variety of options before acting. Attentional Training was identified as a method for approaching unconscious schema in the attentional subsystem. This approach in cognitive therapy trains the individual to attend to more than one stimulus. Th is allows the individual to be less distracted by intrusive thoughts, such as worry, and attend to the task at hand. Cognitive therapy is an increasingly popular option for psychological therapy. Interventions using this approach have shown long lasting effects, and reduce the possibility of relapse. Cognitive therapy has been developed for a large range of problems from panic and anxiety disorders to eating problems and hallucinations. It is also applied in a range of settings from mental health to life coaching (Sanders Wills, 2006). This essay has pointed to two ways in which cognitive therapy can be useful in helping reduce the occurrence of human error. Bibliography Harvey, A., Watkins, E., Mansell, W., Shafran, R. (2004). Cognitive Behavioural Processes Across Psychological Disorders: A transdiagnostic approach to research and treatment. Oxford University Press. Panko, R.R. (1997). Theories of Human Error. Retrieved on March 1st, 2007, from  http://panko.cba.hawaii.edu/HumanErr/Theory.htm. Reason, J. (2000). Human error: Models and management. British Medical Journal,  320, 768-770. Sanders, D., Wills, F. (2006). Cognitive Therapy: An introduction. London: Sage. Scholl, R.W. (2002). Social Cognition and Cognitive Schema. Retrieved on May 3, 2007, from http://www.uri.edu/research/lrc/scholl/Notes/Cognitive_Schema.htm. Shearer, S, Gordon, L. (2006). The patient with excessive worry. American Family Physician, 73, 1045-1056.

The Harleian Manuscripts :: Chaucer Canterbury Tales Essays

The Harleian Manuscripts, Ha2 and Ha3 My research on the Harley manuscript versions of Chaucer's "The Canterbury Tales", Ha2 1758 and Ha3 7333 from the British Library led to the finding of little information except what was to be found in the footnotes of articles and books describing the Ha4 7334. The little information I did find might lead to reasons why the manuscripts, particularly the Ha3 7333, are difficult to research and why they are seldom mentioned. I spent most of my research time on the library's fifth floor and went through the stack of Chaucer books, particularly the publications by the Chaucer Society. I also searched the internet for articles and research pertaining to Chaucer and the many manuscript versions of "The Canterbury Tales", including the library's electronic resources, Infotrac and JSTOR. Most of the descriptions I found on the Ha2 and Ha3, however, came from the footnotes of articles on these electronic resources and from the footnotes of the books I found discussing the textual history of "The Canterbury Tales". One possible explanation as to why the Ha2 and Ha3 are rarely found or mentioned in comparison to the overwhelming supply of information on the Ha4 is that the Ha2 was "mostly used to supply Gg.S. or Cambridge". Similarly, the Ha3 "mostly supplies Lansdowne"(Koch 4). Therefore, maybe what is to be found of these manuscripts, the Ha2 and Ha3, is the combining of these manuscripts with the Cambridge and Lansdowne manuscripts, since it is described that the Harley versions supply these manuscripts. This theory is also supported by the fact that the Harley manuscripts contained many similarities to Shirley. I inferred from my readings that Shirley was a scribe of one of "The Canterbury Tales" manuscripts, since the Harley 7333 is often times mistaken to be his work(Pace 21). This presents another possible explanation that the Harley was combined with another manuscript and was therefore almost completely lost. This is only a possibility though, because the Harley is still referred to, no matter how seldom, as its own manuscript and is not combined in description with the Cambridge or Landsdowne. In lists of the available "The Canterbury Tales" manuscripts, provided by various books, the Harley is still referred to as its own manuscript and is not represented as part of another. The only information I found regarding the Ha2 1758 is that it lacks ten fols.