The Importance of Research on Animals :: Animal Research Science Experiments Essays

The Importance of Research on Animals Research on animals is important in understanding diseases and developing ways to prevent them. The polio vaccine, kidney transplants, and heart surgery techniques have all been developed with the help of animal research. Through increased efforts by the scientific community, effective treatments for diabetes, diphtheria, and other diseases have been developed with animal testing. Animal research has brought a dramatic progress into medicine. With the help of animal research, smallpox has been wiped out worldwide. Micro-surgery to reattach hearts, lungs, and other transplants are all possible because of animal research. Since the turn of the century, animal research has helped increase our life-span by nearly 28 years. And now, animal research is leading to dramatic progress against AIDS and Alzheimer's disease. Working with animals in research is necessary. Scientists need to test medical treatments for effectiveness and test new drugs for safety before beginning human testing. Small animals, usually rats, are used to determine the possible side effects of new drugs. After animal tests have proven the safety of new drugs, patients asked to participate in further studies can be assured that they may fare better, and will not do worse than if they were given standard treatment or no treatment. New surgical techniques first must be carefully developed and tested in living, breathing, whole organ systems with pulmonary and circulatory systems much like ours. The doctors who perform today's delicate cardiac, ear, eye, pulmonary and brain surgeries, as well as doctors in training, must develop the necessary skills before patients' lives are entrusted to their care. Neither computer models, cell cultures, nor artificial substances can simulate flesh, muscle, blood, and organs like the ones in live animals. There is no alternative to animal research. Living systems are complex. The nervous system, blood and brain chemistry, and gland secretions are all interrelated. It is impossible to explore, explain or predict the course of many diseases or the effects of many treatments without observing and testing the entire living system. Cell and tissue cultures, often suggested as "alternatives" to using animals, have been used in medical research for many years. But these are only isolated tests. And isolated tests will yield only isolated results, which may bear little relation to a whole living system. Scientists do not yet know enough about living systems or diseases, nor does the technology exist, to replicate one on a computer. The information required to build a true computer model in the future will be based on data drawn from

Culloden Case Essay

Culloden is not an action film, or a historical documentary, it is a historical deconstruction.   It serves to retell the events of the battle of Culloden as they really occurred.   Culloden was not the patriotic battles filled with the heroes that are portrayed in history books, it was an occurrence of bloody mass slaughter and ethnic cleansing. Through filming the events in a documentary style and vividly reconstructing events, the Director of Culloden, Peter Watkins, represents the horror of war in a true and realistic manner and allows the viewer to feel as though they are witnessing events first hand.   This technique, coupled with rapid editing, loud noises and tight close-ups brings the horror of the events home to the viewer and any images of the battle that a viewer may have previously held are completely lost. Within the documentary the deficiencies of the myths contained in history books and stories are revealed.   The character of Bonnie Prince Charlie, for example, is not portrayed as the romantic hero with whom people traditionally associate, rather he is revealed as an incompetent fool who self obsession leads to the murder of innocent civilians and soldiers. The presence of the British historian commenting on events from a safe distance is aimed squarely at pinpointing exactly how this reality becomes distorted over time.   The disjoint between the events on the field and the historian’s reaction to them serves to show how events such as this are dramatized.   Even in the midst of the bloodshed and the violence the historian views events with bias, commenting on them in an animated and vibrant fashion. The film draws the viewer’s attention to a number of factors that are traditionally forgotten in the heroic tales of war; it is an extremely terrifying event where innocent people die, the soldiers themselves suffer horrendously from the events and dreadful mistakes are made.   Whilst the bravery of the men who fight these wars should be remembered, so should the reality of what occurred on the battlefields.

