The Importance Of Genetically Modified Foods Research Paper

The Importance Of Genetically Modified Foods - Research Paper Example They have also been designed to resist other environmental factors such as drought and floods making them suitable in this era of global warming. Apart from this, GMOs have a faster growing rate making them preferable especially with the hunger menace in developing countries. With these many needed advantages, scientists argue that the GMOs will eventually eradicate food shortage and subsequent loss of lives due to hunger. (Henningfeld, 2009: 38)  GMO is relatively cheaper compared to natural foods while their production cost is lower. This makes them affordable to even those living below the poverty line. As a result, farmers are able to earn fast making more profit, which translates to economic growth of the country. It is a win-win situation for all.  However, critics have raised concerns about the health effects of GMOs on both animals and humans consuming them. (Henningfeld, 2009:100) Reports of health defects like reproductive abnormalities have been linked to GMOs, both on animals and humans. Concerns have also been raised on the relationship between GMOs and cancer cases. Allergic reactions and diseases like kidney and liver malfunctions have also been linked to these modified foods. Transferring genes from animals to plants has also pose ethical challenges. Incorporation of animal genes on plants, for instance, to improve their resistance level completely contradicts the creation theory. However, the cases are few and are being dealt with to make these foods safe for human consumption. (Henningfeld, 2009: 98)  From the above discussion, it is clear that GMOs have seen a significant development in the food industry and has a positive impact on many countries. If the negative effects of these foods are corrected appropriately.