Decision Making Process Paper

Decision-Making Process Paper MGT/230 June 26, 2011 Abstract The decision-making process has six stages. These stages consist of identifying and diagnosing the problem, generating alternative solutions, evaluating alternatives, making the choice, implementing the decision, and evaluate the decision. Choosing to go back to school and what school to attend was a problem that I had that needed to be figured out. I did not use the decision-making process; if I had I am not sure if my decision would have been the same. Deciding to go back to school was something I thought about for a few months but taking the steps to do so was something that only took an hour to do. The decision-making process has six stages but I may have only taken three of those steps in my process. The decision-making stages are to identify and diagnose the problem, generate alternative solutions, evaluate alternatives, make the choice, implement the decision, and evaluate the decision (Management, 2011). To identify and diagnose the problems means to recognize a problem or something he of she wants to do that exist and solve it. Generate alternative solutions can be divide into two categories, which are ready-made solutions and custom-made solutions. Ready made solutions are solutions you have tried before or advice from others with similar problems, and custom made solutions are solutions designed for a specific solution. Evaluate alternatives means deciding which solution will be best and which solution will fit the problem that you have. After considering all the solution, you will have to make a choice. Once you have made your choice, implement the decision. Implement the decision means to take action. Start the plan to solve your problem. The last stage is to evaluate the decision by collecting information on how well the decision is working. These are the six stages of the decision-making process. My problem was deciding ongoing back to school and which school to attend. My steps were to think about what would be best and my family in regard to me to go back to school, which school to go to, and apply to that school. My family was involved in y process because I wanted their input on everything that I did. My first step was to discuss the idea ongoing back to school, which to my family was not an issue because they believed that I had so much knowledge that I needed to do something with it, but I was hesitant because of my children. My second step was to decide which school to attend. The choice was between University of Phoenix and Gaston Community College. I choice these two schools because my stepmother goes to Phoenix and she advis ed me it would be a good opportunity. Gaston Community College was a suggestion my boyfriend had because it was close to where I lived but the only problem was my children were not in daycare, so who would be able to watch them and I was in school. Another problem was they did not offer any online programs that year in my field. My decision was easy because I thought of my children first. The last step I took was applying to University of Phoenix. I did not take the same steps as the decision-making process contains but I may have taken a few. I did identify that I had a problem, came up with solutions, make a choice and implemented my decision. The decision-making process has six steps, but I only used four of those steps in my process. If I had used the decision-making process my decision may be different. If I had thought about every detail of my life, for example, my children going to school this year, I may have chosen the community college because it would have been convenient at the time. Also if I had taken the steps to talk to daycares about putting my youngest child in one, I would not have to worry about finding a babysitter when I went to school. The decision-making process would have made me ask questions about what I wanted and what I could do. The process also would have allowed me to evaluate my decision and determine if a community college would have been right. My problem was going back to school and which school to attend. I may not have followed the decision-making process but I do believe I have made the right choice. The decision-making process has six stages: identify and diagnose the problem, generate alternative solutions, evaluate alternatives, make the choice, implement the decision, and evaluate the decision. The decision-making process can be very effective if one were to use it. Reference Bateman, T. S. , and Snell, S. A (2011). Management: Leading & Collaborating in a Competitive World (9th e. d. ). New York, NY: McGraw-Hill Irwin.