Effect of Reinforcement Essay Example for Free

Effect of Reinforcement Essay Psychology as we know it didn’t suddenly appear on the intellectual scene. It is impossible to say just when it began, or who was responsible for it. Instead, we can only point to a number of current that takes us from philosophy and the natural sciences into something recognizably psychological. To give you the simple concept of this field, psychology is the study of human and animal behavior. As time ages, many psychological theories have evolved. Burhus Frederic Skinner, as one of the contributors has emphasized a theory on learning regarding to individual’s behavior. Skinner believed that the best way to understand behavior is to look at the causes of an action and its consequences. He called this approach operant conditioning. Skinners theory of operant conditioning was based on the work of Thorndike (1905). Edward Thorndike studied learning in animals using a puzzle box to propose the theory known as the Law of Effect Skinner is regarded as the father of Operant Conditioning, but his work was based on Thorndike’s law of effect. Skinner introduced a new term into the Law of Effect Reinforcement. Behavior which is reinforced tends to be repeated (i.e. strengthened); behavior which is not reinforced tends to die out-or be extinguished (i.e. weakened). Skinner (1948) studied operant conditioning by conducting experiments using animals which he placed in a â€Å"Skinner Box† which was similar to Thorndike’s puzzle box. B.F. Skinner (1938) coined the term operant conditioning; it means roughly changing of behavior by the use of reinforcement which is given after the desired response. A. Background of the study Reinforcement, a term used to refer to anything that increases the likelihood that a response will occur. Reinforcement, noted, defined by the effect that it has on behavior it increases or strengthens the behavior. It might involve responses right after the reinforced present a kind of motivation. In this study, we could see the behavior, and the responses made by the rat in the presentation of reinforcement. The errors of the rat in the progress of the experiment shall be observed and noted and shown to answer the queries of the researchers at the same time address curiosity. B. Theoretical Basis: Physiological psychology research has identified separate but interactive neural pathways mediating reward and aversion (i.e., functioning as positive and negative reinforcement systems, respectively). Direct activation of brain reward mechanisms through electrical and chemical stimulation provides a tool for elucidating these neural systems. During the past four decades, considerable knowledge has been gained regarding the anatomical and neurochemical basis of these pathways. This brief presentation addresses only brain mechanisms involved in positive reinforcement because they are closely identified with pleasure in humans and because they underlie the primary process governing much of normal behavior. Deprivation and Positive Reinforces: Experts who say educators can use positive reinforces (positive consequences) to control students behavior usually dont tell the educators they must first deprive students of whatever they plan to use as reinforce. As far back as 1938, Skinner described how deprivation is necessary when a person wants to use reinforces to control another organism. That was when he wrote, in the preface to his book, The Behavior of Organisms: An Experimental Analysis (N.Y.: Appleton-Century-Crofts): The simplest contingencies involve at least three terms stimulus, response, and reinforcement and at least one other variable (the deprivation associated with the reinforcement) is implied. I think it is interesting that, even relatively early in his work, Skinner was waffling on his acknowledgment of the central role deprivation plays in operant conditioning. Notice how he says there are at least three terms, and at least one other variable (the deprivation associated with the reinforcement) is implied. Make no mistake about it, deprivation is not merely implied; it is the essential action that allows behaviorists to create the illusion that reinforcement controls behavior, whether the behavior occurs in the experimental laboratory, the classroom, or the slaughterhouse. Watsons S-R behavioristic psychology described behavior as reflexive responses to stimuli. Skinners radical behaviorism described behavior as responses in the presence of stimuli that were associated with reinforcers, where the reinforcers worked because the organism was deprived. The formula in Skinners psychology is stimulus-response-reinforcement (+deprivation): S-R-R (+D). (Sometimes the formula is written, Antecedent-Behavior-Consequence, or A-B-C. I would add +Deprivation, making the formula A-B-C (+D).) Without deprivation, or denial of access to something an organism wants or needs, there is no reinforcement. If a rat eats pellets of food until it stops of its own accord, then the behaviorist cannot use food to reinforce the rat’s actions. If a child has all of the attention he or she needs or wants, then a teacher cannot use attention to reinforce the childs behavior. No deprivation, no control of behavior. No control of behavior, no discipline program The following passage, from one of the Bibles of laboratory research methods for radical behaviorists, describes how completely they relied on deprivation to create the illusion that reinforcers control behavior. In 1957, C. B. Ferster and B. F. Skinner wrote that: Birds are sometimes matched on deprivation level as measured by the rate of responding under a variable-interval schedule. Each bird is run for a session of fixed length each day C. Related Literature What is Reinforcement? Reinforcement theory is the process of shaping behavior by controlling the consequences of the behavior. In reinforcement theory a combination of rewards and/or punishments is used to reinforce desired behavior or extinguish unwanted behavior. Any behavior that elicits a consequence is called operant behavior, because the individual operates on his or her environment. Reinforcement theory concentrates on the relationship between the operant behavior and the associated consequences, and is sometimes referred to as operant conditioning. REINFORCEMENT, PUNISHMENT, AND EXTINCTION The most important principle of reinforcement theory is, of course, reinforcement. Generally speaking, there are two types of reinforcement: positive and negative. Positive reinforcement results when the occurrence of a valued behavioral consequence has the effect of strengthening the probability of the behavior being repeated. The specific behavioral consequence is called a reinforced. An example of positive reinforcement might be a salesperson that exerts extra effort to meet a sales quota (behavior) and is then rewarded with a bonus (positive reinforce). The administration of the positive reinforce should make it more likely that the salesperson will continue to exert the necessary effort in the future. Negative reinforcement results when an undesirable behavioral consequence is withheld, with the effect of strengthening the probability of the behavior being repeated. Negative reinforcement is often confused with punishment, but they are not the same. Punishment attempts to decrease the probability of specific behaviors; negative reinforcement attempts to increase desired behavior. Thus, both positive and negative reinforcement have the effect of increasing the probability