Teaching English Classroom Management Skills H1

Teaching English Classroom Management Skills H1 Classroom management in the ESL / EFL classroom can be challenging at times because of a number of variables in English classroom management. However, one key element of classroom management remains the same: The desire to communicate in English. This article discusses the challenges of classroom management that occur in one form or another in most ESL / EFL settings. Also provided are a number of suggestions to deal with these issues. There is also an opportunity for teachers to learn from each other by contributing your own experiences in classroom management, as well as tips for effective classroom management. Classroom Management Challenges Common to Most ESL / EFL Settings 1. Classroom Management Challenge: Students find it difficult to participate because they dont want to make a mistake. Classroom Management Tips: Give examples in (one of) the native languages of the students. Youre sure to make some mistakes and use this as an example of willingness to make mistakes. This classroom management technique should be used with care because some students might wonder at your own language learning capabilities. Break students up into smaller groups rather than conducting discussions as a large group. This approach can lead to more classroom management issues if the classes are large - use with care! 2. Classroom Management Challenge: Students insist on translating every word. Classroom Management Tips: Take a text with some nonsense words. Use this text to illustrate how you can discern general meaning without having to exactly know each and every word. Conduct some consciousness raising about the importance of context to language learning. You can also discuss how babies absorb language over time. 3. Classroom Management Challenge: Students insist on being corrected for each and every mistake. Classroom Management Tips: Establish a policy of correcting only those mistakes that are relevant to the current lesson. In other words, if you are studying the present perfect in that particular lesson, you will only correct mistakes made in present perfect usage. Establish a policy of certain activities which are correction free. This needs to be a class rule so that students dont begin correcting each other. In this case, youll have another classroom management issue on your hands. 4. Classroom Management Challenge: Students have varying levels of commitment. Classroom Management Tips: Discuss course objectives, expectations and homework policies at the beginning of each new class. Adult learners who feel this is too demanding can make their objections known during this discussion. Do not go back and repeat information from previous lessons for individuals. If you need to do a review, make sure that the review is done as a class activity with the objective of helping the entire class. Adult English Classes - Learners Speaking the Same Language 1. Classroom Management Challenge: Students speak in their own language during class. Classroom Management Tips: Use a donation jar. Each time a student speaks a phrase in his / her own language, they contribute to the fund. Later, the class can go out together using the money. Give students some of their own medicine and shortly instruct in another language. Make a point of the distraction this causes in class. 2. Classroom Management Challenge: Students insist on translating each phrase into their own tongue. Classroom Management Tips: Remind students that translating places a third person in the way. Instead of communicating directly, each time you translate into your own language you need to go to a third party in your head. There is no way you can keep up a conversation for any length of time using this technique. Take a text with some nonsense words. Use this text to illustrate how you can discern general meaning without having to exactly know each and every word. Conduct some consciousness raising about the importance of context to language learning. You can also discuss how babies absorb language over time.

A Brief History of Manchuria

A Brief History of Manchuria Manchuria is the region of northeastern China that now covers the provinces of Heilongjiang, Jilin, and Liaoning. Some geographers also include northeastern Inner Mongolia, as well. Manchuria has a long history of conquering and being conquered by its southwestern neighbor, China. Naming Controversy The name Manchuria is controversial. It comes from a European adoption of the Japanese name Manshu, which the Japanese began to use in the nineteenth century. Imperial Japan wanted to pry that area free from Chinese influence. Eventually, in the early 20th century, Japan would annex the region outright.   The so-called Manchu people themselves, as well as the Chinese, did not use this term, and it is considered problematic, given its connections with Japanese imperialism. Chinese sources generally call it the Northeast or the Three Northeast Provinces. Historically, it is also known as Guandong, meaning east of the pass. Nonetheless, Manchuria is still considered to be the standard name for northeastern China in the English language.   The Manchu People Manchuria is the traditional land of the Manchu  (formerly called the Jurchen), the Xianbei (Mongols), and the  Khitan  peoples. It also has long-standing populations of Korean and Hui Muslim people.  Ã¢â‚¬â€¹In total, the Chinese central government recognizes 50 ethnic minority groups in Manchuria.  Today, it is home to more than 107 million people; however, the vast majority of them are ethnic Han Chinese. During the late Qing Dynasty (19th and early 20th centuries), the ethnic-Manchu Qing emperors encouraged their Han Chinese subjects to settle the area that was the Manchu homeland. They took this surprising step to counter Russian expansionism in the region. The mass migration of Han Chinese is called the  Chuang Guandong, or the venture into the east of the pass. Manchuria's History The first empire to unite nearly all of Manchuria was the Liao Dynasty (907 - 1125 CE). The Great Liao is also known as the Khitan Empire, which took advantage of the collapse of Tang China to spread its territory into China proper, as well. The Manchuria-based Khitan Empire was powerful enough to demand and receive tribute from Song China and also from the Goryeo Kingdom in Korea. Another Liao tributary people, the Jurchen, overthrew the Liao Dynasty in 1125 and formed the Jin Dynasty. The Jin would go on to rule much of northern China and Mongolia from 1115 to 1234 CE. They were conquered by the rising Mongol Empire under Genghis Khan. After the Mongols Yuan Dynasty in China fell in 1368, a new ethnic Han Chinese dynasty arose called the Ming. The Ming were able to assert control over Manchuria and forced the Jurchens and other local people to pay tribute to them. However, when unrest broke out in the late Ming era, the emperors invited Jurchen/Manchu mercenaries to fight in the civil war.  Instead of defending the Ming, the Manchus conquered all of China in 1644. Their new empire, ruled by the Qing Dynasty, would be the last Imperial Chinese Dynasty  and lasted until 1911. After the fall of the Qing Dynasty, Manchuria was conquered by the Japanese, who renamed it Manchukuo. It was a puppet empire, headed by the former Last Emperor of China, Puyi. Japan launched its invasion of China proper from Manchukuo; it would hold on to Manchuria until the end of World War II. When the Chinese Civil War ended in a victory for the communists in 1949, the new Peoples Republic of China took control of Manchuria. It has remained a part of China ever since.