that a particular behavior will be learned and repeated. An example of negative reinforcement might be a salesperson that exerts effort to increase sales in his or her sales territory (behavior), which is followed by a decision not to reassign the salesperson to an undesirable sales route (negative reinforce). The administration of the negative reinforce should make it more likely that the salesperson will continue to exert the necessary effort in the future. As mentioned above, punishment attempts to decrease the probability of specific behaviors being exhibited. Punishment is the administration of an undesirable behavioral consequence in order to reduce the occurrence of the unwanted behavior. Punishment is one of the more commonly used reinforcement-theory strategies, but many learning experts suggest that it should be used only if positive and negative reinforcement cannot be used or have previously failed, because of the potentially negative side effects of punishment. An example of punishment might be demoting an employee who does not meet performance goals or suspending an employee without pay for violating work rules. Extinction is similar to punishment in that its purpose is to reduce unwanted behavior. The process of extinction begins when a valued behavioral consequence is withheld in order to decrease the probability that a learned behavior will continue. Over time, this is likely to result in the ceasing of that behavior. Extinction may alternately serve to reduce a wanted behavior, such as when a positive reinforce is no longer offered when a desirable behavior occurs. For example, if an employee is continually praised for the promptness in which he completes his work for several months, but receives no praise in subsequent months for such behavior, his desirable behaviors may diminish. Thus, to avoid unwanted extinction, managers may have to continue to offer positive behavioral consequences. What is motivation? Definition of Motivation Motivation refers to â€Å"the reasons underlying behavior† (Guay et al., 2010, p. 712). Paraphrasing Gredler, Broussard and Garrison (2004) broadly define motivation as â€Å"the attribute that moves us to do or not to do something† (p. 106). Intrinsic motivation is motivation that is animated by personal enjoyment, interest, or pleasure. As Deci et al. (1999) observe, â€Å"Intrinsic motivation energizes and sustains activities through the spontaneous satisfactions inherent in effective volitional action. It is manifest in behaviors such as play, exploration, and challenge seeking that people often do for external rewards† (p. 658). Researchers often contrast intrinsic motivation with extrinsic motivation, which is motivation governed by reinforcement contingencies. Traditionally, educators consider intrinsic motivation to be more desirable and to result in better learning outcomes than extrinsic motivation (Deci et al., 1999). Although the use of differential reinforcement has been recommended in previous investigations and in early intervention curriculum manuals, few studies have evaluated the best method for providing differential reinforcement to maximize independent responding. This paper reviews previous research on the effectiveness of differential reinforcement as treatment and describes important areas of future research. Keywords: acquisition, differential reinforcement, early intervention, reinforcement quality, reinforcement schedules Differential reinforcement is an operant procedure used to increase the occurrence of desirable behavior while simultaneously decreasing undesirable behavior. The use of differential reinforcement is recommended in early intervention (EI) programs because children in EI often do not acquire skills in the absence of motivational procedures (Karsten Carr, 2009; Leaf McEachin, 1999; Lovaas, 2003). In addition, prompting procedures may be necessary initially, because children who require EI may not have extensive skill repertoires that could be exposed to differential reinforcement. Thus, one challenge in EI programming is to identify differential reinforcement procedures that minimize prompt dependence and promote independent responding as the ultimate goal. However, only a few studies have examined the effects of differential reinforcement on independent and prompted responding in EI programs. Therefore, the purposes of this review are (a) to provide a summary of previous research related to differential reinforcement during acquisition-based procedures in EI and (b) to suggest areas of future research. Schedules of reinforcement Studies have examined variations in differential reinforcement schedules for prompted and independent responding to identify schedules that increase the efficiency of learning (i.e., quickly increase independent responding). Olenick and Pear (1980) implemented differential reinforcement during tact training using 5-s constant time delay (hereafter referred to as â€Å"prompt delay†) with 3 children with severe intellectual disabilities. The evaluation included four conditions. In two of the conditions, reinforcement was provided on a fixed-ratio (FR) 6 or 8 schedule. Reinforcement was provided on an FR 1 schedule for correct independent responses and on an FR 6 or FR 8 schedule for prompted responses in the third condition. In the fourth condition, reinforcement was provided on an FR 1 schedule for prompted responses and on an FR 6 or 8 schedules for correct independent responses. Results indicated that all participants had the highest accuracy and number of independent responses on the FR 1 schedule for independent responses. These findings suggest that schedules of reinforcement that favor independent responding may produce more rapid skill acquisition. However, the authors implemented a fairly thin schedule of reinforcement in the first two conditions (i.e., FR 6 or 8) and did not conduct any sessions at a 0-s prompt delay, both of which are inconsistent with typical procedures used in EI (Walker, 2008). Thus, it is not clear that the results of this study are representative of acquisition in clinical settings, in which rich schedules of reinforcement and a 0-s prompt delay are used most typically in initial stages of learning. What is Latent learning? Latent learning is a theory in psychology that describes learning without a reward. An organism learns a new concept simply from observation and without any obvious reinforcement. The organism may not be consciously aware of its new skill until it suddenly expresses that skill when it becomes useful at a later date. For instance, a person can casually observe other people using chopsticks to eat and discover much later that he or she can use them correctly without ever being taught. A classic experiment in psychology illustrates how latent learning works. Edward C. Tolman and C.H. Honzik famously placed three groups of rats inside a maze, where the rats were allowed to wander around. One rat group always received a food reward when reaching the end of the maze, while the second group found no food at the end. The third group found no food at the end of the maze for ten days but discovered food on the 11th day. The first group of rats learned to reach the end of the maze quickly to reach the food. The second group continued to wonder around the maze. The third group acted similarly to the second group until food was placed at the end of the maze on the last day. One day after food was placed; the third group had already learned to reach the end of the maze as quickly as the first group.

Determining factors of national advantage

Determining factors of national advantage Porter introduced a model that allows analyzing why some nations are more competitive than others are, and why some industries within nations are more competitive than others. Determining factors of national advantage has become known as Porters Diamond. Four determinants are distinguishes below:- 1. Factor Conditions Factors can be grouped into human resources like -skilled and qualified labor, labor cost, commitment etc., natural resources, knowledge resources, capital resources, and infrastructure. Porter points out that these factors are not necessarily nature-made or inherited. They may develop and change. Political initiatives, technological progress or socio-cultural changes, for instance, may shape national factor conditions. To established the retail industry in UK almost the same factor conditions work for ASDA and TESCO. Both have skilled workforce and sophisticated infrastructure, skilled human resources or a scientific base, speed of creation, speed of upgrade, and degree of specialisation in retail industry. (http://www.themanager.org/Models/diamond.htm, accessed: 22nd Feb, 2010 2. Related And Supporting Industries A set of strong related and supporting industries is important to the international competitiveness of firms. This includes supplier and related industries. If local supporting industries are competitive, firms enjoy more effective and innovative inputs. Internationally competitive home-based suppliers create advantage in downstream industries through superior inputs, co-ordination in the value chain and innovation and upgrading. The competitiveness of retail industry is benefit from the local industries, local producers and local farmers. ASDA and TESCO are both selling almost similar items like Grocery, Fresh, Wine, Clothing, Phone accessory, Electronic goods. We can see both retail company-ASDA and TESCO has a good supply chain with their local Industries, local Producers, local Farmers and foreign suppliers. 3. Firm Strategy, Structure, and Rivalry The context of characteristics of firm strategy, structure and rivalry in different countries also helps explain bases of advantage. The conditions in nation governing how companies are created, organized, and managed, as well as the nature of domestic rivalry. TESCO implement a clear cost leadership strategy, as market leaders they benefit heavily from economies of scale. The introduction of their own brand allowed the company to cut their costs and increase their profit margins. Toscos current strategy is very much one of growth. Depend on the feature aimed at the high street consumer TESCO offering different categories shop and services- In Tescos Extra stores here are over 15,000 of their own brand products. Customer can buy any product in cheaper price. Tesco Extra stores, selling not just food, like other supermarkets. Tesco Metro was introduced. This was a feature aimed at the high street consumer while offering the benefits of a large supermarket. Tesco Express in essence a petrol station with a small Tesco store onsite. This offered customer convinces products i.e. bread, milk and essential grocery items. Tesco Direct The recent interim results show how Tescos non-food products have made good progress. Tescos Direct will offer the vast range to anyone with computer access. Telecommunications Tesco launched an ISP service back in 1998, but have invested more heavily in this field since 2003. Tescos mobile is in an association with O2 and their ADSL package with NTL. Personal Finance Tesco Personal Finance displays to the extent the corporation is diversifying, now moving outside the retail sector. (http://www.tesco.com, accessed: 22nd Feb. 2010) When we look at the ASDA‘s main strategy is bit same as TESCO-is the ability to keep costs low and pass that on to customers in lower prices. All the ASDA stores have largely accommodated similar with TESCO EXTRA, have the ASDA Direct, George for clothing, Groceries and Financial services. But ASDA dont have the store like Tesco metro or Tesco Expess where Tescos current strategy is very much one of growth. UKs retail industry such Sainsburys, Marks Spencer, Morrisons, Waitrose and so on are the good example of domestic rivalry of Tesco and Asda. 4. Demand Conditions: The shaping of particular factor conditions is influence by demand condition. Porter state that home demand is determined by three major characteristics-the mix of customers needs and wants, their capacity and expansion rate, and the mechanisms that send out domestic preferences to foreign markets. He also states that if home demand provides clearer and earlier signals of demand trends to domestic suppliers than to foreign competitors ,a country can achieve national advantages in an industry or market segment, Enormous demand and high quality desires in retail industry in UK in resulted TESCO and ASDA to produce high quality products. Reference: Michael Porter,The Competitive Advantage of Nations, 1990. Prentice Hall, Exploring Corporate Strategy, 7th edition. http://www.asda.co.uk http://www.tesco.com http://www.themanager.org/models/diamond.htm