Why the history should not be forgotten Is the memory of the Holocaust Essay

Why the history should not be forgotten Is the memory of the Holocaust used to foster divides in Europe How - Essay Example of global focus during this annual event and it uses the opportunity to assert its existence and the need to protect the nation from external aggression, mainly from the neighboring Arab communities. There are many arguments for and against commemoration of the Holocaust. Some people feel that the history should not be forgotten. Others argue that the memory of the Holocaust is used to foster divides in Europe and should be forgotten. Jews commemorate the Holocaust as part of their history reflecting the suffering they endured in Europe under the Nazi Germany. The global event is seen as a remembrance that not only acts as a lesson and a caution against human rights violation but also as a direction towards the right course for humanity as a whole. By virtue of it being an important lesson for humanity, it should not be forgotten. Generations will come and learn through the mistakes that the world made in the past and ensure that they do not reoccur. The Holocaust formed the foundation of the United Nations, which was an international organization viewed by all nations globally as the centre of hope for humanity and the future. Remembering the Holocaust promotes a shared resolve among nations to prevent such terror from ever happening anywhere else in the world. The commemoration represents an unmistakable resolution of nations, focused at appreciating that if nations identify with the ideals they protect, they c an be preserved (Lecomte, 2006). A national day of the liberation of Auschwitz is observed in Germany when the victims of state socialism are also remembered. For the survivors, the events of Auschwitz still linger in their minds. Those whose loved ones were killed in the concentration camps still visit the sites where these camps were located in Poland and they have a right to remember, reflect and narrate the occurrences over and over again to younger people who need to understand the past events that shaped the global relations that exist today. A

Nietzsche and Sartre are each concerned about the definition of self Assignment

Nietzsche and Sartre are each concerned about the definition of self - Assignment Example This puts every experience that man undergoes to be subject to his own limited understanding. In a sense, this implies that human emotion blows out of proportion due to their own limited understanding of the situation. Nietzsche, on the other hand, elaborates another philosopher’s discovery when he acknowledges self being the value one puts on himself. He agrees that all that man discovers are â€Å"human faculties†. The transcendental aspect christened â€Å"intellectual intuition† by Schelling gratifies the utmost yearnings of human beings. This view of self allows man to pursue his desire oblivious of the outcome as he is a slave to emotion and only aims at actualizing the goal. Both philosophers agree that the definition of self is subjective rather than objective. The essence is to allow each person to define his own boundaries and limits. These might be shaped up by human experience, environment, emotions and individual human fears, but still give credence to the Nietzsche’s and Sartre’s view of self. This is the conclusion that self is the value one ultimately puts on himself; strengths and weaknesses remain relative in all