The Integrity and Strength of Mark Twains The Adventures of Huckleberr

The Integrity and Strength of Huckleberry Finn  Ã‚     Ã‚  Ã‚  Ã‚   When one is young they must learn from their parents how to behave. A child's parents impose society's unspoken rules in hope that one day their child will inuitivly decerne wrong from right and make decisions based on their own judgment. These moral and ethical decisions will affect one for their entire life. In Mark Twains, Adventures of Huckleberry Finn, Huck is faced with the decision of choosing to regard all he has been taught to save a friend, or listen and obey the morals that he has been raised with. In making his decision he is able to look at the situation maturely and grow to understand the moral imbalances society has. Hucks' decisions show his integrity and strength as a person to choose what his heart tells him to do, over his head.   Ã‚  Ã‚  Ã‚  Ã‚   Huck has been raised in a high-class society where rules and morals are taught and enforced. He lives a very strict and proper life where honesty and adequacy is imposed. Huck being young minded and immature, often goes against these standards set for him, but are still very much a part of his decision-making ability and conscience. When faced to make a decision, Hucks head constantly runs through the morals he was taught. One of the major decisions Huck is faced with is keeping his word to Jim and accepting that Jim is a runaway. The society part of Hucks head automatically looks down upon it. Because Huck is shocked and surprised that Jim is a runaway and he is in his presence, reveals Hucks prejudice attitude that society has imposed on him. Huck is worried about what people will think of him and how society would react if they heard that Huck helped save a runaway slave. The unspoken rules th... ... Ed. Paul Lauter, et al. 2nd ed. Vol. 2.   Lexington:   Heath, 1994.   236-419.   Hoffman, Daniel.   "Black Magic--and White--in Huckleberry Finn."   Adventures of Huckleberry Finn:   An Authoritative Text Backgrounds and Sources Criticism.   Ed. Sculley Bradley, et al.   2nd ed.   New York:   Norton, 1977.   423-436.   Jones, Rhett S.   "Nigger and Knowledge.   White Double-Consciousness in Adventures of Huckleberry Finn."   Satire or Evasion?   Black Perspectives on Huckleberry Finn. Ed. James Leonard, et al.   Durham:   Duke UP, 1992.   173-194.   Kaplan, Justin.   "Born to Trouble:   One Hundred Years of Huckleberry Finn."   Mark Twain Adventures of Huckleberry Finn:   A Case Study in Critical Controversy.   Eds. Gerald Graff and James Phelan.   Boston:   St. Martin's, 1995.   348-359.     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  

What Does It Mean to Be a Teacher

To Whom It May Concern, Teachers are the facade of a school. They teach students skills that prepare them for their whole life. Teachers are leaders not followers; they are the lyrics to a song. They support the helpless and make frowns into smiles. A teacher is always on time and neatly dressed, not grumpy. Teachers have lost their way now. They miss some school days at a time; they record grades into the computer at the last minute, and they do not care about the students.Teachers have lost their true value. There is a teacher named Mrs. A, she does not do any of her work. She is never at school; her grades are never in on time, and there is always a substitute in her class room. Her students have not learned anything since school started, and it is certainly driving my teacher crazy. My teacher is always covering for her but gets in trouble for no reason. Teachers like Mrs. A have lost the knowledge of what it means to be a teacher.They take it for granted; teaching children is a privilege that is rewarded to those who entirely devote themselves to the job. Not those who abuse the privilege. If a teacher can not meet their full expectations, then he/she should not have the job. Students need the strong to lean on, not the weak. Students need a soaring eagle, not a crawling worm. Teachers have lost their respect; the title does not mean anything anymore. Does anyone know what the definition of a teacher is? Sincerely, Brea Robinson

Jane Austens Emma and Pride and Prejudice essays

Jane Austens Emma and Pride and Prejudice essays Self-discovery is the predominant theme that appears in Jane Austen's novels, Emma and Pride and Prejudice. Emma discovers herself through other characters, which allow her to see herself as she really is and also cause her to mature. Emma values money and social position over matters of the heart. Elizabeth and Darcy illustrate how individuals must overcome their own pride before they can develop. Austen uses complicated relationships to illustrate the importance of humility. Her characters must undergo a certain amount of self-discovery in order to achieve happiness. Emma represents the upper-class society and has lived a somewhat sheltered life at Hartfield. We are told, "Emma Woodhouse, handsome, clever, and rich, with a comfortable home and happy disposition, seemed to unite some of the best blessings of existence; and had lived nearly twenty- one years in the world with very little to distress or vex her" (Emma 1996 299). This image of Emma is one of a spoiled child with no real experience While Emma is certainly well educated, we are told "the real evils of Emma's situation were the power of having rather too much her own way, and a disposition to think a little too well of herself" (299). Emma is a busybody. She also enjoys gossip and playing matchmaker for the people in her life. These are characteristics she will exhibit as the novel progresses, regardless of the possible dangers involved. In fact, she takes pride in her meddling, as seen when she reminds Mr. Knightley, that she arranged for Harriet and Mr. Weston to met each other. She says, "I made the match myself . . . When so many people said Mr. Weston would never marry again, may comfort me for anything" (304). She then tells her father, "You cannot think that I shall leave off the match-making" (304). This statement clearly reveals Emma's arrogance. Similarly, Elizabeth is very proud of bei...